UNIT TITLE: An Eastern Journey:
Author: Michele M.
Stefl
School: Queen of
School Home
Page URL: http://www.queenofpeacehs.org
THEME:
BROAD CONCEPT: Survival,
Persistence
GRADES: Grade
10
INTEGRATED
SUBJECTS: English, History, Math,
Technology
UNIT GOALS AND
PURPOSE: The goal of this unit is to
familiarize students with various concepts, skills, and values that revolve
around the Asian culture. For example, students will be engaged in
various group and individual activities that integrate world literature, world
history, math, and technology. It is through the integration of these
subjects that students will answer these essential questions: How is this
society reflected in literature? How are the 6 systems (communication,
social roles, politics, economics, beliefs/values) reflected in this area of
the world? How does geography play a role in the development of a country
and surrounding areas?
TIME FRAME: 4 weeks
OBJECTIVES:
In this
lesson, students will:
- Determine
the role geography played in shaping the development of China and the
surrounding area.
- Create
a timeline depicting the main events associated with a specific revolution
in China.
- Analyze
modern revolutions in China and determine what belief system inspired the
actions of those involved.
- Compare/contrast
literary styles associated with Haiku and Shih poetry and determine what
Japanese and Chinese values are associated with each.
- Trace
the development of Confucian, Taoist, and Legalist philosophies in China
and analyze the impact each had on Japan’s political and social systems.
- Compare/contrast
the role of women in Chinese and Japanese societies.
- Evaluate
written work based on literary, historical, and cultural contexts.
- Demonstrate
familiarity with research skills and the use of electronic resources
- Read
Siddhartha
- Practice
and perform in cooperative learning groups
- Learn
how to organize data and statistics associated with population and
- General materials
and equipment notebook, pen/pencil, novel, textbooks, graph
paper, coloring utensils
- Technology tools computer,
scanner
- Software Used in
this Unit
__Desktop
Publishing- (Publisher, Power Point, Kid Pix)
__Word
Processing (MS Word)
__Spreadsheet
(Excel)
__CD-ROM
Encyclopedia (Encarta)
STATE STANDARDS
ADDRESSED BY THIS UNIT:
Language Arts
1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources.
1.B.4c Read age-appropriate material with fluency and accuracy.
1.C.4a Use questions and predictions to guide reading.
1.C.4b Explain and justify an interpretation of a text.
1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
2.A.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
2.A.4b Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of the literary piece.
2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials.
2.B.4b Analyze form, content, purpose and major themes of American literature and literature of other countries in their historical perspectives.
3.A.4 Use standard English to edit documents for clarity,
subject/verb agreement, adverb and adjective agreement and verb tense;
proofread for spelling, capitalization and punctuation; and ensure that
documents are formatted in final form for submission and/or publication.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology.
3.B.4c Evaluate written work for its effectiveness and make recommendations for its improvement.
3.C.4b Using available technology, produce compositions and multimedia works for specified audiences.
4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).
4.A.4c Follow complex oral instructions.
4.B.4a Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence.
4.B.4b Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal.
4.B.4c Use strategies to manage or overcome communication anxiety and apprehension (e.g., developed outlines, notecards, practice).
4.B.4d Use verbal and nonverbal strategies to maintain communication and to resolve individual and group conflict.
5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets).
5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources.
5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals.
5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience.
5.C.4b Produce oral presentations and written documents
using supportive research and incorporating contemporary technology.
Social Studies
6.A.4a Analyze and report historical events to determine cause-and-effect relationships.
16.A.4b Compare competing historical interpretations of an event.
16.B.4b (W) Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta).
17.A.4a Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth
17.B.4b Analyze trends in world demographics as they relate to physical systems.
7.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).
18.A.4 Analyze the influence of cultural factors
including customs, traditions, language, media, art and architecture in
developing pluralistic societies.
8.B.4 Analyze various forms of institutions
(e.g., educational, military, charitable, governmental).
Math
7.C.4a Make indirect measurements, including
heights and distances, using proportions (e.g., finding the height of a tower
by its shadow).
.A.4a Construct a model of a three-dimensional figure from a two-dimensional pattern.
9.A.4b Make perspective drawings, tessellations and scale drawings, with and without the use of technology.
10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.
10.A.3b Compare the mean, median, mode and range, with and without the use of technology.
10.B.3 Formulate questions (e.g., relationships
between car age and mileage, average incomes and years of schooling), devise
and conduct experiments or simulations, gather data, draw conclusions and
communicate results to an audience using traditional methods and contemporary
technologies
10.C.3b Analyze problem situations (e.g., board games, grading scales) and make predictions about results.
N.C.T.M.
STANDARDS ADDRESSED BY THIS UNIT:
Use
visualization, spatial reasoning, and geometric modeling to solve problems
draw and construct
representations of two- and three-dimensional geometric objects using a variety
of tools; • visualize three-dimensional
objects and spaces from different perspectives and analyze their cross
sections; • use vertex-edge graphs to
model and solve problems; • use geometric
models to gain insights into, and answer questions in, other areas of
mathematics; • use geometric ideas to
solve problems in, and gain insights into, other disciplines and other areas of
interest such as art and architecture.
Develop and evaluate
inferences and predictions that are based on data
• use simulations to explore
the variability of sample statistics from a known population and to construct
sampling distributions; • understand how
sample statistics reflect the values of population parameters and use sampling
distributions as the basis for informal inference; • evaluate published reports that are based on data by
examining the design of the study, the appropriateness of the data analysis,
and the validity of conclusions; • understand
how basic statistical techniques are used to monitor process characteristics in
the workplace.
- recognize and use connections among mathematical ideas;
- understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
- recognize and apply mathematics in contexts outside of mathematics.
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:
LESSON 1: Students are introduced to
LESSON 2: Students will use facts and figures researched on the
Internet and/or Encyclopedia Encarta to create a population graph of
The student will be able to:
1. Create a bar graph on the computer using given information from the teacher.
2. Create a bar graph using their own information chart (they will need to
create one on separate paper first).
Materials:
- Computer for each student (may also be
done in groups of 2 students per computer)
- Microsoft Excel program on all
computers
- Bar Graph examples (colored if
possible) This can be created by the teacher simply by creating the image on
the computer, press
the "print screen"
key on the keyboard and paste it into a simple paint program. Then, you can
simply print your creation.
- Bar Graph example handouts for
each student
- Graphed paper (squares need to be big enough to write in)--may use plain paper
LESSON 3: After learning about the
history and characteristics of Haiku poetry, students will use Power Point or
Kid Pix to present original Haiku.
Either working individually or in pairs students will then present their
original slide show to the class. As an
extension activity, print the presentations and make a class book of Haiku for
everyone to enjoy.
Materials:
·
computers
with Internet access
·
computer projector
·
Power
Point or Kid Pix (with slide show component)
Useful Internet Resources:
* North Texas
Institute for Educators on the Visual Arts
Contains information about Haiku history and characteristics.
http://www.art.unt.edu/ntieva/artcurr/asian/haiku.html
* Create your own
pseudo-Haiku poetry
Create your own Haiku from drop-down menus.
http://www.lsi.usp.br/usp/rod/poet/haicreate.html
* Japanese
Haiku
Student Haiku samples with accompanying pictures.
http://k12.albemarle.org/MurrayElem/Projects/langarts/haiku/japanintro.html
* How to make a Kid
Pix slide show
http://www.schools.ash.org.au/revesby/kpss.html
LESSON 4: Students will work in
groups to write research reports and create visuals about the countries within
this region. Teachers can then put on a
culture fair and/or use Power Point to present their information. Students can discuss a wide range of topics
and present the information in various manners.
For example, students can create travel brochures, postcards,
graphs/charts, posters or anything other means to get their information across.
1. The students will research a given country/culture.
2. The students will prepare a presentation demonstrating what information they
have found that distinguishes that culture.
3. The students will present and explain their presentation at the
Multicultural Fair.
Background Information for the Teacher:
This activity can be
use as a way to teach world geography. The students will be presenting a
project about one culture that they have researched, in a manner much like that
of a Science Fair. If possible it would be good to have some of the judges be
from different cultures. It would also be good to invite the students’ families
to the presentation of the projects and awards.
Concepts:
Students
will present a presentation of a county and culture of their choice which will
reflect:
1. The name of
country and culture.
2. The main characteristics of the culture (these must be of a positive nature
and factual).
3. Some of the celebrations of the culture.
4. Some of the foods, products, and resources of the country.
Materials:
·
Maps of
countries
·
Books of
countries and cultures
·
Evaluation
forms
·
Internet
LESSON 5: A
Cooperative Map
Goals: The learner demonstrates the ability to work together with three other
students to draw, label, and color a large scale map of
Approaches: This lesson will involve students working in cooperative groups. Duties
such as research, drawing the map grid, drawing the map, locating and placing
physical features and man-made features on the map, and applying appropriate
colors will be divided among the group members according to the strengths each
brings to the group.
The maps
will be placed on display in the school when completed.
Materials: Large sheets of white paper, yard sticks or rulers, pencils, pens,
colored pencils, and resources such as the Nystrom Atlas will be needed for
this activity.
Evaluation: Students will receive an "open map" quiz made up of
comprehension questions related to the completed large scale map.
LESSON 6: Using
the World Wide Web to learn about countries in
1. Students will
create their own Web Pages about the country.
2. Students will discover traditions of the country.
3. Students will cook a dish of the country and discover what a restaurant of
that culture in their states serves.
4. The students will look at art and architecture of the country and try their
hand at making their own drawings.
5. They will explore major events in History of the country and make a chart
comparing history events to those of the American culture.
6. Students will study the language of the country and see the differences
between it and English.
7. Students will discover activities that take place in the community of that
culture in the
8. Students will read about law of that country and compare it to American law.
9. Students will explore the religion and philosophy of the country.
Materials: Computer(s) with Internet connection
Useful
Internet Resources: A sample
lesson design and layout is available at:
http://muskingum.edu/~csun/lessonplan.html
LESSON 7: This scavenger hunt activity takes students through reference software
in a most fun way!
Materials:
A computer for 1-2 children
A reference cd-rom such as a
A prepared scavenger hunt list
Preparatory Work:
Spend an evening clicking your way through a World Atlas, and determine the
questions you would like to have the students answer through discovery. The
longer you want the activity to take, the more questions you will include.
Procedure:
Tell students they are being sent on an adventurous scavenger hunt. They are
not to return until they have collected all of the desired information. Of
course, you won't be leaving the room to perform this hunt, but it is an
exploration regardless!
Hand out the
questionnaires, and let the fun begin. Have students load the cd-rom and begin
using their resources to find the answers.
Note:
I teach this lesson in a computer lab consisting of 4 stations with 6 computers
each. I sometimes give each station a different set of questions, to enhance
the learning. All students in each group then present what they learned to the
whole class (and to their classroom teacher).
Be
sure to include some 'wacky' information to keep the interest of the students.
They'll have a ball!
LESSON 8: Purpose:
Students create a journal for a virtual journey, teaching standards and
building writing skills.
1. Students will be able to locate cities, towns, and historical sites within
2. They will learn about the various cultures that live in
3. Students will be learning about budgeting and expenses.
Materials:
- Maps/World atlas
- Notebooks for each student
- Travel guides and magazines
Procedure:
1. Students have a discussion about places they have visited or would
like to visit in
2. Teacher sets budget and length of hypothetical journey for students. Hand
out written assignment guidelines to students. This should include guidelines
of places they need to visit
3.Students must then write daily logs of their trip, how far they traveled,
where they stayed, how much money they spent, and where they visited. If the
class has access to magazines, students could paste them into their journals.
Extensions: If school has access to internet, they can use the Traveler's Graphic Journal at www.teachtheteachers.org/projects/DBoin2/t-index.htm
LESSON 9: Ma
Baker's Origami and Paper Folding Web Quest Page
INTRODUCTION
Origami is
the art of folding paper into decorative objects. The term origami is the
Japanese word for folded paper. There are about 100 traditional origami
figures, most depicting such natural forms as birds, flowers, and fish. An
abstract, ceremonial form of origami called noshi, is a pleated paper
ornament attached to gifts. Most origami is folded from an uncut square of paper.
The most common sizes of square are 6-inches and 10-inches. The preferred paper
is thin Japanese paper called washi, but foil-backed wrapping paper,
heavy art paper, and typing paper can be used. Origami, like paper, originated
in
The purpose
of this page is to introduce students to the art of origami and to the various
methods of folding paper. Paper folding activities related to geometry help to
motivate student interest in mathematics. The process of producing a paper
figure allows students to learn to follow directions, to become motivated, to
use a visual aide for better understanding of mathematical concepts, and to
complete a project through their own perseverance.
THE
TASK
(*Before
you begin add this site to your bookmark list.) To initiate the exploration of
paper folding find out some basic facts about the history of origami at Eric's Origami Page and
write a short summary about what you discovered. Next, go to the Geometry Junkyard
, check it out, and then click on the Crumpling Paper
site. I think that you will find this a very interesting page. After you have
checked this site out, go to the Origami Tanteidan Home Page This
is an interesting page that contains a lot of thumbnails of origami (located in
the Convention 96 Book). Write about what interested you the most about these
pages. Now it is time to learn some basic folds used in origami. Go to Jasper's
Guide to Paper Folding. Practice a couple of these folds on recycled paper
and save a tree. Remember that the paper must be square. You can also check out
the
Paper Folding site.
RESOURCES
University of Texas Origami Page-
Origami
- Juancarlos Londono (in Spanish)-
LESSON 10: Objectives
Students
will:
·
identify
perceptions towards Asians widely held by the American public through the
analysis of political cartoons from the 1940's
·
recognize
the ramifications of such perceptions on Asian American, Arab American (and so
forth, depending on the subjects of your political cartoons)
·
discuss
how the history of U.S.-Asia relations has to some extent shaped the course of
events in the Asian American experience
·
consider
the role of the media in influencing perceptions
Procedure:
Assign students the following research task: locate a copy of the Time
Magazine article entitled "How to Tell Your Friends From the
Japs" on p. 33 in the
Ask
students if they ever considered how political relations between the
Part 1
1. Give
students handouts of political cartoons from the 1940's.
2. Ask
students to answer the following questions:
·
Place the
cartoons in proper historical context. What was going on in the world when
these cartoons were published? [WWII]
·
What
images are used to portray the Japanese or
·
Why do
you think these negative images were used? Do you think they are accurate?
·
If you
read the cartoons back in the 1940's, what feelings would they incite? What
conclusions would you have drawn about
·
How would
you have perceived Japanese Americans (or Asian Americans) after reacting to
the cartoons?
·
How do you
think U.S.-Japan relations affected Asian Americans in the 1940's?
·
Do you
think that U.S.-Germany and U.S.-Italy relations had similar effects on German
Americans and Italian Americans during the 1940's? Why or why not?
3. After
discussing the above questions, the teacher may enter into a brief discussion
of the Japanese American internment with students and follow up at a later
date.
Part 2
1. Ask
students the following questions:
·
Do you
believe that
2. Ask
students to read the article "How to Tell Your Friends from the
Japs." Have the students list at least five major differences between
Chinese and Japanese which are pointed out by the article.
·
Which of
the differences make little or no sense? (Practically all of them are merely
reflections of the times and their authorship and say virtually nothing about
Chinese and Japanese. What difference is there--assuming any truth to the
comparison--for example, in an average height of 5'5" and 5'2 1/2"?)
·
Why do
you think the article was written? (There were, of course, important reasons.
Japanese were defined as the "enemy" of the
·
How much
power do you think the media has in influencing our perceptions of people and
issues?
3. Give
students handout of
·
What
hypotheses can you make about why the changes in perceptions might have
occurred in the three different time periods? (List at least three).
·
How would
you go about checking your hypotheses for correctness about changing images of
the Chinese and Japanese? (Old periodicals, magazines, newspapers, etc., to
check out the "climate of opinion" of the time; current survey of
attitudes using the same adjectives in the participants' community, etc.)
·
Which
adjectives on the handout seem to apply to both the Japanese and Chinese?
(Tendency to lump all "Asians" together in people's minds).
·
What are
the three most commonly used adjectives for each group according to the
handout? Where do you suppose these images came from?
·
Ask
students to locate data to verify their hypotheses.
Part 3
1. Give
students handouts of political cartoons reacting to the September 11 attacks.
Ask students the following questions:
·
What
similarities do you see in the way the Japanese (of the 1940s) and Islamic
fundamentalists (2001) are portrayed in the cartoons?
·
What
images are used in the September 11-related cartoons? (Students also have the
option of filling in the handout page with a cartoon they have located.)
·
Do they
incite similar sentiments towards
·
What are
some of the ramifications such strong negative sentiments can have?
2. After
discussing the above questions, the teacher should introduce specific incidents
of attacks on Arab Americans. What are the dangers of these misperceptions?
Where do they originate? Do you think that if relations were different (i.e.
3. Have
students conduct a survey using the adjectives on the Handout "Images of
the Chinese and Japanese" for your community for the current year. What do
you find to be your community's current images about Japanese? Discuss where
these images come from and whether or not they are accurate.
Final questions
·
Should
Americans of Middle Eastern/South Asian/Central Asian descent be regarded as a
separate entity from their Middle Eastern or Asian counterparts? Why or why
not?
·
What can
be done to help Americans learn the distinction?
·
What can
you do to help prevent stereotyping others?
SHARE YOUR IDEAS: Chinese Banners
- Research the topic thoroughly
- Develop a thesis from the
research that reflects the relationship between the rebellion/revolution
and one of the six systems
- Create a timeline of the major
events associated with the topic
- Create a piece of poetry
reflective of the topic, written in the style of Shih
- Display the above information
using a banner/scroll format
- Taiping Rebellion (1850)
- Boxer Rebellion (1900)
- Communist Revolution (1947-1949)
- Great Leap Forward (1958)
- Cultural Revolution (1966-1976)
- Tiananmen Square (1989)
The topic should be clear and visible at the top, and each
banner should include the following:
Timeline (20 points) _______________________
Thesis/Illustration (10 points) ____________________
Poem (5 points) _______________________
Works Cited (5 points) ________________________
Presentation/Neatness (10 points) ________________________
Total (50 points)
________________________
ADDITIONAL REFERENCE PRINT RESOURCES
STUDENTS MAY USE:
World Book Encyclopedia, library books, classroom
textbooks
THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
World Traditions in the Humanities
- A Nextext Anthology
FOR ADDITIONAL
ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE
THE FOLLOWING INTERNET ARTICLES:
Title1: China
- A Country Study<
URL1: http://lcweb2.loc.gov/frd/cs/cntoc.html
URL2:
http://www.kn.pacbell.com/wired/China/
Title3:
Internet Guide for China Studies
URL3:
http://www.univie.ac.at/Sinologie/netguide.htm
Description3:
Here you will find carefully selected and annotated links to Internet sites that
may be useful to anyone with some interest in Greater China i.e. the PR China,
Taiwan, Hong Kong, Macau and Singapore.
URL4:
http://www.asiasource.org/
Title5: Chinese Cultural
Studies: Concise Political History of China
URL5:
http://academic.brooklyn.cuny.edu/core9/phalsall/texts/chinhist.html
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING
WEB SITES:
URL1:
http://www.jinjapan.org/kidsweb/index.html
Purpose of Use1: To get basic information
about Japan.
URL2: http://www.askasia.org/students
Purpose of Use2: Relevant
information for research
URL3:
http://library.thinkquest.org/10662/htm
Purpose of Use3: A useful starting
place to research China
Title4: Secrets
of the Great Wall
URL4:
http://www.discovery.com/stories/history/greatwall/greatwall.html
URL5: http://pasture.ecn.purdue.edu/agenhtml/agenmc/china/china.html
Purpose of Use5: To familiarize
students who are unfamiliar with China and its art.
BANPO INTERNET SITES:
Chinese Geography, History, Culture
http://www.imh.org/imh/china/xian.html
http://www.cis.umassd.edu/%7Egleug
http://geography.about.com
http//www.datacomm.ch/pmgeiser/china
http://sunSITE.sut.acjp/asia/china
http://www.ihep.ac.cn/china.html
http://www.chinapage.com/china-rm.html
http://fractal.umd.edu/history/toc.html
http://www.history.evansville.net/china.html
http://www.chaos.umd.edu/history/time_line.html
http://www.unc.edu/courses/hist033/handouts.htm#Maps
Banpo History and Artifacts
http://zinnia.umfacad.maine.edu/~mshea/China/xian.html
http:www.furman.edu/engaged/inted/StudyAbroad/China/zhongguo/terracotta.html
http://score.rims.k12.ca.us/activity/banpo
http://www.chnmus.net/English
http://china-window.com/beijing/tour/museum
http://www.wsu.edu:8080/~wldciv/brians_syllabus/3.html
http://www.unc.edu/courses/hist033/handouts.htm
http://www.chinats.com/xian/index21.htm
http://www.crystalinks.com/china2.html
Tourism
http://www.warriortours.com/
Travel Logs and Diaries
http://www.welleslian.com/dragontour/tour
http://www.cco.caltech.edu/%7Esalmon/china1.html
http://www.travel-library.com/asia/china/trip.nowak.html
http://www.apva.org/exhibit/date.html
ANCIENT CHINA SITES
Student Created Sites
http://www.penncharter.com/Student/china.index.html
http://www.cmi.k12.il.us/Urbana/projects/AncientCiv/china.html
http://www.kings.k12.ca.us/kcoe/curric/chinese.html
http://www.best.com/~swanson/china/eg_china_menu1.html
http://library.advanced.org/23062/
Dynasty Information
http://www.wsu.edu:8080/~dee/ANCCHINA/CHOU.HTM
http://www.shorelin.Wednet.edu/Echo_Lake/china.html
Buddism, Taoism Philosophies
http://www.chebucto.ns.ca/Philosophy/Taichi/taoism.html
http://www.edepot.com/buddha.html
http://edepot.com/taoism.html
Ancient China Bibliography
History through Art and Architecture
Look and Do Elementary Program the Art and Architecture of China
by Ann Campbell
Alarion Press 1997
P.O. Box 1882
Boulder, CO 80306-1882
1-800-523-9177
This video covers most of the dynasties and has student sheets to accompany it.
Calliope
World history for Young People May/June
The Ming Dynasty
Cobblestone Publishing
7 School St.
Peterborough, NH 03458
603-924-7209
They have other titles that fit for this unit too.
The Ancient
World
Prentice Hall 1998
Other Supplementary Material
Writing and Arithmetic: Ancient Civilizations (3500 B.C. - A.D. 1)
by Paul Russell Tambourine, 1994 (48p)
The author explains how people wrote and computed in ancient
civilizations
of
The Mongols by Robert Nicholson
Daily life, religion,
clothing, and food are a few of the points discussed.
The
Harper, 1995 (32p) also
paper This handsomely illustrated book tracks
goods on a journey from
The
Aladdin, 1995 (32p)
With dramatic black-and-white illustrations, Fisher tells the story of
the
construction of the 4,000-mile wall that made
The Song of Mulan by
Front Street
Mulan disguises herself as a boy to join the Khan's soldiers in fighting
the
Invading Tartars. In English and Chinese.
What Do We Know About Buddhism? by Anita Ganeri
Bedrick, 1997 (44p)
The author explains the origins and practices of Buddhism
Marco
Polo: A Journey Through
David Salariya
Watts, 1998 (32p)
Presented here is an account of Marco Polo's travels and his stay at the
court
of Kubla Khan.
Silk
and Spice Routes by Paul Strathern and Struan Reid
Silver, 1994 (48p)
Trade between East and West is explored in the four books in this series:
Exploration by Land, Exploration by Sea, Inventions and Trade, and
Cultures and Civilizations.
Oracle
Bones, Stars, and the Wheelbarrows: Ancient Chinese Science
and Technology by Frank Ross
Houghton, 1982 (192p) also paper
Discussed are the achievements of the ancient Chinese in astronomy,
medicine, botany, and engineering, as well as Chinese inventions
including
gunpowder, the compass, and printing.
The
Ancient Chinese by Hazel Mary Martell
Macmillan, 1993 (64p)
The author focuses on various aspects of ancient Chinese culture, such as
art, religion, government, and everyday life.
Metropolis:
Ten Cities, Ten Centuries by Albert Lorenz
Harru N. Abrams, Inc., 1996, pgs: 64,
This book shows life in ten cities, including a 13th-century Mongol tent
city
With Genghis Khan.
Everyday
Life in Medieval Times by Marjorie Rowling
Putnman, 1968, pgs: 228.
This book describes the people, places, and the state of science and
Technology in medieval Europe. Chapter 10 of the book provides examples
such as paper-making, a process that spread from China and the Middle
East to Europe much earlier than the 13th century.
The
Travels of Marco Polo by Marco Polo
The Orion Press, pgs: 356
This book presents Marco Polo's story of his journey from Venice to China,
as dictated by Marco Polo.
The
Times Atlas of World History
This reference presents a series of historical maps and content that
details
The Mongol empire of Genghis Khan and its successor states.