Table of Contents Introduction < Section COMMUNIST CHINA 1 Designing Character Collages of Chinese Belief Systems 2 In this Problem So collages life-size out visuals—of the Buddha, C beliefs systems with which they are associated, Groupwork activity students create character 12] Exploring Continuity and Change in China Through Art 24 In this Response Group activity students explore continuity and change in Chinese society over time by comparing and contrasting paintings from the dynastic and communist eras, Es) Shifting Winds of Communist Policies 42 In this Experiential Exercise students experience the uncertainty and anxiety 1g winds” of communist policies in China as the teacher erratically changes directives during a class debate. 1.4 | Communist Rule in Modern China | this Visual Discovery activity students explore major eve century China, including the fal of dynastie China, the Communist Revol of 1949, the influence of Soviet socialism, the Great Leap Forward, the Cultural Revolution, the economie reforms of Deng Xiaoping, an the protest for democracy in Tiananmen Square Ea) Liu Ling: Writing Journals About Life in a Chinese Village 76 Tn this Writing for Understanding activity students explore aspects of daily life in the Chinese village of Liu Ling in 1962. They then assume the role of a Chinese villager to write a journal about village life after the revolution, Section MODERN JAPAN 97 GREEDY 2.1] Adept at Adapting: Japan's Genius over Time 98 ‘ocial Studies Skill Builder activity students examine various creative adaptations of icleas and products—such as written language, architecture, ‘automobiles, and integrated circuits—that Japanese have madle overtime. Then they examine how the source and the nature of Japanese adaptations changed from the premodern to the moder era PREM 2.2] The Rise of Modern Japan 104 In this Visual Discovery activity students view and discuss transparencies on the rise of modern Japan: the Meiji Restoration, the Imperial period, the Allied Occupation after World War Ii, and the “economic miracle.” Afterward studen create a series of comic strips chronicling Japan’s economic ascendancy. (© Teeches’Curiulu astute ‘Communist Chin and Mader psnLearning Japanese Values in the Workplace 123 In this Experiential Exercise students discover major principles of Japanese business management as they constsuct paper houses using two different processes—one that represents traditional American business management and ‘one that represents modern Japanese business management The Student Perspective: Reporting 141 ‘on Japanese Education for Understanding activity students view and analyze images various aspects of Japanese education, Then they write an article i school newspaper comparing and contrasting Japanese and American education, Section ASIAN CULTURAL CONNECTIONS WITH THE UNITED STATES —157, Bens) 3.2 3.3 Section Project fv Communist China and Modern Japan Charting Asian Immigration to the United States 158 In this Social Studies Skill Builder activity students chart the historical immigration patterns of different Asian groups. Then they evaluate conclusions about Asian immigration fo the United States. Analyzing Oral Histories of Asian Americans 171 In this Social Studies Skil histories of six Asian Am Iife experiences and influences as either uniquely As blend of cultures Builder activity students read excerpts of oral ns, For each, they categorize the individual's key 1, uniquely American, or An Asian American’s Story: Conducting an Oral History 190 In this Writing for Underst write oral histories that document an Asian American's experiences being Asian in America, Interpreting Asian-American Artistic Expressions 196 In this Response Group activity students analyze and interpret contempocaty ss, music, and pociry created by Asian Americans and discuss what each ‘about the experiences of Asian Amer Asian Journeys: Creating Stories About 215 Changing Times ‘This Cul Project challenges students to create a three-part children’s storybook exami and Asian Ameticat Bibliography 221 Credits 223 the degree to which during the modem era, fe improved for Chinese, Japanese, ‘© Teacher" Cusco stirsIntroduction Welcome to Communist China and Modern Japan: Modern World History Program, developed by ‘Teachers’ Curriculum Institute (TCI). Crafted by teachers, this unit engages students in the history of communist China and modern Japan through a process of self- discovery and interactive pedagogy. It is filled with dynamic activities that make this history come alive for students who might otherwise find the subject remote, boring, or inaccessible. Each activity is highlighted with a visual symbol alerting you to the specific teaching approach. Here is a guide to those symbols: Visual Discovery This strategy turns what is usually a passive, teacher- centered activity—lecturing—into a dynamic, participative experience. Students view, touch, interpret, and act out historic images that are projected onto a large screen in front of the classroom. As the discussion unfolds, the teacher writes notes outlining the main content points, Students simultaneously see an image and take notes, helping them to learn and remember salient ideas that most students soon forget after the traditional lecture. Social Studies Skill Builder In this strategy, students work in pairs to complete fast-paced, skill-oriented tasks such as mapping, categorizing, interpreting political cartoons, graphing, identifying perspectives, and analyzing primary sources, ‘The teacher begins an activity by quickly modeling the skill and then challenges students to practice that skill again and again, Students receive feedback as they work. The activity ends with a debriefing session, allowing students to use their new skill to gain greater insights into history, Experiential Exercise ‘This strategy taps into intrapersonal and body kinesthetic intelligences to allow students to feel the drama of the past. Usually one class period in length, Experiential Exercises re-create historical moments, events, and circumstances. Students are placed in historical situations—such as Communist China to experience the “shifting winds” of communist policies in China, Students react to these experiences as if they were individuals of the time, gaining an appreciation of history as a compelling human drama, (© Teachers’ Curiulum Intute Communist China sed Mora pan +