C1   china's economic rise and current landscape - amy howland
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  • Uses Primary source documents to get student sup to speed. This is background, and you can skip if your students are pretty well-versed in the history.
  • What is the real China? What can we learn from visuals, and what do we need to be careful about. Ppt on line in supp materials
  • Looks at censorship and role of artist
  • Both are optional, online lessons and look at democracy and censorship Both make good use of our SO videos. Both are found on our Supp page
  • Let me say a bit more about deliberative dialogue, since this piece of the unit is crucial to understanding the beauty of a Choices unit.Adeliberative dialogue is one type of discussion, and our units, and the Options role play in particular, are specifically designed to support this type of discussion. As I said before, Deliberative dialogue is different from debate – it’s easy to think when you see multiple perspectives presented that we will be debating these positions. But this discussion is different. In a debate, you take a position and hold onto it with the intent that you will "win" the argument. It is a competitive process. Deliberation is a collaborative process.You listen to one another, share perspectives and knowledge, and build ideas, not defend them. We have two documents that can help you and your students understand deliberation and the difference between a deliberation and other types of discussions. Both can be found on our website under Teacher Tools. DD takes place at end of RP, and students here DROP their assigned roles….
  • Remember that we don’t end with a RPbased on their own articulated values. Students may draw from original options or develop an original view based on the work they have done.
  • I’d like to turn our attention now to the concept of Values, and their role in shaping policy. This is a good time to look at this issue, because Choices has an excellent Values activity that can work with just about every Current Issues unit we have. If we really want our students to be engaged citizens, capable of participating in our democracy, then they need to understand that VALUES are the backbone of what shapes policy views.This values exercise is one we do a lot in Choices... Shows that although we share many values and beliefs, we prioritize differently. And because we prioritize them differently, we therefore disagree on policy. Depending on the age group you work with, you may need to define some of these, but try hard NOT to.If students ask what do you mean by self-reliance, say Exactly, and do not answer the question. You will start the activity by giving each student an envelope or a packet with a small set of cards, each with one value printed on it.
  • Here are a few suggested tweaks:Add a blank card – let students add their own values. How does this change the ranking? Did any students add in a similar new value?When working with options, ask: Which of the values are most important to this option? Which values were the most important in students option 5?If you are working with Older students, ask them – How might one’s culture or economic background impact their ranking of these values?
  • This is a shorter, easier activity that gets at some of the same issues. See where the majority land…have same discussion as above. This is a great warm up discussion for starting any Current Issues unit.
  • If we have a minute, show all on website, including teacher conversations.
  • HR is FREE

C1   china's economic rise and current landscape - amy howland C1 china's economic rise and current landscape - amy howland Presentation Transcript

  • China on the World Stage:Weighing the U.S. ResponseThe Choices ProgramAmy HowlandAcademy of the Pacific RimChoices Teaching FellowBrown University
  • Agenda• I. The ChoicesProgram• II. The China Unit andValues Activity• IV. Role Play &Debrief• V. Other Resources• Pictue of catalog here
  • Choices at a Glance40 Curriculum UnitsWeb Resources Support UnitsAlmost 1,000 Scholars Online videosTeaching with the News lessonsProfessional DevelopmentWorkshops, Summer Leadership Instituteand Online Learning ModuleCurrentIssuesHistorical
  • Meeting Common Core Standards
  • Unit StructureUseScholarsOnline&TeachingWith theNews Too.Introduce the issue and itshistorical backgroundAnalyze the issue, policyoptions and values, andconduct role playStudents articulate their ownviews on the issue
  • China on the World Stage: Weighing theU.S. ResponseWhat should U.S.foreign policy betowards China?EssentialQuestionStudent TextTeacherResource BookTeacher Resource BookTeacherResourceBook
  • The History of U.S. China Relations
  • Looking at China
  • Art and Politics: Ai Weiwei
  • Online LessonsLooking atthe Tank ManXuWenli andChinaDemocraticParty
  • Cross Strait RelationsChinese or Taiwanese?
  • U.S. and Chinese Perspectives
  • Objective: To analyze the current debate on U.S. policy towardsChina, and evaluate policy options.Options Groups:• Option 1: Press for Democratic Values• Option 2: Promote Stability and Trade• Option 3: Contain China• Option 4: Keep our DistanceCommittee on Foreign Relations, U.S. SenateOptions Role Play Activity
  • How Does the Options Role Play Work?• 3 – 5 minuteoptionspresentations• Senate questions
  • Deliberative Dialogue:An informed discussion
  • Concluding ActivityCreating Your Option 5• Students create and expresstheir own policy.• Share, critique and questionclassmates’ policies.• Which issues might dominate asummit meeting in 20 years?
  • But wait, there’s more!1. Scholars Online2. Supplemental Materials
  • Bring Scholars to Your ClassroomUse to:• Introduce the unit• Expand, deepen orreinforce concepts• Advanced assignments• Your own professionaldevelopmentOrganized by Student Readings, Lessons and Scholar
  • Supplemental Page for Each Unit,Additional Materials:Two online lessonsPower pointAi Weiwei videoAdditional documentsWeb linksBibliography
  • What is a Value?ValuesActivityFreedomJusticeToleranceSelf-relianceEqualityCommunityCooperationStabilitySecurityDemocracyhttp://www.choices.edu/resources/values.php
  • Prioritizing Values ExercisePrioritizing valuesdifferently leads todifferent policies.
  • Brainstorming:Draw your hand.On each finger write down the top 5 issues orvalues that you believe U.S. foreign policyshould reflect in regards to ___________.Consider all your responses, then choose theone you think is most important and copy iton your palm.When formulating U.S. Foreign Policy on________, what values should the U.S. Senatetake into consideration?
  • Objective: To analyze the current debate on U.S. policy towardsChina, and evaluate policy options.Options Groups:• Option 1: Press for Democratic Values• Option 2: Promote Stability and Trade• Option 3: Contain China• Option 4: Keep our DistanceCommittee on Foreign Relations, U.S. SenateYour Turn for the Options Role Play!
  • Preparation: Options GroupsOption Groups: Prepare a persuasive, 2 minutepresentation to convince the committee that your option is thebest one to pursue. You may wish to keep in mind thefollowing:How important are U.S. - China relations compared to otherproblems facing the United States?What values underlie your option, and how do these valuesimpact your policies?
  • Senate Committee On Foreign RelationsCan we reallyignore an economyas large and asclosely linked to theU.S. as China’s?Won’t pushing forhuman rights in Chinaspark an anti-American backlash?Develop and ask pointed, clarifying questions.
  • Omit Parts of the Role Play Materials• Values and Beliefs• Action Steps• Pro and ConArguments• Scholars Online• Excerpts fromHistorical Records
  • Teaching Tools on our Teachers Cornerwww.choices.edu/resources/tools.php• Options Role Play video• Tips for Role Plays video• Guidelines for Deliberation document• Deliberating Pros and Cons of Policy Options document• And more….
  • NCTAsia.org• Face-to-face and online seminars, stipends, study tours toEast Asia• www.nctasia.org
  • Other Places to Go and Things to Do• Five College Center for East Asian Studies, Smith College• Free e-newlsetter, local NCTA contactwww.fivecolleges.edu/fcceas• Bryant College China Institutewww.china.bryant.edu• SPICE catalogwww.spice.stanford.edu/catalog
  • Other Resources• Asia for Educators, Columbia Universityafe.easia.columbia.eduGreat web resources and online professional development• Education about Asia Magazine, AASwww.asian-studies.org/eaa40 back issues are archived on the web for free!Current subscriptions - $30 for 3 issues/year
  • The Choices Approach• Student-Centered• Incorporates latestScholarship• Multiple Perspectives• Meets Common Core• Historical ThinkingSkills and CivicLiteracy
  • Going DigitaliTextbooks allow students to:• Swipe through photocollections• Watch videos• Highlight text• Take notes• Search for content• Look up key termswww.choices.edu/iTextbooks
  • Institutes…. Spread the wordEach SummerThe Choices ProgramWatson Institute for International Studieswww.choices.eduThe 1960s: Upheaval at Home and Abroad2013 Summer Leadership InstituteJuly 8-12, 2013Applications are available at www.choices.eduApplication deadline is Friday, March 15, 2013.Open to all secondary social studies teachers. Language arts teachers, media specialists, andcommunity college professors may also apply. Housing, meals and materials are provided.Participantspaytravel toandfromProvidence, RI.Civil rights, Vietnam, upheaval and protest. e1960s wereatimeof intensivesocial changeanduncertainty in theUnited States. Whilethecivil rightsmovement challenged thesystem of racialsegregation and discrimination at home, the Vietnam War challenged Americans’ perceptionsabout therole of theUnited States in world a airs. Participantswill consider how the civil rightsmovement and theVietnam War in uenced thistumultuousperiod of U.S. history, changing ournation forever.Instituteparticipantswill:Hear lecturesfrom top historiansand social scientistsEngage in curricular sessions on how Choices meets common core standards and fostershistorical thinkingskillsRe neoutreach strategiesfor sharingtheir knowledgewith other educatorsBy April 8The Choices ProgramWatson Institute for International Studieswww.choices.edu/pd/geo-2013Thinking Geographically About International Issues:The Choices ApproachJune 26-28, 2013Applications are available at www.choices.eduApplication deadline is Monday, April 8, 2013.Brown University’sChoicesProgram invitessecondary level geography teachersto apply for a2013Summer Institutethatfocuseson usingtheChoicesapproach and curricular materialsto ask What isWhere, Why, andSoWhat?Usingthescholarship and lessonsfound in our eUnited Statesin Afghanistan unit asaspringboard, theInstitutewillexplorehow theChoicesapproach and curriculamaterialscan beimplemented to develop geographically literatestudents,capableof askingand answeringthebigquestionsin geography.egoal of theInstituteisto build acommunity of educatorsdedicated to sharingbest practicesfor usingChoicesmaterialsand approach to teach about international issuesthrough ageographic lens.Participantswill:Bene t from content–rich presentationsby university geographers;Beimmersed in theChoicesapproach to teachingabout contested international issuesthrough presentations,curricular modeling, and discussions;Sharebest practicesand approachesfor addressingcomplex international issueswith other educatorsfromacrossthecountry; andDevelop plansto sharestrategies, resources, and insightsgained from theInstitutewith other geographyeducators.Housing, meals, Choicescurriculum units, and a20-hour certi cateof completion areprovided.ereisnofeefor theInstitute, but participantsarerequiredtocover their owntravel toandfromProvidence, RI.Participantsareexpectedtoconduct outreachactivitiesuponcompletionof theInstitute.Choiceswill providematerialsfor theseactivities.
  • Thank You!• Preview a copy of anyunit(s)…. Just ask!• Picture of catalog here.