Plant propagation: Sexual and Asexual propapagation.pptx
C1 china's economic rise and current landscape - amy howland
1. China on the World Stage:
Weighing the U.S. Response
The Choices Program
Amy Howland
Academy of the Pacific Rim
Choices Teaching Fellow
Brown University
2. Agenda
• I. The Choices
Program
• II. The China Unit and
Values Activity
• IV. Role Play &
Debrief
• V. Other Resources
• Pictue of catalog here
3. Choices at a Glance
40 Curriculum Units
Web Resources Support Units
Almost 1,000 Scholars Online videos
Teaching with the News lessons
Professional Development
Workshops, Summer Leadership Institute
and Online Learning Module
Current
Issues
Historical
6. China on the World Stage: Weighing the
U.S. Response
What should U.S.
foreign policy be
towards China?
Essential
Question
Student Text
Teacher
Resource Book
Teacher Resource Book
TeacherResourceBook
13. Objective: To analyze the current debate on U.S. policy towards
China, 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 Distance
Committee on Foreign Relations, U.S. Senate
Options Role Play Activity
14. How Does the Options Role Play Work?
• 3 – 5 minute
options
presentations
• Senate questions
16. Concluding Activity
Creating Your Option 5
• Students create and express
their own policy.
• Share, critique and question
classmates’ policies.
• Which issues might dominate a
summit meeting in 20 years?
18. Bring Scholars to Your Classroom
Use to:
• Introduce the unit
• Expand, deepen or
reinforce concepts
• Advanced assignments
• Your own professional
development
Organized by Student Readings, Lessons and Scholar
19. Supplemental Page for Each Unit
,
Additional Materials:
Two online lessons
Power point
Ai Weiwei video
Additional documents
Web links
Bibliography
20. What is a Value?
Values
Activity
Freedom
Justice
Tolerance
Self-
reliance
Equality
Community
Cooperatio
n
Stability
Security
Democracy
http://www.choices.edu/
resources/values.php
22. Brainstorming:
Draw your hand.
On each finger write down the top 5 issues or
values that you believe U.S. foreign policy
should reflect in regards to ___________.
Consider all your responses, then choose the
one you think is most important and copy it
on your palm.
When formulating U.S. Foreign Policy on
________, what values should the U.S. Senate
take into consideration?
23. Objective: To analyze the current debate on U.S. policy towards
China, 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 Distance
Committee on Foreign Relations, U.S. Senate
Your Turn for the Options Role Play!
24. Preparation: Options Groups
Option Groups: Prepare a persuasive, 2 minute
presentation to convince the committee that your option is the
best one to pursue. You may wish to keep in mind the
following:
How important are U.S. - China relations compared to other
problems facing the United States?
What values underlie your option, and how do these values
impact your policies?
25. Senate Committee On Foreign Relations
Can we really
ignore an economy
as large and as
closely linked to the
U.S. as China’s?
Won’t pushing for
human rights in China
spark an anti-
American backlash?
Develop and ask pointed, clarifying questions.
26. Omit Parts of the Role Play Materials
• Values and Beliefs
• Action Steps
• Pro and Con
Arguments
• Scholars Online
• Excerpts from
Historical Records
27. Teaching Tools on our Teachers Corner
www.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….
29. Other Places to Go and Things to Do
• Five College Center for East Asian Studies, Smith College
• Free e-newlsetter, local NCTA contact
www.fivecolleges.edu/fcceas
• Bryant College China Institute
www.china.bryant.edu
• SPICE catalog
www.spice.stanford.edu/catalog
30. Other Resources
• Asia for Educators, Columbia University
afe.easia.columbia.edu
Great web resources and online professional development
• Education about Asia Magazine, AAS
www.asian-studies.org/eaa
40 back issues are archived on the web for free!
Current subscriptions - $30 for 3 issues/year
31. The Choices Approach
• Student-Centered
• Incorporates latest
Scholarship
• Multiple Perspectives
• Meets Common Core
• Historical Thinking
Skills and Civic
Literacy
32. Going Digital
iTextbooks allow students to:
• Swipe through photo
collections
• Watch videos
• Highlight text
• Take notes
• Search for content
• Look up key terms
www.choices.edu/iTextbooks
33. Institutes…. Spread the word
Each Summer
The Choices Program
Watson Institute for International Studies
www.choices.edu
The 1960s: Upheaval at Home and Abroad
2013 Summer Leadership Institute
July 8-12, 2013
Applications are available at www.choices.edu
Application deadline is Friday, March 15, 2013.
Open to all secondary social studies teachers. Language arts teachers, media specialists, and
community college professors may also apply. Housing, meals and materials are provided.
Participantspaytravel toandfromProvidence, RI.
Civil rights, Vietnam, upheaval and protest. e1960s wereatimeof intensivesocial changeand
uncertainty in theUnited States. Whilethecivil rightsmovement challenged thesystem of racial
segregation and discrimination at home, the Vietnam War challenged Americans’ perceptions
about therole of theUnited States in world a airs. Participantswill consider how the civil rights
movement and theVietnam War in uenced thistumultuousperiod of U.S. history, changing our
nation forever.
Instituteparticipantswill:
Hear lecturesfrom top historiansand social scientists
Engage in curricular sessions on how Choices meets common core standards and fosters
historical thinkingskills
Re neoutreach strategiesfor sharingtheir knowledgewith other educators
By April 8
The Choices Program
Watson Institute for International Studies
www.choices.edu/pd/geo-2013
Thinking Geographically About International Issues:
The Choices Approach
June 26-28, 2013
Applications are available at www.choices.edu
Application deadline is Monday, April 8, 2013.
Brown University’sChoicesProgram invitessecondary level geography teachersto apply for a2013Summer Institutethat
focuseson usingtheChoicesapproach and curricular materialsto ask What isWhere, Why, andSoWhat?
Usingthescholarship and lessonsfound in our eUnited Statesin Afghanistan unit asaspringboard, theInstitutewill
explorehow theChoicesapproach and curriculamaterialscan beimplemented to develop geographically literatestudents,
capableof askingand answeringthebigquestionsin geography.
egoal of theInstituteisto build acommunity of educatorsdedicated to sharingbest practicesfor usingChoices
materialsand 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 educatorsfrom
acrossthecountry; and
Develop plansto sharestrategies, resources, and insightsgained from theInstitutewith other geography
educators.
Housing, meals, Choicescurriculum units, and a20-hour certi cateof completion areprovided.
ereisnofeefor theInstitute, but participantsarerequiredtocover their owntravel toandfromProvidence, RI.
Participantsareexpectedtoconduct outreachactivitiesuponcompletionof theInstitute.Choiceswill providematerials
for theseactivities.
34. Thank You!
• Preview a copy of any
unit(s)…. Just ask!
• Picture of catalog here.
Editor's Notes
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.