summary of upcoming changes to the primary national curriculum. Geography, history the most interesting. All moved to very formal. Respond to changes until 16th April 2013.....
Time to create the best museum in history, right in your own classroom! You'll develop an exhibit that illustrates one of the civilizations you read about earlier in this lesson.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
summary of upcoming changes to the primary national curriculum. Geography, history the most interesting. All moved to very formal. Respond to changes until 16th April 2013.....
Time to create the best museum in history, right in your own classroom! You'll develop an exhibit that illustrates one of the civilizations you read about earlier in this lesson.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
sample of art criticism essay. Sample Of Art Criticism Essay — Visual Analysis Essays. ️ Art critical analysis example. CRITICAL ANALYSIS. 2019-02-17. Constable and Van Gogh Exhibits Essay Example | Topics and Well Written .... Example Of Subheadings In Critique Paper - How to Write a Speech .... Art Critique Example - 866 Words | Free Essay Example on GraduateWay. ⭐ How to write an art critique. How to Intelligently Critique a .... Critique Artwork Example - Things Artwork Paradise. Example Of Art Critique Essay : Sample Of Art Criticism Essay Extract .... an outline for a research paper. How To Write Critique Essay. Remington College | PDF. Art Criticism Instructions. Art criticism essay - Best and Reasonably Priced Writing Aid. Sample Of Art Criticism Essay – Writing Essays in Art History. Art Institute Essay Example New 54 Critique Essay Critical Evaluation .... Sample Of Art Criticism Essay. 003 Critique Essay Example Of Research Paper 131380 ~ Thatsnotus. John Dryden: The Poet, the Dramatist, the Critic: Three Essays .... How To Write An Art. Art Criticism student example (2). Art Criticism student example | Art criticism, Art analysis, Light in .... Sample Of Art Criticism Essay – Sample of art criticism essay. What Are The 4 Steps In Art Criticism - cloudshareinfo. 020 Explanation Letter Samples Essay Dance ~ Thatsnotus. Art Criticism student example. Sample Of Art Criticism Essay — Navigation. Art Critique Example Essay – Telegraph. 009 Critique Essay Outline Format 130080 Painting ~ Thatsnotus.
INST 110I INTRODUCTION TO INTERNATIONAL ENGAGEMENTFALL .docxjaggernaoma
INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT
Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu
898-3251
Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
ARTS 333
Catalog Course Description
The nature of study, work, volunteering, and travel abroad. Emphasis on an exploration of the self as an integrated physiological, social, and psychological being while living abroad. Students learn to differentiate between personal, cultural, and universal patterns in order to develop greater understanding of themselves and people of other cultures.
International Studies Pathway Catalog Description
International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests. The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face. Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions. This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century. The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies. Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure.
Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history. The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides. Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America. Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism. They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and .
Edgy Tech Tools or How I Plan to Wow! Students This Year!mhowe002
This presentation is directed at anyone who is interested in getting a little technologically savvy to try to impress their students for the upcoming school year.
sample of art criticism essay. Sample Of Art Criticism Essay — Visual Analysis Essays. ️ Art critical analysis example. CRITICAL ANALYSIS. 2019-02-17. Constable and Van Gogh Exhibits Essay Example | Topics and Well Written .... Example Of Subheadings In Critique Paper - How to Write a Speech .... Art Critique Example - 866 Words | Free Essay Example on GraduateWay. ⭐ How to write an art critique. How to Intelligently Critique a .... Critique Artwork Example - Things Artwork Paradise. Example Of Art Critique Essay : Sample Of Art Criticism Essay Extract .... an outline for a research paper. How To Write Critique Essay. Remington College | PDF. Art Criticism Instructions. Art criticism essay - Best and Reasonably Priced Writing Aid. Sample Of Art Criticism Essay – Writing Essays in Art History. Art Institute Essay Example New 54 Critique Essay Critical Evaluation .... Sample Of Art Criticism Essay. 003 Critique Essay Example Of Research Paper 131380 ~ Thatsnotus. John Dryden: The Poet, the Dramatist, the Critic: Three Essays .... How To Write An Art. Art Criticism student example (2). Art Criticism student example | Art criticism, Art analysis, Light in .... Sample Of Art Criticism Essay – Sample of art criticism essay. What Are The 4 Steps In Art Criticism - cloudshareinfo. 020 Explanation Letter Samples Essay Dance ~ Thatsnotus. Art Criticism student example. Sample Of Art Criticism Essay — Navigation. Art Critique Example Essay – Telegraph. 009 Critique Essay Outline Format 130080 Painting ~ Thatsnotus.
INST 110I INTRODUCTION TO INTERNATIONAL ENGAGEMENTFALL .docxjaggernaoma
INST 110I: INTRODUCTION TO INTERNATIONAL ENGAGEMENT
FALL 2017
INSTRUCTOR
CLASS SCHEDULE
CONTACT
Days of Week
Time
Place
E-Mail
Phone
Office Hours
Dr. Quirino [key-reno]
de Brito
T&Th
2:00-3:15 P.M.
OCNL 237
[email protected]
csuchico.edu
898-3251
Tuesday: 5-5:30 P.M.;
Thursday: 3:30-5:30;
and by appointment
ARTS 333
Catalog Course Description
The nature of study, work, volunteering, and travel abroad. Emphasis on an exploration of the self as an integrated physiological, social, and psychological being while living abroad. Students learn to differentiate between personal, cultural, and universal patterns in order to develop greater understanding of themselves and people of other cultures.
International Studies Pathway Catalog Description
International Studies is about the exploration of the world's cultures, languages, and institutions and their diverse traditions and common interests. The International Studies Pathway encourages appreciation of the world's cultural diversity and recognition of the common issues that contemporary societies face. Students develop comparative perspectives of ethical, sustainable, and socially responsible institutions. This Pathway requires students to develop cross-cultural understanding, technical skills, and pre-professional experience relevant to the globalizing world of the 21st century. The International Studies Pathway is appropriate for students interested in international business, culture, arts, politics, and economics. Students are encouraged to study abroad as part of the International Studies Pathway, and under certain circumstances, may apply up to 18 units toward the interdisciplinary GE Pathway Minor in International Studies. Students interested in applying credit from study-abroad experiences to the interdisciplinary minor should consult with the Study Abroad Office and the International Studies GE Coordinator before departure.
Global Development Studies Pathway Catalog Description
When you graduate from CSU, Chico, you will enter an increasingly interdependent and competitive global marketplace in which people, ideas, and merchandise cross national borders at a rate unprecedented in human history. The Global Development Studies Pathway is for students who want to learn more about the people and issues of the developing world, where close to ninety percent of the earth's population resides. Courses explore the cultural expressions and histories of a vast range of societies and groups underrepresented in standard U.S. curricula, including much of Asia, Africa, the Islamic world, and Latin America. Students in this Pathway examine contemporary issues such as food production and food scarcity, economic inequality, the struggle for women's rights, ethnic and religious conflict, and nationalism. They also learn how people in developing countries have mobilized to confront the legacies of colonialism-including uneven development and environmental destruction-and establish and .
Edgy Tech Tools or How I Plan to Wow! Students This Year!mhowe002
This presentation is directed at anyone who is interested in getting a little technologically savvy to try to impress their students for the upcoming school year.
DCLT/CLTA-GNY Workshop: Queens HS for Lang StudiesChinese Teachers
By Jianlan Zhao
The workshop will mainly focus on three aspects:
1) The characteristics of high school students and classroom management strategies.
2) Overview of high school programs including information about LOTE checkpoint B and C, AP Chinese; Common core standards and language learning standards, content-based instruction and incorporation of technology
3) Effective teaching strategies and classroom activities.
This forum is ONLY for new teachers who are in their first to third year of teaching. William Anderson of Massapequa Schools and Bing Qiu of Bronx High School of Science have shared ideas and strategies for early career.
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Dreams of kings
1. A UNIT INSPIRED BY
DREAMS OF KINGS
FOR CHINESE TEACHERS
Ying Wu
Ethical Culture Fieldston School
2. My School & My Students
Ethical Culture Fieldston School, known as Fieldston, is a
progressive PreK-12 independent school in New York City.
The school offers only Spanish in its lower divisions. Starting
in 6th grade, the school offers Chinese, French, Latin, and
Spanish.
This unit is designed for the seniors who have been taking
Chinese since 6th grade.
3. Questions To Be Explored
How to use field trips, exhibitions and historical artifacts to create hands-on,
exploratory culture and language-learning experiences for students from a
variety of cultural and linguistic backgrounds and age groups?
Why should we integrate field trips, exhibitions, and historical artifacts in the
curriculum?
How to develop unit plans centered on particular exhibits, such as Dreams
of the Kings: A Jade Suit for Eternity? (Sharing our brainstorming, the
process for developing units, and the challenges.)
What does the unit related to the exhibit look like? (Sharing the unit plan.)
4. Q1: Why should we integrate field trips, exhibitions,
and historical artifacts in the curriculum?
The ACTFL 5Cs are naturally embedded.
5Cs: Communication, Comparisons, Connections, Cultures, communities
Hands-on learning
Interdisciplinary
Differentiation
Create exploratory culture and language-learning experiences for students from a
variety of cultural and linguistic backgrounds and age groups.
Turn students into active learners who are engaged in the process.
Make connections between ideas and concepts across different disciplinary
boundaries.
Develop cultural understanding and critical thinking skills.
Retain learning better since the language learning is embedded in a meaningful
context.
6. Q2: How to develop unit plans centered on particular exhibits,
such as Dreams of the Kings: A Jade Suit for Eternity?
Aspects to be considered
• Is the exhibit related to the topics or themes students might study in your
class or in other subjects? Is it related to their prior knowledge?
• What are the potential focus for units that can be derived from this exhibit?
• Among all the choices, which focus will your students be interested in
exploring and learning about?
• What kind of language tasks can your students accomplish based on their
language proficiency?
• What skills do you want your students to develop at the end of the unit?
• What are the potential formal assessments at the end of the unit? How to
build up knowledge and skills to help students accomplish the tasks?
• How will the unit cover 5Cs and meet students’ different needs?
7. Q2: How to develop unit plans centered on particular exhibits,
such as Dreams of the Kings: A Jade Suit for Eternity?
Brainstorm potential focus for units with the team
o How the jade traveled: the Silk Road
• Jobs of those along the route
• The development of the Silk Road
o Who’s in the tomb?
• Exploration of social strata and societal roles
o What’s valuable to you ?
o Exploration of what’s in the tomb, and why
o If the emperor lived today…
o Why Qin Dynasty is so important yet so short, why Han Dynasty is
important.
8. Q2: How to develop unit plans centered on particular exhibits,
such as Dreams of the Kings: A Jade Suit for Eternity?
After deciding the focus for the unit
• Brainstorm what topics can be developed under this focus (mapping).
• Conduct research on your topics, build up background knowledge, and
collect resources.
• Map out the sequence of your unit.
• Decide on the final projects.
• Establish essential questions for your unit (connected and built upon
each other).
• Select the vocabulary and patterns/ sentence structures that evolve
around essential questions which help students accomplish tasks.
• Work on questions leading up to essential questions and design
activities/ tasks.
9. Q2: How to develop unit plans centered on particular exhibits,
such as Dreams of the Kings: A Jade Suit for Eternity?
Challenges
• Time.
• Build up historical background knowledge.
• Select the best focus for the unit among all the possibilities.
• Adapt the rich and sophisticated content to students’ language
proficiency (comprehensible input i+1).
•
Guidelines
o Be student-centered. Take students’ interest and needs into
consideration.
o Make learning meaningful. Connect it with students and the world today.
o Let your passion or interest lead you there.
10. Q3: What does the unit related to the exhibit look like?
Time Frame: 4 weeks
Formal Assessments:
o Debate: What is more important to America’s future? Globalization or nationalism?
(全球化和民族主义,哪个对美国的未来更重要?)
o Essay/ online chat after the debate: What is more important to America’s future?
Globalization or nationalism? (全球化和民族主义,哪个对美国的未来更重要?)
o Project: A Dialogue Through Time
• Step 1: Each student picks one item from the exhibit, creates a story of it, presents it in
the form of a monologue, and records/ videotapes it. For example, if a student picks a
warrior, he/she will introduce the background of the warrior, tell the story of his/her
life, and share his/her thoughts and feelings.
• Step 2: Each student will be assigned one monologue to listen to/ watch, and then
record/ videotape his/her advice, opinions, thoughts, and questions in response to the
monologue as a person from the 21st century.
• Step 3: The student who wrote the monologue will listen to the recorded/ videotaped
response by the other student.
• Step 4: The student who wrote the monologue and the student who responded to the
monologue are going to meet in class, summarize their conversation for the rest of
the class, and complete their dialogue in class. Other students ask them questions
afterwards.
11. Q3: What does the unit related to the exhibit look like?
Essential Questions:
o What is the importance of Han Dynasty? (Compare it with Qin Dynasty)
o What is the effective way to run a country? If you were an emperor of Han
Dynasty, how would you run the country after you replaced the previous dynasty
which had unified China? (Central government & subordinate kingdoms 中央政
府 & 封国, introducing the Chu Kingdom)
o What items are most valuable to you? Why were the items at the exhibit chosen
to be buried with the kings? Was this a waste or not? (A glimpse into the Chu
Kingdom through the exhibit Dream of the Kings)
o What is the importance of jade in Chinese culture?
o What is the importance of cultural and economic exchange? (Development of
Silk Road)
o What is the importance of Silk Road? What is its influence on the world today?
What can we learn from it? (Globalization; China’s One Belt, One Road)
o Which serves the best interest of a country? Globalization or nationalism?
(Reflect on Silk Road and examine current affairs)
12. Q3: What does the unit related to the exhibit look like?
Vocabulary
o 朝代(~代:秦代、汉代)、皇帝、国王(楚王)、 封国(楚国)、封、 统一、治理、取
代、严酷、制度、中央、政府(政治制度、政策)、 权力、民族(多民族、汉族、少数民
族)、老百姓、穷、水深火热 (生活在水生火热中)、稳定、繁荣
o 展览 (一件展品)、生活 (活着, 过着……的生活 )、奢华、陶 (陶俑、陶器)、
(士)兵 (兵马俑)、 金 (金~、金器、 黄金、白金)、玉(玉~、玉衣、玉器)、通透、
温润、高洁、蝉、象征、重生、保护、表现
o 丝绸、丝绸之路(~之~)、西域、亚洲 (中亚、西亚、东亚、东南亚)、欧洲、经过、防止、
侵略、敌人、商人、做生意 (A跟B做生意)、促进、交流、全球化、民族主义 (~主义)、
一带一路
Patterns/ Sentence structures:
o 把……叫做……;把……(封)给……; 被……取代;
为了……,……/ ……,是为了……; v得起/ v不起;由于
o 既……又……/ 不但……而且……;并不/没……;像……一样(…);
假如……,……(就)……
o 来自; 对……有影响/ 受到……的影响; 一方面……,另一方面……;
对……有好处/对……有坏处/ 有利于……/不利于……;
在……上(在经济上、在文化上、在文化交流上)
13. Q3: What does the unit related to the exhibit look like?
The unit is divided into 4 parts.
Part 1: Han Dynasty (focusing on Liu Bang and the establishment of Western Han
Dynasty) <4 lessons>
Why are standard Chinese characters called “Hanzi”? Why is standard Chinese
language called “Hanyu”? (Introducing Han Dynasty)
o What is the importance of Han Dynasty? (Compare it with Qin Dynasty. Qin Dynasty
lasted only 15 years after unifying China. Han Dynasty replaced Qin Dynasty and
lasted for over 400 years. Han Dynasty valued cultural and economic exchanges with
other countries.)
o How did Han Dynasty govern the country? (Central government & subordinate
kingdoms 中央政府 & 封国, introducing the Chu Kingdom. Can compare it with the
U.S. Discussion: If you were the emperor, would you appoint your relatives to be the
kings of subordinate kingdoms? Why?)
o Readings: 孟姜女哭长城and 鸿门宴 (动画、电影、电视剧).
o Learn to play Chinese chess (象棋,楚河汉界).
14.
15. Q3: What does the unit related to the exhibit look like?
Part 2: The Exhibit: Dreams of the Kings <4 lessons>
o Prepare for the visit to the exhibit: vocabulary, sentence structures/ patterns, and
introduction of the tasks.
o Visit the exhibit, complete the scavenger hunt designed by the teacher, and think about the
following questions:
• Why did Kings of Chu love jade? What is the importance of jade in Chinese culture?
• Where did the jade for the jade suite on display come from? How did those jade reach
China? (Hetian jade, cultural/ economic exchanges with other areas, the development of
Silk Road)
• Find one or two items on display that show China received influence from other areas.
• Find out what one jade artifact was actually designed after. (Ss will be shown the outline of
a jade artifact before the visit. They will discuss what it was designed after and check
whether they are right at the exhibit.)
• What is your favorite item from this exhibit? Why? (Take a picture of the item and creates its
story)
o Debrief the visit to the exhibit.
16. Q3: What does the unit related to the exhibit look like?
Part 3: Silk Road, Globalization v.s. Nationalism <5 lessons>
o How did Silk Road come into being?
o Show the official trailer of The Music of Strangers by Yoyo Ma and his Silk Road
Ensemble.
o What is the importance of Silk Road? What is its influence on the world (past and
present)? What can we learn from it? (Globalization; China’s One Belt, One Road)
o What is China’s One Belt, One Road initiative? Why? What are its benefits and
challenges?
o What message does Brexit deliver? If you were a British, would you vote for Brexit?
Why? (Globalization v.s. Nationalism)
o Can Nationalism be seen in America? Where do you see it? Why do some people
favor nationalism over globalization?
o Which serves the best interest of a country? Globalization or nationalism? (Reflect on
Silk Road and examine current affairs)
o Class debate: What is more important to America’s future? Globalization or
nationalism?
Part 4: Ss prepare for their formal assessments and present <3 lessons>