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  1. How Great Is the Great Wall?

    Grade Level: 2-5
    Subjects: Math; Social Studies

    In this activity the children will learn about the The Great Wall of China, focusing on measurement of its length, while gaining an appreciation for other types of wonders in the world.

    Open this lesson with photos of various wonders of the world (natural, ancient, and modern). Put together a collection that includes popular buildings and places that some of the children may recognize. An attention-getting collection may include the Roman Coliseum, the Leaning Tower of Pisa, the Empire State Building, Mount Fuji, Niagara Falls, the Grand Canyon, and the Statue of Liberty. Use the following Web sites: http://www.thechinaguide.com/great_wall_of_china/index.html and http://library.thinkquest.org/J002388/chinawall.html.

    Show photos of the Great Wall and ask if anyone recognizes the pictures. Ask them why such a wall would have been built and for what purpose. Explain to students that the Great Wall is more than 2,000 years old and was built to keep out invading armies.

    Ask students what kind of construction equipment we would use today to build a wall that is very long and very tall. Explain to students that the Great Wall is so remarkable because the ancient Chinese people didn't have this equipment, and had to build the wall by hand, using very primitive tools.

    Engage students in an activity to demonstrate how long the Great Wall is. Go outside and try to build a circle of children holding hands (stretched) around the playground. If this is impossible, estimate how many people it would take to do something like this. Then figure out how many children holding outstretched hands it would take to cover approximately one mile. Take this number of people and multiply it by 1,800 miles, the distance of the wall as measured by NASA. If length is difficult for them to grasp, discuss the height of the wall, 25 feet. Have the children use legos, painted milk cartons, wooden blocks, or even shoe boxes to reconstruct their version of The Great Wall.

    Online Resources

    ThinkQuest Junior: Seven Wonders of the World
    http://library.thinkquest.org/J002388/chinawall.html

    Print Resources

    Inside China by Franklin Watts

    More Recommended Resources

  2. China's Second Great Wall

    Grade Level: 9-12
    Subjects: Social Studies; Science & Technology

    Throughout history China has been both blessed and plagued by her great rivers. The rivers carry extremely fertile soil to the North China Plain, one of the world's five great plains in Earth's middle latitudes. This fertility allows excellent food production and, in some places like the delta of the great Chang (Yangtze) River (third longest in the world), it is even possible to double crop production. However, because of the geography of the river and the amount of silt it carries, severe flooding has always been a great problem.

    The Chang River has its source high on the Tibetan Plateau and flows through great mountains before reaching the plain. In many places the river is squeezed into narrow gorges resulting in very fast currents. Those spots are perfect places to site hydroelectric dams. Consequently, the possibility exits, at least theoretically, of producing huge amounts of clean energy and of controlling the damaging floods. China has embarked on just such an endeavor with plans to build dams across three of the gorges. They are scheduled to be finished in 2004. However, disruption of the dams to the environment and to the people who live in these areas is enormous. Not surprisingly, there is great controversy about the building and funding of the dams.

    Divide the class into two groups to research and debate the building of the dams. One group should be in favor, the other against completing the work. The sources below will be a good start, but the students will find countless sites discussing the pros and cons of the dams. Set aside a couple of days for students to make arguments in class and then try to reach some majority on the feasibility of the project. As an extension, students may also research similar hydroelectric projects in the United States.

    Online Resources

    Great Wall Across the Yangtze
    http://www.pbs.org/itvs/greatwall/

    PBS Online NewsHour: Three Gorges Dam
    http://www.pbs.org/newshour/bb/asia/july-dec97/gorges_10-8.html

    CNN: China's Three Gorges Dam
    http://www.cnn.com/SPECIALS/1999/china.50/asian.superpower/three.gorges/

    American University: Three Gorges Dam
    http://www.american.edu/ted/THREEDAM.htm

    More Recommended Resources

  3. Growing Pains in Shanghai

    Grade Level: 7-12
    Subjects: Social Studies; Math; Science & Technology

    The absolute and relative locations of Shanghai provide the ideal setting for a megacity. Shanghai has been one for hundreds of years. Along with Hong Kong, it was the chosen headquarters for the European colonization and trade with China. But cities like Shanghai cannot continue to grow so rapidly nor can they continue to accommodate millions of people without a tremendous impact on the ecology and the infrastructure.

    Ask students to research contemporary Shanghai and its growth, especially in industries that supply goods for China's burgeoning world trade. In contrast to this industrial growth, they should also investigate the Chang (Yangtze) River Delta that supplies many of the agricultural needs of the city. Environmental problems are beginning to diminish the capacity of this abundantly fertile area.

    Are there cities in the USA with similar problems? Is rapid growth a problem where you live? Look at a world map to find cities with similar relative locations to Shanghai. (Mid-latitudes, east coast, near large rivers, good harbors) Do they have similar problems? Speculate on the future of Shanghai and cities with similar problems. Can they afford to replace infrastructure (bridges, water supplies, waste treatments, housing, port facilities)?

    As an extension students might contact high school students at the American High School in Shanghai to learn of their personal experiences with this rapid growth. Are they from families that have moved to Shanghai to improve their lives? Do they live with failing infrastructure? Is air pollution a problem?

    Online Resources

    PBS Journey to Planet Earth: Shanghai, China
    http://www.pbs.org/journeytoplanetearth/hope/shanghai.html

    PBS Journey to Planet Earth: Yangtze River Delta, China
    http://www.pbs.org/journeytoplanetearth/hope/yangtze.html

    PBS Online News Hour: China at 50
    http://www.pbs.org/newshour/bb/asia/july-dec99/china50_11-2.html

    Wikipedia: Shanghai
    http://en.wikipedia.org/wiki/Shanghai

    Shanghai American School (click on China Links for info on living in Shanghai)
    http://www.saschina.org

    More Recommended Resources

  4. The Kitchen God

    Grade Level: 3-5
    Subjects: Social Studies; The Arts

    Every year, as part of the New Year festival, Chinese households place a picture of the kitchen god in the their kitchens. This god will observe the family and report to the emperor god about how things are going in the household. In order to have only nice things told about them, the families place sweets on the god's mouth. Now, only able to say sweet things, the kitchen god goes to the Jade Emperor and tells this emperor god about the goodness of the family.

    Have the students draw a picture or make a statue of a kitchen god appropriate to their individual family. As they prepare their individual pictures, they should reflect on the following questions. What does the kitchen god's appearance show about their family? How would the Jade Emperor know this god was from their family's kitchen and not from someone else's kitchen (what makes their kitchen god unique and personal)?

    What sweet things does their kitchen god see?
    What good things does their kitchen god report?

    Oral Presentation: Having drawn a fitting and personal kitchen god, students can "present" their kitchen gods to the class and offer the report that they hope their individual kitchen gods would make to the Jade Emperor.

    Extended Activity: Have students incorporate the material from the written presentation in a "formal report" written to the Jade Emperor. Encourage students to incorporate ideas from the oral presentations of other students to enhance this written report. They can write or type the report, give it fancy edges, images, and an interesting, interpretative appearance, roll it, and tie it with a fancy ribbon for delivery to the Jade Emperor.

    Online Resources

    About.com: Chinese Culture -- The Kitchen God
    http://chineseculture.about.com/culture/chineseculture/library/weekly/aa010300a.htm?iam=
    mt&terms=%2Bkitchen+%2Bgod

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  5. Chinese Astrology

    Grade Level: 3-5
    Subjects: Math; Social Studies

    The Chinese years are broken up into cycles of 12, with a different animal associated with each year.

    Utilizing a Chinese astrological calendar (see http://pbskids.org/sagwa/calendar/index.html), have students determine:

    • What year were you born in?
    • What years were the members of your family born in?
    • What animals are associated with these years?

    Have students draw a family tree and for each person on that family tree on which they indicate the family member, the birth year, and draw or place a picture of the appropriate animal associated with the Chinese astrological calendar.

    Associative Thinking and Math-Related Activities:
    Have students examine what animals are compatible either according to the Chinese astrological calendar or through their own associations. Draw a circle and space the animals evenly around the circle. Find the animal that is associated with your birth year. Draw a line to the animal that is most compatible with your animal. What fraction have you divided the circle into? Draw lines to the animals with which you are least compatible. What fraction have you divided the circle into? Is it equally divided?

    The Chinese years are grouped into sets of 12. Look at the multiples of 12 and see if you can find any patterns: 12, 24, 36, 48, 60, 72, 84, 96, 108.

    Online Resources

    Scotland Online: Chinese New Year Calendar
    http://www.new-year.co.uk/chinese/calendar.htm

    Chinese Culture Center's Zodiac Page
    http://www.c-c-c.org/chineseculture/zodiac/zodiac.html

    More Recommended Resources

  6. Can the Chinese Restaurant Serve Enough People?

    Grade Level: 9-12
    Subject: Social Studies; Math

    The imbalance between population and food production has always been a major theme in China's history. Rural areas of the country have traditionally claimed upwards of 80% of the people. They were needed on the land to grow enough food for the burgeoning population. Large families were the norm. After the Communist Revolution in 1949, the leaders took on the problem of population increase and instituted the One Child Policy. It has been remarkably successful in slowing the growth, at least in urban areas. Will it be enough and will the policy continue, against protest? Will China will be able to feed herself if the population exceeds 1.5 billion? Where will she find skilled workers for the growing industries in the cities?

    Begin the discussion in class with thought-provoking questions.

    • What price is too great to pay to keep the total population under 1.5 billion?
    • How will China cope with rapid migration to the cities?
    • Should the rules be different for rural families?
    • Can new areas be opened to agriculture?
    • Can salinization and pollution of fresh water supplies be overcome?
    • Will new dams on the Chang River be the answer?
    • Is food really a problem when China can trade so easily on the world market?
    • What advantages or disadvantages are inherent in being able to feed the people within one's own country with domestic crops?

    Ask students to research China's food and population problems. Then, acting in the role of premier, they should come up with a few basic premises on which they would base their domestic policies in these areas. These premises should anticipate the human rights, food production, overpopulation, world trade, and necessary industrial manpower issues. In other words, they have the opportunity to play the old game of "If I were ruler for a day..."

    Online Resources

    Chart: China's Population, AD 0-2050
    http://www.iiasa.ac.at/Research/LUC/ChinaFood/data/pop/pop_21_m.htm

    BBC News: China's One Child Policy
    http://news.bbc.co.uk/2/hi/asia-pacific/941511.stm

    PBS Journey to Planet Earth: Yangtze River Delta, China
    http://www.pbs.org/journeytoplanetearth/hope/yangtze.html

    Print Resources

    Hope's Edge: The Next Diet for a Small Planet by Frances Moore Lappe and Anna Lappe

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  7. Chinese Dragons: Real or Fantasy?

    Grade Level: PreK-2
    Subject: The Arts; Reading & Language Arts; Social Studies

    In this lesson, the children will learn the symbolism behind the Chinese dragon, understand the difference between real and fantasy, and learn how to make lists.

    Understanding the difference between real and fantasy is very important to a child's development, especially in the early primary years. Begin this lesson by asking the children to tell you what "real" and "fantasy" mean. Then make two lists: one titled "Real" and the other titled "Fantasy."

    Ask the children to tell you something that is real and something that is fantasy. Using characters from popular movies might help lead the discussion. After this discussion, ask the children to tell you what they know about dragons, and record their answers. Are dragons real or fantasy?

    Using the Internet and books, show various examples of dragons (from art, from parades, on pottery, etc.) What stories do the children know about dragons? Are dragons good or bad? Use information from this Web site, http://www.crystalinks.com/chinadragons.html to help explain the difference between dragons in the western and eastern traditions. Be sure to emphasize the positive symbolism behind the Chinese Dragon. What other animals have symbolic meaning or particular "personalities" attached to them? (Answers might include the bald eagle, the snake, etc.)

    Younger children can conclude this discussion by coloring a dragon in bright colored pastels or drawing dragons on the playground with colored chalk. Older children could construct a Chinese dragon that they might display in a school parade or assembly.

    Online Resources

    ThinkQuest: Chinese Dragons
    http://library.thinkquest.org/CR0215373/Culture/

    Wikipedia: Chinese Dragon
    http://en.wikipedia.org/wiki/Chinese_dragon

    Print Resources

    Red is a Dragon by Roseanne Thong and Grace Lin

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  8. Tibet's Sovereignty

    Grade Level: 9-12
    Subject: Social Studies

    Tibet has claimed sovereignty over the high plateau land of Asia since before the seventh century. Throughout much of that time, she considered herself an equal of China. The king of Tibet even invaded China at one time and sent the emperor packing. Since 1950, however, China has claimed dominion over the geographical area by means of a superior military and the assertion that Tibet is really just a part of China.

    What then is meant by the word "sovereignty?" Ask students to brainstorm what the term means. Name some countries they consider to be sovereign. Is it a status that exists without the military muscle to back it up? Must others consider a country to be sovereign for it to be so? Who has the right to declare a state to be sovereign? The Dalai Lama, the sovereign of Tibet according to the Tibetan people, declares the country to be sovereign. China asserts just the opposite. Who is right? Why do countries sometimes go to the aid of another whose sovereignty is threatened? (Example: USA aided Kuwait when she was invaded by Iraq.) Who came to Tibet's aid when China invaded in 1950?

    Ask students to research the history of Tibet and to prepare a timeline of that history. What are the major milestones in her history? How have her relations with China been through the centuries? Friend or foe? When did the Dalai Lama appear and what is his role? Whose side is the US on? Is Tibet's sovereignty a myth or does it really exist?

    Online Resources

    Tibet Justice Center
    http://www.tibetjustice.org/reports/

    Frontline: "Dreams of Tibet"
    http://www.pbs.org/wgbh/pages/frontline/shows/tibet/china

    The Government of Tibet in Exile: The Washington Statement on Tibet
    http://www.tibet.com/Wpct/wpct3_b.html

    China Tibet Internet Information Center: 100 Questions and Answers about Tibet
    http://en.tibet.cn/

    More Recommended Resources

Published: March 2003