Transcript China Webquest

China
A WebQuest for 7th Grade Social Studies
Designed by Donna Rummel
[email protected]
China
9/04
Introduction
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Welcome to this meeting of the Around the World Tours. As paid
consultants, you have been asked for suggestions for a tour to China sponsored
by our state government for a group that includes state politicians, business
investors, a museum curator and historians, and several teachers.
In fact, a local middle school social studies teacher has been selected
to travel with this group next summer. She has traveled extensively in the
Eastern Hemisphere, therefore we want to be sure we create a tour that is of
highest quality to maintain our local reputation, yet is beneficial to each
member of the group. That is why we have hired specialists-you, to help us.
Now let’s get started, we only have a few days before our outline must
be delivered to the statehouse for approval. Remember, the tour is funded by
the government, so cost is not an issue.
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The Task
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
China is a majestic country with a long and interesting
history. If, like most people in the Occidental (western) world,
you've never been to this fascinating land, you might want to take a
brief tour. Go ahead and walk a few kilometers of The Great Wall or
step foot into The Forbidden City or voyage to the Yellow Mountains.
Your task is to create a tour of China that will be beneficial
to each member of the tour group. You will need to research areas
of business information, government bureaus and travel regulations,
places of historical interest, educational issues, and don’t forget the
climate!
If you're ready to begin, you might want to read a Travel
Advisory before embarking on our journey. This page includes tips
on traveling to China.
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The Task
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
By completing this WebQuest you should achieve the following goals:
•develop an interest in the study of China.
•use the power of the Internet for advanced exploration of China.
•learn information about four key aspects of Chinese culture.
•realize that complex topics can be looked at from various
perspectives.
•formulate a travel plan that accommodates one of the four
perspectives.
•work with your teammates to problem-solve a combined action plan
•You should be able to achieve these goals by completing a process
where you join a team and research one city in China, each becoming
experts in one of the different roles and generating a full report. You
and your teammates will work together to create a Group Report for
the your state government (also known as your classmates). This
report presents your team's combined report for your providence. You
China
can use a Rubric to see how your work will be evaluated.
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The Task
Chose one of these
cities:
Beijing
Chengdu
Sangzhou Tianjin
Chongging Shanghai
Guilin
Suzhou
Hong Kong Xi’an
Kunming
Wuhan
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The Process
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
1.
2.
3.
4.
First you'll be assigned to a team of 4 students, and each student will be
assigned one of four roles to play for research and reporting. Each group
will be assigned a providence to examine.
Once you've chosen a role, you will begin researching your assigned city,
looking for information that pertains to your interests.
Each group member is responsible for creating three statements, each
based on 3 facts, that relate not only to their city, but to their area of
interest.
After being given time to use the provided resources, students will meet
with their group and develop a combined group city report. Now that each
member of your team has become an expert from one perspective, we're
ready to combine what each of you has learned into your Group Report.
This is not easy because you and your teammates each feel you've found
the best solution based upon what you feel is most important. But problems
come up: what's good for business may not be good for our government or
for preservation of national treasures.
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The Process
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Each group will create a PowerPoint presentation that will try to convince the
rest of the government committee, (your classmates) that your city should
be the one selected to be toured by the traveling group. Your presentation
should include:
A title slide with the name of your city
A map of your city, or the providence of China where it is located
Three statements, each based on information combined from a minimum of
three facts, from each member of the group from their perspective
Three pictures related to your providence
Climate information, and an evaluation of the best time of year to travel in this
providence
A persuasive summation that will help your providence to be selected
A closing slide(s) of group members and Works Cited
As you organize your presentation, use this checklist to assure your
presentation is the best possible. Or your teacher may provide a checklist.
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Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
China is a complex country, so your group will need to look at it from different
perspectives. If you only looked at its art, you might miss its changing politics. If you only
looked at its government, you might miss important aspects of the people themselves. So
the plan here is to divide expertise and look from as many perspectives as you have
teammates. Read the following instructions to get underway. Choose which roles you will
each take. Use the goal statements below to help you decide.
Business Investor
Museum Curator
School Teacher
Indiana State Senator
to promote economic growth, trade, understand trade
policy
to preserve world’s cultural treasures
examine educational methods, school facilities and
resources
to balance all the goals and promote our state
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Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Now that you have chosen which roles you and your teammates
will take, you're ready to become an expert. If you are ready, click
on the manilla envelope beside your role below, then complete the
activities in your dossier.
Business Investor
Indiana Educator
Museum Curator
Indiana Politician
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Evaluation
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Your work will be evaluated using the following rubric. Read
through it before you begin so you have an idea of how you will
be graded. Then check your final project against this rubric
before turning it in. Your state is depending upon you, so good
luck! Your effort as a team member is one evaluation area of
the rubric, so let’s all do our part.
Around the World Tours Rubric
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Evaluation
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Multimedia Project : Around the World Tour of China
Teacher Name: Mrs. Beville
Student Name:
________________________________________
CATEGORY
Organization
Mechanics
Content
Workload
4
Content is well
organized using
headings or bulleted
lists to group related
material.
3
Uses headings or
bulleted lists to
organize, but the
overall organization of
topics appears
flawed.
No misspellings or
Three or fewer
grammatical errors. misspellings and/or
mechanical errors.
Covers topic in-depth Includes essential
with details and
knowledge about the
examples. Subject
topic. Subject
knowledge is
knowledge appears
excellent.
to be good.
The workload is
The workload is
divided and shared
divided and shared
equally by all team
fairly by all team
members.
members, though
workloads may vary
from person to
person.
2
Content is logically
organized for the
most part.
1
There was no clear or
logical organizational
structure, just lots of
facts.
Four misspellings
and/or grammatical
errors.
Includes essential
information about the
topic but there are 12 factual errors.
More than 4 errors in
spelling or grammar.
The workload was
divided, but one
person in the group is
viewed as not doing
his/her fair share of
the work.
The workload was not
divided OR several
people in the group
are viewed as not
doing their fair share
of the work.
Content is minimal
OR there are several
factual errors.
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Conclusion
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
We hope that by examining China you now appreciate the
complexity of international relations, the need to look at a
country from different perspectives, and the power of the
Internet for making informed choices.
Perhaps you would be interested in knowing more about the
country, from your own perspective. You can go back to
your resource list anytime and look through these
websites, planning your own future tour.
Your state thanks you for your help.
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Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Social Studies : Grade 7 : Standard 1 History
Chronological Thinking, Comprehension, Analysis, and Interpretation
7.1.19
Analyze multiple perspectives on a current event relating to Africa, Asia, or the
Southwest Pacific. Read and examine more than one account of the event and
distinguish between statements of opinion and statements of fact.
Issues-Analysis, Decision-Making, Planning, and Problem Solving
7.1.21
Identify and evaluate solutions and alternative courses of action chosen by people
to resolve problems confronting people in Africa, Asia, and the Southwest
Pacific. Consider the information available, interests of those affected by the
decision, and the consequences of each course of action.
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Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Social Studies : Grade 7 : Standard 2
Civics and Government
7.2.2
Identify principles and practices of democracy in current governments of Africa,
Asia, and the Southwest Pacific by such countries as India, Japan, the
Republic of South Africa, and New Zealand.
Functions of Government
7.2.4
Identify different forms of government in Africa, Asia, and the Southwest Pacific,
which include examples of limited/unlimited government.
International Relations
7.2.7
Describe different sources of authority and power of government in African, Asian,
and Southwest Pacific countries.
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Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Social Studies : Grade 7 :Standard 3
Geography
7.3.4
Name and locate major regions, mountain ranges, river systems, countries, and
cities in Africa, Asia, and the Southwest Pacific.
7.3.5
Identify and compare physical and cultural sub-regions of Africa, Asia, and the
Southwest Pacific.
Physical Systems
7.3.6
Locate and map the climate regions of the Eastern Hemisphere and explain how
and why they differ.
7.3.12
Investigate how physical geography, productive resources, specialization, and
trade have influenced the way people earn income in Africa, Asia, and the
Southwest Pacific.
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Standards
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Social Studies : Grade 7 : Standard 5
Individuals, Society, and Culture
Students will examine the role of individuals and groups in socities of Africa, Asia,
and the Southwest Pacific, identify connections among cultures, and trace the
influence of cultures of the past on present societies. They will also examine
the role of artistic expression in selected cultures.
7.5.1
Compare and contrast how social institutions, including the family, religion,
education, government, and the economic system, influence individual
behavior in different societies in Africa, Asia, and the Southwest Pacific in the
past and present.
7.5.4
Examine the impact of cultural change brought about by technological inventions
and innovations in the past and present.
7.5.6
Identify major languages spoken in areas of Asia, Africa, and the Southwest
Pacific, and give examples of how language, literature, and the arts have
contributed to the development and transmission of culture.
7.5.9
Give examples of the benefits of connections among cultures, such as developing
opportunities for trade, cooperating in seeking solutions to mutual problems,
learning from technological advances, acquiring new perspectives, and
benefiting from developments in architecture, music, and the arts.
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Resources
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
The following links should represent a good starting point for people
using the Internet to study China.
• CIA World Fact Book Chapter on China, 2004 - information on
geography, people, government, economy, transportation,
communication, and defense forces.
• U.S. Department of State Background Notes on China (particularly
look at the section titled: U.S.-CHINA RELATIONS)
• Embassy for the People's Republic of China located in Washington,
D.C.
• Visions of China: 50 Years of the People's Republic from CNN
• Newsfile: China from Time magazine
• The Outlook for China from a CIA Perspective
• Links to China from Yahoo
• http://www.travelchinaguide.com/cityguides/index.htmSuper
Chinese Websites
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Resources
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Touring the Country
• Study a Map of China (260K) in relation to its neighbors, and Its
Provinces and Other Regions
• China Virtual Tours from ChinaVista
• South China by Bicycle a personal travelogue
• Travel China guide
• News Updates
• Inside China Today, posted by the European Internet Network, Inc.
• Beijing Review, the online version of the Chinese magazine
• Newsletters from the Embassy of the People's Republic of China in
the United States of America
• China News Digest - News bulletins updated every two days
• Washington Post Online (click on the Washington Post articles)
• The South China Morning Post - Hong Kong Newspaper
• People's Daily, the online version of the Chinese newspaper
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Resources
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Religion
•Philosophy and Religion in China
•Freedom of Religious Belief in China from the Chinese Embassy
•Issues on Religions from the Chinese Embassy
•Buddhism in a Nutshell: The Four Noble Truths
•The Ten Precepts of Buddhism are guidelines Buddhists attempt to live by.
•Frequently Asked Questions about Zen which was known as Ch'an in China.
•
•10 Oxherd Drawings show the stages to enlightenment
•Views on Religious Freedom from the U.S. Secretary of State
•Falun Gong and Falun Dafa:What it is and what it does
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Resources
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
The Visual Arts
Collections
•The Splendors of Imperial China from the Asian Arts online Journal and Galleries
•Mongolia: The Legacy of Chinggis Khan, presented by the Asian Art Museum of Sa
•Tibet: Tradition and Change from The Albuquerque Museum
•The Art of China Homepage hosted at Purdue University Individual Pieces
•Nagaraja, King of the Serpents a temple statue from Tibet
•The Medicine Buddha Tibetan painting
•Structure of the Mandala describes mandalas' parts.
•Mandala of Bhutadamara blends religion and art
•View samples of Tibetan Mandalas - long downloads, but worth examining.
•Horse (Tomb Figure) (Tang dynasty, first half of 8th century)
•Figures Gallery
•Chinese Bodhisattva
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Resources
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Business
•Don't Wall China In from Asia Inc. Online
•"Asian Markets Improve, Despite Trouble in Indonesia" from NewsWorks
•"Strong Defences", from the Far Eastern Economic Review
•U.S. Trade with China in 2000 from the US Census Bureau
•Doing Business in China, a brief guide
•Doing Business in China, an advertisement
•A briefing on Economic Trends in China from the Tradeport Trade Directory
•Growth of China's Private Economy from Inside China Today
•China Becomes World Trade Organization Member
•"Developing the Internet in China" from the BBC World Service
•Negotiating and Building Effective Relationships with People in China summary
•of a paper presented by Sidney Rittenberg
•Trade and Retaliation
•Testimony, Ambassador Hillman, 5 June 1996 discussing trade relations
•between the U.S. & China
•"China, NTR and Liberal Imperialism" from Peacework magazine
•China to open wider to outside world from the People's Republic of China's U.S.
• Embassy Website
China
•Why Boycott? from the boycott made in china campaign website
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Teacher Notes
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
Learners will access the on-line resources that you've identified as they go
through the Process. You may have a set of links that everyone looks
at as a way of developing background information, or not. If you break
learners into groups, embed the links that each group will look at
within the description of that stage of the process. In the Process
block, you might also provide some guidance on how to organize the
information gathered. This advice could include suggestions to use
flowcharts, summary tables, concept maps, or other organizing
structures. The advice could also take the form of a checklist of
questions to analyze the information with, or things to notice or think
about. If you have identified or prepared guide documents on the Web
that cover specific skills needed for this lesson (e.g. how to brainstorm,
how to prepare to interview an expert), link them to this section.
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Business Investor
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
We Need Your Help
Thanks for joining us. As a Business Investor, you have a strong interest in promoting economic growth.
Now you need to get a mental picture on how key issues in China relate to this overall goal. You'll be
guided to look closely at three main issues and to find examples (facts, statistics, quotations, or any other
inputs that you think provide important insights on the issues. After you've collected three examples for
each issue, your job will be to put the information together into one statement that tells a "Truth" about
that particular key issue related to doing business in China. You'll do this three times.
•What exports are important to China? What do we need to know to do business with China? What
products could, or does Indiana export to China?
•Where are the major manufacturing areas? What are the major products produced in this region? How
does the climate in this area affect business?
•Where are the major manufacturing areas? What are the major products produced in this region? How
does the climate in this area affect business?
Back
China
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Indiana Educator
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
We Need Your Help
Thanks for joining us. As an Indiana politician, you have a strong interest in balancing all the goals of your
teammates and maintaining world peace. Now you need to get a mental picture on how key issues in China
relate to this overall goal. You'll be guided to look closely at three main issues and to find examples (facts,
statistics, quotations, or any other inputs, that you think provide important insights on the issues. After
you've collected three examples for each issue, your job will be to put the information together into one
statement that tells a "Truth" about that particular key issue related education and its relationship to our
future with China.
•What are the laws concerning education in China, or do they differ in various regions of China? Is
education valued in this city? What is the literacy rate?
•What do school facilities include? How does a student typically spend their day?
•How are schools supported financially? Are the schools supported by local governments, or by a larger
segment? Do school have family or community support?
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China
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Museum Curator
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
We Need Your Help
Thanks for joining us. As a Museum Curator, you have a strong interest in preserving the world's cultural
treasures. Now you need to get a mental picture on how key issues in China relate to this overall goal. You'll
be guided to look closely at three main issues and to find examples (facts, statistics, quotations, or any other
inputs that you think provide important insights on the issues. After you've collected three examples for each
issue, your job will be to put the information together into one statement that tells a "Truth" about that
particular key issue related to preserving cultural treasures. You'll do this three times.

What are the contributions from Chinese art? How has Chinese art influenced our Western culture?
What is happening to Tibetan culture and art?

How is religion related to Chinese art? Has religion influenced art in this region of China?

Are there museums or historical sites of interest to the tour group in this city or general area?
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Indiana Politician
Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources | Teacher Notes
We Need Your Help
Thanks for joining us. As an Indiana politician, you have a strong interest in balancing all the goals of
your teammates and maintaining world peace. Now you need to get a mental picture on how key issues in
China relate to this overall goal. You'll be guided to look closely at three main issues and to find examples
(facts, statistics, quotations, or any other inputs, that you think provide important insights on the issues.
After you've collected three examples for each issue, your job will be to put the information together into
one statement that tells a "Truth" about that particular key issue related to balancing all goals and keeping
the peace.
•How is the government in China and this region set up? Do they hold elections?
What is the United States view toward China?
• Examine human rights issues in China, and look for examples in your city or area.
How do human rights issues relate to democracy in Taiwan? How does China view the opinions of other
countries?
•What trade regulations, political issues, or economic conditions affect our imports and exports with
China, or in particular, this area of the country?
Back
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