New Year: Chinese New Year
Grade Level: 7 - 12
Subject/Content: Social Studies/Geography/World Cultures/ Anthropology
Summary of Lesson: Students will evaluate the modernization of China by analyzing the public's reaction to one Chinese New Year's superstition
Focus Question: How do traditional values continue to affect the people of China as they grow and modernize?
Resource(s): Student Resource Center
Procedures by Teacher:
- Arrange for student access to Student Resource Center
- The teacher may choose to InfoMark the two articles listed below for easy access by students. More information and directions on how to use InfoMarks can be found at http://www.gale.com/infomarks/
- Red Lantern
- Chinese Rush to Wed Before "Widow's Year"
- Discuss the term "developing nation" with students and explain China's recent economic and industrial development
Steps/Activities by Student(s):
- Access and read article listed above
- Create a T-Chart with the headings: Traditional Values and Ideas" and "Signs of Modernization"
- Fill-in the chart after reading the articles
- As a class discuss the questions below or the teacher may ask students to respond individually in writing:
- What are some traditional values and ideas associated with Chinese New Year?
- What are some things people do to celebrate the Chinese New Year?
- How and why are these traditions changing?
- How are people reacting to these changes?
Related Activities: Students can apply this idea to a tradition from their own family, culture or society as a whole. Students can research the tradition and why it was started, compare their research to their own modern experiences of the holiday and evaluate the responses to these changes
Standard Date: July 8, 2007
Content Standard(s):
- Apply key concepts such as time, chronology, causality, change, conflict and complexity to explain, analyze and show connections among patterns of historical change and continuity
- Identify and describe significant historical periods and patterns of change within and across cultures, such as the development of ancient cultures and civilizations, the rise of nation-states and social, economic and political revolutions
- Investigate, interpret and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism and critical judgment
Performance Indicators:
- At Level 1, the student is able to:
- Identify changes taking place traditional Chinese New Year celebrations.
- At Level 2, the student is able to:
- Analyze the reaction of the Chinese people to these changes.
- At Level 3, the student is able to:
- Synthesize this information with traditions in their own life and society.
Computer Literacy and Usage Standards 9-12:
- The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications
- The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations
ISTE NETS for Students
- develop cultural understanding and global awareness by engaging with learners of other cultures
- locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
- evaluate and select information sources and digital tools based on the appropriateness to specific tasks
- process data and report results
- plan and manage activities to develop a solution or complete a project
Information Power; Information Literacy Standards 1-4:
- Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests
- Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information
- Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation