China A WebQuest for 7th Grade Social Studies Designed by Donna Rummel drummel@jgsc.k12

1. China A WebQuest for 7th Grade Social Studies Designed by Donna Rummel drummel@jgsc.k12.in.us Around the World Tours

2. 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.

3. 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.

4. 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 can use a Rubric to see how your work will be evaluated.

5. The Task Chose one of these cities: Beijing Chengdu SangzhouTianjin ChonggingShanghai GuilinSuzhou Hong KongXi’an KunmingWuhan

6. The Process Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes • 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.

7. 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.

8. 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 to promote economic growth, trade, understand trade policy Museum Curator to preserve world’s cultural treasures School Teacher examine educational methods, school facilities and resources Indiana State Senator to balance all the goals and promote our state

9. 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. Indiana Educator Business Investor Indiana Politician Museum Curator

10. 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

11. Evaluation Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes

12. 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.

13. 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.

14. Standards Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes Social Studies : Grade 7 : Standard 2Civics 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.

15. Standards Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes Social Studies : Grade 7 :Standard 3Geography 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.

16. Standards Introduction | Task | Process | Evaluation | Conclusion | Standards | Resources |Teacher Notes Social Studies : Grade 7 : Standard 5Individuals, 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.

17. 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

18. 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

19. 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

20. 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 San Francisco • 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

21. 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 • Why Boycott? from the boycott made in china campaign website

22. 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.

23. 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

24. 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? Back

25. 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? Back

26. 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