Educator Resources-China

Government and Politics of China. Chapter 21 Roth. Chinaproject2011 [licensed for non-commercial use only] / FrontPage. I went to China as a participant in the Fulbright-Hays Seminars Abroad program, a five-week study and travel program funded by the U.S.

Department of Education and coordinated by the National Committee on United-States-China Relations (NCUSCR). Sixteen secondary educators participated and we visited Shanghai, Chongqing, Xian, Beijing, and Hong Kong, led by Rick Belsky, from Hunter College, and Mr. Zhai, a Chinese high school teacher. As part of my obligation as a participant, I have designed the curriculum materials found on this website in hopes of inspiring more teachers to tackle modern China in their coursework and "move beyond the Cultural Revolution" (a sentiment to which I was first exposed at the 2010 Program for Teaching East Asia Summer Institute "China's Century?

"). Introduction to Curriculum Unit and Rationale Unit Segments: Background Reading for Teachers A Few Things to Keep in Mind Bibliography China articles (The designated articles also appear on each Unit Segment page.) National Geographic Society. Class Apps - NCTA. Explore these short classroom-applicable video presentations available from NCTA.

Each “App” focuses on a timely topic or “best practice” presented by an NCTA consulting scholar, seminar leader, teacher alum, or author. How can you use the videos? Take a “quick course” on a current topic you can integrate into your teaching.Choose a video to show in class.See how NCTA alumni are using new resources successfully.Hear what authors have to say about using their new books in the classroom. Our full collection of Class Apps video presentations in shown below. You can also explore Class Apps by categories: WOMEN IN WORLD HISTORY. China In The Red. Made in China Journal – A Quarterly on Chinese Labour, Civil Society, and Rights. Teaching China Through Black History – Fairbank Center for Chinese Studies, Harvard University. Books and Book Chapters Clarence Adams, An American Dream: The Life of an African American Soldier and POW Who Spent Twelve Years in Communist China, University of Massachusetts Press, 2007 Adams was a seventeen-year-old high school dropout in 1947 when he fled Memphis and the local police to join the U.S.

Army. Three years later, after fighting in the Korean War in an all-black artillery unit that he believed to have been sacrificed to save white troops, he was captured by the Chinese. After spending almost three years as a POW, during which he continued to suffer racism at the hands of his fellow Americans, he refused repatriation in 1953, choosing instead the People’s Republic of China, where he hoped to find educational and career opportunities not readily available in his own country.

David Bindman, Suzanne Preston Blier, and Henry Louis Gates, Jr., The Image of the Black in African and Asian Art, Belknap Harvard University Press, 2017 Penny M. Bill V. Dayo F. U.S.-China Trade Tensions - The Choices Program. Objectives Students will: Consider the reasons for current trade tensions between the United States and China.Identify and assess U.S. trade policy toward China.Examine primary sources from U.S. officials, scholars, journalists, and business leaders supporting and opposing Trump administration trade policies with China.Use active listening, critical thinking, and persuasive argument skills to explore, discuss, and evaluate arguments related to Trump administration trade policies with China.

Resources. Using Inquiry to Teach About China - Global Learning. Editor's Note: The politics between the United States and China have always been complicated.

Doug Young, an award-winning teacher, coach, and consultant, shares how the College, Career and Civic Life (C3) Framework for State Social Studies Standards, can provide an inquiry framework to help students deepen their understanding of this complex and critical relationship. By guest blogger Doug Young Several months ago, I had the pleasure of visiting Qingdao, China, to teach English to students in grades 5-12. This city, like many Chinese port cities of the 19thand first half of the 20thcenturies, was a victim of astounding deaths, destruction, and occupation by western and Japanese imperialists.

The city was also ravaged as a result of the Chinese Revolution between the Communists and the Kuomintang. Upon my return, I presented a workshop, "Inside China Today," to well over 100 U.S. teachers in order to help them integrate Chinese economics and history into their social studies classes. 1. National Consortium for Teaching about Asia - Ohio. Columbia University.