A. GEOGRAPHY
1. Using "Political Map of East
Asia, label and color "Outline Map of East Asia".
2.Using "Religions and
Philosophies" handout, create a.key for either Muslim or Buddhist.
3. HOMEWORK: Using handout key in
which countries are mainly Buddhist or Muslim.
B.
RIGHTS VS. DUTY
1. Read pp. 63-64.
2. Discuss value of family, hierarchy,
order, filial piety.
3. Discuss idea of culture, and
differences in culture.
4. Compare idea of filial piety with
Socrates idea of questioning and challenging authority. 5. Writing assignment: Is America
more like Socrates or Confucius? Explain.
C. CHINESE VS. AMERICAN FAMILY
1. Continuing idea of cultural
differences, give Pegan handout on Dodd's research. Draw attention to parts of handout,
some of it is far too difficult. Focus on #3,4,6,15,20.
2. Ask students to answer which side of
each criteria they agree with. Have them describe if they are strongly one way or
the other.
3. Have students share their responses.
Clarify the process of how to describe where you fall on the continuum.
4. Pass out "Family
Instructions" (handout). Assignment for handout is a "Found
Poem"", a way to get students to use Primary sources.
1. Put students in groups, each group
is given a portion of the document such as,
"Work Hard at One of the Principal
Occupations"
"Observe the Rituals and Proprieties"
"Prohibit Extravagance"
"Exercise Restraint"
"Preserve the Family Property"
2. Each student is given 5 pieces of
paper. The task is to find 5 sentences, words, or phrases that they feel are important to
the reading. They write the phrases on the pieces of paper.
3. As a group they decide what order
they want to arrange the sentences in order to make their "poem".
4. Glue papers on a poster a display
found Poems.
5. Have groups share and discuss their
poems.
5. HOMEWORK---Ask parents questions 3,
4, 6, 15, and 20.
D.
KEY FIGURES
1. Discuss
homework, differences in culture. Link to idea of both differences and similarities
in human beings.
2. In groups,
using textbook, find three similarities and three differences for the following:
Socrates and
Confucius
Buddha and Jesus
the Five Buddhist Precepts and the Ten Commandments
Mencious and Locke
Hobbes and "Legalism"
Greek Democracy and Chinese Emperor.
3. Have
groups pick their favorite comparison and create a role play.
4. Each
character will be represented by one student, the class can ask them questions.
E. HUMAN RIGHTS? SAYS WHO?
1. Discuss importance of rights in
America.
2. Discuss the three "inalienable rights" and Constitutional rights.
3. Discuss bias in writing and handout "Differing Status of Chinese and American
Women". Have class read parts of the handout.
4. Have class brainstorm on how human rights are violated in U.S.
5. Clarify examples of bias in the handout
6. Clarify factual accuracy of the article.
7. Write; What are human rights to you? Who provides better human rights. What is more
important, freedom and rights, or fulfilling your obligations with less freedom?
5)
DEBRIEF:
What is more
important, freedom and rights or obligations and duties? What is valued more in China? The
US? Your House? What does freedom give you? What do -you lose with freedom? What does
obligation give and take from you? How did Socrates and Confucius view authority? What is
more important the group or you? What is more important for the country, your rights or
the good of the nation? Can we describe the differences in
cultures? In the modern
world, who will be more successful, the free or
the duty bound?
6) EVALUATION
1. Art
Project: Make a collage showing the differences between Western rights and Chinese sense
of obligation. Incorporate as many ideas as possible from the week.
2. A test
of the concepts, as well as an essay describing the difference between Western Democratic
rights and freedoms vs. Chinese sense of duty. Include the historical progress from
ancients to today.
3. Group
debates: Argue for Western or Chinese view of world, rights, freedoms.
UCLA
Center for East Asian Studies Educational Resources