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Zachlod, Michelle, Ed. – 2001
California State Standard 7.3 is delineated in the following manner: "Students analyze the geographic, political, economic, religious, and social structure of the civilizations of China in the middle ages." Seventh-grade students focus on the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism;…
Descriptors: Academic Standards, Asian History, Curriculum Enrichment, Foreign Countries
La Porte, Mark – 2000
In this interdisciplinary curriculum unit, students examine and debate the relationship between China and Tibet. Students are expected to produce a mock television report covering topics related to the Tibet question, such as historical issues, the policies of the U.S., Chinese, and Tibetan governments, and human rights concerns. Students are…
Descriptors: Cooperative Learning, Foreign Countries, Foreign Policy, Grade 10

Kiernan, Henry – Social Education, 1991
Suggests teaching about the Chinese government's 1989 suppression of student protesters at Tiananmen Square. Argues that the lesson can aid students understanding of the role of student protest in shaping China's history and interactions with the rest of the world. Offers strategies and questions for student research including reasons for the…
Descriptors: Activism, Asian History, Chinese Culture, Communism
Davis, W. J. – 1999
In this unit, students prepare a report on China, specifically on the relevance of key events in China's recent history (The Communist Revolution, The Great Leap Forward, The Cultural Revolution, Tiananmen Square) to its current economic and political changes. Students assume the role of presidential advisors who are expected to know the present…
Descriptors: Academic Standards, Economics, Foreign Countries, Futures (of Society)