University of Vermont
EDSS 295 – Institute on China and its Cultures
October 8, 2011
My project begins with 8 iMovie videos that were put together after visiting the cities of Beijing, Kunming, Qufu and Jinan during the summer of 2011. After viewing a video, a teacher or student will have a greater insight into special places in China and the similarities and differences between the Chinese and American cultures.
Although I intend to share these videos
with K-6 students, they are valid for all age groups. There is a DVD disc for each title and all videos are stored
for all to view virtually on this site at The Videos left sidebar link and on youtube through the 802library account. Discs of photographs from the China2011
trip are also available in this packet.
Many photos are stored virtually on this site (Photographs link in the left sidebar) and on flickr under the username of UVM_ASOP_China2011. The photostream can be found at this link http://www.flickr.com/photos/64501193@N04/
Adapted from VT DOE Technology Performance Assessments and NETS-S standards:
The Product/Performance: A Research Presentation
The Components: Basic Operations, Videos, Online Research, Library Reference Materials and Multimedia Presentation
Students will create and present an original multimedia presentation to their class that will highlight some of the similarities and differences between the Chinese and American cultures. To prepare for this presentation, students will view a series of videos and photographs about China. Each student or group of students will research a given or self-selected topic using the videos as a starting point. In addition to paper sources, students will conduct internet-based research from various pre-selected web sites.
Researching for relevant information is an important skill for students. In addition to print resources in our classrooms and the school library, students today can go to the Internet for resources. With a teacher-created list of appropriate links, students can find information in an effective and efficient manner. Using a multimedia tool to present this information will allow our students a dynamic and authentic way to demonstrate their knowledge of a particular subject.
Grade Cluster 3-5
Suggested programs - Powerpoint, Keynote, Prezi
From the Vermont Department of Education, Vermont’s Framework of Standards and Learning Opportunities, Fall 2000:
1.18 Students use computers, telecommunications, and other tools of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately
1.19 Students use organizational systems to obtain information from various sources (including libraries and the Internet
The information below was also gathered from the Vermont Department of Education, Vermont’s Framework of Standards and Learning Opportunities, Fall 2000. These standards can also apply to my project, but I have not created a rubric aligning these standards to the China2011 curriculum unit.
1.1 Students use a variety of strategies to help them read. This is evident when students use a combination of strategies including:
1.1.g. Prior knowledge of the topic and sense of story.
1.3 Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students:
1.3.c. Make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school.
1.11 Students critique what they have heard (e.g., music, oral presentation). This is evident when students:
1.14.d. Interpret; and
1.14.e. Make connections
Fields of Knowledge Standards
Arts, Language, and Literature Standards
5.3 Students discover universal themes by comparing a broad range of cultural expressions from various times and places.
5.14 Students interpret and evaluate a variety of types of media, including audio, graphic images, film, television, video, and on-line resources.
6.4 Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present.
6.5 Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples. This is evident when students:
6.5.a. Describe and interpret events through the perspectives of people (both famous and common) living in the time and place under study.
Diversity and Unity
6.13 Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide. This is evident when students:
6.14 6.13.a. Identify the cultural/ethnic groups in your local community in Vermont, and in the world, and describe by using characteristics of culture (e.g., food, housing, customs, beliefs);
Identity and Interdependence
6.19 Students understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations. This is evident when students:
6.19.c. Examine symbols, literature, histories, folk traditions, and myth for sources of national identities.