EDSS 295 - Curriculum Unit

Eileen Vaughn

University of Vermont

EDSS 295 – Institute on China and its Cultures

China 2011

October 8, 2011


Learning About China

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/


Description of the Videos




Main Ideas

Beijing Opera


Video clips and photos from inside the Qianmen Jianguo Hotel showing the dressing of an actor and short clips from the performance.

Tiananmen Square


Video clips are from two different days.  One was our tour of Tiananmen Square on our second day in Beijing.  The second was almost 3 weeks later.  We visited early in the morning for the daily sunrise raising of the flag.

Forbidden City


This virtual tour of the Forbidden City/Palace Museum is a reminder of the enormous size of this popular place.  The crowds make the scenes come alive and detail the heat of the day.

Kunming Dancing


Citizens come out each day to gather in Green Lake Park, Kunming to dance.  They welcome everyone to join in on their daily exercise and enjoyment.

Koi in Kunming, China


While walking through Green Lake Park in Kunming, we chanced upon Koi activity in a beautiful water hyacinth pond.

Chinese Restaurants


Some video clips and many still shots of Chinese restaurants, inside and outside, and the various dishes that were served.

Street Food


There are many street food vendors in China.  This video captures chefs at their best on the backstreets of Qufu.

Temple Costumes


Our group had fun during our visit to the Golden Temple in Kunming.  We took advantage of the photographer’s kiosk that was equipped with traditional Chinese costumes.  Although most of this video was done for entertainment, it shows the traditional dress.  The voice over and video was done by our teacher/guide, “FayFay” or “Layla”.  She was an exceptional interpreter.


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


The Task:

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


Information Technology Standards


IT 1 - Creativity & Innovation

Not assessed in this task

IT 2 - Communication & Collaboration Social

§  Creating a slide presentation including title slide, graphics, text and voice/sound related to the topic

§  Presenting in front of the class

IT 3 - Research & Information Fluency

§  Using multiple resources including: CD/DVD’s, Internet web pages, online encyclopedia

§  Navigating to various websites by typing the URL into the browser or using a list of links provided by the teacher.

IT 4 - Critical Thinking, Problem Solving & Decision Making

§  Accessing information gathered from online sources

IT 5 - Digital Citizenship

§  Documenting sources of information obtained through electronic resources using acceptable formats.

IT 6 - Technology Operations and Concepts

§  Inserting and releasing CD/DVD’s properly from the optical drive

§  Launching a program from the desktop

§  Manipulating text, graphics, photos and sound in the presentation program

§  Using Spell Check





Grade Expectation

Performs Skill With Assistance

Performs Skill Independently

Creativity & Innovation

Not assessed in this task



Communication & Collaboration Social

Created a presentation with title slide, graphics, text and voice/sound that related to the topic



Gave the presentation in front of the teacher and peers



Research & Information Fluency

  Ability to navigate through various web pages



  Evaluated information for accuracy, relevancy, currency and appropriateness   

Critical Thinking, Problem Solving & Decision Making

  Presented information that answered the significant question and/or supported the main idea



Digital Citizenship

Documented sources of information obtained through electronic resources using acceptable formats.



Technology Operations and Concepts

Inserted and released disc properly from the optical drive



Launching a program from the desktop



 Suggested programs - Powerpoint, Keynote, Prezi

From the Vermont Department of Education, Vermont’s Framework of Standards and Learning Opportunities, Fall 2000:
Information Technology

            Information Literacy

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.




Reading Strategies

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.

Reading Comprehension

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.a. Observe;

1.14.b. Describe;

1.14.c. Extend;

1.14.d. Interpret; and

1.14.e. Make connections

Fields of Knowledge Standards

Arts, Language, and Literature Standards

Critical Response

            Universal Themes

5.3            Students discover universal themes by comparing a broad range of cultural expressions from various times and places.

Responding To Media

5.14       Students interpret and evaluate a variety of types of media, including audio, graphic images, film, television, video, and on-line resources.


Historical Connections

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.

Traditional and Social Histories

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

Concepts of Culture

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.