1. Review data collected in LMC on Thursday, 9/12.
2. Introduce Infographics. Infographics organize data visually. To look at some examples, we will look through this site. We will be creating a simple one for some demographic data about China. Consider a theme for your data, then collect the data for the story you want to tell. (due Wednesday, 9/18)
3. Distribute two readings:
These readings are due Wednesday. We’ll have a little bit of time in class Tuesday to work on them.
1. Brief check-in on Rural to Urban Migration Readings:
2. Data work- Where is most of the migration to/from in various provinces?Consult your maps to see where these migrations are occurring. How could we map those?
1. Scored discussion on migration readings. Marked-up readings will be collected.
2. Gallery walk for Infographics. (All infographics should be ready to be displayed when you arrive to class today.)
Infographic Gallery Walk/Data Collection:
On a blank sheet of notebook paper…
- Collect 5 pieces of data that you can relate.
- What might you hypothesize about China using the data you collected? Use “How China Sees the World,” “How China Became Chinese,” and the migration articles along with class discussions on the geography of and migration trends in China as evidence to support your claim. This should be at least one paragraph.
- Example: “The happiness level in China is _________ which is lower than it could be perhaps due to harmful government action. For example, the government is forcing many Chinese peasants into cities which is hurting their livelihood. Also, the “Chinese Dream” and its accompanying policies aimed at creating a world power status for China allows for a per capita GDP of ____ , which is similar to developing countries along with literacy rates of _________.”
Origins of Chinese belief systems. We’ll be looking specifically at Legalism, Daoism, and Confucianism including the basic tenets of each system.
- Basic tenets of Confucianism: from Columbia University (teachings, relationships, etc.) | Confucianism and Legalism
- Introduction to Legalism
- Introduction to Daoism
Unit One test will be Friday September 27, 2013. Check your Kudos sheet for content covered.
(Will present Monday 9/23) Current Events (3-Jake F., Alex L., Kevin; 4-Mira, Trina, Antonia)
1. LMC work time on: “Daoism, Legalism, and Confucianism” Debate preparation for Wednesday 9/25.
Each of your group members should gain background knowledge on both the Syrian conflict and their assigned school of thought. Take notes to prepare for a strategy briefing on Tuesday and debate on Wednesday. Your group will argue for and defend a proposed US action based on your group’s assigned school of thought.
Confucianism: Luis, Alex L., Hank, Kyle K., Jake R., Cole, Kevin, and Matt
Legalism: Cade, Kelsey, Michael, Steven, Alex G., Petra, Celia, and Jake P.
Daoism: Simon, Anthony, Tad, Chris, Bella, Eleanor, Reid, and Vinoth
Confucianism: Iszie, Jessie, Kyle G., Grant, Mira, Sam, and Trina
Legalism: Jonathan, Kyle K., Evan, Chris G., Mason, Sean, Harry, and Chris A.
Daoism: Parker, Tiger, Aidan, Andy, Lino, Antonia, and Anahi
Background on Syria:
- Cheat sheet from PBS (start here if you have little to no knowledge of the conflict)
- 9 Questions about Syria (Washington Post overview…also pretty basic)
- Multimedia, interviews and in-depth coverage of the Syrian conflict (assumes you know something about what’s going on…)
- Infographics on Syria
- Syria’s War (Al Jazeera’s coverage)
Background on: all three schools of thought (a good place to start…)
How could these positions be applied to the situation in Syria? If you were President Obama and you were operating under one of the 3 schools of thought, what would you recommend he do?