The 2010 Briefing Book will be made available to participants in May!

Participants are selected through a competitive process managed by the United States Department of Education. For more information about the program and the application process, please go to http://www.ed.gov/programs/iegpssap/index.html.

Please Note: These lecture notes have been compiled by participants in the Fulbright-Hays Seminars Abroad Program. This material has not been edited by the National Committee on U.S.-China Relations and may contain errors. The views expressed in the following material to not represent the views of the National Committee on U.S.-China Relations or the U.S. Department of Education.

Please Note: These lecture notes have been compiled by participants in the Fulbright-Hays Seminars Abroad Program. This material has not been edited by the National Committee on U.S.-China Relations and may contain errors. The views expressed in the following material to not represent the views of the National Committee on U.S.-China Relations or the U.S. Department of Education.

Following their return from China, Fulbright-Hays Seminars Abroad Program participants are required to develop curriculum units or another type of curriculum-based project. These projects, which can be used by educators and administrators who did not participate in the program, are meant to educate students and community members about various aspects of China.

In order to facilitate use of these materials, the National Committee has divided projects according to their topic of focus. Please use the links below to locate the project that best fits your needs and interests. Projects listed cover a wide variety of grade levels and audiences. This information is noted in the project title.

The curriculum projects posted on this site were prepared by participants in the Fulbright-Hays Seminars Abroad program. These projects are provided for general education purposes only, and their availability does not constitute or imply their endorsement or recommendation by the National Committee on U.S.-China Relations or the U.S. Department of Education.

With a 5,000 year old culture, China has hundreds, maybe thousands of stories. How the world, solar system and people were created are just a few of these myths, but also fables teach morals, values and strategies. It is interesting to learn how myths and fables from China explain phenomenon and ethics and teach about the culture as well. An annotated bibliography of books and websites is included in order to help facilitate teaching this unit.

While the principal focus is on China and the historical ramifications on the building of The Great Wall, a secondary goal is that of enabling students to get a better understanding of how similar projects in other countries, may have been developed for many of the same reasons, but with much more public debate. The ultimate goal of this unit is to make this topic accessible for blind and visually impaired students. With adaptive materials and resources, this unit will come to life.

This WebQuest is designed for high school freshmen studying world history. While the primary focus is on the historical development of China, a secondary goal is that of enabling students to understand the many geographic dimensions of the country.

Common Chinese expressions or proverbs have been used even in the English language to illustrate a point or explain something cultural. The expressions in this list are a combination of old and contemporary. Each adds to the understanding of the culture and history of China, especially China of the last fifteen years.

This is a course for upper-level liberal arts major with no previous study of China. Through this course, students will receive an introduction to the history, politics, culture, and arts of 20th-century China through the study of six contemporary Chinese novels. All novels are written in English or translated into English. Films are in English or in Chinese with English subtitles.

This project began with my experience on the 2007 Fulbright-Hays Seminars Abroad to China trip. Knowing that we would be visiting places in China relating to the Tang Dynasty (primarily Xian) and wanting to immerse myself more in Chinese culture and poetry, I brought with me several volumes of Tang Dynasty poems. As we traveled and as I read the poems, they became a catalyst for reflection upon my experience. I then began writing a journal based on these reflections which I published in blog form on the internet.

Copies of Terri's PowerPoint presentation, complete with notes and audio files, are available from the National Committee. Should you be interested in receiving a copy, please send an email to info@ncuscr.org.

The audience for this project could be either high school students, community college students or university students. The purpose of this project is threefold. First, students will improve their historical and foreign policy knowledge of China and the U.S. in World War II. Students will also better understand the domestic and international reasons why President Roosevelt and Generalissimo CHIANG Kai-Shek both vacillated in their World War II policies. More generally, students should understand the impact of culture on foreign policy and diplomatic relations.

This course examines culture as process. Emphasis is placed on the interaction of culture in various contexts. Particular attention is paid to the relationship of cultural identity and psychology as well as mental health issues.

This curriculum project explores the history of Scientific Management in China and the U.S. It also looks at the concept of McDonaldizaiton and how McDonalds has had to adapt to succeed in China. It explores how Chinese customers have changed as a result of exposure to McDonalds. Although Yum’s has been operating in China as Kentucky Fried Chicken for a longer time and has more restaurants in China than McDonalds, the focus of this paper is McDonaldization and McDonalds was the first business to employ Scientific Management to the food industry. While this type of business management can increase efficiency, there are negative consequences of “going too fast”. The paper concludes by looking at some of the negative consequences of the Chinese people adopting Western eating habits and lifestyles.

The purpose of this paper is to discuss topical and pedagogical perspectives on cultural sustainability, national unity education, and the possibilities of multicultural education respectively in the Peoples Republic of China.

Included in this lecture outline is a power point presentation with slides to accompany the text. It is designed to encourage students to think about the role of buildings, boulevards, plazas, and public and commercial space that determines how urban life is practiced. Students should be encouraged to express their own ideas and reflect. In the final analysis, one hopes that a class unit such as this with a heavy visual emphasis on Beijing’s architectural topography will offer something new and refreshing by contrast to the more staid lecture on political developments. The presentation is designed to capture the best mixture of art and the humanities to enrich any freshmen level class in world history.

This curriculum project, designed as a lecture that will be integrated in the classroom setting as well as community presentations, presents a personal account of China’s public health policies as they relate to the current global pandemic of AH1N1 (Swine Flu).

This curriculum project is designed to provide guidance and support for an ethnography on rural China in an introductory level course in cultural anthropology.

Copies of Brian's video are available from the National Committee. Should you be interested in receiving a copy, please send an email to info@ncuscr.org.

To view Dave's blog, please click on the following link: http://admin.bhbl.neric.org/~dbesozzi@bhbl.org/FOV2-0002873F/FOV2-000242...

To view Jonathan's curriculum project, please click on the following link:
http://www.harrypotterinchina.com/index.htm

Copies of Devra's PowerPoint presentation, complete with video files, are available from the National Committee. Should you be interested in receiving a copy, please send an email to info@ncuscr.org.

Copies of Virginia's PowerPoint presentation are available from the National Committee. Should you be interested in receiving a copy, please send an email to info@ncuscr.org.