World War II, The Jewish Refugees in Shanghai (High School) by Erin Dowding, 2015

 

This lesson broadens students’ understanding of the complexity of World War II while focusing on the Jewish refugees of Shanghai and life in this community during wartime. This lesson can be included in larger study of the Second World War in either a Global History or U.S. History classroom involving students to look deeply at the impact of this war as well as the multiple perspectives needed to truly understand the events and outcomes of this time period. Through doing work in learning stations, students will gain insights into a few of the events of the war, the people affected and the governments, regions, and people forever altered. While this lesson is originally designed for a diverse high school population of English Language Learners and recent immigrants, some new to this historical topic, it can be altered to fit a mainstream class or a younger grade level.

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Activity Guide:  "World War II:  Jewish Refugees in Shanghai"

Article:  "Saved in Shanghai — a young girl's story highlights a rare WWII place of refuge"

Teaching Chinese Students Strategies to Engage in an American Independent High School (High School) by Jennifer Borman, 2015

The goals of this project are to explicitly teach Chinese high school students some of the academic norms and classroom behaviors required for success at School One, an American independent high school located in Providence, RI.

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Train the Tutor-ESL Workshops (College) by Lara Wasner, 2010

The goals of this project are to engage university communities in learning more about Chinese students who matriculate at US campuses and to support faculty, peer tutors and writing consultants who teach/tutor or encounter Chinese students on campus.

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Across Centuries, Across Oceans:  Connecting to Ancient and Modern China (Middle School) by Laurel Cadwallader, 2007

Project Overview

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Slide Notes for PowerPoint Presentation

Fulbright - Hays Seminars Abroad

Fulbright - Hays Seminars Abroad

Administered by the Committee from 1981 to 2015, the Fulbright-Hays Seminars Abroad Program sent American pre-collegiate and college-level educators to several cities in China for 4-5 weeks each summer. It offered an opportunity to gain valuable, first-hand insights into a country that has become an important element in American education across the curriculum. Through the intensive program of briefings and site visits, educators enhanced their ability to teach about Chinese culture, history, politics, economics, and other areas.

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