ed 405 228 so 022 132 social studies: level two--identity ... · document resume. ed 405 228 so 022...
TRANSCRIPT
DOCUMENT RESUME
ED 405 228 SO 022 132
TITLE Social Studies: Level Two--Identity. Teacher'sGuide=Araling Panlipunan: IkalawangAntas--Pagkakakilanlan. Patnubay Ng Guro.[Chinese/English Edition.]
INSTITUTION Berkeley Unified School District, Calif. AsianAmerican Bilingual Center.; California State Univ.,Los Angeles. National Dissemination and AssessmentCenter.
SPONS AGENCY Department of Education, Washington, DC.PUB DATE 81NOTE 445p.; For related documents in the series, see SO
022 126-135; for the corresponding resource book, seeSO 022 133.
PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052) Multilingual/Bilingual Materials(171)
LANGUAGE English; Chinese
EDRS PRICE MFO1 /PC19 Plus Postage.DESCRIPTORS *Bilingual Education; Concept Formation; *Cultural
Interrelationships; *Curriculum Development;Elementary Education; *Ethnic Groups; Family(Sociological Unit); Filipino Americans; Grade 3;Grade 4; Individual Development; InstructionalMaterials; Learning Activities; Self Concept; *SelfEsteem; Tagalog; Teaching Guides; ThematicApproach
ABSTRACTThis Pilipino Teacher's gt_de written in Chinese and
English is part of Berkeley, California Unified School District AsianAmerican Bilingual Center's interest in fostering the total growth ofthe child. To facilitate that growth, the Center has selected aninterdisciplinary approach to curriculum development. Social studiesthemes and concepts provide the framework within which all thesubject areas, including mathematics, reading and language arts, finearts, and science, are organized. The four social studies themes arechild, family, community, and natural environment. The themesreappear and expand through the curriculum from one text to the nextand correspond with the concepts of identity, needs and interaction.Level Two is designed for children in grades three and four. Eachlevel develops one or more aspects of a theme as the child moves fromsimple to complex ideas and from understanding of self tounderstanding of society. Unit 1 of the document, entitled"Self-Worth," examines the basic values of people, their basicrights, and their ability to develop their abilities and exploretheir interests. Unit 2, "Family," explains that families interactwith each other in many ways, including work. Unit 3, "Ethnic Group,"develops the theme that members of ethnic groups are people with acommon history in their native country and the United States andshare a cultural background. The unit also examines the notion thatethnic grounds share certain characteristics. The document includesan introduction and notes to the teacher. (SG)
n
Soc
ial
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r or
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ew o
r op
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tate
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dies
;ilea
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el T
wo
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alSt
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s C
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sev
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ewor
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Lin
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g.T
his
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tors
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EV
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51 S
tate
Uni
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Los
Ang
eles
, CA
900
32
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elop
ed b
y
Asi
an A
mer
ican
Bili
ngua
l Cen
ter
1414
Wal
nut S
tree
t, R
oom
9B
erke
ley,
CA
947
09
Thi
s pu
blic
atio
n w
as s
uppo
rted
in w
hole
or
part
by
a gr
ant t
o th
eB
erke
ley
Uni
fied
Sch
ool D
istr
ict f
rom
the
U.S
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n D
epar
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ent u
nder
ES
EA
Titl
e V
II, th
e B
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ual E
duca
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Act
.How
-ev
er, a
ny v
iew
s ex
pres
sed
here
in d
o no
tne
cess
arily
ref
lect
the
posi
tion
or p
olic
y of
the
Dep
artm
ent,
and
no o
ffici
al e
ndor
sem
ent b
y th
e fe
dera
l gov
ernm
ent s
houl
d be
infe
rred
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E T
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ER
xi
UN
IT I
: SE
LF-
WO
RT
H
CONCEPTUAL STATEMENT I
5
Peop
le a
re o
f gr
eat v
alue
.
CONCEPTUAL STATEMENT II
Peop
le h
ave
the
pote
ntia
l to
deve
lop
thei
r ab
ilitie
s an
dto
ex-
plor
e th
eir
inte
rest
s to
the
max
imum
.
CONCEPTUAL STATEMENT III
All
peop
le h
ave
basi
c ri
ghts
.
UN
IT I
I: F
AM
ILY
21 35
CONCEPTUAL STATEMENT I
51
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ilies
inte
ract
with
eac
h ot
her
in v
ario
usw
ays.
CONCEPTUAL STATEMENT II
73
Fam
ilies
inte
reac
t thr
ough
thei
r w
ork.
UN
IT I
II:jE
TH
NIC
GR
OU
P
CONCEPTUAL STATEMENT I
101
Eth
nic
grou
ps c
onsi
st o
f fa
mili
es a
nd o
ther
peo
ple
who
hav
ea
com
mon
his
tory
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CONCEPTUAL STATEMENT II
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grou
ps c
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mili
es a
nd o
ther
peo
ple
who
hav
ea
com
mon
his
tory
in th
e U
nite
d St
ates
.
160
198
CONCEPTUAL STATEMENT III
The
mem
bers
of
an e
thni
cgr
oup
shar
e a
cultu
ral
back
grou
nd.
CONCEPTUAL STATEMENT IV
Whi
le e
thni
cgr
oups
dif
fer,
they
als
o sh
are
cert
ain
char
acte
rist
ics.
133
161
199
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INT
RO
DU
CT
ION
The
Asi
an A
mer
ican
Bili
ngua
l Cen
ter
curr
icul
umat
tem
pts
to f
oste
r th
e to
tal g
row
th o
f th
e ch
ild. T
his
goal
is b
ased
onth
e be
lief
that
the
child
's c
ogni
tive
deve
lopm
ent i
sin
sepa
-ra
ble
from
the
child
's s
ocia
l, af
fect
ive
and
psyc
hom
otor
deve
lopm
ent.
In o
rder
to f
acili
tate
the
child
's to
tal g
row
th, t
he C
ente
rha
sse
lect
ed a
n in
terd
isci
plin
ary
appr
oach
to c
urri
culu
m d
evel
-op
men
t. T
hus
the
Cen
ter
curr
icul
um is
inte
grat
ed r
athe
rth
an s
egm
ente
d in
to tr
aditi
onal
sub
ject
area
s. S
ocia
l stu
d-ie
s ha
s be
en s
elec
ted
as th
eco
re o
f th
e cu
rric
ulum
des
ign.
Soci
al s
tudi
es th
emes
and
con
cept
s pr
ovid
e th
efr
amew
ork
with
in w
hich
all
the
subj
ect a
reas
mat
hem
atic
s, r
ead-
ing/
lang
uage
art
s, f
ine
arts
, and
sci
ence
are
orga
nize
d.T
he f
our
soci
al s
tudi
es, t
hem
esar
e: C
hild
, Fam
ily, C
omm
u-ni
ty, a
nd N
atur
al E
nvir
onm
ent.
The
se th
emes
spi
ral,
that
is,
reap
pear
and
exp
and,
thro
ugh
the
curr
icul
um f
rom
one
leve
l to
the
next
. At e
ach
leve
l,on
e or
mor
e as
pect
s of
ath
eme
are
emph
asiz
edm
ore
than
oth
ers
as th
e ch
ild m
oves
from
sim
ple
to c
ompl
ex id
eas
and
from
the
unde
rsta
ndin
gof
self
to a
n un
ders
tand
ing
of s
ocie
ty.
Cor
rela
ted
with
the
four
them
esar
e th
e co
ncep
ts: I
dent
ity,
Nee
ds, a
nd I
nter
actio
n.
alId
entit
y
A s
tron
g an
d po
sitiv
e se
lf-c
once
pt is
a vi
tal p
art o
f ev
ery
child
's li
fe. I
t is
inte
gral
to th
e de
velo
pmen
t of
the
child
'sin
telle
ctua
l, em
otio
nal,
soci
al, a
nd p
hysi
cal c
apab
ilitie
s. I
tst
ems
from
the
child
's c
onfi
dent
rec
ogni
tion
of h
is/h
erun
ique
ness
as
an in
divi
dual
,as
a m
embe
r of
his
/her
fam
ily a
nd c
omm
unity
, and
as a
par
ticip
ant i
n hi
s/he
rcu
lture
and
his
tory
. It r
esul
ts in
the
deve
lopm
ent o
fa
self
-det
erm
inin
g ch
ild, o
ne w
ho is
incr
easi
ngly
abl
eto
14
mak
e de
cisi
ons,
sol
ve p
robl
ems,
and
mak
ean
impa
ct o
not
hers
and
on
the
envi
ronm
ent i
n a
crea
tive,
res
pons
ible
,an
d co
ncer
ned
man
ner.
BN
eeds
A s
elf-
man
agin
g ch
ild c
lear
ly p
erce
ives
and
ana
lyze
shi
s/he
rph
ysic
al, s
ocia
l, an
d ec
onom
icw
ants
and
nee
ds. S
/he
ex-
plor
es a
nd b
ecom
es s
kille
d in
the
use
of h
is/h
er h
uman
and
envi
ronm
enta
l res
ourc
es in
ord
er to
ful
fill
thos
e ne
eds.
The
child
is k
now
ledg
eabl
e ab
out h
ow p
eopl
e an
d ot
her
livin
gth
ings
mus
t wor
k to
geth
er to
ful
fill
one
anot
her's
nee
dsan
d op
erat
es c
ompe
tent
ly in
that
coo
pera
tive
effo
rt.
EllI
nter
actio
n
In o
rder
to f
unct
ion
effe
ctiv
ely
with
peo
ple
and
with
inth
een
viro
nmen
t, th
e ch
ild r
ecog
nize
s th
e ne
cess
ity a
nd v
alue
of in
terd
epen
denc
e. T
he c
hild
isaw
are
of a
nd r
espe
cts
the
valu
es, f
eelin
gs, a
nd r
ight
s of
oth
ers.
S/h
e un
ders
tand
s th
eim
pact
mad
e up
on h
im/h
er b
y ot
hers
and
by
fact
ors
in th
een
viro
nmen
t, an
d in
turn
is a
ble
to m
ake
an im
pact
on
them
. The
chi
ld is
per
cept
ive
and
anal
ytic
al in
his
/her
inte
ract
ions
. S/h
e de
als
with
pro
blem
s, c
onfl
icts
, and
chan
ges
with
rea
son
and
initi
ativ
e. S
kille
d in
ver
bal a
ndno
n-ve
rbal
com
mun
icat
ion,
the
child
und
erst
ands
caus
e an
def
fect
, and
col
lect
ive
deci
sion
mak
ing.
The
chi
ld's
actio
nsan
d in
tera
ctio
ns r
efle
ct h
is/h
erco
ncep
t of
him
/her
self
as
anin
divi
dual
and
as
a m
embe
r of
the
com
mun
ity. T
hey
ex-
pres
s hi
s/he
r cu
lture
and
his
tory
. Thu
s, it
can
be
seen
that
Iden
tity,
Nee
ds, a
nd I
nter
actio
nar
e cl
osel
y in
terw
oven
.
The
con
tent
of
the
curr
icul
um w
ithin
the
guid
elin
eses
tab-
lishe
d ab
ove
is m
ultic
ultu
ral w
ithan
Asi
an A
mer
ican
em
pha- vi
i
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sis.
In
esta
blis
hing
wha
t the
stu
dent
is e
xpec
ted
to le
arn
in e
ach
unit,
par
ticul
ar a
ttent
ion
has
been
giv
ento
cla
rify
ing
and
anal
yzin
g va
lues
, fee
lings
, and
atti
tude
s.
The
Cen
ter's
cur
ricu
lum
is p
acka
ged
into
thre
e ki
tspe
r le
vel.
Four
leve
ls o
f cu
rric
ulum
mat
eria
ls h
ave
been
dev
elop
edfo
rth
e el
emen
tary
gra
des.
The
Int
rodu
ctor
y L
evel
prog
ram
is d
e-si
gned
for
pre
kind
erga
rten
and
kin
derg
arte
n ch
ildre
n. T
heL
evel
One
pro
gram
is s
uita
ble
for
stud
ents
in g
rade
son
e an
dtw
o, th
e L
evel
Tw
o pr
ogra
m f
or g
rade
s th
ree
and
four
, and
the
Lev
el T
hree
pro
gram
for
gra
des
five
and
six
. Eac
h ki
tca
rrie
s th
e na
me
of o
ne o
f th
e C
ente
r's m
ajor
conc
epts
;Id
entit
y K
it, N
eeds
Kit,
and
Int
erac
tion
Kit.
In
gene
ral,
each
kit
cont
ains
:.
1. a
teac
her's
gui
de2.
an
acco
mpa
nyin
g re
sour
ce b
ook
3. a
teac
her's
mat
h ha
ndbo
ok4.
a te
ache
r's la
ngua
ge a
rts
hand
book
5. a
stu
dent
mat
h w
orkb
ook
6. a
stu
dent
lang
uage
art
s w
orkb
ook
7. a
bas
ic r
eade
r8.
a s
et o
f fl
ashc
ards
9. a
set
of
char
ts10
. a s
et o
f st
oryb
ooks
Eac
h le
vel o
f th
e C
ente
r's c
urri
culu
m, t
here
fore
, con
sist
s of
mor
eth
an th
irty
pro
duct
s.
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NO
TE
S T
O T
HE
TE
AC
HE
R
The
Asi
an A
mer
ican
Bili
ngua
l Cen
ter's
inte
grat
ed c
urri
culu
mco
ntai
ns th
ree
com
pone
nts:
mat
hem
atic
s, la
ngua
gear
ts, a
ndso
cial
stu
dies
. If
an in
terd
isci
plin
ary
lear
ning
env
iron
men
t is
to b
e pr
ovid
ed f
or th
e st
uden
ts, i
t is
esse
ntia
l tha
t the
teac
her
use
all t
hree
com
pone
nts.
Onl
y th
us c
an c
onte
nt, c
once
pt,
basi
c sk
ills,
and
lang
uage
dev
elop
men
t be
impa
rted
to th
ech
ildre
n in
a c
ohes
ive
and
mea
ning
ful w
ay. A
t the
sam
e tim
e,th
e C
ente
r ha
s pa
ckag
ed th
e m
ater
ials
in s
uch
a w
ay th
at th
ete
ache
r ca
n ea
sily
ada
pt th
em to
the
indi
vidu
al n
eeds
of
the
child
ren
and
to d
iffe
rent
inst
ruct
iona
l tec
hniq
ues.
The
soc
ial s
tudi
es c
ompo
nent
of
the
curr
icul
um in
clud
esso
cial
stu
dies
, fin
e ar
ts, a
nd e
nvir
onm
enta
l stu
dies
mat
eria
lspa
ckag
ed in
to a
teac
her's
gui
de.,
are
sour
ce b
ook,
sto
rybo
oks,
and
char
ts. T
hree
kits
Iden
tity,
Nee
ds, a
nd I
nter
actio
nar
e pr
ovid
ed f
or e
ach
curr
icul
um le
vel.
Eac
h ki
t con
tain
s a
set o
f m
ater
ials
list
ed. A
t an
aver
age
of th
irty
min
utes
of
inst
ruct
ion
a da
y, th
irty
wee
ks a
re n
eede
d to
cove
r th
em
ater
ials
in a
ll th
ree
kits
, or
abou
t ten
wee
ks f
or e
ach
kit.
Tea
cher
's G
uide
and
Res
ourc
e B
ook
The
Tea
cher
's G
uide
and
the
acco
mpa
nyin
g R
esou
rce
Boo
kfo
rm th
e ba
ses
of th
e so
cial
stu
dies
com
pone
nt. T
he u
nits
inth
e L
evel
Tw
o Id
entit
y T
each
er's
Gui
de a
nd R
esou
rce
Boo
kar
e (I
) Se
lf-W
orth
, (II
) Fa
mily
, and
(II
I) E
thni
c G
roup
. Eac
hun
it is
abo
ut th
ree
wee
ks lo
ng.
The
uni
ts a
re d
ivid
ed in
to c
once
ptua
l sta
tem
ents
, gen
eral
iza-
tions
of
the
conc
ept a
nd c
onte
nt e
mph
asis
of
the
curr
icul
um.
Eac
h co
ncep
tual
sta
tem
ent i
s ac
com
pani
ed b
y le
arni
ng o
bjec
-tiv
es w
hich
giv
e m
ore
spec
ific
info
rmat
ion
abou
t the
scop
ean
d se
quen
ce o
f th
e to
pics
cov
ered
.
The
lear
ning
obj
ectiv
es in
turn
are
achi
eved
thro
ugh
clas
s-ro
om a
ctiv
ities
. For
eac
h ac
tivity
, per
form
ance
obj
ectiv
es in
di-
22
cate
the
skill
s em
phas
ized
. The
per
form
ance
obj
ectiv
esar
ege
nera
lly a
rran
ged
from
low
to h
igh
cogn
itive
leve
ls a
nd in
-cl
ude
affe
ctiv
e go
als
as w
ell.
A li
st o
f m
ater
ials
nee
ded
to im
plem
ent t
he a
ctiv
ities
fol
low
sth
e pe
rfor
man
ce o
bjec
tives
. It i
s cr
oss-
refe
renc
edto
the
Re-
sour
ce B
ook.
The
wor
kshe
ets,
mus
ic s
heet
s, a
ctiv
ity b
ooks
,ga
mes
, tea
chin
g pi
ctur
es, a
nd o
ther
mat
eria
ls s
houl
d be
rem
oved
alo
ng th
e pe
rfor
atio
ns a
nd p
repa
red
for
clas
sroo
mus
e.
Stor
yboo
ks a
nd C
olor
ing
Boo
k
Tw
elve
sto
rybo
oks
and
a co
lori
ng b
ook
acco
mpa
ny th
eT
each
er's
Gui
de a
nd th
e R
esou
rce
Boo
k. D
iscu
ssio
nst
rate
-gi
es a
nd o
ther
sto
rybo
ok a
ctiv
ities
are
expl
aine
d in
the
guid
e.
Cha
rts
Four
56
cm. x
71
cm. c
hart
s ar
e al
so p
rovi
ded
as v
isua
l aid
sfo
r sp
ecif
ied
activ
ities
.
4_3
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LF-
WO
RT
H
CO
NC
EPT
UA
L S
TA
TE
ME
NT
I
Peop
le a
re o
fgr
eat v
alue
.
CO
NC
EPT
UA
L S
TA
TE
ME
NT
II
Peop
le h
ave
the
pote
ntia
l to
deve
lop
thei
rab
ilitie
s an
d to
expl
ore
thei
r in
tere
sts
toth
e m
axim
um.
CO
NC
EPT
UA
L S
TA
TE
ME
NT
III
All
peop
le h
ave
basi
c ri
ghts
.
3
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I
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le a
re o
f gr
eat v
alue
.
LE
AR
NIN
G ,O
BJE
CT
IVE
The
chi
ld w
ill r
ecog
nize
that
ever
y in
divi
dual
has
phy
sica
l,in
telle
ctua
l, an
d cr
eativ
e ab
ilitie
s.
Act
iviti
es 1
- 2
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
eac
h in
divi
dual
is u
niqu
ebe
caus
e of
his
/her
ski
lls a
nd a
bilit
ies.
Act
iviti
es 3
- 5
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
peop
le m
ake
impo
rtan
t con
tri-
butio
ns th
roug
h th
eir
diff
eren
t capa
bilit
ies.
Act
ivity
6
CU
LM
INA
TIN
G A
CT
IVIT
Y
3332
5
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Y-4 E
l MA
'
LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
ever
y in
divi
dual
has
phy
sica
l,in
telle
ctua
l, an
d cr
eativ
e ab
ilitie
s.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
escr
ibe
phys
ical
and
inte
llect
ual
chan
ges
in h
im/h
erse
lf.
2. N
ame
thin
gs s
/he
coul
d an
d co
uld
not d
o w
hen
youn
ger
and
rela
te th
em to
phy
sica
l and
inte
llect
ual
grow
th.
3. C
oncl
ude
that
as
s/he
grow
s up
, s/h
e ac
quir
es n
ew a
bili-
ties
and
impr
oves
upon
old
one
s.
Mat
eria
ls
AA
BC
1. A
ctiv
ity b
ook,
"H
ow I
've
Gro
wn"
(1-3
)O
ther
1. T
wo
pict
ures
of
each
chi
ld:
a ba
by p
ictu
re a
nd a
pict
ure
take
n in
fir
st g
rade
Inst
ruct
ions
1. D
iscu
ss th
epr
oces
s of
gro
win
g up
and
the
chan
ges
that
have
hap
pene
d in
the
child
ren'
s liv
es. R
elat
ech
ange
s in
abili
ties
to p
hysi
cal a
nd in
telle
ctua
lgr
owth
; e.g
., th
eyco
uldn
't pl
ay b
aske
tbal
l in
kind
erga
rten
bec
ause
they
wer
eto
o lit
tle; t
hey
coul
dn't
wri
te th
eir
nam
es b
ecau
seth
eyha
dn't
lear
ned
the
lette
rs o
f th
eal
phab
et, e
tc.
Sugg
este
d qu
estio
ns:
a. W
hat a
re s
ome
thin
gsyo
u di
d w
hen
you
wer
eyo
unge
r?b.
Wha
t thi
ngs
can
you
do n
ow th
at y
ou c
ould
n't d
obe
fore
? W
hy c
ould
n't
you
do th
em th
en?
c. D
o yo
u pl
ay th
e sa
me
gam
es th
atyo
udi
d w
hen
you
wer
e in
kin
derg
arte
n? W
hat d
iffe
rent
gam
es d
o yo
upl
ay n
ow?
36
d. D
idyo
u he
lp a
t hom
e w
hen
you
wer
e yo
unge
r? H
ow?
Do
you
help
at h
ome
now
? W
hat t
hing
s do
you
do
tohe
lp?
e. W
hat t
hing
s ca
n yo
u do
in s
choo
l now
that
you
coul
dn't
do w
hen
you
wer
e yo
unge
r?f.
Wha
t kin
ds o
f th
ings
do
you
do n
ow?
Wha
t thi
ngs
doyo
u do
wel
l? W
hat d
o yo
u ne
ed to
pra
ctic
e?H
ow d
oyo
u kn
ow y
ou'v
e ch
ange
d? W
ill y
ou k
eep
chan
ging
?2.
Ask
the
child
ren
tobr
ing
two
pict
ures
of
them
selv
es f
orth
e w
orks
heet
: a b
aby
pict
ure
and
a pi
ctur
e ta
ken
whe
nth
ey w
ere
in f
irst
gra
de.
3. H
ave
the
child
ren
com
plet
e th
e ac
tivity
boo
k ac
cord
ing
toth
e fo
llow
ing
dire
ctio
ns.
a. O
n th
e tit
le p
age
of th
e ac
tivity
boo
k, "
How
I'v
eG
row
n,"
ask
the
child
ren
topa
ste
thei
r pi
ctur
es in
the
squa
res
prov
ided
. Whe
n th
ey f
inis
h do
ing
this
, the
yca
n lo
ok a
t eac
h ot
her's
wor
kshe
ets
and
com
pare
pict
ures
.b.
On
the
seco
ndpa
ge, h
ave
ever
ybod
y re
ad th
e he
adin
g,"T
hing
s I
coul
dn't
do w
hen
I w
as li
ttle.
" A
sk in
divi
d-ua
l chi
ldre
n to
iden
tify
each
pict
ure
and
to r
ead
the
capt
ion
unde
rnea
th. T
alk
abou
t why
thes
e ac
tiviti
esw
ere
diff
icul
t or
impo
ssib
le f
or a
bab
y.c.
On
the
thir
d pa
ge, h
ave
the
child
ren
read
the
head
ing,
"Thi
ngs
I ca
n do
now
!" A
gain
, ask
indi
vidu
al c
hild
ren
to id
entif
y th
e pi
ctur
es a
nd to
rea
d th
eca
ptio
ns. D
is-
cuss
why
it is
pos
sibl
e fo
r th
em to
do
thes
e th
ings
now
.R
elat
e th
is to
thei
r ph
ysic
al a
nd in
telle
ctua
l grow
th.
The
n as
k th
e ch
ildre
n to
nam
e an
d ill
ustr
ate
two
othe
rth
ings
they
can
do
now
.d.
Ask
the
child
ren
toco
mpa
re a
nd s
hare
thei
r ac
tivity
book
s w
ith o
ne a
noth
er.
4. D
iscu
ss w
ith th
e ch
ildre
n ho
w, a
s a
pers
on g
row
s up
, s/h
ele
arns
to p
erfo
rm n
ew ta
sks,
enga
ge in
new
act
iviti
es,
and
acqu
ire
or d
evel
opne
w s
kills
and
abi
litie
s.
g.
377
8
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2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S1.
Nam
e th
ings
that
s/h
e ca
n do
wel
l.2.
Des
crib
e ho
w d
edic
atio
n an
d pr
actic
e ca
n he
lp d
evel
ophi
s/he
r sk
ills
and
abili
ties.
Mat
eria
lsO
ther
1. 4
" x
5" in
dex
card
s or
tagb
oard
cut
into
sim
ilar
dim
ensi
ons
2. S
ciss
ors,
cra
yons
or
mar
king
pen
s
Inst
ruct
ions
1. C
ut 3
cm
slit
s in
all
four
cor
ners
of
each
inde
x ca
rd a
ssh
own.
2. P
ass
out s
ever
al in
dex
card
s to
eac
h ch
ild. A
sk e
ach
child
to w
rite
one
thin
g th
at s
/he
can
do w
ell (
swim
, spe
ll,da
nce,
etc
.) o
n ea
ch in
dex
card
. The
chi
ldca
n ill
ustr
ate
each
ski
ll. E
ncou
rage
the
child
ren
to c
onsi
der
a br
oad
rang
e of
thei
r ab
ilitie
s, n
ot ju
st th
ose
rela
ted
to s
choo
l.3.
Pas
s ou
t mor
e ca
rds
to e
ach
child
. Ask
eac
h ch
ild to
wri
teso
met
hing
s/h
e ne
eds
to p
ract
ice
(mat
h, s
pelli
ng, p
layi
nga
mus
ical
inst
rum
ent,
etc.
) on
eac
h ca
rd.
40
4. L
et e
ach
child
con
stru
ct a
"Sk
ills
Tow
er."
Use
onl
y th
ein
dex
card
s th
at s
how
the
skill
s th
ey d
o w
ell.
Mak
e th
eto
wer
by
fitti
ng th
e ca
rds
toge
ther
whe
re th
e sl
its a
re c
utin
the
corn
ers.
5. D
iscu
ss h
ow th
ere
will
alw
ays
be s
ome
thin
gs th
at th
eyw
ill b
e ab
le to
do
bette
r th
an o
ther
s an
dso
me
thin
gs th
atot
hers
will
be
able
to d
o be
tter
than
they
. Let
eac
h ch
ildsh
are
his/
her
tow
er w
ith th
e ot
hers
by
show
ing
wha
tth
ey h
ave
wri
tten
on e
ach
card
.6.
Hav
e th
e ch
ildre
n sh
are
the
card
s sh
owin
g sk
ills
in w
hich
they
nee
d pr
actic
e. E
mph
asiz
e th
at, a
lthou
gh th
eym
ayno
t do
cert
ain
thin
gs w
ell a
t thi
s po
int i
n th
eir
lives
, if
they
are
inte
rest
ed in
som
ethi
ng a
nd p
ract
ice
it, th
ey w
illbe
abl
e to
impr
ove.
Exp
lain
to th
e ch
ildre
n th
at, a
s th
eyim
prov
e ce
rtai
n sk
ills
by p
ract
ice,
they
will
be
able
tobu
ild u
p th
eir
tow
er o
f sk
ills.
Jus
tas
the
card
tow
er in
-cr
ease
s in
hei
ght,
thei
r ow
n ph
ysic
al, i
ntel
lect
ual a
ndcr
eativ
e ab
ilitie
s w
ill g
row
as
they
wor
k to
war
d im
prov
ing
thei
r sk
ills.
7. A
sk th
e ch
ildre
n to
sug
gest
way
s to
pra
ctic
e an
d im
prov
ear
eas
in w
hich
they
are
def
icie
nt.
8. C
oncl
ude
by d
iscu
ssin
g ho
w e
ach
pers
on h
as h
is/h
erow
nph
ysic
al, i
ntel
lect
ual,
and
crea
tive
abili
ties.
419
IS 7
2, W
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10
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
eac
h in
divi
dual
is u
niqu
e be
-ca
use
of h
is/h
er s
kills
and
abi
litie
s.
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
ST
he c
hild
will
be
able
to:
1. I
dent
ify
Asi
an A
mer
ican
s w
ho h
ave
uniq
ue s
kills
and
abili
ties.
2. R
elat
e th
e gr
owin
g ex
peri
ence
s of
a gu
est s
peak
er to
his/
her
own
grow
ing
expe
rien
ces.
Mat
eria
lsA
AB
C 1
. Asi
an A
mer
ican
Stu
dy P
rint
s:a.
"A
nnie
Tak
ata,
Gar
dene
r"b.
"C
harl
ie A
rnad
o, F
iref
ight
er"
c. "
Soo
Nam
Oh,
Den
tist"
d. "
Nan
cy Y
oshi
hara
, Jou
rnal
ist"
e. "
Dav
id C
ho, A
rtis
t"2.
Asi
an A
mer
ican
Stu
dy P
rint
s T
each
er's
Man
ual
Inst
ruct
ions
1. D
ispl
ay th
e fi
rst p
ictu
re o
f ea
ch s
et o
f st
udy
prin
tson
the
bulle
tin b
oard
. Hav
e th
e ch
ildre
n ex
amin
e th
e pi
ctur
es.
Info
rm th
em th
at th
ese
are
Asi
an A
mer
ican
men
and
wom
en w
ho h
ave
uniq
ue s
kills
and
abi
litie
s th
at th
eysh
are
with
oth
ers.
2. A
s yo
u ta
ke u
p ea
ch A
sian
Am
eric
an's
occ
upat
ion,
giv
eth
e ch
ildre
n ba
ckgr
ound
info
rmat
ion
on th
e pe
rson
.(S
uch
info
rmat
ion
is p
rovi
ded
in th
e T
each
er's
Man
ual.)
The
n sh
ow th
e re
st o
f th
e pi
ctur
es in
the
set,
read
ing
the
capt
ion
on th
e ba
ck o
f ea
ch p
ictu
re. D
iscu
ss e
ach
pers
onba
sed
on th
e di
scus
sion
que
stio
ns g
iven
in th
e T
each
er's
Man
ual.
44
3. I
f fe
asib
le, d
ispl
ay a
ll th
e st
udy
prin
ts o
n th
e bu
lletin
boar
d af
ter
this
act
ivity
so
the
child
ren
can
exam
ine
and
refe
r to
them
fro
m ti
me
to ti
me.
4. I
nvite
a r
esou
rce
pers
on to
com
e to
the
clas
sroo
m to
talk
abou
t his
/her
exp
erie
nces
as
s/he
was
gro
win
g up
. The
prin
cipa
l, sc
hool
nur
se, o
r pa
rent
cou
ld b
e th
e gu
est.
The
reso
urce
per
son
shou
ld d
iscu
ss c
hang
es in
his
/her
abi
li-tie
s, p
robl
ems
s/he
may
hav
e ha
d as
a c
hild
, and
way
ss/
he s
olve
d th
ese
prob
lem
s. P
lan
for
a qu
estio
n-an
d-an
swer
per
iod
at th
e en
d.5.
Aft
er th
e sp
eake
r ha
s le
ft, a
sk th
e ch
ildre
n to
sum
mar
ize
wha
t the
y he
ard
from
the
spea
ker.
Hel
p th
em r
elat
e th
esp
eake
r's e
xper
ienc
es to
thei
r ow
n gr
owin
gpr
oces
s.
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NN
W
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. C
ompl
ete
open
-end
ed s
tate
men
ts a
bout
his
/her
stro
ngan
d w
eak
poin
ts.
2. D
escr
ibe
his/
her
reac
tions
whe
na
clas
smat
e do
es s
ome-
thin
g th
at s
/he
cann
ot d
o.
3. D
escr
ibe
his/
her
reac
tions
whe
n s/
he d
oes
som
ethi
ngbe
tter
than
oth
er c
hild
ren.
4. D
ecid
e on
a c
onst
ruct
ive
attit
ude
to ta
ke in
suc
hsi
tuat
ions
.
Inst
ruct
ions
1. W
rite
the
follo
win
g op
en-e
nded
stor
y on
the
boar
d or
on
char
t pap
er:
I ne
ed m
ore
prac
tice
inI
still
don
't do
it v
ery
wel
l.I
will
try
to d
o m
y be
st b
yI
can
do th
ese
thin
gs w
ell:
2. B
efor
e th
e ch
ildre
n w
rite
thei
r co
mpo
sitio
ns, h
ave
a di
s-cu
ssio
n on
how
they
will
fill
in th
e bl
anks
. Let
them
disc
uss
wha
t ski
lls o
r ac
tiviti
es th
ey n
eed
to p
ract
ice,
wha
t the
y m
ight
do
to im
prov
e th
eir
perf
orm
ance
, and
the
skill
s an
d ac
tiviti
es th
at th
eyca
n do
wel
l.3.
Hav
e th
e ch
ildre
n co
py th
e se
nten
ces
and
com
plet
e th
eop
en-e
nded
one
s. T
o sh
ow th
atev
en a
dults
nee
d to
pra
c-tic
e an
d im
prov
e th
eir
skill
s an
d ab
ilitie
s,yo
u m
ay ta
kepa
rt in
this
act
ivity
als
o. W
hen
they
fin
ish,
cal
lon
sev
eral
child
ren
to r
ead
thei
r co
mpo
sitio
ns a
loud
.4.
Dis
cuss
the
follo
win
g po
ints
with
the
child
ren:
a. H
ow d
o yo
u fe
el w
hen
you
see
one
of y
our
frie
nds
doin
g so
met
hing
wel
l tha
t you
hav
en't
lear
ned
to d
ow
ell?
48
b. W
ere
you
ever
jeal
ous
ofso
meo
ne b
ecau
se o
f so
me-
thin
g s/
he c
ould
do
wel
l?c.
Hav
e yo
u ev
er w
ishe
d yo
u co
uld
be s
omeo
ne e
lse?
Who
did
you
wan
t to
be?
Why
?d.
Wha
t sho
uld
a pe
rson
rea
lly th
ink
abou
t whe
n s/
hese
es s
omeo
ne d
oing
som
ethi
ng th
at s
/he
can'
t do
wel
l?C
an e
very
body
do
the
sam
e th
ing
wel
l? D
oes
ever
y-bo
dy h
ave
som
ethi
ng th
at s
/he
can
do w
ell?
e. H
ow d
o yo
u fe
el w
hen
you
do s
omet
hing
bet
ter
than
your
fri
ends
? D
o yo
u fe
el p
roud
? D
oes
that
mea
n th
atyo
u ar
e be
tter
than
they
are
?f.
Wha
t sho
uld
a pe
rson
rea
lly th
ink
abou
t whe
n s/
hedo
es s
omet
hing
bet
ter
than
som
ebod
y el
se?
5. A
fter
the
child
ren
disc
uss
thei
rst
rong
and
wea
k po
ints
,re
actio
ns to
situ
atio
ns g
iven
abo
ve, a
nd c
onst
ruct
ive
atti-
tude
s to
take
, ask
them
wha
t it w
ould
be
like
if a
ll of
usdi
d th
e sa
me
thin
gs w
ell.
Con
clud
e th
e di
scus
sion
by
poin
t-in
g ou
t tha
t lif
e is
mad
em
ore
inte
rest
ing
and
vari
ed b
yth
e di
ffer
ence
s in
peo
ple'
s sk
ills
and
abili
ties.
4913
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=afflatAttommEntgo
ffz*
gs L
Ichi
ro.
Rig
a S
1
1.-f
tWM
INI
agt0
4-*P
1. B
ulos
an, C
arlo
s. A
mer
ica
Is in
the
Hea
rt. S
eattl
e: U
nive
r-si
ty o
f W
ashi
ngto
n Pr
ess,
197
3.2.
Chi
n, F
rank
, et a
l., e
ds. A
iiiee
eee!
An
Ant
holo
gy o
f A
sian
Am
eric
an W
rite
rs. W
ashi
ngto
n, D
C: H
owar
d U
nive
rsity
Pres
s, 1
974.
3. H
su, K
ai-Y
u an
d H
elen
Pal
ubin
skas
, eds
. Asi
an A
mer
ican
Aut
hors
. Bos
ton:
Hou
ghto
n M
iffl
in, 1
972.
4. M
ori,
Tos
hio.
Yok
oham
a, C
alif
orni
a. C
aldw
ell,
Idah
o:C
axto
n Pr
inte
rs, 1
949.
5.T
he C
hauv
inis
t. L
os A
ngel
es: U
CL
A A
sian
Am
eric
an S
tudi
es, 1
979.
6. M
urra
y, M
aria
n. P
lant
Wiz
ard:
The
Lif
e of
Lue
Gim
Gon
g.L
ondo
n: C
row
ell-
Col
lier
Pres
s, 1
970.
51
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
aint
a p
ictu
re s
how
ing
him
/her
self
doi
ng s
omet
hing
s/he
can
do
wel
l.2.
Wri
te a
two
or th
ree-
sent
ence
sto
ry a
bout
him
/her
self
.
Mat
eria
lsO
ther
1. D
raw
ing
pape
r2.
Wat
erco
lors
, tem
pera
Inst
ruct
ions
1. D
istr
ibut
e dr
awin
g pa
per
to th
e ch
ildre
n. A
sk th
em to
pain
t a w
ater
colo
r or
tem
pera
pic
ture
of
them
selv
es d
oing
som
ethi
ng th
ey d
o w
ell (
in s
choo
l, at
hom
e, w
ith f
amily
,w
ith f
rien
ds, e
tc.)
.
2. W
hen
the
pict
ures
are
fin
ishe
d, a
sk th
e ch
ildre
n to
wri
tea
shor
t com
posi
tion
of tw
o or
thre
e se
nten
ces
desc
ribi
ngth
emse
lves
in th
e pi
ctur
e. T
hese
may
be
disp
laye
don
the
bulle
tin b
oard
or
put t
oget
her
in b
ook
form
.
52
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
peo
ple
mak
e im
port
ant c
ontr
i-bu
tions
thro
ugh
thei
r di
ffer
ent c
apab
ilitie
s.
AC
TIV
ITY
6
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
a pe
rson
who
has
mad
e co
ntri
butio
ns u
sing
dif
-fe
rent
ski
lls a
nd a
bilit
ies.
2. N
ame
this
indi
vidu
al's
con
trib
utio
ns.
3. T
ell h
ow th
is in
divi
dual
use
d hi
s/he
r ca
pabi
litie
s.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Ichi
ro's
Rep
ort"
Oth
er1.
Lar
ge w
orld
map
For
teac
her
refe
renc
e1.
Bul
osan
, Car
los.
Am
eric
a Is
in th
e H
eart
. Sea
ttle:
Uni
ver-
sity
of
Was
hing
ton
Pres
s, 1
973.
2. C
hin,
Fra
nk, e
t al.,
eds
. Aiii
eeee
e! A
n A
ntho
logy
of
Asi
anA
mer
ican
Wri
ters
. Was
hing
ton,
DC
: How
ard
Uni
vers
ityPr
ess,
197
4.
3. H
su, K
ai-Y
u an
d H
elen
Pal
ubin
skas
, eds
. Asi
an A
mer
ican
Aut
hors
. Bos
ton:
Hou
ghto
n M
iffl
in, 1
972.
4. M
ori,
Tos
hio.
Yok
oham
a, C
alif
orni
a. C
aldw
ell,
Idah
o:C
axto
n Pr
inte
rs, 1
949.
5.T
he C
hauv
inis
t. L
os A
ngel
es: U
CL
A A
sian
Am
eric
an S
tudi
es, 1
979.
6. M
urra
y, M
aria
n. P
lant
Wiz
ard:
The
Lif
e of
Lue
Gim
Gon
g.L
ondo
n: C
row
ell-
Col
lier
Pres
s, 1
970.
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1
Inst
ruct
ions
1. D
istr
ibut
e th
e st
oryb
ook,
"Ic
hiro
's R
epor
t." H
ave
the
child
ren
read
pag
es 1
and
2 s
ilent
ly (
prep
are
a st
oryb
ook
cass
ette
for
thos
e w
ho m
ay n
eed
it):
a. H
ow o
ld is
Ich
iro?
Wha
t is
his
sist
er's
nam
e?b.
Whe
re d
o th
e Sa
tos
live?
Rea
d th
e se
nten
ce th
at g
ives
us th
is in
form
atio
n.c.
Wha
t do
thes
e tw
o pa
ges
tell
us a
bout
Ich
iro'
s fa
mily
?N
ame
som
e of
the
thin
gs th
at th
e Sa
to f
amily
doe
sto
geth
er.
d. H
ow is
the
Sato
fam
ily th
esa
me
as o
r di
ffer
ent f
rom
your
fam
ily?
2. H
ave
the
child
ren
read
pag
e 3:
a. W
hat d
oes
Ichi
ro li
ke to
do
in s
choo
l? D
o yo
u lik
e to
do th
e sa
me
thin
gs?
b. W
hat i
s a
repo
rt?
Hav
eyo
u ev
er w
ritte
n a
repo
rt?
On
who
m d
o yo
u th
ink
Ichi
ro w
ill w
rite
a re
port
?3.
Hav
e th
e ch
ildre
n re
ad p
ages
4 to
10
sile
ntly
:a.
Who
m d
id I
chir
o w
rite
his
rep
ort a
bout
?b.
Wha
t did
Tos
hio
Mor
i do
befo
re h
e st
arte
d w
ritin
g?D
o yo
u lik
e to
pla
y ba
seba
ll, to
o?c.
Wha
t did
Tos
hio
Mor
i wri
te?
Who
m d
id h
e w
rite
abou
t?d.
Wha
t sto
ry d
id I
chir
o lik
e? W
hy?
e. W
hat d
o pe
ople
thin
k ab
out T
oshi
o M
ori's
sto
ries
?W
hy d
o th
ey r
ead
them
? W
ould
you
like
to h
ear
one
of h
is s
tori
es, t
oo?
4. A
ugm
ent t
his
less
on w
ith b
iogr
aphi
cal s
ketc
hes
of o
ther
Asi
an A
mer
ican
s pr
ovid
ed b
elow
. Rea
d th
ese
sket
ches
toth
e ch
ildre
n an
d di
scus
s ho
w th
e in
divi
dual
s us
ed th
eir
skill
s to
hel
p ot
hers
and
enr
ich
thei
r liv
es.
5f
CA
RL
OS
BU
LO
SAN
Car
los
Bul
osan
is a
fam
ous
Filip
ino
Am
eric
an w
rite
r. H
ew
asbo
rn in
the
Phili
ppin
es in
191
3. W
hen
hew
as 1
7 ye
ars
old,
he c
ame
to th
e U
nite
d St
ates
. At t
hat t
ime,
Fili
pino
imm
i-gr
ants
in th
e U
nite
d St
ates
wer
e ha
ving
a h
ard
time.
Car
los
Bul
osan
wor
ked
in s
alm
on c
anne
ries
, in
rest
aura
nts,
on
farm
s, a
nd in
man
y ot
her
plac
es. H
e of
ten
trav
elle
d fr
omon
e pl
ace
to a
noth
er. I
n C
alif
orni
a, h
e he
lped
org
aniz
e a
grou
p of
far
mer
s to
pro
test
the
lack
of
wor
k, th
e lo
w p
ay,
and
bad
wor
king
con
ditio
ns. W
hile
he
was
in a
hos
pita
l re-
cove
ring
fro
m tu
berc
ulos
is, C
arlo
s B
ulos
an ta
ught
him
self
tow
rite
. In
1946
, he
wro
te h
is f
amou
s A
mer
ica
Is in
the
Hea
rtin
26
days
. He
had
also
wri
tten
poem
s an
d st
orie
s w
hich
wer
e pu
blis
hed
in s
ever
al A
mer
ican
mag
azin
es. H
e di
ed in
Seat
tle in
195
6. M
any
youn
g Fi
lipin
o A
mer
ican
s to
day
enjo
yre
adin
g hi
s bo
ok, A
mer
ica
Is in
the
Hea
rt. H
ese
t an
exam
ple
for
late
r im
mig
rant
s to
fol
low
.
LU
E G
IM G
ON
GL
ue G
im G
ong
was
bor
n ar
ound
186
0 in
Chi
na. W
hen
hew
asyo
ung,
he
wor
ked
with
fru
it tr
ees.
He
lear
ned
how
to b
ind
toge
ther
cut
tings
fro
m d
iffe
rent
tree
sso
that
they
cou
ld b
ear
a di
ffer
ent f
ruit.
Thi
s cu
tting
and
join
ing
toge
ther
is c
alle
dgr
aftin
g. W
hen
Lue
was
onl
y tw
elve
, he
imm
igra
ted
to th
eU
nite
d St
ates
alo
ne. I
n th
e 18
80s,
Lue
beg
an e
xper
imen
ting
with
Flo
rida
citr
us f
ruits
. He
mad
e it
poss
ible
for
us to
enj
oyci
trus
fru
its y
ear-
roun
d by
ext
endi
ng th
eir
grow
ing
seas
on.
One
of
the
kind
s of
citr
us f
ruits
dev
elop
ed b
y L
uew
on a
nin
tern
atio
nal p
rize
. By
over
com
ing
lang
uage
, eco
nom
ic, a
ndra
cial
bar
rier
s, L
ue m
ade
impo
rtan
t con
trib
utio
nsto
the
stud
yof
pla
nts
in A
mer
ica.
57
17
5.34
Li .
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t ni
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5. P
aral
lel t
he s
kills
and
con
trib
utio
ns o
f th
ese
indi
vidu
als
with
thos
e of
peo
ple
who
mak
e co
ntri
butio
ns in
your
com
mun
ity. P
oint
out
that
mos
t peo
ple,
incl
udin
g th
ech
ildre
n's
pare
nts,
mak
e co
ntri
butio
ns w
hich
are
unre
c-og
nize
d by
oth
ers.
6. H
ave
the
child
ren
give
rep
orts
sim
ilar
to th
e on
e m
ade
byIc
hiro
in th
e st
oryb
ook.
Enc
oura
ge th
e ch
ildre
nto
cho
ose
for
this
rep
ort a
par
ent o
r fr
iend
and
to s
how
how
s/h
eus
es h
is/h
er s
kills
to h
elp
othe
rs.
60
CU
LM
INA
TIN
G A
CT
IVIT
Y
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
erfo
rm o
ne s
peci
fic
task
in a
dra
mat
izat
ion
abou
t an
Asi
an A
mer
ican
(e.
g., w
rite
a s
crip
t, se
tup
the
stag
e, o
rpl
ay a
rol
e).
2. E
valu
ate
the
cont
ribu
tion
s/he
has
mad
eto
the
tota
lpr
oduc
tion.
Inst
ruct
ions
1. H
elp
the
child
ren
plan
a dr
amat
izat
ion
of o
ne o
f th
e bi
ogra
-ph
ies
pres
ente
d in
the
prev
ious
act
ivity
or o
f an
inci
dent
from
one
of
thos
e liv
es. W
hile
the
dram
atiz
atio
n ne
edno
t be
elab
orat
e, e
ach
child
sho
uld
mak
e a
cont
ribu
tion.
2. I
nvite
par
ents
or
anot
her
clas
s to
vie
w th
e dr
ama.
Aft
er-
war
ds, g
athe
r th
e ch
ildre
n to
geth
er to
eva
luat
e th
epr
o-du
ctio
n an
d th
eir
own
cont
ribu
tions
to it
.
61
19
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ave
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pote
ntia
lto
dev
elop
thei
rab
ilitie
s an
d to
exp
lore
thei
rin
tere
sts
toth
e m
axim
um.
LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
peo
ple
have
asp
irat
ions
and
goal
s.
Act
ivity
1
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
am
bitio
nsca
n be
ful
fille
d.
Act
iviti
es 2
3
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
am
bitio
nsan
d as
pira
tions
can
chan
ge d
urin
g on
e's
life.
Act
ivity
4
CU
LM
INA
TIN
G A
CT
IVIT
Y
654
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LE
AR
NIN
G O
BJE
CT
IVE
I
The
chi
ld w
ill r
ecog
nize
that
peo
ple
have
asp
irat
ions
and
goal
s.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. N
ame
thin
gs s
/he
wan
ts to
do
whe
n s/
hegr
ows
up.
2. N
ame
plac
es s
/he
wan
ts to
vis
it.3.
Sta
te th
at p
lans
abo
ut o
ne's
fut
ure
shou
ldno
t be
affe
cted
by o
ne's
sex
.
Mat
eria
lsA
AB
C 1
. Act
ivity
boo
k, W
hen
I G
row
Up"
(4-
14)
Oth
er1.
Tra
vel m
agaz
ines
or
broc
hure
s2.
Pic
ture
boo
ks3.
Dra
win
g pa
per,
3"
x 5"
inde
x ca
rds
4. C
rayo
ns, m
arke
rs, w
ater
colo
rs
Inst
ruct
ions
1. P
repa
re a
cop
y of
the
activ
ity b
ook,
Whe
n I
Gro
w U
p,"
for
each
chi
ld. A
sk th
e ch
ildre
n to
look
at th
e pi
ctur
es o
nth
e fi
rst p
age
and
read
the
title
. Dis
cuss
that
this
act
ivity
will
be
abou
t wha
t the
y w
ant t
o do
whe
n th
eygr
ow u
p:a.
Hav
e yo
u ev
er w
onde
red
wha
t you
wou
ld li
ke to
be
whe
n yo
u gr
ow u
p?b.
Hav
e yo
u ev
er w
ishe
dyo
u co
uld
be o
lder
rig
ht n
ow s
oyo
u co
uld
do th
e th
ings
you
'd li
ke to
do?
c. W
hat t
hing
s do
you
enj
oy n
ow th
at y
ou m
ay n
ot d
ow
hen
you
grow
up?
d. W
hat p
lace
s w
ould
you
like
to s
ee?
e. W
hat k
inds
of
thin
gs w
ould
you
do?
68
f. W
hat k
inds
of
peop
le w
ould
you
like
to m
eet o
r be
with
?
2. H
ave
the
child
ren
perf
orm
the
activ
ity a
ccor
ding
to th
efo
llow
ing
dire
ctio
ns:
a. O
n th
e se
cond
pag
e of
the
activ
ity b
ook,
ask
them
todr
aw a
pic
ture
of
wha
t the
y'd
like
to b
e w
hen
they
grow
up.
If
they
hav
e se
vera
l thi
ngs
in m
ind,
they
may
dra
w m
ore
than
one
pic
ture
. Ask
them
to w
rite
seve
ral s
ente
nces
nex
t to
the
pict
ure
desc
ribi
ng th
eir
choi
ce.
b. R
ead
the
thir
d an
d fo
urth
page
s. L
et th
e ch
ildre
n lis
tth
e to
ols
and
clot
hes
they
wou
ld n
eed
in th
eir
futu
rew
ork.
Ask
the
child
ren
to c
ut o
ut th
e cl
othe
s an
dto
ols
they
wou
ld n
eed
in th
eir
futu
reca
reer
s fr
omth
e ne
xt f
ive
page
s. T
hey
shou
ld g
lue
thes
eon
the
appr
opri
ate
figu
res.
c. D
istr
ibut
e tr
avel
mag
azin
es o
r br
ochu
res
or o
ld b
ooks
that
hav
e tr
avel
pic
ture
s. A
sk th
e ch
ildre
nto
cut
out
pict
ures
of
plac
es th
ey'd
like
to v
isit.
The
se p
ictu
res
are
to b
e pa
sted
on
the
next
pag
e of
the
activ
ity b
ook.
Pass
out
the
blan
k in
dex
card
s. A
sk th
e ch
ildre
nto
desi
gn p
ostc
ards
of
the
plac
es th
ey w
ould
like
to v
isit.
Hav
e th
em c
olor
the
post
card
s us
ing
cray
ons,
mar
kers
or w
ater
colo
rs. T
hey
may
wri
te a
par
agra
ph o
n th
eba
ck o
f th
e ca
rd, a
ddre
ss it
and
mai
l it.
d. O
n th
e la
st s
heet
, hav
e th
e ch
ildre
n dr
aw p
ictu
res
ofth
ings
they
mig
ht w
ant t
o do
whe
n th
eygr
ow u
p.e.
Whe
n fi
nish
ed, h
ave
each
chi
ld ta
lk a
bout
his
/her
book
, and
let h
im/h
er s
hare
it w
ith h
is/h
ercl
assm
ates
.
3. I
ntro
duce
the
idea
of
occu
patio
nally
sex
ist
ster
eoty
pes
bydi
scus
sing
the
follo
win
g hy
poth
etic
al s
ituat
ions
:a.
Kat
hy w
ants
to b
e an
aut
o m
echa
nic
whe
n sh
e gr
ows
up. S
he is
inte
rest
ed in
mot
ors
and
engi
nes.
She
can
fix
sim
ple
gadg
ets
arou
nd th
e ho
use
whe
n th
ey b
reak
.Sh
e re
ads
book
s ab
out a
utom
obile
s, a
irpl
anes
, and
boat
s, a
nd w
ants
to b
ecom
e th
eow
ner
of a
n au
tore
pair
sho
p.
u923
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oe u
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athy
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? Y
. Joe
14.2
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3.amm/wnvAuTmwo
1. W
ong,
Sha
wn
and
Chi
n, F
rank
; eds
. Yar
dbir
dR
eade
r. V
ol.
3. B
erke
ley:
Yar
dbir
d Pu
blis
hing
, 197
4.2.
Asi
an A
mer
ican
Im
age
Post
er P
roje
ct, W
ashi
ngto
n Su
per-
inte
nden
t of
Inst
ruct
ion,
Oly
mpi
a, W
A.
1.1E
T f
fi 1
",*
teil
Rib
Alt
tall-mmas&mmEngmAn.xAn*R.R
omovgoT.amvwfmmmeanzu.
tui
:B
row
nie
'a F
6 IC
Z:0
-1A
LM
,1c,
f1J4
71
b. J
oe is
inte
rest
ed in
hel
ping
peo
ple
whe
n th
eyar
e hu
rt.
He
likes
to r
ead
abou
t wha
t doc
tors
and
nurs
es d
o in
hosp
itals
to h
elp
sick
peo
ple.
Whe
n hi
s do
ggo
t hur
t,he
tied
a b
anda
ge a
roun
d th
e do
g's
leg
and
took
care
of it
unt
il th
e w
ound
hea
led.
Joe
wan
ts to
be
a nu
rse
and
wor
k in
a h
ospi
tal w
hen
hegr
ows
up.
Dis
cuss
with
the
child
ren
sex
ster
eoty
pes
rela
ted
tojo
bs:
a. H
ow d
o yo
u fe
el a
bout
Kat
hy b
ecom
ing
a m
echa
nic?
How
do
you
feel
abo
ut J
oe b
ecom
ing
a nu
rse?
b. W
ould
you
wan
t to
be K
athy
or J
oe?
c.If
you
wan
ted
to d
o so
met
hing
very
muc
h, w
ould
you
give
it u
p if
oth
er p
eopl
e sa
id y
ou c
ould
n't d
oit
beca
use
you
wer
e a
boy/
girl
?d.
Do
you
thin
k K
athy
cou
ld b
ea
good
mec
hani
c? D
oyo
u th
ink
Joe
coul
d be
a g
ood
nurs
e?L
ead
the
child
ren
to c
oncl
ude
that
, in
choo
sing
a jo
bor
a p
rofe
ssio
n, a
per
son
shou
ld d
ecid
e ac
cord
ing
tohi
s/he
r in
tere
sts
and
qual
ific
atio
ns a
ndno
t acc
ordi
ngto
his
/her
sex
.
72
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
am
bitio
nsca
n be
ful
fille
d.
AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. R
etel
l the
sto
ry o
f a
wel
l-kn
own
Asi
an A
mer
ican
.2.
Nam
e th
e th
ings
that
this
pers
on d
id to
ful
fill
his/
her
goal
s.
3. E
xpla
in h
ow s
/he
over
cam
e ob
stac
les.
For
teac
her
refe
renc
e1.
Won
g, S
haw
n an
d C
hin,
Fra
nk; e
ds. Y
ardb
ird
Rea
der.
Vol
.3.
Ber
kele
y: Y
ardb
ird
Publ
ishi
ng, 1
974.
2. A
sian
Am
eric
an I
mag
e Po
ster
Pro
ject
, Was
hing
ton
Supe
r-in
tend
ent o
f In
stru
ctio
n, O
lym
pia,
WA
.
Inst
ruct
ions
1. T
ell t
he f
ollo
win
g st
ory
to th
e ch
ildre
n. A
sk th
emto
list
enca
refu
lly, b
ecau
se th
ey w
ill h
ave
to r
etel
l the
stor
y in
thei
r ow
n w
ords
. As
you
tell
the
stor
y,pa
use
brie
fly
atce
rtai
n po
ints
to c
lari
fy o
r ex
plai
n th
e m
eani
ng o
f w
ords
with
whi
ch th
e ch
ildre
nm
ay n
ot b
e fa
mili
ar: B
row
nie,
cine
mat
ogra
pher
, dir
ecto
r of
pho
togr
aphy
, pas
spor
t pic
ture
s.
t3
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ames
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JAM
ES
WO
NG
HO
WE
Jam
es W
ong
How
e w
as th
e di
rect
or o
f ph
otog
raph
y of
mor
eth
an a
hun
dred
film
s. T
wic
e, in
195
6 an
d 19
63, h
ew
on a
nA
cade
my
Aw
ard
for
cine
mat
ogra
phy.
How
e w
as b
orn
in C
hina
in 1
899.
At t
he a
ge o
f fi
ve, h
e im
-m
igra
ted
to A
mer
ica
with
his
fam
ily. H
owe
was
alw
ays
inte
r-es
ted
in p
hoto
grap
hy. W
hen
he w
as te
n, h
e bo
ught
a lit
tledo
llar-
box
Bro
wni
e. H
e to
ok p
ictu
res
of h
is f
amily
and
was
neve
r w
ithou
t a c
amer
a in
his
han
d. W
hat f
asci
nate
d hi
mm
ost w
as h
ow th
e fi
lm w
as d
evel
oped
. Whe
n H
owe
was
seve
ntee
n, h
e go
t a jo
b as
a d
eliv
ery
boy
for
a ph
otog
raph
er.
He
lear
ned
how
to d
evel
op p
assp
ort p
ictu
res
and
then
wen
tto
wor
k as
a ja
nito
r fo
r a
Hol
lyw
ood
mov
ie s
tudi
o. H
owe
lear
ned
mov
ie m
akin
g fr
om th
e bo
ttom
up!
The
rew
as n
osc
hool
for
cin
emat
ogra
pher
s at
that
tim
e.Ja
mes
Won
g H
owe
quic
kly
beca
me
know
n as
an
exce
llent
cine
mat
ogra
pher
. Man
y pe
ople
wan
ted
him
to s
hoot
thei
rm
ovie
s. H
owe
used
ligh
ting
in n
ew a
nd s
peci
al w
ays
to m
ake
fine
film
s.
As
dire
ctor
of
phot
ogra
phy,
How
e su
perv
ised
man
y pe
ople
carp
ente
rs, p
aint
ers,
and
pro
pert
y m
en. S
ome
rese
nted
him
at f
irst
bec
ause
he
was
Chi
nese
, but
oft
en H
owe'
s sk
ills
as a
nar
tist c
ause
d th
ese
peop
le to
res
pect
him
.U
ntil
How
e di
ed in
197
7, a
t the
age
of
78, h
ew
as a
lway
sle
arni
ng n
ew th
ings
abo
ut c
amer
as a
nd f
ilmm
akin
g. H
owe
felt
that
lear
ning
new
thin
gs h
elpe
d hi
m g
row
as a
per
son.
2. H
ave
the
child
ren
rete
ll th
e st
ory.
3. A
sk th
e ch
ildre
n w
hat t
hing
s Ja
mes
Won
g H
owe
did
topr
epar
e hi
mse
lf f
or h
is p
rofe
ssio
n: ta
king
an
earl
y in
tere
stin
pho
togr
aphy
, tak
ing
pict
ures
of
his
fam
ily, w
orki
ng in
a st
udio
, dev
elop
ing
pass
port
pic
ture
s, a
nd f
inal
ly b
e-co
min
g di
rect
or o
f ph
otog
raph
y. P
oint
out
to th
e ch
ildre
nho
w a
n in
tere
st in
som
ethi
ng e
arly
in li
feca
n in
flue
nce
one'
s go
als
and
how
pur
suin
g th
at in
tere
stca
n he
lp o
nefu
lfill
thes
e am
bitio
ns.
4. A
sk w
hat d
iffi
culti
es J
ames
Won
g H
owe
had
to o
verc
ome.
5. A
s an
enr
ichm
ent a
ctiv
ity, c
ondu
ct a
pic
ture
-tak
ing
ses-
sion
. Tea
ch th
e ch
ildre
n ho
w to
take
pho
togr
aphs
usi
ngan
inex
pens
ive
cam
era.
If
poss
ible
, let
eac
h st
uden
t tak
e th
eca
mer
a ou
t int
o th
e sc
hool
yard
and
take
sev
eral
pic
ture
s.If
ther
e ar
e no
fac
ilitie
s fo
r le
arni
ng h
ow to
dev
elop
and
prin
t pic
ture
s, s
end
the
film
toa
lab
for
proc
essi
ng. E
x-pl
ain
how
a p
hoto
grap
hic
prin
t is
mad
e an
d ho
wa
cam
era
wor
ks.
77
27
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79
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
anto
mim
e w
hat s
/he
wan
ts to
be
in th
e fu
ture
.
Inst
ruct
ions
1. A
sk e
ach
child
to p
anto
mim
e w
hat s
/he
wan
ts to
be
doin
gin
the
futu
re. F
or e
xam
ple,
a c
hild
who
wan
ts to
be
anu
rse
mig
ht p
anto
mim
e ta
king
car
e of
a s
ick
pers
on.
2. H
ave
the
grou
p gu
ess
wha
t pro
fess
ion
or v
ocat
ion
the
child
is tr
ying
to d
epic
t.
E 0
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
am
bitio
ns a
nd a
spir
atio
nsca
nch
ange
dur
ing
one'
s lif
e.
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. E
xpla
in h
ow n
ew k
now
ledg
e an
d di
scov
erie
sca
n he
lp h
im/
her
mak
e a
choi
ce a
bout
wha
t s/h
e w
ants
to b
ecom
e.2.
Exp
lain
how
the
inte
rest
s th
at s
/he
deve
lops
ear
ly in
life
can
affe
ct h
is/h
er c
aree
r ch
oice
.3.
Exp
lain
how
exp
lori
ng, d
evel
opin
g an
d im
prov
ing
his/
her
abili
ties
can
help
him
/her
mak
ea
Cho
ice
abou
t his
/her
futu
re c
aree
r.
4. N
ame
fact
ors
whi
ch m
ay b
ring
abo
ut c
hang
es in
ambi
tions
.
5. A
ppre
ciat
e th
at c
hang
e is
a co
mm
on o
ccur
renc
e in
life
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Bay
ani's
Art
"
Inst
ruct
ions
1. D
istr
ibut
e th
e st
oryb
ook,
"B
ayan
i's A
rt."
Hav
e th
ech
ildre
n re
ad p
ages
1 to
3 s
ilent
ly (
prep
are
a st
ory
cass
ette
for
chi
ldre
n w
ho m
ay n
eed
it):
a. W
here
wer
e B
ayan
i and
Lig
aya
com
ing
from
?b.
Who
was
hom
e w
aitin
g fo
r th
em?
c. W
hat d
id B
ayan
i hav
e fo
r hi
s m
othe
r?d.
Wha
t do
thes
e pa
ges
tell
us a
bout
Bay
ani?
1
29
2.ai
l-X
IA a
lp F
= J
0!,
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i fth
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ZtA
ft M
r.
Gal
ang
Q &
IA f
fi*I
n 0
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EA
TN
IE M
AK
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ani *
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2. H
ave
the
child
ren
read
the
next
thre
epa
ges
sile
ntly
, the
nas
k qu
estio
ns a
bout
the
even
ts in
Mr.
Gal
ang'
s lif
e re
lat-
ing
to h
is b
ecom
ing
an a
rtis
t. L
ist t
he c
hild
ren'
sre
spon
ses
on th
e bo
ard.
For
exa
mpl
e:a.
use
d hi
s cr
ayon
s fo
r dr
awin
gb.
dre
w a
lot o
f pi
ctur
es in
cla
ssc.
star
ted
pain
ting
in h
igh
scho
old.
won
an
art c
onte
ste.
con
tinue
d dr
awin
g an
d pa
intin
gf.
wor
ked
for
a co
mpa
ny in
Man
ila d
oing
art
wor
k3.
Hav
e th
e ch
ildre
n re
ad th
e la
st tw
opa
ges
sile
ntly
:a.
Wha
t is
Mr.
Gal
ang'
s jo
b no
w?
b. I
s he
stil
l an
artis
t?c.
Why
do
you
supp
ose
he's
not
wor
king
for
a c
ompa
nyw
here
he
can
do a
rt w
ork?
d. D
oes
he s
till p
aint
? W
hy d
oyo
u th
ink
he w
ants
toco
ntin
ue h
is a
rt w
ork?
e. W
hat w
ill B
ayan
i get
for
his
bir
thda
y? W
hat w
ill h
edo
with
it?
f. D
o yo
u th
ink
Bay
ani w
ill b
ean
art
ist l
ike
his
fath
er?
4. G
o ba
ck to
the
list o
n th
e bo
ard.
Go
thro
ugh
each
item
and
ask
the
child
ren
at w
hat p
oint
it h
appe
ned
in M
r.G
alan
g's
life.
Wri
te th
is in
form
atio
nto
the
left
of
each
item
(fo
r ex
ampl
e, "
little
boy
," "
teen
ager
," "
youn
g m
an,"
"old
er m
an")
.5.
Tak
e up
the
follo
win
g po
ints
as th
e ch
ildre
n di
scus
s th
ese
diff
eren
t poi
nts
in M
r. G
alan
g's
life:
a. M
r. G
alan
g de
velo
ped
an in
tere
st in
art
whe
n he
was
youn
g; th
is a
ffec
ted
his
care
er c
hoic
e.b.
He
disc
over
ed p
aint
ing
whe
n he
was
a te
enag
er; t
his
enha
nced
his
inte
rest
.c.
He
trie
d to
exp
lore
, dev
elop
, and
impr
ove
his
abili
ties
by c
ontin
uing
to p
aint
and
dra
w.
d. H
e ac
hiev
ed h
is a
mbi
tion
by p
ursu
ing
it an
d by
even
-tu
ally
wor
king
as
a pr
ofes
sion
al a
rtis
t.
Rel
ate
thes
e po
ints
to th
e ch
ildre
n's
ambi
tions
. Dis
cuss
wha
t thi
ngs
may
aff
ect t
heir
care
er c
hoic
es.
6. A
sk th
e ch
ildre
n w
hat m
ight
hav
e ha
ppen
ed if
Mr.
Gal
ang
chan
ged
his
min
d ab
out b
eing
an a
rtis
t. G
ive
stim
ulus
stat
emen
ts, s
uch
as, w
hat w
ould
hav
e ha
ppen
ed if
Mr.
Gal
ang:
a. b
ecam
e in
tere
sted
in a
irpl
anes
?b.
dis
cove
red
he c
ould
n't r
eally
pai
nt?
c. d
id n
ot w
in th
e ar
t con
test
?d.
did
not
hav
e th
e m
oney
to g
o to
art
sch
ool?
e. b
ecam
e in
tere
sted
in b
usin
ess?
7. E
xpla
in to
the
child
ren
that
cha
nges
take
pla
ce in
our
lives
all
the
time.
Whe
n th
ey g
eta
little
old
er, t
hey
may
chan
ge th
eir
min
ds a
bout
wha
t the
y w
ant t
o be
. New
know
ledg
e, n
ew e
xper
ienc
es, a
ndne
w s
kills
can
cha
nge
thei
r pl
ans
for
the
futu
re.
F5
31
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CU
LM
INA
TIN
G A
CT
IVIT
Y
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
artic
ipat
e in
a g
ame
that
serv
es a
s a
culm
inat
ion
of th
efo
rego
ing
less
ons
on g
oals
and
pla
ns.
Mat
eria
ls
AA
BC
1. C
onst
ruct
ion
mat
eria
l, "T
he G
oal G
ame"
(15
-20)
Inst
ruct
ions
Play
the
gam
e ac
cord
ing
to th
e in
stru
ctio
ns g
iven
on th
ega
me
boar
d.
89
33
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CO
NC
EPT
UA
L S
TA
TE
ME
NT
III
All
peop
le h
ave
basi
cri
ghts
.
LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
s/h
e ha
s ba
sic
righ
ts a
nd th
ere
spon
sibi
lity
to r
espe
ct th
e ri
ghts
of
othe
rs.
Act
iviti
es 1
- 2
LE
AR
NIN
G O
BJE
CT
OT
2
The
chi
ld w
ill r
ecog
nize
that
peop
le s
houl
d ta
ke a
ctio
n to
prot
ect t
heir
rig
hts.
Act
iviti
es 3
- 4
CU
LM
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TIN
G A
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LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
s/h
e ha
s ba
sic
righ
ts a
nd th
ere
spon
sibi
lity
to r
espe
ct th
e ri
ghts
of
othe
rs.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
istin
guis
h be
twee
n th
ings
s/h
e ha
s a
righ
t to
do a
ndth
ings
s/h
e do
es n
ot h
ave
a ri
ght t
o do
in a
giv
en s
et o
fpi
ctur
es.
2. D
efin
e ri
ght.
3. G
ive
exam
ples
of
righ
ts th
at s
/he
has.
Mat
eria
lsA
AB
C 1
. Wor
kshe
et, "
Do
You
Hav
e T
hese
Rig
hts?
" (2
1-22
)
Inst
ruct
ions
1. T
o in
trod
uce
the
conc
ept o
f ri
ghts
, do
the
wor
kshe
et, "
Do
You
Hav
e T
hese
Rig
hts?
" D
istr
ibut
e th
e w
orks
heet
to th
ech
ildre
n an
d ha
ve th
em e
xam
ine
the
pict
ures
on
the
firs
tpa
ge. E
xpla
in th
at s
ome
of th
ese
actio
ns w
e ar
e fr
ee to
take
and
oth
ers
we
are
not f
ree
to ta
ke. A
sk th
em to
exa
m-
ine
the
firs
t pic
ture
. Hav
e th
em d
escr
ibe
wha
t is
happ
en-
ing.
Ask
if th
is is
som
ethi
ng th
at th
ey a
re f
ree
to d
o. H
ave
them
put
an
X in
the
appr
opri
ate
box.
Whe
n di
scus
sing
pict
ures
that
dep
ict u
nacc
epta
ble
acts
(as
saul
t, va
ndal
ism
,et
c.),
ask
why
thos
e ac
tiviti
es a
re u
nacc
epta
ble.
Pre
pare
ach
art o
n th
e bo
ard
with
two
colu
mns
. Lab
el o
ne c
olum
nY
es, a
nd th
e ot
her
colu
mn
No.
As
the
child
ren
eval
uate
the
activ
ity in
eac
h pi
ctur
e, li
st o
n th
e bo
ard
all t
he th
ings
that
peo
ple
are
free
to d
o un
der
theY
es c
olum
n. L
ist t
hing
sth
ey a
re n
ot e
ntitl
ed to
do
unde
r th
e N
o co
lum
n.
2. C
all t
he c
hild
ren'
s at
tent
ion
to th
e Y
es c
olum
n an
d ex
plai
nth
at th
ese
are
thin
gs th
at w
e ha
ve a
rig
ht to
do
as p
eopl
e.Fo
r ex
ampl
e, w
e ca
n pl
ay w
ith o
ur f
rien
ds, s
hop
for
food
,st
udy
quie
tly, e
at w
ith o
ur f
amily
, go
to c
hurc
h, a
nd w
ork
with
a g
roup
. Ask
if a
nybo
dy c
an e
xpla
in w
hat t
he w
ord
righ
t mea
ns. D
iscu
ss r
ight
s as
thin
gs to
whi
ch p
eopl
e ha
vea
just
cla
im. D
epen
ding
on
the
child
ren'
s le
vel,
righ
ts m
ayal
so b
e di
scus
sed
as p
rivi
lege
s th
at b
elon
g to
a p
erso
n by
law
, nat
ure,
or
trad
ition
.3.
Tal
k ab
out t
he n
on-r
ight
s in
the
No
colu
mn.
Hav
e th
e ch
il-dr
en g
ive
reas
ons
why
a p
erso
n do
esn'
t hav
e a
righ
t to
do th
ese
thin
gs. F
or e
xam
ple:
we
cann
ot h
it an
othe
r pe
r-so
n, ta
ke a
way
ano
ther
's to
y, o
r m
ake
mar
ks o
n a
scho
olw
all,
sinc
e th
ese
activ
ities
vio
late
the
righ
ts o
f ot
hers
.4.
To
conc
lude
this
act
ivity
, ask
the
child
ren
to th
ink
ofot
her
thin
gs th
at th
ey h
ave
a ri
ght t
o do
.
97
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AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. S
tate
som
e ba
sic
need
s of
peo
ple.
2. R
elat
e th
ese
need
s to
the
basi
c ri
ghts
of
indi
vidu
als.
3. A
ssoc
iate
res
pons
ibili
ties
with
spe
cifi
c ri
ghts
.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
e, "
Bas
ic R
ight
s" (
23)
Inst
ruct
ions
1. A
sk th
e ch
ildre
n to
nam
e th
e ba
sic
thin
gs th
at p
eopl
ene
ed in
ord
er to
live
(fo
od, s
helte
r, c
loth
ing)
. Exp
lain
that
beca
use
all p
eopl
e ne
ed th
ese
thre
e th
ings
to li
ve, t
hey
have
a r
ight
to h
ave
thes
e th
ings
.2.
Dis
play
the
teac
hing
pic
ture
, "B
asic
Rig
hts.
"a.
Hav
e th
e ch
ildre
n ex
amin
e th
e to
p pi
ctur
e. H
ave
them
desc
ribe
wha
t the
pic
ture
dep
icts
and
rel
ate
it to
peo
-pl
e's
basi
c ri
ght t
o ea
t. St
ate
that
peo
ple
who
do
not
have
eno
ugh
to e
at a
re b
eing
den
ied
that
rig
ht. E
xpla
inth
at a
long
with
our
rig
ht to
eat
goe
s th
e re
spon
sibi
lity
not t
o w
aste
foo
d.b.
Hav
e th
e ch
ildre
n lo
ok a
t the
nex
t pic
ture
. Ask
them
wha
t rig
ht th
is p
ictu
re d
epic
ts. D
irec
t the
chi
ldre
n to
real
ize
that
, whi
le e
very
one
has
a ri
ght t
o sh
elte
r, s
/he
also
has
a r
espo
nsib
ility
to k
eep
his/
her
shel
ter
clea
nan
d sa
nita
ry. A
sk f
or r
easo
ns w
hy th
is r
espo
nsib
ility
exis
ts. E
xpla
in th
at p
eopl
e w
ant t
o ha
ve th
eir
neig
h-bo
rhoo
d fr
ee f
rom
litte
r.
c. H
ave
the
child
ren
iden
tify
the
righ
t sho
wn
in th
e bo
t-to
m p
ictu
re. E
xpla
in th
at s
ome
peop
le d
o no
t hav
ecl
othi
ng to
kee
p th
em w
arm
. Str
ess
the
resp
onsi
bilit
yw
e ha
ve to
take
car
e of
our
clo
thin
g.3.
Hav
e th
e ch
ildre
n re
call
inst
ance
s fr
om th
eir
own
expe
ri-
ence
s in
whi
ch e
ach
of th
e pr
eced
ing
righ
ts a
nd r
espo
n-si
bilit
ies
has
been
ful
fille
d. A
lso
have
eac
h st
uden
t rec
all
an in
stan
ce in
whi
ch a
res
pons
ibili
ty o
r ri
ght w
as v
iola
ted.
Som
e ex
ampl
es m
ight
be
a co
mpl
aint
fro
m a
nei
ghbo
rth
at th
e pa
rty
next
doo
r w
as to
o no
isy,
or
a ch
ild's
for
get-
ting
to p
ut le
ftov
er f
ood
in th
e re
frig
erat
or c
ausi
ng it
tosp
oil a
nd th
us b
e w
aste
d.4.
Ask
the
child
ren
to w
rite
a s
hort
des
crip
tion
of th
e re
spon
-si
bilit
y th
at a
ccom
pani
es e
ach
righ
t dep
icte
d in
the
teac
h-in
g pi
ctur
e. D
irec
t the
chi
ldre
n to
rea
lize
that
, whi
le w
eha
ve ju
st c
laim
s to
cer
tain
rig
hts,
we
are
not f
ree
to p
er-
form
act
iviti
es th
at v
iola
te o
ther
peo
ple'
s ri
ghts
.
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103
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
peo
ple
shou
ld ta
ke a
ctio
n to
prot
ect t
heir
rig
hts.
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
inst
ance
s in
whi
ch r
ight
s of
min
ority
gro
ups
and
wom
en a
re v
iola
ted.
2. S
ugge
st r
easo
ns f
or th
ese
viol
atio
ns.
3. D
escr
ibe
wha
t it w
ould
be
like
to h
ave
one'
s ri
ghts
viol
ated
.
4. D
iscu
ss c
onst
ruct
ive
mea
sure
s pe
ople
can
take
in s
uch
asi
tuat
ion.
Mat
eria
lsA
AB
C 1
. Cha
rt, "
Peop
le's
Rig
hts
The
n an
d N
ow"
Inst
ruct
ions
1. H
old
up th
e ch
art f
or th
e ch
ildre
n to
see
. Let
them
look
at th
e pi
ctur
es q
uiet
ly. E
xpla
in th
at s
omet
imes
som
epe
ople
's r
ight
s ar
e vi
olat
ed b
y ot
her
peop
le. D
irec
t the
irat
tent
ion
to th
e pi
ctur
es o
n th
e le
ft-h
and
side
. Tel
l the
child
ren
that
thes
e ar
e ev
ents
that
hav
e ha
ppen
ed in
the
past
. Poi
nt to
the
pict
ures
on
the
righ
t-ha
nd s
ide
as th
ings
that
are
hap
peni
ng n
ow. T
ell t
hem
that
the
righ
ts y
ou w
illbe
dis
cuss
ing
conc
ern
educ
atio
n, h
ousi
ng, a
nd e
mpl
oy-
men
t. D
iscu
ss th
ese
topi
cs b
rief
ly. D
efin
e m
inor
ity g
roup
.
2. D
iscu
ss th
e ri
ght t
o eq
ual e
duca
tion
by p
rovi
ding
the
follo
win
g in
form
atio
n:
Som
e ye
ars
ago,
bla
cks
and
othe
r et
hnic
min
oriti
es c
ould
not a
ttend
sch
ools
whi
ch w
hite
Am
eric
an c
hild
ren
at-
tend
ed. T
his
is c
alle
d se
greg
atio
n. S
egre
gatio
n is
aga
inst
11).
4
the
law
bec
ause
it p
reve
nts
som
e ch
ildre
n fr
om g
ettin
g th
esa
me
educ
atio
n th
at o
ther
chi
ldre
n ge
t. So
seg
rega
tion
had
to e
nd. B
ut s
ome
pare
nts
didn
't w
ant t
heir
chi
ldre
nto
go
to s
choo
l with
bla
cks.
In
som
e ci
ties,
pol
ice
had
toes
cort
bla
ck c
hild
ren
to s
choo
l. So
met
imes
sch
ool b
uses
carr
ying
bla
ck c
hild
ren
wer
e st
oned
.L
ook
at th
e pi
ctur
e on
the
righ
t. M
any
scho
ols
in th
eU
nite
d St
ates
are
now
inte
grat
ed; t
hat i
s, c
hild
ren
of d
if-
fere
nt e
thni
c gr
oups
stu
dy to
geth
er in
the
sam
e sc
hool
.T
he r
ight
to e
qual
edu
catio
n is
gua
rant
eed
in th
e U
nite
dSt
ates
. Now
we
have
law
s pr
otec
ting
this
rig
ht, a
nd th
eco
urts
mak
e su
re th
at th
ese
law
s ar
e fo
llow
ed.
Sugg
este
d qu
estio
ns:
a. W
hat r
ight
of
min
ority
chi
ldre
n w
as b
eing
vio
late
d?(t
heir
rig
ht to
equ
al e
duca
tion)
b. W
hy d
o yo
u th
ink
som
e pa
rent
s of
whi
te c
hild
ren
wer
e ag
ains
t end
ing
segr
egat
ion?
c. H
ow w
ould
you
fee
l if
you
coul
dn't
get a
goo
d ed
uca-
tion
in y
our
scho
ol?
How
mig
ht th
at a
ffec
t you
ram
bitio
ns f
or th
e fu
ture
?3.
Dis
cuss
the
righ
t to
fair
hou
sing
by
prov
idin
g th
e fo
llow
-in
g in
form
atio
n:
Yea
rs a
go, m
inor
ity g
roup
s co
uld
not l
ive
in n
eigh
bor-
hood
s w
here
they
wan
ted
to li
ve. T
hey
coul
dn't
get g
ood
hom
es, e
ither
. Man
y la
ndlo
rds
wou
ld n
ot r
ent h
ouse
s to
them
. The
se p
eopl
e w
ere
forc
ed to
live
in o
ld, s
omet
imes
dirt
y, b
uild
ings
. The
se b
uild
ings
wer
e cr
owde
d. L
ivin
gco
nditi
ons
wer
en't
very
goo
d.T
hing
s ar
e a
little
dif
fere
nt n
ow. M
any
peop
le h
ave
form
edgr
oups
to m
ake
sure
that
min
ority
peo
ple
get f
air
hous
ing.
In th
e U
nite
d St
ates
ther
e ar
e la
ws
whi
ch p
rote
ct p
eopl
ew
hen
they
look
for
a p
lace
to li
ve. 10
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106
42
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fl:ig
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7i /
1
,Atz
uflr
AIS
RA
No.
Aar
vitf
ilafi
lfr
g V
S
107
Sugg
este
d qu
estio
ns:
a. W
hat r
ight
was
vio
late
d he
re?
(the
rig
ht to
fai
rho
usin
g)b.
Why
do
you
thin
k th
ose
land
lord
s re
fuse
d to
ren
tho
uses
to m
inor
ity p
eopl
e?c.
Do
you
thin
k it'
s fa
ir f
or la
ndlo
rds
to d
o th
at?
d. H
ow w
ould
you
fee
l if
your
fam
ily c
ould
n't g
et g
ood
hous
ing?
4. D
iscu
ss th
e ri
ght t
o eq
ual e
mpl
oym
ent:
For
a lo
ng ti
me,
wom
en in
this
cou
ntry
cou
ld n
ot g
et jo
bsth
at p
aid
wel
l. A
lso,
they
cou
ld n
ot g
et jo
bs th
at p
eopl
eth
ough
t onl
y m
en c
ould
do,
like
pol
ice
wor
k, c
arpe
ntry
,au
to r
epai
r. W
omen
wer
e al
way
s ge
tting
low
er s
alar
ies
than
men
. A lo
t of
peop
le th
ough
t tha
t wom
en c
ould
not
do a
s w
ell a
s m
en in
cer
tain
pro
fess
ions
. Now
, a lo
t mor
ejo
bs a
re o
pen
to w
omen
. Wom
en h
ave
form
ed g
roup
s to
dem
and
equa
l job
opp
ortu
nitie
s. A
lot o
f w
omen
are
wor
k-in
g in
jobs
that
use
d to
be
done
onl
y by
men
. Mor
e an
dm
ore,
we
see
polic
ewom
en, w
omen
car
pent
ers,
and
wom
enbu
s dr
iver
s.Su
gges
ted
ques
tions
:a.
Wha
t rig
ht o
f w
omen
was
vio
late
d? (
the
righ
t to
equa
lem
ploy
men
t)b.
How
wou
ld y
ou f
eel i
f yo
u w
ere
not h
ired
for
a jo
bbe
caus
e of
you
r se
x an
d no
t bec
ause
of
your
qua
lific
a-tio
ns?
5. M
ake
a lis
t of
thes
e vi
olat
ions
of
righ
ts o
n th
e bo
ard:
a. C
hild
ren
wer
e de
nied
equ
al e
duca
tion.
b. P
eopl
e co
uldn
't liv
e w
here
they
wan
ted.
c. W
omen
did
n't h
ave
job
oppo
rtun
ities
.R
ecal
l tha
t whe
n th
ese
righ
ts w
ere
viol
ated
, peo
ple
took
actio
n to
pro
tect
and
exe
rcis
e th
eir
righ
ts. D
iscu
ss w
hat
mea
sure
s w
ere
take
n. E
xpla
in h
ow a
gro
up o
f pe
ople
can
exer
t pre
ssur
e so
that
law
s ar
e pa
ssed
whi
ch p
rote
ct th
eir
righ
ts.
1
43
E!
o
ul
of lT
-a
a.=
0
rd}
4H
3
a 0
0 IDR
EE
®SSII
3
tYC
It§
IIIII
OM:
414
H
EE
H
A
0
:
!=i> cn
gl
H
o I
H
a
->1
CSC
tr El
11
Cll
i
H
Ali
.1.
21
*
a a II 1.
111,
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Ide
ntif
y ac
tions
that
dif
fere
nt g
roup
s ha
ve ta
ken
whe
nth
eir
righ
ts w
ere
viol
ated
.2.
Dec
ide
for
him
/her
self
wha
t con
stru
ctiv
e m
easu
res
one
coul
d ta
ke in
suc
h a
situ
atio
n.3.
Con
clud
e th
at g
roup
act
ion
is o
ften
nec
essa
ry f
or th
epr
otec
tion
of p
eopl
e's
righ
ts.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
At t
he S
ewin
g Fa
ctor
y"
Inst
ruct
ions
1. B
efor
e th
e ch
ildre
n re
ad th
e st
oryb
ook,
exp
lain
that
the
Lee
s ar
e a
Chi
nese
Am
eric
an f
amily
.H
ave
the
child
ren
loca
te C
hina
, Tai
wan
, and
Hon
g K
ong
on a
map
. Inf
orm
them
that
the
Chi
nese
Am
eric
an p
eopl
eliv
ing
in th
e U
nite
d St
ates
hav
e an
cest
ors
that
ori
gina
llyca
me
from
thes
e pl
aces
.
2. H
ave
the
child
ren
read
pag
e 1
sile
ntly
(pr
epar
e a
stor
yta
pe f
or c
hild
ren
who
nee
d it)
:a.
Whe
re d
id M
ary
go th
at d
ay?
b. W
hat i
s C
hina
tow
n? H
ave
you
ever
bee
n to
Chi
na-
tow
n? W
hat t
hing
s di
d yo
u se
e th
ere?
3. H
ave
the
child
ren
read
the
next
fou
r pa
ges
sile
ntly
.a.
Wha
t doe
s M
ary'
s m
othe
r do
?b.
Wha
t kin
d of
pla
ce w
as th
e fa
ctor
y?c.
Wha
t do
you
thin
k M
ary'
s m
othe
r m
eant
whe
n sh
esa
id th
at s
ewin
g fa
ctor
ies
did
not l
ook
like
this
one
long
ago
?d.
Do
you
thin
k co
nditi
ons
wer
e w
orse
or
bette
r?4.
Hav
e th
e ne
xt th
ree
page
s re
ad s
ilent
ly:
a. W
hat d
id M
ary'
s m
othe
r te
ll he
r ab
out f
acto
ry c
ondi
-tio
ns in
the
past
?
1'2
b. H
ow d
o yo
u th
ink
wom
en f
elt w
orki
ng u
nder
thos
eco
nditi
ons?
c. W
hat d
id th
ey d
o? W
hat d
o yo
u ca
ll th
e gr
oup
that
they
for
med
?d.
Wer
e th
ey s
ucce
ssfu
l at f
irst
? W
hy n
ot?
How
did
they
succ
eed
in im
prov
ing
thei
r w
orki
ng c
ondi
tions
?e.
Wha
t hap
pene
d as
mor
e un
ions
wer
e fo
rmed
and
dem
ande
d im
prov
emen
t?5.
Hav
e th
e la
st tw
o pa
ges
read
:a.
Wha
t do
you
thin
k M
ary
will
do
in th
e pa
rk?
b. W
hat k
ind
of s
tore
doe
s he
r fa
ther
hav
e?c.
If y
ou w
ere
in C
hina
tow
n, w
hat w
ould
you
do?
6. P
rovi
de a
hyp
othe
tical
situ
atio
n. T
ell t
he c
hild
ren
to p
re-
tend
that
they
are
wor
kers
in a
fac
tory
. The
fac
tory
issm
all a
nd n
ot li
t pro
perl
y. T
he w
orke
rs d
on't
have
any
prot
ectio
n fr
om th
e m
achi
nery
.E
ncou
rage
the
child
ren
to d
iscu
ss w
hat t
he p
robl
ems
are,
wha
t rig
hts
are
bein
g vi
olat
ed w
hen
peop
le a
re s
ubje
cted
to s
uch
wor
king
con
ditio
ns, a
nd w
hat n
eeds
to b
e im
-pr
oved
. The
n as
k th
em to
thin
k of
som
e w
ays
they
, as
wor
kers
, cou
ld h
elp
brin
g ab
out t
hese
impr
ovem
ents
. The
child
ren
may
rol
e pl
ay a
situ
atio
n in
whi
ch th
ey w
ould
form
a g
roup
, mak
e a
list o
f th
ings
to im
prov
e, p
rese
nt it
to th
e m
anag
er, a
nd e
ven
cons
ider
taki
ng th
e is
sue
toco
urt.
The
obj
ect o
f th
e le
sson
is to
mak
e th
e ch
ildre
nre
aliz
e th
at, i
n in
stan
ces
whe
re r
ight
s ar
e vi
olat
ed, p
eopl
eca
n ta
ke a
ctio
n by
uni
ting
to p
rote
ct th
ose
righ
ts.
1 1
3
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7. E
xten
d th
e to
pic
of u
nion
org
aniz
ing
by ta
lkin
g ab
out f
arm
-w
orke
rs, l
abor
gro
ups,
teac
hers
, and
oth
er p
rofe
ssio
nal
grou
ps. T
hey,
too,
hav
e fo
rmed
uni
ons
to m
ake
sure
that
they
can
take
act
ion
whe
neve
r th
ere
is a
vio
latio
n of
thei
rri
ghts
.
8. C
oncl
ude
by c
ontr
astin
g th
e va
lue
and
stre
ngth
of
indi
-vi
dual
act
ion
vers
us g
roup
act
ion
as th
ey r
elat
e to
pro
tect
-in
g th
e ri
ghts
of
peop
le. S
tres
s th
at, i
n in
stan
ces
such
as
thos
e di
scus
sed
abov
e, a
gro
up f
ight
ing
for
the
sam
e ca
use
mak
es a
big
ger
impa
ct a
nd a
chie
ves
a m
ore
defi
nite
res
ult.
1?6
CU
LM
INA
TIN
G A
CT
IVIT
Y
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
artic
ipat
e in
a d
raft
ing
of a
"B
ill o
f C
hild
ren'
s R
ight
s."
2. S
tate
cer
tain
rig
hts
that
chi
ldre
n sh
ould
hav
e.3.
Nam
e th
e re
spon
sibi
litie
s th
at a
ccom
pany
thes
e ri
ghts
.
Mat
eria
lsO
ther
1. P
arch
men
t pap
er (
optio
nal)
, ind
ia in
k, p
en
Inst
ruct
ions
1. A
s a
clos
ing
activ
ity, a
sk th
e ch
ildre
n to
thin
k of
rig
hts
that
they
thin
k ch
ildre
n sh
ould
enj
oy. H
ave
them
dis
cuss
this
topi
c an
d co
me
up w
ith a
list
of
child
ren'
s ri
ghts
.2.
Whe
n a
list h
as b
een
draf
ted,
dis
cuss
it. H
ave
the
clas
sev
alua
te e
ach
righ
t to
see
if it
sho
uld
be in
clud
ed in
a"B
ill o
f C
hild
ren'
s R
ight
s."
Dis
cuss
the
resp
onsi
bilit
ies
acco
mpa
nyin
g ea
ch r
ight
. Str
ess
that
, if
they
are
to e
njoy
thes
e ri
ghts
at h
ome
and
in s
choo
l, th
ey s
houl
d al
so b
epr
epar
ed to
take
on
the
resp
onsi
bilit
ies
that
acc
ompa
nyth
ese
righ
ts.
3. A
fter
the
fina
l dra
ft h
as b
een
prep
ared
, you
may
hav
e it
prin
ted
on p
arch
men
t pap
er. O
r, if
this
is n
ot f
easi
ble,
prin
t the
rig
hts
on a
larg
e pi
ece
of ta
gboa
rd a
nd d
ecor
ate
the
edge
s to
mak
e it
look
like
an
offi
cial
doc
umen
t. D
is-
play
it in
the
room
. You
mig
ht p
rese
nt it
to th
e pr
inci
pal
for
adop
tion
by th
e en
tire
scho
ol.
7
47
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UA
L S
TA
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I
Fam
ilies
inte
ract
with
eac
h ot
her
inva
riou
sw
ays.
CO
NC
EPT
UA
L S
TA
TE
ME
NT
II
Fam
ilies
inte
ract
thro
ugh
thei
r w
ork.
121
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ilies
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ract
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eac
h ot
her
inva
riou
s w
ays.
LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
mem
bers
of
exte
nded
fam
ilies
shar
e m
any
activ
ities
and
con
cern
s.
Act
iviti
es 1
- 4
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
fam
ilies
in th
e sa
me
neig
hbor
-ho
od in
tera
ct w
ith e
ach
othe
r.
Act
iviti
es 5
- 7
CU
LM
INA
TIN
G A
CT
IVIT
Y
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LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
mem
bers
of
exte
nded
fam
ilies
shar
e m
any
activ
ities
and
con
cern
s.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Ide
ntif
y hi
s/he
r fa
mily
mem
bers
.2.
Cla
ssif
y pe
ople
as
eith
er f
amily
mem
bers
or
frie
nds.
3. D
efin
e re
lativ
e.
4. C
ite in
cide
nts
whi
ch s
how
inte
ract
ion
amon
g fr
iend
s an
dfa
mily
mem
bers
in a
giv
en s
tory
book
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
An
Acc
iden
t"O
ther
1. R
ed a
nd g
reen
con
stru
ctio
n pa
per
2. C
hart
pap
er3.
Str
ing,
hol
e pu
nch,
han
gers
For
teac
her
prep
arat
ion
Use
the
red
and
gree
n co
nstr
uctio
n pa
per
to c
ut s
ever
alsh
apes
as
show
n fo
r na
me
tags
. Wri
te th
e na
mes
and
rel
a-tio
nshi
ps o
f pe
ople
in y
our
fam
ily o
n re
d na
me
tags
, the
nam
es a
nd r
elat
ions
hips
of
frie
nds
and
asso
ciat
es o
n gr
een
nam
e ta
gs. N
ame
at le
ast o
ne f
rien
d at
wor
k, o
ne f
rien
d fr
omyo
ur n
eigh
borh
ood,
and
one
oth
er f
rien
d. P
ut a
ll th
e na
me
tags
in a
big
bag
.
128.
Inst
ruct
ions
1. T
ell t
he c
hild
ren
that
ther
e ar
e m
any
peop
le's
nam
es in
side
the
bag
and
that
you
kno
w th
ese
peop
le v
ery
wel
l. A
skon
e ch
ild a
t a ti
me
to c
ome
and
pick
one
nam
e ta
g fr
omth
e ba
g. H
ave
him
/her
rea
d w
hat's
on
the
nam
e ta
g an
dta
pe it
on
the
char
t pap
er. A
fter
all
the
nam
es a
re id
enti-
fied
, hav
e th
e ch
ildre
n fi
gure
out
why
the
nam
e ta
gs a
rein
two
colo
rs. T
hey
shou
ld id
entif
y th
e tw
o ca
tego
ries
of
peop
le a
s "f
amily
mem
bers
" an
d "f
rien
ds."
2. H
ave
a fe
w c
hild
ren
iden
tify
mem
bers
of
thei
r fa
mili
esan
d na
me
a fe
w o
f th
eir
frie
nds
as w
ell.
Be
sens
itive
toth
e fa
ct th
at s
ome
child
ren
may
com
e fr
om s
ingl
e-pa
rent
fam
ilies
, fam
ilies
hea
ded
by g
uard
ians
, fam
ilies
sep
arat
eddu
e to
imm
igra
tion
prob
lem
s, e
tc.
3. D
iscu
ss th
e si
mila
ritie
s an
d di
ffer
ence
s in
rel
atio
nshi
psan
d in
tera
ctio
ns a
mon
g fa
mily
mem
bers
and
fri
ends
:a.
Do
you
and
your
bro
ther
s an
d si
ster
s ha
ve th
e sa
me
pare
nts?
Why
?b.
Do
you
and
your
bro
ther
s an
d si
ster
s liv
e to
geth
er?
Why
or
why
not
? D
o yo
u an
d yo
ur f
rien
ds li
veto
geth
er?
Why
or
why
not
?c.
Do
you
and
your
par
ents
hav
e th
e sa
me
last
nam
e?D
o yo
ur f
rien
ds h
ave
the
sam
e la
st n
ame
as y
our
par-
ents
? W
hy?
d. D
o yo
u an
d yo
ur f
rien
ds p
lay
toge
ther
? D
o yo
u an
dyo
ur b
roth
ers
and
sist
ers
play
toge
ther
?e.
Do
peop
le in
you
r fa
mily
hel
p ea
ch o
ther
whe
n th
ere
is a
pro
blem
? D
o yo
u an
d yo
ur f
rien
ds h
elp
each
othe
r w
hen
ther
e is
a p
robl
em?
9
53
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me
mem
bers
of
your
fam
ily?
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tion
how
peo
ple
beco
me
mem
bers
of
anot
her
fam
ily b
y m
arri
age.
) C
an y
ou b
ecom
e a
mem
ber
ofyo
ur f
rien
d's
fam
ily?
Intr
oduc
e th
e te
rm r
elat
ives
at t
he e
nd o
f th
is d
iscu
ssio
nan
d id
entif
y na
mes
of
rela
tives
on
the
char
t.4.
Hav
e th
e ch
ildre
n si
lent
ly r
ead
the
stor
yboo
k, A
n A
cci-
dent
," p
ages
1 to
5. P
repa
re a
sto
ry ta
pe f
or c
hild
ren
with
read
ing
diff
icul
ties.
Ide
ntif
y th
e ch
arac
ters
in th
e st
ory-
book
. Cite
exa
mpl
es f
rom
pag
es 1
to 5
, sho
win
g in
ter-
actio
ns a
mon
g th
e T
anak
a fa
mily
and
fri
ends
:a.
Who
are
Jun
ko's
rel
ativ
es in
the
stor
y? H
ow a
re th
eyre
late
d to
Jun
ko?
b. W
ho is
Mrs
. Diz
on?
How
did
she
hel
p G
rand
mot
her
Tan
aka?
c. W
hat i
s th
e ba
d ne
ws
in th
e st
ory?
Wha
t did
Aun
tieL
inda
do
to h
elp
the
child
ren?
d. H
ow d
id e
very
one
in th
e st
ory
feel
abo
ut M
rs. T
anak
a?5.
Con
clud
e th
e di
scus
sion
by
poin
ting
out m
ajor
dis
tinct
ions
betw
een
frie
nds
and
rela
tives
. Hav
e th
e ch
ildre
n re
view
the
earl
ier
disc
ussi
on a
bout
fri
ends
and
rel
ativ
es. M
ake
ach
art w
ith tw
o co
lum
ns, o
ne f
or f
amily
and
the
othe
r fo
rfr
iend
s. L
ist r
espo
nses
to th
e fo
llow
ing
open
-end
ed s
en-
tenc
es in
the
appr
opri
ate
colu
mn:
a."I
dep
end
on m
y fa
mily
for
..
.."
b. "
I de
pend
on
my
frie
nds
for
..
.."
Dis
cuss
the
child
ren'
s an
swer
s.6.
Dis
trib
ute
blan
k re
d an
d gr
een
nam
e ta
gs. O
n th
e re
dna
me
tags
, hav
e th
e ch
ildre
n dr
aw a
nd id
entif
y m
embe
rsof
thei
r fa
mili
es. A
sk th
e ch
ildre
n to
dra
w a
nd id
entif
yth
eir
frie
nds
on th
e gr
een
tags
. Pun
ch a
hol
e in
eac
h ta
gan
d as
sist
the
child
ren
in s
trin
ging
the
tags
fro
m h
ange
rsto
mak
e m
obile
s.
13.2
AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
mem
bers
of
imm
edia
te a
nd e
xten
ded
fam
ilies
ina
give
n st
oryb
ook.
2. I
dent
ify
mem
bers
of
his/
her
imm
edia
te a
nd e
xten
ded
fam
ilies
.
3. I
dent
ify
mem
bers
of
a th
ree-
gene
ratio
n ex
tend
ed f
amily
.4.
Des
crib
e ex
tend
ed f
amily
rel
atio
nshi
ps o
f th
ree
gene
ra-
tions
in r
elat
ion
to h
im/h
erse
lf.
5. D
istin
guis
h be
twee
n m
ater
nal a
nd p
ater
nal f
amily
rel
a-tio
nshi
ps.
6. D
efin
e ex
tend
ed f
amily
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, A
n A
ccid
ent"
2. W
orks
heet
, "M
y Fa
mily
Cir
cle"
(24
)O
ther
1. C
olor
con
stru
ctio
n pa
per
For
teac
her
prep
arat
ion
1. C
ut o
ne h
uge
circ
le, a
ppro
xim
atel
y 40
cm
in d
iam
eter
,ou
t of
yello
w c
onst
ruct
ion
pape
r. C
ut o
ne s
mal
ler
circ
le,
appr
oxim
atel
y 20
cm
in d
iam
eter
, out
of
red
cons
truc
tion
pape
r.
2. P
aste
the
smal
ler
circ
le o
n to
p of
the
larg
er c
ircl
e as
show
n an
d af
fix
the
circ
les
on th
e bo
ard:
55
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uoE
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evignEmiou/Rmuuza?ainzan
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135
The
se tw
o ci
rcle
s w
ill r
epre
sent
the
imm
edia
te a
nd e
x-te
nded
fam
ilies
of
the
child
ren
in A
n A
ccid
ent."
3. C
ut 1
5 cm
x 5
cm
str
ips
of b
lue
and
oran
ge c
onst
ruct
ion
pape
r. W
rite
dow
n th
e re
lativ
es o
n th
e pa
tern
al s
ide
ofth
e T
anak
a fa
mily
on
blue
str
ips,
and
the
mat
erna
l rel
a-tiv
es o
n th
e or
ange
str
ips.
Use
pla
in w
hite
str
ips
for
the
child
ren,
Jun
ko a
nd M
itsuo
.4.
Lea
ve th
ese
nam
e st
rips
on
the
chal
kboa
rd le
dge
for
the
child
ren
to s
ee a
nd to
cho
ose
from
.
Inst
ruct
ions
1. R
evie
w th
e st
oryb
ook,
"A
n A
ccid
ent."
Hav
e th
e ch
ildre
nre
call
the
char
acte
rs in
the
stor
y an
d ho
w th
ey a
re r
elat
ed.
Now
hav
e th
e ch
ildre
n re
ad s
ilent
ly f
rom
pag
es 6
to 9
.B
rief
ly r
evie
w th
e w
hole
sto
ry w
hen
they
are
don
e.
2. D
irec
t the
chi
ldre
n's
atte
ntio
n to
the
boar
d w
here
the
circ
les
mad
e of
col
or c
onst
ruct
ion
pape
r ar
e di
spla
yed.
Intr
oduc
e th
e ci
rcle
s as
the
Tan
aka
"fam
ily c
ircl
es."
Ask
the
child
ren
to c
hoos
e fr
om th
e na
mes
on
the
chal
kboa
rdle
dge
thos
e w
ho b
elon
g to
Jun
ko's
and
Mits
uo's
imm
edia
tefa
mily
and
tape
thos
e na
mes
insi
de th
e sm
alle
r ci
rcle
, as
show
n.
136
Bri
efly
dis
cuss
how
mem
bers
of
an im
med
iate
fam
ily a
rere
late
d:a.
Who
are
Jun
ko a
nd M
itsuo
's p
aren
ts?
Who
is th
eso
n/da
ught
er o
f M
r. a
nd M
rs. T
anak
a? W
ho is
Jun
ko's
brot
her?
Who
is M
itsuo
's s
iste
r?b.
Who
are
you
r pa
rent
s? W
hat d
o yo
ur p
aren
ts c
all y
ou,
your
bro
ther
, and
you
r si
ster
?c.
Do
your
bro
ther
and
sis
ter
have
the
sam
e pa
rent
s? D
oyo
ur b
roth
er a
nd s
iste
r ha
ve th
e sa
me
gran
dpar
ents
?H
ave
the
child
ren
nam
e th
e m
embe
rs o
f th
eir
imm
edia
tefa
mili
es.
3. P
oint
to th
e la
rger
cir
cle
and
say
that
it r
epre
sent
s Ju
nko
and
Mits
uo's
ext
ende
d fa
mily
.
Hav
e th
e ch
ildre
n ch
oose
the
appr
opri
ate
nam
e st
rips
and
tape
them
on
the
larg
er c
ircl
e:
Gra
ndfa
ther Fa
ther
Mits
uo
Gra
ndm
othe
r
Aun
tie L
inda
Mot
her
Junk
o
Bri
efly
dis
cuss
how
mem
bers
of
an e
xten
ded
fam
ily a
rere
late
d:a.
Who
are
you
r gr
andf
athe
r an
d gr
andm
othe
r?b.
Who
are
you
r au
nts
and
uncl
es?
c. W
hat d
o yo
ur g
rand
pare
nts
call
you
besi
des
your
give
n na
mes
?d.
Wha
t doe
s yo
ur u
ncle
/aun
t cal
l you
bes
ides
you
rgi
ven
nam
es?
e. W
ho a
re y
our
cous
ins?
Who
se c
hild
ren
are
they
?
137
57
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uo7
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itsuo
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139
Em
phas
ize
that
rel
ativ
es h
ave
very
spe
cifi
c fo
rms
of a
d-dr
ess
in A
sian
Am
eric
an f
amili
es. M
entio
n th
e fo
rms
ofad
dres
s th
at a
re k
now
n to
the
child
ren
in y
our
clas
s.4.
Cal
l the
chi
ldre
n's
atte
ntio
n to
the
two
colo
rs o
f th
e na
me
stri
ps. L
ead
them
to d
isco
ver
the
dist
inct
ion
betw
een
the
mat
erna
l and
pat
erna
l rel
atio
ns.
Hav
e th
e ch
ildre
n th
ink
of o
ther
peo
ple
who
may
be
re-
late
d to
Jun
ko a
nd M
itsuo
but
who
are
not
men
tione
d in
the
stor
y. H
ave
the
child
ren
spec
ify
whe
ther
the
rela
tive
they
men
tion
is o
n th
e m
ater
nal o
r pa
tern
al s
ide
of th
efa
mily
.
Cho
ose
the
appr
opri
ate
colo
r fo
r w
ritin
g th
e su
gges
ted
nam
es o
n st
rips
. Add
thes
e na
mes
to th
e la
rger
"fa
mily
circ
le."
Not
e th
at s
ome
Asi
an A
mer
ican
fam
ilies
hav
e di
ffer
ent
nam
es f
or p
ater
nal a
nd m
ater
nal r
elat
ives
.5.
Hav
e th
e ch
ildre
n co
unt h
ow m
any
rela
tives
Jun
ko a
ndM
itsuo
hav
e. H
elp
them
arr
ive
at a
def
initi
on o
f ex
tend
edfa
mily
.6.
Hav
e th
e ch
ildre
n do
the
wor
kshe
et, "
My
Fam
ily C
ircl
e."
140
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Cite
exa
mpl
es in
a s
tory
book
of
activ
ities
that
ext
ende
dfa
mili
es d
o to
geth
er.
2. D
escr
ibe
activ
ities
his
/her
ext
ende
d fa
mily
doe
s to
geth
er.
3. D
escr
ibe
his/
her
feel
ings
whe
n in
volv
ed in
suc
h ac
tiviti
es.
4. G
ener
aliz
e th
at e
xten
ded
fam
ilies
oft
en d
o th
ings
toge
ther
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, A
n A
ccid
ent"
2. W
orks
heet
, "M
y E
xten
ded
Fam
ily"
(25-
26)
Oth
er1.
Col
or c
onst
ruct
ion
pape
r
For
teac
her
prep
arat
ion
In th
is a
ctiv
ity, a
pho
to a
lbum
will
be
put t
oget
her
colle
c-tiv
ely
by th
e ch
ildre
n, d
epic
ting
thos
e ac
tiviti
es th
at th
ey d
ow
ith th
eir
exte
nded
fam
ilies
. Sen
d a
shor
t not
e ho
me
topa
rent
s ex
plai
ning
this
act
ivity
and
req
uest
ing
thei
r as
sis-
tanc
e. D
escr
ibe
the
clas
s ph
oto
albu
m a
nd it
s pu
rpos
e. A
skpa
rent
s to
sel
ect a
pho
togr
aph
take
n du
ring
an
activ
ity w
ithex
tend
ed f
amily
mem
bers
. Be
sure
to r
emin
d th
e ch
ildre
n to
brin
g th
e ph
otos
to s
choo
l the
nex
t day
.
Inst
ruct
ions
1. R
ead
and
revi
ew th
e st
oryb
ook,
"A
n A
ccid
ent."
the
chil-
dren
sho
uld
read
sile
ntly
on
thei
r ow
n.
141
59
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Dis
cuss
the
two
occa
sion
s w
hen
the
two
child
ren
wer
ew
ith e
xten
ded
fam
ily m
embe
rs:
a. W
hat w
ere
the
Tan
akas
doi
ng o
n th
e fi
rst o
ccas
ion
they
wer
e al
l tog
ethe
r? H
ow d
id th
ey f
eel?
Hav
e yo
uev
er v
isite
d a
rela
tive
in th
e ho
spita
l? W
ho w
ent w
ithyo
u? H
ow d
id y
ou f
eel?
b. W
hat w
as th
e se
cond
occ
asio
n w
hen
the
Tan
akas
wer
eal
l tog
ethe
r? W
hy?
Wha
t did
they
do?
How
did
eve
ry-
one
feel
?c.
Hav
e yo
u ev
er h
ad d
inne
r at
a r
elat
ive'
s ho
use?
Who
was
ther
e? W
hat w
as th
e oc
casi
on?
How
did
you
fee
l?2.
Hav
e th
e ch
ildre
n sh
ow a
nd te
ll ab
out t
heir
fam
ily p
hoto
-gr
aphs
. Hav
e th
em e
xpla
in th
e oc
casi
on f
or th
e fa
mily
gath
erin
g an
d id
entif
y th
e pe
ople
in th
e pi
ctur
es.
Poin
t out
that
man
y fa
mili
es h
ave
very
clo
se ti
es w
ith e
x-te
nded
fam
ily m
embe
rs. M
embe
rs o
f an
ext
ende
d A
sian
Am
eric
an f
amily
may
eve
n liv
e to
geth
er in
the
sam
e ho
use.
Hav
e th
e ch
ildre
n ex
pres
s ho
w th
ey f
eel a
bout
livi
ng w
ithre
lativ
es. I
t may
be
inte
rest
ing
for
thos
e w
ho a
re n
ot li
v-in
g w
ith a
ny r
elat
ives
to im
agin
e ho
w th
ey m
ight
inte
ract
with
thei
r re
lativ
es f
rom
day
to d
ay.
3. F
ew c
hild
ren
will
bri
ng in
pho
togr
aphs
sho
win
g sa
d fa
m-
ily o
ccas
ions
. If
no o
ne d
oes,
sho
w th
e ch
ildre
n ph
oto-
grap
hs o
f yo
ur o
wn
fam
ily ta
ken
duri
ng a
fun
eral
or
asi
mila
rly
sad
occa
sion
. Dis
cuss
and
exp
lore
the
inte
ract
ion
amon
g m
embe
rs o
f an
ext
ende
d fa
mily
. Gen
eral
ize
that
exte
nded
fam
ilies
oft
en e
ngag
e in
dif
fere
nt k
inds
of
activ
-iti
es to
geth
er.
4. D
istr
ibut
e sh
eets
of
colo
red
cons
truc
tion
pape
r. E
ach
child
is to
pas
te h
is/h
er p
hoto
grap
h in
the
cent
er o
f th
e sh
eet.
S/he
is to
wri
te a
few
sen
tenc
es to
des
crib
e th
e ac
tivity
and
his/
her
feel
ings
at t
he ti
me.
Com
pile
the
shee
ts in
acl
ass
albu
m e
ntitl
ed "
Thi
ngs
We
Do
With
Our
Ext
ende
dFa
mili
es."
1 4
4
5. D
istr
ibut
e th
e w
orks
heet
, "M
y E
xten
ded
Fam
ily."
Hav
eth
e ch
ildre
n:a.
Slit
the
win
dow
s, d
oor,
and
roo
f by
cut
ting
on th
edo
tted
lines
.b.
Pas
te th
e w
orks
heet
on
anot
her
piec
e of
pap
er.
c. O
pen
the
win
dow
s, d
oor
and
roof
and
wri
te th
e in
-fo
rmat
ion
on th
e in
side
as
indi
cate
d on
the
wor
kshe
et.
d. C
lose
the
win
dow
s, d
oor,
and
roo
f af
ter
they
hav
efi
nish
ed.
e. P
lay
a gu
essi
ng g
ame
with
thei
r co
mpl
eted
wor
kshe
ets.
145
61
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147
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
redi
ct w
hat w
ill h
appe
n gi
ven
a hy
poth
etic
al f
amily
situ
atio
n.2.
Poi
nt o
ut w
ays
to k
eep
in c
onta
ct w
ith f
amily
mem
bers
who
are
far
aw
ay.
3. S
pecu
late
abo
ut h
ow p
eopl
e w
ho d
o no
t hav
e ex
tend
edfa
mili
es li
ve.
4. D
escr
ibe
the
impo
rtan
ce to
him
/her
self
of
mai
ntai
ning
clos
e tie
s w
ith e
xten
ded
fam
ily m
embe
rs.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
e, "
Sayi
ng F
arew
ell"
(27
)O
ther
1. P
ictu
res
of p
eopl
e w
ithou
t fam
ilies
, suc
h as
old
peop
le li
ving
alo
ne, y
oung
peo
ple
trav
elin
g al
one,
sold
iers
in c
omba
t, an
d lo
ners
in g
ener
al
Inst
ruct
ions
1. S
how
the
teac
hing
pic
ture
, "Sa
ying
Far
ewel
l." D
iscu
ssw
ith th
e ch
ildre
n w
hat i
s ha
ppen
ing
in th
e pi
ctur
e:a.
Whe
re is
this
pla
ce?
b. W
hich
fam
ily is
leav
ing?
c. J
udgi
ng f
rom
thei
r ex
pres
sion
s, h
ow d
o th
ey f
eel?
d. W
hat w
ill h
appe
n ne
xt?
Tel
l the
chi
ldre
n th
at th
e gi
rl w
ho is
leav
ing
with
her
pare
nts
is n
amed
Car
ol,a
nd th
at:
a.C
arol
's f
athe
r is
bei
ng tr
ansf
erre
d to
a d
ista
nt c
ity.
b. H
er f
amily
has
no
frie
nds
or r
elat
ives
in th
at c
ity.
c. T
oday
Car
ol's
fam
ily h
as to
say
goo
dbye
to r
elat
ives
and
frie
nds.
148
Hav
e th
e ch
ildre
n pr
edic
t wha
t will
hap
pen
to C
arol
'sfa
mily
:a.
How
do
you
thin
k C
arol
and
her
par
ents
fee
l abo
utth
eir
relo
catio
n to
a n
ew to
wn?
Why
? H
ow d
o yo
uth
ink
Car
ol's
rel
ativ
es a
nd f
rien
ds f
eel a
bout
thei
rm
ovin
g aw
ay?
b. W
hat w
ill th
eir
lifes
tyle
be
in a
new
city
whe
re th
eyha
ve n
o fr
iend
s an
d re
lativ
es?
Can
they
mak
e ne
wfr
iend
s? H
ow?
Can
they
mak
e ne
w r
elat
ives
? W
hy n
ot?
c. H
ow d
o yo
u th
ink
they
will
kee
p in
touc
h w
ith th
eir
frie
nds
and
rela
tives
?2.
Sho
w p
ictu
res
of p
eopl
e w
ho d
o no
t hav
e ex
tend
edfa
mili
es. D
iscu
ss h
ow th
ese
peop
le m
ay f
eel a
nd w
hy:
a. D
o yo
u th
ink
they
hav
e an
y re
lativ
es?
Whe
re a
re th
eir
rela
tives
?b.
Do
you
thin
k th
ey a
re e
njoy
ing
them
selv
es o
n th
eir
own?
Why
or
why
not
?c.
If th
ere
wer
e a
rela
tive
arou
nd, w
hat m
ight
they
do
toge
ther
?D
o no
t giv
e th
e im
pres
sion
that
eve
ryon
e ha
s to
inte
ract
with
an
exte
nded
fam
ily. R
athe
r, f
ocus
on
the
choi
ces
and
cons
eque
nces
of
inte
ract
ing
or n
ot in
tera
ctin
g w
ithex
tend
ed f
amili
es.
3. H
ave
the
child
ren
dete
rmin
e th
e im
port
ance
of
mai
ntai
n-in
g cl
ose
ties
with
ext
ende
d fa
mili
es:
a.If
your
fam
ily w
ere
to m
ove
to a
new
pla
ce,
wou
ldyo
u ke
ep in
con
tact
with
your
exte
nded
fam
ily?
Why
or w
hy n
ot?
b. D
oyo
uth
ink
mai
ntai
ning
clo
se ti
es w
ith y
our
gran
d-pa
rent
s, a
unts
and
unc
les,
cou
sins
,an
d in
-law
s is
impo
rtan
t? W
hy o
r w
hy n
ot? 14
963
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? 151
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
fam
ilies
in th
e sa
me
neig
hbor
-ho
od in
tera
ct w
ith e
ach
othe
r.
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
il be
abl
e to
:
1. P
oint
out
exa
mpl
es in
a s
tory
book
of
how
a f
amily
inte
r-ac
ted
with
oth
er f
amili
es in
the
neig
hbor
hood
.2.
Poi
nt o
ut tw
o ac
tiviti
es h
is/h
er f
amily
has
eng
aged
inw
ith o
ther
fam
ilies
in th
e ne
ighb
orho
od.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
An
Acc
iden
t"
Inst
ruct
ions
1. H
ave
the
child
ren
poin
t out
two
activ
ities
whi
ch th
eT
anak
as s
hare
d w
ith th
eir
neig
hbor
s in
the
stor
yboo
k,"A
n A
ccid
ent"
:a.
Who
is M
rs. D
izon
? W
hat d
id s
he d
o to
hel
p G
rand
-m
othe
r T
anak
a?b.
Wha
t eve
nt w
ould
Jun
ko's
par
ents
hav
e at
tend
ed if
they
had
not
bee
n in
the
car
acci
dent
? H
ow w
ould
they
have
inte
ract
ed w
ith th
e pa
rent
s of
Jun
ko's
fri
ends
at s
choo
l? W
hy d
o pa
rent
s an
d ch
ildre
n at
tend
ope
nho
use
at s
choo
l?c.
Whe
n M
rs. T
anak
a go
t wel
l, w
hat d
id s
he p
lan
to d
o?W
ho w
ould
be
invi
ted?
Wou
ld s
he in
vite
any
nei
gh-
bors
? W
hy?
2. H
ave
the
child
ren
desc
ribe
occ
asio
ns in
whi
ch th
eir
fam
i-lie
s di
d so
met
hing
with
thei
r ne
ighb
ors:
a. H
ave
you
ever
vis
ited
one
of y
our
neig
hbor
s? F
or w
hat
reas
on?
Has
you
r fa
mily
eve
r vi
site
d an
y of
you
r ne
igh-
152
bors
? W
hat d
id y
ou d
o in
you
r ne
ighb
or's
hou
se?
Wou
ld y
ou li
ke to
go
agai
n? W
hy o
r w
hy n
ot?
b. H
ave
your
nei
ghbo
rs c
ome
to v
isit
you
befo
re?
For
wha
t rea
son?
Wha
t did
you
r ne
ighb
ors
do w
hen
they
visi
ted?
Do
you
thin
k th
ey w
ill c
ome
agai
n? W
hy o
rw
hy n
ot?
c.If
you
nee
ded
any
help
, do
you
thin
k yo
ur n
eigh
bors
wou
ld h
elp
you?
Why
or
why
not
? If
you
r ne
igh-
bors
nee
ded
any
help
, wou
ld y
ou h
elp
them
? W
hy o
rw
hy n
ot?
d. W
hat o
ther
act
iviti
es, b
esid
es v
isiti
ng, d
oes
your
fam
ilysh
are
with
oth
er f
amili
es in
you
r ne
ighb
orho
od?
153
65
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AC
TIV
ITY
6
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Des
crib
e at
leas
t tw
o ne
ighb
orly
thin
gs to
do.
2. I
ndic
ate
two
purp
oses
of
inte
ract
ion
amon
g fa
mili
es in
the
neig
hbor
hood
.3.
Pre
dict
wha
t it w
ould
be
like
to li
ve w
ithou
t any
for
m o
fin
tera
ctio
n w
ith n
eigh
bori
ng f
amili
es.
Mat
eria
lsO
ther
1. L
ette
r-si
ze p
aper
and
env
elop
es
Inst
ruct
ions
1. P
lay
a ga
me
calle
d, "
Mee
ting
You
r N
ew N
eigh
bor.
"D
ivid
e th
e cl
ass
into
gro
ups
of f
our.
Eac
h gr
oup
repr
e-se
nts
one
fam
ily in
the
neig
hbor
hood
. Hav
e ea
ch g
roup
nam
e its
elf
as a
"fa
mily
." D
raw
lots
to d
eter
min
e w
hich
"fam
ily"
is to
be
the
one
whi
ch h
as ju
st m
oved
into
the
neig
hbor
hood
.2.
Tog
ethe
r, th
e re
mai
ning
gro
ups
will
dec
ide
on h
ow to
wel
com
e th
e ne
w "
fam
ily."
Hav
e on
e ch
ild in
eac
h gr
oup
wri
te th
e de
cisi
on o
f hi
s/he
r gr
oup
in le
tter
form
, put
itin
an
enve
lope
, and
add
ress
it to
the
new
"fa
mily
." S
elec
ta
child
to b
e th
e ca
rrie
r to
col
lect
the
lette
rs f
or th
e ne
w"f
amily
."In
the
mea
ntim
e, th
e ne
w "
fam
ily"
will
als
o w
ork
on a
sm
any
way
s as
pos
sibl
e to
get
to k
now
thei
r ne
ighb
ors.
The
new
"fa
mily
" sh
ould
com
e up
with
at l
east
one
idea
for
each
of
the
"fam
ilies
" in
the
clas
s. P
ut th
e ne
w "
fam
ily's
"le
tters
in e
nvel
opes
and
add
ress
them
to e
ach
"fam
ily"
acco
rdin
gly.
The
lette
r ca
rrie
r w
ill th
en d
eliv
er th
e m
ail.
3. E
ach
grou
p sh
ould
rec
eive
at l
east
one
lette
r. H
ave
the
grou
ps s
hare
thei
r le
tters
and
wri
te th
e co
nten
ts o
n th
ebo
ard.
Dis
cuss
the
posi
tive
aspe
cts
of in
tera
ctio
n w
ithot
her
fam
ilies
in th
e ne
ighb
orho
od.
156
a. W
hat a
re s
ome
of th
e ni
ce th
ings
nei
ghbo
rs c
an d
o fo
rea
ch o
ther
?b.
Do
neig
hbor
s in
tera
ct o
nly
whe
n th
ey n
eed
help
?W
hat o
ther
type
s of
nei
ghbo
rly
inte
ract
ion
are
ther
e?c.
If y
our
fam
ily w
ere
the
new
"fa
mily
," h
ow w
ould
you
feel
if y
our
neig
hbor
s w
elco
med
and
bef
rien
ded
you?
Why
? W
hat i
f no
ne o
f th
em s
eem
ed to
car
e?d.
If
a ne
w f
amily
wer
e to
mov
e in
to y
our
neig
hbor
hood
and
show
thei
r w
illin
gnes
s to
get
to k
now
you
, how
wou
ld y
ou f
eel?
Why
? W
hat i
f th
e ne
w f
amily
did
n't
care
to in
tera
ct?
Wha
t wou
ld y
ou th
ink
abou
t the
m?
Wha
t if
the
new
fam
ily w
ere
will
ing
to g
et to
kno
wth
eir
neig
hbor
s, b
ut n
o on
e ca
red?
How
wou
ld th
ene
w f
amily
fee
l?e.
Can
you
cite
an
exam
ple
of h
ow y
ou o
r yo
ur f
amily
inte
ract
ed w
ith n
eigh
bors
?
157
67
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AC
TIV
ITY
7
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. N
ame
at le
ast o
ne c
omm
unity
eve
nt in
whi
ch h
is/h
erfa
mily
par
ticip
ated
.
2. D
escr
ibe
how
his
/her
fam
ily in
tera
cted
with
oth
erfa
mili
es in
suc
h an
eve
nt.
Mat
eria
lsO
ther
1. M
ater
ials
pub
liciz
ing
com
mun
ity e
vent
s.
For
teac
her
prep
arat
ion
Col
lect
ann
ounc
emen
ts o
f co
mm
unity
eve
nts
from
loca
lco
mm
unity
age
ncie
s. B
e su
re to
incl
ude
mat
eria
ls a
bout
even
ts f
amili
ar to
the
fam
ilies
of
the
child
ren
in c
lass
.
Col
lect
pho
togr
aphs
of
past
com
mun
ity e
vent
s. P
ut u
p a
bul-
letin
boa
rd d
ispl
ay o
n co
mm
unity
eve
nts.
Pin
the
mat
eria
lsan
d ph
otos
on
the
bulle
tin b
oard
.
Inst
ruct
ions
1.C
all t
he c
hild
ren'
s at
tent
ion
to th
e bu
lletin
boa
rd d
ispl
ay.
Info
rm th
em th
at th
e m
ater
ials
wer
e co
llect
ed f
rom
dif
-fe
rent
pla
ces
in th
e co
mm
unity
. Hav
e th
em id
entif
y th
em
ore
fam
iliar
not
ices
. Sel
ect a
few
of
the
fam
iliar
not
ices
to r
ead
alou
d. H
ave
the
child
ren
iden
tify
som
e of
the
phot
os o
n di
spla
y.
2. H
ave
the
child
ren
indi
cate
by
a sh
ow o
f ha
nds
thos
eev
ents
whi
ch th
eir
fam
ilies
atte
nded
. Hav
e th
e ch
ildre
nde
scri
be th
eir
expe
rien
ces
at th
ese
even
ts:
a. W
ho in
you
r fa
mily
atte
nded
the
even
t? W
hat d
id y
ouan
d yo
ur f
amily
do
ther
e?b.
In
wha
t way
s di
d yo
ur f
amily
inte
ract
with
oth
er f
ami-
lies
at th
e ev
ent?
Who
els
e w
as th
ere?
160
c. D
id y
ou le
arn
anyt
hing
at t
he e
vent
? W
ill y
our
fam
ilypa
rtic
ipat
e in
the
even
t aga
in?
Doe
s yo
ur f
amily
thin
kth
at th
e ev
ent i
s w
orth
whi
le?
Mak
e it
clea
r th
at f
amili
es in
the
neig
hbor
hood
do
not
have
to p
artic
ipat
e in
com
mun
ity e
vent
s. M
erel
y sh
owth
e va
riet
y of
act
iviti
es a
nd e
vent
s th
at a
re o
ffer
ed b
ylo
cal a
genc
ies
to m
eet t
he n
eeds
of
fam
ilies
livi
ng in
the
com
mun
ity.
161
69
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TIN
G A
CT
IVIT
Y
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Enu
mer
ate
thre
e m
ain
form
s of
inte
ract
ion
amon
gfa
mili
es.
2. S
tate
the
impo
rtan
ce o
f in
tera
ctio
n am
ong
fam
ilies
.
Mat
eria
lsO
ther
1. C
olor
con
stru
ctio
n pa
per
2. B
utch
er p
aper
For
teac
her
prep
arat
ion
Cut
out
a la
rge
outli
ne o
f a
hous
e fr
om b
utch
er p
aper
and
post
it o
n th
e bu
lletin
boa
rd. E
ntitl
e th
e di
spla
y, "
Fam
ilies
Inte
ract
with
One
Ano
ther
in V
ario
us W
ays.
"
Inst
ruct
ions
1. R
evie
w th
e fo
rms
of in
tera
ctio
n am
ong
fam
ilies
in th
isco
ncep
tual
sta
tem
ent.
Hav
e th
e ch
ildre
n po
int o
ut th
eth
ree
mai
n as
pect
s of
suc
h in
tera
ctio
n:a.
with
the
exte
nded
fam
ilyb.
with
nei
ghbo
rsc.
with
the
com
mun
ity2.
Dis
trib
ute
cons
truc
tion
pape
r. H
ave
the
child
ren
cut o
utou
tline
s of
a h
ouse
. On
the
outli
nes,
hav
e th
e ch
ildre
nw
rite
dow
n on
e w
ay in
whi
ch th
eir
fam
ily in
tera
cts
with
othe
r fa
mili
es. T
hen
have
them
wri
te d
own
the
valu
e of
such
inte
ract
ion.
For
exam
ple:
"I w
ent t
o th
e P.
T.A
. mee
ting
with
my
pare
nts.
We
lear
ned
abou
t the
new
sch
ool t
hat's
goi
ng to
be
built
.""W
e vi
site
d ou
r gr
andm
othe
r. W
e en
joye
d ta
lkin
g w
ithhe
r ab
out t
he f
amily
reu
nion
."
164
3. C
olle
ct th
e cu
tout
s an
d ha
ve th
e ch
ildre
n cl
assi
fy th
emac
cord
ing
to th
e th
ree
form
s of
fam
ily in
tera
ctio
n.Po
st th
e cu
tout
hou
ses
insi
de th
e bi
g cu
tout
on
the
bulle
tin b
oard
.H
ave
the
child
ren
list t
he a
dvan
tage
s an
d di
sadv
anta
ges
of in
tera
ctio
n am
ong
fam
ilies
.
165
71
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ilies
inte
ract
thro
ugh
thei
r w
ork.
LE
AR
\ !N
G O
BJE
CT
IVE
The
chi
ld w
ill r
ecog
nize
that
fam
ily m
embe
rs w
ork
to f
ulfi
llec
onom
ic n
eeds
.
Act
iviti
es 1
- 3
LE
AR
NIN
G O
BJE
CT
IVE
!2
The
chi
ld w
ill r
ecog
nize
that
fam
ily m
embe
rs w
ork
to f
ulfi
llne
eds
for
pers
onal
sat
isfa
ctio
n.
Act
iviti
es 4
- 5
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
fam
ily m
embe
rs f
ulfi
llm
any
ofth
eir
soci
al n
eeds
thro
ugh
thei
r w
ork.
Act
iviti
es 6
- 8
I.T
AR
NIN
G,..
OB
JEC
TIV
E
The
chi
ld w
ill r
ecog
nize
that
occu
patio
nal c
hoic
es m
ay b
eaf
fect
ed b
y se
x di
scri
min
atio
n.
Act
iviti
es 9
- 1
0
168
169
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LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
fam
ily m
embe
rs w
ork
to f
ulfi
llec
onom
ic n
eeds
.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Nam
e th
e ba
sic
need
s of
his
/her
fam
ily.
2. D
istin
guis
h ba
sic
need
s fr
om w
ants
.3.
Exp
lain
how
the
basi
c ne
eds
of h
is/h
er f
amily
are
met
.4.
Des
crib
e th
e ef
fect
s of
bei
ng la
id-o
ff o
r un
empl
oyed
, giv
ena
hypo
thet
ical
situ
atio
n.5.
Con
clud
e th
at f
amily
mem
bers
wor
k to
ful
fill
econ
omic
need
s.
6. E
xpla
in h
ow th
e lif
esty
le o
f a
fam
ily is
det
erm
ined
by
itsec
onom
ic s
tatu
s.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Car
men
's B
irth
day"
Oth
er1.
Pic
ture
s of
bas
ic n
eces
sitie
s (f
ood,
clo
thin
g,sh
elte
r) a
nd o
f lu
xuri
es2.
But
cher
pap
er, c
onst
ruct
ion
pape
r
Inst
ruct
ions
1. H
ave
the
child
ren
read
the
stor
yboo
k, "
Car
men
's B
irth
-da
y."
Prep
are
a st
ory
cass
ette
to a
ssis
t the
chi
ldre
n. A
skth
e ch
ildre
n w
ho a
mon
g th
e R
eyes
fam
ily w
ork
and
whe
ther
the
fam
ily is
wel
l-of
f.
172
2. D
iscu
ss th
e ba
sic
need
s of
a f
amily
(fo
od, c
loth
ing,
shel
ter)
. Dis
tingu
ish
need
s fr
om w
ants
. Sho
w p
ictu
res
ofas
sort
ed it
ems.
Hav
e th
e ch
ildre
n id
entif
y ea
ch a
s ei
ther
aba
sic
need
or
a lu
xury
. Giv
e so
me
exam
ples
of
your
ow
n.3.
Dis
cuss
the
stor
yboo
k in
term
s of
the
char
acte
r C
arm
en's
need
s an
d w
ants
:a.
Wha
t was
Car
men
's b
irth
day
pres
ent?
b. W
as s
he h
appy
abo
ut th
e pr
esen
t?c.
Are
Car
men
's b
asic
nee
ds f
ulfi
lled
by h
er p
aren
ts?
d. W
as h
er d
esir
e fo
r a
bigg
er b
irth
day
pres
ent a
bas
icne
ed o
r w
ant?
e. A
t bed
time,
wha
t els
e di
d sh
e re
ceiv
e fr
om h
er f
athe
ran
d br
othe
r?f.
Why
do
you
thin
k C
arm
en s
till d
ream
ed o
f re
d sh
oes?
4. D
iscu
ss h
ow b
asic
nee
ds a
re m
et th
roug
h th
e w
ork
offa
mily
mem
bers
:a.
Wha
t doe
s th
e R
eyes
fam
ily n
eed
in o
rder
to b
uy f
ood
and
clot
hing
?b.
Whe
re d
oes
the
mon
ey c
ome
from
?c.
If M
r. R
eyes
's jo
b pa
id le
ss, h
ow w
ould
it a
ffec
t the
way
the
fam
ily m
eets
its
basi
c ne
eds?
Wha
t if
his
job
paid
mor
e?C
ompa
re th
e ec
onom
ic n
eeds
of
the
fam
ily in
the
stor
y-bo
ok to
thos
e of
the
child
ren'
s fa
mili
es. D
iscu
ss w
ith th
ech
ildre
n ho
w f
amily
mem
bers
wor
k to
ful
fill
thes
e ne
eds:
a. W
ho w
ork
in y
our
fam
ily?
b. W
hat d
o th
ey d
o w
ith th
eir
inco
me?
c. W
ho p
ays
the
bills
?d.
Who
pay
s fo
r yo
ur f
ood
and
clot
hes?
e. I
n ad
ditio
n to
wha
t you
nee
d fr
om d
ay to
day
, wha
tel
se d
o yo
ur p
aren
ts p
rovi
de y
ou w
ith?
f.If
no
one
wer
e w
orki
ng in
you
r fa
mily
, wha
t wou
ldha
ppen
?
173
75
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LE
APPw
IRD
1W
ri GI3 V
atilJ
5. P
rese
nt a
hyp
othe
tical
situ
atio
n, u
sing
the
char
acte
rs in
the
stor
yboo
k, "
Car
men
's B
irth
day,
" to
stim
ulat
e di
scus
-si
on o
n ho
w u
nem
ploy
men
t aff
ects
a f
amily
's li
fest
yle.
Hyp
othe
size
, for
exa
mpl
e, th
at M
r. R
eyes
is la
id o
ff f
rom
wor
k an
d re
mai
ns u
nem
ploy
ed f
or a
whi
le:
a. H
ow d
o yo
u fe
el a
bout
the
new
s th
at M
r. R
eyes
has
been
laid
off
fro
m w
ork?
How
wou
ld h
is w
ife
and
child
ren
feel
abo
ut it
?b.
How
do
you
thin
k M
r. R
eyes
fel
t abo
ut b
eing
laid
off
?c.
Wha
t doe
s th
e fa
mily
hav
e to
do
now
?d.
Sin
ce th
ere
will
be
no in
com
e fo
r th
e fa
mily
for
the
time
bein
g, w
hat a
re s
ome
fam
ily a
ctiv
ities
the
Rey
esfa
mily
may
hav
e to
cut
? (e
atin
g ou
t, go
ing
on tr
ips,
etc.
)
6. D
iscu
ss a
ny e
xper
ienc
e th
e ch
ildre
n m
ay h
ave
had
with
unem
ploy
men
t in
the
fam
ily.
a. H
ave
any
of y
our
fam
ily m
embe
rs e
ver
been
laid
off
from
wor
k?b.
How
was
you
r fa
mily
aff
ecte
d by
his
/her
bei
ng la
id o
ffor
une
mpl
oyed
?c.
Wha
t did
s/h
e do
in o
rder
to c
hang
e or
impr
ove
the
situ
atio
n? (
look
for
a n
ew jo
b, f
ile f
or u
nem
ploy
men
tin
sura
nce,
etc
.)d.
If
your
par
ents
wer
e un
empl
oyed
or
laid
off
, wha
tco
uld
you
do to
hel
p? W
hat f
amily
act
iviti
es m
ight
chan
ge a
s a
resu
lt of
une
mpl
oym
ent?
7. S
umm
ariz
e th
e di
scus
sion
by
poin
ting
out t
hat w
ork
enab
les
a fa
mily
to m
eet i
ts e
cono
mic
nee
ds, a
nd th
atw
ithou
t wor
k, a
fam
ily w
ill n
eed
to m
ake
sign
ific
ant
adju
stm
ents
in it
s lif
esty
le.
176
AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
escr
ibe
the
chan
ges
in f
amily
life
styl
e br
ough
t abo
ut b
yim
mig
ratio
n an
d ch
ange
s in
occ
upat
ion.
2. E
xpla
in h
ow c
hang
es in
occ
upat
ion
and
inco
me
affe
ct a
fam
ily's
life
styl
e.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok "
Bay
ani's
Art
"
Inst
ruct
ions
1. R
evie
w th
e st
oryb
ook,
"B
ayan
i's A
rt."
Foc
us th
e re
view
on h
ow M
r. G
alan
g go
t sta
rted
in th
e U
nite
d St
ates
as
anim
mig
rant
. Dis
cuss
the
chan
ges
in f
amily
life
styl
e re
sult-
ing
from
cha
nges
in M
r. G
alan
g's
occu
patio
n an
d in
com
eaf
ter
his
fam
ily im
mig
rate
d to
this
cou
ntry
. Use
a c
hart
toco
nduc
t the
dis
cuss
ion.
On
the
top
line
of th
e ch
art,
fill
in th
e tw
o oc
cupa
tions
of
Mr.
Gal
ang.
Hav
e th
e ch
ildre
nfi
ll in
the
"Inc
ome"
and
"Fa
mily
Lif
esty
le"
colu
mns
.Po
ssib
le a
nsw
ers
are
show
n be
low
.
Lif
e in
the
Phili
pine
sL
ife
in th
e U
.S.
OC
CU
PAT
ION
/JO
Bar
tist
hote
l cle
rk
INC
OM
E(a
dequ
ate)
(ina
dequ
ate)
FAM
ILY
LIF
EST
YL
E(s
paci
ous
hous
e)(a
part
men
t)
(car
)(b
us)
(fam
ily tr
ip)
(wor
king
long
hou
rspr
even
ts th
efa
mily
fro
m s
eein
gM
r. G
alan
g ve
ryof
ten)
(red
sho
es f
or L
igay
a)(c
ake
for
Lig
aya)
etc.
etc.
177
77
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178
78
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? 179
Sum
mar
ize
the
disc
ussi
on b
y po
intin
g ou
t how
imm
igra
-tio
n br
ough
t abo
ut c
hang
es in
occ
upat
ion
and
inco
me,
whi
ch, i
n tu
rn, c
ause
d ch
ange
s in
the
fam
ily's
life
styl
e.2.
Use
a s
imila
r fo
rmat
to c
ompa
re th
e ch
ildre
n's
expe
rien
ces
with
cha
nges
in f
amily
life
styl
e as
a r
esul
t of
chan
ges
inoc
cupa
tion
and
inco
me.
3. H
ave
the
child
ren
do a
wri
ting
proj
ect c
alle
d "J
obs
and
My
Fam
ily."
Dis
trib
ute
draw
ing
pape
r. H
ave
imm
igra
nt c
hil-
dren
use
hal
f of
the
pape
r to
wri
te a
few
sho
rt s
ente
nces
abou
t the
wor
k th
at th
eir
fam
ily m
embe
rs d
id in
thei
rna
tive
coun
trie
s. O
n th
e ot
her
half
of
the
pape
r, h
ave
the
child
ren
wri
te a
few
sho
rt s
ente
nces
abo
ut w
hat t
heir
fam
ily d
oes
now
in th
e U
.S.
Hav
e th
e no
n-im
mig
rant
chi
ldre
n w
rite
abo
ut th
eir
expe
ri-
ence
s w
ith c
hang
es o
f oc
cupa
tion
and
inco
me
in th
eir
fam
ilies
. Hav
e ch
ildre
n w
ho h
ave
not h
ad s
uch
expe
ri-
ence
s w
rite
abo
ut th
e oc
cupa
tions
of
thei
r fa
mily
mem
bers
and
thei
r fa
mily
life
styl
es in
gen
eral
.
ISO
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. A
rran
ge th
e ev
ents
in a
sto
rybo
ok in
seq
uenc
e.2.
Rem
ark
on th
e be
havi
or o
f ch
arac
ters
in a
giv
en s
tory
book
.
3. D
emon
stra
te a
ppre
ciat
ion
for
the
impo
rtan
ce o
f lo
ve a
ndca
re a
mon
g fa
mily
mem
bers
.
4. D
escr
ibe
his/
her
resp
onsi
bilit
ies
to th
e w
orki
ng m
embe
rsof
his
/her
fam
ily.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Car
men
's B
irth
day"
2. S
ong,
"W
orki
ng T
oget
her"
(28
-29)
Inst
ruct
ions
1. R
evie
w th
e st
oryb
ook,
"C
arm
en's
Bir
thda
y,"
with
the
child
ren:
a. W
hat w
as th
e sp
ecia
l day
in th
e st
ory?
How
old
was
Car
men
? W
hy w
as s
he u
nhap
py?
b. W
hy c
ould
n't M
r. R
eyes
buy
her
mor
e pr
esen
ts?
Do
you
thin
k C
arm
en u
nder
stoo
d w
hy s
he c
ould
n't h
ave
mor
e gi
fts?
c. W
hat w
as th
e "s
urpr
ise"
gif
t Car
men
rec
eive
d at
bed
-tim
e? W
as s
he h
appy
abo
ut it
? W
hat d
id h
er f
athe
ran
d he
r br
othe
r w
ant t
o sh
ow C
arm
en b
y m
akin
g he
rth
e lit
tle r
ed b
ox?
d. W
hat i
s m
ore
impo
rtan
t: a
big
birt
hday
gif
t or
love
and
care
fro
m y
our
fam
ily?
Why
? W
hy d
o yo
u th
ink
Mr.
Rey
es tr
ied
to m
ake
Car
men
's b
irth
day
a ha
ppy
one?
Hav
e th
e ch
ildre
n co
mpa
re th
eir
birt
hday
exp
erie
nces
with
Car
men
's. ,
Ask
them
wha
t bir
thda
y w
ishe
s th
ey'v
eha
d, w
heth
er o
r no
t tho
se w
ishe
s w
ere
fulf
illed
, and
why
.
181
.79
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183
2. C
ontin
ue to
enc
oura
ge th
e ch
ildre
n to
app
reci
ate
the
effo
rts
of th
ose
who
wor
k in
thei
r fa
mili
es:
a. W
ho w
orks
in y
our
fam
ily?
Are
bot
h of
you
r pa
rent
sw
orki
ng?
Why
do
they
hav
e to
wor
k?b.
Wha
t kin
d of
wor
k do
they
do?
Wha
t are
thei
r w
ork-
ing
hour
s? D
o th
ey w
ork
very
har
d? H
ow d
o yo
ukn
ow?
c. W
hat o
ther
res
pons
ibili
ties
do th
ey h
ave
at h
ome?
d. W
hat c
an y
ou d
o to
sho
w y
our
pare
nts
your
app
reci
a-tio
n? W
hat c
an y
ou d
o to
sha
re r
espo
nsib
ilitie
s at
hom
e?
3. T
each
the
song
, "W
orki
ng T
oget
her.
" E
ach
time
the
song
is r
epea
ted
as th
e ch
ildre
n le
arn
it, a
sk o
ne o
r tw
o ch
il-dr
en h
ow th
ey c
an s
how
thei
r lo
ve a
nd g
ratit
ude
for
thos
ew
ho w
ork
in th
eir
fam
ilies
. Wri
te th
eir
resp
onse
s on
the
boar
d. H
ave
the
child
ren
mak
e th
ank-
you
card
s fo
r th
ose
who
wor
k in
thei
r fa
mili
es. A
sk th
em to
be
spec
ific
abo
utw
hy th
ey w
ant t
o ex
pres
s th
eir
appr
ecia
tion.
The
chi
ldre
nsh
ould
bri
ng th
e ca
rds
hom
e an
d pr
esen
t the
m to
thei
rpa
rent
s an
d th
e ot
hers
who
wor
k in
thei
r fa
mili
es.
184
LE
AR
NIN
G O
BJE
CT
IVE
,2
The
chi
ld w
ill r
ecog
nize
that
fam
ily m
embe
rs w
ork
to f
ulfi
llne
eds
for
pers
onal
sat
isfa
ctio
n.
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
efin
e w
ork
in te
rms
of h
is/h
er r
oles
and
res
pons
ibili
ties
at h
ome
and
in s
choo
l.
2. E
xpre
ss h
ow s
/he
feel
s w
hen
wor
k is
acc
ompl
ishe
d.3.
Cite
exa
mpl
es w
hen
s/he
fel
t pro
ud a
nd s
atis
fied
with
his/
her
wor
k.4.
Sug
gest
way
s to
gai
n a
sens
e of
sat
isfa
ctio
n an
d ac
com
-pl
ishm
ent i
n hi
s/he
r w
ork
in s
choo
l and
at h
ome.
Inst
ruct
ions
1. D
efin
e w
ork
in te
rms
of th
e ch
ildre
n's
role
s an
d re
spon
sibi
l-iti
es a
t hom
e an
d in
sch
ool.
Wri
te th
e w
ord
on th
e bo
ard.
Sugg
este
d qu
estio
ns:
a. D
o yo
u ha
ve to
wor
k? W
here
do
you
wor
k? W
hat a
reso
me
of th
e ta
sks
you
are
told
to d
o at
hom
e? W
hat
are
som
e of
the
task
s yo
u do
eve
n w
hen
no o
ne a
sks
you?
b. W
hat w
ork
do y
ou d
o in
sch
ool?
Wha
t are
som
e of
the
task
s yo
u w
ant t
o do
? D
o yo
u lik
e sc
hool
wor
k?W
hy o
r w
hy n
ot?
2. S
et u
p tw
o bu
lletin
boa
rd d
ispl
ays.
For
one
, wri
te th
ena
me
of e
ach
child
on
a st
rip
of p
aper
and
mou
nt th
ena
mes
on
the
boar
d, le
avin
g ro
om f
or e
ach
child
to d
is-
play
som
ethi
ng s
/he
did
in s
choo
l or
at h
ome.
Lab
el th
ebo
ard
"We'
re P
roud
of
..
." E
very
wee
k, h
ave
each
chi
ldpo
st s
omet
hing
s/h
e is
pro
ud o
f ha
ving
don
e. H
ave
the
clas
s di
scus
s th
e di
spla
y ea
ch w
eek.
185
81
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187
For
the
seco
nd d
ispl
ay, s
elec
t one
chi
ld e
very
wee
k w
hoha
s do
ne w
ell o
r im
prov
ed in
his
/her
wor
k. P
ost h
is/h
erna
me
on th
e bo
ard
and
disp
lay
thin
gs s
/he
has
done
. If
no p
rodu
ct is
invo
lved
, wri
te s
ente
nces
hig
hlig
htin
g hi
s/he
r ac
com
plis
hmen
ts. W
rite
a n
ote
to h
is/h
er p
aren
tsno
tifyi
ng th
em o
f hi
s/he
r go
od w
ork.
Ove
r th
e co
urse
of
the
year
, eac
h ch
ild s
houl
d ha
ve b
een
feat
ured
in th
isdi
spla
y.
3. D
iscu
ss h
ow th
e ch
ildre
n ca
n ga
in a
sen
se o
f ac
com
plis
h-m
ent a
nd s
atis
fact
ion
in w
ork
wel
l don
e in
sch
ool a
nd a
tho
me:
a. W
hen
you
star
t to
wor
k on
som
ethi
ng d
o yo
u w
ant t
ofi
nish
it?
Why
or
why
not
?b.
Whe
n yo
u ar
e w
orki
ng, d
o yo
u do
the
best
you
can
?W
hy o
r w
hy n
ot?
c. H
ow d
o yo
u de
al w
ith p
robl
ems
that
ari
se?
d. H
ow d
o yo
u fe
el w
hen
your
wor
k is
don
e? W
hy?
e.If
you
wan
t to
perf
orm
goo
d w
ork,
wha
t are
som
eth
ings
you
hav
e to
do?
188
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
escr
ibe
how
fee
lings
of
achi
evem
ent a
nd s
atis
fact
ion
are
impo
rtan
t rea
sons
for
wor
king
.2.
Sta
te h
ow a
wor
ker
wou
ld f
eel i
f s/
he f
aile
d to
ach
ieve
inhi
s/he
r jo
b.3.
Poi
nt o
ut a
ccom
plis
hmen
ts w
hich
giv
e hi
s/he
r w
orki
ngfa
mily
mem
bers
a s
ense
of
satis
fact
ion.
4. E
xpla
in h
ow w
ork
can
fulf
ill o
ne's
nee
d fo
r pe
rson
alac
hiev
emen
t and
sat
isfa
ctio
n.
Mat
eria
lsA
AB
C 1
. Asi
an A
mer
ican
Stu
dy P
rint
s:"C
harl
ie A
rnad
o, F
iref
ight
er"
"Ann
ie T
akat
a, G
arde
ner"
"Lun
F. C
han,
Bak
er"
2. W
orks
heet
s, "
Feel
ing
Hap
py a
nd P
roud
" (3
0-31
)
Inst
ruct
ions
1. S
how
the
thre
e se
ts o
f A
sian
Am
eric
an S
tudy
Pri
nts.
Rea
d th
e ca
ptio
n of
eac
h pi
ctur
e.D
iscu
ss e
ach
pers
on's
sen
se o
f ac
hiev
emen
t and
how
satis
fact
ion
affe
cts
his/
her
gene
ral o
utlo
ok a
nd w
ork
perf
orm
ance
.
2. P
oint
out
that
whi
le m
ost p
eopl
e w
ork
in o
rder
to li
ve, i
tis
pos
sibl
e to
gai
n pe
rson
al s
atis
fact
ion
and
a se
nse
of f
ul-
fillm
ent f
rom
wor
k:a.
If th
e fi
refi
ghte
r fa
iled
to p
ut o
ut f
ires
, how
wou
ld h
efe
el a
bout
him
self
and
his
wor
k? W
hy?
b. I
f th
e ga
rden
er w
ere
unsu
cces
sful
in k
eepi
ng th
e pl
ants
and
gard
ens
grow
ing,
how
wou
ld s
he f
eel a
bout
her
skill
s an
d w
ork?
Why
?
189
83
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EX
X ) 191
c.If
no
cust
omer
s ca
me
to p
atro
nize
the
bake
ry, h
owm
ight
the
bake
r fe
el a
bout
his
ski
ll an
d hi
s w
ork?
Why
?d.
On
the
othe
r ha
nd, i
f al
l thr
ee p
eopl
e w
ere
doin
g w
ell
on th
eir
jobs
, how
wou
ld th
ey f
eel a
bout
thei
r sk
ills
and
thei
r w
ork?
Wou
ld th
ey k
eep
on tr
ying
to d
obe
tter?
Why
?C
ondu
ct a
sim
ilar
disc
ussi
on a
bout
thos
e am
ong
the
chil-
dren
's f
amili
es w
ho w
ork:
a. W
hat d
oes
s/he
do
at w
ork?
b. H
ow c
an h
is/h
er a
ccom
plis
hmen
t at w
ork
serv
e th
ene
eds
of o
ther
peo
ple?
c. W
hat m
akes
him
/her
fee
l pro
ud a
nd h
appy
in h
is/h
erw
ork?
d. H
as s
/he
ever
bee
n de
pres
sed
abou
t his
/her
wor
k?W
hy?
3. D
istr
ibut
e th
e w
orks
heet
s, "
Feel
ing
Hap
py a
nd P
roud
."In
stru
ct th
e ch
ildre
n to
com
plet
e th
e se
nten
ces
for
each
wor
ker,
citi
ng r
easo
ns w
hyor
occ
asio
ns w
hen
s/he
fee
lspr
oud
and
happ
y at
wor
k.
.192
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
fam
ily m
embe
rs f
ulfi
ll m
any
ofth
eir
soci
al n
eeds
thro
ugh
thei
r w
ork.
AC
TIV
ITY
6
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
lay
a co
oper
atio
n ga
me
acco
rdin
g to
dir
ectio
ns.
2. E
xpre
ss h
is/h
er f
eelin
gs a
bout
wor
king
ina
grou
p an
dw
orki
ng a
lone
.
3. C
ompa
re a
nd c
ontr
ast w
orki
ng a
lone
and
wor
king
ina
grou
p.
Mat
eria
lsO
ther
1. 2
0-cm
squ
are
tagb
oard
Inst
ruct
ions
1. T
each
the
child
ren
how
to p
lay
Five
Squ
ares
so
that
they
can
appr
ecia
te th
e di
ffer
ence
bet
wee
n w
orki
ng a
lone
and
wor
king
in a
gro
up.
FIV
E S
QU
AR
ES
1. M
ake
five
20-
cm s
quar
es o
ut o
f ta
gboa
rd.
2. C
ut o
ut th
e sh
apes
sho
wn
belo
w (
each
squ
are
cons
ists
of
thre
e ge
omet
ric
figu
res)
.
1 S3
85
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V
H
D
99
A
B
CA
E
DB
CD E
3. P
lace
all
the
piec
es m
arke
d "A
" in
an
enve
lope
; pla
ce a
llth
e pi
eces
mar
ked
"B"
in a
n en
velo
pe, e
tc. T
he s
et o
f fi
veen
velo
pes
cont
ains
all
the
piec
es n
eces
sary
to m
ake
five
iden
tical
squ
ares
; how
ever
, no
one
enve
lope
con
tain
s th
epi
eces
nec
essa
ry to
mak
e on
e co
mpl
ete
squa
re. R
epea
t ste
ps1
thro
ugh
3 un
til y
ou h
ave
enou
gh s
ets
of f
ive
enve
lope
sea
ch f
or y
our
clas
s.
4. P
repa
re tw
o sp
ecia
l squ
ares
as
show
n fo
r tw
o ch
ildre
n w
how
ill w
ork
alon
e. P
lace
the
piec
es o
f ea
ch s
quar
e in
an
enve
lope
.
C
B
A
AE
D
5. D
ivid
e th
e cl
ass
into
gro
ups
of f
ive.
Cho
ose
two
child
ren
tow
ork
on th
e ga
me
indi
vidu
ally
. Sea
t the
two
child
ren
at a
sepa
rate
tabl
e. E
ach
grou
p of
fiv
e sh
ould
sit
at it
s ow
nta
ble.
6. T
ake
the
sets
of
five
env
elop
es a
nd g
ive
one
set t
o ea
chgr
oup.
Eac
h ch
ild in
a g
roup
sho
uld
then
rec
eive
one
of
the
enve
lope
s in
a s
et. H
and
out t
he s
peci
al s
ets
to th
e tw
oin
divi
dual
chi
ldre
n.7.
The
obj
ect o
f th
e ga
me
is to
com
plet
e th
e co
nstr
uctio
n of
five
squ
ares
of
iden
tical
siz
e in
the
shor
test
pos
sibl
e tim
e.Se
t a m
axim
um ti
me
limit
of 1
0 m
inut
es. T
he f
irst
gro
up to
com
plet
e th
e ta
sk w
ins.
Som
e gr
oups
may
not
be
able
to f
inis
h th
e ta
sk w
ithin
the
time
limit.
How
ever
, it i
s th
e so
cial
inte
ract
ion
rath
er th
anth
e co
mpl
etio
n of
the
task
that
nee
ds to
be
emph
asiz
ed.
2. A
fter
war
ds, d
iscu
ss th
e ga
me
with
the
child
ren
who
wor
ked
in g
roup
s:a.
How
did
it f
eel w
orki
ng in
a g
roup
?b.
How
did
you
r gr
oup
help
you
? H
ow d
id y
ou h
elp
your
grou
p?c.
How
did
you
fee
l abo
ut y
our
grou
p? H
ow d
id y
our
grou
p fe
el a
bout
you
? D
id y
ou g
et to
kno
w e
ach
othe
rbe
tter?
d. D
o yo
u pr
efer
to w
ork
in a
gro
up o
r al
one?
Dis
cuss
it a
lso
with
the
two
child
ren
who
wor
ked
alon
e:a.
How
did
it f
eel w
orki
ng a
lone
?b.
Whe
n yo
u ca
me
acro
ss a
ny p
robl
ems,
did
you
wis
h yo
uha
d so
meb
ody
to w
ork
with
? W
hy o
r w
hy n
ot?
c. D
o yo
u th
ink
you
wou
ld h
ave
done
bet
ter
wor
king
with
a gr
oup?
Why
or
why
not
?d.
Do
you
pref
er to
wor
k in
a g
roup
or
indi
vidu
ally
?W
rite
the
resp
onse
s of
the
child
ren
who
wor
ked
in g
roup
san
d th
ose
who
wor
ked
alon
e on
opp
osite
sid
es o
f th
e bo
ard.
Hel
p th
e ch
ildre
n re
aliz
e th
e im
port
ance
of
the
soci
al a
spec
tof
wor
k by
com
pari
ng a
nd c
ontr
astin
g w
orki
ng a
lone
and
wor
king
in a
gro
up. D
iscu
ss w
heth
er th
eir
pare
nts
have
jobs
that
are
gro
up-o
rien
ted
or in
divi
dual
-ori
ente
d.
197
87
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nnie Takata '
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1 S 9B
LE
AC
TIV
ITY
7
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
escr
ibe
wha
t wor
kers
in a
sto
rybo
ok d
o to
geth
er o
n an
dof
f th
e jo
b.
2. D
esri
be w
hat t
hose
who
wor
k in
his
/her
fam
ily d
o w
ithth
eir
cow
orke
rs o
n an
d of
f th
e jo
b.3.
Sta
te th
at m
any
spec
ial n
eeds
are
met
thro
ugh
wor
k.
Mat
eria
ls1.
Sto
rybo
ok, "
Mr.
Cha
n's
Gro
cery
Sto
re"
2. A
sian
Am
eric
an S
tudy
Pri
nts:
"Cha
rlie
Arn
ado,
Fir
efig
hter
""A
nnie
Tak
ata,
Gar
dene
r"
Inst
ruct
ions
1. H
ave
the
child
ren
read
the
stor
yboo
k, "
Mr.
Cha
n's
Gro
cery
Stor
e."
Dis
cuss
the
soci
al r
elat
ions
hips
am
ong
cow
orke
rson
and
off
the
job:
a. W
ho is
Bo
On?
Wha
t is
his
rela
tions
hip
with
Mr.
Cha
n? W
hat d
o th
ey d
o to
geth
er in
the
stor
e? H
ow d
oth
ey h
elp
one
anot
her
in th
e st
ore?
Who
are
the
othe
rw
orke
rs in
the
stor
e?b.
Why
did
Bo
On
invi
te M
r. C
han
and
his
fam
ily to
his
part
y? W
hy w
as h
e so
gra
tefu
l to
Mr.
Cha
n? H
ow d
oes
Bo
On
rega
rd M
r. C
han?
c.W
ill M
r. C
han
atte
nd B
o O
n's
part
y ne
xt S
unda
y? W
hoel
se w
ill B
o O
n pr
obab
ly in
vite
?C
oncl
ude
the
disc
ussi
on b
y st
atin
g th
at c
owor
kers
are
oft
enfr
iend
s as
wel
l and
that
they
do
thin
gs to
geth
er o
n an
d of
fth
e jo
b, a
s M
r. C
han
and
his
wor
kers
do.
2. D
ispl
ay th
e fo
urth
stu
dy p
rint
in "
Cha
rlie
Arn
ado,
Fir
e-fi
ghte
r."
Dis
cuss
how
cow
orke
rs in
tera
ct s
ocia
llyon
the
job:
a. W
ho a
re th
ese
peop
le?
Whi
ch o
ne o
f th
ese
fire
figh
ers
do y
ou r
ecog
nize
?b.
Wha
t are
they
doi
ng?
Whe
re a
re th
ey?
c. A
re th
ey o
n or
off
the
job?
How
can
you
tell?
d. D
o yo
u th
ink
the
fire
figh
ters
enj
oy th
eir
coff
ee b
reak
?H
ow c
an y
ou te
ll?e.
Do
you
thin
k th
e fi
refi
ghte
rs a
re f
rien
ds?
How
can
you
tell?
How
will
they
hel
p ea
ch o
ther
on
the
job?
3. D
ispl
ay th
e ei
ghth
stu
dy p
rint
in "
Ann
ie T
akat
a, G
arde
ner.
"D
iscu
ss h
ow c
owor
kers
eng
age
in d
iffe
rent
act
iviti
es o
ff th
ejo
b:a.
Who
are
thes
e pe
ople
? W
hich
one
do
you
reco
gniz
e?W
hat i
s he
r jo
b?b.
Wha
t mig
ht th
ey b
e ta
lkin
g ab
out d
urin
g th
e di
nner
?W
hat d
o pe
ople
do
in th
e cl
ub?
Wha
tar
e th
ey d
oing
?A
re th
ey w
orki
ng o
r no
t? H
ow c
an y
ou te
ll?c.
Are
they
enj
oyin
g th
e di
nner
? H
ow c
an y
ou te
ll?4.
Dis
cuss
how
thos
e w
ho w
ork
in th
e ch
ildre
n's
fam
ilies
soci
aliz
e th
roug
h th
eir
jobs
:a.
Do
you
know
any
of
your
par
ents
' cow
orke
rs?
How
did
you
get t
o kn
ow th
em?
b. A
re th
ey f
rien
ds?
How
do
you
know
?c.
Lik
e th
e fi
refi
ghte
r, th
e ga
rden
er, a
nd M
r. C
han'
sw
orke
rs, d
o th
ose
who
wor
k in
you
r fa
mily
eng
age
inso
cial
act
iviti
es w
ith c
owor
kers
?d.
If y
our
pare
nts
did
not h
ave
frie
nds
at w
ork,
how
wou
ldth
ey f
eel?
Why
do
peop
le n
eed
to h
ave
frie
nds
at w
ork?
Hel
p th
e ch
ildre
n co
nclu
de th
at w
orke
rs f
ulfi
llm
any
ofth
eir
soci
al n
eeds
thro
ugh
thei
r w
ork.
2,,1
,
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.25
V O
W
AC
TIV
ITY
8
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Cite
exa
mpl
es in
a s
tory
book
of
wor
ker
inte
ract
ion
with
the
publ
ic.
2. D
escr
ibe
how
wor
kers
in tw
o oc
cupa
tions
inte
ract
with
the
publ
ic.
3. E
xpre
ss h
ow it
fee
ls to
be
trea
ted
rude
ly b
y a
cler
k or
by
acu
stom
er.
4. F
orm
ulat
e ru
les
on h
ow c
lerk
s an
d cu
stom
ers
shou
ld tr
eat
each
oth
er.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Mr.
Cha
n's
Gro
cery
Sto
re"
2. W
orks
heet
, "W
hat A
re T
hey
Sayi
ng?"
(32
)
Inst
ruct
ions
1. D
istr
ibut
e th
e w
orks
heet
, "W
hat A
re T
hey
Sayi
ng?"
Inst
ruct
the
child
ren
to p
redi
ct w
hat o
ne p
erso
n w
ill s
ay to
the
othe
r in
the
situ
atio
n ill
ustr
ated
. Do
not d
iscu
ss th
ew
orks
heet
bef
oreh
and.
Col
lect
the
wor
kshe
ets
whe
n co
m-
plet
ed. T
his
is a
pre
test
to f
ind
out h
ow c
hild
ren
perc
eive
the
inte
ract
ion
betw
een
wor
kers
and
the
publ
ic.
2. R
evie
w th
e st
oryb
ook,
"M
r. C
han'
s G
roce
ry S
tore
." D
is-
cuss
how
wor
kers
inte
ract
with
the
publ
ic in
Mr.
Cha
n's
groc
ery
stor
e:a.
Who
cam
e to
Mr.
Cha
n's
stor
e?b.
Wha
t do
the
cust
omer
s do
at M
r. C
han'
s st
ore?
Wha
tdo
Mr.
Cha
n's
frie
nds
do th
ere?
c. W
hat m
akes
cus
tom
ers
and
frie
nds
feel
that
they
are
wel
com
e at
the
stor
e?d.
If y
ou w
ent t
o M
r. C
han'
s st
ore,
wha
t wou
ld h
e gi
veyo
u? W
hat d
o yo
u th
ink
of M
r. C
han
as a
sto
re o
wne
r?W
ould
you
wan
t to
shop
in h
is s
tore
? W
hy o
r w
hy n
ot?
Hav
e yo
u ev
er m
et a
ny s
tore
ow
ners
like
Mr.
Cha
n?
204
e. W
hat i
f M
r. C
han
wer
e a
very
col
d pe
rson
? H
ow w
ould
he in
tera
ct w
ith th
e pe
ople
who
cam
e to
his
sto
re?
Hav
e yo
u ev
er m
et a
ny s
tore
ow
ners
who
wer
e m
ean
and
cold
? W
ould
you
wan
t to
shop
in th
eir
stor
e?3.
Hav
e th
e ch
ildre
n fo
rmul
ate
som
e ru
les
on h
ow w
orke
rsan
d cu
stom
ers
shou
ld tr
eat e
ach
othe
r.L
ist t
heir
sug
gest
ions
on
the
boar
d.4.
As
a po
stte
st, h
ave
the
child
ren
do th
e w
orks
heet
, "W
hat
Are
The
y Sa
ying
?" a
gain
.
205
91
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, TA
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YR
-*
004-
kf4
1. P
elle
t, E
lizab
eth
A.;
Ose
n, D
ebor
ah K
. and
May
, Mar
-gu
erite
P. A
Man
Is
..
.W
alnu
t Cre
ek, C
A: A
ardv
ark
Med
ia, 1
974.
2.A
Wom
an I
s.
..
Wal
nut C
reek
, CA
: Aar
dvar
kM
edia
, 197
4.
922
6
3. P
omer
antz
, Cha
rlot
te. T
he P
rinc
ess
and
the
Adm
iral
. Rea
d-in
g, M
A: A
ddis
on W
esle
y, 1
974.
4. S
tam
m, C
laus
, ada
pt. T
hree
Str
ong
Wom
en: A
Jap
anes
eFo
lkta
le. N
ew Y
ork:
Vik
ing
Seaf
arin
g B
ooks
, 196
2.
5. T
he C
lear
ingh
ouse
on
Wom
en's
Stu
dies
, P.O
. Box
334
,O
ld W
estb
ury,
NY
115
68.
6. W
omen
's S
tudi
es, B
erke
ley
Uni
fied
Sch
ool D
istr
ict,
1720
Ore
gon
St.,
Ber
kele
y, C
A 9
4704
.
IVA
1.m
it52
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tr, l
ig a
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htve
tz-i
i?
t r A
t i g
f i l
A1
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? l
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fiF0
a11
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fiE
sF
fiL
V.)
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2.of
tu P
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oIt
rIA
-i'f.
'411
3
.1t-
-* 297
LE
AR
NIN
G O
BJE
CT
IVE
4
The
chi
ld w
ill r
ecog
nize
that
occ
upat
iona
l cho
ices
may
be
affe
cted
by
sex
disc
rim
inat
ion.
AC
TIV
ITY
9
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Nam
e th
ree
occu
patio
ns tr
aditi
onal
ly f
illed
by
men
and
thre
e oc
cupa
tions
trad
ition
ally
fill
ed b
y w
omen
.
2. D
efin
e st
ereo
type
and
cite
exa
mpl
es o
f se
x st
ereo
typi
ng.
3. S
pecu
late
abo
ut m
embe
rs o
f on
e se
x w
orki
ng in
occ
upa-
tions
dom
inat
ed b
y th
e ot
her
sex.
4. E
xpla
in th
e ef
fect
s of
sex
ste
reot
ypin
g on
car
eer
choi
ces.
Mat
eria
lsA
AB
C 1
. Wor
kshe
et, "
Can
A M
an D
o T
hese
Thi
ngs?
"(3
3)2.
Wor
kshe
et, C
an A
Wom
an D
o T
hese
Thi
ngs?
"(3
4)3.
Asi
an A
mer
ican
Stu
dy P
rint
sO
ther
1. T
wo
cook
ie c
utte
rs, d
iffe
rent
sha
pes.
2. T
wel
ve 1
5 cm
x 5
cm
wor
d ca
rds
3. C
onst
ruct
ion
pape
r in
two
colo
rs4.
Mag
azin
es, o
ne c
opy
for
each
pai
r of
stu
dent
s.
For
teac
her
refe
renc
e1.
Pelle
t, E
lizab
eth
A.;
Ose
n, D
ebor
ah K
. and
May
, Mar
-gu
erite
P. A
Man
Is
..
.W
alnu
t Cre
ek, C
A: A
ardv
ark
Med
ia, 1
974.
2.A
W o
m a
n I
s.
..
Wal
nut C
reek
, CA
: Aar
dvar
kM
edia
, 197
4.
3. P
omer
antz
, Cha
rlot
te. T
he P
rinc
ess
and
the
Adm
iral
. Rea
d-in
g, M
A: A
ddis
on W
esle
y, 1
974. 21
'8
4. S
tam
m, C
laus
, ada
pt. T
hree
Str
ong
Wom
en: A
Jap
anes
eFo
lkta
le. N
ew Y
ork:
Vik
ing
Seaf
arin
g B
ooks
, 196
2.
5. T
he C
lear
ingh
ouse
on
Wom
en's
Stu
dies
, P.O
. Box
334
,O
ld W
estb
ury,
NY
115
68.
6. W
omen
's S
tudi
es, B
erke
ley
Uni
fied
Sch
ool D
istr
ict,
1720
Ore
gon
St.,
Ber
kele
y, C
A 9
4704
.
Inst
ruct
ions
1. S
tart
the
activ
ity b
y ha
ving
the
child
ren
do th
e w
ork-
shee
ts,
Can
a M
an D
o T
hese
Thi
ngs?
" an
d "C
an a
Wom
an D
o T
hese
Thi
ngs?
" T
hese
wor
kshe
ets
shou
ld b
eus
ed a
s pr
e- a
nd p
ostte
sts
to d
etec
t cha
nges
in a
ttitu
des
brou
ght a
bout
by
the
activ
ity.
2. D
iscu
ss o
ccup
atio
nal s
ex s
tere
otyp
ing.
Nam
e se
vera
lne
eds
and
have
the
child
ren
nam
e co
rres
pond
ing
occu
pa-
tions
. Ask
them
whe
ther
mal
es o
r fe
mal
es u
sual
ly f
ill th
ejo
bs. L
ist t
heir
res
pons
es o
n th
e bo
ard:
Nee
d
Pred
omin
ant S
ex o
fO
ccup
atio
nT
hose
in O
ccup
atio
n
heal
th c
are
doct
ornu
rse
tran
spor
tatio
nbu
s dr
iver
pilo
t
clot
hing
tailo
rse
amst
ress
fire
pre
vent
ion
law
enf
orce
men
t
fire
fig
hter
s
polic
e of
fice
rs
mal
efe
mal
e
mal
em
ale
mal
efe
mal
e
mal
e
mal
e
Ask
the
child
ren
wha
t qua
lific
atio
ns a
re n
eede
d in
eac
hof
the
occu
patio
ns li
sted
, and
whe
ther
bot
h m
en a
ndw
omen
cou
ld m
eet s
uch
qual
ific
atio
ns.
209
93
3.1h
' tE
f;1
WitI
(01J
An
fire
man
, pol
icem
an,
mai
lman
)t
%r
offi
-thr
3Jff
iitt
ti,
Aft
nA
tA"
o13
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1a.
L C
IA 1
211
3. P
oint
out
to th
e ch
ildre
n th
at E
nglis
h te
rms
for
man
yjo
bs (
such
as
fire
man
, pol
icem
an, m
ailm
an)
are
an in
dica
-tio
n of
sex
ste
reot
ypin
g. Y
ou m
ay a
lso
wan
t to
poin
t out
that
sim
ilar
indi
catio
ns c
an b
e fo
und
in o
ther
lang
uage
s.In
Chi
nese
, for
exa
mpl
e, g
ood
( g
) is
a w
oman
(tz
.)
with
a c
hild
(),
and
jeal
ousy
()
is a
wom
an(
C)
and
sick
ness
().
4. D
ispl
ay a
nd d
iscu
ss th
e A
sian
Am
eric
an S
tudy
Pri
nts.
Ask
the
child
ren
whi
ch jo
bs u
sual
ly d
one
by m
en a
re d
e-pi
cted
in th
e st
udy
prin
ts a
s be
ing
done
by
wom
en. H
ave
the
child
ren
spec
ulat
e on
how
wel
l eac
h jo
b m
ight
be
done
by
a pe
rson
of
the
oppo
site
sex
.T
he c
hild
ren
shou
ld c
oncl
ude
that
man
y oc
cupa
tions
dom
inat
ed b
y on
e se
x ca
n be
fill
ed e
ffec
tivel
y by
the
othe
r se
x as
wel
l.
5. F
urth
er d
evel
op th
e ch
ildre
n's
awar
enes
s of
sex
ste
reo-
typi
ng a
nd h
ow it
aff
ects
thei
r pe
rcep
tions
and
goa
ls.
Usi
ng th
e tw
o co
okie
cut
ters
and
con
stru
ctio
n pa
per
intw
o co
lors
, cut
out
a d
ozen
iden
tical
sha
pes
from
eac
hco
okie
cut
ter.
Ask
the
child
ren
to d
esig
nate
one
sha
pean
d co
lor
as r
epre
sent
ativ
e of
boy
s, th
e ot
her
shap
e an
dco
lor
as r
epre
sent
ativ
e of
gir
ls. W
rite
the
wor
ds s
tron
g,br
ave,
littl
e, ta
ll, h
ouse
wor
k, b
aseb
all,
doll,
pre
tty, s
mar
t, sh
y,ki
nd, c
lean
on
the
wor
d ca
rds,
one
wor
d to
a c
ard.
Ask
the
child
ren
to a
ssoc
iate
eac
h w
ith g
irls
or
boys
or
both
.T
ape
the
appr
opri
ate
shap
e on
the
wor
ds b
ased
on
how
the
child
ren
asso
ciat
e ea
ch w
ord.
Aft
er a
ll th
e w
ords
hav
e be
en c
lass
ifie
d, d
iscu
ss h
ow v
alid
it is
to a
ssoc
iate
cer
tain
wor
ds w
ith a
cer
tain
sex
.6.
Poi
nt o
ut th
at e
very
one
is a
ffec
ted
by s
ex s
tere
otyp
ing,
sinc
e it
is p
art o
f th
e so
cial
and
cul
tura
l val
ues
of th
eU
.S. a
nd m
any
othe
r co
untr
ies.
The
chi
ldre
n sh
ould
be
enco
urag
ed to
que
stio
n th
e va
lidity
of
sex
ster
eoty
pes.
212
Hav
e th
e ch
ildre
n na
me
activ
ities
that
they
thin
k sh
ould
be e
ngag
ed in
exc
lusi
vely
by
girl
s or
boy
s. D
iscu
ss w
hyth
ey s
ugge
st e
ach
activ
ity f
or o
ne s
ex o
r th
e ot
her.
Poi
ntou
t tha
t mem
bers
of
eith
er s
ex a
re p
erfe
ctly
cap
able
of
enga
ging
in m
ost a
ctiv
ities
and
that
ass
umin
g th
at a
cer
-ta
in a
ctiv
ity s
houl
d be
don
e on
ly b
y on
e se
x an
d no
t the
othe
r is
a f
orm
of
sex
ster
eoty
ping
. Ask
the
child
ren
ifst
ereo
typi
ng h
elps
them
und
erst
and
othe
rs b
ette
r.7.
Do
a cl
ass
surv
ey o
f m
agaz
ines
. Hav
e th
e ch
ildre
n lo
okfo
r pi
ctur
es o
r ad
s w
hich
exe
mpl
ify
sex
ster
eoty
ping
(fo
rex
ampl
e, w
omen
use
d to
adv
ertis
e ho
usec
lean
ing
agen
ts).
Dis
cuss
how
adv
ertis
ing
infl
uenc
es w
hat w
e th
ink.
8. H
ave
the
child
ren
to th
e w
orks
heet
s, C
an a
Man
Do
The
se T
hing
s?"
and
"Can
a W
oman
Do
The
se T
hing
s?"
agai
n as
a p
ostte
st.
213
95
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AC
TIV
ITY
10
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. R
ole
play
app
lyin
g fo
r jo
bs a
nd s
elec
ting
appl
ican
ts w
ith-
out u
sing
sex
as
a ba
sis
for
eith
er.
2. E
xpla
in h
ow c
aree
r go
als
can
be a
ffec
ted
by s
ex s
tere
o-ty
ping
.
Mat
eria
lsO
ther
1. T
each
er-m
ade
wor
kshe
ets,
"A
pplic
atio
n Fo
rms"
Inst
ruct
ions
1. R
evie
w s
tere
otyp
e an
d se
x st
ereo
type
s.
Mak
e be
lieve
with
the
child
ren
that
they
are
goin
g to
star
t a s
tars
hip
fact
ory.
Hav
e th
e ch
ildre
n na
me
the
wor
kers
nee
ded
for
such
a f
acto
ry, s
uch
as te
st p
ilots
,en
gine
ers,
des
igne
rs, m
echa
nics
, sec
reta
ries
, sec
urity
guar
ds, a
nd s
o on
. Bri
efly
des
crib
e ea
ch jo
b.
Prep
are
a jo
b ap
plic
atio
n fo
rm (
as s
how
n) a
nd r
epro
duce
enou
gh f
or th
e en
tire
clas
s. A
ssig
nan
iden
tific
atio
nnu
mbe
r to
eac
h ch
ild in
ord
er to
con
ceal
his
/her
sex
whe
n fi
lling
out
the
job
appl
icat
ion.
App
licat
ion
Form
Dat
e
My
ID n
umbe
r is
I w
ould
like
to b
e a
(job
title
)in
the
star
ship
fac
tory
.
I ca
n
26
2. A
fter
all
the
appl
icat
ions
are
com
plet
ed, t
he c
hild
ren
will
deci
de to
geth
er w
hich
app
lican
ts w
ill b
e hi
red
for
wha
tpo
sitio
ns, b
ased
on
the
info
rmat
ion
give
n on
the
job
appl
icat
ion.
Rev
eal t
he n
ames
of
thos
e w
ho g
ot jo
bs.
Cou
nt th
e nu
mbe
r of
gir
ls a
nd b
oys
in e
ach
job.
Poi
nt o
utth
at p
eopl
e sh
ould
be
give
n jo
bs b
ased
on
abili
ties
and
inte
rest
rat
her
than
on
sex.
Ask
the
child
ren
how
they
feel
abo
ut th
e jo
bs th
ey g
ot, e
spec
ially
whe
n th
ose
jobs
are
trad
ition
ally
res
erve
d fo
r th
e op
posi
te s
ex.
Dis
cuss
with
the
child
ren
why
they
app
lied
for
the
posi
-tio
ns th
ey d
id, a
nd h
elp
them
dis
cove
r w
heth
er o
r no
tth
ey a
re s
tere
otyp
ing
them
selv
es.
3. A
sk th
e ch
ildre
n if
thei
r pa
rent
s ha
ve b
een
frus
trat
ed in
thei
r ca
reer
s by
sex
ste
reot
ypin
g, a
nd h
ow th
ey c
an a
void
bein
g si
mila
rly
frus
trat
ed. A
sk e
ach
child
wha
t s/h
ew
ants
to b
e w
hen
s/he
gro
ws
up, a
nd w
hy.
217
97
6 a
WU
EM
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I
RIO
220
UN
IT I
II:
ET
HN
IC G
RO
UP
CO
NC
EPT
UA
L S
TA
TE
ME
NT
I
Eth
nic
grou
psco
nsis
t of
fam
ilies
and
oth
erpe
ople
who
hav
e a
com
mon
his
tory
inth
e na
tive
coun
try.
CO
NC
EPT
UA
L S
TA
TE
ME
NT
II
Eth
nic
grou
psco
nsis
t of
fam
ilies
and
oth
erpe
ople
who
hav
e a
com
mon
his
tory
inth
e U
nite
d St
ates
.
CO
NC
EPT
UA
L S
TA
TE
ME
NT
III
The
mem
bers
of a
n et
hnic
gro
up s
hare
a cu
ltura
l bac
kgro
und.
CO
NC
EPT
UA
L S
TA
TE
ME
NT
IV
Whi
le e
thni
cgr
oups
diff
er, t
hey
also
shar
e ce
rtai
n ch
arac
teri
stic
s. 221
99
001-
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ogh*Bg010,9M
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NC
EPT
UA
L S
TA
TE
ME
NT
I
Eth
nic
grou
psco
nsis
t of
fam
ilies
and
oth
erpe
ople
who
hav
e a
com
mon
his
tory
inth
e na
tive
coun
try.
PRE
PAR
AT
OR
Y A
CT
IVIT
Y
LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
Chi
nese
Am
eric
ans
have
aco
mm
on h
isto
ry in
Chi
na.
Act
iviti
es 1
- 5
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
Jap
anes
e A
mer
ican
s ha
vea
com
mon
his
tory
in J
apan
.
Act
iviti
es 6
- 8
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
Filip
ino
Am
eric
ans
have
aco
mm
on h
isto
ry in
the
Phili
ppin
es.
Act
iviti
es 9
- 1
3
2. 4
2 .1
?5
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PRE
P-11
iNFO
liA
C'1
1V1"
1.1"
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
his/
her
ethn
ic b
ackg
roun
d an
d na
tive
coun
try.
2. I
dent
ify
at le
ast t
hree
oth
er e
thni
c gr
oups
and
thei
rna
tive
coun
trie
s.
3. C
oncl
ude
that
mem
bers
of
the
sam
e et
hnic
gro
up h
ave
aco
mm
on h
isto
ry in
the
nativ
e co
untr
y.
Mat
eria
lsO
ther
1. L
arge
wor
ld m
ap2.
Pin
s, s
trin
gs, l
arge
cha
rt p
aper
For
teac
her
prep
arat
ion
At l
east
two
days
bef
ore
doin
g th
is a
ctiv
ity in
cla
ss, s
end
ano
te to
info
rm p
aren
ts o
f th
e pr
ojec
t and
to a
sk th
eir
assi
s-ta
nce
in id
entif
ying
the
fam
ily's
nat
ive
coun
try.
Eac
h ch
ildsh
ould
bri
ng to
sch
ool a
car
d or
slip
of
pape
r w
ith h
is/h
erna
me
and
nativ
e co
untr
y w
ritte
n on
it. P
repa
re s
imila
r na
me
tags
for
cla
ssro
om u
se.
Inst
ruct
ions
1. D
iscu
ss th
e et
hnic
com
posi
tion
of y
our
clas
s an
d id
entif
yth
e di
ffer
ent c
ount
ries
of
orig
in r
epre
sent
ed b
y th
ech
ildre
n.
On
a la
rge
wor
ld m
ap, c
onne
ct s
trin
gs f
rom
the
nativ
eco
untr
ies
of th
e ch
ildre
n to
the
U.S
. city
whe
re th
ey n
owliv
e. T
ape
smal
l pie
ces
of p
aper
with
the
nam
es o
f th
e ch
il-dr
en o
n ea
ch s
trin
g. U
se d
iffe
rent
col
or s
trin
gs f
or e
ach
coun
try
for
easy
iden
tific
atio
n.
By
refe
rrin
g to
the
map
, gen
eral
ize
that
Am
eric
ans,
exc
ept
for
Nat
ive
Am
eric
ans
and
Bla
ck A
mer
ican
s, a
re a
ll im
mi-
gran
ts. F
urth
er g
ener
aliz
e th
at m
embe
rs o
f on
e et
hnic
grou
p sh
are
an a
nces
tral
cou
ntry
and
his
tory
.
2,28
2. O
n a
char
t, lis
t the
eth
nic
grou
ps f
ound
in th
e U
.S. H
ave
the
child
ren
mat
ch th
em to
cou
ntri
es o
f or
igin
. Be
sens
i-tiv
e to
the
fact
that
Spa
nish
-spe
akin
g ch
ildre
n do
not
all
shar
e th
e sa
me
coun
try
of a
nces
try.
Bla
ck A
mer
ican
s m
aybe
abl
e to
trac
e th
eir
ance
stry
onl
y to
the
cont
inen
t of
orig
in. N
ote
that
sla
very
is d
iffe
rent
fro
m im
mig
ratio
n;th
eref
ore,
do
not c
ateg
oriz
e B
lack
Am
eric
ans
asim
mig
rant
s.
2 9
103
41-A
4116
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3164
1. C
hen
Chi
h-Pi
ng a
nd C
hen
Shih
-Fu.
Chi
nese
His
tory
.T
aipe
i: C
hina
Pub
lishi
ng C
o., 1
975.
104
230
..Tx3
2. C
hina
: The
Lan
d an
d th
e Pe
ople
. Tai
pei:
Chi
na P
ublis
hing
Co.
, 197
4.
3. M
ao T
se-T
ung.
Mao
Tse
-Tun
g Po
ems.
Bei
jing:
For
eign
Lan
guag
e Pr
ess,
197
6.4.
Sch
urm
ann,
Her
bert
Fra
nz a
nd O
rvill
e Sc
hell.
The
Chi
naR
eade
rs: I
mpe
rial
Chi
na, R
epub
lican
Chi
na, C
omm
unis
tC
hina
. New
Yor
k: V
inta
ge B
ooks
, 196
7.
ir-f
-t.ti
4t4
1. C
hina
. New
Yor
k: D
anbu
ry P
ress
, Sta
rtin
g Po
int L
ibra
ry,
1973
.
2. G
ray,
Noe
l. L
ooki
ng a
t Chi
na. N
ew Y
ork:
J.P
. Lip
pinc
ott,
1974
.
3. P
ine,
Till
ie S
. and
Jos
eph
Lev
ine.
The
Chi
nese
Kne
w. N
ewY
ork:
McG
raw
-Hill
, 195
8.
1.tv
aut
tt st
_ .6
1L
Agf
E:U
Cff
l
rui-
2-am
itinu
rrzi
off
-Arm
airo
ffim
- of
fM
iit
Ili
fift
IVA
Th'
.
3.IE
P3t3
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L09
11=
tith
lal*
1 o
tage
RIC
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AD
I
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ful-
5r4
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fRtth
lii:
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iltP
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sR
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231
LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
Chi
nese
Am
eric
ans
have
aco
mm
on h
isto
ry in
Chi
na.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
Chi
na a
s th
e an
cest
ral h
ome
of C
hine
seA
mer
ican
s.
2. I
dent
ify
geog
raph
ic f
eatu
res
of C
hina
.3.
Com
pare
and
con
tras
t the
siz
e an
d po
pula
tion
dens
ity o
fC
hina
with
that
of
othe
r co
untr
ies.
4. W
rite
abo
ut a
nd d
raw
a p
ictu
re o
f C
hina
as
if s
/he
lived
ther
e.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of C
hine
seH
isto
ry"
(35-
39)
2. T
each
ing
pict
ures
, "C
hina
and
Oth
er C
ount
ries
"(4
0)3.
Wor
kshe
et, "
Map
of
Chi
na"
(41)
Oth
er1.
Wal
l map
of
Chi
na2.
Pic
ture
s or
slid
es o
f C
hine
se s
cene
s, in
clud
ing
plac
es in
Chi
na, H
ong
Kon
g, a
nd T
aiw
an
For
teac
her
refe
renc
e1.
Che
n C
hih-
Ping
and
Che
n Sh
ih-F
u. C
hine
se H
isto
ry.
Tai
pei:
Chi
na P
ublis
hing
Co.
, 197
5.
2. C
hina
: The
Lan
d an
d th
e Pe
ople
. Tai
pei:
Chi
na P
ublis
hing
Co.
, 197
4.
3. M
ao T
se-T
ung.
Mao
Tse
-Tun
g Po
ems.
Bei
jing:
For
eign
Lan
guag
e Pr
ess,
197
6.
232
4. S
chur
man
n, H
erbe
rt F
ranz
and
Orv
ille
Sche
ll. T
he C
hina
Rea
ders
: Im
peri
al C
hina
, Rep
ublic
an C
hina
, Com
mun
ist
Chi
na. N
ew Y
ork:
Vin
tage
Boo
ks, 1
967.
For
stud
ent r
efer
ence
1. C
hina
. New
Yor
k: D
anbu
ry P
ress
, Sta
rtin
g Po
int L
ibra
ry,
1973
.
2. G
ray,
Noe
l. L
ooki
ng a
t Chi
na. N
ew Y
ork:
J.P
. Lip
pinc
ott,
1974
.
3. P
ine,
Till
ie S
. and
Jos
eph
Lev
ine.
The
Chi
nese
Kne
w. N
ewY
ork:
McG
raw
-Hill
, 195
8.
Inst
ruct
ions
1. R
epro
duce
and
dis
trib
ute
the
teac
hing
pic
ture
s, "
Hig
h-lig
hts
of C
hine
se H
isto
ry."
Rea
d th
e te
xt a
loud
.
2. A
sk th
e ch
ildre
n to
exa
min
e a
wal
l map
of
Chi
na. E
xplo
rean
d di
scus
s its
siz
e, n
eigh
bors
, riv
ers,
mou
ntai
ns, a
ndm
ajor
citi
es.
3. R
epro
duce
and
dis
trib
ute
the
teac
hing
pic
ture
s, "
Chi
naan
d O
ther
Cou
ntri
es."
Thi
s se
t con
tain
s m
aps
of C
hina
over
laid
on
map
s of
oth
er c
ount
ries
and
box
es s
how
ing
popu
latio
n de
nsity
. Hav
e th
e ch
ildre
n ex
amin
e th
e m
aps
and
dete
rmin
e w
heth
er C
hina
is la
rger
or
smal
ler
than
the
Uni
ted
Stat
es, F
ranc
e, K
enya
, Bra
zil,
and
Indo
nesi
a.H
ave
the
child
ren
com
pare
the
popu
latio
n de
nsity
of
Chi
na w
ith th
at o
f th
e ot
her
coun
trie
s. E
xpla
in th
e si
g-ni
fica
nce
of p
opul
atio
n de
nsity
.4.
Sho
w p
ictu
res
or s
lides
of
diff
eren
t reg
ions
and
fam
ous
plac
es in
Chi
na. P
oint
out
the
loca
tion
of e
ach
plac
e on
the
map
. If
poss
ible
, sho
w a
film
abo
ut C
hina
.E
xten
d th
e ch
ildre
n's
imag
inat
ion
by a
skin
g th
em to
imag
ine
wha
t the
y m
ight
be
doin
g if
they
live
d in
Chi
na. H
ave
them
shar
e th
eir
thou
ghts
by
wri
ting
a sh
ort p
arag
raph
to a
ccom
-pa
ny a
pic
ture
of
thei
r im
agin
ed a
ctiv
ity.
233
105
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o 235
5. R
epro
duce
and
dis
trib
ute
the
wor
kshe
et, "
Map
of
Chi
na."
Hav
e th
e ch
ildre
n co
mpl
ete
the
outli
ne o
f C
hina
by
con-
nect
ing
the
num
bere
d do
ts. T
hen
have
the
child
ren
labe
lth
e Y
ello
w R
iver
, Bei
jing,
and
oth
er m
ajor
fea
ture
s, s
uch
as G
uang
dong
pro
vinc
e, f
rom
whi
ch m
any
Chi
nese
imm
i-gr
ated
to th
e U
nite
d St
ates
and
oth
er p
lace
s.
236
AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. E
xpla
in th
e m
eani
ng o
f th
e C
hine
se c
hara
cter
Ell
.
2. G
ive
a na
me
to a
n im
agin
ary
coun
try.
Mat
eria
lsO
ther
1. F
inge
rpai
nt a
nd p
aper
Inst
ruct
ions
1. W
rite
the
Chi
nese
cha
ract
ers
for
"Chi
na"
(Zho
ng G
uo)
on th
e ch
alkb
oard
.H
ave
the
child
ren
dete
rmin
e th
e m
eani
ng o
f th
e ch
arac
ter
by in
terp
retin
g th
e po
sitio
ns o
f th
e st
roke
. The
ver
tical
stro
ke c
uts
thro
ugh
the
rect
angl
e ri
ght i
n th
e m
iddl
e. I
Pm
eans
"m
iddl
e" o
r "c
entr
al,"
sym
boliz
ing
the
idea
that
Chi
na is
the
cent
er o
f th
e w
orld
.m
eans
"co
untr
y."
Hav
e th
e ch
ildre
n pr
actic
e w
ritin
g th
e ch
arac
ter
on th
eir
own.
2. C
ompa
re th
e m
eani
ng o
f E
PI P
M w
ith th
e m
eani
ng o
f U
nite
dSt
ates
. Man
y co
untr
ies
have
nam
es w
hich
are
sim
ilarl
ysy
mbo
lic. H
ave
the
child
ren
fing
erpa
int p
ictu
res
ofim
agin
ary
coun
trie
s an
d gi
ve th
em n
ames
with
mea
ning
s.H
ave
the
child
ren
shar
e th
eir
wor
k an
d ex
plai
n th
e na
mes
of th
eir
imag
inar
y co
untr
ies.
237
107
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AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. P
oint
out
why
the
Gre
at W
all i
s on
e of
the
mos
t fam
ous
and
impo
rtan
t str
uctu
res
ever
bui
lt.2.
Def
ine
dyna
sty.
3. T
race
on
a U
nite
d St
ates
map
a li
ne r
epre
sent
ativ
e of
the
leng
th o
f th
e G
reat
Wal
l.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of C
hine
seH
isto
ry"
(35-
39)
2. C
onst
ruct
ion
mat
eria
l, "G
reat
Wal
l" (
42-4
5)O
ther
1. W
all m
ap o
f th
e w
orld
2. G
lue,
sci
ssor
s, ta
g bo
ard
3. 3
" x
5" c
ards
, fou
r pe
r ch
ild4.
Uni
ted
Stat
es m
ap
Inst
ruct
ions
1. H
ave
the
child
ren
read
the
page
s de
scri
bing
the
Gre
at W
all
of C
hina
in th
e te
achi
ng p
ictu
res,
"H
ighl
ight
s of
Chi
nese
His
tory
" an
d lo
cate
it o
n a
wor
ld w
all m
ap.
Def
ine
dyna
sty
as a
per
iod
of ti
me
duri
ng w
hich
one
fam
ilyor
cla
n go
vern
ed a
cou
ntry
.2.
Des
crib
e ot
her
grea
t ach
ieve
men
ts d
urin
g th
e C
hin
Dyn
as-
ty, i
nclu
ding
the
stan
dard
izat
ion
of w
ritte
n la
ngua
ge a
ndun
its o
f m
easu
rem
ent.
Con
clud
e th
at th
ings
ach
ieve
d in
the
past
oft
en r
etai
n th
eir
infl
uenc
e fo
r a
long
tim
e, e
ven
to th
e pr
esen
t. Po
int o
ut th
at C
hina
is o
ne o
f th
e fe
wco
untr
ies
in th
e w
orld
with
an
unbr
oken
line
of
hist
ory.
3. P
ass
out t
he c
onst
ruct
ion
mat
eria
l, "G
reat
Wal
l." T
his
con-
stru
ctio
n pr
ojec
t is
mea
nt to
be
a co
oper
ativ
e ef
fort
of
the
who
le c
lass
. Hal
f of
the
clas
s ca
n m
ake
the
wat
chto
wer
s. T
he o
ther
hal
f ca
n bu
ild th
e w
alls
. Com
bine
the
wal
ls a
nd w
atch
tow
ers
to f
orm
a lo
ng "
grea
t wal
l."
240
4. I
n or
der
to e
mph
asiz
e th
e le
ngth
of
the
Gre
at W
all a
nd th
esk
ill e
xhib
ited
in c
onst
ruct
ing
it, s
how
the
child
ren
how
long
it w
ould
be
had
it be
en b
uilt
in th
e U
.S. O
n a
Uni
ted
Stat
es m
ap, t
he c
hild
ren
shou
ld p
lot a
line
ext
endi
ng 2
400
kilo
met
ers
(150
0 m
iles)
fro
m y
our
loca
lity
and
disc
over
wha
t is
loca
ted
at th
e ot
her
end.
5. D
raw
a ti
mel
ine
acro
ss th
e ch
alkb
oard
and
div
ide
it fi
rst
into
fiv
e in
terv
als,
eac
h re
pres
entin
g on
e th
ousa
nd y
ears
.T
hen
divi
de th
e fi
rst i
nter
val i
nto
ten
inte
rval
s, e
ach
mar
k-in
g on
e hu
ndre
d ye
ars.
Mar
k th
e en
d of
the
line
as th
epr
esen
t, th
en g
o ba
ck 4
00 y
ears
and
labe
l the
inte
rval
,"A
ge o
f A
mer
ican
His
tory
." G
o ba
ck 4
000
year
s an
d la
bel
that
inte
rval
, "A
ge o
f C
hine
se H
isto
ry."
Hav
e th
e ch
ildre
nco
mpu
te a
nd c
omm
ent o
n th
e di
ffer
ence
.6.
Dis
trib
ute
the
3" x
5"
card
s, f
our
to a
chi
ld. A
sk th
e ch
il-dr
en to
wri
te th
e w
ords
Chi
na, G
reat
Wal
l, Y
ello
w R
iver
and
dyna
sty,
on
the
card
s, o
ne to
a c
ard.
On
the
back
,ha
ve th
e ch
ildre
n w
rite
the
corr
ect d
efin
ition
s. B
uild
this
voca
bula
ry c
ard
colle
ctio
n th
roug
hout
this
con
cept
ual
stat
emen
t.
241_
109
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W
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
four
maj
or C
hine
se in
vent
ions
.2.
Des
crib
e th
e us
eful
ness
of
each
of
the
four
inve
ntio
ns.
3. E
valu
ate
the
impa
ct o
f th
ese
four
inve
ntio
ns o
n th
e w
orld
.4.
Use
a c
ompa
ss s
ucce
ssfu
lly.
5. R
ecyc
le p
aper
.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of C
hine
se H
isto
ry"
(35-
39)
Oth
er1.
Com
pass
, str
ip o
f si
lk, p
iece
of
pape
r, f
irec
rack
er
Inst
ruct
ions
1. R
evie
w th
e se
ctio
n in
"H
ighl
ight
s of
Chi
nese
His
tory
"th
at d
escr
ibes
the
inve
ntio
n or
dis
cove
ry o
f si
lk, g
unpo
wde
r, p
aper
and
the
com
pass
.
2. I
ntro
duce
fou
r m
ajor
Chi
nese
inve
ntio
ns, a
nd d
ispl
ay s
ilk,
pape
r, a
com
pass
and
fir
ecra
cker
s. Y
ou m
ay a
lso
wan
t to
disp
lay
the
book
, The
Chi
nese
Kne
w.
Dis
cuss
bri
efly
the
impo
rtan
ce o
f ea
ch in
vent
ion;
for
exam
ple:
a. H
ow is
the
com
pass
use
d? H
ow d
oes
it w
ork?
b. W
ho u
ses
a co
mpa
ss?
In w
hat o
ccup
atio
ns is
aco
mpa
ss u
sed?
c.If
the
com
pass
had
not
bee
n in
vent
ed, w
hat p
robl
ems
mig
ht h
ave
occu
rred
?C
oncl
ude
the
disc
ussi
on b
y as
king
the
child
ren
wha
t the
yw
ould
inve
nt to
ben
efit
peop
le.
3. E
xpla
in h
ow th
e co
mpa
ss w
as in
vent
ed b
y th
e C
hine
se.
The
y he
ld a
dis
k w
ith h
oles
in it
up
tow
ard
the
sky
atni
ght.
Whe
n th
e lig
ht f
rom
cer
tain
sta
rs m
ade
a ci
rcle
of
light
aro
und
the
disk
, the
y kn
ew th
ey w
ere
faci
ng n
orth
.
244
Con
duct
a s
hort
exe
rcis
e of
the
use
of th
e co
mpa
ss.
Indi
cate
the
four
car
dina
l poi
nts
on th
e bo
ard.
Pas
s ou
t afe
w c
ompa
sses
to th
e cl
ass.
For
m s
mal
l gro
ups
to s
hare
them
. Ask
the
child
ren
to id
entif
y th
e no
rth
side
of
the
clas
sroo
m. T
hen
post
a s
ign
read
ing
Nor
th o
n it.
Go
thro
ugh
the
sam
e pr
oces
s to
loca
te th
e ot
her
thre
e si
des
of th
e ro
om.
Ask
the
child
ren
to th
ink
of p
lace
s th
at a
re n
orth
of
the
clas
sroo
m. W
rite
thos
e pl
aces
on
the
boar
d as
sho
wn.
Rep
eat t
his
proc
ess
with
the
othe
r th
ree
dire
ctio
ns.
WE
STSc
hool
Yar
d(J
acks
on S
t.)
Scho
ol O
ffic
e (1
1th
St.)
NO
RT
H
SOU
TH
2nd
grad
e ro
om (
park
ing
lot)
EA
STPo
st O
ffic
e(L
inda
St.)
Hav
e th
e ch
ildre
n de
scri
be th
e us
eful
ness
of
the
com
pass
.4.
Con
duct
a p
aper
rec
yclin
g ex
peri
men
t.Pa
per
was
inve
nted
in C
hina
in 1
05 A
.D. I
t was
fou
ndth
at th
e in
ner
bark
of
the
mul
berr
y tr
ee c
ould
be
brok
enin
to f
iber
s an
d po
unde
d in
to a
she
et. T
he C
hine
se a
lso
foun
d th
at g
ood
pape
r co
uld
be m
ade
by p
ound
ing
rags
,he
mp
and
old
fish
net
s.
The
fol
low
ing
met
hod
of m
akin
g pa
per,
thou
gh n
ot th
eor
igin
al C
hine
se w
ay, m
ay g
ive
the
child
ren
an id
ea a
bout
how
pap
er is
mad
e by
han
d.
245
111
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ML
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246
112
MM
H
_any
52,2-tr :
1.(
Qin
Shi
huan
g )
2.2,T4M.T.---Maafti
3.13I5±1h1datla2-41121E
irg±Ri*OZIpi-Re
tt# E
lj
1.V
zaib
lt L
11:
11g1
E5
1(
41 3
5-39
)0
Aft
h1.
"Chi
na's
Inc
redi
ble
Find
." N
atio
nal G
eogr
aphi
c,A
pril
1978
.
2."A
n A
ncie
nt C
hine
se A
rmy
Ris
es f
rom
Und
er-
grou
nd S
entin
el D
uty.
" Sm
ithso
nian
, Nov
embe
r19
74.
aT-Tfl±..i-MIARAin-s2kflaTIJ
NM
1.t-x2m,4m1,Jzupmm4J.tELEomm
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bAA.e-INEMVALIX±A?it64P4A
M1 ±A
cVFWAIMV-UUBIES?AAIWZOZAM
EAZ?
247
PAPE
R R
EC
YC
LIN
G1.
Wor
king
in g
roup
s of
fiv
e, s
hred
10
faci
al ti
ssue
s or
ane
wsp
aper
spr
ead
into
a la
rge
bow
l.
2. A
dd 2
cup
s w
ater
and
1 ts
p st
arch
per
gro
up m
embe
r. B
eat
the
mix
ture
into
a p
ulp
with
an
egg
beat
er.
3. P
ut a
scr
een
over
a la
rge
drai
ning
pan
.4.
Hav
e ea
ch p
erso
n, in
turn
, pou
r 2
cups
of
pulp
on
top
ofth
e sc
reen
. Mak
e su
re th
e pu
lp is
eve
n.5.
Put
the
scre
en a
nd th
e pu
lp o
n ne
wsp
aper
, and
cov
erth
em w
ith m
ore
new
spap
er.
6. F
lip th
em o
ver
(so
the
scre
en is
now
on
the
top
of th
epu
lp, b
oth
hidd
en in
the
new
spap
er).
7. U
se a
rol
ling
pin
to s
quee
ze o
ut e
xces
s w
ater
.
8. C
aref
ully
rem
ove
the
top
new
spap
er a
nd th
e sc
reen
.Sl
owly
pul
l off
the
recy
cled
pap
er.
9. P
ut th
e re
cycl
ed p
aper
on
som
e ne
wsp
aper
s to
dry
for
ada
y or
two.
The
chi
ldre
n ca
n dr
aw, p
aint
or
wri
te o
n th
eir
recy
cled
pap
erw
hen
it is
dry
. For
exa
mpl
e, th
ey c
an w
rite
the
Chi
nese
wor
d's
they
lear
ned
in th
e pr
evio
us a
ctiv
ity.
7:1
248
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Stat
e th
at Q
in S
hihu
ang
was
an
empe
ror
of C
hina
.
2. S
tate
sev
eral
acc
ompl
ishm
ents
attr
ibut
ed to
the
empe
ror.
3. M
ake
clay
rep
licas
of
hors
emen
and
sol
dier
s fo
und
inth
e em
pero
r's to
mb.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of C
hine
seH
isto
ry"
(35-
39)
Oth
er1.
"C
hina
's I
ncre
dibl
e Fi
nd."
Nat
iona
l Geo
grap
hic,
Apr
il 19
78.
2.A
n A
ncie
nt C
hine
se A
rmy
Ris
es f
rom
Und
er-
grou
nd S
entin
el D
uty.
" Sm
ithso
nian
, Nov
embe
r19
74.
3. C
lay,
ass
orte
d fo
und
obje
cts,
cla
y to
ols
Inst
ruct
ions
1.St
ate
that
Qin
Shi
huan
g w
as a
fam
ous
empe
ror
of C
hina
.R
ead
alou
d th
e ap
prop
riat
e se
ctio
n in
"H
ighl
ight
s of
Chi
-ne
se H
isto
ry"
and
disc
uss
the
empe
ror's
acc
ompl
ishm
ents
:a.
Why
do
you
thin
k lif
e-lik
e cl
ay p
eopl
e an
d ho
rses
wer
epl
aced
in th
e to
mb?
b. W
hy w
ould
an
empe
ror
need
sol
dier
s w
hen
he w
asde
ad?
Whi
le h
e w
as a
live?
c. D
o yo
u th
ink
the
empe
ror
Qin
was
a g
ood
rule
r? W
hyor
why
not
?
2. S
how
the
child
ren
mag
azin
e pi
ctur
es o
f th
e to
mb
and
itsar
tifac
ts. R
ead
any
exce
rpts
fro
m th
e m
agaz
ine
artic
les
that
you
fee
l are
app
ropr
iate
and
dis
cuss
them
. Sin
ce th
edi
scov
ery
of th
e to
mb
in 1
974,
exc
avat
ions
hav
e be
en c
on-
tinui
ng. W
ith a
wal
l nea
rly
four
mile
s lo
ng, t
he v
ast o
uter
com
poun
d of
the
tom
b en
clos
es a
n ar
ea e
qual
to th
at o
f a
249
113
2C
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ili4X
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Wt.
2.It
g a
Nih
on n
241A
3.N
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LE
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ffilE
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g1n.
.
4.M
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11*
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3 46
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)
2.N
I/Fa
L*
Yft
1(
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Aft
1..t.
t.tR
-IN
2.31
'. J
J.V
S
3.H
*It
1:1
rn
tkat
kf-4
1. B
ened
ict,
Rut
h. T
he C
hrys
anth
emum
and
the
Swor
d. B
os-
ton:
Hou
ghto
n M
iffl
in, 1
946.
2. D
e B
ary,
Will
iam
, ed.
Sou
rces
of
Japa
nese
Tra
ditio
n. N
ew
250
251.
mod
ern
city
. The
tom
b is
loca
ted
near
the
anci
ent c
apita
lci
ty o
f X
i'an.
Loc
ate
Xi'a
n on
a w
all m
ap.
3. H
ave
the
child
ren
mak
e cl
ay r
eplic
as o
f th
e ho
rsem
en a
ndso
ldie
rs. U
se m
agaz
ine
phot
os a
s ex
ampl
es. I
f po
ssib
le,
have
the
fini
shed
pie
ces
fire
d in
a k
iln.
252
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
Jap
anes
e A
mer
ican
s ha
ve a
com
mon
his
tory
in J
apan
.
AC
TIV
ITY
6
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
Japa
nese
Am
eric
ans
as d
esce
ndan
ts o
f im
mig
rant
sfr
om J
apan
.
2. E
xpla
in th
e m
eani
ng o
f N
ihon
.3.
Loc
ate
Japa
n on
a w
orld
map
.4.
Des
crib
e ge
ogra
phic
al f
eatu
res
and
nam
e on
e m
ajor
isla
ndof
Jap
an.
5. R
etel
l the
lege
nd a
bout
the
orig
in o
f Ja
pan.
6. W
rite
a m
yth
of o
rigi
n ab
out a
n im
agin
ary
coun
try.
7. I
dent
ify
the
flag
of
Japa
n.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of J
apan
ese
His
tory
" (4
6-48
)2.
Wor
kshe
et, "
Flag
of
Japa
n" (
49)
Oth
er1.
Lar
ge w
orld
map
2. L
arge
rel
ief
glob
e3.
Wal
l map
of
Japa
n
For
teac
her
refe
renc
e1.
Ben
edic
t, R
uth.
The
Chr
ysan
them
um a
nd th
e Sw
ord.
Bos
-to
n: H
ough
ton
Mif
flin
, 194
6.2.
De
Bar
y, W
illia
m, e
d. S
ourc
es o
f Ja
pane
se T
radi
tion.
New
Yor
k: C
olum
bia
Uni
vers
ity P
ress
, 195
8.3.
Fai
rban
k, J
ohn
K.,
et a
l. E
ast A
sia:
Tra
ditio
n an
d T
rans
-fo
rmat
ion.
Bos
ton:
Hou
ghto
n M
iffl
in, 1
973.
4 y-
253
115
Yor
k: C
olum
bia
Uni
vers
ity P
ress
, 195
8.3.
Fai
rban
k, J
ohn
K.,
et a
l. E
ast A
sia:
Tra
ditio
n an
d T
rans
-fo
rmat
ion.
Bos
ton:
Hbu
ghto
n M
iffl
in, 1
973.
4. R
eisc
haue
r, E
dwin
0. J
apan
Pas
t and
Pre
sent
. New
Yor
k:A
lfre
d K
nopf
, 195
3.5.
Rei
scha
uer,
Edw
in 0
. and
Fai
rban
k, J
ohn
K. E
ast A
sia:
The
Gre
at T
radi
tion.
Bos
ton:
Hou
ghto
n M
iffl
in, 1
960.
tkan
tleC
Rtit
tz.r
APJ
)11
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4. R
eisc
haue
r, E
dwin
0. J
apan
Pas
t and
Pre
sent
. New
Yor
k:A
lfre
d K
nopf
, 195
3.
5. R
eisc
haue
r, E
dwin
0. a
nd F
airb
ank,
Joh
n K
. Eas
t Asi
a:T
he G
reat
Tra
ditio
n. B
osto
n: H
ough
ton
Mif
flin
, 196
0.
For
teac
her
prep
arat
ion
Mak
e a
larg
e Ja
pane
se f
lag
for
clas
sroo
m d
ispl
ay.
Inst
ruct
ions
1. W
rite
Jap
an o
n th
e bo
ard.
Loc
ate
Japa
n on
the
map
.E
xpla
in th
at a
nces
tors
of
Japa
nese
Am
eric
ans
cam
e fr
omJa
pan
to th
e U
nite
d St
ates
.2.
Rep
rodu
ce a
nd d
istr
ibut
e th
e te
achi
ng p
ictu
res,
"H
igh-
light
s of
Jap
anes
e H
isto
ry."
Rea
d th
e te
xt a
loud
. Dis
cuss
the
mea
ning
of
Japa
n. W
rite
the
two
char
acte
rs Q
*(m
eani
ng J
apan
) on
the
boar
d, p
rono
unce
d ne
e-ho
ng.
Rea
d th
e ch
arac
ters
alo
ud f
or th
e ch
ildre
n. H
ave
the
child
ren
pron
ounc
e th
em a
fter
you
.Sh
ow th
e fl
ag o
f Ja
pan
that
you
pre
pare
d. P
oint
to th
ere
d ci
rcle
in th
e m
iddl
e an
d as
k th
e ch
ildre
n to
inte
rpre
tth
e sy
mbo
l. A
sk w
hat t
he r
ed c
ircl
e lo
oks
like.
Exp
lain
the
mea
ning
of
the
wor
d N
ihon
as
"sou
rce
ofth
e su
n."
3. R
efer
to th
e w
all m
ap o
f Ja
pan
and
the
wor
ld m
ap. D
is-
cuss
the
geog
raph
y of
Jap
an:
a.Is
Jap
an m
ade
up o
f on
e la
rge
land
mas
s as
Chi
na is
?H
ow is
Jap
an g
eogr
aphi
cally
dif
fere
nt f
rom
Chi
na o
rth
e U
nite
d St
ates
?b.
Whe
n a
land
mas
s is
sur
roun
ded
by w
ater
on
all s
ides
,w
hat i
s it
calle
d? H
ow m
any
isla
nds
com
pris
e th
eco
untr
y of
Jap
an?
Can
you
poi
nt o
ut th
e fo
ur m
ajor
isla
nds?
c.Is
Jap
an la
rger
or
smal
ler
than
Chi
na?
Cal
ifor
nia?
Kor
ea?
The
Phi
lippi
nes?
Haw
aii?
Is
Japa
n m
ainl
y fl
ator
mou
ntai
nous
?
2561
'
Nam
e th
e fo
ur is
land
s. P
lace
em
phas
ison
the
isla
nd o
fH
onsh
u as
the
"mai
nlan
d" o
f Ja
pan.
Tok
yo, t
he c
apita
l of
Japa
n, is
loca
ted
on th
is is
land
. Hav
e th
e ch
ildre
n le
arn
the
nam
e of
this
isla
nd. S
tate
that
the
isla
nds
are
of v
olca
nic
orig
in. M
t. Fu
ji, f
or e
xam
ple,
was
onc
e an
act
ive
volc
ano.
Poin
t to
the
relie
f gl
obe.
Hav
e th
e ch
ildre
n fe
el th
e is
land
sof
Jap
an. H
ave
them
con
clud
e th
at th
ere
is v
ery
little
fla
tla
nd in
Jap
an. O
nly
17%
of
the
tota
l lan
dar
ea c
an b
e us
edfo
r fa
rmin
g.
4. C
oncl
ude
the
disc
ussi
on b
y te
lling
the
lege
nd a
bout
the
orig
in o
f Ja
pan:
It is
sai
d th
at a
god
sto
od o
n th
e br
idge
of
heav
enon
e da
y.H
e di
pped
his
spe
ar in
to th
e se
a an
d ra
ised
it h
igh
into
the
air.
Fou
r dr
ops
of w
ater
fel
l fro
m th
e go
d's
shin
ing
spea
r. T
hese
dro
ps b
ecam
e th
e fo
ur m
ain
isla
nds
of J
apan
.Su
gges
ted
ques
tions
:a.
Wha
t did
the
god
do o
n th
e br
idge
?b.
Acc
ordi
ng to
the
lege
nd, w
hat w
ere
the
four
isla
nds
mad
e fr
om?
Hav
e th
e ch
ildre
n cr
eate
myt
hs o
f or
igin
abo
ut th
e m
ake-
belie
ve c
ount
ries
they
cre
ated
in L
earn
ing
Obj
ectiv
e 1.
Hav
e th
e ch
ildre
n sh
are
thei
r m
yths
with
the
clas
s.5.
Dis
trib
ute
the
wor
kshe
et, "
The
Fla
g of
Jap
an."
Ins
truc
tth
e ch
ildre
n to
col
or th
e fl
ag a
ccor
ding
to th
e di
rect
ions
give
n on
the
wor
kshe
et.
6. P
ass
out p
aper
and
fel
t pen
s or
col
or c
onst
ruct
ion
pape
r.H
ave
the
child
ren
crea
te th
eir
own
natio
nal g
ag f
or th
eir
imag
inar
y co
untr
ies.
Ask
them
to e
xpla
in a
ny s
ymbo
lism
in c
olor
s or
des
ign
of th
e fl
ag.
An
alte
rnat
e pr
ojec
t is
to m
ake
flag
s us
ing
old
whi
te b
ed-
shee
ts a
nd f
elt p
ens
or te
xtile
dye
s.
257
117
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259
AC
TIV
ITY
7
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. L
ocat
e at
leas
t tw
o ne
ighb
orin
g co
untr
ies
of J
apan
.2.
Des
crib
e Ja
pan
as a
pop
ulou
s co
untr
y.3.
Ide
ntif
y M
ount
Fuj
i as
an im
port
ant l
andm
ark
in J
apan
.4.
Mak
e in
fere
nces
abo
ut w
hat i
mpa
ct g
eogr
aphy
has
had
on
the
livel
ihoo
d of
the
Japa
nese
peo
ple.
5. M
ake
a st
yrof
oam
pri
nt r
epre
sent
ing
a Ja
pane
se la
ndsc
ape.
Mat
eria
lsO
ther
1. M
agaz
ine
pict
ures
or
slid
es o
f Ja
pan
incl
udin
g th
ehi
ghla
nds,
Mt.
Fuji,
and
far
min
g ar
eas
2. L
arge
glo
be3.
Wal
l map
of
Japa
n4.
Rep
rodu
ctio
ns o
f Ja
pane
se w
oodc
uts
of M
t. Fu
jian
d ot
her
scen
ery
5. P
enci
ls, f
lat p
iece
of
styr
ofoa
m, b
raye
r ro
llers
,w
ater
sol
uble
ink,
new
spri
nt, s
heet
of
glas
s
Inst
ruct
ions
1. H
ave
the
child
ren
loca
te J
apan
and
fou
r ne
ighb
orin
gco
untr
ies
on th
e gl
obeC
hina
, Kor
ea, t
he S
ovie
t Uni
on,
and
the
Phili
ppin
es. C
ompa
re th
e si
ze o
f Ja
pan
with
that
of
the
Uni
ted
Stat
es. S
tate
that
, alth
ough
Jap
an h
asle
ss th
an h
alf
the
geog
raph
ic a
rea
of th
e U
nite
d St
ates
,it
does
hav
e ha
lf th
e po
pula
tion.
Hav
e th
e ch
ildre
nsp
ecul
ate
on th
e po
pula
tion
dens
ity in
Jap
an.
2. O
n th
e m
ap o
f Ja
pan,
mar
k th
e lo
catio
n of
Mt.
Fuji
with
an X
and
intr
oduc
e th
e m
ount
ain
as a
n im
port
ant l
and-
mar
k in
Jap
an.
Show
pic
ture
s of
Mt.
Fuji
to th
e ch
ildre
n an
d de
scri
beth
e m
ount
ain:
a. A
t 3,7
78 m
eter
s (1
2,38
8 fe
et),
it is
the
high
est m
oun-
tain
in J
apan
.
260
b.It
was
onc
e an
act
ive
volc
ano.
c. T
he J
apan
ese
trad
ition
ally
hav
e co
nsid
ered
Mt.
Fuji
tobe
sac
red.
d. B
ecau
se o
f its
hig
h el
evat
ion,
the
top
of M
t. Fu
ji is
cove
red
with
sno
w a
ll ye
ar r
ound
.e.
Tho
usan
ds o
f Ja
pane
se c
limb
the
peak
eve
ry s
umm
erto
hon
or it
. The
re is
a s
ayin
g, "
Any
one
who
doe
s no
tcl
imb
Mt.
Fuji
once
is a
foo
l. O
ne is
a g
reat
foo
l if
hecl
imbs
it m
ore
than
onc
e."
f.Ja
pane
se c
all M
t. Fu
ji Fu
ji-Sa
n. S
an m
eans
mou
ntai
nin
Jap
anes
e.
3. S
how
oth
er p
ictu
res
of s
cene
s in
Jap
an. D
iscu
ss th
eim
pact
of
mou
ntai
nous
terr
ain
on th
e pe
ople
:a.
Sin
ce J
apan
is s
uch
a m
ount
aino
us c
ount
ry, w
here
do
you
thin
k m
ost o
f th
e pe
ople
live
? W
hy?
b. A
re th
ere
few
or
man
y pe
ople
livi
ng o
n th
e fl
at la
nd?
(The
pop
ulat
ion
is n
earl
y 10
6 m
illio
n pe
ople
on
a to
tal
land
are
a of
onl
y 37
2,48
8 sq
km
[14
3,81
8 sq
mi]
.)c.
Sin
ce th
ere
is v
ery
little
fla
t lan
d in
Jap
an, h
ow d
oyo
u th
ink
the
Japa
nese
hav
e be
en a
ble
to p
rodu
ceen
ough
foo
d? (
Inte
nsiv
e fa
rmin
g m
etho
ds w
here
cro
psar
e gr
own
year
rou
nd, r
ice
terr
acin
g, a
nd f
ishi
ng h
ave
all b
een
high
ly d
evel
oped
. Als
o, f
ood
scra
ps a
re r
e-cy
cled
as
fert
ilize
r fo
r ga
rden
s an
d ve
ry li
ttle
food
isw
aste
d. M
ost o
f Ja
pan'
s fo
od is
impo
rted
.)d.
Sin
ce J
apan
is a
cou
ntry
of
man
y is
land
s, w
hat i
s a
good
sou
rce
of f
ood
avai
labl
e to
the
Japa
nese
? (f
ish)
e. D
o yo
u th
ink
the
Japa
nese
peo
ple
are
trad
ition
ally
am
eat e
atin
g so
ciet
y? W
hy o
r w
hy n
ot?
Doe
s on
e ha
veto
eat
mea
t to
have
a b
alan
ced
diet
? W
hy o
r w
hy n
ot?
Wha
t are
sub
stitu
tes
for
mea
t? D
o yo
u kn
ow w
hat
ave
geta
rian
is?
Con
clud
e th
e di
scus
sion
by
havi
ng th
e ch
ildre
n lis
t way
sin
whi
ch th
e ge
ogra
phy
of J
apan
aff
ects
its
peop
le's
way
of li
fe.
261
119
.1111
0
0 111
)114.
33 -33
tE
cNi
iO
0r
#1;
ma,
cs.
gg 141 m N *ffilq 4W" 11EII-1 !1J',g)
I-K EEF
-33 ig ES. H'Z- :g i0giS 1
IDE ;Itri; an t.) g 177L
im
0
0
-N5111
m
0
110 0 I-1 CN)
C4I,M
H 1;
4i 4i
iii
H
44-
*H
H
4. S
how
the
child
ren
vari
ous
exam
ples
of
Japa
nese
woo
dcut
prin
ts s
how
ing
land
scap
es o
f Ja
pan.
Hok
usai
and
Hir
o-sh
ige
are
two
fam
ous
artis
ts w
ho c
reat
ed m
any
exam
ples
of th
e w
oodc
ut te
chni
que.
The
y ar
e kn
own
part
icul
arly
for
thei
r de
pict
ions
of
Mt.
Fuji
and
othe
r Ja
pane
se la
nd-
mar
ks. E
xpla
in to
the
child
ren
that
woo
dblo
ck p
rint
s ar
em
ade
by c
arvi
ng th
e de
sign
into
blo
cks
of w
ood
and
then
inki
ng th
e bl
ock
befo
re tr
ansf
erin
g th
e de
sign
ont
o pa
per.
Hav
e th
e ch
ildre
n m
ake
thei
r ow
n st
yrof
oam
pri
nts
usin
gJa
pane
se la
ndsc
apes
as
subj
ect m
atte
r. D
raw
the
desi
gnon
a f
lat p
iece
of
styr
ofoa
m w
ith a
pen
cil.
Pres
s fi
rmly
so
that
the
desi
gn is
dra
wn
into
the
foam
. Rol
l out
ink
on a
shee
t of
glas
s w
ith a
bra
yer
rolle
r, th
en in
k th
e st
yrof
oam
surf
ace.
Pla
ce a
pie
ce o
f ne
wsp
rint
or
pape
r on
top
of th
ein
ked
surf
ace.
Rub
the
back
of
the
pape
r to
tran
sfer
the
desi
gn. L
ift t
he p
aper
for
the
fini
shed
pri
nt.
264
AC
TIV
ITY
8
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
the
Em
pero
r M
eiji.
2. N
ame
thre
e of
his
ach
ieve
men
ts.
3. D
escr
ibe
chan
ges
s/he
des
ires
in th
e U
nite
d St
ates
.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of J
apan
ese
His
tory
" (4
6-48
)O
ther
1. R
efer
ence
boo
ks o
n Ja
pan
Inst
ruct
ions
1. R
ead
alou
d th
e se
ctio
n in
the
teac
hing
pic
ture
s ab
out
Em
pero
r M
eiji.
Dis
cuss
the
empe
ror:
a. W
ho w
as M
eiji?
b. W
hat c
hang
es d
id h
e m
ake
in J
apan
?c.
Why
do
you
thin
k he
mad
e th
ese
chan
ges?
Hav
e th
e ch
ildre
n us
e re
fere
nce
book
s to
fin
d ou
tm
ore
abou
t the
em
pero
r an
d th
e im
pact
of
the
chan
ges
that
he
mad
e.
2. D
iscu
ss U
.S. c
urre
nt e
vent
s re
leva
nt to
the
child
ren'
s ex
-pe
rien
ce. E
xplo
re w
hat c
hang
es th
ey w
ould
like
to m
ake
in th
is c
ount
ry. A
sk th
em to
wri
te a
sho
rt p
arag
raph
desc
ribi
ng th
eir
view
s.
265
121
2,21
115.
1134
4U
AX
MIA
AA
-it.1
411/
gPitA
Ek
e
amJL
52,2
fre
:1.
atw
itm_E
vzff
inis
-nif
fizi
2.-2
WIP
RX
5Af3
igkI
lAIP
ISA
II/9
WR
3.C
' L V
1 T
tA4.
Iffi
lF1*
--ilt
l.tA
rlig
°
5..ic
hRni
*-11
=tli
tEll*
ft`9
ffiM
i.hfi
fth
gEX
II=
1/II
,1.
41t S
iL
IPM
AE
k*1
e(5
0-53
)
2.E
OL
-K-L
- L
1e
(54)
fift
h1.
tWIM
.D
iZgE
etlit
h
icitf
Sfle
IAPT
O4R
T4
1.A
rcill
a, J
ose.
An
Intr
oduc
tion
to P
hilip
pine
His
tory
. Que
zon
City
, Phi
lippi
nes:
Ate
neo
de M
anila
Uni
vers
ity P
ress
,19
73.
2. A
rche
r, J
ules
. The
Phi
lippi
nes
Figh
t for
Fre
edom
. New
Yor
k: C
row
ell-
Col
lier
Pres
s, 1
970.
3. N
elso
n, R
aym
ond.
The
Phi
lippi
nes.
New
Yor
k: W
alke
r an
dC
o., 1
968.
4. P
hilip
pine
His
tory
. Ber
kele
y, C
A: A
sian
Am
eric
an B
iling
ual
Cen
ter,
197
7.
122
266
5. T
he P
hilip
pine
s in
Pic
ture
s. N
ew Y
ork:
Ste
rlin
g Pu
blis
hing
,V
isua
l Geo
grap
hy S
erie
s, 1
974.
6. T
or, R
egin
a. G
ettin
g to
Kno
w th
e Ph
ilipp
ines
. New
Yor
k:M
cCan
n an
d G
eogh
egan
, 197
1.
1.L
IV
IEk.
t* 1
11;g
ffi
Eza
M&
_ER
W L
A'1
r111
-52,
2Eft
hEL
E.4
Aff
ilki*
An.
M.Z
.1. A
fitif
9Mff
AX
ER
IAff
gffi
Alr
i*A
fi'9
g1
2.Fi
l-re
iki=
Mit;
111c
4M :
aIR
MA
TZ
.\.tg
-13M
?b
VFP
grzf
fini
!-H
WIA
OID
E?
3..f
t272
.14M
1PD
XI
1t:
aO
IMIL
Y:V
MK
Ee
b
13tt4
i.ffi
M11
-7-±
=X
-L--
-h-E
!il
()
e
atl
M±
El
j2Z
/.1N
?
bIF
IM±
1.t2
Z/.1
\ ?U
MX
.ItX
1i17
U2Z
/JN
? 1±
EPH
IC ?
dat
thrg
iEtv
elyi
?
El*
R14
AIS
ZV
A 1
111-
4-11
Sgtn
ikL
VA
1 E
ffi 1
1WIt
-A
4.L
INSA
1tE
ttEA
#1E
k42
-Avi
rma
LE
AR
NIN
G O
BJE
CT
IVE
The
chi
ld w
ill r
ecog
nize
that
Fili
pino
Am
eric
ans
have
aco
mm
on h
isto
ry in
the
Phili
ppin
es.
AC
TIV
ITY
9
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. L
ocat
e th
e Ph
ilipp
ines
on
the
wor
ld m
ap.
2. I
dent
ify
the
ance
stor
s of
Fili
pino
Am
eric
ans
as im
mi-
gran
ts f
rom
the
Phili
ppin
es.
3. D
efin
e ar
chip
elag
o.4.
Nam
e a
maj
or is
land
in th
e Ph
ilipp
ines
.
5. C
ompa
re th
e Ph
ilipp
ines
with
oth
er c
ount
ries
in s
ize
and
geog
raph
ic f
eatu
res.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of P
hilip
pine
His
tory
" (5
0-53
)2.
Act
ivity
car
d, "
The
Phi
lippi
nes"
(54
)O
ther
1. W
all m
ap o
f th
e w
orld
or
map
of
Asi
a2.
Lar
ge g
lobe
For
teac
her
refe
renc
e1.
Arc
illa,
Jos
e. A
n In
trod
uctio
n to
Phi
lippi
ne H
isto
ry. Q
uezo
nC
ity, P
hilip
pine
s: A
tene
o de
Man
ila U
nive
rsity
Pre
ss,
1973
.
2. A
rche
r, J
ules
. The
Phi
lippi
nes
Figh
t for
Fre
edom
. New
Yor
k: C
row
ell-
Col
lier
Pres
s, 1
970.
3. N
elso
n, R
aym
ond.
The
Phi
lippi
nes.
New
Yor
k: W
alke
r an
dC
o., 1
968.
4. P
hilip
pine
His
tory
. Ber
kele
y, C
A: A
sian
Am
eric
an B
iling
ual
Cen
ter,
197
7.
258
5. T
he P
hilip
pine
s in
Pic
ture
s. N
ew Y
ork:
Ste
rlin
g Pu
blis
hing
,V
isua
l Geo
grap
hy S
erie
s, 1
974.
6. T
or, R
egin
a. G
ettin
g to
Kno
w th
e Ph
ilipp
ines
. New
Yor
k:M
cCan
n an
d G
eogh
egan
, 197
1.
Inst
ruct
ions
1. R
epro
duce
and
dis
trib
ute
the
teac
hing
pic
ture
s, "
Hig
h-lig
hts
of P
hilip
pine
His
tory
." R
ead
the
text
alo
ud. W
rite
the
Phili
ppin
es o
n th
e ch
alkb
oard
.
Hav
e th
e ch
ildre
n lo
cate
the
Phili
ppin
es o
n th
e m
ap.
Exp
lain
that
anc
esto
rs o
f Fi
lipin
o A
mer
ican
s w
ere
imm
i-gr
ants
fro
m th
e Ph
ilipp
ines
.
2. D
iscu
ss th
e ge
ogra
phic
cha
ract
eris
tics
of th
e Ph
ilipp
ines
:a.
Is th
e Ph
ilipp
ines
mad
e up
of
one
land
mas
s?b.
Can
you
cou
nt h
ow m
any
isla
nds
ther
e ar
e in
the
Phili
ppin
es?
3. G
ive
the
follo
win
g in
form
atio
n ab
out t
he P
hilip
pine
s:a.
It is
loca
ted
in S
outh
east
Asi
a.b.
The
Phi
lippi
nes
is c
ompr
ised
of
a ch
ain
of m
ore
than
7,00
0 is
land
s st
retc
hing
for
nea
rly
one
thou
sand
mile
s.It
has
a to
tal l
and
area
of
227,
017
sq k
m (
115,
830
sqm
i).
Sugg
este
d qu
estio
ns:
a.Is
the
Phili
ppin
es la
rger
or
smal
ler
than
Jap
an?
b. I
s th
e Ph
ilipp
ines
larg
er o
r sm
alle
r th
an th
e U
nite
dK
ingd
om?
c.Is
the
Phili
ppin
es la
rger
or
smal
ler
than
the
U.S
.?C
hina
?d.
Wha
t is
the
capi
tal o
f th
e Ph
ilipp
ines
? H
ow is
it d
esig
-na
ted
on th
e m
ap?
On
wha
t isl
and
is th
e ca
pita
llo
cate
d?e.
Jap
an a
nd th
e Ph
ilipp
ines
are
arc
hipe
lago
s. D
evis
e a
defi
nitio
n of
this
term
by
exam
inin
g th
e m
ap.
4. R
epro
duce
the
activ
ity c
ard,
"T
he P
hilip
pine
s."
Mou
ntth
e m
ap o
n on
e si
de o
f a
piec
e of
tagb
oard
. Mou
nt th
equ
estio
ns o
n th
e ot
her
side
. Dis
trib
ute
the
card
and
hav
eth
e ch
ildre
n co
mpl
ete
the
ques
tions
.
269
123
Htl
22fi
ffal
e :
1.ft
leiit
izff
lam
Art
gaw
2.M
AJP
ISA
A)R
mz:
..gaz
w-F
3urg
3.V
2,'ba
rang
ay #
1 da
taT
t A 0
tk# X E
VI
61.
JAT
he B
aran
gays
1°
2.N
i/FL
The
Bar
anga
ys 1
(55-
56)
Aft
h1.
VM
K5M
itti
A-1
4-m
entu
itssm
,fg-
.
RIM
1.5a
ffa
fa
E 4
14It
MW
IVIS
MY
VA
TE
RI
456-
Am
{m
Aor
nrol
t.Attr
YgA
NA
AM
OU
iM40
t-W
2-2,
M,
T!P
A4V
RA
nMM
,FlI
gisf
fidr
.gE
RIT
E,
YIJ
M,M
11-W
IPM
A-Y
.wnW
R°
a2*
tL
The
Bar
anga
ys 1
° 94
2 1B
14 u
:1.
/iiD
iAlr
ism
.a._
Ezr
grnA
ZA
&A
? f
th {
P9'D
T g
13-A
5k f
rg ?
fth
ilTE
AU
KC
Yg
?
2.JA
L 1
_.-g
113
?
Alg
Z ?
3.V
F yt
datu
JA
I?
&O
A d
atu
?A4T
AX
-?
?
4.ra
mvF
RIE
T-1
®n
iliA
IrN
iMFA
NO
EV
II4C
?
124
270
a33
'N
i fL
The
Bar
anga
ys 1
,n4
21f
aa...
hrow
4.52
S1±
-111
tL
The
Bar
anga
ys 1
± t,
tE t
°
271
AC
TIV
ITY
10
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Loc
ate
the
Phili
ppin
es o
n a
map
.2.
Des
crib
e ho
w th
e Ph
ilipp
ines
was
fir
st s
ettle
d.3.
Def
ine
bara
ngay
and
dat
u.
Mat
eria
lsA
AB
C 1
. Col
orin
g bo
ok, T
he B
aran
gays
"2.
Wor
kshe
et, T
he B
aran
gays
" (5
5-56
)O
ther
1. W
all m
ap o
f So
uthe
ast A
sia
2. M
agaz
ines
, boo
ks o
r ph
otog
raph
s of
var
ious
boa
ts
Inst
ruct
ions
1. H
ave
the
child
ren
look
at t
he w
all m
ap. P
oint
out
the
coun
trie
s ne
ar th
e Ph
ilipp
ines
. Hav
e th
e ch
ildre
n im
agin
ew
here
a p
rehi
stor
ic la
nd b
ridg
e m
ay h
ave
exis
ted
and
from
whe
re e
arly
gro
ups
of p
eopl
e m
ight
hav
e co
me
bybo
at to
the
Phili
ppin
es. E
xpla
in th
at th
ousa
nds
of y
ears
ago,
dif
fere
nt p
eopl
es c
ame
to th
e Ph
ilipp
ines
fro
m w
hat
are
now
Vie
tnam
, Chi
na, M
alay
sia,
and
Ind
ones
ia. T
hese
wer
e th
e ea
rly
inha
bita
nts
of th
e Ph
ilipp
ines
.2.
Rea
d th
e co
lori
ng b
ook,
The
Bar
anga
ys."
Dis
cuss
it w
ithth
e ch
ildre
n:a.
Who
wer
e th
e va
riou
s pe
ople
who
cam
e to
set
tle in
the
Phili
ppin
es?
Whe
re d
id th
ey c
ome
from
? H
ow d
idth
ey a
rriv
e?b.
Wer
e al
l the
peo
ple
who
cam
e al
ike?
Why
or
why
not
?c.
Wha
t do
you
thin
k w
ere
the
resp
onsi
bilit
ies
of th
eda
tu?
DO
you
thin
k it
was
nec
essa
ry to
hav
e da
tus?
Why
or
why
not
?d.
Im
agin
e th
at y
ou h
ave
disc
over
ed a
n is
land
and
dec
ide
to m
ake
it yo
ur h
ome.
Wha
t wou
ld y
ou n
eed
tosu
rviv
e?
272
3. P
ass
out t
he w
orks
heet
, The
Bar
anga
ys,"
and
hav
e th
ech
ildre
n co
mpl
ete
it. T
hen
revi
ew th
e an
swer
s an
d di
s-cu
ss th
em.
4. H
ave
the
child
ren
colo
r th
e bo
ok, T
he B
aran
gays
," a
nddi
spla
y th
e re
sults
.
273
125
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AC
TIV
ITY
11
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Loc
ate
the
equa
tor
on a
glo
be.
2. D
efin
e tr
opic
al.
3. I
dent
ify
prod
ucts
fro
m th
e Ph
ilipp
ines
.4.
Exp
lain
the
caus
e-an
d-ef
fect
rel
atio
nshi
p be
twee
n na
tura
lre
sour
ces
and
a cr
aft t
hat i
s su
bseq
uent
ly d
evel
oped
.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hig
hlig
hts
of P
hilip
pine
His
tory
" (5
0-53
)2.
Wor
kshe
et, "
Prod
ucts
fro
m th
e Ph
ilipp
ines
" (5
7)3.
Act
ivity
car
d, "
Bam
boo"
(58
)O
ther
1. P
ictu
res
or s
ampl
es o
f tr
opic
al f
ruits
, suc
h as
bana
na, p
inea
pple
, pap
aya,
man
go, g
uava
, coc
o-nu
t, av
ocad
o2.
She
ll je
wel
ry a
nd b
ambo
o pr
oduc
ts3.
Lar
ge r
elie
f gl
obe
Inst
ruct
ions
1. S
how
the
glob
e. S
how
how
clo
se th
e Ph
ilipp
ines
is to
the
equa
tor
and
expl
ain
how
this
aff
ects
its
clim
ate:
a.Is
it h
ot o
r co
ld c
lose
to th
e eq
uato
r? W
hy?
b. W
hat g
row
s w
ell i
n w
arm
wea
ther
?
Dis
play
the
pict
ures
or
sam
ples
of
frui
ts. T
he c
hild
ren
are
to id
entif
y as
man
y of
them
as
poss
ible
. Nam
e th
ose
whi
char
e un
fam
iliar
. Exp
lain
that
all
thes
e fr
uits
are
gro
wn
inth
e. P
hilip
pine
s an
d ar
e pa
rt o
f th
e di
et th
ere.
Poin
t out
that
thes
e fr
uits
are
cal
led
trop
ical
bec
ause
they
can
only
gro
w in
pla
ces
with
war
m a
nd h
umid
wea
ther
.A
sk th
e ch
ildre
n to
thin
k of
a p
lace
in th
e U
.S. w
here
som
e of
thes
e fr
uits
are
als
o gr
own.
(H
awai
i)
276
If p
ossi
ble,
cut
bite
-siz
ed p
iece
s fr
om th
e fr
uits
and
hav
eth
e ch
ildre
n sa
mpl
e th
em.
2. D
ispl
ay th
e sh
ell j
ewel
ry. W
ithou
t giv
ing
back
grou
nd in
-fo
rmat
ion,
ask
the
child
ren
to e
xpla
in w
hy s
hell
jew
elry
is m
ade
in th
e Ph
ilipp
ines
.
3. D
ispl
ay b
ambo
o. D
iscu
ss th
e us
es o
f th
is p
lant
. Rep
ro-
duce
and
dis
trib
ute
the
activ
ity c
ard,
"B
ambo
o" a
nd h
ave
the
child
ren
com
plet
e th
e ex
erci
ses.
4. P
lay
the
gam
e, "
Shop
ping
in th
e Ph
ilipp
ines
":a.
Rev
iew
the
prod
ucts
fro
m th
e Ph
ilipp
ines
.b.
Hav
e th
e ch
ildre
n fo
rm a
cir
cle
of c
hair
s an
d th
en s
itdo
wn.
Eac
h ch
ild is
to p
ick
one
Filip
ino
prod
uct t
o be
his/
her
nam
e, e
.g.,
pine
appl
e, s
eash
ell.
S/he
is to
wri
te th
e na
me
of th
e pr
oduc
t on
a st
rip
of p
aper
and
tape
it to
his
/her
shi
rt.
Sele
ct o
ne c
hild
to b
e th
e sh
oppe
r. R
emov
e hi
s/he
rch
air
from
the
circ
le. S
/he
does
his
/her
sho
ppin
g "a
llov
er th
e Ph
ilipp
ines
" by
wal
king
aro
und
the
insi
de o
fth
e ci
rcle
.S/
he w
ill c
all o
ut th
ings
s/h
e w
ants
to b
uy. A
chi
ldw
hose
"pr
oduc
t" is
cal
led
upon
will
sta
nd u
p an
dfo
llow
the
shop
per.
Whe
n th
e sh
oppe
r fi
nish
es h
is/h
er s
hopp
ing,
s/h
e w
illsa
y "G
o ho
me.
" E
very
one
will
then
try
to f
ind
a se
at.
The
one
who
is le
ft s
tand
ing
in th
e ci
rcle
will
bec
ome
the
next
sho
pper
.5.
Dis
trib
ute
the
wor
kshe
et, "
Prod
ucts
fro
m th
e Ph
ilipp
ines
."In
stru
ct th
e ch
ildre
n to
fin
d an
d ci
rcle
the
six
prod
ucts
from
the
Phili
ppin
es th
at a
re h
idde
n in
the
pict
ure.
c. d. e. f.
277
127
YE
ZE
V4
:1.
F2W
Ban
aue
VA
fiq
ism
1: a
En
ryg
-gm
3.#4
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egat
tfIP
TFC
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t L B
anau
e ir
g la
a E
n 1
(59)
it M
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M 1.ff
i 7T
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anau
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6Ita
i III
152
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°
278
128
AlgO+niGA.nAtaiMfflOMM:
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b A
mna
?c
Igorot
Agic.450
111
?
dAgiliMIA*A.BMAAYStE?
eai
t-A
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5irt-AMVV)-
TMA2.4PWA±M2NAMAK.
ari
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ifF
279
AC
TIV
ITY
12
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
the
Ban
aue
rice
terr
aces
of
the
Phili
ppin
es.
2. E
xpla
in o
ne r
easo
n fo
r th
e co
nstr
uctio
n of
the
rice
terr
aces
.
3. E
xpre
ss a
ppre
ciat
ion
for
inte
nsiv
e ag
ricu
ltura
l tec
hniq
ues
deve
lope
d by
Fili
pino
s.
Mat
eria
lsA
AB
C 1
. Act
ivity
car
d, "
Ban
aue
Ric
e T
erra
ces"
(59
)O
ther
1. M
ap o
f th
e Ph
ilipp
ines
Inst
ruct
ions
1. S
how
the
activ
ity c
ard,
"B
anau
e R
ice
Ter
race
s."
Ask
the
child
ren
to d
escr
ibe
the
pict
ure.
Loc
ate
the
site
of
the
Ban
aue
rice
terr
aces
on
the
map
.Id
entif
y th
e lo
catio
n as
the
nort
hern
inte
rior
of
the
isla
ndof
Luz
on.
Exp
lain
the
sign
ific
ance
of
the
Ban
aue-
rice
terr
aces
with
the
follo
win
g in
form
atio
n:a.
The
se f
amou
s ri
ce te
rrac
es w
ere
built
by
the
Igor
ots,
who
stil
l liv
e in
the
mou
ntai
ns.
b.It
took
the
Igor
ots
mor
e th
an 2
,000
yea
rs to
bui
ld th
ete
rrac
es.
c. T
he s
tone
-wal
led
terr
aces
are
the
high
est,
best
bui
lt,an
d m
ost e
xten
sive
in th
e w
orld
.d.
The
terr
aces
cov
er a
n ar
ea o
f ne
arly
400
squ
are
kilo
-m
eter
s.e.
The
terr
aces
are
evi
denc
e th
at a
ncie
nt F
ilipi
nos
had
adva
nced
kno
wle
dge
of s
cien
ce, a
rchi
tect
ure,
art
, and
engi
neer
ing.
Def
ine
thes
e te
rms
if n
eces
sary
.
280
2. U
sing
the
activ
ity c
ard,
dis
cuss
how
terr
aces
are
use
d to
grow
ric
e:a.
Whe
re d
o fa
rmer
s gr
ow r
ice
on th
e te
rrac
e?b.
Why
are
sto
ne w
alls
nee
ded?
c. W
hy d
id th
e Ig
orot
trib
es b
uild
the
terr
aces
?d.
Why
is g
row
ing
rice
impo
rtan
t in
Asi
an c
ount
ries
?e.
Wha
t dif
fere
nt f
oods
are
mad
e w
ith r
ice?
(ca
ke, w
ine,
crac
kers
, noo
dles
, sou
p, e
tc.)
Con
clud
e th
at th
e na
tive
Filip
inos
wer
e pe
ople
of
inge
nuity
and
dili
genc
e.
3. H
ave
the
child
ren
com
plet
e th
e ac
tivity
car
d.
2 1
129
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:41-ONWg
AC
TIV
ITY
13
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Ide
ntif
y th
e fl
ag o
f th
e Ph
ilipi
nes.
2. D
escr
ibe
the
sym
bolis
m o
f th
e fl
ag.
Mat
eria
lsA
AB
C 1
. Wor
kshe
et, "
Flag
of
the
Phili
ppin
es"
(60)
2. T
each
ing
pict
ures
, "H
ighl
ight
s of
Phi
lippi
neH
isto
ry"
(50-
53)
For
teac
her
prep
arat
ion
Mak
e a
flag
of
the
Phili
ppin
es f
or c
lass
room
dis
play
.
Inst
ruct
ions
1. S
how
the
flag
of
the
Phili
ppin
es. E
xpla
in th
e sy
mbo
lism
of th
e fl
ag:
Blu
e
Red
2S4
Blu
e re
pres
ents
just
ice
and
peac
e.R
ed r
epre
sent
s br
aver
y an
d pa
trio
tism
.T
he w
hite
tria
ngle
rep
rese
nts
equa
lity.
The
thre
e st
ars
repr
esen
t the
thre
e re
gion
s of
Luz
on,
the
Vis
ayas
, and
Min
dana
o.T
he e
ight
ray
s re
pres
ent t
he f
irst
eig
ht p
rovi
nces
tofi
ght f
or f
reed
om.
2. D
istr
ibut
e th
e w
orks
heet
, "Fl
ag o
f th
e Ph
ilipp
ines
," a
ndte
ll th
e ch
ildre
n to
col
or th
e fl
ag.
Rev
iew
the
teac
hing
pic
ture
s, "
Hig
hlig
hts
of P
hilip
pine
His
tory
":a.
Wha
t par
t of
Phili
ppin
e hi
stor
y do
es th
e fl
agre
pres
ent?
b. W
hat c
ount
ries
rul
ed th
e Ph
ilipp
ines
in th
e pa
st?
c. N
ame
the
lead
ers
who
fou
ght f
or f
reed
om.
d. W
hat i
mpo
rtan
ce d
oes
free
dom
hav
e fo
r Fi
lipin
os?
For
all p
eopl
e?
3. C
oncl
ude
the
unit
on th
e hi
stor
y of
the
Phili
ppin
es b
yem
phas
izin
g th
at it
is s
hare
d by
all
Filip
inos
who
live
outs
ide
the
Phili
ppin
es, s
uch
as F
ilipi
no A
mer
ican
s.
285
131
2S6
132
Vin
ZE
I3A
h #1
411/
9121
13n*
MR
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AR
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ggh-
-EA 28
7
288
CO
NC
EPT
UA
L S
TA
TE
ME
NT
II
Eth
nic
grou
psco
nsis
t of
fam
ilies
and
oth
erpe
ople
who
hav
e a
com
mon
his
tory
inth
e U
nite
d St
ates
.
PRE
PAR
AT
OR
Y :,
-(T
IVIT
Y
LE
AR
NIN
G O
BJE
CT
OIE
The
chi
ld w
ill r
ecog
nize
that
Asi
an A
mer
ican
s ha
ve a
com
mon
hist
ory
of im
mig
ratio
n to
the
Uni
ted
Stat
es.
Act
iviti
es 1
- 2
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
Chi
nese
Am
eric
ans
have
aco
mm
on h
isto
ry in
the
Uni
ted
Stat
es.
Act
iviti
es 3
- 4
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
Jap
anes
e A
mer
ican
s ha
vea
com
mon
his
tory
in th
e U
nite
d St
ates
.
Act
iviti
es 5
- 6
LE
AR
NIN
G O
BJE
CT
Iq 4
The
chi
ld w
ill r
ecog
nize
that
Fili
pino
Am
eric
ans
have
aco
mm
on h
isto
ry in
the
Uni
ted
Stat
es.
Act
iviti
es 7
- 8
CC
LM
INA
TIN
G A
CT
INnI
TIT
2S9
133
fle
RA
E *
:1.
atW
tthm
_EM
ffik
lEin
ifilT
h"tW
-Eilf
l MA
L&
2kE
.74
0Z
ZE
tWitE
l±m
w3.
Miti
ftth
FtB
AA
IME
lAr,
e-nW
ito
tt gEX
LI=
141,
1.t
1°
1L0
2.A
lt L
!1
(61-
68)
.41t
h1.
ME
*A
ei0
2.A
AtM
V f
fiM
M3.
no-f
twm
a
1.tE
tww
wg5
)-ge
llY0.
2,11
41-t
hir9
lEth
eM
AL
*& Z
-MtN
.E.7
uTIP
]
PiE
rrgi
Ca
114
5Z2a
itT±
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trill
i1O
. lki
lr-O
.N.I
tVM
0M
R. M
ktPR
I al
l1fr
g *N
ftft
h iF
9
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TO
JEN
toIt
fffi
lictlI
ffiE
ell-
Egr
rgIA
E-, 12
-Lif
lligf
tR
IVFn
tiAM
A-g
ErT
ffi
WE
IJig
AtA
EJc
rrg
riB
l-th
113
9 re
g -A
CO
M
1111
111F
M9A
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irgn
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jfilt
i*It
134
25)0
ZT
RI-
WfE
4t*M
L fik
K10
,MK
J:
af7
geh
leiO
4?b
Aaa
Ngi
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1,-T
Aur
elio
nzt(
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cint
oral
-3K
?c
1'`i
cgte
aM±
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15 ?
Aar
g4-,
AA
8TA
-`fx
?
dfi
c A
urel
io I
- ea
tZE
L%E
gt 1
E?
4.2
a_h
6/1
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elio
Eli
Aca
pulc
o M
fr
2A
capu
lco
9.1f
fl f
fit
l7 /I
NA
fa
°
3.1c
52, I
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fqL
Jc*&
1=-1
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t 0ti'
s*I
ft 4
'14
fE /C
M M
IUE
it&
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g,1
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th ia
; at W
Afi
tt-6
tffl
=1
O'g
IIA
FA
&I
RI
.E--
291
pRE
FAR
.Arr
oti)
; Acr
iTrY
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
his/
her
city
of
resi
denc
e, th
e m
ajor
con
tinen
ts,
the
pole
s, th
e eq
uato
r, a
nd m
ajor
oce
ans
on a
wor
ld m
ap.
2. L
ocat
e an
d id
entif
y co
untr
ies
of A
sia
on a
wor
ld m
ap.
3. S
ucce
ssfu
lly p
lay
a ga
me
base
d on
map
ski
lls.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, T
he C
apta
in o
f th
e Sh
ip"
2. G
ame,
"L
et's
Tra
vel"
(61
-68)
Oth
er1.
Map
of
the
wor
ld f
or e
ach
child
2. C
olor
pen
cils
, mar
kers
3. G
lobe
, wal
l map
of
the
wor
ld, a
tlase
s
Inst
ruct
ions
1. D
istr
ibut
e an
out
line
map
of
the
wor
ld to
eac
h ch
ild.
Hav
e th
e ch
ildre
n la
bel t
he m
ajor
land
mas
ses,
the
pole
s,th
e eq
uato
r, m
ajor
oce
ans,
and
thei
r ci
ty o
f re
side
nce
onth
e m
ap.
Hav
e th
e ch
ildre
n lo
cate
the
dire
ctio
n fi
nder
on
the
map
and
note
the
dist
ance
sca
le. C
ondu
ct a
few
exe
rcis
es o
ndi
rect
ions
and
dis
tanc
es u
ntil
the
child
ren
can
use
both
map
fea
ture
s w
ith e
ase.
Hav
e th
e ch
ildre
n id
entif
y an
d lo
cate
, lab
el, a
nd c
olor
the
diff
eren
t Asi
an c
ount
ries
. Cho
ose
one
or tw
o to
est
ablis
hin
wha
t dir
ectio
n an
d ho
w f
ar th
e co
untr
ies
are
from
your
city
.
At t
he b
otto
m o
f th
e m
ap, h
ave
the
child
ren
wri
te o
ne o
rtw
o se
nten
ces
abou
t the
con
tinen
t of
Asi
a. D
iscu
ss th
ese
nten
ces.
Enc
oura
ge c
hild
ren
who
are
fro
m A
sia
tosh
are
wha
t the
y kn
ow a
bout
whe
re th
ey c
ome
from
.
292
2. R
ead
alou
d th
e st
oryb
ook,
The
Cap
tain
of
the
Ship
."Su
gges
ted
ques
tions
:a.
Wha
t is
a st
owaw
ay?
b. W
hy d
id th
e sa
ilor
who
fou
nd A
urel
io c
all J
acin
to?
c. W
ould
you
like
to w
ork
on a
shi
p? W
hy o
r w
hy n
ot?
d. W
hy d
id A
urel
io li
ke li
ving
in th
e pl
ace
calle
d "M
a-ni
la V
illag
e"?
Hav
e th
e ch
ildre
n tr
ace
on th
eir
map
s th
e ro
ute
Aur
elio
took
fro
m M
anila
to A
capu
lco,
then
up
to th
e G
ulf
ofM
exic
o an
d N
ew O
rlea
ns.
3. S
how
the
child
ren
how
to p
lay
the
gam
e, "
Let
's T
rave
l."T
akin
g tu
rns,
pla
yers
pic
k ca
rds
from
a d
eck.
The
pla
yer
read
s th
e ca
rd, t
hen
mov
es a
car
dboa
rd s
hip
acro
ss th
ega
meb
oard
as
dire
cted
. As
the
play
er d
oes
so, s
/he
nam
esth
e de
stin
atio
n an
d an
y co
ntin
ent,
coun
try,
or
ocea
n s/
hecr
osse
s.
293
135
1*M
22E
IRM
AlE
AX
PIIA
A.1
.111
1gfX
121(
i/gE
5.0
1. 2. 3. 4.
#B IF
ffiA
tAag
niP
lEtio
LT
titftS
cXM
Iii&
-"N
lYg1
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tii.o
TA
3'1
121A
.1=
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-WO
ZIJ
3t(
Ail
1.1
°ffn
t3.
.t t!
W. i
tD
. 1
VO
T04
.-**
41.
Asi
an A
mer
ican
Stu
dies
Cen
ter.
Roo
ts: A
n A
sian
Am
eric
anR
eade
r. L
os A
ngel
es: R
egen
ts o
f th
e U
nive
rsity
of
Cal
i-fo
rnia
, 197
1.
2.C
ount
erpo
int.
Edi
ted
by E
mm
a G
ee. L
os A
ngel
es:
Reg
ents
of
the
Uni
vers
ity o
f C
alif
orni
a, 1
977.
3. A
sian
Am
eric
an S
tudi
es D
epar
tmen
t. A
sian
Wom
an.
Ber
kele
y, C
A: U
nive
rsity
of
Cal
ifor
nia,
197
1.
4. J
acob
s, P
aul;
Lan
dau,
Sau
l; an
d Pe
ll, E
ve. T
o Se
rve
the
Dev
il. N
ew Y
ork:
Ran
dom
Hou
se, 1
971.
5. M
cWill
iam
s, C
arey
. Bro
ther
s un
der
the
Skin
. Bos
ton:
Litt
le,
2' 4
136
Bro
wn
and
Co.
, 196
4.
6. S
tegn
er, W
alla
ce. O
ne N
atio
n. B
osto
n: H
ough
ton
Mif
flin
,19
45.
NR
A
1.M
22f0
90ja
*.g4
AA
MM
*nW
N,g
4Mrr
g7;%
fltra
...E
,NIE
M*M
B15
31fi.
Mtil
:flz
ifPW
EY
-41f
finE
illg*
AV
.
2.S
tth22
.th
g jA
H*A
Rn
llA
,Afh
ttirg
-50,
2TIE
JE?T
rola
lA11
*ffc
/P
.121
iTIL
EA
-111
2A1
{thl
al*
1458
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ggE
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gEM
AN
WR
A-X
OU
Nttl
LN
1 F
AR
AM
IK_E
Ang
_hf4
52,2
( f g
fthV
-4-:
R E
. ME
:L l
_h
ioi
3.5)
-ftM
ITZ
nwA
JA.-
fflitv
vitli
ligtu
tuto
tarC
INW
EgW
--A
-A
n Z
friA
lttl&
flit
sfilt
M11
4,T
OT
WM
A:F
AM
A.K
.PM
±4.
AsM
oNV
O.
1124
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nitU
t,tqf
fiaM
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EiM
an,0
TIA
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[1M
04,ft
NE
*MdN
,C,M
MA
tIsk.
'MA
-405
4ni
ViW
,TA
-Sfg
lgX
10
2S
LE
AR
NIN
G O
BJE
CT
IIV
E 1
The
chi
ld w
ill r
ecog
nize
that
Asi
an A
mer
ican
s ha
ve a
com
mon
hist
ory
of im
mig
ratio
n to
the
Uni
ted
Stat
es.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
and
desc
ribe
rea
sons
for
mov
ing.
2. D
efin
e im
mig
ratio
n.
3. M
ake
a co
llage
of
Am
eric
an e
thni
c gr
oups
.
4. C
oncl
ude
that
Am
eric
ans,
with
the
exce
ptio
n of
Nat
ive
Am
eric
ans,
ori
gina
ted
from
dif
fere
nt c
ount
ries
.
Mat
eria
lsO
ther
1. C
hart
pap
er a
nd p
oste
r bo
ard
2. M
agaz
ines
3. L
arge
map
of
the
wor
ld
For
teac
her
refe
renc
e1.
Asi
an A
mer
ican
Stu
dies
Cen
ter.
Roo
ts: A
n A
sian
Am
eric
anR
eade
r. L
os A
ngel
es: R
egen
ts o
f th
e U
nive
rsity
of
Cal
i-fo
rnia
, 197
1.
2.C
ount
erpo
int.
Edi
ted
by E
mm
a G
ee. L
os A
ngel
es:
Reg
ents
of
the
Uni
vers
ity o
f C
alif
orni
a, 1
977.
3. A
sian
Am
eric
an S
tudi
es D
epar
tmen
t. A
sian
Wom
an.
Ber
kele
y, C
A: U
nive
rsity
of
Cal
ifor
nia,
197
1.
4. J
acob
s, P
aul;
Lan
dau,
Sau
l; an
d Pe
ll, E
ve. T
o Se
rve
the
Dev
il. N
ew Y
ork:
Ran
dom
Hou
se, 1
971.
5. M
cWill
iam
s, C
arey
. Bro
ther
s un
der
the
Skin
. Bos
ton:
Litt
le,
Bro
wn
and
Co.
, 196
4.
6. S
tegn
er, W
alla
ce. O
ne N
atio
n. B
osto
n: H
ough
ton
Mif
flin
,19
45.
29.6
.
Inst
ruct
ions
1. A
sk th
e ch
ildre
n if
they
hav
e ev
er m
oved
fro
m o
ne p
lace
to a
noth
er. D
iscu
ss w
hy p
eopl
e m
ove.
Rec
ord
the
chil-
dren
's r
espo
nses
on
the
char
t. C
lass
ify
the
reas
ons
for
mov
ing;
for
exa
mpl
e, jo
b op
port
uniti
es, p
roxi
mity
tofa
mily
, etc
.
2. R
efer
to th
e w
orld
map
. Ask
the
child
ren
to id
entif
y an
dlo
cate
the
coun
trie
s w
here
the
Chi
nese
, Jap
anes
e, a
ndFi
lipin
o pe
ople
live
. The
chi
ldre
n sh
ould
not
e no
t onl
yC
hina
, Jap
an, a
nd th
e Ph
ilipp
ines
but
als
o th
e U
nite
dSt
ates
and
oth
er c
ount
ries
.
Rel
ate
the
child
ren'
s m
ovin
g ex
peri
ence
s to
the
imm
igra
-tio
n ex
peri
ence
of
Asi
ans
who
cam
e to
the
Uni
ted
Stat
es.
Wri
te im
mig
ratio
n on
the
chal
kboa
rd. I
f an
y of
the
chil-
dren
are
imm
igra
nts,
rec
ord
thei
r na
mes
and
cou
ntri
es o
for
igin
on
the
char
t.
3. D
istr
ibut
e ol
d m
agaz
ines
. Hav
e th
e ch
ildre
n cu
t out
pic
-tu
res
of p
eopl
e to
cre
ate
a co
llage
of
Am
eric
an e
thni
cgr
oups
. The
teac
her
shou
ld p
rovi
de A
sian
Am
eric
anm
agaz
ines
as
wel
l as
othe
r et
hnic
pub
licat
ions
for
the
child
ren
to u
se.
Dis
cuss
the
diff
eren
t eth
nic
grou
ps r
epre
sent
ed in
you
rcl
ass
and
on th
e co
llage
. Hav
e th
e ch
ildre
n co
nclu
de th
atA
mer
ican
s, w
ith th
e ex
cept
ion
of N
ativ
e A
mer
ican
s, o
rig-
inat
ed f
rom
oth
er c
ount
ries
in th
e w
orld
.
It m
ight
, how
ever
, be
men
tione
d th
at a
nces
tors
of
Nat
ive
Am
eric
ans
are
belie
ved
to h
ave
mig
rate
d fr
om A
sia
toN
orth
Am
eric
a vi
a th
e B
erin
g St
rait
in p
rehi
stor
ic ti
mes
.C
are
shou
ld b
e ex
erci
sed
in u
sing
the
term
imm
igra
tion.
As
desc
enda
nts
of k
idna
pped
and
ens
lave
d pe
ople
, Bla
ckA
mer
ican
s sh
ould
not
be
cons
ider
ed "
imm
igra
nts.
"
2n7
137
MO
=
Yra
iRal
-ft :
1.#2
94§
9tM
*SII
IPW
.1in
IftM
olk
gtfr
ifi*
Inte
M2.
NW
VIM
/g1F
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fn
fl4`
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ILA
TM
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riva
anfu
ltvgr
om
ez#
fifth
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A3#
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rmA
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itt1
1.
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taR
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111
m&
v:ttr
omo,
111
MO
. fi'g
a`
El]
2F9i
0 52
, M.
Mi
irg
Oi
Mff
6:14
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---1
11.*
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tIT
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2.gi
V&
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lliA
1fE
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nriig
Mz*
P*
111A
Wfr
itSZ
WFI
7 it
401b
5E-I
Nci
ptui
Ti7
n
:
298
138
xri-
mn
gzIl
l
M71
( f
1J i
A ;
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RS
IA ;
lEgg
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gMIA
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NA
Mn4
itt.-
Tni
tE
PIff
l7
iifill
.9
PI,
AV
Nti1
71(f
ilAer
rgri
ax ;
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gUtlA
r.' N
I-
a i x
ro
rt la
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IKW
AA
rrgR
ai ;
#1#A
0/03
1E ;
FIN
AA
a ir
fr
Ni ,
&,f
-, M
E.1
`9ti&
.
* A
150
1X f
i fii
, & ,f
, IA
Efr
gtd
.
3.gl
Afr
li A
114
#EP1
*AA
1TIV
-J4J
1*af
lignO
_hfF
JN
iit lt
h 1P
9 3k
OA
134
a1,
V11
)33K
X1#
`)W
K&
IV3i
: ? &
RJE
JYJE
AR
Ea?
bIA
EtE
I-M
il/Pf
tigh3
C*A
-111
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41A
-Lef
fitt*
flig
z_m
rgsz
a?C
wE
anzg
le ?
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anA
NN
, Rai
?
d
&O
il M
N 'A
fgx
? 1F
AY
1.1
VIA
lfg
elN
but f
7 ?
299
AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Dec
ide
on a
sol
utio
n to
a p
robl
em p
rese
nted
in a
stor
yboo
k.
2. C
ite r
easo
ns f
or im
mig
ratio
n.3.
Ide
ntif
y ex
peri
ence
s of
ear
ly A
sian
pio
neer
s.4.
Des
crib
e pr
ejud
ice
and
disc
rim
inat
ion.
5. D
evis
e an
d ev
alua
te s
trat
egie
s fo
r co
mba
tting
pre
judi
cean
d di
scri
min
atio
n.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, T
he P
lane
t Nar
a"2.
Sto
rybo
ok, "
Chi
nese
Pio
neer
s"3.
Cha
rt, "
Chi
nese
Pio
neer
s"4.
Cha
rt, "
Filip
inos
in A
mer
ica"
5. C
hart
, "Is
sei W
omen
"O
ther
1. B
utch
er p
aper
, wri
ting
pape
r
Inst
ruct
ions
1. R
ead
alou
d th
e st
oryb
ook,
The
Pla
net N
ara.
" D
ivid
e th
ech
ildre
n in
to th
ree
grou
ps. H
ave
each
gro
up r
evie
w th
est
ory
and
deci
de o
n an
end
ing.
Eac
h gr
oup
is to
pre
pare
reas
ons
for
its d
ecis
ion
and
draw
a p
ictu
re to
acc
ompa
nyth
e en
ding
dev
ised
.
Hav
e ea
ch g
roup
tell
the
rest
of
the
clas
s ab
out i
ts e
ndin
g.T
he c
hild
ren
are
to c
ompa
re, c
ontr
ast,
and
eval
uate
the
conc
lusi
ons
deve
lope
d by
eac
h gr
oup.
Str
ess
that
no
one
grou
p ha
s th
e "r
ight
" an
swer
.2.
Rea
d th
e st
oryb
ook,
"C
hine
se P
ione
ers.
" D
raw
a p
aral
lel
betw
een
the
stor
y of
Nar
a an
d th
e st
ory
of C
hine
seim
mig
ratio
n to
the
Uni
ted
Stat
es. A
ssis
t the
chi
ldre
n in
deve
lopi
ng a
cha
rt s
uch
as th
e fo
llow
ing:
300
Nar
ath
e U
nite
d St
ates
Nee
d fo
r w
ater
wor
kers
Nee
d fo
r fa
rm w
orke
rs, r
ail-
road
wor
kers
Rec
ruitm
ent o
f A
lteri
ans
Rec
ruitm
ent o
f C
hine
se
Prob
lem
s on
Alta
Prob
lem
s in
Chi
na
Con
trib
utio
ns m
ade
byA
lteri
ans
to th
e N
aria
nw
ater
sys
tem
Con
trib
utio
ns m
ade
byC
hine
se to
the
Am
eric
anra
ilroa
ds, a
gric
ultu
re,
indu
stry
Dis
crim
inat
ion
prac
ticed
agai
nst t
he A
lteri
ans
Dis
crim
inat
ion
prac
ticed
agai
nst t
he C
hine
se
Alte
rian
s ac
t to
impr
ove
thei
r liv
esC
hine
se a
ct to
impr
ove
thei
rliv
es
3. I
n di
scus
sing
this
cha
rt, c
ompa
re th
e ex
peri
ence
s of
the
Alte
rian
s an
d ea
rly
Chi
nese
with
thos
e of
the
child
ren.
Dis
cuss
the
feel
ings
they
mig
ht h
ave
had
in c
omin
g to
the
Uni
ted
Stat
es o
r m
ovin
g fr
om o
ne p
lace
to a
noth
er:
a. H
ow d
o yo
u th
ink
the
pion
eers
fel
t abo
ut c
omin
g to
the
Uni
ted
Stat
es?
How
did
you
fee
l?b.
How
do
you
thin
k th
e pi
onee
rs f
elt a
bout
the
resu
ltsof
thei
r ha
rd w
ork
in A
mer
ica?
How
did
you
fee
l in
adju
stin
g to
you
r ne
w h
ome
and
scho
ol?
c. W
hat f
eelin
gs m
ight
the
earl
y im
mig
rant
s ha
ve h
adw
hen
they
exp
erie
nced
dis
crim
inat
ion?
Hav
e yo
u ev
erex
peri
ence
d pr
ejud
ice
or d
iscr
imin
atio
n?d.
How
do
you
thin
k th
e ea
rly
Asi
an p
eopl
e in
Am
eric
afe
lt w
hen
they
act
ed to
impr
ove
thei
r liv
es?
How
did
you
reac
t whe
n yo
u ex
peri
ence
d pr
ejud
ice
ordi
scri
min
atio
n?
3 1
139
4.E
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ith1.
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Mfi
llSt-
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AV
RT
M)f
ifi'g
ffa
ttR1
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-Rf4
1. A
sian
Am
eric
an S
tudi
es C
ente
r. C
onta
cts
and
Con
flic
ts.
Los
Ang
eles
: Reg
ents
of
the
Uni
vers
ity o
f C
alif
orni
a,19
75.
2. C
heng
, Tsu
-Wu,
ed.
Chi
nk!
New
Yor
k: M
erid
ian,
197
2.
3. C
hu, D
anie
l and
Chu
, Sam
uel.
Pass
age
to th
e G
olde
n G
ate.
New
Yor
k: D
oubl
eday
, Zen
ith B
ooks
, 196
7.
4. C
oolid
ge, M
ary
R. C
hine
se I
mm
igra
tion.
New
Yor
k: H
enry
Hol
t, 19
09.
5. L
ai, H
. Mar
k an
d C
hoy,
P.P
. Out
lines
of
the
His
tory
of
303
4. D
ispl
ay th
e th
ree
Asi
an A
mer
ican
his
tory
cha
rts.
Use
thes
e th
roug
hout
the
unit
as a
ids
in th
e di
scus
sion
.5.
Dis
cuss
the
reas
ons
why
peo
ple
enco
unte
r pr
ejud
ice
ordi
scri
min
atio
n an
d re
late
them
to th
e ex
peri
ence
of
Asi
anim
mig
rant
s. H
elp
the
child
ren
conc
lude
in te
rms
unde
r-st
anda
ble
to th
em th
at p
eopl
e pr
actic
e di
scri
min
atio
n be
-ca
use
they
are
igno
rant
abo
ut o
ther
s, th
ey f
ear
wha
t the
ydo
not
und
erst
and,
they
take
adv
anta
ge o
f ot
hers
, etc
.T
he c
hild
ren
may
hav
e ex
peri
ence
d na
me-
calli
ng o
r so
me
othe
r fo
rm o
f pr
ejud
ice.
Rel
ate
thes
e ex
peri
ence
s to
the
disc
ussi
on.
The
chi
ldre
n ar
e th
en to
rev
iew
the
stra
tegi
es th
at th
eysu
gges
ted
to o
verc
ome
prej
udic
e an
d di
scri
min
atio
n on
the
plan
et N
ara.
Com
pare
thes
e to
the
actio
ns ta
ken
by th
eA
sian
pio
neer
s. T
he c
hild
ren
shou
ld th
en ju
dge
whe
ther
thei
r so
lutio
ns a
re d
esir
able
and
fea
sibl
e in
rea
l lif
esi
tuat
ions
.
304
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
Chi
nese
Am
eric
ans
have
aco
mm
on h
isto
ry in
the
Uni
ted
Stat
es.
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Nam
e th
e fi
rst m
ajor
rai
lroa
d bu
ilt in
the
Uni
ted
Stat
es.
2. E
xpla
in th
e C
hine
se c
ontr
ibut
ion
to th
e bu
ildin
g of
Am
eric
an r
ailr
oads
.3.
Des
crib
e th
e si
gnif
ican
ce o
f th
ese
railr
oads
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Chi
nese
Pio
neer
s"2.
Tea
chin
g pi
ctur
es, "
Chi
nese
Rai
lroa
d W
orke
rs"
(69-
72)
3. W
orks
heet
, "R
ailr
oad
Maz
e" (
73)
Oth
er1.
Map
of
the
Uni
ted
Stat
es2.
Sto
rybo
oks
and
refe
renc
e m
ater
ials
on
railr
oads
.3.
But
cher
pap
er f
or m
ount
ing
disp
lay
For
teac
her
refe
renc
e1.
Asi
an A
mer
ican
Stu
dies
Cen
ter.
Con
tact
s an
d C
onfl
icts
.L
os A
ngel
es: R
egen
ts o
f th
e U
nive
rsity
of
Cal
ifor
nia,
1975
.
2. C
heng
, Tsu
-Wu,
ed.
Chi
nk!
New
Yor
k: M
erid
ian,
197
2.
3. C
hu, D
anie
l and
Chu
, Sam
uel.
Pass
age
to th
e G
olde
n G
ate.
New
Yor
k: D
oubl
eday
, Zen
ith B
ooks
, 196
7.
4. C
oolid
ge, M
ary
R. C
hine
se I
mm
igra
tion.
New
Yor
k: H
enry
Hol
t, 19
09.
5. L
ai, H
. Mar
k an
d C
hoy,
P.P
. Out
lines
of
the
His
tory
of
Chi
nese
in A
mer
ica.
San
Fra
ncis
co: C
hine
se-A
mer
ican
Stud
ies
Plan
ning
Gro
up, 1
973. 30
514
1
Chi
nese
in A
mer
ica.
San
Fra
ncis
co: C
hine
se-A
mer
ican
Stud
ies
Plan
ning
Gro
up, 1
973.
6. N
ee, V
icto
r G
. and
de
Bar
y N
ee, B
ret.
Lon
gtim
e C
alif
orn'
.B
osto
n: H
ough
ton
Mif
flin
, 197
4.7.
San
dmey
er, E
lmer
. The
Ant
i-C
hine
se M
ovem
ent i
n C
ali-
forn
ia. U
rban
a: U
nive
rsity
of
Illin
ois
Pres
s, 1
973.
8. S
un, S
hirl
ey. T
hree
Gen
erat
ions
of
Chi
nese
. Oak
land
:O
akla
nd M
useu
m, 1
972.
9. T
ung,
Will
iam
. Chi
nese
in A
mer
ica.
Dob
bs F
erry
, New
Yor
k: O
cean
a Pu
blic
atio
ns, 1
974.
10. W
ei M
in S
he L
abor
Com
mitt
ee. C
hine
se W
orki
ng P
eopl
ein
Am
eric
a. S
an F
ranc
isco
: Uni
ted
Fron
t Pre
ss, 1
974.
1.45
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ohn
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orki
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ailr
oad
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his
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ound
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4,1t
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6. N
ee, V
icto
r G
. and
de
Bar
y N
ee, B
ret.
Lon
gtim
e C
alif
orn'
.B
osto
n: H
ough
ton
Mif
flin
, 197
4.7.
San
dmey
er, E
lmer
. The
Ant
i-C
hine
se M
ovem
ent i
n C
ali-
forn
ia. U
rban
a: U
nive
rsity
of
Illin
ois
Pres
s, 1
973.
8. S
un, S
hirl
ey. T
hree
Gen
erat
ions
of
Chi
nese
. Oak
land
:O
akla
nd M
useu
m, 1
972.
9. T
ung,
Will
iam
. Chi
nese
in A
mer
ica.
Dob
bs F
erry
, New
Yor
k: O
cean
a Pu
blic
atio
ns, 1
974.
10. W
ei M
in S
he L
abor
Com
mitt
ee. C
hine
se W
orki
ng P
eopl
ein
Am
eric
a. S
an F
ranc
isco
: Uni
ted
Fron
t Pre
ss, 1
974.
Inst
ruct
ions
1. H
ave
the
child
ren
revi
ew th
e st
oryb
ook,
"C
hine
sePi
onee
rs."
Foc
us o
n th
e ra
ilroa
d w
orke
rs. S
how
the
teac
hing
pic
ture
s, "
Chi
nese
Rai
lroa
d W
orke
rs."
Rea
d th
ete
xt a
loud
.2.
Tel
l the
chi
ldre
n th
e T
rans
cont
inen
tal R
ailr
oad
was
com
-pl
eted
in 1
869.
Hel
p th
em d
efin
e th
e te
rm tr
ansc
ontin
enta
l.M
ake
a tim
elin
e on
but
cher
pap
er to
hel
p th
e ch
ildre
nco
mpr
ehen
d th
e tim
e in
volv
ed. S
tart
the
timel
ine
at 1
776
and
brin
g it
forw
ard
to th
e pr
esen
t. Sh
ow 1
849,
the
year
whe
n la
rge
num
bers
of
Chi
nese
beg
an to
com
e to
the
Uni
ted
Stat
es a
nd 1
869,
the
com
plet
ion
date
of
the
Tra
ns-
cont
inen
tal.
The
chi
ldre
n sh
ould
rec
ogni
ze th
at C
hine
seha
ve li
ved
in th
e U
nite
d St
ates
sin
ce 1
849.
Tra
ce th
e pa
th o
f th
e ra
ilroa
d on
a m
ap o
f th
e U
nite
dSt
ates
(us
e th
e w
orks
heet
, "R
ailr
oad
Maz
e,"
as a
refe
renc
e).
3. T
ell t
he c
hild
ren
to r
aise
one
han
d w
hen
each
of
the
follo
win
g st
atem
ents
is "
true
," a
nd tw
o ha
nds
whe
n"f
alse
":a.
The
Chi
nese
hel
ped
build
onl
y on
e A
mer
ican
rai
lroa
d.b.
The
Tra
nsco
ntin
enta
l Rai
lroa
d st
retc
hed
from
Sac
ra-
men
to, C
alif
orni
a to
Pro
mon
tory
Poi
nt, U
tah.
c. T
he C
hine
se b
last
ed r
oads
and
dug
tunn
els
thro
ugh
the
Sier
ra N
evad
a.d.
The
wor
k w
as s
afe
and
invo
lved
no
dang
er o
f in
jury
or d
eath
.
308
e. T
he T
rans
cont
inen
tal R
ailr
oad
was
a m
ajor
con
trib
u-tio
n m
ade
by C
hine
se A
mer
ican
s to
the
deve
lopm
ent
of th
e W
est.
f.T
he w
ork
was
eas
y an
d th
e pa
y w
as g
ood.
4. D
istr
ibut
e th
e w
orks
heet
, "R
ailr
oad
Maz
e,"
and
have
the
child
ren
com
plet
e it.
5. A
s an
enr
ichm
ent a
ctiv
ity, d
o on
e of
the
follo
win
g:a.
Arr
ange
a f
ield
trip
to th
e lo
cal r
ailr
oad
stat
ion.
Arr
ange
for
an
offi
cial
to g
ive
a to
ur a
nd ta
lk a
bout
the
mod
ern
railr
oad
and
the
impo
rtan
ce o
f th
e ra
ilroa
dto
day.
b. T
each
the
song
s, "
John
Hen
ry,"
"I'v
e B
een
Wor
king
on th
e R
ailr
oad,
" an
d "T
his
Tra
in I
s B
ound
for
Glo
ry,"
etc
., to
em
phas
ize
that
man
y pe
ople
hav
ew
orke
d on
Am
eric
an r
ailr
oads
. Rai
lroa
ds a
re a
n im
-po
rtan
t and
lege
ndar
y pa
rt o
f A
mer
ican
his
tory
.
319
143
Fl
I5i
-wan
4Arn
iAT
IJIT
nifF
lok4
21-
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My
Frie
nd R
olan
d C
han
1
am-6
* 6
41 G
olde
n G
ate
Ave
nue,
San
Fran
cisc
o, C
A 9
4102
.
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15tI
A-X
.tAII
311.
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Dis
tingu
ish
betw
een
fair
and
unf
air
pay
and
wor
king
cond
ition
s.
2. A
naly
ze th
e C
hine
se r
espo
nse
to u
nfai
r pa
y an
d w
orki
ngco
nditi
ons.
3. C
ompa
re jo
bs o
f ea
rly
Chi
nese
in A
mer
ica
with
jobs
of
cont
empo
rary
Chi
nese
in A
mer
ica.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Chi
nese
Pio
neer
s"O
ther
1. "
My
Frie
nd R
olan
d C
han,
" T
he A
ssoc
iatio
n of
Chi
nese
Tea
cher
s, 6
41 G
olde
n G
ate
Ave
nue,
San
Fran
cisc
o, C
A 9
4102
.
Inst
ruct
ions
1. R
evie
w th
e se
ctio
n on
the
jobs
per
form
ed b
y th
e C
hine
sein
the
stor
yboo
k, "
Chi
nese
Pio
neer
s."
Exp
lain
to th
ech
ildre
n th
at th
e w
ages
of
the
earl
y C
hine
se in
Am
eric
aw
ere
ofte
n lo
w a
nd w
orki
ng c
ondi
tions
har
sh.
Wri
te th
e fo
llow
ing
hypo
thet
ical
job
anno
unce
men
ts o
ntw
o pi
eces
of
butc
her
pape
r:
The
Cen
tral
Pac
ific
Com
pany
is n
ow h
irin
gst
rong
and
hea
lthy
men
to b
uild
a r
ailr
oad
inth
e U
nite
d St
ates
.Pa
y: $
26/m
onth
, exc
ludi
ng m
eals
Tas
ks: t
unne
ling,
dyn
amiti
ng, l
ayin
g tr
acks
,cl
eari
ng ti
mbe
rH
ours
: Sun
rise
to s
unse
t
Adv
ertis
emen
t in
Chi
na
312:
The
Cen
tral
Pac
ific
Com
pany
is n
ow h
irin
gst
rong
and
hea
lthy
men
to b
uild
a r
ailr
oad
inth
e W
est.
Pay:
$40
/mon
th, i
nclu
ding
fre
e m
eals
Tas
ks: t
unne
ling,
dyn
amiti
ng, l
ayin
g tr
acks
,cl
eari
ng ti
mbe
rH
ours
: 10
hour
s/da
y
Adv
ertis
emen
t in
the
Uni
ted
Stat
es
Hav
e th
e ch
ildre
n co
mpa
re th
e tw
o ad
vert
isem
ents
. Is
itfa
ir to
hav
e su
ch d
iffe
rent
wag
es a
nd w
orki
ng h
ours
for
Am
eric
an w
orke
rs a
nd C
hine
se w
orke
rs, e
ven
thou
gh th
ew
ork
wou
ld b
e th
e sa
me?
3. A
sk th
e ch
ildre
n ho
w th
ey th
ink
Chi
nese
rai
lroa
d w
orke
rsre
spon
ded
to th
eir
bein
g un
derp
aid
and
over
wor
ked.
Lis
tth
e re
spon
ses
on th
e bo
ard.
The
n te
ll w
hat a
ctua
llyha
ppen
ed:
Whe
n th
e C
hine
se r
ailr
oad
wor
kers
thre
aten
ed to
qui
t,th
e ra
ilroa
d ow
ners
rai
sed
thei
r sa
lari
es to
$35
a m
onth
.In
186
7, 5
,000
Chi
nese
rai
lroa
d w
orke
rs w
ent o
n st
rike
for
pay
and
wor
king
con
ditio
ns e
qual
to th
at o
f w
hite
s,w
ho w
ere
only
one
of
ever
y fo
ur w
orke
rs. T
he r
ailr
oad
owne
rs c
ut o
ff th
e fo
od s
uppl
y to
the
wor
kers
. The
wor
kers
wer
e st
arvi
ng a
nd d
id n
ot h
ave
any
outs
ide
supp
ort.
The
str
ike
ende
d in
a w
eek.
Stre
ss th
at s
trik
ing
and
losi
ng is
oft
en a
s va
luab
le a
sst
riki
ng a
nd w
inni
ng. I
n th
e si
tuat
ion
abov
e, th
e C
hine
sew
on th
e fi
rst b
attle
and
lost
the
seco
nd, n
ot a
poo
r re
cord
by a
ny m
eans
.R
elat
e th
ese
hist
oric
al e
vent
s to
unf
air
situ
atio
ns in
whi
ch th
e ch
ildre
n m
ay h
ave
been
. Dis
cuss
alte
rnat
ive
solu
tions
and
hav
e th
e ch
ildre
n m
ake
deci
sion
s ab
out
wha
t to
do. S
tres
s th
at a
ny d
ecis
ion
is v
alid
as
long
as
itis
mad
e fr
eely
and
thou
ghtf
ully
and
not
bec
ause
of
fear
313
145
.5Z
NA
OPi
l tli5
1$..(
471R
L
My
Frie
nd, R
olan
d C
han
1 °
4.al
-E
# 4
l109
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rg *
A,
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3a.
IR'
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rp.m
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yg f
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rg
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oliti
rtaT
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ITX
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e 14
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ville
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)11:
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ocke
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314
146
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AR
E.R
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el-
:
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tffl
19*
1`tE
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aVA
Igit
°sA
L-i
-moi
trro
mo
ill1. 1.
fth
A-4
1_0
(74-
78)
t9M
21 °
ttnt 0
.4-M
41.
Chu
man
, Fra
nk. T
he B
ambo
o Pe
ople
. Del
Mar
, CA
:Pu
blis
hers
Inc
., 19
77.
2. I
chih
ashi
, Yam
ato.
Jap
anes
e in
the
Uni
ted
Stat
es. N
ewY
ork:
Arn
o Pr
ess
and
The
New
Yor
k T
imes
, 196
9.
3. U
chid
a, Y
oshi
ko. S
amur
ai o
f G
old
Hill
. New
Yor
k:Sc
ribn
er's
, 197
1.4.
Mat
eria
ls f
rom
Jap
anes
e A
mer
ican
Cur
ricu
lum
Pro
ject
,P.
O. B
ox 3
67, S
an M
ateo
, CA
944
01
5. L
V-N
IAV
,,--1
1114
1U-g
g141
1=1.
NR
A ittw
nec.
x. f
h. if
i*A
-6
=.x
olaA
0 1E
13 P
AR
IJO
ITI
315
or in
timid
atio
n. I
n th
is r
egar
d, y
ou m
ay w
ant t
o sh
ow th
eop
en-e
nded
film
stri
p, "
My
Frie
nd, R
olan
d C
han.
"4.
Hav
e th
e ch
ildre
n re
view
the
jobs
of
thei
r fa
mily
mem
-be
rs. C
ompa
re th
ese
occu
patio
ns w
ith th
ose
of e
arly
Chi
nese
in A
mer
ica.
Whi
le s
ome
jobs
may
be
the
sam
e,du
e to
imm
igra
nt b
ackg
roun
ds o
f m
any
fam
ilies
, a w
ider
rang
e of
jobs
sho
uld
exis
t am
ong
the
child
ren'
s fa
mili
es.
Cite
som
e C
hine
se A
mer
ican
s ho
ldin
g pr
ofes
sion
al p
osi-
tions
in y
our
com
mun
ity. H
elp
the
child
ren
conc
lude
that
job
oppo
rtun
ities
for
Chi
nese
Am
eric
ans
have
impr
oved
sinc
e th
e 18
00s.
The
rai
lroa
d st
rike
long
ago
hel
ped
win
this
impr
ovem
ent f
or C
hine
se to
day.
5.A
s an
enr
ichm
ent a
ctiv
ity, a
rran
ge a
fie
ld tr
ip to
a lo
cal
mus
eum
or
a hi
stor
ic C
hine
se A
mer
ican
com
mun
ity,
such
as:
a. W
ing
Luk
e M
useu
m in
Sea
ttle
b. C
hine
se H
isto
rica
l Soc
iety
in S
an F
ranc
isco
or
Hon
olul
uc.
Jos
s H
ouse
in W
eave
rvill
e, C
alif
orni
ad.
Jos
s H
ouse
in O
rovi
lle, C
alif
orni
ae.
Jos
s H
ouse
in M
arys
ville
, Cal
ifor
nia
f.L
ocke
, Cal
ifor
nia
(tow
n bu
ilt e
ntir
ely
by C
hine
se)
316
LE
AR
NIN
G O
BJE
CT
IVE
3
The
chi
ld w
ill r
ecog
nize
that
Jap
anes
e A
mer
ican
s ha
ve a
com
mon
his
tory
in th
e U
nite
d St
ates
.
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. N
ame
the
firs
t Jap
anes
e se
ttlem
ent i
n A
mer
ica.
2. R
ecou
nt th
e hi
stor
ical
eve
nts
rega
rdin
g th
e se
ttlem
ent.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
The
Wak
amat
su C
olon
y" (
74-7
8)O
ther
1. W
orld
map
For
teac
her
refe
renc
e1.
Chu
man
, Fra
nk. T
he B
ambo
o Pe
ople
. Del
Mar
, CA
:Pu
blis
hers
Inc
., 19
77.
2. I
chih
ashi
, Yam
ato.
Jap
anes
e in
the
Uni
ted
Stat
es. N
ewY
ork:
Arn
o Pr
ess
and
The
New
Yor
k T
imes
, 196
9.
3. U
chid
a, Y
oshi
ko. S
amur
ai o
f G
old
Hill
. New
Yor
k:Sc
ribn
er's
, 197
1.
4. M
ater
ials
fro
m J
apan
ese
Am
eric
an C
urri
culu
m P
roje
ct,
P.O
. Box
367
, San
Mat
eo, C
A 9
4401
5. M
ater
ials
list
ed f
or te
ache
r re
fere
nce
unde
r L
earn
ing
Obj
ectiv
e 1
Inst
ruct
ions
1. B
ring
out
the
timel
ine
begu
n in
the
prev
ious
lear
ning
obje
ctiv
e an
d po
int o
ut th
at th
e fi
rst s
ettle
men
t of
Japa
-ne
se in
Am
eric
a w
as in
186
9, o
ver
one
hund
red
year
sag
o. M
ark
this
dat
e on
the
timel
ine.
3i7
147
2.5)
- -R
R -
141
L W
akam
atsu
M.N
;Jth
1t (
0;2
INE
'1,2
°
3.4
2tta
i_h
'N
4.tc
sl J
tESa
mur
ai o
f G
old
Hill
IP
iipA
ffic
fgliv
gm
318
148
RE
IN.2
211E
P-A
e :
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411/
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rc tr
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--al
1A
ft*
'So
jour
ner
IV1
974
5-1
rai*
En
2.a
fa
kt-3
1-
1. A
sian
Wom
an. B
erke
ley,
CA
: Asi
an A
mer
ican
Stu
dies
Dep
t., U
nive
rsity
of
Cal
ifor
nia,
197
1.
1.Q
, 11_
5-1C
M q
X 1
:L
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,[I
I 1
VE
4:14
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*nttI
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lIM
ITIC
te.A
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ff 4
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1119
ro
16,3
#_ T
U ?
dPk
( it
Cla
Y11
2B
i%
II 1
.0 #
fff
?
?
319
2. D
istr
ibut
e th
e te
achi
ng p
ictu
res,
"T
he W
akam
atsu
Col
-on
y."
Rea
d th
e te
xt a
loud
.3.
Hav
e th
e ch
ildre
n co
lor
the
teac
hing
pic
ture
s.4.
As
a fo
llow
-up
activ
ity, r
ead
port
ions
of
Sam
urai
of
Gol
dH
ill to
the
child
ren.
320
AC
TIV
ITY
6
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. E
xpla
in th
e pi
ctur
e br
ide
syst
em.
2. E
xpre
ss a
ppre
ciat
ion
for
the
earl
y co
ntri
butio
ns o
f A
sian
wom
en in
Am
eric
a.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
A H
eart
As
Stro
ng a
s M
t. Fu
ji"O
ther
1. A
sian
Wri
ters
Pro
ject
, Soj
ourn
er I
V, 1
974
(ava
il-ab
le th
roug
h th
e A
sian
Am
eric
an B
iling
ual C
ente
r)2.
Pap
er p
late
s, m
arke
rs, y
arn,
con
stru
ctio
n pa
per
For
teac
her
refe
renc
e1.
Asi
an W
oman
. Ber
kele
y, C
A: A
sian
Am
eric
an S
tudi
esD
ept.,
Uni
vers
ity o
f C
alif
orni
a, 1
971.
Inst
ruct
ions
1. R
ead
the
stor
yboo
k, "
A H
eart
as
Stro
ng a
s M
t. Fu
ji,"
with
the
child
ren.
Dis
cuss
the
stor
y. F
ocus
on
how
the
mai
n ch
arac
ter
re-
solv
ed to
sta
rt h
er n
ew li
fe in
Am
eric
a de
spite
all
the
un-
cert
aint
ies:
a. W
hy d
o yo
u th
ink
the
earl
y Ja
pane
se u
sed
the
"pic
-tu
re b
ride
" sy
stem
to c
hoos
e a
brid
e? W
as it
a g
ood
idea
? W
hy o
r w
hy n
ot?
b. W
hy d
o yo
u th
ink
Mt.
Fuji
was
a s
ymbo
l of
stre
ngth
to th
e Ja
pane
se?
c. W
hat t
hing
s do
you
thin
k m
ust h
ave
been
dif
fere
ntfo
r th
e pi
ctur
e br
ides
whe
n th
ey r
each
ed A
mer
ica?
d. W
hat w
ere
som
e di
ffic
ultie
s th
e pi
ctur
e br
ides
had
tofa
ce in
thei
r ne
w c
ount
ry?
e. W
hat w
ere
som
e of
the
thin
gs th
at th
e Ja
pane
se im
-m
igra
nts
enjo
yed
in A
mer
ica?
f.W
hat i
s to
fu?
321
149
I-A
Bit
114
W. t
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Ra
nalig
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ft
1. A
sian
Am
eric
an S
tudi
es. T
he F
ilipi
no E
xclu
sion
Mov
emen
t.B
erke
ley,
CA
: Ber
kele
y U
nifi
ed S
choo
l Dis
tric
t, 19
71.
2. A
sian
Am
eric
an S
tudi
es C
ente
r. L
ette
rs in
Exi
le. L
osA
ngel
es: R
egen
ts o
f th
e U
nive
rsity
of
Cal
ifor
nia,
197
6.3.
Bua
ken,
Man
uel.
I H
ave
Liv
ed w
ith th
e A
mer
ican
Peo
ple.
Cal
dwel
l, ID
: Cax
ton
Prin
ters
, Ltd
., 19
48.
3?3
g. W
hy d
o yo
u th
ink
the
imm
igra
nt J
apan
ese
wer
e no
tal
low
ed to
buy
land
? W
as th
at f
air?
h. W
hat i
s a
"seg
rega
ted"
sch
ool?
Wer
e ot
her
grou
ps o
fpe
ople
for
ced
to g
o to
seg
rega
ted
scho
ols?
Who
? W
hy?
2. H
ave
the
child
ren
mak
e pa
per
plat
e po
rtra
its o
f th
eir
mot
hers
or
anot
her
fem
ale
rela
tive,
usi
ng c
onst
ruct
ion
pape
r, m
arke
rs, a
nd y
arn.
The
n ha
ve th
e ch
ildre
n w
rite
or d
icta
te s
hort
sto
ries
abo
ut th
eir
mot
hers
. Com
pare
and
cont
rast
thei
r m
othe
rs' e
xper
ienc
es w
ith th
ose
of th
em
ain
char
acte
r.3.
Dis
play
all
the
port
raits
and
sto
ries
and
title
the
disp
lay,
"Her
Sto
ry."
Hel
p th
e cl
ass
wri
te a
poe
m a
bout
wom
en to
sum
mar
ize
thei
r im
port
ant r
ole
in h
isto
ry a
nd in
the
pres
ent.
Wri
te th
e po
em o
n co
nstr
uctio
n pa
per
and
add
itto
the
disp
lay.
4. A
s a
follo
w-u
p ac
tivity
, rea
d al
oud
som
e of
the
stor
ies
and
poem
s ab
out A
sian
Wom
en in
Soj
ourn
er I
V
324
LE
AR
NIN
G O
BJE
CT
IVE
4
The
chi
ld w
ill r
ecog
nize
that
Fili
pino
Am
eric
ans
have
aco
mm
on h
isto
ry in
the
Uni
ted
Stat
es.
AC
TIV
ITY
7
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
efin
e m
igra
nt w
orke
r.
2. P
lot t
he r
oute
of
earl
y Fi
lipin
o m
igra
nt la
bor
on a
map
of
the
Wes
t Coa
st.
3. D
escr
ibe
the
impo
rtan
ce o
f ea
rly
Filip
ino
farm
wor
kers
toW
est C
oast
foo
d pr
oduc
tion.
Mat
eria
lsA
AB
C 1
. Wor
kshe
et, "
Mig
rant
Wor
ker
Rou
te"
(79-
80)
Oth
er1.
Lar
ge m
ap o
f th
e W
est C
oast
2. P
ictu
res
or s
ampl
es o
f le
ttuce
, cel
ery,
bee
ts,
grap
es, p
otat
oes,
tom
atoe
s, c
arro
ts, a
spar
agus
,ap
ples
, sug
ar, s
ugar
can
e, a
nd p
inea
pple
s
For
teac
her
refe
renc
e1.
Asi
an A
mer
ican
Stu
dies
. The
Fili
pino
Exc
lusi
on M
ovem
ent.
Ber
kele
y, C
A: B
erke
ley
Uni
fied
Sch
ool D
istr
ict,
1971
.
2. A
sian
Am
eric
an S
tudi
es C
ente
r. L
ette
rs in
Exi
le. L
osA
ngel
es: R
egen
ts o
f th
e U
nive
rsity
of
Cal
ifor
nia,
197
6.
3. B
uake
n, M
anue
l. I
Hav
e L
ived
with
the
Am
eric
an P
eopl
e.C
aldw
ell,
ID: C
axto
n Pr
inte
rs, L
td.,
1948
.4.
Bul
osan
, Car
los.
Am
eric
a Is
in th
e H
eart
. Sea
ttle:
Uni
ver-
sity
of
Was
hing
ton
Pres
s, 1
973.
5. C
anill
o, A
lex,
et a
l., e
ds. P
inoy
Kno
w Y
ours
elf.
San
ta C
ruz:
Thi
rd W
orld
Tea
chin
g R
esou
rce
Cen
ter,
Uni
vers
ity o
fC
alif
orni
a, 1
975.
3 ?5
151
4. B
ulos
an, C
arlo
s. A
mer
ica
Is in
the
Hea
rt. S
eattl
e: U
nive
r-si
ty o
f W
ashi
ngto
n Pr
ess,
197
3.
5. C
anill
o, A
lex,
et a
l., e
ds. P
inoy
Kno
w Y
ours
elf.
San
ta C
ruz:
Thi
rd W
orld
Tea
chin
g R
esou
rce
Cen
ter,
Uni
vers
ity o
fC
alif
orni
a, 1
975.
6. G
alle
do, L
illia
n an
d M
ar, T
here
sa. F
ilipi
nas
ina
Farm
Lab
or C
amp.
Asi
an A
mer
ican
Stu
dies
Wor
king
Pub
licat
ion
No.
3. D
avis
: Uni
vers
ity o
f C
alif
orni
a, 1
970.
7. K
im, H
.Z. a
nd M
ejia
, C.C
. Fili
pino
s in
Am
eric
a 18
98-1
974.
Dob
bs F
erry
, NY
: Oce
ana
Publ
icat
ions
, 197
6.
8. L
aske
r, B
runo
. Fili
pino
Im
mig
ratio
n. N
ew Y
ork:
Arn
oPr
ess
and
The
New
Yor
k T
imes
, 196
9.
9. N
avar
ro, J
ovin
a. D
iwan
g Pi
lipin
o. D
avis
: Uni
vers
ity o
fC
alif
orni
a, A
sian
Am
eric
an S
tudi
es, 1
974.
10. S
anto
s, B
ieve
nido
. The
Day
the
Dan
cers
Cam
e.M
anila
: Boo
kmar
k, 1
967.
11. M
ater
ials
list
ed f
or te
ache
r re
fere
nce
unde
r L
earn
ing
Obj
ectiv
e 1.
FA
1.4;
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6. G
alle
do, L
illia
n an
d M
ar, T
here
sa. F
ilipi
nas
in a
Far
mL
abor
Cam
p. A
sian
Am
eric
an S
tudi
es W
orki
ng P
ublic
atio
nN
o. 3
. Dav
is: U
nive
rsity
of
Cal
ifor
nia,
197
0.
7. K
im, H
.Z. a
nd M
ejia
, C.C
. Fili
pino
s in
Am
eric
a 18
98-1
974.
Dob
bs F
erry
, NY
: Oce
ana
Publ
icat
ions
, 197
6.8.
Las
ker,
Bru
no. F
ilipi
no I
mm
igra
tion.
New
Yor
k: A
rno
Pres
s an
d T
he N
ew Y
ork
Tim
es, 1
969.
9. N
avar
ro, J
ovin
a. D
iwan
g Pi
lipin
o. D
avis
: Uni
vers
ity o
fC
alif
orni
a, A
sian
Am
eric
an S
tudi
es, 1
974.
10. S
anto
s, B
ieve
nido
. The
Day
the
Dan
cers
Cam
e.M
anila
: Boo
kmar
k, 1
967.
11. M
ater
ials
list
ed f
or te
ache
r re
fere
nce
unde
r L
earn
ing
Obj
ectiv
e 1.
Inst
ruct
ions
I. B
ring
out
the
timel
ine
cont
inue
d in
the
prev
ious
lear
ning
obje
ctiv
e. R
evie
w th
e A
mer
ican
take
over
of
the
Phili
p-pi
nes
in 1
898
pres
ente
d in
Con
cept
ual S
tate
men
t I.
Subs
eque
ntly
, Fili
pino
s ca
me
to A
mer
ica
in th
e ea
rly
1900
s. M
ark
this
per
iod
on th
e tim
elin
e. L
ike
othe
rA
sian
s, th
e ea
rly
Filip
inos
cam
e to
the
Uni
ted
Stat
es to
wor
k.
2. S
how
the
pict
ures
or
sam
ples
of
frui
ts a
nd v
eget
able
s.H
ave
the
child
ren
iden
tify
each
item
. Tel
l the
chi
ldre
nth
at th
e ea
rly
Filip
inos
in A
mer
ica
harv
este
d th
ese
frui
tsan
d ve
geta
bles
in C
alif
orni
a, H
awai
i, O
rego
n, a
nd W
ash-
ingt
on. P
oint
to th
ese
stat
es o
n th
e m
ap. F
or th
e la
st s
ixty
year
s, F
ilipi
nos
have
hel
ped
supp
ly A
mer
ican
s w
ith f
ruits
and
vege
tabl
es.
3. P
ost t
he p
ictu
res
of f
ood
on th
e w
all.
Dra
w a
par
alle
lbe
twee
n fr
uits
and
veg
etab
les,
and
bet
wee
n fl
ower
s an
dtr
ees:
a. D
o fl
ower
s bl
oom
all
year
rou
nd?
b. D
o tr
ees
have
gre
en le
aves
all
year
rou
nd?
c. C
an y
ou g
row
car
rots
all
year
rou
nd?
d. I
f yo
u w
ere
a fa
rmw
orke
r, c
ould
you
har
vest
car
rots
all y
ear
roun
d?
328
Exp
lain
that
fru
its a
nd v
eget
able
s ar
e se
ason
al. I
n or
der
to s
tay
empl
oyed
, Fili
pino
far
mw
orke
rs, o
r m
igra
ntla
bore
rs, h
ad to
mov
e fr
om p
lace
to p
lace
whe
n on
e cr
opw
as h
arve
sted
and
ano
ther
was
rea
dy f
or h
arve
st. I
n th
eof
f se
ason
, Fili
pino
s tr
avel
ed a
s fa
r as
Ala
ska
to w
ork
insa
lmon
can
neri
es. H
elp
the
child
ren
form
a d
efin
ition
of
mig
rant
wor
ker.
4. D
istr
ibut
e th
e w
orks
heet
, "M
igra
nt W
orke
r R
oute
," a
ndha
ve th
e ch
ildre
n co
mpl
ete
it.5.
Hel
p th
e cl
ass
sum
mar
ize
the
cont
ribu
tion
of F
ilipi
nopi
onee
rs to
Am
eric
an a
gric
ultu
re. 3 ?9
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AC
TIV
ITY
8
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Nam
e th
ree
area
s in
the
Uni
ted
Stat
es w
here
larg
enu
mbe
rs o
f Fi
lipin
o A
mer
ican
s liv
e.2.
Dev
elop
an
over
head
pro
ject
or s
how
abo
ut F
ilipi
nos
inA
mer
ica.
Mat
eria
lsA
AB
C 1
. Act
ivity
boo
k, "
Filip
inos
in A
mer
ica"
(81
-84)
2. T
each
ing
text
, "Fi
lipin
o A
mer
ican
His
tory
" (8
5)
Oth
er1.
She
ets
of a
ceta
te, 8
" x
10"
or la
rger
2. A
cryl
ic p
aint
s, in
dia
or a
ceta
te in
k3.
Bru
shes
, pen
hol
ders
and
nib
s4.
Ove
rhea
d pr
ojec
tor
Inst
ruct
ions
1. D
istr
ibut
e th
e ac
tivity
boo
k, "
Filip
inos
in A
mer
ica.
"H
ave
the
child
ren
do th
e ac
tiviti
es o
n ea
ch o
f th
e fo
urpa
ges.
2. H
ave
the
child
ren
mak
e an
ove
rhea
d pr
ojec
tor
show
abou
t Fili
pino
Am
eric
an h
isto
ry. D
istr
ibut
e th
e te
achi
ngte
xt, "
Filip
ino
Am
eric
an H
isto
ry."
Giv
e ea
chst
uden
t apo
rtio
n to
illu
stra
te a
s su
gges
ted.
Filip
inos
in A
mer
ica
(Ass
ign
a st
uden
t to
draw
the
title
slid
e.)
Filip
inos
fir
st c
ame
to th
eU
nite
d St
ates
in la
rge
num
bers
in th
e ea
rly
1900
s.
(Ass
ign
a st
uden
t to
draw
the
rout
e be
twee
n th
e tw
oco
untr
ies.
The
fla
g of
the
two
coun
trie
s ca
n be
incl
uded
.)
332
Mos
t of
the
earl
y Fi
lipin
os w
ere
youn
g m
en w
ho b
ecam
e fa
rm-
wor
kers
. The
y w
orke
d in
Haw
aii,
Cal
ifor
nia,
Ore
gon,
Was
hing
ton,
and
Ala
ska.
Farm
wor
k w
as b
ackb
reak
ing
labo
r un
der
the
hot s
un. B
utbe
caus
e of
the
skill
of
the
Filip
ino
farm
wor
ker,
car
rots
,to
mat
oes,
bee
ts, c
eler
y, g
rape
s,le
ttuce
, asp
arag
us, p
lum
s, a
ndne
ctar
ines
wer
e ha
rves
ted,
then
eate
n an
d en
joye
d by
peo
ple
thro
ugho
ut th
e U
nite
d St
ates
.
Des
pite
thei
r co
ntri
butio
ns,
Filip
inos
wer
e tr
eate
d un
fair
lyby
man
y pe
ople
. Wag
es w
ere
low
. The
Alie
n L
and
Law
pre
-ve
nted
Fili
pino
s fr
om o
wni
ngpr
oper
ty f
or m
any
year
s.C
itize
nshi
p w
as d
enie
d.
The
Fili
pino
pio
neer
s w
ere
dete
rmin
ed to
impr
ove
thei
r lif
e.T
hey
wen
t on
stri
ke f
or f
air
wag
es; t
hey
sued
for
thei
rpr
oper
ty r
ight
s; th
ey f
orm
edor
gani
zatio
ns to
mai
ntai
n th
eir
cultu
ral h
erita
ge; t
hey
built
hous
ing
for
thei
r el
derl
y.
333
(Ass
ign
6 st
uden
ts to
illu
stra
teth
e fa
rmw
orke
rs in
the
fiel
dsan
d ea
ch o
f th
e fi
ve s
tate
s.)
(Ass
ign
11 s
tude
nts
to il
lust
rate
each
of
the
frui
ts a
nd v
ege-
tabl
es, t
he f
arm
wor
kers
in th
eir
labo
r ca
mps
, and
peo
ple
enjo
y-in
g fr
uits
and
veg
etab
les
atdi
nner
s.)
(Ass
ign
a st
uden
t to
illus
trat
eth
ese
fact
s as
sho
wn.
)
fair
wag
es
prop
erty
rig
hts
citiz
ensh
ip r
ight
s
No
No
No
(Ass
ign
3 st
uden
ts to
illu
stra
tew
orke
rs p
icke
ting,
app
eari
ngbe
fore
a c
ourt
, rai
sing
a s
ign
over
a n
ew F
ilipi
no C
omm
unity
Cen
ter,
and
bui
ldin
g A
gbay
ani
Vill
age.
)
155
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991-
Tod
ay, a
ppro
xim
atel
y 40
0,00
0Fi
lipin
os li
ve in
Am
eric
a. M
any
of th
em a
re n
ewly
arr
ived
imm
igra
nts,
som
e ar
e fa
rm-
wor
kers
, som
e ar
e te
ache
rs,
doct
ors,
art
ists
, nur
ses,
car
-pe
nter
s, f
iref
ight
ers,
and
judg
es.
The
y ha
ve a
ll pl
ayed
an
impo
r-ta
nt r
ole
in A
mer
ican
his
tory
.
(Ass
ign
stud
ents
to il
lust
rate
the
vari
ous
prof
essi
ons
and
todr
aw a
mul
tieth
nic
scen
e of
Filip
inos
and
oth
er A
mer
ican
s.)
The
chi
ldre
n sh
ould
fir
st m
ake
a pe
ncil
draw
ing
onpa
per.
Aft
er y
ou h
ave
chec
ked
the
illus
trat
ions
, sho
wth
e ch
ildre
n ho
w to
tran
sfer
thei
r dr
awin
gs to
a p
iece
of a
ceta
te la
rge
enou
gh to
use
as
an o
verh
ead
proj
ecto
r.
Lay
the
acet
ate
over
the
draw
ing,
whi
le h
oldi
ng th
edr
awin
g se
cure
with
pap
er c
lips
or ta
pe. U
se a
cryl
icpa
ints
and
indi
a in
k or
ace
tate
ink
to r
epro
duce
the
draw
ing
onto
the
acet
ate.
Be
sure
to c
lean
the
brus
hes
and
pen
tips
(nib
s), o
ther
wis
e th
e ac
rylic
will
har
den
and
ruin
the
brus
hes
and
nibs
.Sh
ow th
e ov
erhe
ad p
roje
ctor
pro
gram
, acc
ompa
nyin
g it
with
the
narr
ativ
e pr
ovid
ed o
n th
e w
orks
heet
. Inv
itean
othe
r cl
ass
to s
ee a
nd d
iscu
ss th
e sh
ow.
336
CU
LM
INA
TIN
G A
CT
IVIT
Y
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Sta
te a
t lea
st o
ne f
act a
bout
Asi
an A
mer
ican
his
tory
whi
le p
layi
ng a
gue
ssin
g ga
me.
2. M
ake
a m
ural
abo
ut A
sian
Am
eric
an h
isto
ry.
Mat
eria
lsO
ther
1. C
onst
ruct
ion
pape
r, b
utch
er p
aper
, tw
o m
eter
s of
unbl
each
ed m
uslin
, pai
nt b
rush
es, I
nko
dye
orw
ater
bas
e te
xtile
ink
(pai
nt o
r dy
e) o
f di
ffer
ent
colo
rs, s
team
iron
Inst
ruct
ions
1. D
ivid
e th
e cl
ass
into
two
team
s to
pla
y a
gam
e.a.
Wri
te a
que
stio
n ab
out A
sian
Am
eric
an h
isto
ry o
n a
piec
e of
con
stru
ctio
n pa
per.
On
the
othe
r si
de o
f th
epa
per,
wri
te a
num
ber
to r
epre
sent
the
poin
t val
ue o
fth
e qu
estio
n, s
uch
as 1
0, 2
0 or
30.
Pre
pare
a s
et o
fth
ese
ques
tions
.b.
Dis
trib
ute
an e
qual
num
ber
of q
uest
ions
to e
ach
team
.A
llow
eno
ugh
time
for
the
team
s to
wri
te th
e an
swer
son
the
card
s, th
en c
olle
ct th
em.
c. O
n th
e ch
alkb
oard
, rec
ord
the
poin
t val
ues
scor
ed b
yea
ch te
am f
or th
e co
rrec
t ans
wer
s. T
otal
the
scor
es to
dete
rmin
e th
e w
inni
ng te
am.
2. P
lan
a m
ural
with
the
child
ren.
Use
the
Asi
an A
mer
ican
hist
ory
char
ts a
s re
fere
nces
, but
enc
oura
ge th
e st
uden
tsto
pro
duce
thei
r ow
n m
ural
s us
ing
orig
inal
idea
s an
dim
ages
.
Hav
e th
em d
raw
ske
tche
s on
but
cher
pap
er f
irst
. The
nha
ve th
em c
aref
ully
pai
nt th
e pi
ctur
es o
n th
e m
uslin
with
Inko
dye
or
wat
er b
ase
text
ile in
k. W
hen
the
Inko
dye
is
337
157
oInk
oW4E
R-1
-R W
1Jcr
AkS
4E11
frgA
110,
tW
4pa
t4 r
eg i
UM
It 0
RI
lEi
W93
TI
ri`g
1h'
7-1
-4 f
ft=
4-tE
'LlI
E M
IRPi
ttals
1411
tInk
oatik
fiA
ltVt3
Zi
o
tEz.
wiT
*. 338
158
iron
ed o
r ex
pose
d to
bri
ght s
unlig
ht, i
t will
dev
elop
bri
l-lia
nt c
olor
s.
Tex
tile
inks
(dy
e) c
ome
in a
pai
nt f
orm
sim
ilar
to p
oste
rpa
int.
Use
as
dire
cted
and
iron
or
plac
e in
a h
ot d
ryer
for
one
cycl
e. T
he te
xtile
pai
nts
may
tend
to b
e a
bette
rch
oice
than
Ink
o dy
e be
caus
e th
e co
lors
are
the
sam
e in
the
jar
as th
e fi
nish
ed p
rodu
ct, w
here
as th
e In
ko d
yes
tend
to b
e lig
hter
in c
olor
unt
il ir
oned
or
set.
Dis
play
the
mur
al.
341
340
159
091-
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344
CO
NC
EPT
UA
L S
TA
TE
ME
NT
III
The
mem
bers
of
an e
thni
c gr
oup
shar
e a
cultu
ral b
ackg
roun
d.
LE
AR
NIN
G O
BJE
CT
IVE
I
The
chi
ld w
ill r
ecog
nize
that
mos
t eth
nic
grou
ps s
hare
aco
mm
on la
ngua
ge.
Act
iviti
es 1
- 3
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
mem
bers
of
an e
thni
c gr
oup
have
the
sam
e tr
aditi
ons.
Act
iviti
es 4
- 7
CU
LM
INA
TIN
G A
CT
IVIT
Y
345
161
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i3 E
i 347
LE
AR
NIN
G-
OB
JEC
TIV
E 1
The
chi
ld w
ill r
ecog
nize
that
mos
t eth
nic
grou
ps s
hare
aco
mm
on la
ngua
ge.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Poi
nt o
ut o
ne u
niqu
e ch
arac
teri
stic
of
the
Chi
nese
lang
uage
.
2. N
ame
the
two
Chi
nese
dia
lect
s co
mm
only
spo
ken
inA
mer
ica.
3. M
atch
anc
ient
Chi
nese
pic
togr
aphs
with
thei
r pr
esen
tfo
rms.
4. C
reat
e pi
ctog
raph
s an
d w
rite
a m
eani
ngfu
l sen
tenc
e w
ithth
em.
5. S
ucce
ssfu
lly p
lay
a bi
ngo
gam
e in
volv
ing
Chi
nese
char
acte
rs.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Chi
nese
Wri
ting"
(86
-90)
2. W
orks
heet
, "C
hine
se P
icto
grap
hs"
(91)
3. W
orks
heet
, "C
hine
se C
hara
cter
s" (
92)
Oth
er1.
Chi
nese
lang
uage
boo
ks, n
ewsp
aper
s, a
ndm
agaz
ines
For
teac
her
prep
arat
ion
1. M
ake
bing
o ca
rds
by d
raw
ing
nine
squ
ares
on
a sh
eet o
fpa
per
or c
ardb
oard
. In
each
squ
are,
dra
w a
Chi
nese
cha
r-ac
ter
from
thos
e in
trod
uced
in th
is a
ctiv
ity. M
ake
sure
that
the
arra
ngem
ent o
f ch
arac
ters
is d
iffe
rent
on
each
card
, so
that
no
two
child
ren
will
hav
e th
e sa
me
card
.
2. C
ut o
ut s
quar
es o
f pa
per
that
are
the
sam
e si
ze a
s th
esq
uare
s on
the
card
s. D
raw
pic
ture
s on
the
cuto
utsq
uare
s th
at c
orre
spon
d to
the
char
acte
rs.
Inst
ruct
ions
1. D
ispl
ay th
e C
hine
se b
ooks
, new
spap
ers,
and
mag
azin
es.
Hav
e th
e ch
ildre
n po
int o
ut s
ome
of th
e ch
arac
teri
stic
s of
Chi
nese
wri
tten
lang
uage
:a.
It is
wri
tten
trad
ition
ally
in a
ver
tical
for
mat
.b.
The
cha
ract
ers
are
som
etim
es w
ritte
n in
the
form
of
vert
ical
, hor
izon
tal,
or d
iago
nal l
ines
.T
ell t
he c
hild
ren
that
:a.
Chi
nese
wor
ds a
re c
alle
d ch
arac
ters
.b.
Chi
nese
is w
ritte
n ei
ther
ver
tical
ly o
r ho
rizo
ntal
ly.
c. W
hen
it is
wri
tten
vert
ical
ly, i
t rea
ds f
rom
top
to b
ot-
tom
, rig
ht to
left
. Whe
n it
is w
ritte
n ho
rizo
ntal
ly, i
tre
ads
from
left
to r
ight
as
in E
nglis
h.d.
The
re a
re m
any
vari
etie
s of
Chi
nese
, suc
h as
Toi
sha-
nese
, Can
tone
se, a
nd M
anda
rin.
Peo
ple
from
dif
fere
ntre
gion
s in
Chi
na s
peak
thei
r re
gion
al d
iale
ct.
In C
hine
se b
iling
ual c
lass
es, a
sk th
e ch
ildre
n w
hat d
ia-
lect
s th
ey s
peak
. Lis
t the
dia
lect
s on
the
chal
kboa
rd.
2. R
epro
duce
and
dis
trib
ute
the
teac
hing
pic
ture
s, "
Chi
nese
Wri
ting.
" A
sk th
e ch
ildre
n to
exa
min
e th
e th
ree
colu
mns
.H
elp
them
to d
isco
ver
the
rela
tions
hip
betw
een
the
pict
o-gr
aphs
and
the
obje
cts
they
rep
rese
nt. T
hen
lead
the
child
ren
to d
isco
ver
the
rela
tions
hip
of a
ll th
ree
colu
mns
.Sh
ow h
ow th
e fe
atur
es o
f th
e ob
ject
s re
pres
ente
d (s
uch
as th
e fe
athe
rs o
f a
bird
) ap
pear
in th
e pi
ctog
raph
s.D
raw
the
char
acte
rs b
elow
on
the
boar
d an
d po
int o
utth
e de
velo
pmen
t of
the
char
acte
rs.
gt-
=d
Fd -
4fr
I-4
PI 34
9
mou
th
door
moo
n
163
ral-
YE
ifi
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.Fl
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501
FA*
,7
As*
fig?
::
L1
frIL
iC-4
71 0
;
351
Hav
e th
e ch
ildre
n cu
t out
and
mix
the
boxe
s on
thei
rte
achi
ng p
ictu
res.
The
n ha
ve th
em r
egro
up th
e bo
xes
into
the
appr
opri
ate
colu
mns
.
3. D
istr
ibut
e th
e w
orks
heet
s, "
Chi
nese
Pic
togr
aphs
" an
d"C
hine
se C
hara
cter
s."
Hav
e th
e ch
ildre
n co
mpl
ete
them
.R
efer
to th
e te
achi
ng p
ictu
res,
"C
hine
se W
ritin
g,"
for
the
answ
ers.
4. W
rite
sev
eral
wor
ds o
n th
e bo
ard,
suc
h as
per
son,
flo
wer
,se
e, e
at, h
ambu
rger
.
Pass
out
pap
er to
the
child
ren
and
ask
them
to c
reat
e a
pict
ogra
ph f
or e
ach
wor
d. T
hen
ask
the
child
ren
to w
rite
sent
ence
s us
ing
thei
r pi
ctog
raph
s; f
or e
xam
ple,
"T
hepe
rson
see
s a
flow
er."
"T
he p
erso
n ea
ts a
ham
burg
er."
Aft
erw
ards
, the
chi
ldre
n sh
ould
try
to r
ead
each
oth
ers'
sent
ence
s.5.
Giv
e ea
ch c
hild
one
of
the
bing
o ca
rds
and
nine
cut
out
squa
res
with
the
pict
ures
dra
wn
on th
em. C
all o
ut a
wor
dth
at is
rep
rese
nted
on
a sq
uare
.E
ach
child
will
then
pla
ce th
e sq
uare
that
has
the
draw
-in
g re
pres
entin
g th
at w
ord
on to
p of
the
corr
espo
ndin
gch
arac
ter
on h
is/h
er c
ard.
Con
tinue
to c
all o
ut o
ne w
ord
at a
tim
e un
til a
chi
ld c
over
s th
ree
wor
ds in
a v
ertic
al,
hori
zont
al, o
r di
agon
al r
ow, a
nd c
alls
"B
ingo
!"
Whe
n a
child
has
cal
led
"Bin
go!"
che
ck h
is/h
er c
ard
tobe
sur
e th
at th
e pi
ctur
es m
atch
the
char
acte
rs a
nd th
atth
ose
char
acte
rs w
ere
calle
d ou
t.
35?
AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Poi
nt o
ut o
ne u
niqu
e ch
arac
teri
stic
of
the
Japa
nese
lang
uage
.
2. W
rite
fiv
e w
ords
in h
irag
ana.
3. D
escr
ibe
a ha
iku.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Hir
agan
a" (
93-9
7)2.
Wor
kshe
et, "
Japa
nese
Wri
ting"
(98
)O
ther
1. J
apan
ese
book
s, n
ewsp
aper
s, a
nd m
agaz
ines
Inst
ruct
ions
1. R
epro
duce
and
dis
trib
ute
the
teac
hing
pic
ture
s, "
Hir
a-ga
na."
Hav
e th
e ch
ildre
n re
peat
the
wor
ds a
s th
ey lo
okat
eac
h pa
ge.
Tel
l the
chi
ldre
n th
at:
a. T
he s
yste
m o
f w
ritin
g sh
own
is c
alle
d hi
raga
na(h
ee-r
ah-G
A H
-rz
ah).
b. H
irag
ana
is a
syl
laba
ry; e
ach
sym
bol r
epre
sent
s a
defi
nite
syl
labl
e. I
n th
e w
ord
saka
na, f
or e
xam
ple,
ther
e ar
e th
ree
sym
bols
, one
for
eac
h sy
llabl
e.A
sk th
e ch
ildre
n ho
w m
any
sym
bols
are
in: h
ayas
hi d
-)/(
hi -
V.
, yam
a4,to
ri t
9.
2. H
ave
the
child
ren
exam
ine
the
Japa
nese
new
spap
ers
and
book
s. T
he c
hild
ren
shou
ld n
ote
that
Jap
anes
e is
wri
tten
eith
er v
ertic
ally
or
hori
zont
ally
. The
y m
ay a
lso
notic
e th
eex
iste
nce
of tw
o ot
her
Japa
nese
sys
tem
s of
wri
ting:
kata
kana
and
kan
ji.
Kat
akan
a is
use
d m
ainl
y fo
r w
ords
of
non-
Japa
nese
ori
gin.
Kan
ji is
der
ived
fro
m C
hine
se.
3. D
istr
ibut
e th
e w
orks
heet
, "Ja
pane
se W
ritin
g."
Hav
e th
ech
ildre
n pr
actic
e w
ritin
g th
e fi
ve J
apan
ese
wor
ds.
3 53
165
3.31
-RW
1 ip
aL H
1n4
RA
Ffi
13**
--
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Tfr
g a
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lear
iAte
tc.8
*.ot
omA
v
166
VFO
gg?
ing
RA
Ogg
?A
VH
F1
ht-T
AIT
ICIA
ffil±
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Atr
i*,
Kaz
uhid
e T
aket
raS
W:1
1 -4
4-
brO
tl f0
51<
`"
Shir
ley
Alle
n[0
11:1
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fin
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k D
eal
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ft ,
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g L
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6141
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354
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ffin
mw
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4to
2.fh
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V(4
4
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143)
11,
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144-
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2.vi
ipa
L1-
M 1
05-1
06
A)
3.O
ML
Alib
ata
1(
M 1
07)
ttRt_
e4R
P1.
Lay
go, T
eres
ito. "
Wha
t is
Filip
ino?
" B
erke
ley,
CA
: Asi
anA
mer
ican
Bili
ngua
l Cen
ter,
197
6.
NE
M
1.1V
135)
-RIA
V-0
1 -L
UM
-1,1
EN
L-_
E-Z
IE-4
7fri
2.fE
-fA
HU
I*C
OT
n 1
.22
:a b
"EZ
tE/1
61.1
P-M
Iiiti
g-(
fthb
n T
O)
tmA
riig
cab
akad
a(
fi.7
7:4A
) A
A--
=-+
IK1
4:(
-LIn
stitu
te o
f N
atio
nal
Lan
guag
e tE
1:-1
76gA
iRiti
t,
355
4. W
rite
the
follo
win
g ha
iku
on th
e bo
ard:
Liv
es in
a d
eser
tA
nd n
ever
mov
ed a
way
An
old
dry
cact
us.
Kaz
uhid
e T
aket
raW
ashi
ngto
n Sc
hool
Ber
kele
y, C
AB
urp,
beg
you
r pa
rdon
Bur
p, b
eg y
our
pard
on a
gain
Ill-
man
nere
d bu
llfro
g!Sh
irle
y A
llen
Was
hing
ton
Scho
olB
erke
ley,
CA
Lou
is A
rmst
rong
blo
ws
His
jazz
hor
n bl
azin
g ho
t!...
The
peo
ple
are
cool
.K
irk
Dea
lW
ashi
ngto
n Sc
hool
Ber
kele
y, C
A
Exp
lain
that
hai
ku a
re J
apan
ese
poem
s w
hich
mus
t be
wri
t-te
n in
thre
e lin
es. T
he f
irst
line
mus
t hav
e fi
ve s
ylla
bles
,th
e se
cond
sev
en s
ylla
bles
, and
the
thir
d, f
ive
sylla
bles
.T
he f
irst
two
lines
set
the
moo
d of
the
poem
. The
last
line
is o
ften
a s
urpr
ise,
bec
ause
it s
ugge
sts
a di
ffer
ent t
houg
htfr
om th
e ot
her
lines
.H
ave
the
child
ren
disc
over
this
pat
tern
in th
e ha
iku
onth
e bo
ard.
Ask
them
to id
entif
y th
e nu
mbe
r of
line
s an
dth
e nu
mbe
r of
syl
labl
es in
eac
h lin
e. H
ave
the
child
ren
equa
te s
ylla
bles
in E
nglis
h w
ith th
e sy
mbo
ls in
hir
agan
a.
Adv
ance
d ch
ildre
n m
ay a
ttem
pt to
wri
te a
hai
ku. H
ave
them
illu
stra
te th
eir
haik
u. 356
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Ide
ntif
y on
e un
ique
cha
ract
eris
tic o
f Pi
lipin
o.2.
Nam
e tw
o Ph
ilipp
ine
lang
uage
s co
mm
only
spo
ken
byFi
lipin
os in
Am
eric
a.
3. S
ay tw
o ph
rase
s in
Pili
pino
.4.
Wri
te h
is/h
er n
ame
usin
g th
e Pi
lipin
o al
ibat
a.
Mat
eria
lsA
AB
C 1
. Tea
chin
g pi
ctur
es, "
Pilip
ino
Wri
ting"
(99
-104
)2.
Wor
kshe
et, T
he P
ilipi
no A
lpha
bet"
(10
5-10
6)3.
Act
ivity
car
d, "
Alib
ata"
(10
7)
For
teac
her
refe
renc
e1.
Lay
go, T
eres
ito. "
Wha
t is
Filip
ino?
" B
erke
ley,
CA
: Asi
anA
mer
ican
Bili
ngua
l Cen
ter,
197
6.
Inst
ruct
ions
1. R
epro
duce
and
dis
trib
ute
the
teac
hing
pic
ture
s, "
Pilip
ino
Wri
ting.
" Pr
onou
nce
each
wor
d an
d ph
rase
on
the
teac
h-in
g pi
ctur
es a
nd h
ave
the
child
ren
repe
at th
em.
2. C
onve
y th
ese
poin
ts a
bout
Pili
pino
:a.
It is
the
offi
cial
lang
uage
of
the
Phili
ppin
es.
b.It
is b
ased
on
one
of th
e m
ajor
Fili
pino
lang
uage
s,T
agal
og.
c. T
he P
ilipi
no a
baka
da (
alph
abet
) ha
s tw
enty
lette
rs. (
In19
71, t
he I
nstit
ute
of N
atio
nal L
angu
age
mod
erni
zed
the
Pilip
ino
alph
abet
to in
clud
e th
e fo
llow
ing
lette
rs:
c, c
h, f
, j, 1
1, n
, q, r
r, v
, x, z
.)d.
It i
s a
phon
etic
lang
uage
, whi
ch m
eans
that
eve
ryle
tter
repr
esen
ts o
ne s
et s
ound
.e.
The
re a
re f
ive
maj
or la
ngua
ges
and
scor
es o
f m
inor
lang
uage
s in
the
Phili
ppin
es. M
any
of th
e ea
rly
Filip
ino
imm
igra
nts
who
cam
e to
the
Uni
ted
Stat
es s
poke
Iloc
ano.
Man
y re
cent
imm
igra
nts
spea
k T
agal
og.
357
167
c, c
h, f
, j, 1
1, f
i, q,
rr,
v, x
, z.
)
edtz
waf
fi9r
-t--
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ma
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, LJu
anito
's P
arol
1 0
Aft
1.E
. 7S3
`t'
0
gAR
TO
R*4
1. K
wok
, Ire
ne. C
hine
se C
ultu
ral R
esou
rce
Boo
k. S
an F
ran-
cisc
o: S
an F
ranc
isco
Uni
fied
Sch
ool D
istr
ict,
1976
.2.
Sha
ring
Our
Div
ersi
ty: T
he F
ilipi
no A
mer
ican
, Lev
el 6
.Sa
cram
ento
: Sac
ram
ento
Uni
fied
Sch
ool D
istr
ict,
Hum
anR
elat
ions
Off
ice,
197
5.
>
litaf
rAV
-1t
, fat
ri-
jf;A
TFi
t
358
359
In F
ilipi
no b
iling
ual c
lass
es, s
urve
y th
e ch
ildre
n to
see
how
man
y sp
eak
the
lang
uage
s m
entio
ned
abov
e. T
here
may
als
o be
oth
er la
ngua
ges
repr
esen
ted
in th
e cl
ass.
Cha
rt th
is in
form
atio
n on
the
chal
kboa
rd.
3. H
ave
the
child
ren
form
pai
rs. O
ne c
hild
sho
uld
ask
his/
her
part
ner,
"K
umus
ta k
a?"
(koo
-moo
s-ta
h K
AH
). T
heot
her
child
will
ans
wer
, "M
abut
i" (
mah
-B00
-tih
). T
hen
have
eac
h pa
ir a
ltern
ate
thes
e ph
rase
s.4.
Dis
trib
ute
the
wor
kshe
et, T
he P
ilipi
no A
lpha
bet."
Hav
eth
e ch
ildre
n co
mpl
ete
it.5.
Dis
trib
ute
the
activ
ity c
ard,
"A
libat
a."
Exp
lain
to th
ech
ildre
n th
at lo
ng a
go, p
eopl
e in
the
Phili
ppin
es u
sed
anal
phab
et c
alle
d th
e al
ibat
a (a
h-le
e-B
AH
-tah
). T
he a
libat
aha
d se
vent
een
lette
rs. T
hree
wer
e vo
wel
s an
d fo
urte
enw
ere
cons
onan
ts. S
peci
al m
arks
pla
ced
abov
e or
bel
ow a
lette
r ch
ange
d its
sou
nd.
The
alib
ata
was
use
d in
man
y is
land
s. S
omet
imes
peo
ple
in o
ne p
lace
mad
e th
eir
alib
ata
slig
htly
dif
fere
nt f
rom
that
of a
noth
er p
lace
.W
hen
the
Span
ish
cam
e to
the
Phili
ppin
es, t
hey
wou
ldno
t let
the
peop
le u
se th
e al
ibat
a. M
ost w
ritin
gs in
the
alib
ata
wer
e de
stro
yed.
Few
exa
mpl
es o
f ol
d al
ibat
a w
ritin
gar
e le
ft to
day.
Ask
the
child
ren
how
man
y le
tters
ther
e ar
e in
the
Eng
lish
alph
abet
. Whi
ch a
re v
owel
s? W
hich
are
con
sona
nts?
Rev
iew
the
diff
eren
t let
ters
of
the
alib
ata
and
the
soun
dsth
ey r
epre
sent
. The
n as
k th
e ch
ildre
n to
wri
te th
eir
nam
es u
sing
the
alib
ata.
360
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
mem
bers
of
an e
thni
c gr
oup
have
the
sam
e tr
aditi
ons.
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Des
crib
e th
e se
quen
ce o
f ev
ents
in th
e st
oryb
ook,
"Jua
nito
's P
arol
."2.
Def
ine
trad
ition
.3.
Ide
ntif
y et
hnic
trad
ition
s in
a g
iven
sto
rybo
ok.
4. D
escr
ibe
an e
thni
c tr
aditi
on p
ract
iced
by
his/
her
fam
ily.
5. C
ompa
re tr
aditi
ons
prac
ticed
by
the
diff
eren
t eth
nic
grou
ps r
epre
sent
ed in
his
/her
cla
ss.
6. D
escr
ibe
how
trad
ition
s ch
ange
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Juan
ito's
Par
ol"
Oth
er1.
Par
ol, C
hine
se la
nter
n
For
teac
her
refe
renc
e1.
Kw
ok, I
rene
. Chi
nese
Cul
tura
l Res
ourc
e B
ook.
San
Fra
n-ci
sco:
San
Fra
ncis
co U
nifi
ed S
choo
l Dis
tric
t, 19
76.
2. S
hari
ng O
ur D
iver
sity
: The
Fili
pino
Am
eric
an, L
evel
6.
Sacr
amen
to: S
acra
men
to U
nifi
ed S
choo
l Dis
tric
t, H
uman
Rel
atio
ns O
ffic
e, 1
975.
For
teac
her
prep
arat
ion
Bri
ng a
par
ol a
nd a
Chi
nese
lant
ern
to s
choo
l. C
onst
ruct
them
if n
eces
sary
.
361
169
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Thi
HO
W T
O M
AK
E A
PA
RO
L
Mat
eria
ls
12 b
ambo
o sp
lits,
1 c
m x
35
cm6
shor
t bam
boo
split
s, 2
cm
x 8
cm
1 cm
thic
k ru
bber
ban
dstis
sue
pape
r (a
ny c
olor
), s
ciss
ors,
kni
fe, g
lue,
and
wir
e1.
Mak
e a
groo
ve o
n th
e to
p of
eac
h ba
mbo
o sp
lit. T
hen
mak
e fo
ur e
quila
tera
l tri
angl
es. F
aste
n ea
ch a
ngle
tigh
tlyal
ong
the
groo
ves
with
a r
ubbe
r ba
nd.
Aa
(Fig
ure
1)(F
igur
e 2)
Tri
angl
e 1
Tri
angl
e 2
2. T
ake
tria
ngle
2 a
nd la
y an
gle
a be
twee
n B
-A o
f tr
iang
le 1
;an
gle
b is
bet
wee
n B
and
C a
nd a
ngle
c is
bet
wee
n A
-C.
See
figu
re 3
.
b(F
igur
e 3)
Fast
en th
e tr
iang
les
toge
ther
at t
he c
orne
rs o
f th
e he
xago
nw
ith th
in w
ire.
3. M
ake
anot
her
star
fra
me
with
the
othe
r tw
o tr
iang
les.
364
4. F
aste
n tip
s of
AA
toge
ther
, the
n aa
, BB
, bb,
CC
, and
cc
with
thin
wir
e.5.
Cut
the
tips
of th
e 6
shor
t str
ips
as s
how
n:
tip)
8 cm
( tip
The
se w
ill s
erve
as
spac
ers.
Tak
e on
e an
d fi
t it b
etw
een
the
knot
s or
at t
he a
ngle
s of
the
hexa
gon.
Thi
s w
ill p
ro-
duce
a th
ird
dim
ensi
on o
n th
e st
ar f
ram
e. S
ee F
igur
e 4.
/c
b
(Fig
ure
4)Si
x sh
ort s
ticks
as
(Fig
ure
5)Fr
inge
d tis
sue
spac
ers
pape
r
6. C
over
the
star
fra
me
sect
ion
by s
ectio
n w
ith ti
ssue
pap
er.
Giv
e 2
cm a
llow
ance
all
arou
nd f
or g
luin
g an
d ov
erla
p-pi
ng. S
lice
the
corn
ers
of th
e tr
iang
les
for
a ne
at f
inis
h.D
o sa
me
with
the
hexa
gon.
7. C
over
the
raw
tips
of
the
fram
e w
ith f
ring
ed ti
ssue
pap
er20
cm
long
and
8 c
m w
ide.
See
Fig
ure
5.T
his
is th
e si
mpl
est s
tar
fram
e fo
r a
paro
l. U
se y
our
own
imag
inat
ion
to v
ary
the
shap
e or
the
deco
ratio
n of
the
paro
l. T
o ch
ange
the
size
, sim
ply
redu
ce o
r in
crea
se th
em
easu
rem
ents
pro
port
iona
tely
.8.
Alte
rnat
ivel
y, s
trin
g co
lore
d so
da s
traw
s w
ith th
in w
ire.
Plai
n w
hite
str
aws
are
pret
ty, t
oo.
365
171
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HO
W T
O M
AK
E A
LA
NT
ER
N
Mat
eria
ls
4 ro
und
pape
r pl
ates
, yar
n, s
tapl
er, c
repe
pap
er, p
last
ic e
ggca
rton
1. C
ut c
repe
pap
er o
f tw
o di
ffer
ent c
olor
s in
to s
mal
l pie
ces
and
glue
to th
e to
p si
de o
f th
e pa
per
plat
e. C
over
fou
rpl
ates
in th
is m
anne
r (o
r de
cora
te u
sing
cra
yons
or
felt
pens
).2.
Sta
ple
the
four
pap
er p
late
s to
geth
er to
for
m a
squ
aris
hsh
ape.
3. O
n th
e to
p pa
rt:
a. P
unch
fou
r ho
les,
on
the
left
sid
e of
eac
h pl
ate.
b. I
nser
t tw
o lo
ng p
iece
s of
yar
n di
agon
ally
thro
ugh
the
four
hol
es. T
ie to
geth
er in
a lo
op.
360
4. O
n th
e lo
wer
par
t:a.
Pun
ch a
hol
e w
here
the
plat
es o
verl
ap.
b. C
ut f
our
sing
le s
ectio
ns f
rom
the
plas
tic e
gg c
arto
n.c.
Tie
an
egg
sect
ion
to th
e pl
ate.
Rep
eat t
his
at a
llco
rner
s.d.
Mak
e a
tass
el b
y ta
king
pie
ces
of y
arn
and
tyin
g th
emat
the
cent
er. A
ttach
and
let h
ang.
Bot
tom
vie
w 369
173
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anito
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anito
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370
2.Ju
anito
's P
arol
M*M
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ito A
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371
Hav
e th
e cl
ass
conc
lude
that
:a.
Eth
nic
grou
ps s
hare
com
mon
trad
ition
s.b.
Tra
ditio
ns a
re s
peci
al w
ays
to d
o th
ings
dur
ing
spec
ial
even
ts.
c. T
radi
tions
cha
nge.
3. D
isco
ver
the
trad
ition
s w
hich
may
be
prac
ticed
by
the
chil-
dren
and
thei
r fa
mili
es. H
ave
the
child
ren
note
sim
ilari
-tie
s an
d di
ffer
ence
s of
the
trad
ition
s pr
actic
ed b
y di
ffer
-en
t eth
nic
grou
ps. N
ote
that
dif
fere
nt f
amili
es w
ithin
an
ethn
ic g
roup
may
pra
ctic
e th
e sa
me
trad
ition
s w
ith v
aria
-tio
ns. S
ome
fam
ilies
with
in th
e sa
me
ethn
ic g
roup
may
not p
ract
ice
any
trad
ition
at a
ll. F
ocus
on
imm
igra
tion
and
its im
pact
on
chan
ging
, mod
ifyi
ng, o
r el
imin
atin
g tr
aditi
ons
prac
ticed
by
an e
thni
c gr
oup.
4. S
elec
t eith
er a
lant
ern
or p
arol
pro
ject
for
the
clas
s to
do
in g
roup
s. F
ollo
w th
e di
rect
ions
giv
en in
this
act
ivity
.
Inst
ruct
ions
1. A
s an
intr
oduc
tion
to th
e st
oryb
ook,
"Ju
anito
's P
arol
,"pa
ss th
e pa
rol a
nd la
nter
n ar
ound
the
room
. Hav
eth
ech
ildre
n ex
amin
e an
d id
entif
y th
em. T
hen
read
the
stor
y-bo
ok. P
repa
re a
cas
sette
for
chi
ldre
n w
ho m
ight
nee
d it.
Dis
cuss
the
sequ
ence
of
even
ts in
the
stor
y:a.
Wha
t tim
e of
the
year
was
it in
the
stor
y?b.
Wha
t doe
s a
paro
l rep
rese
nt?
Wha
t is
it us
ually
mad
efr
om?
c. W
hat e
vent
was
cel
ebra
ted
on S
unda
y at
Ann
ie's
hous
e? H
ow o
ld w
as G
rand
mot
her?
d. W
hat d
id G
rand
mot
her
tell
Juan
ito a
bout
Chi
nese
lant
erns
? D
oes
Gra
ndm
othe
r ha
ng la
nter
ns o
utsi
deth
e do
or in
Am
eric
a? W
hy?
e. W
hat g
ift d
id J
uani
to g
ive
Gra
ndm
othe
r?f.
Why
did
Gra
ndm
othe
r pa
ss o
ut r
ed e
nvel
opes
?2.
The
sto
rybo
ok, "
Juan
ito's
Par
ol,"
foc
uses
on
ethn
ic tr
a-di
tions
. Hel
p th
e ch
ildre
n de
fine
a tr
aditi
on a
s "a
spe
cial
way
to d
o th
ings
at s
peci
al e
vent
s."
Hav
e th
ech
ildre
ndi
scus
s th
e Fi
lipin
o an
d C
hine
se tr
aditi
ons
desc
ribe
d in
the
stor
yboo
k.
372
In th
e di
scus
sion
, em
phas
ize
that
trad
ition
s ar
e ge
nera
llyle
arne
d fr
om o
ne's
fam
ily. T
he c
hild
ren
shou
ld a
lso
note
that
trad
ition
s ch
ange
:a.
The
y ar
e br
ough
t fro
m o
ne c
ount
ry to
ano
ther
. (Ju
a-ni
to's
fam
ily c
ontin
ues
to m
ake
paro
ls in
the
Uni
ted
Stat
es. G
rand
mot
her
Lee
con
tinue
s to
pas
s ou
t red
enve
lope
s on
her
bir
thda
y.)
b. T
hey
are
adap
ted
to n
ew s
ituat
ions
. (Ju
anito
han
gs a
paro
l in
hono
r of
Gra
ndm
othe
r L
ee's
bir
thda
y. P
arol
sm
ay b
e m
ade
from
any
mat
eria
l and
in a
ny s
hape
desi
red.
)c.
The
y ar
e so
met
imes
lost
. (G
rand
mot
her
Lee
doe
s no
tha
ng C
hine
se la
nter
ns in
Am
eric
a.) 37
317
5
MO
H
YZMEM-0-:
1.4Miti-.P*A*WW miffimfunm19.
2mffi*ax iii.amgimmFiffiffikurgmm
tt gXE
1=1,
C,,
1.M
zW. L
4s1
14'
1 0
2.
M ftg
Liit
iZ 1
( M
108
N )
3.
Wrpa L1'011
(A
I 10
9 -1
10N
)
fth
1. B
ales
, Car
ol A
nn. C
hina
tow
n Su
nday
: The
Sto
ry o
fL
ilian
Der
. Chi
cago
: Con
tem
pora
ry B
ooks
, 197
3.2.
Mol
nar,
Joe
. She
rman
. New
Yor
k: F
rank
lin W
atts
,19
73.
00-4
-kr-
1-1.
Asi
an A
mer
ican
Stu
dies
. Asi
an C
hild
's A
mer
ica.
Ber
kele
y,C
A: B
erke
ley
Uni
fied
Sch
ool D
istr
ict,
1975
.
2. K
wok
, Ire
ne. C
hine
se C
ultu
ral R
esou
rce
Boo
k. S
an F
ran-
cisc
o: S
an F
ranc
isco
Uni
fied
Sch
ool D
istr
ict,
1976
.
3. S
hari
ng O
ur D
iver
sity
: The
Chi
nese
Am
eric
an. S
acra
men
to:
Sacr
amen
to U
nifi
ed S
choo
l Dis
tric
t, H
uman
Rel
atio
nsO
ffic
e, 1
975.
176
HA St
M*S
1*5i-gi*arilApviyar71i
HofkfflO±PNYINA#EPA'REVIwAMHZ*V.ft
riall-teollogrrookturgsA sfil.ftr!,=',,,
2k.5
0,
374
mwmmQu,InAg:-
M&,2MX-MMIEIMMAiiff5t.
-Ti*:
weamnorrg-A*
L
El3gJ4w*nwm-mArligmmonn-*A*
EffE+RH;AEPAMAWIE+H.AftnW1
ffAlAo*R*-EMN-MMAo&Oli
IJJ-401]1AMM-A-It-YIJ=A+-EZU-
DrPEUW*4.Aftn*MMHWILIMWHX.
EPENMWO-F=A-AM,+=*P-+=t#1.
.-taITOffi;t:
1985 6L
616L
61.
gvf-Jwffigsrrgt#.5ifEvFwtirgem+.7_1TA
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. D
escr
ibe
at le
ast t
wo
fest
ival
s ob
serv
ed b
y C
hine
seA
mer
ican
s.
2. I
dent
ify
valu
es th
at C
hine
se A
mer
ican
par
ents
try
tote
ach
thei
r ch
ildre
n th
roug
h th
e ce
lebr
atio
n of
fes
tival
s.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Red
Env
elop
es"
2. W
orks
heet
, "L
unar
Cal
enda
r C
ross
wor
d Pu
zzle
"(1
08)
3. W
orks
heet
, "Se
cret
Mes
sage
" (1
09-1
10)
Oth
er1.
Bal
es, C
arol
Ann
. Chi
nato
wn
Sund
ay: T
he S
tory
of
Lili
an D
er. C
hica
go: C
onte
mpo
rary
Boo
ks, 1
973.
2. M
olna
r, J
oe. S
herm
an. N
ew Y
ork:
Fra
nklin
Wat
ts,
1973
.
For
teac
her
refe
renc
e1.
Asi
an A
mer
ican
Stu
dies
. Asi
an C
hild
's A
mer
ica.
Ber
kele
y,C
A: B
erke
ley
Uni
fied
Sch
ool D
istr
ict,
1975
.
2. K
wok
, Ire
ne. C
hine
se C
ultu
ral R
esou
rce
Boo
k. S
an F
ran-
cisc
o: S
an F
ranc
isco
Uni
fied
Sch
ool D
istr
ict,
1976
.3.
Sha
ring
Our
Div
ersi
ty: T
he C
hine
se A
mer
ican
. Sac
ram
ento
:Sa
cram
ento
Uni
fied
Sch
ool D
istr
ict,
Hum
an R
elat
ions
Off
ice,
197
5.
Inst
ruct
ions
Use
the
stor
yboo
k, "
Red
Env
elop
es,"
to in
trod
uce
Chi
nese
Am
eric
an h
olid
ays.
Use
Chi
nese
fes
tival
mat
eria
ls f
rom
the
refe
renc
e m
ater
ials
list
ed. D
iscu
ss th
e tr
aditi
onal
and
mod
-er
n si
gnif
ican
ce o
f th
e ce
lebr
atio
ns, s
peci
al f
oods
ass
ocia
ted
with
eac
h, a
nd th
e ch
ildre
n's
expe
rien
ces
in c
eleb
ratin
g th
efe
stiv
als.
The
n ch
oose
one
of
the
fest
ival
s to
stu
dy in
dep
th. R
efer
to th
e fo
llow
ing
back
grou
nd in
form
atio
n fo
r su
gges
ted
activ
ities
:
1. C
hine
se N
ew Y
ear
The
Chi
nese
New
Yea
r is
cel
ebra
ted
on th
e fi
rst d
ay o
fth
e fi
rst m
onth
of
the
luna
r ca
lend
ar. T
he lu
nar
year
has
354
days
. Six
of
the
mon
ths
have
30
days
; six
hav
e 29
days
. A th
irte
enth
mon
th is
add
ed e
very
two
or th
ree
year
s. A
ccor
ding
to th
e lu
nar
cale
ndar
, the
New
Yea
r m
ayfa
ll an
ywhe
re f
rom
Jan
uary
21
to F
ebru
ary
17. I
n ad
di-
tion
to th
e N
ew Y
ear,
all
othe
r C
hine
se f
estiv
als
are
trad
i-tio
nally
com
pute
d on
the
luna
r ca
lend
ar.
The
Chi
nese
luna
r ca
lend
ar h
as a
twel
ve-y
ear
cycl
e of
twel
ve s
ymbo
lic a
nim
als
as s
how
n:
1985
6L6I
.
To
find
the
anim
al in
who
se y
ear
you
wer
e bo
rn, a
ddtw
elve
or
mul
tiple
s of
twel
ve to
the
year
of
your
bir
thun
til y
ou r
each
a y
ear
that
is s
how
n on
the
cycl
e.
377
177
6 C
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RW
NY
NE
?OtA
NIN
Mv133fit-ig-
8L1.
In C
hina
, New
Yea
r w
as c
eleb
rate
d fo
r fi
ftee
n da
ys. T
hese
vent
h da
y w
as c
alle
d "E
very
body
's D
ay,"
the
birt
hday
of m
anki
nd; t
he la
st d
ay w
as th
e "L
ante
rn F
estiv
al."
Man
yel
abor
ate
cust
oms
and
trad
ition
s w
ere
prac
ticed
dur
ing
the
New
Yea
r ce
lebr
atio
n. I
t con
tinue
s to
be
the
mos
tim
port
ant c
eleb
ratio
n in
Chi
na, w
here
it is
now
kno
w a
sth
e "S
prin
g Fe
stiv
al,"
as
wel
l as
in th
e U
nite
d St
ates
for
Chi
nese
Am
eric
ans.
In
the
Uni
ted
Stat
es, m
any
Chi
nese
Am
eric
an f
amili
es c
eleb
rate
the
occa
sion
with
few
er a
ndle
ss e
labo
rate
trad
ition
s. A
mon
g th
e cu
stom
s w
hich
may
be p
ract
iced
by
Chi
nese
Am
eric
ans
are
clea
ning
the
hous
e,a
big
fam
ily d
inne
r, v
isiti
ng c
lose
rel
ativ
es a
nd f
rien
ds,
prep
arin
g sp
ecia
l foo
ds, a
nd g
ivin
g re
d en
velo
pes.
Pea
chan
d pl
um b
loss
oms
are
the
mos
t pop
ular
New
Yea
r fl
ower
sdi
spla
yed
at h
omes
and
in s
tore
s to
bri
ng lu
ck a
nd p
ros-
peri
ty.I
n ci
ties
whe
re th
ere
are
larg
e C
hine
se c
omm
uniti
es,
para
des
are
usua
lly h
eld.
As
follo
w-u
p ac
tiviti
es, h
ave
the
child
ren
com
plet
e th
ew
orks
heet
, "L
unar
Cal
enda
r C
ross
wor
d Pu
zzle
," a
nd m
ake
gok
jai (
"cre
scen
ts,"
pro
noun
ced
gaw
k jy
e), a
pop
ular
New
Yea
r pa
stry
:
Mix
4 o
z sh
redd
ed c
ocon
ut, 1
/2 lb
fin
ely
chop
ped
roas
ted
pean
uts,
1 c
up w
hite
sug
ar, a
nd 2
tbsp
toas
t-ed
ses
ame
seed
s (o
ptio
nal)
to m
ake
enou
gh f
illin
g fo
r1
lb o
f w
on to
n sk
ins.
Lig
htly
bea
t 1 e
gg. P
lace
1 te
a-sp
oonf
ul o
f th
e fi
lling
in th
e ce
nter
of
each
won
ton
skin
.B
rush
the
oute
r ed
ge o
f on
e-ha
lf o
f th
e w
on to
n sk
in w
ithbe
aten
egg
. Fol
d th
e sk
in in
to a
hal
f ci
rcle
and
pre
ss to
seal
. Dee
p fr
y fo
r ha
lf a
min
ute
on e
ach
side
, or
until
won
ton
is g
olde
n br
own.
380
2. M
oon
Fest
ival
The
Moo
n Fe
stiv
al f
alls
on
the
fift
eent
h da
y of
the
eigh
thlu
nar
mon
th. I
t is
also
cal
led
the
Mid
-Aut
umn
Fest
ival
.T
he M
oon
Fest
ival
is a
tim
e fo
r fa
mily
reu
nion
and
cel
e-br
atio
n. T
radi
tiona
lly, t
he m
oon
on th
is d
ay is
reg
arde
d as
the
roun
dest
of
the
who
le y
ear.
The
rou
ndne
ss r
epre
sent
sa
happ
y fa
mily
with
all
the
fam
ily m
embe
rs p
rese
nt.
The
trad
ition
s as
soci
ated
with
this
fes
tival
incl
ude
serv
ing
spec
ial f
ruits
and
veg
etab
les
at a
big
fam
ily d
inne
r, w
atch
-in
g th
e m
oon,
and
eat
ing
moo
n ca
kes.
Chi
ldre
n pl
ay w
ithbe
autif
ul la
nter
ns o
f al
l col
ors
and
shap
es.
The
moo
n ca
ke it
self
has
his
tori
cal o
rigi
ns. I
n th
e fo
ur-
teen
th c
entu
ry w
hen
Chi
na w
as r
uled
by
the
Mon
gols
, the
Chi
nese
wan
ted
to o
vert
hrow
the
Mon
gol r
uler
s bu
t wer
ecl
osel
y w
atch
ed b
y th
e ar
my
of o
ccup
atio
n. A
rev
olt w
asdi
ffic
ult t
o pl
an a
nd c
oord
inat
e. O
ne c
leve
r m
an th
ough
tof
inse
rtin
g th
e se
cret
mes
sage
of
revo
lt in
side
a c
ake.
The
rev
olt w
as to
take
pla
ce o
n th
e ni
ght o
f th
e M
oon
Fest
ival
. The
man
gav
e th
e ca
kes
to r
elat
ives
and
fri
ends
.
Whe
n th
e pe
ople
cut
the
cake
s, th
ey le
arne
d of
the
plan
.T
oget
her,
the
Chi
nese
suc
cess
fully
def
eate
d th
e M
ongo
lson
the
nigh
t of
the
Moo
n Fe
stiv
al. E
ver
sinc
e, th
e C
hine
sepe
ople
hav
e m
ade
moo
n ca
kes
and
give
n th
em to
fri
ends
and
rela
tives
as
a pa
rt o
f th
e fe
stiv
al.
The
Moo
n Fe
stiv
al is
one
of
the
maj
or c
eleb
ratio
ns o
fC
hine
se A
mer
ican
com
mun
ities
in th
e U
nite
d St
ates
.C
hine
se s
hops
and
bak
erie
s st
ill m
ake
moo
n ca
kes
in la
rge
quan
titie
s to
mee
t the
dem
and.
Man
y fa
mili
es s
till h
ave
form
al o
r in
form
al d
inne
rs to
geth
er.
As
a fo
llow
-up
activ
ity, h
ave
the
child
ren
deco
de th
ew
orks
heet
, "Se
cret
Mes
sage
."
381
179
ESC
V
oNnA
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(0*M)0210M
081-
3. D
rago
n B
oat F
estiv
alT
he D
rago
n B
oat F
estiv
al f
alls
on
the
fift
h da
y of
the
fift
hlu
nar
mon
th. O
rigi
nally
, the
fes
tival
mar
ked
the
begi
n-ni
ng o
f su
mm
er. B
ut la
ter,
the
fest
ival
als
o co
mm
emor
ated
a fa
mou
s C
hine
se p
oet a
nd p
rim
e m
inis
ter
nam
ed C
huY
uen.
The
kin
g re
fuse
d to
take
Chu
Yue
n's
advi
ce o
n ho
wto
sav
e th
e co
untr
y fr
om w
ar. I
nste
ad, t
he k
ing
liste
ned
to C
hu Y
uen'
s po
litic
al e
nem
ies
who
wer
e ve
ry je
alou
s of
his
abili
ties.
He
was
exi
led
to th
e so
uthe
rn p
art o
f C
hina
.O
n hi
s w
ay, C
hu Y
uen
drow
ned
him
self
in a
riv
er. H
epr
efer
red
deat
h to
livi
ng w
ith g
over
nmen
t cor
rupt
ion.
The
peop
le w
ere
unab
le to
fin
d hi
s bo
dy; s
o th
ey m
ade
joon
g,a
rice
dum
plin
g, to
fee
d th
e fi
sh a
nd w
ater
cre
atur
es s
oth
at th
ey w
ould
n't e
at C
hu Y
uen'
s bo
dy. T
he p
eopl
e al
sopa
ddle
d th
eir
boat
s al
ong
the
rive
r w
ith d
rum
s an
d go
ngs
to d
rive
aw
ay th
e ev
il sp
irits
and
to s
how
how
muc
h th
eyw
ante
d to
fin
d C
hu Y
uen'
s bo
dy.
The
se p
ract
ices
hav
e be
com
e tr
aditi
ons
of th
e D
rago
nB
oat F
estiv
al. I
n H
ong
Kon
g an
d T
aiw
an, d
rago
n bo
atra
ces
are
still
hel
d. T
hey
are
very
col
orfu
l eve
nts.
In
the
Uni
ted
Stat
es, t
here
are
no
drag
on b
oat r
aces
on
fest
ival
day.
How
ever
, man
y C
hine
se A
mer
ican
s m
ake
joon
g an
dsh
are
it w
ith th
eir
frie
nds
and
rela
tives
.
Thi
s is
a f
estiv
al w
ith m
any
mea
ning
s: p
atri
otis
m, l
oyal
ty,
fam
ily r
euni
on, a
nd e
njoy
men
t of
natu
re.
384
As
follo
w-u
p ac
tiviti
es, m
ake
orig
ami d
rago
n bo
ats
and
have
a d
rago
n bo
at r
ace:
Fold
a 2
5-cm
squ
are
shee
t of
pape
r in
hal
f as
sho
wn.
Fold
cor
ner
C to
poi
nt 0
as
show
n.
C 0Fo
ld th
e fl
ap d
own
once
aga
in.
Tur
n to
the
othe
r si
de a
nd f
old
corn
er A
the
sam
e w
ay.
A
3518
1
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386
397
With
bot
h si
des
fold
ed a
s sh
own,
fol
d co
rner
s B
and
Dup
I
To
mak
e a
boat
for
rac
ing,
fol
d a
25-c
msq
uare
shee
t of
and
into
the
boat
.pa
per
into
four
tria
ngle
s. O
pen
itup
aga
in a
ssh
own.
Dec
orat
e th
e bo
at in
a d
rago
n m
otif
by
pain
ting
a dr
agon
'sbo
dy a
nd f
eet o
n th
e si
des
of th
e bo
at a
nd a
ttach
ing
ahe
ad a
nd a
tail
at th
e en
ds. 38
8
Fold
cor
ner
Cup
to p
oint
0.
Fold
cor
ner
B to
cor
ner
D s
o th
at c
orne
r C
is o
utsi
de, a
ssh
own.
389
183
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A a
long
a li
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Y a
s sh
own.
Do
the
sam
e fo
r co
rner
D.
XY
Whi
le h
oldi
ng c
orne
rs B
and
D, p
ull o
ut c
orne
r C
as
show
n.
Whe
n ra
cing
, the
boa
t is
prop
elle
d by
blo
win
g on
it.
39,2
Dis
cuss
the
fest
ival
stu
died
in d
epth
gui
ded
by th
e fo
llow
-in
g qu
estio
ns:
a. W
hy d
o th
e C
hine
se c
eleb
rate
this
fes
tival
?b.
Wha
t doe
s th
e fa
mily
do
duri
ng th
e fe
stiv
al?
How
does
you
r fa
mily
cel
ebra
te th
e fe
stiv
al?
c. W
hat k
ind
of s
peci
al f
oods
are
pre
pare
d fo
r th
e fe
stiv
al?
Why
? D
oes
your
fam
ily a
lso
prep
are
spec
ial f
oods
?W
hat a
re th
ey?
d. H
ow d
o C
hine
se A
mer
ican
s in
you
r co
mm
unity
cel
e-br
ate
the
fest
ival
? W
hy is
it d
iffi
cult
to c
eleb
rate
the
fest
ival
the
way
it w
as d
one
in C
hina
?e.
Wha
t do
you
like
best
abo
ut th
is f
estiv
al?
Why
?T
o co
nclu
de, p
oint
out
that
man
y C
hine
se A
mer
ican
s ce
le-
brat
e on
e or
mor
e of
thes
e fe
stiv
als.
Chi
nese
Am
eric
anch
ildre
n an
d th
eir
fam
ilies
als
o ce
lebr
ate
man
y no
n-C
hine
se h
olid
ays.
As
an e
nric
hmen
t act
ivity
, you
may
wan
t to
read
She
rman
or C
hina
tow
n Su
nday
to f
urth
er e
mph
asiz
e th
e cu
lture
of
Chi
nese
Am
eric
an f
amili
es.
393
185
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AC
TIV
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6
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Ide
ntif
y tw
o Ja
pane
se A
mer
ican
New
Yea
r tr
aditi
ons.
2. D
escr
ibe
how
thes
e tr
aditi
ons
are
prac
ticed
.3.
Des
crib
e th
e im
port
ance
of
thes
e tr
aditi
ons.
4. P
artic
ipat
e in
the
prep
arat
ion
of a
t lea
st o
ne J
apan
ese
Am
eric
an f
ood.
5. U
se a
Jap
anes
e dy
e te
chni
que
succ
essf
ully
.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Red
Env
elop
es"
Oth
er1.
Pic
ture
s or
sam
ples
of
pine
bra
nche
s, b
ambo
o,or
ange
s, s
ushi
noo
dles
, ric
e ca
kes,
etc
.
For
teac
her
refe
renc
eJa
pane
se A
mer
ican
s ce
lebr
ate
New
Yea
r's D
ay o
n Ja
nuar
y 1.
In J
apan
, ela
bora
te d
ecor
atio
ns a
nd f
lora
l arr
ange
men
ts w
ithpi
ne b
ranc
hes
and
bam
boo
are
mad
e an
d di
spla
yed
in h
omes
.Pi
ne s
ymbo
lizes
long
life
and
bam
boo
deno
tes
stre
ngth
and
grow
th. O
ther
dec
orat
ions
incl
ude
oran
ges,
sym
boliz
ing
heal
th, a
nd lo
bste
rs, s
ymbo
lizin
g re
spec
t for
old
age
. The
deco
ratio
ns r
emai
n on
dis
play
for
sev
en d
ays.
Man
y Ja
pane
seA
mer
ican
s al
so d
ispl
ay N
ew Y
ear
deco
ratio
ns. M
ost u
se p
ine
bran
ches
and
fer
ns in
thei
r ho
mes
.M
any
spec
ial f
oods
are
pre
pare
d to
wel
com
e th
e N
ew Y
ear.
Dis
hes
such
as
rice
cak
e, r
adis
h se
awee
d, n
oodl
es, a
nd lo
tus
root
sym
boliz
e w
ealth
, hap
pine
ss, l
ong
life,
and
hea
lth.
The
fir
st e
vent
of
the
New
Yea
r is
an
earl
y m
orni
ng to
ast t
oth
e fa
mily
.
Thi
s cu
stom
is s
till p
ract
iced
by
man
y Ja
pane
se A
mer
ican
fam
ilies
. The
win
e us
ed in
the
cere
mon
y is
cal
led
sake
(sa
h-K
EH
), a
sw
eet r
ice
win
e. A
fter
the
toas
t, th
e fa
mily
will
eat
a sp
ecia
l hot
sou
p fo
r br
eakf
ast.
Peop
le v
isit
frie
nds
and
rela
-tiv
es to
ext
end
good
wis
hes
fa r
new
yea
r.
Inst
ruct
ions
1. R
evie
w th
e st
oryb
ook,
"R
ed E
nvel
opes
."D
iscu
ss J
apan
ese
New
Yea
r w
ith th
e ch
ildre
n:a.
Wha
t spe
cial
day
was
bei
ng c
eleb
rate
d?b.
Who
gav
e C
arlo
s th
e re
d en
velo
pe?
To
who
m d
id h
esh
ow it
?c.
Wha
t was
hap
peni
ng a
t Aik
o's
hous
e? H
ow d
oes
Aik
o's
fam
ily c
eleb
rate
New
Yea
r?
2. A
sk th
e ch
ildre
n to
poi
nt o
ut o
ther
eth
nic
grou
ps w
hoce
lebr
ate
the
New
Yea
r on
the
sam
e da
y as
the
Japa
nese
.M
ake
a di
spla
y w
ith p
ictu
res
or s
ampl
es o
f pi
ne b
ranc
hes,
bam
boo,
ora
nges
, sus
hi, l
obst
er, a
nd o
ther
Jap
anes
e fo
ods
prep
ared
for
the
New
Yea
r. H
ave
the
child
ren
expl
ain
wha
t the
se it
ems
sym
boliz
e.
3. H
elp
the
child
ren
prep
are
a N
ew Y
ear's
mea
l of
moc
hi("
rice
cak
es,"
pro
noun
ced
MO
H-c
h,ee
), te
riya
ki c
hick
en,
hore
nso
( "s
pina
ch,"
pro
noun
ced
hoh-
RE
N-s
oh)
with
gom
a("
sesa
me
seed
," p
rono
unce
d G
OH
-mah
), a
nd n
ishi
ki ta
mag
o(l
itera
lly, "
broc
ade
egg,
" pr
onou
nced
ni-
SHI-
ki ta
-MA
H-
go)s
erve
d on
spe
cial
pla
ce m
ats. 39
718
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Mitl
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399
MO
CH
IM
ochi
is a
trad
ition
al J
apan
ese
food
that
dat
es b
ack
to th
ean
cien
t tim
es. I
t is
mad
e fr
om s
team
ed a
nd p
ound
ed s
wee
tri
ce. T
he J
apan
ese
cele
brat
e N
ew Y
ear's
day
by
offe
ring
one
larg
e an
d on
e sm
all m
ochi
to th
e fa
mily
alta
r. T
he m
ochi
are
roun
d an
d sm
ooth
to s
ymbo
lize
a ne
w y
ear
that
will
go
"sm
ooth
ly."
The
larg
e m
ochi
rep
rese
nts
the
pare
nts
and
the
smal
l one
, the
chi
ldre
n. T
he to
p of
the
moc
hi is
dec
orat
edw
ith k
ombu
("s
eaw
eed"
) w
hich
sym
boliz
es lo
ng li
fe, s
ince
seaw
eed
seem
s to
gro
w f
orev
er. A
tang
erin
e an
d ta
nger
ine
leaf
are
als
o pl
aced
on
the
top
of th
e m
ochi
. The
wor
d fo
rta
nger
ine
is d
aida
i, w
hich
mea
ns "
fore
ver.
" T
he J
apan
ese
hope
that
thei
r fa
mily
will
sta
y he
alth
y an
d en
joy
a lo
ng li
fe.
Com
bine
6 c
ups
swee
t bro
wn
(or
whi
te)
rice
, 51/
2 cu
psw
ater
, and
1/2
-1
tsp
salt
in a
pre
ssur
e co
oker
and
bri
ng to
full
pres
sure
ove
r hi
gh h
eat.
Red
uce
heat
to lo
w a
nd s
imm
erfo
r 20
min
utes
. Rem
ove
from
hea
t and
let p
ress
ure
retu
rn to
norm
al. P
lace
coo
ked
rice
in la
rge
woo
den
bow
l and
use
ape
stle
or
base
ball
bat t
o m
ash
rice
into
a p
aste
. Dip
pes
tle in
cold
wat
er to
pre
vent
stic
king
. For
m p
aste
into
sm
all f
lat
cake
s. U
se f
lour
to r
oll t
he d
ough
in if
it is
too
stic
ky. S
erve
fres
h or
toas
t in
a sk
illet
. Ser
ve w
ith s
oy s
auce
. Mak
es 2
lbs.
TE
RIY
AK
I C
HIC
KE
NC
ut u
p 3
chic
kens
, 21/
2 lb
s ea
ch. C
ombi
ne 2
cup
s so
ysa
uce;
1/2
cup
sug
ar (
optio
nal)
; 2 tb
sp s
ake
(ric
e w
ine)
;1
clov
e ga
rlic
or
smal
l pie
ce o
f gi
nger
oot,
min
ced,
tom
ake
mar
inad
e. U
se o
ne-h
alf
of th
e m
arin
ade
to m
arin
ate
the
chic
ken.
Bak
e at
325
° fo
r 1
hour
, or
barb
ecue
on
a hi
bach
i.B
oil t
he r
emai
ning
mar
inad
e un
til s
yrup
y. W
hen
the
chic
ken
is r
eady
, dip
it in
the
hot m
arin
ade
sauc
e be
fore
ser
ving
.
400
HO
RE
NSO
WIT
H G
OM
ASt
eam
1 lb
spi
nach
for
3-4
min
utes
. Dra
in a
nd s
quee
ze o
utex
cess
wat
er. T
oast
3 tb
sp s
esam
e se
eds
in a
ski
llet u
ntil
they
are
bro
wn
and
begi
n to
pop
. Pla
ce s
eeds
in a
mor
tar
and
grin
d w
ith a
pes
tle u
ntil
pulv
eriz
ed. A
dd 2
1/2
tbsp
soy
sau
ceto
ses
ame
and
mix
wel
l. Po
ur th
is s
auce
ove
r th
e sp
inac
h.
NIS
HIK
I T
AM
AG
OSe
para
te w
hite
s an
d yo
lks
of 1
2 ha
rd-b
oile
d eg
gs. P
ut e
ggw
hite
s th
roug
h a
siev
e or
mas
h w
ith a
for
k. D
o th
e sa
me
with
the
egg
yolk
s. C
ombi
ne w
hite
s w
ith 1
cup
less
6 tb
sp s
ugar
.C
ombi
ne y
olks
with
the
6 tb
sp s
ugar
and
das
h of
sal
t. Pl
ace
egg
whi
te m
ixtu
re in
a 6
" x
6" p
an a
nd p
at d
own
even
ly.
The
n sp
read
the
egg
yolk
mix
ture
in a
laye
r on
top
of th
ela
yer
of e
gg w
hite
. Pre
ss d
own
gent
ly. P
lace
pan
in s
team
erfo
r 8-
10 m
inut
es. L
et c
ool a
nd c
ut in
to s
mal
l squ
ares
. Ser
vew
ith g
reen
tea.
JAPA
NE
SE D
YE
PL
AC
E M
AT
SPu
t a s
mal
l am
ount
of
one
food
col
orin
g in
to e
ach
of s
ever
alsm
all c
onta
iner
s. D
ilute
with
wat
er a
ccor
ding
to th
e co
lor
inte
nsity
des
ired
.Fo
ld a
pap
er to
wel
into
fou
rths
. Dip
the
edge
s in
to d
iffe
rent
colo
rs u
ntil
the
edge
has
abs
orbe
d th
e de
sire
d am
ount
of
colo
r.
Car
eful
ly u
nfol
d th
e to
wel
. A c
olor
ful p
atte
rn w
ill a
ppea
r.L
et d
ry, t
hen
use
as a
pla
ce m
at.
Exp
erim
ent w
ith th
e fo
lds
and
colo
rs to
pro
duce
dif
fere
ntpa
ttern
s.
401
189
50,I
7J14
M1E
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( II
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o 13
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Tik
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Bir
d. N
orfo
lk I
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ustr
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land
Her
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, 197
3.
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off
ifta
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it °
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lum
pian
:=
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(/1
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Ala
T#V
1 :
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AC
TIV
ITY
7
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. N
ame
two
Filip
ino
Am
eric
an h
olid
ays.
2. N
ame
two
trad
ition
s w
hich
are
par
t of
Filip
ino
holid
ays.
3. P
artic
ipat
e in
pre
pari
ng lu
mpi
a an
d ch
icke
n ad
obo.
4. D
ance
the
tinik
ling.
Mat
eria
lsA
AB
C 1
. 2. 3. 4.
Oth
er1. 2.
Act
ivity
car
d, "
Ter
no"
(111
)A
ctiv
ity c
ard,
"B
aron
g T
agal
og"
(112
)A
ctiv
ity c
ard,
"L
echo
n" (
113)
Act
ivity
car
d, "
Fies
ta"
(114
)
Tin
iklin
g m
usic
(av
aila
ble
at F
ilipi
no b
ook
stor
es)
Tw
o 3-
m b
ambo
o po
les
and
two
bloc
ks o
f w
ood,
appr
oxim
atel
y 6
cm x
10
cm x
5 c
m3.
Cha
riot
, Mar
tin a
nd B
elkn
ap, J
odi P
. Fel
isa
and
the
Mag
ic T
iklin
g B
ird.
Nor
folk
Isl
and,
Aus
tral
ia:
Isla
nd H
erita
ge, 1
973.
Inst
ruct
ions
1. D
escr
ibe
the
follo
win
g ho
liday
s to
the
child
ren:
a. P
hilip
pine
Nat
iona
l Day
On
June
12,
Fili
pino
Am
eric
ans
cele
brat
e Ph
ilipp
ine
Nat
iona
l Day
to c
omm
emor
ate
the
stru
ggle
of
the
Phili
p-pi
nes
for
free
dom
and
inde
pend
ence
. On
that
day
in18
98, a
fter
thre
e ce
ntur
es u
nder
Spa
nish
col
onia
l rul
e,Fi
lipin
os b
ecam
e th
e fi
rst A
sian
peo
ple
to d
ecla
re in
-de
pend
ence
fro
m a
Wes
tern
pow
er. T
he c
eleb
ratio
n is
also
a c
ultu
ral e
vent
with
per
form
ance
s, d
ance
s, f
ood,
and
disp
lays
.
404
b. F
ilipi
no-A
mer
ican
Fri
ends
hip
Day
July
4 is
the
date
in 1
946
whe
n th
e U
nite
d St
ates
gran
ted
the
Phili
ppin
es in
depe
nden
ce a
fter
hal
f a
cen-
tury
of
Am
eric
an c
olon
ial r
ule,
est
ablis
hed
in th
e ea
rly
1900
s w
hen
U.S
. for
ces
subj
ugat
ed th
e Ph
ilipp
ines
,th
en n
ewly
inde
pend
ent f
rom
Spa
in. M
any
Filip
ino
Am
eric
ans
cele
brat
e th
e da
te, n
ow c
alle
d Fi
lipin
o-A
mer
-ic
an F
rien
dshi
p D
ay. I
t is
also
mar
ked
by c
ultu
ral
even
ts.
Man
y pr
ofes
sion
al d
ance
trou
pes
exis
t in
the
Phili
ppin
es,
som
e of
whi
ch a
re in
tern
atio
nally
kno
wn.
In
the
Uni
ted
Stat
es, F
ilipi
no y
outh
s of
ten
form
am
ateu
r da
nce
trou
pes
and
give
per
form
ance
s at
fes
tival
s su
ch a
s th
ose
desc
ribe
d.C
ostu
mes
and
the
danc
es th
emse
lves
ref
lect
the
dive
rsity
of e
thni
c cu
lture
s in
the
Phili
ppin
es.
Fest
ival
foo
ds m
ay in
clud
e ch
icke
n or
por
k ad
obo
(pro
-no
unce
d ah
-DO
H-b
oh),
lum
pia
("eg
g ro
ll,"
pron
ounc
edlo
om-P
YA
H),
pan
sit (
"noo
dles
," p
rono
unce
d pa
ten
-SIT
),or
lech
on (
"roa
st p
ig,"
pro
noun
ced
leh-
CH
ON
). W
ith th
eex
cept
ion
of le
chon
, mos
t of
thes
e di
shes
are
als
o co
oked
year
-rou
nd.
Men
wea
r ba
rong
taga
logs
(Fi
lipin
o m
en's
shi
rts)
and
wom
en w
ear
balin
taw
aks
or te
rnos
(nat
ive
and
form
alw
omen
's g
owns
) on
ver
y sp
ecia
l occ
asio
ns.
2. R
epro
duce
and
dis
trib
ute
the
activ
ity c
ards
,"T
erno
,""B
aron
g T
agal
og,"
"L
echo
n,"
and
"Fie
sta.
" C
hoos
e se
v-er
al o
f th
e su
gges
ted
activ
ities
to d
o w
ith th
e ch
ildre
n.
3. H
elp
the
child
ren
prep
are
lum
pia
and
adob
o.T
o pr
epar
e lu
mpi
a, f
ry 3
lbs
grou
nd p
ork
or b
eef
with
fat.
Add
1/2
cup
fre
sh s
hrim
p (o
ptio
nal)
, 1 c
up w
ater
ches
tnut
s, m
ince
d, 1
sm
all o
nion
, min
ced,
and
2 c
ups
bean
spr
outs
or
othe
r ve
geta
ble,
suc
h as
pea
s or
dice
dpo
tato
es. S
easo
n w
ith s
alt,
soy
sauc
e,1
tbsp
lem
onju
ice
and
a da
sh o
f w
hite
pep
per.
Add
2 b
eate
n eg
gyo
lks.
Coo
k fo
r 6-
8 m
inut
es a
nd le
t sta
ndun
til c
ool.
Put a
spo
onfu
l of
the
mix
ture
in th
e ce
nter
of e
ach
of 3
0lu
mpi
a w
rapp
ers.
Wra
p ca
refu
lly in
a r
oll.
Dee
p fr
y th
e
rolls
.
519
1
t4 ackb
onsm
Atu
arlia
kt-F
rrgw
mai
rli
: sit=
ma
mi#
m*A
a aR
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t
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iklin
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atan
nyor
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inda
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t Luz
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67,
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192
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AT
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er**
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if*r
Eu
A.
496
L
On\ ,U
3 B2*
0 a
Ffi
irr
al n
114
s52
,2M
:1
)
PdkA
' 2)
Ffl
3)
ffM
IS' i
n
.121
1UF-
5Z.N
A °
407
To
prep
are
adob
o, m
arin
ate
6-8
serv
ing
piec
es o
fch
icke
n in
2 tb
sp s
oy s
auce
, V2
tsp
grou
nd p
eppe
r,sa
lt to
tast
e, 1
/2 o
nion
cut
in s
trip
s, 1
bay
leaf
, 3 th
insl
ices
of
ging
er, a
nd c
ocon
ut m
ilk. B
oil t
he c
hick
en in
1/2
cup
of w
ater
mix
ed w
ith 2
tbsp
vin
egar
unt
il ha
lfdo
ne.
Dra
in a
nd f
ry o
r ba
ke th
e ch
icke
n un
til b
row
n. C
ook
agai
nin
rem
aini
ng b
roth
for
six
min
utes
.
4. T
each
the
clas
s a
sim
plif
ied
vers
ion
of ti
nikl
ing
(tih
-nik
-L
ING
).E
xpla
in th
at th
e da
nce
is n
amed
aft
er th
e tik
ling,
alo
ng-l
egge
d bi
rd w
hich
oft
en h
ops
alon
g ba
mbo
o br
anch
es.
The
dan
ce is
fro
m L
eyte
, an
isla
nd in
the
Vis
ayas
be-
twee
n M
inda
nao
and
Luz
on. T
radi
tiona
lly, i
t is
perf
orm
eddu
ring
the
harv
est s
easo
n w
hen
men
and
wom
en w
hopo
und
rice
with
woo
den
pest
les
take
a b
reak
fro
m th
eir
wor
k. I
n th
e U
nite
d St
ates
, the
dan
ce is
pop
ular
and
oft
enpe
rfor
med
.
Play
a r
ecor
d of
tini
klin
g m
usic
. Hav
e th
e ch
ildre
n cl
apth
eir
hand
s an
d st
omp
thei
r fe
et w
ith th
e m
usic
. The
rhyt
hm is
cru
cial
to th
e da
nce.
Tea
ch tw
o ch
ildre
n at
a ti
me
to b
eat t
he b
ambo
o po
les
onth
e w
ood
bloc
ks in
tim
e to
the
mus
ic. T
he p
oles
are
tobe
at tw
ice
on th
e en
ds o
f th
e w
ood
bloc
ks, t
hen
clap
ped
toge
ther
, slid
ing
agai
nst t
he w
ood
bloc
ks, f
or o
ne b
eat.
Tea
ch th
e st
eps
as s
how
n. T
he c
hild
mak
es a
ser
ies
of h
ops,
chan
ging
fro
m r
ight
foo
t to
left
. S/h
e da
nces
in a
nd o
utfr
om b
etw
een
the
pole
s m
arki
ng th
e rh
ythm
of
the
mus
ic.
498
NO
W
R8
fan
tn.
1
As
illus
trat
ed, t
he c
hild
hop
s be
twee
n th
e po
les
on th
etw
o be
ats
that
the
pole
s ar
e cl
appe
d op
en. 1
) H
op in
with
the
righ
t foo
t, 2)
then
with
the
left
, 3)
hop
out t
o th
eop
posi
te s
ide
with
the
righ
t foo
t on
the
thir
d co
unt w
hen
the
bam
boo
pole
s ar
e cl
appe
d to
geth
er. L
eave
the
left
foo
tup
, rea
dy to
hop
bac
k in
.
409
193
TIP
-9JUQWUWO-W4-0WZYMXOU
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088
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1:y
TFINUFTV
V61
Ret
urn
to th
e ot
her
side
in th
e sa
me
way
. Var
iatio
ns in
-cl
ude
jum
ping
in w
ith b
oth
feet
:
0
412
voe
44 01
Hav
e th
e ch
ildre
n cr
eate
thei
r ow
n va
riat
ions
. The
mus
icm
ay b
e se
t asi
de s
o th
e ch
ildre
n ca
n co
ntro
l the
bea
t.A
ltern
ativ
ely,
you
may
wan
t to
cond
uct a
con
test
to s
eew
ho c
an d
ance
the
long
est o
r fa
stes
t with
out s
tepp
ing
onth
e ba
mbo
o po
les.
5. A
s an
enr
ichm
ent a
ctiv
ity, r
ead
the
stor
y. F
elis
a an
d th
eM
agic
Tid
ing
Bir
d.6.
Sum
mar
ize
the
activ
ity b
y ha
ving
the
child
ren
iden
tify
and
desc
ribe
the
mus
ic, f
ood,
and
dan
ce tr
aditi
ons
of th
ePh
ilipp
ines
and
of
Filip
inos
in A
mer
ica.
413
195
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LM
INA
TIN
G`
AC
TIV
ITY
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:1.
Nam
e at
leas
t tw
o ho
liday
s fo
r ea
ch o
f th
ree
Asi
an A
mer
-ic
an e
thni
c gr
oups
.2.
Des
crib
e ho
w e
ach
of th
e ho
liday
s is
cel
ebra
ted.
3. I
dent
ify
sim
ilari
ties
amon
g tr
aditi
ons
prac
ticed
by
Asi
anA
mer
ican
s.4.
Des
crib
e th
e im
port
ance
of
trad
ition
s in
the
lifes
tyle
s of
Asi
an A
mer
ican
s.
Mat
eria
lsA
AB
C A
ll th
e m
ater
ials
alr
eady
use
d un
der
this
lear
ning
obje
ctiv
e, d
ispl
ayed
acc
ordi
ng to
eth
nic
grou
p.
Inst
ruct
ions
1. R
evie
w a
ll th
e A
sian
Am
eric
an f
estiv
als
and
holid
ays.
Poin
t out
that
Asi
an A
mer
ican
s ce
lebr
ate
non-
Asi
an h
oli-
days
as
wel
l. R
evie
w c
aref
ully
all
the
trad
ition
s an
d ce
le-
brat
ions
cov
ered
.2.
Div
ide
the
clas
s in
to th
ree
grou
ps.
a. E
ach
grou
p w
ill p
ick
a se
t of
revi
ew m
ater
ials
on
dis-
play
by
draw
ing
lots
.b.
Sel
ect a
gro
up le
ader
fro
m e
ach
grou
p. S
/he
will
take
one
item
fro
m th
e ap
prop
riat
e di
spla
y ba
ck to
the
team
.c.
The
team
will
wor
k to
geth
er in
iden
tifyi
ngth
e ite
m b
ygi
ving
its
nam
e, u
se, a
nd o
ther
info
rmat
ion.
The
team
will
dev
elop
a p
anto
mim
e to
sho
w h
ow th
e ite
m is
used
in c
eleb
ratin
g a
fest
ival
.d.
The
oth
er tw
o gr
oups
will
try
to id
entif
y th
e fe
stiv
alan
d th
e et
hnic
gro
up w
hich
cel
ebra
tes
it, b
ased
on
the
pant
omim
e.e.
Aw
ard
one
poin
t for
the
corr
ect i
dent
ific
atio
nof
eac
hfe
stiv
al a
nd e
ach
ethn
ic g
roup
.
416
At t
he e
nd, a
dd u
p al
l the
poi
nts
and
awar
d a
smal
l pri
zeto
the
win
ning
team
.3.
Dis
cuss
the
sim
ilari
ties
amon
g tr
aditi
ons
prac
ticed
by
Asi
an A
mer
ican
s, s
uch
as th
e im
port
ance
of
fam
ilyin
volv
emen
t, th
e pr
epar
atio
n of
foo
d, th
e us
e of
ric
e in
the
food
s.4.
In
conc
lusi
on, a
sk th
e ch
ildre
n w
hy it
is im
port
ant f
orA
sian
Am
eric
ans
to k
eep
thei
r et
hnic
trad
ition
s. P
oint
out t
hat e
thni
c tr
aditi
ons
are
impo
rtan
t to
the
lifes
tyle
sof
Asi
an A
mer
ican
s, a
nd th
at m
embe
rs o
f an
eth
nic
grou
p sh
are
a cu
ltura
l bac
kgro
und. 41
7
197
q-Pc?-__CV
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RE
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EPT
UA
L S
TA
TE
ME
NT
IV
Whi
le e
thni
c gr
oups
dif
fer,
they
als
osh
are
cert
ain
char
acte
rist
ics.
LE
AR
NIN
G O
BJE
(TIV
E I
The
chi
ld w
ill r
ecog
nize
that
dif
fere
nt e
thni
c gr
oups
sha
resi
mila
r va
lues
, alth
ough
they
may
be
expr
esse
d di
ffer
ently
.
Act
iviti
es 1
4
LE
AR
NIN
G O
BJE
CT
IVE
2
The
chi
ld w
ill r
ecog
nize
that
cro
ss-c
ultu
ral e
xcha
nges
hav
ecr
eate
d m
any
mul
ticul
tura
l tra
its a
mon
g et
hnic
gro
ups.
Act
ivity
5
421
420
199
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LE
AR
NIN
G O
BJE
CT
IVE
1
The
chi
ld w
ill r
ecog
nize
that
dif
fere
nt e
thni
c gr
oups
sha
resi
mila
r va
lues
, alth
ough
they
may
be
expr
esse
d di
ffer
ently
.
AC
TIV
ITY
1
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
peop
le's
bas
ic n
eeds
.2.
Con
clud
e th
at n
eeds
may
be
fulf
illed
in d
iffe
rent
way
s.3.
Gen
eral
ize
that
val
ues
are
refl
ecte
d in
the
way
nee
dsar
e m
et.
Mat
eria
lsO
ther
1. I
ndex
car
ds, 1
0 cm
x 5
cm
2. M
agaz
ine
pict
ures
sho
win
g th
e lif
esty
les
of p
eopl
ein
dif
fere
nt p
arts
of
the
wor
ld, i
nclu
ding
dif
fere
ntet
hnic
gro
ups
in th
e U
nite
d St
ates
For
teac
her
prep
arat
ion
On
10 x
5 c
m c
ards
, wri
te b
asic
hum
an s
urvi
val n
eeds
, one
to e
ach
card
: foo
d, c
loth
ing,
and
she
lter.
On
anot
her
set o
fca
rds,
wri
te m
isce
llane
ous
wor
ds, s
uch
as ta
ble,
sci
ssor
s, g
lue,
glas
s, p
enci
ls, a
nd tr
ansp
orta
tion.
Mak
e tw
o se
ts o
f ea
ch g
roup
of
wor
ds d
escr
ibed
abo
ve. H
ide
the
card
s ar
ound
the
room
.C
olle
ct m
agaz
ine
pict
ures
sho
win
g ho
w p
eopl
e ar
ound
the
wor
ld li
ve. T
he p
ictu
res
shou
ld il
lust
rate
how
dif
fere
nt p
eopl
efu
lfill
bas
ic n
eeds
.
424
Inst
ruct
ions
1. A
sk th
e ch
ildre
n to
nam
e th
e ba
sic
need
s of
peo
ple.
Lis
tth
e re
spon
ses
on th
e bo
ard.
Thr
ough
que
stio
n an
dan
swer
, hel
p th
e ch
ildre
n el
imin
ate
wor
ds w
hich
are
"wan
ts"
as o
ppos
ed to
"ne
eds.
"2.
Div
ide
the
clas
s in
to tw
o gr
oups
. Hav
e ea
ch g
roup
atte
mpt
to lo
cate
the
card
s na
min
g th
e ba
sic
need
s. T
hegr
oup
whi
ch f
inds
and
cor
rect
ly id
entif
ies
all s
uch
card
sfi
rst i
s th
e w
inni
ng te
am.
Aft
er th
e ga
me,
hav
e th
e ch
ildre
n id
entif
y th
e ba
sic
need
s. A
sk th
em to
add
oth
er n
eeds
to th
e lis
t and
giv
ere
ason
s fo
r th
eir
cont
ribu
tions
. Allo
w th
e ch
ildre
n to
add
anyt
hing
to th
e lis
t whi
ch th
ey c
an d
efen
d as
a n
eed.
Exp
lain
that
ther
e ar
e ce
rtai
n "n
eeds
" of
mod
ern
livin
gth
at a
re n
ot b
asic
, "su
rviv
al"
need
ssuc
h as
tran
spor
ta-
tion
and
recr
eatio
n. T
he c
hild
ren'
s re
spon
ses
will
ref
lect
thei
r va
lues
and
pri
oriti
es.
Dis
cuss
how
the
sam
e ne
eds
may
be
met
in d
iffe
rent
way
s.
3. D
ispl
ay th
e pi
ctur
es s
how
ing
how
dif
fere
nt e
thni
c gr
oups
in th
e U
nite
d St
ates
and
dif
fere
nt p
eopl
es in
the
wor
ldfu
lfill
thei
r ne
eds.
For
exam
ple,
Gro
up X
live
s in
an
apar
tmen
t, G
roup
Yliv
es in
a s
ampa
n, G
roup
Z li
ves
in a
trai
ler.
All
thes
epe
ople
nee
d sh
elte
r bu
t the
y fu
lfill
this
nee
d in
var
ious
way
s.
4. A
sk th
e ch
ildre
n to
list
thei
r ne
eds
acco
rdin
g to
impo
r-ta
nce.
Whi
ch is
the
mos
t im
port
ant?
Whi
ch is
the
leas
tim
port
ant?
Ask
eac
h ch
ild to
sha
re h
i"§/
her
prio
ritie
s w
ithth
e cl
ass.
Str
ess
that
no
rank
ing
is "
righ
t" o
r "w
rong
."O
ur d
iffe
rent
val
ues
guid
e us
in e
stab
lishi
ng o
ur n
eeds
.
5. C
oncl
ude
by e
stab
lishi
ng th
at p
eopl
e m
ay f
ulfi
ll th
eir
basi
c ne
eds
in d
iffe
rent
way
s, a
nd th
at th
e m
anne
r an
dor
der
in w
hich
peo
ple
fulf
ill th
eir
need
s re
flec
t the
irva
lues
.
495
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AC
TIV
ITY
2
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. N
ame
one
food
bas
ic to
the
diet
of
Asi
an A
mer
ican
eth
nic
grou
ps.
2. P
artic
ipat
e in
the
prep
arat
ion
of A
sian
Am
eric
an f
oods
.3.
Con
clud
e th
at A
sian
Am
eric
an e
thni
c gr
oups
sha
re s
imila
rva
lues
abo
ut f
ood.
Mat
eria
lsO
ther
1. I
ngre
dien
ts f
or r
ecip
es b
elow
2. C
ooki
ng u
tens
ils3.
Mun
g be
ans,
pap
er to
wel
s
Inst
ruct
ions
1. W
ith th
e he
lp o
f pa
rent
vol
unte
ers,
ass
ist t
he c
hild
ren
inth
e pr
epar
atio
n of
Chi
nese
dau
h fu
h (D
OE
foo
) w
ith r
ice
and
oyst
er s
auce
, Fili
pino
sot
angh
on (
SOH
-tah
ng-h
on),
and
Japa
nese
mis
o (
ME
E-s
oh)
soup
.
To
prep
are
the
dauh
fuh
dis
h, c
ook
2 cu
ps r
ice.
Cut
bean
cak
e in
to s
quar
es a
nd s
aute
ligh
tly in
oys
ter
sauc
e. S
erve
the
bean
cake
ove
r ri
ce.
To
prep
are
sota
ngho
n, s
oak
the
cont
ents
of
a 25
0-gm
pack
age
of b
ean
thre
ad n
oodl
es in
col
d w
ater
for
a f
ewm
inut
es. B
row
n 1/
4 cu
p po
rk, d
iced
, in
pan.
Sau
te h
alf
of a
sm
all o
nion
, cho
pped
, and
2 c
love
s cr
ushe
dga
rlic
in th
e po
rk f
at. A
dd 1
/4 c
up s
hrim
p. A
dd th
eno
odle
s an
d 1
cup
wat
er, o
r en
ough
to g
ive
the
nood
les
a th
ick-
soup
con
sist
ency
. Sea
son
with
soy
sau
ce. S
imm
erov
er m
ediu
m h
eat f
or 1
0 to
15
min
utes
, stir
ring
oft
en.
Top
with
cho
pped
gre
en o
nion
s an
d se
rve.
Add
sal
t and
pepp
er to
tast
e.T
o m
ake
mis
o so
up, b
oil 1
/4 c
up d
ried
shr
imp
in 3
cup
sw
ater
. Sim
mer
for
20
min
utes
. Add
1/2
cup
str
aine
dm
iso
and
brin
g to
a b
oil.
Serv
e im
med
iate
ly.
4 .2
-8
2. A
s th
e ch
ildre
n pr
epar
e th
e fo
od, a
sk th
em to
com
pare
the
bean
cake
, bea
n th
read
noo
dles
, bea
n sp
rout
s, s
oysa
uce,
and
mis
o. A
sk th
e ch
ildre
n to
det
erm
ine
the
orig
inof
eac
h: s
oybe
an o
r m
ung
bean
. Tel
l the
chi
ldre
n th
at th
eso
ybea
n is
a b
asic
Asi
an f
ood.
Chi
nese
, Jap
anes
e, a
ndFi
lipin
os h
ave
deve
lope
d a
vari
ety
of w
ays
to u
se th
eso
ybea
n. H
ave
the
child
ren
nam
e th
e va
riat
ions
use
d in
the
thre
e di
shes
abo
ve:
a. b
eanc
ake
curd
b. b
ean
thre
ad n
oodl
esc.
bea
n sp
rout
s (u
sed
like
a ve
geta
ble)
d. s
oy s
auce
(us
ed a
s se
ason
ing)
e. m
iso
(bea
n pa
ste)
3. H
isto
rica
lly, A
sian
cou
ntri
es h
ave
supp
orte
d po
pula
tions
on s
mal
l ara
ble
land
are
as. T
hus,
inte
nsiv
e ag
ricu
ltura
lm
etho
ds h
ave
been
dev
elop
ed (
for
exam
ple,
the
Ban
aue
rice
terr
aces
dis
cuss
ed in
Con
cept
ual S
tate
men
t I).
Coo
king
met
hods
em
phas
ize
both
nut
ritio
n an
d ar
tistr
y.In
the
Uni
ted
Stat
es, A
sian
Am
eric
ans
once
for
med
the
back
bone
of
farm
labo
r in
the
Wes
t, de
velo
ped
man
yag
ricu
ltura
l tec
hniq
ues,
cul
tivat
ed n
ew f
ruits
and
veg
e-ta
bles
, and
intr
oduc
ed f
oods
, suc
h as
aba
lone
.4.
On
the
chal
kboa
rd, w
rite
the
char
acte
rist
ics
of th
e so
y-be
an o
n a
char
t as
show
n. T
he e
mpt
y co
lum
n is
for
info
rmat
ion
from
the
child
ren'
s ow
n ex
peri
ence
.
SOY
BE
AN
DIS
HE
SU
SES
OF
TH
ESO
YB
EA
N
NU
TR
ITIO
NA
L V
AL
UE
AN
D A
DV
AN
TA
GE
S
Sota
ngho
nN
oodl
esH
igh
in P
rote
in
Dau
h Fu
hw
ith R
ice
Seas
onin
gL
ow in
Fat
Cur
dE
asy
to s
tore
see
ds, r
equi
res
no f
reez
ing
or p
rese
rvat
ives
,co
mpa
ct s
ize
Mis
o So
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431
5. A
s en
rich
men
t act
iviti
es, h
ave
the
child
ren
do o
ne o
r al
lof
the
follo
win
g:a.
Spr
out m
ung
bean
s by
wra
ppin
g th
em in
moi
st p
aper
tow
els.
b. V
isit
a ne
arby
tofu
("b
eanc
ake"
) fa
ctor
y.c.
Mak
e to
fu.
To
mak
e to
fu, w
ash
and
soak
2 c
ups
dry
soyb
eans
ove
r-ni
ght.
Rin
se w
ell a
nd li
quif
y th
e be
ans
in a
ble
nder
unt
ilsm
ooth
. Pla
ce o
ne p
art l
iqui
fied
bea
ns in
2-3
par
ts w
ater
.Se
para
te th
e re
sidu
e fr
om th
e m
ilk b
y sq
ueez
ing
the
bean
liqui
d in
a c
lean
tow
el o
r fl
our
sack
. Sav
e th
e re
sidu
e fo
rus
e in
oth
er d
ishe
s.
Bri
ng m
ilk to
a b
oil f
or 3
min
utes
and
turn
off
the
heat
.A
dd 1
rou
nded
tsp
of E
psom
sal
t or
niga
ri, d
isso
lved
in V
s cu
p of
war
m w
ater
, to
the
milk
. Stir
slo
wly
. Do
not o
vers
tir. W
ait 5
-10
min
utes
unt
il th
e m
ilk c
urdl
es.
Lif
t the
cur
d ge
ntly
into
a d
ish
tow
el o
r ch
eese
clot
h.A
pply
pre
ssur
e to
mol
d th
e cu
rd. D
rain
wel
l (2-
3 ho
urs)
.Pu
t cur
d in
a c
onta
iner
of
cold
fre
sh w
ater
and
ref
rige
r-at
e. T
ofu
will
kee
p fo
r a
day
or tw
o if
the
wat
er is
chan
ged
daily
.6.
Hav
e th
e ch
ildre
n cr
eate
a s
tory
abo
ut th
e so
ybea
n. B
egin
the
stor
y by
say
ing,
"T
here
onc
e w
as a
soy
bean
nam
ed(n
ame
in th
e A
sian
lang
uage
app
ropr
iate
to y
our
clas
s).
One
day
it w
ent o
n a
trip
to A
mer
ica.
The
soy
bean
had
man
y ad
vent
ures
ther
e. H
ere'
s on
e of
them
." P
ass
the
stor
y on
to o
ne o
f th
e ch
ildre
n, w
ho is
to c
ontr
ibut
e tw
oor
thre
e se
nten
ces.
S/h
e is
to p
ass
the
stor
y on
toan
othe
r ch
ild, a
nd s
o on
. Gui
de th
e st
ory
so th
at it
touc
hes
upon
how
the
soyb
ean
is u
sed
and
why
it is
valu
ed.
432
AC
TIV
ITY
3
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
an A
sian
Am
eric
an n
eigh
borh
ood
in h
is/h
erci
ty.
2. G
ive
two
reas
ons
why
Man
ilato
wns
, Chi
nato
wns
, and
Japa
ntow
ns d
evel
oped
in th
e U
nite
d St
ates
.3.
Con
clud
e th
at m
any
Asi
an A
mer
ican
s ha
ve s
hare
d si
m-
ilar
valu
es a
bout
she
lter.
Mat
eria
lsO
ther
1. C
ity s
tree
t map
2. P
ictu
res
of a
n A
sian
Am
eric
an n
eigh
borh
ood
inyo
ur c
ity
For
teac
her
prep
arat
ion
Send
a n
ote
hom
e ex
plai
ning
the
activ
ity a
nd a
skin
g pa
rent
sw
hy th
ey c
hose
thei
r pl
ace
of r
esid
ence
. Hav
e th
e ch
ildre
nbr
ing
back
this
info
rmat
ion.
Inst
ruct
ions
1. H
ave
the
child
ren
com
e to
the
chal
kboa
rd a
nd d
raw
pic
-tu
res
of w
here
they
live
usi
ng c
olor
ed c
halk
.
Wri
te s
helte
r ov
er th
e dr
awin
gs a
nd e
mph
asiz
e on
ce a
gain
that
she
lter
is a
bas
ic n
eed.
Peo
ple
fulf
ill th
at n
eed
in d
if-
fere
nt w
ays.
Ask
eac
h ch
ild to
sta
nd, g
ive
his/
her
addr
ess,
and
nam
eon
e or
two
reas
ons
why
his
/her
fam
ily li
ves
ther
e. W
rite
the
reas
ons
on a
pie
ce o
f bu
tche
r pa
per.
Hav
e th
e ch
ildre
n ca
tego
rize
thei
r re
ason
s (s
uch
as f
inan
-ci
al, s
ocia
l, an
d pe
rson
al r
easo
ns).
433
205
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dge
434
206
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A0
b
tuanA0 43
5
2. S
how
pic
ture
s of
an
Asi
an A
mer
ican
nei
ghbo
rhoo
d in
your
city
, pre
fera
bly
a hi
stor
ic o
ne. A
sk th
e ch
ildre
n to
iden
tify
wha
t the
y se
e. H
elp
them
loca
te th
e A
sian
Am
er-
ican
nei
ghbo
rhoo
d on
a c
ity s
tree
t map
.A
sk th
e ch
ildre
n to
hyp
othe
size
why
eth
nic
neig
hbor
hood
sw
ere
form
ed. R
evie
w th
e re
ason
s gi
ven
for
thei
r pa
rent
s'ch
oice
of
resi
denc
e. A
pply
them
to A
sian
Am
eric
an e
thni
cgr
oups
. Hel
p th
e ch
ildre
n un
ders
tand
the
deve
lopm
ent o
fC
hina
tow
ns, M
anila
tow
ns, a
nd J
apan
tow
ns.
Sum
mar
ize
that
whi
le a
ll pe
ople
nee
d sh
elte
r, A
sian
Am
eric
an p
ione
ers
ofte
n gr
oupe
d to
geth
er to
hel
p ea
chot
her
find
em
ploy
men
t, ea
se th
e tr
ansi
tion
to a
new
way
of li
fe, s
hare
and
mai
ntai
n an
Asi
an w
ay o
f lif
e in
the
Uni
ted
Stat
es, p
rote
ct e
ach
othe
r be
caus
e of
seg
rega
tion
and
unfa
ir h
ousi
ng p
ract
ices
. The
chi
ldre
n sh
ould
then
disc
uss
why
Asi
an A
mer
ican
com
mun
ities
are
stil
l mai
n-ta
ined
and
val
ued
toda
y (t
hat i
s, b
ecau
se o
f th
eir
hist
oric
sign
ific
ance
and
eth
nic
serv
ices
and
pro
duct
s).
3. A
s a
follo
w-u
p ac
tivity
, you
may
wan
t to
disc
uss
Asi
anA
mer
ican
com
mun
ities
in a
non
-urb
an a
rea,
suc
h as
the
Sacr
amen
to R
iver
del
ta in
Cal
ifor
nia
and
Bai
nbri
dge
Isla
nd in
Was
hing
ton.
436
AC
TIV
ITY
4
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. I
dent
ify
at le
ast t
wo
trad
ition
s pr
actic
ed b
y A
sian
Am
eri-
can
fam
ilies
.
2. G
ener
aliz
e th
at A
sian
Am
eric
an e
thni
c gr
oups
sha
rem
any
valu
es w
hich
may
be
expr
esse
d in
dif
fere
nt w
ays.
3. D
efin
e A
sian
Am
eric
an.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Juan
ito's
Par
ol"
2. S
tory
book
, "R
ed E
nvel
opes
"
Inst
ruct
ions
1. R
evie
w th
e st
oryb
ooks
, "Ju
anito
's P
arol
" an
d "R
ed E
n-ve
lope
s."
Ask
the
child
ren
to n
ame
the
cele
brat
ions
enjo
yed
by th
e fa
mili
es d
epic
ted
in th
e st
oryb
ooks
: New
Yea
r, C
hris
tmas
, and
Chi
nese
New
Yea
r. A
sk th
e ch
ildre
nto
des
crib
e th
e A
sian
Am
eric
an tr
aditi
ons
that
the
fam
i-lie
s pr
actic
e: m
akin
g pa
rols
, giv
ing
red
enve
lope
s, m
akin
gm
akis
ushi
.
Hel
p th
e ch
ildre
n co
nclu
de th
at A
sian
Am
eric
an e
thni
cgr
oups
gen
eral
ly v
alue
Asi
an tr
aditi
ons
and
fam
ily c
ele-
brat
ions
, alth
ough
this
is m
anif
este
d in
dif
fere
nt w
ays.
2. W
rite
Asi
an A
mer
ican
on
the
chal
kboa
rd. H
elp
the
chil-
dren
def
ine
this
term
:a.
It in
clud
es C
hine
se A
mer
ican
s, F
ilipi
no A
mer
ican
s,Ja
pane
se A
mer
ican
s, K
orea
n A
mer
ican
s, a
nd o
ther
sw
hose
fam
ily o
rigi
nate
d in
an
Asi
an c
ount
ry.
b.It
iden
tifie
s pe
ople
who
sha
re c
erta
in h
isto
rica
l and
cont
empo
rary
exp
erie
nces
in th
e U
nite
d St
ates
.
437
207
208
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439
c.It
iden
tifie
s pe
ople
who
sha
re c
erta
in v
alue
s, a
lthou
ghth
e va
lues
may
be
man
ifes
ted
in d
iffe
rent
way
s.T
he c
hild
ren
shou
ld c
oncl
ude
that
eac
h A
sian
Am
eric
angr
oup
is d
istin
ct a
nd u
niqu
e, y
et to
geth
er A
sian
Am
eric
angr
oups
sha
re c
erta
in c
hara
cter
istic
s.
440
LE
AR
NIN
G O
BJE
CT
IYE
2
The
chi
ld w
ill r
ecog
nize
that
cro
ss-c
ultu
ral e
xcha
nges
hav
ecr
eate
d m
any
mul
ticul
tura
l tra
its a
mon
g et
hnic
gro
ups.
AC
TIV
ITY
5
PER
FOR
MA
NC
E O
BJE
CT
IVE
S
The
chi
ld w
ill b
e ab
le to
:
1. E
valu
ate
the
tast
e of
fru
its in
divi
dual
ly a
nd in
a s
alad
.2.
App
ly th
e m
etap
hor
of a
fru
it sa
lad
to th
e m
ultie
thni
cna
ture
of
Am
eric
an s
ocie
ty.
Mat
eria
lsA
AB
C 1
. Sto
rybo
ok, "
Juan
ito's
Par
ol"
2. S
tory
book
, " e
d E
nvel
opes
"3.
Tea
chin
g pi
ctu
e, "
Com
mon
Exp
erie
nces
" (1
15)
Oth
er1.
Ora
nges
, app
les\
ban
anas
, pea
rs, m
elon
s, a
ndot
her
frui
ts, k
riif
e, s
alad
bow
l, pa
per
plat
es, p
last
icfo
rts
A
2. C
onst
ruct
ion
pape
r of
dif
fere
nt c
olor
s
For
teac
her
prep
arat
ion
Prep
are
enou
gh o
f ea
ch k
ind
of f
ruit
so th
at e
ach
child
will
have
two
piec
es. P
lace
eac
h ty
pe o
f fr
uit s
epar
atel
y in
sm
all
bow
ls. F
or b
est r
esul
ts, c
ondu
ct th
is a
ctiv
ity in
a s
mal
l gro
upse
tting
.
Inst
ruct
ions
1. S
how
eac
h fr
uit a
nd h
ave
the
child
ren
iden
tify
it an
dde
scri
be it
s ta
ste
and
text
ure.
Con
clud
e th
at o
rang
es,
appl
es, b
anan
as, m
elon
s, a
nd p
ears
are
all
diff
eren
t but
that
they
are
all
frui
ts.
EST
CO
PYA
VA
ILA
BL
E44
120
9
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aTente.
t&
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anito
's P
arol
1& L
f i 1
:
aJu
anito
V A
nnie
noz
za I
A53
',- f
thiP
9
n 3z
?
bA
iko
Car
los
33' 1
T?
210
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413
Pass
out
one
bow
l of
frui
t at a
tim
e an
d ha
ve th
e ch
ildre
nta
ste
a pi
ece
of e
ach.
Hav
e th
e ch
ildre
n co
ncen
trat
e on
the
diff
eren
t tas
te o
f ea
ch f
ruit.
2. W
hen
all t
he f
ruits
hav
e be
en ta
sted
, ask
the
child
ren
wha
t wou
ld h
appe
n if
the
frui
ts w
ere
toss
ed to
geth
er to
mak
e a
sala
d:a.
Will
the
oran
ge b
ecom
e a
diff
eren
t kin
d of
fru
it?b.
Will
the
pear
lose
its
spec
ial t
aste
?3.
Hav
e th
e ch
ildre
n to
ss th
e di
ffer
ent f
ruits
toge
ther
tom
ake
a fr
uit s
alad
. Pas
s ou
t the
sal
ad. E
ach
child
sho
uld
have
one
pie
ce o
f ea
ch k
ind
of f
ruit.
Hav
e th
em e
at th
esa
lad
and
disc
uss
whe
ther
any
of
the
indi
vidu
al f
ruit
lost
its d
istin
ct ta
ste
and
appe
aran
ce in
the
sala
d.4.
Dra
w a
par
alle
l bet
wee
n a
frui
t sal
ad a
nd a
con
cept
ion
ofth
e U
nite
d St
ates
as
a m
ultie
thni
c so
ciet
y. H
elp
the
chil-
dren
con
clud
e th
at C
hine
se, F
ilipi
nos,
and
oth
er e
thni
cgr
oups
in th
e U
.S.w
hile
dif
fere
nt f
rom
one
ano
ther
are
all p
eopl
e an
d al
l Am
eric
ans.
As
iden
tifia
ble
grou
ps o
fpe
ople
, eac
h et
hnic
gro
up h
as it
s un
ique
cha
ract
eris
tics
and
valu
e. A
s A
mer
ican
s, e
ach
ethn
ic g
roup
enr
iche
s th
ew
hole
.
Cite
exa
mpl
es f
rom
the
stor
yboo
ks, "
Juan
ito's
Par
ol"
and
"Red
Env
elop
es"'
a. H
ow d
id J
uani
to a
nd A
nnie
's g
rand
mot
her
shar
e ea
chot
her's
cul
ture
?b.
Wha
t did
Aik
o sh
are
with
Car
los?
5. H
elp
the
child
ren
cut o
ut th
e ou
tline
of
a gi
ant s
alad
bow
lfo
r a
bulle
tin b
oard
dis
play
. The
n pa
ss o
ut c
onst
ruct
ion
pape
r of
dif
fere
nt c
olor
s. I
nstr
uct t
he c
hild
ren
to m
ake
diff
eren
t kin
ds o
f fr
uits
, suc
h as
pap
ayas
, nec
tari
nes,
cher
ries
, etc
. Hav
e ea
ch c
hild
wri
te, o
n a
cuto
ut f
ruit,
one
cont
ribu
tion
of h
is/h
er e
thni
c gr
oup
to m
ultic
ultu
ral
and
mul
tieth
nic
life
in th
e U
nite
d St
ates
.Pi
n al
l the
fru
its in
side
the
sala
d bo
wl o
n th
e bo
ard.
Aft
erth
e ch
ildre
n re
view
eac
h fr
uit,
help
them
see
the
valu
e of
cultu
ral p
lura
lism
.
444
6. A
s an
enr
ichm
ent a
ctiv
ity, y
ou m
ay w
ant t
o us
e th
ete
achi
ng p
ictu
re, "
Com
mon
Exp
erie
nces
." H
ave
the
child
ren
iden
tify
thre
e co
mm
on e
xper
ienc
es o
f A
sian
s,B
lack
s, a
nd C
hica
nos;
nam
ely,
far
m la
bor,
str
uggl
e fo
rci
vil r
ight
s, a
nd c
ultu
ral c
eleb
ratio
ns. Y
ou m
ay a
lso
wan
tto
stu
dy s
imila
ritie
s in
mor
e de
pth
by r
efoc
usin
g on
foo
dsco
mm
on to
Asi
an, B
lack
and
Mex
ican
die
ts, f
or e
xam
ple,
the
bean
. Fol
ktal
es a
re a
lso
an e
xcel
lent
mea
ns o
f st
udy-
ing
com
mon
exp
erie
nces
am
ong
diff
eren
t peo
ples
.
*U.S
. GO
VE
RN
ME
NT
PR
INT
ING
OF
FIC
E: 1
983-
684-
944/
3183
445
211
Li
(9/92)
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