Experience I, Lesson 1   Experience II, Lesson 1   Experience II, Lesson 2 Experience III, Lesson 1   Experience III, Lesson 2   Unit Bibliography		Unit Table of Contents

 

 

 

 

A Chinese Bestiary

 

 

Developed by:

Nancy Bloom

Newton South High School, Newton, Mass.

Nancy_Bloom@Newton.mec.edu

and

Russell Z. Springer

Cabot Elementary School, Newton, Mass.

Russellz_Springer@Newton.mec.edu

People fear that which they do not understand: the unknown. Understanding comes from knowledge and knowledge can inspire action. At the beginning of this new century, China and the United States stand at a crossroads. Our understanding about each other's perspectives will shape our actions towards one another. As educators, we care deeply about motivating our students to face the unknown.

         "From the ancient Gods of Egypt to the animated cartoons of Walt Disney, the human relationship with animals has been close, often intense, forming a bond even the advances of modern science cannot erase."
         --Zoo of the Gods by Anthony Mercatante
         Seastone Press, California, 1974 ISBN 1569751609 pg ix

In order to understand an unknown culture, one must try to view the world through a very different perspective. Children around the world share a natural curiosity and affinity towards animals. We hope to use this existing shared "bond" to help students understand the viewpoint of a child living in China. By using story, myth, and symbol, we hope to expose students to both a common and a dissimilar reality. This unit was written by a 5th grade science and history teacher and a teacher of special needs, who is certified for grades 1 - 12. We believe that teaching should reflect an awareness of interdisciplinary connections, multiple intelligences, social responsibility and academic skill building. We believe that this unit addresses these concerns.

 

                Students will compare the two cultures of China and the United States by examining animal stories that illustrate the use of symbolism and perspective.

 

1. Classification systems are used to group items with specific attributes and are a method for organizing information.
2. Stereotyping is a frequently used method for labeling people which, when untrue, can be hurtful.
3. A symbol is a sign or an object that stands for something else and is frequently used in everyday life as well as in literature.
4. Perspective is the lens through which we or another culture view the world.
5. Perspectives influence the way in which we determine the survival of certain species of animal such as the bat.
6. A story may contain a moral that is a valuable lesson.
7. Different cultures can share similar attitudes towards an animal; examples include the fox and the unicorn.
8. Animals can be separated into two categories: real and imaginary.
9. Symbols may have very different meanings in different cultures, as illustrated by the dragon.

 

1. Students will be able to identify and sort items with different attributes.
2. Students will be able to attribute more than one meaning to an object.
3. Students will compare and contrast various animals, perspectives, and symbols.
4. Students will observe carefully for detail.
5. Students will use folktales to learn about Eastern and Western cultures.
6. Students will illustrate knowledge in drawings.
7. Students will follow written instructions.
8. Students will analyze characters in stories.
9. Students will be able to identify the moral from reading a story.
10. Students will be able to identify the criteria for a good animal story and use this knowledge to create their own.
11. Students will compile and organize information to include in a portfolio.
12. Students will learn how to make their own puzzle.
13. Students will work in groups to achieve group goals.
14. Students will use their understanding of symbol, perspective, and moral in their original story.

 

We wish to express our thanks to John and Anne Watt for their commitment to education and for being who they are.