Students work together to develop a definition of “ethnic group.” Then each student researches and prepares a brief report on one of ten ethnic groups in China. Finally students consider why China pushes propaganda about its minorities.
Students work together to develop a definition of “ethnic group.” Then each student researches and prepares a brief report on one of ten ethnic groups in China. Finally students consider why China pushes propaganda about its minorities.
Students read an introduction explaining how migration has created ethnic diversity around the world and in China, then view an image of Gaoshan people in native dress. They consider the question “What is an ethnic group?” and respond to a word cloud prompt by naming one or more ethnic groups in the United States.
Teacher MovesPreview the experience, outlining that students will define “ethnic group,” research one of China’s major ethnic groups, and then examine Chinese government propaganda about minorities. Guide a class discussion using students’ word cloud responses to co-construct a working definition of “ethnic group,” clarifying that it refers to a group with different national or cultural traditions from the main population.
Students see an image of a Hui Muslim boy and are each assigned one of the ten largest ethnic groups in China (Zhuang, Hui, Manchu, Uyghur, Miao, Yi, Tujia, Tibetan, Mongol, or Dong). They research their assigned group, take notes, and write a short report that includes key information, a photograph, and cited sources. Students post their report or a link to it, along with the photograph, to a shared class wall and then read classmates’ posts to learn about the other Chinese ethnic groups.
Teacher MovesAssign or approve each student’s ethnic group so that the class covers the full list, and set clear expectations for the length, content, and time frame of the research and report. Monitor students’ research and postings, prompting them to use reliable, unbiased sources and to properly cite them. After students have shared their work, encourage them to read across posts and ask whether they were able to find trustworthy information, foreshadowing the upcoming focus on Chinese government propaganda about ethnic minorities.
Students view an image of Miao boys celebrating a holiday and are reminded that China has an unlimited government that controls the media. They read the case study article How China Distorts Its Minorities through Propaganda to examine how the Chinese government uses art and media to shape portrayals of ethnic minorities. Students then respond to a prompt on a class wall explaining why they think the Chinese government limits artistic expression and portrayal of its ethnic minorities, citing evidence from the case study to support their reasoning.
Teacher MovesReinforce the idea of media control in an unlimited government and direct students to the case study as an example of propaganda about ethnic minorities. After students post their responses, select and share one or more thoughtful or representative answers with the class, using them to spark discussion about how controlling artistic expression can influence ethnic identity and maintain a positive image of the government.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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