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Unpublished

Asian Fusion
  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
    2. Standard DP 03. Names and Types of Organizations within the Civil Society Sector
      1. Benchmark MS.1 Recognize terms that describe the civil society sector.
    3. Standard DP 04. Operational Characteristics of Nonprofit Organizations
      1. Benchmark MS.3 Describe how a specific civil society organization in the community operates.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 02. Diverse Cultures
      1. Benchmark MS.1 Examine several examples of philanthropic traditions practiced in diverse cultures.
      2. Benchmark MS.3 Give an example of how philanthropy can transcend cultures.
    2. Standard PCS 04. Philanthropy and Geography
      1. Benchmark MS.2 Identify and describe how regional civil society organizations help the people in the region.
    3. Standard PCS 07. Skills of Civic Engagement
      1. Benchmark MS.4 Analyze information to differentiate fact from opinion based on the investigation of issues related to the common good.
  3. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark MS.3 Identify and give examples of stewardship in cultural traditions around the world.

Through investigating traditional examples of culture and illustrating the impact of philanthropy in Asia, learners will gain an appreciation for Asian life and society. Learners will gain knowledge of the geography of Japan and China.

Duration: 
PrintFive Forty-Five Minute Class Periods
Objectives: 

The learner will:

  • develop geographic concepts related to Japan and China.
  • describe actual and relative location of both nations.
  • connect the way people adapted or modified the environment to cause major problems needing to be addressed by government and non-governmental organizations.
  • examine the rich cultural traditions of Japan and China, and analyze the impact of their cultures leading to development of philanthropic organizations.
  • examine responses to natural disasters from government and non-governmental organizations.
Materials: 
  • Poster board
  • Markers
  • Map of China and Japan
  • Tape recorder
  • District geography text
  • Atlases
  • Computer with Internet access
  • What Do We Already Know? (Attachment One)
  • Chart Comparing Selected Countries on Five Continents (Attachment Two)
Home Connection: 

Attachment One: What Do We Already Know?

Bibliography: 

China: Culture. https://www.lonelyplanet.com/china

China: Philanthropy Overview. https://give2asia.org/countries/china/overview.html

Smith, Bradford, Sylvia Shue, Jennifer Lisa Vest, Joseph Villared. Philanthropy in Communities of Color. Bloomington & Indianapolis: Indiana University Press, 1999.

Takayuki Ishii. One Thousand Paper Cranes, The Story of Sadako and the Children's Peace Statue. January 2001. Publisher Unknown. ISBN:061332918X

 

Instructions: 
Print

  1. Anticipatory Set: Read the story by Takayuki Ishii, "One Thousand Paper Cranes, The Story of Sadako and the Children's Peace Statue" with the class. Discuss the book. The story is a good one and is based on the life of a young girl, Sadako, who was dying of leukemia caused by the use of the atom bomb in WWII. The paper cranes are viewed as a sign of good luck. If a sick person folded 1,000 of them, the gods would grant their wish and make them healthy again. Sadako worked hard during her illness and was able to fold 644 before she died. Her classmates folded 356 more so that the cranes could be buried with their friend. A memorial to Sadako, and all the other children who died as a result of the atomic bomb, was erected in 1958. Every year, children go there to place paper cranes. Discuss elements in the story that can be identified as Japanese culture, tradition and the elements of philanthropy in the story.

  2. Ask the learners to make a class list of what they believe they know about Japan and China using Attachment One: What Do We Already Know? Give another blank Attachment One: What Do We Already Know? to the learners to take home to an adult, and have them complete this and return. Compare the class-generated answers with the adult answers.

    • Divide the class into two groups that will study either Japan or China. Depending on class size, divide each group into five small teams. Each small team will be responsible for researching a specific aspect of life in either Japan or China. Each group will create a presentation depicting the cultural traditions of their country that contributed to the formation of stewardship and philanthropic organizations. For small classes, select from the following teams which best suit your class size and content material to be covered.
Assessment: 

Evaluate each team presentation, instructor observation, posters, school/home Attachment One: What Do We Already Know?