Overview:

As China becomes a global partner it will become more apparent to have knowledge of different regions of China. Xinjiang as part of the silk route has always been important to China as a link to other nations. Today it is increasing its importance as natural resources are discovered (most recently oil). Learn about this region and culture of China through a mapping exercise and fictional story of a young Uyghur (one of 56 recognized minority cultures in China) women.

Objectives:

1. Students will know and recognize territory of Xinjiang Province geographically by identifying the physical landscape and important cities.
2. Students will analyze the current role of the Chinese government and compare the Uyghur perspective on this role.
3. Students will interpret through reading and questioning Islam in the Uyghur perspective.
4. Student will look at human rights issues and how it has affected the global political and economic arena in Xinjiang.

Grade Level: 9-12

Time: 2 days (3 days if instructor has the students do the follow-up research)

Subjects: Geography, World Cultures, World History (supplement), Economics (supplement); and English.

Required Materials

1. Overhead #1 (attached).
2. Population density map (attached PowerPoint slide)
3. Overhead projector
4. Outline map of Xinjiang (download as PDF file) one copy per student.
5. Handout #1: List of geographical mapping features to be placed on map (one per student).
6. Color pencils (brown, tan, blue, black, green).
7. Atlas or maps of China
8. Student Reading #1: Growing Up in Xinjiang with questions (one per student).Attached.
9. Handout #2: List of possible research topics, directions and criteria that needs to be included in research. (one per student).

Prerequisites:

General geography knowledge of China.

Optional Technologies:

Links for possible research sites will be included below for this lesson. Projector for computer links and PowerPoint slide.

Suggested Procedure (Pedagogy):

 I. DAY ONE: Introduce Xinjiang

1.      Use Overhead #1: Facts on Xinjiang (just briefly go through this list so students have a rough idea about the land and territory

2.      Show populations density map of China and have students brainstorm the possibilities of Xinjiang’s population.

3.      Give each student a copy of Outline map #1 of Xinjiang and a copy of the List of Geographical feature they are to place on the map.

4.      Have students use an atlas or a map of China to find the physical features from the List (handout #1). They should label and color the physical features. The map should include a Title, direction compass, and key. (For example the mountains would be brown, rivers blue, basins green, deserts tan, etc.)

5.      Discuss the various geographic feature that surround Xinjiang. Have students brainstorm about the barriers that people would have to overcome to reach this region or leave the region. Ask them if they think the people might be isolated?

II.                Day two

1.      Student Reading #1: Growing Up in Xinjiang (You may what to hand this out as a homework reading assignment the day before.)

2.      Have students answer the questions at the end of story. (You may want them to work with a partner to brainstorm possible answers for some of the critical thinking questions.)

3.      Follow-up with discussion involving whole class.

NOTE: This could be the end of your lesson or you could continue with group research and presentations to further your students’ analysis of this region. (Student will learn more with guidance by presenting their own topics.)

            III. Day three

1.      Have students follow-up with group investigations and report on their findings. They could use websites, articles and interviews (if possible).  There is a list of resources at the end of this lesson. (Handout #2 for directions and criteria)

2.      Each group (divide into groups as you feel are appropriate) will choose a topic and investigate an area that they feel needs more in depth knowledge to help others to understand this area. Students need to include:

a.       A historical perspective on their topic (example: when the Han Chinese began to control Xinjiang)

b.      Two perspectives or viewpoints on the topic (example: Han Chinese and Uyghur or another global side.)

c.       Any human rights issues related to topic (example: population control, forced labor, etc.)

d.      How this topic affects the global political and economic arenas. Any solution or consequences that may impact the chosen topic.

2.      Directions:

1.      Select an issue that relates to Xinjiang Province (possible topics at end of story Growing Up In Xinjiang.)

2.      Select a minimum of three resources related to the topic. (Internet site need URL listing, books or articles need proper citations.)

3.      Review five criteria needed to be included in presentation.

4.      Prepare summary/presentation to share your findings. (Limit to ten minutes.)

 Differentiation: If students do not read well, you may want to read the story out loud.

Suggested Assessment: Students will be completing three activities:

1.      Map activity

2.      Reading and mapping activities based on questions in the reading.

3.      Research project

Below are three rubrics that can be used for each activity. The student should have the criteria before beginning the assignments.

      RUBRIC for Map Activity: Territory of Xinjiang

      RUBRIC for Student Reading: Growing Up In Xinjiang, Questions and class participation

RUBRIC for Summary/presentation

                                                   RESOURCE BAR

 Standards

 National Social Studies Standards, Thematic Standards: www.ncss.org/standards/tod.html

1.      World and Culture diversity: standards b & c.

2.      Time, continuity, and Change

3.      People, places, and the environments

4.      Production, distribution, and consumption

5.      Global connections.

National Disciplinary Standards

Geography National Standards: Places and Regions, Number 5,6, & 7.

5.That people create regions to interpret earth’s complexity

6.The physical characteristics of places

7. How culture and experiences influence people’s perceptions of places and regions

www.ncge.org/publications/tutorial/standards/

World History National Standard for grades 5-12, Era 9, Standard 1C. Analyze why some African and Asian countries achieve independence through constitutional devolution of power and others as a result of armed revolution. www.sscnet.ucla.edu/nchs/standards/worldera9.html

Economics National Content Standard 5: voluntary exchange occurs only when all participating parties expect to gain. www.economicamerica.org/standards/cs5.html

Web Links for Teachers and Students

Additional resources, bibliography for teachers

You may want some of these in your classroom for student research information.

Rudelson, Justin Jon, Oasis Identities, Columbia University press, 1997.

www.amnesty-usa.org/asa/china/xj.html Background information on Xinjiang and information about trials and arrest of Uyghurs.

www.utoledo.edu/~nlight/uyghpg.htm Uyghur culture and history information with some photos of Uyghur Life.

www.future-china.org.tw/spot_rpt/uyghur/ugr19991207.htm Security and Stability article by Edgar Emmett

www.chinadaily.com.cn/hights/west/xinjiang/xinjiang.ht China Daily’s articles on Xinjiang. (China Daily is a Government sponsored paper—watch for biases)

Kahveci, Niyazi Dr., The Basics of Islam, Turkiye Diyanet Vakfi, 1997.

Zepp, Ira, A Muslim Primer, University of Arkansas, 1992.

Discussion

Discussion questions are included in the lesson pedagogy.

Extension Activities

1. To verify knowledge from presentations each group could write a couple of test questions to ask the audience of what they learned from the presentations.

2. Have students write letters or e-mail contacts in Xinjiang. Student should narrow down the province to one city and do an analysis on that city based on the responses and their previous research.

Credits

Sharon Myran-Marcotte, Anoka-Hennepin ISD #1, Champlin, Minnesota.