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TABLE OF CONTENTS

Welcome Message

I. Background

  1. China Factsheet with a Spotlight on Inner Mongolia
    Blank Fact Sheet
    Completed Fact Sheet
  2. Big Maps
  3. The Chinese Flag
    Flag Terminology Handout
  4. China's National Anthem
  5. History of the Mongol Empire (1200-1300)

II. Music

  1. An Da Union
  2. Instrument Making for Students and Adults
  3. World and American Music Links
  4. World Culture Links

III. Culture

  1. The Beijing Olympic Mascots
  2. Chinese Poetry
  3. Chinese Philosophy
  4. Nomadic Dwellings

IV. Here and Now

  1. Past vs. Present
  2. Sustainable Growth and the World's First Eco-City
  3. Electronic Waste Recycling and Toxic Exports
  4. Mongol Nomads in the Modern World

V. Community Connections

  1. Before and After Questions
  2. Intercultural Connections
  3. The Heritage Project and Oral History
  4. The Student Curator Project
  5. Class Newspaper or Web site
  6. Culture on Parade
  7. Student Participation in Arts Midwest World Fest

This curriculum was written by Jeanne Paliatka and Olaf Nelson for Arts Midwest.

China

I: BACKGROUND

Part 3: The Chinese Flag

Introduction:
Flags are important national symbols that provide an avenue for the exploration of a culture's values and history.

Overview:
Students will view the Chinese flag and analyze its symbolism, and in doing so, discern some of the symbols and values central to Chinese people. As an extension to this lesson, students will generate a list of objects and colors they find meaningful and create a flag for themselves, their family, school or community.

Objectives:
Students will view the Chinese flag and identify the objects on it.
Students will analyze the symbolism of the colors and objects on the Chinese flag and discuss the values they reflect.
Student will gain an understanding and appreciation of the values of the Chinese people.
Students will generate a list of objects and colors they find meaningful and create a flag for themselves, their family, school or community.
Students will familiarize themselves with terminology associated with flags.

Grade Level:
Elementary through high school

Time Required:
One to two class periods. Students could create a fairly detailed flag in one full class period.

Materials:
Flag Terminology handout or overhead
An image of the flag of China (links are provided below) or a province could be enlarged and printed on a color printer, made into a color transparency, or shown on a light projector from the Internet.
Paper
Markers, crayons, or colored pencils
Magazines from which students can cut out pictures
Glue sticks or tape
Rulers
Teachers may direct students to the Student Resources Pages where they can follow relevant links without having access to lesson plans.

Procedure:

  1. To introduce students to terminology associated with flags, either distribute or show as a transparency, the handout, "Flag Terminology." Use the flag of the United States or your state to illustrate the terms provided.
  2. Once students have a basic vocabulary for discussing flags, show them an image of the Chinese flag. A color transparency would allow for the largest presentation, so that all the details are visible.
  3. Ask students to discuss what they see on the Chinese flag. Once the images have been identified, ask them to suggest the symbolism or meaning of the stars and colors used.
  4. Unless students have a prior knowledge of the Chinese flag, they will probably need help interpreting the symbolism of the stars on the flag. See the resources section below for several explanations. Once you have explained the flag, ask students to discuss what the flag's meaning suggests about China as a country or its people. Looking at the flag in conjunction with the national anthem of China (see lesson four) would also be helpful.
  5. To extend the lesson, ask students to brainstorm a list of objects that are important to them, their family, school or community. Ask them to pick colors that have significance also.
  6. Using the materials described above, give students time to create a drawing, diagram or collage of their flag. If students are creating a flag of their school or community, they could work in groups. Individual flags or family flags will most likely need to be completed by one student. This assignment could be completed in class or as homework.

Extensions:
Depending on the age of students and time constraints, students could

  • give an oral explanation of the symbols, colors and design of their flags
  • write an explanation of their flags
  • turn in their individual flags with names on the back, after which the teacher could ask the class to match the flags to their creators by looking at symbols, colors and layout
  • create a flag for the classroom, representing what is important to the class as a group

Resources:
(Links will open in new windows.)

A black and white printable handout of the Chinese flag.

A color image of the Chinese flag with the Chinese government's official explanation of its symbolism.

A discussion of the symbolism of the Chinese flag.

A color image of the National Emblem of China with the Chinese government's official explanation of its symbolism.

Images of the flag of Inner Mongolia and other flags from Inner Mongolia's past as well as a discussion of their symbolism.

A very thorough list of flag terminology. Suitable for high school students.