The objective of this unit is to introduce Chinese culture to the kindergarten class; specifically the New Year celebration, the traditions, customs and supersitions associated with the celebration and to compare and contrast them to the American New Year celebration.  The students will also become familiar with the geographical location of China on the world map; receive an overview of Chinese culture, including major cultural attractions, family life, foods, arts and dance; familiarize themselves with the unique character of China.

The students will review the traditions of Chinese New Year and be introduced to the customs and traditions that bring the family and community together during this colorful ancient celebration.  The students will discover and gain an understanding of the important role this unique celebration represents to the families of China.

• How do celebrations bring families and communities together?

• Can celebrations be compared and contrasted successfully, identifying similarities, between the cultures of different countries?

From the information each student contributes, the class will work as a team to select a combination of ten Chinese New Year celebration traditions and customs to feature in a classroom Big Book. Before the book project is initiated, the class will dramatize the ten traditions that will be photographed and included in the book. The book project will require each student to illustrate a page depicting a Chinese New Year custom or tradition accompanied text copied from student dictation. The students will also number their page with Chinese characters.

After accomplishing the above, students will brainstorm ideas for a book cover design. The completed book will be shared with the class, the Chinese teacher, Gao Ping, and the kindergartner's parents.

Students listen actively and respond to communications. Evidenced when students

• (b) restate and;
• (c) respond through discussion, writing and using art forms.

Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, and develop solutions for problems and plan for the future. This is evident when students

• (b) develop a mental map and make a representational map of the major global physical divisions.

Students identify and evaluate the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in the United States. This is evident when students

• (a) identify the cultural/ethnic groups in the world and describe by using characteristics of culture (food, housing, language, customs, beliefs, arts, literature).

Application and reflection:

• (a) extended investigation through which students address essential questions;
• (f) opportunities for reflection through a variety of modes (e.g., writing, talking, dancing, painting).