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Teaching Activity for Chapter 6: Recent History and Politics
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(Neher, Clark D. Southeast Asia: Crossroads of the World. 2 edition. 2004. DeKalb, IL: Southeast Asia Publications,
Northern Illinois University. Pp. 97-155.)
Writing Poetry
Introduction
After reading Chapter 6 in Southeast Asia: Crossroads of the World, select 4 of the 10 countries for
which the text provides information about recent history and politics. For each country, write a poem to
communicate the main information you learned about the history and politics of the country. You may
need to conduct additional research and read outside sources to gain additional information. Choose
from the following types of poems and write a different type of poem for each of the four countries.
If I Were…Poems: These poems involve writing about how you would feel and what you would do if
you were something else. When composing If I Were…poems you will use personification, explore
ideas and feelings and consider the world from a different vantage point.
An example of an If I Were….poem:
If I were Cambodia,
I’d be a country of much change and turmoil,
I would be a once dominant country,
But now a small weak nation in Southeast Asia.
I would house 11 million Khmer citizens.
I’d be nearly destroyed in the 1970s and 80s by Pol Pot, the leader of the Khmer Rouge
If I were Cambodia,
I’d be a country of much change and turmoil.
Acrostic Poems: These poems involve choosing a key word and writing it vertically down the side of
your paper. For this project, you will write the name of the country you are describing. For each letter
in the name of the country, write a word or phrase that describes something about the country. For
example, the beginning of an acrostic poem about Cambodia might read:
Capital city is Phnom Penh
Agonizing suffering under the rule of Pol Pot
Military was dominant in politics from 1970 to 1975
B
O
D
I
A
Poems for Two Voices: These poems are free verse poems written in two columns with the intention
that they will be read by two voices. One reader (or group) reads the left column and the other reader
(or group) reads the right column. Sometimes the readers read alone and sometimes they read together.
When they read together, sometimes they are reading the same words, but sometimes they are reading
different words. An example of the beginning of a two voice poem written about Cambodia follows:
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Cambodia
Cambodia
Once dominant
Now small and weak
Ruled by King Sihanouk
Then Pol Pot’s rampage
Khmer Rouge
Khmer Rouge
Killing
Terrorizing
Starving
Torturing
Banning money
Closing Schools
Destroying families
Emptying cities
Khmer Rouge
Khmer Rouge
Haiku: These poems consist of 3 lines and 17 syllables. The first line has 5 syllables, the second has 7
and the third has 5 syllables.
Tanka: These poems consist of five linings containing 31 syllables. Similar to the Haiku, the last two
lines contain 7 syllables each.
Cinquain: These poems also contain 5 lines and 22 syllables in a 2-4-6-8-2 pattern. Cinquain poems
often describe something, but may also tell a story. The formula is as follows:
Line 1: One-word subject with two syllables
Line 2: Four syllables describing the subject
Line 3: Six syllables showing action
Line 4: Eight syllables expressing a feeling or an observation about the subject
Line 5: Two syllables describing or renaming the subject
Diamante: These poems contain 7 lines and are written in the shape of a diamond. Writers are given
the opportunity to apply their knowledge of opposites and parts of speech. The formula is as follows:
Line 1: One noun as a subject
Line 2: Two adjectives describing the subject
Line 3: Three participles (ending in –ing) telling about the subject
Line 4: Four nouns (the first two related to the subject and the second two relate to the
opposite)
Line 5: Three participles telling about the opposite
Line 6: Two adjectives describing the opposite
Line 7: One noun that is the opposite of the subject
More information about each of these poems and information about other types of poems can be found
in: Tompkins, G.E. (2002). Language Arts: Content and Teaching Strategies. Upper Saddle River,
New Jersey: Merrill Prentice Hall.
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Suggested Websites:
• SEAsite: http://www.seasite.niu.edu/ (click on the country you have selected from the list on the left
and check out the many links)
• Chapter 11, Southeast Asia: http://www.cnr.vt.edu/boyer/geog1014/TOPICS/125Se_asia/Se1.htm
• The World Factbook (CIA) provides information on the history, people, government, economy,
geography, communications, transportation, military, and transnational issues for 266 world entities.
https://www.cia.gov/library/publications/the-world-factbook/
• Southeast Asian History Encyclopedia
http://encyclopedia.thefreedictionary.com/Southeast%20Asian%20History
Activity developed and written by Dr. Maureen Kincaid, Education Department, North Central College, Naperville, IL
and education consultant, Center for Southeast Asian Studies, Northern Illinois University, DeKalb, IL.
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Illinois Learning Standards
(Standards will vary depending upon the historical highlight the student selects. Most selections will include content
that corresponds to the following standards.)
STATE GOAL 3: Write to communicate for a variety of purposes.
B. Compose well-organized and coherent writing for specific purposes and audiences.
3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and
display focus, organization, elaboration and coherence.
3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience,
with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
Some of the following Illinois Learning Standards will be addressed depending on which historical highlight
the student selects.
STATE GOAL 14: Understand political systems, with an emphasis on the United States.
B. Understand the structures and functions of the political systems of Illinois, the United States and other
nations.
14.B.5 Analyze similarities and differences among world political systems (e.g., democracy, socialism,
communism).
C. Understand election processes and responsibilities of citizens.
14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities,
states and the nation.
D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois,
the United States and other nations.
14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and
national policies.
E. Understand United States foreign policy as it relates to other nations and international issues.
14.E.4 Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military,
industrial, financial).
14.E.5 Analyze relationships and tensions among members of the international community.
STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the
United States and other nations.
A. Apply the skills of historical analysis and interpretation.
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
B. Understand the development of significant political events.
16.B.4b (W) Identify political ideas from the early modern historical era to the present which have had
worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta).
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies
including democracy and totalitarianism.
16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and
Africa after 1500 CE.
C. Understand the development of economic systems.
16.C.4d (W) Describe how the maturing economies of Western Europe and Japan led to colonialism and
imperialism.
D. Understand Illinois, United States and world social history.
16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways
that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and
human rights movements.
E. Understand Illinois, United Sates and world environmental history.
16.E.4a (W) Describe how cultural encounters among peoples of the world (e.g., Colombian exchange,
opening of China and Japan to external trade, building Suez Canal) affected the environment, 1500 to present.
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