Download NCTAN+Zheng+He[2]

Zheng He
and his
Treasure Ships
Judy M. Dove, Theatre Arts Educator
Martin G.T. Magnet Middle School
1701 Ridge Road
Raleigh, NC 27607
[email protected]
One of Christopher Columbus’ ships
next to one of Zheng He’s treasure
ships, in scale.
Objective: to familiarize
students with Admiral Zheng he
and his Treasure Ships
Purpose: so that students will
have a more realistic view of
world history and foreign
accomplishments.
For grade 7, but adaptable for
any.
Lesson duration:
3 weeks, flexible
Sources used
Sources:
De Mente, Boye’ Lafayette. The Chinese have a Word for
It. pp. 148-150, 468-470. 1996.
Insight guides: China. APA Publications. pp. 24, 93, 94,
98, 99. 2006.
“Model of Zheng He's treasure ship built in E.China
city”.<http://english.people.com.cn/200506/21/eng2
0050621_191504.html> . 11 Jan. 2008.
Primary Source, Inc. The Enduring Legacy of Ancient
China. Pp. 269-285. 2006.
“Zheng he Treasure Ship”.
<http://www.janadkins.com/treasure.html > . 10 Jan.
2008.
Specific points:
Insight Guides: China
P. 24 – Ming Dynasty
P. 93 – poetry plays an important part in Chinese literature.
Students and civil servants of any branch were expected to
be able to write a poem for any occasion.
P. 94 – poetry written on strips of bamboo, rolled
P. 98 – plots are based on history or folklore
P. 98 – puppet shows and shadow plays
P. 99 – symbolism in the arts
Students will:
Understand the pre-Ming naval accomplishments of the
Chinese
Appreciate the scope and significance of Zheng He’s
voyages
Understand the theory behind the tribute system
Compare and contrast European and Chinese maritime
technology
Learn about some of the people, places, and products
that figured in the voyages of the Ming treasure fleets
Ask why these spectacular voyages are not well-known
in the West.
The Enduring Legacy of Ancient China, Lesson 20, “China and the South
Seas”, p. 271.
SOCIAL STUDIES :: SEVENTH GRADE ASIA
LANGUAGE ARTS :: SEVENTH GRADE
ARTS EDUCATION :: THEATRE ARTS 6-8
Competency Goal 8The learner will assess the influence and
contributions of individuals and cultural groups in Africa, Asia,
and Australia.
Competency Goal 1The learner will use language to express
individual perspectives in response to personal, social,
cultural, and historical issues.
COMPETENCY GOAL 2: The learner will act by interacting in
improvisations and assuming roles.
COMPETENCY GOAL 3: The learner will design and produce
theatre by conceptualizing and realizing artistic interpretations
for informal or formal productions.
COMPETENCY GOAL 4: The learner will direct through
planning and presenting informal or formal productions.
COMPETENCY GOAL 5: The learner will research by finding
information to support informal or formal productions.
(National Standard 5)
Key Questions:
What had the Chinese accomplished in terms of maritime
technology and travel before the voyages of Zheng He?
Where did Zheng He and his treasure ships go?
What was the Chinese attitude toward the people and
countries they encountered?
Why were the Chinese officials opposed to the treasure
ships and future voyages?
What did the Chinese state gain from the maritime
expeditions?
What if the Chinese had made it all the way to Europe? How
might history have been different?
The Enduring Legacy of Ancient China, Lesson 20, “China and the
South Seas”, p. 271.
Shadow puppet screen
made of tri-fold display board and shower curtain.
Behind the screen….
Light bulb (60 watt)
Hanging from
yardstick
Aluminum pie pan
as reflector and
shield.
A better look…..
Percussion instruments for sound effects.
Instruments:
http://www.musicmotion.com/
Chinese wind gong:
http://www.musicmotion.com/product.htm?pid=405060
Poetry: starter lines
In fourteen hundred and ninety two,
Columbus sailed the ocean blue.
But a hundred years earlier, ‘though
none seem to know,
Was a fleet commanded by Admiral
Zheng He. (pronounced “Chun Ho”)
Between 1405 and ’24
A fleet of ships landed, but not to war.
Give students key historical moments and
vocabulary words.
Let students work in pairs.
Assign specific vocabulary and facts to each
group.
Each pair must come up with lines to add to the
poem that continue the retelling of this historical
moment.
Put all lines together, in order of events, for one
longer collaborative “epic” poem.
Students must memorize the poem.
They will then create shadow puppets, including
silhouettes that show the contrast between
Columbus’ ships and Zheng He’s ships.
Students will tell the story as they present a
shadow puppet show, and teach other students
from visiting classes through their presentation.
Shadow puppets, modeled after the wayang kulit of
Indonesia. Puppets are made of poster board or
cereal/gift boxes, with silhouettes cut out and taped to
wooden skewers with pointed ends cut off.
Writing and storytelling are integrated
with the social studies lesson.
Details and examples – important writing skills
– are encouraged through artistic creation and
physical manipulation of inanimate objects.
Students develop a greater understanding of
a logical sequence of events as well as basic
plot structure through storytelling.
Assessment:
Vocabulary quizzes
Short answer questions
Paedaeia discussion group – participation
Writing lines of poetry with all required elements in
them.
Creating a short play incorporating required
elements such as specific historical fact,
vocabulary, names with correct pronunciation,
literary elements such as basic plot structure.
Participation in building puppets and presenting
the “show and share” event to other students.