Three Day Curriculum Plan Discussing Soft Power

Expository Reading and Writing Course (ERWC)

Lesson Plans Class Session ONE:Essential Question: What are ideas associated with the concept called “soft power?” Learning Objective: Students learn about the concept called “soft power” and its relationship between American and Chinese cultural influences. Common Core State Standard (CCSS) Reading Standards for Informational Text (7) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Students Will Be Able To (SWBAT): Students will be able to identify evidence of soft power, both from the American perspective and Chinese perspective, and then write research notes clarifying this concept. Purpose: The concept of soft power is new for students, however, we are influenced by it on a regular basis. It’s not that soft power is detrimental, but it is important to recognized its use to influence and cause acceptance of idealisms. Shared Resources:“Professor Rosen mentioned that soft power is designed to internally affect a country (like its use in China to unify the people.) A possible example of a periodical exemplifying soft power is The Economist.” Tell the Students: [We will close read a variety of resources we will research from Professor Rosen’s expositions on soft power. Additionally, we will study an excerpt from the Economist to ascertain the validity of the concept soft power.  Class Session TWO:Essential Question: How are people influenced by soft power through the visual arts? Learning Objective: Students will learn about visual arts from China and Japan, and their use to culturally influence their populations. Common Core State Standards (CCSS) Speaking and Listening Standards (4) Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (5) Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Students Will Be Able To (SWBAT): Students will be able to present various visual arts from China and Japan, that are commonly used or displayed in the United States by society, and then speak about them, giving an interpretation of their visual content. Purpose: Students have an opportunity to research examples of visual arts commonly viewed by residents of the United States, and are examples of soft power.  Shared Resources: Examples of visual arts from Japan; Examples of visual arts from China. And, commonly seen art in United States locations. Tell the Students: [Japanese cultural arts is fascinating, and the depictions through the arts are amazing. For example, the Shogun in Japan had elaborate facilities built for them to enjoy their cultural arts. The Nijo Castle of 1626 was a residence for the Shogun (Professor Coates). This castle is an example of the artistic contemplation applied to this creation of aesthetic value. The history of the castle is embodied in the art displayed there, as a constant reminder to the people that visit. Class Session THREE:Essential Question: What are the inherent dangers of racial profiling? Does the use of soft power relieve this idea of racial profiling? Learning Objective: Students learn to about stereotypes, and how soft power can affect a change of the perception of individuals suffering stereotypical behaviors. Common Core State Standards (CCSS) Speaking and Listening Standard (5) Integrate multimedia and visual displays intopresentations to clarify information, strengthen claims and evidence, and add interest. Students Will Be Able To (SWBAT): Students will be able to create a presentation using manga or anime, to illustrate a stereotype, and then a corrective outcome. Purpose: The purpose of this lesson is to teach students to create manga or anime, and for students to recognize how manga or anime influences individuals as a means toward soft power. Shared Resources:https://www.wikihow.com/Draw-an-Anime-Characterhttps://www.thoughtco.com/how-to-draw-manga-characters-1122773https://zxr.es/Manga%20For%20Dummies.pdf Tell the Students: [Manga and anime are extremely illustrious and pleasing to the eyes. Please study the website sources provided for you, and then create manga or anime to illustrate a social issue you feel strongly about.]