Office of Curriculum, Technology, & Assessment

Program Title: Discovering Puppetry
Puppet: Chinese Hand Puppet
Program Length: 60 Min
Delivery Method: Video Conferencing
Program Provider: Center for Puppetry Arts
Site Limit: 7 Schools
Additional Information: http://www.puppet.org/edu/distance.shtml

Overview: Students are introduced to other countries and cultures through puppetry. Students learn about Mali (Africa), Indonesia, Japan, China, and other countries through authentic replica puppets. Geography skills are used to identify the location of the different countries. Students are involved in question and answer and hands-on puppet building to make this a truly interactive, virtual classroom. This is a great arts and social studies lesson all in one!

Social Studies Standards
3-5
 

Goal 2 – GEOGRAPHY
Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

Grade Level Standards
Third Grade

1. integrate the study of communities through map work by identifying, locating, and using map title, map key, compass rose, lines and borders, roads and routes, and objects and symbols.

Fourth Grade

2. define regions as categorized by geographic location.
Fifth Grade
2. determine the purpose of and use appropriate maps, including relief, product, road maps and mileage tables, time zones, migration/movement patterns, population, and historical.

Social Studies Standards
6-8

Goal 1 – WORLD HISTORY
Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

2. analyze the geographic, political, economic, and social structures of ancient China and India with emphasis on the location and description of the river systems and the physical settings that supported the rise of these civilizations; the geographical features of China that made governance and movement of ideas and goods difficult and served to isolate that region from the rest of the world; the significance of the Aryan invasions in India with emphasis on the social structure of the caste system; the major beliefs and practices of Hinduism; the major beliefs and practices of Buddhism and how it spread to other regions, especially during the Mauryan Empire; the fundamental teachings of Confucianism and Taoism; the policies, achievements, and political contributions of the Qin and Han dynasties in China; the locations and significance of the trans-Eurasian "silk roads"; and cultural contributions and their effect on modern everyday life.

Indicator 3: Evaluate the influence of varying values, philosophies, and world religions on the development of civilizations and cultures.

2. analyze the geographic, political, economic, and social structures of ancient China and India with emphasis on the location and description of the river systems and the physical settings that supported the rise of these civilizations; the geographical features of China that made governance and movement of ideas and goods difficult and served to isolate that region from the rest of the world; the significance of the Aryan invasions in India with emphasis on the social structure of the caste system; the major beliefs and practices of Hinduism; the major beliefs and practices of Buddhism and how it spread to other regions, especially during the Mauryan Empire; the fundamental teachings of Confucianism and Taoism; the policies, achievements, and political contributions of the Qin and Han dynasties in China; the locations and significance of the trans-Eurasian "silk roads"; and cultural contributions and their effect on modern everyday life.
 

NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.

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