ACTIVITY WORKSHEET - A2, 6, 11 & 12 Untold Stories: The Chinese Community in Gloucestershire

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2) Arrivals

Read Arrivals (pages 5-6). This can be read by or to the class, or you might develop differentiated texts – (in which case, please send them in).

Then find and justify the odd ones out in the table below:

6) Multicultural Society

A multicultural society involves:

(a) Mixing bits of different cultures
(b) Keeping bits of separate cultures separate (Your Heritage)
(c) Taking on some parts of the dominant culture (assimilation)

Everyone has different views on this mix - e.g; Some people argue that all schools should be mixed; (to encourage assimilation). Others say you should have single faith schools; (to protect heritage).

• Go into groups and discuss what you favour and why.
• Have a secretary to write a report, a chair to direct the meeting and report back to the class.
• Make a whole class display of the different groups’ findings.

11) Story Telling Exercise

(a) Divide the class into mixed ability groups of 3 and number the students in each group 1, 2 and 3.

(b) Gather the number 1’s together to read the life of Li Shi Peng (p50-54). Tell them they have to remember it because they will tell it to 2’s, who will then retell it to 3’s. They are not allowed to take notes.

(2’s and 3’s can work on one of the earlier activities in this module or perhaps the world map activity).

(c) Read through slowly with emphasis (please amend or simplify as appropriate). Take questions.

(d) Put 3’s in one area (still working on an activity). 1’s tell 2’s. 1's field questions from 2’s.

(e) 3’s return to group. 2’s tell 3’s. 1’s listen to begin with and then add anything they feel was missed out.

(f) Simultaneously, go around the room and obtain volunteers from 3’s willing to retell the whole story back to the class.

(g) Debriefing - This can bring out the whole class discussion about the different routes to learning and remembering and helping students realise that it is possible to learn how to remember (better).

Some questions -

• What things did you remember?
• How did you remember what you remembered?
• What different things focused you?
     Events? Names? Images? Chain of events? Storyboard? Telling others?
• Did pressure help you remember?
    The implications of this? Revision? Cooperative learning?
  
  

12 Final Work

(a.) In groups of 4, students read the story of Vera Li (p57-59). They then discuss the life story and put together a storyboard with 10 frames and with a maximum of 10 words in each frame. Pictures can be included in the frames. They can cross-refer to the text. The teacher leads a discussion as to how/why the significant events/presentations were chosen.

(b.) Progression then occurs for these mixed ability groups – they do the same thing for Yee Lin Weller (p60-62) – but after reading, the text is put away. The plenary can then return to the meta-skills business of learning how to remember (see 11 above).

(c.) Now look back at all the pictures and choose 5 photographs that, for you, best explain what you know about Chinese culture and life in Gloucester. Explain why you have chosen these pictures.