Students create an invitation to the Chinese Emperor Qianlong's birthday party using historical knowledge of the Emperor and customary practices of the time. This lesson suggests using Microsoft Publisher for creation of invitations.

Students explore China.  In this introduction to Chinese culture lesson, students bring in items or pictures from home that represent Chinese culture. Students create a "Chinese museum" by putting these labeled items on display,...

Seventh graders examine creation myths of China, discuss how myths reflect Chinese culture, differentiate between Chinese and Greek creation myths, and explore place of myths in Chinese culture as compared to their place in other...

Students create Chinese jacket designs using magic markers and paper jackets as well as knowledge of Chinese and American textile designs and techniques in this upper-elementary lesson.

Students experience through role-play the art of shadow puppetry and appreciate the role of oral traditions in Chinese history. They research the origins and history of puppetry as a part of a unit on China. They discover what Chinese...

When Europeans first came back with tales of China, they provided vivid written accounts and minimal visual imput. This resulted in art rendered mostly from descriptive language. Learners explore this phenomena by listening to...

Students examine the traditional dress of the Chinese people and create a new story line for "The Emperor's New Clothes" set in China. This creative project allows students to illustrate pages for the new class book.

Students compare and contrast the monuments erected for George Washington, the first president of the United States, and Qin Shi Huangdi (r. 221- 210 BCE), the first emperor of China. This lesson also includes a creative project.

Learners discuss whether honesty really is the best policy with a lesson on "The Empty Pot," a Chinese fable about integrity. After reading the story, class members answer several comprehension and reflection questions about what...

Students identify Marco Polo and discuss why he took his trip, indicate on map routes Marco Polo took to China and back, describe challenges of traveling along Silk Road, list several interesting aspects of 13th Century Chinese culture,...

Students discuss the concept of symbolism in China and America and create their own "dragon boats" for evaluation and display. This Art lesson can be easily integrated into an elementary unit on China.

Students examine burial customs in ancient China and Japan comparing those customs to burial traditions from other cultures. This lesson leads to group creative projects of mock "tombs".

Students practice using compasses to find cardinal directions in this cross-curricular lesson about the Chinese art of tomb sculptures. The lesson also includes a creative lesson extension.

Third graders create Chinese hand scrolls to tell the story: The Lantern Night Excursion Of Zhong Kui in this cross-curricular instructional activity for the third grade. The instructional activity is adaptable to many different...

Learners discuss the idea of cultural diffusion by examining how the sculptural portrayal of the Buddha's clothing evolved in Japanese and Chinese art. This lesson plan concludes with a group project and presentation.

Students research and discuss Chinese history through the examination of ancient tomb artifacts. Emphasis is placed on the creation of student posters displaying "what they would put in a tomb".

Students examine how Chinese and Japanese artists used different kinds of birds as representations of ideas that were important in both cultures and create their own birds using the technique of origami.

Fourth graders investigate the history of rice by drawing a timeline of important dates.  In this food history instructional activity, 4th graders research the history of rice, where it came from, and who first used it for food....

Students create a drawing from a written description and examine and discuss how European artists from the past created images of China that combined imagination with written descriptions and limited visual imagery.

Students follow Marco Polo's route to and from China. They explore the geography, local products, culture, and fascinating sites of those regions. They record their findings.

Students explore how empires around the globe have impacted the world in which they have existed. They analyze whether or not the United States is an imperialist nation and create their own empires based on their understanding of empires...

Middle schoolers create drawings of dragons that could be found in the art of Japan or China. The lesson involves two-days of instruction and leads to student examples of dragons four-times larger than the originals.

Fourth graders examine the culture and environment of Japan, beginning with a KWL chart. They use clay and cups of water to construct representations of the Japanese Islands. After designing flags representing farming and food, 4th...

High schoolers investigate how symbols of power, the dragon and the tiger, are portrayed in the art of China and Japan and compare and contrast this with the Western conception and portrayal of the dragon.