Tuesday, July 27, 2010
Link to Map of World with Chinese character labels
Boston is the city where we started. From Boston, Alicia flew west, and landed in the city that is known as “City by the Bay.”
Looking at these two maps, can you figure out where we started from and where our first stop was? We first flew from the east coast to the west coast of the United States.
Using a push pin and a piece of string, pin one end of the string to the place on the map where Boston is, pin the other end of the string to the place on the map where San Francisco is.
Teachers, you can actually download this, blow these maps up and put them up in your classroom. This is a good mapping activity you can do with your students. The continent labels are in Chinese characters, which is good for students to see; you can label them in English as well.
From San Francisco, we flew west again across the ocean, and landed in a city in China that is an island. The name of the island means “Fragrant Harbor” in English.
Can you guess which city it is?
Look it up on the web if you can’t figure it out! Did you get
Now, take another piece of string, and pin one end to San Francisco and the other end to…
Ok, now, what ocean did we fly across to get here?
Find it on the map, and place a blue circle of string around it!
Now, for the last stop of the flight – we flew south from Hong Kong over the South China Sea: put a blue circle of yarn around that.
We flew over the Straits of Malacca – find the Straits and put another blue circle of string around that! We finally landed in a city with the initials K.L., in a country that begins with the letter “M.” Can you find this city on the map?
When you find this city, pin another piece of string from Hong Kong to Kuala Lumpur.
What country is it in?
Wait! The trip isn’t done yet!
From Kuala Lumpur, we drove south by car to the city where our conference was. This city begins with an “M” and has the same name as the Straits. When you find this city, pin a string from Kuala Lumpur to Malacca, and put a big star on Malacca.
Note: Malacca is spelled “Melaka” when you are in South East Asia – so you will see it spelled both ways on different maps – it’s still the same city!
We thought because we were on the last panel of the conference, there would be the least amount of people attending, because usually by the end of a long conference, people go out and sightsee and shop. However, that was not the case. We arrived in the room early and hardly anyone was there, but soon, the room was full with over 200 conference participants.
We then thought that the room was full because our panel included Dr. Tan, the chairman of the whole conference. We were later told by one Mr. Clifford Pereira of the Royal Geographic Society of England (one of the participants) that he had heard people talking and that they were in fact anxiously waiting to hear our presentation. Many people were eager to hear about our research and what we had to say as teachers, and learn about our students’ work.
We presented a power point and spoke about Malindi’s Journey, the children’s book we have written that highlights the contact between East Africa, China, and the role of Islam in the ancient trade routes that were thriving along the east coast of Africa for centuries before the arrival of the Europeans. We spoke about the giraffe, which is still used today by the Chinese government as a symbol of cooperation between China and African countries. We said that as teachers, we believe it is important to link research to actual classroom practice. Alicia showed examples of how to web out curriculum for a culturally grounded thematic unit in early childhood/elementary classrooms. Lucy showed how a theme can be developed across content areas for high school. In both cases, we spoke about the importance of engaging students in the content while meeting state and national standards.
We showed slides of students and their work from Alicia’s former classroom at The Young Achievers Math and Science School. We showed pictures of students building a boat, doing observational drawings of a Swahili mtepe, engaging in hands-on geography, math and literacy projects. Lucy showed slides of her students from Odyssey High School examining artifacts and learning about evidence.
Finally, we spoke about the modern connections between Africa and China, and how Kenya and China are collaborating to investigate cultural links in the Lamu Archipelago. The National Museum of China, the Beijing University School of Archeology, and the Kenya National Museum are now engaged in a joint venture to excavate sunken ships from Zheng He’s treasure fleet. In fact, some of the members of that research team were at the conference and listening to our presentation!
We closed our presentation by talking about the importance of collaboration between teachers and researchers. During the question and answer period, we were asked many different questions about our work. They asked when the book will be published, how we have the time to do all this work and still do all our work in the classroom, more about the curriculum. Several times during our presentation and the question and answer period, people stood up and applauded because of things we said about teachers being the vehicle to bring knowledge and stories of Zheng He and his connections with Africa and Islam into the classroom in ways that impact student achievement and their global understanding.
On another note, we feel it’s important to mention how well we were received, as Boston Public School teachers. We were the only school teachers from any country to make a presentation at this conference, and people were very interested in what we had to say.
We were given first-class treatment by the conference organizers; we were picked up at the airport and given a nice hotel room. At the Zheng He (Cheng Ho) Cultural Museum, we were treated like visiting scholars and dignitaries. We spent a full day there after the conference doing research, and were given access to all the parts of the museum. The museum director was very interested in our ideas for developing learning activities that could be incorporated into the exhibits to make the museum more engaging for school children. We exchanged contact information; and promised to send pictures of our students’ work on Zheng He and Afro-Asian connections so that it can be displayed in the museum.
On a personal note from Alicia: