Megan Blackburn, Gisela Triana,

Aidan Hogan, Amber Pickett,

Grace Hicks-Green
LESSON PLAN
Materials needed: papers with instructions, candy, computers, exit tickets, paper for writing
workouts, KWL charts, notecards
TEKS Covered: (a)(2)- To support the teaching of the essential knowledge and skills, the use of
a variety of rich primary and secondary source materials
(b)(1)- The student understands that historical events influence contemporary events.
(b)(2)- The student understands the influences of individuals and groups from various cultures
on various historical and contemporary societies.
(b)(3)(A)- answer geographic questions, including: Where is it located? Why is it there? What is
significant about its location? How is its location related to the location of other people, places,
and environments?;
(b)(4)- The student understands the factors that influence the locations and characteristics of
locations of various contemporary societies on maps
(b)(5)- The student understands how geographic factors influence the economic development,
political relationships, and policies of societies.
(b)(15)- The student understands the similarities and differences within and among cultures in
various world societies.
(b)(17)- The student understands relationships that exist among world cultures.
(b)(19)- The student understands the relationships among religion, philosophy, and culture.
(b)(22)- The student communicates in written, oral, and visual forms.
Essential Learnings: We want them to learn how Communist China affects the Tibetan culture
after being taken over. Tibetan culture is lacking in technology because of their isolation and
oppression.
Introductions to Class: Say names and why we are there to teach. Introduction to topic Communist China took over Tibet after WWII etc. Briefly discuss the book and how it ties into
the history of Tibet. (5 Minutes)
Writing Workout: KWL chart, filling out what they know and want to know about Tibet and
Communist China, do not have to fill in learned part yet. (5 Minutes)
Mini-Lesson: Through the use of a powerpoint, covers the basis of the Tibetan/China conflict
and the effects it has on their people. Start with Tibet before the Chinese invasion and then
show the effects of the aftermath with pictures and video. Incorporate the personal experiences
from the documentary such as interviews with the monks. Possibly show clips of the interviews
to use as a direct source. Discuss the clip shortly and explain the horrific events that happened
when the Chinese took over. (10 minutes.)
Stations: Use powerpoint to explain each station. (20 minutes)

Station 1: Headband Game with Tibetan and Communist Terms. Students will hold a notecard to
their head with a Tibetan term and have to ask yes or no questions to the people around them to
try and figure out what the term is. Have a list of terms with the definition at their table to refer
to. The terms will be terms that we discussed in the previous powerpoint slides.
Station 2: The group chooses a card which has a family name name on it and a little information
about that family. The group will then write out what they would do in reaction to the invasion of
China into Tibet. (Example: Flee and trek through the mountains to neighboring country, or stay
and see what happens, ect) Then have them share with the group on what they chose to do
at the end of the station rotation and why.
Closure: As a class, we will discuss what they all learned and review key points with the
powerpoint. Reward with candy. (3 minutes)
Exit Ticket: Complete the KWL chart - specifically what they learned. (2 minutes)