This set includes Islamic Civilization and the Arts, An Introduction to Japanese Buddhist Art, and Religions and Philosophies in China: Confucianism, Daoism, and Buddhism.
Six lessons, for grades kindergarten through five, address the Native American tradition of storytelling and the methods and use of oral tradition in communicating history, myths, and personal stories within indigenous cultures. COMPLIMENTARY UNIT WITH PURCHASE OF DVD AND BOOKS
This curriculum unit introduces students to the first 2,500 years of Chinese history and offers students an in-depth view of Chinese civilization from the nascent years of the Shang Dynasty through the golden age of the Tang Dynasty.
91³Ô¹Ï and documentary filmmaker team up to teach students about Afghanistan
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The attacks of September 11, 2001, and the U.S. invasion that followed have thrown Afghanistan from the periphery to the center of international affairs. Prior to these events, Americans knew very little about Afghanistan and its history, culture, and politics. This lack of knowledge highlights the need to inform the U.S. public about Afghanistan, as it appears that the Central Asian country will be central to U.S. foreign policy and international affairs for many years to come.
SIIS's Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï), which serves as a bridge between the Institute and schools across the nation, is working to address this need by developing a curriculum unit on democracy-building in Afghanistan for advanced high school and community college students. 91³Ô¹Ï's Eric Kramon, a master's student in international and comparative education, who received his BA from Stanford in 2004 in political science and history, is developing the curriculum unit with support from faculty and staff from Stanford's Center for Russian, Eastern European, and Eurasian Studies. Using a documentary film and a variety of engaging activities, the curriculum unit will provide students with an understanding of contemporary Afghan politics, the process of creating a new constitution for Afghanistan, and the complexities of democracy-building.
The curriculum is being developed around a documentary originally aired on PBS's Wide Angle entitled Afghanistan: Hell of a Nation, directed and produced by Tamara Gould. CDDRL fellow J. Alexander Thier served as the project advisor for the documentary, which follows Afghanistan's recent constitution-making process. The collaboration between 91³Ô¹Ï and the filmmakers will enhance the pedagogical power of the curriculum and will facilitate more widespread understanding of contemporary Afghan political issues. According to Gould, Our goal in making Hell of a Nation was to bring the political drama unfolding in Afghanistan to life. Working with 91³Ô¹Ï will allow us to reach the classroom with our film in ways that are far more effective than a national broadcast. Through 91³Ô¹Ï, teachers will be able to use this curriculum to teach thousands of students more about Afghanistan, its new constitution, and the process of creating a democracy. This partnership between the filmmakers and 91³Ô¹Ï is a win-win for us, and for teachers and students across the country.
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Rylan Sekiguchi is Manager of Curriculum and Instructional Design at the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï). Prior to joining 91³Ô¹Ï in 2005, he worked as a teacher at Revolution Prep in San Francisco.
Rylan’s professional interests lie in curriculum design, global education, education technology, student motivation and learning, and mindset science. He received his Bachelor of Science degree in Symbolic Systems at 91³Ô¹Ï.
He has authored or co-authored more than a dozen curriculum units for 91³Ô¹Ï, including , , , and . His writings have appeared in publications of the National Council for History Education and the Association for Asian Studies.
Rylan has also been actively engaged in media-related work for 91³Ô¹Ï. In addition to serving as producer for two films—My Cambodia and My Cambodian America—he has developed several web-based lessons and materials, including
In 2010, 2015, and 2021, Rylan received the Franklin Buchanan Prize, which is awarded annually by the Association for Asian Studies to honor an outstanding curriculum publication on Asia at any educational level, elementary through university.
Rylan’s professional interests lie in curriculum design, global education, education technology, student motivation and learning, and mindset science. He received his Bachelor of Science degree in Symbolic Systems at 91³Ô¹Ï.
He has authored or co-authored more than a dozen curriculum units for 91³Ô¹Ï, including , , , and . His writings have appeared in publications of the National Council for History Education and the Association for Asian Studies.
Rylan has also been actively engaged in media-related work for 91³Ô¹Ï. In addition to serving as producer for two films—My Cambodia and My Cambodian America—he has developed several web-based lessons and materials, including
In 2010, 2015, and 2021, Rylan received the Franklin Buchanan Prize, which is awarded annually by the Association for Asian Studies to honor an outstanding curriculum publication on Asia at any educational level, elementary through university.
Rylan has presented teacher seminars across the country at venues such as the World Affairs Council, the American Museum of Natural History, and the Art Institute of Chicago, and for organizations such as the National Council for the Social Studies, the International Baccalaureate Organization, the African Studies Association, and the National Consortium for Teaching about Asia. He has also conducted presentations internationally for the East Asia Regional Council of Overseas Schools in Thailand, Malaysia, and the Philippines; for the European Council of International Schools in Spain, France, and Portugal; and at Yonsei University in South Korea.
Manager of Curriculum and Instructional Design
Instructor, Stanford e-Hiroshima
Manager, Stanford SEAS Hawaii
The Cultural Revolution in China (1966–1976) was a decade of enormous change and upheaval with a lasting impact on the country, its citizens, and the world. China's Cultural Revolution teaches students about the social, cultural, educational, political, and economic changes through hands-on activities requiring critical thinking skills.
In this unit students learn about the origins of tea, its importance in world history, and cultural practices related to tea. Students also learn about chanoyu, the Japanese tea ceremony, by studying its history and evolution in Japan.
This unit provides students with an in-depth understanding of current political and social issues in Afghanistan, as well as a more general knowledge of contemporary issues related to democratic transition and state-building.
This unit introduces students to expressions of Buddhism in art in the Japanese context. Lessons on art history, Buddhism, religious institutions, and curatorial practices encourage students to see objects in new ways and to realize that looking and displaying can shape our understanding of the world in significant ways. This unit features art of Ruth & Sherman Lee Institute of Japanese Art at the Clark Center, Hanford, California.
An Introduction to Sovereignty: A Case Study of Taiwan examines the key issue of sovereignty and provides an in-depth look at the unique status of Taiwan among the nations of the world.