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.
FSI scholars produce research aimed at creating a safer world and examing the consequences of security policies on institutions and society. They look at longstanding issues including nuclear nonproliferation and the conflicts between countries like North and South Korea. But their research also examines new and emerging areas that transcend traditional borders – the drug war in Mexico and expanding terrorism networks. FSI researchers look at the changing methods of warfare with a focus on biosecurity and nuclear risk. They tackle cybersecurity with an eye toward privacy concerns and explore the implications of new actors like hackers.
Along with the changing face of conflict, terrorism and crime, FSI researchers study food security. They tackle the global problems of hunger, poverty and environmental degradation by generating knowledge and policy-relevant solutions.
This set includes a copy of Broken Squares, Heelotia, and Living in a Global Age.
616 Jane Stanford Way
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rybo@stanford.edu
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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
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 examines the concept of war crimes—violations of the rules of proper warfare—and how our modern society has prosecuted individuals who commit them.
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.
This unit introduces students to key elements of Soviet and Russian history through the philosophies and legacies of six of its leaders - Lenin, Stalin, Khrushchev, Gorbachev, Yeltsin, and Putin. Each lesson features a 30-minute lecture about one of the leaders by a 91³Ô¹Ï professor. Activities utilize primary source documents, statistics, political propaganda posters, and quotes.
This unit explores and debates the proper role of the United Nations and the international community during humanitarian crises. Students read recent case studies of Somalia, Bosnia, Eastern Zaire, and Kosovo.
This curriculum unit examines three case studies of ongoing regional wars—Afghanistan, Democratic Republic of the Congo, and Kashmir—and one past regional war, Guatemala. Students are introduced to these wars in their historical and global context, as well as in the context of efforts to establish and maintain peace.
The purpose of this curricular guide is not only to introduce Japanese-American internment through the prism of baseball but also to encourage students to consider civil liberties during times of crisis.