Middle

The Genius of China contains an abundance of information with beautiful pictures and illustrations. It is nicely broken up into 11 different subsections to quickly and easily find relevant inventions and discoveries. There is also a chart in the back of the book to show how long it took for the West to recognize and adopt Chinese inventions, with some of them never being adopted. 

There are many ways to tie this information into a science curriculum. For example, the First Law of Motion was initially discovered by a Mohist philosopher, which is an important point when talking about how scientific laws and theories have come about. Students need to understand that scientists don’t exist in a vacuum and rely on the work of people prior to them.

Passages from this may be good for high school students, but I would not recommend passages for middle schoolers. Besides passages though, this book is good as a resource to incorporate more history behind who invented the things we use everyday as well as how they came to be

Hi, my name is Riley Diffenderfer, and I teach middle school world languages and ESL at Shaler Area School District. First of all, while this was a wonderful film, I would NOT recommend this film for middle schoolers. It would be most naturally used in a college setting because of some adult content, including sexual situations (not explicit per se, but inappropriate for K-12). It would make sense to be included in a class on the subject of Taiwanese and Chinese relations, Chinese food, family dynamics, or tradition versus modernity. I think it should be essential viewing for any social studies, world history, or Asian languages teachers for the cultural value it has in showing westerners a slice of Taiwanese "modern" life, albeit in 1994. 

"Eat, Drink, Man, Woman" is a cinematic masterpiece directed by Ang Lee that not only captivates audiences with its engaging storyline, but also offers profound educational value. At its core, the film explores the intricate dynamics of family relationships and the evolving nature of traditional values in the face of modernity. This provides viewers with a rich cultural insight into Taiwanese society, allowing them to gain a deeper understanding of the complexities in balancing tradition and progress.

The film also serves as a culinary journey, showcasing the art of Chinese cooking through visually stunning and meticulously crafted scenes. Each cooking sequence is not just a feast for the eyes, but a lesson in the importance of culinary traditions and the role food plays in connecting generations. This unique approach to storytelling offers a profound educational experience for Western viewers. 

In conclusion, "Eat, Drink, Man, Woman" stands as a cinematic gem that goes beyond entertainment, providing a great educational experience. From cultural insights and culinary appreciation, to lessons in family dynamics and communication, the film offers a lot of educational content. Its enduring value lies in its beautiful cinematography and depictions of traditional Chinese cooking, heartfelt storytelling of the Zhu family, and question of independence in a traditional society which is entering a modern global world

"Spirited Away" is a captivating resource for art teachers seeking to inspire students in creation through folklore and cultural exploration. This cinematic gem seamlessly blends imagination and Japanese folklore, immersing students in a world teeming with magical creatures and an enthralling storyline enchanted by the wonders of creativity.

The film's animation is a visual feast, showcasing various characters and settings poised to ignite the creative spark in young minds. "Spirited Away" becomes a canvas for artistic exploration, inviting students to delve into the rich tapestry of Japanese folklore, unraveling cultural themes and aesthetics.

Appropriate for upper elementary and middle school students, the film's fantastical elements resonate particularly well with children aged ten and above. While the age recommendation provides a general guideline, the variability in individual sensitivities and maturity levels prompts teachers and parents to consider each child's comfort with magical and occasionally intense scenes.

In essence, "Spirited Away" unfolds as a beautiful cinematic journey that not only entertains but also serves as a catalyst for imagination and cultural curiosity. For art educators navigating the middle school landscape, this film is a valuable tool for fostering creativity and embracing the wonders of cultural diversity.

I decided to view the film My Neighbor Totoro because I have a sixth grade student who is absolutely OBSESSED with it and finds a way to incorporate the character Totoro into each art project she creates in my class. I was already familiar with some of the work of Hayao Miyazaki, but wanted to do a deep dive into this particular film since I knew it was resonating with at least one of my art students.

Aside from the sheer visual beauty of the film, the main thing that struck me was the character development in general and how Miyazaki is able to create endearing animated characters who I genuinely felt for. This is a tale of two sisters, Mei and Satsuki, and their father living together in a new place while their mother is away getting care for an illness. In the wake of the situation, the younger sister, Mei, often finds herself drifting off into an imaginary world of her own design where nature becomes a magical place full of wild creatures and new adventures. In this world, she meets the titular character, Totoro, who silently comforts her, becomes her friend, and gives her hope. Mei visits Totoro regularly as an escape from her reality, while Satsuki and their father think that Mei is making everything up. It is all very real for Mei as she experiences a multitude of wondrous characters and scenarios throughout the film.

The main themes I pulled from the film are innocence, friendship, hope, and the magic of nature. Art teachers (such as myself) can use this film in their classes to inspire character design and to discuss color theory or color combinations in general. The expression in the characters' faces is also worthy of study in art classes because so much emotion is captured via such simple lines. Music teachers can explore the soothing soundtrack with students and discuss how music can inform the overall mood/tone of a film. Also, Japanese language teachers can use the film to explore differences between how adults and children use the language.

Overall, this is an absolutely gorgeous film that viewers of all ages will fall in love with. I totally understand now why my student adores this film so much and can't wait to discuss it with her when we return from our winter break.

“Every Falling Star” explores the harsh realities of the secretive and communistic life in North Korea through Sungju Lee's memoir, co-authored by Susan Elizabeth McClelland. With the tagline “the true story of how I survived and escaped North Korea,” the book draws in an audience seeking a story of triumphant and brave escape... The narrative falls short of its potential.

At the beginning of the book, Sungju is happily living in the North Korean capital, Pyongyang, with family. He dreams of following in his leader’s footsteps and being a successful and confident military leader. However, one day Sungju’s father announces that the family will be going on vacation. Readers follow as Sungju slowly realizes that this isn’t a vacation at all – it’s an exile from successful society. Sungju’s parents, suffering from lack of food, money, and hope, eventually leave him in search of resources to help. The majority of the book takes place over these YEARS that Sungju spent in the streets: doing hard drugs, drinking copious amounts of alcohol, gang fighting, stealing food, and simply fighting to survive. While it is at first a harrowing tale of bravery and tenacity, it turns to the glorification of gang life as Sungju (later self-named Chang) seeks out fights and tries to dominate the markets across North Korea. While I thought this would ultimately build into the reasoning behind Sungju’s escape from North Korea, it simply did not.

The escape from North Korea seems almost incidental. Sungju does not consider ever leaving North Korea until the very end of the book – this wasn’t a planned and thought out escape (at least, of Sungju’s doing) – rather, a presented opportunity. The experience was overshadowed by a prolonged focus on his survival in the streets. 

This is a real and seemingly uncensored version of events from Sungju’s childhood. Because of our limited resources to learn about the conditions of life in North Korea, I do believe this book is one worth reading to gain a more worldly perspective. It will open your eyes about the conditions of life for those North Koreans not fortunate enough to be in Pyongyang. If you needed to use this resource in a classroom, it could lend itself to meaningful conversations about mental health, drug addiction, corrupt governments, and empathy. However, that being said, I’m not confident that this book would be something that I would read with my students.

I had originally intended for this to be a supplemental novel study after my students read Malala Yousafzai’s book “We Are Displaced,” which tells the story of several young girls fleeing dangerous countries in search of better opportunity. Thematically, this story does not make much sense in comparison. Moreover, the inclusion of explicit and sensitive content in “Every Falling Star,” such as hard drug use, rape, and prostitution, raises concerns about the appropriateness of the book for a middle school audience.

Fifteen-year-old Yuki is struggling at school with her confidence and goes to Japan to stay with her grandfather, a well-known manga artist with whom she is very close. But during her visit, a calamitous event occurs - the East Coast Earthquake and Tsunami - and her beloved Grandpa does not survive.

Sedgwick has crafted a multimedia masterpiece. From the beginning of the book, we follow Yuki on a journey to see her beloved grandfather. It is so easy to see the love that she has for his quirky, intelligent, and caring comments. His passion and talent for the art of manga creation is shared with Yuki, and just as they start to unpack her, very relatable, emotional baggage disaster strikes. Her grandfather stays with her through the earthquake and gets her to “Little Mountain” and gives her instructions on how to stay safe before he shockingly heads down the mountain to do “one last thing.” 

The reader stays with Yuki. Waiting, feeling her nerves, and hoping beyond hope that Grandpa makes it safely back to the mountain. Yuki, feeling desperate, goes down the mountain to find him and unfortunately gets pulled into the wave. Waking up after the wave, unsure of whether or not she is alive or dead leads to a walk through destruction. She tries to recognize the life that she has been living moments before the quake. Worst of all, she can’t find her grandfather. 

The story continues over the next year of Yuki’s life and Yuki’s journey to peace. She is desperate to find a way to calm her anxiety over the disaster, to find out what actually happened to her grandfather, and to find a way to live after experiencing something that few can say they survived. She searches for healing in art, her friend, and ultimately a trip to the disaster site. 

I hope that you choose to read this raw, relatable, and warm story. The characters welcome you in and the journey compels you to stay along for the entire story. Enjoy.

As a middle school social studies teacher, I found "Howl's Moving Castle" to be a captivating and thought-provoking animated film with several important themes that could be effectively incorporated into the classroom. The movie delves into themes of war and its impact on society, the consequences of greed and power, and the importance of empathy and understanding. The fantastical setting, combined with elements of historical influence, provides a unique opportunity to engage students in discussions about the complexities of history and the human experience.

Classroom Implications for Grades 6-8:

"Howl's Moving Castle" offers numerous classroom implications for students in grades 6-8. It can be used as a springboard for discussions on the effects of war on civilians, as the film portrays the devastation and disruption caused by conflict. Teachers can encourage students to research and discuss real historical events and the impact on societies during different wars. Additionally, the movie addresses the dangers of unchecked power and the importance of empathy, which can be tied to discussions on leadership and ethics in historical and contemporary contexts.

However, it's important to note that "Howl's Moving Castle" does contain some intense scenes, including moments of violence and war-related themes, which might be developmentally inappropriate for younger students or those sensitive to such content. On a less serious note, as a middle school teacher, I would want to be aware that there is a scene where a derriere is alluded to/shown from a certain angle. Teachers should approach the film with sensitivity and consider their students' emotional maturity before showing it in the classroom. It might be helpful to preview the film and provide a content warning to parents to ensure the movie aligns with the school's policies and the preferences of the community.

Overall, "Howl's Moving Castle" is a visually stunning film that presents valuable themes and historical connections. With thoughtful guidance and appropriate context, it can be an engaging resource to enrich discussions and learning experiences in the middle school social studies classroom