Concluding assignment
The third and final draft of the research project, which they will have begun at the beginning of the project, will give ample evidence of the degree to which the student understood the text, understood the Essential Questions and was able to link them together in a meaningful way to reach a higher level of understanding

• Final Assessment: As a follow-up to the unit, have students write an essay that directly responds to one of the two essential questions
• Student Work: will be available in late October 2002

Supports and structures for weaker readers and writers
T he following activities provide scaffolding and extension activities for students who may have difficulty with the text

• Reading log: students will maintain their focus on the Essential Questions by identifying one or more quotes in each chapter which address the Essential Questions
• Supplemental readings: a list of supplemental readings is provided which address the same periods of history. Some of these readings are narrower in scope and more accessible to low-skilled readers.
• Map study: by tracing the movements of the four major characters, the student can maintain a connection to the development of the story
• Film Analysis: a list of films is provided which address the same periods of history or similar theme. These films may help students develop a sense of the history and culture of China. Handouts are provided asking students to note key elements of the film and identify connections to the book and to the Essential Questions.
• Self-Guided Field Trip: students can visit sites related to Chinese and Chinese-American culture and history to supplement their reading of the text
• Timeline: students can maintain a timeline of significant social and political events throughout the story to focus their understanding of the story and these events impacted the lives of the three women
• Self-Evaluation: students can benefit from assessing their own performance throughout this unit