Module 1: How did physical geography affect the growth of ...
OVERVIEW OF GRADE 7 SOCIAL STUDIES UNIT 4
Pacing: 4.5 Instructional Weeks Grading Period 2 Weeks 5-9
|Unit Overview |This unit explores the civilization of Ancient China. The students will examine the characteristics |
| |that defined the culture of Ancient China, the types of leadership the people experienced and the |
| |historical accomplishments attributed to the Chinese. |
|Overarching Questions |1. What characteristics defined the culture of Ancient China? |
| |2. What types of leadership and government did the Qin and Han Dynasties establish and how did this |
| |impact the people of China? |
| |3. What historical accomplishments are the Ancient Chinese known for and how have we learned about |
| |them? |
|Alignment to Standards |NCHS World History Standards Addressed: |
| | |
| |Era 2 |
| |Standard 2A: The student understands how civilization emerged in northern China in the second |
| |millennium BCE. |
| |Standard 2B: The student understands how new centers of agrarian society arose in the third and |
| |second millennia BCE. |
| |Era 3 |
| |Standard 3C: The student understands how China became unified under the early imperial dynasties. |
| |Standard 5A: The student understands major global trends from 1000 BCE to 300 CE. |
| | |
| |NCHS Standards of Historical Thinking Addressed: |
| | |
| |Standard 2: Historical Comprehension |
| |Standard 3: Historical Analysis and Interpretation |
| | |
| |National Geography Standards Addressed: |
| | |
| |Standard 1: How to use maps and other geographic representations, tools, and technologies to |
| |acquire, process and report information. |
| |Standard 4: The physical and human characteristics of places. |
| |Standard 6: How culture and experience influence people's perception of places and regions. |
| |Standard 11: The patterns and networks of economic interdependence on the Earth's surface. |
| |Standard 12: The process, patterns, and functions of human settlement. |
| |Standard 15: How physical systems affect human systems. |
| |Standard 17: How to apply geography to interpret the past. |
|Alignment to Standards |PA History Standards Addressed: |
| | |
| |8.4. World History |
| |Analyze the significance of individuals and groups who made major political and cultural |
| |contributions to world history before 1500. |
| |Identify and explain important documents, material artifacts and historic sites in world history. |
| |Identify and explain how continuity and change have affected belief systems, commerce and |
| |industry, innovations, settlement patterns, social organizations, transportation and women’s roles|
| |in world history. |
| |Explain how conflict and cooperation among social groups and organizations affected world history.|
| | |
| |PA Geography Standards Addressed: |
| | |
| |7.1. Basic Geographic Literacy |
| |Describe and locate places and regions. |
| | |
| |7.2 The Physical Characteristics of Places and Regions |
| |Describe the physical characteristics of places and regions. |
| | |
| |7.3 The Human Characteristics of Places and Regions |
| |B. Describe the human characteristics of places and regions by their cultural characteristics |
| |Describe the human characteristics of places and regions by their economic activities. |
| | |
| |7.4 The Interactions Between People and Places |
| |Describe the impacts of physical systems on people. |
|Unit Texts, Materials, and Resources |Texts: |
| |Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| | |
| |Technology: |
| |A classroom computer and an LCD projector and/or access to a computer lab |
| | |
| |Websites: |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Unit Texts, Materials, and Resources |Handouts: |
| |Tang Poems |
| |Excerpts from The Analects by Confucius |
| |Sayings of Buddha |
| |Readings on the ancient Chinese culture |
| |Readings on the Qin Dynasty |
| |Readings on the Han Dynasty |
| | |
| |Supplies: |
| |Overhead projector |
| |Butcher block paper |
| |Markers |
| |Crayons |
|Unit 4 At a Glance |
|Pacing: 4.5 Instructional Weeks |
|Grading Period 2 Weeks 5-9 |
| |Overarching Questions/ |Focus and Content Skills |Student |
|Pacing |Key Understandings | |Products |
|4 days |What characteristics defined the |Confucianism and the culture of |The students will write an essay |
| |culture of Ancient China? |Ancient China |in which they summarize the |
| | | |characteristics that defined the |
| | | |culture of Ancient China. |
| |What types of leadership and |The leaders and governments of the |The students are to write an essay|
|4 days |government did the Qin and Han |Qin and Han Dynasties |in which they compare and contrast|
| |Dynasties establish and how did | |the leadership styles, governments|
| |this impact the people of China? | |and policies of the Qin and Han |
| | | |Emperors. |
|6 days |What historical accomplishments are|The historical accomplishments of |Each student will identify one |
| |the Ancient Chinese known for and |the Ancient Chinese |Ancient Chinese invention as the |
| |how have we learned about them? | |most important to the development |
| | | |of civilization and write a |
| | | |persuasive essay defending their |
| | | |choice. |
|CULMINATING PROJECT: |
|Students will create a map of the Silk Road. They will describe the climatic and geographic conditions on the Silk Road, the means of |
|transportation used and how the terrain affected travel, as well as, the routes followed. The students will also identify the products |
|and ideas exchanged from east to west and west to east on the Silk Road. They will then draw conclusions as to how important the Silk |
|Road was to the ancient world and in what ways the Silk Road acted as a tool to transmit various cultures. |
| |
|Pacing: 3 Days |
|Unit 4 Instructional Pathway |
|Module 1: SNAPSHOT: |Pacing: 4 days |
|Confucianism and the culture of ancient China | |
|Rationale: |
|Although Confucianism is a philosophy, it also served as a religion for many people in Ancient China and provided a guide on how to live |
|their lives. The family structure in Ancient China, along with the status of women in this society, is one focus of their daily lives. |
|Overarching Question: |
|What characteristics defined the culture of ancient China? |
| |
|Objectives: |
|Compare family traditions in early Chinese society with those in America today. |
|Discuss the life of Confucius and his teachings. |
|Describe the influence Confucianism had on Chinese society. |
|Analyze and discuss three Tang Song poems. |
|Analyze, and paraphrase translations from The Analects as a means of understanding key elements of Confucianism. |
|Analyze, and paraphrase quotes from Buddha as a means of understanding key elements of Buddhism. |
|Compare and contrast the quotes of Confucius and Buddha as a means of determining a purpose for religion in ancient times and today. |
|Analyze the contribution of Confucius to Chinese society. |
|List the characteristics of the culture of Ancient China. |
|Identify the evidence examined in order to gain historical knowledge. |
|Analyze paintings that illustrate the culture of Ancient China. |
|Summarize the characteristics that defined the culture of Ancient China. |
|Text References, Materials & Supplies: |
|Texts: |
|Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| |
|Technology: |
|A classroom computer and an LCD projector and/or access to a computer lab |
| |
|Websites: |
| |
| |
|Handouts: |
|300 Tang Poems |
|Confucius Says |
|Sayings of Buddha handout |
|Ancient Chinese culture supplementary material |
|Instructional Pathway: |
|Read text: Chapter 5, Section 2 |
|300 Tang Poems activity |
|Read the Confucius Says handout |
|Read Sayings of Buddha handout |
|Read the Ancient Chinese culture supplementary material |
|Culture of Ancient China Chart |
|View paintings that illustrate various aspects of the Chinese culture |
|Assessment |
|Assessments (formative and/or summative): |
|The students will write an essay in which they summarize the characteristics that defined the culture of Ancient China. |
|Differentiation: |
|Supplementary materials such as handouts and websites are at varied reading levels. |
|Graphic organizers and tables are provided to assist students in organizing their thoughts. |
|The pacing of the lessons can be varied at the teacher’s discretion. |
|Students are given opportunities to work independently and in flexible groups. |
|Lessons in the unit employ different instructional methods for multiple learning styles. |
|There are varied assessment opportunities, both formative & summative. |
|Rubrics can be modified to meet individual student learning needs. |
Module 1: What characteristics defined the culture of ancient China?
LESSON 1 (Days 1 and 2)
Objectives:
• Compare family traditions in early Chinese society with those in America today.
• Discuss the life of Confucius and his teachings.
• Describe the influence Confucianism had on Chinese society.
• Analyze and discuss three Tang Song poems.
• Analyze, and paraphrase translations from The Analects as a means of understanding key elements of Confucianism.
• Analyze and paraphrase quotes from Buddha as a means of understanding key elements of Buddhism.
• Compare and contrast the quotes of Confucius and Buddha as a means of determining a purpose for religion in ancient times and today.
Warm-up:
1. Ask the students to provide written answers to the following questions:
▪ List the family members living in your house, not their names, but the relationship they have to you i.e., brother, sister, mom, dad, uncle
▪ Who is the head of your house, the person with the most power?
▪ Who decides who the children in your family will marry?
Discuss the students’ responses in general terms. (Most students will have only one, possibly two generations living with them, the head of the household is likely to vary and most children will decide for themselves who they will marry.)
Main activities:
2. Have the students read pages 140-141 in their text on the “Importance of Family”.
3. Discuss the similarities and differences between the family structure of most Americans and that of the Ancient Chinese and have the students complete the Comparison of Family Traditions Chart.
4. To further explore the status of women in ancient China, have the students work in pairs to analyze the 300 Tang Poems and answer the questions that follow. Discuss the students’ responses and their views on the status of Ancient Chinese women and what their lives were like at the time.
5. Have students read text pages 144-148 and complete the graphic organizer on page 144 about the life, teachings and effects of Confucius, as they read.
6. Following the reading, go over the students’ graphic organizer responses, then discuss:
▪ Who did Confucius believe was responsible for setting a good example?
▪ What did he think would result from their good example?
▪ On which members of the Chinese government did Confucius’s teachings have an impact? How?
▪ Do you agree with the idea of reward based on merit? Why or why not?
7. Have the students read the Confucius Says handout. Have the students work individually or in pairs, to translate the phrases into their own words or work through the sayings as a class, recording interpretations on the board as they are given. Discuss the students’ interpretations.
8. Have the students complete the “Think it Through” questions on the Confucius Says handout and discuss their responses around how they think Confucius’s philosophies apply to life today and their interpretations of the pictures of Confucius in the text.
9. Have the students read the Sayings of Buddha handout. Students can work individually or in pairs to translate the phrases into their own words or work through the sayings as a class, recording interpretations on the board as they are given. Discuss the students’ interpretations.
10. Have the students complete the “Think it Through” questions on the Sayings of Buddha handout and discuss their responses around how they think Buddha’s philosophies apply to life today and their interpretations of the pictures of Buddha in the text.
11. Have the students complete the “Think it Through” questions on the Sayings of Buddha and Confucius in order to compare and contrast them and consider the purpose of religion in ancient times and today.
Summing up:
12. At the conclusion of each day for this lesson you should ask students to share their responses to the “Think it Through” questions.
NAME: _________________________________ Date: _______________ Period: ________
Directions: After reading pages 140-141 in the text on the “Importance of Family in China”, complete the chart below.
| |
|Comparison of Family Traditions Chart |
| | | |
| |Ancient Chinese Family |American Family |
| | |Mom, dad, three children |
|Number of Generations Living in a | | |
|Household |Five families if wealthy | |
| |One if poor | |
| | | |
| | | |
| | | |
| | |Status is determined by education. |
|How A Person’s Status in the Family is |Gender, then age |Both me and my husband have the same status. |
|Determined |Men are in power by age |I am in charge of the money. He is in charge of|
| | |garbage |
| | | |
| | | |
| | | |
| | |Adults have power |
|Person with the Most Privileges and |Oldest male |Privleges are earned |
|Power | | |
| | | |
| | | |
| | | |
| | |Whoever dies first leaves everything to the |
|Person Who Inherits the Land or Money |Its’ divided among the sons |remaining spouse then children |
| | | |
| | | |
| | | |
| | | |
| | |Women are equal to men |
|Status of Women | | |
| | | |
| | | |
| | | |
| | | |
300 Tang Poems
In Chinese literature, the Tang period (618-907) is considered the golden age of Chinese poetry. 300 Tang Poems is a compilation of poems from this period made around 1763 by Sun Zhu of the Qing dynasty. Sun made his selection of Tang poems based on their popularity and effectiveness in cultivating character. Because it represented the best works by the most prominent Tang poets, Sun's collection became a "best seller" soon after its publication. It has been used for centuries to teach elementary students to read and write, and also in cultivating character. Sun's collection is still a classic today, its popularity undiminished. Nearly every Chinese household owns a copy of 300 Tang Poems and poems from it are still included in textbooks to be memorized by students.
Source:
Directions: Below you will find three Tang Poems about women in ancient China. Read each poem then answer the questions that follow.
Wei Yingwu
TO MY DAUGHTER ON HER MARRIAGE INTO THE YANG FAMILY
My heart has been heavy all day long
Because you have so far to go.
The marriage of a girl, away from her parents,
Is the launching of a little boat on a great river.
...You were very young when your mother died,
Which made me the more tender of you.
Your elder sister has looked out for you,
And now you are both crying and cannot part.
This makes my grief the harder to bear;
Yet it is right that you should go.
...Having had from childhood no mother to guide you,
How will you honor your mother-in-law?
It's an excellent family; they will be kind to you,
They will forgive you your mistakes --
Although ours has been so pure and poor
That you can take them no great dowry.
Be gentle and respectful, as a woman should be,
Careful of word and look, observant of good example.
...After this morning we separate,
There's no knowing for how long....
I always try to hide my feelings --
They are suddenly too much for me,
When I turn and see my younger daughter
With the tears running down her cheek.
Source:
Qin Taoyu
A POOR GIRL
Living under a thatch roof, never wearing fragrant silk,
She longs to arrange a marriage, but how could she dare?
Who would know her simple face the loveliest of them all
When we choose for worldliness, not for worth?
Her fingers embroider beyond compare,
But she cannot vie with painted brows;
And year after year she has sewn gold thread
On bridal robes for other girls.
Source:
Fu Hsuan
WOMAN
How sad it is to be a woman!
Nothing on earth is held so cheap.
Boys stand leaning at the door
Like Gods fallen out of Heaven.
Their hearts brave the Four Oceans,
The wind and dust of a thousand miles.
No one is glad when a girl is born:
By her the family sets no store.
When she grows up, she hides in her room
Afraid to look a man in the face.
No one cries when she leaves home-
Sudden as clouds when the rain stops.
She bows her head and composes her face,
Her teeth are pressed on her red lips:
She bows and kneels countless times.
She must humble herself even to the servants.
His love is distant as the stars in Heaven,
Yet the sunflower bends toward the sun.
Their hearts more sundered than water and fire-
A hundred evils are heaped upon her.
Her face will follow the years' changes:
Her lord will find new pleasures.
They that were once like the substance and shadow
Are now as far as Hun from Ch'in. (Hu and Ch'in are former states)
Yet Hun and Ch'in shall sooner meet
Than they whose parting is like Ts'an and Ch'en. (Ts'an and Ch'en are stars)
Source:
NAME: _________________________________ Date: _______________ Period: ________
Tang Poems
Discussion Questions:
1. From whose perspective is the poem, To My Daughter
On Her Marriage Into The Yang Family being told?
_____________________________________________________________________
_____________________________________________________________________
2. How does the author feel? Give two supporting examples from the poem.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
3. What does the author mean in the line, “When we choose for worldliness, not for worth?” in the poem, A Poor Girl?
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4. Would you marry someone you had never met?
__________________________________________________________________________________________________________________________________________
5. How would you feel if you had to leave your family and move in with your husband or wife and were seldom able to visit your parents?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
6. In the poem, Woman the author says, “How sad it is to be a woman! Nothing on earth is held so cheap.” Give three examples from the poem where the author tells what that means.
_____________________________________________________________________
_____________________________________________________________________
NAME: _________________________________ Date: _______________ Period: ________
Confucius Says
Excerpts from The Analects
Directions: Read each of the sayings from Confucius below. Rewrite each one in your own words.
1. What I do not wish others to do to me, that also I wish not to do to them.
__________________________________________________________________________________________________________________________________________
2. He who from day to day is aware of what he still lacks, and from month to month never forgets what he as already learned, may indeed be called a true lover of learning.
__________________________________________________________________________________________________________________________________________
3. When you know a thing, to recognize that you know it, and when you do not know a thing, to recognize that you do not know it. This is knowledge.
__________________________________________________________________________________________________________________________________________
4. He who learns but does not think is lost; he who thinks but does not learn is in danger.
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5. A good man takes as much trouble to discover what is right as lesser men do to discover what will pay.
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6. Our greatest glory is not in never falling, but in getting up every time we do.
__________________________________________________________________________________________________________________________________________Confucius. The Analects. Translated by William Edward Soothill. New York: Dover Publications, Inc.,1995.
NAME: _________________________________ Date: _______________ Period: ________
Think It Through
Confucius Says
1. What do the sayings attributed to Confucius tell us about the values built into Confucianism?
______________________________________________________________________________________________________________________________________________________
2. Are Confucius’s sayings specific to China or can they apply to any society? Explain.
______________________________________________________________________________________________________________________________________________________
Look at the pictures of Confucius on pages 144 -145 in your text.
3. What is Confucius wearing in these portraits?
___________________________________________________________________________
___________________________________________________________________________
4. Do you think he is characterized as particularly handsome? Why or Why not?
___________________________________________________________________________
___________________________________________________________________________
5. Does he look proud or humble? Explain.
___________________________________________________________________________
___________________________________________________________________________
6. How does the picture on page 145 seem to symbolize the idea of wisdom?
___________________________________________________________________________
___________________________________________________________________________
NAME: _________________________________ Date: _______________ Period: ________
Sayings of Buddha
Directions: Think back to the unit on India and the religion of Buddhism. Read each of the sayings from Buddha below. Rewrite each one in your own words.
1. Pay no attention to the faults of others, things done or left undone by others. Consider only what by oneself is done or left undone.
______________________________________________________________________________________________________________________________________________________
2. Holding onto anger is like grasping a hot coal with the intent of throwing it at someone else; you are the one getting burned.
______________________________________________________________________________________________________________________________________________________
3. Do not overrate what you have received, nor envy others. He who envies others does not obtain peace of mind.
______________________________________________________________________________________________________________________________________________________
4. It is a man's own mind, not his enemy or foe, that lures him to evil ways.
______________________________________________________________________________________________________________________________________________________
5. If we destroy something around us, we destroy ourselves. If we cheat another, we cheat ourselves.
______________________________________________________________________________________________________________________________________________________
6. He is able who thinks he is able.
______________________________________________________________________________________________________________________________________________________
Source:
NAME: _________________________________ Date: _______________ Period: ________
Think It Through
Sayings of Buddha
1. What do the sayings attributed to Buddha tell us about the values built into Buddhism?
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
2. Are Buddha’s sayings specific to India or can they apply to any society? Explain.
______________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
3. Look at the pictures of Buddha on pages 119 -121 in your text. How would you describe the expression on his face? (angry, happy, etc.)
___________________________________________________________________________
___________________________________________________________________________
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4. Look again at the pictures of Buddha on pages 119-121 in your text. Think back to what you learned in the study of India and describe what you see in each of those pictures of Buddha that is meant to symbolize the idea of wisdom?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NAME: _________________________________ Date: _______________ Period: ________
Think It Through
Sayings of Buddha and Confucius
Directions: After reading and re-writing the sayings of Buddha and Confucius, look back at your interpretations again and look for the similarities and differences in the sayings and the values built into each religion. Answer the questions below.
1. What are the similarities in the sayings and values built into each leader’s thoughts?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What are the differences in the sayings and the values built into each leader’s thoughts?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. From reading the sayings of these two religious leaders, what do you think was the main purpose of these religions in ancient society?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Do you think religions today have a similar purpose? Why or why not?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Module 1: What characteristics defined the culture of ancient China?
LESSON 2 (Day 3)
Objectives:
• Analyze the contribution of Confucius to Chinese society.
• List the characteristics of the culture of Ancient China.
• Identify the evidence examined in order to gain historical knowledge.
• Analyze paintings that illustrate the culture of Ancient China.
Warm-up:
1.Confucius died thinking his life had been a failure because he had never found a ruler who would follow his teachings. Do you think Confucius was a failure? Why or why not?
Main activities:
2. Pass out the supplementary material on Ancient Chinese culture: Clothing, Games, Food, Architecture and Art to each student. Have the students work with a partner to read the material and complete the Culture of Ancient China Chart. In the “How We Know About This” section of the chart, students should record the actual evidence they examined (i.e., material read in the text, supplemental readings or viewed on websites) or the evidence cited in their materials. This will give the students another opportunity to think like an historian.
3. Discuss the students’ responses. Ask the students to identify which of these five characteristics: clothing, games, food, architecture and art, were influenced by religion (art, architecture), which were influenced by geography (architecture, food) and which were influenced by custom (clothes, foot binding, and games).
4. Go online with your class in a computer lab or by using a computer and LCD projector in your classroom, and visit the website listed below to view paintings that illustrate various aspects of the Chinese culture presented in the lessons to date. The paintings are from the Song Dynasty, which reigned approximately 1,000 years after the Qin and Han Dynasties. Although they are from a different dynasty, they will still give the students a sense of the culture they are studying.
Click on: Contents
Click on: Painting
Scroll down and click on: Painting as a Social Record
Read the information on this page and discuss the following ideas with the students:
▪ Our knowledge of how people dressed, interacted socially, and how and where they made a living or practiced their trade is greatly enhanced by studying paintings of the period.
▪ What merit do paintings have as documents of social experiences?
Now, scroll down and click on: Urban Life.
There are many pictures in the following sections. Preview the pictures before showing them to the students and select the ones of interest. There are questions asked above and below the pictures to allow students to better analyze the content of each picture. Also, the teacher’s guide, found on the main page of the website, gives additional information and questions.
At the end of the Urban Life pictures, click on: Shops and Commerce. View selected pictures in this section.
Click on: Means of Transportation
Click on: Individuals and Groups
Click on: Private Life.
Note: There are many other useful sections in this website that can be used at the teacher’s discretion.
Summing up:
5. Ask the students one of the following questions to check for understanding;
• Describe the contribution of Confucius to Chinese society.
• List the characteristics of the culture of Ancient China.
• Identify the evidence examined in order to gain historical knowledge.
• Explain how the paintings illustrate the culture of Ancient China.
Ancient Chinese Clothing
People in China generally wore tunics (like long t-shirts). Women wore long tunics down to the ground, with belts, and men wore shorter ones down to their knees. Sometimes people wore jackets over their tunics. In the winter, when it was cold, people wore padded jackets over their tunics, and sometimes pants under them. In early China, poor people made their clothes out of hemp or ramie. Rich people wore silk.
Most people in China, both men and women, wore their hair long. People said that you got your hair from your parents, so it was seen as disrespectful to cut it.
During the Sui Dynasty, in the 500's AD, the emperor decided that all poor people had to wear blue or black clothes, and only rich people could wear colors.
Ming dynasty painting
by Tang Yin (1400's AD)
In the Sung Dynasty, about 1100 AD, a fashion started at the emperor's court for women to bind their feet. Women thought that to be beautiful they needed to have tiny feet, only about three inches long. They got these tiny feet by wrapping tight bandages around the feet of little girls, beginning when they were five or six years old. The bandages were so tight they broke the girls’ toes and bent them underneath their feet. They had to walk on them like that for the rest of their lives. The girls spent most of their time crying for two or three years and then the feet stopped hurting so much. Women with bound feet could not walk very well at all, and when they had to work in the fields, they would often crawl. The earliest versions of the story of Cinderella come from Sung Dynasty China. In these versions, the point of the story is that the Prince loves Cinderella because she has the smallest feet of any girl in the kingdom, so the slipper will only fit her.
A shoe for someone with bound feet
Source:
In the Yuan Dynasty, the Mongols brought cotton to China. At first people did not want to grow cotton, maybe because the people running the silk industry wanted to keep people buying silk. But the Mongol invasions in the 1200’s destroyed a lot of the mulberry trees that were needed to make silk. The Mongol emperors, like Kublai Khan, turned to cotton to fill the gap. In 1289 AD, they ordered the opening of special training centers to teach farmers how to grow cotton. In 1296, it was ordered that farmers who grew cotton could pay lower taxes.
Soon everyone liked wearing cotton better than wearing ramie or hemp. Cotton was warmer, softer, stronger and cheaper. You could make it thin for summer, or you could make thick padded clothes out of it that were warm for winter.
Ancient Chinese Games
In ancient China, as in other places, both board games and movement games were probably invented for war training. Board games trained generals in battlefield strategy, and the martial arts trained men to fight. According to some stories, it was the Yellow Emperor, about 2600 BC, even before the Shang Dynasty, who first invented martial arts. We do not know much about that, but it is known that people in the Chou Dynasty (about 1100 BC) were fighting using Jiao li martial arts techniques. By about 550 BC, in the Eastern Chou Dynasty, Sun Tzu wrote a book called the "Art of War", which describes many martial arts ideas and techniques. Around the same time, Taoists probably began practicing Tai Chi.
Ladies of the Tang court playing double land (about 800 AD)
By the time of the Han Dynasty, about 50 AD, we have better information about the martial arts. At this time, Pan Ku wrote a book about Kung Fu called "Six Chapters of Hand Fighting." By 220 AD, about the time the Han Dynasty collapsed, a doctor named Hua T'uo wrote another book about Kung Fu called "Five Animals Play" which illustrates five different ways of fighting named after the tiger, the deer, the monkey, the bear, and the bird.
Just before 500 AD, Buddhist monks came to China from India and founded the Shaolin Monastery in central China. Chinese monks at Shaolin developed Kung Fu as an art and as a way to defend their monastery and country. There are records of the Shaolin monks fighting to defend their monastery from bandits around 610 AD, and fighting to defend their country in 621 AD at the end of the Three Kingdoms Civil Wars. Not very much information is known about martial arts in China until the 1500's AD.
Source:
Ancient Chinese Food
When you think of Chinese food you think of rice. Rice was the first grain that was farmed in China. There is archaeological evidence of rice farming along the Yang-tse River as early as about 5000 BC. People cooked rice by boiling it in water, the way we do today. Rice was also used to make wine. Rice wine has been popular in China since prehistory.
Rice, however, does not grow in Northern China, which is much drier and colder. People in Northern China gathered wild millet and sorghum instead. By 4500 BC, people in Northern China were farming millet. They ate it after it boiled into a kind of porridge.
Another food people associated with China is tea. Tea grows wild in China. By about 3000 BC, people in China had begun to drink tea. Soon, everybody drank it.
Wheat was not native to China. It was brought to China from West Asia. People in Northern China first began to eat wheat in the Shang Dynasty, about 1500 BC. People in China boiled it like millet, to make something like Cream of Wheat.
These were the main foods of China - rice, millet, sorghum, and wheat. In Northern China, people mostly ate millet, wheat, and sorghum. In Southern China, people mostly ate rice. Poor people ate these foods almost exclusively.
When people could afford it, they bought or grew vegetables to put on their rice. Soybeans, for instance, are native to China. So are cucumbers. For fruits, the Chinese had oranges lemons, peaches and apricots. The native flavorings are ginger and anise, a spice Americans use to make licorice.
On special occasions, people put little pieces of meat in their rice. By 5500 BC, the Chinese were eating domesticated chicken, which originally came from Thailand. By 4000 or 3000 BC, they were eating pork, which was native to China. Sheep and cattle, which were not native, reached China from West Asia also around 4000 BC.
Because meat was so expensive and because Buddhists did not eat meat, starting around the Sung Dynasty, around 1000 AD, people also put tofu, or bean curd, in their food as a source of protein.
Because China does not have big forests, it was always hard to find fuel to cook with. Chinese people learned to cut up their food very small, so it would cook quickly on a very small fire.
During the Han Dynasty, millet wine became very popular. In fact, it became even more popular to drink than tea. Beginning in the Han Dynasty, about 100 AD, Chinese people began to make their wheat and rice into long noodles.
Marco Polo, a visitor to China from Venice, wrote that by the time of Kublai Khan, about 1200 AD, Chinese people ate millet boiled in milk to make porridge. Even as late as 1200 AD, Chinese people did not bake bread.
Source:
Ancient Chinese Architecture
Most people in Ancient China could not afford to live in fancy houses. They lived in small houses made of mud brick with only one room and a dirt floor.
The doors of these houses usually faced south to keep out the cold north wind.
Rich people had fancier houses. The Chinese built fancy temples and palaces. All Ancient Chinese architecture was built according to strict rules of design that made Chinese buildings follow the ideas of Taoism or other Chinese philosophies.
The first design idea was symmetry – both sides of the building should be the same.
The second design idea was that the roof would be held up by columns, not by the walls.
The curved tile roofs on most fancy Chinese buildings probably first came into fashion in the Shang Dynasty or in the Chou Dynasty.
During the Han Dynasty (200's BC), Buddhism was brought to China from India. Buddhists built pagodas in which to keep sacred things. At first these pagodas were wooden towers that got smaller as they got higher. They were related to Indian buildings called stupas.
When Buddhism became more important in China in the 500's AD, during the Three Kingdoms period, architects began to build special Buddhist temples.
Han Dynasty Chinese Art
There were two big changes in art in the Han Dynasty. They both happened about the same time, in the First Century AD. The first big change was that many people in China converted to a new religion: Buddhism. Buddhism got started in India, and the Indian religious men who told Chinese people about Buddhism also showed Chinese artists Buddhist art. Many Chinese artists began to draw pictures of the Buddha and his holy followers and carve sculptures of them. The style of these Buddhist paintings and sculptures was very much like Indian art styles.
The other big change was that Chinese scientists invented paper. Instead of painting on silk the way they had in the Chou and Chin Dynasties, Chinese artists began to use paper as well as silk.
Source:
Name: _____________________________ Date: ________________ Period: _________
Directions: Use the information on Ancient Chinese culture: clothing, games, food, architecture and art to complete the chart below. In the “How We Know About This” column, you will have an opportunity to think like an historian. Here you should record the actual evidence you examined (i.e., material read in the text, supplemental readings or viewed on websites) to learn about the culture of Ancient China.
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|Culture of Ancient China Chart |
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|Characteristic |Description |How We Know |
| | |About This |
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|Clothing | | |
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|Games | | |
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|Food | | |
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|Architecture | | |
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|Art | | |
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Module 1: What characteristics defined the culture of ancient China?
LESSON 3 (Day 4)
Objectives:
• Summarize the characteristics that defined the culture of Ancient China.
Module 1 Assessment: What characteristics defined the culture of Ancient China?
1. The students will write an essay in which they summarize the characteristics that defined the culture of Ancient China.
2. The students should use the following materials they have completed over the last several days to assist them with the essay:
▪ The graphic organizer from page 144 identifying the Teachings of Confucius
▪ The Comparisons of Family Traditions Chart
▪ The Culture of China Chart
3. Go over the Criteria Chart and Rubric with the students before they begin their work.
Characteristics That Defined the Culture of Ancient China Essay
Criteria
Your essay should include:
▪ An introduction
▪ Logical paragraph order
▪ Discussion of:
o The Teachings of Confucius
o Family Traditions
o The Culture of China
▪ A conclusion
▪ Proper grammar and spelling
▪ Proper capitalization and punctuation
NAME: _________________________________ Date: _______________ Period: ________
Write an essay in which you summarize the characteristics that defined the culture of Ancient China. In your essay you should include mention of:
▪ The Teachings of Confucius
▪ Family Traditions
▪ The Culture of China
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| |4 (Advanced) |3 (Proficient) |2 (Basic) |1 (Below Basic) |Score |
|Focus |___Topic sentence/thesis statement draws the |___Topic sentence/thesis statement has key words |___Topic sentence is attempted but not clearly |___Topic sentence is missing; recognition of task| |
| |reader to the topic in an interesting way using |from the prompt; task and audience are addressed |stated or easily identified; little recognition |and audience is not evident. | |
| |key words from the prompt; task and audience are |appropriately. |of task and audience. | | |
| |deliberately and specifically addressed. | | | | |
| | | | |___There is no apparent focus of paper causing | |
| |___Relevant content supports the topic/thesis |___Focus of paper generally revolves around the |___ Focus of paper is not consistent or drifts |repeated shifts in topic. | |
| |consistently throughout the essay. |main topic/thesis statement. Any wandering from |off topic at times. | | |
| | |the main topic is slight and does not confuse the| | | |
| | |reader. | | | |
| |___Conclusion revisits the topic in a unique | |___Attempts conclusion; does not draw reader |___No conclusion | |
| |and/or interesting way, and draws the reader back|___Conclusion restates the topic and draws reader|back to the topic or thesis | | |
| |to the main topic or thesis of the piece. |to the main topic or thesis of the piece. | | | |
|Content|___Main ideas and supporting evidence are |___Main ideas and supporting evidence are |___ Main ideas and evidence minimally support the|___Main ideas and/or evidence do not support the | |
| |well-chosen and consistently support the topic or|relevant and adequately support the topic or |topic or prompt. |topic or prompt; may be redundant, irrelevant, or| |
| |prompt. |prompt. | |confusing. | |
| | | | | | |
| |___Explains the historical problem posed in the |__Restates the historical problem posed in the |___Historical problem posed in the prompt is not |__Historical problem posed in the prompt is | |
| |prompt. |prompt. |clearly addressed or stated. |missing | |
| | | | | | |
| |___Examples, explanations and/or evidence provide|___Quantity and depth of examples, explanations, |___Examples, explanation, and evidence to support|___Examples, explanation, and/or evidence are | |
| |in-depth support and elaboration of main reasons |and/or evidence provide adequate support or |main reasons, details, and/or facts need further |sparse and provide very little support for main | |
| |and details on at least 3 occasions. (Cited when |elaboration of main reasons and details on at |development. |reasons, details, or facts. | |
| |appropriate) |least 1 occasion. (Cited when appropriate) | | | |
| | | | | | |
| | |___All information, including any content | | | |
| |___All information, including any content |vocabulary, is accurate and reveals adequate |___Information, including any content vocabulary,|___Information, including any content vocabulary,| |
| |vocabulary, is accurate and reveals a thorough |understanding of the topic. |is minimally accurate and reveals basic |is inaccurate and reveals very little | |
| |understanding of the topic. | |understanding of the topic. |understanding of the topic. | |
|Organiz|___Planner/graphic organizer is well detailed. |___Appropriate planner/graphic organizer |___Planner/graphic organizer is incomplete. |___No planner/graphic organizer | |
|ation/ | | | | | |
|Convent|___Paper has a clear introduction, body, and |___Paper has a clear introduction, body, and |___Introduction, body, and conclusion are |___Introduction, body, and conclusion are not | |
|ions |conclusion which are deliberately and effectively|conclusion which is organized into paragraphs. |attempted, but not clearly defined. |evident. | |
| |organized into paragraphs. (When appropriate for |(When appropriate for assigned task) | | | |
| |assigned task) | | | | |
| | | | | | |
| |___ Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Reasons, details, or facts, if present, are | |
| |presented in a logical and highly effective |presented in a logical order that is appropriate |not consistently presented in a logical order. |not presented in a logical order. | |
| |order. |to the response. | | | |
| | | | | | |
| | |___Appropriate transitions move the piece |___Some transitions, but may be overly simplistic|___Transitions are missing, repetitive, or | |
| |___Direct and subtle transitions are used within |forward. |or minimal for the task and audience. |inappropriate. | |
| |and between paragraphs to logically and | | | | |
| |effectively move the piece forward. |___Some errors in grammar, usage, spelling, |___Many errors in grammar, usage, spelling, | | |
| | |capitalization and other punctuation; does not |capitalization, and punctuation; sometimes |___ Filled with errors in grammar, usage, | |
| |___Very few errors, if any, in grammar, usage, |interfere with reading |interferes with reading |spelling, capitalization, and punctuation; | |
| |spelling, capitalization and other punctuation; | | |extremely difficult to read | |
| |does not interfere with reading | | | | |
Student Name: ____________________________________________ Teacher Name: _____________________________________________
Grade: _________ Class/Content: ___________________________ Date: _______________________
|Unit 4 Instructional Pathway |
|Module 2: SNAPSHOT: |Pacing: 4 days |
|The leaders and governments of the Qin and Han Dynasties | |
| | |
|Rationale: |
|The leaders of the Qin and Han Dynasties used legalism to strengthen their control and remain in power. It is useful to assess leadership|
|styles and the governments they produce. |
|Overarching Question: |
|What types of leadership and government did the Qin and Han Dynasties establish and how did this impact the people of China? |
| |
|Objectives: |
|Analyze the leadership and policies of Emperor Shi Huangdi. |
|Identify how Emperor Shi Huangdi tried to unify China's economy and culture. |
|Compare and contrast the leadership of Shi Huangdi with Chandragupta and Asoka of the Maurya Empire of India. |
|Analyze the terra-cotta warrior exhibit to discover what information was learned about the time period. |
|Compare the purpose for Shi Huangdi’s tomb with that of the tombs for Egyptian pharaohs. |
|Identify the natural and human-made features that can determine a country’s borders. |
|Analyze the leadership and policies of the Han Dynasty rulers. |
|Identify the actions of the Han Dynasty rulers to improve society and the economy. |
|Decide if the Chinese Examination System was a fair one for the people of China. |
|Compare and contrast the leadership styles, governments and policies of the Qin and Han Emperors and assess the results. |
|Text References, Materials & Supplies: |
|Texts: |
|Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| |
|Technology: |
|A classroom computer and an LCD projector and/or access to a computer lab |
| |
|Websites: |
| |
| |
| |
|Handouts: |
|The Qin Dynasty supplemental information |
|The Han Dynasty supplemental information |
|Instructional Pathway: |
|Read text: Read Chapter 5, Section 3 |
|Read The Qin Dynasty supplemental information |
|Read The Qin Dynasty supplemental information |
| |
|View video of the terra-cotta exhibition |
|Assessment |
|Assessments (formative and/or summative): |
|The students are to write an essay in which they compare and contrast the leadership styles, governments and policies of the Qin and Han |
|Emperors. Following their comparisons, the students are to give their opinion as to which empire, the Qin or the Han, had the most |
|successful or effective leadership and explain why they believe that is the case. |
|Differentiation: |
|Supplementary materials such as handouts and websites are at varied reading levels. |
|Graphic organizers and tables are provided to assist students in organizing their thoughts. |
|The pacing of the lessons can be varied at the teacher’s discretion. |
|Students are given opportunities to work independently and in flexible groups. |
|Lessons in the unit employ different instructional methods for multiple learning styles. |
|There are varied assessment opportunities, both formative and summative. |
|Rubrics can be modified to meet individual student learning needs. |
Module 2: What types of leadership and government did the Qin and Han Dynasties establish and how did this impact the people of China?
LESSON 1 (Days 1 and 2)
Objectives:
• Analyze the leadership and policies of Emperor Shi Huangdi.
• Identify how Emperor Shi Huangdi tried to unify China's economy and culture.
• Compare and contrast the leadership of Shi Huangdi with Chandragupta and Asoka of the Maurya Empire of India.
• Analyze the terra-cotta warrior exhibit to discover what information was learned about the time period.
• Compare the purpose for Shi Huangdi’s tomb with that of the tombs for Egyptian pharaohs.
Warm-up:
1. Present students with the following situation: You are a scholar living in China in about 210 BC. You have a large library of Chinese literature, poetry and philosophy. The new emperor is a harsh ruler with no love for learning. He says you must burn all the books that disagree with his ideas. The idea horrifies you. But if you do not obey, the punishment may be severe. Will you obey the order to burn your books? Why or why not?
Things to Consider
|Consider OBEYING the order: |Consider DISOBEYING the order: |
|• belief in obedience |• The books mean the world to you. |
|• would avoid punishment and live |• Many could not be replaced and |
|to pass on the lost knowledge |valuable knowledge would be lost |
|• The Dao cautions against clinging |forever. |
|to material possessions. |• On principle, you can not do it. Let |
| |him burn them himself. |
Discuss the students’ responses.
Main activities:
2. Following the warm-up, have students read text pages 139 and 149-151 on “Early Civilization in China and the Qin Dynasty”. In addition, have students read the supplemental information on the Qin Dynasty. Have the students complete the Qin and Han Dynasty Leadership Performance chart as they read both the text and supplemental material. Discuss student responses to the chart when finished.
Note: A copy of this completed chart should be kept by the students or teacher as it will be used again following the readings about the Han Dynasty.
3. Tell the students they are going to compare the style of leadership in the Qin Dynasty to the styles leadership seen in the Maurya Empire of India. Have the students recall and discuss the leadership styles of Chandragupta and Asoka in each of the following areas:
▪ Philosophy of Governing
▪ Dealing with Revolts or Failure
▪ Putting Forward Policies to Help the People
Then, have the students decide which leader, Chandragupta or Asoka, is more like Shi Huangdi of the Qin Dynasty and explain their reasoning.
4. Go online with your class in a computer lab or by using a computer and LCD projector in your classroom, and visit the websites listed below to view the terra-cotta warriors, along with the bronze chariots and metal weapons, found in Emperor Shi Huangdi’s tomb. Have the students complete the Object Analysis worksheet as they look at the pictures and explanations on the websites. Discuss the students’ responses.
(One conclusion the students can draw from the exhibit is that through the findings at his tomb mound, archaeologists are learning more and more about Qin Shi Huangdi’s empire and the luxury and magnificence of life in his court.)
BBC News website:
This website has an article on the warriors entitled, Terracotta Army's New UK Formation, which gives some background on the creation of the warriors, how they were found and what was involved in shipping some of them to England for display in the British Museum. Embedded in the article is a short informative video and some pictures the students should examine.
Museum of Qin Terra Cotta Warriors and Horses website:
This website shows pictures of the items found and explains what archaeologists have learned from these items.
Summing up:
5. On an exit slips have the students write their answer to one of the following prompts:
• Describe the leadership and policies of Emperor Shi Huangdi.
• List how Emperor Shi Huangdi tried to unify China's economy and culture.
• Compare and contrast the leadership of Shi Huangdi with Chandragupta and Asoka of the Maurya Empire of India.
• Describe the terra-cotta warrior exhibit to discover what information was learned about the time period.
• Compare the purpose for Shi Huangdi’s tomb with that of the tombs for Egyptian pharaohs.
Qin Dynasty
221 - 209 BCE
A New Dynasty Comes to Power
The Qin (Cheen) came to power after the Zhou Dynasty. The last 242 years of the Zhou Dynasty is called the “Warring States Period” because there were so many large and small wars between the hundreds of states that the Zhou ruled. Some states grew larger as they defeated and took over others. Some states got larger and more powerful by agreeing to join together. Eventually, the territory united into seven main states that continued to compete for control. The Qin was one of those states.
The political ideas, geography, and resources during the Warring States Period played important parts in establishing the Qin Dynasty. Because the Qin believed in Legalism, a very strict way of running their territory, it helped them to concentrate on developing a highly disciplined and powerful military to use when the Zhou states began to fight. During the wars between the states, the Qin state operated from a protected and hard to reach position in the Qin Mountains (Guang-zhong) in today’s Shaanxi. This remote position in the mountains was an advantage as other states fought and weakened one another. The Qin were able to not be attacked as frequently because of their location, and, therefore, remained a strong state.
The Qin, however, were not content to remain isolated. They wanted to gain land and power to rule all of China and to establish a new dynasty. The strong Qin military were able to extend their territory to the south far beyond that of the earlier Zhou, an area that had better land and weather for farming. By gaining control of resources that provided more food, they grew even stronger. From 230 to 211 BCE (just nineteen years) the Qin conquered its rival states, one after the other. The Qin king, Zheng, brought the groups that had been fighting for power together under his rule. China now had a new ruling dynasty.
When he came to power, Zheng declared himself the “First Emperor” of the land that was later to be known as China. He took the name Emperor Qin Shi Huangdi (Cheen She hwang dee). His title was a message about the political system that he planned to establish. An emperor rules an empire. The word empire describes a political system with one supreme ruler, the emperor, who has power over a group of territories, states, or countries. The important idea is that the one ruler is “supreme.” Qin was sending the message that he would have supreme power and because of that political change, the Qin Dynasty is considered to be the beginning of China’s “Imperial” or empire period.
Political System
Changes
Emperor Qin Shi Huangdi reorganized the government. First, he changed the way people got land. Kings before him had given large sections of land to nobles or lords who controlled it. Once the land was given to a lord, control of it was passed on through his family. So, when the lord died, the land passed on to his son. Emperor Qin changed that. He divided the land into 36 sections called provinces and each province was divided into smaller areas called districts. The new rulers or governors he appointed did not get power just because their father had passed it on to them. This made the governors serve him more loyally because there was a chance they could lose the job if they did not.
Source:
Qin set up a system where qualified people were appointed to specific jobs and were trained to do them as he wanted them to be done. The appointed rulers got a salary from Qin and so depended entirely on him for their income. He appointed two people to each province, one to govern and one to be responsible for defense. These two were given other workers to supervise, and those workers had yet more people under them. By making each layer of person/people responsible for the things that went on under them and by having serious punishments for those that failed, the Emperor kept himself as the center of all power.
Legalism: Uniting China
Emperor Qin Shi Huangdi’s idea of how to run the government was based on the Legalist school of thinking that had developed during the Zhou Dynasty. Legalists believed that people would not naturally listen, so they needed to be ruled by strict laws with harsh punishments to make them be good. They believed in a political system with firm government control. The emperor ruled with strict laws, standards, and expectations and made sure that each person in this system knew they were under another person’s eye. Each level reported on the people below them and each was responsible if things went wrong. People were encouraged to report errors or misconduct of others, like a spy system, with harsh punishments for those who did not do their jobs.
The First Emperor also wanted all people to agree on what thoughts and ideas were correct. To do this, he burned all books except those that agreed with his Legalist thinking and those that were about medicine or agriculture. Those who disagreed with the emperor were executed, some were even buried alive! Emperor Qin Shi Huangdi must have known that with such strict policies, people might want to overturn him because he ordered all metal weapons within the empire to be under government control and ordinary people were no longer allowed to have any metal weapons.
Money and Measurements
Emperor Qin’s policies were often harsh and he was deeply resented by the people. He did, however, help to unify China with some of his laws. He made a law that measurement systems, coins and certain types of boats and roads must be the same in every province. Qin knew that having common systems for money and measurement would help business and trade among the provinces. The emperor knew that having different systems was confusing when people had to change from one type of money to another as they traveled across China. Emperor Qin also wanted to begin several big building projects. He knew that having a common set of measurements that everyone was familiar with would help during construction. One result of this can be seen today in an “army” that Qin had built from terra cotta, a brownish-red clay. Thousands of life-sized statues of horses with carriages and soldiers with weapons were all made to look like a different person or animal, but built to the same size even though they were built by hundreds of different workers. By having a standard idea of how to measure sizes, the workers were able to produce the entire “army” on the same scale or matching sizes. The importance of the ability to order things built and measured in a standard way is an idea that we use even today.
Written Language
Emperor Qin further unified China when he extended and improved communication there. Provinces each had their own dialects, or ways of speaking, and could not always talk to each
Source:
other, which limited interactions in trade, sharing of ideas, technology, and travel. Qin made the written form of the dialects the same. The ability to communicate and keep records helped increase economic and social interaction between the states. Many people in modern China still speak very different languages, but the system of writing that Emperor Qin developed helped unite the culture.
The Great Wall of China
Another thing the Qin dynasty is famous for is the Great Wall of China. It is a well-known symbol of China. The wall was intended to help protect China from its enemies. At that time, neighboring tribes of fierce horsemen sometimes charged in to attack China. Emperor Qin committed huge amounts of human and natural resources to connecting smaller, existing city walls into a gigantic wall to protect the entire empire from invaders. The wall stretched over 1,500 miles (which in America would be over half the distance from Maryland to California) and, in some places on the wall, as tall as five men standing on top of each other.
Working on the Great Wall was exhausting and difficult. It was often used as a punishment for people who spoke out against ideas or did not obey the Legalist government’s laws. Hundreds of thousands of people worked on the wall - about six times as many people that would fit into a baseball stadium. Many of them died fulfilling Qin’s goal of protecting China. The wall was an impressive accomplishment, but in the end, it did little to stop invaders from finding other ways into China.
The Qin Dynasty Ends
The Qin dynasty ended shortly after the emperor’s death. Though its people and resources were strained by the experience, some of the things that began in that short time period laid a solid foundation that united China in centuries to come. Though this dynasty was short, it gave us several of the things that we might immediately name today when we think of China.
Source:
Name: _________________________________ Date: ______________________ Period: ____________________
Qin and Han Dynasty Leadership and Performance Chart
Directions: As you read information on the Qin and Han Dynasties, complete the chart below.
| |Way Emperor Organized the Government |Emperor’s Philosophy |Punishment for |Policies Put Forward to Help the People |How Many Years the|
| |(How people got |of Governing |Failure | |Dynasty Lasted |
|Dynasty |their jobs.) |(Restrictions on people.) | | | |
| | | | | | |
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|Qin | | | | | |
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|Han | | | | | |
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NAME: _________________________________ Date: _______________ Period: ________
Object Analysis Worksheet
Museum of Qin Terra Cotta Warriors and Horses Exhibit
Directions: As you view the pictures in the exhibit of the terra-cotta warriors, answer the questions below.
1. Physical Qualities of the Objects
A. Describe the materials from which the objects are made. (wood, clay, marble)
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B. Can you tell how the objects were made? (carved, molded, cast)
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C. How tall are the terra-cotta warriors?
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2. Subject Matter
A. Who or what is represented in the terra-cotta pieces?
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B. Do the decorations of the warriors (knives, shields) tell a story? If so, what is happening?
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3. Uses of the Objects
A. What was the purpose of the objects?
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4. What Do the Objects Tell Us?
A. What do the objects tell archaeologists about the life of the people and the time in which they were made?
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B. What do they tell archaeologists about the technology of the time in which they were made?
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5. The Purpose for Emperor Shi Huangdi’s Tomb.
A. Compare the reason Emperor Shi Huangdi had his tomb built with the reason the Egyptian pharaohs had pyramids and tombs built.
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Module 2: What types of leadership and government did the Qin and Han Dynasties establish and how did this impact the people of China?
LESSON 2 (Day 3)
Objectives:
• Identify the natural and human made features that can determine a country’s borders.
• Analyze the leadership and policies of the Han Dynasty rulers.
• Identify the actions of the Han Dynasty rulers to improve society and the economy.
• Decide if the Chinese Examination System was a fair one for the people of China.
Warm-up:
1. Do the “Map Skills Activity” on page 152 in the text together as a class. Then, using a map of Asia (pgs. 516-517) or the United States (pg. 508-509), ask the students to identify some of the borders between countries or states that are determined by natural and/or human-made features.
Main activities:
2. Following the warm-up, have students read text pages 152-153 on the “Han Dynasty in China”. In addition, have students read the supplemental information on the Han Dynasty. Have the students complete the Qin and Han Dynasty Leadership Performance chart as they read both the text and supplemental materials. Discuss the students’ responses to the chart when finished.
Note: A copy of this completed chart should be kept by the students or teacher as it will be used for the Module 2 assessment.
Summing up:
3. Ask the students to consider the Chinese Examination System that was imposed in order for people to get a government job. Since time and money were needed to get the education that was required to pass the tests, government jobs were out of the reach of many people. Have the students decide if they think this was a fair system for everyone? Why or why not?
Han Dynasty
203 BCE - 220 CE
The Han Dynasty Begins
The Han (Hahn) Dynasty began at a time when many people in China wanted to change how the government was run. The previous Qin Dynasty had been very harsh and punished people for not agreeing with the beliefs or policies of the emperor. It is not surprising that when the first Qin emperor died, people saw a chance to break free and they did.
One leader of the rebellion against the Qin was a peasant, Liu Bang. It took him six years to eventually take over control of China. When he did, he changed his name to Emperor Han Gaozu (Han gow zhoo) and that is why his rule began what is called the Han Dynasty.
Political System
A New Government System
Han Gaozu first concentrated on improving the way the government was set up. He did not believe in the way that the Qin emperor had totalitarian, or total, control. He divided his government into inner and outer courts. He and future Han emperors would be the inner court with a group of specially chosen and trained people, called eunuchs, to be his messengers. The outer court was set up to have a “prime minister” in charge and a group called a cabinet who would be responsible for running things such as the military, trade, and taxes in the country. All positions were to be appointed by the emperor and Han Gaozu rewarded many of those who had helped him come to power with positions in his government. By setting up the government in this way, the emperor did not have complete control over China, but relied on the advice and guidance of others in the outer court.
Han Gaozu also modified other aspects of the previous dynasty. Confucian ideals of government, out of favor during the Qin period, were adopted as the policy of the Han Empire. The laws were made less harsh and punishments less severe.
Chinese Examination System
Because the new system of government allowed more people to participate in running the county, the emperor needed to be able to judge their abilities. Han Gaozu and future Han emperors began to give tests to see who should be given government jobs. The tests mostly focused on the person’s ability to do the job. Later, they also tested the person’s knowledge of the teachings of the great writer and thinker, Confucius, who taught that it was important to treat others as you wanted to be treated. Over many years, the specific skills and knowledge that were tested continued to change as something called the Chinese Examination System was developed.
The Chinese Examination System was a test that was developed to help decide if a person had the skills or talents needed to work in the government. A person needed a good education to pass the tests. Because people wanted the power and money that came with the jobs, it became more common for people to want an education. Of course, since time and money were needed to get the education that was required to pass the tests, government jobs were still out of the reach of many people. Still, the tests helped the emperor to be sure that people
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had the talents and abilities needed to do the jobs. It also kept people in his government from just giving jobs to friends or family who might not be qualified. That is why The Chinese Examination System eventually inspired the use of tests to award government jobs that still exists in many countries even today.
Improving Society and the Economy
Besides reorganizing the government, Emperor Han Gaozu made changes that made the lives of ordinary people better. He stopped the book burning and allowed them to read books freely. He also improved the way he collected taxes. Instead of making farmers leave their homes each month and travel to the nearest city to pay, taxes were collected twice a year. The new system reduced what the government had to invest in sending the tax collectors so often. That money could be spent on things such as improving roads and other things that benefited the people. Farmers saved the time, effort, and cost of the ten extra trips and could spend that time and money in other ways.
Agriculture
Emperor Gaozu and other Han emperors who followed him made changes in agricultural methods that eventually improved economic conditions for the entire country. Because he had been a farmer himself, Emperor Gaozu knew what the farmers needed and was interested in improving their conditions. The government promised land to those who were willing to farm and encouraged farmers to invent more effective farm tools. Richer farmers, those who could afford to do so, began to put metal tips on tools and plows to make work easier, which further increased the time that they had for other things. Some had enough time to make simple machines to improve the irrigation system in order to supply a more controlled and reliable source of water.
The Economy Expands
The changes in farming led to economic growth in other areas. The additional metal that was being used to increase the effectiveness of plows, irrigation and other tools led to an increased need for iron mining and craftsmen to turn the iron into useful tools. As people had more surpluses to spend, new industries developed and the production of goods for them to buy increased. For example, salt mining increased, porcelain making developed, and paper was invented to meet the needs of education and record keeping. The making of silk fabric and jobs related to creating textiles (cloth) were expanded as more people had money to buy the fabrics. Tea growing became more developed as machines were invented to dry and clean the tea leaves better.
The development of so many skills and products led to a better economy and it also increased trade and communication between the many parts of China as people looked to market their goods and ideas to others and to see what others had to offer. Despite all of these changes, however, the majority of China’s people remained poor farmers who still could not afford to take advantage of the advances that were occurring. They continued to live as they had for centuries in villages and small towns growing, raising, and making things they needed. Their lives remained difficult.
All of this economic growth resulted in many changes in Chinese society. A new class of people called “merchants” began to emerge. They were people who made a living selling and
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trading goods both inside and outside the country. At first, merchants were looked down upon. Over time, however, they were given more respect.
Trade Expands
Trade brought items such as gold, cotton, and glassware into China. As they had more contact with the Chinese and saw the products they had, people in the west became more interested in Chinese products and knowledge. They especially wanted the beautiful fabric, known as silk, that no one else in the world knew how to make. The fabric became such an important item to trade that the trail to and from China was later called Silk Road. This trading was one of the earliest interactions between Eastern and Western civilizations.
The Han Dynasty Ends
For 400 years the Han Dynasty helped China to prosper. They had encouraged improvements in farming that led to a surplus of food. That surplus had allowed other inventions such as paper, silk, crafts, artistic development and economic growth to occur. Territory and trade in the north and west had been expanded and new products and ideas were moving into and out of China.
As time went by, the government did less to provide for what the common people needed. It had to spend more and more tax money to maintain the military that was keeping the trade routes safe and invaders out.
Because it spent more on the military, the government made fewer improvements to the irrigation systems and the roads. Without good irrigation, they had fewer crops. Bad roads made it harder to move about and trade within the country. When the ability to trade declined, people had less money to spend. For many of the poor peasants, these changes made the difference between prospering and starvation. For merchants it meant the loss of their business and a life of poverty. People began to rebel and rise up against the government. As outsiders began to invade Han territory, it became clear that the Han government had become too weak to protect and provide for its people. The country was split and the central Han government lost power as regions were taken over by local military groups. China went through a period over the next four hundred years when it slowly divided into smaller kingdoms. The Han Dynasty had originally done so much to encourage improvements, inventions, creativity and trade. Over time, it had slowly stopped providing the supports that had helped the county to enjoy more economic success. Therefore, it collapsed.
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Module 2: What types of leadership and government did the Qin and Han Dynasties establish and how did this impact the people of China?
LESSON 3 (Day 4)
Objectives:
• Compare and contrast the leadership styles, governments and policies of the Qin and Han Emperors and assess the results.
Module 2 Assessment: What types of leadership and government did the Qin and Han Dynasties establish and how did this impact the people of China?
1. The students are to write an essay in which they compare and contrast the leadership styles, governments and policies of the Qin and Han Emperors. Following their comparisons, the students are to give their opinion as to which empire, the Qin or Han, had the most successful or effective leadership and explain why they believe that is the case.
2. The students should use their completed Qin and Han Dynasty Leadership and Performance Charts to assist them with their work on the essay.
3. Review the essay criteria and rubric before the students begin.
Note: When students complete this assessment you may want to have them continue construction of the classroom timeline begun during Unit 1.
Qin and Han Dynasty Leadership and Performance Essay
Criteria
Your essay should include:
▪ An introduction
▪ Logical paragraph order
▪ Discussion of:
1. The way the emperor organized the government
2. The emperor’s philosophy
3. Punishment for failure
4. The policies put forward to help the people
5. How many years the dynasty lasted
▪ A conclusion
▪ Proper grammar and spelling
▪ Proper capitalization and punctuation
NAME: _________________________________ Date: _______________ Period: ________
Write an essay in which you compare and contrast the leadership styles, governments and policies of the Qin and Han Emperors. Following your comparisons, give your opinion as to which empire, the Qin or Han, had the most successful or effective leadership and explain why you believe that is the case. In your essay you should include mention of:
▪ The way the emperor organized the government
▪ The emperor’s philosophy
▪ Punishment for failure
▪ The policies put forward to help the people
▪ How many years the dynasty lasted
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| |4 (Advanced) |3 (Proficient) |2 (Basic) |1 (Below Basic) |Score |
|Focus |___Topic sentence/thesis statement draws the |___Topic sentence/thesis statement has key words |___Topic sentence is attempted but not clearly |___Topic sentence is missing; recognition of task| |
| |reader to the topic in an interesting way using |from the prompt; task and audience are addressed |stated or easily identified; little recognition |and audience is not evident. | |
| |key words from the prompt; task and audience are |appropriately. |of task and audience. | | |
| |deliberately and specifically addressed. | | | | |
| | | | |___There is no apparent focus of paper causing | |
| |___Relevant content supports the topic/thesis |___Focus of paper generally revolves around the |___ Focus of paper is not consistent or drifts |repeated shifts in topic. | |
| |consistently throughout the essay. |main topic/thesis statement. Any wandering from |off topic at times. | | |
| | |the main topic is slight and does not confuse the| | | |
| | |reader. | | | |
| |___Conclusion revisits the topic in a unique | |___Attempts conclusion; does not draw reader |___No conclusion | |
| |and/or interesting way, and draws the reader back|___Conclusion restates the topic and draws reader|back to the topic or thesis | | |
| |to the main topic or thesis of the piece. |to the main topic or thesis of the piece. | | | |
|Content|___Main ideas and supporting evidence are |___Main ideas and supporting evidence are |___ Main ideas and evidence minimally support the|___Main ideas and/or evidence do not support the | |
| |well-chosen and consistently support the topic or|relevant and adequately support the topic or |topic or prompt. |topic or prompt; may be redundant, irrelevant, or| |
| |prompt. |prompt. | |confusing. | |
| | | | | | |
| |___Explains the historical problem posed in the |__Restates the historical problem posed in the |___Historical problem posed in the prompt is not |__Historical problem posed in the prompt is | |
| |prompt. |prompt. |clearly addressed or stated. |missing | |
| | | | | | |
| |___Examples, explanations and/or evidence provide|___Quantity and depth of examples, explanations, |___Examples, explanation, and evidence to support|___Examples, explanation, and/or evidence are | |
| |in-depth support and elaboration of main reasons |and/or evidence provide adequate support or |main reasons, details, and/or facts need further |sparse and provide very little support for main | |
| |and details on at least 3 occasions. (Cited when |elaboration of main reasons and details on at |development. |reasons, details, or facts. | |
| |appropriate) |least 1 occasion. (Cited when appropriate) | | | |
| | | | | | |
| | |___All information, including any content | | | |
| |___All information, including any content |vocabulary, is accurate and reveals adequate |___Information, including any content vocabulary,|___Information, including any content vocabulary,| |
| |vocabulary, is accurate and reveals a thorough |understanding of the topic. |is minimally accurate and reveals basic |is inaccurate and reveals very little | |
| |understanding of the topic. | |understanding of the topic. |understanding of the topic. | |
|Organiz|___Planner/graphic organizer is well detailed. |___Appropriate planner/graphic organizer |___Planner/graphic organizer is incomplete. |___No planner/graphic organizer | |
|ation/ | | | | | |
|Convent|___Paper has a clear introduction, body, and |___Paper has a clear introduction, body, and |___Introduction, body, and conclusion are |___Introduction, body, and conclusion are not | |
|ions |conclusion which are deliberately and effectively|conclusion which is organized into paragraphs. |attempted, but not clearly defined. |evident. | |
| |organized into paragraphs. (When appropriate for |(When appropriate for assigned task) | | | |
| |assigned task) | | | | |
| | | | | | |
| |___ Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Body has reasons, details, or facts that are |___Reasons, details, or facts, if present, are | |
| |presented in a logical and highly effective |presented in a logical order that is appropriate |not consistently presented in a logical order. |not presented in a logical order. | |
| |order. |to the response. | | | |
| | | | | | |
| | |___Appropriate transitions move the piece |___Some transitions, but may be overly simplistic|___Transitions are missing, repetitive, or | |
| |___Direct and subtle transitions are used within |forward. |or minimal for the task and audience. |inappropriate. | |
| |and between paragraphs to logically and | | | | |
| |effectively move the piece forward. |___Some errors in grammar, usage, spelling, |___Many errors in grammar, usage, spelling, | | |
| | |capitalization and other punctuation; does not |capitalization, and punctuation; sometimes |___ Filled with errors in grammar, usage, | |
| |___Very few errors, if any, in grammar, usage, |interfere with reading |interferes with reading |spelling, capitalization, and punctuation; | |
| |spelling, capitalization and other punctuation; | | |extremely difficult to read | |
| |does not interfere with reading | | | | |
Student Name: ____________________________________________ Teacher Name: _____________________________________________
Grade: _________ Class/Content: ___________________________ Date: _______________________
|Unit 4 Instructional Pathway |
|Module 3: SNAPSHOT: |Pacing: 6 days |
|The historical accomplishments of the ancient Chinese | |
| | |
| | |
|Rationale: |
|Many of the inventions and achievements of the Qin and Han Dynasties influenced European and Asian culture and are still elements of |
|today’s society. |
|Overarching Question: |
|What historical accomplishments are the ancient Chinese known for and how have we learned about them? |
| |
|Objectives: |
|Draw conclusions about the topic presented on a map. |
|Describe the routes of Silk Road. |
|List achievements made by the Ancient Chinese and describe how we know about them. |
|Analyze artifacts from Ancient China that have allowed us to learn about this culture. |
|Identify a recent invention of importance and justify the selection. |
|Research an Ancient Chinese invention and explain the impact the invention had on society. |
|Write a persuasive essay identifying which Ancient Chinese invention has been the most important to the development of civilization |
|throughout the world. |
|Text References, Materials & Supplies: |
|Texts: |
|Jacobs, et al., History of Our World: The Early Ages. Prentice Hall, 2005 |
| |
|Technology: |
|A classroom computer and an LCD projector and/or access to a computer lab |
| |
|Websites: |
| |
| |
| |
| |
| |
| |
| |
|Handouts: |
|Artifact Analysis Worksheet |
| |
|Instructional Pathway: |
|Read text: Read Chapter 5, Section 4 |
|Silk Road and Chinese Achievements Chart |
|Analyze artifacts from the Qin Dynasty |
|Analyze artifacts from the Han Dynasty |
|Artifact Analysis Worksheet |
|Research Ancient Chinese inventions |
|Assessment |
| |
|Assessments (formative and/or summative): |
| |
|The class will discuss the Ancient Chinese inventions they learned about in this unit and identify the five they feel have been the most |
|important to the development of civilization throughout the world. |
|Each student will choose one of these five Ancient Chinese inventions as the most important to the development of civilization and write |
|a persuasive essay in which they defend their choice. |
|Differentiation: |
|Supplementary materials such as handouts and websites are at varied reading levels. |
|Graphic organizers and tables are provided to assist students in organizing their thoughts. |
|The pacing of the lessons can be varied at the teacher’s discretion. |
|Students are given opportunities to work independently and in flexible groups. |
|Lessons in the unit employ different instructional methods for multiple learning styles. |
|There are varied assessment opportunities, both formative and summative. |
|Rubrics can be modified to meet individual student learning needs. |
Module 3: What historical accomplishments are the Ancient Chinese known for and how have we learned about them?
LESSON 1 (Days 1 and 2)
Objectives:
• Draw conclusions about the topic presented on a map.
• Describe the routes of Silk Road.
• List achievements made by the Ancient Chinese and describe how we know about them.
• Analyze artifacts from Ancient China that have allowed us to learn about this culture.
Warm-up:
1. Do the Map Skills Activity on page 157 in the text together as a class. Ask the following questions to supplement those in the skills activity.
▪ What man-made barrier did Silk Road cross?
▪ What natural barriers did Silk Road cross?
▪ Find the city of Antioch on the map. Based on its location, why do you think it was the final destination of goods from China?
Main activities:
2. Following the warm-up, have students read text pages 156-160 to give them some background on Silk Road and Chinese inventions. Both of these topics will be explored further in this module.
3. After reading the text, ask the students to complete the Silk Road and Chinese Achievements Chart. Discuss the students’ responses.
4. The students will have an opportunity to act as archaeologists and study artifacts from Ancient China that have helped us to learn about this culture. Take the class to the computer lab and divide them into two groups. One group will analyze artifacts from the Qin Dynasty found at:
.
The other group will analyze artifacts from the Han Dynasty found at: .
The website on each dynasty has six areas to view:
Historical Figures Artifacts Historical Events
Paintings Historical Maps Historical Sites
Have the students in each group divide into three smaller groups. Each of these three smaller groups can then explore two of the six areas above so that all of the areas are explored by both the Qin and Han groups. Once each of the smaller groups has reviewed the artifacts in their two areas, they need to choose one artifact to analyze further. They will analyze the artifact they chose by answering the questions about their artifact on the Artifact Analysis Worksheet.
Summing up:
5. After the students have completed their artifact analysis, they can share a picture of their artifact and their findings with the rest of the class. (The class can remain in the computer lab so the students can show the artifacts they analyzed to everyone or they can return to the classroom and use a computer and LCD projector to show their artifacts.)
Following the student presentations, ask the class what they have learned about the Ancient Chinese culture. (Write the students’ responses to the following questions on the board or overhead.)
▪ What conclusions can they draw about living in Ancient China from analyzing their artifacts?
▪ What are some of the similarities and differences between the life and times of the Ancient Chinese and the lives of Americans today?
NAME: _________________________________ Date: _______________ Period: ________
Silk Road and Chinese Achievements Chart
| |
|Silk Road |
| |
|China became known to the West as a result of Silk Road. Describe the routes of Silk Road that allowed China to become known to the West.|
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Chinese Achievements |
| |
|List six achievements from Ancient China in the arts, medicine and technology. |
| |
|The Arts: |
|1. |
|2. |
| |
|Medicine: |
|1. |
|2. |
| |
|Technology: |
|1. |
|2. |
| |
|Describe how we have learned about these Ancient Chinese achievements. |
| |
| |
| |
| |
| |
|List four inventions of the Han Dynasty that are still with us today. |
| |
|1. |
|2. |
|3. |
|4. |
NAME: _________________________________ Date: _______________ Period: _______
Artifact Analysis Worksheet
1. TYPE OF ARTIFACT
Describe the material from which it was made: bone, pottery, metal, wood, stone, leather, glass, paper, cardboard, cotton, plastic, other material.
________________________________________________________
2. SPECIAL QUALITIES OF THE ARTIFACT
Describe how it looks and feels: shape, color, texture, size, weight, movable parts, anything printed, stamped or written on it.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
3. USES OF THE ARTIFACT
A. What might it have been used for?
________________________________________________________ ________________________________________________________ ________________________________________________________
B. Who might have used it?
________________________________________________________ ________________________________________________________ ________________________________________________________
C. Where might it have been used?
________________________________________________________ ________________________________________________________ ________________________________________________________
D. When might it have been used?
________________________________________________________
4. WHAT DOES THE ARTIFACT TELL US?
A. What does it tell us about the technology of the time in which it was made and used?
________________________________________________________ ________________________________________________________ ________________________________________________________
B. What does it tell us about the life and times of the people who made it and used it?
________________________________________________________ ________________________________________________________ ________________________________________________________
C. Can you name a similar item that is in your culture today?
________________________________________________________ ________________________________________________________ ________________________________________________________
Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408
Module 3: What historical accomplishments are the Ancient Chinese known for and how have we learned about them?
LESSON 2 (Days 3-5)
Objectives:
• Identify a recent invention of importance and justify the selection.
• Research an Ancient Chinese invention and explain the impact the invention had on society.
Warm-up:
1. Ask the students to identify a recent invention (I-pod, Internet, cell phone, HDTV) that is important to them. Once they have identified an invention ask the students to consider:
▪ What does this invention enable you to do?
▪ How do you think it has changed the lives of Americans?
▪ What impact do you think it has had on American society and culture?
Discuss their responses.
Main activities:
2. Tell the students that they will research Ancient Chinese inventions and explain how these inventions impacted society. Below is a list of many ancient Chinese inventions. (The class can investigate some or all of the inventions, individually or in groups, depending on the number of students in the class and the amount of time available to spend on the activity.) The students will make oral presentations to the class that include the following:
▪ a picture or pictures of the invention
▪ the history of the invention
▪ a comparison of the old invention to the present day version or its applications
▪ an explanation of the impact this invention had on society
| |
|Ancient Chinese Inventions |
|abacus |paper |
|brick |paper money |
|cast iron plow |porcelain and china |
|chopsticks |printing |
|compass |seismograph |
|fireworks |ships |
|gunpowder |silk |
|horse collar |spinning wheel |
|kite |tea |
|kung fu |umbrella |
|matches |wallpaper |
|movable type |water clock |
| |wheelbarrow |
3. Listed below are three websites that can be used to research ancient Chinese inventions.
4. Before students begin the project, review with them the project criteria and rubric.
Summing up:
5. Review the assignment expectations with the students.
Chinese Invention Presentation Criteria
Your Chinese invention presentation should include:
▪ Accurate content
▪ All the required elements
o a picture or pictures of the invention
o the history of the invention
o a comparison of the old invention to the present day version or its applications
o an explanation of the impact this invention had on society
▪ Presenters who understand the content and can answer questions posed by the audience
▪ Presenters who stay on topic
▪ Presenters who speak clearly
▪ Group members who work well with their peers
Chinese Invention Presentation Rubric
|CATEGORY |Beginning |Developing |Accomplished |Exemplary |
| |1 |2 |3 | |
| | | | |4 |
|Content - Accuracy |Most of the content |Some content displayed in|Most content displayed in |All content displayed in |
| |displayed in the project |the project is accurate |the project is accurate |the project is accurate |
| |is inaccurate or |and appropriate. |and appropriate. |and appropriate. |
| |inappropriate. | | | |
|Required Elements |Several required elements |All but 1 of the required |All required elements are |The project includes all |
| |were missing. |elements are included in |included in the project. |required elements as well |
| | |the project. | |as additional information.|
|Comprehension |Student is unable to |Student is able to |Student is able to |Student is able to |
| |accurately answer |accurately answer a few |accurately answer most |accurately answer almost |
| |questions posed by |questions posed by |questions posed by |all questions posed by |
| |classmates about the |classmates about the |classmates about the |classmates about the |
| |topic. |topic. |topic. |topic. |
|Stays on Topic |It was hard to tell what |Stays on topic some |Stays on topic most |Stays on topic all (100%) |
| |the topic was. |(75-89%) of the time. |(90-99%) of the time. |of the time. |
|Speaks Clearly |Often mumbles or cannot be|Speaks clearly and |Speaks clearly and |Speaks clearly and |
| |understood OR |distinctly most (85-94%) |distinctly all (95-100%) |distinctly all (100%) the |
| |mispronounces more than |of the time. Mispronounces|the time, but |time, and mispronounces no|
| |one word. |no more than one word. |mispronounces one word. |words. |
|Collaboration with Peers |Rarely listens to, shares |Often listens to, shares |Usually listens to, shares|Almost always listens to, |
| |with, and supports the |with, and supports the |with, and supports the |shares with, and supports |
| |efforts of others in the |efforts of others in the |efforts of others in the |the efforts of others in |
| |group. Is not a good team |group but sometimes is not|group. Does not cause |the group. Tries to keep |
| |member. |a good team member. |"waves" in the group. |people working well |
| | | | |together. |
Module 3: What historical accomplishments are the Ancient Chinese known for and how have we learned about them?
LESSON 3 (Day 6)
Objective:
• Write a persuasive essay identifying which Ancient Chinese invention has been the most important to the development of civilization throughout the world.
Module 3 Assessment: What historical accomplishments are the Ancient Chinese known for and how have we learned about them?
1. To assess what students have learned in this module, the class will discuss the Ancient Chinese inventions they learned about in this unit and identify the five they feel have been the most important to the development of civilization throughout the world.
2. Each student will choose one of the identified five Ancient Chinese inventions as the most important to the development of civilization and write a persuasive essay in which they defend their choice.
3. After the students have completed their essays, they can share them with the class and discuss their choices and reasoning. Following the presentation of the persuasive essays, take a survey of the class to see if any of the students changed their minds about which invention was the most important to the development of civilization. (Did any of the students’ persuasive essays change anyone else's mind?)
Ancient Chinese Invention Persuasive Essay Criteria
Your essay should include:
▪ A position statement
▪ Evidence and examples of the impact this invention has had on society
▪ Logical paragraph order
▪ A conclusion
▪ Proper grammar, spelling, capitalization and punctuation
Ancient Chinese Invention Persuasive Essay Rubric
|CATEGORY |Beginning |Developing |Accomplished |Exemplary |
| |1 |2 |3 | |
| | | | |4 |
| |There is no position |A position statement is |The position statement provides a |The position statement |
|Position Statement |statement. |present, but does not |clear statement of the author's |provides a clear, strong |
| | |make the author's |position on the topic. |statement of the author's|
| | |position clear. | |position on the topic. |
| |Evidence and examples are |At least one piece of |Most of the evidence and examples |All of the evidence and |
|Evidence & Examples |not relevant and/or are |evidence and/or example |are specific, relevant and |examples are specific, |
| |not explained. |is relevant and has an |explanations are given that show |relevant and explanations|
| | |explanation that shows |how each piece of evidence |are given that show how |
| | |how that piece of |supports the author's position. |each piece of evidence |
| | |evidence supports the | |supports the author's |
| | |author's position. | |position. |
| |Many of the support |A few of the support |Arguments and support are provided|Arguments and support are|
|Logical |details or arguments are |details or arguments are |in a fairly logical order. |provided in a logical |
|Paragraph |not in an expected or |not in an expected or | |order. |
|Order |logical order. |logical order. | | |
| |There is no conclusion - |The author's position is |The conclusion is recognizable. |The conclusion is strong |
|Conclusion |the paper just ends. |restated within the |The author's position is restated |and leaves the reader |
| | |closing paragraph, but |within the first two sentences of |solidly understanding the|
| | |not near the beginning. |the closing paragraph. |writer's position. |
| |Author makes more than 4 |Author makes 3-4 errors |Author makes 1-2 errors in |Author makes no errors in|
|Grammar, Spelling, |errors in grammar, |in grammar, spelling, |grammar, spelling, capitalization |grammar, spelling, |
|Capitalization and |spelling, capitalization |capitalization or |or punctuation. |capitalization or |
|Punctuation |or punctuation. |punctuation. | |punctuation. |
UNIT 4 PROJECT
Days 7-9
Objectives:
• Describe the climatic and geographic conditions that existed on Silk Road and how they affected transportation and trade.
• Describe the products and elements of culture exchanged on Silk Road.
• Evaluate the importance of Silk Road to the Ancient World.
Module 1: What characteristics defined the culture of Ancient China?
Module 3: What historical accomplishments are the Ancient Chinese known for and how have we learned about them?
This project will address two of the overarching questions of the unit.
1. The students will explore the products and elements of culture that were exchanged on Silk Road, as well as, the road’s terrain and the difficulties it presented to travelers.
2. Divide the class into 5-6 groups (depending on the number of students in the class.) Assign each group one or more of the following topics to explore and be responsible for.
▪ Create a map of Silk Road (use an overhead projector, butcher block paper and the map of the Silk Routes included in this lesson).
▪ Describe the climatic and geographic conditions on Silk Road.
▪ Describe the means of transportation used on Silk Road and how the terrain affected travel and the routes used.
▪ Identify the products and ideas exchanged from east to west on Silk Road.
▪ Identify the products and ideas exchanged from west to east on Silk Road.
▪ Research the following five cities to describe what life was like in each and what products may have come from them: Baghdad, Chang’an (Xi’an), Damascus, Kashgar and Rome.
3. The four websites below can be used by the students to research information on Silk Road:
▪
▪
▪ (pages 10-20 of the website’s pdf file)
4. The information the students discover as a result of their research can be placed on the Silk Road map through drawings, pictures and words:
▪ The students can illustrate or create map keys on the map to identify the climatic and geographic conditions found on Silk Road.
▪ The means of transportation and the routes used on Silk Road can be illustrated on the map using pictures and/or drawings.
▪ The products and ideas that were exchanged on Silk Road can be shown on the map with pictures and words.
▪ The information on life in the five cities can be summarized in bullets and pictures and then attached to their appropriate locations on the map.
5. Go over the Silk Road Project criteria and rubric with the students before they begin their work.
6. Once the students have completed the map, have each group share their findings with the class.
7. Finally, have the students work with a partner to discuss and provide written responses to the Silk Road Summary Questions:
▪ How important was Silk Road to the Ancient World?
▪ In what ways did Silk Road act as a tool to transmit products and ideas among various cultures?
▪ Do you think Silk Road was more important for the exchange of products or ideas? Explain your response.
▪ Would you consider Silk Road to be the “Internet” of its time? Explain your response.
8. Have the students share their responses to the Silk Road Summary Questions.
[pic]
Source:
NAME: _________________________________ Date: _______________ Period: ________
Silk Road Summary Questions
Directions: Work with a partner to discuss and provide written responses to the following questions.
1. In what ways did Silk Road act as a tool to transmit products and ideas among various cultures?
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Do you think Silk Road was more important for the exchange of products or ideas?
Explain your response.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How important was the Silk Road to the Ancient World? Explain your response.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Would you consider Silk Road to be the “Internet” of its time? Explain your response.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Silk Road Project Criteria
Your Silk Road project should include:
▪ All the required elements:
○ Silk Road research completed
○ Research information displayed appropriately on the map
○ Research information shared appropriately with the class
○ Appropriate responses given to the Silk Road summary questions
▪ Knowledge of the topic
▪ Attractive and neat work
▪ Appropriate use of class time/effort
Silk Road Project Rubric
|CATEGORY |Beginning |Developing |Accomplished |Exemplary |
| |1 |2 |3 |4 |
| |Several required |All but one of the |All required elements |The project includes all|
|Required Elements |elements were missing in|required elements are |are included in the |required elements as |
| |the project. |included in the project.|project. |well as additional |
| | | | |information. |
|Knowledge of |The student’s work does |The student’s work shows|The student’s work shows|The student’s work shows|
|the Topic |not show an |some understanding of |an understanding of the |a complete understanding|
| |understanding of the |the topic being studied.|topic being studied. |of the topic being |
| |topic being studied. | | |studied. |
|Attractiveness |The work looks thrown |The design and |The work shows that the |The work shows that the |
| |together at the last |construction were |creator took pride in |creator took great pride|
| |minute. It appears that |planned. The work has |his/her work. The design|in his/her work. The |
| |little design or |several flaws that |and construction look |design and construction |
| |planning was done. |detract from the overall|planned. The work has a |look carefully planned. |
| | |look. |few flaws, but these do |The work is neat and |
| | | |not detract from the |free of flaws. |
| | | |overall look. | |
|Time and Effort |Class time was not used |Class time was not |Class time was used |Class time was used |
| |wisely and the student |always used wisely, but |wisely. Student could |wisely. Much time and |
| |put in no additional |the student did do some |have put in more time |effort went into the |
| |effort. |additional work at home.|and effort at home. |planning and design of |
| | | | |the work. It is clear |
| | | | |the student worked at |
| | | | |home as well as at |
| | | | |school. |
-----------------------
Prompt / Writing Task
Comments
____Focus
____Content Development
____Organization/ Conventions
______TOTAL
Below Basic
Basic
Proficient Advanced
4 5 6 7 8
9 10 11 12
Below Basic
Proficient
Below Basic
Prompt / Writing Task
Comments
____Focus
____Content Development
____Organization/ Conventions
______TOTAL
Below Basic
Basic
Proficient Advanced
4 5 6 7 8
9 10 11 12
Below Basic
Proficient
Below Basic
................
................
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