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|Depth Study 3b The Asian World - China | Stage 4 |
|Summary |Duration 5 wks |
|The Ancient World – China is the fourth topic for History in Year 7. It follows on from the Overview,|Content |
|Investigating the Ancient Past, The Mediterranean World. |The physical features of the ancient society (ancient China) and how they influenced the civilisation that developed there.|
| |Roles of key groups in the ancient society in this period (such as kings, emperors, priests, merchants, craftsmen, |
|Suggested Site Studies include: |scholars, peasants, women), including the influence of law and religion. The significant beliefs, values and practices of |
|a museum visit |the ancient society, with a particular emphasis on ONE of the following areas: warfare, or death and funerary customs. |
|a virtual historical site |Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the |
|a virtual archaeological site |rise of empires and the spread of philosophies and beliefs. The role of a significant individual in the ancient Asian |
| |world, for example Confucius OR Qin Shi Huang Di. |
|Unit overview |Resource Overview |
|Students will develop their understanding and knowledge of Ancient China through an investigation of |Retroactive 1 NSW (2 Class sets) |
|the physical features of China, the roles of key groups, the significant beliefs, values and |Pearson History 7 (2 Class Sets) |
|practices of Ancient Chinese culture, contacts and conflicts and the role of a significant |Teacher created worksheets |
|individual. |Oxford Insight History NSW 7 |
| |OUP Big Ideas 7 |
| |Cambridge History 7 |
| |Macmillan History 7 |
| | |
|Outcomes |Assessment overview |
|History K-10 |Topic Test |
|HT4-2 describes major periods of historical time and sequences events, people and societies from the | |
|past | |
|HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of| |
|past societies | |
|HT4-6 uses evidence from sources to support historical narratives and explanations | |
|HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past | |
|HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the | |
|past | |
|Content | 8 Ways |Teaching, learning and assessment |Registration |Resources |
|Depth Study 3b: The Asian World – | |****Board notes are BOLDED******* | | |
|China | | | |KEY TERMS |
|Content | |Prior Knowledge | |Introduce and explain the key terms: |
| | |Students list all the things they already know about Ancient China | |nomads—people who do not live in one place |
|Introduction | |Teacher compiles class list and tally of things students know – how do they know about these things (sources)? | |permanently but wander from place to place |
|The physical features of the | | | |prehistoric—period of early human history |
|ancient society and how they | |Activity: Create a Learning Map of the Topic as a title page | |before written records |
|influenced the pprox.tion that | | | | |
|developed there (ACDSEH006, | |Ancient China | | |
|ACDSEH005) | |Archaeological evidence shows nomadic people first came to live in caves in Northern China over 100 000 years ago.| | |
| | |Around 6500 years ago, they began to create villages in fertile farming lands along the Huang and Yangtze rivers. | | |
| | |They lived in small communities, separated by mountains and rivers, and often in different climatic zones. In the | | |
| | |centuries that followed, people from various ethnic groups formed a series of separate kingdoms and created | | |
| | |different societies in China’s many areas and environments. | | |
|Students: | | | | |
|describe the geographical setting | |Suggested Timeline Activity – Visualising | | |
|and natural features of the ancient| |Oxford Insight History 7pp228-229 | | |
|society [pic] | | | | |
| | |China’s Geographical Settings and Natural Features | | |
| | |China is located entirely on the continent of Asia. Its geographical setting and natural features provided natural| | |
| | |defences, and were also the reason why ancient societies to the west knew very little about China. Surrounding | | |
| | |ancient China were: | | |
| | |• the South China Sea, East China Sea and Yellow Sea to the east | | |
| | |• dense tropical forests, in places that are now in Laos, Vietnam and | | |
| | |Burma (Myanmar), to the south | | |
| | |• the Himalayas, the Tibetan Plateau and the mountainous country in | | |
| | |parts of modern-day Pakistan and Afghanistan to the west | | |
| | |• vast deserts to the north-west. | | |
| | | | | |
| | |It was only China’s northern border that was less protected by natural geographical barriers. In order to secure | | |
| | |this border against invaders, around 2000 years ago work began on a huge protective wall, known today as the Great| | |
| | |Wall of China. | | |
| | | | | |
| | |Suggested Activities: | | |
| | |Achieve History | | |
| | |Map Skills | | |
| | |Physical Features and Their Influence Comprehension and Geography of Ancient China mapping worksheets | | |
| | |China’s Geographical features Source Study Sheet (OIH7 p232) | | |
|explain how the geographical | |Geography RA7 worksheet | | |
|setting and natural features | |Visualising Strategy: Natural Features of China. Students are to label the map of china, describing the features | | |
|influenced the development of the | |that surround it. Students discuss how these features affected development and defence. | | |
|ancient society [pic] [pic] | |Students complete a map of China by labelling the following features – the Pacific Ocean, the Huang He River, the | | |
| | |Chang Jiang River, the Himalayas, the Great Wall of China and the modern cities of Beijing and Xi’an | | |
| | |Using an atlas, students label the modern countries that surround China and create a simple key to show the | | |
| | |fertile, arid and mountainous regions of China. | | |
| | | | | |
| | | | | |
| | |The development of Ancient China. | | |
| | |Ancient China developed along the banks of major rivers, including the Yellow River in the north of China and the | | |
| | |Yangtze River further south. These rivers, like the Nile River in Egypt, would regularly flood. As floodwaters | | |
| | |receded, the thick layer of rich soil left behind was ideal for growing crops. Ancient China is another example of| | |
| | |settlement patterns of ancient societies in terms of their closeness to sources of water. Rivers provided early | | |
| | |settlements with a reliable supply of water and a means of transport at a time when it was quicker and easier to | | |
| | |travel by boat. | | |
| | | | | |
| | |Suggested Activities: | | |
| | |Achieve History | | |
| | |Land and Climate resource sheet and Physical Features activity sheet. | | |
| | |Writing Strategy: Scaffold a written response outlining how the climate, terrain and rivers influenced the | | |
| | |development of the society, then have students write their own. | | |
| | |How did geography influence the development of Ancient China Rich Task | | |
| | | | | |
| | |Extension Activity: | | |
| | |Digging deeper: Linking culture, lifestyle and location | | |
| | |A key concept that is touched on in this unit is the link between culture, lifestyle and location. Introduce the | | |
| | |idea that place (that is, geographical features, such as rivers, vegetation, fertile soils, rainfall and | | |
| | |temperature) influences culture and lifestyle. Discuss how the lifestyles and cultures of different groups of | | |
| | |people are shaped by the places in which they live. For example, compare the lifestyles and cultures of the Inuit | | |
| | |people of the Arctic to that of the Plains Native Americans to the south. | | |
| | |This can be either a class discussion based on student knowledge or a mini-research task. Students should begin by| | |
| | |formulating some research questions, such as: | | |
| | |1 What was the main food source of these people? | | |
| | |2 What did they believe about spirituality? | | |
| | |3 What did their dwellings look like? | | |
| | |4 What relationships did they have with other people? | | |
| | |5 How did they use the natural environment to make tools? | | |
| | |Then extend this to compare the lifestyles and cultures of Ancient Chinese to Aboriginal Australians. | | |
|Depth Study 3b: The Asian World – | |Watch YouTube clip 2000 Years of Chinese History Crash Course for background knowledge on dynasties, beliefs and | |KEY TERMS |
|China | |practices–approx 17 minutes | |Introduce and explain the key terms: |
|Roles of key groups in the ancient | | | |artisan—worker skilled in a particular trade |
|society in this period (such as | | | |such as pottery or jewellery |
|kings, emperors, priests, | |Role of Key Groups in Ancient China | |concubine—woman who was mistress to a nobleman |
|merchants, craftsmen, scholars, | | | |and lived in his house with his wives |
|peasants, women), including the | |Government | |dynasty—leadership of a country by successive |
|influence of law and religion | |The history of China is characterised by a long series of dynasties. Over a period of about 1300 years, local | |generations of the same family |
|(ACDSEH044, ACDSEH041) | |rulers gained control of larger areas of land. Chinese records indicate that three ruling families — the Xia, the | |eunuch—trusted man employed to guard the |
|Students: | |Shang and the Zhou — became the first of the twenty two dynasties to rule in China. Dynasties are families whose | |women’s living quarters |
|outline the main features of the | |members control government over several generations. While none of these ruled all of China’s vast territory, the | |kowtow—to kneel and bow in worship |
|social structures and government of| |Shang and the Zhou did establish long-lasting control over a large area of it. | |mandate—official order to do something |
|the ancient society, including the | | | |merchant—person involved in trade |
|role of law and religion [pic] | |Suggested Activities: | |nobleman—man belonging to a hereditary class |
|[pic] [pic] | |Achieve History | |with high status in society |
| | |Dynasty Timeline | |society—all the people living together in a |
| | |The Earliest Dynasties of China Comprehension Sheet | |community or country |
| | |Shang Dynasty Warriors and Workers Worksheet | | |
| | |Dynasties – Guess the Meaning of Words | | |
| | |Social Structure – Life in the Palace comprehension and scrambled words worksheets | | |
| | | | | |
| | | | | |
| | |Social Structures | | |
| | |Social order and harmony were highly valued in China, and each social group knew what was expected of them, and | | |
| | |how to behave with other groups. Honour was a very important aspect of ancient Chinese society. The social | | |
| | |hierarchy was a form of feudalism and was not based on the amount of money that people earned, as it is in some | | |
| | |other societies, but on how groups were seen by others in their community. For over 2000 years, to become part of | | |
| | |the group of officials who ran China, people had to study hard and pass difficult examinations. | | |
| | | | | |
| | |Social organisation | | |
| | |The social pyramid in ancient China and the key characteristics of the groups: | | |
| | |the emperor, whose rule was justified as supported by the gods through the ‘Mandate of Heaven’ | | |
| | |the officials or scholar-gentry, selected through examinations, who administered the country | | |
| | |the peasants who worked the land and provided labour to government projects and served in the army as soldiers | | |
| | |artisans who created goods | | |
| | |merchants who traded goods and/or produce | | |
| | |slaves, usually prisoners of war or criminals | | |
| | |Women had the social standing of their families or husbands. Within a family the First Wife was important in the | | |
| | |running of the household. | | |
| | | | | |
| | |Suggested Activity: Social classes | | |
| | |Construct a pyramid showing the social classes and use pictures as well as words to describe the rulers, the | |Pearson History 7 NSW – pp192-193 |
| | |middle classes and the lower classes. | | |
| | |Social Hierarchy in Ancient China Cloze | |KEY TERMS |
| | |Achieve History | |Introduce and explain the key terms: |
| | |Social Structure in Ancient China resource sheet and Makers and Sellers activity sheet | |Confucianism—teachings of Confucius, which |
| | |EXTENSION: What distinguishes one social class from another on the pyramid? Why did these classes develop? What | |stress love, learning, and devotion to family, |
| | |are the advantages and disadvantages for society in having rulers, and different social classes? | |peace and justice |
| | | | |Daoism—system of philosophy promoting happiness|
| | |The Role of Law and Religion in Ancient China | |through living honestly and in accordance with |
| | |Law and Religion were very important aspects of life in Ancient Chinese Society. Both these aspects were deeply | |the natural course of events |
| | |influenced by three major philosophies: Confucianism, Daoism and Legalism. All three schools of philosophy were | |humanity—all people considered together; the |
| | |concerned with how to be a good person, how to create a good society and understanding humanity’s place within the| |human race |
| | |world. Honour was very important in Ancient China. | |Legalism—philosophical code that advocated |
| | |Outline the three major philosophies of ancient China: | |submitting to strong government and strict laws|
| | |The philosophies of Confucius, who taught about relationships, how people should behave to one another, as well as| |philosophy—study of fundamental truths about |
| | |how a state should be governed. Confucianism included ancestor worship, the belief that a person’s ancestors or | |knowledge, reality and existence |
| | |dead relatives were able to influence people’s lives. His ideas dominated Chinese society until last century. | |Yin and Yang—two opposing principles in Chinese|
| | |Daoism was the philosophy of the Dao, ‘the Way’, taught by Laozi (c. 604–531 BCE), who lived at about the same | |philosophy; their interaction maintains balance|
| | |time as Confucius. He taught that living in harmony with nature was very important and would lead to happiness. He| |and harmony in the world |
| | |believed that all life needed to be in balance, like Yin and Yang, dark and light. | | |
| | |Legalism proposed that for a society to achieve peace, its government needed a clear | | |
| | |set of
rules or laws with very strict punishments for wrongdoers. | | |
| | | | | |
| | |Suggested Activities: | |Pearson History 7 NSW – pp188-191 |
| | |Achieve History: | | |
| | |The Four Religions of China resource sheet and Comparison of Religions activity sheet | | |
| | |Taoism T/F worksheet | | |
| | |Buddhim False statements worksheet | | |
| | |Confucianism Close | | |
| | |Achieve History | | |
| | |Honour and Crimes resource sheet and Honour and Dishonour activity sheet | | |
| | |Pearson History 7 NSW p193 | | |
| | |Remembering and Understanding | | |
| | |Applying and Analysing | | |
| | |Extension: YouTube clip Buddhism Taoism and Confucianism in China | |Pearson History 7 NSW – pp194-197 |
| | | | | |
| | |Punishment | | |
| | |In Ancient China it was rare for people to be imprisoned for many years because it was too expensive to feed them.| | |
| | |However, some people were sentenced to do hard labour, as a kind of slavery, on the royal barges, in the army, or | | |
| | |in the mines. Most punishments in ancient China tended to involve some kind of physical punishment, as a reminder | | |
| | |of what would happen to people who broke the law. This might mean being mutilated, branded or even killed. | | |
| | |Suggested Activities: | | |
|describe the roles of key groups in| |Achieve History | | |
|the society [pic] | |Punishments resource sheet and How Were They Punished activity sheet | | |
| | |The Roles of Key Groups in Ancient China | | |
| | |The Emperor was the most important person in ancient Chinese society. The people of Ancient China were organised | | |
| | |into a hierarchy of four main professional classes: the shi (scholars), the nong (peasant farmers), the gong | | |
| | |(artisans) and the shang (merchants). At the bottom of the hierarchy were soldiers and slaves. | | |
| | |Suggested Activities: | | |
| | |What were the Key Social Groups in Ancient China Comprehension Worksheet | | |
| | |The Chinese Emperor Robes Worksheet | | |
| | |Achieve History | | |
| | |Emperors activity sheet | | |
| | |The Role of Key Groups in Ancient China Comprehension Worksheet | | |
| | |Achieve History | | |
|describe the everyday life of men, | |Scholars and Officials activity sheet | | |
|women and children in the society | |Farmers activity sheet | | |
|[pic] [pic] | | | | |
| | |Daily Life of Men, Women and Children | | |
| | |There was a great divide in the lifestyle of people living in Ancient China. The daily life of the people depended| | |
| | |on their class and wealth. From the Emperor living in a palace to the peasants living on the land and that of town| | |
| | |dwellers such as government officials. | | |
| | | | | |
| | |Suggested Activity: | | |
| | |Questioning Strategy: Daily Lives of the people. Students are to create a list of 6 or more questions they have | | |
| | |regarding daily lives of the people and write them on the Jigsaw sheet provided. Students will read through | | |
| | |information provided to find answers to the questions. Teacher choice of readings. | | |
| | |Create a table like this one and complete | | |
| | | | | |
| | |Rich | | |
| | |Poor | | |
| | | | | |
| | |Houses | | |
| | | | | |
| | | | | |
| | | | | |
| | |Food | | |
| | | | | |
| | | | | |
| | | | | |
| | |Clothing | | |
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| | |Suggested Predicting activity | | |
| | |Look at images from ancient China and try to predict what role men and women played in society. Who do you think | | |
| | |were more important? | | |
| | | | | |
| | |Men | | |
| | |Men held all positions of power in Ancient China, from the emperor to the lowliest official. Chinese men were | | |
| | |allowed to have more than one wife. He was regarded as the head of the family and made all the decisions for the | | |
| | |family and they had to obey him. Perhaps the most important role for men of Ancient China, however, was carrying | | |
| | |on the family line and honouring the ancestors. | | |
| | | | | |
| | |Women | | |
| | |The lives of women in Ancient China were often very restricted. Society had many expectations of what they could | | |
| | |and couldn’t do. Most women, as the newest and lowest member of their husband’s family, had no power. Sometimes, | | |
| | |though, if a woman lived long enough, she was able to gain some power over her daughter-in-law, if she had one, or| | |
| | |as the eldest member of the family. In families, the eldest member was well respected, and was usually considered | | |
| | |to be the ‘head of the family’, even if she was a woman. Even the emperor had to listen to the wishes of his older| | |
| | |female relatives. | | |
| | | | | |
| | |Suggested Activities: | | |
| | |Achieve History | | |
| | |Women Lives resource sheet and Now and Then activity sheet | | |
| | |Girls Lives Cloze passage | | |
| | |Marriage and Divorce activity sheet | | |
| | |Women in Chinese Society Source Study | | |
| | |Women in Ancient China Source Analysis | | |
| | | | | |
| | |Children | | |
| | |Children of a peasant farmer were expected to help in the work on the farms as soon as they were able. In times of| | |
| | |hardship, sometimes parents were forced to either sell or kill their daughters as they could not support them. | | |
| | |Sons were safe because they could work the land, and had to support their parents when they were old. When a boy | | |
| | |was 6 years old he went to school or was taught how to become a farmer. Girls were not educated apart from being | | |
| | |taught domestic tasks by their mothers. | | |
| | | | | |
| | |Suggested Activity: | | |
| | |Students write a description of the life of a teenager in a peasant family or scholar-gentry family in ancient | | |
| | |China. They compare that life with that of an Australian teenager. See Teacher Edition of Text for suggested | | |
| | |answers. | | |
| | |Making Connections: Daily lives of the people. Students are to create a table to compare their own lives now, | | |
| | |including leisure activities, chores, education etc, with those of children in ancient China. | | |
|Depth Study 3b: The Asian World – | |Beliefs and Values | | |
|China | |Chinese tradition played an important role in everyday life for every person in ancient China. It was at the very | | |
|The significant beliefs, values and| |core of their culture and revolved around values and how people interacted with each other. These traditional | | |
|practices of the ancient society, | |values helped people solve common human problems for survival and became the roots of tradition that Chinese | | |
|with a particular emphasis on at | |people find important in their day-to-day lives today. The ancient Chinese were very tolerant of different ideas | | |
|least ONE of the following areas: | |and beliefs. | | |
|warfare, or death and funerary | |Mind Map: Chinese religions and beliefs. (Ancestor worship, Confucianism, Buddhism, Daoism) to refresh memories | | |
|customs (ACDSEH045, ACDSEH042) | |Visualising Strategy: The Archer and the Ten Suns. View the YouTube clip on the Archer and the Ten Suns | | |
|Students: | |(illustrating beliefs)and create a captioned storyboard with at least 6 slides/images. - The Archer and The Ten | | |
|explain how the beliefs and values | |Suns: | | |
|of the ancient society are evident | | | | |
|in practices related to ONE of the | |Warfare | | |
|following: [pic] [pic] [pic] | |War was so important to the ancient Chinese that they wrote books about how to fight. Warfare continued throughout| | |
|warfare | |ancient China’s long history. The Zhou dynasty (c. 1122–481 BCE introduced iron weaponry and more elaborate | | |
|death and funerary customs | |chariots, following the earlier Shang dynasty. | | |
| | | | | |
| | |Suggested Activities: | | |
| | |Achieve History | | |
| | |The Art of War Activity Sheet | | |
| | |Weapons and Gear Activity Sheet | | |
| | |Chariots Activity Sheet | | |
| | |Great Wall of China Activity Sheet | | |
| | |Building the Great Wall worksheet | | |
| | | | | |
| | |Extension Activities: | | |
| | |Discuss how Legalism reinforced the conscription of peasants to fight in wars. | | |
| | |Consider how the loss of the Mandate of Heaven was used to explain the defeat of an emperor in battle. | | |
| | | | | |
| | |OR NOT BOTH | | |
| | | | | |
| | |Death and Funerary Customs | | |
| | |Religion was very important in Ancient China, but many people did not consider themselves followers of one | | |
| | |particular religion. Many Chinese followed Confucian ideas as well as Buddhism or Taoism. For many Chinese, the | | |
| | |most important aspect of religion was the ancestor worship which, given the importance of family in Ancient China,| | |
| | |is not surprising. Ancient Chinese believed in the afterlife. | | |
| | | | | |
| | |Suggested Activities: | | |
| | |Predicting Strategy: Using appropriate sources as prompts, students are to 'guess' what the funerary customs of | | |
| | |the Ancient Chinese were. Students are to read through the information on Funerary Customs | | |
| | |in Retroactive 1 (Stage 4), pg 162 and confirm their guesses or add new information where necessary. | | |
| | |Achieve History: | | |
| | |Death and Ancestor Worship resource sheet and Death activity sheet | | |
| | |Telling the Future Cloze activity sheet | | |
| | |Burial and Terracotta Warriors Activity Sheet | | |
| | |Extension Case Study -Terracotta Warriors of Xian | | |
| | |Shang Tomb of Fu Hao – Anyang Comprehension and Source Analysis | | |
|Depth Study 3b: The Asian World - | | | |KEY TERMS |
|China | |Contacts and Conflicts within the ancient Asian world | |Introduce and explain the key terms: |
|Contacts and conflicts within | | | |Mongols—tribe of people who occupied central |
|and/or with other societies, | |War and expansion | |Asia, north of China who now occupy the modern |
|resulting in developments such as | |Most contact between different peoples was internal, between the different states that made up ancient China and | |country Mongolia |
|the expansion of trade, the rise | |consisted of territorial disputes. The numerous conflicts encouraged the development of many important aspects of | |Silk Road—caravan route from central China to |
|of empires and the spread of | |Chinese culture. | |the eastern Mediterranean that was used as a |
|philosophies and beliefs | | | |major transport route for goods, especially |
|(ACDSEH046, ACDSEH043) | |Zhou dynasty - the first major movement of people from the north to the south of China | |silk, that was transported from China to Europe|
|Students: | |Warring States Period - different kings and nobles defeated less powerful ones and took over their kingdoms. | | |
|identify contacts and conflicts of | |Qin period - Shi Huangdi unified Chinese kingdoms into one empire and declared himself Emperor. | |warlord—commander, usually aggressive, of a |
|peoples within the ancient Asian | |Han dynasty - China expanded both in the north and in the west. | |regional group |
|world [pic] [pic] | | | | |
| | |Suggested Activity: | | |
| | |Visualising and Predicting - Warring States image – what do you think this time period was like in ancient China? | | |
| | |Why do you think this? | | |
| | |Conflicts within Ancient China Comprehension and Spelling Worksheet | | |
|outline significant contacts with | | | | |
|other societies, eg trade, warfare | |Significant contacts with other societies | | |
|and conquest [pic] | |TRADE | | |
| | |Because of its geography, Ancient China was a very isolated country. However, an increase in trade during the Han | | |
| | |period meant contact was also made with Europe and the Middle East along a newly created trading route, which | | |
| | |became known as the Silk Road. This led to a lot of contact with merchants from other countries such as Italy, | | |
| | |India, Persia, Japan and Korea who bought and sold Chinese products. The Silk Road was a significant link for | | |
| | |contact between East and West for many centuries. | | |
| | | | | |
| | |Suggested Activity: | | |
| | |Mapping: Create a map of the Silk Road to paste in books. | | |
| | |Achieve History | | |
| | |Silk activity sheet | | |
| | |The Silk Road resource sheet and Maps and Trading activity sheet | | |
| | | | | |
| | |WARFARE AND CONQUEST | | |
| | |Emporer Qin Shi Huangdi extended his unified empire into the north and south. He attacked the Xiongnu of Mongolia,| | |
| | |driving them away from the grasslands north of the Yellow River. He finished the Great Wall of China at this time.| | |
| | |He attacked the Yue tribes of southern China and northern Vietnam. He was able to expand his control into all the | | |
| | |areas of China. | | |
| | | | | |
| | |Suggested Activity: | | |
| | |Achieve History | | |
| | |Conflicts resource sheet and Fighting Fit activity sheet | | |
| | | | | |
| | | | | |
| | |Consequences of contact with other Societies. | | |
| | | | | |
| | |Trade is always important in a developing civilization. Trade was not just one way, and it did not only involve | | |
| | |money and goods. Ideas, philosophies and religious beliefs also travelled along the Silk Road. From India, the | | |
|explain the consequences of these | |Buddhist religion arrived in Ancient China via the Silk Road in the first century. Overland trade and Buddhism | | |
|contacts with other societies, eg | |were natural partners. Buddhism would eventually become very popular in China. Chinese influence and culture also | | |
|developments in trade, the spread | |spread to Vietnam, and China’s domination of Vietnam lasted for centuries. | | |
|of philosophies and religious | |Suggested Activities: | | |
|beliefs and the emergence of | |Achieve History | | |
|empires [pic] [pic] [pic] [pic] | |Contacts and Conflicts resource sheet and Trading with other Countries activity sheet | | |
| | |Writing Strategy: sentence structure. Create an essay plan and response to the question: outline the impact of the| | |
| | |Silk Road on China's trade, religion and culture. | | |
| | | | | |
| | |Legacy of Ancient China | | |
| | |A legacy is something that is left behind. The legacy of China has been the achievements in new technologies, | | |
| | |scientific discoveries and learning. Over centuries these advances have been used beyond China’s borders and have | | |
| | |helped to shape the modern world. Some of the inventions of the ancient Chinese include: | | |
| | |Silk cloth 2570BCE | | |
| | |paper c100CE | | |
| | |woodblock printing for textiles c220CE | | |
| | |medicines including herbal medicines, the health benefits of diet and acupuncture | | |
|explain the legacy of the chosen | |the first compasses c300BCE | | |
|Asian society [pic] | |gunpowder 9th Century CE | | |
| | |the iron plough (200BCE) | | |
| | |row planting of crops 500BCE | | |
| | |porcelain 500CE | | |
| | |first mechanical clock 1084CE | | |
| | |and many more | | |
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| | |Suggested Activities: | | |
| | |A-Z PowerPoint of Chinese Inventions | | |
| | |Inventions of the Ancient Chinese Worksheet | | |
| | |Early China’s Legacy pp170-171 Retroactive1 NSW | | |
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|Depth Study 3b: The Asian World - | | | | |
|China | |Role of Qin Shi Huang Di | | |
|The role of a significant | |Qin Shi Huangdi established one government to control people who had fought one another for centuries. He built | | |
|individual in the ancient Asian | |the foundation for a very long-lasting system of civilisation and the system of imperial rule he established | | |
|world, for example Confucius or Qin| |lasted from 221BC to 1911AD. | | |
|Shi Huang Di (ACDSEH133, ACDSEH132)| | | | |
|Students: | |Suggested Activities: | | |
|using a range of sources, including| |Achieve History | | |
|ICT, investigate the role of a | |Role of significant individuals – Qin Shi Huangdi worksheet | | |
|significant individual in the | |Qin Shi Huangdi and Li Ssu colouring sheets | | |
|ancient Asian world [pic] [pic] | |Qin Shi Huangdi cloze passage | | |
|[pic] [pic] | |Shi Huangdi: Ruler of the first Chinese empire | | |
|assess the role and importance of | | | | |
|the individual chosen [pic] [pic] | |Role and Importance of Qin Shi Huan Di | | |
| | |Qin Shi Huang is an extremely important character in Ancient Chinese history, famous for his accomplishments. | | |
| | |These include positives, such as the unification of China and the construction of the Great Wall of China, but | | |
| | |also negatives, such as book burning and the loss of life that accompanied the construction of the Great Wall. He | | |
| | |is perhaps best known now for his tomb, which was excavated in the 1970s and is known for its terracotta warriors.| | |
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| | |Suggested Activities: | | |
| | |Achieve History | | |
| | |Qin Shi Huang and The Man who United China worksheet | | |
| | |Burning of the Books Activity Sheet | | |
| | |How Cruel was the First Emperor Comprehension Worksheet | | |
| | |Good and Bad Worksheet | | |
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| | |OR NOT BOTH | | |
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| | |Role of Confucius | | |
| | |Confucius (551-479BCE) lived at a time before China was unified as an empire. His family name was K'ung. In later | | |
| | |life he was known as Master K'ung, which in Chinese is K'ung fu-tzü the Latinized version of which is Con-fu-cius.| | |
| | |He was a philosopher and thinker. Confucius came up with ways that people should behave and live. He didn't write | | |
| | |these down, but his followers did. | | |
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| | |Confucius' teachings focus on treating others with respect, politeness, and fairness. He thought that honour and | | |
| | |morality were important qualities. He also said that family was important and honouring one's relatives was | | |
| | |required. Followers of Confucius believed in a strong organized government. | | |
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| | |Suggested Activities: | | |
| | |Confucius Comprehension worksheet with extension work | | |
| | |Colouring in pages | | |
| | |Discussion group work activity | | |
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| | |Role and Importance of Confucius | | |
| | |The man known in the West as Confucius is one of a handful of human beings who, as individuals, have significantly| | |
| | |affected the history of mankind. Confucius was one of the most important philosophers in ancient China because | | |
| | |many people followed his ideas and because the type of government China had for almost 2000 years was based on his| | |
| | |teachings. | | |
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| | |Suggested Activities: | | |
| | |The teachings of Confucius Source Analysis | | |
| | |Predicting Strategy: Mulan DVD. Students are to look at the cover of the DVD and use the images and text to | |Mulan DVD |
| | |predict what the film is about. Students could also be given a character bag or colouring pictures showing | |Colouring pages of Mulan characters |
| | |characteristics of the main characters of Mulan. They are to use these to predict aspects of the characters of the| | |
| | |film. | | |
|Additional Adjustments/Extension |Evaluation |
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