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Grade 6 Social Studies Extension Menu

Ancient China

Directions: Choose a learning activity from one square to complete. Circle the number of the learning activity you choose.

Turn in this paper with your work.

|1. Design a tri-fold brochure to prepare |2. Create an annotated, illustrated timeline of | 3. Research the Great Wall of China and one |

|travelers in Ancient China for the East to West |the lives of Confucius and Lao-tzu. Include 6-8 |other historical wall that is of interest to you,|

|journey along the Silk Road. Organize the |significant events from the life of each man. |such as the Berlin Wall, the Iron Curtain, the |

|brochure to inform travelers about |Illustrations may be hand-drawn or computer |walls of Jericho, the walls of Madrid, etc. |

|the items they will need to survive the journey, |generated. The events and annotations on your |Create a multimedia presentation to teach your |

|silk-making, |timeline should reflect the history, traditions, |classmates about |

|goods and products imported and exported from |and customs and beliefs of Confucianism and |the similarities and differences in the |

|China via the Silk Road, and |Taoism. Proofread to be sure that all writing is |construction, purpose, and impact of these two |

|any people or dangers they may encounter on the |clear, well edited, and error-free. |walls, and |

|way to Byzantium’s marketplaces. | |how each wall reflects the social, political, |

| | |and/or cultural aspects of the place where it is |

| | |located. |

|4. Develop a 5- 10 minute news segment on the |5. Write your idea here. |5. With a partner or a small group, select an |

|Shang dynasty for a television news program (live| |invention or discovery made during the Han empire|

|or videotaped). Include |___________________________ |that is of interest to you. Construct a learning |

|a creative title, | |center to teach your classmates about this |

|basic background information about the time |___________________________ |invention or discovery. Develop at least three of|

|period, | |the following activities for your center: games, |

|an overview of the major rulers of the dynasty |___________________________ |nonfiction readings, worksheets, graphic |

|and their achievements, and | |organizers, multimedia, graphing, and mapmaking |

|descriptions of the social structure, religion, |___________________________ |activities. Prepare a short quiz for your |

|writing, art, and technology of the Shang | |classmates to assess what they have learned at |

|dynasty. |___________________________ |the center. |

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| |Teacher Initials for Approval: _____ | |

Teacher Resource Page

Grade 6 Social Studies Extension Menu

Concept and/or Topic: Ancient China (SS.HAW.50)

Intended Purpose: Culminating activity or alternative activity for students

who have mastered curricular indicators

Standard(s) and Indicators Addressed:

Box 1: SS.HAW.50.06 Analyze the significance of trans-Eurasian “silk roads”

Box 2: SS.HAW.50.03 Describe the major traditions, customs, and beliefs of Confucianism and Daoism (Taoism) and their emergence in the context of the early imperial dynasties in China.

Box 3: SS.HAW.50.07 Terms and concepts to achieve the indicators should include the following: The Great Wall

Box 4: SS.HAW.50.02 Describe the political, social systems and economic systems of ancient China. .

Box 6: SS.HAW.50.05c Describe inventions and discoveries in the fields of warfare, government, agriculture, industry, art, medicine, and science made during the Han Empire.

Organizational Tips:

• Provide student access to the school media center, the Internet, textbooks, and/or subscription databases (SIRS, Student Resource Center, etc.)

• Provide access to supplies such as rulers, colored pencils, markers, paper, etc. for construction of maps, graphic organizers, etc.

• Provide access to the following resources as students create final products:

o Software (Publisher, PowerPoint, Word, Excel, etc.)

o Art supplies (poster board, colored pencils, magazines, rulers, etc.)

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