Vous êtes sur la page 1sur 15

Early Civilizations (Chinese)

9th/10th
World History
Kameron Trapp
HISTORY 480
12/10/14

STAGE I GOALS
Unit Overview:
The context of this unit is on the ancient Chinese culture. Throughout the unit of early
civilization students will be able to compare the development of empires throughout Chinese
history as well as differentiate between major Chinese philosophies such as Confucianism and
Taoism. The students will also be able to recognize the different concepts of government in
ancient Chinese culture as well as appreciate the cultures art and architecture during this time
period. Activities within this unit will consist of a few outside readings and a handful of
individual and partner assignments focusing on the development of the Chinese culture.
Towards the end of the unit the students will have completed a group project on a predetermined
concept that defines this ancient culture.
The work throughout this unit connects to the larger purpose of social studies through
research and projects to recognize the differences and similarities between the past and the
present. Students will focus on the development of societies and the impacts they leave behind
centuries later. This work connects to the Common Core standards and is appropriate for 9th and
10th grade to recognize the events that happen not only in the United States, but all around the
world.
Enduring Understanding: Chinese contribution and their impact on other civilizations can
be found throughout modern government philosophy, technological advancements, and
cultural arts.

Essential Question: How has ancient Chinese culture affected the world today? How would
you feel if fireworks did not exist?
Key Concepts:

Empire: a group of nations or peoples ruled over be an emperor, empress, or other


powerful sovereign or government.
Cultural Diffusion: when the cultural beliefs and social activities are spread through
different ethnicities, religions, nationalities, etc.
Confucianism: a system of philosophical and ethical teachings.
Polytheism: the belief in or worship of more than one god.
Monotheism: the doctrine or belief that there is only one God.
Reincarnation: the rebirth of a soul in a new body.
Karma: the sum of a persons actions in this and previous states of existence, viewed as
deciding their fate in future existences.
Identity: the sense of self, providing sameness and continuity in personality over time.

Taoism: Chinese philosophy advocating a life of complete simplicity and naturalness and
of noninterference with the course of natural events, in order to attain a happy existence
in harmony with the Tao.
Dynasty: a sequence of rulers from the same family, stock, or group.

Standards:
Arizona Standards for Social Studies:
S2C2-PO4:
Analyze the enduring Chinese contributions and their
impact on other civilizations:
a. development of concepts of government and
citizenship (e.g., Confucianism, empire)
b. scientific, mathematical, and technical advances
(e.g., roads, aqueducts, Silk Route, art, architecture,
math and philosophy)
c. cultural advancements in art, architecture,
literature, theater, and philosophy
S2C3-PO3:
Compare (Explain) the development of empires
(e.g., Han) throughout the world.
Objectives: (SWBAT)
1.
2.
3.
4.
5.
6.

SWBAT Map the Silk Route throughout ancient China.


SWBAT Classify the concepts of governments in ancient Chinese culture.
SWBAT Articulate the concept of Confucianism.
SWBAT Characterize the multiple Chinese empires/dynasties.
SWBAT Compare the development of empires throughout Chinese history.
SWBAT Argue for the Chinese empire that was most influential during the ancient
civilization.
7. SWBAT Predict the outcome of China after the fall of the Han Dynasty.
8. SWBAT Differentiate Confucianism and Taoism.
9. SWBAT Recognize cultural advancements of Chinese art, architecture, and technology.
10. SWBAT Focus on the development of Chinese philosophy.

STAGE II ASSESSMENTS

Achievement Test Description:


On the last day of the unit the students will take a summative exam. This exam will test the
students on all ten objectives as well as their understanding of all the key concepts. The exam
will be in three parts with 25 multiple choice questions, 5 identification, and 1 short answer
response question. This exam will be worth up to 20% of their overall unit grade.
Part 1: This part will be made up of the 25 multiple choice questions covering all ten objectives.
The questions are meant to test students on their general retention of all the information covered
throughout the unit. Certain definitions along with important events and causes will be the
majority of the 25 questions. (Objectives 1-10)
Sample Questions:
1. The main traders on the Silk Route were all of the following EXCEPT?
a. Chinese
b. Americans
c. Persians
d. Indians
2. Which dynasty unified the Chinese Warring States through conquest in 200 B.C.?
a. Qin Dynasty
b. Han Dynasty
c. Tang Dynasty
d. Ming Dynasty
Part 2: This area of the exam will be 5 identification questions matching people and places to
descriptions. This will test the students understanding of the different leaders throughout
Ancient China as well as their knowledge on historical places and ideas. This will have some
key concepts from the unit in this section of the test. (Objectives 1-10)
Sample Questions:
Match the term with the correct definition.
1. Confucianism
2. Taoism

a. Chinese philosophy advocating a life of complete simplicity and naturalness and of


noninterference with the course of natural events.
b. A system of philosophical and ethical teachings.
Part 3: In this section of the test the students will have to answer one of the short response
questions. The purpose of this section is to test the students knowledge on the topics presented.
4

This allows for the students to argue their opinion using information obtained throughout the
unit. This assessment also forces the students to write in complete sentences as well as practice
formulating a proper short answer response. (Objectives 1-10)
Sample Questions:
Choose one prompt to answer. Create an argument and support your response with background
information and 2 reasons with explanations for each.
1. Confucius and Lao-tzu are two of the greatest philosophers of the ancient Chinese
civilization. They founded Confucianism and Taoism which are still practiced today.
Which Chinese philosophy would you practice and support your response with
background information and two reasons why?
2. Qin Shihuang and Emperor Wu of Han were two emperors who controlled ancient China
militarily. The Qin and the Han dynasty were two prosperous times during ancient
China. Who do you believe ruled over a stronger empire and support your response with
background information and two reasons why?
Performance (Authentic) Assessment Description:
Towards the end of this unit the students, in groups, will be creating a power point that they will
share in front of the class. The objective of this research based group project is to further the
students understanding and knowledge of an assigned topic within the unit of Ancient China.
Their groups will have two days to research and create a power point on the topic in the schools
computer lab. The research is based off of questions provided by the teacher to align the groups
information with the Arizona Common Core Standards. Once finished, on the third day they will
present these topics to their classmates, which will act as a unit review. Each group will be
graded off of their presentation and a submitted version of their groups power point.
China Project Overview:
Day 1: The students will be organized into groups of 4-5 and assigned one of the five topics. The
five topics cover the Qin Dynasty Unification, Confucius/Confucianism, Legalism, Taoism, and
the Han Dynasty Contribution to the Chinese Culture. The groups are given questions to answer
once assigned to their topics. While in the computer lab the groups will divide up the work and
the students will then research the answers to the questions using the internet, their textbook, or
their Cornell notes. If the information is taken from an internet site the group must site the
website using MLA format. As the groups begin to answer each question they will start
designing a power point to display their information. They will continue working on this project
until the class period ends. (Objectives 1-10)
Day 2: The groups will reconvene back in the computer lab to finish their power point. Once all
the groups have answered their set of questions on their power point slides they will begin
working on their presentation. The presentation will just be 5-6 minutes long, but every group
member must speak during the presentation. The power point must be no longer than 5 slides
with less than 50 words on each slide along with some visuals that are applicable to their
material covered. Once the presentation is organized the students can use the remainder of the

time to practice their presentation before they submit the power point for the teacher to grade.
(Objectives 1-10)
Day 3: The groups will get back together and go over their presentation. One by one each group
will present their topic and the questions researched to their classmates. Every member in the
group must present information to the class. The information is valuable because the
presentations are being used as review before the unit exam. The audience can add additional
information to their Cornell notes as the groups present because the information not covered in
lectures might be used on the unit exam. The students will be made aware of this prior to the
presentations. At the end of the group presentation time for questions may be asked by their
classmates for any clarification of an area. (Objectives 1-10)

STAGE III LEARNING ACTIVITIES


Unit Calendar:
Day

Historical
Topic(s)

Unit
Objective(s)

Activities

Assessments

Day 1

Warring
States/Confucius

3, 10

Power Point Lecture

Day 2

Legalism/Taoism

3, 8, 10

Power Point Lecture

Day 3
Day 4
Day 5

Silk Route
Silk Route
Qin Dynasty

1
1
2, 4, 9

Activity
Activity
Power Point Lecture

Daily Bell
work/Group
Discussion/Homewor
k
Daily Bell
work/Group
Discussion/Homewor
k
Homework

Day 6

Qin Dynasty/Han
Dynasty

2, 4, 5, 6, 9

Power Point Lecture

Day 7

Han
Dynasty/Introduc
e China Project

2, 4, 5, 6, 7, 9

Power Point Lecture

Day 8
Day 9

China Project
China Project
cont.
China Project

1-10
1-10

Computer Lab
Computer Lab

Day 10

Presentation

Daily Bell work/


Group
Discussion/Homewor
k
Daily Bell
work/Group
Discussion
Daily Bell
work/Group
Discussion/Homewor
k
Completed Power
Point
Presentation
6

Presentation
Day 11

Ancient Chinese
Exam
Catalog of Lessons:

1-10

Exam

Completed Cornell
notes/Exam

Day 1
Lesson Title: Warring States/Confucianism
Unit objectives: 3, 10
Activities:
Students will answer daily bell work while the teacher takes attendance. The daily bell
work question will be: How will today be different if there were no fireworks?
After the students have finished a group discussion about the bell work will take place. A
handful of students will be called on to give their answer. Further questions will be asked
to create discussion such as, how would that make you feel or is there another way to
celebrate?
The teacher will hand the students a packet of Cornell notes to be used throughout the
unit as well as their study guide for the unit exam.
Throughout the lecture, of Confucius, questions will be asked to check for understanding
along the way. Sample Question: What influenced Confucius philosophies?
Assign homework, questions 1-4 on Chinese philosophy.
Assessment:
Participate in group discussion or ask questions during the lecture.
Day 2
Lesson Title: Legalism/Taoism
Unit Objective: 3, 8, and 10
Activity:
Have students answer daily bell work as the teacher takes attendance.
Have students continue their Cornell notes for the lecture.
Assign homework, question 1-4 on the Silk Route.
Assessment:
Hand in completed homework at the beginning of class.
Participate in group discussion on Legalism and Taoism.
Day 3

Lesson Title: Silk Road Group Posters


Unit Objectives: 1
Activity:
Students will be assigned to 1 of 6 groups for an in class assignment.
Students are caravan leaders that take traders through the roads. In your group create a
poster that convinces your caravan is the best one to take. From the reading in your
textbook include these on your poster
a. Type of terrain (steppe, mountain, etc) And how fast you can travel through
terrain
b. What dangers exist in the region (from the reading and your thoughts)
c. What interesting sights are on your stretch? (From reading, cities, towns,
monuments etc)
d. What qualifications do you have as a leader for this?
The teacher will supply the groups with poster paper, color pencil, and markers after the
requirements for the assignment have been discussed.
Teacher will help students with any questions or difficulties they might have with the in
class assignment.
Assign homework, questions 1-4 on the Qin Dynasty.
Assessment:
Hand in completed homework at the beginning of class.
Turn in partially completed poster at the end of the period.
Day 4
Lesson Title: Silk Road Group Posters
Unit Objectives: 1
Activity:
Continue finishing the Silk Road Poster in groups.
Students will also have their caravan leader present their information to the class to
persuade the class to choose their road to follow.
The teacher will be grading the students on the assignment questions answered as well as
the presentation itself.
Assessment:
Hand in completed homework at the beginning of class.
Group presentation of finished poster.
Day 5
Lesson Title: Qin Dynasty Lecture
8

Unit Objectives: 2, 4, and 9


Activities:
Students will begin the day with a bell work question introducing the Qin Dynasty while
the teacher takes attendance.
Have students take out Cornell notes to use for the lecture.
Assign homework, questions 1-4 on the Han Dynasty.
Assessments:
Participate in group discussion.
Have students review and highlight key information that has been covered so far in their
Cornell packet.
Day 6
Lesson title: Qin Dynasty/Han Dynasty
Unit Objectives: 2, 4, 5, 6, and 9
Activities:
Have students work on the daily bell work question introducing the Han Dynasty while
the teacher takes attendance.
Have the students take out Cornell notes to use for the lecture.
The teacher will finish the lecture about the Qin Dynasty and then continue on into the
Han Dynasty lecture.
The teacher will ask discussion questions throughout the lecture to promote group
discussion.
Assessments:
Participate in group discussion or ask questions throughout the lecture.
Day 7
Lesson Title: Han Dynasty/Introduce China Project
Unit Objectives: 2, 4, 5, 6, 7, and 9
Activities:
Have students work on the daily bell work question that asks them to choose a single
thing they learned or thought was interesting, about Ancient China, and share it with the
class.
Have the students take their Cornell notes out for the lecture.
The teacher will finish the lecture over the Han Dynasty.

After the lecture is finished the teacher will introduce the China Project and form the
groups of 4-5 students.
Assign homework, and work with shoulder partners to organize Cornell notes by filling
in missed information, highlighting important information, and summarizing everydays
notes at the bottom of each page.

Assessments:
Participate in group discussion.
Cornell notes are finished and organized.
Day 8
Lesson Title: China Project
Unit Objectives: 1-10
Activities:
Instructions
Students will be placed in a group of 4-5 other students.
Groups will have 2 days in the computer lab for research and creation of a Power Point
presentation.
o The Power Point presentation cannot be more than 5 slides(not including title
slide)
o Each slide cannot have more than 50 words.
o Prepare a short 5-6 min presentation for Friday
When researching the students is encouraged to use their textbook and Cornell notes from
class.
Students should include any visuals that would help others learn.
The teacher, after the groups have been organized and the requirements and expectations
of behavior in the computer lab are addressed, will take the students to the computer lab
to begin their research.
The teacher will also be helping the students with any questions or difficulties they have
on the project.
Assessments:
Research notes and early stages of the groups power point.
Day 9
Lesson Title: China Project
Unit Objectives: 1-10
Activities:
Continue working on power point in the computer lab with their groups.
10

Teacher will be helping students with any questions or difficulties with the assignment.
Begin working on presentation of the power point once finished.

Assessments:
Submit completed power point for grading.
Day 10
Lesson Title: China Project
Unit objectives: 1-10
Activities:
Groups will present their topic to the class.
Students will be respectful to their peers when they are presenting as well as ask any
questions they have at the end of the presentation.
The teacher will be grading the presentation with the rubric.
Once the presentations are completed the students have the remainder of the period to be
reviewing their Cornell notes before the exam the next day.
Assessment:
All members of the groups will take turns presenting new information on their topic.
Day 11
Lesson Title: Chinese Exam
Unit Objectives: 1-10
Activities:
Review Cornell Notes.
If the students finish the exam early they can begin working on the map project of
Ancient Greece.
Assessments:
Students will hand in Cornell notes, prior to the exam, to be graded on level of
completion.
Unit multiple choice exam with 50 questions.

CITATIONS

11

Helping Students Take Better Notes (Teacher Analysis). (n.d.). Retrieved December 11, 2014,
from http://www.ebstc.org/TechLit/notes/notetips.analysis.html

ATTACHMENTS
Cornell Notes Template1

1 Helping Students Take Better Notes (Teacher Analysis). (n.d.). Retrieved


December 11, 2014, from
http://www.ebstc.org/TechLit/notes/notetips.analysis.html
12

China Power Point Group Presentation


13

Rubric for China Presentations


Names_____________________________,__________________________,__________
_______________,________________________,_____________________________
1. Explains what the questions that were given in the folder
0 5 10 15 20 25
2. Power Points slides: No more than 5 info slides and no more than 50 words per slide
0 1 2 3 4 5
3. Power Point is complete with visuals that are appropriate for presentation.
0 1 2 3 4 5
4. Group adds information that is not included as part of the questions but is applicable to area of
study.
0 1 2 3 4 5
5. All group members participate in the creation and presentation of the material
0 1 2 3 4 5
6. Time limits.
0

TOTAL ______________/50POINTS

14

Group 1: Qin Unification


1
2
3
4
5
6
7

How did the Qin unify China? When?


Who was the first emperor and how did he consolidate his power?
How was a unified Chinese culture created?
How did the Legalists attack Confucianism?
How were Chinas northern borders protected from the barbarians? What were the
consequences?
Why did the Qin Dynasty collapse?
Conduct an internet search and report on the Tomb of Shi Huangdi.

Group 2: Confucius and Confucianism


1. Who was he?
2. How was his childhood?
3. Where did he wander? And how long?
4. Why were his disciples important?
5. What are the 5 principle relationships?
6. How do his teachings become a foundation for Government?
Group 3: Legalism
1
2
3

How does it differ from Confucianism?


Who are the founders?
What are the main teachings?

Group 4: Taoism
1.
2.
3.
4.
5.
6.
7.

Explain Taoism
What are the 3 jewels?
Why is Taoism an inspiration for artists?
How do Taoists feel about the government? Explain
How does the story of Winnie the Pooh exemplify Taoist beliefs?
What is the relationship of Buddhism and Daoism?
Explain Yen/Yang

Group 5: Han Contribution to Chinese Culture/Government


1.
2.
3.
4.
5.

Explain how the Han Dynasty was formed.


What were some major contributions the Han Dynasty had on Chinese Culture?
What were some major contributions the Han Dynasty had on Chinese Government?
How did the Han Dynasty unity the different groups in China.
What are some new technologies created during the Han Dynasty?

15