Unit Cover Page

Unit Title: The Five Relationships of Confucianism-Day 3: Relationship

between Husband and Wife

Grade Levels: 9th/10th grade

Subject/Topic Areas: World History

Keywords: Confucianism, Confucius, Primary Source, China, Husband,

Wife, Secondary Source, Textual Evidence, Analysis, Inferior, Superior,
Analects

Designed by: Molly Simons

Time Frame: 5 class periods; 1. Confucius/Confucianism Background, 2.

Relationship Between State and Citizen/ Father and Son, 3. Relationship
Between Husband and Wife, 4. Relationship Between Elder Brother and
Younger Brother/ Friends, 5. Confucianism Wrap-up/ Current Effect

Brief Summary of Unit (including curricular context and unit goals):

On day 3 of this unit, students will be working with primary sources to establish
the role of women in Confucianist society. Students will be paying particular
attention to Song Ruozhaos Analects for Women. In this document, Song
Ruozhao highlights the key duties of a women in China. Throughout the unit,
students will be using analytical skills to determine the relationships and key
points of importance in Confucianist China. Compiling their new knowledge
students will add to our Confucianist bulletin board and continue writing in their
diaries.
--In this unit, students will be creating a diary organizing and illustrating
components of Confucianism. (An example is provided later in the packet.)

Michigan High School Content Expectations/World History and

Geography (9th-10th):
5.3.2 East Asia through the 18th Century Analyze the major political, religious,
economic, and cultural transformations in East Asia
-including Confucianism

Michigan High School Content Expectations:

https://www.michigan.gov/documents/mde/SS_HSCE_9-15-09_292358_7.pdf
 Stage 1Identify Desired Results

Established Goals:

Students will analyze important primary source documents that showcased the
values and key relationships that were required in Confucianist China. They will
evaluate and discuss the role of women based upon the information provided in
Song Ruozhaos Analects of Women. Using the information they gather through
class discussion and individual analysis, students will each create an image and
statement representing one of Song Ruozhaos key values. (ie. Rising Early [to
Begin Household Work]; Serving Ones Parents-in-Law; etc). These images will
illustrate the critical mindsets regarding women during this time period. They will
be showcased on the bulletin board to assist in the diary entries.

What Understandings are desired?

Students will understand . . .

-How to decipher primary sources.
-Who Confucius was and the beliefs associated with Confucianism.
-The five foundational relationships of Confucianism.
-That the sources used and produced in this time period would have contained
bias.
-The significance of analects.
-That this activity will help them foster historical empathy according to NCHEs
habits of mind.
-That all aspects of Confucianism cannot be explored in this unit.
-That Confucianism, specifically the family relationships, continue to impact life
and rituals in China.

What essential questions will be considered?

-How did the values of Confucianism alter China?

-Is history inevitably biased?
-How can a student assess the reliability of a primary source?
-Is Confucianism still part of Chinese culture?
-What purpose is there in studying this lifestyle and history of China?
 What key knowledge and skills will students acquire as a result of this
unit?
Students will know . . .
-The legacy of Confucius.
-The importance of a family unit in
Chinese history.
-The five key relationships examined in
Confucianist society.
-Society's attitude towards gender in
this time period of ancient China.
-Key terms associated with
Confucianism.
Students will be able to . . .
-Compare and contrast the role of each
individual in the family unit.
-Decipher primary source documents
and the messages sent.
-Discuss the importance primary
sources from this time period.
-Relate a modern interpretation and
image of gender roles to the roles
dictated in Song Ruozhaos analysis.
-Create a diary that shows the
interpretations and foundation of
Confucianism.
 Stage 2Determine Acceptable Evidence

What evidence will show that students understand?

Performance Tasks* (summary of GRASPS form):

-Day 3: Your task is to analyze Song Ruozhaos Analects of Women. Around the
room, you will choose a station with an excerpt from the source that you wish to
examine first. Each student will complete the provided Primary Source Analysis
Guide quickly reviewing their source. You will take your notes from the excerpt
and return to your seat. You will be responsible for creating a short message and
visual image that represents your excerpt. Then we will present these examples
as a class and place them to the bulletin board.

-In your diary of Confucianism, you will create an entry demonstrating the
relationship between Husband and Wife. Be creative! In this diary entry you could:
1. Play the role of a young boy envisioning his future wife.
2. Pretend to be a young girl learning the duties she will have in the
future.
3. Be a wife that is examining all of her qualities she needs to improve
upon to please her husband.

*Please do not limit yourself to these examples. Demonstrate your understanding

in a creative way.

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work

samples):

-Short quiz (Kahoot!) on Confucius.

-Ticket Out the Door-Each day, students will be adding a note to the Confucianist
bulletin board. On day 3, that note will be the visual image.
-Students will constantly be assessed on their efforts and contributions to
discussions.
 Student Self-Assessment and Reflection:

-On the final quiz, students will have to list any topics that they feel they need to
further examine to reach a better understanding.
-Students will reflect on the primary source they found most valuable in this
lesson.
-Students will rate the importance they find in examining primary sources.
 Performance Task Blueprint
What understandings and goals will be assessed through this task?
Students will -discuss the effects and purpose of this
-analyze primary source text primary document.
documents. -assess the differences in
-highlight some of the key responsibilities between the husband
responsibilities of women based on and wife.
Confucianist beliefs.

What criteria and implied in the standards and understandings regardless

of the task specifics?
What qualities must student work demonstrate to signify that standards
were met?
Students will be able to... -compare and contrast the values of
-intelligently discuss the characteristics differing gender roles in society.
of Confucianist relationships. -explain opinions with textual support.
-determine and analyze the central --present information to their peers to
ideas in a help further the classes knowledge.
primary document.

Through what authentic performance task will students demonstrate

understanding?
Students will begin to demonstrate understanding through the reading and
analysis of a primary source document. They will also be responsible for using this
new knowledge to expand and further analyze their interpretations of
Confucianism.

What student products and performances will provide evidence of desired

understandings?
The discussions students will be having with their classmates with my facilitation
and prompt questions will show the growth they made in the hour. The image and
statement that the student interprets from their chosen excerpt will highlight the
information that is most valuable in the primary source.

By what criteria will student products and performances be evaluated?

For this day, students and the work accomplished in the hour will be evaluated by
the completion of a ticket out the door to discuss some of the key responsibilities
and values between a Wife and her Husband.

Performance Task Blueprint

What understandings and goals will be assessed through this task?
Students will... -be able to share and support findings
-analyze primary source excerpts. that correlate to the demands of social
-identify key relationship qualities relationships during this time period.
between Husband and Wife.

What criteria and implied in the standards and understandings regardless

of the task specifics?
What qualities must student work demonstrate to signify that standards
were met?
Students will be able to... -understand the importance and
-analyze multiple documents to find the purpose of primary sources.
message that author is trying to convey. -support their ideas with textual
evidence.

Through what authentic performance task will students demonstrate

understanding?
Students will create a new diary entry to highlight the relationship between
Husband and Wife. In this document, they will use their historical thinking skills
and creativity to write a diary entry of a husband, wife, or other member of the
Confucianist society reflecting on the duties of a wife.

What student products and performances will provide evidence of desired

understandings?
The diary completed at the end will assess the knowledge that each student
gained from the discussion and lesson that day.
 By what criteria will student products and performances be evaluated?
Students will briefly share their knowledge through the short ticket out the door
assignment. The diary will serve as a review at the end of each lesson. I will be
able assess the student's ability to transfer the new found knowledge from the
lessons.

Stage 3Plan Learning Experiences and

Instruction
Consider the WHERETO elements:

Students will initially begin the day by exploring gender roles that is present in
their lives. In a few minutes, we will briefly share ideas as a class and recognize
the way that traditional gender roles continue throughout history.

Today, it is important to revisit the lessons throughout the unit. First, we will have
a gentle reminder of Confucianism. Particularly, students should be focusing upon
the importance Confucius placed upon relationships in society.

Using the bulletin board that we began creating Monday, we will revisit the
students ticket-out-the-door to remind ourselves of the important concepts thus
far in the unit. Each day, this bulletin board will serve as a reminder and example
of the places we are going.

On Monday, I showed the students the map on the left. (Confucianism in China
200 BCE) Learning from other lessons, it is vital that the students see a map with
the current world that recognize. This helps them make connections between the
past and present.

As a class, we will begin a discussion on Ban Zhao. She is one of the first female
scholars in China. She provided a document entitled Lessons for Women. As a
class, we will discuss some of the reasons that she was able to produce works.
(For example, her lessons were accepting of the patriarchy.)

Show the symbol of Yin and Yang. Ban Zhao compared this symbol to men and
women, what does it mean? (Balance, equality, dependence.)
Show the excerpt from her primary source Lessons for Women. What is she
explaining? Is this how women were actually treated? Is it an accurate
representation of China during this time? Why?
**If students do not know this answer, that is fine! By the end of the lesson, they
should have a better understanding.
We will discuss the reasons that women like Ban Zhao and the Song sisters began
to help write and communicate the rules of women.

Throughout the room, there will be various stations. Each station holds an excerpt
from Song Ruozhaos piece Analects for Women. Students must individually pick a
station. Using that excerpt and the primary source sheet, they will summarize and
create one sentence to depict the image. They will also be responsible for making
a visual representation.

Each student will show their paper on the document camera. These will be the
ticket-out-the-door for today and our relationship of Husband and Wife.

The students will create a new entry in their Confucianist reflection diary. This
entry will have to be a representative of a reflection of Husband and Wife
relationship. They will have creative freedom.
Guiding Questions for Discussions:

1. Who was Confucius?

2. What were the goals of his teachings?
3. Though he was a philosopher and teacher during his lifetime,
when did his rulings and teaching become most popular?
4. Does China still practice any of these Confucianist practices?
5. What are the five key relationships that Confucius defined?
What were they based upon?
6. Why, presumably, did the female scholar Ban Zhao have the
opportunity to be published? What opinion did she offer or accept?
7. What symbol does Ban Zhao use for men and women? Is this
an accurate presentation of their relationships?
8. Being a women, what is Ban Zhaos view towards the Husband
and Wife relationship?
9. Are primary sources or secondary sources more powerful in
historical research?
10. What did Song Ruozhoa produce for Chinese women?
How do we view these rules? Why did she make them?
11. Why were these women taken seriously and published?
12. In the primary sources we viewed today, who was the
intended audience? Point to textual evidence to support.
13. How did the accounts of these women affect your views
of Confucianism in China?
14. Are these primary sources influential in this lesson?
15. Are these sources considered bias? Why or why not?
16. Using our historical thinking skills, how did women
respond to these rules? Did they have the opportunity to disagree
with any of the teachings?
17. What is the purpose of summarizing Song Ruozhaos
arguments and drawing a visual representation?
18. How did the beliefs we carry today affect this lesson?
 19. Was it difficult to examine a belief that is far different
from your own?
20. In 2016, why are we still discussing these elements of
Chinese history? Why did I teach you this lesson?

Primary Sources:

Asian Religions. 2012.McGraw-Hill Education, New York. Accessed October 24, 2016.
https://wikis.engrade.com/asianreligions.

This primary source shows a map of the areas in Asia that still function under some beliefs of the
Confucianist religion. For students, it is important that they find relevance in the current topic
they are studying. This map shows the current affect our lesson has on the world.

Song Ruozhao. Analects for Women. Translated Theodore de Bary and Irene Bloom.
1999. Columbia University Press, New York. Accessed October 24, 2016.
http://afe.easia.columbia.edu/ps/cup/song_ruozhao_analects.pdf.

This primary source document is the main document we will be examining as a class. In this
document, Song Ruozhao summarized the main components of Confucianism in China. She
defined and highlighted the behaviors and rules women should follow in public and in their
home.

Ban Zhao. Lessons for a Woman. C. 80 CE. In Alfred J. Andrea and James H. Overfield
The Human Record: Sources of Global History Volume 1, 2nd Edition (Boston: Houghton
Mifflin, 1994): 148-153. Accessed October 24, 2016.
http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/banzhao.html.

In this document, Ban Zhao highlights the duties and lessons that women need to learn to make
them positive members of society. The aspect of this document we will focus most heavily upon
is the concept of Yin and Yang. From this document, I have taken an excerpt of her specific
analysis of Yin and Yang.
Secondary Sources:

Drake, Frederick D., and Lynn R. Nelson. "Using Primary Sources: The First-, Second-,
and Third-Order Approach." In Engagement in Teaching History: Theory and Practices
for Middle and Secondary Teachers, 138-55. Upper Saddle River, NJ:
Pearson/Merrill/Prentice Hall, 2005.

This text is extremely useful for finding varying activities to incorporate into a lesson. For this
lesson, I focused on Chapter 7 because I wanted to truly help my students engage with primary
sources. This chapter helped me develop the questions I should be asking my students regarding
the primary source documents.

AP World History Rochester, MI K-12. "Major Belief System." Accessed October 24,
2016. http://apworldhistory-rochester-k12-mi-us.wikispaces.com/1f.
+major+belief+systems+(new).

This site is actually a website by a Michigan school. It provides multiple maps and resources for
teachers while preparing a lessons. The maps and website are aligned and easily navigated
through the reference chart and side links. I found my map for the early spread of Confucianism
on this website. Most of the documents include dates and general information. This is an
extremely useful site for any area of world history.

Hui-Chen Huang, Grace, and Mary Gove. "Confucianism and Chinese Families: Values
and Practices in Education." International Journal of Humanities and Social Science 2,
no. 3 (February 2012): 10-14. Accessed October 25, 2016.
http://www.baraka.consulting/uploads/Confucianism and Chinese Families Values and
Practices in Education.pdf.

This document focused more upon the educational values in Chinese families, it did present a
glimpse into their home. This document further explained the values of Confucianism. I
specifically found the areas of the document focusing upon family relationships to be extremely
applicable to this lesson.
Additional websites and documents, for other teachers, used in the broad unit plan, but not
modeled in this lesson:

http://chnm.gmu.edu/wwh/modules/lesson10/lesson10.php?menu=1&c=plans&s=0

http://www.mitchellteachers.org/confucius/

https://www.michigan.gov/documents/mde/SS_HSCE_9-15-09_292358_7.pdf

http://alex.state.al.us/ccrs/sites/alex.state.al.us.ccrs/files/CCRS%20Overarching%20Essential
%20Questions_0.pdf

All of these websites include great tools that I had to share!

Primary Source Questions to Consider:

1. What is occurring in your excerpt?

2. What advice is provided?
3. Is it convincing?
4. Share any other facts you notice with us!

Analects for Women: Song Ruozhao

Statement:

Visual Representation:

Diary Rubric:
 Excellent (100%) Average (66%) Poor (33%)

Primary Source The student The student The student did not
Evaluation demonstrated the understood and provide adequate
(10 points) knowledge they showed one of the information ensuring
gained through a characteristics that that they understood
variety of primary were important in the the topics in the
sources in this unit. Husband and Wife primary sources.
They included some relationship.
of the common areas
of social importance
in the Husband and
Wife relationship.

Creativity The student let their The student prepared The student neglected
(10 points) creativity shine. They a piece that to use any form of
expertly incorporated represented an creative voice or
voice, primary source example of a intrigue the audience
examples, and relationship that may with the information.
historical empathy. occur between
The diary seemed to Husband and Wife
be a genuine personal during the
account requiring Confucianist era.
much thought for the
writer.

Mechanics The student carefully The student may have The student had more
(5 points) edited their diary. had a few issues in than five issues in
There were no spelling or grammar. grammar or spelling.
grammar or spelling It did not distract from The diary was
issues. The diary was the presentation and overpowered by
extremely appearance of the unintentional
presentable. diary. mechanical mistakes.