Sessions

 

Session 1: The Landscape of China

LESSON OBJECTIVES: 

Students will define loess, steppe, terrace farming, dialect and heritage.

Students will analyze a map of China.

Students will compare how the Huang He and the Chang Jiang are similar.

Students will describe the climate changes from Northern China to Southern China.

Students will explain how geography shaped the way that the ancient Chinese understood their place in the world.

Students will describe the effects the physical features of China had upon its early development. 

Students will explain why the North China Plain was the center of Chinese civilization.

Students will summarize what legends can tell us about the ancient Chinese.

HOMEWORK: 

Make a physical map of China that shows the geographical features that helped shape early civilization in China. Be sure to lable both land and water features. Be prepared to share you map with the class in the next session. 

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Session 2: Early Chinese Civilization

LESSON OBJECTIVES: 

Students will define character, oracle bone, diviner, virtue, feudalism, filial piety, pictograph, dynastic cycle and Mandate of Heaven.

Students will share their maps with the class. 

Students will explain what made the Shang armies more powerful than their enemies.

Students will explain why the Shang kings used oracle bones?

Students will analyze oracle bones and the development of Chinese writing.

Students will explain how the Zhou were able to conquer Shang lands.

Students will describe the social structure of the Zhou.

Students will analyze the Dynastic Cycle.

Students will explain how the idea of the Mandate of Heaven helped the Zhou take over the Shang.

Students will describe how the Zheng king tried to maintain order in his kingdom.

HOMEWORK: 

Choose Your Own Adventure

Students will chose ONE of the projects listed below to complete for homework.

They should be ready to share their project with the class in the next session.

1) Imagine that you are an archaeologist who has just found a collection of oracle bones. Write a paragraph that tells why the bones should be studied. Be prepared to share your paragraph with the class in the next session. 

OR

2) Develop pictographs and use them in a sentence about your classroom.  Present your sentence to the class during the next class session and see if your classmates can guess what  your sentence says. 

 

Session 3: China's Ancient Philosophies

LESSON OBJECTIVES: 

Students will define philosophy, Legalism, Confucianism, filial piety and Daoism.

Students will share their projects with the class. 

Students will describe how Legalism had suggested society be controlled.

Students will explain why Legalists wanted a strong government.

Students will identify who Confucius was and why he is important to ancient history.

Students will analyze some Proverbs of Confucius.

Students will explain how events in China influenced Confucius.

Students will describe the actions Confucius believed would bring order to China and how he believed rulers should behave.

Students will describe what Daoist believed about society.

Students will explain why Daoism teaches that every human had a to find an individual way to follow in life. 

HOMEWORK: 

Choose one of the three Chinese philosophies and create a set of classroom rules that reflect the basic ideas of that philosophy. Be prepared to share your rules with the class in the next session.

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Session 4: Uniting China

LESSON OBJECTIVES: 

Students will define Legalism, bureaucracy, province, standardization, Qin and  Shi Huangdi.

Students will share their rules with the class. 

Students will identify Shi Huangdi and why he is important to ancient history.

Students will describe how the Qin Dynasty unified China.

Students will explain why Shi Huangdi killed so many Confucianists.

Students will contrast how Shi Huangdi's philosophy of governing differed from that of Confucius.

Students will explain why Shi Huangdi took power and land away from the nobles.

Students will summarize the steps Shi Huangdi took toward standardization.

Students will analyze the Great Wall and Terracotta Warriors.

Students will explain why Shi Huangdi built the Great Wall. 

Students will identify the kinds of information about the Qin that archaeologists might gain from the discovery of Qin Huangdi's tomb. 

HOMEWORK: 

Make a model fo the Great Wall as it stands today out of construction paper, cardboard or modeling clay. If those materials are not available then draw a picture of the wall. Label the wall with facts about its construction. Be prepared to share your model or drawing with the class in the next session. 

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Session 5: The Han Dynasty

LESSON OBJECTIVES: 

Students will define bureaucracy, civil service, Silk Road

Students will share their rules with the class. 

Students will compare how the Han rule was compared to that of the Qin.

Students will contrast what made the Han civil service different from earlier methods of running the government. 

Students will identify the areas in which the Han made advances during the Golden Age. 

Students will describe what life was like in Han China.

Students will describe the advancements in inventions and discoveries during the Han dynasty.

Students will compare/contrast how the live of farmers different from those of city dwellers. 

Students will identify the kinds of goods that moved along the Silk Road.

Students will explain why the Silk Roads were important to Chinese civilizations. 

Students will analyze the Silk Road and explain why it is so important to ancient history.

Students will identify Ban Zhao wand why she is important to ancient history.

Students will analyze Chinese designs.

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