Ancient China CivilizationAuthor: Bailee Monteiro and Adrian Gonzalez Date created: 06/01/2017

VITAL INFORMATION

Unit Title Ancient China

Subject(s) History

Grade/Level Grade 6

Time Frame This will be a 10 day unit over the course of 2 weeks. Students will be required to complete some homework assignments within the unit.

Summary This unit will focus on the social studies framework standards World History and Geography: Ancient Civilizations students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.Sub-Strand 6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.Standard 1: Locate and describe the origins of Chinese civilization in the Huang-He Valley during the

Shang Dynasty.Standard 2: Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.Standard 3: Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.Standard 4: Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.Standard 5: List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.Standard 6: Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.Standard 7: Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations.Standard 8: Describe the diffusion of Buddhism northward to China during the Han Dynasty.

Throughout this unit, which consists of 10 ten lessons taught over the course of two weeks.Following these lessons students will take part in a summative assessment.

STAGE 1: DESIRED RESULTS

Common Core/ Content Standards

CA- California K-12 Academic Content Standards

Subject: English Language Arts

Grade: Grade Six

Area: Reading

Sub-Strand 2.0: Reading Comprehension (Focus on Informational Materials)Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and com-plexity of the materials to be read by students. In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level- appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress toward this goal.

Concept: Comprehension and Analysis of Grade-Level-Appropriate Text

Standard 2.3: Connect and clarify main ideas by identifying their relationships to other sources and related topics.

Standard 2.4: Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

Area: Listening and Speaking

Sub-Strand 2.0: Speaking Applications (Genres and Their Characteristics)Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Concept: Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

Standard 2.2: Deliver informative presentations: a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

Standard 2.3: Deliver oral responses to literature: a. Develop an interpretation exhibiting careful reading, understanding, and insight. b. Organize the selected interpretation around several clear ideas, premises, or images. c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

Subject: Visual Arts

Grade: Grade Six

Area: ARTISTIC PERCEPTION

Sub-Strand 1.0: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts. Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Concept: Analyze Art Elements and Principles of Design

Standard 1.4: Describe how balance is effectively used in a work of art (e.g., symmetrical, asymmetrical, and radial).

Area: HISTORICAL AND CULTURAL CONTEXT

Sub-Strand 3.0: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Concept: Role and Development of the Visual Arts

Standard 3.1: Research and discuss the role of the visual arts in selected periods of history, using a variety of resources (both print and electronic).

Area: CONNECTIONS, RELATIONSHIPS, AND APPLICATIONS

Sub-Strand 5.0: Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers.Students apply what they learned in visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources, which contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Concept: Connections and Applications

Standard 5.3: Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

Big Ideas 1.Geography shapes the lives of Ancient China2. Ancient Chinese philosophies3. The Qin and the Han4. The legacy of Ancient China

Enduring Understandings

● Students will understand that:● Huang He was valuable to Ancient China.● How Ancient Chinese writing started.● How the Legalists and Daoists differ in their views of society.● The five basic relationships of Confucius.● The policies of Qin ruler Shi Huangdi, and the resentment of

the people.● The advances that Han made within the government.● The ideas that came about from the Silk Roads.● Why the progression of agriculture was important.

Essential Question(s) ● How did the teachings of Confucius support the ancient Chinese family structure?

● How did Confucianism contribute to the development of the Chinese bureaucracy?

● Which systems discussed in the the unit do you think would be the most effective in ruling a land?

VocabularyQinLegalism

Han DynastyBureaucracyFilial pietyconfucianismSilk Roadscultural diffusion

Processes/Skills Skills- Students will be able to:● Identify 3 out of the 5 relationships identified by Confucius in

regards to family relationships.● Explain how the chinese gave tests about Confucianism to

make sure the people in government positions were honest and fair during the Han Dynasty.

● Demonstrate knowledge of each philosophy and explain its strengths and weaknesses in creating government.

Processes- Students will:

STAGE 2: ASSESSMENT EVIDENCE

Performance Task (PT)

The summative assessment for this unit is going to be a written exam. Students will need to study all learned information from the two weeks of the unit prior to the test and will not be able to reference any notes or the book. By the end of the unit students should be able to identify relationships by confucius in regards to family relationships, explain how the chinese gave tests about Confucianism to make sure the people in government positions were honest and fair during the Han Dynasty, and be able to demonstrate knowledge of each philosophy and explain its strengths and weaknesses in creating government.

Goal This history unit is based on the California State Standards covering 6th grade ancient civilizations specifically focusing on Ancient China.

Role The role of the teacher is to function as a facilitator in guiding students to understand the objective and goals of the lessons by providing several forms of revisiting the material through technology, art, and online resources.

Audience The class is made up of thirty three 6th grade students. Majority of the class are proficient in English with only a few English language learners.

Situation Students will complete a variety of activities to learn the political, religious, economical, and cultural aspects of Ancient China. Students will analyze masterpiece paintings, research inventions, create art pieces, label maps, and watch engaging videos about ceremonies and learn about the different dynasties.

Product/ Performance Students will be able to complete all written assignments as well as presentations using evidence from the unit. Students will be able to use their Ipads and take detailed notes throughout the unit. Students will have a good grasp of materials for the summative assessment.

Other Evidence Students will use their journals for writing prompts and quick writes.

Student Self-Assessment (SSA)

Students will engage in different activities that will require them to explain and rationalize the information of different philosophies and dynasty information from the the Ancient Chinese time era.

STAGE 3: LEARNING PLAN

DAY 1: Introduction to Chinese society and philosophy

Hook/Anticipatory Sethttps://www.youtube.com/watch?v=dEYqzkbMZWg

The teacher plays an introduction video of the Shang dynasty to inform students of one of the earliest dynasties and the meaning and use of the oracle bones.

Objective: In this lesson, students will explore the contributions of the Shang and Zhou dynasties in ancient China and students will create a song about the Huang He River.

Standard 6.6.1: Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.

Explore and Experience: Teacher shows students a Shang Dynasty Masterpiece Students observe the art history masterpiece After students observe the painting they turn and talk with a partner about what they see in the painting.

Key Questions: What do you see in the painting? Is there anything important going on in the painting? Students share their thoughts or the observations made by their partners.

Teacher explains the painting: Zhang Dynasty, the earliest known dynasty, that ruled in the Huang He Valley bronze casting cups and other useful supplies. In addition, the teacher reviews Huang He Valley and the two rivers (Yellow River and Yangtze River).

Independent practice: The teacher will pass out a T chart worksheet for students. Students will be required to take out their books and partner read Chapter 1. As students read the chapter, they will be required to fill out their T charts by annotating key points and contributions from the Shang and the Zhou dynasties.

2nd Activity: Yellow River Song/Poem (ELA)

Students write a song to the Huang He. The Yellow River is an important part of Chinese civilization and according to their history book it is also a known for its sorrow. Students will use their iPads to research the importance of the river and write a song that expresses the emotions behind the historical and tragic meanings of the river. Students will write their songs or poems inside their journals.

Closing/Debrief: The teacher will end the lesson by covering and reviewing the Dynastic Cycle on the whiteboard and the meaning of the Mandate of Heaven.

Resources: Video, worksheet, textbook, and pencils

DAY 2: Chinese Geography

Hook/Anticipatory set: Think about the geographical area that you live in. What geographical features make your area a great place to live in? (Students partner talk and then share with the class)

Objective: In this lesson, students will learn about key geographical features (rivers, regions, etc) and dynasties(Shang, Zhou, etc) of China and create a map of key areas and locations.

Standard 6.6.2: Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.

Explore and Experience: Students partner read chapter 1 with their elbow partners.

Modeling: After reading, the teacher will show students a blank map of China and will label a few key areas. The teacher will explain to students that they must create a drawing of an Ancient Chinese Map. The teacher will review the rubric and have it set up on the projector.

For this assignment, students can use their iPads and their textbook to fill out the map.

Guidelines: - For this map there must be a title- Students will be graded on neatness

Students must draw the map of China and label the following areas: - Pacific Ocean - East China Sea - Yellow Sea - South China Sea - Yellow River - Yangzte River - Great Wall of China - Takliman Desert - China - Nangjing - Changan - Lanzhou

Debrief/Closing: If students are finished they can share their maps with the class. Resources: paper, pencils, color pencils, markers

Day 3:The Chinese Dragon

Hook/Anticipatory set:

Students will watch a video about the symbolism behind the Chinese dragon. The teacher will emphasize that students should pay close attention to the different meanings behind this mythical creature.

Video: https://www.youtube.com/watch?v=397Exann31A

Objective- Students will understand the meaning and significance of the Chinese dragon and draw a Chinese dragon as part of an art project.

Standard 5.3: Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

Explore and Experience: After the video, the teacher will draw a circle map graphic organizer on the board. The class will be prompted to name key facts (symbolism, celebrations, etc) about the dragon that they learned from the video.

Possible answers: “lucky animal” “bring a good year to people” “Symbol of power” “royal dignity” “powerful symbol”2 types of Celebrations “dragon lanterns” “dragon boat competitions”

Show students dragon boat festival:

https://www.youtube.com/watch?v=80XkgtxhbTM

Procedures: After the video, the teacher will explain to students that they will be drawing their own dragon art project. Teacher has visual samples of various chinese dragons posted on the projector. The teacher will emphasize the patterns (scales) and movement depicted in each art figure. The teacher will instruct students to first use pencil to create the outline on their construction paper. The next step is for the teacher to demonstrate application of chalk. Water colors will be another options for students to use. After modeling the main components/skills necessary, students will work independently and will be encouraged to take their time on their projects.

Example of Chinese dragon art project: (These will be displayed on the projector)

Debrief/closing: The teacher will prompt students to share the history and the meaning of the Chinese Dragon. If students are not done with their projects, they will have the opportunity to finish them in the next social studies session.

Resources- Construction paper, water colors, chalk, paint brushes, pencils, video

Day 4: Belief Systems Ancient China

Subject(s) History

Topic/Unit of Study & Time Allotment

Ancient China

Grade/Level Grade 6

Objective Students will need to analyze the philosophy of Legalism and understand what it was and why it started. Students will be able to describe key details about the life of Confucius and his teachings. Students will be able to describe key details in the life of Laozi and the philosophy of Daoism.

Summary Students will learn about the belief systems of Ancient China. Students will be exposed to the three main belief systems and how they shaped governments and societies. Students will also learn how it affects Chinese society today.

Implementation

W (Where, Why & What)

Social Studies Framework: Grade 6

Sub-Strand 6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

6.3: Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.

6.4: Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.

6.6: Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.

Additional Standards:

CCSS Literacy RI-6 2.3: Connect and clarify main ideas by identifying their relationships to other sources and related topics.

Goals/Objectives

Lesson Objectives: Students will be able to Analyze the philosophy of Legalism, Confucianism, Daoism.

Lesson Goals: By the end of the lesson students will be able to:

● know about the life of Confucius and the teachings of Confucianism and Daoism.

● identify the political and cultural problems prevelent in the time of confucius and how he decided to solve them.

● analyze the geographic, political, economic, religious and social structures of the early Chinese civilization.

H (Hooked & Hold) Hook:

I will explain to the students that todays lesson focuses on Chinese Philosophy. I will ask students if they have ever heard of Confucius before? I will then let students respond. Then I will show a short video clip on Confucius.

Who was Confucius? https://www.youtube.com/watch?v=wFt_VGG0kJU

After students watch the short video I will have them do a turn and talk with their table asking them to each state something they learned about Confucius. I will then draw the class back together and explain to them that there are three main belief systems that shaped Ancient Chinese government and society, Confuciusm is one of them.

E (Explore & Experience)

● After we have briefly discussed Confucius I will then talk to students about how we learned about chinese society having a lot of disorder, and how the kings fought with each other to gain control of the land. Educated people known as scholars tried to figure out ways to bring peace to the land, and therefore came up with three different viewpoints otherwise known philosophies.

● I will have the students take out their textbooks and turn to the chapter for Ancient China. I will have two students pass out the handouts for the chapter so that they can start recording information as they read. Teacher will be pair off with their usual reading partner and give them 15 minutes to read pages 258-263, and complete worksheet pages 1-3.

● Once reading is completed teacher will have the students go back to their own seats and we will have a class discussion using the 4th page worksheet on Legalism/Confucianism/Daoism which covers the similarities and differences between the philosophies.

R (Rethink, Revise & Refine)

Teacher will as a few concluding questions:

● What did Legalists believe? Answer: they believed humans deserved harsh punishments because they are wicked and needed strict laws.

● What did Confucius teach? Answer: He taught a proper way to uphold ones self, the way we gain and show respect, and how we can learn.

● What do we know about Daoists? There was views held that each human must find their own moral path.

(Using concluding questions will help me check for understanding)

Closure:

After finishing our critical thinking questions as a class discussion. Teacher will explain to students that we will pick up more philosophies tomorrow since this is a large part of this unit. Tomorrow we will go more into detail about Confucius and why his philiosophy was so imporant to the people of Ancient China.

Teacher will ask students to hand in their handout packet.

E (Evaluate) Students will turn in their handout packet for grading at the end of the lesson.

T (Tailored) This lesson allows for students to have peer on peer learning. They will work as a whole class, as a small group, and in pairs as this lesson is a little bit more complex. I have specific pairs already set up so that certain EL students have extra support from others that speak the same language. I also integrated vocabulary on the worksheets to that EL students would have a way to see definitions. The textbook was used so that there was visual support, as well as the video at the beginning of the lesson. I made sure to review all information covered on the worksheet, so that the EL students have multiple opportunities to hear the information.

The lesson is differentiated in that gifted students will have the opportunity to use the internet upon finishing to find

more information on the different philosophies. I can also have these students make a venn diagram to compare and contrast the different philosophies so that when we have a class discussion they can help provide more detailed responses.

O (Organized) ● Textbook used for reading. ● Video from youtube.● Technology used to play video and overhead used to

show worksheets on board.● worksheet packet

Day 5: Ancient China Civilization lesson 2 part b

Subject(s) History

Topic/Unit of Study & Time Allotment

Ancient China

Grade/Level Grade 6

Objective Students will go into more detail on the philosophy of Confucius. Students will be able to understand what a Proverb is, and take meaning from it.

Summary Students will learn about the belief systems of Ancient China. Students will be exposed to the three main belief systems and how they shaped governments and societies. Students will also learn how it affects Chinese society today.

IMPLEMENTATION

W (Where, Why & What)

Social Studies Framework: Grade 6

Sub-Strand 6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.

6.3: Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.

6.4: Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.

Additional Standards:

CCSS Literacy RI-6 2.3: Connect and clarify main ideas by identifying their relationships to other sources and related topics.

CCSS Literacy RI- 6 2.4: Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.

Goals/Objectives

Lesson Objectives: Students will be able to Analyze the philosophy of Confucianism.

Lesson Goals: By the end of the lesson students will be able to:

● better understand the teachings of Confucius.

H (Hooked & Hold) Teacher will have students open up the shared google doc, and tell students they must all respond to the question: ask the question: Confucius thought rulers should set an example of good morals and conduct. How do you think rulers should behave?

After each student puts their idea in the doc, the teacher can go over what was shared.

E (Explore & Experience)

Teacher will then pass out a handout of "The Teachings of Confucius". Students will be required to complete this independently.

Once the handout is complete, teacher will have students do pair share with their table discussing their answers. Teacher will go around to monitor and check for understanding.

Following this the teacher will then hand out another paper that has proverbs on it. The teacher will explain that a Proverb is a short saying that provides general truth or advise. Teacher will then tell students they must read through the proverbs and select two that they would like to talk about. They will then be given 15 minutes to write about each on two different pieces of paper.

Following this students will be counted off in groups of 4 by the teacher and then form discussion groups so that they can share what they have chosen and discuss them. The point of this activity is so that students can see how Confucius provided advise to people and to consider how it would be used today. Following this each group will share the one response piece they found most interesting and true.

R (Rethink, Revise & Refine)

Teacher will ask students if they now understand how philosophy could have been useful to people of Ancient China, when they was such distruction proceeding it. There will be a few minutes for a discussion.

Closure: Teacher will ask students to think about and choose one of the philosophies and share with the class the name and why. (this will help teacher check for understanding).

Teacher will have students hand in their work.

E (Evaluate) The handout and the two writing papers will be turned in for grading.

T (Tailored) This lesson allows for student to practice their anaylical

skills. Students are being asked to critically think and apply what they know to what they are learning. This provides for current life application.

In regards to grouping different types of instruction were used. Students work independently, and as a team. Colabritive learning was used so that way students will disabilities or EL students have an ability to voice their oppinion. For the writing pieces, scaffolding is used for the EL students so that they have a breakdown of what needs to be in the writing. For gifted students they will be required to write a more detailed paper for each proverb they choose.

O (Organized) ● Handouts● Textbook is optional● Google Doc● paper

Day 6: Ancient China - The Great Wall

Subject(s) History

Topic/Unit of Study & Time Allotment

Ancient China

Grade/Level Grade 6

Objective Students will:

● understand the roles played by different dynasties in teh construction of the great wall of China.

● understand the contributions of the Qin, Han, Tang, and Ming dynasties to ancient China.

● understand some of the events that occured in other parts of the world during the time of ancient China.

Summary Teacher will talk about how Shi Huangdi planned to build a long wall along China's northern borders to keep invaders out. Students will research about the different dynasties in ancient China andd create a poster that they will present to the class.

IMPLEMENTATION

W (Where, Why & What)

Subject: History & Social Science

Grade: Grade SixArea: World History and Geography: Ancient Civilizations Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.6.6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.6.5: List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.6.6: Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.

H (Hooked & Hold) Teacher will talk to the students about we will be talking about the great wall of China. It was interesting in that it had been built by linking smaller walls that were there previously from dirt, and they started turning them into stone.

Teacher will show a short video : https://www.youtube.com/watch?v=23oHqNEqRyo

Teacher will then talk about how the great wall was created by different dynasties which we will learn more

about.

E (Explore & Experience)

Teacher will talk about how several different dynasties participated in the creation fo the walls. That's right not just one wall there was many pieces to the wall. Teacher will list qin, Han, and Mingon on the board, explaining that the primary architects of the walls lived during these dynasties. However, the golden age of China is considered to have occurred during the Tang Dynasty, before the walls were constructed.

Teacher will then divide students into 4 groups, each group will create a poster presentation of one of the four dynasties. Teacher will explain that each member of the group will be expected to present at least one part of the report to the class. Students will then have 2 minutes to decide what they each will be working on (teacher will provide a sheet with different parts of the topic they must research).

Students will then be given 20 minutes to research and organize their poster. Students will be allowed to use google to research their topic. Teacher will go around and monitor while students work.

After the 20 minutes are up students will present the dynasty they researched to the class.

R (Rethink, Revise & Refine)

Students will then be asked to go back to their desks and take out a piece of paper and title it Discussion question. Teacher will ask students:

● Based on what you have learned through the presentations analyze the impact of the Great Wall(s) of China on the course of western civilization. How would the world be a different place if the CHinese had not constructed their walls?

Teacher will let students know their discussion must be one page minimum.

E (Evaluate) Teacher will collect discussion papers and review for understanding as an informal assessment.

T (Tailored) Grouping for this activity was designed by learning level. In regards to differentiation: EL students will be working with another student that speaks their language, they will also be able to work on the art portion of the poster so that they get a good visual interpretation of what they are learning. The video is used so they can gain more vocabulary. In regards to gifted students they ill be asked to help record their groups lesson and then work together with the other gifted students from other groups to create one video of all the dynasties to share with the class.

O (Organized) ● Computers● Poster Board● Markers/ Crayons/ Pencils● Construction paper● tablets● TV/ Overhead projector● Youtube video on the Great wall

Day 7: Silk Road: Trade and Exchange

Hook/Anticipatory Set: Teacher explains to students that they will be learning about the silk road and its importance throughout ancient history. The teacher begins the lesson by showing a video on the process of creating silk. In addition, the teacher explains that China was considered the “Land of Silk” because it was such a vast and useful resource for trading. Video: https://www.youtube.com/watch?v=eqFm_7KyfHI&t=38s

Objective: In this lesson, students will learn about the silk road, its significance regarding trade and the spread of ideas and culture throughout the different surrounding empires.

Standard 6.6.7: Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations.

Explore and Experience:

The teacher presents a powerpoint to students on the TV screen. Students are first prompted to discuss a trip that they have taken that was long and about any challenges they faced on their trip. Students will partner share first and then with the class. Students are then presented with four pictures on the powerpoint slide. The essential question: What do these four pictures have in common? (Students can discuss with a partner or class discussion) Follow up question: What are some products that get imported into the U.S?

Activity: Students are given a map of the silk road and are prompted to label or draw a road from Xi’an to Antioch. Students must circle the cities and share their results with their partners. At the end of the activity, the teacher will show students another map with routes and explain that there was more than one route to take as there was a series of routes for travel.

Silk road map with several routes:

Closing/debrief:

Students watch a video exploring the significance of the silk road involving the difficulties and benefits in the trading and exchange of goods between the surrounding empires and cultures.

Video: https://www.youtube.com/watch?v=vn3e37VWc0k

Quick Write: Students write a short paragraph in their journals answering the following questions: (Students can use their ipads as an additional resource)

Why was silk important? Where did the silk road start? Which dynasty? What were other goods that were traded? What ideas spread? What kind of religions were spread along the silk road?

Resources- Video, journals, pencils, map worksheet

Day 8: The Qin and the Han Dynasty Hook/Anticipatory Set:

The teacher presents a masterpiece painting on the TV to introduce the new lesson.

Students are familiar with masterpiece activities. Students first do a partner turn and talk as they observe and analyze the art masterpiece. The teacher will prompt students with the following questions: What do you see in the painting? Is there anything important going on in the painting? After partner discussions, students will share their thoughts with the class.

Standard 6.6.5: List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.

Objective: In this lesson, students will learn about the Qin and the Han dynasties and fill out a graphic organizer highlighting similarities and differences.

Explore and Experience:

Students watch a video on the legacy of the Qin Dynasty. Students will be prompted to take notes on key information from the video (Emperor’s policies, achievements, important events, etc) Video: https://www.youtube.com/watch?v=1bZXxGv52t8

The teacher will further explain that Emperor Qin led one of the most successful, although short, dynasties in ancient China. The teacher will create a bubble map on the board and students will share their learnings from the video.

Possible answers for graphic organizer:

- Emperor Qin was a legalist - Great Wall of China - Controlled all of China - Punishment was harsh - Taxes were excessively high

Independent Practice:

Students partner read the chapter on the Qin and Han dynasty. After reading the chapter, students will fill out a graphic organizer describing the similarities and differences between the Qin and Han dynasties.

Graphic Organizer:

Debrief/Closing: The class discusses the differences and similarities of the Qin and Han dynasties. Teacher will fill out graphic organizer on the projector.

Resources: painting, video, graphic organizer, pencils

Day 9: Ancient China Civilization Chinese inventions lesson Subject(s) History

Topic/Unit of Study & Time Allotment

Ancient China

Grade/Level Grade 6

Objective Students will understand how Chinese inventions helped out the world.

Summary Students will learn about the science and technological abilities of ancient China and how modern China has emerged from a traditional shell.

IMPLEMENTATIONW (Where, Why &

What)Subject: History & Social Science

Grade: Grade SixArea: World History and Geography: Ancient Civilizations Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient

civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.Sub-Strand 6.6: Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.6.6: Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.

H (Hooked & Hold) Teacher will have students watch a video on paper making. https://www.youtube.com/watch?v=y-Gg_6Zgbz4. Teacher will then ask students did they know that the Chinese invented paper? Teacher will then ask students to do a turn and talk as to their opinion of do they think the invention of paper was important? Do they still think it is today?

E (Explore & Experience)

Teacher will introduce that there is a misconception that historically the Chinese had no impact on science or technology. The chinese were known for developing many things such as papermaking, printing, gunpowder, and the mariner's compass. There are also a lot of other inventions that came from China. Today I am going to have you do an activity so you can better understand the depth of Chinese technology from ancient times until now.

Today you all will go on an internet scavenger hunt. (teacher will pass out a worksheet with a listing of all the

items they must search for it includes: The horse collar, the wheelbarrow, the moldboard plow, paper money, cast iron, the helicopter rotor and the propeller, the decimal system, the seismograph, matches, circulation of the blood, paper, brandy and whiskey, a kite, and the rocket and multi-staged rockets). You must work with a partner to research on eah item and find out where and when they came from, what they were used for, and who invented them. If you can find any other information that you think is interesting please add it.

Teacher will say: I want you all to understand that not all these inventions came from ancient times they may be closer to modern times, but it is important that you understand the Chinese history that started from ancient times to now. You have 30 minutes to find as many answers as you can with your partner then we will go over them.

After the 30 minutes is up the teacher will have students raise their hands to share what they have learned about the achievements of China from ancient times to now. Teacher will ask students why they think the invention of paper was so important? Answer: It provided a low cost alternative to silk. It made writing materials that helped government keep better track of things.

Teacher will then give students 10 minutes to write a follow up on what the most interesting invention they learned about.

R (Rethink, Revise & Refine)

Teacher will check for understanding by walking around during the research, listening to students sharing during classroom discussion, and teacher will collect their writing to see what they have taken away from the lesson.

Closure: Teacher will use the writing question to allow students to voice their opinion. Teacher will then conclude the lesson by telling students that it is important that they see value in what Ancient China did for the

world, if it wasn't for them technology may not have reached where it is today. Paper started the journey for better communication and documentation.

E (Evaluate) Teacher will evaluate written work on each invention as well as the writing.

T (Tailored) Grouping was meant to be fun for this assignment I wanted students to be able to enjoy researching. In regards to differentiation this activity allows for students that are advanced to do higher quality research. In regards to EL or special needs student I will be able to walk around and scaffold for them providing extra support as other groups are working.

O (Organized) ● IPAD● handout● Internet access● Youtube

Day 10: Ancient China Civilization Invention artSubject(s) Art, History

Topic/Unit of Study & Time Allotment

Ancient China

Grade/Level Grade 6

Objective Students will research in a group a specific invention and create a write up and an art piece to represent it. Students will be able to explain the process of which a given invention was made.

Summary Students will work either independently or in groups of 2

or 3 to create a art piece and write up on a specific chinese invention.

IMPLEMENTATIONW (Where, Why &

What)Subject: Visual Arts

Grade: Grade SixArea: AESTHETIC VALUINGSub-Strand 4.0: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, principles of design, and aesthetic qualities.Concept: Make Informed JudgmentsStandard 4.3: Develop specific criteria individually or in groups to assess and critique works of art.

H (Hooked & Hold) Teacher will review technology that we previously discussed up on the board to see how much students have remembered. After learning about inventions do you think Ancient Chinese inventions were important not just during the past but currently?

E (Explore & Experience)

Teacher will show sample from previous year of an art piece of a Kite with a write up. Teacher will then explain how they will make the project:

● You will need one piece of colored construction paper you will need to fold the paper in half and then cut 4 slits in it then fold that part into the center of the piece. You will then need to work with your team to decide what invention you would like to create. You will then draw color and cut out the work of art. To go along with it you must do a write up on the piece including its use importance and if we still use it today.

Students will be given 45 minutes to create their work of art once done they will be able to share with the class by walking around the room.

R (Rethink, Revise & Refine)

Students will then return to their desks and we will have a class discussion on which projects were their favorites. Students will be able to do a peer to peer share as the teacher walks around to listen in and converse with them.

Closure:

Teacher will tell the class what a wonderful job they have done on their projects. Teacher will then pass back all their work and let them know that they will have the weekend to study for the Ancient China history test the following monday. Teacher will ask if anyone has any questions and allow students to ask.

E (Evaluate) Teacher will go around checking invention art pieces. A summative assessment will be done the following week on the unit.

T (Tailored) This activity allows for students to all be creative and work collaboratively. There is differentiation and adaptations for EL and special needs students as the teacher will be going around and scaffolding for these students. They will most likely work with their friends which will keep them motivated.

O (Organized) ● Construction paper● art tools● IPADS

Resources: Videos: https://www.youtube.com/watch?v=dEYqzkbMZWg- by Discovery Education

https://www.youtube.com/watch?v=397Exann31A- by gbtimes

https://www.youtube.com/watch?v=eqFm_7KyfHI&t=38s- by How it’s Made

https://www.youtube.com/watch?v=vn3e37VWc0k- by TED-Ed

https://www.youtube.com/watch?v=1bZXxGv52t8- by NTDTV

https://www.youtube.com/watch?v=80XkgtxhbTM- New China