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Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
Grade Level: 3–5
Curriculum Focus: World History
Lesson Duration: 1–2 class periods
Program Description
Ancient China: Contributions to the World (Land of Ideas) (15 min.)—Introduce students to
ancient China through the journals of Lin, a young girl who writes about her life and civilization.
In this episode, students will investigate the many contributions ancient China made to human
civilization.
Discussion Questions
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Who were Confucius, Lao Tzu, and Siddhartha Gautama and how did they influence
Chinese society?
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How did kung fu come to be and why did the monks invent it?
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What is the importance of silk?
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What were some important inventions and innovations made in China?
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What are some uses of gunpowder?
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Why is the dragon a good symbol for China?
Lesson Plan
Student Objectives
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Describe three unique things about the lives and teachings of Confucius, Lao Tzu, and
Siddhartha Gautama.
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Describe three similarities between the lives and teachings of Confucius, Lao Tzu, and
Siddhartha Gautama.
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Create a Venn diagram to compare the lives and teachings of Confucius, Lao Tzu, and
Siddhartha Gautama.
Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
2
Materials
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Journals Through History: Ancient China: Contributions to the World video
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History texts, encyclopedias, or other nonfiction resources that contain information about
Confucius, Lao Tzu, and Siddhartha Gautama
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Pencils and erasers
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Writing paper
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Chart paper
Procedures
1. Talk about the different philosophies that Confucius, Lao Tzu, and Siddhartha Gautama (the
Buddha) brought to Chinese culture and society. A good way to introduce this topic is to watch
Ancient China: Contributions to the World. After watching the program, talk about these three
thinkers. What were some of their sayings? How did their teachings differ? How were they
similar?
2. Explain to students that they are going to be using the information from Ancient China:
Contributions to the World as well as information they find in other sources to compare the life
and teachings of Confucius, Lao Tzu, and Siddhartha Gautama with one another. Each student
is responsible for making their own three-way Venn diagram as a way to compare the thinkers
and their teachings. The diagrams should include at least three unique things about each of the
philosophers’ lives or teachings as well as at least three ways in which these great thinkers are
alike. Because it is a three-way Venn diagram, students may also want to come up with ways in
which two out of the three are alike.
3. Before beginning the lesson, make sure students understand how to make a three-way Venn
diagram. Use basic objects like banana, apple, and butter to create a three-way Venn diagram on
the board or on a piece of chart paper. Ask students for unique qualities or similarities between
these three objects and write them in the correct spots on the diagram.
4. Once students understand how to create a three-way Venn diagram, give them time to research
the life and teachings of Confucius, Lao Tzu, and Siddhartha Gautama in class and as a
homework assignment and create their Venn diagrams from the information they find. Students
may use Ancient China: Contributions to the World, history texts, encyclopedias, or other reference
sources you have available to research these three thinkers.
5. When students have completed their Venn diagrams, talk about them and use the information
they found to create a whole-class Venn diagram on a piece of chart paper or on the board. Ask
volunteers to present any unique things about each of the three thinkers or any similarities they
found between the thinkers. Write this information in the appropriate place on the Venn
diagram.
6. After completing the class Venn diagram, have students study the information presented and
discuss these three thinkers. What made them wise men? How did they differ from one
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Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
3
another? How were they alike? What did they teach? Then, ask students to think about how
they might use what they’ve learned from these philosophers in their own lives.
Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
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3 points: Students easily and readily identified three or more unique things about the lives
and teachings of Confucius, Lao Tzu, and Siddhartha Gautama; easily and readily identified
three or more similarities between the lives and teachings of Confucius, Lao Tzu, and
Siddhartha Gautama; and were able to thoughtfully discuss how they might use what they
learned from these three thinkers in their own lives.
•
2 points: Students identified at least two unique things about the lives and teachings of
Confucius, Lao Tzu, and Siddhartha Gautama; identified at least two similarities between
the lives and teachings of Confucius, Lao Tzu, and Siddhartha Gautama; and were able to
somewhat thoughtfully discuss how they might use what they learned from these three
thinkers in their own lives.
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1 point: Students identified one or fewer unique things about the lives and teachings of
Confucius, Lao Tzu, and Siddhartha Gautama; identified one or fewer similarities between
the lives and teachings of Confucius, Lao Tzu, and Siddhartha Gautama ; and were able to
only vaguely discuss how they might use what they learned from these three thinkers in
their own lives.
Vocabulary
enlightened
Definition: To give spiritual or intellectual insight to
Context: A very wise man was Siddhartha Gautama, also known as the Buddha or
“Enlightened One.”
faith
Definition: A set of principles or beliefs
Context: Each of the three faiths started with the ideas of a special person that lived long ago.
respect
Definition: To feel or show deferential regard for; esteem
Context: Respect was very important to Confucius.
symbol
Definition: Something that represents something else by association, resemblance, or convention,
especially a material object used to represent something invisible
Context: Dragons are a huge part of our celebrations and stories. Come to think of it, dragons are
a very neat good symbol for China.
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Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
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thinker
Definition: One who devotes much time to thought or meditation
Context: Lao Tzu was another great thinker who lived around the time of Confucius.
teaching
Definition: A precept or doctrine
Context: Although the Buddha lived in India, traders on the Silk Road brought his teachings
to China.
Academic Standards
The National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS,
or to view the standards online, go to http://www.socialstudies.org/standards/strands/
This lesson plan addresses the following national standards:
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Culture
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Time, Continuity, and Change
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People, Places, and Environments
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Individual Development and Identity
Mid-continent Research for Education and Learning (McREL)
McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K–12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:
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Historical Understanding: Understands the historical perspective
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World History—Era 5: Intensified Hemispheric Interactions 1000–1500 CE: Understands the
maturation of an interregional system of communication, trade, and cultural exchange
during a period of Chinese economic power and Islamic expansion
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Geography—Places and Regions: Understands the physical and human characteristics of
place
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Grades K-4 History—Topic 4: The History of Peoples of Many Cultures Around the World:
Understands selected attributes and historical developments of societies in Africa, the
Americas, Asia, and Europe
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Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
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DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
How To Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause button
is included with the other video controls.
Video Index—Here the video is divided into sections indicated by video thumbnail icons; brief
descriptions are noted for each one. Watching all parts in sequence is similar to watching the video
from start to finish. To play a particular segment, press Enter on the remote for TV playback; on a
computer, click once to highlight a thumbnail and read the accompanying text description and click
again to start the video.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. The Three Paths of Faith (3 min.)
Learn about the teachings of the philosophers Confucius, Lao Tzu, and Siddhartha Gautama
and see how they influenced Chinese culture.
Pre-viewing question
Q: What kinds of people have great influence?
A: Answers will vary.
Post-viewing question
Q: How did the teachings of Confucius and Lao Tzu differ?
A: Confucius said that people should treat each other kindly, that a good and honorable
government is the key to happiness, and that everyone to respect their elders and the
government officials. Lao believed that the way of nature, not government, is the path to
happiness.
II. Masters of Kung Fu (1 min.)
The Shaolin monastery in central China is where kung fu was invented. Discover why the
monks of Shaolin began studying kung fu this martial art.
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Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
6
Pre-viewing question
Q: What are some types of martial arts?
A: Answers will vary.
Post-viewing question
Q: Why did the Shaolin monks invent kung fu?
A: The monks of Shaolin decided that it was important to be strong to maintain peace during a
time of great warfare. They started practicing this martial art form not to use to start a fight, but
to be strong enough to stop others from doing bad things.
III. The Secrets of Silk (3 min.)
Silk and porcelain made China rich and powerful. See how Chinese merchants brought silk to
the West and learn how porcelain was made.
Pre-viewing question
Q: What types of things are made of silk?
A: Answers will vary.
Post-viewing question
Q: What dangers did silk merchants face when they brought their fabric to the West?
A: Once they left the protection of China’s Great Wall, the silk merchants they had to worry
about pirates stealing from them as they made an arduous desert crossing.
IV. Paper (2 min.)
The Chinese first produced paper and wood block prints. See their step-by-step process and
learn about some of its early uses.
Pre-viewing question
Q: How might history have been different without paper?
A: Answers will vary.
Post-viewing question
Q: How is Chinese paper made?
A: First bamboo is chopped down, dried, and cut into chips. Then the chips are steamed until
soft and ground until they make a smooth pulp. Next, workers use fine screens to lift a layer of
pulp out of the water. When the pulp layer dries, it is paper.
V. Innovations and Inventions (3 min.)
The Chinese are responsible for many useful products and innovations still used in the modern
world, including the compass.
Pre-viewing question
Q: Have you ever used a compass?
A: Answers will vary.
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Journals Through History
Ancient China: Contributions to the World
Teacher’s Guide
7
Post-viewing question
Q: Why did the Chinese invent the compass?
A: The Chinese invented the compass to help them align their buildings properly. According to
Chinese beliefs, the emperor is the most important person in the room. They believed it was
important that people face directly north when speaking to him as a way to show proper
respect. So they used the compass to build everything, including imperial cities on a northsouth axis.
VI. Gunpowder (1 min.)
The invention of gunpowder was a useful accident that occurred during a Chinese experiment.
See how gunpowder came to be and learn about its uses.
Pre-viewing question
Q: Have you ever stumbled on something useful or important?
A: Answers will vary.
Post-viewing question
Q: What is gunpowder?
A: Gunpowder is a mixture of saltpeter, sulfur, and charcoal.
VII. The Year of the Dragon (1 min.)
Dragons are important in Chinese cultural celebrations and stories. Explore how this great
mythical beast represents China.
Pre-viewing question
Q: What are some symbols used to represent the United States?
A: Answers will vary.
Post-viewing question
Q: Why does Lin think dragons are a good symbol for China?
A: According to Lin, they are big like China, and she sees them as strong and beautiful fierce
warriors when threatened, similar to Shaolin monks. And she says that they are a powerful
creative force, similar to China’s great thinkers and inventors.
Published by Discovery Education. © 2005. All rights reserved.