Download Empires of Afroeurasia: Kush on the Nile and the Han in China, 300

Grade 6 World History, Quarter 4, Unit 2 of 3
Empires of Afroeurasia: Kush on the Nile and the
Han in China, 300 BCE–300 CE
Overview
Overall days:
9
(1 day = 50-55 minutes)
Purpose
Between 300 BCE and 300 CE, several giant states stretched across Afroeurasia. All of them enjoyed
long periods of prosperity. In addition to Rome, these states included the kingdom of Kush in the region
of Nubia on the upper Nile River and the Han Empire in China. This unit focuses on these two states. The
people of Kush thrived on farming, herding, and trading up and down the Nile. Ancient Egypt’s cultural
influence on Kush ebbed and flowed over the centuries, but from about 300 BCE, Kush developed a
distinct identity, including monumental buildings, alphabetic writing, iron working, and a monarchy in
which the queen mother played a key role. In East Asia, the Han state, which rose in the third century
BCE, mirrored Rome at the other end of Afroeurasia as a huge empire, including at its height about twothirds of what is today China. Under Han rule, China achieved remarkable economic and urban growth,
and Confucianism emerged as a belief system guiding ethical and moral behavior, especially of
government officials. The existence of the Han, Roman, Kush, and other big states stimulated longdistance trade by both land and sea.
Content to be learned
Processes to be used


Draw upon data in historical maps to describe
the rise of Kush as a kingdom.

Draw upon visual data to illustrate distinctive
characteristics of Kush’s society and culture.

Determine how Emperor Shi Huangdi unified
China and laid the foundations of the Han
Empire.

Explain the government, economy, and society in
Han China, including the role of Confucianism
and Daoism.

Organize information to map the early silk
roads and sea routes that linked Rome with
Han China.

Explain the rise of Kush and its capital city of
Meroë as an African Nubian kingdom in close
relations with Egypt.
Appreciate the distinctive political, cultural,
and economic characteristics of Kush between
about 300 BCE and 300 CE.

Assess the career of Emperor Shi Huangdi as a
unifier of China.

Analyze the Han Empire’s major political,
social, economic, and cultural characteristics,
including the role of Confucianism and Daoism
as moral and religious systems.

Interpret how China and Rome came into
contact with each other through trade.
Essential questions students should be able to answer by end of unit

How was the kingdom of Kush different from
that of Egypt?

In what ways may the Roman and Han empires
be compared and contrasted in terms of their
geography, political systems, religions, and
cultural achievements?
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin

Should Shi Huangdi, known as China’s First
Emperor, be remembered as a creative genius
or an oppressive tyrant?
D-79
Grade 6 World History, Quarter 4, Unit 2
Version 2
Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)
Written Curriculum
Grade Span Expectations
HP 2: History is a chronicle of human activities, diverse people, and the societies they form.
HP 2 (5-6) – 2 Students chronicle events and conditions by…
a. placing key events and people of a particular historical era in chronological sequence
b. summarizing key events and explaining the historical contexts of those events
National Standards for History (World History, Grades 5–12)
Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE–300 CE
Standard 1: Innovation and change from 1000-600 BCE: horses, ships, iron, and monotheistic faith
1C The student understands how states developed in the upper Nile valley and Red Sea region and
how iron technology contributed to the expansion of agricultural societies in Sub-Saharan Africa.
Therefore, the student is able to
Assess the importance of political, commercial, and cultural relations between Egypt and Nubia/Kush.
[Analyze multiple causation]
Analyze the effects of Nile valley trade and the decline of the New Kingdom as factors in the power of
Kush in the first millennium BCE. [Analyze cause-and-effect relationships]
Evaluate the linguistic, architectural, and artistic achievements of Kush in the Meroitic period.
[Interrogate historical data]
Standard 3: How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500
BCE-300 CE.
3C The student understands how China became unified under the early imperial dynasties. Therefore,
the student is able to
Assess the policies and achievements of the Qin emperor Shi Huangdi in establishing a unified imperial
realm. [Evaluate the implementation of a decision]
Analyze the political and ideological contributions of the Han to the development of the imperial
bureaucratic state and the expansion of the empire. [Analyze cause-and-effect relationships]
Evaluate the literary, artistic, and technological achievements of the Han dynasty. [Appreciate historical
perspectives]
Analyze the commercial and cultural significance of the trans-Eurasian “silk roads” in the period of the
Han and Roman empires. [Interrogate historical data]
Describe the life of Confucius and explain comparatively the fundamental teachings of Confucianism and
Daoism. [Compare and contrast differing sets of ideas]
D-80
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)
Grade 6 World History, Quarter 4, Unit 2
Version 2
Common Core State Standards for Literacy in History/Social Studies
Reading
Key Ideas and Details
RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
Writing
Text Types and Purposes
WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes.
a.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information into broader categories as appropriate to achieving purpose;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
when useful to aiding comprehension.
b.
Develop the topic with relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
c.
Use appropriate and varied transitions to create cohesion and clarify the
relationships among ideas and concepts.
d.
Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e.
Establish and maintain a formal style and objective tone.
f.
Provide a concluding statement or section that follows from and supports the
information or explanation presented.
Production and Distribution of Writing
WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge
WHST.6-8.8
Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard
format for citation.
Range of Writing
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-81
Grade 6 World History, Quarter 4, Unit 2
Version 2
Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)
Notes, Clarifications, and Prerequisites
Students learned about the Roman Empire in the last unit. Paying attention to the chronology of Rome
should help students understand the simultaneity of the Kush and Han empires and that other empires
rivaled Rome.
Taught Curriculum
Learning Objectives
Resources
Students will be able to:
History of Our World, Pearson, 2008 (pp. 96-100,
146-148, 152-160)

Analyze the geographical proximity and other
connections of Kush to the Egyptian and other
Nubian empires. (1 day)

Distinguish the characteristics of Kush from
those of other Nile civilizations. (1 day)

Assess Emperor Shi Huangdi’s role in unifying
China. (2 days)

Relate major characteristics of Han civilization
to the roles of Confucianism and Daoism.
(2 days)

World History for Us All,
http://worldhistoryforusall.sdsu.edu

Big Era 4, Landscape Teaching Unit 4.5

Big Era 4, Closeup Teaching Unit 4.2.1
Facing History and Ourselves

Socratic Seminar, www.facinghistory.org/
resources/strategies/socratic-seminar
Primary Source Document
Interpret the economic and cultural significance 
of the silk roads and the sea routes linking
China and Rome. (3 days)

Qin Dynasty: The Achievements of Shi
Huangdi (pp. 674-675)
Chinese Politics: Confucius and Good
Government (pp. 672-673)
Step Up to Writing, Sopris West, 2008

Persuasive Writing: Writing an Argument
(p. 369)
Tool 9-1h

Writing to Compare or Contrast (pp. 373-377)
Tool 9-3b
Additional resources
Transparencies 71-73
Unit 2 Teaching Resources (pp. 103, 111,
121-125)
D-82
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)
Grade 6 World History, Quarter 4, Unit 2
Version 2
Instructional Considerations
Key Vocabulary
acupuncture
maritime
genius
oppressive
iron ore
tyrant
Planning and Instructional Delivery Considerations
This unit is intended to introduce students to the origins and characteristics of the empire of Han China
and the kingdom of Kush. Students will be able to identify maritime and land-based trade routes that
connected parts of Afroeurasia during this period and will be able to explain the significance of these
routes in terms of the spread and adaptation of technologies and cultural practices. Students will continue
to develop their skills of comparative analysis.
Select from the activities and readings in the Pearson text to provide students with background
information and critical thinking opportunities that align to the learning objectives. The strategies listed
represent a menu of choices and possibilities to support each learning objective.

To ensure students will be able to analyze the geographical proximity and other connections of
Kush to the Egyptian and other Nubian empires (1 day):
Have students in groups complete a heavily captioned map of the Nile River that illustrates the
boundaries of Egypt and Kush. In addition, have them chart, with a corresponding timeline, the
movement of peoples, goods, and commodities and the boundaries of the Kingdoms of Egypt and
Kush. Standard 1: Chronological thinking.

To ensure students will be able to distinguish the characteristics of Kush from those of other
Nile civilizations (1 day):
The students will construct a Venn diagram that illustrates the ideas, issues, and values of the two
political entities.

To ensure students will be able to assess Emperor Shi Huangdi’s role in unifying China
(2 days):
Based on information in the textbook (pp. 149-151) and the primary source document Qin Dynasty:
The Achievements of Shi Huangdi (pp. 674-675), have students list the pros and cons as to whether
Shi Huangdi was a creative genius or an oppressive tyrant. Lead a class discussion or debate
addressed to the essential Question “Should Shi Huangdi, known as China’s First Emperor, be
remembered as a creative genius or an oppressive tyrant?”

To ensure students will be able to relate major characteristics of Han civilization to the role of
Confucianism and Daoism (2 days):
Teach strategies and activities in World History for Us All, Big Era 4, Closeup Teaching Unit 4.2.1
(Belief Systems of China: Confucianism, Daoism, and Buddhism, 581 BCE–1368 CE), Lesson 1:
What are belief systems? Differences between a religion and a philosophy, and Lesson 2: Three main
belief systems of China: Confucianism, Daoism, and Buddhism.
Using the textbook (pp. 152-153), the primary source document Chinese Politics: Confucius and
Good Government (pp. 672-673), and the Internet to locate information on Daoism for adolescents,
have the students complete a graphic organizer defining and explaining the elements of these belief
systems and how they relate to the Han civilization.
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-83
Grade 6 World History, Quarter 4, Unit 2
Version 2

Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)
To ensure students will be able to interpret the economic and cultural significance of the silk
roads and the sea routes linking China and Rome (3 days):
In groups, have students fill in a heavily captioned map that traces the land-based and maritime routes
linking Han China and the Roman Empire, noting the geographical obstacles, trade items, and types
of cultural exchange.
Additional Teaching Strategies
Socratic Seminar: To help students compare and contrast the characteristics of the two empires of Kush
and Han China, hold a Socratic Seminar. The goal of this seminar is for students to help one another
understand the ideas, issues, and values of the two empires. Facilitate a discussion around ideas in the text
so that students may respond by referring to the text.
For a comparative approach to empires, teach strategies and activities in World History for Us All, Big
Era 4, Landscape Teaching Unit 4.5 (Giant Empires of Afroeurasia, 300 BCE–200 CE).
Assessed Curriculum
Formative Assessments
Provide feedback to students through daily monitoring of student understanding using a variety of
methods. For example, use exit cards. Have students answer questions on paper before they leave the
class. Keep the activity prompt specific and brief to check for understanding of the day’s concepts. For
instance, to check students’ comprehension of the man responsible for unifying China, ask students to
respond to the following question: “What was one thing Emperor Shi Huangdi did to unify China?”
To assess the progress of understanding:

how to analyze the geographical proximity and other connections of Kush to the Egyptian and
other Nubian empires, assess the maps and charts produced by the groups. Standard 1:
Chronological Thinking and Standard 2: Historical Comprehension. Take the opportunity to
implement writing standard for literacy in history/social studies WHST.6-8.4.

how to distinguish the characteristics of Kush from those of other Nile civilizations, have the
students use the Step Up to Writing process (Writing to Compare or Contrast, pp. 373-377, Tool 9-3b)
to write a summary comparing and contrasting the characteristics, ideas, issues, and values of the
Egyptian and Kush empires. Standard 3: Historical Analysis and Interpretation. Take the
opportunity to implement writing standard for literacy in history/social studies WHST.6-8.8.

how to assess Emperor Shi Huangdi’s role in unifying China, have the students use the Writing an
Argument process in Step Up to Writing (p. 369, Tool 9-1h) to write a persuasive essay in which they
choose and cite supporting details as to whether Shi Huangdi was a creative genius or an oppressive
tyrant. Standard 5: Historical issues-analysis and decision making. Take the opportunity to
implement reading standard for literacy in history/social studies RH.6-8.2 and writing standard
WHST.6-8.10.

how to relate major characteristics of Han civilization to the role of Confucianism and Daoism,
have the students construct a flip book that encompasses the characteristics, location, and spread of
Confucianism and Daoism, leaving the last page for a paragraph that describes the role of the belief
systems within the Han civilization. Standard 3: Historical Analysis and Interpretation. Take the
opportunity to implement reading standard for literacy in history/social studies RH.6-8.4 and writing
standard WHST.6-8.10.
D-84
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)

Grade 6 World History, Quarter 4, Unit 2
Version 2
how to interpret the economic and cultural significance of the silk roads and the sea routes
linking China and Rome, have the students write a short response weighing the costs and benefits of
trading by land or sea in this period. Standard 3: Historical Analysis and Interpretation. Take the
opportunity to implement writing standard for literacy in history/social studies WHST.6-8.2.
Summative Assessment
Have students construct a Time Tour brochure. The instructions are found in Lesson 2 of World History
for Us All, Landscape Teaching Unit 4.5. Use the Rubric for Peer Evaluation found in Lesson 3 (Student
Handout 3.1) to score the brochures.
Notes
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin
D-85
Grade 6 World History, Quarter 4, Unit 2
Version 2
D-86
Empires of Afroeurasia: Kush on the Nile
and the Han in China, 300 BCE–300 CE (9 days)
Providence Public Schools, in collaboration with the
Charles A. Dana Center at the University of Texas at Austin