Download Unit 6- Tang / Song Dyn

9th Grade Semester One
Unit 6: Tang and Song Dynasties
Stage 1: Desired Outcomes
Topic / Unit Title: Tang and Song Dynasties
NYS Content Standards
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Common Core Skills
Key Idea 1: The study of world history requires an
understanding of world cultures and civilizations,
including an analysis of important ideas, social and
cultural values, beliefs, and traditions. This study also
examines the human condition and the connections and
interactions of people across time and space and the
ways different people view the same event or issue from
a variety of perspectives.
Key Idea 2: Establishing timeframes, exploring different
periodizations, examining themes across time and within
cultures, and focusing on important turning points in
world history help organize the study of world cultures
and civilizations.
Key Idea 3: Study of the major social, political, cultural,
and religious developments in world history involves
learning about the important roles and contributions of
individuals and groups.
Understandings:
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Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support
analysis
2. Determine the main idea of a document
8. Identify and analyze evidence
Writing (W)
1. Write an argument to support claims
2. Write informative and explanatory texts to examine and express ideas
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
3. Critically evaluate POV and evidence
4. Clearly present appropriate information and evidence
Language (L)
4. Build vocabulary and expand word choice
Essential Questions:
How the geography of China impacted the technological
advancements made in the region
How to use a map to locate and identify the physical
barriers causing China to feel culturally isolated
Explain the different technological advancements made
under the Tang and Song dynasties of China
The historical importance of Empress Wu in China
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How does the geography of China influence its development?
How did the Tang and Song dynasties impact our modern world?
How are the cultural developments of China under the Tang and Song
dynasties (i.e. foot binding and poetry) still relevant today?
To what extent does one civilization impact another?
How cultural exchange been important to China’s history?
Stage 2: Assessments and Tasks
Common Core Literacy Task
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Write a thank you letter to the Tang and Song
dynasties for one advancement and explain its historical
impact on the modern world as well as your life.
(minimum ½ page)
Analyze primary source evidence found on maps to
have students explain in a written response why certain
areas of China would be better to settle. (discuss three
areas minimum)
Write a diary entry showing how culture has been
important to the development of China. (min ½ page)
Performance Task(s) – Other Evidence
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Unit exam
Analyze and answer questions about primary and secondary source
documents
Participate in discussion about the importance of the advancements
created under the Tang and Song dynasties.
How will students reflect upon and self-assess their learning?
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Unit exam with feedback
Homework assignments with feedback
Product
Process
Content
Accommodations: Scaffolds and Differentiation
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Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose
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Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose
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Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Has China’s geography significantly shaped the Chinese identity?
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Use maps to locate, identify, and describe the major geographic features of China.
Compare and contrast the effects of geography on northern, southern, and western China.
Explain how geography can promote feelings of isolationism and ethnocentricity.
Evaluate whether China’s geography has helped or hindered its development.
Evaluate the extent to which geography has shaped the Chinese identity.
Activity: Using population density, topographical and resource maps have students identify the best locations for people to live
in China. Have students write a response as to why these particular areas would be best and give support from the different
maps they examined. Have students explain in their response why China refers to itself as the “Middle Kingdom”.
Aim: Did the Tang and Song dynasties have a lasting impact on Chinese and world civilizations?
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Explain how the Tang and Song dynasties restored Chinese culture and prosperity as well as international trade to Japan, Indian, and the
Middle East.
Describe the artistic and technological achievements of Tang and Song China.
Identify the achievements of Empress Wu, Tai Cong, Duo Fu, Li Bo, and Xuanzang.
Assess the impact of the artistic, political, and technological achievements of the Tang and Song dynasties on world civilization.
Activity: Have students examine the different advancements of the Tang and Song dynasties using the gallery walk method.
Then rank the advancements in order of importance explaining why they chose this particular order and why each of these
advancements is important to contemporary society.
Activity: Have students choose one advancement and write a thank you letter to the tang and Song Emperor or Empress for
facilitating this invention. Be sure to explain how this advancement has improved the modern world and your life specifically.
Aim: Has China been both a recipient and a carrier of culture?
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Explain the reasons for the successful introduction of Buddhism into Tibet and China.
Explain the impact of Chinese civilization on Japan and Korea.
Explain the effects of cultural exchange between China and Southeast Asia.
Evaluate the extent to which China has been both a recipient and a carrier of culture.
Activity: Examine excerpts from Marco Polo’s The Travels of Marco Polo focusing on the city of Hangzhou in China and other
sources of Chinese culture. Use the information found to evaluate the extent to which culture has been important in Chinese
history. Show what you “discovered” in your own diary entry
Teacher Reflection for Future Planning
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Evaluate student work and response to questions during discussion
Will explore test results and essay writing skills on class exams to shape future writing lessons
January 2004
Theme: Change [Individuals who have changed history]
The beliefs and achievements of individuals have changed global history. These beliefs and achievements had
positive and negative effects on society.
Task: Identify two individuals who have changed global history and for each
● Explain one belief or achievement of that individual
● Discuss the positive and/or negative effects of that individual’s belief or achievement’
You may use any individual from your study of global history except Nicholas Copernicus, Sir Isaac Newton,
and Norman Borlaug. The individuals you identify must have had a major role in shaping history and must not
be from the United States. Some individuals that you might consider include Hammurabi, Confucius, Aristotle,
Alexander the Great, Muhammed, Johannes Gutenberg, Queen Isabella, Leonardo da Vinci, John Locke,
Catherine the Great, Simon Bolivar, or Nelson Mandela
Multiple Choice
1 The Tang dynasty contributed to the development of Chinese culture by
(1) creating a shogunate
(2) producing porcelain and block printing
(3) introducing Hinduism as a major philosophy
(4) devising a set of laws and carving them on rocks and pillars
Base your answer to question 2 on the chart below and on your knowledge of social studies.
2 Based on the information in this chart, what is a valid conclusion about Chinese society during the Tang and Song
dynasties?
(1) Most peasants in China were literate.
(2) The majority of Chinese people were merchants.
(3) Some people living in China had opportunities for social mobility.
(4) The social status of most Chinese people was determined by religious practices.
3 Which belief system was the basis for the civil service exams given during the Han, Tang, and Song dynasties?
(1) legalism
(2) Daoism
(3) Buddhism
(4) Confucianism
4 Which philosophy is most closely associated with the development of the Chinese civil service system?
(1) legalism
(2) Buddhism
(3) Daoism
(4) Confucianism
5 One way in which the travels of Marco Polo and the voyages of Zheng He are similar is that both
(1) established colonial territories
(2) stimulated trade
(3) encouraged mass migrations
(4) led to discoveries in Africa
6 The writings of both Marco Polo and Ibn Battuta inspired
(1) exploration and trade
(2) important military expeditions
(3) movements for political freedom
(4) the spread of Islam to Southeast Asia