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9th Grade Semester One Unit 6: Tang and Song Dynasties Stage 1: Desired Outcomes Topic / Unit Title: Tang and Song Dynasties NYS Content Standards 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: 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 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 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 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? Unit exam with feedback Homework assignments with feedback Product Process Content Accommodations: Scaffolds and Differentiation o o o o Modify primary source texts (variety, complexity, length) Incorporate alternative materials (visual, video, audio, internet) Provide supplementary resources for supports Group with a purpose o o o o o o 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 o o o o o 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? 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? 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? 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 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