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CULTURAL STUDIES-12/3 COURSE I
ESSENTIAL UNIT 1 (E01)
(Ancient China)
(July 2015)
Unit Statement: This unit explores China’s history and the effect of geography on its
isolation and development. The beginnings of Chinese civilization led to more cohesion
through a unified written language and centralized government. Over the course of different
dynasties, different philosophies and personalities shaped China, but despite the at times
dramatic shifts in power, there was a continuation of certain traditions and ideas.
Essential Question/s:
1. To what extent does geography affect people’s lives?
2. What influence should governments have on the culture and structure of a society?
Essential Outcomes: (must be assessed for mastery)
1. The Student Will describe the geography of China and how it shaped its culture (pp.
254-255).
2. TSW outline characteristics and accomplishments of the Shang dynasty (pp.256-257).
3. TSW outline characteristics and accomplishments of the Zhou dynasty (pp. 258-261).
4. TSW compare the Shang and Zhou dynasties.
5. TSW describe and compare the philosophies and spiritual traditions of China,
including Legalism, Confucianism and Daoism (pp. 262-267, 276-277).
6. TSW summarize the life and accomplishments of Confucius (pp. 264-265).
7. TSW outline characteristics and accomplishments of the Qin dynasty (pp. 274-277).
8. TSW outline characteristics and accomplishments of the Han dynasty (pp. 278-281).
9. TSW compare the Qin and Han dynasties.
10. TSW discuss the cultural accomplishments that define China’s legacy (pp. 282-287).
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will identify key terms and concepts.
2. TSW list historical events on a timeline to compare people and events over time. (see
selective unit 1).
3. TSW determine connections with the 5 Themes of Geography (e.g. Location - the
influence of the Huang He River on the development of civilization in China,
HEI - building of the DuJiangYan dam in Sichuan).
4. TSW address document based questions (see Suggested Assessment Tools).
5. TSW use maps, charts and data in order to synthesize logical conclusions (see
Suggested Assessment Tools).
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QSI CULTURAL STUDIES-12/13 COURSE I E01
Copyright © 1988-2015
Key Terms and Concepts:
oracle bone
pictograph
loess
Mandate of Heaven
Dynastic Cycle
warlord
chaos
Warring States Period
philosophy
ancestor worship
Confucianism
Daoism
filial piety
Great Wall
standardize
Legalism
censor
official
civil service
Silk Road
envoy
cuisine
monopoly
calligraphy
lacquer
acupuncture
seismometer
Shang Dynasty
Zhou Dynasty
Qin Dynasty
Han Dynasty
Cross-curricular Suggestions:
Reading:
● The Examination by Bosse, Malcolm J.
● The Year of the Tiger by Alison Lloyd
Writing:
● Compare and Contrast Essay analyzing the Chinese philosophies of Daoism,
Confucianism and Legalism.
Mathematics / Science:
● Chinese inventions - there is a huge selection that will fit under both Mathematics and
Science - a suggested activity is an independent research project culminating in a
museum exhibit.
Art:
● Calligraphy / Impact of the invention of paper on Chinese art / Influence of Buddhism on
Chinese art / Silk making and silk screening / Paper Cutting / Pottery Art by Dynasty
Suggested Materials: (provided by school)
● My World History - Survey Print Student Edition with myWorldHistory.com Premium
6-year License isbn10: 0133176126 isbn13: 9780133176124
● All textbook ancillary materials and Teacher Pro-guide - CD-ROMs / DVDs that
allow access offline to materials on Pearson’s - https://successnetplus.com/
● Previous Ancient Civilizations textbook may also be useful
Additional Resources: (may not be provided by school)
● Student Atlas
●
Michael S. Yamashita, Ancient Chinese Explorers - Zhang He: Before the legendary
explorations of Christopher Columbus, Vasco da Gama, and Ferdinand Magellan, Admiral
Zheng He sailed from Ming-dynasty China, and in 28 years, made seven voyages visiting
30 countries. He came close to conquering the world, until the Ming Dynasty's power
shriveled and the explorer's accomplishments were all but forgotten.
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QSI CULTURAL STUDIES-12/13 COURSE I E01
Copyright © 1988-2015
●
Edward K, Shaughnessy, Ancient China: Life, Myth and Art - Long before the
civilizations of ancient Greece and Rome, China was already a vast empire. Tracing
the succession of dynasties to the end of the great Tang Empire, Ancient China offers
fascinating insights into key themes of Chinese life.
Technology Links:
● http://www.ancientchina.co.uk/menu.html - British Museum. Gives a story,
interactive exploration of maps and interactive challenges on geography, crafts,
timeline, tombs and ancestors, writing
● http://www.china.mrdonn.org/ - many good links for daily life, culture, philosophies,
religion
● http://historylink101.com/china_history.htm - many links to Silk Road, Great Wall,
Chinese Dynasties, maps, timelines, biographies
● http://www.mrdowling.com/613chinesehistory.html - Chinese Dynasties
● Destiny Webpath Express (see Librarian)
Use this search engine to find age-appropriate websites that align with your unit.
Suggested Assessment Tools:
Attached rubric or teacher-generated rubric that assesses ALL essential outcomes (TSWs).
An effective rubric is presented and discussed with the student at the beginning of the unit,
referred back to throughout the unit, and used to assess at the end. Students will
collaborate with peers and the teacher to assess mastery of the unit with final judgment by
the teacher.
1. The Student Will do the section assessments (pp. 257, 261 267, 277., 281, 287)
2. TSW find an excerpt of Confucius’ philosophy and in discussion compare it to the
philosophies of Daoism and Legalism.(pp.265-267, 276)
3. TSW Complete the Map Skills Questions (pp. 255, 259, 279).
4. TSW do the section quizzes (T61, T67, T73, T85, T91, T97)
5. TSW Do Think Critically questions in the chapter assessment (p. 268, 288).
6. TSW answer the document-based question from the Analectsand the Dao De Jing (p.
269) and between the two emperors (p.289)
7. TSW analyze the documents in the Primary Source (p.290-291)
8. TSW perform the chapter assessment (pp. 68-269 and 2988-289).
9. TSW list all of the dynasties, the time of their control over China and associate them
with their achievements. They can also add an illustration for each on a timeline either
electronically or for display.
10. TSW design a PowerPoint or presentation board that presents the unit outcomes.
11. TSW the student will write a two-page paper comparing either the Shang and Zhou or the Han and Qin dynasties.
12. TSW write a short essay describing Confucius’ life and achievements along with a
conclusion describing how his philosophy still pervades China’s culture today.
13. TSW research Chinese inventions and put together a museum display where they will
be assessed on presentation skills, research content and the ability to discuss the
impact of a particular invention on the modern world.
14. TSW discuss the Great Wall of China as well as other important walls in history;
debate why societies put up walls. Also, discuss the current wall in China; the Great
Firewall of China.
RUBRIC FOUND ON FOLLOWING PAGE………………………
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QSI CULTURAL STUDIES-12/13 COURSE I E01
Copyright © 1988-2015
Student Name:__________________________________
Date:________________________
CULTURAL STUDIES-12/13 COURSE I E01 RUBRIC
(Ancient China)
To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s).
To receive an ‘A’, the student must show ‘A’ level mastery on 3 of the 5 available TSW’s and ‘B’ level mastery on all TSW’s.
The Student Will
‘A’ Level
‘B’ Level
1. The Student Will describe
the geography of China and
how it shaped its culture.
The student is able to identify
and describe the geographic
features that shaped China’s
culture.
2 TSW outline
characteristics and
accomplishments of the
Shang dynasty.
The student is able to
summarize the key
characteristics and
accomplishments of the Shang
dynasty.
3 TSW outline
characteristics and
accomplishments of the
Zhou dynasty.
The student is able to
summarize the key
characteristics and
accomplishments of the Zhou
dynasty.
4 TSW compare the Shang
and Zhou dynasties
The student is able to
compare and contrast the
Shang and Zhou dynasties
with detailed information
provided by lecture or
further study, and determine
which dynasty was the more
successful.
The student is able to compare
or contrast the Shang and
Zhou dynasties and make
generalized conclusions based
on the comparison or contrast.
5 TSW describe and
compare the philosophies
and spiritual traditions of
China, including Legalism,
Confucianism and Daoism
The student is able to
compare the philosophies of
Legalism, Confucianism and
Daoism with detailed
information provided by
lecture or further study.
The student is able to correctly
identify the key aspects of the
philosophies of Legalism,
Confucianism and Daoism.
6 TSW summarize the life
and accomplishments of
Confucius
The student is able to
analyze the current
influence of Confucius on
modern Chinese culture.
The student is able to
summarize the life and
accomplishments of
Confucius.
7 TSW outline
characteristics and
accomplishments of the Qin
dynasty.
The student is able to identify
characteristics and
accomplishments of the Qin
dynasty.
8 TSW outline
characteristics and
accomplishments of the Han
dynasty.
The student is able to outline
characteristics and
accomplishments of the Han
dynasty.
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QSI CULTURAL STUDIES-12/13 COURSE I E01
Copyright © 1988-2015
‘P’ / Teacher Comments
9 TSW compare the Qin and
Han dynasties.
The student is able to
compare similarities and
differences between Qin and
Han dynasties with detailed
information provided by
lecture or further study.
The student is able to compare
similarities or differences
between Qin and Han
dynasties.
10 TSW discuss the cultural
accomplishments that define
China’s legacy.
The student is able to
participate and lead an
extended verbal and written
presentation of the cultural
accomplishments that define
China’s legacy, including
their impact on modern
society.
The student is able to produce
and participate in a written
and verbal discussion of the
major accomplishments of
China’s legacy.
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QSI CULTURAL STUDIES-12/13 COURSE I E01
Copyright © 1988-2015