Download WS/FCS Unit Planning Organizer

WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th grade
Imperial China
What Would Confucius Do?
13 days
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Conceptual Lenses
Values and Beliefs
Movement
Trade
Social structure
Unit Overview
Resources:
The land and natural resources specific to China had a profound impact on the formation of
Chinese economic and social systems. The Yangtze and Huang He Rivers provided the Chinese with
a great deal of arable land, and the climate of the region lent itself well to the growth of rice. Because
rice is a labor-intensive crop, however, large portions of the population [think 90% of the people or
thereabouts] were locked into the peasantry. This precluded the development of a significant middle
class and gave great power to landowning nobles and, ultimately, the emperor to whom they owed
allegiance.
Chinese natural resources like jade and silk perpetuated these structures. Because jade and
silk are highly scarce they were in high demand, both among the Chinese elite and the upper-classes
of civilizations accessible in the west along the Silk Road. However, because the market for those
goods was limited to elites only a limited number of artisan and merchant jobs could be sustained,
and even with the wealth which flowed into China along the Silk Road most members of ancient
Chinese civilization continued to be peasants.
The Yin and Yang of Legalism and Confucius:
The Qin dynasty was the first dynasty to unify China and create a centralized government. Qin
Shi Huang is regarded as China's first emperor. He appointed bureaucrats to oversee regions of his
empire. Legalism, the belief that people were naturally bad, and that a long list of laws and harsh
punishments were necessary, was the guiding principle of his government.
The Han Dynasty followed the Qin Dynasty. Its founder, Liu Bang, introduced Confucianism
as a political ideology and the central governing principle of Han rule. During this dynasty,
Confucianism became the tool by which success in civil service was measured. The Confucian
ideology, which stressed a harmonious relationship between ruler and subject, remained dominant in
the following dynasties. The Five Relationships outlined in Confucianism paired with filial piety
strengthened the confines of the social structure. The family was the basic unit of Chinese society
and the most important. The oldest male was the head of an extended family. Each member of a
family had a duty and responsibility to every other member.
Silk Road
Silk became one of the principal elements of the Chinese economy. Its production was one of
the most zealously guarded secrets in history. The Silk Road was a combination of roads and sea
routes for transporting goods such as silk and spices from producers in Asia to markets in Europe.
Chinese control over many trade goods – silk, porcelain, jade, etc-- on the Silk Road led to an
increase in economic power. The Great Wall of China protected the Silk Road against attack from
outside groups.
Asian Invasion
The Tang and Song Dynasties ruled during what are called Golden Ages in China which was a
prosperous time of expansion and cultural achievement. China's construction of the first Grand Canal
connected the Yellow River in the north with the Yangzi River in the south.
The Mongols invaded northern China in 1215 led by Genghis Khan. Later, his grandson,
Kublai Khan, overthrew the Song Dynasty, and declared himself ruler of the Yuan Dynasty. Mongols
created the largest land empire in world history. They allowed the Chinese to maintain their political
and social structures.
Unit Enduring Understanding(s)
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Unit Essential Question(s)
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Philosophies and beliefs influence
societies and government.
Control over resources and regulation of
trade can lead to economic power over a
region.
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How do philosophy and beliefs influence
societies and governments?
How does control over resources and
regulation of trade lead to economic power
over a region?
Essential State Standards
Priority Objectives
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6.H.2.1 Explain how invasions, conquests,
migrations affected societies, civilizations, and
regions.
6.E.1.1 Explain how conflict, compromise,
and negotiation over resources impacts
economic development.
6.C.1.2 Explain how religion transformed
societies.
6.C.1.3 Summarize systems of social
structure within various civilizations.
Supporting Objectives
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6.G.1.1 Explain how the physical features and
human characteristics of a place influenced
the development of civilizations, societies and
regions.
6.G.1.2 Explain the factors that influenced
movement of people, goods, and ideas and
effects of that movement.
“Unpacked” Concepts
(students need to know)
6.H.2.1.
-Invasions, conquests, and migrations
affect societies, civilizations, and
regions.
“Unpacked” Skills
(students need to be able to do)
6.H.2.1
EXPLAIN (effects of invasions,
conquests and migrations)
COGNITION
(RBT Level)
6.H.2.1
- Understand
6.E.1.1
EXPLAIN (effects of invasions,
conquests and migrations on
economic development)
6.E.1.1
- Understand
6.C.1.2
- Religion transforms societies.
6.C.1.2
EXPLAIN (religious effects)
6.C.1.2
- Understand
6.C.1.3
- Social structures within various
societies.
6.C.1.3
SUMMARIZE (social structures)
6.C.1.3
- Understand
6.E.1.1.
- Conflict, compromise, and negotiation
over resources impacts economic
development
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Essential Vocabulary
Cultivate/cultivation
irrigation
emperor
bureaucrat
civil (service)
conflict
compromise
conquest
philosophy
arable
monopoly
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Enrichment Vocabulary
monsoon
terracotta
landlord
peasant
craftsmen
merchant
Enrichment Factual Content
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Cultivation of rice
Tang Dynasty
Song Dynasty
Golden Age
Mongols
Terra Cotta soldiers
H
Unit "Chunking"
& Enduring
Understandings
Resources
Control over
resources can give
groups and
individuals power.
The Yin and Yang
of Legalism and
Confucius
Philosophy and
beliefs influence
societies and
government
Silk Road
Control of
resources and
regulation of trade
can lead to
economic power.
Essential
Factual
Content
G
Suggested Lesson
Essential Questions
C
E
C
1.1
1.3
&
G
- Jade, silk,
arable land,
metals
- Social
hierarchy:
nobility,
merchants/
artisans,
peasants
- Shi Huang Di
- Han Fei
- Legalism
- Bureaucracy
- Centralized
government
Standardization
of weights,
measures,
coinage, roads
- Great Wall
How did control over
resources give power to
groups and establish a
social structure?
- Confucius
- Confucianism
-5
Relationships
- filial piety
- Classes
- Civil Service
exam
- Continuation
of Great Wall
- Encouraged
trade along Silk
Road
- Silk monopoly
-Secret formula
for silk
production
-Trade over the
Silk Road
-Great Wall
1.4
How did legalism
influence the Qin
Dynasty?
1.2
What were some of the
great accomplishments
of the Qin Dynasty?
1.1
How did Confucianism
change government
beginning in the Han
Dynasty?
How did Confucianism
influence the social
structure of the Han
Dynasty?
What were some of the
great accomplishments
of the Han Dynasty?
1.2
Why was silk important to
the Chinese economy?
What was the Silk Road
and how did it affect
Chinese society and the
world?
Why is the Great Wall so
important to the
1.2
1.3
1.1
1.2
1.1
Chinese?
Asian Invasion
-Ended
corruption in
govt.
-Reinstated
civil service
exam
-Giving land
from wealthy to
the peasants
-Increased
trade
Achievements
of the Golden
Age:
Grand Canal,
gunpowder,
porcelain,
moveable
printing,
magnetic
compass, etc.
How did the Tang and
Song Dynasties help
create the Golden Age of
China?
How did China change
as a result of Mongol
invasion?
1.1
2.1
- Genghis and
Kublai Khan
- Yuan
Mongol
Changes:
Allowed some
Chinese
bureaucrats to
remain in place
at local level,
Built roads,
Revived trade
along Silk
Road,
Absorbed much
of Chinese
culture
Sub Concepts
HISTORY
Invasion
Conquest
GEOGRAPHY
Movement
Location
CIVICS & GOVERNMENT
Reform
Power
ECONOMICS
Resources
Regulation
Supply & Demand
CULTURE
Religion
Influence
1.1
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms irrigation, cultivation, and arable
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Language Functions LO: SWBAT explain how the Silk Road moved ideas as well as goods
from China to Asia and Europe.
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Language Skills LO: SWBAT read two passages about the Qin and the Han Dynasties and
identify the similarities and differences between the two. (Reading passages should be
chosen/modified in accordance with the LEP students’ zone of proximal development).
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Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the Tang and Song Dynasties.
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Lesson Tasks LO: SWBAT read and summarize a passage about filial piety and explain
this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of the Great Wall of China on China and
the world (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP
students may need a word bank or other supplement to complete this activity using this
strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
6.H.1.1 Construct charts, graphs & historical
6.G.2.1 Use maps, charts, graphs, geographic
narratives to explain particular events or issues
data and available technology tools to draw
over time.
conclusions about the emergence, expansion and
decline of civilizations, societies and regions.
□ Students use this website to construct a timeline of the
□ Students use the six maps on this website to explain
Xia, Shang, Zhou, Qin and Han Dynasties.
KidsPast Chinese Civilizations
6.H.1.2 Summarize the literal meaning of
historical documents in order to establish context.
□ Students use the website to read famous quotations of
Confucius and summarize meanings of each.
Confucius quotes
6.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
why the silk road travels the route that it does (to avoid
deserts, mountain ranges, etc.)
Map of Silk Road
6.G.2.2 Construct maps, charts and graphs to
explain data about geographic phenomena (e.g.,
migration patterns and population, resource
distribution patterns, etc.)
□ Marco Polo in China - This website contains many
excerpts from the writing of Marco Polo.
Marco Polo Excerpts
General Unit Resources
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
○
Explore China (kids' map)
Qin (pronounced Chin) Dynasty
Discovery Education - Lesson Plan Great Wall of China (1 to 2 class periods)
Is Great Wall visible from space?
Review Games Confucianism, Daoism
Story of the Buddha eBook (picture book)
lesson plans (2 days) - The Rhythm of Rice Production
eBooks and coloring sheets religion
Enrichment
humorous activator... Jerry Seinfeld's musings on chopsticks (41 seconds)
animals of Chinese Zodiac
Chinese Inventions
Learn to identify tourist destinations by name in Chinese.
Interactive Map of Forbidden City
Tour of Forbidden City in Images
The Forbidden City 360 panorama
Chinese Language Puzzle and Map the Regions of China
Lady Wenji and the Lament of the Nomad Flute
The King Stands Up - A Traditional Buddhist Folktale
Journey to the West - Folktale
Chinese Writing
Get a Chinese Name
□ First Emperor of China: Death and Human Suffering - video 10 minutes
Qin Shi Huangdi (4 minute video... a song for review and reinforcement)
Legalism video (7 minutes... talking head... Good explanation of Legalism, but might not hold
students' attentions.)
Qin's Army - 5 minutes... images of terra cotta army
Terracotta Warriors of Qin Shi Huang Mausoleum 始皇帝陵出土 兵馬俑 5 minutes... beautiful
photography of terra cotta army
Confucius quotes
Kids past - Civilization in China
video about Confucius (4 minutes) and short reading passage
Reading passage- Taoism
Reading about Qin Dynasty (Ch'in)
Reading about Han Dynasty
Short reading passage about Mongols
Websites and activities for kids... Mr. Donn's Mongols
Mongols website... reading passage
Video Tour of the Great Wall of China - 2:11 minutes
David Copperfield - Walking through The Great Wall of China (just for fun... 5 minutes)
Taoism, Confucius and Buddhism quotations
Interactive website about terracotta army
∆
Series of 6 to 10 minute videos about Confucius
Silk Road reading passage (in depth)
The Song Dynasty in depth
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task
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Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change