Download Unit V - Lake County Schools

2016-2017 Curriculum Blueprint
Grade: 6
Course Descriptions: World History
V. CHINA
Approximate
Time:
7 Weeks
Unit Overview
This unit will investigate the beginnings of ancient China as an early river civilization. Students will identify the connection of the Zhou and later dynasties to the
concept of “Mandate of Heaven”. They will compare and contrast the basic teachings of Laozi, Confucius, and Han Fei Zi and analyze their impact on Chinese life,
government, and religion of their time. The students will see how culture came into and out of ancient China through the infamous Silk Road, as well as the restriction
of exchange with their choice to isolate and limit trade in the 15th century. This unit emphasizes the many achievements, contributions, and key figures of classical and
post classical China that impacts our world today.
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Learning Goals
Students will recognize significant events, figures, and contributions of
classical and post classical China.
LDC Modules and DBQs
Students will be expected to complete a combination of at least four LDC modules or
DBQs. Each module or DBQ will be taught in full, most ranging from 1.5-3 weeks. It is
imperative that teachers will teach the applicable literacy skills covered within the
module or DBQ, to ensure the students have all the tools they need to achieve success in
their final product. Students will gain content knowledge that is standards-aligned and is
relevant to the corresponding unit as they walk through the tasks and lessons of each
module or DBQ. Therefore, students’ takeaways from a completed module or DBQ will be
abundant; as they will focus on literacy skills, content knowledge, and historical-thinking
skills, all which will be text-based.
Featured DBQ
DBQ The Mongols: How Barbaric were the “Barbarians”?
Other Module or DBQ Suggestions
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The Great Wall of China: Did the benefits outweigh the costs?
The Silk Road: Recording the Journey
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Sample Essential Questions
Who and what from classical and post classical China made an impact on future
civilizations and our world today?
Focus Literacy Standards
These standards will directly correlate with the LDC module or DBQ featured in this unit. All
these focus literacy standards will be addressed through the mini-tasks and lessons of the
module or DBQ. *Please remember that all the literacy standards should be addressed
throughout the year in regular lessons. These focus standards are just directly covered
through the featured module or DBQ.
LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and
secondary sources.
LAFS.68.RH.1.2 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.
LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to
history/social studies (e.g., how a bill becomes law, how interest rates are raised
or lowered).
LAFS.68.RH.2.6 Identify aspects of a text that reveal an author’s point of view or
purpose (e.g., loaded language, inclusion or avoidance of particular facts).
LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source
on the same topic.
LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
6th Grade | July 2016
LAFS.68.WHST.2.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Content Standards for the Unit
(Please make sure to read more specifics on the standards, including what needs to be covered and what doesn’t need to be covered by using the Test Item
Specifications for your course)
SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.
SS.6.E.3.1 Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for
a medium of exchange between trading both inside and among various regions.
SS.6.W.4.6 Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties.
SS.6.W.4.7 Explain the basic teachings of Laozi, Confucius, and Han Fei Zi. Examples are filial piety, the role of kinship in maintaining order, hierarchy in Chinese society.
SS.6.W.4.8 Describe the contributions of classical and post classical China. Examples are Great Wall, Silk Road, bronze casting, silk-making, movable type, gunpowder,
paper-making, magnetic compass, horse collar, stirrup, civil service system, The Analects.
SS.6.W.4.9 Identify key figures from classical and post classical China. Examples are Shi Huangdi, Wu-ti, Empress Wu, Chengho.
SS.6.W.4.10 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the
Mediterranean Basin.
SS.6.W.4.11 Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan.
SS.6.W.4.12 Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century.
Activities and Tasks
(Suggested activities and tasks provide additional resources that teachers in a Personalized Learning Classroom can utilize to create choice board activities)
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Create a map of China’s geography illustrating the land features that led to the belief they were the ‘middle kingdom’. Then have students reflect and debate on
the pros and cons of geographical isolation.
website provides map of ancient China with geographical features described
website provides slide share with geography facts and pros and cons of isolation
website provides information on China's geography, links to videos and games
SS.6.W.4.12
Draw a cartoon depicting the Mandate of Heaven cycle, then write a reflection examining where the U.S. is in the Mandate of Heaven cycle providing examples
(this could then be used as a Socratic seminar topic)
website provides Prezi presentation explaining the Mandate of Heaven
website provides information on the Mandate of Heaven
website provides student friendly information on the Mandate of Heaven
website provides free templates for comic strips
SS.6.W.4.6
Participate in Socratic seminar: Which philosophy would make a more stable government Confucianism or Daoism?
website provides a side by side comparison of Confucianism vs. Daoism (Taoism)
SS.6.W.4.7
6th Grade | July 2016
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Create an ancient Silk Road travel guide with tips that include benefits of trade and dangers of travelling. Key economic terms and concepts should also be
included.
website provides a travel guide for the modern day Silk Road
website provides history of Silk Road
SS.6.W.4.10
Class debate: Was the Qin Dynasty’s ideas of legalism/censorship justified? Student will be able to support their claim with three supporting facts.
website provides information on Qin achievements and culture
SS.6.W.4.9
Create a poster for joining the Han dynasty, include: Wisdom of the emperors, prosperous economy, strengths of government, opportunities for civil service
My World History Teacher Edition: Join the Han TE 88-89
SS.6.W.4.9
Research and rate the top Han achievements and then debate and defend which achievement they believe was the most important.
My World History Teacher Edition: Continuum of Han Achievements TE 94-95
SS.6.W.4.8
Paper Plate leader activity for Mongol rulers, identify name meaning, time of rule, how rule ended, land expansions, achievements and if history should consider
them a fair or cruel ruler.
See My World History Teacher Edition pg. TE 46-47 (Example in African Unit)
SS.6.W.4.11
Write a skit where they interview a Buddhist, Daoist and Confucian followers answering the same question. Answers should reflect their philosophy’s viewpoint.
My World History Teacher Edition: Ways of Thinking and Believing TE 28- 29
SS.6.W.4.7
Review key Chinese and Mongol empires by playing Pictionary (Shang through Ming), then students reflect on which dynasty was most challenging and why.
Use the key terms from People, places, and events to know below
SS.6.W.4.9 , SS.6.W.4.11
Create an empire board game choosing the following topics: Qin Dynasty, Han dynasty, Mongol Empire (Students should include an element about the Silk Road
and other key concepts learned throughout the unit). Within the game students will create higher order questions which shows comprehension of historical
events.
Informational Source- My World History Textbook
website provides ideas, example and rubric for game boards
website provides ideas, example and rubric for game boards
SS.6.W.4.10 , SS.6.W.4.8 , SS.6.W.4.11 , SS.6.W.4.9
Suggested Texts
Links and Resources
(Suggested texts provide additional resources that teachers in a Personalized Learning
Classroom can utilize to create choice board activities)
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(Suggested links and resources provide additional resources that teachers in a
Personalized Learning Classroom can utilize to create choice board activities)
Textbook, Ch. 14-16, pgs. 428-505
Mr. Dowling.com: Readings and resources on a variety of topics in world history
Annenberg Learner: Resources and activities related to a variety of world history
topics.
6th Grade | July 2016
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Excerpts from Analects, Tao Te Ching and The Book of Lord Shang: These
texts are the main texts of the three famous Chinese philosophies,
Confucianism, Taoism, and Legalism.
SS.6.W.4.7
Excerpts from the diary of Marco Polo: Marco Polo was a European visitor to
China during the Yuan Dynasty. He wrote about what he saw there in the
court of the Mongol conquerors of China.
SS.6.W.4.8 SS.6.W.4.9
Excerpts from the Analects
SS.6.W.4.7
Excerpts from Book of Lord Shang
SS.6.W.4.6 SS.6.W.4.8
The Buddha: PBS reading and video about the Buddha
Anchorage School District World History Lesson Links: Links from the Anchorage
school district to online lessons and resources for world history.
Mr. Donn.org: Readings, lessons and resources on a variety of world history
topics.
Han China Reading and Resources: Readings, lesson and resources.
Safari Montage Link to Standards: Clicking on this link will take you to Safari
Montage. You will need to log in and click on the “standards” tab at the top. Enter
the following information:
State: Florida
Document Type: Next Generation Sunshine State Standards
Standards Set: Next Generation Sunshine State Standards for Social Studies 2008
Then select your grade range and click “search”.
This will take you to a list of sources on Safari Montage sorted by the standards
they meet.
Timeline of China's Dynasties: Outlines the time periods and history of
ancient China dynasties. Also includes maps of empires.
People:
Shi Huangdi
Wu-ti
Empress Wu
Chengho
Laozi
Confucius
Han Fei Zi
Places:
Great Wall
Silk Road
Himalayas
Gobi Desert
Terms and Concepts to Know
Events to Know:
Shang Dynasty
Zhou Dynasty
Qin Dynasty
Han Dynasty
Tang Dynasty
Song Dynasty
Mongol Empire
Yuan Dynasty
Key Terms:
Mandate of Heaven
Filial piety
Confucianism
Legalism
Taoism
Link to Webb’s DOK Guide
6th Grade | July 2016