Download Mary Ann Parrille Lesson Plan Outline Lesson 1 Name of Lesson: The

Mary Ann Parrille
Lesson Plan Outline
Lesson 1
Name of Lesson: The Qin seizes control!
Standards: NCSS 3C
The student understands how China became unified under the early imperial dynasties.
Assess the policies and achievements of the Qin emperor Shi Huangdi in establishing a
unified imperial realm.
Concepts to Teach: A leader from the Qin family seized control of China from the Zhou
and named himself Shi Huangdi, or “First Emperor.” Shi Huangdi was a legalist; he
believed that all people were bad and needed to be controlled
Grade Level: Six
Overview of Lesson: This lesson focuses on how the Qin dynasty came to be who and
Shi Huangdi was
Time Frame: 45 Minutes
Objectives: Students will be able to describe who Shi Huangdi was and how he started
the Qin Dynasty. Students will understand what legalism is and how Shi Huangdi used
his belief in this philosophy to control China
Required Materials: Poster paper, markers, Power Point presentation with vocab
words, textbooks
Anticipatory Set: Begin with a K-W-L chart on Shi Huangdi. Also, lead a discussion on
the Zhou, the Warring States, and the decline of loyalty during the Zhou Dynasty. Also,
discuss who Confucius was and some of his basic teachings (all of this material was
taught the previous week).
Explain the Objective of the Lesson: Tell the students that their objective is to learn
how Shi Huangdi took power from the Zhou and what legalism is.
Provide Instructional Input: Use the PPT presentation to frontload the vocab words:
Zhou Dynasty, Confucius, Qin Dynasty, Shi Huangdi, Nobles
Model the desired student behavior: As a class, read the section on how Shi Huangdi
took power and started China’s first Dynasty. Have students use the split-page note
taking technique
Check for understanding: Have students complete the “L” portion of the K-W-L chart
with what they learned about Shi Huangdi.
Provide for Independent Practice: Have students write a journal entry from a noble’s
perspective about what it was like to live when Shi Huangdi took over.
Mary Ann Parrille
Lesson Plan Outline
Lesson 2
Name of Lesson: The Rule of the Qin
Concepts to Teach: Shi Huangdi held all the power during the Qin Dynasty and
did not trust anyone in the empire, including nobles. He split the country into
districts and appointed governors to preside over them
Grade Level: Six
Overview of Lesson: Students will learn how Shi Huangdi was able to keep
China in check by separating China into districts with governors to rule over
them.
Time Frame: 30 Minutes
Objectives: Students will describe the steps Shi Huangdi took to control China
Required Materials: White board, markers, eraser, textbooks, blank sheets of
computer paper
Anticipatory Set: Pick sticks out of a cup to ask about the previous day’s lesson.
Lead a discussion on how Shi Huangdi took control over the Zhou. Ask for
volunteers to read their journal entries to the class.
Explain the Objective of the Lesson: Tell the students that they will be able to
outline the steps Shi Huangdi took to control China.
Provide Instructional Input: As a class, study the new vocabulary words: –
Legalism, districts, and governors. Then, have students work with their table
partners to read the section on Shi Huangdi.
Model the desired student behavior: Model for the students how to make a
concept map. Then have students complete a concept map of the reading with
their partner.
Check for understanding: Check each pair’s concept map and offer criticisms
and positive feedback.
Provide for Independent Practice: Have students use the concept map to write
a letter to a kindergartner friend in which they explain what they learned. The
letter should be written in language that is clear enough for a six-year-old to
understand, but also includes all of the key information.
Mary Ann Parrille
Lesson Plan Outline
Lesson 3
Name of Lesson: Shi Huangdi and Standardization
Standards: Standard 3C
The student understands how China became unified under the early imperial
dynasties.
Assess the policies and achievements of the Qin emperor Shi Huangdi in
establishing a unified imperial realm.
Concept to Teach: How Shi Huangdi unified China under the Qin Dynasty and
standardized money, weights, laws, and language.
Grade Level: Six
Overview of Lesson: Students will learn the vocabulary words needed to
understand who Shi Huangdi was and what he did to unify China. They will then
re-enact his actions in class through the process of narration.
Time Frame: 45 minutes
Objective: The students will identify the ways in which Shi Huangdi standardized
China
Required Materials: Student volunteers, signs with names and labels, laptop,
overhead projector, power point lesson, different forms of currency (if possible).
Anticipatory Set: Select a few students from the classroom as volunteers. Give
each student a type of currency. As the class watches, have the students try to
buy things from each other with the different types of money. If possible, have
them speak a different language too. Once the students see that this process is
very difficult, have the students go back to their seats and discuss as a class
what just happened. Because the students didn’t have the same currency and
didn’t speak the same language, buying and selling goods was very difficult and
success was not easy.
Explain the Objective of the Lesson: Explain to students that Shi Huangdi, the
first Emperor of China, was the first leader to standardize many things in China.
Tell students that they should be able to identify what Shi Huangdi standardized
in China. Also, explain the importance and value of this (that by standardizing
money, language, laws, and weights, China could become unified and even more
successful).
Provide Instructional Input: Start with the vocabulary power point presentation
to front load the necessary terms. This power point should include Shi Huangdi,
The Qin Dynasty, Legalism, Standardization, and The Great Wall of China. After
frontloading the vocab, ask for several student volunteers to come forward.
Assign these roles to different students:
Shi Huangdi, Scholars, Soldiers, Villagers, Workers
Have each student wear a sign labeling what role they are playing. As you
narrate the events of Shi Huangdi’s rule, have the students act it out: Shi
Huangdi was a legalist and believed that all people were bad and needed to be
controlled. He demanded that all books that did not agree with Legalism be
burned. Many scholars disagreed with him and so Shi Huangdi had 460 scholars
buried alive to show he was in control. Shi Huangdi also worked to expand his
empire by sending his soldiers north, south, and west. Shi Huangdi claimed all
power and control of China and did not share any control with the nobles. (Break
here and ask student what kind of government Shi Huangdi was creating.
Complete a think-pair-share moment). To strengthen his empire, Shi Huangdi
standardized money, language, weights, and laws. He also protected his empire
from invaders from the north by connecting previously built walls. This barrier
came to be known as the Great Wall. Even though Shi Huangdi was hated, he
unified China. However, once he died the government fell apart.
Model the desired student behavior: After the narration and re-enactment,
post these questions on the screen and have students answer them in partners
(model how to answer these questions first):
1. Analyze: How did standardization unify China? What would have happened
if Shi Huangdi did not standardize weights, money, language and laws?
2. Evaluate: Was Shi Huangdi right to be such a strict leader? Was he a good
leader? Why or why not?
3. Apply: How would you have reacted to Shi Huangdi’s rule? Would you
allow books to burned?
Check for understanding: Meet back together and discuss answers to the
questions. Have students use higher order thinking skills to discuss the lesson.
Provide for Independent Practice: Assign the homework for the lesson.
Students will write a journal entry in which they describe what life was like living
under Shi Huangdi’s rule. During the next day’s class discuss the students’
responses. Use this time to check for understanding.
Accommodations: Labels and visual aids for ELLs. Pair weaker students with
stronger ones for guidance. Check in with special needs students and have them
summarize Shi Huangdi’s actions.
Lesson Plan Outline
Lesson 4
Name of Lesson: Achievements of Shi Huangdi
Concepts to Teach: Shi Huangdi is known for starting work on the Great Wall,
and the terracotta soldiers that protect his tomb
Grade Level: Six
Overview of Lesson: Students will take virtual tours of the Great Wall ad
Terracotta Soldiers online and will display their knowledge of the two on poster
board
Time Frame: 45 Minutes
Objectives: Students will identify the Great Wall and be able to explain why and
how it was built Students will identify the Terracotta Soldiers and why they were
built
Required Materials: Poster board, markers, iPads or laptops
Anticipatory Set: Begin with a K-W-L chart and activate prior knowledge of Shi
Huangdi.
Explain the Objective of the Lesson: Explain to students that they will be
taking virtual tours of the Great Wall and Terracotta Soldiers and that they will
identify the two landmarks, and why they were both built.
Provide Instructional Input: Pass out a laptop or iPad to each pair of students.
Write the links to both websites on the board:
http://www.thechinaguide.com/great_wall_of_china/
http://www.travelchinaguide.com/attraction/shaanxi/xian/terra_cotta_army/
Model the desired student behavior: Model on the slide screen how to view
the virtual tour and how to read the related information. Model how to take notes
on the pertinent information. Then give the students plenty of time to view the
tours and take notes. Place poster board around the room and have students
complete a Graffiti activity in which they go around the room and write words and
phrases about either the Great Wall or Terracotta Soldiers. Review as a class
what students wrote.
Check for understanding: Come back together as a whole group and complete
the “L” portion of the K-W-L chart.
Provide for Independent Practice: Then, give students the following questions
to answer independently:
1. Why was the Great Wall built?
2. How was it built?
3. How does the Great Wall show both a pro and con of Shi Huangdi’s rule?