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James Madison University – College of Education
Social Studies Lesson Plan Format
Name: _Susan Grove_________________________
Date: __July 13, 2011___________
Subject/Class: _Honors World History & Geography I Grade Level: _9_ Topic: Dynasties of
Ancient China
NCSS Theme #_6_ : Power, Authority and Governance
Subthemes: Knowledge : _Bullets 1 & 5___________________________
Processes : __Bullets 1,2, & 4_______________________
(Remember NCSS is focused on Knowledge, Process and Product—be specific)
Essential Questions/Big Ideas:
How did power change hands in Ancient China? How does the method then compare to the
change of power in the United States today? Are there any examples of power changing
hands due to violence in today’s world?
SOLs/Standards addressed:
WHI.3
The student will demonstrate knowledge of ancient river valley civilizations, including those of
Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews,
Phoenicians, and Nubians, by
b)
WHI.4
describing the development of social, political, and economic patterns, including
slavery
The student will demonstrate knowledge of the civilizations of Persia, India, and China in terms of
chronology, geography, social structures, government, economy, religion, and contributions to later
civilizations by
e)
describing China, with emphasis on the development of an empire and the construction
of the Great Wall
Learning Outcomes/Objectives:
SWBAT to compare and contrast the social, political, economic and religious patterns of the 4
ancient Chinese dynasties.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
Assessment alignment chart: How will you know they know the objectives listed above?
Objective
Assessment (formative and
summative)
U 1: SWBAT to compare and
contrast the social, political,
economic and religious patterns
of the 4 ancient Chinese
dynasties.
Formative – Teacher questioning during
introduction and power point
Formative – Puzzle Activity Paragraphs
Formative – Silk Road Worksheet
Formative – Exit Ticket
Summative – Unit test on Ancient China
Background Content Outline:
I. Shang Dynasty
A. Government
1. Large palaces and tombs
2. Kings led warriors in to battle
3. Capital city – Anyang
4. Kings governed only small portion of land – princes and nobles loyal to Shang
governed most land
B. Social Classes
1. Royal family, nobles, warriors – owned land
2. Artisans and merchants
3. Peasants
a. Lived in small villages
b. Entire family worked the land
C. Religion
1. Shang Di
a. Major god
b. Believed king was link between people and Shang Di
2. Veneration of ancestors
a. Began with king’s ancestors
b. Later other classes joined in the practice
c. Left sacrifices of food and other essential items
3. Yin/Yang
a. Balance between 2 forces
b. Yin – Earth, darkness, female forces
c. Yang – Heaven, light, male forces
d. Had to have balance to maintain harmony
D. Writing
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
1. Ideographs – signs that expressed thoughts or ideas
2. Oracle bones – animal bones or turtle shells- priests wrote questions addresses to
the gods or spirit of an ancestor, heated bone until cracked and interpreted the
cracks
3. Calligraphy – fine handwriting, considered an art form, only done by scholars
II. Zhou Dynasty
A. Mandate of Heaven
1. Used to justify their rebellion against the Shang
2. Means divine right to rule – cruelty of last Shang king angered the gods and they
sent ruin on him and passed the Mandate of Heaven to Zhou
3. Dynastic Cycle
B. Feudal State
1. Rewarded supporters by giving them control of certain regions
2. Feudalism – a system of government in which local lords governed their own lands
but owed military service and other forms of support to the ruler – feudal lords
gained more power than kings
C. Economy
1. Iron working – helped improve farming tools
2. Trade increased – first time for use of coins, new roads, and canals
3. Increase in population as a result
D. Other Achievements
1. Silk making – cocoons of silkworms; strict measures of secrecy
2. Trade routes develop – silk road
3. First books – thin strips of wood or bamboo
III. Qin Dynasty – Shi Huangdi
A. Changes made
1. Abolished feudalism, went to military district
2. Standardized weights and measures and new coins
3. Called for uniformity
4. Improved transportation
B. Critics
1. Critics jailed, killed or tortured
2. Confucianism opposed Shi Huangdi
3. Book burning on all but books of medicine
C. Great Wall
1. Several pieces of wall were to be joined
2. Thousands worked regardless of weather or other conditions
D. Collapse
1. Shi Huangdi dies in 210 BCE
2. Revolt led by Liu Bang
a. Claimed the Mandate of Heaven
b. Founded Han dynasty
IV. Han Dynasty
A. Government and Economy
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
1. Strong Confucian ideas
2. Improved roads and canals
3. Built granaries
4. Created monopolies
B. Expansion by Wudi
1. Added outposts by fighting nomads and Chinese influence spread
2. Arranged marriages between nomad chiefs and noble women
C. Silk Road
1. Trade route that linked West and China
2. Traded new foods and other items for silk
3. Dangerous travel
4. Used relay system on Silk Road
D. Society
1. Official belief system was Confucianism
2. Civil service exams let officials get jobs based on merit
3. Obedience and submission were expected from women
E. Achievements
1. Science and astronomy
2. Paper making
3. Shipbuilding
4. Medicine
F. Collapse of Han Empire
1. Warlords had become too powerful
2. Peasants revolted due to harsh taxes
3. Han dynasty falls and China is divided into several kingdoms
4. New dynasty will emerge later
DEAN CHART
Concept word
Dynasty
D=define
Generations of
rulers from a
single family
E=examples
Windsor family
in Britain
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
A=attributes
Related
Power of long
period of time
N=non-examples
President of the
United States
Instructional Plan:
What the Teacher Will Do
Introduction/ 1. Teacher will ask students “What do you think of
Hook
when you hear the word dynasty?”
5 minutes
2. Teacher will write student answers on the board.
3. Teacher will give definition of dynasty and ask
“What other river valley civilizations were ruled
by dynasties?”
4. Teacher will give the names and dates of 4
Chinese dynasties and the years in power and ask
“What do you think happened in between the
Zhou and Qin dynasties?”
Power Point 1. Teacher will lead a lecture/ discussion on the 4
25 minutes
Ancient Chinese dynasties with a power point
presentation.
2. Teacher will check for student understanding by
questions during power point presentation.
Puzzle
1. Teacher will handout Puzzle Activity Kits as
Activity
demonstrated by Roxane Edgerton at the JMU
30 minutes
Content Committee. Each student will receive 2
puzzles. There are 4 possible puzzles – one for
each of the dynasties.
2. Teacher will direct students to assemble the
puzzles.
3. Teacher will direct students to assemble the
puzzles. When they have finished they must
write a paragraph connecting all of the pieces of
the puzzle together to explain about that
particular dynasties. Each student will complete
2 puzzles and paragraphs.
4. Teacher will collect puzzles and paragraphs
Activity
1. Teacher will tell students that they are about
20 minutes
travel on the Silk Road and explain they must
follow directions on the paper to make the trip.
2. Teacher hands out worksheet, wipe off map,
china marker and paper towels to students
Exit ticket
1. Teacher will give a cut out of Yin/Yang symbol
10 minutes
for students to answer the following 2 questions:
How does the method then compare to the
change of power in the United States today? Are
there any examples of power changing hands due
to violence in today’s world?
2. Teacher will collect Yin/Yang symbols as
students leave class.
Summative
1. Teacher will give a unit test on Ancient China at
Evaluation
end of unit.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10
What the Students Will Do
1. Students will answer teacher
questions.
2. Students will copy into
notebooks what the teacher
puts on the board.
1. Students will copy notes
into notebook.
2. Students will answer teacher
questions.
1. Students will assemble
puzzles.
2. Students will write
paragraphs on dynasties as
directed by teacher.
3. Students will turn in puzzles
and paragraphs.
1. Students will complete Silk
Road Activity on their own.
2. Students will turn in
completed activity and
materials.
1. Students will answer
questions on Yin/Yang
cutout.
2. Students will turn in cutout
as they leave the classroom.
1. Students will take an end of
unit test on Ancient China.
Materials Needed for the Lesson:
Puzzle Activity
Silk Road Activity
Wipe Off Maps of Asia
China Markers
Paper Towels
Power point
Computer
LCD
Bibliography/Resources Used (using APA):
Edgerton, Roxanne (6/30/11). Hands on History. Content Academy History K-12. Lecture conducted from
James Madison University, Harrisonburg, VA
Adaption/Differentiation:
ELL/struggling
Have students create a foldable on the 4 dynasties to use as a study aide.
readers
Have students do puzzle activity in pairs and explain to their partner how
each item relates to the dynasty instead of completing a paragraph.
ADHD
Have students create a foldable on the 4 dynasties instead of
lecture/discussion.
Gifted
This lesson was created for an Honors class.
Explanation of Instructional Strategies Used:
Ancient China is the first place we discuss the concept of dynasty specifically so I wanted to open the
lesson with a discussion on what one was and how they may have gained power. There is a good
amount of material in this lesson so lecture and discussion is the most efficient way to present it. The
power point allows me to include pictures and videos that can further aid in student understanding. The
puzzle activity allows students to embed in their knowledge the connections within each dynasty. The
Silk Road Activity gives them an understanding of the type of travel, time and hardship that was
undertaken on the Silk Road. The Exit Activity allows the teacher to see if they can make connections
between the past and present.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Stern 8/10