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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