Download CHINA Chinese Inventions

Lesson Title: Chinese Inventions
Class and Grade level(s): 7th grade Social Studies—World Geography
Goals and Objectives – The students will be able to:
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Realize the importance of inventions.
Identify important Chinese inventions.
Recognize the time differences in the adoption of Chinese inventions in the West.
Research and report on other Chinese inventions.
Time required/class periods needed: 4-5 class days/class periods
Primary source bibliography:
Ricci, M. China in the Sixteenth Century: The Journals of Matthew Ricci, 1583-1620. trans. L.J.
Gallagher. New York: Random House, 1953. p. 18-21.
Other resources used:
China:
Beshore, George. Science in Ancient China. New York: Grolier Publishing, 1998.
Blunden, Caroline and Mark Elvin. Cultural Atlas of China. Cambridge: Cambridge University Press,
1982.
Other resources used (continued):
China:
Hooker, Brian ed. The Cambridge Encyclopedia of China. Cambridge: Cambridge University Press,
1982.
Temple, Robert. The Genius of China. New York: Simon & Schuster, 1986.
Williams, Suzanne. Made in China. Berkeley, CA: Pacific View Press, 1996
Inventions:
Bender, Lionel. Invention. New York: Alfred A. Knopf, 1991.
Clarke, Donald ed. The Encyclopedia of Inventions. New York: Galahad Books, 1977.
Davies, Eryl. Inventions. New York: Dorling Kindersley, 1995.
Harrison Peter. Inventions and Discoveries. New York: Lorenz Books, 2000.
Philbin, Tom. The 100 Greatest Inventions of all Time. New York: Kensington Publishing Co., 2003.
Wilkinson, Philip and Jacqueline Dineen. The Early Inventions. New York: Chelsea House Publishers,
1991.
Williams, Trevor I. The History of Invention. New York: Facts on File, 1987.
Websites on Chinese Inventions used:
http://search.freefind.com/find.html?id=70726870&pageid=r&mode=all&n=0&query=chinese+inventions
http://asiasociety.org/education/resources-schools/elementary-lesson-plans/chinese-cut-outs
Time lag: http://www.hyperhistory.com/online_n2/connections_n2/chinese_inventions.html
Required materials/supplies:
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Pictures of Chinese Inventions—cannon, gunpowder, acupuncture, etc.
Objects of Chinese Inventions—example: compass, abacus, paper, etc.
Handouts #1-5
Vocabulary:
abacus
A.D. or A.C.E.
alchemy
B.C. or B.C.E.
decimal system
discovery
invention
porcelain
seismograph
stereotype
Procedure:
1. Preview—Focus of the Lesson:
• Definition of Discovery—when something that already exists in nature is noticed or recognized
for the first time (Example: Fire was discovered).
• Definition of Invention—the creation of something that never existed before (Example: matches
were invented)
• Change for the Good or Bad?—many inventions have made life better/easier for people, but
some have been harmful: sometimes both at the same time.
Procedure (continued):
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Reasons for Inventions—economic needs, military needs, and social needs.
Philbin’s List of Top Ten—wheel, light bulb, printing press, telephone, television, radio,
gunpowder, desktop computer, telegraph, and internal combustion engine.
• Chinese Inventions—many important things were invented in Ancient China, and in time, some
of these inventions reached Europe. Westerners such as Matthew Ricci and Marco Polo were
amazed at the wonders they saw. The Chinese produced many of the world’s most important
inventions.
2. Teaching—Presentation of the Lesson:
• Day 1—Give the focus of the Lesson (Handout #1)
o The where and when of inventions (Handout #2)
o Class Discussion: Which three of these Chinese inventions have been most important to
the development of civilization throughout the world? Why?
• Day 2—Class reading of Matthew Ricci’s Journals on Chinese inventions.
o Time lags between Chinese inventions and Western adoption or recognition (Handout #3).
o Class Project Assignment: Select another Chinese invention from one of Robert Temple’s
11 categories. Research, write a report, and prepare a presentation with visual aids for the
class. Students work in pairs.
• Day 3—Finish Research from books and internet.
• Day 4 & 5—Present the report to the class. Students will critique each group presentation using
the rubric provided.
Assessment/evaluation: Students will be assessed on the following:
1. Handouts answered in class.
2. Class Discussions.
3. Chinese Inventions Project rubric.