EDCP 332A: UNIT Planning chart

UNIT DESCRIPTION:
Grade Level: Eight Theme for the Year: Different Civilizations Corresponding Textbook(s): Pathways: Civilizations Through Time Corresponding Chapter(s): 3, 13

Unit Title & # (Sequence in the Year): China-1st unit.

Unit Critical Question(s)/ Challenges: What are the causes and consequences of development in ancient China?

Unit Rationale:

This unit will ask students to use a variety of sources to explore the Ancient civilization of China from 500-1600 AD. Students will consider many factors that contribute to the development and collapse of many different Chinese dynasties for reasons such as economic, political, social, and culture. Students should be able to understand how different cultures maintain or change certain aspects of their societies over time. This unit will introduce students to basic concepts in geography that will allow them to use maps as a source of information for things such as understanding patterns of settlement and trade. Also, this chapter should help students gain skills to be able to gather and interpret information about ancient civilizations, and prepare students to be able to make comparisons to other ancient civilizations that will be taught in future units. Throughout this unit, students will be asked to give oral presentations and work cooperatively on a number of activities. This will help students become comfortable working with others as well as to be able to practice public speaking.

Unit Objectives
(from the IRP , how the lesson will achieve them)

Students Will be Able To: (i.e.: Content Knowledge; Critical Thinking; Information Gathering & Reporting, Personal & Social Values; Individual & Collective Action

Students will be able to: describe the development of Chinese civilization use maps as a source of information look at geography as a way of understanding history compare Chinese philosophies within ancient Chinese society discuss and explain the role of important Chinese historical figures use physical geography to understand settlement and trade patterns the collapse of some important Chinese dynasties analyze Chinese art describe the Ming Dynasty, gather and understand a variety of sources of information such as primary sources, maps, art etc. students should be able to discuss technological advances made throughout different periods in Chinese history use information to give written or oral presentations.

UNIT LESSONS GRID:

Lesson Title Critical Question/ Challenge How does the understanding of geography impact our understanding of Chinese Civilizations? Lesson- Specific Objectives Teacher Activities Student Activities Resources Assessment Strategies (Diagnostic, As, For, Of) Check for understanding through a discussion after students fill out the organizer. Have students hand in the map as a form of summative assessment.

Lesson 1

Students will learn to find major world landforms, bodies of water, and political boundaries on maps of China and give descriptions of each.

Show students a video that introduces the geography of China. Ask students to open their textbook to page 74 and read the page. Ask students to fill out a graphic organizer about the different aspects of Chinese geography and then share some ideas with the class. Give students a map of China and ask students to label the

Students watch the video. Students read the page and fill out the graphic organizer and share ideas. Students fill in the map.

video, textbook, graphic organizer, blank map of China.

Lesson 2

What are the key aspects of The Shang Dynasty?

Students will be able to describe how societies preserve Identity and culture. They will identify factors that impact development of Chinese civilization during the Shang Dynasty. Students will describe Chinese cultural traditions.

map of China with some key locations and landmarks of China. Teacher asks students to read pages 77-80 in the textbook and asks students to work with a partner to make 12 flashcards about the Shang Dynasty. Teacher asks the students to get into groups of 6 and organize their flashcards based on similarities and choose the top 5 ideas. Teacher asks students to share cards with the rest of the class to decide what the main aspects of the Shang dynasty were. Teacher shows a short video about the terracotta warriors. Teacher lectures about the Qin Dynasty, Terracotta Warriors, and the great wall and asks students to take notes. Teacher asks students to read pages 86-88

Students read the pages and decide on the 12 flash cards. Students compare flashcards with other groups and organize them. Then they choose their top five. Students share their top five cards.

Textbook, cards

Formative assessment- can students find main ideas for cards. Peer assessment for learning- what cards are best?

Lesson 3

What is the significance of the construction of the Great Wall and the terracotta warriors during the Qin Dynasty?

Students can identify periods of significant achievements in China.

Students watch the video. Students listen and take notes. Students read and write the bio.

Video, textbook

Summative assessment- bio of Shi Huangdi.

Lesson 4

How does geography impact the economy of the Han Dynasty?

Students should be able to interpret, and use graphs, tables, grids, scales, legends, and various types of maps. They will be able to compare basic economic systems and different forms of exchange in terms of the Silk Road. Students will analyse the effect of commerce on trade routes, settlement patterns, and cultural exchanges though the silk road. Explore the Tang dynasty to identify factors that influence the development and decline of world civilizations. Compare daily life, family structures, and gender roles in the Tang Dynasty.

and write a brief bio of Shi Huangdi. Teacher reviews the map of China and geography with students. Teacher gives students another blank map of china and asks students to draw the silk trade routes. Teacher asks students to read pages 89-91 and fill out a historical source analysis table (Zwiers, 181) to consider the importance of the silk trade during the Han dynasty.

Students review map/geography. Students use the map to draw the silk trade routes. Students read and fill in the table.

Textbook, map, table

Summative- map and table.

Lesson 5

Consider the rise and fall of the Tang Dynasty from several different perspectives.

Teacher Divides students into groups and asks them to read a different section of the Tang Dynasty. Teacher gives each student a role such as note-taker, presenter, etc, and asks students to make a poster about their section that includes several

Students move into groups and read the section. Students complete their tasks. Students present their posters to the class and take notes on each others poster

Textbook, markers, poster paper

Formative assessmentpresentation, notes on the presentations.

Students should be able to describe a variety of diverse cultural traditions and religions of ancient China.

key points. Teacher asks each group to present their poster and to fill in a graphic organizer while they listen to their peers present. Teacher asks students to go to the library and research a philosophy or religion of their choice. Teacher asks students to prepare a brief presentation about their topic to present to the class.

with the help of a graphic organizer.

Lesson 6

How do Philosophies and Religions help students to better understand ancient Chinese history?

gather and organize a body of information from primary and secondary print and non-print sources, including electronic sources plan, revise, and deliver written and oral presentations describe a variety of diverse cultural traditions and world religions demonstrate awareness of artistic expression as a reflection of the culture in which it is produced explain the development and importance of government systems

Students research the topic. Students prepare a presentation of their topic. Students present their topic to the class.

Library time, textbook

Summative assessment- does the presentation meet the required rubric for the presentation?

Lesson 7

What role does art play in the Song Dynasty?

Teacher Divides students into groups and asks them to read a different section of the Song Dynasty. Teacher gives each student a role such as note-taker, presenter, etc, and asks students to make a poster about their section that includes several key points.

Students move into groups and read the section. Students complete their tasks.

Textbook, poster paper, markers

Formative- can students cooperate to complete the placemat activity with accurate details.

Lesson 8

How does China change during the Yuan Dynasty?

explain the development and importance of government systems demonstrate understanding of the tension between individual rights and the responsibilities of citizens in a variety of civilizations

Teacher shows a video about The Mongols. Teacher asks students to read pages 415-416 in their textbook and gives students a picture of Khubilai Khan and asks them to fill his face with fact about his role in the Yuan Dynasty. Teacher asks students to answer comprehension questions from the teachers guide. Field Trip to Dr. Sun Yat-Sen Classical Chinese Garden. Teacher asks students to complete entrance/exit slips for the field trip. Teacher gives students a list of different events throughout Chinese history and asks students to make a timeline that tracks not only when the event happened, but also how important the student feels the event is.

Students watch the video. Students fill in Khans face with facts about Khan and the Yuan dynasty. Students complete comprehension questions.

Video, Khan picture, comprehension questions, textbook.

Formative- notes on Khan. Summativecomprehension questions.

Lesson 9

The Ming Dynasty

demonstrate awareness of artistic expression as a reflection of the culture in which it is produced

Students participate in the field trip. Students complete exit and entrance slips.

Entrance/exit slips

Formative- what did students take away from the field trip.

Unit Review

Timeline

Students put the events in chronological order and also rate how important they feel the event is within the context of Chinese history.

Events, larger sheets of paper, textbook

Summative- order of events on the timeline is correct.

Final Product Unit Test

Summative assessment.

Chapter 3 and 13.