Transcript Ancient China

Ancient China
Eric Rothwell
Craig Waskiewicz
Table of Contents
Ancient China in all aspects
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2.
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6.
7.
History
People in Societies
Geography
Economics
Government
Citizenship Rights and Responsibilities
Science, Technology, and Society
History Websites
• www.chaos.umd.edu/history/ancient1.html
• http://home.cfl.rr.com/crossland/AncientCivilizati
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ons/Ancient_China/ancient_china.html
http://www.atozkidsstuff.com/china.html
http://www.crystalinks.com/chinartifacts.html
http://www.crystalinks.com/chinadynasties.html
Ancient China’s History
• Using a map, students will label and draw
when and where different dynasties lived.
• Students will create a timeline that will
show the different time periods china was
occupied by different dynasties.
• Students will recreate ancient dynasties
symbols and label what the symbols
mean.
Ancient China’s History continued
• Students will watch the National
Geographic video Ancient China and take
notes on how China was created.
• Class discussion using world map over
what was going on in the rest of the world
as well as in ancient china.
People in Societies Websites
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http://www.crystalinks.com/buddhism.html
http://www.crystalinks.com/confucianism.html
http://www.crystalinks.com/confucius.html
http://www.crystalinks.com/feng_shui.html
http://www.crystalinks.com/chinamusic.html
People in Societies Activities
• Students will be put in groups to research an important
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figure or important topic (i.e. Confucius, Daoism…etc.)
of Ancient china. They will then be required to present
their findings to the class.
Students will write a one page paper on what their life
would be like if they lived in ancient China during a
whichever dynasty they choose.
Through class discussion the teacher will separate the
class as if it was ancient china. Students will come to
grasp what it meant to be an aristocrat, a farmer, a
women, a priest, or an emperor.
People in Societies Activities
continued
• Students will play the trivia game of
jeopardy to review important people and
culture in ancient China.
• In Groups students will research
inventions from ancient China, and then
describe how those inventions are still
used today.
Geography Websites
• http://www.chinapage.com/map/map.html
• http://www.mnsu.edu/emuseum/prehistory/china/map/
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map.html
http://members.aol.com/MrDonnHistory/K12east.html#T
op
http://www.ih.k12.oh.us/msbeiselp/Ancient%20China.ht
m#Day%201
http://www.atozkidsstuff.com/china.html
Geography Activities
• Students will follow along in activity with the teacher, where they
will fill in their map of ancient China. Students use symbols and a
legend to cover topics of ancient China.
• The teacher will group students to play a game. In this game, they
will be given an index card with a city, mountain range, bay,
country, or ocean. The student will then have to correctly place the
index card on the map. The teacher will keep score and help with
discussion.
Geography Activities
• Students will fill out an activity sheet
where they describe each geographical
vocabulary word and they will then draw
picture of it. For example the student will
define plateau and draw what a plateau
looks like.
Geography Activities continued
• Given a geographical map of Asia with all the rivers and
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mountains marked, students will draw trade routes such
as the Silk Road. Students will use their textbook as well
as the internet.
Through class discussion the teacher will explain why
trade routes expand culture and why mountains and
seas can inhibit trade. The teacher should also explain
why rivers help trade go much faster.
Economics Websites
• http://www.grifterrec.com/coins/china/ancientch
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ina.html
http://www.charm.ru/
http://www.ancientimports.com/cgibin/category.pl?id=35&page=2
http://www.mrdowling.com/613chinesehistory.ht
ml
http://www.charm.ru/library/faq006.htm
Economics Activities
• The teacher will give each student something of
value in today’s culture (i.e. clothes, watch,
money…etc.). The students will then be told
that each of those nice things represent
something from ancient China that held value.
Students can come to see what drove ancient
China’s economy.
Economics Activities continued
• By using the maps the students created in a geography
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lesson the teacher will discuss how and how trade was
affected. Students should come to grasp how economics
can be dependent on geography.
The teacher will again divide up the class into the
classes of ancient times such as the aristocrats, the
farmers, and the nobles. The teacher should talk about
who had the most money and who did most of the work.
Economics Activities continued
• The teacher will bring in a piece of bronze for every
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student to see and hold. The teacher will then discuss
how and why bronze was made.
The teacher will bring a piece of silk clothing and pass it
around to the class. Through discussion students will
understand that this was an expensive product because
the Europeans wanted it, which in return gave money to
china.
Government Websites
• http://www.mnsu.edu/emuseum/prehistory/chin
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a/ancient_china/neolithic.html
http://www.travelchinaguide.com/intro/history/z
hou/index.htm
http://www.chinavoc.com/history/ancient/legend
.htm
http://www.bcps.org/offices/lis/models/chinahist
/
• http://www.wsu.edu:8080/~dee/CHPHIL/
CONF.HTM
Government Activities
• Divide the class into groups and assign a
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different dynasty to each group. Each group will
share its findings with the class.
Have the students compare and contrast how
varying dynasties came to power and came to
an end.
Government Activities (cont.)
• Have each student write a one page response illustrating
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how Ancient Chinese Emperors compare and contrast to
modern day governments (e.g. how do emperors
compare to presidents, dictators, or monarchs).
Have the students research how Ancient China affected
other cultures in the Eastern hemisphere.
Have each student write a 1 page response indicating
the role that Confucius’ teachings played in the
governmental systems.
Citizenship Rights and
Responsibilities Websites
• http://mockingbird.creighton.edu/worldlit/works/
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churchill/china.htm
http://acc6.its.brooklyn.cuny.edu/%7Ephalsall/te
xts/chinwomn.html
http://www.humanities.ccny.cuny.edu/history/re
ader/polo.htm
http://www.san.beck.org/WP1-Chinese.html
• http://members.aol.com/bkdonnclass/Chin
alife.html
Citizenship Rights and
Responsibilities Activities
• When discussing the Ancient Chinese class system, hand
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each student a card assigning them to be a member of
the class system. Each student must research his/her
character and that character’s role in society. The
students will dress as their character and present their
findings to the class.
Have the students research the role of women in Ancient
Chinese history and compare it to the role of women in
China today.
Citizenship Rights and
Responsibilities Activities (cont.)
• The students must analyze the reasons that Chinese
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boys were valued more than Chinese girls.
Have the students debate about how Confucius impacted
the everyday lives of Ancient Chinese citizens.
Have the students compare Taoism in China to Buddhism
in India.
Science, Technology, and Society
Websites
• http://www.ee.ryerson.ca:8080/~elf/abacus/intr
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o.html
http://sln.fi.edu/tfi/info/current/inventions.html
http://www.crystalinks.com/chinainventions.html
http://chineseculture.about.com/library/weekly/a
a021201a.htm
http://www.thebeijingguide.com/great_wall_of_c
hina/tower_view2.html
Science, Technology, and Society
Activities
• Have students replace their calculators with
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abacuses so that the students can see the tools
ancient societies used with mathematics.
Have the students analyze the impact of
gunpowder on Ancient China and the rest of the
world at that time.
Science, Technology, and Society
Activities (cont.)
• Have the students debate about which Ancient
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Chinese invention/creation had the biggest
influence on Ancient China and/or the rest of the
world at that time.
Have the students discuss the way that silk is
produced and research the “Silk Road.”
Have the students take a virtual tour of the
Great Wall of China.