Unit description: The unit focus on depth study 3, with the focus on the Asian World and its

history. Focusing on China and its interactions with other nations. Focus Question: How did China primarily trade with other nations? Suggested Time length: 5 weeks (3 lessons a week)

Targets Outcomes A student: Describes major periods of historical time and sequence events, people and societies from the past. HT4-2 Describes and assesses the motives and actions of past

Resources: Retroactive 1 Story Link : http://tinyurl.com/cfj86lp Explore Link: http://tinyurl.com/q4lmkod Challenge Link: http://tinyurl.com/ogtxzf6 Articles on law in Ancient China. http://tinyurl.com/3sqqslj Day in the life of a thief sheet. Weebly Link to Day in the Life Prezi (link Expires 10 minutes after creation http://prezi.com/eptx2nqabrrn/present/?auth_key=r48pskr&follow=chv ie-jwcgpz&kw=present-eptx2nqabrrn&rc=ref-38396781) Ancient Asian World Comprehension Questions Article on the classes of Ancient China http://globerove.com/china/ancient-china-social-classes/2413 Hierarchical worksheet on the ranks of the social classes. http://www.youtube.com/watch?v=q89_yg9iquA http://www.skwirk.com/content/upload/pdfworksheets/stage4/history/a ncient_societies_China/top2/2_2_Chinese_woman.pdf http://www.chinaeducenter.com/en/chistory.php http://www.ducksters.com/history/china/daily_life_questions.php http://www.youtube.com/watch?v=kQfFO04TFUY http://www.skwirk.com/content/upload/pdfworksheets/stage4/history/a ncient_societies_China/top2/2_3_Chinese_military.pdf http://www.jaconline.com.au/downloads/sose/ancient-china-puzzle.pdf http://www.skwirk.com/content/upload/pdfworksheets/stage4/history/a ncient_societies_China/top2/2_3_Chinese_military.pdf http://www.history.com/topics/great-wall-of-china Working Historically: Historical skills to be integrated into this topic: Sequence key events in China history Outline key developments in China history Draw conclusions about the usefulness of source for a specific

individuals and groups in the context of past societies. HT4-3 Uses evidence from sources to support historical narratives and explanations. HT4-6 Uses a range of historical terms and concepts when communicating an understanding of the past. HT4-9 Selects and uses appropriate oral, written, and visual and digital forms to communicate about the past. HT4-10

historical inquiry. Identify, comprehend and evaluate a range of sources. Identify perspectives of different groups Interpret history within the context of the actions, values, attitudes and motives of people from the past. Select appropriate forms of communication for specific purpose recognize that historians may interpret events differently locate, select and organize information from a variety of sources ICT skills appropriate for this topic may include: Use knowledge, understanding and relevant evidence to create an appropriate historical text, using ICT Select suitable software to present a research task using ICT

Outcome 1 Describes major periods of historical time and sequence events, people and societies from the past. HT4-2

Content Describe the geographical setting and natural features of the ancient society.

Teaching and Learning Activities Introduction: teacher presents timeline map to class, explains the idea of China, changing size over the ancient period (1500BCE-220CE). Therefore, the geography changes over time. Part A: Students use a static map to give them an idea of how different the size really is. Part B: students are to

Resources (Link to weebly resource Fig 1.)

construct a timeline, of the order of the dynasties. 2 Describes major periods of historical time and sequence events, people and societies from the past. HT4-2 Explain how the geographical setting and natural features influenced the development of the ancient society. Introduction: teacher directs students to Ancient China Website (http://www.ancientchina.c o.uk/geography/explore/ex p_set.html) Part A: Read through story Part B: Observe the explore link, choose map, and order the Dynasties in order of size. Part C: Complete Flash Challenge. Part A: Teacher introduces the idea of being responsible for a crime in Ancient China. Part B: Copy down the articles on law in Ancient China from http://tinyurl.com/3sqqs lj Part C: Write a one page Day in the Life of a man whose son had stolen some bread. Story Link :
http://tinyurl.com/cfj86lp

Explore Link:

http://tinyurl.com/q4lmkod

Challenge Link:

http://tinyurl.com/ogtxzf6

3 Describes major periods of historical time and sequence events, people and societies from the past. HT4-2

Outline the main features of the social structures and government of the ancient society, including the role of law and religion.

Articles on law in Ancient China. http://tinyurl.com/3sqqsl j Day in the life of a thief sheet. Weebly Link to Day in the Life

4 Describes major periods of historical time and sequence events, people and societies from the past. HT4-2

Outline the main features of the social structures and government of the ancient society, including the role of law and religion.

Part A: Teacher directs students to use the Prezi, to navigate through the two different major religions in Ancient China. Part B: The students will then answer comprehension questions on the religions.

Prezi (link Expires 10 minutes after creation http://prezi.com/eptx2nqab rrn/present/?auth_key=r48 pskr&follow=chviejwcgpz&kw=presenteptx2nqabrrn&rc=ref38396781) Ancient Asian World Comprehension Questions. Article on the classes of Ancient China http://globerove.com/china /ancient-china-socialclasses/2413

5 Describes and assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3

Describe the roles of key groups in the society.

Part A: The Students are to read through the descriptions of the four Social Classes

6 Describes and assesses the motives and

Describe the everyday life of men, women and children in the society

Part B: Fill out Hierarchical structure Hierarchical worksheet on worksheet. By Placing the the ranks of the social social ranks in order of classes. preference, and writing dot points about who would be in those classes (Link to resources Page) Part A: Teacher will explain how in Chinese family, the father had

actions of past individuals and groups in the context of past societies. HT4-3

complete authority over his household. Part B: Students will create a Brainstorm on what mens roles would be in the context of the home and ancient Chinese society.

7 Describes and assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3

Describe the everyday life of men women and children in the Part A: The teacher will society. do a quick refresher to bring class back to mindset of the prior day Part B: View the video Role of Women in China Then and Now Part C: The students will complete the worksheet, informally assessing what they took for the lecture http://www.skwirk.com/co ntent/upload/pdfworksheet s/stage4/history/ancient_so cieties_China/top2/2_2_C

http://www.youtube.com/w atch?v=q89_yg9iquA

http://www.skwirk.com/co ntent/upload/pdfworksheet s/stage4/history/ancient_so cieties_China/top2/2_2_Ch inese_woman.pdf

8 Describes and assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3

Describe the everyday life of men women and children in the society.

hinese_woman.pdf Introduction: The teacher will refer back to the dynasties which were studies earlier on, calling particular interest upon the Han dynasty, explaining that this was the period in ancient Chinese history where education of the majority became mainstream. Part A: Read through the Confucianism section of the website. Focusing on the education of children in china. Part B: Finally, complete the quiz, assessing knowledge of the prior 3 lessons. Part A: Watch the video Chinese Warfare, Ancient Discoveries Part B: Teacher will give a short lecture on the contributions of warfare as outlined in retroactive 3 Part C: Students will complete worksheet given

http://www.chinaeducenter .com/en/chistory.php

Quiz: http://www.ducksters.com/ history/china/daily_life_qu estions.php

9 Uses evidence from sources to support historical narratives and explanations. HT4-6

Explain how the beliefs and values of the ancient society are evident in practices related to ONE of the following. Warfare

http://www.youtube.com/w atch?v=kQfFO04TFUY http://www.skwirk.com/co ntent/upload/pdfworksheet s/stage4/history/ancient_so cieties_China/top2/2_3_Ch inese_military.pdf

to them by teachers. 1 Describes and 0 assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3 1 Describes and 1 assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3 Identify contacts and conflicts of peoples within the ancient Asian world. Part A: Introduce the concept of the silk road, Students will read the silk road document. Part B: Complete the crossword provided by the Retroactive 4. (Lesson Plans) Part A: Teacher Directed reading about Chinese military action with other societies. Part B: Class- wide brainstorm, concerning how china reacted to each nation. Extending upon the advancements made in the warfare lesson. Part A: Extend the idea of China, by using the article. From being a trade heavy country, to their attitudes concerning other societies and what it effected. Part B: Go over China's reactionary responses to their outsiders Part C: Draw on a map, Where The great wall of http://www.jaconline.com. au/downloads/sose/ancient -china-puzzle.pdf Retroactive 1

Outline significant contacts with other societies

http://www.skwirk.com/co ntent/upload/pdfworksheet s/stage4/history/ancient_so cieties_China/top2/2_3_Ch inese_military.pdf

1 Describes and 2 assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3

Explain the consequences of these contacts with other societies

http://www.history.com/to pics/great-wall-of-china

1 Describes and 3 assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3

Explain the Legacy of Chosen Asian Societies.

China is. Part A: Teacher Led Brainstorm, concerning advancements made by ancient china that are still in use today, such as paper. Part B: An inquiry learning activity in which students will be tasked to go out and investigate one ancient Chinese invention that is still in use today, that the class came up with, have them answer the following questions. 1. How was it used by the ancient Chinese? 2. How is it used today? 3. Is it commonplace or very rare?

Use example brainstorm template! The inquiry learning can be done through word, with online submissions being the primary method of informal assessment.

1 Selects and uses 4 appropriate oral, written, and visual and digital forms to communicate about the past. HT4-10 Uses a range of historical terms and concepts when communicating an understanding of the past. HT4-9

Using a range of sources including ICT, investigate the role of a significant individual in the ancient Asian world

1 Describes and 6 assesses the motives and actions of past individuals and groups in the context of past societies. HT4-3

assess the role and importance of the individual chosen

Introduction: The second inquiry task, The teacher will introduce the class to a number of Chinese figures. 1. Zhang Sanfeng 2. Luo Guanzhong 3. Ouyuan 4. Cai Lun 5. Qin Shi Huang 6. Sun Tzu Part A: Start the students working on general research about their chosen figure that has been previously covered. Part B: Present the results in oral format to the class. Introduction As a follow up from the past lesson, the students will take the information gathered from the prior lessons research A: The initial information has to be adapted to be presented in the format of a Prezi/PowerPoint

Computers/Internet use by the students.

The information from the prior lesson.

Uses evidence from sources to support historical

narratives and explanations. HT4-6