Justine Weaver11-14-2013

9th Grade World History I HonorsUnit 4: Early Empires

Lesson 5: Everything You Wanted to Know about China (and possibly more)

Title: China

Length: 90 minutes

Context: We are at the close of our Early Empires unit, in which we studied Egypt/Nubia, Assyria, Persia, India (Maurya and Gupta Empires), and China. China is the last empire we are studying before we review for our Unit Test.

Content Summary: This material about China encompasses the time period when China truly formed into the power that has continued into the modern day. The Han Dynasty especially contained a flowering of Chinese culture that led to many crucial innovations and discoveries. However, it is important to first consider the key philosophies of Confucianism, Legalism, and Daoism that arose during the Warring States Period at the latter end of the Zhou Dynasty.

Confucius was considered to be China’s most influential scholar, and lived around 600 B.C.E. during the Warring States Period. Confucius was primarily concerned with creating and maintaining social order after experiencing the chaos of the time in which he was living. Confucius first outlined five basic relationships that were the base of the social order: ruler-subject; father-son; husband-wife; brother-brother; friend-friend. Confucius also stressed concepts such as filial piety in his social order, the idea that younger members of society should respect their parents and elders. Confucius believed that education stood at the center of society as well; he thought that education was necessary for everyone, and that even people in lower classes of society could advance through gaining an education. Confucius also outlined the idea of bureaucracy in government – and specifically mentioned a civil service exam that mostly everyone could take in order to fill jobs – exemplifying the idea that jobs were merit-based rather than based on social status. Confucius’s ideas and philosophy were written down by his students in the form of a conversation in the Analects.

The next two philosophies encountered during this time period were Daoism and Legalism. Daoism, created by Lao-Tse, outlined that all being must strive to follow the “Dao” or the way. Every creature but humans naturally follow the “Dao,” and humans must attempt to achieve this by living in harmony and understanding with nature, and living a humble and simple life. Lao-Tse believed that having the least government was the best government. Legalism was somewhat the opposite of Daoism – and was advocated by Hanfeizi and Li Si. The ideas in legalism revolved around following rules; those who followed the rules were rewarded, and those who did not were punished. A notable Chinese ruler who followed legalist philosophy was Qin Shi Huangdi.

Qin Shi Huangdi was considered to be the first emperor of China. The Qin emerged as the ruling family that took control and ended the Warring States Period.

Although the Qin Dynasty did not last long, the actions of Qin Shi Huangdi especially effected China for centuries. Qin was a harsh ruler who followed the legalist philosophy and was an autocratic leader– he quelled internal rebellions left over from the Warring States Period and also instituted a massive book burning campaign in which thousands of texts advocating other ideas and philosophies were destroyed. He completed the construction of the Great Wall of China, and further united the empire by extending the amount of territory in the empire. He also created uniform weights and measures and standardized the language in China. After Qin died, a power vacuum emerged and a civil war ensured between two powerful Chinese generals. One, Liu Bang, emerged victorious and established the Han Dynasty.

The Han Dynasty was established in 202 BCE. Liu Bang began to move away from the autocratic and legalistic ways of the Qin Emperor and towards the ideas of Confucius. He established a strong central government and instituted the ideas of bureaucracy and the civil service exam within the government. The later Han emperor, Wudi, extended these ideas further while also expanding the empire to new lengths and driving out nomadic peoples who had lived in those conquered territories. The Han Dynasty experienced a Golden Age in which Chinese culture, technologies, innovations, and other advanced occurred. Some of the most notable achievements of the Han Dynasty involved the invention of paper, silk, porcelain, iron production and gunpowder, among many others. During the Han Dynasty, trade with other cultures along the Silk Road also increased, promoting the spread of Buddhism into China and other ideas as well.

China serves as one of the only example of a continuous culture that has endured to the modern day. Ideas of Confucianism including filial piety, the value of education, and a code of politeness still exist to some extent in Chinese culture today. China is a very important civilization for students to learn about both for its past contributions to our global society, and for its prominence in the world economy and political scene today.

Standards: WHI.4e, 4fThe 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; f) describing the impact of Confucianism, Taoism, and Buddhism.

Objectives: Students will understand:

That interactions, the environment, conflict, and ideas drive change That empires combine expansion, conflict, interactions, complex institutions, and

diversity in both successes and failures

Students will know: Location of China geographically – geographic barriers Qin Shi Huangdi

o Achievements: Built Great Wall, unified China after Warring States Period

Han Dynastyo Contributions: paper, porcelain, silk, civil service system

Confucius Confucianism – impact on society, main ideas (belief that all humans are

inherently good, filial piety, emphasis on education) Daoism – founder Lao-Tse, impact on society, main ideas (harmony with nature,

living a simple life of humility and peace) Legalism – founders Hanfeizi and Li Si, impact on society specifically during the

Qin Dynasty Differences and similarities between a philosophies and religions Silk Road – general route and importance to spread of good and ideas throughout

the ancient world How to work in assigned groups quickly and competently

Students will be able to: Identify China on a map and describe geographic barriers that led to its isolation Describe the policies of Qin Shi Huangdi and explain how he united China Identify the primary contributions of the Han Dynasty Explain the philosophy of Confucianism – express main ideas and how they

affected China Explain the philosophy of Daoism – express main ideas and how they affected

China Explain the philosophy of Legalism – express main ideas an how they affected

China Describe the difference between a philosophy and a religion Identify and locate the general Silk Road trade route on a map and analyze its

affect on interactions and exchange of goods and ideas between ancient cultures Work efficiently in assigned groups under a set amount of time.

Assessment:Diagnostic: For a diagnostic assessment, students will be taking a brief mini-quiz on reading they did for homework. The reading involved two sections of a chapter about China – specifically about the three philosophies we will discuss and a discussion of the Qin and Han Dynasties. Students should have prepared an outline for the reading that they will be able to use on their mini quiz. After the students finish the mini quiz, they grade one another’s. I use their answers to inform me about what questions or concepts they may have struggled with and that I may need to go into more detail on during class.

Formative: During this lesson, I will be able to use formative assessments in a couple ways. During the brief presentation, I will be able to survey students with questions that break up the lecture – to see if they are understanding the new material and see what they remember from previous lectures. Also, during the learning centers activity, I will be circulating the room and checking in with each group as they rotate in order to determine if they are getting the main ideas and understanding of each activity.

Summative: The summative assessment for this lesson will be the completion of the learning centers packet. Students will turn the packet in at the conclusion of class for a grade – both to determine if they have gained the understanding I set out for them and to encourage participation.

Materials: Mini Quiz Half-Sheet China Notes Handout China Learning Centers Packet Two student computers Teacher computer Projector Markers

Procedure: 1. Do-Now (10 minutes)

When students walk into the room, they will be given their mini quiz. Students may start working on their quiz before the bell rings, and are allowed to use their outlines that they completed for homework. Students will have about 5-7 minutes to complete the mini quiz and then we will check them as a class. Students will swap quizzes with their neighbor, and will grade one another’s. Reviewing the mini quiz together provides me with a snapshot of concepts that students definitely understand and those that they may need more help with, which will inform my instruction for the class. Also, checking the quizzes allows students to receive instant feedback about their understanding of the reading. After we check the mini quiz, students will turn them into their designated tray, and get the class notes for the day which will be sitting on top of the file cabinet near their tray. They will then return to their seats.

2. Agenda (1 minute) Do-Now Introduce Objectives Brief Lecture and PowerPoint about China China Learning Centers Review and Overview

3. Objectives (Less than 1 minute)I will go over the objectives for the day (not verbatim) so the students will get an idea of what they will be learning about/ where we will go during class.

4. Brief Lecture and PowerPoint (15 minutes)For a brief introduction and overview of the content we will be learning about China, we will go through a brief PowerPoint that hits the key points of the primary objectives for the class period. The lecture will begin by back-tracking a bit – we will talk briefly about geographical features that kept China isolated for

so long, and the Zhou Dynasty, which we discussed when we went over Early River Valleys this semester. From the Zhou dynasty, we will move into the three key philosophies created during this time period – Confucianism, Daoism, and Legalism. Each philosophy will be explained to students, as well as how they connected to government and everyday life in China. At this point in the lecture, well will talk about the differences and similarities between religion and philosophy – I think it’s important for students to recognize these. We will do a think-pair-share exercise to talk about this idea. After we finish talking about the philosophies, we will move on to brief descriptions of the Qin and Han Dynasty, and the Silk Road. The lecture really only hits the key people, events, and ideas present in each of these concepts – mostly focusing on Qin Shi Huangdi and the contributions of the Han dynasty to Chinese society. There will be an opportunities for students to ask questions during the lecture, and I will also be using call-and-response techniques to make sure all students are participating. After finishing up the lecture and asking for any remaining questions, we will transition to the learning centers activity.

5. Learning Centers (40-50 minutes)I will first be passing out the packet with all of the necessary materials while explaining the learning centers activity to students. All of the information students need for each center is in their packet – including all readings and worksheets. To put the students in groups, I will just count them off 1-2-3-4-5. If I notice any problems with the groups, I will be sure to separate them. Students will then get out of their seats and move to their assigned stations around the room. Two of the stations have computers, Center 1 (Han Dynasty Visual Discovery) and Center 5 (Silk Road Crash Course Video) that will be set up prior to the start of the activity. For this activity, students are encouraged to work as a group through their assignment, but each student must turn in their individual work in their packet. Students will have 10 minutes to complete each activity – which are outlined in the attached document. A timer will be displayed on the projector so students will be able to monitor their rate of work. I will be circulating the room to check in with students to make sure they are gaining the understandings and knowledge about the content that I want them to, as well as to make sure they are staying on task. After 10 minutes is over and the timer stops, students will be asked to stop what they are doing and move to the next station, where they will start on their next assigned activity. Each group will move through all five stations. If a group is finished with their assignment before time is up, I have provided them with a reading and worksheet that they are assigned for homework. The expectation is that they will begin reading the article if they have extra time, or working on their packet worksheets if they need to finish something up. I like the idea of Learning Centers because not only are students picking up information in an engaging way, they are working in groups and able to move around the classroom during the lesson. After each group has rotated through all five activities (should take around 50 minutes) students will return to their seats after straightening up desks and putting away materials. After students return to their

seats, I will give them a minute to look over their packets and turn them into their tray. Students will then return to their seats.

6. Review (2-3 minutes)I will first ask if any students did not receive the reading and worksheet for homework- if not I will make sure they receive it. We will then go through a brief review and overview of what we learned and the objectives students should reach at the closure of this lesson. I will let students know that next class period we will be reviewing for our Empires Unit Test, and display the homework on the projector. I will ask if there are any further questions about the lesson today – and then allow students to pack up.

Name:_______________________________

Period:_______________________________

CHINA: LEARNING CENTERS

DIRECTIONS:In your groups, you will be going through five learning centers. You will spend 10 minutes at each center. At each center, you will complete an assignment that corresponds to a page in this packet. These packets will be turned in for a grade at the end of this activity. You need to work well as a group but you will submit your individual work at the end of class. In other words, each person completes their own packet, but you can work together as a group to complete each assignment.

Center Information: Center Activity Page in PacketCenter 1 Han Dynasty Visual

Discovery1

Center 2 Confucianism 2Center 3 Taoism 3Center 4 Legalism 4Center 5 The Silk Road 5If you finish early! Empires in the Dust

Reading6

Group Order: GROUP Center 1 Center 2 Center 3 Center 4 Center 5Group 1 1 2 3 4 5Group 2 2 3 4 5 1Group 3 3 4 5 1 2Group 4 4 5 1 2 3Group 5 5 1 2 3 4

Taoism: Following “The Way”

Taoism was another philosophy that shaped Chinese tradition. Little is known about its founder, Lao-Tse (low-dzoo). However, his teachings have survived in the “Tao Te Ching,” of “The Way and Its Power”. Like Confucius, Lao-Tse was concerned with how to achieve a good society. However, he rejected the rules of behavior laid down by Confucius. Taoist philosophy stressed simplicity, meditation, and closeness with nature.

Lao-Tse taught that the goal of life was to become attuned to the Tao. The Tao was a universal force that could not be defined. It could only be felt. The Tao also meant the way or the road a person followed to reach the goal. Lao-Tse believed a person reached harmony with nature not by using reason but through contemplation.

To the Taoist, the best government was the government that governed the least. “The more laws and edicts imposed, the more thieves and bandits there will be.”

Taoism was both a philosophy and religion. Yet it was concerned with ways of improving a person’s life in this world rather than saving souls. The Chinese believed that spirits and ghosts were everywhere and had to be appeased. Taoist priests provided charms and magic to influence the spirits. As a result, Taoism became very popular among the people.

The Taoist emphasis on nature shaped Chinese science and technology. Taoists recorded movement of the planets, thereby gaining knowledge of astronomy. They also studied and recorded their observations in chemistry and botany.

Taoism

Instructions: Read the brief article about Taoism and answer the following questions:

1. Describe the Taoist philosophy.

2. Define “Tao”:

3. Was Taoism a philosophy or a religion? Explain.

4. How did the ideas and concepts supported by Taoism lead to advances in science and other areas?

5. Create a (mini) Bumper Sticker for Taoism!

Confucianism

Confucius was China’s most influential and respected philosopher. He lived between 551 B.C. and 479 B.C. He examined the ideas of right and wrong and was interested in how people related to one another. His concern for the Chinese living in densely populated cities was very real. His ideas, Confuciansim, explained acceptable social behavior in all situations. Confucianism set up strict guidelines for proper behavior between people.

One of the most basic concepts in Confucian philosophy is the idea of jen. Confucius definies jen as the human quality that leads people to live harmoniously in society. The idea of jen is partly the idea of sympathy with other people and partly the idea of “That which you do not want done to you, do not do to others,” as Confucius said. There is no word in English that quite has the same meaning.

Confucius believed that the family was very important. In families, people learned how to act in society. The Chinese state was considered to be a large family with the emperor as father.

In the two thousand years that Confucianism dominated Chinese thought, its basic principles were adapted to meet new challenges. Disciples of Confucianism often developed new ideas to offset other religious or philosophical ideas that challenged the basic system of Confucian thought. During the Tang Dynasty, for instance, Confucian thought was challenged by beliefs of Chinese Buddhists and Taoists. Eventually Confucianism incorporated many Taoist and Buddhist ideas.

Confucian thought and its system of ethical relationships preserved order and structure in Chinese society for over two thousand years. The Chinese also used Confucianism to absorb their conquerors into the Chinese way of life.

Confucian thought, however, seriously slowed the development of Chinese scholarship as well as economic development. Because the Chinese adhered so rigidly to the ideas of Confuciansim, they often discarded foreign ideas. As a result, they did not readily adopt ideas in astronomy, mathematics, and medicine from the Middle East. Neither did they learn how to use animal labor for crop cultivation.

In China, children were raised to respect and honor their parents, their sisters and brothers, and their ancestors. The Confucian ideas were part of every child’s education and became the backbone of the nation.

Main Ideas of Confucianism: Belief that humans are good, not bad Stressing of five relationships Respect for elders Code of politeness, still used in Chinese society today Emphasis on education Ancestor worship

Some Teachings of Confucius:These are examples of Confucian sayings, and two key concepts of Confucianism.

1. Good GovernmentThe Master [Confucius] said, “To rule a country of a thousand chariots, there must be reverent attention to business, and sincerity; economy in expenditure, and love for men; and the employment of the people at the proper seasons.”

2. Filial PietyThe Master said, “A youth, when at home, should be filial, and, abroad, respectful to his elders. He should be earnest and truthful. He should overflow in love to all, and cultivate the friendship of the good. When he has time and opportunity, after the performance of these things, he should employ them in polite studies.”

Confuciansim

Instructions: Read the brief article and answer the following questions.

1. Describe the idea of jen and how it connects to key concepts of Confucianism.

2. Why did Confucius believe filial piety was an important virtue in society?

3. How did the ideas Confucianism adapt when new philosophies or religions became prominent in China?

4. How did Confucianism both help and hurt ancient China?

5. Based upon what you have read, would you like to have been a student of Confucius? Why or why not?

6. Based on the reading, complete the exercise stating whether Confucius strongly agreed or strongly disagreed with each of the following statements. Strongly Agreed Strongly Disagreed Statement

Leaders must take care of the people.Leaders must love learning.Leaders must be honest and fair to all people.People of low rank must obey people of high rank.Young people must obey their elders.Wives must obey their husbands.Property is more important that people.It is important to impress others.

7. On the back of this paper, brainstorm a conflict with your group. If you all were a group of Confucian students – how would you choose to resolve the conflict?

Silk Road

The Emperor Wudi (founder of the Han Dynasty) opened a trade route, later called the Silk Road, which would link China and the West for centuries. It is one of the

oldest and most historically significant trade routes and its influences on countries and regions along the road are still felt today. Silk, and inventions like paper, porcelain, and gunpowder were exchanged along these roads. Buddhism also spread along this route.

Watch the following video and answer the questions on the corresponding worksheet.

http://www.youtube.com/watch?v=vfe-eNq-Qyg

The Silk Road1. Identify the two parts of the Silk Road:

______________________________________________________________________________________________________________________________________________

Use (M) for Mediterranean area; (C ) for China; (S) for Saudi Arabia (I) from India or (E ) for East Africa to ID where these items originated from:

1. Silk 2. Cloth textiles

3. Ivory 4. Tortoise shells

5. Jade 6. Olives 7. Spices 8. Iron9. Incense 10. Silver 11. Olive oil 12. Wine

13. Justify why nomads were good traders on the Silk Road. __________________________________________________________________________________________________________________________________________________________________________________

14.Although the Silk Road had its beginnings near 100 BC, Mr. Green says that it really rose to prominence in the ______________centuries AD.

15.Identify how most of the trade was conducted on the Silk Road: ______________________________.

16.How did the Silk Road help merchants and other traders prosper?

________________________________________________________________________________________________________________________________________________________________________________

17. Identify the three reasons that the Silk Road affected the world:1. _____________________________________________2. _____________________________________________3. _____________________________________________

18. Explain the inter-relationship between traders on the Silk Road & Mahayana Buddhists temples. _____________________________________________________________________________________19. ____________________________ killed 1/3 of Europe in the 14th century.20. If you were a sultan, a satrap, a governor, or a prince why might it be in your best interest to keep the Silk Road safe? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

* Adapted from C. Thiel