Electronic Submission Order for EDE05/L05
Name: Heather Beaver
EDE05
 Cover Sheet for Social Studies Unit, with URL/wiki address
 Historical Narrative
 Map/Globe Skills
 Critical Thinking Applied to Artforms
 Biography/Concept Attainment
 Global Inquiry
 Artifacts #1 - #?
 Objective Pre-Post-Assessment
 Essay Pre-Post-Assessment
 Bibliography
 Appendix A
 Expenses
 Reflection Narrative
EDL05 (Not All of the Following Forms Will Be Used)
 Mid-Log; 10 hours required
 Final Log; to total 20 hours
 Kindergarten Observation
 First Grade Observation
 Second Grade Observation
 Third Grade Observation
 Fourth Grade Observation
 Fifth Grade Observation
 Sixth Grade Observation
 Taught Lesson Form
 Muscarelle PK-6 Observation of PK-6 Students (Optional)
 Museum Observation of PK-6 Students (Optional)
 Art Teacher Observation
 Music Teacher Observation
 ELL Observation/Interaction
 Mid-term Self-Evaluation
 Final Self-Evaluation
 Cooperating Teacher‟s Evaluation (scanned)
 Field Trip (Optional)
 CD of Lesson Taught (Optional)
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The Ancient Civilization of China
A Teaching Unit for PK-6 Students
Prepared By: Heather Beaver, Jennifer Hambley,
Katie Hogge, and Amanda Eclipse
Wiki: http://hdbeaver.wmwikis.net/Planning+for+Teaching
Submitted as Partial Requirement for ED E05
Elementary and Middle Social Studies Curriculum and Instruction
Professor Gail McEachron, Fall 2010
Contents
Historical Narrative: Prepared by Heather Beaver, Jennifer Hambley, Katie
Hogge, and Amanda Eclipse
Map/Globe Skills Lesson: Finding China’s Forbidden City, Katie Hogge
Critical Thinking and the Arts: Chinese Silk Paintings, Jennifer Hambley
Civic Engagement: Emperor Wu of Han, Amanda Eclipse
Global Inquiry: Cross-Cultural Interactions on the Silk Road, Heather Beaver
Artifact #1-#4: Prepared by Heather Beaver, Jennifer Hambley, Katie Hogge,
and Amanda Eclipse
Assessments: Objective and Essay
Bibliography
Appendix A: National and State Standards
Expenses
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The Ancient Civilization of China
The study of history is an essential component of any elementary school curriculum.
Indeed, historical study “builds children‟s knowledge of the world‟s peoples and the inclination
to understand their struggles and appreciate their humanity” (Parker, 2009, p. 107). Historical
study in U.S. elementary schools should include an in-depth look at ancient China. China is the
world‟s oldest continuous civilization (Williams, B., 1996). Today, it is the world‟s most
populous country, with an estimated population, of over 1.3 billion people, or one-fourth of the
world‟s total population (Wright, 2001). Within the United States, there are more than 3.5
million Chinese-Americans, and Chinese is the second most widely spoken non-English
language in our country (U.S. Census Bureau, 2010). Many Chinese immigrants and firstgeneration Chinese-Americans are enrolled in America‟s public schools today. Moreover,
Chinese products, food, and inventions that originated in ancient China have a continual
presence in the daily lives of Americans.
The following teaching unit provides lessons that address the significance of ancient
China for both primary and intermediate elementary school students. The unit is aligned with
Virginia second grade history social studies standards 2.1, 2.4, and 2.5, which focus on the
development of content knowledge about ancient China, as well as developing map and globe
skills. The unit is also aligned with content standards developed by the National Council for
History in Schools, relating to the achievements of various ancient Chinese dynasties, the
analysis of history and culture through the visual arts and music, and China‟s interconnection
with the rest of the ancient world through the famous Silk Road. For a complete list of specific
state and national standards used in the creation of this unit, please refer to Appendix A. This
unit seeks to develop children‟s map and globe skills, engage them in artistic activities that
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connect with Chinese history, and guide older students to understand ancient China‟s lasting
influence on the modern world. Because of China‟s rich historical past, and the increasing
presence of Chinese-Americans in the United States today, the chief goal of this unit is to help
elementary students grasp the significance of China‟s rich heritage, make connections between
ancient China and the modern world, and help students understand the culture and traditions of
the millions of Chinese people who live in America today. The following narrative includes
essential background information about the culture and people who lived in ancient China during
the reign of the first four dynasties: The Shang, the Zhou, the Qin, and the Han.
Key Ideas and Events
In 1929, archaeologists digging near Beijing, China, unearthed a remarkable discovery: a
human skull about 400,000 years old, today known as the Peking Man. The Peking Man
provides evidence that humans have lived and worked in modern-day China for hundreds of
thousands of years (Kleeman & Barrett, 2005). When compared with the other great ancient
civilizations of the world, China was the most geographically isolated, bounded by oceans or
mountains and difficult terrain on all sides. The Yellow River, which winds through northern
China, is the birthplace of Chinese civilization (Wright, 2001). Government was not organized
in China until around 1700 BC, when the Shang dynasty became the first official dynasty (or
ruling family). The first two ancient dynasties, the Shang and the Zhou, were violent, and
warfare was a common occurrence throughout the rule of these families. The Zhou kings
maintained a largely feudal government that was decentralized, and governed by powerful lords.
China was not united as a kingdom until the establishment of the Qin dynasty. King
Sheng in 221 BC achieved his final victory over the Zhou, and changed his name to Shi
Huangdi, or Emperor. Under Shi Huangdi, China was formally united into one large empire.
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Shi Huangdi reorganized and standardized life throughout the new empire (Hall, 2000). The Qin
dynasty quickly unraveled after Shi Huangdi‟s early death, however, and in 207 BC, a peasant
warrior by the name of Liu Bang defeated the Qin, declared himself Emperor, and established
the Han Dynasty. While extending China‟s boundaries, the Han dynasty established an elaborate
bureaucratic system to strengthen the centralized government. The Han ruled China for 400
years (Michaelson, 1996).
Throughout history, warfare has often accelerated the development of advanced
technologies, and in ancient China, this was certainly the case. Under the Shang, China was one
of the world‟s most advanced Bronze Age civilizations. By mixing tin and copper, Chinese
alchemists quickly discovered that they could create a hard substance that was useful for
weapons. Indeed, according to Blunden and Elvin (1998), “The possession of bronze weapons
gave those who were privileged to have them a nearly decisive superiority in the use of force”
(cited in Hall, 2000, p. 29). All state resources during the Zhou dynasty were focused on
warfare, leading to the advancement of more efficient weapons through iron-smelting
technology. Warfare also led to the improvement of transportation through the building of
highways and bridges, allowing movement of armies and equipment (Hall, 2000). The
crossbow, developed in the 4th century BC, was a deadly weapon that could shoot arrows long
distances (up to 650 feet), and pierce armor (Williams, B., 1996). The crossbow was a powerful
weapon that transformed warfare in China, and would prove to be revolutionary when introduced
in Europe many centuries later.
While ancient China a period marked by warfare, it was also a time of great ingenuity,
with incredible advances in philosophy and the arts, mathematics, and science. Archaeological
evidence shows that the Chinese had a written form of language as early as the Shang dynasty.
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This early language was discovered on “oracle bones,” pieces of tortoise shell or cattle bones
inscribed with questions for deceased ancestors or deities. The oracle bones are significant.
According to Morton (1995), “the script on the bones is clearly the ancestor of modern Chinese
and essentially the same in character structure” (cited in Hall, 2000, p. 27). The very act of
writing Chinese characters gradually developed into an art form of its own that is still practiced
today: calligraphy. The oldest Chinese classic, The Book of Change, also appeared during the
early rule of the Zhou. The Book of Change was a book of divination that “became a classic in
ancient times and remains so today, twenty-five centuries later.” The book “gradually developed
into a complex philosophy of decision making in life rather than a simple predictor” of future
events (Hall, 2000, p. 48).
Some of ancient China‟s most lasting contributions came in the areas of science and
mathematics. By 300 BC, Chinese mathematicians had created an advanced decimal system of
counting based on tens, as well as the abacus, an ancient form of the calculator (Steele, 1998).
Chinese mathematicians developed formulas for calculating the area of a rectangle, and finding
the circumference of a circle (Beshore, 1998). These formulas often served practical purposes,
guiding farmers as they planted their crops and measured their fields. Chinese alchemists
discovered that by combining charcoal, saltpeter, and sulfur, they could create an explosive black
powder, which used for many things today, including fireworks displays. Ancient scientists also
discovered that magnetic lodestones always pointed north. They embedded these stones into
wooden blocks, thus inventing the earliest forms of the compass (Beshore, 1998).
The Great Wall of China is perhaps one of the most recognized symbols of ancient China.
The Great Wall of China was built for practical purposes, and took many centuries complete.
After Shi Huangdi united China, he ordered that old defensive walls built hundreds of years
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before be linked as a way to protect China‟s northern border (Williams, B., 1996). It was indeed
a huge project, and cost many peasant laborers their lives. The project was not completed until
the rule of the Ming dynasty (1368-1644). The Great Wall of China is 5,500 feet long, and
today, it is a World Heritage Site that receives millions of visitors each year.
Despite its geographical barriers, Chinese knowledge and inventions traveled to other
ancient civilizations via the Silk Road, a remarkable pre-modern example of global interaction.
During the Han dynasty, the Silk Road stretched from the Chinese capital city Changan in the
east to the edges of the Mediterranean world in the west, a journey of about 5,000 miles.
Western civilizations traded Roman glass, amber, and coral for Chinese bronze, and most
importantly, silk (Allison, 2001). The Chinese had been producing silk since the time of the
Shang dynasty by planting groves of mulberry trees, and creating special rooms for silk worms to
spin their cocoons (Williams, S., 1996). Silk was highly prized in the Western world and
because of the high demand for it, the Silk Road evolved. Stories and news, as well as Chinese
advances in mathematics and science traveled from civilization to civilization through this vast
trade network (Allison, 26-27).
Men, Women, Youth and Children
Perhaps the greatest thinker in Chinese history lived during the tumultuous years of the
Zhou dynasty: Kung Fu Zi, known as Confucius (Kleeman & Barrett, 2005). Confucius‟s
teachings were compiled by his devoted followers in the Analects. His goal “was the
establishment of a just and orderly society by means of well-defined reciprocal roles: ruler to
subject, husband to wife, parent to child and so on.” To maintain order, one role was dominant,
which meant that “rulers over subjects, husbands over wives, and parents over children.” The
dominant member was expected to be fair and just, while the subordinate member was to be
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loyal and obedient (Hall, 2000, p. 62). Society, Confucius concluded, would be a harmonious
place if people remembered their proper place and acted accordingly. His teachings had a
profound impact on the structure of society in ancient China.
Based on the teachings of Confucius, ancient Chinese society was stratified into social
classes which were determined by a person‟s occupation. Below the emperor or king, there were
four main classes: the elite scholarly-gentry class, the most highly-respected members of society;
peasants, valued members of society who produced the food the whole country depended on;
artisans, who made weapons and utensils; and at the lowest level, merchants, who were wealthy,
yet made nothing for themselves (Michaelson, 1996). A person‟s social class was vitally
important. Indeed, “Because class determined social status, a person‟s occupation helped form
his or her identity and even sense of worth in the culture. People were evaluated in terms of how
they labored on behalf of society” (Allison, 2001, p. 59). Slavery was a part of life in ancient
China since the Shang dynasty. Slaves were often prisoners captured during battle, and some
slaves were even traded along the Silk Road (Williams, S., 1996). They served in the houses of
royalty and the wealthy, and many lost their lives working on dangerous projects like the Great
Wall of China.
In ancient China, women were subservient to men, and were expected to remain obedient
and devoted to household affairs. Daughters were of little consequence to a family, because the
main religious practice in ancient China was ancestor worship, a responsibility that was passed
along to male descendants. It was important that a woman bear sons. Indeed, “a man who only
had daughters feared that, at his own death, there would be no one to properly worship his
ancestors. As a result, his family would come to an end” (Allison, 2001). Daughters were
generally married in their early teens. Marriage had little to do with personal preference.
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Indeed, its main purpose was “to produce offspring and continue the family line” (Allison, 2001,
p. 88). Keeping with Confucian codes of respect and subservience, women were advised on their
wedding days: “Be respectful and courteous, do not disobey your husband” (Allison, 2001, p.
89). Throughout their lives, most women worked hard tending the farm and caring for the
household. Upper class women generally had servants to care for the household work, but they
were often forbidden to leave the confines of their homes (Steele, 1998). Women were reminded
to fulfill their duties of obedience and subservience, because this was necessary for an orderly
society.
While women in ancient China were generally subordinate to men, some women were, in
fact, well-educated writers and thinkers. Some became merchants, artisans and physicians by
watching and learning from their husbands, while in the political realm, ancient records tell us
about a few very ambitious women. Lady Hao, for example, was a Shang warrior. Her tomb
was discovered with weapon bearing inscriptions about the battle she led around 1200 BC
(Kleeman & Barrett, 2005). Women did occasionally maintain prominent roles in ancient China.
Regardless of their position in society, however, all women supported the empire in important
ways through their hard labor and dedication to the family.
Children in ancient China were educated in “the formalities of behavior that would be of
utmost important to their functioning in society” (Allison, 2001, p. 91). Girls of the lower
classes were taught domestic duties, while lower class boys were taught how to care for the farm.
Middle and upper class girls were taught how to unwind and weave silk, and how to prepare
sacrifices for the family ancestors, while their brothers went away to school. These boys were
taught the Confucian classics and character education, as well as the six sciences: dancing,
music, archery, chariot driving, writing, and arithmetic (Allison, 2001). Girls were not allowed
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to attend school. All children were taught to honor and obey their parents, in accordance with
Confucian values.
Since before the Shang dynasty, the Chinese had worshipped their deceased ancestors,
and looked to them for advice on daily matters and future events, and communicated with natural
deities through oracle bones and other rituals. During the Zhou dynasty, rulers started to claim
the Mandate of Heaven, a belief that the deities had given them to right to rule, and leaders were
considered “Sons of Heaven” (Wright, 2001). The Chinese belief system also included the
teachings of Confucius, as well as Daoism and Buddhism. Laozi, born during the Zhou dynasty,
was the founder of Daoism, which stresses the need for balance and harmony with nature, and
the Yin Yang is the famous symbol of Daoist beliefs (Steele, 1998). About the same time, the
Buddha began his teachings in India. Buddhism probably spread to China through the Silk
Road, and gradually intermingled with Daoism and Confucianism (Steele, 1998).
In China today, 92% of the population is descended from the Han, an ethnic group who
ruled ancient China from 206 BC - 220 AD. The ancient Chinese did not take too much time
identifying the ethnic origins of their neighbors (they were usually just called barbarians), and as
successive dynasties expanded the borders of the empire, new people groups were simply
absorbed into Chinese culture. Local leaders were appointed to govern these various groups on
behalf of the ruler. China‟s borders were extended into modern day Mongolia, Vietnam and
Korea. As a result, the Chinese government today recognizes 56 different ethnic groups
(Kleeman & Barrett, 2005).
Legacy of Ancient China
The legacy of China‟s ancient past continues to play an essential role in the modern
world. Ancient China was an advanced civilization that included brilliant writers, thinkers,
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inventors, politicians, and regular citizens whose achievements have contributed to the culture of
China today. For example, the Great Wall of China stands as a legacy to China‟s proud history,
and Emperor Shi Huangdi‟s attempt to unify and protect the people of his empire. Hundreds of
millions of Chinese people today also speak a close derivative of the ancient Chinese language
inscribed on oracle bones, dating back to China‟s first dynasty. Ancient philosophies, such as
the teachings of Laozi and Confucius, are foundational beliefs in modern China, and many
ancient texts, such as the Analects of Confucius and The Book of Change from the Zhou dynasty
represent some of the classical texts that are an important part of Chinese literary history.
Artistic practices, such as the ancient art of calligraphy, or weaving of silk, are still practiced
today, and are beautiful examples of artistic expression from China‟s past.
While Chinese culture today bears the marks of the nation‟s ancient past, so too does the
United States, and indeed, the rest of the world. With the evolution of the Silk Road, Chinese
advancements started to travel across the world thousands of years ago. Today, many of these
contributions are common features in American life, such as the mathematical formulas and
theorems that are taught in schools, the magnetic compass that has been used for centuries, or the
fireworks that people enjoy on holidays, to name just a few. Given the impact of Chinese
thought and scholarship in the modern world, studying the history of the world oldest civilization
continues to be a significant for children and adults alike. Indeed, by including units on ancient
China into elementary school curriculum, students will learn about the collective history of the
world‟s most populous nation, and recognize the continuous impact that ancient history has on
life in the 21st century.
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Lesson 1: Map/Globe Skills
Preparer: Katie Hogge
Subject Area: Social Studies, Geography and map skills
Grade Level/Space: 2nd , Whole Group Lesson (19 Students)
Lesson Title: Finding Beijing‟s Forbidden City
Time: One Hour
Virginia Standards of Learning:
2.4 The student will develop map skills by
(a) locating the United States, China, and Egypt on world maps
2.5 The student will develop map skills by
(a) locating the equator, the seven continents, and the five oceans on maps and globes;
(b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and
Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and
lakes (Great Lakes) in the United States and other countries.
2.6 The student will demonstrate map skills by constructing simple map using title, map legend,
and compass rose.
Materials/Resources Needed: Large world map traced onto poster paper (same outline as
attached student map), poster markers, 20 copies of blank world map, book on Beijing‟s
Forbidden City.
Lesson Description:
Anticipatory Set: To engage students‟ interest in the lesson, read 100 Wonders of the World:
From Manmade Masterpieces to Breathtaking Surprises of Nature by Hoffmann and Krings.
Explain when the Forbidden City was built, the significance of its location, and its historical
purpose. Tell the students that they will find the Forbidden City today, using their knowledge of
maps.
Objective/Purpose:
(1) Given direct instruction, students will create a compass rose on a map with 100% accuracy.
(2) Given direct instruction on cardinal directions, the students will explain how to get from the
United States to China using cardinal directions.
Input /Model: Display large map of the world on the front wall. Tell the students that they will
begin their quest for the Forbidden City in the United States since that is where they live.
Explain to the students that we will use a compass rose to help us as we make our way to the
Forbidden City. Tell students that the compass rose gives us information about the directions
North, South, East, and West. Discuss the four cardinal directions using a globe. Explain to
students that north indicates the direction of the North Pole, and that south indicates the direction
of the South Pole. Draw a simple compass rose on the board, and using the acronym “Never
East Shredded Wheat,” show students how to label north, south, east and west on the compass
rose. Model for the students how to use a compass rose to determine the location of one point in
relation to another by discussing objects in the room (The windows in our classroom are to the
west of the Computer Center).
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Check for Understanding: Hand out individual world maps to the students, and practice using
cardinal directions by asking them questions, such as “Which ocean is east of the United States?”
Continue practicing as necessary until students are comfortable using the directions.
Guided Practice: Draw the students‟ attention to the river drawn on the map. Tell students that
this river is the Huang He River, which was an important river to the ancient Chinese people.
Ask students to consider why they think a river would be important to an ancient civilization (for
cooking, cleaning, watering crops). Label the Huang He River on the master map on the wall,
and direct students to label their individual maps. Tell students that the Huang He River is close
to Beijing, where the Forbidden City is located. Tell the students that we will now start our
journey to the Forbidden City together. Model for students how to label the directions on the
compass rose on the large map. Tell students to label the compass rose on their own map. Tell
students that they must follow the arrows on their maps and label the direction that each arrow is
pointing in order to make it to the Forbidden City. Do the first arrow with the students, by
asking “Arrow 1 will take us to South America. In what direction is Arrow 1 pointing?” Have
students write on their maps the direction the arrow is pointing.
Independent Practice: Tell students that they will label the directions for the last three arrows
on their own. As students work independently, circulate the room to assess their progress.
When students have made it to the Forbidden City, discuss as a class what directions the students
used to label their arrows.
Closure: Close the lesson by telling students that we used these directions today to find China‟s
Forbidden City, which is located in Beijing, the capital city. Explain to students that capital
cities in ancient cities were the political centers of the empire, and that was where the Chinese
emperors lived. Ask students if we have capital cities today.
Formative Assessment: Use questioning during Guided Practice and Check for Understanding
phases to monitor student comprehension of cardinal directions and the compass rose. Circulate
the room during Independent Practice to assess student progress.
Summative Assessment: Quiz Attached
Background Information:
Compass Rose: a symbol on a map that is with graded points for the directions.
Cardinal Directions: The four main points on the compass (North, South, East, West).
Forbidden City: Located in Beijing, China‟s Forbidden City was the seat of the Chinese
emperors for over 500 years, and today, it contains the world‟s largest collection of ancient
wooden structures.
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Name____________________
Date_____________________
Quiz: Map Skills
Please circle the letter for your answer:
1.) Circle the correct compass rose:
a.)
N
S
b.) S
E
E
W
c.) N
W
W
N
E
S
2.) The capital of China is
a. Katmandu
b. Beijing
c. Antarctica
d. Washington, D.C.
3.) Who lived in China’s Forbidden City?
a. The president of China.
b. Wealthy citizens of China.
c. The Chinese Emperor.
d. All Chinese citizens.
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d.)
N
E
W
S
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Lesson #2: Chinese Silk Paintings
Preparer: Jennifer Hambley
Audience: Primary (2nd grade)
Related Standards:
Virginia Visual Arts Standards of Learning
 2.15 The student will identify art from other cultures, including Ancient Egypt, Ancient
China, and American Indians (First Americans).
 2.22 The student will discuss the ways that the art of a culture reflects its people‟s
attitudes and beliefs.
Virginia Social Studies Standards of Learning
 2.1 The student will explain how the contributions of ancient China and Egypt have
influenced the present world in terms of architecture, inventions, the calendar, and
written language.
Objective and Its Purpose:
Given teacher description and examples, students will describe what materials are used to make a
Chinese silk painting.
Given teacher modeling and instruction, students will create their own silk paintings for a
partner.
Materials/Time/Space:
The Magic Horse of Han Gan (Hong, 2006); Printed Examples of Silk Paintings from the Song
Dynasty (birds) (Ebrey, 2005) and (dragons)(Rong,1236) teacher-made example of a silk
painting; silk paint; 19 paintbrushes; 19 small white silk squares; newspaper; 19 job description
cards. One full hour; small groups and individual work; typical classroom space; 20 students.
Lesson Description:
Introduction (5 Minutes):
Remind students of the previous lesson (lesson #4) and what they learned about the Silk Road
(Q: Why is it called the Silk Road? Where does the Silk Road start and end?). Introduce the
concept of silk painting in the context of top government officials buying silk paintings to
decorate their houses. Show students the teacher-made example of a silk painting and explain
how it was made (by applying silk paint to the pre-treated silk square using a paintbrush). Tell
them that by the end of this lesson, each of them will have created their own silk painting.
Content Focus (45 Minutes):
Have students get into 4 groups of 5. Give each group one example of a silk painting. Give two
groups the example of the bird (Ebrey, 2005) and two groups the example of the dragon (Rong,
1236). Ask the following questions, and have students discuss the questions within their group.
What do you see in the painting? What colors do you see? What kind of lines does it use? Are
they fat or thin lines? (Objective) Point out how continuous the lines are, and demonstrate how
to make that kind of line with your paintbrush.
Does this painting remind you of anything you have seen before? (Reflective)
Do you think that the animals in these paintings look real? How is this different than if the artist
had drawn cartoon animals? (Interpretive)
Why would a person in the government want this on their wall? Would you want it on your wall?
(Decisional)
Switch the paintings, so that the groups that had the bird now have a picture of a dragon, and
vise-versa. Ask the following questions, and again have students discuss the questions in their
groups. Make sure you give everyone time to discuss the questions.
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What do you see in this painting? Are the colors different from the first painting? (Objective)
Remember that these paintings are drawn on silk. Does this make them look different than they
would if they were drawn on paper? (Reflective)
If the animal in this picture could say something, what do you think it would say? (Interpretative)
Which painting do you like more? Why? Would you want to hang either of these on your wall?
What kind of silk painting would you want to hang on your wall?
Tell students that you want each of them to pretend that they are artists in ancient China. Tell
them you have received information that a government officer wants to hire them. Pass out job
description cards. (These cards give each student the name of another person in the class that has
“hired” them. Ex. Sue has “hired” Joe and Joe has “hired” Sue to draw a silk painting). Have
students get together and talk with their partners to find out what their “employers” want them to
draw. Have each student make a “sloppy copy” on a piece of paper. Then have students cover
desks with newspapers, and pass out silk squares, silk paint, and paintbrushes. Explain to
students that you are going to play ancient Chinese music while they work, but that if anyone is
having trouble concentrating because of it, they should let you know
(http://glmu.alexanderstreet.com/View/72164, Chinese Cultural Theater Group). Have students
demonstrate how to make long continuous lines with their paintbrushes in the air before having
them begin. Let students have as much time as needed to finish their squares. Put them to dry on
the desks in the back of the room.
Closure (10 Minutes):
Read The Magic Horse of Han Gan aloud to students. Point out how the author has illustrated
each page with a silk painting. Administer Multiple-Choice Questions.
Assessment : Formative : Listen to student responses to questions to assess understanding.
Clarify concepts if needed. Walk around room during class project time, to help students with
their paintings.
Summative : Administer Multiple-Choice Questions
Definitions: Silk painting: A painting made by applying ink to treated silk.
Background Information:
Much of China‟s trading business was centered on the sale of silk. For years, China was the only
country that possessed the knowledge to make silk. This allowed Chinese merchants to sell silk
to foreigners for huge profits. Nevertheless, there was a wide market for silk products inside
China, and each year a small portion of the silk produced would remain within China. Silk
painting was very popular in China prior to the creation of paper. During the Song dynasty, silk
paintings were commissioned by wealthy government officials. Common topics included: horses,
dragons, birds, and nature. Scholar-officials used their calligraphy skills to create flowing
paintings using white silk, black ink, and calligraphy brushes. Silk was difficult to work with,
and the ink had to be applied in layers in order to achieve a consistent gradient of color.
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Multiple Choice Questions:
1.) In Ancient China, silk paintings were made using:
a.) silk and ink
b.) silk and colored pencils
c.) paper and crayons
d.) stones and paint
2.) Silk paintings were:
a.) bought by people in the government
b.) used as clothing by everyday people
c.) ALWAYS given to the Emperor
d.) used by shops to advertise new items
3.) Which of the following is an example of a silk painting:
a.)
c.)
b.)
d.)
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Sample Silk Painting
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Lesson #3: Biography of Emperor Wu of Han
Preparer: Amanda Eclipse
Audience and Space: Grade 5; Duration: 1 hour; 20 students; Whole group, small group
Standards:
USI.1b The student will develop skills for historical and geographical analysis, including the
ability to make connections between the past and the present.
NSS-WH.5-12.3 The student in grades 5-12 should understand how major religions and largescale empires arose in the Mediterranean basin, China, and India, 500BCE – 300CE
NSS-C.5-8.1 What are civic life, politics, and government? Why are government and politics
necessary? What purposes should government serve?
Objectives: 1) Given the information presented in the lesson, the students will discuss the
historical significance of the census in relation to Emperor Wu and his political system. 2) Given
explicit directions and teacher examples, the students will conduct a census of the classroom
population. Given the experience of conducting a census, students will make inferences of
different ways it can be used to make decisions.
Materials: DocCam; Emperor Wu costume; 20 copies of census; whiteboard; dry-erase markers;
5 copies of tally sheet; 20 pencils
Content and Instructional Strategies:
Introduction: Enter the room as Emperor Wu. Teacher will deliver information in first person as
Emperor Wu. Tell students Wu was a famous emperor, one of the greatest in the Han dynasty.
With the help of his advisors, he turned to Confucianism as the basis of his politics. Remind
students about Confucianism. It was the job of the ruler to take care of his empire and people and
not intentionally harm them. Tell students Wu wanted to expand his empire because he believed
that was the best way to protect his empire and maintain order. Show a map of the Han Dynasty
and note how large it is. Have students brainstorm ways to collect information on a large
population. Introduce the concept of a census. Tell students they will conduct and participate in a
census of the class.
Content Focus: Tell the class that they will conduct a census to gather information about the
classroom population. Ask students to think about the importance of a census when trying to
make decisions based on the population, like Wu had intended when he conducted his census.
Remind students that good leaders know their constituency and made important decisions based
on the good of the people. Wu‟s On a Doc Cam, show the students what the census will look like
and what kinds of questions are going to be asked. Divide the class into groups of four. Allow
groups to brainstorm and write one question per group that they would like to add to the census
that will give them additional information about each other. Tell them the question must produce
an answer that could help the teacher make decisions that pertain to the class. For example, if the
teacher wants to organize a game for everyone to play at recess, it would be good to know what
game the majority of the people in the class like to play. Write down each group‟s question and
place that on the Doc Cam. Pass out the census for the students to fill out. Remind them to
20
answer the five brainstormed questions at the end of the teacher-created census. Collect the
census and redistribute the census to the five groups. Each person should have a census that is
not their own. In the groups, students should tally up the information and present the findings to
the teacher. The teacher will write the totals on the board.
Closure: Ask students about the results. “What does the information tell us about our class? Why
is it important to know our class population? What decisions can the teacher make based on the
results of the census? Why is it important to know this kind of information about our class? If ten
more students joined our classroom, would we want to conduct another census? Why or why
not?” Relate the classroom census back to Wu‟s census. “Based on what we did, do you think it
was a good decision for Emperor Wu to conduct a census? What kind of information do you
think he wanted to know? What would happen if Wu only took once census and used the results
to make decisions for the new territories he conquered? Would it still be accurate?” End the
lesson with an understanding that if a government knows their constituency, they can make fair
and accurate decisions that will save time, money, and create a positive environment.
Evaluation:
Formative: Observe and note student responses in whole group and small group discussions.
Collect census from each student.
Summative: Multiple Choice questions.
Background Information: Emperor Wu was known as the greatest emperor of the Han dynasty.
He ruled for 54 years beginning at the age of 15 from 141BCE to 87CE. He held the nickname
“Martial Emperor” for his great territorial conquests and his harsh punishments toward those
who stood against him. Unlike other emperors before him, he held an imperial examination in
search of the brightest young men in the empire to become his advisors. He chose men from
different societal backgrounds, which included commoners. These men became his close
confidants and advised him on important matters, one of which being decision on what the
official imperial doctrine Wu would choose. The best-written and most persuasive essay came
from Dong Zhongshu who advocated Confucianism and its political implications. Confucianism
is an ethical, social, religious, political, and philosophical system based on merit, order, ritual,
relationships, and humanity. According to this document, the political hierarchy of the empire
was critical to its success and the welfare of the people. To maintain order, ensure loyalty, and
make critical decisions, Wu conducted the first census in China. The purpose of the census is to
systematically and efficiently gather and record information about a population. Usually, the
census is used to make decisions, make inferences, and redistribute representation for a
population.
Key terms: Confuciansim – school of thought originated from Ancient China that emphasizes
importance of order, loyalty, ritual, family, relationships, and humanity; Emperor Wu – greatest
emperor of the Han dynasty who implemented first census; Census – means to systematically
and efficiently gather and record information about a population; Population – total number of
people that live in the same geographical area
21
Resources:
http://www.hyperhistory.com/online_n2/maptext_n2/rome.html
22
Name ____________________________________
Date ______________________
CENSUS
1. Age ……………………………………………………………………. ______________
2. Grade Level ………………………………………………………… ______________
3. How many people live in your house? ……………………. ______________
4. Do you have a pet? …………………………………………….. _______________
5. Favorite color ……………………………………………………… _______________
6. Favorite School Subject (Please Circle One)
Language
Arts
Social
Studies
Math
Science
Music
7. Allergies …………………………………………………………….. _______________
_______________
8. Favorite Book ……………………………………………………… _______________
Answers to Student-Generated Questions
1. …………………………………………………………………………… _______________
2. …………………………………………………………………………… _______________
3. …………………………………………………………………………… _______________
4. …………………………………………………………………………… _______________
23
Art
Summative: Multiple Choice Questions
1.
During what dynasty did Emperor Wu rule?
a.
Zhou dynasty
b.
Qin dynasty
c.
Shang dynasty
d. Han dynasty
2.
3.
Which of the following is NOT the purpose of a census?
a.
Make decisions based on a population
b.
Create laws based on the majority opinion
c.
Make inferences about a population
d.
Redistribute representation in the government
What Confucian thought does the act of conducting a census fall under?
a.
Order
b.
Loyalty
c.
Ritual
d.
Relationship
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Lesson #4: Inquiry
Preparer: Heather Beaver
Grade Level: 6th
Lesson: “Investigating Cross-Cultural Exchanges on the Silk Road”
Time: 2-1 hour lessons
Space: This lesson is intended for a classroom of 20 students. Students will complete their
investigation of the Silk Road in small groups of four.
National History Standards:
World History Standard 3C
The student understands how China became unified under the early imperial dynasties. 5-12
 Analyze the commercial and cultural significance of the trans-Eurasian “silk roads” in the
period of the Han and Roman empires. [Interrogate historical data]
Objectives:
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Given research materials, students will investigate their own questions in small groups
about how ancient Chinese ideas and goods were exchanged with other cultures on the
Silk Road.
Given research on the Silk Road, students will explain in writing how the Silk Road
facilitated cross-cultural exchanges between the ancient Chinese and other ancient
civilizations.
Given research on the Silk Road, students will compare and contrast cross-cultural
exchanges on the Silk Road and in the 21st century, with 90% accuracy.
Resources:
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Five paper bags containing three everyday items with labels indicating where the item
was made (examples: a T-shirt, a shoe box, a box of markers, pictures, etc.)
computers with internet access
Recording Sheet for each student
Map of the Silk Road (http://www.metmuseum.org/explore/china_dawn/silk_road.pdf)
projected on the LCD projector;
“The Merchant‟s Tale,” retrieved from
http://www.globaled.org/chinaproject/silkRoad/docs/lesson2Reading.html;
Adventures on the Ancient Silk Road by Priscilla Galloway and Dawn Hunter
The Silk Road: 7,000 Miles of History by John S. Major
The Ancient Chinese World by Terry Kleeman & Tracy Barrett (Article “„The Golden
Man:‟ Buddhism and the Silk Road” bookmarked)
Introduction to the Silk Road, retrieved from
http://www.silkroadproject.org/Education/TheSilkRoad/tabid/175/Default.aspx;
Virtual Art Exhibit: The Silk Road, retrieved from
http://depts.washington.edu/silkroad/exhibit/trade/trade.html;
The American Museum of Natural History‟s “Traveling the Silk Road” Online
Exhibition, retrieved from http://www.amnh.org/exhibitions/silkroad/;
Pictures of the Silk Road, retrieved from http://www.ess.uci.edu/~oliver/silk2.html#3;
25
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Images and descriptions of customs, art, goods and ideas exchanged on the Silk Road,
retrieved from http://depts.washington.edu/silkroad/exhibit/index2.html;
“Trade Along the Silk Road” Map, retrieved from
http://www29.homepage.villanova.edu/christopher.haas/SilkRoad-map.jpg
Content and Instructional Strategies:
DAY 1
Catalyst: Divide students up into groups of four and have students sit with their groups. Give
each group a paper bag of everyday items. Tell students to examine the labels on each item and
write down its country of origin. After a few minutes, call the class together. Ask each group to
share with the class the country of origin for each item in the bag. On the board, keep a tally of
the countries represented on the labels. Once the list has been compiled, talk about the data with
the students. Discuss how many of the items we use in our everyday lives originated in many
different countries around the world. This is an example of cross-cultural interaction. Ask
students questions such as: Are you surprised to see how many different countries these items
came from? How are cross-cultural interactions such as these possible in our world today?
Can you think about other examples of how the world’s cultures interact today? (Students will
probably suggest that technology, especially the internet, allows the world to be connected in the
21st century).
Content Focus: Explain to students that while modern technology helps to connect the world‟s
cultures today, cross-cultural interaction is nothing new. Remind students about the flourishing
silk trade during the Han dynasty in ancient China, then introduce what the Silk Road was to the
students by projecting a map of the Silk Road, pointing out its various routes, and discussing
how Chinese silk and other goods were traded all the way to ancient Rome. Distribute a Record
Sheet to each student. Tell them you will read aloud “The Merchants Tale,” and that they should
record ideas and questions they have about the article on their Record Sheet. (Before reading
“The Merchant‟s Tale,” explain that it is the written record of a Muslim merchant named
Nanaivandak who traveled from modern day Iraq to Chang An, China for several months via the
Silk Road. Point to both locations on the projected map). After reading the document, have the
students discuss in groups thoughts and questions they have about “The Merchants Tale” and
about the Silk Road in general. Ask some guiding questions such as What were traveling
conditions like on the Silk Road? Why did Nanaivandak and others want to make the journey?
What kinds of things were traded on the Silk Road?
Tell the groups that they now will have an opportunity to find some answers to their questions.
Tell them that they will need to record what they discover on their Record Sheet. Display books,
images, articles, and selected internet resources, and give students the remainder of the class
period to start collecting data to answer their questions. Remind students that as they research,
they may come up with even more questions.
Predicted Outcomes: Student questions about the Silk Road will vary, but may include interest
in life on the Silk Road, how goods and ideas were exchanged between different groups, why the
trade network was called “The Silk Road,” what it was like to travel in a caravan, and how
Chinese ideas and inventions spread throughout the ancient world.
26
DAY 2
Remind students that we are studying the Silk Road and how it brought together many different
cultures starting during the reign of the Han Empire. Ask students to pull out their Record
Sheets, return to their groups, and continue collecting information to answer their questions.
(Note: students may need an additional Record Sheet for today‟s research).
Closure
Have each group share with the class the question(s) that they researched, and what they learned
from their investigations. Remind students to share what they learned by making specific
references to the sources from which they collected data. Allow the class to discuss similarities
and differences in the data they collected. Ask the class if they were able to draw any
conclusions from their research. Allow students to discuss and debate any differences in the
conclusions they came up with. Ask students if their research led them to create more questions
about the Silk Road. Ask students to compare cross-cultural exchanges on the Silk Road to
cross-cultural exchanges in the world today. Mention that some people today say that the Silk
Road was the information highway of the ancient world. Do they agree or disagree with this
statement and why?
Assessment
Formative: Were students actively participating within their group? Did students develop
questions based on “The Merchant‟s Tale” and their own background knowledge in order to
investigate the Silk Road? Did students use evidence to support their conclusions in the final
discussion?
Summative: Student notes on the Record Sheet; Student responses to essay question.
Essay Question (10 points)
Describe what the Silk Road was, and what it was like to travel on the Silk Road (2 points).
Explain how goods and ideas were exchanged between the ancient Chinese and other cultures on
the Silk Road, and provide three specific examples (4 points). Based on our classroom
discussion and your research, compare and contrast cross-cultural interactions during the time of
the Silk Road and in the 21st century, providing three specific examples (4 points).
Background Information:
Cross-cultural interaction: The exchange of goods and ideas between different world cultures.
The Silk Road: The Silk Road was an extensive, interconnected trade route, originating in the
ancient Chinese city of Chang An during the reign of the Han Dynasty, and extended into Rome,
Somalia, and many other ancient civilizations. The Silk Road is named after the Chinese silk
trade. However, other goods and ideas traveled along the Silk Road, including valuable items
from other cultures (such as jade, coral, and musical instruments), as well as philosophies and
beliefs (most notably Buddhism, which traveled to China via the Silk Road from India). Many
historians site the Silk Road as an example of pre-modern globalization, and some have called it
the ancient “information highway.”
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Description of Resources:
 The Metropolitan Museum of Art‟s Map of the Silk Road, retrieved from
http://www.metmuseum.org/explore/china_dawn/silk_road.pdf is a detailed map of the
various routes of the Silk Road and a good source for students to refer to as they conduct
their research.
 “The Merchant‟s Tale,” retrieved from
http://www.globaled.org/chinaproject/silkRoad/docs/lesson2Reading.html, is an
eyewitness account of a Muslim merchant‟s travels on the Silk Road from modern-day
Baghdad to Chang An, China in 751. The letter is an excellent account about the dangers
of travel on the Silk Road. It also gives a stunning description of the variety of cultures
people encountered while traveling on the various trade routes, and descriptions of some
of the items that were traded by various merchants.
 Adventures on the Ancient Silk Road by Priscilla Galloway and Dawn Hunter is an
excellent research resource that includes period art reproductions and photographs of
artifacts traded along the Silk Road. There are also first-hand account descriptions about
the Silk Road and informative chapters that detail all aspects of life on the Silk Road.
Maps and information about Chinese silk production are also included.
 The Silk Road: 7,000 Miles of History by John S. Major documents the Silk Road
through pictures of artifacts, descriptions of each major city stop along the route, and a
narrative account of a journey along the route in 700 AD.
 The Ancient Chinese World by Terry Kleeman & Tracy Barrett includes an article about
ideas (particularly world religions) that spread throughout Asia via the Silk Road.
 The Silk Road Project, at
http://www.silkroadproject.org/Education/TheSilkRoad/tabid/175/Default.aspx, includes
a brief but informative article introducing the Silk Road and its significance to the ancient
world.
 Virtual Art Exhibit of the Silk Road, retrieved from
http://depts.washington.edu/silkroad/exhibit/trade/trade.html provides excellent articles
with general information about the Silk Road trade routes, as well as information about
horse and camel caravans, maps of the Silk Road, and an informative article about the
creation of silk products and the Chinese silk trade during the Han empire. This is an
excellent research site that would provide information about a variety of student
questions.
 American Museum of Natural History‟s “Traveling the Silk Road” online exhibit,
retrieved from http://www.amnh.org/exhibitions/silkroad/, provides students with a
collection of primary source accounts and images of artifacts from the Silk Road that
were collected from the Museum‟s recent exhibit. It includes images from some of the
major cities on the Silk Road (including some of the sites mentioned in “The Merchant‟s
Tale”).
 Images of the Silk Road, retrieved from http://www.ess.uci.edu/~oliver/silk2.html#3
provides students with visual images of stops along the Silk Road, as they look today. It
gives students a good feel for the difficult geography of many of the routes where Silk
Road merchants traveled.
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References
American Museum of Natural History (2010). “Traveling the Silk Road.” Retrieved November
6, 2010 from http://www.amnh.org/exhibitions/silkroad/
Galloway, P. & Hunter, D. (2009). Adventures on the ancient silk road. Buffalo, NY: Annick
Press.
Kleeman, T., & Barrett, T. (2005). The ancient Chinese world. New York: NY: Oxford
University Press.
Major, J. S., & Fieser, S. (1996). The silk road: 7,000 miles of history. New York, NY:
HarperCollins.
Metropolitan Museum of Art. (2010). “Silk Road Map.” Retrieved November 6, 2010 from
http://www.metmuseum.org/explore/china_dawn/silk_road.pdf
Neelis, J. (n.d.) “Silk Road Trade Routes.” Retrieved November 6, 2010 from
http://depts.washington.edu/silkroad/exhibit/trade/trade.html
The China Project (2003) “The Merchants Tale.” Retrieved November 6, 2010 from
http://www.globaled.org/chinaproject/silkRoad/docs/lesson2Reading.html
The Silk Road Project (2010). “The Silk Road.” Retrieved November 6, 2010 from
http://www.silkroadproject.org/Education/TheSilkRoad/tabid/175/Default.aspx
Wild, O. (1992). “The Silk Road-Pictures.” Retrieved November 6, 2010 from
http://www.ess.uci.edu/~oliver/silk2.html#3
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Silk Road Lesson Plans: Sources
THE MECHANTS TALE
http://www.globaled.org/chinaproject/silkRoad/docs/lesson2Reading.html
Nanaivandak, 730-751
I am Nanivandak, a merchant from Samarkand, and a city under the rule of the Bagdad
Caliphate. I travel for many months from my hometown to Chang'an to buy and sell
goods. Along the route I meet many different people from all over Eurasia. Yet, although we all
come from various places, we all speak the language of the Silk Road - Arabic. Ever since I was
a young man, I have traveled to Chang'an. I can even remember my first trip with my uncle. We
had to take the Northern Silk Road, rather than the Southern. Other merchants and travelers
warned us about the Tibetan troops near Kashgar.
The journey itself is dangerous. The mountains though beautiful are full of pit falls and
freezing temperatures. As we move closer to the Tarim Basin in China the terrain and climate
once again changes. This spring the melting snows caused avalanches and icefalls. The journey
is not only hard on us, but also our animals. We need to collect fresh horses and yaks every so
often. At times you have to deal with crooked horse traders, and pay more than you need. Soon
we will be exchanging our horses for camels. Camels are the only animals that can carry the
goods and us across the desert. Yet, they are expensive, and we need to provide for their care on
top of paying 14 bolts of silk for each animal. We are held responsible for any injury or death
that occurs to our camels.
My uncle and I whenever possible, travel with other merchants. Safety in numbers is my
uncle's motto. When you hear enough horror stories about the lack of water, sudden windstorms
and even sandstorms, you really believe in his motto. Occasionally we come across the bones of
small groups who broke away or decided to take a less traveled road. The greatest threat is the
bandits.
Yet, the trip is worthwhile if we survive. We take home the profits and more goods to be
sold back to our homeland. We brought with us brass, amber and coral to sell in Chang'an. The
Chinese officials used the brass for ornaments for the girdles on their official robes, while the
Buddhist monks need the brass for their statues. The Persian golden ornaments created by our
native Samankands are all the rage in Chang'an. Chang'an is a merchant's paradise. The market
place has 3000 stalls representing the 200 merchant guilds in the city. The city is beautiful as
will and fruit trees, as well as a beautiful lake surrounding it. Soon with the help of the
magnificent one, I will be there in the comfort and beauty of the city.
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“Trade along the Silk Road”
Retrieved from http://www29.homepage.villanova.edu/christopher.haas/SilkRoad-map.jpg
31
Name:______________________________________
The Silk Road: Record Sheet
Part 1: “The Merchant‟s Tale”
1.) After hearing “The Merchant‟s Tale,” record what kinds of things Nanivandak saw
on the Silk Road. Was the trip worthwhile?
2.) What other questions do you have about interactions, trade, or conditions while
traveling on the Silk Road?
Part 2: Investigate your questions by conducting research with your groups. Record your
answers below, and be prepared to share what you have learned with the class. You must
use evidence to support your answers.
Question(s):
Resources consulted:
Information discovered that is relevant to the question(s):
Additional information discovered:
Additional Questions:
Time devoted to today‟s research:
Name: Miss Beaver
The Silk Road: Record Sheet
Part 1: “The Merchant‟s Tale”
1.) After reading “The Merchant‟s Tale,” record what kinds of things Nanivandak saw
on the Silk Road. Was the trip worthwhile?
The trip on the Silk Road was very dangerous. Nanivandak saw bones of groups that
broke away and did not stay together with a pack. He believes it is best to travel in
numbers. Bandits are also a serious problem. However, the trip is worth it because
merchants trade their goods, make great profits, and purchase valuable goods to sell in
their homelands. Chang An is also a very beautiful city.
2.) What other questions do you have about interactions, trade, or conditions while
traveling on the Silk Road?
Why is it called “The Silk Road?” What was it like to travel in a caravan? What kinds of
items did merchants trade besides silk?
Part 2: Investigate your question(s) by conducting research with your groups. Record
your answers below, and be prepared to share what you have learned with the class.
Question(s):
What kinds of items were traded along the Silk Road?
Resource(s) consulted:
“Silk Road Trade Routes” at http://depts.washington.edu/silkroad/exhibit/trade/trade.html
Information discovered that is relevant to the question(s):
The Chinese traded silk with merchants all the way from Rome, and merchants from
China and other regions traveled to modern-day Afghanistan and Pakistan for lapis lazuli,
rubies, and other precious stones. Other traded items included food products (almonds,
oil chilies and saffron from the Middle East, local produce at each stop), jewelry, textiles
local to each stop, livestock and other animals (camels, lapdogs and horses), Chinese
jade, the Chinese compass, and of course, Chinese silk (which was used as a form of
currency).
Additional information discovered:
The trade in luxury items was linked with the transmission of Buddhism, since these
jewels were often purchased as donations for Buddhist monasteries. Thus, the trade of
luxury items increased cultural links between South Asia, Central Asia, and China.
Additional Questions:
Why was silk so important to the merchants? How was silk discovered by the Chinese,
and how was it made? Was it expensive?
Time devoted to today‟s research: 30 minutes
33
Artifact #1
Visual Artifact: Primary Grades
Shi Huangdi’s Terracotta Army
http://www.enjoyourlives.com/tag/xian-travel/
Before completing the following activities, students will have learned about the Qin dynasty, and how Shi
Huangdi unified China for the first time into a single empire. Students will also have learned about Shi
Huangdi and his accomplishments as China‟s first emperor.
Objective: Given background knowledge on Emperor Shi Huangdi and a photograph of the Terracotta
Army, students will discuss how the Terracotta Army gives us information about life in ancient China.
Background Information: Shi Huangdi became the first emperor of China when he established the Qin
dynasty in 221 BC. In 1974, archaeologists in Xian discovered a vast army of terracotta soldiers guarding
the tomb of Emperor Shi Huangdi. There are over 8,000 soldiers inside the pits. Each soldier is unique,
with different clothes, faces, and weapons.
Student Activities:
Independent: Each student will create their own terracotta soldier using clay. Just like the real
Terracotta Army, each soldier should be unique and reflect the artist‟s personality.
Small Groups: In pairs, students will write an illustrated story from the perspective of one of the soldiers
in Emperor Shi Huangdi‟s Terracotta Army.
Whole Group: The class will create a mural illustrating the legacies of the Qin Dynasty, including the
creation of the Terracotta Army.
Assessment Question:
The Terracotta Army
a) Contains about 100 soldiers.
b) Contains soldiers that are all alike.
c) Guards the tomb of Emperor Shi Huangdi.
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Visual Artifact: Intermediate Grades
Shi Huangdi’s Terracotta Army
http://www.enjoyourlives.com/tag/xian-travel/
Before completing the following activities, students will have learned about the Qin dynasty and how Shi
Huangdi unified China into a single empire. Students will also have learned about Shi Huangdi and his
accomplishments as China‟s first emperor.
Objective: Given background knowledge on Emperor Shi Huangdi, and given a photograph of the
Terracotta Army, students will discuss how this artifact gives us information about China‟s first emperor
and life in ancient China.
Background Information: Shi Huangdi became the first emperor of China when he established the Qin
dynasty in 221 BC. In 1974, archaeologists in Xian discovered a vast army of terracotta soldiers guarding
the tomb of Emperor Shi Huangdi. There are over 8,000 soldiers inside the pits. Each soldier is unique,
with different clothes, faces, and weapons.
Student Activities:
Individual: Student will read the article “More Soldiers in the Terra Cotta Army” online at
http://www.harcourtschool.com/newsbreak/terra.html. Students will write a short essay answering the
following question:
 The article says that the Terracotta Army “is considered one of the most important archaeological
finds of the twentieth century.” Why is this true? Use your own knowledge and evidence from
the article to support your essay.
Small Groups: In pairs, students will create an illustrated brochure for visitors to a museum exhibition
featuring some of the Terracotta Army soldiers.
Whole Group: The class will create a Terracotta Army museum exhibit. The exhibit should include clay
models of the soldiers and descriptive placards with information about the Qin dynasty and why the
Terracotta Army is a significant archaeological find.
Assessment:
The Terracotta Army soldiers
a) Were constructed to guard the tomb of Emperor Shi Huangdi.
b) Give us little information about life in China 2,000 years ago.
c) Were built soon after the death of Emperor Shi Huangdi.
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(Text for intermediate individual student activity)
More Soldiers in the Terra
Cotta Army
An army of clay soldiers stands guard near the Chinese city of Xian
(pronounced SHEE-AHN). Day and night, for more than 2,000 years, these
soldiers have kept watch over the tomb of Shi Huangdi (pronounced SHEEHWAHNG-DEE) -- the first emperor of the Qin dynasty and the unifier of
China. Recently, archaeologists uncovered more of these ancient clay
statues.
Shi Huangdi was only 13 years old when he came to power. He ruled from
221 B.C. until 207 B.C. No sooner did he become emperor, than he began
preparing for his death. He ordered more than 700,000 workers to build his
underground tomb.
The grandest tomb of any emperor, it
stood more than 15 stories high and
covered about three acres. To surround the
tomb, artists fashioned a clay army of
thousands of soldiers, horses, and chariots.
Just as Shi Huangdi's real army protected
the emperor in life, his clay army was to
guard him death.
Each clay figure was made one at a time.
No molds were used. Each soldier had a
different face, probably the likeness of a real
soldier. Each was made slightly larger than the real person. Some of the
soldiers carried real spears and swords.
In 1974, archaeologists first discovered the standing clay soldiers buried
underground. They unearthed 6,000 soldiers, horses and chariots. They
thought the burial ground covered about five and one-half acres. Recent
findings indicate that Shi Huangdi's burial ground is much bigger. The tomb
may spread over 20 square miles (32 square km)!
So far, two pits have been excavated around the tomb. The third and most
recently discovered pit contains 86 soldiers and chariots with 44 terra cotta
horses. Unlike the standing army discovered earlier, these soldiers ride in
36
chariots, lead horses, or kneel to shoot arrows. No one knows how many
more soldiers remain.
Archaeologists believe the main tomb of Shi Huangdi will contain many
treasures. They have not yet explored the tomb because they do not have
enough money. The Chinese government does not support this project. In
addition to searching for clay statues, scientists must find money for their
work. The scientists will also need great skill to preserve the many artifacts
they hope to find. The artifacts will tell much about life in ancient China.
It may take many more years to unearth all the treasures at this site. Some
expect to find ceilings studded with pearls. Others warn of booby traps.
According to legend, Shi Huangdi ordered crossbows set up inside the tomb.
They were to fire arrows at any intruders who dared to enter.
Art Connection
The warriors' bodies were made of coils of coarse gray terra cotta,
a kind of clay. First, the coils were coated with a finer clay. Next,
the warriors' heads and hands were attached. Then the bodies were
fired and painted. These clay soldiers, chariots, and horses are the
earliest known examples of large sculpture by Chinese artists. The
site is considered one of the most important archaeological finds of
the twentieth century.
References
HMH School Publishers (n. d.) More soldiers in the terra cotta army. Retrieved October 12, 2010 from
http://www.harcourtschool.com/newsbreak/terra.html.
37
Artifact #2
Published Document Artifact: Primary Grades
Analects of Confucius
(url: http://www2.econ.iastate.edu/classes/econ355/choi/images/kob075.jpg)
Before completing this activity, students will have learned about Confucius, his life and beliefs, and the
Zhou dynasty. Students will have learned that Confucianism was an integral part of ancient Chinese
society and has influenced today‟s world.
Objective: Given background information on Confucius and the Analects, students will discuss the
important elements of Confucian teachings.
Background Information: The Analects is a compilation of the actions and sayings of Confucius, written
by his followers after his death, the Analects had a profound impact on ancient Chinese culture, and
continue to influence philosophy and moral values in modern China and east Asia. The teachings of
Confucius emphasize morality, justice, and proper social relationships.
Student Activities:
Independent: Students will color Chinese characters representing the three Confucian values of Honor,
Family, and Prosperity discussed in the Analects. At the bottom of each page, they will write a sentence
describing the meaning of each character in the Analects.
Small Groups: In small groups of 4, students will create an illustrated book of one of Confucius‟s ideas
(harmony, love of family, honesty, trustworthiness). Each student will make a page on “parchment” using
teabags, pens, and string.
Whole Group: The class will create a mural illustrating ancient Chinese society as depicted through the
Analects using image of Emperor and honor as an example.
Assessment Question:
Which is not a teaching of Confucius?
A) Shame
B) Love
C) Trustworthiness
38
Published Document Artifact: Intermediate Grades
Analects of Confucius
(url: http://www2.econ.iastate.edu/classes/econ355/choi/images/kob075.jpg)
Before completing this activity, students will have learned about Confucius, his life and beliefs, and the
Zhou dynasty. Students will have learned that Confucianism was an integral part of ancient Chinese
society and has influenced today‟s world.
Objective: Given background information on Confucius and the Analects, students will discuss the
important elements of Confucian teachings.
Background Information: The Analects is a compilation of the actions and sayings of Confucius, written
by his followers after his death, the Analects had a profound impact on ancient Chinese culture, and
continue to influence philosophy and moral values in modern China and east Asia. The teachings of
Confucius emphasize morality, justice, and proper social relationships.
Student Activities:
Individual: Confucius is recorded as saying in the Analects about his life: “Why did you not simply say
something to this effect: he is the sort of man who forgets to eat when he engages himself in vigorous
pursuit of learning, who is so full of joy that he forgets his worries, and who does not notice that old age
is coming on?” (7:18). Students will reflect on the meaning of this quote by writing a journal entry about
an activity or subject that they love to do.
Small Group: In pairs, students will write or collect quotes and sayings about life in the 21st century and
compile them into a book, modeling the style of the Analects.
Whole Group:
1.) Students will take turns sharing their journal entries (individual activity) with the class. The class will
discuss how the journal entries mimic the quote from Confucius.
2.) Students will share their quotation books (small group activity) with class. The class will compare and
contrast their books with the Analects.
3.) The class will create a large illustrated timeline of Confucius‟s life. The timeline will be displayed on
the classroom wall for the duration of the ancient China unit.
Assessment Question:
Which of the following is not true about the Analects?
a.) It includes teachings about proper social relationships.
b.) It continues to influence thinking in modern China and east Asia.
c.) It was written by Confucius.
39
40
41
42
http://en.wikipedia.org/wiki/File:Xiwangmu_visiting_Emperor_Wu_of_Han.jpg
43
Artifact #3
Unpublished Document: Primary Grades
Ching-Hua 2 Oracle Bone
Before completing the following activities, students will have learned about ancient Chinese
culture and lifestyle, including information about ancestor worship and common religious
beliefs.
Objective: Given background information, students will state that oracle bones were used to
predict the future.
Background Information: Over 100,000 oracle bones from the Shang Dynasty have been
discovered in China. These bones were usually pieces of animal bone or tortoise shell. A diviner
would ask the bone a question, heat it with a hot poker, and analyze the cracks that appeared.
Predictions were then written on the shell/bone, and it was buried in a sacred pit with other
oracle bones. The bone above was partially translated by a Vassar Professor
(http://faculty.vassar.edu/brvannor/translation.html).
Whole Group: The class will discuss oracle bones, examine the one above, and will predict
what questions might have been originally asked. (Given that the prophesy stated, “In the next
ten days there will be no disaster.”) Their predictions will be recorded on a large sheet of paper.
Small Group: Students will create their own “turtle shell” oracle bone using construction paper
and markers. They will write a question in English on the “shell”, trade with a partner, and then
answer their partner‟s question.
Independent: Students will draw a picture of the ancient Chinese divination ceremony, and
write about or label their drawing.
Assessment:
Oracle bones:
a. were used to tell the future
b. were used to dig up plants
c. were used as decorations
d. were used to make paintings
44
Unpublished Document: Intermediate Grades
Ching-Hua 2 Oracle Bone
Before completing the following activities, students will have learned about ancient Chinese
culture and lifestyle, including information about ancestor worship and common religious
beliefs.
Objective: Given photograph, partial translation, and a map of ancient China, students will
identify key events discussed on the oracle bone. Given background information, students will
act out a divination ceremony and compare this Chinese custom with other ancient civilizations‟
divination beliefs.
Background Information: Over 100,000 oracle bones from the Shang Dynasty have been
discovered in China. These bones were usually pieces of animal bone or tortoise shell. A diviner
would ask the bone a question, heat it with a hot poker, and analyze the cracks that appeared.
Predictions were then written on the shell/bone, and it was buried in a sacred pit with other
oracle bones. The bone above was partially translated by a Vassar Professor
(http://faculty.vassar.edu/brvannor/translation.html). It stated that the Du Fang (a border people)
attacked from the east and the Gong-Fang attacked from the west after this prophesy.
Whole Group: Students will look at a map of ancient China (with the Du Fang and Gong-Fang
border areas marked) shown on the projector and identify where the attacks described on the
bone may have occurred.
Small Group: Students will get in groups of four and act out the divination ritual. One student
will be king, one will be the diviner who will record the prophesy on a “bone”, and the other two
will be in charge of deciding whether or not the prophesied event would “actually” happen.
Independent: Students will research divination techniques used by other ancient civilizations
(Ancient Greece, Rome, or Egypt), and create a Venn Diagram showing the similarities and
differences.
Assessment:
1. During the Shang Dynasty in ancient China, diviners would:
a. predict future events using cracked animal bones
b. predict future events using pictures of animals
c. record past events using animal bones
d. record past events using pictures of animals
45
Artifact #4
Oral Traditions Artifact: Primary Grades
Jiang Zhu (The Butterfly Lovers)
Before completing the following activities, the teacher will read the story of Liang Zhu aloud to the class.
Objective: Given background knowledge on individual‟s social roles in ancient China, students will
compare and contrast how life in ancient China for children and young adults is different that it is today,
in the United States.
Background Information: In Ancient China, people‟s lives were dictated by their class, gender, and age.
School was only available to rich boys, and girls were told whom to marry by their parents.
Student Activities:
Independent: Each student will fold a piece of paper in half, and then draw a picture on each side. One
side will show how one of the characters in the story followed their assigned social role, (such as Liang
Shanbo doing his school work).On the other side, students will draw a picture of themselves doing
something expected of them in their assigned social roles. Students will describe their drawings to the
class.
Small Groups: In small groups of 5, the class will act out the story of Jiang Zhu, Characters include
Liang Shanbo, Zhu Yingai, Zhu Yingai‟s father, the house keeper, and the teacher.
Whole Group: Students will create a timeline of the events in the story. Each student will be responsible
for illustrating a specific event (assigned by the teacher), and then the class will arrange themselves in
sequential order, and hang their pictures on the wall accordingly.
Assessment Question:
In ancient China, who was allowed to attend school?
d) Wealthy boys and girls
e) Anyone who wanted to
f) Only Boys
g) Only wealthy boys
46
Oral Tradition Artifact: Intermediate Grades
Liang Zhu (The Butterfly Lovers)
Objective: Given background knowledge on the features of Chinese Mythology, their knowledge of the
story, and familiarity of the diversity of social roles in Ancient China, students will compare and contrast
Ancient China to the Modern US, and create their own folktale representing their social roles, following
the features of Chinese Mythology.
Background Information: Students will be taught the Features of Chinese Mythology. Among the
most obvious are: (1) Mythical stories are entwined with history. (2)They sing the praises of labor and
creation. (3)They extol perseverance and self-sacrifice. (4)They praise rebellion against oppression.
(5)They eulogize the yearning for true love. (6)They encourage good deeds and warn against sin.
Student Activities:
Individual: Students will write an entry from the diary of Zhu Yingtai. They will be free to choose when
the entry is written (either as a girl dreaming of traveling, a student pretending to live as a boy in an all
boy school, or as a woman unable to marry whomever she chooses). In the entry, they must address how
they feel, and how their social obligations compete with their wishes. A class book will be compiled to
create her diary, and will be kept in the classroom as an artifact.
Small Groups: In groups of three, students will create a modern day folktale, representing their lives in
the United States. They will choose at least one feature of Chinese Mythology to guide their story.
Whole Group: The class will participate in a debate. In addition to creating their own issues, students
will address the “fairness” of Ancient Chinese cultural rules, such as who was allowed to attend school or
who chose the groom for a bride.
Assessment:
Which Feature of Chinese Mythology does not relate to the story Liang Zhu?
a. They eulogize the yearning for true love.
b. They praise rebellion against oppression.
c. Mythical stories are entwined with history.
d. They sing the praises of labor and creation.
47
The story of Zhu Yingtai and Liang Shanbo
(As told by Angel Fire)
Zhu Yingtai was the only child of a wealthy squire from Shangyu County in Zhejiang
province during the period of the Six Dynasties. Also known as Jiuniang, she possessed both
beauty and intelligence. She loved studying from an early age. Her father chose many suitors for
her, but when faced with each proposal, Zhu Yingtai would reply: "I want to study and see more
of the world. After that, I shall marry and only if the man is virtuous and to my liking."
Eventually, her father allowed her to attend school. The conventions of the age deemed that
such behavior was not fitting for a girl so Zhu Yingtai disguised herself as a boy and changed her
name to Zhu Jiuguan before setting off on her journey.
During her travels, she met a young scholar, Liang Shanbo and the two of them travelled
together to the Yixing Shanquan Mountain Academy, where they both enrolled as students.
Before long, the two friends became inseparable, treating each other like brothers. Although they
were classmates and even lived under the same roof for three years, Liang Shanbo never
suspected that Zhu Yingtai was a girl. After graduation, when the time came for them to part, she
told Liang Shanbo: "We must arrange a time when you can come to my house. I have a younger
sister and I shall request that my father betroth her to you."
Zhu Yingtai was, of course, referring to herself. Although Liang Shanbo agreed to the
proposal, he felt unworthy of the match as he came from a poor family. The arranged day came
and went - Liang Shanbo failed to keep his appointment. After returning home, Zhu Yingtai's
father insisted that she become engaged to a son of the Ma family. He remained adamant despite
her objections. As for Liang Shanbo, only when he was appointed magistrate of Yin County, did
he feel that it was time for him to call on Zhu Yingtai. He stopped at her home while travelling to
take up his post and asked a servant: "Is Master Jiuguan home'" The servant replied: "The young
mistress of the house is called Jiuniang. There's no Jiuguan living here."
Liang Shanbo began to suspect the true identity of his former classmate and asked if he might
meet Jiuniang. Zhu Yingai entered the room and greeted Liang Shanbo. Although she tried to
hide her face behind a fine gauze fan, her tenderness and love for the young man was clear.
Liang Shanbo, realizing that she was a girl, was overcome with grief when she told him of her
impending marriage. Filled with remorse and regret, he died sometime later of a broken heart.
His last request was that his remains be buried at the foot of Qingdao Mountain.
Two years later, as Zhu Yingtai's bridal procession passed by Qingdao Mountain on its way
to the Ma house, there was a sudden fierce wind and the revelers were forced to stop. Stepping
down from her bridal sedan chair, Zhu Yingtai saw Liang Shanbo's grave and immediately fell to
her knees, weeping bitterly. The grave burst open suddenly. She leapt inside and it closed up
again. When the wind had calmed down, all that could be seen were two exquisite butterflies
dancing together above the grave. They flew off together into the distance.
Even today, when the azaleas are in full bloom, you may well see two large butterflies, one
yellow, and the other black, fluttering and dancing together. People would point to the yellow
one and say: "That's Liang Shanbo", and then to the black one saying: "That's Zhu Yingtai."
48
Social Studies Unit: Ancient China
Pre-Test/Post-Test Assessment Questions
Primary Grades
Directions For Teacher: Read the following instructions aloud to the students: “I will read each
question out loud to you, and possible answer choices. Please circle the correct letter for each
question.”
1.) Circle the correct compass rose:
a.
N
S
b.
E
S
E
W
c.
W
N
W
N
E
S
2.) The capital of China is
a. Katmandu
b. Beijing
c. Hong Kong
d. Washington, D.C.
3.) Who lived in China’s Forbidden City?
a. The president of China.
b. Wealthy citizens of China.
c. The Chinese Emperor.
d. All Chinese citizens.
4.) In Ancient China, silk paintings were made using:
a. silk and ink
b. silk and colored pencils
c. paper and ink
d. stones and paint
5.) Silk paintings were:
a. bought by people in the government
b. used as clothing by everyday people
c. ALWAYS given to the Emperor
d. used by shops to advertise new items
49
d.
N
E
W
S
6.) Which of the following is an example of a silk painting:
a.
b.
c.
d.
7.) The Terracotta Army
a. Contains about 100 soldiers.
b. Contains soldiers that are all alike.
c. Guards the tomb of Emperor Shi Huangdi.
d. Was carved out of wood.
8.) Which is NOT a teaching of Confucius?
a. Shame
b. Love
c. Honor
d. Obedience
50
Social Studies Unit: Ancient China
Pre-Test/Post-Test Assessment Questions
Intermediate Grades
Directions For Teacher: Read the following instructions aloud to the students: “Please read each
question carefully. For the multiple choice questions, circle the correct letter. For the essay
question, read the question and thoroughly answer each part.”
1. During what dynasty did Emperor Wu rule?
a. Zhou dynasty
b. Qin dynasty
c. Shang dynasty
d. Han dynasty
2. Which of the following is NOT the purpose of a census?
a.
Make decisions based on a population
b.
Create laws based on the majority opinion
c.
Make inferences about a population
d.
Redistribute representation in the government
3. What Confucian thought does the act of conducting a census fall under?
a.
Order
b.
Loyalty
d.
Relationship
4. During the Shang Dynasty in ancient China, diviners would:
a. predict future events using cracked animal bones
b. predict future events using pictures of animals
c. record past events using animal bones
5. Which Feature of Chinese Mythology does not relate to the story Liang Zhu?
a. They eulogize the yearning for true love.
b. Mythical stories are entwined with history.
c. They sing the praises of labor and creation.
6. The Terracotta Army soldiers
a. Were constructed to guard the tomb of Emperor Shi Huangdi.
b. Give us little information about life in China 2,000 years ago.
51
c. Were built soon after the death of Emperor Shi Huangdi.
7. Which of the following is not true about the Analects?
a. It includes teachings about proper social relationships.
b. It continues to influence thinking in modern China and east Asia.
c. It was written by Confucius.
Essay Question (10 points)
Describe what the Silk Road was, and what it was like to travel on the Silk Road (2 points).
Explain how goods and ideas were exchanged between the ancient Chinese and other cultures on
the Silk Road, and provide three specific examples (4 points). Based on our classroom
discussion and your research compare and contrast cross-cultural interactions during the time of
the Silk Road and in the 21st century, providing three specific examples (4 points).
52
Bibliography
Allison, A. (2001). Life in ancient China. San Diego, CA: Lucent Books.
American Museum of Natural History (2010). “Traveling the Silk Road.” Retrieved November
6, 2010 from http://www.amnh.org/exhibitions/silkroad/
Beshore, G. (1998). Science in ancient China. New York, NY: Groliers Publishing.
Galloway, P. & Hunter, D. (2009). Adventures on the ancient silk road. Buffalo, NY: Annick
Press.
Hall, E. J. (2000). Ancient Chinese dynasties. San Diego, CA: Lucent Books.
HMH School Publishers (n. d.) More soldiers in the terra cotta army. Retrieved October 12,
2010 from http://www.harcourtschool.com/newsbreak/terra.html.
Hoffmann, M.,& Krings, A. (2010). 100 Wonders of the world . Bath, UK:
Paragon Books Ltd
Hong, C. (2006). The magic horse of Han Gan. NY: Enchanted Lion Books.
Kleeman, T. & Barrett, T. (2005). The ancient Chinese world. New York, NY: Oxford
University Press.
Major, J. S., & Fieser, S. (1996). The silk road: 7,000 miles of history. New York, NY:
HarperCollins.
Metropolitan Museum of Art. (2010). “Silk Road Map.” Retrieved November 6, 2010 from
http://www.metmuseum.org/explore/china_dawn/silk_road.pdf
Michaelson, C. (1997). Ancient China. San Francisco, CA: US Weldon Owen Inc.
National Council for History in the Schools. (2004). National standards for history basic
education, 1996. Retrieved from http://nchs.ucla.edu/standards/.
Neelis, J. (n.d.) “Silk Road Trade Routes.” Retrieved November 6, 2010 from
http://depts.washington.edu/silkroad/exhibit/trade/trade.html
New World Encyclopedia. (2008) Emperor Wu of Han. Retrieved from
http://www.newworldencyclopedia.org/entry/Emperor_Wu_of_Han.
Parker, W. C. (2009). Social studies in elementary education. Boston, MA: Pearson/Allen and
Bacon.
Rong, C. (1236) A dragon’s head in clouds. Washington, D. C.: Freer/Stackler.
Steele, P. (1998). Step into the Chinese empire. New York, NY: Lorenz Books.
53
The China Project (2003) “The Merchants Tale.” Retrieved November 6, 2010 from
http://www.globaled.org/chinaproject/silkRoad/docs/lesson2Reading.html
The Silk Road Project (2010). “The Silk Road.” Retrieved November 6, 2010 from
http://www.silkroadproject.org/Education/TheSilkRoad/tabid/175/Default.aspx
United States Census Bureau. (2010). Asian/Pacific American heritage Month: May 2010.
Retrieved from
http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/c
b10-ff07.html
Virginia Department of Education. (2010). Testing and standards of learning. Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
Wild, O. (1992). “The Silk Road-Pictures.” Retrieved November 6, 2010 from
http://www.ess.uci.edu/~oliver/silk2.html#3
Williams, B. (1997). Ancient China. New York, NY: Penguin Books.
Williams, S. (1997). Made in China: Ideas and inventions from ancient China. Berkeley, CA:
Pacific View Press.
Wright, D. C. (2001). The history of China. Westport, CT: Greenwood Press.
54
Appendix A-Alignment with State and National Standards
Social Studies Standards of Learning for Virginia*
1.4
The student will develop map skills by
a) recognizing basic map symbols, including references to land, water, cities, and
roads;
b) using cardinal directions on maps
2.1
The student will explain how the contributions of ancient China and Egypt have
influenced the present world in terms of architecture, inventions, the calendar, and
written language.
2.4
The student will develop map skills by
a) locating the United States, China, and Egypt on world maps;
b) understanding the relationship between the environment and the culture of ancient
China and Egypt;
2.5
The student will develop map skills by
a) locating the equator, the seven continents, and the five oceans on maps and globes;
b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He,
and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains),
and lakes (Great Lakes) in the United States and other countries.
National Council for History in the Schools Standards*
Grades 5-12 World History Era 3, Standard 3C
The student understands how China became unified under the early imperial dynasties.
 Grades 5-12: Assess the policies and achievements of the Qin emperor Shi Huangdi in
establishing a unified imperial realm. [Evaluate the implementation of a decision]
 Grades 5-12: Analyze the commercial and cultural significance of the trans-Eurasian
“silk roads” in the period of the Han and Roman empires. [Interrogate historical data]
 Grades 5-12: Describe the life of Confucius and explain comparatively the fundamental
teachings of Confucianism and Daoism. [Compare and contrast differing sets of ideas]
Grades K-4 Topic 4, Standard 7A
The student understands the cultures and historical developments of selected societies in such
places as Africa, the Americas, Asia, and Europe.
 Grades K-4: Analyze the dance, music, and arts of various cultures around the world to
draw conclusions about the history, daily life, and beliefs of the people in history. [ Draw
upon visual data]
 Grades 3-4: Describe significant historical achievements of various cultures of the world.
[ Obtain historical data]
*See Bibliography for reference information.
55
Expenses
Lesson 2 Silk Paintings


Fabric paint ….. $1.50 per color
Faux silk ………$5.50 per yard
Lesson 3 Emperor Wu Costume

Fabric…….Approximately $20
Artifact 1 Clay Terracotta Soldiers

Clay…….$15-$20 for a class of 20 students
Total for Unit: Approximately $50.00 for a class of 20 students
56
Heather Beaver
CRIN E05
December 2, 2010
Social Studies Reflective Narrative
Significance of the Social Studies
The National Council for the Social Studies defines social studies as “the integrated
study of the social sciences and humanities to promote civic competence” which helps “young
people develop the ability to make informed and reasoned decisions for the public good” (cited
in Parker, 2009, p. 4). Social studies education includes a variety of fields (such as history,
geography, economics, sociology, political science, anthropology, and psychology). Within the
context of each field, students acquire content knowledge, values, and skills that are essential
components to their development as informed citizens in a diverse world.
Given the definition of social studies and its ultimate goal of developing students into
informed global citizens, it is clear why social studies is a significant content area in the
elementary school years. While constructing this narrative, I have reflected on the relevance of
the social studies experiences I have witnessed over the course of the semester. In my practicum
placement, I observed lessons on maps and globes at three different grade levels, and noticed
how the students‟ knowledge of geography and their proficiency with maps and globes increased
with each grade level. Likewise, I saw civics lessons at two grade levels, as students were
instructed on important concepts such as citizenship, rules and responsibilities. I noted how
teachers reinforced these ideas not only during social studies time, but throughout the day to
remind students of their roles as students in a learning community. As my cooperative group
compiled a unit on ancient China that incorporated many social studies content areas and
pedagogical styles, I was struck how each lesson deepened the students‟ understanding of
historical content. The lessons also developed values, such as appreciation for the arts, and
essential skills, such as the ability to conduct inquiry-based research and read and evaluate a
variety of informational and artistic sources.
It is difficult to imagine the elementary school classroom without the social studies.
Without the content, value, and skills instruction students receive during social studies, children
would lack knowledge about inspiring human beings who have shaped the course of history; be
ignorant of the great diversity around the world, and how to work and interact with peoples of
different cultures; be unaware of the importance of their civic responsibilities; and not know how
they can take advantage of the opportunities afforded to them as citizens of a democracy. If
social studies instruction prepares our students to make “informed and reasoned decisions for the
public good,” it follows that the failure to include these important lessons into curriculum will
result in citizens who are unaware of their responsibilities and incapable of making decisions that
are rooted in the knowledge, values, and skills inherent in social studies instruction. Social
studies, therefore, is a significant part of the elementary school classroom.
Significance of the Arts
The National Council for the Social Studies recognizes the humanities as one of the
essential components of developing civic competencies and in nurturing students to become
“citizens of a culturally diverse, democratic society in an interdependent world” (cited in Parker,
2009, p. 4). The arts are necessary, because they open children up to their own creative
expression. The arts also expose children to the beliefs, values, and traditions of the many
peoples who compose our “culturally diverse…interdependent world.” This is a necessary part
in transforming students into tolerant citizens of a global community.
Art, music, and dance are instruments for cultural transmission. Through these mediums,
cultures produce artifacts that demonstrate beliefs, values, customs, and ways of life.
Throughout the course of my practicum and in my classes at William and Mary, I have seen
many demonstrations of the importance of these elements in the social studies curriculum.
57
Perhaps most pertinent was the instruction I saw at Matoaka Elementary School during a recent
unit on Native Americans in second grade. Through their study, the children created clay pots
and woven Native American rugs; sang a traditional Native American song; and attended a powwow, where local Native Americans groups danced for the children and displayed a variety of
artistic pieces that demonstrated the cultural values and beliefs of the tribe. The arts are an
essential component of any social studies curriculum, because they provide students with real
examples of the values, beliefs, and customs of their own culture, and of the various cultures
around the world. Multicultural awareness is important factors in developing students into
responsible global citizens, and the arts play an integral part in showing our children the great
diversity present in our world.
E05/L05 In Relation to the Conceptual Framework
This semester, it has been wonderful to see the lines of intersection between E05 and
what I have had an opportunity to witness in my practicum with regards to the School of
Education Conceptual Framework. First and foremost, it is exciting to learn that there are so
many gifted educators in our schools who demonstrate elements of best-practice in social studies
on a daily basis. Many of the social studies lessons that I observed were taught by teachers who
are true content experts who carefully developed lessons that are rich in social studies content. I
have also witnessed teacher collaboration to plan units and lessons, and make sure that all their
students were receiving similar standards-based instruction. I personally have been lucky,
because my cooperating teacher is an educational leader for the second grade team. Her
experience and expertise in social studies and other content areas are highly valued among her
colleagues, and
One critical component of the William and Mary conceptual framework is that effective
teachers should constantly thinks about their performance and learn from their experiences, past
present, and become reflective practitioners. Unfortunately, I have seen very little reflection in
my practicum experience, even among many of the newer teachers in the school. In E05, I have
learned how reflection allows a teacher to evaluate the effectiveness of pedagogical choices,
lesson materials, and units of study as whole in order to make constant improvements in one‟s
teaching. With my own taught lesson, I learned first-hand the importance of personal reflection
and receiving feedback from colleagues and professors. While I have seen few examples of
reflective practitioners in the field, I have learned the significance of it towards my own
development as an elementary social studies educator.
I have grown significantly by the combination of my practicum and my E05 class this
semester. These two classes have helped me to grow and develop into the type of educator
outlined in the College of William and Mary‟s Conceptual Framework by allowing me to learn
necessary teaching knowledge and skills, and then observe them first-hand in a real elementary
school setting. I also had the opportunity to learn instructional methods and plan a lesson in E05,
which I then practiced delivering in my field placement. E05 and L05 have assisted my growth
as a social studies educator by teaching me essential skills for teaching, then allowing me to see
concrete examples of these skills in my practicum, and allowing me to practice using them with
the support and guidance of my professor, cooperating teacher, and classmates.
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