Evans, Everton, George, & Ross 1
Ancient China A Social Studies Resource Unit for K-6 Students Submitted as Partial Requirement for C R I N E05 or E D U C 405
E lementary and M iddle Social Studies C ur riculum and Instruction
Professor G ail M c E achron
T he College of W illiam and M ary
F all 2011
Prepared By:
Pamela E vans [http://pjevans.wmwikis.net/]
K elsey E verton [http://kaeverton.wmwikis.net/]
Sarah George [http://segeorge.wmwikis.net/]
A vencia Ross [http://aross1.wmwikis.net/]
H istorical Nar rative: A ll
L esson O ne: K elsey E verton
L esson T wo: Sarah George
L esson T hree: Pamela E vans
L esson Four: A vencia Ross
A rtifact O ne: Sarah George
A rtifact T wo: K elsey E verton
A rtifact T hree: Pamela E vans
A rtifact Four: A vencia Ross
Assessments: A ll
page 2
page 17
page 27
page 35
page 40
page 51
page 54
page 64
page 64
page 67
Evans, Everton, George, & Ross 2
A ncient C hina H istorical Nar rative
Introduction
Civilizations of the past have made lasting marks on the world, and it is essential for
children to understand how their contributions have shaped modern society. Teachers of history
have the responsibility to instill in children a respect for ancient culturHVEHFDXVH³ZKHQFKLOGUHQ
are empowered by knowledgeable and skillful teachers with the information, ideas, skills, and
DWWLWXGHVDQGYDOXHVWKDWFRPSRVHWKHVRFLDOVWXGLHVFXUULFXOXPWKHLUMXGJPHQWLVLPSURYHG´
3DUNHUS$FKLOG¶VMRXUQH\WR learning and appreciating ancient cultures should
LQFOXGHDQLQWHQVLYHVWXG\RIWKH³ZRUOG¶VROGHVWHPSLUH´ Ancient China (Cotterell, 1994, p. 6).
Ancient China has provided our modern world with inventions that are still used today,
architecture that is still standing, and a civilization that is still rapidly growing. China is
currently the most populated country in the world with 1.3 billion people, which holds
DSSUR[LPDWHO\WZHQW\SHUFHQWRIRXUZRUOG¶V SRSXODWLRQ³,VVXHVDQG7UHQGV,´ n.d.). This has led
to a growing population of Chinese-$PHULFDQVLQRXUQDWLRQ¶VLQFUHDVLQJO\GLYHUVHVFKRROV
Therefore, students should have the opportunity to study the contributions of a culture that is
unlike their own to help them build an appreciation of cultural diversities in the world.
This teaching unit on Ancient China will provide teachers with the necessary background
knowledge on Ancient China, including lesson plans and activities. In addition, this unit aligns
with Virginia State Standards and National Curriculum Standards for Social Studies. Ancient
&KLQDLVRQHRIWKHSULPDU\IRFXVHVRI9LUJLQLD6WDQGDUG¶VRI/HDUQLQJ62/¶VIRUVHFRQGJUDGH
including standard 2.1 which requires students to explain how Ancient China has contributed to
the modern wRUOGLQWHUPVRI³DUFKLWHFWXUHLQYHQWLRQVWKHFDOHQGDUDQGZULWWHQODQJXDJH´
³9LUJLQLD'HSDUWPHQWRI(GXFDWLRQ,´ 2011). Developing map skills is also an important aspect
Evans, Everton, George, & Ross 3
of this unit which aligns with several SOL standards in the lower primary grades such as K.4,
1.4, and 2.4. This teaching unit also aligns with national standards including standard 7.A from
the National Center for History in the Schools (NCHS) that says students should understand the
historical development of selected societies in Asia. A full list of the state and national standards
that align with this unit can be found in Appendix A.
This unit emphasizes the geography, inventions, key events, ideas, and people of Ancient
China through studying the earliest Chinese dynasties. Before students can learn about the
contributions of Ancient China, they must build map skills by locating China on a world map. In
addition, other geography skills will be emphasized such as locating rivers that supported
Chinese culture, and learning how tKHHQYLURQPHQWVKDSHGSHRSOH¶VRFFXSDWLRQVWKURXJKRXWWKH
dynasties of Ancient China. To help students understand the lasting legacy of Ancient China,
WKLVXQLWZLOOKLJKOLJKWWKH³&KLQHVHLQYHQWLRQVWKDWPDGHWKHZRUOGDGLIIHUHQWSODFH´DQGWKH
dynasties that created them (Cotterell, 1994, p. 22). These world-changing inventions are often
NQRZQDVWKH³IRXUJUHDWLQYHQWLRQVRI$QFLHQW&KLQD´SDSHUPDNLQJJXQSRZGHUSULQWLQJDQG
the magnetic compass ³)RUPDWLRQRIWKH&KLQHVH´ 2001). These inventions are still being used
today, and this unit will attempt to form a bridge between the past and present by showing how
&KLQD¶VFRQWULEXWLRQVDUHDODVWLQJOHJDF\XSRQWKHPRGHUQZRUOG This unit will also discuss the building of the Great Wall of China and the Silk Roads,
and how these events brought cultural and economic change to China. The building of the Great
Wall of China is the most significant event in Ancient Chinese history and occurred during the
Qin dynasty. It was built to protect the Chinese HPSLUHDQGLVNQRZQDVWKH³ORQJHVWVWUXFWXUH
HYHUEXLOW´&RWWHUHOO, 1994, p. 6). Another important event occurred during the Han dynasty and
is called the Silk Road. This trade route connected China to other countries through the trading
Evans, Everton, George, & Ross 4
of silk and other Chinese items. The unit will also discuss important people in Ancient China
including Confucius, whose teachings had a dramatic effect on the structure of Ancient Chinese
society. In addition, Ancient China had a unique family structure where each family member
had a certain role in both the family and broader society. It is our hope that the information in
this teaching unit will give teachers the background knowledge to teach an effective and
engaging unit on Ancient China, while also providing reVRXUFHVWKDWFDQIXUWKHUVWXGHQWV¶
learning.
K ey E vents and Ideas
The events and contributions that occurred during Ancient China have had lasting
impacts on the world. The Ancient Chinese created several important inventions, established a
trade route, and built a structure ³so large that it can be seen from space´ (O'Donnell, 2003, p. 6).
Understanding the contributions that China made during this time period will help students
develop an appreciation for different cultures.
The most significant event in Ancient Chinese history is the building of The Great Wall
of China. The Great Wall of China was built to protect the Ancient Chinese Empire from
invasion. The building of this massive structure began around 214 B.C. under the First Emperor,
Qin Shi Huangdi, during the Qin dynasty (Cotterell, 1994). Qin Shi Huangdi used his subjects to
build the Great Wall and taxed them heavily in order to fund the project (Williams B. , 1996).
The burden of building the Great Wall caused the lost of many lives because of unsafe
FRQGLWLRQVDQGLVRIWHQNQRZQDV³WKHORQJHVWFHPHWHU\LQWKHZRUOG´(Williams B. , 1996, p.
17). There was also widespread suffering due to taxation by the Emperor and unpaid labor
(McDougal, 2011). In addition, many farmers were forced to work on the wall and had to leave
their land unattended, which led to widespread starvation. (Williams B. , 1996). Over the next
Evans, Everton, George, & Ross 5
1,800 years the Great Wall of China was lengthened and rebuilt several times (Williams S. ,
1996).
Another major event that occurred in Ancient China was the formation of the Silk Road
that began during the Han Dynasty. The Silk Road was a series of land trade routes that linked
Ancient China with the Western world (Allison, 2001). This route connected many cities that
acted as trading posts for merchants. Chinese merchants that traveled along the Silk Road rarely
traveled farther than Baghdad; this is where they traded with Arab merchants who carried the
goods further west (Allison, 2001). The most sought after good from Ancient China was silk,
which is why the route is referred to as the Silk Road (Williams B. , 1996). The science of
creating silk was discovered by the Ancient Chinese and kept secret for thousands of years
making silk a luxury good (McDougal, 2011). The high price that other countries were willing to
pay for silk justified their treacherous journeys along the Silk Road (Williams B. , 1996). The
length of the Silk Road was approximately 5,000 miles long and it is hypothesized that this
catalyzed the exchange of ideas in several areas: astronomy, mathematics, and paper making
(Williams S. , 1996). The Mongols controlled the entire length of the Silk Road during the 13th
century which caused international trade to thrive (Williams B. , 1996).
One of the four major inventions of Ancient China is gunpowder that was discovered by
Chinese Alchemists during the Song dynasty in the 8th century (Cotterell, 1994). These
alchemists were also known as Daoists, or priests, who discovered gunpowder by accident. This
discovery was made when a mixture exploded when they were attempting to create a potion that
prolonged life (Williams S. , 1996). By the 10th century gunpowder was used by the Ancient
Chinese to make fireworks and weapons (Cotterell, 1994)$QFLHQW&KLQD¶VGLVFRYHU\RI
gunpowder led to major changes in warfare during this time period.
Evans, Everton, George, & Ross 6
Another invention that has contributed to the modern world is the magnetic compass.
The compass was created by the Ancient Chinese with a naturally magnetic lodestone. When the
Ancient Chinese invented the compass the needle on the compass pointed south. The first
compasses were not originally used for navigation. The people of Ancient China used
compasses for religious rituals and to determine building and grave sites (Williams, B., 1996).
Compasses were also used in Ancient China for town planning to make sure that houses faced in
a direction that was in harmony with nature (Cotterell, 1994). It was not until 1405 that the
magnetic compass was used for navigation of land and sea (Cotterell, 1940).
3DSHUPDNLQJDQGSULQWLQJDUHDUJXDEO\$QFLHQW&KLQD¶VELJJHVWFRQWULEXWLRQWRWKH
modern world. Papermaking first occurred in A.D. 105 during the Tang dynasty by a man named
Cai Lun who was the head of the imperial workshops (Cotterell, 1994). The first type of paper
was made from silk rags, and later paper was made from fibrous materials such as bamboo,
mulberry bark, and hemp (Cotterell, 1994). This later ³paper was thick and spongy,´ which
resembles cloth more than modern paper (Williams S. , 1996, p. 16). Because of the demand of
paper in the 9th century during the Han dynasty, large-scale block printing was developed to
increase the availability of reading material. Later, moveable type was invented by Bi Sheng in
the Song dynasty, but this type required 80,000 separate type symbols (Williams S. , 1996).
Because of the large number of symbols needed, moveable type did not entirely replace block
printing (Cotterell, 1994). Printing on paper did not happen until 500 years after paper was
actually invented (Williams B. , 1996).
In addition to creating inventions that changed the world forever, Ancient China also
HVWDEOLVKHGDQLGHDNQRZQDVWKH³0DQGDWHRI+HDYeQ´ (Allison, 2001, p. 32). This occurred
under Emperor Gaozu of the Han dynasty who believed that his title as Emperor gave him
Evans, Everton, George, & Ross 7
heavenly powers. Emperor Gaozu believed that any man that was proven worthy could be
granted the authority to govern the empire (Allison, 2001). This idea became known as the
Mandate of Heaven, or divine approval. The Mandate of Heaven became a central part of the
Ancient Chinese view of government (McDougal, 2011).
The events, inventions, and ideas that occurred during Ancient China have been
influential in shaping modern culture. It is important for children to understand these
contributions, and how these contributions have affected the modern world. However, it is also
essential for children to understand the lives of people during this time period in history.
Men, Women, Youth, and C hildren
The people of Ancient China had a structured society that provided the foundation for the
contributions of this vast empire. Agriculture was a main source of income for both the Chinese
government and people. The other large source of wealth in China was from fishing (Lambert,
2010). Only about 10% of the land in Ancient China was fertile enough for agriculture (Beck,
Black, Krieger, Naylor, & Shabaka, 2011, p.50). This land was located near two main river
valleys of the Yangtze River and the Huang He River (Beck et al., 2011). The Huang He is
especially fertile due to silt which is left behind following every flood. A majority of the people
of Ancient China inhabited these areas. Almost two-thirds of the rest of China is covered by
mountains and deserts (Beck et al., 2011). The geography of China also made it necessary for
the civilization to be fairly self-supportive because it was difficult to transfer most goods from
outside of the region.
Most the structure in Ancient Chinese society and family stemmed from the work a
scholar named Kong Fuzi, who is often known as Confucius (Beck et al., 2011). The Doctrine of
Confucius laid down the general, natural rules of human society and used them to create a
Evans, Everton, George, & Ross 8
hierarchy within the society. This doctrine led people to see themselves as units of people rather
than individuals. There was little focus on single humans in Chinese society, but rather the
JURXSVRISHRSOHWKDWZHUHFUHDWHGE\VRFLHW\&RQIXFLXV¶VGoctrine has five basic values these
values are obedience to authority, loyalty, respect for elders and ancestors, and a concern for
honor and appropriate conduct (Bulliet et al., 2008). Confucius also revealed five important
relationships. These relationships were between ruler and subject, father and son, husband and
wife, older brother and younger brother, and friend and friend (Beck et al., 2011). The values of
the Doctrine of Confucius became the ethical system which reigned over the people of Ancient
China.
7KHULJLGLW\RI&RQIXFLXV¶VDoctrine was seen in the social classes of Ancient China.
The highest person in the social order was the emperor who was thought to have divine qualities
and to be chosen by a divine being. Below the emperor in the social order were the kings and
governors who were chosen by the emperor. Kings and governors performed their societal
duties with the help of the nobles, scholars, and state officials. On the next tier of the social
hierarchy were the peasant farmers. Farmers were considered to be important to the survival of
the empire because they provided for the rest of society. Artisans and merchants lay just below
the farms in society. The lowest Ancient Chinese were the soldiers, only to be ranked higher
than the slaves who were often from defeated regions (Beck et al., 2011). The people of Ancient
China viewed everyone who was not of Chinese decent as barbaric and were labeled outsiders.
The values of the Doctrine of Confucius also guided the family dynamic in Ancient
China. The family structure was guided by the fact that ³&RQIXFLXV believed that family
relationships should be governed by mutual respect, since strong family bonds formed the basis
RIDVWDEOHVRFLHW\´&RWWHUHOOS/LNHLQWKHVWUXFWXUHGVRFLDOFODVVRUGHUHDFKSHrson
Evans, Everton, George, & Ross 9
in the family had a place and job. Often within a single household there were three generations
of the family (Cotterell, 2005). Both the living members and ancestors of the family where
considered important parts of the family. Ancestors of the family were thought to have
continued interest in the family and its decisions. Living members of the family often consulted
with the ancestors when the family was in need (Bulliet et al., 2008).
The family structure began with the husband who had absolute authority over the family
(Bulliet et al., 2008). They, along with the male children over the age of seven, were served
dinner before the women and younger children (Teague, 1994). Most men spent the majority of
their time working in an agricultural field. Men were required to play an active role in society
through spending one month a year working on a public project and spending two years in
military service. In addition, men were the only landowners in society (Bulliet et al., 2008).
Within the family structure, women were to be submissive to men, they were expected to
obey their fathers, husbands, brothers, and sons once they were older. While women spent most
of their time working in the home, during the busiest farm seasons women worked in the field
beside the men. Education was not available to most women. Some women did obtain an
HGXFDWLRQEHFDXVHRIWKHLUIDPLO\¶VZHDOWKRUWKURXJKGHYRWLQJWKHLUOLIHWRUHOLJLRQDQG
becoming a nun (Beck et al., 2011).
Although women in Ancient Chinese society held no power, two women were able to
become leaders in Ancient China. The first woman was Empress Lu who reigned during the Han
Dynasty. She was the wife of Liu Bang and when he died around 195 B.C.E., her son became
the emperor. While her son may have been named emperor, Lu made all of the governing
decisions. When he passed away, Lu continued to reign over the empire (Beck et al., 2011). The
first and only true woman empress was Empress Wu Zetian. Her husband was an emperor
Evans, Everton, George, & Ross 10
during the TanJ'\QDVW\6KHUXOHGXQGHUKHUKXVEDQGDQGERWKKHUVRQV¶QDPHVXQWLOVKH
removed them and claimed the throne for herself under divine authority (Allan, 2007).
Children in Ancient China also played a role in society; they were expected to be wellbehaved at all times. This included obeying all of their elders, respecting their ancestors, and
performing their household duties (Teague, 1994). 7KHFKLOGUHQ¶VMREVRIWHQLQFOXGHGVXFKWDVNV
as taking care of animals, plants, and basic household chores. Education was important for
children in Ancient China. Boys of wealthy children were sent to school at the age of seven and
those that showed academic potential continued on to a higher education. Although children in
farm villages did not receive formal education, they learned Chinese characters from their
family. Regardless of their education, most Ancient Chinese children learned the crafts and
trades of their family (Teague, 1994). The role of children in the family structure shows that
each person in the family had a responsibility to help promote their family in Ancient Chinese
society.
C losure/L egacy
$QFLHQW&KLQD¶VDGYDQFHPHQWVEURXJKWFXOWXUDOFKDQJHWRWKHLUFLYLOL]DWLRQDQGWKH
outside world. The construction of the Great Wall of China provided protection from foreign
LQYDGHUV\HWLWUHVXOWHGLQWKHORVVRIPDQ\&KLQHVHODERUHUV¶OLYHV Also, the Silk Road played a
major role in the overall transportation and exchange of Chinese goods. The road gave the
Chinese the ability to trade with neighboring countries. Throughout the ancient dynasties, China
has a long history of influential leaders that left lasting impressions upon its citizens. Emperors,
as the rulers of China, had key roles in structuring the society from the bottom up. Also,
Confucius and his doctrine socially structured ancient China with his creation of a hierarchy of
VRFLDOYDOXHV0DQ\SHRSOHLQDQFLHQW&KLQDXVHGSKLORVRSKLHVVXFKDV&RQIXFLDQLVP³DVJXLGHV
Evans, Everton, George, & Ross 11
WRKRZWKH\VKRXOGOLYHWKHLUOLYHV´'HQJS In addition, Ancient China believed in a
class system where people lived according to their social status. As a result, there was a rigid
distinction between the wealthy upper class and lower peasant class. This distinction extended
into the family structure where men, women, and children had very different roles and
responsibilities. The people of Ancient China also provided our world with innovations and
WHFKQRORJ\WKDWDUHVWLOOVHHQLQWRGD\¶VVRFLHW\
$QFLHQW&KLQD¶VFRQWULEXWLRQVWRRXUPRGHUQZRUOGKDYe left a legacy of inventions,
architecture, and culture dating back to 1500 B.C. &KLQD¶VDGYDQFHPHQWVVWDUWHGWRWUDYHOWRZDUG
other parts of the world as early as the 6th century, and continue to impact our own lives in the
21st century. The impact and power of Ancient China in the field of innovation is seen in the
VWDWHPHQW³&KLQDOHGWKHZRUOGWKURXJKRXWPXFKRIWKHKLVWRU\RIKXPDQFLYLOL]DWLRQZLWKLWV
ancient science aQGWHFKQRORJ\´'HQJS) For example, one of China's greatest
dynasties, the Han Dynasty, led with advancements in technology, such as the invention of
paper, gunpowder, and the magnetic compass. Much of what American students use in schools
today is contributed to ancient Chinese inventions of the magnetic compass, paper, and even
printed books. The legacy of Ancient China is also seen through the religious practices that are
still prevalent in modern Chinese culture such as ancestor worship, higher god worship, and
Confucianism. Although many Chinese governments have tried to suppress Confucianism,
&RQIXFLXV¶VSKLORVRSK\VWLOOWKULYHVDVDSDUWRI&KLQHVHFXOWXUHWRGD\ Understanding Ancient
&KLQD¶VOHJDF\LVLPSRUWDQWEHFDXVHRIWKHJURZLQJGLYHUVLW\RIRXUQDWLRQ&KLQHVHODQJXDJHKDV
succeeded to being the second most non-English spoken language within the United States. As
the population of Chinese-Americans continues to grow within the United States and our
Evans, Everton, George, & Ross 12
QDWLRQ¶VVFKRROVLWLVHVVHQWLDOIRUWHDFKHUVWRLQFRUSRUDWHWKHOHJDF\RI&KLQD¶VSDVWLQWRWKH
elementary curriculum.
Evans, Everton, George, & Ross 13
Appendix A.
State Standards
Virginia History Standards of Learning
Kindergarten
K.3
The student will describe the relative location of people, places, and things by using
positional words, with emphasis on near/far, above/below, left/right, and behind/in
front.
K.4
The student will use simple maps and globes to
a) develop an awareness that a map is a drawing of a place to show where things are
located and that a globe is a round model of the Earth;
b) describe places referenced in stories and real-life situations;
c) locate land and water features.
First Grade
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;
Second Grade
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.
2.6
The student will demonstrate map skills by constructing simple maps, using title, map legend,
and compass rose.
Third Grade
3.6
The student will read and construct maps, tables, graphs, and/or charts.
3.8
The student will recognize that because people and regions cannot produce everything
they want, they specialize in what they do best and trade for the rest.
Evans, Everton, George, & Ross 14
Virginia Visual Arts Standards of Learning
Second Grade
2.15
The student will identify art from other cultures, including Ancient Egypt, Ancient
China, and American Indians (First Americans).
National Standards
K-4 National Standards of History from the National Center for History in Schools (NCHS):
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.
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.
K-4: Explain the customs related to important holidays and ceremonies in various countries in
the past.
3-4:
Describe significant historical achievements of various cultures of the world.
3-4:
Describe the effects geography has had on societies, including their development of
urban centers, food, clothing, industry, agriculture, shelter, trade, and other aspects of
culture.
The National Geography Standards:
Geography Standard #1
How to Use Maps and Other Geographic Representations, Tools, and Technologies to
Acquire, Process, and Report Information From a Spatial Perspective
Geography Standard #14
How Human Actions Modify the Physical Environment
National World History Standards from NCHS:
NSS-W H .5-12.3 E R A 3: Classic traditions, Major Religions, and Giant Empires, 1000 BCE-300
BCE
The students in grades 5-12 should understand:
How major religions and large-scale empires arose in the Mediterranean basin, China, and India,
500 BCE- 300 CE.
Evans, Everton, George, & Ross 15
References
Allan, T. (2007). Ancient China. New York: Chelsea House Publishers.
Allison, A. (2001). Life in Ancient China. San Diego: Lucent Books.
Beck, R., Black, L., Krieger, L., Naylor, P., & Shabaka, D. (2011). Ancient world history:
Patterns of interaction. Austin, TX: Holt McDougal.
Bulliet, R., Crossley, P., Headrick, D., Hirsch, S., Johnson, L., & Northrup, D. (2008). The earth
and its people: A global history. New York, NY: Houghton Mifflin Company.
Cotterell, A. (1994). Ancient China. New York, NY: Alfred A. Knopf, Inc.
Cotterell, A. (2005). Ancient China. New York, NY: DK Publishing, Inc.
Deng, Y. (2011). Preface. Ancient Chinese inventions (pp. 1-2). New York: Cambridge
University Press.
Education World. (2011). National social studies and history standards, 1996. Retrieved from
http://www.educationworld.com/standards/national/soc_sci/index.shtml.
Formation of the Chinese civilization. (2001). Retrieved on September 25, 2011, from
http://www.china.org.cn/e-gudai/8.htm
,VVXHVDQGWUHQGVLQ&KLQD¶VGHPRJUDSKLFKistory. 2009. Retrieved on September 20, 2011,
from http://afe.easia.columbia.edu/special/china_1950_population.htm
Lambert, T. (2010). A short history of China. Retrieved
from http://www.localhistories.org/china.html
McDougal, H. (2011). Ancient world history patterns of interactions. Hong Kong: Mifflin
Harcourt Publishing Company.
National Council for History in the Schools. (2004). National standards for history basic
education, 1996. Retrieved from http://nchs.ucla.edu/standards/.
Evans, Everton, George, & Ross 16
National Geographic. (2008). United States national geography standards, 1994. Retrieved
from http://www.nationalgeographic.com/xpeditions/standards/matrix.h/.
O'Donnell, K. (2003). The Great Wall of China. New York: Rosen Publishing Group, Inc. .
Parker, W. C. (2012). Social studies in elementary education. (14th ed., p. 3). Boston, MA: Allyn
& Bacon.
Teague, K. (1994). Growing up in Ancient China. Mahwah, NJ: Troll Associates
Virginia Department of Education (VDOE). (2011). Testing and standards of learning (S OL).
Retrieved September 20, 2011 from
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
Williams, B. (1996). Ancient China. New York: Peguin Group.
Williams, S. (1996). Made in China ideas and inventions from Ancient China. Berkeley: Pacific
View Press.
Evans, Everton, George, & Ross 17
L esson #1: Constructing a simple map of C hina
C reated by: K elsey E verton
A udience: 2nd Grade students
Standards:
2.5
The student will develop map skills by
b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and
Nile River)
2.6
The student will demonstrate map skills by constructing simple maps, using title, map
legend, and compass rose.
M aterials/T ime/Space: Entrance slip, Handout #1 (School Symbols and Map of School),
Handout #2 (Map of China), previously chosen pictures of the major rivers of China and the
Great Wall of China (see sample images in resources section), map of China
(http://www.enchantedlearning.com/asia/china/), colored pencils; one hour lesson; whole-group
(approximately 20 students); takes place in a typical elementary classroom
A nticipatory set: (10 minutes)
Give students an entrance slip that reviews the four cardinal directions that the students have
learned in a previous lesson. Look through the entrance slips as they are collected to see if the
cardinal directions need to be reviewed when going over the three important features of a map
(title, compass rose, map legend). Then explain to students the objective and purpose of this
lesson (see objective and purpose below). Review with students why the Great Wall of China is
important to Ancient Chinese history, and why the four major rivers were vital in Ancient
Chinese culture. While doing this, show pictures of the Great Wall of China and the four major
rivers of China on the projection screen.
O bjective and Purpose:
After teacher modeling and guided practice, students will be able to construct a map with the
four major Chinese rivers and the Great Wall of China with at least 90% accuracy that includes a
title, compass rose, and map legend.
Instructional Input & C hecking for Understanding: (5-8 minutes)
After the anticipatory set, go over the three important features of a map by showing students a
map of China on the projector. Ask the class where each of these features is located on the map.
)RUH[DPSOHDVNVWXGHQWV³:KHUHLVWKHPDSOHJHQGORFDWHGRQWKLVPDS´"$VWXGHQWFDQFRPH
up to the projection screen and point to the map legend. Then ask studeQWV³+RZFDQZHXVH
WKLVIHDWXUHWRILQGLPSRUWDQWLQIRUPDWLRQ´"7KLVSURFHVVLVUHSHDWHGIRUWKHFRPSDVVURVHDQG
WLWOH:KHQVWXGHQWVDUHDQVZHULQJTXHVWLRQVDVNWKHUHVWRIWKHFODVVWRJLYHD³WKXPEV-XS´LI
WKH\DJUHHRUD³WKXPEVGRZQ´LIWKH\GR not agree. If the class does not agree, give the student
DQRSSRUWXQLW\WR³SKRQHDIULHQG´
Modeling: (5 minutes)
Give students Handout #1 which includes two worksheets; a map of their school and symbols to
be used on the map. Model where to write/draw the title, map legend, and compass rose on the
doc cam. Then explain that the students have to draw the symbols that are shown in the
Evans, Everton, George, & Ross 18
worksheet on several features of the school that are listed in the map legend. Model how to do
this with all of the symbols on the doc cam.
G uided practice: (10 minutes)
Have students work in small groups to complete their school maps. Keep the model school map
up on the doc cam for students to use when completing their school maps. Then walk around the
classroom to make sure each group has correctly labeled their title, compass rose, map legend,
and has added all symbols to the map legend.
Independent practice: (20 minutes)
After completing the school map, give students a map of China to complete independently
(Handout #2). This map includes the four major rivers of China, the capital of China, and the
Great Wall of China. Before beginning, tell students that their map must have the three
important parts of a map that were talked about earlier and practiced with the school map. Then
instruct students to trace the lines of the rivers with different colors, trace the Great Wall of
China with a different color, and add a symbol for the capital. Tell students that these symbols
must be included in the map legend. AVNVWXGHQWVWRJLYHD³WKXPEVXS´LIWKH\XQGHUVWDQGDQGD
³WKXPEVGRZQ´LIWKH\GRQ¶W,QGLYLGXDOO\FRQVXOWZLWKVWXGHQWVWKDWDUHFRQIXVHG
C losure: (5 minutes)
&ROOHFWWKHVWXGHQW¶VPDSVDQGUHYLHZWKHFRUUHFWDQVZHUVZLWKVWXGHQWV8VHDQDOUHDG\created
map to show the students which features were required to be on their map which includes the
title, compass rose, and map legend.
E valuation (formative and summative):
Formative: Observe students during guided practice, and check for understanding by asking
questions.
Summative(YDOXDWHWKHVWXGHQW¶VLQGLYLGXDOPDSVRI&KLQDDQGFKHFNWKHPXOWLSOHFKRLFH
question (on reference page) given during the China unit test.
Background Information/Context: The three important features of simple maps are the title,
compass rose, and a map legend. A compass rose represents the four cardinal directions (North,
East, South, West) on a map. The symbols on a map represent real items and are placed in a map
legend so that the symbols can be easily identified. The Great Wall of China is the longest
structure in the world and was built to protect the Ancient Chinese Empire from invasion. The
building of this massive structure began around 214 B.C. under the First Emperor, Qin Shi
Huangdi, during the Qin dynasty (Cotterell, 1994). Many Chinese laborers lost their lives while
building the Great Wall because of unsafe conditions. The Great Wall of China was lengthened
and rebuilt several times by different Chinese dynasties over the next 1,800 years (Williams S. ,
1996). The four major rivers of China are the Yangtze River, Huang He River (Yellow River),
Pearl River, and Songhua River. In Ancient China there were only certain areas of land that
were fertile enough for agriculture, and these areas were situated near the river valleys of the
Yangtze River and the Huang He River (Beck et al, 2011). The Huang He is especially fertile
due to silt which is left behind following every flood. A majority of the people of Ancient China
inhabited the areas around these major rivers.
Evans, Everton, George, & Ross 19
Evans, Everton, George, & Ross 20
Sample images to use during the A nticipatory Set:
Great Wall of China
http://wallpapers.thecooldownloads.com/Location/Others/The-Great-Wall-of-China
Huang He River (1)
Yangtze River (2)
(1) http://blog.travelpod.com/travel-photo/andreasg88/1/1283603264/huang-he-yellow-river.jpg/tpod.html
(2) http://www.panoramio.com/photo/3783346
Songhua River (3)
Pearl River (4)
(3) http://www.123rf.com/photo_4019863_rainbow-bridge-on-songhua-river-in-jilin-north-china.html
(4) http://www.absolutechinatours.com/Guangzhou-attractions/Pearl-River-Night-Tour-88.html
Evans, Everton, George, & Ross 21
M ap of C hina used during Instructional Input
(http://www.enchantedlearning.com/asia/china/)
Evans, Everton, George, & Ross 22
[H andout #1- includes the School Map on the next page]
Symbols for School M ap
Cafeteria symbol is a piece of pizza
Our classroom symbol is a star
brush
Our gym symbol is a basketball
Library symbol is a book
The office symbol is a bell
Symbol for the nurse is a red cross
The art room symbol is a paint
Evans, Everton, George, & Ross 23
Evans, Everton, George, & Ross 24
[H andout #2]
Evans, Everton, George, & Ross 25
T eacher Model M ap for C losure
Evans, Everton, George, & Ross 26
References
Beck, R., Black, L., Krieger, L., Naylor, P., & Shabaka, D. (2011). Ancient world history:
Patterns of interaction. Austin, TX: Holt McDougal.
Cotterell, A. (1994). Ancient china . New York, NY: Alfred A. Knopf, Inc.
Williams, S. (1996). Made in China Ideas and Inventions from Ancient China. Berkeley: Pacific
View Press.
M ultiple C hoice Q uestion:
What are the three important parts of a simple map?
A.) picture, directions, symbols
B.) title, compass rose, map legend
C.) title, symbols, name
D.) picture, directions, map legend
Answer: B
Evans, Everton, George, & Ross 27
L esson #2 --- A rt Forms
Preparer: Sarah George
Context: K-2 (Ideally 2nd)
T ime: 1 hour
Space: Whole Group (between 15-20 students)
Standards/O bjectives:
H istory and Social Science V irginia Standards of L earning
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.
O bjectives:
1. Students will learn about Ancient Chinese calligraphy as an art form and the history
behind the detailed writing and materials used.
2. Given a piece of paper, black paint, and brushes the students will replicate Ancient
Chinese calligraphy through guided practice from teacher.
3. Shown Ancient Chinese symbols in the form of calligraphy, the students will create
and paint their own version of a Chinese symbol that represents something important
to them.
Resources:
The History of the Written Word written by Kevin Cunningham; Long is a Dragon: Chinese
Writing for Children written by Peggy Goldstein; photos of Ancient Chinese writing on tortoise
shell and bone; calligraphy on paper (see reference section); paintbrushes; black paint; large
white paper; pencils; lined paper; digital camera; multiple choice worksheet; modern symbols
photos (see reference section).
Content and Instructional Strategies:
Introduction:
The lesson begins with a read-aloud of two different books; only parts of each book are read. The
students gather on the carpet and listen to the stories about Ancient Chinese writing and the art
behind calligraphy. After reading the first two pages of the book, The History of the Written
Word by Kevin Cunningham, ask students: What types of material was Ancient Chinese writing
recorded on? (Objective). The teacher helps students connect Ancient Chinese writing types to
the idea that paper was not yet invented. Then on page nineteen ask the students: Who is said to
have invented paper? (Objective). Why do you think that paper was so important to the written
word? (Reflective). Ask the students to hypothesize what the world would be like without paper
and a form of writing. Then read the pages 1-10 from the book Long is a Dragon: Chinese
Writing for Children by Peggy Goldstein. After reading the first four pages stop and, ask
students: Why the signs of the ancient characters were drawn the way that they were?
(Reflective).
Content Focus:
7KHWHDFKHUUHODWHV$QFLHQW&KLQHVHV\PEROVWRWKHV\PEROVWKDWDUHFRPPRQLQWRGD\¶V
society. (Examples and pictures attached in reference section). Explain to students that the
Chinese do not use an alphabet like we use in the English language, but they have characters that
represent words. Each character is unique and there are ten thousand symbols in the Chinese
Evans, Everton, George, & Ross 28
word (Fisher, 1978). Ask the students: How would you feel if you had to learn to write over
10,000 characters? (Reflective).
7HDFKHUWHOOVVWXGHQWV³:HDUHJRLQJWRWDNHDORRNDWVRPHH[DPSOHVRI$QFLHQW
Chinese writing on diffHUHQWW\SHVRIPDWHULDO´6KRZVWXGHQWVWKHSLFWXUHVRIWKHWRUWRLVHVKHOO
bone and paper. Have the students look at the images for a minute each and think about what
they see without talking. Then ask the students: What kinds of tools do you think they use to
write on each material? (Objective). Ask the students: Do you notice anything that is similar
between the tortoise shell and the bone? (Objective). Finally, ask the students: How would you
feel if you discovered paper for the first time and where able to write with ink and a brush
instead of craving into hard bone and tortoise shell? (Reflective).
C losure:
The teacher tells students that the writing system we use today would not be the same if
7V¶DL/XQKDGQRWLQYHQWHGSDSHULQ$QFLHQW&KLQD (Cunningham, 2005)$QFLHQW&KLQD¶V
invention of paper contributed to our writing system and our ability to have books. Ask the
students: In what ways do you think that the world changed because of paper making and having
a written language? (Interpretative). Also ask the students: How do you think the Chinese where
able to influence the technology we have today? (Decisional).
Next give students a piece of paper along with black paint and paintbrushes. Have
students practice, with teacher modeling, on how paint Chinese symbols using calligraphy
techniques such as brush strokes. Teacher demonstrates four different Ancient Chinese symbols
from the Long is a Dragon: Chinese Writing for Children book (pages 2-5). After practicing the
four different symbols, have the students create their own Chinese symbol. The symbol must
represent something important or meaningful to them. Keep the practice symbols on the board
for the students to use as a reference on how paint and write calligraphy. After the students have
painted their symbol the students must describe why they chose their symbol and what it
represents to the class. They describe how they came up with the design for their symbol and
how it could be used today if it were to be added to the Chinese language. They will also write
two sentences describing their symbol to turn in with their painting.
Assessment:
Formative: The lesson is assessed through teacher observation as students explain their symbol
to the class, why it is important to them and how it could be used in the Chinese language.
Summative: Students paintings of Chinese symbols will be assessed based on if they painted a
symbol according to guidelines and wrote appropriate sentences describing their symbol.
Background Information:
The Shang Dynasty had many important contributions to the ancient Chinese people. It was
during the Shang Dynasty that a system of writing was invented. This writing is called
calligraphy (Martin, 2011). The Chinese perfected their calligraphy using a brush and paint on
paper (Cunningham, 2005). After inventing the use of calligraphy as an art form, the Chinese
perfected painting and creating signs or characters that represented words in order to
communicate with one another (Goldstein, 1991).
K ey Concepts:
Ancient Chinese Symbols: Characters that represent words or sounds
Calligraphy: Chinese writing using a brush and paint or ink.
Evans, Everton, George, & Ross 29
Symbols that we use today to represent words or companies
Mac Apple Image: http://tinyurl.com/668onhr
Red Hexagon (stop) Image:
h ttp://tinyurl.com/4ybpavt
0F'RQDOGV³0´,Page:
http://tinyurl.com/42mvjcl
Boys and Girls Bathroom Image:
http://tinyurl.com/6dkzgsa
Evans, Everton, George, & Ross 30
Ancient Chinese Writing on Bone
Bone Image: http://tinyurl.com/6k2bmd5
Evans, Everton, George, & Ross 31
Ancient Chinese writing on tortoise shell
Tortoise Shell Image: http://tinyurl.com/3dbq6h3
Evans, Everton, George, & Ross 32
Ancient Chinese Writing on Paper
Ancient Chinese Writing on Paper Image: http://tinyurl.com/3nhzk2s
Evans, Everton, George, & Ross 33
Name ____________________________________________
A ncient C hina A rt Forms A ctivity Sheet
M ultiple C hoice Q uestions
Before there was paper what kinds of materials might you find Ancient Chinese writing on?
A). Leaves and Sticks
B). Bone and Tortoise Shell
C). Clay and Dirt
D.) Rocks and Stone
Which of the following is the word for the art form that Ancient Chinese writing is called?
A). Script
B). Handwriting
C). Calligraphy
D). Lines
Circle the picture below that is not an Ancient Chinese symbol that we practiced painting
together.
Evans, Everton, George, & Ross 34
References
Cunningham, K. (2005). The History of the Written Word. Chanhassen: The Child's World.
Goldstein, P. (1991). Long is a Dragon: Chinese Writing for Children. Berkeley: Pacific View
Press.
Martin, P. (2011). Ancient Chinese Writing. Retrieved October 19, 2011, from Lesson Planet:
http://china.mrdonn.org/calligraphy.html
National Council for History in the Schools. (2004). National standards for history basic
education, 1996. Retrieved from http://nchs.ucla.edu/standards/.
Virginia Department of Education (VDOE). (2011). Testing and standards of learning (S OL).
Retrieved October 17, 2011 from
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
Images Found:
Bone Image: http://tinyurl.com/6k2bmd5
Tortoise Shell Image: http://tinyurl.com/3dbq6h3
Ancient Chinese Writing on Paper Image: http://tinyurl.com/3nhzk2s
0F'RQDOGV³0´,PDJHhttp://tinyurl.com/62w3emw
Mac Apple Image: http://tinyurl.com/668onhr
Boys and Girls Bathroom Image: http://tinyurl.com/6dkzgsa
Red Hexagon (stop) Image: h ttp://tinyurl.com/4ybpavt Evans, Everton, George, & Ross 35
L esson 3- Biography/C ivic E ngagement/Concepts: Biography of Confucius
Preparer: Pamela Evans
A udience: 5th Grade
T ime: 1 Hour
Space: Whole Group (20-22 students)
Standards: USI.1 The student will demonstrate skills for historical and geographical analysis
and responsible citizenship, including the ability to
b) make connections between the past and the present;
e) evaluate and discuss issues orally and in writing;
O bjectives:
1) Given teacher instruction, students will define filial piety in relation to five relationships
defined by Confucius.
2) Given a class discussion, students will compare the ideal principles of governance for
Confucius and modern United States.
Resources: Graphic Organizer, Document Camera, Nations of the World: China by Catherine
Fields, The Presidency by Geoffrey M. Horn
Content and Instructional Strategies:
Introduction (10 minutes):
Tell the students they will be learning about a scholar named Kong Fuzi, who is better
known as Confucius in the United States. Tell the students that scholar is another name for a
teacher. Inform them that Confucius was born in Ancient China around 551 B.C.E. (Field,
2000). Read page 51 of Nations of the World: China by Catherine Field to provide the students a
brief introduction to Confucius. Then tell the students that people who believe in the teachings
of Confucianism are called Confucianists. Be sure it is clear to the students that Confucianism
can be defined as both a religion and a moral code. In both VLWXDWLRQV&RQIXFLXV¶VWHDFKLQJV
guide people to act in responsible manners and to be respectful towards others. An individual can
identify with another religion and still follow Confucius values (Tracy, 2005). Then tell the
students that Confucius identified five specific relationships and the duties of the individuals in
those relationships.
Content Focus (40 minutes):
Hand out the graphic organizer to the students. Before beginning the organizer, tell the
students that all of the relationships defined by Confucius are similar to a father and son
relationship called filial piety. Define filial piety for the students and fill it into the organizer.
Give them the example that a father holds all authority and should protect and provide for the
son while the son serves the father with faithful obedience. In each relationship there is one
figure that is the authority and another is the subordinate. Define authority and subordinate if
QHFHVVDU\7HOOWKHVWXGHQWVWKDW&RQIXFLXV¶VLGHDOIDPLO\DQGVRFLHW\ was paternalistic and
based on a hierarchy, placing the elder male as the authority figure. Then tell the students the
first four relationships that Confucius developed are based on individual interactions . Ask the
students to fill these four relationships into the organizer as you fill them in on the document
camera (see teacher sample). Inform the students that there is another relationship they will
discuss later in the lesson. As a class, discuss each relationship that has been identified and
decide which figure is the authority and which is the subordinate. Discuss these relationships as
they occur in the United States. Begin the discussion by providing a personal relationship story
which sets the stage for appropriate discussion topics for the classroom. Some possible prompts
IRUWKHVWXGHQWVDUH³:KHQGR\RXERVVDURXQG\RXU\RXQJHUVLEOLQJV"´³:DVWKHUHHYHUDWLPH
Evans, Everton, George, & Ross 36
\RXZDQWHGWRSOD\DJDPHEXW\RXUROGHUIULHQGVGLGQRW":KDWKDSSHQHG"´DQG³:KDWDUH
some ways wives contribute to the famil\"´
1H[WWHOOWKHVWXGHQWVWRZULWHUXOHUDQGUXOHGLQWKHILIWKER[$VNWKHVWXGHQWV³:KDWGR
\RXWKLQNWKLVUHODWLRQVKLSPHDQV"´7HOOWKHVWXGHQWVWKDWWKHJRYHUQPHQWLQ$QFLHQW&KLQDZDV
similar to the family structure. Rulers were determined by patriarchy and authority was passed
down from fathers to their sons. Tell the students that you are going to explain this relationship
according to Confucius and the class will then compare it to a similar relationship in the United
States (see attached tea FKHUVDPSOHWRFRPSOHWH³&RQIXFLXV¶V,GHDO5XOHU). Once this is
complete, begin a class discussion which compares the relationship between the president of the
86DQGWKHSHRSOHWR&RQIXFLXV¶VLGHDOUXOHUWRUXOHGUHODWLRQVKLS(QFRXUDJHVWXGHQWVWR
identify a characteristic which align to each of the characteristics listed for ³&RQIXFLXV¶s Ideal
Ruler.´ Some of the aligning attributes will be similar and some will be opposite or different
(see teacher sample for guidance). Fill this information into WKH³0RGHUQ86$´ER[
Conclusion (10 minutes):
To conclude the lesson, read pages 8-11 of The Presidency to the students. Before
beginning the reading, tell the students to reflect on what they wrote in the graphic organizer
about the president of the United States as you read. Once the reading is complete, ask the
VWXGHQWV³'LGWKLVERRNWHOOXVDQ\PRUHLQIRUPDWLRQDERXWWKHUHODWLRQVKLSEHWZHHQWKHSUHVLGHQW
RIWKH86DQGWKHSHRSOH"´³:KDWHOVHGLGWKLVUHDGLQJGHVFULEHDERXWWKHUHODtionships that we
GLGQRWSXWRQRXURUJDQL]HU"´
Assessment:
Formative: Student participation in the activity will be monitored by the teacher. Students
should be engaged in the activity and providing input when appropriate.
Summative:
Which of the following is one of the relationships that Confucius defined in his writings of
Ancient China?
A) Sister and Brother
B) Uncle and Nephew
B) Ruler and Ruled
D)Employer and Employee
Background Information:
Confucius was born in Ancient China around the year 551 B.C.E (Tracy, 2005). Some who
believe in his teaching may consider it a religion while others may consider it a moral code and
can identify themselves as another religion or as nonreligious. His teachings set up five basic
relationships and the duties of the individuals within these relationships. The five relationships
are based on filial piety, which is an attitude of devotion, obedience, and care towards parents
and elder family members. The family, as defined by Confucius, was paternalistic, meaning the
eldest male held the highest authority. The five relationships are father and son, husband and
wife, elder and younger friend, elder and younger brother, and ruler and ruled (Swatos, 1998).
Each of these relationships has a clearly defined authority figure who has the right to control the
other and a subordinate figure who must obey the authority. Both the family and government are
defined into a hierarchy, or order of authority, which reflects social classes and places men above
women in society. An individual is placed into power through a patriarchal system in which the
eldest son of the ruler obtains power once his father can no long rule. Confucius taught that the
rulers are divinely chosen, have absolute authority, hold ownership over the land, and should
FDUHIRUWKHLUSHRSOH<HQ0DK0DQ\RIWKHLGHDVRXWOLQHGLQ&RQIXFLXV¶VWHDFKLQJVDQG
the duties identified in the relationships are still prominent in Chinese society today.
Evans, Everton, George, & Ross 37
Resources
Field, C. (2000). Nations of the world: China. Austin, TX: Raintree Steck-Vaughn Publishers.
Horn, G. (2003). The presidency. Milwaukee, WI: World Almanac Library.
Swatos, W. (1998). Encyclopedia of religion and society. Retrieved on October 20, 2011 from
http://hirr.hartsem.edu/ency/coverpage.htm
Tracy, K. (2005). The life and times of Confucius. Hockessin, DE: Mitchell Lane Publishers.
Virginia Department of Education. (2008). Retrieved on October 20, 2011 from
http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/index.shtml
Yen Mah, A. (2008). China: Land of dragons and emporers. Sydney, Austrailia: Allen and
Unwin.
Evans, Everton, George, & Ross 38
Name____________________________
The Five Relationships of Confucianism
F ilial Piety:
1)
2)
3)
4)
5)
Confucius¶V,GHDO5XOHU
Modern United States of
A merica
Evans, Everton, George, & Ross 39
Name___T E A C H E R SA M PL E_____
The Five Relationships of Confucianism
( Bolded figure is the authority figure in the relationship)
F ilial Piety: An attituGHRIREHGLHQFHGHYRWLRQDQGFDUHWRZDUGVDSHUVRQ¶V
parents and elder family members.
F ather/Mother and
Son/Daughter
3) E lder F riend and Younger
Friend
5) Ruled and Ruler
1)
Confucius¶V5XOHU,GHDO5XOHU
2)
H usband and Wife
E lder B rother/Sister and
Younger Brother/Sister
4)
President of Modern United
States of A merica
(Students should discuss and decide on possible answers to this
portion. This is only an exa mple of potential student answers.)
1) Rulers have absolute authority over
the government and the people
1) President is limited by the other
branches of the government
2) Rulers create order to allow the
people to prosper in peace
2) President has the authority to declare
war if it is in the interest of protecting
the nation
3) Ruler should be morally perfect
3) The president should be moral and
ethical but is not perfect
4) The ruler is chosen by divine
authority
4) The president is voted into office
5) The land and people of Ancient
China belong to the emperor
5) Citizens can be land owners; some
land is owned by the government (i.e.
reserves and national parks
6) The ruler should care for the people
and act in their best interest
6) The president should care for the
citizens and act in their best interest
Evans, Everton, George, & Ross 40
L esson 4: Inquiry-based Lesson on the Han Dynasty C reated by: Avencia I. Ross
Intended A udience: 6L[WK*UDGHVWXGHQWVVWXGHQWVZLOOKDYHSULRUNQRZOHGJHRI&KLQD¶V
location, social structures, and contributions. Students should have experience with the World
Wide Web.
T ime: 2 days, 60 minutes
Space: Whole group/small groups, 20-24 students
V irginia Standards of Learning:
WHI.1 The student will improve skills in historical research and geographical analysis by
a) identifying, analyzing, and interpreting primary and secondary sources to make
generalizations about events and life in world history to 1500 A.D. (C.E.)
WHI.4 The student will demonstrate knowledge of the civilizations of Persia, India, and China in
terms of chronology, geography, social structures, government, economy, religion, and
contributions to later civilizations by
e) describing China, with emphasis on the development of an empire and the construction
of the Great Wall
Global Connections: d. [The student will] explore the causes, consequences, and possible
solutions to persistent, contemporary, and emerging global issues, such as health, security,
resource allocation, economic development and environmental quality. [global issue of war]
O bjectives:
1. Given introduction, students will generate questions pertaining to the history of the Han
Dynasty.
2. Given introduction, students will compile their questions to generate major topics and a
hypothesis about the Han Dynasty.
3. Given research on the Han Dynasty, students will generate tentative answers to their
JURXS¶VTXHVWLRQV
M aterials:
x 7ZRRUWKUHHPLQXWHUHFRUGLQJRID&KLQHVHSLSDVROR³7KH$PEXVK)URP$OO6LGHV´E\
Liu Fang (provided by youtube.com)
x
Computers with internet access
x
Secondary sources (bookmarked websites)
x
Primary soXUFHERRNV&KLQD¶VKLVWRU\YLDSKRWRJUDSK\PDSVDQGFKLOGUHQ¶VOLWHUDWXUH
x
Han Dynasty Research Worksheet/Han Dynasty Research answer key
x
Rubric for Hans Dynasty Research Worksheet
Evans, Everton, George, & Ross 41
Content and Instructional Strategies: Day 1 Catalyst: Play a portion RI/LX)DQJ¶VSLSDVROR
³7KH$PEXVK)URP$OO6LGHV´7HOOWKHVWXGHQWVWKDWWKH\VKRXOGFRQVLGHUKRZWKLVVRQJPD\
portray Chinese history. Have the students write a brief reaction to the music. Then, ask ³:KDW
adjectives could describe the way the music ZDVSOD\HG"´³:KDWDGMHFWLYHVFRXOGGHVFULEHWKH
music in the beginning? As a class, have the students discuss what they think the music is about.
Then, explain to the students that the music was based on the Battle of Gaixia between two
dynasties: the Chu and Han. State that after the Qin Dynasty downfall, the Chu and Han fought
to control China, and that the war between the Han and Chu started during 202 B.C and lasted
four years. Explain that the Han army, led by Liu Bang, was victorious. Liu Bang later became
the first Emperor of the Han Dynasty. Explain to the students that one global issue that people
share with the rest of the world is warfare and that by studying warfare it is possible to learn
about cultural conflict and how it might be prevented. Then, pass out the Han Dynasty Research
Worksheet (see attachment).
Content Focus: Ask the students to record questions they have about the Battle of Gaixia and the
+DQ'\QDVW\LQJHQHUDO$GYLVHWKHPWRWKLQNRIWKH³7KH$PEXVK)URP$OO6LGHV´DQGFRQVLGer
how it depicts the military culture of Ancient China. Have the students discuss with a partner
their thoughts and questions. Then, have each student write one question on the white/chalk
board. Discuss with the class how to group these questions into dynasty topics (see attachment).
Write the class-generated topics on the whiteboard. Allow the students to choose one topic of
their interest and then have them create a group of 3-4 students. The students should copy down
all the questions the class created for their topic. Then, inform the students that they now will
have an opportunity to find some answers to their questions. Explain that their assignment is to
research primary and secondary sources (see attachment) and locate information that answers the
JURXS¶VTXHVWLRQV(DFKJURXSQHHGVWRFRQVWUXFWDK\SRWKHVLVWKDWWKH\EHOLHYHZLOOEHDQVZHUHG
E\WKHLUUHVHDUFK([SODLQWKDWWKHK\SRWKHVLVPXVWEHUHODWHGWRWKHLUJURXS¶VWRSLF$OVRWKH
students need to record what they discover on their Han Dynasty Research Worksheet. Their
answers should consider the five W questions: who, what, when, where, and why. At the end,
each group needs to write at least two conclusions about the research they discovered about their
topic. Explain that their conclusions will express what they have learned in their own words.
Display the primary sources in front of the class, and give a short demonstration of where the
students can find the bookmarked internet resources. Give the students the remainder of the class
period to start collecting their data.
Predicted Outcomes: Students should record their facts onto the Han Dynasty Research
Worksheet. Students should follow the rubric (see attachment) to make sure they have included
all the necessary information to complete thHLUZRUNVKHHW6WXGHQWV¶TXHVWLRQVDERXWWKH+DQ
Dynasty will vary, but the class-generated topics will serve as a way for students to investigate
WKHLURZQLQWHUHVWV7KHVWXGHQWVZLOOOHDUQDERXW$QFLHQW&KLQD¶VFXOWXUHDQGVRFLDOVWUXFWXUHE\
researching the Han Dynasty. Also, the students will explore the global issue of war by learning
about the cause and outcome of the Battle of Gaixia (which resulted in the creation of the Han
Dynasty).
D A Y 2 The teacher reminds the students that they are studying the history of the Han Dynasty.
Ask the students to continue to work on their record sheets in their assigned groups, and continue
collecting information to answer their questions. Monitor student researching, and provide
Evans, Everton, George, & Ross 42
assistance when necessary. Emphasize that students need to follow the rubric when completing
their worksheet. Make sure all students complete their tasks within twenty minutes before class
ends so that each group can share their hypothesis and express what they learned to the rest of
the class.
Closure: Have each group share two of their class created questions that they researched. Allow
them to share their hypothesis, including any conclusions found from their research. Also, ask
each group to share if their research supported or did not support their hypothesis. Allow the
class to give each group feedback by discussing similarities and differences in the information
they collected. Have students discuss any additional answers to questions they found. As an
extension, ask the students if they found any other information discussing warfare in the Han
Dynasty (over thirty battles occurred during the Han Dynasty). Have the students discuss how
each war affected other parts of the world. Then, assign an essay question for the students to
complete for homework.
Assessment
Formative: Did the students generate questions about the Han Dynasty based on their
background knowledge about dynasties? Were students actively participating within their group?
Did students use both primary and secondary sources to support their answers and discussion?
Summative: Student questions and data collected on the record sheet (in accordance with rubric);
Student responses to essay question.
Essay question: ,PDJLQH\RX¶UHDWRXUJXLGHIRUDJURXSRIWUDYHOHUVwho wish to visit a museum
about ancient civilizations around the world. One of the exhibits the travelers wish to visit is
about the Han Dynasty. One traveler wants to know some facts about the Han Dynasty. Based on
our class discussion and your research, describe three specific facts about the Han Dynasty.
Make sure to include details about the culture and two contributions the Han Dynasty gave to the
rest of the world. (Point allocation: 10 points total; discuss five specific facts relating to the
culture of the Han Dynasty (6 pts) and name and describe two inventions during the Han
Dynasty (4 pts).
Background information/Reference ³7KH$PEXVK)URP$OO6LGHV´LVIDPRXVSLHFHRI&KLQHVH
lute music. Although the song was not composed until 1818 by Hua Qiuping, it portrays the
EDWWOHLQ%&DW*DL[LDEHWZHHQWKH&KXDQGWKH+DQ³7KH$PEXVKIURPDOO6LGHV´JLYHVD
YLYLGGHSLFWLRQRIWKHVFHQHVGXULQJWKHEDWWOH³7RGD\$PEXVKIURP$OO6LGHVVWLOOUHPDLQVRQH
of the most popular lute music pieces in all NLQGVRIFRQFHUWVLQ&KLQD´6KDQJKDL1HZVDQG
Press Bureau). The Gaixia Battle concluded the war between Liu Bang and XiangYu with a
victory by Liu. As a result, the Han Dynasty was founded and China became united again. The
battle between two Chinese armies reveals the military culture of Ancient China, including how
the Han Dynasty was created.
Evans, Everton, George, & Ross 43
Background Resources:
Shanghai News and Press Bureau, Music and dance: Ambush from all sides. (2011, October 30).
Retrieved from http://arts.cultural-china.com/en/96Arts168.html
Description of Primary and Secondary Resources:
Books:
The Silk Route: 7,000 Miles of History by John S. Major (1996), this book is about the Silk Road,
ZKLFKLVRQHRI&KLQD¶VJUHDWHVWLQYHQWLRQV,WSURYLGHVLQIRUPDWLRQDERut 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 Great Wall: The story of 4,000 miles of earth and stone that turned a nation into a fortress by
Elizabeth Mann (1997), this book provides great detail about the events proceeding to the
construction of the wall, and information about the wall itself. The book includes a blend of paintings
and photographs that show multiple viewpoints of the wall. Students should use this book when
UHVHDUFKLQJ&KLQD¶VPDMRULQYHQWLRQVDQGJHRJUDSK\
Lost Civilizations: The Han Dynasty by Myra Immell (2002), this book gives in-depth information
DERXW&KLQD¶VILIWKG\QDVW\E\GLVFXVVLQJ&KLQD¶VLQIOXHQWLDOleaders, belief systems, government,
and agricultural system. The book also has useful pictures and maps to support the text. Students
should use this book when researching various topics about the Han Dynasty.
The Ancient Chinese: People of the Ancient World by Virginia Schomp (2005), this book serves as an
overview of Ancient China. Although most of the book focuses on Chinese society during the Xia,
6KDQJDQG=KRX'\QDVWLHVVWXGHQWVFDQXVHWKLVVRXUFHWRUHYLHZ&KLQD¶VVRFLDOVWUXFWXUHOHDGHUV
and government.
Ancient China E\$UWKXU&RWWHUHOOWKLVERRNLVILOOHGZLWKLQIRUPDWLRQDERXW&KLQD¶VFXVWRPV
DQGWUDGLWLRQV,WLQFOXGHVLQIRUPDWLRQDERXW&KLQD¶VLQIUDVWUXFWXUHVLQYHQWLRQVUHOLJLRQVKHDOWKDQG
art established throughout the dynasties. Students can use this book to research various topics about
Ancient China.
The Ancient Chinese World by Terry Kleeman & Tracy Barrett (2005), this book has a ninth grade
reading level, but provides an in-GHSWKWLPHOLQHRI$QFLHQW&KLQD¶VG\QDVWLHs. It focuses on warfare,
religion, art, and the role of women. Students can use this book when researching influential leaders,
war, and Buddhism.
Websites:
Evans, Everton, George, & Ross 44
Dynasties of China: The Han Dynasty, retrieved from:
http://www.travelchinaguide.com/intro/history/han/ is a website designed for people who wish to
travel to China, but it provides factual information about the history and culture of China. The
ZHEVLWHLWVHWXSWRVWXG\&KLQD¶VFXOWXUHLQPDMRUWKHPHVVXFKDVUHOLJLRQIRRGHGXFDWLRQDUW
and health. The Han Dynasty section provides a list of rulers and important cultural traditions
that were practiced.
Chinese dynasty timelines and maps, retrieved from: http://www.artsmia.org/art-of-asia/history/handynasty-map.cfm provides a Chinese dynasty timeline and a map outlining the territory the Han
Dynasty occupied. This website also provides a short video about the Han Dynasty, and discusses the
+DQ¶VFXOWXUDODFKLHYHPHQWVDQGPLOLWDU\H[SDQVLRQ
5HVRXUFHZHEVLWHRI&KLQD¶VKLVWRU\FXOWXUHDQGlanguage, retrieved from:
http://www.chinapage.org/china-rm.html provides additional resources for students to research about
the Han Dynasty. This website offers topics on Chinese culture, warfare, and language. Students
should use the timelines, maps and art galleries as secondary resources.
Ancient Chinese Inventions, retrieved from: http://china.mrdonn.org/inventions.html is a studentfriendly website designed for early learners of Ancient China. The website provides basic
information about Chinese culture, traditions, and inventions. Students researching inventions should
use this website to discover the inventions during the Han Dynasty.
7KH$PHULFDQ0XVHXPRI1DWXUDO+LVWRU\¶V³7UDYHOLQJWKH6LON5RDG´2QOLQH([KLELWLRQUHWULHYHG
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.
Students should use this source when researching inventions and trade routes during the Han Dynasty
(206 B.C.).
Han overview, maps, text, and academic organizations; retrieved from:
http://www.usc.edu/libraries/archives/arc/libraries/eastasian/china/toqing.html provides an overview,
maps, and biographies of influential people of the Han Dynasty. Students should refer to this source
to discover how the inhabitants of the Han lived.
Video/music recording:
³7KH$PEXVK)URP$OO6LGHV´E\/LX)DQJSURYLGHGE\<RX7XEHFRP\
http://www.youtube.com/watch?v=JtrthXXmKgA provides a video of Liu Fang composing the
VRQJ³7KH$PEXVK)URP$OO6LGHV7KHPXVLFSRUWUD\VWKH%DWWOHRI*DL[LDZKLFKLVDKLVWRULFDO
battle between two Chinese armies.
Evans, Everton, George, & Ross 45
3RVVLEOHWRSLFVWKHFODVVZLOOJHQHUDWHEDVHGRQSULRUNQRZOHGJHRI&KLQD¶VFXOWXUHDQGVRFLDO
structure:
x
daily life
x
family structure
x
inventions
x
influential leaders
x
religion
x
geography
x
government
Evans, Everton, George, & Ross 46
H an Dynasty Research Wor ksheet
Name: ____________________________
H andout 1
Date: ______________________
A ncient C hina and the H an Dynasty
Part I:
5HDFWLRQVWR/LX)DQJ¶V³7KH$PEXVK)URP$OO6LGHV´
Questions you have about the Han Dynasty.
1.)
2.)
3.)
Part I I:
Group topic: _____________________
Class-generated questions of your groups topic
1.)
2.)
3.)
Hypothesis:
Additional questions (optional):
Evans, Everton, George, & Ross 47
Part I I I:
Investigate your questions by conducting research with your group. Record your
answers below, and be prepared to share what you have learned with the class. You must use
three primary sources to support your answers. (Use notebook paper for extra space and include
group member names)
Resources used:
A minimum of five facts (including who, what, when, where, and why) you discovered:
1.)
2.)
3.)
4.)
5.)
Two conclusions:
1.)
2.)
Answers found to additional questions (optional):
7LPHGHYRWHGWRWRGD\¶VUHVHDUFKBBBBBBBBBBBBBBBBBBB
Evans, Everton, George, & Ross 48
Expected Student Outcomes
H an Dynasty Research Wor ksheet H andout 1
Name: Ms. Ross
Date: November 5, 2011
A ncient C hina and the H an Dynasty
Part I:
ReactiRQVWR/LX)DQJ¶V³7KH$PEXVKIURP$OO6LGHV´
After learning that the song was about a battle, it made sense that there were moments of
intense sounds. The musician increasing her pace to pluck the strings reminded me of a battle. It
is interesting to see how Chinese music can describe the battle between two ancient dynasties
without using words.
Questions you have about the Han Dynasty.
1.) Were any inventions created during the Han Dynasty? If so, did these inventions help or hurt
the dynasty?
2.) Who was a part of the government? What was the government like? Did they have an army?
3.) Was music a major contribution of the Chinese during the Han Dynasty?
Part I I:
Group topic: Inventions
Class-generated questions of your groups topic
1.) Were any inventions created during the Han Dynasty? If so, did these inventions help
or hurt the dynasty?
2.) Was the Great Wall of China still being constructed?
3.) What inventions are still used today?
Hypothesis: Due to new technologies and inventionVGXULQJWKH+DQ'\QDVW\&KLQD¶V
agriculture will increase.
Additional questions (optional): Did the Chinese invent paper during the Han Dynasty?
Evans, Everton, George, & Ross 49
Part I I I:
Investigate your questions by conducting research with your group. Record your
answers below, and be prepared to share what you have learned with the class. You must use
evidence to support your answers. (Use notebook paper for extra space and include group
member names)
Resources used: We' re Riding on a Caravan: An Adventure on the Silk Road by Laurie Krebs
(Barefoot Books, 2005), The Silk Route: 7,000 Miles of History by John S. Major (Harper
Trophy, 1996), The Great Wall: The story of 4,000 miles of earth and stone that turned a nation
into a fortress by Elizabeth Mann (1997), Ancient Chinese Inventions, retrieved from:
http://china.mrdonn.org/inventions.html
A minimum of five facts (including who, what, when, where, and why) you discovered:
1. Some of the major contributions by the Han that are still being used today are paper
making, the iron plow, the compass, and the wheelbarrow.
2. The Silk Road was built in 206 B.C. during the Han Dynasty and was used for trade
routes across the Asia continent and into parts of Europe and Africa.
3. There were land and sea routes where China traded silk, teas, and spices.
7KHVHLQYHQWLRQVKHOSHGFRQWULEXWHWRWKHVXFFHVVRIWKH+DQG\QDVW\¶VFXOWXUHDQG
economy.
5. The Great Wall of China was being constructed as early as the Qin Dynasty, yet the
Han Dynasty helped in adding several parts to the wall.
6. Similar to other preceding dynasties, the Great Wall was built by soldiers and common
people
7. The Great Wall was used for protection purposes.
Two conclusions:
&KLQD¶VDJULFXOWXUHDQGWUDGLQJLQFUHDVHGGXHWR&KLQD¶VLQYHQWLRQVRIthe iron plow and the
Silk Road.
2.) Trade routes on land and sea helped the Chinese trade with neighboring societies, as well as
societies far away.
Answers found to additional questions (optional):
During the Han Dynasty, paper was manufactured by using materials such as tree bark, bamboo
fibers, and water. Paper was a valued export in the Silk Road trading.
7LPHGHYRWHGWRWRGD\¶VUHVHDUFK40 minutes
Evans, Everton, George, & Ross 50
Rubric: H an Dynasty Unit
C riteria
Possible
Points
Students used teacher-assigned W eb sites to collect information.
20
6WXGHQWV¶UHSRUWDQVZHUHGWKHFODVV-generated questions
20
6WXGHQWV¶UHSRUWDQVZHUHG the five W questions
10
Students formulated a hypothesis based on their topic and supporting
research
10
Students formed at least two conclusions about the research they
discovered
10
Students wor ked cooperatively and completed the report on time
10
6WXGHQWV¶UHSRUWVDUHJUDPPDUDQGSXQFWXDWLRQIUHH
10
Essay question about the H an Dynasty
10
Total:
100
Points
Received
Evans, Everton, George, & Ross 51
A rtifact #1: V isual A rtifact
Terracotta Army: Pictures by Google Images
Created by: Sarah George
Background Information: ³7KHWHUUDFRWWDDUP\LVRQHRIWKHJUHDWHVWDQGPRVWIDPRXV
DUFKDHRORJLFDOGLVFRYHULHVHYHUPDGH´ (Man, 2008). The terracotta army was discovered by welldiggers who were trying to find water when they struck against one of the statues (O'Connor,
2002). There have been over eight thousand life-size figures of warriors and horses that have
been uncovered and restored. These life-size figures of warriors were built for the first emperor
of China, Qin Shihuang (259-210BC) (Man, 2008). He asked that an army be built for him long
before he passed away in 210BC. The terracotta army was buried in the mausoleum or restingplace for the Emperor (Man, 2008). The mausoleum was started when he was a young boy and is
so big that it is actually larger than his own palace. The Chinese believed that afterlife was no
different than life on earth which is why Qin Shihuang needed an army to be protected in the
afterlife. This is why the Emperor had his terracotta army built and is said to be as powerful as
his real army (O'Connor, 2002). An amazing fact about these warriors is that each of the figures
LVLQGLYLGXDOO\FDUYHGDQGSHUKDSVUHSUHVHQWVUHDOPHPEHUVIURPWKHHPSHURU¶VDUP\ZKHQKH
ruled China.
Key Objective:
Primary: Students create a warrior from the outline tracing of their own bodies, and then write a
story about what type of warrior they created.
Intermediate: Students create a small replica of a terracotta warrior out of modeling clay and
write a story about their warrior.
Primary
Whole-group: The teacher reads parts of the book; 7KH(PSHURU¶V6LOHQW$UP\E\-DQH2¶&RQQRU
and shows the students the 360 degree view (link in reference section) of the terracotta army in
China. The teacher discusses with students the importance of the terracotta army to Emperor Qin
Shihuang, and asks students if they have ever seen these statues before. The teacher then asks
VWXGHQWVZKDWLPSRUWDQWIHDWXUHVDOOWKHZDUULRUVKDYHH[QRVPLOHDQGZULWHVVWXGHQWV¶
responses on the board. This list of important features will help students as they create their own
terracotta warrior.
Small-group: In small groups of four students, they work together to discuss what kind of warrior
they would have been and how they might have dressed and looked like. As a group the students
write down a few ideas that they come up with. The students break up into pairs from the group
RIIRXU6WXGHQWVWKHQWUDFHWKHLUSDUWQHU¶VERG\LQWRDODUJHSLHFHRISDSHUZKLFKZLOOEHXVHGDV
the outline of their life-size terracotta warrior. The two students work together to draw and color
their life-size terracotta warrior. Together they add details and decide how they want their
warrior to look.
Individual: Students individually write story that describes their warrior and tells what type of
warrior they created. The students then come to the front with their partners and they each
Evans, Everton, George, & Ross 52
present their warrior and share the story they created. The life-size warriors are hung in the
hallway for everyone to see.
Multiple Choice Question:
The terracotta army was built during the reign of which Chinese emperor?
a). Emperor Shang
b.) Emperor Qin Shihuang
c). Emperor Hung
d). Emperor Chin
Intermediate
Whole-group: The teacher reads parts of the book; 7KH(PSHURU¶V6LOHQW$UP\E\-DQH2¶&RQQRU
and shows the students the 360 degree view (link in reference section) of the terracotta army in
China. The teacher discusses with the students how important the terracotta army was to
Emperor Qin Shihuang and ask the students if they have ever seen these statues before. The
teacher will then discuss with the students how the terracotta army was created. The teacher tells
the students that each one of the statues where handmade from clay and they are all unique. As a
group the students discuss with the teacher some of the important features of the terracotta army.
The teacher writes the information on the white board.
Small-group: In small groups of four the students write down some ideas they have about what
kind of warrior they would like to recreate on their own. The teacher discusses what the
important features of the warriors are; this includes his armor, wrapped hair, and facial hair. The
students then sketch an image of a terracotta warrior they create on their own, and then show this
image to their group members. The students also explain to group members why they drew their
warrior the way they did.
Individual: The students then create a mini version of a terracotta warrior out of modeling clay.
The teacher explains that the statue can be no bigger than eight inches tall and must have all of
the important features of a warrior such as hair up, no smile, armor and a man.
Example of the size and replica that the students should try and recreate (obviously these
are professionally done, but it will give students the idea of what size and detail the
teacher will be looking for)
How was the terracotta army discovered?
a). The army was found because one of the heads was uncovered and sticking out of the ground.
b). The army was found by Chinese warriors years later.
c). The army was above ground and people traveling through China discovered it.
d). The army was found by well-diggers who were trying to find water.
Evans, Everton, George, & Ross 53
References
Man, J. (2008). The Terra Cotta Army China's first emperor and the birth of a nation.
Cambridge: Da Copa Press.
O'Connor, J. (2002). The E mperor's Silent Army. Hong Kong: Peguin Group.
Terracotta image of the mini replicas:
http://shop.nationalgeographic.com/ngs/browse/productDetail.jsp?productId=1074365&code=N
GDAM00001&source=NG2R7710017
360 Degree View of the Terracotta Army in China http://www.world-heritagetour.org/asia/china/army-of-terracotta/main-pit/sphere-quicktime.html
Evans, Everton, George, & Ross 54
A rtifact #2- Published Document
Yeh-Shen: A Cinderella Story from China retold by Ai-Ling Louie and illustrated by Ed Young
Created by: Kelsey Everton
Before this lesson the teacher will do a whole-class read-DORXGRI&KDUOHV3HUUDXOW¶VYHUVLRQRI
Cinderella from The Complete F airy Tales of Charles Perrault 3HUUDXOW¶VPRGHUQYHUVLRQRI
Cinderella will be used to compare and contrast to the Ancient Chinese version of Cinderella.
Background Information:
Ai-Ling Louie explains the history of the Cinderella story and its origins in Ancient China in an
insert at the beginning of Yeh Shen. The author explains that the original story first appeared in
The Miscellaneous Record of Yu YangDQGZDVZULWWHQE\7XDQ&K¶HQJ6KLKGXULQJWKH7DQJ
Dynasty (618-$'7XDQ¶VRULJLQDO&LQGHUHOODVWRU\LVDWOHDVW\HDUVROGDQGZDV
incorporated into an encyclopedic work that later went through many editions. On the following
page, Louie shows an example of the block-print version of the story from the +VXHK&KLQ7¶DR
Yun HGLWLRQRIWKHHQF\FORSHGLDWKDWZDVSULQWHGGXULQJWKH&KL¶LQJG\QDVW\-1912). The
example shows two block-print panels that are written in Chinese characters. Louie goes on to
explain that the first European Cinderella story was an Italian version that dates back to 1634.
This information proves that the original version of Cinderella must have traveled from China to
(XURSHEHFDXVH7XDQ¶VRULJLQDOSUHGDWHVWKH(XURSHDQYHUVLRQE\PDQ\FHQWXULHV/RXLH
3DSHUPDNLQJDQGSULQWLQJDUHDUJXDEO\$QFLHQW&KLQD¶VELJJHVWFRQWULEXWLRQVWRWKHPRGHUQ
world. Papermaking first occurred in China in A.D. 105 during the Tang dynasty (Cotterell,
1994). Because of the demand of paper in the Han dynasty during the 9th century, large-scale
block printing was developed to increase the availability of reading material (Cotterell, 1994).
Key Objective: (for both Primary and Intermediate students)
Students will create their own block-print story after listening to the teacher read Yeh-Shen: A
Cinderella Story from China .
Primary
Whole-group: The teacher reads Yeh-Shen to students and stops to ask questions throughout the
story to check for understanding. After reading Yeh-Shen the teacher explains the background
information of the story found in the insert, and lists the important facts on the board including
the original Chinese author and time period. The teacher then explains how many stories have
Evans, Everton, George, & Ross 55
different origins all around the world and have been modified, or re-told, across time. The
teacher does this by helping students compare Yeh-Shen WR3HUUDXOW¶VPRGHUQ&LQGHUHOODVWRU\
Small-group: In groups of no more than four students each, the students discuss an important
story from their lives that they would like to re-tell. This can be a personal experience, or a story
that was told to them by a family member or guardian.
Individual: After the teacher models how to retell a story in block-print panels, students create
their own story using the block-print technique. The students have three panels where they write
three main ideas from their story. Each panel should include one sentence and a picture. The
students then present their block-print stories to the class.
Multiple Choice Question:
1. When was the original Cinderella story created in Ancient China? (Answer: D)
A.) 100 years ago
B.) A few years ago
C.) 500 years ago
D.) At least 1,000 years ago
Intermediate
Whole-group: The teacher reads Yeh-Shen to students and stops to ask questions throughout the
story to check for understanding. After reading the story, the teacher reads the autKRU¶VLQVHUW
about the history of the Cinderella story in Ancient China. The teacher asks students why stories
may change over time and lists student responses on the board. The teacher then draws a venndiagram on the board and asks the students to compare and contrast Yeh-Shen ZLWK3HUUDXOW¶V
modern Cinderella story. The teacher records student responses in the venn-diagram.
Small-group: As a group of no more than four students each, the students discuss Yeh-Shen and
identify what they think are the moral lessons taught by the story. One student is chosen from
each group to write down and turn in the moral lessons that their group learned from the story.
Individual: After the teacher explains the history of block-printing and models how to create one
panel, students choose five main events from the story to construct a block-print re-telling of the
story. Each of the five panels should include at least two sentences about the event that
occurred, and a picture that shows the event. The teacher passes around the picture book during
WKLVWLPHVRWKDWVWXGHQWVFDQXVH(G<RXQJ¶VEORFN-print illustrations as inspirations for their
own. Students will then present their block-print retellings to the class.
Multiple Choice Question:
What type of Ancient Chinese printing was used in Yeh-Shen: A Cinderella story from Ancient
China? (Answer: B)
A. Printing on bamboo
B. Block-printing
C. Printing on silk
D. Moveable type
Evans, Everton, George, & Ross 56
Cover picture of Yeh-Shen: A Cinderella story from China taken from: http://www2.alibrisstatic.com/isbn/9780698113886.gif
References
Cotterell, A. (1994). Ancient china . New York, NY: Alfred A. Knopf, Inc.
Louie, I. (1982). Yeh-shen, a cinderella story from china . New York NY: Philomel Books.
Perrault, C. (1993). The complete fairy tales of charles perrault . New York, NY: Clarion Books.
Evans, Everton, George, & Ross 57
A rtifact #3 Unpublished Document
The Travel Diaries of Xu Xiake, a Chinese geographer. Prepared by Pamela Evans
Background Information:
Xu Xiake lived from 1587-1641 in China during the Ming Dynasty (Ministry, 2003). He
was born in the province of Jiangsu. As a young child, he began to study Ancient Chinese
classic literature. This study was meant to prepare him for the imperial civil service
examinations. As a young man, he chose not take the examination and focused his attention on
historical writings, primarily literature on places. At the age of 23 he began his exploration of
China, which lasted three decades. He chose to set forth on foot because he believed that it
would allow him to obtain the most accurate and detailed observations of the geography of
China. It is said that his footsteps have landed in nearly half of China (Ministry, 2003). Xu
Xiake returned to many sites multiple times to observe them during different seasons. Through
his studies, Xu Xiake modified the mapped locations of rivers and conducted a detailed study of
the karst region of China. Xu Xiake also recoded the distribution and blooming times of plants
in China, taking into account the landforms, temperature, and wind patterns of the regions. His
writing did not only describe the physical features he encountered, but also the emotional
reaction he experienced in their presence.
;X;LDNH¶VZULWLQJV were compiled into a book called The Travel Diaries of Xu Xiake
after his death. The book was originally assembled as a manuscript and was not printed until
1776 and the value of the book was not recognized until the 20th century (Theobald, 2010). The
book was only printed for a short period of time and current books only contain excerpts from
his writings.
O bjectives:
Primary: Given reading of excerpts from The Travel Diaries of Xu Xiake, students will mimic
;X;LDNH¶VHPRWLRQDOUHVSRQVHWRQDWXUHWKUough performance and illustration.
Intermediate: Given a reading of excerpts from The Travel Diaries of Xu Xiake, students mimic
;X;LDNH¶VZULWLQJWRUHFRUGSK\VLFDOREVHUYDWLRQVDQGHPRWLRQDOUHVSRQVHVRISKRWRJUDSKV
Primary:
Whole Group: Introduce Xu Xiake to the students as a Chinese writer and geographer who lived
during the Ming Dynasty about 400 years ago. Tell the students that Xu Xiake walked around
China for 30 years observing the geography of the country. Read the students two excerpts from
The Travel Diaries of Xu Xiake. As you read each excerpt, show a picture of the landscapes
associated with the excerpt. Write the difficult words that are used to describe the landscapes
DQG;LDNH¶VHPRWLRQDOUHVSRQVH+HOSWKHVWXGHQWVWRGHILQHWKHVe vocabulary words. Tell the
students that Xu Xiake used more than just his eyes to observe the land. Tell the students that he
used all of his physical senses to record how each of the landscapes made him feel. Tell the
students they are going to pretend to be Xu Xiake who has just seen an animal while walking
through China. As a class, develop a list of animals that are native to China.
Small Group: Assign an animal to each group of students. Tell the students to talk with their
group about how Xu Xiake would feel when he saw their assigned animal. Have the students
create a short skit which shows how Xu Xiake would feel when he saw that animal. One student
should be Xu Xiake and the other students should be the animals.
Evans, Everton, George, & Ross 58
Independent: Tell the sWXGHQWVWRSLFNDQDQLPDOIURPDQ\RIWKHJURXSV¶VNLWV+DYHWKHVWXGHQW
draw a picture of both the animal and Xu Xiake. The illustration should show how Xu Xiake
would feel when he saw the animal. Tell the students they can show this through the expression
on his face or a motion that he may do if he saw the animal.
Multiple Choice Questions:
1) Xu Xiake wrote travel
A) diaries
B) books
C) poems
D) biographies
2) How did Xu Xiake travel around China?
A) Boat
B) Car
C) Foot
D) Horse
Intermediate:
Whole Group: Introduce the students to Xu Xiake by telling them that he was a geographer who
lived during the Ming Dynasty from 1587-1641. Then tell the students that he observed the
geography of China by walking around the country for almost thirty years. After the
introduction to Xu Xiake, read the students several excerpts from The Travel Diaries of Xu Xiake
and show pictures of each of the landscapes that Xu Xiake observed. As a class, identify some
of the words he used to describe the landscapes. These words should include both physical
descriptions and a description of the emotions which Xu Xiake felt while observing the
landscapes.
Small Group: The small groups are given another picture of a Chinese landscape. Tell the
students to pretend that they are Xu Xiake looking at this image in nature. As a group, the
students observe the photograph and take notes on what they see. Once the students describe
what they see, tell the students to talk about how the picture makes them feel or if it reminds
them of anything.
Independent: Tell the students they are going to write a journal entry as if they were Xu Xiake.
Their journal entries should include descriptions of what they see when looking at the picture.
The students should also describe in their journal entry how the landscape might have made Xu
Xiake feel.
Multiple Choice Questions:
1) Xu Xaike was a
A) doctor.
B) geographer.
C) musician.
D) archeologist.
Evans, Everton, George, & Ross 59
References
Ministry of Culture. (2003). Xu Xiake. Retrieved on November 1, 2011 from
http://www.chinaculture.org/gb/en_madeinchina/2005-09/02/content_72439.htm
Theobald, U. (2010). Xu Xiake: The travels of Xu Xiake. Retrieved on November 1, 2011 from
http://chinaknowledge.org/Literature/Science/xuxiakeyouji.html
China Ex Pat. (2008). The travels of Xu Xiake. Retrieved on November 1, 2011 from
http://www.echinacities.com/expat-corner/the-travels-of-xu-xiake.html
Evans, Everton, George, & Ross 60
3RVVLEOHH[FHUSWVDQGSKRWRJUDSKVWRVKRZWKHVWXGHQWVRI;X;LDNH¶VGLDULHVIURP
www.chinaexpate.com. Additional excerpts can be found in various books in including Xu
Xiake 1587-1641: The Art of Travel Writing by Julian Ward.
X ianglu Shan, Incense Burner Mountain
This mountain is shaped like an inverted incense burner with its three legs sticking up in the sky.
Surrounding it are other mountains, charming the visitor with their gently beautiful colors. The
bottom of the gorge is filled with masses of stones with the color of purple jade, rocky cliffs
rising on both sides. As I walked through the gorge, I imagined how beautiful it must look when
filled with a clear torrent spurting pearls and jets of water.
T ianxian Yuan, H eavenly Goddess' T emple
The celebrated white pine is in the court at the rear of the temple. Legend has it that the three
maidens shed their mortal bodies here. It takes four people with outstretched arms to surround
the mighty trunk of this pine, from which three huge branching trunks shoot clear up out of a
circle of stone railings into the clouds. The bark is as smooth as congealed lard and its whiteness
is like face powder. To the north is a pavilion with poems of appreciation written all over it, and
there I lingered a long while. Looking down where the gorge makes an abrupt drop, I saw water
dripping from an overhanging crag...
Evans, Everton, George, & Ross 61
T iantai Mountain
I returned to the temple for meal. And after it, I looked for a raft to cross a stream. Walking
along the stream at the foot of the mountain, I found steep cliffs and overhanging rocks all
around about with trees and vines twisting and droopling on them, most of which were
crabapples andd redbuds. They cast their shadows down over the stream. Gusts of winds blew
over, giving out fragrance of magnolias.
Before I realized it that I had come to the entrance to the mountain. The rocks upward straightly
came out of the bottom of the stream, with torrent deep running swiftly. There saw no land
around them. Holes which could only hold half of a man's toes had been bored on the rocks so
that travelers could cilmb up easily. With my back bent, I began to climb up with great great
horror.
Songshan
Its highest pinnacle was entirely cleft from the northern side, so there was absolutely no way to
cross. Peeping down, however, I espied a connecting trail, so I took off my gown and followed it
till I reached the top. There I viewed the nine hills of the southern peak standing erectly in front
of me. Half of the crags back of the northern peak turned round from behind, appearing
bottomless.
As I stood there taking in the view, a sudden blast of wind nearly swept me off. Turning
northeast from the South Castle, I descended the earthen hill and saw big impressions of tiger's
paws. Walking another five or six li in the tall brushwood, I reached a thatched house where I
made a fire in the stones and cooked some rice gruel. After several bowls of it, both hunger and
thirst were gone.
Evans, Everton, George, & Ross 62
Possible photographs for intermediate activities from www.Flickr.com/creativecommons.
Badan Desert
Rice Fields of Longsheng, China
Evans, Everton, George, & Ross 63
Jiangxi Province, China
Evans, Everton, George, & Ross 64
O ral T raditions A rtifact #4: ³7KH%DOODGRI0XODQ2GHRI0XODQ´%\$YHQFLD5RVV
%HIRUHUHDGLQJWKHSRHP³7KH%DOODGRI0XODQ´WKHWHDFKHULQWURGXFHVWKHJHQUHRIWKHOHJHQG
The teacher briefly explains that legends are oral histories related to a particular place and
usually involves cultural heroes. Also, legends are stories passed down and retold over many
years. The teacher explains to the class that today they will discuss Chinese culture by reading a
SRHPFDOOHG³7KH%DOODGRI0XODQ´'XULQJWKHUHDGLQJWKHWHDFKHUH[SODLQVWKHIROORZLQJ
Background Information: 7KH%DOODGRI0XODQ´ZDVFRPSRVHGLQWKHILIWKRUVL[WKFHQWXU\
most likely during the Wei Dynasty. The poem is about a girl named Hua Mulan, who is a
legendary figure who lived during the Sui and Tang Dynasties. Mulan takes her elderly fathers
SODFHLQWKH(PSHURU¶VDUP\E\GLVJXLVLQJKHUVHOIDVDPDQ6KHILJKWVIRUPDQ\\HDUVDQGLV
DZDUGHGIRUKHUFRXUDJHIRUILJKWLQJIRUKHUFRXQWU\³7KH%DOODGRI0XODQ´LVDn oral history
that was written to be told out loud. This poem is a legend because much of its origins are
uncertain, and some parts of the story may have been altered through the years. Yet, Ancient
&KLQD¶VFXOWXUDOWUDGLWLRQVDUHSUHVHQWHGLQWKLVSRHP.
K ey O bjective: *LYHQWKHUHDGLQJRIWKHSRHP³7KH%DOODGRI0XODQ´VWXGHQWVZLOOFRPSDUH
DQGFRQWUDVW&KLQHVHFXOWXUHDQGPHQDQGZRPHQ¶VUROHVLQDQFLHQW&KLQD
Source: The F lowering Plum and the Palace Lady: Interpretations of Chinese Poetry (1978) by
Hans H. Frankel
Primary
Whole group: 7KHWHDFKHUUHDGV³7KH%DOODGRI0XODQ´DVDUHDGDORXGVHHDWWDFKPHQWDQG
during the reading the teacher gives background information about the history of the poem (see
above). As a class, the students create a chronological timeline of the events in the story. The
teacher assigns each student an event on a strip of paper and tells them each event is to be glued
RQWKHWHDFKHU¶VHDVHO+DYHWKHVWXGHQWVZRUNWRJHWKHUWRJOXHWKHFRUUHFWRUGHURIHvents in the
story.
Small Group: The teacher asks the students to consider the culture of Ancient China and think
DERXWZKDWWKH\¶YHOHDUQVRIDU$VDFODVVWKHVWXGHQWVZLOOGLVFXVVWKHUROHVRID&KLQHVH
woman and man during this time. Then, the teDFKHUUHIHUVWR0XODQ¶VVLWXDWLRQLQWKHSRHPDQG
models how she did not take on her womanly role as a daughter of a Chinese family. After, the
teacher groups the students into pairs and assigns each group to review the poem and make a list
describing how 0XODQGLGQ¶WWDNHRQDZRPDQO\UROH$IWHUKDYHHDFKJURXSVKDUHWKHLULGHDV
with the rest of the class.
Individual: The teacher asks the students to think about what their roles as students are in their
school. The teacher passes out a blank sheet of paper and tells the students to think of one role
they have within school. Then, draw a picture showing your role. Remind the students of
0XODQ¶VVLWXDWLRQ7KHQJLYHWKHPDQH[DPSOHRI\RXURZQVXFKDVWHOOLQJWKHVWXGHQWV³,KDYH
Evans, Everton, George, & Ross 65
a role as the teacher to provide you with the best education possible, so I am going to draw a
SLFWXUHRIPHWHDFKLQJ\RX´
Multiple Choice Question:
7KHSRHP³7KH%DOODGRI0XODQ´LVDBBBBBBBBBBBBBB
a. folktale
b. legend
c. short story
d. fiction
Answer: B
Intermediate
Whole Group: 7KHWHDFKHUUHDGV³7KH%DOODGRI0XODQ´DVDVKDUHGUHDGLQJVHHDWWDFKPHQWDQG
during the reading the teacher gives background information about the history of the poem (see
above). After the reading, the teacher tells the students to consider what Chinese culture was like
GXULQJDQFLHQW&KLQD$VN³:KDWHYLGHQFHLQWKHVWRU\UHYHDOV what the proper roles of men and
ZRPHQZHUHLQDQFLHQW&KLQD"´7RVXSSRUWWKHVWXGHQWV¶LGHDVUHIHUWRWKHILUVWVWDQ]DRIWKH
SRHPZKLFKUHIHUVWR0XODQ¶VUROHDVDGDXJKWHU$VWKHFODVVFRQVLGHUVWKHSURSHUUROHVRIPHQ
and women in ancient China, have a class debate about whether it is fair to have separate roles
for men and women. The teacher can refer to why Mulan needed to disguise herself in order to
MRLQWKH(PSHURU¶VDUP\
Individual: The teacher then instructs the students to create a graphic organizer by writing at
least five roles of modern men or women in Ancient China on one side of a piece of paper, and
then writing five roles they have in their own family or school on the other side. The teacher
UHPLQGVWKHVWXGHQWVWKDW0XODQ¶VSURSer role was to stay home and take care of the family,
because the army was only for men. The teacher discusses how modern society is very different
from Ancient China by giving the example that men and women can now both serve in the
armed forces. Then, the students share one role within their family or school to the class.
Small Groups: Divide the students in groups of two or three and assign them one stanza from
the poem. Assign the students to read the stanza again and analyze how the stanza reflects
Chinese culture. Have the students write in their social studies journals events, ideas, and objects
WKDWGHVFULEH&KLQHVHFXOWXUH)RUH[DPSOHWKHVWXGHQWVFDQZULWHGRZQWKHZRUG³<HOORZ
5LYHU´EHFDXVHLWLVRQHRIWKHPDMRUULYHUVLQ&KLQD+DYHHDch group share with the class what
they discovered in their stanza.
Multiple Choice Question
,QWKHSRHP³7KH%DOODGRI0XODQ´ZK\Go the Chinese still honor Mulan?
a. She told the Emperor the truth that she was a woman
b. Her mother and father were angry with her
c. She showed courage and love for her family and country
d. Her father was supposed to go fight instead of her
Answer: C
S. George, Everton, Evans, Ross
English Translation of
O de of M ulan
Anonymous (c.5 A.D.)
Tsiek tsiek and again tsiek tsiek,
Mu-lan weaves, facing the door.
You don't hear the shuttle's sound,
You only hear Daughter's sighs.
They ask Daughter who's in her heart,
They ask Daughter who's on her mind.
"No one is on Daughter's heart,
No one is on Daughter's mind.
Last night I saw the draft posters,
The Khan is calling many troops,
The army list is in twelve scrolls,
On every scroll there's Father's name.
Father has no grown-up son,
Mu-lan has no elder brother.
I want to buy a saddle and horse,
And serve in the army in Father's place."
In the East Market she buys a spirited horse,
In the West Market she buys a saddle,
In the South Market she buys a bridle,
In the North Market she buys a long whip.
At dawn she takes leave of Father and
Mother,
In the evening camps on the Yellow River's
bank.
She doesn't hear the sound of Father and
Mother calling,
She only hears the Yellow River's flowing
water cry tsien tsien.
At dawn she takes leave of the Yellow
River,
In the evening she arrives at Black
Mountain.
She doesn't hear the sound of Father and
Mother calling,
She only hears Mount Yen's nomad horses
cry tsiu tsiu.
She goes ten thousand miles on the business
of war,
She crosses passes and mountains like
flying.
Northern gusts carry the rattle of army pots,
Chilly light shines on iron armor.
Generals die in a hundred battles,
Stout soldiers return after ten years.
On her return she sees the Son of Heaven,
The Son of Heaven sits in the Splendid Hall.
He gives out promotions in twelve ranks
And prizes of a hundred thousand and more.
The Khan asks her what she desires.
"Mu-lan has no use for a minister's post.
I wish to ride a swift mount
To take me back to my home."
When Father and Mother hear Daughter is
coming
They go outside the wall to meet her,
leaning on each other.
When Elder Sister hears Younger Sister is
coming
She fixes her rouge, facing the door.
When Little Brother hears Elder Sister is
coming
He whets the knife, quick quick, for pig and
sheep.
"I open the door to my east chamber,
I sit on my couch in the west room,
I take off my wartime gown
And put on my old-time clothes."
Facing the window she fixes her cloudlike
hair,
Hanging up a mirror she dabs on yellow
flower powder
She goes out the door and sees her
comrades.
Her comrades are all amazed and perplexed.
Traveling together for twelve years
They didn't know Mu-lan was a girl.
"The he-hare's feet go hop and skip,
The she-hare's eyes are muddled and
fuddled.
Two hares running side by side close to the
ground,
How can they tell if I am he or she
66
S. George, Everton, Evans, Ross
A ncient C hina Primary Pre-Post Assessment
T eacher Directions: For grades K-2, UHDGWKHIROORZLQJLQVWUXFWLRQVDORXGWRWKHVWXGHQWV³,
will read each question out loud to you, and the possible answer choices. Please circle the correct
OHWWHUIRUHDFKTXHVWLRQ´)RUWKLUGJUDGHUVUHDGWKHIROORZLQJLQVWUXFWLRQVDORXd to the students:
³5HDGHDFKTXHVWLRQDQGFKRRVHWKHFRUUHFWDQVZHU0DUN\RXUDQVZHUE\FLUFOLQJWKHFRUUHFW
OHWWHU´
2. Before there was paper what kinds of materials might you find Ancient Chinese writing
on?
A.) Leaves and Sticks
B.) Bone and Tortoise Shell
C.) Clay and Dirt
D.) Rocks and Stone
3. Which of the following is the word for the art form that Ancient Chinese writing is
called?
A.) Script
B.) Handwriting
C.) Calligraphy
D.) Lines
4. Circle the picture below that is not an Ancient Chinese symbol that we practiced painting
together.
67
S. George, Everton, Evans, Ross
5. The terracotta army was built during the reign of which Chinese emperor?
A.) Emperor Shang
B.) Emperor Qin Shihuang
C.) Emperor Hung
D.) Emperor Chin
6. What are the three important parts of a map?
A.) picture, directions, symbols
B.) title, compass rose, map legend
C.) title, symbols, name
D.) picture, directions, map legend
7. Xu Xiake wrote travel __________.
A.) diaries
B.) books
C.) poems
D.) biographies
8. How did Xu Xiake travel around China?
A.) by boat
B.) by car
C.) by foot
D.) by horse
9. When was the original Cinderella story created in Ancient China?
A.) 100 years ago
B.) A few years ago
C.) 500 years ago
D.) At least 1,000 years ago
10. 7KHSRHP³7KH%DOODGRI0XODQ´LVDBBBBBBBBBBBB
A.) folktale
B.) legend
C.) short story
D.) fiction
68
S. George, Everton, Evans, Ross
A ncient C hina Intermediate Pre-Post Assessment
1. How was the terracotta army discovered?
A) The army was found because one of the heads was uncovered and sticking out of the
ground.
B) The army was found by Chinese warriors years later.
C) The army was above ground and people traveling through China discovered it.
D) The army was found by well-diggers who were trying to find water.
2. What type of Ancient Chinese printing was used in Yeh-Shen: A Cinderella story from
Ancient China?
A) Printing on bamboo
B) Block-printing
C) Printing on silk
D) Moveable type
3. Xu Xaike was a
A) Doctor
B) Geographer
C) Musician
D) Archeologist
4. Which of the following is one of the relationships that Confucius defined in his writings of
Ancient China?
C) Sister and Brother
D) B) Uncle and Nephew
E) Ruler and Ruled
F) Employer and Employee
,QWKHSRHP³7KH%DOODGRI0XODQ´ZK\GRWKH&KLQHVHVWLOOKRQRU0XODQ"
A) She told the Emperor the truth that she was a woman.
B) Her mother and father were angry with her.
C) She showed courage and love for her family and country.
D) Her father was supposed to go fight instead of her.
,PDJLQH\RX¶UHDWRXUJXLGHIRUDJURXSRIWUDYHOHUVZKRZLVKWRYLVLWDPXVHXPDERXWDQFLHQW
civilizations around the world. One of the exhibits the travelers wish to visit is about the Han
Dynasty. One traveler wants to know some facts about the Han Dynasty. Based on our class
discussion and your research, describe five specific facts about the Han Dynasty. Your
description must include details about the culture and two contributions the Han Dynasty gave to
69
S. George, Everton, Evans, Ross
the rest of the world. (Point allocation: 10 points total; discuss three specific facts relating to the
culture of the Han Dynasty (6 pts) and name and describe two inventions during the Han
Dynasty (4 pts). 70