Professional Learning Conference
Professors: Erin Gutierrez-Harbor and Noha Pittman
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Course: PLC5410 - Han China
History - Course Outline
Course: PLC5410 - Han China (1 unit)
Course Description:
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In this course, students will compare the fall of the Han Dynasty with Rome’s demise through an
investigation designed to save the dynasty from collapse.
Learner Outcomes:
• Using primary and secondary resources, the student will be able to analyze and generalize relevant
information for a specialized purpose through a document threading and open content investigation.
• Using a document treading and open content activity, the student will be able to compare the fall of the
Han dynasty with that of the Roman Empire.
• After analyzing and generalizing information from the aforementioned activity, the student will be able to
use inferential skills to predict what might have prevented or saved the Han China from its demise.
Section
Topic
1
Background on Han China
2
Investigating the Different Issues
3
Expert Hunt
4
Formulation of a Plan
5
Presenting the Plan
Recommended Texts:
The Debate on Salt and Iron
Edict of Emperor Wen (Agriculture)
The Responsibilities of Leadership
Encouragement of Agriculture
Confucian Analects on War
Art of War
Assignments for This Course:
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Rubric Feedback and Assessment
Written Proposal
Group Participation
H a n
S c h o l a s t i c
1
Emperor’s power linked to Mandate of Heaven.
Hun tribes are a major enemy.
The “fundamental occupation” is prized highly.
Confucianism runs the government.
Notes:
Social classes are important and change with Confucianism.
Section 2 - 1
H a n
S c h o l a s t i c
2
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List the BIG ideas:
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Summarization of commonalities:
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Connections to the Historical Context:
Section 2 - 2
Foreign Intelligence Briefs
Odoacer deposes Romulus Augustulus.
Supply of slaves and booty abate.
Diocletian divides the Empire.
Communication becomes impractical.
Revolving door of emperors serve in a short time span.
Huns migrate, then invade.
Edict of Milan legalizes Christianity.
Roman military declines.
Section 2 - 3
1
Foreign Intelligence Briefs
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List the BIG ideas:
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Summarization of commonalities:
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Connections to the Historical Context:
Section 2 - 4
2
The Confucius Daily
1
Disease and starvation creates panic.
Need for more taxes leads to new proposed reforms.
Violence erupts.
Immigration into the mainland becomes a problem.
Notes:
Troops reinforce the Capital city, war looms.
Section 2 - 5
The Confucius Daily
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List BIG ideas:
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Summarization of commonalities:
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Connections to the Historical Context:
Section 2 - 6
2
P1
Ha
List BIG ideas:
Similarities
n
Ch
in
a
Summary:
Ro
m
Connections to the Historical Context:
e
Differences
Section 2 - 7
P2
issues similar to rome
issues unique to Han china
Section 2 - 8
P3
iss
ue
Ha s u
n niq
ch u
in e t
a o
r
a
l
i
im me
s
es ro
u
s
is to
List Proposal ideas:
Summary:
Connections to the Historical Context:
Ready
For
Drafting
Section 2 - 9
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Directions - Proposal Paper
!After your group has read, summarized, and generalized information on Rome and Han China
comparatively, your group is ready to write a rough draft. You should have already listed proposed
ideas, summarized them, and connected these ideas to the historical context. Your ideas now become
proposed corrections that you all believe will save Han China. Follow the guidelines below to write a
proposal that is organized and adheres to Confucius ideology.
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There are two parts to your paper.
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SAVE
Part One - Define the Problem
Ha n
Ch i n
a fro
m Ru
in !
๏ State exactly what are the problem(s) facing Han China.
๏ Explain the problems and issues the Roman Empire endured that were similar to what Han China
had
๏ Explain the problems and issues Han China had but Rome did not
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Part Two - Propose Corrections
๏ Using the following sentence prompt, begin your thesis statement with it “We may save the Han
Dynasty by ...”
๏ List and adequately describe each proposed correction or reform your group believes that the
Imperial government of Han China must take to save themselves from falling into ruin.
๏ For each propose correction, prove or explain (with historical evidence) how this reform
(correction) adheres to Confucius philosophy. You may refer to your notes, textbook, Internet, and
other sources for information on Confucianism. (Remember there are six concepts of
Confucianism: Compassion, Virtue, Effortlessness, Etiquette, harmony with the natural order, and
filial piety.)
๏ Most importantly refer to RUBRIC 1, which your teacher should have already passed out to your
group. Review the criteria to understand how your paper shall be evaluated both by your peers
and teacher.
๏ Once your first draft is finished, your peers will review and evaluate your paper using the rubric
and making suggestions or edits. When you get your paper back, revise and rewrite your paper.
๏ Prepare a short presentation to report out on Part 1 and Part 2 - the same rubric during peer
review will be used in your group’s presentation. Good Luck!
Section 2 - 10
Section 2 - 11
Criteria
Scales
(0 - 2)
______ point(s)
______ point(s)
Corrections supported with
historical evidence.!
(0 - 6)
Confucianist Congruence!
(0 - 4)
______Total
______ point(s)
______ point(s)
______ point(s)
Issues listed, explained and
addressed.!
(0 - 4)
Organization of Ideas!
(0 - 3)
Grammar!
Evaluate the proposal paper by allocating points for each criteria that
sufficiently demonstrate the level of performance. Not all criterion will have
the same number of available point values, because each of the
components have different weights.
Names:
This criteria refers to how the substance of these proposed corrections adhere to Confucius ideology.
0 = no adherence
1 = Corrections might adhere but it is unclear.
2 = Corrections show some adherence but it is inconsistent.
3 = Corrections adhere to Confucianism.
4 = Corrections not only adhere but use Confucianism as its foundational scheme.
Confucianist Congruence
Proposed corrections adequately resolve the problems facing Han China by using historical evidence to draw creative
and innovative solutions.
0 = no corrections proposed.
1 = one or more corrections proposed but not supported with historical evidence.
2 = one or more corrections proposed and lightly supported with historical evidence
3 = corrections are stated with historical evidence but not all Han problems are addressed.
4 = corrections address all Han problems but needs more historical evidence, or evidence is inaccurate.
5 = historical evidence used very well to support corrections that address all Han problems
6 = excellent use of research and writing process to form predictive corrections that address all Han problems
convincingly
Corrections supported with historical evidence
Compare and Contrast the factors that led to the fall of Rome with those that led to the fall of Han China.
0 = no factors are listed, explained, and addressed
1 = a few factors are listed or explained or addressed
2 = some factors are listed or explained or addressed
3 = factors are listed, explained and addressed but some connections are missing.
4 = all factors are listed, explained and addressed very well
Issues listed, explained and addressed
The ability to clearly describe, explain and connect research to your own conclusions. Paragraphs have their own
separate main idea. Details support the main idea; therefore clarifying it.
0 = no organization or incomplete
1 = some organization but paragraphs may be confusing to understand main idea
2 = well organization, paragraphs clearly state its main idea but some supporting details are missing,
3 = excellent organization, main ideas are supported with details, clear understanding
Organization of Ideas
The presence of grammatical errors, typos, or omissions.
2 = no errors, 1 = some errors, 0 = many errors that disrupt the flow of the paper.
Grammar
Section 2 - 12
your station.
accordance to
your duties in
observance of
and diligent
through the loyal
happiness
harmony and
Tian
自然的秩序與和諧
Ren
importance of
increasing
慈悲
underscore the
These concepts
Xiao
孝道
De
美德
Li/yi
儀式
Wu
wei
毫不費力
Six Concepts of Confucianism
Draft 1 2
3
(circle one)
Section 1
Section 2 - 13
Draft 1 2
3
(circle one)
Section 2
Section 2 - 14
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Discussion/Triad Debrief
Individual officers list, summarize, and connect to historical context.
Triads discuss their findings, how the Han and Rome are similar and
different, list the big ideas of this analysis, summarize it, and connect it to
the historical context.
Being the writing process
Start with problems facing the Han Dynasty, then issues similar to Rome, and
finally, issues unique to Han China.
Corrections Proposal: address at least three issues stated above, one issue
must be from similar and unique categories.
Rubric
Extension
Triads will design, create, and conduct a news broadcast skit reporting on
the issues similar to Rome, issues unique to Han China, and current proposal
meant to save the dynasty.
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Section 2 - 15