Evans, Everton, George, & Ross 1 AncientChina

Evans, Everton, George, & Ross 1

Ancient China A Social Studies Resource Unit for K-6 Students

Submitted as Partial Requirement for C RIN E05 or E DU C 405 E lementary and Middle Social Studies Curriculum and Instruction

Professor Gail M cEachron The College of William and Mary

Fall 2011

Prepared By: Pamela Evans [http://pjevans.wmwikis.net/]

K elsey Everton [http://kaeverton.wmwikis.net/] Sarah George [http://segeorge.wmwikis.net/]

Avencia Ross [http://aross1.wmwikis.net/] H istorical Narrative: A ll page 2 L esson One: K elsey Everton page 17 L esson Two: Sarah George page 27 L esson Three: Pamela Evans page 35 L esson Four: Avencia Ross page 40 A rtifact One: Sarah George page 51 A rtifact Two: K elsey Everton page 54 A rtifact Three: Pamela Evans page 64 A rtifact Four: Avencia Ross page 64 Assessments: A ll page 67

http://pjevans.wmwikis.net/

http://segeorge.wmwikis.net/


Ancient China H istorical Narrative

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 cultur

are empowered by knowledgeable and skillful teachers with the information, ideas, skills, and

learning and appreciating ancient cultures should

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

, n.d.). This has led

to a growing population of Chinese-

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

including standard 2.1 which requires students to explain how Ancient China has contributed to

the modern w

, 2011). Developing map skills is also an important aspect


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 t

dynasties of Ancient China. To help students understand the lasting legacy of Ancient China,

dynasties that created them (Cotterell, 1994, p. 22). These world-changing inventions are often

the magnetic compass 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

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

, 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


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 re

learning.

K ey Events 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 so 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

(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


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)

gunpowder led to major changes in warfare during this time period.


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).

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 paper 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

e (Allison, 2001, p. 32). This occurred

under Emperor Gaozu of the Han dynasty who believed that his title as Emperor gave him


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 Children

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


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

octrine 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.

Doctrine 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 believed that family

relationships should be governed by mutual respect, since strong family bonds formed the basis

rson


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

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


during the Tan

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 well-

behaved at all times. This included obeying all of their elders, respecting their ancestors, and

performing their household duties (Teague, 1994).

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.

Closure/L egacy

outside world. The construction of the Great Wall of China provided protection from foreign

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


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

e left a legacy of inventions,

architecture, and culture dating back to 1500 B.C.

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

ancient science a ) 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,

Understanding Ancient

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


elementary curriculum.


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.


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.


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

istory. 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/.


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 (SOL).

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.


L esson #1: Constructing a simple map of China C reated by: K elsey Everton Audience: 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.

Materials/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 Anticipatory 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. Objective 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 & Checking 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.

up to the projection screen and point to the map legend. Then ask stude

- not agree. If the class does not agree, give the student

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

http://www.enchantedlearning.com/asia/china/


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. Guided 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. A

C losure: (5 minutes)

created map to show the students which features were required to be on their map which includes the title, compass rose, and map legend. Evaluation (formative and summative): Formative: Observe students during guided practice, and check for understanding by asking questions. Summativequestion (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.


Sample images to use during the Anticipatory 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

http://wallpapers.thecooldownloads.com/Location/Others/The-Great-Wall-of-China


Map of China used during Instructional Input (http://www.enchantedlearning.com/asia/china/)

http://www.enchantedlearning.com/asia/china/


[Handout #1- includes the School Map on the next page]

Symbols for School Map Cafeteria symbol is a piece of pizza Library symbol is a book Symbol for the nurse is a red cross

Our classroom symbol is a star The office symbol is a bell The art room symbol is a paint brush

Our gym symbol is a basketball


[Handout #2]


T eacher Model Map for C losure


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.

Multiple Choice Question:

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


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/Objectives: 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. Objectives:

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:

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


word (Fisher, 1978). Ask the students: How would you feel if you had to learn to write over 10,000 characters? (Reflective). Chinese writing on diffbone 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). Closure: The teacher tells students that the writing system we use today would not be the same if

(Cunningham, 2005)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.

http://china.mrdonn.org/shang&chou.html


Symbols that we use today to represent words or companies

Mac Apple Image: http://tinyurl.com/668onhr Red Hexagon (stop) Image: http://tinyurl.com/4ybpavt

age:

http://tinyurl.com/42mvjcl Boys and Girls Bathroom Image: http://tinyurl.com/6dkzgsa

http://tinyurl.com/668onhr

http://tinyurl.com/42mvjcl


Ancient Chinese Writing on Bone Bone Image: http://tinyurl.com/6k2bmd5

http://tinyurl.com/6k2bmd5


Ancient Chinese writing on tortoise shell Tortoise Shell Image: http://tinyurl.com/3dbq6h3

http://tinyurl.com/3dbq6h3


Ancient Chinese Writing on Paper Ancient Chinese Writing on Paper Image: http://tinyurl.com/3nhzk2s

http://tinyurl.com/3nhzk2s


Name ____________________________________________

Ancient China A rt Forms Activity Sheet Multiple Choice Questions 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.


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 (SOL).

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

http://tinyurl.com/62w3emw Mac Apple Image: http://tinyurl.com/668onhr Boys and Girls Bathroom Image: http://tinyurl.com/6dkzgsa Red Hexagon (stop) Image: http://tinyurl.com/4ybpavt

http://tinyurl.com/6k2bmd5

http://tinyurl.com/3dbq6h3

http://tinyurl.com/3nhzk2s

http://tinyurl.com/62w3emw

http://tinyurl.com/668onhr

http://tinyurl.com/4ybpavt


L esson 3- Biography/Civic Engagement/Concepts: Biography of Confucius Preparer : Pamela Evans Audience: 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;

Objectives: 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 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

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


some ways wives contribute to the famil

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 ). Once this is complete, begin a class discussion which compares the relationship between the president of the

identify a characteristic which align to each of the characteristics listed for 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 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

tionships that we

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

the duties identified in the relationships are still prominent in Chinese society today.


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.

http://hirr.hartsem.edu/ency/coverpage.htm


Name____________________________

The Five Relationships of Confucianism

F ilial Piety:

1) 2)

3) 4)

5)

Confucius Modern United States of Amer ica


Name___T E A C H E R SA MPL E_____

The Five Relationships of Confucianism

(Bolded figure is the authority figure in the relationship) F ilial Piety: An attituparents and elder family members.

1) Father/Mother and Son/Daughter

2) Husband and Wife

3) Elder F riend and Younger Friend

4) Elder Brother/Sister and Younger Brother/Sister

5) Ruled and Ruler

Confucius

1) Rulers have absolute authority over the government and the people 2) Rulers create order to allow the people to prosper in peace 3) Ruler should be morally perfect 4) The ruler is chosen by divine authority 5) The land and people of Ancient China belong to the emperor 6) The ruler should care for the people and act in their best interest

President of Modern United States of Amer ica

(Students should discuss and decide on possible answers to this portion. This is only an example of potential student answers.)

1) President is limited by the other branches of the government 2) President has the authority to declare war if it is in the interest of protecting the nation 3) The president should be moral and ethical but is not perfect 4) The president is voted into office 5) Citizens can be land owners; some land is owned by the government (i.e. reserves and national parks 6) The president should care for the citizens and act in their best interest


L esson 4: Inquiry-based Lesson on the Han Dynasty C reated by: Avencia I. Ross Intended Audience: 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 Virginia 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] Objectives:

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

Materials:

Liu Fang (provided by youtube.com)

Computers with internet access Secondary sources (bookmarked websites) Primary so Han Dynasty Research Worksheet/Han Dynasty Research answer key Rubric for Hans Dynasty Research Worksheet


Content and Instructional Strategies: Day 1 Catalyst: Play a portion

portray Chinese history. Have the students write a brief reaction to the music. Then, ask adjectives could describe the way the music 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

er 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

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 thDynasty will vary, but the class-generated topics will serve as a way for students to investigate

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


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: who 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 lute music. Although the song was not composed until 1818 by Hua Qiuping, it portrays the

of the most popular lute music pieces in all 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.


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 Descr iption 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,

ut 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

Lost Civilizations: The Han Dynasty by Myra Immell (2002), this book gives in-depth information

leaders, 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,

and government. Ancient China

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- s. It focuses on warfare, religion, art, and the role of women. Students can use this book when researching influential leaders, war, and Buddhism. Websites:


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

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/han-dynasty-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

language, 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 student-friendly 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.

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:

\ http://www.youtube.com/watch?v=JtrthXXmKgA provides a video of Liu Fang composing the

battle between two Chinese armies.


structure:

daily life

family structure

inventions

influential leaders

religion

geography

government


Han Dynasty Research Worksheet Handout 1

Name: ____________________________ Date: ______________________

Ancient China and the Han Dynasty

Part I :

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):


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):


Expected Student Outcomes

Han Dynasty Research Worksheet Handout 1

Name: Ms. Ross Date: November 5, 2011

Ancient China and the Han Dynasty

Part I :

Reacti

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 inventionagriculture will increase.

Additional questions (optional): Did the Chinese invent paper during the Han Dynasty?


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.

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:

the 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.

40 minutes


Rubric: Han Dynasty Unit

C riteria Possible Points

Points Received

Students used teacher-assigned W eb sites to collect information. 20

-generated questions 20

the five W questions 10

Students formulated a hypothesis based on thei r topic and supporting research 10

Students formed at least two conclusions about the research they discovered 10

Students worked cooperatively and completed the report on time 10

10

Essay question about the Han Dynasty 10

Total: 100


A rtifact #1: V isual A rtifact

Terracotta Army: Pictures by Google Images Created by: Sarah George Background Information:

(Man, 2008). The terracotta army was discovered by well-diggers 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 resting-place 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

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; 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

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

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


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; 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.


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 Emperor's Silent Army. Hong Kong: Peguin Group. Terracotta image of the mini replicas: http://shop.nationalgeographic.com/ngs/browse/productDetail.jsp?productId=1074365&code=NGDAM00001&source=NG2R7710017 360 Degree View of the Terracotta Army in China http://www.world-heritage-tour.org/asia/china/army-of-terracotta/main-pit/sphere-quicktime.html

http://shop.nationalgeographic.com/ngs/browse/productDetail.jsp?productId=1074365&code=NGDAM00001&source=NG2R7710017

http://shop.nationalgeographic.com/ngs/browse/productDetail.jsp?productId=1074365&code=NGDAM00001&source=NG2R7710017

http://www.world-heritage-tour.org/asia/china/army-of-terracotta/main-pit/sphere-quicktime.html

http://www.world-heritage-tour.org/asia/china/army-of-terracotta/main-pit/sphere-quicktime.html


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-Cinderella from The Complete Fairy Tales of Charles PerraultCinderella 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 YangDynasty (618-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 Yun -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

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


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 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 autabout 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 venn-diagram on the board and asks the students to compare and contrast Yeh-Shen 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

-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


Cover picture of Yeh-Shen: A Cinderella story from China taken from: http://www2.alibris-static.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.

http://www2.alibris-static.com/isbn/9780698113886.gif

http://www2.alibris-static.com/isbn/9780698113886.gif


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. 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. Objectives: Primary: Given reading of excerpts from The Travel Diaries of Xu Xiake, students will mimic

ough performance and illustration. Intermediate: Given a reading of excerpts from The Travel Diaries of Xu Xiake, students mimic

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

e 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.


Independent: Tell the sdraw 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.


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


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.

Xianglu 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...


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.


Possible photographs for intermediate activities from www.Flickr.com/creativecommons.

Badan Desert

Rice Fields of Longsheng, China

http://www.flickr.com/


Jiangxi Province, China


O ral T raditions A rtifact #4:

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

Background Information: 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

n 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

.

K ey Objective:

Source: The F lowering Plum and the Palace Lady: Interpretations of Chinese Poetry (1978) by Hans H. Frankel

Primary Whole group: 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

vents in the story.

Small Group: The teacher asks the students to consider the culture of Ancient China and think

woman and man during this time. Then, the temodels 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 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


a role as the teacher to provide you with the best education possible, so I am going to draw a

Multiple Choice Question:

a. folktale b. legend c. short story d. fiction Answer: B

Intermediate Whole Group: 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

what the proper roles of men and

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

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

er 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

ch group share with the class what they discovered in their stanza.

Multiple Choice Question o 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

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English Translation of Ode of Mulan 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


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Ancient China Primary Pre-Post Assessment

T eacher Directions: For grades K-2, will read each question out loud to you, and the possible answer choices. Please circle the correct

d to the students:

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.


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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.

A.) folktale B.) legend C.) short story D.) fiction


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Ancient China 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

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.

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


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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).

Evans, Everton, George, & Ross 1 AncientChina

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Transcript of Evans, Everton, George, & Ross 1 AncientChina