Depth Study 3b The Asian World - China | Stage 4

Summary Duration 5 wksThe Ancient World – China is the fourth topic for History in Year 7. It follows on from the Overview, Investigating the Ancient Past, The Mediterranean World.

Suggested Site Studies include: a museum visit a virtual historical site a virtual archaeological site

ContentThe physical features of the ancient society (ancient China) and how they influenced the civilisation that developed there. Roles of key groups in the ancient society in this period (such as kings, emperors, priests, merchants, craftsmen, scholars, peasants, women), including the influence of law and religion. The significant beliefs, values and practices of the ancient society, with a particular emphasis on ONE of the following areas: warfare, or death and funerary customs. Contacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of empires and the spread of philosophies and beliefs. The role of a significant individual in the ancient Asian world, for example Confucius OR Qin Shi Huang Di.

Unit overview Resource OverviewStudents will develop their understanding and knowledge of Ancient China through an investigation of the physical features of China, the roles of key groups, the significant beliefs, values and practices of Ancient Chinese culture, contacts and conflicts and the role of a significant individual.

Retroactive 1 NSW (2 Class sets)Pearson History 7 (2 Class Sets)Teacher created worksheetsOxford Insight History NSW 7 OUP Big Ideas 7Cambridge History 7Macmillan History 7http://www.ducksters.com/history/china/ancient_china.php

Outcomes Assessment overview History K-10HT4-2 describes major periods of historical time and sequences events, people and societies from the pastHT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societiesHT4-6 uses evidence from sources to support historical narratives and explanationsHT4-9 uses a range of historical terms and concepts when communicating an understanding of the pastHT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past

Topic Test

Content 8 Ways

Teaching, learning and assessment Registration Resources

Depth Study 3b: The Asian World – ChinaContent

IntroductionThe physical features of the ancient society and how they influenced the 2pprox.2tion that developed there (ACDSEH006, ACDSEH005)

Students:

describe the geographical setting and natural features of the ancient society

****Board notes are BOLDED*******

Prior KnowledgeStudents list all the things they already know about Ancient ChinaTeacher compiles class list and tally of things students know – how do they know about these things (sources)?

Activity: Create a Learning Map of the Topic as a title page

Ancient ChinaArchaeological evidence shows nomadic people first came to live in caves in Northern China over 100 000 years ago. Around 6500 years ago, they began to create villages in fertile farming lands along the Huang and Yangtze rivers. They lived in small communities, separated by mountains and rivers, and often in different climatic zones. In the centuries that followed, people from various ethnic groups formed a series of separate kingdoms and created different societies in China’s many areas and environments.

Suggested Timeline Activity – Visualising

Oxford Insight History 7pp228-229

China’s Geographical Settings and Natural FeaturesChina is located entirely on the continent of Asia. Its geographical setting and natural features provided natural defences, and were also the reason why ancient societies to the west knew very little about China. Surrounding ancient China were:• the South China Sea, East China Sea and Yellow Sea to the east• dense tropical forests, in places that are now in Laos, Vietnam and Burma (Myanmar), to the south• the Himalayas, the Tibetan Plateau and the mountainous country in parts of modern-day Pakistan and Afghanistan to the west• vast deserts to the north-west.

It was only China’s northern border that was less protected by natural geographical barriers. In order to secure this border against invaders, around 2000 years ago work began on a huge protective wall, known today as the Great Wall of China.

KEY TERMSIntroduce and explain the key terms:nomads—people who do not live in one place permanently but wander from place to placeprehistoric—period of early human history before written records

Content 8 Ways

Teaching, learning and assessment Registration Resources

explain how the geographical setting and natural features influenced the development of the ancient society

Suggested Activities: Achieve History

o Map Skills Physical Features and Their Influence Comprehension and Geography of

Ancient China mapping worksheets China’s Geographical features Source Study Sheet (OIH7 p232) Geography RA7 worksheet Visualising Strategy: Natural Features of China. Students are to label the

map of china, describing the features that surround it. Students discuss how these features affected development and defence.

Students complete a map of China by labelling the following features – the Pacific Ocean, the Huang He River, the Chang Jiang River, the Himalayas, the Great Wall of China and the modern cities of Beijing and Xi’an

Using an atlas, students label the modern countries that surround China and create a simple key to show the fertile, arid and mountainous regions of China.

The development of Ancient China. Ancient China developed along the banks of major rivers, including the Yellow River in the north of China and the Yangtze River further south. These rivers, like the Nile River in Egypt, would regularly flood. As floodwaters receded, the thick layer of rich soil left behind was ideal for growing crops. Ancient China is another example of settlement patterns of ancient societies in terms of their closeness to sources of water. Rivers provided early settlements with a reliable supply of water and a means of transport at a time when it was quicker and easier to travel by boat.

Suggested Activities: Achieve History Land and Climate resource sheet and Physical Features activity sheet. Writing Strategy: Scaffold a written response outlining how the climate,

terrain and rivers influenced the development of the society, then have students write their own.

How did geography influence the development of Ancient China Rich Task

Content 8 Ways

Teaching, learning and assessment Registration Resources

Extension Activity:Digging deeper: Linking culture, lifestyle and location A key concept that is touched on in this unit is the link between culture,

lifestyle and location. Introduce the idea that place (that is, geographical features, such as rivers, vegetation, fertile soils, rainfall and temperature) influences culture and lifestyle. Discuss how the lifestyles and cultures of different groups of people are shaped by the places in which they live. For example, compare the lifestyles and cultures of the Inuit people of the Arctic to that of the Plains Native Americans to the south.

This can be either a class discussion based on student knowledge or a mini-research task. Students should begin by formulating some research questions, such as:

1 What was the main food source of these people?2 What did they believe about spirituality?3 What did their dwellings look like?4 What relationships did they have with other people?5 How did they use the natural environment to make tools?Then extend this to compare the lifestyles and cultures of Ancient Chinese to Aboriginal Australians.

Content 8 Ways

Teaching, learning and assessment Registration Resources

Depth Study 3b: The Asian World – ChinaRoles of key groups in the ancient society in this period (such as kings, emperors, priests, merchants, craftsmen, scholars, peasants, women), including the influence of law and religion (ACDSEH044, ACDSEH041)

Students:

outline the main features of the social structures and government of the ancient society, including the role of law and religion

Watch YouTube clip 2000 Years of Chinese History Crash Course for background knowledge on dynasties, beliefs and practices–approx 17 minuteshttp://www.youtube.com/watch?v=ylWORyToTo4

Role of Key Groups in Ancient China

GovernmentThe history of China is characterised by a long series of dynasties. Over a period of about 1300 years, local rulers gained control of larger areas of land. Chinese records indicate that three ruling families — the Xia, the Shang and the Zhou — became the first of the twenty two dynasties to rule in China. Dynasties are families whose members control government over several generations. While none of these ruled all of China’s vast territory, the Shang and the Zhou did establish long-lasting control over a large area of it.

Suggested Activities: Achieve History

o Dynasty Timeline The Earliest Dynasties of China Comprehension Sheet Shang Dynasty Warriors and Workers Worksheet Dynasties – Guess the Meaning of Words Social Structure – Life in the Palace comprehension and scrambled

words worksheets

Social StructuresSocial order and harmony were highly valued in China, and each social group knew what was expected of them, and how to behave with other groups. Honour was a very important aspect of ancient Chinese society. The social hierarchy was a form of feudalism and was not based on the amount of money that people earned, as it is in some other societies, but on how groups were seen by others in their community. For over 2000 years, to become part of the group of officials who ran China, people had to study hard and pass difficult examinations.

KEY TERMSIntroduce and explain the key terms:artisan—worker skilled in a particular trade such as pottery or jewelleryconcubine—woman who was mistress to a nobleman and lived in his house with his wivesdynasty—leadership of a country by successive generations of the same familyeunuch—trusted man employed to guard the women’s living quarterskowtow—to kneel and bow in worshipmandate—official order to do somethingmerchant—person involved in tradenobleman—man belonging to a hereditary class with high status in societysociety—all the people living together in a community or country

Content 8 Ways

Teaching, learning and assessment Registration Resources

Social organisation

The social pyramid in ancient China and the key characteristics of the groups: the emperor, whose rule was justified as supported by the gods through

the ‘Mandate of Heaven’ the officials or scholar-gentry, selected through examinations, who

administered the country the peasants who worked the land and provided labour to government

projects and served in the army as soldiers artisans who created goods merchants who traded goods and/or produce slaves, usually prisoners of war or criminalsWomen had the social standing of their families or husbands. Within a family the First Wife was important in the running of the household.

Suggested Activity: Social classes Construct a pyramid showing the social classes and use pictures as well

as words to describe the rulers, the middle classes and the lower classes.

Social Hierarchy in Ancient China Cloze Achieve History Social Structure in Ancient China resource sheet and Makers and

Sellers activity sheet EXTENSION: What distinguishes one social class from another on the

pyramid? Why did these classes develop? What are the advantages and disadvantages for society in having rulers, and different social classes?

The Role of Law and Religion in Ancient ChinaLaw and Religion were very important aspects of life in Ancient Chinese Society. Both these aspects were deeply influenced by three major philosophies: Confucianism, Daoism and Legalism. All three schools of philosophy were concerned with how to be a good person, how to create a good society and understanding humanity’s place within the world. Honour was very important in Ancient China.

Pearson History 7 NSW – pp192-193

KEY TERMSIntroduce and explain the key terms:Confucianism—teachings of Confucius, which stress love, learning, and devotion to family, peace and justiceDaoism—system of philosophy promoting happiness through living honestly and in accordance with the natural course of eventshumanity—all people considered together; the human race

Content 8 Ways

Teaching, learning and assessment Registration Resources

Outline the three major philosophies of ancient China:o The philosophies of Confucius, who taught about relationships,

how people should behave to one another, as well as how a state should be governed. Confucianism included ancestor worship, the belief that a person’s ancestors or dead relatives were able to influence people’s lives. His ideas dominated Chinese society until last century.

o Daoism was the philosophy of the Dao, ‘the Way’, taught by Laozi (c. 604–531 BCE), who lived at about the same time as Confucius. He taught that living in harmony with nature was very important and would lead to happiness. He believed that all life needed to be in balance, like Yin and Yang, dark and light.

o Legalism proposed that for a society to achieve peace, its government needed a clear set ofrules or laws with very strict punishments for wrongdoers.

Suggested Activities: Achieve History:

o The Four Religions of China resource sheet and Comparison of Religions activity sheet

Taoism T/F worksheet Buddhim False statements worksheet Confucianism Close Achieve History

o Honour and Crimes resource sheet and Honour and Dishonour activity sheet

Pearson History 7 NSW p193 o Remembering and Understandingo Applying and Analysing

Extension: YouTube clip Buddhism Taoism and Confucianism in China http://www.youtube.com/watch?v=-gZY4i4Kg3s

PunishmentIn Ancient China it was rare for people to be imprisoned for many years because it was too expensive to feed them. However, some people were sentenced to do hard labour, as a kind of slavery, on the royal barges, in the army, or in the mines. Most punishments in ancient China tended to involve some kind of physical punishment, as

Legalism—philosophical code that advocated submitting to strong government and strict lawsphilosophy—study of fundamental truths about knowledge, reality and existenceYin and Yang—two opposing principles in Chinese philosophy; their interaction maintains balance and harmony in the world

Pearson History 7 NSW – pp188-191

Pearson History 7 NSW – pp194-197

Content 8 Ways

Teaching, learning and assessment Registration Resources

describe the roles of key groups in the society

describe the everyday life of men, women and children in the society

a reminder of what would happen to people who broke the law. This might mean being mutilated, branded or even killed.Suggested Activities:

Achieve Historyo Punishments resource sheet and How Were They Punished

activity sheet

The Roles of Key Groups in Ancient ChinaThe Emperor was the most important person in ancient Chinese society. The people of Ancient China were organised into a hierarchy of four main professional classes: the shi (scholars), the nong (peasant farmers), the gong (artisans) and the shang (merchants). At the bottom of the hierarchy were soldiers and slaves.Suggested Activities:

What were the Key Social Groups in Ancient China Comprehension Worksheet

The Chinese Emperor Robes Worksheet Achieve History

o Emperors activity sheet The Role of Key Groups in Ancient China Comprehension Worksheet Achieve History

o Scholars and Officials activity sheeto Farmers activity sheet

Daily Life of Men, Women and ChildrenThere was a great divide in the lifestyle of people living in Ancient China. The daily life of the people depended on their class and wealth. From the Emperor living in a palace to the peasants living on the land and that of town dwellers such as government officials.

Suggested Activity: Questioning Strategy: Daily Lives of the people. Students are to create a

list of 6 or more questions they have regarding daily lives of the people and write them on the Jigsaw sheet provided. Students will read through information provided to find answers to the questions. Teacher choice of readings.

Content 8 Ways

Teaching, learning and assessment Registration Resources

Create a table like this one and complete

Rich PoorHousesFoodClothing

Suggested Predicting activity Look at images from ancient China and try to predict what role men and

women played in society. Who do you think were more important?

MenMen held all positions of power in Ancient China, from the emperor to the lowliest official. Chinese men were allowed to have more than one wife. He was regarded as the head of the family and made all the decisions for the family and they had to obey him. Perhaps the most important role for men of Ancient China, however, was carrying on the family line and honouring the ancestors.

WomenThe lives of women in Ancient China were often very

restricted. Society had many expectations of what they could and couldn’t do. Most women, as the newest and

lowest member of their husband’s family, had no power. Sometimes, though, if a woman lived long enough, she was

able to gain some power over her daughter-in-law, if she had one, or as the eldest member of the family. In families,

the eldest member was well respected, and was usually considered to be the ‘head of the family’, even if she was a

woman. Even the emperor had to listen to the wishes of his older female relatives.

Suggested Activities: Achieve History

o Women Lives resource sheet and Now and Then activity sheet

o Girls Lives Cloze passageo Marriage and Divorce activity sheet

Women in Chinese Society Source Study

Content 8 Ways

Teaching, learning and assessment Registration Resources

Women in Ancient China Source Analysis

ChildrenChildren of a peasant farmer were expected to help in the work on the farms as soon as they were able. In times of hardship, sometimes parents were forced to either sell or kill their daughters as they could not support them. Sons were safe because they could work the land, and had to support their parents when they were old. When a boy was 6 years old he went to school or was taught how to become a farmer. Girls were not educated apart from being taught domestic tasks by their mothers.

Suggested Activity: Students write a description of the life of a teenager in a peasant family

or scholar-gentry family in ancient China. They compare that life with that of an Australian teenager. See Teacher Edition of Text for suggested answers.

Making Connections: Daily lives of the people. Students are to create a table to compare their own lives now, including leisure activities, chores, education etc, with those of children in ancient China.

Content 8 Ways

Teaching, learning and assessment Registration Resources

Depth Study 3b: The Asian World – ChinaThe significant beliefs, values and practices of the ancient society, with a particular emphasis on at least ONE of the following areas: warfare, or death and funerary customs (ACDSEH045, ACDSEH042)

Students:

explain how the beliefs and values of the ancient society are evident in practices related to ONE of the following:

warfare

death and funerary customs

Beliefs and ValuesChinese tradition played an important role in everyday life for every person in ancient China. It was at the very core of their culture and revolved around values and how people interacted with each other. These traditional values helped people solve common human problems for survival and became the roots of tradition that Chinese people find important in their day-to-day lives today. The ancient Chinese were very tolerant of different ideas and beliefs.Mind Map: Chinese religions and beliefs. (Ancestor worship, Confucianism, Buddhism, Daoism) to refresh memories

Visualising Strategy: The Archer and the Ten Suns. View the YouTube clip on the Archer and the Ten Suns (illustrating beliefs)and create a captioned storyboard with at least 6 slides/images. - The Archer and The Ten Suns: http://www.youtube.com/watch?v=DEzgAiIV0zM 

WarfareWar was so important to the ancient Chinese that they wrote books about how to fight. Warfare continued throughout ancient China’s long history. The Zhou dynasty (c. 1122–481 BCE introduced iron weaponry and more elaborate chariots, following the earlier Shang dynasty.

Suggested Activities: Achieve History

o The Art of War Activity Sheeto Weapons and Gear Activity Sheeto Chariots Activity Sheeto Great Wall of China Activity Sheet

Building the Great Wall worksheet

Extension Activities:1. Discuss how Legalism reinforced the conscription of peasants to fight in

wars. 2. Consider how the loss of the Mandate of Heaven was used to explain

the defeat of an emperor in battle.

OR NOT BOTH

Content 8 Ways

Teaching, learning and assessment Registration Resources

Death and Funerary CustomsReligion was very important in Ancient China, but many people did not consider themselves followers of one particular religion. Many Chinese followed Confucian ideas as well as Buddhism or Taoism. For many Chinese, the most important aspect of religion was the ancestor worship which, given the importance of family in Ancient China, is not surprising. Ancient Chinese believed in the afterlife.

Suggested Activities: Predicting Strategy: Using appropriate sources as prompts, students are

to 'guess' what the funerary customs of the Ancient Chinese were. Students are to read through the information on Funerary Customs in Retroactive 1 (Stage 4), pg 162 and confirm their guesses or add new information where necessary.

Achieve History:o Death and Ancestor Worship resource sheet and Death activity

sheeto Telling the Future Cloze activity sheeto Burial and Terracotta Warriors Activity Sheet

Extension Case Study -Terracotta Warriors of Xian Shang Tomb of Fu Hao – Anyang Comprehension and Source Analysis

Content 8 Ways

Teaching, learning and assessment Registration Resources

Depth Study 3b: The Asian World - ChinaContacts and conflicts within and/or with other societies, resulting in developments such as the expansion of trade, the rise of empires and the spread of philosophies and beliefs (ACDSEH046, ACDSEH043)Students: identify contacts

and conflicts of peoples within the ancient Asian world

outline significant contacts with other societies, eg trade, warfare and conquest

Contacts and Conflicts within the ancient Asian world

War and expansionMost contact between different peoples was internal, between the different states that made up ancient China and consisted of territorial disputes. The numerous conflicts encouraged the development of many important aspects of Chinese culture.

• Zhou dynasty - the first major movement of people from the north to the south of China

• Warring States Period - different kings and nobles defeated less powerful ones and took over their kingdoms.

• Qin period - Shi Huangdi unified Chinese kingdoms into one empire and declared himself Emperor.

• Han dynasty - China expanded both in the north and in the west.

Suggested Activity: Visualising and Predicting - Warring States image – what do you think

this time period was like in ancient China? Why do you think this? Conflicts within Ancient China Comprehension and Spelling Worksheet

Significant contacts with other societiesTRADEBecause of its geography, Ancient China was a very isolated country. However, an increase in trade during the Han period meant contact was also made with Europe and the Middle East along a newly created trading route, which became known as the Silk Road. This led to a lot of contact with merchants from other countries such as Italy, India, Persia, Japan and Korea who bought and sold Chinese products. The Silk Road was a significant link for contact between East and West for many centuries.

Suggested Activity: Mapping: Create a map of the Silk Road to paste in books. Achieve History

o Silk activity sheeto The Silk Road resource sheet and Maps and Trading activity

KEY TERMSIntroduce and explain the key terms:Mongols—tribe of people who occupied central Asia, north of China who now occupy the modern country MongoliaSilk Road—caravan route from central China to the eastern Mediterranean that was used as a major transport route for goods, especially silk, that was transported from China to Europe warlord—commander, usually aggressive, of a regional group

Content 8 Ways

Teaching, learning and assessment Registration Resources

explain the consequences of these contacts with other societies, eg developments in trade, the spread of philosophies and religious beliefs and the emergence of empires

explain the legacy

sheet

WARFARE AND CONQUESTEmporer Qin Shi Huangdi extended his unified empire into the north and south. He attacked the Xiongnu of Mongolia, driving them away from the grasslands north of the Yellow River. He finished the Great Wall of China at this time. He attacked the Yue tribes of southern China and northern Vietnam. He was able to expand his control into all the areas of China. Suggested Activity: Achieve History

o Conflicts resource sheet and Fighting Fit activity sheet

Consequences of contact with other Societies.

Trade is always important in a developing civilization. Trade was not just one way, and it did not only involve money and goods. Ideas, philosophies and religious beliefs also travelled along the Silk Road. From India, the Buddhist religion arrived in Ancient China via the Silk Road in the first century. Overland trade and Buddhism were natural partners. Buddhism would eventually become very popular in China. Chinese influence and culture also spread to Vietnam, and China’s domination of Vietnam lasted for centuries.Suggested Activities:

Achieve History o Contacts and Conflicts resource sheet and Trading with other

Countries activity sheet Writing Strategy: sentence structure. Create an essay plan and

response to the question: outline the impact of the Silk Road on China's trade, religion and culture. 

Legacy of Ancient ChinaA legacy is something that is left behind. The legacy of China has been the achievements in new technologies, scientific discoveries and

Content 8 Ways

Teaching, learning and assessment Registration Resources

of the chosen Asian society learning. Over centuries these advances have been used beyond

China’s borders and have helped to shape the modern world. Some of the inventions of the ancient Chinese include: Silk cloth 2570BCE paper c100CE woodblock printing for textiles c220CE medicines including herbal medicines, the health benefits of diet

and acupuncture the first compasses c300BCE gunpowder 9th Century CE the iron plough (200BCE) row planting of crops 500BCE porcelain 500CE first mechanical clock 1084CEand many more

Suggested Activities:

A-Z PowerPoint of Chinese Inventions Inventions of the Ancient Chinese Worksheet Early China’s Legacy pp170-171 Retroactive1 NSW

Content 8 Ways

Teaching, learning and assessment Registration Resources

Depth Study 3b: The Asian World - ChinaThe role of a significant individual in the ancient Asian world, for example Confucius or Qin Shi Huang Di (ACDSEH133, ACDSEH132)

Students:

using a range of sources, including ICT, investigate the role of a significant individual in the ancient Asian world

assess the role and importance of the individual chosen

Role of Qin Shi Huang DiQin Shi Huangdi established one government to control people who had fought one another for centuries. He built the foundation for a very long-lasting system of civilisation and the system of imperial rule he established lasted from 221BC to 1911AD.

Suggested Activities: Achieve History

o Role of significant individuals – Qin Shi Huangdi worksheeto Qin Shi Huangdi and Li Ssu colouring sheetso Qin Shi Huangdi cloze passageo Shi Huangdi: Ruler of the first Chinese empire

Role and Importance of Qin Shi Huan DiQin Shi Huang is an extremely important character in Ancient Chinese history, famous for his accomplishments. These include positives, such as the unification of China and the construction of the Great Wall of China, but also negatives, such as book burning and the loss of life that accompanied the construction of the Great Wall. He is perhaps best known now for his tomb, which was excavated in the 1970s and is known for its terracotta warriors.

Suggested Activities: Achieve History

o Qin Shi Huang and The Man who United China worksheeto Burning of the Books Activity Sheet

How Cruel was the First Emperor Comprehension Worksheet Good and Bad Worksheet

OR NOT BOTH

Content 8 Ways

Teaching, learning and assessment Registration Resources

Role of ConfuciusConfucius (551-479BCE) lived at a time before China was unified as an empire. His family name was K'ung. In later life he was known as Master K'ung, which in Chinese is K'ung fu-tzü the Latinized version of which is Con-fu-cius. He was a philosopher and thinker. Confucius came up with ways that people should behave and live. He didn't write these down, but his followers did.

Confucius' teachings focus on treating others with respect, politeness, and fairness. He thought that honour and morality were important qualities. He also said that family was important and honouring one's relatives was required. Followers of Confucius believed in a strong organized government.

Suggested Activities: Confucius Comprehension worksheet with extension work Colouring in pages Discussion group work activity

Role and Importance of ConfuciusThe man known in the West as Confucius is one of a handful of human beings who, as individuals, have significantly affected the history of mankind. Confucius was one of the most important philosophers in ancient China because many people followed his ideas and because the type of government China had for almost 2000 years was based on his teachings.

Suggested Activities: The teachings of Confucius Source AnalysisPredicting Strategy: Mulan DVD. Students are to look at the cover of the DVD and use the images and text to predict what the film is about. Students could also be given a character bag or colouring pictures showing characteristics of the main characters of Mulan. They are to use these to predict aspects of the characters of the film.

Mulan DVD

Colouring pages of Mulan characters

Additional Adjustments/Extension Evaluation

Teacher Signoff _____________________________________________________ Head Teacher Signoff _____________________________________________________