Ancient China

1
Ancient China

• Eric Rothwell
• Craig Waskiewicz

2
Table of Contents

• Ancient China in all aspects
• History
• People in Societies
• Geography
• Economics
• Government
• Citizenship Rights and Responsibilities
• Science, Technology, and Society

3
History Websites

• www.chaos.umd.edu/history/ancient1.html
• http//home.cfl.rr.com/crossland/AncientCivilizati
  ons/Ancient_China/ancient_china.html
• http//www.atozkidsstuff.com/china.html
• http//www.crystalinks.com/chinartifacts.html
• http//www.crystalinks.com/chinadynasties.html

4
Ancient Chinas History

• Using a map, students will label and draw when
  and where different dynasties lived.
• Students will create a timeline that will show
  the different time periods china was occupied by
  different dynasties.
• Students will recreate ancient dynasties symbols
  and label what the symbols mean.

5
Ancient Chinas History continued

• Students will watch the National Geographic video
  Ancient China and take notes on how China was
  created.
• Class discussion using world map over what was
  going on in the rest of the world as well as in
  ancient china.

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People in Societies Websites

• http//www.crystalinks.com/buddhism.html
• http//www.crystalinks.com/confucianism.html
• http//www.crystalinks.com/confucius.html
• http//www.crystalinks.com/feng_shui.html
• http//www.crystalinks.com/chinamusic.html

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People in Societies Activities

• Students will be put in groups to research an
  important figure or important topic (i.e.
  Confucius, Daoismetc.) of Ancient china. They
  will then be required to present their findings
  to the class.
• Students will write a one page paper on what
  their life would be like if they lived in ancient
  China during a whichever dynasty they choose.
• Through class discussion the teacher will
  separate the class as if it was ancient china.
  Students will come to grasp what it meant to be
  an aristocrat, a farmer, a women, a priest, or an
  emperor.

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People in Societies Activities continued

• Students will play the trivia game of jeopardy to
  review important people and culture in ancient
  China.
• In Groups students will research inventions from
  ancient China, and then describe how those
  inventions are still used today.

9
Geography Websites

• http//www.chinapage.com/map/map.html
• http//www.mnsu.edu/emuseum/prehistory/china/map/m
  ap.html
• http//members.aol.com/MrDonnHistory/K12east.html
  Top
• http//www.ih.k12.oh.us/msbeiselp/Ancient20China.
  htmDay201
• http//www.atozkidsstuff.com/china.html

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Geography Activities

• Students will follow along in activity with the
  teacher, where they will fill in their map of
  ancient China. Students use symbols and a legend
  to cover topics of ancient China.
• The teacher will group students to play a game.
  In this game, they will be given an index card
  with a city, mountain range, bay, country, or
  ocean. The student will then have to correctly
  place the index card on the map. The teacher
  will keep score and help with discussion.

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Geography Activities

• Students will fill out an activity sheet where
  they describe each geographical vocabulary word
  and they will then draw picture of it. For
  example the student will define plateau and draw
  what a plateau looks like.

12
Geography Activities continued

• Given a geographical map of Asia with all the
  rivers and mountains marked, students will draw
  trade routes such as the Silk Road. Students
  will use their textbook as well as the internet.
• Through class discussion the teacher will explain
  why trade routes expand culture and why mountains
  and seas can inhibit trade. The teacher should
  also explain why rivers help trade go much faster.

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Economics Websites

• http//www.grifterrec.com/coins/china/ancientchina
  .html
• http//www.charm.ru/
• http//www.ancientimports.com/cgi-bin/category.pl?
  id35page2
• http//www.mrdowling.com/613chinesehistory.html
• http//www.charm.ru/library/faq006.htm

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Economics Activities

• The teacher will give each student something of
  value in todays culture (i.e. clothes, watch,
  moneyetc.). The students will then be told that
  each of those nice things represent something
  from ancient China that held value. Students can
  come to see what drove ancient Chinas economy.

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Economics Activities continued

• By using the maps the students created in a
  geography lesson the teacher will discuss how and
  how trade was affected. Students should come to
  grasp how economics can be dependent on
  geography.
• The teacher will again divide up the class into
  the classes of ancient times such as the
  aristocrats, the farmers, and the nobles. The
  teacher should talk about who had the most money
  and who did most of the work.

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Economics Activities continued

• The teacher will bring in a piece of bronze for
  every student to see and hold. The teacher will
  then discuss how and why bronze was made.
• The teacher will bring a piece of silk clothing
  and pass it around to the class. Through
  discussion students will understand that this was
  an expensive product because the Europeans wanted
  it, which in return gave money to china.

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Government Websites

• http//www.mnsu.edu/emuseum/prehistory/china/ancie
  nt_china/neolithic.html
• http//www.travelchinaguide.com/intro/history/zhou
  /index.htm
• http//www.chinavoc.com/history/ancient/legend.htm
  
• http//www.bcps.org/offices/lis/models/chinahist/
• http//www.wsu.edu8080/dee/CHPHIL/CONF.HTM

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Government Activities

• Divide the class into groups and assign a
  different dynasty to each group. Each group will
  share its findings with the class.
• Have the students compare and contrast how
  varying dynasties came to power and came to an
  end.

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Government Activities (cont.)

• Have each student write a one page response
  illustrating how Ancient Chinese Emperors compare
  and contrast to modern day governments (e.g. how
  do emperors compare to presidents, dictators, or
  monarchs).
• Have the students research how Ancient China
  affected other cultures in the Eastern
  hemisphere.
• Have each student write a 1 page response
  indicating the role that Confucius teachings
  played in the governmental systems.

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Citizenship Rights and Responsibilities Websites

• http//mockingbird.creighton.edu/worldlit/works/ch
  urchill/china.htm
• http//acc6.its.brooklyn.cuny.edu/7Ephalsall/text
  s/chinwomn.html
• http//www.humanities.ccny.cuny.edu/history/reader
  /polo.htm
• http//www.san.beck.org/WP1-Chinese.html
• http//members.aol.com/bkdonnclass/Chinalife.html

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Citizenship Rights and Responsibilities Activities

• When discussing the Ancient Chinese class system,
  hand each student a card assigning them to be a
  member of the class system. Each student must
  research his/her character and that characters
  role in society. The students will dress as
  their character and present their findings to the
  class.
• Have the students research the role of women in
  Ancient Chinese history and compare it to the
  role of women in China today.

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Citizenship Rights and Responsibilities
Activities (cont.)

• The students must analyze the reasons that
  Chinese boys were valued more than Chinese girls.
• Have the students debate about how Confucius
  impacted the everyday lives of Ancient Chinese
  citizens.
• Have the students compare Taoism in China to
  Buddhism in India.

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Science, Technology, and Society Websites

• http//www.ee.ryerson.ca8080/elf/abacus/intro.ht
  ml
• http//sln.fi.edu/tfi/info/current/inventions.html
  
• http//www.crystalinks.com/chinainventions.html
• http//chineseculture.about.com/library/weekly/aa0
  21201a.htm
• http//www.thebeijingguide.com/great_wall_of_china
  /tower_view2.html

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Science, Technology, and Society Activities

• Have students replace their calculators with
  abacuses so that the students can see the tools
  ancient societies used with mathematics.
• Have the students analyze the impact of gunpowder
  on Ancient China and the rest of the world at
  that time.

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Science, Technology, and Society Activities
(cont.)

• Have the students debate about which Ancient
  Chinese invention/creation had the biggest
  influence on Ancient China and/or the rest of the
  world at that time.
• Have the students discuss the way that silk is
  produced and research the Silk Road.
• Have the students take a virtual tour of the
  Great Wall of China.