Overview

During these lessons, students will learn about the major worldviews in ancient China and be able to explain how cultural beliefs and values of the ancient society are evident in practices related to death and funerary customs. They will engage with the Terracotta Warriors as an example of primary source material to develop their understanding of these customs.  

Learning intentions:  

• to understand the three major worldviews in ancient China and their belief systems

• to understand how the values and beliefs of ancient China are evident in their death and funerary customs.

Success criteria: 

• compare and contrast the three major worldviews in ancient China in terms of values, beliefs and customs 

• define key beliefs for each ancient Chinese worldview about death and funerary customs 

• write a paragraph explaining how death and funerary customs are evident in ancient Chinese cultural beliefs using the Terracotta Warriors as primary sources. 

Content: 

The 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. 

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. 

Outcomes:  

• HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies 

• HT4-6: uses evidence from sources to support historical narratives and explanations 

In this lesson, students will explore the origins and beliefs of the three dominant worldviews/religions in ancient China – Taoism, Buddhism, and Confucianism.  

Content: 

The 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. 

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. 

Outcomes:  

• HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies 

• HT4-6: uses evidence from sources to support historical narratives and explanations 

In this lesson, students will compare the teachings and attitudes towards life and death of Taoism, Buddhism, and Confucianism through the examination of primary source material.  

Content: 

The 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. 

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. 

Outcomes:  

• HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies 

• HT4-6: uses evidence from sources to support historical narratives and explanations 

In this lesson, students will conduct a source study of the Terracotta Warriors and investigate what they can tell us about the beliefs and practices of ancient China. 

Content: 

The 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. 

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. 

Outcomes:  

• HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies 

• HT4-6: uses evidence from sources to support historical narratives and explanations

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