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Societal Values Skit

Name: Megan Wallis and Katy McGillin
Subject/Grade Level: World History/10th grade
Title/Topic: Ancient China:  Historical Role-Play 
Essential “Guiding Question” for the Lesson:
What were the different social, economic, religious and government groups that comprised ancient Chinese civilization?  What roles did each group play in contributing to the growth and success of Chinese society? 
Sunshine State Standards Addressed in the Lesson:
  • SS.912.W.1.4 “Explain how historians use historical inquiry and other sciences to understand the past.”
  • SS.912.W.1.6 “Evaluate the role of history in shaping identity and character.”
LEARNING OBJECTIVES
By the end of the lesson, students will be able to:
· Demonstrate the relationships between historical characters using historical role-play
· Identify the important players in the development of ancient Chinese government, religion, and society.
· Explain the characteristics and important events of the Zhou, Qin, and Han Dynasties
· Engage in cooperative learning to create an original script and perform a skit about ancient Chinese social structures

LESSON CONTENT
The Zhou dynasty began in 1045 B.C and contributed to the growth of early Chinese civilization.  During this time, Zhou rulers started to form concepts of government hierarchy.  These structured institutions extended to the family, leading to sharp labor divisions between family members.  Meanwhile, three major schools of philosophical thought emerged in China.  Confucianism was founded by Confucius and his sayings were recorded in the Analects; he presented ethical and political ideas in an attempt to bring order to world affairs.  Daoism presented proper behavior humans needed to follow in order to work hard and improve life on Earth.  Legalism held the belief that humans were inherently evil and needed harsh laws and punishments to find the correct path in life.  Politics drastically changed under the Qin dynasty when the regime was divided into a strict central bureaucracy consisting of an Emperor, officials, and a censorate.  Construction of the Great Wall of China also began under this dynasty.  The Han dynasty saw a large expansion of the Chinese empire and a more prosperous society and changing roles for traders, peasants, farmers, and merchants. 

STUDENT GROUPING
· Students will work individually, facing the instructor, during lecture and note taking to allow them to focus on the content delivery.
· Student will work in small groups of 4-6 to complete skit assignment. In this sized group students can each have a designated role in the skit group. All students will collaborate on the script. One student will be responsible for transcribing the script and submitting it to the teacher.  The other students will be the actors and perform the group’s script in front of the class.
 
METHODS
· Direct Instruction- This method will be used for delivery of lecture to ensure that students all receive the same information.
· Cooperative Learning- This method will be used for the skit activity. All students in the group will be responsible for the final script and performance.
 
ACTIVITIES
· Day One- Lecture: Students will take notes on lecture regarding the Zhou, Qin, and Han dynasties of China. The lecture will cover the changing governmental structure, ideological viewpoints, and societal structures under these dynasties
· Day Two- Skit Activity: students will write a 5 minute skit discussing the importance of each role in the following structures that existed in Chinese civilization during the Zhou, Qin, and Han dynasties:
o       Chinese Family: Husband, Wife, Oldest Son
o       Chinese Philosophies: Confucianism, Daoism, and Legalism
o       Chinese Governments (Qin/Han): Emperor, Provincial/County officials, Censor
o       Chinese Economy (Zhou): Soldier, Peasant, Trader/Merchant
Each group should outline the merits of each position but should make clear which position they feel is most important. Students will be divided into groups of 4-6 students. A rubric will be handed out to students detailing the requirements for the writing and performance of a skit. Groups will also submit five questions to the teacher that relate to their skit to be included on a guided notes sheet for the performances
· Day Three- Students will have half the class to practice their skit and prepare to perform. Then, each group will perform their skit. Students will be given a study guide sheet with each group’s five questions to answer while the groups are performing. After each sketch, a 2-3 minutes talk will be held correcting any inaccuracies in the skit and identifying the point of view being presented, and answering that group’s study questions. Students will also be given an evaluation sheet regarding group member contribution. They will rank themselves and their fellow group members on a 1-5 scale and detail what each group member did.
· Day Four- students will finish group presentations, submit scripts, and turn in a written evaluation of each group member's contribution to the assignment.

MATERIALS

· Powerpoint lecture
· Rubric for script and presentation
· Student compiled study guide question sheet

EVALUATION
Students will submit a typed version of the script for the skit they performed in class.  The script and performance will be evaluated by a rubric that will be presented to each student at the beginning of the activity.  Each group will submit five questions concerning the content covered by their particular skit.  Students will be required to fill out a guided notes sheet containing all the questions after they view each skit.  Each student will also complete an evaluation report detailing the contributions of themselves and their group.  This will help determine the participation portion of the grade.

Č
ć
Katy,
Dec 6, 2009, 3:54 PM
ĉ
Katy,
Nov 30, 2009, 8:58 PM
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