Table of Contents

Unit 5 - Topic 1: Overview......................................................................................................................................................... 1

Unit 5 - Topic 1: Goal, GLE's, & Description............................................................................................................................ 2

• Essential Content - GLEs

• Ancillary Content - GLEs

Homework: What Did You Learn in Unit 4 - Topic 3.............................................................................................................. 3

Student Strategies..................................................................................................................................................................... 4

• Caterpillar Writing

• Thinking Like a Historian

• R.A.C.E. Strategy for Reading

• C.E.R. Strategy for Reading and Stating Claims (Claim, Evidence, Reasoning)

Lesson Activity: Vocabulary Words - Homework...................................................................................................................5

Videos about Chinese Dynasties and Other Related Topics................................................................................................6

Early Dynasties Civilization and History - Ancient China....................................................................................................7

Lesson Activity: Prior Knowledge Physical and Political Map............................................................................................ 8

Latitude and Longitude, Pg. 8A

Political Maps of China, Pg. 8B

Physical Map of China, Pg. 8C

Major Mountains and Major Rivers Map, Pg. 8D

Climate Zone Map, Pg. 8E

Time Zone Map - With Latitude and Longitude Lines, Pg. 8F

Lesson Activity: Building Context - Places in the World........................................................................................................10

Lesson Activity: Setting The Context - The Chinese Dynasties.............................................................................................11

Lesson Activity: Answer the Dynasty Questions....................................................................................................................12

Lesson Activity: Formative Assessment - Fall of the Qin Dynasty.......................................................................................13

Lesson Activity: Summative Assessment - Which Dynasty Contributed the Most to the Chinese People.....................14

Topic 1: Students will investigate China and the Chinese Dynasties in order to see the development of civilizations in China.

Unit 5 Description: Students will explore the Chinese Dynasties to examine the characteristics of each civilization and its achievements. Students will determine which dynasty most improved life for the Ancient Chinese and why the Qin Dynasty Fell.

Unit 5: Approximately 4 Weeks

Topic 1: Approximately 4 class periods

Connections to the Unit Claim:

Students investigate the geography of Ancient China to determine regions of human settlement. Students investigate the rise and fall of ancient Chinese dynasties. Students also explore the achievements of ancient China's dynasties.

Key Connections

• Geographic factors shaped the development of ancient civilizations,

• Resources and land use contributed to the development and expansion of trade between civilizations and world regions,

• Political factors influenced the economic, social, and cultural development of ancient civilizations,

• Territorial expansion, the growth of trade and taxation influenced migration patterns, and the spread of cultures, ideas, and religion

Unit Claim:

Is trade necessary for advancing civilizations?

Sub-Claim 2:

• What region of ancient China presents the best environment for human settlement to develop?

• Which dynasty best improved life for the ancient Chinese?

6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures

• • Discuss notable achievements and discoveries of the Zhou, Qin, and Han Dynasties of China (gunpowder, papermaking, printing, the compass, Great Wall of China, terracotta soldiers), and explain how these achievements shaped each Chinese dynasty socially, culturally, economically, and politically.

  • Discuss social structures of the Zhou, Qin, and Han Dynasties of China (king/nobles/farmers in Zhou, tyranny and forced labor in Qin, farmers/merchants in Han with wealth disparities), and explain how different social structures shaped each Chinese dynasty. Compare and contrast leaders of the Zhou, Qin, and Han dynasties (Zhou King Wu, Qin Emperor Shi Huangdi, Han Emperor Liu Bang, Han Emperor Wudi/Wu) and how their philosophies shaped each dynasty (Mandate of Heaven, Confucianism, civil service, bureaucracy, legalism, autocracy, Taoism, tyranny).

6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes

• • Use maps to locate the major physical features (bodies of water, mountain ranges, deserts) that influenced political boundaries.

  • Use maps to locate political boundaries and major cities of dynasties, kingdoms, and empires of ancient China (Shang, Zhou, Qin, Han) and explain changes to political boundaries over time.

6.4.1 Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world

• • Use maps to locate major physical features associated with ancient Chinese dynasties and surrounding areas, including bodies of water (East China Sea, Pacific Ocean, Yangtze River, Yellow/Huang He River, Yellow Sea), deserts (Gobi, Taklamakan), and mountain ranges (Himalayas).

  • Explain how physical features and climate conditions influenced settlement, including major cities where settlement occurred in ancient China (Anyang, Chengzhou, Dunhuang, Hao, Luoyang).

6.4.3 Explain the connection between physical geography and its influence on the development of civilization

• Explain the relationship between physical geography and the development of ancient Chinese dynasties (isolation of ancient China).

6.6.1 Explain the impact of job specialization in the development of civilizations Explain how job specialization was tied to social class in ancient China.

6.1.2 Construct and interpret a parallel timeline of key events in the ancient world

• Create parallel timelines of the Chinese dynasties including the rise and fall of the Shang, Zhou, Qin, and Han Dynasties of China.

• Create a timeline using appropriate dates, including B.C.E/B.C. and C.E./A.D.

6.1.3 Analyze information in primary and secondary sources to address document-based questions

• Analyze writings and artifacts from Chinese dynasties to answer questions about the factors that shaped each dynasty.

6.1.4 Identify and compare measurements of time in order to understand historical chronology

• Identify historical time periods and eras (warring states period).

• Review terms related to measurements of time as needed (B.C.E./B.C., C.E./A.D., circa or c.).

• Examine timelines of key Unit 5 content recognizing measurements of time, sequencing, chronology, location, distance, and duration.

6.3.1 Identify and label major lines of latitude and longitude using a world map or globe to determine climate zones and time zones

• Review the location of major lines of latitude (the Equator, Tropic of Capricorn, Tropic of Cancer, Arctic Circle), climate zones, and types (tropical, dry, mild, continental, polar), and the relationship between latitude and climate as necessary.

• Using a climate map, describe the type of climate(s) present in China.

• Review time zones as necessary.

6.3.2 Plot coordinates of latitude and longitude to determine location or change of location

• Review how to find latitude and longitude as necessary by using maps to plot coordinates of latitude and longitude for important locations in ancient Chinese dynasties and recognize hemispheres, continents, and oceans.

6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs

• Use maps to analyze migration patterns in Chinese dynasties.

Ancillary Content not addressed in the textbook at this time. Teachers should include Ancillary Content with the Topic.

Ancillary Content intentionally skipped for now. Teachers will include in their lesson. (Teachers, please see curriculum content for ancillary GLEs.)

Physical maps illustrate the physical features of an area, such as the mountains, rivers, and lakes. Topographic maps include contour lines to show the shape and elevation of an area. Look at the contours on the map above, what do you think they indicate?