Assignment 2: Paper Prototype – Ancient China
Anita Phillips
Purdue University
EDCI - 569
March 23, 2016
PAPER PROTOTYPE: ANCIENT CHINA
Table of Contents
Context, Learners & Learning Objectives ................................................................................. 2
Course Description: 9th Grade World History Ancient China Unit .............................................................. 2
Target Learners ............................................................................................................................................. 2
Intended Instruction ...................................................................................................................................... 3
Learning Environment & Delivery Method .................................................................................................. 4
Learning Objectives ...................................................................................................................................... 5
Instructional Content & Materials .............................................................................................. 7
Site Directory / Site Map ............................................................................................................ 26
Story Board.................................................................................................................................. 27
Self Evaluation Using Merrill’s Five Star ID Rating System ................................................. 53
References .................................................................................................................................... 55
Page 1
PAPER PROTOTYPE: ANCIENT CHINA
Context, Learners & Learning Objectives
Course Description: 9th Grade World History Ancient China Unit
This course will teach learners to analyze a civilization’s “change over time.” The
History-Social Science Content Standards for California Public Schools (2009) highlight change
over time as one of the essential historical analysis skills to be taught throughout high school.
The specific content topic of this teaching unit will be Ancient China. Ancient China is a
required historical era to be covered by my Social Studies Department Chair and World History
Learning Team. In general, China has a long, rich history that is thousands of years old. Its first
cities were built 4,000 years ago around its great water sources of the Huang He, or Yellow
River, the Chang Jiang, or Yangtze River and the Yellow Sea. Overtime different dynasties ruled
and a great culture, religion, social structure and learning advances emerged. Over the course of
the teaching unit, learners will focus on the five characteristics of an advanced civilization and
how Chinese society changed and developed overtime.
Target Learners:
The target learners are 9th grade high school students (total of 54 students). Other learners
may include 10th grade transfer students needing to fulfill their World History course
Page 2
PAPER PROTOTYPE: ANCIENT CHINA
requirement. These students are completing a yearlong required course in World History at
Sacred Heart Cathedral Preparatory (SHC), a Catholic co-educational high school in San
Francisco, California.
What are their attributes?
Each student had to apply to SHC, interview, and take the High School Placement Test in
order to be accepted and enroll at SHC. Based on the demographic data provided by each
parent/guardian on SHC’s enrollment documents, the average age of the learners is 14-15 with
60% of the learners being male and 40% being female. The self-identified ethnic breakdown is:
27.7% Caucasian, 27.7% Hispanic, 12.9% Chinese, 11.5% Mixed Race, 9.2% Filipino, 3.7%
Korean, 3.7% Arabic, 1.8% Vietnamese and 1.8% Native American.
The learners have prior knowledge of using and operating a laptop and/or tablet for
academic purposes (word-processing, research, digital project creation, etc.).
What analysis have you conducted to determine these questions?
As their 9th grade World History teacher, I have worked with these learners for one
semester. I have reviewed their personal files, demographic information, academic grades for fall
semester, teacher comments and parent information. Additionally, I have worked with them in
and outside of class time to enhance their historical analysis and writing skills.
Intended Instruction:
The purpose of the instructional unit would be to meet the content requirements set by
SHC’s Social Studies Department and World History Learning Team. One of the required topics
for second semester is Ancient China. Because SHC moved to a BYOD (Bring Your Own
Device) policy this year, each department has been encouraged by the administration to design
Page 3
PAPER PROTOTYPE: ANCIENT CHINA
more units, lessons and individual activities that use the student devices and available technology
to enhance course content.
In order for each learner to be able to successfully complete this e-learning unit, s/he
needs to have access to and feel comfortable operating a computer laptop or tablet. Additionally
each learner needs to be familiar with Schoology (SHC’s LMS), Google Docs, YouTube, Prezi,
and general internet navigation. The ability to navigate these online applications will allow
learners to practice their reading comprehension, historical analysis, decision-making and critical
thinking skills.
The only restriction to the e-learning instruction is to make sure that the learning unit is
available and accessible on a variety of devices. If this is not possible, then each learner will
need to have access to borrowed hardware to use for the duration of the unit.
Learning Environment & Delivery Method:
Each learner will complete this e-learning unit on Ancient China in a blended classroom
environment. The majority of the unit lessons, activities and assessments will be completed
during class but each learner will be able to move through the unit at their own pace. The
classroom teacher will serve as a facilitator and guide to help each learner navigate the course
when necessary.
The e-learning unit will be delivered and accessed through SHC’s LMS, Schoology.
Schoology allows for the build out of multiple lessons (modules) in each course and provides a
clear and understandable organization making it easy for each learner to move through the unit.
Schoology has a “student completion” function that allows the designer to force students to move
through the course a specific way. Students will not be allowed to skip around but must complete
Page 4
PAPER PROTOTYPE: ANCIENT CHINA
each activity or assessment in a specific order. At the end of each lesson, each individual student
will check in with the teacher before moving on to the next lesson.
Instructional Goal:
Each World History student will evaluate Ancient China’s status as an advanced
civilization by compiling historical facts for each of the five main characteristics of an advanced
civilization in a unit-culminating project.
Learning Objectives:
The following are learning objectives based on the work of Mager (1984) and apply to
the learners described in the above sections.
Objective
Description
Given the task of defending at least two pros and two cons of China’s
1
geography, each student will participate in an online discussion on how
China’s geography will impact its societal development.
1.1
 Given the task of drawing a physical map of China, each student
will draw an accurate and presentable map correctly identifying at least
8 major geographic features of China.
2
2. Given readings on Confucian philosophy, Daoism and Legalism, each
student will design a graphic representation of information to classify at least
three ways each philosophy affected China’s social and family values that is
grammatically correct and contains no misspellings.
3
Given readings and online resources on the Qin Dynasty, each student will
formulate an argument on the enduring impact of the Qin Dynasty by writing a
historical essay outline following SHC’s writing framework and rubric.
3.1
4
 Each student will conduct a peer review of a partner’s historical
essay outline using SHC’s History Department Writing Guide and
SHC’s historical essay rubric.
Given primary and secondary sources on the Han Dynasty, each student will
complete the APPARTS chart to identify and outline at least three reasons for
the rise of the Han Dynasty.
4.1  Each student will watch and review the APPARTS Prezi before completing
Page 5
PAPER PROTOTYPE: ANCIENT CHINA
the APPARTS chart for the Han Dynasty.
Given readings on the Han Dynasty, each student will compile information on
the impact of Han rule on society (social structure), government, technology,
commerce and culture by contributing to a class wiki.
Given readings on the Tang and Song Empires, each student will correctly
identify at least three achievements for each empire by completing an online
quiz.
5
6
6.1
7
 Each student will participate in an online discussion to highlight an
argument for what is the greatest achievement of each empire.
Upon completion of the unit, each student will design a digital presentation
using a technology that appropriately supports the content to be presented to
justify why Ancient China is considered an advanced civilization. Each
student should score a 75% or higher on the assessment rubric.
Page 6
PAPER PROTOTYPE: ANCIENT CHINA
Instructional Content & Materials
Welcome Page:
Introduction
Welcome & Unit Overview
Welcome to our e-learning unit on Ancient China!
China has a long, rich history that is thousands of years old. Its first cities were
built 4,000 years ago around its great water sources of the Huang He, or Yellow
River, the Chang Jiang, or Yangtze River and the Yellow Sea. Overtime
different dynasties ruled and a great culture, religion, social structure and
learning advances emerged.
Over the course of this unit, you will focus on the five characteristics of an
advanced civilization (advanced cities, specialized workers, complex
institutions, record keeping and improved technology) and how Chinese society
changed and developed overtime. You will specific study the physical
geography of China, Chinese philosophy and ethical systems, and the Qin, Han,
Tang and Song dynasties.
The following video will provide an overview of how you will progress through
the course:
<Insert Video Here>
Page 7
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 1: Geography
Learning
Objective 1
1. Given the task of defending at least two pros and two cons of China’s
geography, each student will participate in an online discussion on how
China’s geography will impact its societal development.
 1.1 Given the task of drawing a physical map of China, each
student will draw an accurate and presentable map correctly
identifying at least 8 major geographic features of China.
Content Presentation (“Absorb” Activities)
This is the first lesson of Ancient China: an Advanced Civilization.
This lesson includes:






Reading #1: Selection from Chinese Geography
Video #1: Geography of China
Maps #1-4: Map Analysis of the Geography of China Analysis
Outline Notes Activity
Map Creation Activity
China’s Geography Discussion
Introduction:
Before you learn about China’s development as an advanced society, you will
first explore China’s geography and how its geographic features have impacted
future developments. During this lesson, you will explore China’s river systems,
isolating barriers and varied climate.
This first lesson is designed to be self-paced. You will be guided sequentially
through each step in the lesson and will only be able to complete the “do” and
“connect” activities once you have completed the required “absorb” activities.
Please budget your in-class time so that you can complete the required activities
in a timely manner. You will submit your outline notes and original map of
China to the assignment dropbox.
As you work through the material in class, please do not hesitate to raise your
hand and ask for help. If you need additional help outside of class email me at
aphillips@shcp.edu. Make sure to read all directions carefully.
Reading #1:
Selection from:
Knapp, R. (2009). Chinese geography: Readings and maps. Asia for Educators.
Retrieved February 1, 2014, from
Page 8
PAPER PROTOTYPE: ANCIENT CHINA
http://afe.easia.columbia.edu/china/geog/maps.htm#2a
Video #1:
Zoller, J. (Director). (2012, January 02). Geography of China [Video].
Retrieved from http://www.youtube.com/watch?v=J6IrkUvJxio
Map #1:
Knapp, R. (Ed.). (2009). Major rivers [Map]. In Chinese Geography: Readings
and Maps. Retrieved from
http://afe.easia.columbia.edu/china/geog/M_CH_WRD.htm
Map #2:
Knapp, R. (Ed.). (2009). Major rivers [Map]. In Chinese Geography: Readings
and Maps. Retrieved from http://afe.easia.columbia.edu/china/geog/M_rivr.htm
Map #3:
Knapp, R. (Ed.). (2009). Mountains and Deserts [Map]. In Chinese Geography:
Readings and Maps. Retrieved from
http://afe.easia.columbia.edu/china/geog/M_Mt.htm
Map #4:
Knapp, R. (Ed.). (2009). Course Changes of the Yellow River [Map]. In Chinese
Geography: Readings and Maps. Retrieved from
http://afe.easia.columbia.edu/china/geog/M_Yellw.htm
Student Participation (“Do” and “Connect” Activities)
“Do” - Activity 1: (formative)
Outline Cornell Notes:
While you are reading Chinese Geography: Readings and Maps (Reading #1) and watching the
video on Chinese Geography (Video #1), take notes on the following geographic topics: Huang
He (Yellow River), Chang Jiang (Yangzi River), Himalayan Mountains, Gobi Desert,
Tibetan Plateau, and oceans.
Cornell Outline Notes Checklist
Page 9
PAPER PROTOTYPE: ANCIENT CHINA
*Note: the students have been using this note-taking format all year long.
“Do” - Activity 2: (formative)
China Map Assignment:
After completing the “absorb” activities you are now going to create your own map of China.
Please click on the following link for detailed instructions:
Geography of China Map Assignment
“Connect” - Activity 3: (summative)
Discussion Question:
In your judgment, what are two positives and two drawbacks of China’s geography? How would
China’s geographic features impact its societal development? Explain.
After posting your initial response, you must comment on two of your classmates’ posts.
Feedback:
Students will be evaluated based on the following rubric: Online Discussion Rubric
Source:
Aimee DeNoyelles, Kelvin Thompson, Amy Sugar, Jessica Vargas and Baiyun Chen (2013).
Discussion Rubrics. In K. Thompson and B. Chen (Eds.), Teaching Online Pedagogical
Repository. Orlando, FL: University of Central Florida Center for Distributed Learning.
Retrieved February 9, 2014 from
http://topr.online.ucf.edu/index.php?title=Discussion_Rubrics&oldid=2674
Page 10
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 2: Chinese Philosophy and Ethical Systems
Learning
Objective 2
2. Given readings on Confucian philosophy, Daoism and Legalism, each student
will design a graphic representation of information to classify at least three ways
each philosophy affected China’s social and family values that is grammatically
correct and contains no misspellings.
Content Presentation (“Absorb” Activities)
This is the second lesson of Ancient China: an Advanced Civilization.
This lesson includes:





Reading #1 & Video #1: Confucius
Reading #2 & Video #2: Laozi
Reading #3: Legalism
Outline Notes Activity
Chinese Philosophy Graphic Organizer
Introduction:
Between 1027 and 256 B.C.E. the Zhou Dynasty ruled China. During the first
300 years of their rule, the Zhou kings controlled a large empire, including both
eastern and western lands. Zhou kings held their power through the loyalty of
local rulers. However, this loyalty began to break down as local rulers grew
more independent. This led to the “warring states period” causing the decline of
the Zhou Dynasty. A constant state of war weakened the traditional Chinese
values of social order, harmony and respect for authority. Chinese scholars and
philosophers developed different solutions to restore these cherished ancient
values. (Adapted from World History, Patterns of Interaction: The Unification
of China)
During this lesson, you will explore ancient Chinese philosophies including the
teachings of Confucius, the teachings of Laozi and Daoism, as well as the
philosophy of Legalism.
This second lesson is designed to be self-paced and collaborative. You will be
guided sequentially through each step in the lesson and will only be able to
complete the “do” and “connect” activities once you have completed the
required “absorb” activities. Please budget your in-class time so that you can
complete the required activities in a timely manner. You will submit your outline
notes and Chinese Philosophy Graphic Organizer to the assignment dropbox.
As you work through the material in class, please do not hesitate to raise your
hand and ask for help. If you need additional help outside of class email me at
aphillips@shcp.edu. Make sure to read all directions carefully.
Page 11
PAPER PROTOTYPE: ANCIENT CHINA
Reading & Video #1:
Confucius. (2014). The Biography Channel website. Retrieved from
http://www.biography.com/people/confucius-9254926.
Reading & Video #2:
Laozi. (2014). In Encyclopædia Britannica. Retrieved from
http://www.britannica.com/EBchecked/topic/330163/Laozi
Reading #3:
Legalism. (2014). In Encyclopædia Britannica. Retrieved from
http://www.britannica.com/EBchecked/topic/334895/Legalism
Student Participation (“Do” and “Connect” Activities)
“Do” - Activity 1: (formative)
Outline Cornell Notes:
While you are reading about Confucius, Laozi & Daoism and Legalism, consider the following
questions. These should guide the basis of your “connect” activity of creating an original graphic
organizer.




What is the “big” idea? This should be a short summary of the main point of the
philosophy and its historical significance.
According to each philosophy, how do we know what is true and good?
According to each philosophy, what is the role of government?
How will this philosophy promote a just society? Equality? Freedom? Are people
good?
Cornell Outline Notes Checklist
*Note: the students have been using this note-taking format all year long.
“Connect” - Activity 2: (summative)
Chinese Philosophy Visual Graphic Organizer:
You will work with a partner to create a visual representation of the three main Chinese
philosophies and ethical systems. Please click on the following link for more detailed
Page 12
PAPER PROTOTYPE: ANCIENT CHINA
instructions:
The Three Ways of Chinese Philosophy Assignment
How to make a Prezi: http://www.youtube.com/watch?v=ccaI7J8ohr8
Feedback:
Students will be evaluated using the following checklist. Each group (student partnership) will
receive the same grade.
The Three Ways of Chinese Philosophy Grading Checklist
Page 13
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 3: Impact of the Qin Dynasty
Learning
Objective 3
3. Given readings and online resources on the Qin Dynasty, each student will
formulate an argument on the enduring impact of the Qin Dynasty by writing a
historical essay outline following SHC’s writing framework and rubric.
 3.1 Each student will conduct a peer review of a partner’s historical
essay outline using SHC’s History Department Writing Guide and SHC’s
historical essay rubric.
Content Presentation (“Absorb” Activities)
This is the third lesson of Ancient China: an Advanced Civilization.
This lesson includes:










Reading #1: Qin Dynasty
Map #1: Qin Dynasty Map
Reading #2: Shi Huangti
Reading#3: Terracotta Warriors
Video Clip #1: Terracotta Warriors
Outline Notes Activity
Terracotta Warriors Questions
Impact of the Qin Dynasty Essay Outline
Extension Video #1: China’s Terracotta Warriors
Extension Article #1: Qin Shi Huang
Introduction:
During the third century B.C.E., the Qin Dynasty emerged from the western
state of Qin. The ruler who founded the Qin Dynasty employed the Legalist
ideas you studied in lesson two to subdue the warring states and bring China
under one rule. Shi Huangdi (translating to “First Emperor” and sometimes
written as Qin Shi Huang) emerged as a charismatic and ruthless leader that
halted China’s internal battles and fought to defend China against external
threats. Under Shi Huangdi and the Qin Dynasty China will double in size,
centralize its government and conduct significant public works projects
including the extension of the Great Wall of China. (Adapted from World
History, Patterns of Interaction: The Unification of China)
During this lesson, you will explore the rise of the Qin Dynasty, specifically
under Shi Huangdi, and the unification of China.
This third lesson is designed to be self-paced and collaborative. You will be
guided sequentially through each step in the lesson and will only be able to
complete the “do” and “connect” activities once you have completed the
required “absorb” activities. Please budget your in-class time so that you can
complete the required activities in a timely manner. After you have explored and
Page 14
PAPER PROTOTYPE: ANCIENT CHINA
examined the readings and video clips, you will draft a formal essay outline that
explores the impact of the Qin Dynasty. You will peer edit a partner’s essay
outline to receive and provide feedback. You will use SHC’s History
Department Writing Guide to format your essay outline. You will submit you
final essay outline to the assignment dropbox.
As you work through the material in class, please do not hesitate to raise your
hand and ask for help. If you need additional help outside of class email me at
aphillips@shcp.edu. Make sure to read all directions carefully.
Reading #1:
Peralta, G. (2014, January 22). Qin Dynasty. Ancient History Encyclopedia.
Retrieved from http://www.ancient.eu.com/Qin_Dynasty/
Map #1:
Ninje, Y. (2014, January 17). Map of the Qin Empire. Ancient History
Encyclopedia. Retrieved from http://www.ancient.eu.com/image/2224/
Reading #2:
Mark, J. J. (2012, December 18). Shi Huangti. Ancient History Encyclopedia.
Retrieved from http://www.ancient.eu.com/Shi_Huangti/
Reading #3:
Lubow, A. (2009, July). Terra cotta soldiers on the march. Smithsonian.
Retrieved from http://www.smithsonianmag.com/history/terra-cotta-soldiers-onthe-march-30942673/
Video #1:
China's Terra-Cotta Warriors. (n.d.). National Geographic. Retrieved from
http://video.nationalgeographic.com/video/places/countries-places/china/chinaterra-cotta-warriors-eorg/
Extension Video #1:
China's Terracotta Warriors. (2011, May 4). PBS Video. Retrieved from
http://video.pbs.org/video/1907176069/
Extension Article #1:
Gracie, C. (2012, October 15). Qin Shi Huang: The ruthless emperor who
Page 15
PAPER PROTOTYPE: ANCIENT CHINA
burned books. BBC News. Retrieved from
http://www.bbc.co.uk/news/magazine-19922863
Student Participation (“Do” and “Connect” Activities)
“Do” - Activity 1: (formative)
Outline Cornell Notes:
While you are reading about the Qin Dynasty and Shi Huangti, follow the outline notes template.
Make sure to include main ideas, specific details (names, dates and events), and a summary
analysis. These should guide the basis of your “connect” activity of writing a SHC essay outline.
Cornell Outline Notes Checklist
*Note: the students have been using this note-taking format all year long.
“Do” - Activity 2: (formative)
After completing the assigned readings and watching the short video on the Terracotta Warriors
answer the following questions:
Terracotta Warriors Questions
“Connect” - Activity 3: (summative)
Qin Dynasty Essay Outline:
You will work individually to construct an essay outline that explores the enduring impact of the
Qin Dynasty. Next, you will peer edit a partner’s essay outline to receive and provide feedback.
You will use SHC’s History Department Writing Guide and assignment rubric to format your
essay outline:
The Enduring Impact of the Qin Dynasty Essay Outline Assignment
SHC History Writing Guide 2013
Feedback:
Students will be evaluated using the following essay outline rubric. Each student will use the
rubric to review a partner’s essay outline. The peer feedback will be used by each individual
student to make revisions to their outline draft before submitting their final essay outline. The
peer editing will be a learning activity rather than an assessment.
Page 16
PAPER PROTOTYPE: ANCIENT CHINA
Qin Dynasty Essay Outline Rubric
Page 17
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 4: The Han Dynasty
Learning
4. Given primary and secondary sources on the Han Dynasty, each student will
Objectives complete the APPARTS chart to identify and outline at least three reasons for the
4&5
rise of the Han Dynasty.
4.1 Each student will watch and review the APPARTS Prezi before
completing the APPARTS chart for the Han Dynasty.
5. Given readings on the Han Dynasty, each student will compile information on
the impact of Han rule on society (social structure), government, technology,
commerce and culture by contributing to a class wiki.
Content Presentation (“Absorb” Activities)
This is the fourth lesson of Ancient China: an Advanced Civilization.
This lesson includes:









Video #1: Review of Qin Dynasty and Changes of Han Dynasty (review)
Reading #1: Han Dynasty
Video #2: The Han Dynasty-China's First Golden Age
Reading #2: Primary Source Documents on the Han Dynasty (part of
summative assessment)
Reading #3: Han Emperors in China (Ch. 7 Sec. 3)
Outline Notes Activity
APPARTS Prezi Job Aid
Han Dynasty APPARTS Chart
Han Dynasty Wiki Assignment
Introduction:
Under Shi Hangdi, the Qin Dynasty had unified China. Shi Huangdi established a
strong government by conquering the rival kings who ruled small states throughout
China. After Shi Huangdi died in 210 B.C.E., his son proved to be a weak and
ineffective leader. During this time, China’s government fell apart and rumblings of
discontent led to peasant rebellions and rival kings competing for control over the
regions they had held before Shi Huangdi. Eventually Liu Bang, a military general,
rose to power and ended the civil war period. He declared himself First Emperor of
the Han Dynasty.
The Han Dynasty, which ruled China for more than 400 years, is divided into two
periods. The Former Han ruled for about two centuries, until 9 C.E. After a brief
period when the Han were out of power, the Later Han ruled for almost another two
centuries. The Han Dynasty so influenced China that even today many Chinese call
themselves “People of the Han.” (Adapted from World History, Patterns of
Interaction: The Unification of China)
Page 18
PAPER PROTOTYPE: ANCIENT CHINA
During this lesson, you will explore the rise, influence and lasting impact of the
Han Dynasty, specifically its advances in government, technology, commerce and
culture and how that impacted Chinese society.
This fourth lesson is designed to be self-paced and collaborative. You will be
guided sequentially through each step in the lesson and will only be able to
complete the “do” and “connect” activities once you have completed the required
“absorb” activities. Please budget your in-class time so that you can complete the
required activities in a timely manner. After you have explored and examined the
readings and video clips, you will analyze a set of primary sources related to the
Han Dynasty. You will use the APPARTS method to break down each document
source. You will submit your chart to the assignment dropbox. Lastly, to synthesize
everything you have learned about the Han you will contribute to a class wiki.
As you work through the material in class, please do not hesitate to raise your hand
and ask for help. If you need additional help outside of class email me at
aphillips@shcp.edu. Make sure to read all directions carefully.
Video #1:
Zoller, J. (Director). (2011, October 11). Qin Dynasty and Han Dynasty [Video].
Retrieved from
http://www.youtube.com/watch?v=KkNEvPly5WU&list=UUgo_JRKFa39Tr3DfbOqoWw&feature=c4-overview
Reading #1:
Violatti, C. (2013, May 27). Han dynasty. Ancient History Encyclopedia. Retrieved
from http://www.ancient.eu.com/Han_Dynasty/
Video #2:
Discovering China - the Han dynasty-China's first golden age. (2012, August 25).
YouTube. Retrieved from http://www.youtube.com/watch?v=VS7pKZJ3zPs
Reading #2:
College Board. (n.d.). AP Central. Retrieved from
http://apcentral.collegeboard.com/apc/members/exam/exam_information/216943.ht
ml
*Note: Each source document was taken from the 2007 FRQ Essay Question
Reading #3: Han Emperors in China (Ch. 7 Sec. 3)
Page 19
PAPER PROTOTYPE: ANCIENT CHINA
Beck, R. B. (2007). World history: Patterns of interaction. Evanston, IL: McDougal
Littell.
WH Ch. 7 Section 3 Han Emperors in China (p. 200-207)
Student Participation (“Do” and “Connect” Activities)
“Do” - Activity 1: (formative)
Outline Cornell Notes:
While you are reading about the Han Dynasty follow the outline notes template. Make sure to
include main ideas, specific details (names, dates and events), and a summary analysis.
*Note: the students have been using this note-taking format all year long.
Cornell Outline Notes Checklist
“Do” - Activity 2: (formative)
Watch the APPARTS Prezi presentation and take the corresponding quiz.
APPARTS Prezi Job Aid or The APPARTS Method of Document Analysis Transcript
The APPARTS Prezi Quiz
“Do” - Activity 3: (formative)
Han Dynasty Source Documents (APPARTS):
After completing the assigned readings and viewing the APPARTS Prezi, you are now going to
put your source skills to the test. Read each source document on Han China’s advances in
technology and complete the APPARTS chart for each document.
Han Dynasty Source Documents (APPARTS)
“Connect” - Activity 4: (summative)
Han Dynasty Class Wiki Assignment:
As a culmination of the fourth lesson, you will contribute to a class wiki on the impact of the
Han Dynasty. Read the attached assignment directions carefully. You will focus your research
on the impact of Han rule on society (social structure), government, technology, commerce and
culture.
Page 20
PAPER PROTOTYPE: ANCIENT CHINA
Han Dynasty Wiki Assignment
Wiki Rubric - Wiki rubric [PDF]. (2006). ReadWriteThink.
Page 21
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 5: The Tang and Song Dynasties
Learning
Objectiv
e6
6. Given readings on the Tang and Song Empires, each student will correctly identify
at least three achievements for each empire by completing an online quiz.
6.1  Each student will participate in an online discussion to highlight an
argument for what is the greatest achievement of each empire.
Content Presentation (“Absorb” Activities)
This is the fifth lesson of Ancient China: an Advanced Civilization.
This lesson includes:






Video #1: Tang and Song Dynasties (Main Ideas)
Reading #1: Tang and Song China (Ch. 12 Sec. 1)
Reading #2: Important Tang and Song Emperors
Outline Notes Activity
Tang and Song Discussion Activity
Tang and Song Quiz
Introduction:
After the Han Dynasty collapsed in 220 C.E., no emperor was strong enough to hold
China together. Over the next 350 years, more than 30 local dynasties rose and fell.
Finally, by 589 C.E., an emperor named Wendi had united northern and southern
China once again. He restored a strong central government. Under the next two
dynasties, the Tang and the Song, China experienced a prolonged golden age. It
became the richest, most powerful, and most advanced country in the world.
(Source: Beck, R. B. (2007). World history: Patterns of interaction. Evanston, IL:
McDougal Littell).
The Tang (618-906 C.E.) and Song (960-1279 C.E.) dynasties are sometimes
referred to in textbooks as Medieval China because they coincided in time with the
Early and High Middle Ages of Western Europe. But life was very different in the
refined empires of Tang and Song China than it was in the struggling Frankish
kingdom of Charlemagne or England during the Norman invasion. By the time two
Chinese military leaders rebelled against the Sui imperial family and established the
Tang Dynasty in 618, Chinese administrations already had hundreds of years of
experience building and maintaining empires. The Tang and Song dynasties spanned
more than 600 years (from 618 to 1279 C.E.) and witnessed astonishing advances in
science, technology, arts and philosophy. The Tang empire was noted as a center for
foreign exchange in goods and ideas, a powerful expansionist military, a capable
civil service system and system of education, and an explosion of arts and culture.
The Song dynasty built on many of the Tang’s accomplishments but life for the
Chinese in this period was different. The security of the Song empire was threatened
by invaders on its northern and western borders making foreign interaction in the
Page 22
PAPER PROTOTYPE: ANCIENT CHINA
Song more dangerous. Many Chinese responded to these invasions by often turning
away foreign goods and ideas and focusing on philosophies and experiences closer to
home.
(Source: Tang and Song dynasties: An overview. (2012). Asian Art Museum: Asian
Education. Retrieved from
http://education.asianart.org/sites/asianart.org/files/resourcedownloads/Historical%20Literacy%20-%20A1.pdf )
During this lesson, you will explore the rise, influence and lasting impact of Tang
and Song China, specifically its advances in government, technology, commerce and
culture and how that impacted Chinese society.
This fifith lesson is designed to be self-paced and collaborative. You will be guided
sequentially through each step in the lesson and will only be able to complete the
“do” and “connect” activities once you have completed the required “absorb”
activities. Please budget your in-class time so that you can complete the required
activities in a timely manner. After you have explored and examined the readings
and video clips, you will first participate in an online discussion. You must make one
original post to the posed question and respond to at least two other posts. See the
attached “Class Discussion Rubric” for further explanation and expectations. Then,
you will move onto the online quiz.
As you work through the material in class, please do not hesitate to raise your hand
and ask for help. If you need additional help outside of class email me at
aphillips@shcp.edu. Make sure to read all directions carefully.
Video #1:
Tang and Song dynasties. (2013, January 20). YouTube. Retrieved from
http://www.youtube.com/watch?v=Ra5s1gBAu70&list=PL55E3B1DA69BDB98D&
feature=c4-overview-vl
Reading #1:
Beck, R. B. (2007). World history: Patterns of interaction. Evanston, IL: McDougal
Littell.
WH Ch. 12 Sec. 1 (p. 322-329)
Reading #2:
Some important Chinese emperors during the Tang and Song dynasties. (2012).
Asian Art Museum: Asian Education. Retrieved from
http://education.asianart.org/sites/asianart.org/files/resourcePage 23
PAPER PROTOTYPE: ANCIENT CHINA
downloads/Historical%20Literacy%20-%20A2.pdf
Student Participation (“Do” and “Connect” Activities)
“Do” - Activity 1: (formative)
Outline Cornell Notes:
While you are reading about the Tang and Song Dynasties follow the outline notes template.
Make sure to include main ideas, specific details (names, dates and events), and a summary
analysis.
Cornell Outline Notes Checklist
*Note: the students have been using this note-taking format all year long.
“Connect” - Activity 2: (formative)
Discussion Question:
In your judgment, what is the greatest achievement of the Tang Dynasty? Song Dynasty?
Explain.
After posting your initial response, you must comment on two of your classmates’ posts.
Feedback:
Students will be evaluated based on the following rubric: Online Discussion Rubric
Source:
Aimee DeNoyelles, Kelvin Thompson, Amy Sugar, Jessica Vargas and Baiyun Chen (2013).
Discussion Rubrics. In K. Thompson and B. Chen (Eds.), Teaching Online Pedagogical
Repository. Orlando, FL: University of Central Florida Center for Distributed Learning.
Retrieved February 9, 2014 from
http://topr.online.ucf.edu/index.php?title=Discussion_Rubrics&oldid=2674
“Do” - Activity #3: (summative)
Online Quiz: Tang and Song China Quiz
Page 24
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 6: Culminating Project
Learning
Objective 7
7. Upon completion of the unit, each student will design a digital presentation
using a technology that appropriately supports the content to be presented to
justify why Ancient China is considered an advanced civilization. Each student
should score a 75% or higher on the assessment rubric.
Student Participation (“Do and “Connect” Activities)
Final “Connect” Activity:
Each student will have the opportunity to synthesize the information learned throughout the unit
by creating a digital presentation. Each student will illustrate how and why Ancient China is
considered an advanced civilization.
Assignment Directions: Final Assessment: China - An Advanced Civilization
Feedback:
Each student will be assessed using a general performance rubric that is used throughout the
school year. The students will be assessed on three categories: knowledge, reasoning and
communication.
Rubric: Ancient China - an Advanced Civilization Performance Assessment Rubric
Page 25
PAPER PROTOTYPE: ANCIENT CHINA
Site Directory / Site Map
Page 26
PAPER PROTOTYPE: ANCIENT CHINA
Story Board
Note:
The following screen shots show the draft of how the e-learning unit will look on Schoology.
Because this is the official LMS of SHC, there is little room to customize the design of the
interface. Additionally, the students will be using many different online resources. They will
follow links to be taken to these outside resources. Because these resources are not directly
embedded in Schoology, I have taken a screen shot of the link to the outside source.
Legend for Icons:
The following screen shot shows some of the icons that will be used throughout the e-learning
course. Many of these icons will be displayed when you “enter” into each lesson folder. This is
from the course administrators view but the icons are the same from the student view.
Main Menu:
Page 27
PAPER PROTOTYPE: ANCIENT CHINA
Introduction & Welcome:
Lesson 1: Geography
Page 28
PAPER PROTOTYPE: ANCIENT CHINA
Overview of Lesson 1: Geography (Lesson 1)
Cornell Notes for Reading, Watching Videos and Analyzing Maps: (Lesson 1)
Page 29
PAPER PROTOTYPE: ANCIENT CHINA
Chinese Geography: Readings and Maps (Lesson 1)
*Note: The students will be directed to leave the site by clicking on the arrow in the upper right
hand corner. I might change this so that when they click on the link located in each main lesson
folder one click takes them directly to the outside site resources in a new window.
Page 30
PAPER PROTOTYPE: ANCIENT CHINA
Mr. Zoller’s Geography of China Video: (Lesson 1)
Map #1: China and the World (Lesson 1)
Page 31
PAPER PROTOTYPE: ANCIENT CHINA
Map #2: Major Rivers: (Lesson 1)
Map #3: Mountains and Deserts (Lesson 1)
Page 32
PAPER PROTOTYPE: ANCIENT CHINA
Map #4: Course Changes of the Yellow River (Lesson 1)
China Map Assignment: (Lesson 1)
Page 33
PAPER PROTOTYPE: ANCIENT CHINA
Impact of Chinese Geography Discussion: (Lesson 1)
Lesson 2: Chinese Philosophy and Ethical Systems (Lesson 2)
Page 34
PAPER PROTOTYPE: ANCIENT CHINA
Overview of Lesson 2: Chinese Philosophy and Ethical Systems (Lesson 2)
Outline Notes: (Lesson 2)
Page 35
PAPER PROTOTYPE: ANCIENT CHINA
Confucius Reading: (Lesson 2)
Laozi Reading: (Lesson 2)
Page 36
PAPER PROTOTYPE: ANCIENT CHINA
Legalism Reading: (Lesson 2)
Chinese Philosophy Graphic Organizer Assignment: (Lesson 2)
Page 37
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 3: Impact of the Qin Dynasty
Overview of Lesson 3: The Impact of the Qin Dynasty (Lesson 3)
Page 38
PAPER PROTOTYPE: ANCIENT CHINA
Outline Notes: (Lesson 3)
Qin Dynasty Reading: (Lesson 3)
Map of Qin Dynasty: (Lesson 3)
Page 39
PAPER PROTOTYPE: ANCIENT CHINA
Shi Huangti Reading: (Lesson 3)
Page 40
PAPER PROTOTYPE: ANCIENT CHINA
Terracotta Soldiers on the March Reading: (Lesson 3)
China’s Terracotta Warriors Video: (Lesson 3)
Page 41
PAPER PROTOTYPE: ANCIENT CHINA
Terracotta Warriors Quiz: (Lesson 3)
Qin Dynasty Essay Outline Assignment: (Lesson 3)
Page 42
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 4: The Han Dynasty
Overview of Lesson 4: The Han Dynasty (Lesson 4)
Page 43
PAPER PROTOTYPE: ANCIENT CHINA
Outline Notes: (Lesson 4)
Qin & Han Dynasty Video: (Lesson 4)
Page 44
PAPER PROTOTYPE: ANCIENT CHINA
Han Dynasty Reading: (Lesson 4)
The Han Dynasty- China’s First Golden Age Video: (Lesson 4)
Page 45
PAPER PROTOTYPE: ANCIENT CHINA
APPARTS Prezi Overview & Quiz: (Lesson 4)
Page 46
PAPER PROTOTYPE: ANCIENT CHINA
Han Dynasty Source Documents Assignment: (Lesson 4)
Han Dynasty Wiki Assignment: (Lesson 4)
Page 47
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 5: The Tang and Song Dynasties
Overview of Lesson 5: The Tang and Song Dynasties (Lesson 5)
Page 48
PAPER PROTOTYPE: ANCIENT CHINA
Outline Notes: (Lesson 5)
Tang and Song Dynasties Video: (Lesson 5)
Page 49
PAPER PROTOTYPE: ANCIENT CHINA
Ch. 12 Sec. 1 Reading: (Lesson 5)
Some Important Chinese Emperors During the Tang & Song Dynasties: (Lesson 5)
Page 50
PAPER PROTOTYPE: ANCIENT CHINA
Achievements of the Tang and Song Dynasties Discussion: (Lesson 5)
Tang and Song China Quiz: (Lesson 5)
Page 51
PAPER PROTOTYPE: ANCIENT CHINA
Lesson 6: Culminating Project
Digital Presentation Ancient China: (Lesson 6)
Page 52
PAPER PROTOTYPE: ANCIENT CHINA
Self Evaluation Using Merrill’s Five Star ID Rating System
Problem - Is the courseware presented in the context of real-world problems?
Yes. Although the e-learning unit focuses on Ancient Chinese history, it is also aiming to
teach students how to think critically and analytically. Every unit is related to teaching historical
causes and effects, change over time and the impact of an advanced civilization. Although the
facts learned throughout the unit may not be couched in the context of real-world problems the
skills the students will use throughout the course can be applied to real world contexts and can
transfer to other courses of study throughout their high school career. Additionally, each student
will not only “absorb” the presented information but will engage with questions and problems in
order to analyze and understand the “big” picture of advanced civilizations.
Activation – Does the courseware attempt to activate relevant prior knowledge or
experience?
Somewhat. The unit is a standalone topic and does not relate to historical facts that have been
studied previously in the school year. However, the historical skills of critical thinking, analytical
writing and synthesis of civilizations have been explored throughout the school year. Students
may be able to relate the study of other civilizations to that of Ancient China and compare and
contrast China’s development as an advanced civilization. This prior knowledge could help
students better justify why Ancient China is considered an advanced civilization.
Demonstration – Does the courseware demonstrate (show examples) of what is to be
learned rather than merely tell information about what is to be learned?
Yes. In each lesson, students have multiple opportunities to encounter the information.
Although it is reading heavy, there are short videos and images given so that the information can
be reinforced throughout each lesson. Job aids are provided (APPARTS Prezi, SHC Writing
Page 53
PAPER PROTOTYPE: ANCIENT CHINA
Guide and rubrics) for students to glean a better understanding of how they should approach the
material and assignments.
Application – Do learners have an opportunity to practice and apply their newly
acquired knowledge or skill?
Yes. Each lesson allows for the students to practice and apply what they have learned. Each
lesson includes activities based on varying levels of Bloom’s Taxonomy and provides at least
two ways for students to “show” what they have learned. Additionally, a culminating project is
designed for students to synthesize what they have learned throughout the unit course of study
and apply it to the creation of an original product. For all assignments, directions, rubrics, and/or
answers are provided for students to understand assignment expectations. All activities and
assignments are aligned with the stated course objectives.
Integration – Does the courseware provide techniques that encourage learners to
integrate (transfer) the new knowledge or skill into their everyday life?
Yes. Throughout the course students will work individually and collaboratively to discuss
and defend opinions about the impact of Ancient China as an advanced civilization. Students will
also have the opportunity to contribute to a public wiki to gather and share information about
Ancient China. Lastly, each student will produce an original digital product and post it in a
public forum in order to apply what they have learned throughout the unit of study. Again, the
actual historical factual knowledge may not directly apply to the daily lives of the students but
the skills learned throughout the course can be transferred to other facets of their academic and
personal lives – especially in each student’s online oral and written communication of ideas.
Page 54
PAPER PROTOTYPE: ANCIENT CHINA
References
Beck, R. B. (2007). World history: Patterns of interaction. Evanston, IL: McDougal Littell.
China's Terracotta Warriors. (2011, May 4). PBS Video. Retrieved from
http://video.pbs.org/video/1907176069/
China's Terra-Cotta Warriors. (n.d.). National Geographic. Retrieved from
http://video.nationalgeographic.com/video/places/countries-places/china/china-terra-cottawarriors-eorg/
College Board. (n.d.). AP Central. Retrieved from
http://apcentral.collegeboard.com/apc/members/exam/exam_information/216943.html
Discovering China - the Han dynasty-China's first golden age. (2012, August 25). YouTube.
Retrieved from http://www.youtube.com/watch?v=VS7pKZJ3zPs
Gracie, C. (2012, October 15). Qin Shi Huang: The ruthless emperor who burned books. BBC
News. Retrieved from http://www.bbc.co.uk/news/magazine-19922863
Klingensmith, B., Geeting, G., & McGinity, G. F. (Eds.). (2009, June 23). (United States,
California Department of Education, California State Board of Education). Retrieved January 20,
2014, from http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Knapp, R. (2009). Chinese geography: Readings and maps. Asia for Educators. Retrieved
February 1, 2014, from http://afe.easia.columbia.edu/china/geog/maps.htm#2a
Knapp, R. (Ed.). (2009). Major rivers [Map]. In Chinese Geography: Readings and Maps.
Retrieved from http://afe.easia.columbia.edu/china/geog/maps.htm#2a
Lubow, A. (2009, July). Terra cotta soldiers on the march. Smithsonian. Retrieved from
http://www.smithsonianmag.com/history/terra-cotta-soldiers-on-the-march-30942673/
Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of
effective instruction (pp. 1-49). Atlanta, GA: Center for Effective Performance.
Mark, J. J. (2012, December 18). Shi Huangti. Ancient History Encyclopedia. Retrieved from
http://www.ancient.eu.com/Shi_Huangti/
Ninje, Y. (2014, January 17). Map of the Qin Empire. Ancient History Encyclopedia. Retrieved
from http://www.ancient.eu.com/image/2224/
Peralta, G. (2014, January 22). Qin Dynasty. Ancient History Encyclopedia. Retrieved from
http://www.ancient.eu.com/Qin_Dynasty/
Some important Chinese emperors during the Tang and Song dynasties. (2012). Asian Art
Museum: Asian Education. Retrieved from
http://www.youthttp://education.asianart.org/sites/asianart.org/files/resourcePage 55
PAPER PROTOTYPE: ANCIENT CHINA
downloads/Historical%20Literacy%20%20A1.pdfube.com/watch?v=Ra5s1gBAu70&list=PL55E3B1DA69BDB98D&feature=c4overview-vl
Some important Chinese emperors during the Tang and Song dynasties [PDF]. (2012). San
Francisco: Asian Art Museum.
Tang and Song dynasties. (2013, January 20). YouTube. Retrieved from
http://www.youtube.com/watch?v=Ra5s1gBAu70&list=PL55E3B1DA69BDB98D&feature=c4overview-vl
Tang and Song dynasties: An overview. (2012). Asian Art Museum: Asian Education. Retrieved
from http://education.asianart.org/sites/asianart.org/files/resourcedownloads/Historical%20Literacy%20-%20A1.pdf
Violatti, C. (2013, May 27). Han dynasty. Ancient History Encyclopedia. Retrieved from
http://www.ancient.eu.com/Han_Dynasty/
Wiki rubric [PDF]. (2006). ReadWriteThink.
Zoller, J. (Director). (2012, January 02). Geography of China [Video]. Retrieved from
http://www.youtube.com/watch?v=J6IrkUvJxio
Page 56
PAPER PROTOTYPE: ANCIENT CHINA
Page 57