Name: Dave Truckley
Woodland Hills High School
Lesson Plans
Date: 2/02/2015
Content Area: World Cultures
Length of Lesson: 4 Weeks
Edline was updated this week:
My class website was updated this week:
Lesson Topic (Standard/Anchor): China
Stage I – Desired Results
Big Ideas: BIG IDEAS:
Historical interpretation involves an
analysis of cause and result.
Understanding Goals (Concepts): The
physical and political geography of the region
and how geography affects culture.
The geography of East Asia
Perspective helps to define the
attributes of historical comprehension.
The traditional and modern history of China
How religion has played a role in China’s
history
Why China entered a civil war
How family and cultural values effect China’s
culture
How communism has changed China
The effects of overpopulation on China
Student Objectives (Competencies/Outcomes):
Students will be able to: -Explain problems with
population in China
Essential Questions: What role do
multiple causations play in describing a
historic event?
-Identify achievements of various dynasties
-Evaluate the role of the dynastic cycle and the
What role does analysis have in
Vocabulary: loess, ideograph, dynastic cycle,
filial piety, mandate of heaven,
Confucianism, Daoism, legalism, Buddhism,
dynasty, civil service exam, kowtow,
extraterritoriality, sphere of influence,
isolation, unequal treaty, communism, Mao
mandate of heaven
historical construction?
-Compare and contrast three schools of thought in
China
Zedong, Chiang Kai-shek, proletariat,
totalitarian, propaganda, collective farm,
commune, capitalism, one-child policy
-Compare and contrast family life in China and the US
-Analyze why European powers were able to gain
influence in China
-Analyze the cause and effects of the Chinese civil war
-Discuss how revolution and depression have effected
China

Performance Task: China Unit Exam
Stage II – Assessment Evidence
Other Evidence: Students will continually be evaluated based on
their: participation, behavior, through formative and summative
assessment, discussion, and peer interaction
Stage III – Learning Plan
Materials & Resources: text
#1. Open Ended Questions
#2. Brief in Class Writing Promp
#3. Summarizing Main Ideas
Others:
lcd projector
notebooks
CONTENT AREA READING:
Formative Assessment(s):
Text
Instructional Procedures*: (includes mini-lessons) lecture, reading, vocabulary writing
Scaffolding used:
#1. Build Vocabulary
#2 . Teacher Promping
Others:
Describe usage:
Describe usage:
Assignments
Procedures
Active Engagements used:
#1. Note-Taking
#2. Whole Class Response
Others:
Monday
2/02
15.4 The study of
Powerful Empires
Guided reading for
Sec. 15.4
Tuesday
2/03
T
 Opium Wars
 The Great Wall
 15.5 Roots to
Revolution
Warm-Up
In Class Worksheet
on Powerful
Chinese Empires
 Warm-Up
 Class discussion on
the Opium Wars and
the Great Wall
 15.5 PowerPoint on
the Roots to
Revolution with
guided notes
Wednesday
2/04
W
 Complete the Roots to
Revolution



Thursday
2/05
Warm-Up
Complete Roots
to Revolution
Notes
* Include Active Engagement, Explicit Instruction, Metacognition, Modeling, & Scaffolding
R
16.2 Communist
China and
Economic
Development
and
Charmin Mao
Warm-Up
16.2 Discussion
Guided Notes
Friday
2/06
F
 Tianiammen
Square incident
 Communism
 China Today
 Warm-Up
 PowerPoint
presentation
 Guided notes