Kessler Cuffman
6th & 7th Grade World History & Geography
Center for Creative Arts
Using Poetry and Art Work to Understand Tang China: Carrousel Activity
Standards:
Students analyze the geographic, political, economic, social, and religious structures of the
civilizations.
7.20 Describe the reunification of China under the Tang Dynasty and reasons for the cultural
diffusion of Buddhism.
7.21 Analyze the role of kinship and Confucianism in maintaining order and hierarchy.
Class time required:
1 double blocked class period (1 Hour 25 Minutes)

This can easily be extended to 1.5 or 2 full double blocked classes…
Objectives:
Students will understand:

The role of Taoism and Confucianism in Tang society.

How ideological beliefs shape society.

How individual figures or individual ideas can shape society.
Procedures:
It is key that this lesson/ activity is first prefaced by the students achieving an in depth
understanding of Chinese ideologies during this time period.
1. Arrange your student desks into a giant circle or square (DO THIS BEFORE CLASS)

You should also go ahead and tape the station materials to the desks that will be used as
stations.
2. Bell-ringer (5 minutes)
Open class with the following question: What is the most interesting way to analyze history in your
own opinion? Why? Provide support and examples…
3. Discussion (10-15 minutes)

Allow the students to share their answer and provide feedback when necessary. After the
answers have been shared explain to the students that artwork and literature provide a
very unique look into the past. Many people sometimes miss this unique look into the past
because it is simply not written down in a textbook. Provide some modern examples of
artwork or literature that portray our society in a certain way that the students may be
familiar with. Then provide an example from Tang China and explain how it provides a look
into the past.
4. Divide the class into groups (2 minutes):

Next you should divide the class into groups of 3-4. After the groups are set up have the
groups each select 1 station. Once they are in the correct spots hand out the stations
packet that will guide their reading.
5. Let the activity begin! (60 minutes. This will vary based on class size)

Students will given 10 minutes to interpret the piece in front of them (visual art or poetry).
They will be responsible for answering a series of questions at each station. Once the 10
minutes have run out each group will rotate clockwise to the next station. This process will
repeat until all of the groups have had time at each station.

Encourage the students to collaborate with their group! This activity is meant to facilitate
deep discussion.

While they are working through the material the teacher must walk around monitoring the
students’ progress and understanding. Some pieces can be interpreted in several different
ways so it may help if the teacher works with each group at some point during the activity.
6. Wrap-up discussion:

Once you have the students back to their original seats lead them in a seminar style
discussion. Allow them to share what they think about the different pieces of art or
literature. This activity is supposed to help them understand what was going on within the
society of Tang China. It is deeply philosophical and gives them a chance to really think
about their own lives and what it may have been like to be a citizen during that time period,
so you should anticipate some kind of deep discussion.

Provide feedback and scaffolding when needed.
7. Summative Assessment (10-15 minutes):

After the discussion has wrapped up have them complete a writing activity. The students
should all answer the following response question on a sheet of notebook paper:
Compare and contrast the writings of Du Fu and Li Bai. Which writer do you think better
represents society during the period of Tang China? How do their writings represent the
human condition during Tang China? Support your claim with evidence from the different
works of art/ literature and your activity notes.

The response should be answered individually, not as a group.

This prompt will test the students understanding of what they have just researched. Every
aspect of this lesson is based on cultural values, moral values, and philosophical/
ideological beliefs.

After they have completed this assignment you can simply collect and grade it or you can
take more time and extend the assignment. Personally, I feel that if the teacher provided
time for peer editing then a better understanding would be achieved. Have the students
read each other’s papers and explain why they are right or why they are wrong. Following
either of the possible scenarios should be some kind of brief discussion where the
students are able to share their answers while the teacher gives feedback.
Evaluation:

The students will respond to the following prompt in an extended response format
Compare and contrast the writings of Du Fu and Li Bai. Which writer do you think better
represents society during the period of Tang China? How do their writings represent the
human condition during Tang China? Support your claim with evidence from the different
works of art/ literature and your activity notes.

The response should be answered individually, not as a group.

This prompt will test the students understanding of what they have just researched. Every
aspect of this lesson is based on cultural values, moral values, and philosophical/
ideological beliefs.

After they have completed this assignment you can simply collect and grade it or you can
take more time and extend the assignment. Personally, I feel that if the teacher provided
time for peer editing then a better understanding would be achieved. Have the students
read each other’s papers and explain why they are right or why they are wrong. Following
either of the possible scenarios should be some kind of brief discussion where the
students are able to share their answers while the teacher gives feedback.
Student Handouts:

Copy and paste the following into a blank word document. Each student will need one
copy per station:
_________________________________________________________________________________________________
1. What feelings or emotions do you feel while engaging the piece?
2. What is the theme of the piece?
3. If there are any, what aspects of Tang society or Tang culture are portrayed in the different
works?
4. What key terms (or features in visual art) from the piece help explain the point the author is
trying to make?
5. Many consider the Tang dynasty a “golden age” for China in regards to art and culture. Does the
theme and key words you picked support or negate this claim? Why or why not?
-
_________________________________________________________________________________________________
Resources:
 Notebook paper
 Activity handouts
Any combination of the following:
All of the following poems can be found at Chinese-Poems.com
o Webpage source publication: November 25, 2014
o This website provides very accurate translations as well as entries that explain the context of
the poems in detail.
o All poems were written between 735-770. Very few of the poems written by Li Bai and Du Fu
have known dates of original publication.
 Song of Wagons by Du Fu
 Facing Snow by Du Fu
 Spring View by Du Fu
 Moonlit Night by Du Fu
 Winding River by Du Fu
 Clearing Rain by Du Fu
 Thinking of My Brother on a Moonlit Night by Du Fu
 Welcome Rain on a Spring Night by Du Fu
 Sunset by Du Fu
 Staying the Night at a Mountain Temple by Li Bai
 Question and Answer on the Mountain by Li Bai
 Waking from Drunkenness on a Spring Day by Li Bai
 A Quiet Night Though by Li Bai
Landscapes of Tang Yin (15th Century)
Source: http://www.webpages.uidaho.edu
Publication Date: 2005
“Poet on a Mountaintop” – Shen Zhou (15th Century)
Source: http://www.chinaonlinemuseum.com
Publication Date: March 21, 2009