Steven George 1
Title Page
Student: Steven George
Title of Unit: Ancient China
School District: Hingham Public Schools/Hingham High School
Date: July 21, 2013
Grade Level: Grade 9 (level 3)
Name of Primary Source Course for which unit was created: The Distinctive
Dynasties of Ancient and Imperial China
Note: Graduate Credit Option#1 – Creating a 3-5 day lesson plan
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Abstract
Unit Background:
This five-day lesson plan on ancient China would be delivered within my existing
unit on China as an ancient civilization within World History 1 (required for all
freshmen). World History 1 is a full-year course (ancient civilization through the
French Revolution) that fits within a 2-year World History curriculum. The age of
my students is 14-15.
Unit Summary: The goal of my unit is to focus on important aspects of ancient
China through three major topics:
(1) Introduction to Chinese Dynasties
(2) Ethical Systems and Confucianism
(3) Silk Routes (including geography)
This unit would provide a historical context of one of the oldest civilizations in the
world and look at a few major recurring themes through hands-on activities and the
analysis of primary sources. It is important for students to understand ancient China
for three main reasons:
1. It allows them to compare and contrast developing civilizations
(economically, politically, socially, etc.).
2. Our high school will also be in its third-year of offering Chinese as a language
so this course provides a solid background for those students.
3. This course provides a historical basis for students to understand how China
fits into the world today (2013).
Essential Questions:
1. How have Chinese dynasties impacted the development of ancient China?
2. How did Confucianism impact how Chinese people lived?
3. How did the Silk Routes influence the spread of ideas and goods within
spheres of trading?
Learning Objectives:
1. Students should be able to verbally define key ancient Chinese vocabulary
terms related to Chinese dynasties.
2. Students will be able to communicate the significance of Confucianism as a
Chinese ethical system as it impacted individuals and political systems.
3. Students should be able to identify and analyze the impact that geography
had on its development and trade.
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Lesson #1
Summary: Students are introduced to the history of ancient Chinese Dynasties
through a timeline, creative learning examples and a primary source. Students will
have their textbook supplemented with hands-on activities that will introduce the
unit.
Methodologies Used:
 Independent reading prior to lesson for vocabulary awareness
 Collaboration through hands-on use of timelines related to ancient Chinese
dynasties
 Visual use of map skills
 Interactive singing to reinforce information
 Teacher-guided discussion will be focused on vocabulary words from the
reading that reflect vocabulary list. (Especially for the remainder of unit)
 Use of video to supplement alternative way of looking at Chinese history in a
contemporary manner.
 Analysis of a primary source (oracle bones) as a way of reconstructing
history.
 Use of open computer lab to review primary sources of oracle bones
Activity Details: (Day One)
In preparation for class, students will have read the chapter 2 section 4 (River
Dynasties in China, pages 50-55) and chapter 4 section 4 (The Unification of China,
pages 104-109) of their textbook (McDougall Littell World History Patterns of
Interaction, 2009, Houghton Mifflin).
Students were given a vocabulary/key terms list and asked to define specific
vocabulary terms (Vocabulary List 2 of 15 terms –see Appendix A).
In the last class, students reviewed the geography and topographical features of
China and we discussed how it impacted its development. Students previously were
also asked to label a map of China with key geographical places (cities, rivers,
mountains and bodies of water). Graphic organizer is enclosed – see Appendix G.
Both handouts will be collected at the beginning of class for a homework grade.
(1) Students will receive a Dynasty handout (enclosed – see Appendix B) that
provides a chronological view of ancient Chinese Dynasties, with dates and
significant events/moments within each dynasty.
(2) Learning Activity #1 (Timelines): Students will be asked to add them to the
China timeline that is placed around the room (so that this timeline can be
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compared to other civilizations/world historical moments). There are multiple rolls
of brown paper towels that stretch around the walls of my classroom. The top level
has general dates that stretch from 1000 B.C.E. to 1600 A.D. The dates are written
with a black sharpie onto white index cards and then paper clipped to the brown
roll along the top. Each roll below represents major civilizations that students will
study this year (Mesopotamia, China, India, Africa, Rome, Greece, etc.). Students will
then place index cards with dates and significant moments on each roll – so that
they can have constant visual reminders of what, when and why things are
happening. It will also help them understand what is happening within different
civilizations simultaneously. For example, what was happening in China during the
Fall of Rome? Another example, what was happening in China during the Plague
outbreak in Europe?
This learning activity will initially allow students to understand timelines as well as
to put some dates within the China level. Students place items on the timeline with
paperclips so that items can be moved around (in relation to other items) and
possibly removed if they feel that one wasn’t actually historically significant
compared to another moment that has arisen. This activity is student-centered and
is used as a visual review after a unit is completed. The timeline is also an excellent
study guide for students for a quiz or test assessment– especially if they choose to
take notes, record the timelines with their cell phones via video, or to snap pictures
via cell phones.
Learning Activity #2 (Chinese dynasties): Students will be engaged with the history
of Chinese dynasties through singing, use of a video clip, and a teacher-centered
Chinese dynasty discussion that will refer to Chinese dynasties and also compare
China to the United States. These activities will help students with pronunciation of
dynasty names, reasons for changes, and help use and explain vocabulary terms
(see Appendix A). This learning activity will encourage students to verbally use
(sing, speak) vocabulary terms so that they are comfortable with their meaning and
uses.
(3) As a class, we are going to sing the Chinese dynasty song to the tune of “Frere
Jacques”. (enclosed – see Appendix F) We will do this to reinforce and remember
the major Chinese dynasties in chronological order. It will also help with proper
pronunciation of dynasty names. Plan will be to do this at the beginning of class for
each class over the next five days. Words will be projected on the projector screen in
the front of the class.
(4) Show Vogue YouTube video that shows contemporary way of chronicling
Chinese history. (See sources).
 As they watch the video, students will be asked to write down:
o Any vocabulary terms or dynasty names that they hear or see in the
video
o Vocabulary terms that are repeated multiple times
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Question students after video completion to see what they identified – and tie back
to the China timeline on classroom wall.
(5) By using Chinese Dynasty handout – engage in a discussion of Dynasty changes,
reasons for changes as well as perspective over time. Use this discussion as an
opportunity to clarify vocabulary terms, question students as to definition of terms
and how they fit within Chinese history. It is vital to emphasize the duration of the
Chinese civilization – as well as compare it to the United States as a nation.
(6) As a close to the class – ask for volunteers to sing the Chinese Dynasty song in a
small group.
Activity Details: (Day Two)
(7) As a class opener, have students sing the Chinese Dynasty song (in small groups
at different intervals – similar to Row, Row, Row Your Boat rhythm.
Learning Activity #3 (Oracle Bones): Students will be introduced to oracle bones
through the use of technology in the classroom and posed with some open-ended
questions to consider. They will work individually or pairs (based on enrollment) to
examine some primary sources of oracle bones through a particular web site (see
primary source) and then the class will regroup to conclude a discussion of why
oracle bones are important to Chinese history. Based on time, the study of
archaeology will be introduced (it was an assigned reading section at the beginning
of the course and would be a nice way to connect it to the current topic of oracle
bones as an archeological record that is evidence of the past.
(8) Use projector screen to project oracle bone images to class. Ask students:
- What are oracle bones?
- What were they used for?
(9) Bring students to the computer lab so that they can address the two questions
noted above. Additionally, once they enter the lab (which is adjacent to my
classroom through an interior door) ask them the third question of:
- What types of questions were asked through oracle bones?
-
Individually/Pairs look at examples of primary sources that show oracle bones
so students can understand that they are archeological records of Chinese
history.
- Ask for examples of other ways individuals asked for guidance (weigi boards,
magic 8 balls, flipping coins, etc. This would be another way to keep some
students focused and may also be interesting to students with attention
problems.
As a class, return to the classroom – let’s discuss their findings (oracle bones – what
questions did rulers ask; other ways rulers/individuals sought guidance). Were
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they reliable? What do we have for documentation or evidence regarding oracle
bones validity?
(10) As a close to the class – ask for volunteers to sing the Chinese Dynasty song in a
small group.
Assessment & Evaluation
 Grade for completion of vocabulary assignment & labeling of map
assignment.
 Vocabulary from the reading, Chinese dynasty names and oracle bones
content will be on a quiz and test of China following completion of the unit.
 Students will receive a class participation grade for the week (see Appendix
E)
Primary Source(s) used:
McDougal Littell World History. “Patterns of Interaction.” Houghton Mifflin,
2009. World History 1 student textbook that looks at early river valley
civilizations and ancient Chinese dynasties.
Donn, Lin. “Oracle Bones.” Accessed 24 July 2013. Available
http://china.mrdonn.org/oraclebones.html. Clear and thorough look
at ancestor worship and use of oracle bones in ancient China.
Erya, Deng. “Oracle Bone Collection.” Accessed 24 July 2013. Available
http://www.lib.cuhk.edu.hk/uclib/bones/bones.htm. Photographs of
45 pieces of rare oracle bones that were donated to the United College
Wu Chung Multimedia Library in Hong.
Burvall, Amy. “Chinese Dynasties (Vogue by Madonna)”. Accessed 17 July
2013. Available. https://www.youtube.com/watch?v=NIC4zom3w0g .
Music video on YouTube that is an original song parody to help
students learn about early Chinese dynasties.
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Lesson#2 (Days Three & Four)
Summary: Students will engage in a learning activity on Chinese ethical systems
with a primary focus on Confucianism through the analysis of primary source
documents. Students will interpret ancient texts as well as create a contemporary
cartoon that reflects a contemporary situation with Confucian ideas.
Methodologies Used:
 Independent reading prior to lesson for historical context (background
information)
 Using a quiz as a framework for class discussion on the three required
readings on Chinese ethical systems.
 Analysis of primary sources related to Confucianism
 Critical thinking and individual analysis of a primary source that focuses on a
Chinese ethical system
 Jigsaw Learning Method
Activity Details: (Day 3)
There are three readings that students will be asked to complete prior to the start of
this class focusing on Confucianism, Legalism and Daoism.
(1) Beginning of class, students will be given a quiz on the readings. It will be 10
questions comprised of multiple-choice and fill in the blank to ensure reading. Any
notes taken from the readings can be used on the quiz as incentive to read all three
articles. Quiz will be graded in class and used as a sounding board for discussion on
the three articles.
Learning Activity #4 (Jigsaw Method analyzing Confucianism)
(2) Using the Excerpts from the Analects of Confucius, students will be individually
assigned a Confucian statement. Using a Jigsaw method, students will be asked to
read their statement, interpret it and explain why it is important to Confucianism
and how it can be applied to how one’s life. This outline for discussion will be
projected on the projector screen at the front of the class. (Every 5-7 minutes,
students will be rotated and mixed with other groups of students. This will be done
by every student counting off by 6s – and mixing groups based on numbered
schemes. For example, the 1s and 6s will group up, discuss and interpret their
assigned text. After 5 minutes, the 1s will group up with 5s. This rotation allows for
these primary goals:
 Provides repetition and reinforcement as they’ll discuss the same text
multiple times
 May provide a different discussion as other groups may challenge their
interpretation
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
Interpretation of other text with different students with group changes every
5 minutes
[Based on pacing and time – there are a series of 60-second video clips pertaining to
Confucius that could be shown. It is also an alternative for slow-learners at lower
academic levels if the writing analysis is too challenging.] Noted in sources.
(3) Take last five minutes of class to look at 13.18 regarding sheep scenario related
to filial piety, integrity and Confucianism.
 13.18 is read aloud
 Split class in half. Tell one that it reflects Confucianism. Tell other half that it
doesn’t reflect Confucianism. Ask students from each side of the room to
support their assigned thesis.
 Conclude discussion how 13.18 reflects Confucian theory through filial piety
and respect within this case study on stolen sheep.
Homework Assignment: Complete the worksheet on “What would Confucius do?”
(see Appendix H). Will be collected at the beginning of the next class for a
homework grade and will also assist with the next learning activity. At the
completion of the Confucianism lesson, the homework will be passed back and
discussed as a class to reinforce Confucianism with the examples noted on the
homework.
At the beginning of the next class – this lesson will continue.
Activity Details: (Day 4)
(4) Quick verbal review from yesterday’s class regarding filial piety, five Confucian
relationships and Confucianism.
Learning Activity #5 (Creative Cartoon Activity applying Confucian relationships)
(5) Students participate in a hands-on learning activity that requires them to display
an understanding of one of the five Confucian relationships in the form of a
segmented cartoon. Distribute handout on Confucian background concepts. Quickly
have students get into five large groups and assign one of the background concepts
to each. Give a few minutes to read and discuss – and then have them report out
what it is, what it means in terms of Confucianism.
(6) Distribute Confucian Cartoon Activity handout (enclosed- see Appendix C).
Students will work in pairs but produce an individual cartoon that reflects two
versions of a similar story focused on one Confucian relationship. The teacher will
divide pairs into five groups so that there are an equally distributed number of
Confucian relationships (ruler-subject, father-son, husband-wife, older brotheryounger brother, friend-friend). Handout will detail student assignment and rubric
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for evaluation. Students will be expected to complete cartoon assignment for
homework and shared with the class tomorrow. Students will vote on best cartoon
for each relationship and they will be hung on the wall (Confucian Hall of Fame).
Assessment & Evaluation
 Students will receive a class participation grade for the week (rubric – see
Appendix E)
 Students will receive a homework grade for WWCD and Cartoon assignment
Primary Source(s) used:
Lau, D.C., translator. “Confucius: The Analects.” Hong Kong: The Chinese
University Press, 2000. From The Analects by Confucius, translated
with an introduction by D.C. Lau (Penguin Classics, 1979). Copyright
D.C. Lau 1979. Excerpts from the Analects of Confucius explain
guidelines for Confucianism, moral behavior and focus on
relationships within the family.
Tzu, Lao. “Tao Te Ching.” Translated and introduction by D.D. Lau (Penguin
Classics, 1963). Copyright D.C. Lau 1963. Excerpts from Daodejing on
Dao, written around the 4th century B.C.E.
Buckley Ebrey, Patricia. “Chinese Civilization: A Sourcebook, Second Edition.”
The Free Press, a Division of Simon & Schuster Adult Publishing
Group. 1993. Excerpts from Han Feizi explain Legalist thought
written in 3rd century B.C.E.
Asia for Educators at Columbia University. Accessed 19 July 2013. Available
http://afe.easia.columbia.edu/at/index.html. Video clips focusing on
Confucianism and the teaching of Confucianism. Excerpt from Sources of
Chinese Tradition, Wm. Theodore de Bary, ed. (New York: Columbia
University Press, 1960), Analects 7:15.
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Lesson #3 (Day Five)
Summary: Students will participate in a role-playing simulation activity that will
demonstrate how ideas and products were spread through the Silk Routes. The
classroom will be set up geographically with labels placed on the classroom floor.
This activity will also reinforce “spheres of trading” and as well as the impact that it
had on China and other civilizations within trade routes (land and sea). This lesson
will help connect and tie other civilizations to China as well as to reinforce our class
timelines located in the classroom.
Methodologies Used:
 Experiential learning through role playing simulation
 Map skills
 Computer lab to research resources, ideas, beliefs
 Cooperative learning skills by working in teams
Activity Details: (Day 5)
Learning Activity #6 (Silk Routes Research). Students will research culture and
trading within an assigned region. This will require understanding of supply an
demand of resources within assigned region and trading region. Students will work
collaboratively with an assigned team to plan and prepare for the actual trading
simulation.
Students will be divided into 6 teams (4-5 students per team). Each team is assigned
a geographic area within the “Spheres of Trade” (Rome, E. Africa, Persia, India,
China, Southeast Asia).
(1) Each team will have 15 minutes to research in the computer lab their region’s
natural resources, products, innovations, cultural highlights and religions. Your
group will also determine the goods you want from other empires (in your sphere of
trading) and which goods you are willing to trade. In addition to trade items,
participants will decide on any interests (innovations, religious teachings) that
could benefit your society.
Note: A student handout with directions will be distributed (enclosed – see
Appendix D). “Spheres of Trade” image and “list of trading partners” will be
projected on front board.
While the students are in the lab, the teacher will set up the classroom for the
simulation (the lab is adjacent to the classroom with an interior door). Each region
will receive laminated trading cards noting each of the items.
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Learning Activity #7 (Silk Routes Trading Simulation).
(2) Students will engage in the simulation (20 minutes). Simulation will be guided
by the teacher – who will also serve as a bandit for regions who trade illegally
outside of their sphere of trading (cards will be confiscated). To remind students of
trading partners, the teacher will verbally remind and direct them to overhead
projector that will indicate whom they can negotiate with. After an item is
exchanged, each group must return to their country so it can be documented and
discussed with home delegation – so they can determine what they want next.
Teacher will encourage role playing by interacting with students as “the bandit”.
(3) Last 10 minutes will serve as a reflection and discussion. Questions will be
projected on the board in the front of the classroom.
 What new items and ideas was your society exposed to?
 How did trade benefit both my society and those I traded with?
(4) Allocate 5 minutes to clean-up classroom.
(5) Homework assignment is to type up a one-paragraph reflection on the Silk
Routes Simulation activity today that explains the impact of the Silk Routes on the
exchange of resources and ideas within your assigned “sphere of trading” that
addresses one of the following using a clear topic sentence and specific evidence for
support:
 Supply and demand of goods
 Ability to obtain goods and ideas outside of your sphere
 Reasons why certain products and ideas spread while others did not
 Adoption or lack of adoption of ideas/beliefs into your society
This homework assignment will be posted on the teacher’s web site.
Assessment & Evaluation
 Rubric for Student Participation (enclosed – see Appendix E)
 Completion of paragraph writing assignment (for homework)
Primary Source(s) used:
Asia for Educators at Columbia University. Accessed 19 July 2013. Available
http://afe.easia.columbia.edu/at/index.html. Video clips focusing on
Confucianism and the teaching of Confucianism. Excerpt from Sources of
Chinese Tradition, Wm. Theodore de Bary, ed. (New York: Columbia
University Press, 1960), Analects 7:15.
Stanford University Virtual Lab. Accessed 18 July 2013. Available
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http://virtuallabs.stanford.edu/silkroad/SilkRoad.html. Interactive web site
that has maps marking historical timelines, religions, routes, primary sources
of artwork and links to multiple civilizations including ancient China.
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Appendix A
Vocabulary List 2
1. Loess
2. Oracle bones
3. Mandate of Heaven
4. Dynasty
5. Dynastic cycle
6. Feudalism
7. Confucius
8. Filial piety
9. Daoism
10. Laozi
11. Legalism
12. Yin and yang
13. Shi Huangdi
14. Five Relationships of Confucianism
15. Silk Routes (Silk Road)
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Appendix B
Chronological View of Ancient Chinese Dynasties
Dynasty
Name
Pre-Shang
Phonetically Time Period
Shang
SHAHNG
Zhou
JOH
Warring States
Period
Qin
CHIN
Han
Hahn
- Former
- Later
North and
South Disunion
Sui
SWAY
Tang
TAHNG
Song
SOHNG
Yuan
YU-AHN
Ming
Qing
Modern China
CHING
Neolithic-16th
century B.C.E.
1600 B.C.E. –
1050 B.C.E.
1050 B.C.E. –
256 B.C.E.
403 B.C.E. –
221 B.C.E.
221 B.C.E. –
206 B.C.E.
202 B.C.E. –
220 C.E.
220 C.E. –
589 C.E.
589 – 618
C.E.
618 – 907
C.E.
960 – 1279
C.E.
1279 –1368
C.E.
1368 –1644
C.E.
1644-1911
C.E.
1911-Present
Noteworthy
Confucius lived
Mencius lived
Legalism
Unification of China
Longest Chinese dynasty. Viewed
as sophisticated and civilized.
Many smaller dynasties and tribes
Prosperous because of trade. (Han
and Tang were powerful)
Twice size of Tang. Absorbed many
nomadic tribes. Determined
geographic boundaries of presentday China.
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Appendix C
Confucian Background Concepts
The Five Relationships
 Ruler-subject
 Father-son
 Husband-wife
 Older brother – younger brother
 Friend – friend
Filial Piety: A central relationship and virtue where children are obliged to respect,
obey and care for one’s parents and elderly family members.
The Kingly Way: Good government depended on good officials. A moral king is
characterized by his benevolence (desire to do good; act of kindness) toward his
people. If the emperor is not virtuous, he may lose his mandate to rule.
The Gentleman: Confucius said “Heaven is the author of the virtue that is in me.”
Virtue (moral excellence; righteousness) is highly prized. A gentleman is virtuous
compared to a common person who just follows. If people of the higher stature
within a relationship behave virtuously, that will be respected, and harmony will
follow.
Harmony: Confucius believed that a moral order pervaded the universe and that it
could be understood. The well-being of society depended on the morality of its
membership, and if society acted accordingly, harmony would exist.
*******************************************************
Confucian Cartoon Activity
Purpose: to display an understanding of one of the five Confucian relationships in
the form of a segmented cartoon.
Directions: Students will work in pairs but produce an individual cartoon that
reflects two versions of a similar story focused on one Confucian relationship. One
set of segments will show the positive and harmonious effects of the relationship,
and the second set of segments will show the negative and detrimental effects of a
negative relationship. The teacher will divide pairs into five groups so that there are
an equally distributed number of Confucian relationships (ruler-subject, father-son,
husband-wife, older brother-younger brother, friend-friend).
Students will be expected to complete cartoon assignment for homework and
shared with the class tomorrow. Students will vote on best cartoon for each
relationship and they will be hung on the wall (Confucian Hall of Fame).
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Appendix D
Silk Routes Trading Simulation
The Simulation: You will participate in an activity that will simulate trade and
interaction within Afro-Eurasia between 200 BC and 600 AD. The goal is to identify
how goods and ideas were transmitted throughout Afro-Eurasia and the role
merchants and others played in this exchange.
Directions: You will be assigned a team. Each team will represent a geographical
region (“sphere of trading”) within this simulation.
Step 1:
Your team will have 15 minutes to research in the computer lab their region’s
natural resources, products, innovations, cultural highlights and religions. Your
group will also determine the goods you want from other empires (in your sphere of
trading) and which goods you are willing to trade. In addition to trade items,
participants will decide on any interests (innovations, religious teachings) that
could benefit your society.
Step 2:
Upon returning to the classroom (divided into geographic regions) – your team will
be divided into the following roles:
 Recorder: Holds trading cards and keeps track of their country’s items
available for trade and new items obtained by their country’s merchants.
 Ambassador: Meets new delegations that arrive to their country. Will
maintain order and ensure fair-trading among parties and finalize trade
deals. Engages in exchange of ideas with people from outside their region.
 Merchants: Upon meeting an ambassador within their sphere you aim to
trade and exchange ideas – then return home with new goods, technology
and potentially beliefs.
Interaction Record (maintained by recorder) – Assigned Region: ____________________
Item Desired
Items Gained
Final Items
Goods
Belief Systems
Innovation &
Technology
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Appendix E
Student Participation - Rubric
Beginning – 0
pts
Developing –18 pts
Focused –24
pts
Exemplary –30
pts
Demonstrates
Respect for
Others
Poor behavior.
Disruptive to
other students.
Lack of respect
is demonstrated
in the
classroom.
Comments
show a lack of
respect and
courtesy.
Classroom behavior
needs to be improved.
Needs to act in a more
respectful way in the
classroom. Needs to
continually be spoken
to regarding behavior
or attitude.
Demonstrates inability
to pay attention when
others are speaking.
Classroom
behavior was
acceptable.
Acts
respectful in
the
classroom on
most
occasions.
Classroom
behavior was
superior,
professional, and a
model of how the
teacher would like
students to
behave.
Demonstrates selfrespect and
respect for others
at all times.
Works
Independently
and
Cooperatively
Unable or
unwillingly to
work
independently
or cooperatively
with others.
Unable to stay
on task.
Needs improvement
in the area of working
independently or
cooperatively with
others. Able to
accomplish few
assigned tasks. Has a
difficult time staying
on task.
Works
independently
or
cooperatively
with others
most of the
time. Able to
accomplish
most
assigned
tasks. Stays
on task most
of the time.
Works
independently or
cooperatively with
others all of the
time. Able to
accomplish all
assigned tasks.
Stays on task all
of the time.
Engaged and a
productive
member of class.
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Appendix F
Chinese Dynasty Song
Shang, Zhou, Qin, Han
Shang, Zhou, Qin, Han
Sui, Tang, Song
Sui, Tang, Song
Yuan, Ming, Qing, Republic
Yuan, Ming, Qing, Republic
Mao Zedong
Mao Zedong
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Appendix G
Graphic Organizer for Geography of China
WORLD HISTORY 1
Mr. George
GEOGRAPHY OF CHINA
Location and
Boundaries
GEOGRAPHIC
FACTORS
INFLUENCING CHINA
Topography
Important Rivers
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Appendix H
Name_______________________
WORLD HISTORY 1
Mr. George
Date___________________
WHAT WOULD CONFUCIUS DO?
Directions: Read the following situations. Using your knowledge of Confucianism, try
to figure out what Confucius would most likely do. Write down your responses below.
Your responses should consist of at least 5 COMPLETE SENTENCES.
1. Alice is trying to decide how to vote. One candidate is intelligent and well educated but
from a poor family. The other candidate is from a privileged background and a long line of
politicians; the candidate has a good education but may not be as talented as the first
candidate. For whom would Confucius vote? Why?
2. Ted is a successful businessman with a wife and two kids. His parents are getting old and
need more care. He considers asking them to move in with him and his family. If
Confucius were in the same situation as Ted, what do you think he would do? Why?
3. The city government has been unsatisfactory for some time. While the residents of the
city used to like the mayor, lately they feel the mayor has not been very effective. City
services such as the libraries and public transportation are not as reliable as they once
were. City offices used to be open from 8:00 a.m. – 5:00 p.m., but now they are only
open from 1:00 – 2:30. City workers can often be seen eating in expensive restaurants,
using taxpayers’ money to pay the bills. What do you think Confucius would tell the
residents of the city to do? Why?
4. Amanda has a chance to make some money on an idea that her friend shared with her.
She could either tell everyone that it was her own idea and make a lot of money, or she
could give credit to her friend but lose her chance to make a large profit. What do you
think Confucius would tell her to do? Why?