LESSONS ON CHINA
Amy Pollin
Thomas S.Wooten High School
CONFUCIUS- Lesson #1
Topic:
Lesson on Confucius and role of Confucianism in Chinese society
Materials:
-Overhead of set activity (Appendix #1)
-Overhead of lecture (Appendix #2)
-Lecture notes worksheet (Appendix #3)
-Confucius quotes worksheet (Appendix #4)
Set activity:
Put Appendix #1 up on the overhead
What do you consider to be your most important relationship? Why?
Discuss as a class
Main Activity:
Put Appendix #2 up on the overhead
Pass out Appendix #3 to the students
As you lecture to the class on Confucius, his background and philosophy, have the
students answer the questions on their worksheets
Conclusion:
Pass out Appendix #4 to the students to complete.
Ask one student which quote he/she chose.
Tell everyone in the class who chose that quote to stand up.
Before each student can sit down, he/she has to give his/her opinion on the quote and/or
an example to support.
Do the same thing until all of the students have shared with the class.
APPENDIX #1
Directions: In your notes,
take a couple of minutes to
answer the question below.
Be prepared to share your
thoughts with the class.
What is the most important
relationship in your life?
Why?
APPENDIX #2
Confucius (K’ung Fu-tzu)
Introduction:
 Confucius was a great thinker, statesman,
educator and founder of the Confucian
School of Thought in ancient China who
placed a lot of emphasis on relationships and
one’s role in society
 Confucius was born in 551 BC and died in
476 BC during the Spring/Autumn Period, a
period of war and unrest within China
 While he lived a long time ago, his
philosophy continues to influence China, as
well as other Asian countries like Singapore,
Japan, Korea, etc.
Personal background:
Difficult to separate fact from legend
 Confucius’ father was a knight and a low
ranking government official
o Married Confucius’ mother when he
was 66 years old and she was 20 years
old
o Father died when Confucius was only 3
years old
o Mother and Confucius moved to Qufu,
the mother’s hometown
 Mother strongly encouraged Confucius’
education
o Determined to be a good student
o Mastered both elementary and advanced
arts by age 20
 By age 30, Confucius started first private
school
o Enrolled students of various classes
 Before, only children from
privileged families could go to
school
o Trained 3,000 students*
 72 outstanding and became
government officials*
 At age 50, Confucius started his political
career
o Advocated an honest and fair
government
o Wanted to strengthen the power of the
state (as opposed to the individual
power of officials)
o Left government because of corruption
(forced into exile)
 By age 55, Confucius began his travels
o Spent 14 years traveling
o Wanted to help the government restore
peace and harmony but was
unsuccessful
 At age 68, Confucius returned to his home
state
o Devoted himself to education and edited
documents to preserve Chinese culture
for the remainder of his life
Confucian Thought
 Covers fields of social science, such as
philosophy, sociology, ethics, education and
political science
 The Analects of Confucius
o A recorded work of his conversations
and conduct
o Main material for studying Confucius’
theories
 Ren- Compassion and Benevolence
o Most important part of Confucius’
philosophy
o Benevolence is to love all people
o Golden Rule: “What you do not wish for
yourself, do not do to others”
o Confucius lived during a time of war,
unrest and cruelty
 Wanted change!
 Believed in five key relationships
o Everyone has a role to play based on
their relationship to others
o If everyone fulfilled their duties and
kept their place, then society would be
stable and harmonious
o There are five basic human relationships
in Confucianism:
1. ruler to ruled;
2. father to son;
3. husband to wife;
4. elder brother to younger brother;
5. friend to friend.
o For Confucius and his followers, the
relationship between father and son,
known as “filial piety” was the most
important.
 Government
o “If the people be led by laws, and
uniformity among them be sought by
punishments, they will try to escape
punishment and have no sense of shame.
If they are led by virtue, and uniformity
sought among them through the practice
of ritual propriety, they will possess a
sense of shame and come to you of their
own accord.” (Lunyu 2.3; see also 13.6.)
 Confucius' political philosophy is
also rooted in his belief that a ruler
should learn self-discipline, should
govern his subjects by his own
example, and should treat them with
love and concern.
 Education
o “He who learns but does not think is
lost. He who thinks but does not learn is
in great danger.” (Lunyu 2.15)
 While he sometimes warns against
excessive reflection and meditation,
Confucius' position appears to be a
middle course between studying and
reflecting on what one has learned.
APPENDIX #3
Confucius and Confucian Thought
Directions: Throughout the lecture, answer the following questions.
1. When did Confucius live?
2. Why do we continue to study Confucius if he lived so long ago?
3. What kind of jobs did Confucius hold?
4. What is the name of the book that contains a record of Confucius’ conversations and
conduct?
5. Why did Confucius place such emphasis on Ren (Compassion/benevolence)?
6. List the five relationships according to Confucius. Star the most important
relationship according to Confucius.
(1)
(2)
(3)
(4)
(5)
7. Why is the father-son relationship more important than the ruler-ruled relationship?
8. Read the following quote concerning Confucius’ view of government.
“If the people be led by laws, and uniformity among them be sought by
punishments, they will try to escape punishment and have no sense of shame. If
they are led by virtue, and uniformity sought among them through the practice of
ritual propriety, they will possess a sense of shame and come to you of their own
accord.”
What is a just government according to Confucius?
9. Read the following quote concerning Confucius’ view of education.
“He who learns but does not think is lost. He who thinks but does not learn is in
great danger.”
What is Confucius’ view on education?
APPENDIX #3 (Answer key)
Confucius and Confucian Thought
Directions: Throughout the lecture, answer the following questions.
1. When did Confucius live?
551-479 BCE during the Spring/Autumn Period, a period of war and unrest within
China
2. Why do we continue to study Confucius if he lived so long ago?
Confucius was a great thinker, statesman, educator and founder of the Confucian
School of Thought in ancient China who placed a lot of emphasis on relationships
and one’s role in society
While he lived a long time ago, his philosophy continues to influence China, as
well as other Asian countries like Singapore, Japan, Korea, etc.
3. What kind of jobs did Confucius hold?
Teacher, government official
4. What is the name of the book that contains a record of Confucius’ conversations and
conduct?
The Book of Analects
5. Why did Confucius place such emphasis on Ren (benevolence)?
He felt that Ren was the key to an ordered society and during a time of war and
political unrest, Confucius was looking for a way to restore order
6. List the five relationships according to Confucius. Star the most important
relationship according to Confucius.
(1) ruler to ruled;
(2) father to son;
(3) husband to wife;
(4) elder brother to younger brother;
(5) friend to friend.
7. Why is the father-son relationship more important than the ruler-ruled relationship?
Because the ruler is supposed to set a moral example for his people and rule with
a paternalistic attitude toward his subjects. Thus, he is expected to rule like a
father rules his family.
8. Read the following quote concerning Confucius’ view of government.
“If the people be led by laws, and uniformity among them be sought by
punishments, they will try to escape punishment and have no sense of shame. If
they are led by virtue, and uniformity sought among them through the practice of
ritual propriety, they will possess a sense of shame and come to you of their own
accord.”
What is a just government according to Confucius?
Confucius' political philosophy is also rooted in his belief that a ruler should learn
self-discipline, should govern his subjects by his own example, and should treat
them with love and concern.
9. Read the following quote concerning Confucius’ view of education.
“He who learns but does not think is lost. He who thinks but does not learn is in
great danger.”
What is Confucius’ view on education?
While he sometimes warns against excessive reflection and meditation,
Confucius' position appears to be a middle course between studying and reflecting
on what one has learned.
APPENDIX #4
Confucius’ Quotes
Directions: Read through the quotes by Confucius listed below. Choose one quote that
speaks to you. Follow the directions on the back of the worksheet.
A journey of a thousand miles begins with a single step.
A superior man is modest in his speech, but exceeds in his actions.
An oppressive government is more to be feared than a tiger.
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by
imitation, which is easiest; and third by experience, which is the bitterest.
Choose a job you love, and you will never have to work a day in your life.
Be not ashamed of mistakes and thus make them crimes.
Before you embark on a journey of revenge, dig two graves.
Forget injuries, never forget kindnesses.
He who will not economize will have to agonize.
I hear and I forget. I see and I remember. I do and I understand.
Ignorance is the night of the mind, but a night without moon and star.
It does not matter how slowly you go so long as you do not stop.
Men's natures are alike, it is their habits that carry them far apart.
Respect yourself and others will respect you.
Study the past if you would define the future.
To see what is right and not to do it is want of courage.
What the superior man seeks is in himself; what the small man seeks is in others.
When anger rises, think of the consequences.
When we see men of a contrary character, we should turn inwards and examine
ourselves.
Wheresoever you go, go with all your heart.
Directions:
1. Re-write the quote:
2. Paraphrase the quote (put it in your own words).
3. Do you agree or disagree with Confucius on this topic? Give a specific example
to support your response.
LESSONS ON CHINA
Amy Pollin
Wooten High School
BUDDHISM- Lesson #2
Topic:
Lesson on the beliefs of Buddhism and how Buddhism was received in China
Materials:
-Notes on Buddhism (Appendix #5)
-DBQ on Buddhism (Appendix #6)
Set activity:
Turn off the lights, have the students close their eyes, and mediate
Have the students think about what is really important to them
Transition- one way that Buddhists achieved enlightenment was through mediation
Main Activity (Part 1):
Pass out Appendix #5 to the students
Go through the worksheet with them, giving examples to help clarify
Main Activity (Part 2):
Once the students have a basic understanding of what Buddhists believe, pass out
Appendix #6, the Document Based Question (DBQ) from AP World History Exam
http://apcentral.collegeboard.com/apc/public/repository/apworldhistpg060309_51106.pdf
If this is the first time the students have worked on a DBQ, walk through the process with
them:
1. Analyze the question- Responses to Buddhism
Before looking at any of the documents, what are some natural categories that
these documents could fall into?
Ex. In favor of Buddhism, Against Buddhism, etc.
2. Read each document and try to determine which category it would fall into. If that
means of categorization doesn’t work, think about what does work.
3. Analyze Point of view in at least three sources
Why is this a biased source?
(No source is objective and all documents add to argument in some way)
4. What additional sources would be helpful for getting a more complete picture? And
why?
Documents have to be realistic
Common person
Convert discussing why he/she changed religions
# of Chinese converting
5. Write Thesis statement
Fully addresses the question
Takes a position
Provides organizational categories
6. Outline paper
When citing sources, refer to the speaker of the source
Can put number of document in parentheses at end of sentence or in column
Conclusion:
For homework, write a full response to the DBQ
APPENDIX #5
BUDDHISM
Background on Buddhism
Has origins in Hinduism
Siddhartha Gautama (563-483 BC)
Buddha, “Enlightened one”, Sakyamuni
Kshatriya class
Became dissatisfied with settled life and became a wanderer
Abandoned family’s Hindu beliefs in a quest for a more universal,
ultimate enlightenment
Achieved through meditation
The four noble truths
1. The answer to why people suffer and how suffering can be avoided
2. Pain and suffering, frustration, and anxiety are ugly but inescapable parts of
life
3. Suffering and anxiety are caused by the human weaknesses of greed,
selfishness, and egoism
4. People can understand these weaknesses and triumph over them
Triumph is made possible by following the “Eightfold path”
The eightfold path
Gives eight steps for living a correct or right life
1. Clear understanding of the pain and misery of one’s life
2. Decide to free oneself from suffering
3. “Right conduct”
4. “Right speech”- a way of living in which one practices the virtues of
love and compassion, joy, and serenity in daily life
5. “Right livelihood”- a means of earning a living that does not interfere
with the attainment of ultimate enlightenment
6. “Right endeavor”- conscious effort to eliminate distracting and harmful
desires- Recognizing that nothing and no one is permanent
7. “Right awareness” – constant contemplation of one’s deeds and words,
giving full thought to their importance and whether or not they lead to
enlightenment
8. “Right contemplation”- deep meditation on the impermanence of
everything in the world
NIRVANA
A state of happiness gained by the extinction of self and desires and the
release from the effects of karma
Karma
Deeds a person performs during his or her lifetime
Enlightenment
When a person is finally free from further rebirth with all its earthly
suffering
Believed that anyone could follow the Eightfold path
Rejected the caste system
Gods
Placed little emphasis on gods
APPENDIX #6
BUDDHISM DBQ
Directions: Based on the following documents, analyze the responses to the spread of
Buddhism in China. What additional kind of document(s) would you need to evaluate
the extent of Buddhism’s appeal in China?
Historical Background: Buddhism, founded in India in the sixth century B.C.E., was
brought to China by the first century C.E., gradually winning converts following the
collapse of the Han Dynasty in 220 C.E. Buddhist influence continued to expand for
several centuries. Between 220 C.E. and 570 C.E., China experienced a period of
political instability and disunity. After 570 C.E., the imperial structure was restored.
Document 1
Source: According to Buddhist tradition, “The Four Noble Truths,” the first sermon
preached by the Buddha (563 B.C.E.-483 B.C.E.), India, fifth century B.C.E.
The First Noble Truth is the Noble Truth of Sorrow. Birth is sorrow, age is sorrow,
disease is sorrow, death is sorrow, contact with the unpleasant is sorrow, separation from
the pleasant is sorrow, every wish unfulfilled is sorrow.
The Second Noble Truth is the Noble Truth of the Arising of Sorrow; it arises from
craving, which leads to rebirth, which brings delight and passion, and seeks pleasure- the
craving for sensual pleasure, the craving for continued life, and the craving for power.
The Third Noble Truth is the Noble Truth of the Stopping of Sorrow. It is the complete
stopping of that craving, so that no passion remains, leaving it, being emancipated from
it, being released from it, giving no place to it.
The Fourth Noble Truth is the Noble Truth of the Way that Leads to the Stopping of
Sorrow.
Document 2
Source: Zhi Dun, Chinese scholar, author, and confidant of Chinese aristocrats and high
officials during the period when northern China was invaded by central Asian steppe
nomads, circa 350 C.E.
Whosoever in China, in this era of sensual pleasures, serves the Buddha and correctly
observes the commandments, who recites the Buddhist Scriptures, and who furthermore
makes a vow to be reborn without ever abandoning his sincere intention, will at the end
of his life, when his soul passes away, be miraculously transported thither. He will
behold the Buddha and be enlightened in his spirit, and then he will enter Nirvana. *
*Nirvana: the extinction of desire and individual consciousness
Document 3
Source: Anonymous Chinese scholar, “The Disposition of Error,” China, circa 500 C.E.
Question: If Buddhism is the greatest and most venerable of ways, why did the great
sages of the past and Confucius not practice it? In the Confucian Classics no one
mentions it. Why, then, do you love the Way of the Buddha and rejoice in outlandish
arts? Can the writings of the Buddha exceed the Classics and commentaries and beautify
the accomplishments of the sages?
Answer: All written works need not necessarily be the words of Confucius. To compare
the sages to the Buddha would be like comparing a white deer to a unicorn, or a swallow
to a phoenix. The records and teachings of the Confucian classics do not contain
everything. Even if the Buddha is not mentioned in them, what occasion is there for
suspicion?
Question: Now of happiness there is none greater than the continuation of one’s line, of
unfilial conduct there is none worse than childlessness. The monks forsake wives and
children, reject property and wealth. Some do not marry all their lives.
Answer: Wives, children, and property are the luxuries of the world, but simple living
and inaction are the wonders of the Way. The monk practices the Way and substitutes
that for worldly pleasures. He accumulates goodness and wisdom in exchange for the
joys of having a wife and children.
Document 4
Source: Han Yu, leading Confucian scholar and official at the Tang imperial court,
“Memorial on Buddhism,” 819 C.E.
Your servant begs leave to say that Buddhism is no more than a cult of the barbarian
peoples spread to China. It did not exist here in ancient times.
Now I hear that Your Majesty has ordered the community of monks to go to greet the
finger bone of the Buddha [a relic brought to China from India], and that Your Majesty
will ascent a tower to watch the procession as this relic is brought into the palace. If
these practices are not stopped, and this relic of the Buddha is allowed to be carried from
one temple to another, there will be those in the crowd who will cut off their arms and
mutilate their flesh in offering to the Buddha.
Now the Buddha was a man of the barbarians who did not speak Chinese and who wore
clothes of a different fashion. The Buddha’s sayings contain nothing about our ancient
kings and the Buddha’s manner of dress did not conform to our laws; he understood
neither the duties that bind sovereign and subject, nor the affections of father and son. If
the Buddha were still alive today and came to our court, Your Majesty might condescend
to receive him, but he would then be escorted to the borders of the nation, dismissed, and
not allowed to delude the masses. How then, when he has long been dead, could the
Buddha’s rotten bones, the foul and unlucky remains of his body, be rightly admitted to
the palace? Confucius said: “Respect ghosts and spirits, but keep them at a distance!”
Your servant is deeply ashamed and begs that this bone from the Buddha be given to the
proper authorities to be cast into fire and water, that this evil be rooted out, and later
generations spared this delusion.
Document 5
Source: Zong Mi, a leading Buddhist scholar, favored by the Tang imperial household,
essay, “On the Nature of Man,” early ninth century C.E.
Confucius, Laozi and the Buddha were perfect sages. They established their teachings
according to the demands of the age and the needs of various beings. They differ in their
approaches in that they encourage the perfection of good deeds, punish wicked ones, and
reward good ones; all three teachings lead to the creation of an orderly society and for
this they must be observed with respect.
Document 6
Source: Tang Emperor Wu, Edict on Buddhism, 845 C.E.
We have heard that the Buddha was never spoken of before the Han dynasty; form then
on the religion of idols gradually came to prominence. So in this latter age Buddhism has
transmitted its strange ways and has spread like a luxuriant vine unit it has poisoned the
customs of our nation. Buddhism has spread to all the nine provinces of China; each day
finds its monks and followers growing more numerous and its temples more lofty.
Buddhism wears out the people’s strength, pilfers their wealth, causes people to abandon
their lords and parents for the company of teachers, and severs man and wife with its
monastic decrees. In destroying law and injuring humankind indeed nothing surpasses
this doctrine!
Now if even one man fails to work the fields, someone must go hungry; if one woman
does not tend her silkworms, someone will go cold. At present there are an inestimable
number of monks and nuns in the empire, all of them waiting for the farmers to feed them
and the silkworms to clothe them while the Buddhist public temples and private chapels
have reached boundless numbers, sufficient to outshine the imperial palace itself.
Having thoroughly examined all earlier reports and consulted public opinion on all sides,
there no longer remains the slightest doubt in Our mind that this evil should be
eradicated.
LESSONS ON CHINA
Amy Pollin
Wooten High School
CHINESE PHILOSOPHIES Lesson #3
Topic:
Lesson to understand and compare and contrast the Chinese philosophies of
Confucianism, Taoism, Legalism, and Buddhism
Materials:
-Large pieces of paper, markers, etc
-Project directions (Appendix #7)
-Comparison chart (Appendix #8)
Set activity:
Discussion questions:
What is the difference between a religion and a philosophy?
Main Activity:
Give each group of four students an explanation of Confucianism, Taoism, Legalism, or
Buddhism (Appendix #7)
Students can also refer to their notes from past two days on Confucianism and
Buddhism
For a class of 32, there will be two groups working on each philosophy/religion
For each group, get a piece of rolling paper that is large enough for a student to outline
one member of their group on the paper
Use different color markers to add clothing, sayings, ornaments, etc. to represent
the principles of the religion/philosophy
Be creative!
Have each group come up to the front of the class and explain the symbols they added to
their character and how each symbol helps explain the principles of their
religion/philosophy
While students are presenting, have the rest of the class fill in the chart on the main
principles (Appendix #8)
Conclusion:
We started our lesson with a discussion on the difference between religions and
philosophies.
From what you have learned today, are Confucianism, Buddhism, Legalism, and Taoism
religions or philosophies?
Discuss
APPENDIX #7
Buddhism
Directions: Use the description below and your other notes on Buddhism to draw the
Buddha and illustrate the main principles of Buddhism. Be prepared to explain your
illustrations and the main ideas of your religion to the rest of the class.
The Buddha
1. Elongated Earlobes: Result of wearing heavy golden earrings. Upon
Enlightenment, the earrings were removed, but the symbol remains to remind
others to renounce attachment to worldly possessions
2. Topknot or bulge on top of the head: this is not a headdress but an expansion
of his brain to accommodate Enlightenment
3. Short curled hair: this shortness came after cutting his long hair, which was
considered a sign of vanity
4. Whirl of hair or knob on the forehead: this mark is a kind of third eye to show
omniscience
5. Webbed fingers: this webbing, legend has it, represents a net to gather in his
followers
6. Lotus rosettes on the hands and feet: the lotus is a symbol of purity and beauty
since it can blossom even in the mud
7. Position of the hands: the position of the hands changes in representations of
the Buddha and illustrate various acts- meditation, prayer, teaching,
argumentation
8. Slimness of the figure: this slimness is in sharp contrast to the students’
preconceived ideas of the Buddha; this illustrates the Buddha’s ability to survive
on a subsistence diet
9. The smile: this expression depicts Buddha as a benign and gentle figure
Confucianism
Directions: Use the notes below and your other notes to draw Confucius and illustrate the
main principles of Confucianism. Be prepared to explain your illustrations and the main
ideas of your philosophy to the rest of the class.
Confucianism
Most profound impact on China
K’ung Fu-tzu (551-479 BC)
Known in the west as Confucius
Teacher
Fame came from students who collected his sayings in a book Analects
Brilliant synthesizer of ideas (not necessarily new ideas)
Considered himself a failure because he wanted to advise high officials,
not students
Philosophy
Centered on the duties and proper behavior of the individual within
society
Practical and humanistic
Universal laws
Ex. family is basic unit of society
Male is superior to female, age to youth
Order was to be respected even if those in authority were
wrong
Gentlemanly conduct, which involved a virtuous and ethical life,
would bring about peaceful social relations and a well-run
government
Even men of humble birth could reach this level through
education and self-discipline
Did not advocate social equality, but minimized importance
of class distinctions
Government
Confucianism urged good government
Emphasized the duty of ruler to rule people wisely
and with compassion
Vital part of evolution of effective civil service
Opposed use of violence
Good government is a product of a good
relationship between a ruler and his subject
Daoism/Taoism
Directions: Use the notes below to draw Lao-tzu and illustrate the main principles of
Daoism. Be prepared to explain your illustrations and the main ideas of your philosophy
to the rest of the class.
Daoism
Lao-tzu (Laozi)
Founder
Lived in 6th century BC
Little is known about him (or if he really existed)
Credited with writing Tao Te Ching (Book of the Way and its Power)
Probably the work of several people
Dates to 4th century BC
The true beginning of the Daoist religion is placed in the first century with
the adoption of Lao Tse's philosophy by the teacher Zhang Dao Ling
Only major religion that is indigenous to China
Basic teachings and Beliefs of Daoism: The main principles of Daoism include worship
of nature, pursuit of inner purity and reduction of personal desire. Daoism, or "The
Way," is the natural order, or the force that flows through all living things. Tao is less a
Deity than transcendent reality; however, as Daoism in China is inextricably bound up
with folk traditions, there are also a variety of minor deities, which are generally
considered aspects of the Tao. Daoists seek equilibrium above all else.
Code of Conduct: Daoists generally follow a sort of Golden Rule, but the principal
Daoist ethic is called Wu-wei, or non-action, meaning to seek equilibrium and follow the
natural order.
Symbols of Taoism: The yin yang is the easily recognized Daoist symbol of the interplay
of forces in the universe. In Chinese philosophy, yin and yang represent the two primal
cosmic forces in the universe. Yin (moon) is the receptive, passive, cold female force.
Yang (sun) is masculine- force, movement, heat. The yin yang symbol represents the
idealized harmony of these forces; equilibrium in the universe. In ancient Daoist texts,
white and black represent enlightenment and ignorance, respectively.
Legalism
Directions: Use the notes below to draw Han Fei-tzu or Li Ssu and illustrate the main
principles of Legalism. Be prepared to explain your illustrations and the main ideas of
your philosophy to the rest of the class.
Legalism
Collective name given to number of schools of practical political theory
Leaders
Han Fei-tzu (d. 233 BC)
Li Ssu (d. 208 BC)
The school's originator Han Fei (韓非) believed that a ruler should govern his subjects by
the following trinity:
1 Fa (法 fǎ): law or principle. The law code must be clearly written and made public. All
people under the ruler were equal before the law. Laws should reward those who obey
them and punish accordingly those who dare to break them. Thus it is guaranteed that
actions taken are systemically predictable. In addition, the system of law ran the state, not
the ruler. If the law is successfully enforced, even a weak ruler will be strong.
2 Shu (術 shù): method, tactic or art. Special tactics and "secrets" are to be employed by
the ruler to make sure others don't take over control of the state. Especially important is
that no one can fathom the ruler's motivations, and thus no one can know which behavior
might help them getting ahead; except for following the fa or laws.
3 Shi (勢 shì): legitimacy, power or charisma. It is the position of the ruler, not the ruler
himself, that holds the power. Therefore, analysis of the trend, the context and the facts
are essential for a real ruler.
Government
The state should possess as much power as possible and extend it relentlessly
Since human nature is evil, the ruler must keep people disciplined
APPENDIX #8
Religions/Philosophies Practiced in Asia
Religion/Philosophy
Confucianism
Main Beliefs
Buddhism
Legalism
Taoism
*What is the difference between a religion and a philosophy?
*From what you have learned today, are Confucianism, Buddhism, Legalism, and
Taoism, religions or philosophies? Both? Neither?
LESSONS ON CHINA
Amy Pollin
Wooten High School
THE MING DYNASTY AND THE DYNASTIC CYCLE- Lesson #4
Topic:
Lesson on the Ming Dynasty and the Dynastic Cycle
Materials:
-Directions for map of China (Appendix #9)
-Class set of Dynasty timelines (get online)
-Overhead of Dynastic Cycle (Appendix #10)
-Notes on the Ming Dynasty (Appendix #11)
Set activity:
Complete map of China during the Ming Dynasty (Appendix #9)
Discuss:
How might China’s geographic features and location have affected China’s
political development and interactions with the rest of the world?
Main Activity:
We will be looking at China’s political development today with a focus on the Ming
Dynasty.
Discussion Question:
If you were to write a timeline on the leadership history of the US, what would
you use as the basis for dividing time?
Ex. Presidential administrations, congressional years
When would you begin the timeline?
In China, political history was divided into Dynasties
Pass out timeline of Chinese dynasties for students to see how the number and length of
the Chinese dynasties
Have students take out paper for notes on the Dynastic Cycle (Appendix #10)
Conclusion:
Pass out notes on the Ming Dynasty (Appendix #11)
Does the Dynastic cycle apply to the Ming Dynasty?
Is the dynastic cycle a good way to view dynasties? Is it too broad? Too
specific?
Can we see it in other governments? In the US?
APPENDIX #9
Map of China
Directions: Draw and label the features listed below on a blank map of China.
Bodies of Water
Yellow Sea
East China Sea
South China Sea
Rivers
Wei Ho (Yellow)
Yangtze (Chang Jiang)
Hsi River
Natural boundaries
Gobi Desert
Himalayan Mountains
Man-made
Silk Road
Great Wall
APPENDIX #10
THE DYNASTIC CYCLE
Dynasty Definition
A powerful family that rules for a considerable
time
There have been approximately 11 dynasties
Dynastic Cycle Definition
The ebb and flow of Chinese dynasties
Dynastic Cycle Characteristics
One general takes over
Period of peace and prosperity with intellectual
growth
Period of territorial expansion (height)
Gradual weakening and increasing taxation
(begin decline)
Period of softness and emphasis on luxury
Problems in the empire:
Emperor dies young
His wife’s family moves into palace
Empress and her advisors rely heavily on the
eunuchs
When child ascends the throne, heavily
dominated by mother and eunuchs
Succeeding sons increasingly weaker
Peasants’ revolt
Military troubles/mutiny
Invasion from outside
Fight among military factions- one general
emerges victorious (Dynastic Cycle begins
again)
How/why do dynasties end?
“Mandate of Heaven” is revoked
The deity “Heaven” gave the right to rule
China to an emperor or dynasty
If the emperor failed in his duty, the
Mandate was withdrawn and given to
another
Emperor was called the Son of Heaven and
treated as semi-divine
Emperor could lose his mandate for not
controlling waters (floods, drought, etc) and
invasions
Theory was formalized by scholar-bureaucrats of
the Han dynasty
APPENDIX #11
The Ming Dynasty
Focus Question: Does the Dynastic cycle apply to the Ming Dynasty?
Directions: Read the notes below. Highlight or underline events that demonstrate parts
of the dynastic cycle and note in the margin which part. There may not be events for
every part of the dynastic cycle.
Yuan Dynasty (1279-1368)
Mongols, outsiders, ruled China for 89 years
Rapid inflation of currency and the formation of secret peasant societies
contributed to their decline
Ming Dynasty (1368-1644)
Beginnings
In 1368, a Buddhist monk and soldier Zhu Yuanzhang led a rebellion to
overthrow the Mongols
Zhu became emperor, changed his name to Hung Wu (“Vast Military
Achievement”) and gave the name “Ming” (brilliant) to his dynasty
Hung Wu, originally a member of a poor peasant family, became the most
powerful individual in China
Had absolute, despotic power
Bureaucracy
Efficient
Several censuses to determine population and revenue
Imperial revenues came mainly from agriculture
Required service to the state
Made all occupations heredity
Peasants, artisans, soldiers
Standing army of 2 million
Civil service exams
Confucian orthodoxy
Most enduring reform
Channel for official recruitment
Capital
During Wu’s rule
Nanking “Southern capital”- on the Yangtze river
Helped merchants
During Wu’s son’s rule (Yung Lo)
Relocation of the Capital
Peking/Beijing “Northern Capital”- better strategic defense against
Mongols
Creation of the Imperial and Forbidden City
Quarter mile compound where emperor lived (14201912)
Filled with palatial buildings
Foreign Affairs
Occupied much of Hung Wu’s attention
Repeatedly invaded Mongolia (5 expeditions against Mongols)
Strengthening and extension of the Great Wall (1368-1550)
Served to protect the northern parts of the empire, sheltering
towns, cities, and the inner countryside
Has become symbol of China
Trade
Forbade free commercial contacts along the coasts between Chinese and
foreign merchants
Wanted tribute
Naval expeditions
During Yung Lo’s reign
Voyages of Zheng He (Cheng Ho)
Ming navigator
1405-1433
Expeditions to Southeast Asia, India, Africa, the Arabian Peninsula
Established China as the greatest maritime power in the world at the time
Extended the prestige of the Ming Dynasty throughout Asia
Increased trade
Size of fleet:
62 ships
27,800 men
Flagship was 440 feet by 180 feet
Compare with Columbus
3 ships
flagship was 120 feet by 25 feet
Voyages terminated
Confucian court intellectuals persuaded the emperor that his quest
for strange and exotic things signaled the collapse of the dynasty
Needed to focus resources on potential invasions
After 1435, China returned to a policy of isolation
Reasons for decline of Ming Dynasty
Financial extravagance
Official corruption and bureaucratic factionalism
Abuse of power by court eunuchs
Neglect of public works
Military defeat by Mongols
Inability to collect taxes and strengthen army
Invasion by Manchus (Beginning of Manchu dynasty in 1644)
Does the Dynastic cycle apply to the Ming Dynasty? Give specific examples to support
or refute.
Is the Dynastic cycle a good way to view Dynasties overall? Justify your response.
LESSONS ON CHINA
Amy Pollin
Wooten High School
MING DYNASTY CULTURE AND TECHNOLOGY- Lesson #5
Topic:
Lesson on the cultural and technological developments of the Ming Dynasty
Materials:
-Video worksheet (Appendix #12)
-Discovery Channel Video: Secrets of the Great Wall (1999)
-Pictures of forbidden city, Chinese porcelain, silk, etc.
Set activity:
Discussion:
What have been the “Great” empires/societies in history?
What makes them great?
Territorial acquisitions, Cultural achievements, scientific advancements,
etc.
Show pictures of the Forbidden City and Ming Chinese artwork to show power and
prestige of Ming Dynasty
Discussion:
How is the Forbidden City similar and different from other civilization’s capitals?
What does a society need in order to produce such great art and architectural
achievements?
Great people, relative peace and economic prosperity in order to have time
and money to spend on luxury items
Main Activity:
The Ming Dynasty is considered a great dynasty in Chinese history for some of its
cultural as well as technological achievements
During the Ming Dynasty, in order to protect from invaders from the north, the
government reinforced parts of the Great Wall that had been first built during the Qin
Dynasty 1500 years earlier
Pass out video worksheet for students to take notes on as they watch the video (Appendix
#12)
Watch part or all of the Discovery Channel Video: Secrets of the Great Wall
Show entire video (52 minutes)
Show section on the Qin and the Ming (fast forward through the Han)
Show section on the Ming and the Great Wall (20 minutes)
31 minutes to 52 minutes
Conclusion:
Discussion:
Looking at the architecture of the Forbidden City and the Great Wall, what does it
tell you about the Ming Dynasty that built these two amazing structures?
What are the consequences for the Ming of building these structures?
APPENDIX #12
The Great Wall
Directions: Watch the Discovery Channel video on the Secrets of the Great Wall of
China and answer the following questions:
1. When was the Great Wall built?
2. Why was the Great Wall built?
3. How was the Great Wall built?
4. What were the “costs” of building the Great Wall?
During Qin Dynasty
During Ming Dynasty
5. How did soldiers communicate along the wall?
6. How did the Ming contribute to the Great Wall?
APPENDIX #12 (Answer Key)
The Great Wall
Directions: Watch the Discovery Channel video on the Secrets of the Great Wall of
China and answer the following questions:
1. When was the Great Wall built?
Started in the Qin Dynasty in 221 BC
Han expanded the wall into the Gobi Desert
Ming built and rebuilt large sections of the wall
2. Why was the Great Wall built?
Protection against Northern barbarians
Signal to attacking forces of power and strength of the Chinese
3. How was the Great Wall built?
Earth and stone
Thousands of miles long
Army of 300,000 men
18-20 feet high with 26 foot high towers
Used local materials- stone, earth, clay
10 years to build wall along northern border 3,000 miles
~1 mile/day during Qin Dynasty
4. What were the costs of building the Great Wall?
During Qin Dynasty
$260 billion
Slave labor
More than 1 million deaths
7% of population was involved in the construction
Qin government was weakened and collapsed because of cost
During Ming Dynasty
$380 billion
1 man died for every yard built (~8 million men)
Became symbol of China
Irony- Manchus invaded from North
5. How did soldiers communicate along the wall?
Smoke signals
6. How did the Ming contribute to the Great Wall?
Rebuilt and built more wall than any other dynasty
Signal to attacking forces of Ming Dynasty’s strength
LESSONS ON CHINA
Amy Pollin
Wooten High School
RESISTANCE TO IMPERIALISM: OPIUM WARS- Lesson #6
Topic:
Lesson on Chinese interactions with foreigners during the Age of Imperialism with a
focus on the Opium Wars
Materials:
-Class set of documents from
Reilly, Kevin. Worlds of History. Vol. 2. Boston: Bedford/St. Martins, 2000. 224-263.
-Questions for reading (Appendix #13)
Set activity:
Discussion:
Why did the Chinese call their empire the “Middle Kingdom”?
How does this help explain Chinese attitudes to Westerners?
During the 1800’s, China resisted western industrialization, technology, and economic
changes
Main Activity:
Individually, have the students read the various primary documents and answer the
questions on the guide (Appendix #13)
Conclusion:
Discussion:
From what you have read, how successful was the Chinese government in
resisting foreign domination during the Age of Imperialism?
APPENDIX #13
The Opium War
Directions: Read the documents in the packet and answer the following questions:
Read Historical Context
1. Why did the Chinese go to war?
2. Why did the British go to war?
Table 1
3. Why did the British start trading opium in China?
4. What year did the Chinese make the sale of opium illegal?
5. Why did the Chinese make the sale of opium illegal?
6. What sort of increase does the table show?
7. What else do you learn about the opium trade from this table?
Table 2
8. How did the British trade opium if it was illegal?
9. How important was opium compared with the other British imports listed in table 2?
Read Memorials on Legalization and Elimination of Opium and answer the following
questions:
10. What are the arguments for legalization?
11. What are the arguments for elimination?
Treaty of Nanking, 1842
12. What were the provisions of the Nanking treaty?
13. To what extent did the British succeed in achieving the goals they sought in the war?
LESSONS ON CHINA
Amy Pollin
Wooten High School
RESISTANCE TO IMPERIALISM: SPHERES OF INFLUENCE- Lesson #7
Topic:
Lesson on Chinese interactions with foreigners during the Age of Imperialism with a
focus on the Boxer Rebellion and the division of China into Spheres of Influence
Materials:
-Overhead of notes (Appendix #14)
-Blank map of China
-Map of Chinese Spheres of Influence (textbook)
Set activity:
Yesterday, we reached the conclusion that the Manchu government was not successful in
keeping foreigners completely out of China.
What territory did Great Britain receive as part of the Treaty of Nanking that ended the
Opium War?
Main Activity:
While the Qing Dynasty was technically still in power, foreign governments dominated
different parts of China
In your notes, write down the definition for Spheres of Influence (Appendix #14)
A geographic area more or less under the control of a nation considered to have
paramount political or economic interests in the region
Ex. Russia won right to build a railway across Manchuria and a twentyfive-year lease on a large section of the region in 1896
Ex. In 1897, Germany forcibly secured a ninety-nine-year lease on the
port of Chaozhou as well as mining and railroad rights in the adjacent
Shandong province
Although the Chinese territory and people were coming under foreign dominance, there
were additional attempts at resistance like the Boxer Rebellion
Discuss and take notes on the Boxer Rebellion
Conclusion:
Using your textbook as a guide, complete a map that shows China’s spheres of influence
and which foreign country dominated each region or port.
APPENDIX #14
Foreign Influence in China
Spheres of Influence
A geographic area more or less under the control
of a nation considered to have paramount
political or economic interests in the region
Resistance to Foreign domination
Boxer Rebellion, 1899-1900
 Fanatical anti-foreign secret society,
(Harmonious Righteous Fists), went on a
rampage throughout China and killed
thousands of foreigners as well as Chinese
converts to Christianity
 In 1900, attacked foreigners in capital,
Beijing (Peking), and laid siege to the
district housing the foreign legations
American response
 US led international relief force with
2,500 American soldiers
 Drove back the Boxers and rescued the
occupants of the besieged areas, they were
mainly trapped in Beijing
Consequence of Boxer Rebellion
 Further weakened China’s government
LESSONS ON CHINA
Amy Pollin
Wooten High School
THE INTERWAR YEARS IN CHINA- Lesson #8
Topic:
Lesson linking Chinese political instability during the interwar years with Japanese
aggression
Materials:
-Timeline of Chinese and Japanese political changes (Appendix #15)
Set activity:
Review Chinese and Japanese political and economic changes during the 19th century as
background.
China – Weakened government, non-industrialized, spheres of influence
Japan – “Japanese spirit, Western technology”, industrialization, Meiji period
Main Activity:
Pass out timeline (Appendix #15) for students to complete
Conclusion:
Write a thesis statement answering the question:
How are China and Japan’s histories tied together during the interwar years?
WHY?
Share thesis statements with the class
APPENDIX #15
Japan and China during the 1920s and 1930s
Directions:
Underline leaders
Circle political parties
(*) Examples of expansion/aggression
Put a box around examples of opposition to the ruling government
Timeline of China
1911-1912
Manchu Dynasty overthrown (fall of 2,000 year old dynastic
system)
Yuan Shih-k’ai elected president of the republic
1914
Yuan dissolved parliament and ruled as a dictator
1915
Japan seized German holdings in China (Shantung Peninsula)
1916
Yuan died; power resided with the local warlords
May 4, 1919
5,000 students in Peking protested provision in the Versailles
treaty that gave Japan the Shantung Peninsula
Sparks broad nationalist movement
1923
Sun Yat-sen, leader of the Nationalist party, allied with the
Communist Third International and the Chinese Communist party
1925
Sun unexpectedly died; Chiang Kai-shek assumed control
1926-7
Chiang led Nationalist armies in successful attack on warlord
governments
April 1927
Chiang purged government of communists
September 1927
Autumn Harvest Uprising- unsuccessful communist peasant revolt
1928
Nationalists consolidated their rule and establish new capital at
Nanking
Communists set up center in southeastern China
1930-34
Nationalists campaign continually against the Chinese communists
1934
Mao Tse-tung led Communists on Long March to new base in
northwestern China
1937
Japanese military and ultranationalists attacked China
1938
Japanese armies occupied sizable portions of coastal China
Nationalists and Communists retreated to the interior
Timeline of Japan
1910
Japan had mastered modern industrial technology
1914-18
Japanese economy soared- won new European markets
1919
Japan granted German holdings in Asia
1920s
Japan seemed headed to a democracy
Two-party competition
Standard of living was highest in Asia
1922
Japan signs naval arms limitation agreement with Western powers
and returned some of its control over the Shantung Peninsula to
China
1925
All males over 25 years old won the right to vote
1930
Great Depression hit Japan
1930s
Ultranationalists emerged
Violently anti-Western, rejected democracy, big business, and
Marxian socialism
Preached foreign expansion “Asia for Asians”
1932
Japan proclaimed Manchuria an independent state with a Manchu
puppet as emperor
League of Nations condemned Japan’s actions
Japan resigned in protest
1937
Japanese military and ultranationalists attacked China
1938
Japanese armies occupied sizable portions of coastal China
* How are China and Japan’s histories tied together during the interwar years? WHY?
LESSONS ON CHINA
Amy Pollin
Wooten High School
THE RAPE OF NANKING- Lesson #9
Topic:
Lesson on the Rape of Nanking and analyzing its impact on Chinese relations with Japan
today.
Materials:
-Reading from Iris Chang’s “The Rape of Nanking”
Reilly, Kevin. Worlds of History. Vol. 2. Boston: Bedford/St. Martins, 2000. 405-409.
Set activity:
We have been learning about the Holocaust in Europe of Jews by the Nazi government.
How do you define the term Holocaust and what is the difference between Holocaust
with a capital “H” and holocaust with a small “h”?
Main Activity:
We are now going to read about another horrendous loss of life that occurred in China in
1937.
As you read, think about how you will respond to the following:
“The Rape of Nanking has been called the Holocaust of China.”
Assess the validity of this statement.
Read the excerpt from Iris Chang’s “The Rape of Nanking”
Conclusion:
Individually, write your response to the following:
“The Rape of Nanking has been called the Holocaust of China.”
Assess the validity of this statement.
Use details and examples from the reading and history to support your argument.
Discuss responses as a class
LESSONS ON CHINA
Amy Pollin
Wooten High School
CHINA SINCE WWII- Lesson #10
Topic:
Lesson on Mao’s political and economic policies as well as the changes that have
occurred after Mao’s death.
Materials:
-Lecture notes (Appendix #16)
-Mao’s little red book
-Questions for textbook reading (Appendix #17)
McKay, A History of World Societies
Set activity:
China Background- REVIEW
WWII:
US supported Chiang Kai-shek, head of Nationalist party, both
during and immediately after WWII (more than $2 billion sent to
China)
During WWII, the US gave them massive military aid to prevent
China from being taken over by Japan
Communists gain support within China
Runaway inflation and widespread corruption
Well-organized Communists appealed to poor landless peasants
October 1949
All of mainland China became communist
Nationalist party moved to Formosa (Taiwan)
Ruled by Mao Tse-tung’s Chinese Communist Party (CCP)
Mao ruled from 1949-1976 (his death)
Applied Marxism to a predominantly agricultural peasantry
Main Activity:
Lecture on Mao’s policies (Appendix #16)
Ask if any student’s parents were in China during the Cultural Revolution and hear
stories.
Pass around Mao’s Little Red Book
Complete reading in textbook and answer questions to find out more about life under
Mao as well as what happened in China after Mao’s death.
Conclusion:
Discussion:
What is happening in China today? How would you describe China’s government?
Economy? Relations with the U.S.?
APPENDIX #16
Lecture on Mao’s Communist Programs
At first, Mao seemed to want to carry out pragmatic social and economic reforms
Ex. First Five-Year Plan (1953-58) led to industrial growth
Collectivization and redistribution of land
Harsher policies developed over time
Create a centralized government
Forge a “friendship” with Stalin (disliked “weakness” of Khrushchev)
Liquidation of class enemies
Re-education and self-criticism to eliminate opposition
Began to press too quickly for modernization
“Great Leap Forward” (1958-62)
Rapid industrial buildup
Steel and Grain were seen as pillars of economic
development
STEEL:
Thousands of backyard blast furnaces were
built in urban neighborhoods and collective farms as
part of an effort to increase the production of steel
Iron was low quality
GRAIN:
Intensified collectivization and called for unrealistic
increase in production of foodstuffs which failed
Harvests failed and agriculture collapsed
Men were pulled to work on steel
production instead of harvest
Local officials wanted to appear like
they had record numbers-> state taking
more food for exports-> not enough
food for workers (but looked good
internationally!)-> starvation
Famines of 1959 and 1960 killed
an estimated 15 million (as high
as 20-30 million)
Failure caused splits within CCP and opposition to Mao
grew
The Great Proletarian Cultural Revolution
1966-1976
Policy used by Mao and his wife, Jiang Qing (primary
architect of policy) to strike their political enemies)
Purpose was to purge China of Middle Class culture and
thought and revolutionize the country
Also purge CCP authorities who were criticizing Mao
and the Great Leap Forward
Censorship was absolute
Indoctrination was crushing
“The Little Red Book” (pass around)
Collection of Mao’s sayings
“Red Guards”
Youth movement carried out by young army
soldiers and communist activists
Mobilized the masses
Put anyone on trial who they considered to be
untrue to revolutionary communist ideals
Victims were demoted, harassed, arrested, sent
to labor camps for “reeducation”, executed
No one was immune
Even key CCP figures like Deng
Xiaoping, general secretary of the Party
(and years later, supreme leader of
China) was arrested
Caused chaos and resentment
Ended with Mao’s death in 1976
APPENDIX #17
China Post-1945
Directions: Read in your textbook and answer the following questions.
CHINA:
1. What path did China take after World War II?
2. Why were the Communists successful in gaining power in China?
3. What policies did the Communists implement?
4. In what ways did Mao follow Stalin’s communist policies?
5. In what ways did Mao’s policies differ from Soviet policies?
6. Why did China and the USSR split in the 1960s?
7. Describe the “Great Proletarian Cultural Revolution”.
8. Describe China’s “second revolution.”
9. What happened to attempts for greater democracy in China in the 1980s?
APPENDIX #17 (Answer Key)
China Post-1945
Directions: Read in your textbook and answer the following questions.
1. What path did China take after World War II?
China- Under Mao transformed itself into a strong, self-confident communist state
2. Why were the Communists successful in gaining power in China?
Won peasant’s support
Reduced rents
Enticed intellectuals
Used propaganda
Well organized communist support
Japan’s aggression
Long war with Japan weakened Nationalist government
3 million Chinese soldiers killed
Deficits and runaway inflation
3. What policies did the Communists implement?
Redistribution of land to peasants
Liquidation/purging of enemies
Centralization – great power
4. In what ways did Mao follow Stalin’s communist policies?
5 year plan of industrialization
Collectivization
Abolished cultural and intellectual rights and freedoms
More equality for women
5. In what ways did Mao’s policies differ from Soviet policies?
“Great Leap Forward”
Soaring industrial growth was to be based on small-scale backyard
workshops run by peasants living in gigantic self-contained communes
Produced economic disaster
6. Why did China and the USSR split in the 1960s?
Mao’s “Great Leap Forward” was criticized by Khrushchev
*Mao did not like or respect Khrushchev as he had Stalin
USSR cut off aid
7. Describe the “Great Proletarian Cultural Revolution”.
Objective
Purge the party of bureaucrats and intellectuals and recapture the
revolutionary fervor and social equality of the Long March
“Red Guards”- young people who formed radical cadres
Results
Mobilized the masses
Shook up the party
Created greater social equality
Created growing chaos
Crisis of confidence, especially in the cities
8. Describe China’s “second revolution.”
Deng Xiaoping- moderate communist leader
Instituted “Four Modernizations”
Agriculture, industry, science and technology
Change from collectivization of farming to small scale, family run farms
Increased food production by more than 50%
Increased nutrition
9. What happened to attempts for greater democracy in China in the 1980s?
Government banned all demonstrations
Gradually halted trend toward freer economy
Tiananmen Square- April, May and June 1989 student demonstrations
June 4, 1989
Tanks rolled in and at least 700 students were killed
LESSONS ON CHINA
Amy Pollin
Wooten High School
THE LAST EMPEROR- Lesson #11
Topic:
Lesson revolving around the movie, The Last Emperor, in order to see the changes in
China during the 20th century.
Materials:
-Movie, The Last Emperor (162 minutes) PG-13
-Movie reflection paper directions (Appendix #18)
Set activity:
Brainstorm as a class significant political changes in China during the 20th century.
Make a large timeline on the board and add events to the timeline where appropriate.
Main Activity:
Watch the movie, The Last Emperor, in order to see the political changes in China of the
20th century through the story of Pu Yi, the last Qing Emperor of China.
Conclusion:
Have the students write a reflection paper analyzing the historical accuracy of the movie.
(Appendix #18)
APPENDIX #18
Reflection Paper
Directions: In a two page, typed paper, you will reflect on the movie you watched in
class. Consider the following questions:




How historically accurate is the film?
Did the movie describe past events in a format that was easily understandable?
Did you learn something new from the movie?
Would you recommend the movie to others?
Make sure to include details and examples throughout your paper.
LESSONS ON CHINA
Amy Pollin
Wooten High School
CHINA: THEN AND NOW- Lesson #12
Topic:
Summary lesson on significant places in China’s rich history.
Materials:
-Power point presentation from my Fulbright-Hays trip to China (summer 2006)
-Present day map of China
-China: Then and Now worksheet (Appendix #19)
Set activity:
Throughout the school year, we have studied China’s political, economic, and cultural
development.
Last summer, I had the amazing experience to visit China and from my travels, I created
a power point presentation.
Pass out map with cities highlighted for students to follow along as well as worksheet for
students to take notes. (Appendix #19)
Main Activity:
Show power point presentation and have the students take notes and ask questions as we
go along.
Conclusion:
Discussion:
Of all the cities, which would you most like to see?
Of all the time periods we discussed, which fascinated you the most?
APPENDIX #19
CHINA: Then and Now
Directions: As you watch the power point presentation, take notes on the significance of
each of the terms listed below.
1. Beijing
2. Tian’anmen Square
3. The Forbidden City
4. The Great Wall
5. Summer Palace
6. Taishan and Laoshan
7. Qufu
8. Confucius
9. Xi’an
10. Terra-cotta Warriors
11. Yan’an
12. Yunnan Province
13. Shanghai