Strand II: The World Long Ago The history of civilization is a long one. This social studies strand is designed around the idea that human civilizations developed all over the
world long, long ago. Students will examine three different ancient civilizations and compare aspects of these ancient societies with their own community.
Ancient China: Stories from an Ancient Past -- In this unit we will travel back to ancient China where we will continue to build on our understanding of how geography
influences human society. In addition, the student will explain how the contributions of ancient Chinese have influenced the present world in terms of art and architecture, literature,
belief systems, education, and government.
Essential Questions:
Big Idea:
Time Frame:
What is history?
What do you
How have ancient civilizations shaped the world you live in?
want to be
How did geography influence the development of ancient civilizations?
remembered
How did people from the earliest civilizations use technology? How did this help or hurt them?
for?
How have civilizations changed or stayed the same over time?
Minnesota Benchmark
Common Agreements – Grade 3 Learning Targets
Vocabulary
Resources
[G1] Use maps and concepts of location
I can describe the location of ancient China using relative location
relative location
(relative location words and cardinal and
words.
cardinal directions
intermediate directions) to describe places in
intermediate
the world 3.3.1.1. 1 For example: close to,
I can describe the location of different geographic features of ancient
directions
above, bordering, across from, next to, north, China using cardinal and intermediate directions.
latitude
south, east, west, southwest, northeast, etc.
longitude
I can describe the location of ancient China using latitude and
longitude. *This is not expected to be a secure skill by the end of 3rd grade.
http://www.chinahighlights.com/map/anc
[G1] Create and interpret simple maps of
I can find China on a map of the world.
Asia
ient-china-map/
places around the world, local to global;
Africa
incorporate the “TODALS” map basics, as
I can name the continents closest to China and identify these continents
Europe
well as points, lines and colored areas to
on a map.
Australia
display spatial information 3.3.1.1.2 For
Mongolia
example: country, continent, ocean, city,
I can locate major cities, landforms, bodies of water, and other
Tibet
boundaries, roads, bodies of water,
important geographic features of ancient China.
Shanghai
landforms, regions TODALS: title,
Yantze River
orientation, date, author, legend(key), scale
I can create a map of ancient China that includes a title, orientation,
Huang (Yellow)
date, author, legend (key) and scale.
River
http://www.ducksters.com/history/china/
Yellow Sea
[G6] Identify landforms and patterns in
I can identify physical features that separated ancient China from other
great_wall_of_china.php
East China Sea
population; explain why human populations
parts of the world.
http://china.mrdonn.org/rivers.html
South China Sea
are unevenly distributed around the world
http://china.mrdonn.org/greatwall.html
Pacific Ocean
3.3.3.6.1
I can describe the role that isolation played on the development of
http://www.great-wallofchina.com/thegreat-wall-of-china-facts-for-kids.html
Beijing
Chinese civilization.
Xi’an
[H7] Explain how the environment
Hong Kong
influenced the settlement of ancient peoples
I can explain why the rivers in ancient China were referred to as the
Himalayan
from three different regions of the world
Great Sorrow during ancient times.
Mountains
3.4.3.7.1
Gobi Desert
I can explain why the Great Wall of China was built.
[G8] Identify physical and human features
Great Wall of China
that act as boundaries or dividers; give
isolation
examples of situations or reasons why people
have made or used boundaries 3.3.3.8.1
Last Updated Winter 2013 - Swenson
Strand II: The World Long Ago The history of civilization is a long one. This social studies strand is designed around the idea that human civilizations developed all over the
world long, long ago. Students will examine three different ancient civilizations and compare aspects of these ancient societies with their own community.
Skill: Historical Inquiry
[H2] Examine historical records, maps and artifacts to answer basic questions about times and events in history, both ancient and more recent 3.4.1.2.1 [Use History Skill Document]
What happened? When did it happen? Who was involved? How and why did it happen? How do we know what happened? What effect did it have?
Minnesota Benchmark
[H1] Reference different time periods using
correct terminology, including the terms
decade, century and millennium 3.4.1.1.1
Common Agreement – Grade 3 Learning Target
I can explain that the ancient civilization of China lasted for more than
seven millennia.
I can define the term dynasty.
[H1] Create timelines of important events in
three different time scales – decades,
centuries, and millennia 3.4.1.1.2
I can explain that ancient Chinese history is divided into 13 different
periods or dynasties.
I can name three different dynasties from ancient China.
I can explain at least one accomplishment from two different dynasties of
ancient China.
[H8] Identify methods of communication
used by peoples living in ancient times in
three different regions of the world 3.4.3.8.1
Integrate with ELA Benchmarks regarding
Folk Tales, Myths and Legends (Oral
Traditions; Poetry) – Unit 5 Reading Street
Materials
[H8] Compare and contrast daily life for
people living in ancient times in at least three
different regions of the world 3.4.3.9.1
[H2] Compare and contrast two different
accounts of an event 3.4.1.2.2
I can create a timeline [using BCE or CE] with my classmates that
includes important events from ancient to modern times.
I can explain that story-telling is an important method used by people to
connect the past to the present.
I can explain that Chinese calligraphy was a form of writing that used
pictures to create meaning.
I can describe what it might have been like to live in a dynasty of ancient
China. [Identify 1 or 2 dynasties such as the Han or the Tang]
I can compare and contrast life in ancient China to life in ancient Egypt
OR I can compare and contrast life in ancient China to my life today.
I can explain that family was very important to the ancient Chinese.
I can compare and contrast the story of the Terracotta Warriors (created
by Emperor Shi Huangdi to protect him in the afterlife) to the practices
of the ancient Egyptians in preparing for the afterlife.
I can identify types of artifacts that give us information about ancient
civilizations.
Last Updated Winter 2013 - Swenson
Vocabulary
time period
decade
century
millennium
millennia
BCE
CE
timeline
dynasty
Shang Dynasty
Han Dynasty
Tang Dynasty
Resources
Mulan
Shadow Puppets
Yeh-Shen, A
Cinderella Story
Fable
Myth
Legend
Folklore
Calligraphy
Terracotta Warriors
http://china.mrdonn.org/stories.html
http://kids.librarypoint.org/booklist/5608
http://www.ducksters.com/history/china/
dynasties.php
http://library.thinkquest.org/3614/
http://www.historyforkids.org/learn/chin
a/people/
http://www.historyforkids.org/learn/chin
a/people/family.htm
http://www.historyforkids.org/learn/chin
a/people/school.htm
Strand II: The World Long Ago The history of civilization is a long one. This social studies strand is designed around the idea that human civilizations developed all over the
world long, long ago. Students will examine three different ancient civilizations and compare aspects of these ancient societies with their own community.
http://www.historyforkids.org/learn/chin
[H5] Identify examples of individuals or
I can identify Confucianism as a belief system that originated in China.
Confucianism
a/philosophy/taoism.htm
groups who have had an impact on world
OR I can identify Taoism as a belief system that originated in China.
Confucius
http://www.historyforkids.org/learn/chin
history; explain how their actions helped
Taoism
a/philosophy/confucius.htm
shape the world around them 3.4.2.5.1
I can identify at least three of the basic virtues associated with the
http://www.uri.org/kids/other_taoi.htm
http://www.uri.org/kids/other_conf.htm
teachings of Confucius.
Silk Road
http://ancienthistory.mrdonn.org/Confuci
[H3] Explain how an invention of the past
Marco Polo
us.html
changed life at that time, including positive,
I can explain that many of the things we use today were invented by the
negative and unintended outcomes 3.4.1.3.1
ancient Chinese.
Silk
Silk Road:
Wood Block
http://www.ducksters.com/history/china/
I can explain that the Silk Road was a trade route that connected China
Printing
silk_road.php
and Europe.
Compass
Gunpowder
http://education2.uvic.ca/Faculty/mroth/4
38/CHINA/CHINA-PAGE.html
I can identify several influences that the ancient Chinese have had on
Abacus
western culture.
[H2] Compare and contrast various ways that
different cultures have expressed concepts of
time and space 3.4.1.2.3
For example: seasonal cycles, calendar
systems; visual representations of location
and spatial information
I can explain the significance of the Chinese New Year.
Chinese New Year
I can explain that artistic expression was important to the ancient
Chinese.
Simplicity
Harmony
Balance
I can explain that the ancient Chinese included the following elements in
their art: harmony, balance, nature and simplicity.
I can compare and contrast how two ancient civilizations expressed
themselves through their art.
Last Updated Winter 2013 - Swenson
http://china.mrdonn.org/newyear.html
http://china.mrdonn.org/zodiac.html
http://library.thinkquest.org/3614/
Strand II: The World Long Ago The history of civilization is a long one. This social studies strand is designed around the idea that human civilizations developed all over the
world long, long ago. Students will examine three different ancient civilizations and compare aspects of these ancient societies with their own community.
Additional Resources:
http://www.ushistory.org/civ/9.asp
http://lcweb2.loc.gov/frd/cs/cntoc.html
Text Reference for
http://www.kidspast.com/world-history/0125-civilization-in-china.php *appropriate for kids; lots of advertisement
Teachers
General Resource
http://www.historyforkids.org/learn/china/
http://www.ducksters.com/history/china/ancient_china.php
http://www.china.mrdonn.org/
http://www.brainpopjr.com/socialstudies/ancienthistory/ancientchina/grownups.weml
http://www.neok12.com/History-of-China.htm
http://www.atozkidsstuff.com/china.html
Last Updated Winter 2013 - Swenson