CULTURAL STUDIES-9
ESSENTIAL UNIT 3 (E03)
(Chinese Dynasties)
(July 2015)
Unit Statement: In this unit, the student will learn about China's early history and the series
of dynasties, invasions and rebellions that shaped it. He/she will learn about the significant
events from two or more dynasties (Shang, Zhou, Qin, Han, Tang, and Song dynasties). The
student will examine life in China during the dynasty period, the importance of the Silk Road,
and make connections to current events in China.
The teacher/student can decide to study dynasties as a class or have student groups study
specific dynasties in greater detail (see below for additional ideas).
Five Themes of Geography Focus: Human-Environment Interactions
Essential Question/s:
How have the ancient Chinese dynasties contributed to modern China?
Essential Outcomes: (must be assessed for mastery)
1. The Student Will locate China, the Yellow River, the Yangtze River, the Great Wall,
and the Gobi Desert on a map (HSS 554-556).
2. TSW list the Chinese dynasties on a timeline (HSS 560-563).
3. TSW select two or more of the following dynasties (Shang, Zhou, Qin, Han, Tang,
and Song Dynasties) and research cultural achievements and lasting effects of
the dynasties (i.e. art, government, writing, trade, communication, etc.) (HSS
560-563, Pearson Learning History & Geography, chapter 6).
4. TSW compare and contrast two or more dynasties (Shang, Zhou, Qin, Han, Tang, and
Song Dynasties) (HSS 560-563).
5. TSW evaluate the impact of the dynasties studied on modern society.
6. TSW compare and contrast city and country life during one or more of the Chinese
Dynasties.
7. TSW infer the importance of the Silk Road in connecting China to the rest of the world.
8. TSW locate and summarize current event related to China.
Introduced Outcomes: (taught, but not assessed)
1. The Student Will describe the significance of the relationship between Kublai Khan
and Marco Polo.
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QSI CULTURAL STUDIES-9 E03
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Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will identify key terms and concepts.
2. TSW apply the 5 Themes of Geography.
3. TSW organize and interpret information presented on maps.
4. TSW apply age-appropriate research skills to gather information about a topic.
Key Terms and Concepts:
Mandate of Heaven
virtues
Yellow River
Yangtze River
Gobi Desert
Shang Dynasty
Zhou Dynasty
Qin Dynasty
Han Dynasty
Tang Dynasty
Song Dynasty
Silk Road
Suggested Activities and Strategies:
● Students can jigsaw the different Chinese Dynasties by dividing the class into small
research groups. Students in the research groups can research a dynasty and teach
classmates about the dynasty they researched (TSWs 3-5).
● Students can recreate Ancient Chinese inventions (TSW 3-5).
● Students can jigsaw research current events and share their findings with the class (TSW 7).
Cross-curricular Suggestions:
This unit would pair well with Literacy unit E03: Informative: Reporting Information.
Reading:
● Students can read nonfiction text about modern and ancient China.
● Students can read and respond to translated classical Chinese poetry.
● Students can read and respond to Chinese fables.
Writing:
● Students can imagine they are a member of any of the ancient Chinese Dynasties.
Students can write a journal article about their day to day experiences.
● Students can choose a Chinese dynasty to study and create a travel journal, poster, visual,
podcast, video, skit, or other project to teach the rest of the class about that dynasty.
● Students can write poetry modeled after classical Chinese poetry.
● Students can conduct research about the Ancient Chinese Dynasties and write a
research paper about a dynasty of choice.
Mathematics:
● Students can calculate the distance of the Silk Road during different time periods in
history.
● Students can create a Chinese abacus and use it to solve mathematics problems.
● Students can go on a Silk Road reenactment field trip where they recreate the length
of the Silk Road in their own community and reenact what would happen along the
Silk Road.
Science:
● Students can study Ancient Chinese scientists and their contributions to Chinese
society (see Technology links for reference).
● Students can choose an Ancient Chinese scientific invention and make a model of it.
● Students can make and use an Ancient Chinese compass (see Technology links for reference).
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QSI CULTURAL STUDIES-9 E03
Copyright © 1988-2015
Suggested Materials: (provided by school)
Harcourt Social Studies World Regions Teacher Edition Volume 2 Unit 7, Chapter 16
Harcourt Social Studies World Regions Student Edition Unit 7, Chapter 16
Additional Harcourt Social Studies World Regions Teacher and Online Resources
Pearson Learning History & Geography Student Book: Chapter 6: Dynasties of China
Core Knowledge Lesson Plans from Teacher Binder:
● The Hunters and the Hunted: The Search for China's Past (2002)
● When China was Ruled by Outsiders: Genghis Khan and Khubilai Khan (2001)
● Ancient China (2000)
● China: How to Put Some "Tang" in Your Medieval Dynasties (1998)
Down to Earth Geography, Grade 4, Teacher Created Resources
Additional Resources: (may not be provided by school)
Harcourt Leveled Readers
Great Empires of Asia (R)
Ancient Chinese Inventions (S-T)
Daily Geography Practice, Grade 4, Evan-Moor EBook
Ancient China, Kids Discover
Classroom atlas
China: The People, Kalman, Bobbie, Crabtree Publishing Co., 2001
Confucius: Philosopher and Teacher, Wilker, Josh. Grolier Publishing, 1999
Eyewitness: Ancient China, Arthur Cotterell, Alan Hills, and Geoff Brightling (2000)
Science in Ancient China, George Beshore (1998)
Ancient China: 2,000 Years of Mystery and Adventure to Unlock and Discover, ChaoHui, Jenny Liu, Treasure Chest, 1996
Videos and DVDs
Touring China, Knowledge Unlimited, 1998
Technology Links:
Destiny Webpath Express (see Librarian)
Use this search engine to find age-appropriate websites that align with your unit.
Harcourt Social Studies
http://www.harcourtschool.com/socialstudies
This is the companion website for the textbook. It includes activities, primary sources,
multimedia biographies, virtual tours, videos, technology links, and online references.
BrainPop
https://www.brainpop.com/socialstudies/worldhistory/
This website has videos, lessons, and resources about the Great Wall of China, The Silk
Road, and more.
National Geographic Kids
http://kids.nationalgeographic.com/explore/countries/china/
This website has information about the geography, nature, people, culture, government,
economy, and history of China.
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QSI CULTURAL STUDIES-9 E03
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Time for Kids
http://www.timeforkids.com/destination/china
This website provides information about China for kids.
10 Great Ancient Chinese Scientists
http://www.chinawhisper.com/10-great-ancient-chinese-scientists/
This website has information about Ancient Chinese scientists and their contributions.
Ancient China for Kids
http://www.historyforkids.net/ancient-china.html
This website has information about Ancient China for kids including: architecture, art,
daily life, history, literature, religion, science, and the Chinese Dynasties.
National Geographic Kids
http://kids.nationalgeographic.com/explore/countries/china/
This website has information about China today and Ancient China.
Kidipede Ancient China
http://www.historyforkids.org/learn/china/
This website has information about Chinese history, daily life, literature, art, religion,
science, inventions, architecture, and it has many project ideas to cultivate student
knowledge of China.
Khan Academy
https://www.khanacademy.org/
This website has a variety of videos, lesson ideas, and articles that can be used with this
unit. Use the search feature for specific resources.
DOGO News
http://www.dogonews.com/
This website has articles and videos about current events around the world written in kidfriendly language.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess mastery of
the unit with final judgement by the teacher.
2. Chapter tests and activities can be used to evaluate student mastery of TSWs from the
textbook.
RUBRIC FOUND ON FOLLOWING PAGE………………………
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QSI CULTURAL STUDIES-9 E03
Copyright © 1988-2015
Student Name:________________________________________________ Date:_____________________
CULTURAL STUDIES-9 E03 RUBRIC
(Chinese Dynasties)
To receive a ‘B’, the student must show ‘B’ level mastery on ALL Essential Outcomes (TSW’s).
To receive an ‘A’, the student must show ‘A’ level mastery on 5 of 6 available TSWs and ‘B’ level mastery on all TSW’s.
Tell Student Will (TSW)
‘A’ Level
‘B’ Level
1. TSW locate China, the
Yellow River, the Yangtze
River, the Great Wall, and the
Gobi Desert on a map.
I can locate China, the Yellow
River, the Yangtze River, the
Great Wall, and the Gobi
Desert on a map.
2. TSW list the Chinese
dynasties on a timeline.
I can list the Chinese Dynasties
on a timeline.
3. TSW select two or more of
the following dynasties (Shang,
Zhou, Qin, Han, Tang, and Song
Dynasties) and research cultural
achievements and lasting effects.
I can also make connections to
how the dynasties influenced
modern life around the world.
I can explain the cultural
achievements and lasting
effects of the dynasties I
researched.
4. TSW compare and contrast
two or more dynasties (Shang,
Zhou, Qin, Han, Tang, and Song
Dynasties).
I can also infer how the
similarities and differences
between the dynasties led to
changes in daily life.
I can compare and contrast two
or more dynasties.
5. TSW evaluate the impact of
the dynasties studied on modern
society.
I can also make connections to
I can list achievements of the
the impact the dynasties have on dynasties I studied.
modern society.
6. TSW compare and contrast
city and country life during one
or more of the Chinese
Dynasties.
I can also make connections to
why city and country life was
different during one or more of
the Chinese Dynasties.
I can compare and contrast city
and country life during one or
more of the Chinese Dynasties.
7. TSW infer the importance of
the Silk Road in connecting
China to the rest of the world.
I can also infer how the spread
of ideas would have been
different without the Silk Road.
I can explain the importance of
the Silk Road in connecting
China to the rest of the world.
8. TSW locate and summarize
current event related to China.
I can also make connections to
what I have learned in this unit.
I can summarize current events
related to China and share my
summary with my class.
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QSI CULTURAL STUDIES-9 E03
Copyright © 1988-2015
‘P’- in progress