CHINA UNIT LESSON PLANS
OVERVIEW: The unit on China utilizes mostly cooperative groups and is designed to last 3-4 weeks. Alterations for IEP students will be listed with the notes “IEP,” if there are to be changes from the normal daily lesson plan. Arrange desks in groups of 4, decorate room, play Chinese background music. Before starting unit tell students to bring in items relating to China for “show and tell” for extra credit points. The first day, assign cooperative groups. (can use a deck of cards, all the aces are a group, all the 2’s are a group, etc.). Most of my students are grouped with about the same reading skills, so it is usually just the matter of what students don't work well together or won't remain quiet as a group, during or after their work time. Explain that there will be a binder grade at the end of the unit. Extra lessons can be found at back of lesson binder or beside of desk. (Time For Kids guided reading, The Han Empire map/worksheet, Great Wall of China guided reading, terracotta army guided reading, Reader’s Theater of “Saving the Silk,” silk guided reading, etc.) There are also Kung Fu Panda movies that have a quiz afterwards, too. Pass out and go over learning contract of anchor activities and explain where to find items needed for each activity.
Start unit by allowing students 3-5 minutes to write down anything they can about China. Play a game of "Boggle" with students' lists. Prize for one that has the most items still listed. Pass out reflection sheets for China's learning objectives. Check off the "before" section.
GEOGRAPHY – Geog. 12 + 13
· Use I Pads to take geography quizzes on Asian countries. Pass out hard copy for them to study from at the end of the first day on I pads. Websites are listed on bottom of study maps, to use for practice at home. IEP students can use their map to take their quiz.
· Using student atlases, fill-in map worksheets. Review using powerpoint. Exit slips = Using their maps, list 2 geographical features and why they would be useful to China.
· Map quiz, the following class, on actual paper - optional.
DYNASTIES (Take 2 days) – Hist. 1, 4, 8; Geog. 12; Econ. 21
· Set up learning stations (groups of 4) with information sheets on the most important dynasties (Early China, Shang + Zhou, Qin, and Han). Discuss dynasties, mandate of heaven, and emperors. Each person will read about a different dynasty and highlight important info on each one. Model with Mongol Invasion. Question students as to the main accomplishments of this dynasty. Pass out dynasties info sheets to each group. Each student in group learns about a separate dynasty, underlining importance of their dynasty. Then each group fills out one “What Dynasty Am I?” worksheet, together. Review answers with whole class. On each student’s “Dynasties” side of worksheet. List importances for each one of the dynasties in the correct box from the “What Dynasty Am I?” worksheet. Place this worksheet into binders. Exit slip = Choose one of the importances, from any dynasty, and tell how it has made a difference to our world today.
· IEP – Work aloud and together as a group and really low levels will use a highlighted copy of a dynasty.
· Using 3 dynasties maps hanging from chalkboard, do Q + A with students (have copies of Q + A that I created for each map); discuss climate and diffusion factors.
* Exit slip: List 1 pro / 1 con of the Mongols, onto a post-it and stick to the chalkboard, near map.
* HOMEWORK, or during class...putting all these map reading skills to use is the Han Empire map and questions worksheet.
ACCOMPLISHMENTS (What China specialized in)– Hist. 1 + 8; Econ. 20
· Learning stations with Chinese inventions are set-up with information sheets (up front), worksheets (each person gets one), highlighters (one per station), and hands-on items. Students are split into their dynasty's group of 3-4, and will learn about one item at a time. List main questions on board they will highlight: "What is it used for? How is it made? How does it work?" Model with info sheet on porcelain together as a class. One student will read and highlight important info on info sheet for that station, then teach everyone in group about that item. Everyone will take down notes onto their worksheet, for that item. Allow time to take notes at each station before rotating groups through all 6 items, rotating the teacher each time, within their group. Place note sheet in binder at end of class.
· IEP – Pass around item for each student to see. Pass out info sheets to each person, then either read aloud or discuss that item. Write notes on board for that item and let them write notes onto their worksheets. Can also highlight copies and rotate them throughout each station, too.
· Go over points that need to be in their notes for each item.
· Seismograph mini lecture – show students picture of ancient seismograph in book, and then discuss how it worked. Writing assignment on back of worksheet, if extra time. If not enough time, can cover this item when doing vocab words.
· Review how papyrus (from Egypt) was made, pass around examples. Review and demonstrate how paper is made in China. If time permits, contrast the differences between papyrus and paper, placing a big star by the form most like ours.
OPTIONAL: Homework for groups 1 + 2: Choose one other item from list at bottom of worksheet and research it. Write a paragraph that tells what it is made of, how it is made, and how or what it is used for.
SILK ROAD + COMPASSES – Hist. 1 + 8; Geog. 12, 13, 14, 15; Econ. 20 + 21 (OPTIONAL LESSONS)
· Pass out compass rose worksheet to everyone. Diagram compass on board by labeling cardinal points (N, E, S, W) with RED, then intercardinal points (NE, SE, SW, NW) with BLUE, then secondary intercardinal points with GREEN, defining each onto worksheet with degrees for each.
· Quiz the following day on this compass rose labeling.
· Discuss how to use a compass while students look at it. Stand in different positions in the room and allow each group to tell the direction.
· Work stations each have a map with routes and map compasses. Draw a picture of the map compass and the first 3 cities from their Silk Road map on the board. Demonstrate how to use the compass (line up red directional arrow on housing with the road to be traveled, turn the dial of compass until the N-S line on compass looks like N-S line of the compass rose on the map, read red directional arrow on compass housing back to where it hits the compass (reading degrees and directionality).
· Have students use compasses and maps throughout their route of the Silk Road. Make sure that each student has the opportunity to use the compass and reads at least two points from the map.
* Alternative lesson is to take them outside and teach short lesson on orienteering with maps and compasses. Have pairs of students stand at various locations around the parking lot with notepads and pens. Draw circle with initials in it with chalk at their starting point. Each pair writes down directions to get to the marked site of parking lot, then back to original spot. Ex.: “Take 5 steps 340 degrees NNW, then …” Discuss how navigation was accomplished before compasses. Also have copies of the aerial view of the school complex and teach lesson on orienteering from it.
· IEP – same instruction for compass worksheet, however they use this worksheet to write out a route on the Silk Road map, instead of learning to use the actual map compasses.
· Place compass rose worksheet in binder or allow them to take home to study for quiz.
RELIGIONS / BELIEFS – Hist. 1; Geog. 14; Govt. 16
· Mini-lecture and fill-in graphic organizer with notes on Confucianism, Taoism/Daoism, Buddhism and Legalism, from chalkboard.
· Using groups of 4, role-play each of the 4 beliefs using scenarios worksheet. (One student takes on the role for each different belief) If group only has 3 people in it, Mrs. S. will take on the role of that 4th person. Role play through first scenario together, of "student brings home a failing grade" and go over each of the 4 beliefs’ viewpoints and responses. Have groups choose other scenarios to role play, from the worksheet.
* Exit slips - Have students write a Confucius (or their name in his place) says statement on a post-it note and stick it on the door as they leave. Read some of them off to the next class coming in.
· IEP – same but use less scenarios, or do together as a class.
SOCIETY -- CLOTHING, HOUSING, FAMILY LIFE, SOCIAL STATUS, GOVT. -- Hist. 1
· Stations with groups of 4, each read information sheets on the different social classes of the ancient Chinese, filling out their worksheets as they go along. Each person in the group then teaches the others about their class. Each group fills out their own hierarchy pyramid according to their readings. Review important notes for each social group and the correct pyramid structure. Discuss what type of government this is and briefly about Communism and the "Republic" that China currently has.
· Discuss other items on back side of worksheet, such as extended families, family names (last name first), clothing and housing for the rich and the poor, etc. (Powerpoint for notes.)
FOOD + CULTURE – Hist. 1
· Chopsticks usage - optional
· Foods include apple slices, mandarin oranges, green tea, ramen (Japanese version of chow mien), fortune cookies. (Enrichment class can cook beef and broccoli in electric wok while watching Kung Fu Panda, Mulan or Chinese Emperor Mummy movie.)
· VOCAB (powerpoint)/ binder checklists (for a binder grade). Blank worksheets laid out on back shelf for anyone that needs to make-up work. Pass out study guide and review for test.
"The glow of one warm thought is to me worth more than money." - Thomas Jefferson
Start unit by allowing students 3-5 minutes to write down anything they can about China. Play a game of "Boggle" with students' lists. Prize for one that has the most items still listed. Pass out reflection sheets for China's learning objectives. Check off the "before" section.
GEOGRAPHY – Geog. 12 + 13
· Use I Pads to take geography quizzes on Asian countries. Pass out hard copy for them to study from at the end of the first day on I pads. Websites are listed on bottom of study maps, to use for practice at home. IEP students can use their map to take their quiz.
· Using student atlases, fill-in map worksheets. Review using powerpoint. Exit slips = Using their maps, list 2 geographical features and why they would be useful to China.
· Map quiz, the following class, on actual paper - optional.
DYNASTIES (Take 2 days) – Hist. 1, 4, 8; Geog. 12; Econ. 21
· Set up learning stations (groups of 4) with information sheets on the most important dynasties (Early China, Shang + Zhou, Qin, and Han). Discuss dynasties, mandate of heaven, and emperors. Each person will read about a different dynasty and highlight important info on each one. Model with Mongol Invasion. Question students as to the main accomplishments of this dynasty. Pass out dynasties info sheets to each group. Each student in group learns about a separate dynasty, underlining importance of their dynasty. Then each group fills out one “What Dynasty Am I?” worksheet, together. Review answers with whole class. On each student’s “Dynasties” side of worksheet. List importances for each one of the dynasties in the correct box from the “What Dynasty Am I?” worksheet. Place this worksheet into binders. Exit slip = Choose one of the importances, from any dynasty, and tell how it has made a difference to our world today.
· IEP – Work aloud and together as a group and really low levels will use a highlighted copy of a dynasty.
· Using 3 dynasties maps hanging from chalkboard, do Q + A with students (have copies of Q + A that I created for each map); discuss climate and diffusion factors.
* Exit slip: List 1 pro / 1 con of the Mongols, onto a post-it and stick to the chalkboard, near map.
* HOMEWORK, or during class...putting all these map reading skills to use is the Han Empire map and questions worksheet.
ACCOMPLISHMENTS (What China specialized in)– Hist. 1 + 8; Econ. 20
· Learning stations with Chinese inventions are set-up with information sheets (up front), worksheets (each person gets one), highlighters (one per station), and hands-on items. Students are split into their dynasty's group of 3-4, and will learn about one item at a time. List main questions on board they will highlight: "What is it used for? How is it made? How does it work?" Model with info sheet on porcelain together as a class. One student will read and highlight important info on info sheet for that station, then teach everyone in group about that item. Everyone will take down notes onto their worksheet, for that item. Allow time to take notes at each station before rotating groups through all 6 items, rotating the teacher each time, within their group. Place note sheet in binder at end of class.
· IEP – Pass around item for each student to see. Pass out info sheets to each person, then either read aloud or discuss that item. Write notes on board for that item and let them write notes onto their worksheets. Can also highlight copies and rotate them throughout each station, too.
· Go over points that need to be in their notes for each item.
· Seismograph mini lecture – show students picture of ancient seismograph in book, and then discuss how it worked. Writing assignment on back of worksheet, if extra time. If not enough time, can cover this item when doing vocab words.
· Review how papyrus (from Egypt) was made, pass around examples. Review and demonstrate how paper is made in China. If time permits, contrast the differences between papyrus and paper, placing a big star by the form most like ours.
OPTIONAL: Homework for groups 1 + 2: Choose one other item from list at bottom of worksheet and research it. Write a paragraph that tells what it is made of, how it is made, and how or what it is used for.
SILK ROAD + COMPASSES – Hist. 1 + 8; Geog. 12, 13, 14, 15; Econ. 20 + 21 (OPTIONAL LESSONS)
· Pass out compass rose worksheet to everyone. Diagram compass on board by labeling cardinal points (N, E, S, W) with RED, then intercardinal points (NE, SE, SW, NW) with BLUE, then secondary intercardinal points with GREEN, defining each onto worksheet with degrees for each.
· Quiz the following day on this compass rose labeling.
· Discuss how to use a compass while students look at it. Stand in different positions in the room and allow each group to tell the direction.
· Work stations each have a map with routes and map compasses. Draw a picture of the map compass and the first 3 cities from their Silk Road map on the board. Demonstrate how to use the compass (line up red directional arrow on housing with the road to be traveled, turn the dial of compass until the N-S line on compass looks like N-S line of the compass rose on the map, read red directional arrow on compass housing back to where it hits the compass (reading degrees and directionality).
· Have students use compasses and maps throughout their route of the Silk Road. Make sure that each student has the opportunity to use the compass and reads at least two points from the map.
* Alternative lesson is to take them outside and teach short lesson on orienteering with maps and compasses. Have pairs of students stand at various locations around the parking lot with notepads and pens. Draw circle with initials in it with chalk at their starting point. Each pair writes down directions to get to the marked site of parking lot, then back to original spot. Ex.: “Take 5 steps 340 degrees NNW, then …” Discuss how navigation was accomplished before compasses. Also have copies of the aerial view of the school complex and teach lesson on orienteering from it.
· IEP – same instruction for compass worksheet, however they use this worksheet to write out a route on the Silk Road map, instead of learning to use the actual map compasses.
· Place compass rose worksheet in binder or allow them to take home to study for quiz.
RELIGIONS / BELIEFS – Hist. 1; Geog. 14; Govt. 16
· Mini-lecture and fill-in graphic organizer with notes on Confucianism, Taoism/Daoism, Buddhism and Legalism, from chalkboard.
· Using groups of 4, role-play each of the 4 beliefs using scenarios worksheet. (One student takes on the role for each different belief) If group only has 3 people in it, Mrs. S. will take on the role of that 4th person. Role play through first scenario together, of "student brings home a failing grade" and go over each of the 4 beliefs’ viewpoints and responses. Have groups choose other scenarios to role play, from the worksheet.
* Exit slips - Have students write a Confucius (or their name in his place) says statement on a post-it note and stick it on the door as they leave. Read some of them off to the next class coming in.
· IEP – same but use less scenarios, or do together as a class.
SOCIETY -- CLOTHING, HOUSING, FAMILY LIFE, SOCIAL STATUS, GOVT. -- Hist. 1
· Stations with groups of 4, each read information sheets on the different social classes of the ancient Chinese, filling out their worksheets as they go along. Each person in the group then teaches the others about their class. Each group fills out their own hierarchy pyramid according to their readings. Review important notes for each social group and the correct pyramid structure. Discuss what type of government this is and briefly about Communism and the "Republic" that China currently has.
· Discuss other items on back side of worksheet, such as extended families, family names (last name first), clothing and housing for the rich and the poor, etc. (Powerpoint for notes.)
FOOD + CULTURE – Hist. 1
· Chopsticks usage - optional
· Foods include apple slices, mandarin oranges, green tea, ramen (Japanese version of chow mien), fortune cookies. (Enrichment class can cook beef and broccoli in electric wok while watching Kung Fu Panda, Mulan or Chinese Emperor Mummy movie.)
· VOCAB (powerpoint)/ binder checklists (for a binder grade). Blank worksheets laid out on back shelf for anyone that needs to make-up work. Pass out study guide and review for test.
"The glow of one warm thought is to me worth more than money." - Thomas Jefferson