Professional Documents
Culture Documents
Subject - History
Topic Ancient China
Year Level 6/7
Duration 10 weeks
Resources:
The British Museum:
http://www.ancientcivilizations.co.uk/home_set.html
Learning intentions:
- To understand and explore different roles and social classes in ancient China
Roles of key groups in Chinese society in this period (such as kings, emperors, scholars,
craftsmen, women), including the influence of law and religion. (ACDSEH041)
ARTS - Independently and collaboratively, plan, design, improvise, interpret, evaluate, refine,
make and present arts works that represent and communicate ideas and purpose.
They experiment with, select and use appropriate skills, techniques, processes, media, materials,
equipment and technologies across a range of arts forms and styles.
They generate and develop ideas that explore particular concepts, techniques and issues when
making arts works.
Focus Question:
Was an emperor more important than a merchant in ancient china? Why?
Lesson Outline:
Key Roles:
Emperor
Noble
Official
Peasant
Artisan
Merchant
Hand out a picture of each key role. Students have to work in groups to guess who they might be
and why they think that. Students to document their thoughts and present to the class discuss
as a class are they right?
Discuss what indicates their role in society?
Colours of their dress
Shapes in their dress
Materials
Accessories
The way they stand
Show video: http://www.classroomvideo.co.uk/secondary-schools/key-groups-in-ancientchina.html
http://en.wikipedia.org/wiki/Four_occupations
ACTIVITY:
Students to work in the same groups and design a costume from newspaper for their chosen
person in society. Students must explain what features of the costume make them who they are.
Reflection: Who would you be if you were living in those times and why?
Resources:
http://www.classroomvideo.co.uk/secondary-schools/key-groups-in-ancient-china.html
Learning intentions:
- To understand and learn a womans role in society in ancient China
Roles of key groups in Chinese society in this period (such as kings, emperors, scholars,
craftsmen, women), including the influence of law and religion. (ACDSEH041)
ARTS - Independently and collaboratively, plan, design, improvise, interpret, evaluate, refine,
make and present arts works that represent and communicate ideas and purpose.
They experiment with, select and use appropriate skills, techniques, processes, media, materials,
equipment and technologies across a range of arts forms and styles.
They generate and develop ideas that explore particular concepts, techniques and issues when
making arts works.
Focus Questions:
What were the differences between women and men in ancient China?
Lesson Outline:
Show students a PowerPoint slide of the following:
A womans role in:
Life
Marriage
Family
Work
Education
Foot binding
Introduce activity:
Activity: Students will be put into groups and give the option of 5 scenarios/situations that
students will role-play. This task must be recorded and students will use iMovie to create a short
movie that will be presented to the class.
Students will have the remainder of this class to organise their role play and begin recording
using the ipads.
Students can be as creative as possible with this task and may use any materials they wish to
include in their video.
Reflection: List three difficulties you would face if you were a women living in ancient China.
Resources:
http://asiasociety.org/countries/traditions/women-traditional-china
Resources:
http://www.travelchinaguide.com/intro/religion/
Resources:
http://www.china.org.cn/english/features/Festivals/78320.htm
HUMANITIES: Contacts and conflicts within and/or with other societies, resulting in
developments such as the expansion of trade, the rise of Imperial China (including its material
remains), and the spread of philosophies and beliefs (ACDSEH043)
Focus Question: What different religions are there in the Chinese culture?
Lesson Outline:
Students to watch this video on the Chinese philosophies:
http://www.youtube.com/watch?v=Vg7fsgrKmc8
Students to complete a Chinese Philosophy Collage:
Students to choose one of the Chinese philosophies just discussed in the video and create a
collage that explains what the philosophy is about. Their collage should represent the basic
beliefs of that philosophy. They must include the following:
Title (2 points)
6-10 images (8 points)
Colour (5 points)
This task acts as a great formative assessment following the Prezi on Chinese Philosophies.
Reflection: What would life be like today of Confucius was in charge?
Resources: http://www.youtube.com/watch?v=Vg7fsgrKmc8
Lesson Outline:
PowerPoint presentation on significant people in Chinese history and in the present. Examples
include:
Emperors
Confucius
Qin Dynasty
Qin Shi Hary
Shang Dynasty
Introduce assessment task
Assessment Task: Students must research a significant individual in China from the Past and
complete a presentation using their choice of format. This can be: Powerpoint, iMovie, Video,
Photographs/Images.
Students can then think about whom they would like to do their presentation about.
Homework: Who would be a significant person in our society today and why?
Lesson Outline
Give a presentation on primary and secondary resources. Go into further detail about recognising
credible resources and how to distinguish between good and bad resources.
Students will then use this class to gather research about their significant individual chosen.
Assessment Task: Students must research a significant individual in China from the Past and
complete a presentation using some form of technology. This can be: Powerpoint, iMovie, Video,
Photographs/Images
Homework: Research your individual and begin working on your presentation.
Presentations
Students will present their presentations on their individual profile.
Peers will fill out a peer assessment feedback sheet.
Assessing students prior knowledge with questions and brainstorming tasks when introducing a new
concept
Students written reflections at the end of each lesson, and re cap on previous lesson at the beginning of
each new lesson
Quiz on key vocabulary
Collage of Chinese Philosophies
Designing a costumes for different roles in society
Lantern making including a riddle
Poster on the physical features of China
Using IMovie to create a short video on their role play
Summative Assessment:
Significant people in China - Students must research a significant individual in China from the Past and
complete a presentation using their choice of format. This can be: Powerpoint, iMovie, Prezi, Blog, Video, Display
folder, Poster and Photographs/Images.
History Component - Students must research a significant individual in China from the Past. This individual must
be recognisable in Chinese history and have relevance to China. Students will be assessed on: Historical
Accuracy, Key Terminology and Referencing
Arts Component Students are given the opportunity to present their information and findings in any format
they choose. Students will be assessed on: Creativity, Pictures and Images, Organisation/Layout and
Presentation (Oral)
Assessment Guidelines
Students must:
Choose an individual from ancient China.
Choose a type of format for presentation.
Use evidence to support findings.
Students must include the following information:
Bibliography on individual Name, Date of Birth, Family History, Royalty
Their role in Chinese society What is it? Is it a key role in society?
The impact of this individual on society (the chinese people)
Did they effect change in China? If so How? Why? (Use evidence)
Reference List
Good (2pts)
Poor (1 - 0pts)
Historical
Accuracy/Key
Terminology
(Presentation
includes relevant
information about
individual)
pts)
Information is
Historically
accurate and
relevant.
Student used
key historical
terminology.
Organisation and
Layout
(Information and
images are
presented in a
logical manner)
Creativity/Format
(Creative physical
display of
information)
Information is
organised and
presented
clearly with
flow and easy
to follow.
Information is
displayed in a
creative
manner.
Pictures or
Images
(Images are
relevant)
The images
chosen relate
well to the
topic and are
appropriate.
Students used
a clear voice,
body language,
eye contact
and engaged
whole
audience.
Presentation
(Oral presentation)
Referencing
(Students cited
references used
properly)
References
cited correctly.
pts)
Minor Historical
inaccuracies
and mostly
relevant
information.
Student used
some key
terminology.
Mostly
organised and
clear and flows.
Many historical
inaccuracies
some relevant
information.
Student used
little key
terminology.
Significant
historical
inaccuracies and
irrelevant
information.
Student used no
terminology.
Somewhat
organised,
lacking clarity
and flow.
Unorganised,
unclear and no
flow.
Moderate
attempt to
display
information in a
creative
manner.
Images are
related to the
topic.
Some attempt
to display
information in a
creative
manner.
No attempt to
display
information in a
creative manner.
Images are
somewhat
related to the
topic.
Missing or not
related to the
topic.
Moderately
clear voice,
some body
language and
eye contact,
audience
moderately
engaged
Somewhat clear
voice, little
body language
and eye contact
and audience
slightly
engaged.
Unclear voice, no
body language
and very little
eye contact and
audience
disengaged.
References
cited slightly
incorrect.
Some
references
acknowledged
but not cited.
No references
cited.