St John Bosco School, Brooklyn Park

Subject - History
Topic Ancient China
Year Level 6/7
Duration 10 weeks

Lesson 1: Introduction into the Ancient World

Learning intentions:
- To understand the ancient past and where it fits on the time line.
The significant beliefs, values and practices of Chinese society, with a particular emphasis on
ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH042)
Focus Question:
What do we know and what dont we know about the ancient past?
Lesson Outline:
*Before introducing the unit, teacher to give students each a printed bookmark. Each
lesson we are to identify key vocabulary, which they will write down and define on
their bookmark. At the end of the unit the students will participate in a quiz on the
key vocab to test their understanding*
Brainstorming what is the ancient past? What do we already know about the ancient past? How
do we know about the ancient past? (accessing prior knowledge)
Overview of period 60 000 BC people moved out of Africa to other countries
Emergence and establishment of ancient societies
Key features of ancient societies
Legacies and myths of ancient societies
Show/talk about films Gladiator, Troy, Braveheart, Kingdom of Heaven
Reflection List three aspects of the ancient past that you have learnt in todays lesson

Resources:
The British Museum:
http://www.ancientcivilizations.co.uk/home_set.html

Lesson 2: Physical features of ancient China

Learning intentions:
- To explore the physical features of China and how they influenced the civilization that
developed there
The physical features of China (such as the Yellow River) and how they influenced the civilisation
that developed there (ACDSEH005)
Focus Question:
How have the physical features in China impacted on society?
Lesson Outline:
What do we mean by physical features?

Who can think of some in China?

The Great Wall of China
The Yellow River
The Himalayas
The Terracotta Army
(accessing prior knowledge)
What is their significance?
How has it impacted on the civilisation there? has it effected trade? Other societies?
Assessment Task: Students will create a Poster about 1 of the physical features of China and
the significance and impact on the civilisation, trade and societies.
Equipment: Poster paper, sissors, glue, pencils.
Reflection What importance do physical features in China have?
Homework:
Complete Poster that is due end of week 2

Lesson 3: Key roles in ancient Chinese Society

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

Lesson 4: Women in traditional China

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

Lesson 5: Women in traditional China

Learning intentions:
- Presentations of role plays/short movie about womens role in china.
HUMANITIES: 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:
How to use IMovie
Lesson Outline:
Give students a brief tutorial on how to use IMovie so they can edit their role plays.
Students will be given the remainder of class to put together their role play on IMovie software to
edit and create a short video.
Students will then present their videos at the end of class.

Resources:
http://www.travelchinaguide.com/intro/religion/

Lesson 6: Chinese festivals

Learning intentions:

To understand the importance of festival celebration in Chinese culture.

HUMANITIES: The significant beliefs, values and practices of Chinese society, with a particular
emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs
(ACDSEH042)
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:
Why are festivals symbolic in Chinese culture?
Lesson Outline:
The Lantern Festival
The Dragon Boat Festival
Chinese New Year
Why are these festivals important?
Who celebrates them? What religion?
ACTIVITY:
Hand out a Wordle ask students to look at what words are significant to analyse the symbolic
meaning behind the Lantern Festival.
What would your wish for the future be?
Design and make a lantern incorporating your wish idea.
Reflection Why are festivals important in Chinese culture?

Resources:
http://www.china.org.cn/english/features/Festivals/78320.htm

Lesson 7: Chinese Philosophy, Culture and Religion

Learning intentions:
- To understand and explore the three major Chinese philosophies.

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 8: Who are Significant individuals in China?

Learning intentions: Introduce key individuals in Chinese History.
HUMANITIES: The role of a significant individual in ancient Chinese history such as Confucius or
Qin Shi Huang (ACDSEH132)
Focus Question: Why were these people important?

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 9: A significant Individual in China

Learning intentions:
To research a significant person in Chinese history.
HUMANITIES: The role of a significant individual in ancient Chinese history such as Confucius or
Qin Shi Huang
Focus Question: What is a credible resource?

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.

Lesson 10: Presentation of significant individual

Learning intentions:
Presentations for Significant people in China.
HUMANITIES: The role of a significant individual in ancient Chinese history such as Confucius or
Qin Shi Huang (ACDSEH132)
Focus Question: Have students met the criteria for their presentation?
Lesson Outline:

Presentations
Students will present their presentations on their individual profile.
Peers will fill out a peer assessment feedback sheet.

Formative Assessment Tasks:

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

SUMMATIVE ASSESSMENT TASK: RUBRIC

China Significant Individual Presentation
Excellent (4
Very Good (3

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.