Title of Unit: Holidays and Symbols from Around the World Title of Lesson: The Great Wall of China

Submitted By: Gina Bogden

A. Summary of the Lesson Plan: This social studies lesson is designed for 2nd grade students to learn about the Great Wall of China. This lesson uses the book Great Wall of China by Christine Webster. B. Target Population: Grade Level: 2nd grade Skill Level: students at all learning levels Grouping: whole group introduction, video, and closure, partner reading and highlighting, group for key point posters C. Materials: Pull-down map Great Wall of China by Christine Webster Great Wall of China handout Great Wall of China worksheet Pencil Computer/smart board Website for video: whc.unesco.org/en/list/438/video Markers Large white construction paper D. Objectives: o NV State Social Studies Standards o C13.2.5 Describe traditional patriotic activities, holidays, or symbols from around the world.

Student-Friendly Standards I can describe special celebrations or symbols of different countries.

E. Procedure: 1. Introduce the topic. Review what students learned about the Taj Mahal on Day 7 of the unit plan. Tell students that we are going to learn about another landmark, this time in China, the Great Wall of China. Call students attention to pull-down map and show them the location of China. Show pictures of the Great Wall of China from the front cover and on pages 8, 11, 12 of Great Wall of China by Christine Webster. Introduce vocabulary (dynasty, barrier).

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 1

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: The Great Wall of China Submitted By: Gina Bogden

2. Students view the short video of the Great Wall of China found on whc.unesco.org/en/list/438/video. It is the second video listed. Whole group discussion of video. 3. Students read the handout The Great Wall of China with their shoulder partner highlighting the parts they think are most important. 4. Groups (of 4 students) are assigned to one of the five paragraphs in the handout. Groups are to make a poster of the key idea from their paragraph and a picture to go with it. 5. CLOSURE: Each group will present their poster to the whole class. If students missed the key idea from the paragraph, the teacher will discuss what was left out of each groups presentation. F. Assessment: What will you use to measure student understanding? I will measure student understanding by having them complete a true/false worksheet. For false statements, students are to rewrite it to make it true. Explain how you will know students understand the concepts from the lesson. Students must describe traditional patriotic activities, holidays, or symbols from around the world. Completing the worksheet, specifically the false statements the students must rewrite to make them true, will show if students have an understanding of the Great Wall of China. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach? I think the introduction will be easy to teach, because it follows the same pattern I used on Day 7. The video, of course, will also be easy. 2. Which part will be most challenging for you to teach? The most challenging part might be the group posters if the students have never done something like this before. 3. How will you follow up or extend this lesson? As an extension to this lesson, I will teach about another well-known wall, The Berlin Wall. 4. What will you do for students who dont grasp the concepts?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: The Great Wall of China Submitted By: Gina Bogden

For students who are struggling, I will go over the handout with them and help them determine the most important idea from each paragraph and then have them highlight it. We will discuss why that idea is the most important. 5. Which part of the lesson, if any, do you think might need to change? I dont think any part of this lesson needs to change. 6. When you were writing this lesson plan, what was the most difficult part? I had trouble deciding what order to do the activities. I originally wanted to show the video after reading the handout, but decided the video should go first since I was doing a group activity with the handout. It didnt make sense to break up the handout with the video. I also had a lot of problems downloading the worksheet.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: The Great Wall of China Submitted By: Gina Bogden

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 4

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: The Great Wall of China Submitted By: Gina Bogden

The Great Wall of China

Read the statements about the Great Wall of China. If you think a statement is true, write T. If you think a statement is false, write F, and then rewrite the statement to make it true. . 1. The Great Wall of China was started 1,500 years ago. ____ 2. Construction took 100 years. ____ 3. A total of three million people helped to build it. ____ 4. They were all volunteers. ____ 5. The name of the wall in Chinese means Wall of the Gods. ____ 6. The Great Wall we can see today was built around 500-600 years ago. ____ 7. On average, the wall is 20 meters high. ____ 8. Only 50% of the Great Wall is still standing today. ____ 9. It is the longest man-made structure in the world. ____ 10. It is possible to see The Great Wall of China from space. ____

Adapted from daggie.wz.cz/Danka+Mary_files/China_SW.pdf

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 5

Title of Unit: Holidays and Symbols from Around the World Title of Lesson: The Great Wall of China Submitted By: Gina Bogden

The Great Wall of China

The Great Wall of China was started more than 2,000 years ago. Emperor Qin Shi Huang started a project to join together many small walls in northern China. He wanted to develop the land in the north and create a barrier against invaders. Construction took around ten years and resulted in a wall that was nearly 5,000 km long. This means that around 40 km was built every month. Three million people (nearly 70% of Chinas population at the time) helped to build the wall, although for many it was a punishment. Instead of going to prison, people were sent to help build the wall for anything from four to ten years. More than 1 million people died during construction. The wall became known as Wang-Li Chang Cheng in Chinese, which means The 10,000-Li Long Wall (10,000-Li = 5,000 km). The next period of great development of the Great Wall was during the Ming Dynasty (1368-1644). The wall that we see today comes mainly from that time. The wall was strengthened and lengthened (to 7,300 km). On average the wall was made 7.5 m high and between 4.5 and 9 m thick. Guard stations and watchtowers were placed at regular intervals. Today only 30% of the Great Wall is still standing. Much of it has been destroyed by nature and by man. However, it is still the longest man-made structure in the world. In 2003 astronaut Yang Liwei discovered that it is not possible to see the wall from space (as was previously believed) after orbiting the earth for 21 hours in his spacecraft Shenzou V. Some rebuilding took place in the 20th century and in 1987 the Great Wall of China was made a World Heritage Site. Thousands of tourists visit the Great Wall every day the most popular site is a portion about 80 km outside of the capital, Beijing.

Adapted from daggie.wz.cz/Danka+Mary_files/China_SW.pdf

Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 6