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ASIAN RIVER CIVILIZATIONS

LP DAY II
HUANG HE (YELLOW) RIVER VALLEY, CONFUCIANISM, AND TAOISM
Babcock

UNIT ESSENTIAL QUESTION (EQ): What was the legacy of Asian Civilization?

DAILY EQ: What civilizations existed in China? What impact did religion play in Chinese culture? WHI.4

OBJ:
Enumerate the contributions of classical China to world civilization
Analyze the four major empires of classical China
Analyze the political thoughts of Confucianism and Daoism.

HW:
Unit review #s Quiz on China notes.

MATERIALS:
Reading and Questions Asian River Civilizations student copy
Early Religious Belief Systems & Philosophies chart,
Huang He River Valley Civilization notes (student copy),
Quiz #5 student copy
PowerPoint for Asian River Civilizations
Engage- greet students at the door
Explore- Good Times

PROCEDURES:
1. Bell Ringer Quiz following Good Times: The students will take a short ten question quiz on
India (previous class information).
2. The students will complete the anticipatory set.

ANTICIPATORY SET: (journal entry)
What lasting legacies did the Chinese establish that have had a profound impact on our world today?
Independent: after quiz is submitted, students will independently begin journaling on the topic posted
on the board.
Small group Learning: Once time has been called for the journal entry anticipatory set, the teacher
will strategically group students together based upon ability levels and the students strengths and
weaknesses and explain to them that they will be sharing their entries with each other and adding to
their own entry based upon the information shared in their small group discussion. During this time,
the teacher will bounce between groups, provide assistance, clarification, and address off task
behavior if and when needed.
After time is called, the teacher has students from each group share the information gathered from
their discussion; while they are sharing, other students are adding to their warm-up notes.
LESSON STEPS:
3. Direct Instruction: Finish content on India from previous days material to include Hinduism and
Buddhism. Utilize matrix/graphic organizer on religious belief systems/philosophies in conjunction with
PowerPoint. The students will be taking notes on said graphic organizer while the teacher shares
PowerPoint and provides notes. After a topic is completed, the teacher will stop instruction and have
students revert to their readings and questions packet and complete the correlating reading and
independently provide textual evidence to the corresponding question to justify their
4. Independent and Small Group Work: The teacher will provide direct instruction the notes to the students,
then, after a topic is completed, the teacher will stop instruction and note taking and have students take
out their readings and questions packet to, independently, complete the reading correlated to the topic
just presented. Once the reading is complete, students will then find textual evidence to support the
question associated with the reading. When time is called, the students will revert back to the groups
from the beginning of the block and share justifications. The students will add to their own justifications if
needed. During this time, the teacher will bounce between students/groups and provide assistance if
needed. <Communicate>
a. Rationale: The process of moving from direct instruction to independent work and then to small
group discussion will repeat itself throughout the entire period in order to help the students
become better communicators while gaining knowledge and furthering their understanding of
Ancient Chinese cultures.
5. Lecture information that coincides with slides below
Hinduism: Origin in Indus River Valley civilization and spreads throughout the rest of India.
Although the Hindu pantheon has been reduced to thirty, students will be responsible for the
major three deities to include: Brahma the Creator, Vishnu the Preserver, and Shiva the
Destroyer. There will be no major figures/prophets in association with the religion while the most
prominent holy texts include the Vedas (from the Aryans) and the Upanishads (Brahmin
interpretation of the Vedas). Major tenets include Dharma (duty), Karma (conduct), and
reincarnation (rebirth) and Nirvana (peace). It is understood by Hindus that they have been
placed in their respective castes by the gods and that it is their duty (dharma) to have good
karma/conduct themselves well in life in the hopes of being reborn into the next highest caste.
This even concerns the ruler and warriors as the ultimate goal of all Hindus is to be reincarnated
until they reach Nirvana; equivalent to the Christian heaven. Hinduisms major impact on
civilization, India in particular, was that it gave hope for social mobility.
Buddhism: Origin in northern India (modern-day Nepal) with the teachings of Buddha (Siddhartha
Gautama) and spreads to eastern Asia under the rule of and as a direct result of the missionary
efforts of Emperor Asoka. Deities include Buddha who is worshipped as a God under one of the
sects of Buddhism. (Mahayana, Theraveda), in the other, he is not. Prophets/major figures
include Buddha (Siddhartha Gautama) and Emperor Asoka. Students need not associate any
religious/holy texts with Buddhism. Tenets include the Four Noble Truths of Life and the Eightfold
Path to Enlightenment. Impact on civilization incorporates the belief that one can overcome
suffering in life.

CLOSURE:
Review of tonights HW
Questioning strategies on todays material to gauge student knowledge gained
Exit Ticket: Answer DEQ and build answer to Unit EQ the students will take the DEQ and, on their
notecard, answer it based upon todays information and make a connection from it to the EQ of the unit.
As the students exit the class, they will submit it in the exit box bin. The teacher will read over the exit
tickets and use the information gathered to address at the beginning of next class.

Launch- Dont stop believing

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