TE 843 Unit Plan Project

Jie Xu

Chinese Language Teacher Certification Program

Michigan State University

Introduction

The topic of my unit plan is Early China from world history for students in

Grade Seven. There are 20 students in my class. Mostly students have world history

classes on Mondays, Wednesdays and Fridays. Each lesson lasts for about 90 minutes.

I will plan 4 days for this unit since this unit is long and I want them to apply what

they have learned about early civilizations when learning this unit.

The school where I am working is an IB school with Chinese language

immersion program. Students are required to learn Chinese from the first day they

come to school. All the students in this class started to learn Chinese from

kindergarten, so they have been learning Chinese for more than 7 years. They can

understand teaching instructions in Chinese and have short conversations in Chinese.

They know a lot about Chinese culture, but They have limited knowledge on the

history of China, so this unit plan will be designed to deepen their understanding of

Chinese language and culture.

In addition, students have learned world geography when they were sixth

graders. In previous lessons, students have learned early civilizations in Mesopotamia,

Ancient Egypt and Ancient Greece, and they have been taught some ways to do
 research online and find reliable sources of information they need. They are expected

to “think like a historian”., which means they need to read for understanding and

present their opinions by thinking critically. During the learning process of this unit,

students will be asked to read different texts and write in different forms instead of

solely using the textbook. They will read individually and do some self-study tasks.

What they need to do is not only reading for comprehension, but also for inquiry and

creative writing.

I choose this chapter for unit plan because I observed this lessons last year

from my mentor. I want to create my own plan and give students enough time to think

and express themselves. They need to read, present their understanding to others, and

write short passages. Besides the textbook, their chrome books and the clever touch in

the classroom, I will use other websites, articles and videos to promote my students’

literacies.

Curriculum Map 

Instructional context:

Textbook - History of World: Early Ages

Chapter 12 Early China

Timeline: 4 days 

Placement context : Grade 7

Essential Content Skills Learning/ Cumulative

 (What students (What will students be
Questions/ will know or able to do as a result of Teaching Assessment
understand as a the unit? These should Strategies (What is final
Overall
result of the unit begin with verbs.) (What strategies product or
Goals
– such as terms, Students will: will the teacher task that will
concepts, texts.) Understand, Write, use to help indicate
These will Read, Use students reach the whether
probably be objectives and students
written as a short goals? What engaged with
list of the key ongoing the essential
content area assessments might questions and
concepts or the teacher use?) mastered the
literacy skills. outlined goals
and
objectives?)
1. What  How  Compare and  Read the  Complete
makes geography contrast Huang He textbook with the study
a shaped the Valley civilizations guiding guide
culture development with other river questions.  Students’
unique? of China’s valley civilizations,  Discuss the presentati
2. How do civilization. including those guiding on
new  Why Shang along the Tigris- questions with  Debate
ideas rulers were Euphrates, Nile and their group activity
change able to Indus rivers. partners.  Students’
the way remain  Explain the rule of  Debate writing
people powerful. geography in the activity  Working
live?  The ways development of  Jigsaw sheets and
3. How do society and Chinese acclivity the unit
govern government civilization and its  Journal test
ments were isolation. writing
change? influenced  Identify Confucius,
by Chinese Laozi and Hanfeizi
thinkers. and how their
 What philosophies
changes the affected society
Qin emperor and government.
made to  Describe
unite China. Confucianism,
 How life Daoism, and
improved legalism.
under Han  Predict what life
rulers. was like in the Qin
Dynasty and the
 Han Dynasty.
 Identify
geographical
features along the
Silk Road.
 Discuss how
increased trade
benefits
civilization.

Lesson Plan

Day 1:

Goals:

Students will know

1. How geography shaped the development of China’s civilization.

2. Why Shang rulers were able to remain powerful.

3. The cause of the fall of the Zhou Dynasty.

Objectives:

Students will be able to

1. Compare and contrast Huang He Valley civilizations with other river valley

civilizations, including those along the Tigris-Euphrates, Nile and Indus rivers.

2. Explain the role of geography in the development of Chinese civilization and in its

isolation.

3. Compare and contrast the Shang Dynasty with the Zhou Dynasty.

Stages:
 Materials Student

Lesson Design Needed Grouping

Opening (Time: 10 minutes) Class slides made Whole

Ask students to think about the early civilizations by the teacher, Class

they have already learned, like hose along the showing the

Tigris-Euphrates, Nile and Indus rivers, then think geographic map of

about the question: early civilizations

What makes a culture prosper?

(The answer may vary: water, fertile land, great

leaders, etc..)

Then give student the guiding question that will

be discussed at the end of the lesson:

What makes Chinese culture unique?

Teaching Strategies/Activities (Time: 20 Textbook: History Whole

minutes) of World: Early Class

1. Look at the map of Early China on the Ages Chapter 11 Small

textbook(P276-277), and ask students to point out Lesson 1 The Birth Groups
geographical features(Rivers, plateaus, deserts, of Chinese (Seating by

etc.); Civilization tables, with

2. Ask students to discuss answers of the three to

questions in small groups: four

1) What are the most important bodies of water in students in

ancient China? each table)

2) How does the area of modern China compare to

the land controlled by

early Chinese dynasties?

3) In which direction did most of the Shang and

Zhou expansion took

place?

3.Students discuss with their table partners over

the question and draw their group conclusions.

4.Teacher summarize students’ discussion and

demonstrate their conclusions.

Student Activity 1 (Time: 15 minutes) 1. Textbook Work in

1. Students read the part “The Land of China”, 2. Chrome books for pairs

and take down notes about students

geographical features of ancient China;

2. Go to

https://padlet.com/xujie19880915/nfmaf98jrrjleru

a to write down

bullet points students get from the reading

material;

3.Peer check.
Student Activity 2 (Time: 30 minutes): 1. Textbook Individual

1. Ask students to work in pairs, in each pair, 2. Chrome books for Pair Work

select an “expert” in Shang Dynasty and the other students

student will be the “expert”in Zhou Dynasty. They 3. Students'

will work separately on different historical period. notebooks

2. “Experts” of different dynasties read their

research field part in the textbook, using the study

guide with questions:

1) How did the Shang/ Zhou start to establish their

civilization?

2) Who were the Shang/ Zhou?

3) How was their society?

4) What are the Shang/ Zhou’s achievements?

3. When “experts” have prepared their research

results, “Experts” of the same dynasties hold

“expert meetings” together to discuss their

research, and “experts” can take notes to improve

their “research”.

4. “Experts” come back to their small groups and

present their research to their partners.

5. Teacher summarize students’ discussion and

demonstrate their conclusions.

Closing

(connections/summary/reflections) Slides Whole

Teacher lead the students to review the Class

learning contents.
 Practice Activities/Assignments Individual

Exit Ticket: work

Write a paragraph that explains why “China’s

sorrow” is an appropriate description of the

Huang He.

Assessment of Student Learning 1. Students’ notes Individual

on Padlet and study

guide in Activity 2

2. Students’ exit

ticket response

Reflection:

This lesson is the starting point of the unit, so I want my students to make

connections to what they have learned. In this lesson, I implement Jigsaw to motivate

students to do research and present what they have obtained in their own language.

Students will mainly rely on the textbook to be their study guide while have freedom

to choose materials they are willing to present. From the next lesson, they will be

assigned to read more and express their thinking more critically.

Day 2:

Goals:

Students will learn

The ways society and government were influenced by Chinese thinkers.

Objectives:

Students will be able to

1. Identify Confucius, Laozi and Hanfeizi and how their philosophies affected society

and government.

2. Describe Confucianism, Daoism, and legalism.

Stages:
 Materials Student

Lesson Design Needed Grouping

Opening (Time: 10 minutes) Class slides Whole

Present the essential question: Class

How do new ides change the way people live?

Students review what they learn about great

thinkers in early civilizations and think about

answers to the question.

Teaching Strategies/Activities (Time: 10 Textbook: History Whole

minutes) of World: Early Class

1. Teacher introduces the structure of this class. Ages Chapter 10

2. Students follow the teacher’s instruction to find Lesson 2 Society

the big titles and small titles showing each and Culture in

section. Ancient China

3. Students make predictions about each part’s

content.
Student Activity 1 (Time: 50 minutes) 1. Textbook: Small

1. The whole class is divided into three groups, History of World: Groups

each group will study Confucianism, Daoism and Early Ages Chapter

legalism respectively. 10 Lesson 2 Society

2. Students are now “thinkers” who will meet a and Culture in

emperor in ancient China, each group will present Ancient China

their own philosophy (Confucianism, Daoism and 2. Articles about

legalism) to persuade the emperor to hire them as Confucianism,

the officials. Daoism and

3. Students can use the textbooks, the articles legalism)

provided by the teacher, and the Internet to form 3. Students’ chrome

their speech. books

4. They need to take notes in their study guide.

Student Activity 2 (Time: 20 minutes): Individual

1. Each group will have a representative state their Group

views in 3 minutes, and other members will have Work

2 minutes to support their philosophy.

2. The “emperor” (the teacher) will ask one or two

questions to each group.

Closing (15 minutes) Slides Whole

(connections/summary/reflections) Class

1. The “emperor” decide which group of thinkers

will be the winner, and give rewards.

2. Teacher lead the students to review the learning

contents.

Practice Activities/Assignments If students have Individual

time, they can read work

The guided reading worksheets the article“The Age

of the Classics”from

A History of Asia

by Charles

Holcombe

Assessment of Student Learning 1.Students’ answers Individual

to the discussion

question.

2.Students’ response

to the Guided
 Reading worksheet.

Reflection:

This lesson I will try to use debate-like discussion to engage students in active

thinking. It takes time, but students need to work hard to make their presentations

persuasive. I think I will try to make my debate instruction explicit so that student will

not feel confused.

Day 3:

Goals:

Students will know

1. What changes the Qin emperor made to unite China.

2. How life improved under Han rulers.

Objectives:

Students will be able to

1. Predict what life was like in the Qin Dynasty and the Han Dynasty, based on

images from each.

2. Identify geographical features along the Silk Road.

Stages:
 Materials Student

Lesson Design Needed Grouping

Opening (Time: 10 minutes) Video from the Whole

Watch the video World’s Wonders: The Great teacher’s account Class

Wall of China, and ask students questions:

1) Where do you think workers got the stones?

2) What would you have had to do to make them

work together?

3) Given the terrain, how do you think workers

moved from stones to build the wall?

4) What impresses you most about the Great

Wall?

Teaching Strategies/Activities (Time: 15 Textbook: History Whole

minutes) of World: Early Class

1. Introduce the structure of the lesson, and how Ages Chapter 10

to make comparisons. Lesson 3 The Qin

2. Predict the content about Qin and Han and the Han
Dynasties. Dynasties
Student Activity 1 (Time: 40 minutes) 1. Textbook: Whole

1. The class will be divided into 4 groups, and History of World: class

they are asked to defend the opinions respectively: Early Ages Chapter Individual

·Qin is a great dynasty. 10 Lesson 3 The Small

·Qin is a terrible dynasty. Qin and the Han Groups

·Han is a great dynasty.

Dynasties
·Han is a terrible dynasty.
2. Students’ chrome
2. Students first read the textbook and do research
books
online individually. They need to take notes that

can help them support their opinions;

3. Then they have 5-10 minutes of discussion to

form their arguments.

Student Activity 2 (Time: 25 minutes): Students’ notes Small

1. Each group will be given 3 minutes to present Groups

their views, and they will have 2 minutes to

answer questions from other students.

(Their performance will be assessed through a

group point and a personal improvement point).

2.Teacher summarize students’ discussion and

demonstrate their conclusions.

 Closing Slides Whole

(connections/summary/reflections) Class

Teacher lead the students to review the

learning contents.

Practice Activities/Assignments Chrome books for Individual

Write a paragraph: students work

Imagine that you were a time traveler, which

dynasty would you like to travel to? Qin or Han?

Assessment of Student Learning

1. Group discussion score: Individual

Group point + individual improvement point

2. Writing as assignment

Reflection:
 There are discussions involved thinking about a dynasty from different

perspectives. In assessment, Students will be graded based on their group

performance and their individual improvements, which requires students learn how to

work as a team and how to work in an organized way.

Day 4:

Goals:

Students will know:

1. How China and the rest of the world benefited from the Silk Road.

2. Why Buddhism became popular in China.

Objectives:

Students will be able to:

1. Apply the concepts of monopoly and competition to the economics of trade along

the Silk Road.

2. Discuss how increase trade benefits civilization.

Stages:
 Materials Student

Lesson Design Needed Grouping

Opening (Time: 15 minutes) Clever Touch Whole

1. Watch the video of How did The Silk Road Video Class

Actually Work? Small

2. Ask students to reflect on what they have Groups

learned about early China, and discuss the

following questions with their group partners:

1) How was the development of the Silk Road

different from China’s past?

2) How did Han Wudi’s military ambitions help

China expand trade?

3. Students present their group discussions and the

teacher make conclusions.

Teaching Strategies/Activities (Time: 25 Textbook: History Individual

minutes) of World: Early Work

Self-Study Task: Ages Chapter 10

1. Students will be given 15 to 20 minutes to do a Lesson 3 The Qin

self-study tasks. and the Han

2. Ask students to read “On the Silk Road” in our Dynasties

textbook, and then answer questions on printed

paper or in Google Classroom. The self-study task Questions:

contains 4 short answer questions(which check 1. What were three

students’ reading comprehension) and 1 open- hazards to traders

ended question (like a short paragraph from a and travelers on the

travel journal describing your journey to the Silk Road?

Mongol steppes). 2. Why was it called

3. Students are required to do it individually. They the Silk Road?

will take notes from what they read and the 3. What were two

teacher will check it. ways that China

benefited from the

Silk Road?

4. What caused Han

Dynasty to fail?

5. Write a short

paragraph to

describe the life of a

merchant on the Silk

Road.
 Students’ chrome

Student Activity 1 (Time: 30 minutes) books Small

1. The teacher show the guiding question: The article intro to Groups

What caused Chinese people tp embrace Buddhism (Seating by

Buddhism? tables, with

Ask students to connect what they know about the three to

history of China to make predictions. four

2. Read the article Intro to Buddhism and take

students in

notes.
each table)
3. Discuss in groups and form group answers to

the question.

4. Students present their group discussions and the

teacher make conclusions.

Closing Slides Whole

(connections/summary/reflections) Class

Teacher lead the students to review the

learning contents.

Remind students that the fears and chaos of the

period of the Warring states led to the rise of new

philosophies in China. After the fall of the Han

Dynasty, the Chinese people were ready to look

toward Buddhism.

Practice Activities/Assignments Chrome books for Individual

Work with a partner. Find an article from the students work

business section of a newspaper or magazine

about China and trade. What does the article tell

you about trade and China today? Present your

article and your findings to the class. In your

presentation, discuss how trade today between

China and the trading partners is different from

trade in the time of the Han Dynasty.

Assessment of Student Learning 1. Students’ answers Individual/

to the discussion pair work

question.
 3. Students’

assignment

presentations

Reflection:

In this lesson, these will be only 2 pages for students to read and answer their

questions, so I find an article to help students make better connections to the religion

and the historical background. Students are required to find articles and make

conclusions by themselves. When they are searching for articles, they will connect the

historical events to the real world. In this lesson, the teacher can also ask questions

about the effects trade has on their life, which can help students identify the meaning

of learning history.