Early Chinese Dynasties 1. Question & Research Task SLIDE NAVIGATION Early Chinese Dynasties 1. Question & Research Task Next 1 2 3 4 5 6 What is a dynasty? A dynasty is a chain of rulers that originate from one family or group. Chinese history is divided into dynastic periods. The first dynasty was the Shang who lived around 1650 BCE. Archeologists are still learning about the Shang, and the dynasty was not discovered until 1899. To learn more about the Shang, watch this video. In this Slam Dunk, you will conduct brief, focused research about one of the early Chinese dynasties, and share information in a “jigsaw” activity, to respond to the inquiry question: The ancient Chinese invented the umbrella, compass, matches and seismographs. Click the image to launch a video on Chinese Inventions. Image Source: Discovery Education, by subscription How did the contributions of early Chinese dynasties influence Asian and European cultures?

2. Information Sources Next 1 2 3 4 5 6 SLIDE NAVIGATION Next 1 2 3 4 5 6 Use these sources to complete the Student Activity on Slide 3. Qin/Ch’in Han Era of Disunity/Three Kingdoms Travel China Guide Overview (Be sure to select the video tab to learn about the terracotta army) Video of the Terracotta Army Impact and Collapse of the Qin Dynasty text Life During Qin Dynasty interactive The First Emperor and the Great Wall video Key People and Rise of Dynasty text The Death of the Emperor text Worldbook summary The Han Dynasty Expands China text Social Structure text Achievements and Decline text The Fall of the Han Dynasty text Map Silk Road Trade Route to Rome video Overview of Han Dynasty text Han Dynasty art Key Figures of Han Dynasty text Papermaking Three Kingdoms Overview Chinese tea Kitemaking Three Kingdoms text Three Kingdoms map Key Figures of the Three Kingdoms text Era of Disunity overview Timeline Art The Chinese Dark Ages text

3. Student Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 Use the sources on Slide 2 to gather information about one early Chinese dynasty. Make notes on page 1 of this organizer. Then, meet with an expert group of students who researched the same dynasty. Together, create a presentation to share information about your dynasty with classmates who researched a different dynasty. You may use one of the following formats/ tools, or others approved by your teacher: Poster Board Builder Pixiclip PowerPoint MovieMaker Voki Your presentation should address each topic on your research organizer and take no longer than 5 minutes. Click the image above to launch a virtual tour of the Great Wall. Image Source: World Book Student, by subscription.

4. Assessment Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 Form jigsaw groups with members who researched different dynasties. Use page 2 of your organizer to make notes about the other dynasties as information is presented. After viewing and listening to each presentation, consider which dynasty had the greatest impact on Asian and European cultures. Rate them using this continuum. Justify your ratings in a well-developed paragraph, including evidence from your own research and the presentations. Your response will be scored using this rubric. The Han Emperor Wudi. Image Source: Discovery Education, by subscription

5. Enrichment Activities SLIDE NAVIGATION Next 1 2 3 4 5 6 Which of the three dynasties do you believe had the greatest impact on Chinese and European cultures? Using your notes and your paragraph, share and justify your selection. Your teacher may ask you to respond in one of the following ways: Voicethread Poll Everywhere Kahoot Padlet Click the image to launch an image about Chinese sky lanterns, originally used during the Han Dynasty. Image Source: Discovery Education, by subscription

6. Teacher Resources 1 2 3 4 5 6 Learning Standards Alignment SLIDE NAVIGATION 1 2 3 4 5 6 Learning Standards Alignment C3 Framework for Social Studies D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts. D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. D2.His.15.6-8. Evaluate the relative influence of various causes of events and developments in the past. Common Core State Standards for English Language Arts & Literacy Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry. P21 Framework: 21st Century Student Outcomes 3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand. ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information. Grade 6 Social Studies : Ancient China Objective: Students will examine the ancient Chinese dynasties in order to evaluate their influence on European and Asian cultures. Time Frame: Two 45 minute class sessions Differentiation strategies for this lesson: Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson, such as audio read-aloud and labeled Reading Levels/ or Lexiles. Use Digital Content Snapshots & Support resources for support as needed. Notes to the teacher: Collaborate with your school library media specialist to plan and implement this lesson. For an overview of the jigsaw protocol, visit this site. Last updated: July Report broken links to: Library Media Programs 443-809-4035 BCPS Slam Dunk Research Model, Copyright 2017, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.