  What is a Dynasty?  What was the Mandate of Heaven?  How did the Mandate of Heaven work? (Use information in the chart to answer this question)

  Students will be able to LOCATE details directly from the text, in order to make an INFERENCE  Review: LOCATE vs. INFERENCE Objective!

  Students will be broken up into 8 groups.  Each group will be given a short reading or excerpt to read.  Students will use the very short readings to LOCATE details directly from the text, and then make INFERENCE based on those details.  Students will be given 2 minutes to read the text and 8 minutes to answer the questions in their groups.  At the end of this time, students will then rotate to the next close reading station. Close Reading Activity

  What do you think the word Monotheistic means? Bell Ringer

 S People should accept their place in society 5 Key Relationships: ruler to subject, parent to child, elder brother to younger brother, husband to wife, and friend to friend All the relationships were UNEQUAL, except friend to friend Men were superior to women If one followed these ideas, there would be perfect harmony P believed in “good” government Ruler who is virtuous (high moral standards) Educated people should work in government R Was not worried about religion, he was more concerned with WORLDLY MATTERS

  Master: having or showing very great skill or proficiency  Missionary: a person sent on a religious mission, normally to foreign territory  In this activity students will be split into groups where they will become MASTERS of specific monotheistic religions, through reading and analyzing a variety of primary and secondary sources.  Students will then become MISSIONARIES and spread the “word” or teachings of their specific religions to others and decided on consequences for actions based on these beliefs. Masters and Missionaries

  Students will use the information in each envelope to become MASTERS of a specific religion  In each envelope you will find:  Secondary Source reading with basic information about the historical figure significant to your assigned religion  Close Readings on the teachings of each religion  Students will read and investigate information in order to learn more about their specified religions.  Tomorrow, you will with become Missionaries “spreading the word” about your religion and attempt to solve issues  Open your envelopes! Day 1: Masters

  What religion did you and your group study yesterday?  Who founded that religion?  What are that religions significant beliefs. Bell Ringer

  Students will be able to LOCATE details directly from primary and secondary sources, in order to make INFERENCES. Objective!

  Observation  “Right there” in the text  Inference  Drawing Conclusions  Text evidence + background knowledge Observation and Inference

  Text Evidence + Background Knowledge  Example: Blue=Text Evidence, Red=Inference  Why might Confucianism appeal to people in China?  I think that Confucianism might appeal to people in China because it was a way of living that made sense that would improve their personal lives. They had structured dynasties for their government so their society was organized. People probably weren’t so afraid of what happened in the afterlife as they may have been in other eastern religions. Rather, those who study Confucianism were concerned with their actions on Earth and making their own lives and the world more peaceful and harmonious. Inferences

  Students work in their original MASTERS groups to review basic information about their assigned religions.  Monotheistic Profile  Primary Source Reading Day 2: Masters

  Do you see evidence of religious and political control on society within your assigned religion? Provide evidence.  Through your own lens, provide an answer to the following: To what extent should political leaders and religion control people’s lives? Bell Ringer

  Students will break up into new groups consisting of one representative from each religions and they will assist each other in completing their World Religions Chart  Finally, students will be provided with a contemporary issue previously discussed in class. Students will then decide on solutions to these issues. Day 3: Missionaries