1. Later Chinese Dynasties 1. Question & Research Task
SLIDE NAVIGATION
Later Chinese Dynasties 1. Question & Research Task
Next 1 2 3 4 5 6
A dynasty is a chain of rulers that originate from one family or group. Chinese history is divided into dynastic periods. The earlier dynasties included the Qin and Han, and a period of disunity. Eventually, the different kingdoms were reunified.
In this Slam Dunk, you will conduct brief, focused research about one of the later Chinese dynasties, and share information in a “jigsaw” activity, to respond to the inquiry question:
Might the Great Wall have also served as a trade route? Click the image to launch a video.
Image Source: Discovery Education, by subscription
How did the contributions of later Chinese dynasties influence Asian and European cultures?

2. 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.
Sui
Tang
Five Dynasties
Song/Sung
Sui Dynasty Reunites China text
Emperor Wendi image
Sui Dynasty summary
Historical Overview text
Block Printing text
Establishment & Decline
Overview & Importance
Overview text
Li Yuan and the Tang Dynasty text
Founder of Tang image
Timeline & People text
The Golden Age & Its End text
Achievements text
5 Dynasties text (Travel China Guide)
5 Dynasties & 10 States Overview text
Between the Tangs & Song Dynasties text
Timeline text
List of Kingdoms & Dynasties
Art Style text
Song Dynasty Comes to Power text
Innovations video
Paper & Printing video
Religion text
Overview video
Northern Song Dynasty
Southern Song Dynasty

3. 3. Student Activity
SLIDE NAVIGATION
Next 1 2 3 4 5 6
Use the sources on Slide 2 to gather information about one later 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. 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 or 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.
Click the image above to see a larger image of the territory controlled by the different dynasties.
Image Source: Discovery Education, by subscription

5. 5. Enrichment Activities
SLIDE NAVIGATION
Next 1 2 3 4 5 6
Which of the dynasties do you believe had the greatest impact on Chinese and European cultures?
Using your notes and your paragraph, share and justify your selection in the method chosen by your teacher. Your teacher may ask you to respond in one of the following methods:
Voicethread
Poll Everywhere
Kahoot
Padlet
Click above to launch an image about the Sui and Tang dynasties, and the impact of the Silk Road.
Image Source: Discovery Education, by subscription

6. 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 Analyze connections among events and developments in broader historical contexts.
D2.His Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His 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 7 Social Studies
Objective: Students will examine the later 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 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.