History Alive! The Medieval World and Beyond Lesson Guide Sample

The Medieval World and Beyond

Lesson Guide

Lesson: Imperial China Component: Complete Lesson Guide

Planning

Unit Overview Estimated Time: 10 mins Overview: In this unit, learn about Imperial China's political developments, economic growth, and technological innovations.

Teacher Prep: N/A Materials: None

Geography Challenge Estimated Time: 30 mins Overview: Learn about the geography of China and complete a Geography Challenge activity.

Teacher Prep: N/A Materials: None

Additional Materials You will need your English/Spanish interactive student notebook, notebook answer key, and student textbook.

Handout: KWL Chart Interactive Student Notebook: Geography Challenge Notebook Answer Key: Geography Challenge Spanish: Interactive Student Notebook: Geography Challenge

UNIT OVERVIEW SLIDE 1 Imperial China How did the Tang and Song dynasties gain and maintain power over people and territories?

How did environmental conditions and technological innovations cause the medieval economic revolution? What were the effects of this revolution?

Why was Quanzhou such an important site of encounter?

How did Chinese culture, ideas, and technologies and Buddhism influence Korea and Japan?

SLIDE 2 In this unit, you will learn about Imperial China's political developments, economic growth, and technological innovations, including the reunification of China by the Tang and Song dynasties. the economic revolution in China and its affects. the emergence of new technologies such as gunpowder and printing. changes in policy regarding China's interaction with the outside world.

Notes:

If you wish to pre-teach the vocabulary in this unit, have students use the Vocabulary Cards in the Student Subscription.

SLIDE 3 Think about these guiding questions: How did the Tang and Song dynasties gain and maintain power over people and territories?

How did environmental conditions and technological innovations cause the medieval economic revolution? What were the effects of this revolution?

Why was Quanzhou such an important site of encounter?

How did Chinese culture, ideas, and technologies and Buddhism influence Korea and Japan?

Fill out the first column of this chart. List everything you know about Imperial China.

Now list other questions that you have. We’ll explore these questions throughout the unit!

Notes:

Have students create individual KWL charts, or create a KWL chart for the class. Use student responses to gauge how much additional background information they will need as you progress through the unit. Have students return to the KWL chart at the end of the unit and add the key information they learned.

GEOGRAPHY CHALLENGE SLIDE 4

Read “Setting the Stage” in the Student Text for this unit.

Notes: Essential Geographic Understandings: Location of China Key physical features: Huang He (Yellow River), Chang Jiang (Yangtze River), Plateau of Tibet, Himalayas, Taklimakan Desert, Gobi Desert, Tian Shan Importance of the Huang He (Yellow River) and the Chang Jiang (Yangtze River) to the development of Chinese civilization Impact of location on the diffusion of ideas to and from China

SLIDE 5 Geography Challenge Go to the Geography Challenge in the notebook.

Follow the directions to complete the map and answer the questions.

Let’s check your answers to the Geography Skills and Critical Thinking questions.

Discuss: What was the impact of location on the diffusion of ideas to and from China?

Notes: You may wish to have students play the Lesson Game for this lesson to assess what they learned during the Geography Challenge.

SLIDE 6 Geography Challenge Can you find these six key locations without referring to your map?

Drag each label to the correct location on the map.

Good luck!

Yellow Sea Himalayas Plateau of Tibet Huang He (Yellow River) Chang Jiang Basins Taklimakan Desert

Notes: In the online Student Subscription, the Geography Challenge is found in the Setting the Stage section.

Have students drag the labels as accurately as possible onto the map. Click the small Answer Key thumbnail to check their work.

Lesson: China's Contacts with the Outside World Component: Complete Lesson Guide Standards Covered

Common Core ELA Standards Reading

Writing

Speaking and Listening

Language

Key Ideas and Details CC.K-12.R.R.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.

CC.K-12.R.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CC.K-12.R.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Text Types and Purposes CC.K-12.W.R.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Comprehension and Collaboration CC.K-12.SL.R.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Knowledge of Language CC.K-12.L.R.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Craft and Structure

Vocabulary Acquisition and Use

CC.K-12.R.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CC.K-12.R.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Integration of Knowledge and Ideas CC.K-12.R.R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Range of Reading and Level of Text Complexity CC.K-12.R.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Planning

Preview

CC.K-12.L.R.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CC.K-12.L.R.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Estimated Time: 40 mins Overview: Analyze the arguments for an open-door and for a closed-door policy.

Teacher Prep: N/A Materials: None

Activity Estimated Time: 120 mins Overview: Listen to three conversations about China's contact with foreigners during three periods of Chinese history.

Teacher Prep: N/A Materials: None

Vocabulary Estimated Time: 5 mins Overview: Review vocabulary terms from this lesson.

Teacher Prep: N/A Materials: None

Processing Estimated Time: 30 mins Overview: Write a proclamation from a Ming emperor regarding foreign contact.

Teacher Prep: N/A Materials: None

Reading Further Estimated Time: 30 mins Overview: Read the narrative of Zheng He's life and write an autobiographical narrative of an exciting event in your own life.

Teacher Prep: N/A Materials: None

Site of Encounter Estimated Time: 60 mins Overview: Learn why Quanzhou was an important center of exchange in the 1100s–1400s.

Teacher Prep: N/A Materials: None

Additional Materials

You will need your English/Spanish interactive student notebook, notebook answer key, and student textbook.

Handout: Three Dialogues About Foreign Contact SOE Handout A: Visual Sources About Quanzhou SOE Handout B: Quanzhou: Chinese Products and Technologies SOE Handout C: Primary Sources About Quanzhou Spanish: Handouts Spanish: SOE Handouts

ACTIVITY SLIDE 1 China’s Contacts with the Outside World

How did the foreign-contact policies of three medieval Chinese dynasties affect China?

Notes:

Use this Lesson Guide to plan and teach the lesson!

The Overview slide summarizes the parts of the lesson and gives estimated times. In the Teacher Note, you’ll find Social Studies and Language Arts objectives.

The Materials and Preparation slides tell you what to gather and prep before class.

When you’re ready to teach the lesson, start with thePreview slide.

The Activity slides walk students through every step of the interactive lesson. Students are instructed when to read each section in the Student Text and when to complete their print or online Interactive Student Notebooks.

Use the Vocabulary slide to review key Social Studies terms.

Finally, students complete the Processing assignment in their notebooks. Use it to assess what students have learned.

SLIDE 2 The next slides provide teacher planning information for this lesson.

Overview - summarizes the activities and gives estimated pacing times. In the Notes, you’ll find Social Studies and Language Arts objectives.

Materials - lists materials you need to print or gather before class.

Preparation - describes actions you need to take to prep before class.

Further support is found on the Lesson Guide page in the Planning area, including information on Differentiating Instruction and Enhancing Learning with outside resources.

When you're ready to start teaching, use the remaining slides to guide students through the Preview, Activity, Vocabulary, and Processing activities.

SLIDE 3 Essential Question

How did the foreign-contact policies of three medieval Chinese dynasties affect China?

Preview Students analyze the arguments for an open-door and for a closed-door policy. [10 min + 30 min vocabulary] Activity In a Response Group activity, consider the benefits and drawbacks of foreign contact during three Chinese dynasties. [120 min] Processing Students write a proclamation from a Ming emperor regarding foreign contact. [30 min] Reading Further Students read the narrative of Zheng He's life and write an autobiographical narrative of an exciting event in their own lives. [30 min] Site of Encounter Students learn why Quanzhou was an important center of exchange in the 1100s–1400s. They complete a gallery walk to examine different products and technologies of China and examine different accounts about Quanzhou.

[60 min]

Notes: Objectives In the course of reading this chapter and participating in the classroom activity, students will

Social Studies • explain the importance of overland trade and identify products that traveled along trade routes during the Tang and Yuan dynasties.

• describe the importance of maritime expeditions during the Ming dynasty.

• evaluate the benefits and drawbacks of foreign contact during each dynasty’s rule.

Language Arts • determine the speaker’s attitude toward the subject.

• respond to persuasive messages with questions, challenges, or affirmations.

• write a persuasive composition that states a clear position and describes the points in support of the proposition.

SLIDE 4 Materials to Print Interactive Student Notebook (1 per student) Handout A: Three Dialogues About Foreign Contact (1 per student) Teacher Supplied Materials None Site of Encounter Materials SOE Handout A: Visual Sources About Quanzhou (2 per class) SOE Handout B: Quanzhou: Chinese Products and Technologies (1 per student) SOE Handout C: Primary Sources About Quanzhou (1 per student)

SLIDE 5 Before class: 1. Consider how you will teach the activity over the course of a few days.

The suggested time for this Response Group activity is 120 minutes.

2. Print out a copy of Handout A: Three Dialogues About Foreign Contact for each student in the class.

3. During the activity, assign students to a group. After they listen to each of the dialogues, have each group fill out the spectrum in their Interactive Student Notebook.

4. Select a few groups who chose different points on the spectrum to defend their choices. Encourage debate by asking other groups who may not have presented to provide alternative points of view about where they placed their mark on the spectrum.

5. For the Site of Encounter section, create four stations around the classroom for a gallery walk. Place both copies of each page of SOE Handout A: Visual Sources About Quanzhou at each station. Ensure that there is a place for students to take notes at each station

SLIDE 6 China’s Contacts with the Outside World

How did the foreign-contact policies of three medieval Chinese dynasties affect China?

PREVIEW SLIDE 7 Preview Think about this situation: The Johnsons have just moved to a new neighborhood. They are debating whether to have an open- or closed-door policy toward their neighbors.

If they have an open-door policy, they will invite the neighbors to parties, ask for and perform favors for them, and borrow from and lend things to them.

If they have a closed-door policy, they will keep to themselves and not interact with their neighbors at all.

SLIDE 8 Go to the Preview assignment in your print or online Interactive Student Notebook.

Talk with your group. What arguments can you think of for an open-door or a closed-door policy?

In the T-chart, write two arguments in favor of the Johnsons following an open-door policy, and two arguments in favor of a closed-door policy.

Let's share our responses.

Notes: If you are using the Interactive Student Notebook, you can access it three ways: Online: Go to the “Student View,” and navigate to the Notebook.

Online: Go to the “Materials” tab, and print out the PDF notebook pages.

Print: Use the print Interactive Student Notebooks in your classroom.

In the Student Subscription, you can find the Preview assignment in the Introduction section.

SLIDE 9 We just analyzed the advantages and disadvantages of contact with neighbors.

Throughout China’s history, there has been much disagreement about whether to have an open- or closed-door policy toward foreigners.

Sometimes, China opened its doors to foreign trade and visitors.

At other times, it closed them and tried to isolate itself from the rest of the world.

SLIDE 10 Vocabulary Development Locate the Social Studies Vocabulary for this lesson in your Interactive Student Notebook.

Mongols maritime Ming tributary These important terms will help you understand the main ideas of this lesson.

SLIDE 11 Read the Introduction in the Student Text.

Use information from the section and from the image to propose some possible answers to the Essential Question:

How did the foreign-contact policies of three medieval Chinese dynasties affect China?

SLIDE 12 Response Group Phase 1: Tang Dynasty Response Group Phase 1: Tang Dynasty In this activity, you will listen to three fictional conversations about China's contact with foreigners during these periods of Chinese history: • Tang dynasty • Yuan dynasty • Ming dynasty After listening to each dialogue, your group will evaluate the government's decisions about foreign contact.

Notes:

Students can stay in their groups of three from the Preview activity.

SLIDE 13 Response Group Phase 1: Tang Dynasty The Tang dynasty ruled China from 618 to 907.

During this dynasty, people, goods, and ideas traveled along the Silk Road.

Sea routes provided another way for China to interact with the outside world.

Examine this map of the Silk Road during the Tang dynasty.

The Silk Road stretched from China to the eastern shores of the Mediterranean Sea.

Notes: You may want to note that the Silk Road went through the Abbasid Caliphate, which students studied in Lesson 9. The Abbasids purchased goods, such as silk, porcelain, and paper, from China. However, relations between the two empire were not always friendly. At the Battle of Talas in 751, the Abbasid army fought the Chinese, as the latter tried to expand westward. The Chinese were eventually forced to retreat, stopping their expansion into Central Asia.

SLIDE 14 Response Group Phase 1: Tang Dynasty Now listen to a conversation between two Tang officials in a teahouse.

One supports an open-door policy and one supports a closed-door policy.

Read Section 1, Foreign Contacts Under the Tang Dynasty. Complete the Reading Notes in your notebook.

Discuss this question with your group: To what degree did emperors of the Tang dynasty pursue an open- or a closed-door policy?

SLIDE 15 Response Group Phase 1: Tang Dynasty Decide where on the spectrum you will place an X to show your answer.

Choose a spokesperson to defend your answer.

SLIDE 16 Response Group Phase 2: Yuan Dynasty Response Group Phase 2: Yuan Dynasty The Mongols were foreign invaders from north of China who named their dynasty the Yuan dynasty.

The Yuan dynasty ruled China from 1279 to 1368.

As in the previous period, people, ideas, and goods traveled along both the Silk Road and sea routes.

They were also more accepting of foreigners, such as Marco Polo.

SLIDE 17 Response Group Phase 2: Yuan Dynasty Listen to a conversation between two officials at the khan's court. Khan is the Mongolian title for a ruler.

Read Section 2, Foreign Contacts Under the Yuan Dynasty. Complete the Reading Notes in your notebook.

Discuss this question with your group: To what degree did emperors of the Yuan dynasty pursue an open- or a closed-door policy?

Notes:

As students listen to the conversation, have them read along with the second dialogue on their handouts.

SLIDE 18 Response Group Phase 2: Yuan Dynasty Decide where on the spectrum you will place an X to show your answer.

Choose a spokesperson to defend your answer.

SLIDE 19 Response Group Phase 3: Ming Dynasty Response Group Phase 3: Ming Dynasty The Ming dynasty replaced the Yuan dynasty and ruled China for nearly 300 years.

Early Ming emperors were very interested in contact with foreign lands.

Later Ming officials attempted to restrict trade.

This is a map of Zheng He’s voyages during the early Ming Dynasty.

Name some of the countries he visited.

SLIDE 20 Response Group Phase 3: Ming Dynasty Listen to a conversation between two officials at the dock during the Ming dynasty Read Section 3, Foreign Contacts Under the Ming Dynasty. Complete the Reading Notes in your notebook.

Discuss this question with your group: To what degree did emperors of the Ming dynasty pursue an open- or a closed-door policy?

SLIDE 21 Response Group Phase 3: Ming Dynasty Decide where on the spectrum you will place an X to show your answer.

Choose a spokesperson to defend your answer.

SLIDE 22 Response Group Phase 3: Ming Dynasty Think about what you have learned about foreign contact during the three dynasties.

What are some of the strongest arguments in favor of medieval China having foreign contacts?

What are some of the strongest arguments against China having foreign contacts?

What do you think would be the negative effects of China refusing all contacts with foreign countries?

What do you think would be the negative effects of China accepting all contacts with foreign countries?

VOCABULARY SLIDE 23

Drag each term to its correct definition.

Ming Mongols maritime tributary 1. a conquered country or territory that pays tribute to the conqueror 2. the dynasty that ruled China after the overthrow of the Yuan 3. foreign rulers of China from Mongolia who established the Yuan dynasty 4. relating to the sea

PROCESSING SLIDE 24 Processing Let's assess what you have learned.

If you were a Ming emperor, would you decide to have an open-door policy or a closed-door policy toward foreigners?

Go to the Processing assignment in your notebook. Write your decision in the form of a royal proclamation. Then give five reasons that support your decision. Illustrate each of your reasons.

Notes:

In the Student Subscription, you can find the Processing assignment in the Summary section.

READING FURTHER SLIDE 25 Reading Further What famous explorers can you name? What do you know about these explorers?

A story about an explorer's life is called a narrative.

A narrative has a plot, or storyline, with a beginning, a middle, and an end.

Now read the narrative of Zheng He's life in the Reading Further section of the Student Text.

As you read, jot down important plot points.

SLIDE 26 Let's summarize the narrative of Zheng He's life in a story map.

Notes: Consider using the Presenter Tools to record the story summary in the chart.

SLIDE 27 The story of Zheng He's life is one of the great sea adventures.

Plan an autobiographical narrative of an exciting event in your life. An autobiographical narrative is written in the first person.

Complete the story map in your notebook. Then write your story.

Who would like to share their story?

When you read, enhance the story using an animated and lively voice.

SITE OF ENCOUNTER SLIDE 28 Quanzhou (1100–1400) Site of Encounter: Quanzhou (1100–1400) Look at this map.

Where is Quanzhou located? Where is the city relative to other places and bodies of waters?

Why do you think the city was a major trade center?

Read Site of Encounter: Quanzhou (1100–1400).

Notes: Click on each hotspot to learn more about the East Asian and China-Southeast Asia trade circles.

SLIDE 29 Quanzhou (1100–1400) You will now work with a partner to learn more about the institutions that helped make Quanzhou a major trade center.

Pages from SOE Handout A: Visual Sources About Quanzhou have been placed around the room. Each features an image and description related to products and technologies found in China.

At each station, you will review the handout and complete the related line on SOE Handout B: Quanzhou: Chinese Products and Technologies .

For each image, you will identify what the product or technology is. Then, in the third column, you will write details about each image. Finally, in the fourth column, you will describe why the product or technology was highly valued around the world.

Let's begin!

SLIDE 30 Quanzhou (1100–1400) Let's discuss the images we have looked at.

For each image, share your answers from SOE Handout B. Click on each image to enlarge it.

Notes: Students answers may vary. When they share their answers, ensure that they support them with evidence.

SLIDE 31 Quanzhou (1100–1400) With your partner, you will now analyze the three quotations on SOE Handout C: Primary Sources About Quanzhou that describe Quanzhou between the 11th and 14th centuries.

Look beyond the text. Consider why it was written and its intended audience.

As you review and discuss the quotations, take notes.

Also, consider the following questions: What were the effects of exchanges in Quanzhou?

Which effect was most important and why?

Notes: Primary sources can be challenging for all reading levels. Model interpreting one of the quotations fromSOE Handout C: Primary Sources About Quanzhou. Demonstrate how to review and evaluate each quotation. Remind students that they should not only consider what the text says and the details it presents, but they should also consider the author, the text’s purpose, the intended audience, and the context it was written in.

As needed, support students when reading by providing them with vocabulary support and by making the sources accessible to all learners with literacy strategies.

SLIDE 32 Quanzhou (1100–1400) Let’s focus on the primary source from Marco Polo you just read.

In small groups, choose one paragraph of this primary source to discuss indepth.

Share with the class why you chose that paragraph and what stands out to you about it.

Now, read Marco Polo’s account of arriving in Quanzhou again. Then answer the following questions about the text: Why were merchants glad to trade at Quanzhou?

What are Polo’s opinions about the Chinese people?

What was Marco Polo’s attitude towards Quanzhou?

SLIDE 33 Quanzhou (1100–1400) Complete the first two prompts in the Interactive Student Notebook for this reading.

Let's share our answers.

SLIDE 34 Quanzhou (1100–1400) Now, you will use the information from the reading, your notes on Handout B, and your evaluation of the primary sources to complete the last notebook prompt.

Write a response that is at least one paragraph long to the following questions: What were the effects of exchanges in Quanzhou? Which effect was most important and why?

You should support your claims about the effects of exchanges in Quanzhou with logical reasoning, supporting data, and evidence that shows you understand the topic.

Provide a concluding statement that supports your argument about the most important effect of exchanges in Quanzhou.

Lesson: Timeline: Imperial China Component: Complete Lesson Guide

Planning

Timeline Challenge Estimated Time: 30 mins Overview: Build and analyze a timeline summarizing key events from the unit. Conduct research about an additional event and share your findings.

Teacher Prep: N/A Materials: None

World History Themes Estimated Time: 20 mins Overview: Connect what you've learned to six themes. Choose one theme and write an answer to the question: How is this theme relevant today?

Teacher Prep: N/A Materials: None

Additional Materials You will need your English/Spanish interactive student notebook, notebook answer key, and student textbook.

Interactive Student Notebook: Timeline Challenge Notebook Answer Key: Timeline Challenge Spanish: Interactive Student Notebook: Timeline Challenge Spanish: Timeline Challenge Cards Timeline Challenge Cards

TIMELINE CHALLENGE SLIDE 1 Look at Imperial China timeline in the Student Text.

SLIDE 2 Complete the Timeline Challenge questions in your notebook.

Let’s check our work.

SLIDE 3 Timeline Challenge Now let’s create a class timeline on the wall.

Mark off time intervals using masking tape or colored paper.

Each pair will get a timeline card.

Tape your card to the correct location along the class timeline.

SLIDE 4

Drag each event to its appropriate location on the timeline.

SLIDE 5 Which three events did you suggest should be added to the timeline?

Choose one of your three events and conduct Internet research.

Then create an additional Timeline Challenge Card using word processing or presentation software. Include the following: a title and date for your event an appropriate image to represent your event a written timeline entry below the image

WORLD HISTORY THEMES SLIDE 6 Finally, let’s think about this unit thematically.

In your notebook online, list at least one thing you learned in this unit that connects to each of these six themes: Human-Environment Interaction Rise of Empires Growth and Changes in Societies Development of Political Institutions and Ideas Belief Systems Interconnectedness of Societies

SLIDE 7 Choose one theme you want to learn more about.

Now, write an answer to this question:

How is this theme relevant today?

Be sure to include everything from the bulleted list.

Publish your work online, then send it to a peer and an adult to review.

Rework and revise your work according to their suggestions.

Notes: Follow district guidelines regarding students publishing their writing online.

Encourage students to create multimedia presentations of their work.

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