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Teacher Guide

Unification of China

By Jennifer Ruskin
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"Which is more important: A stable or an open society?"
 Overview


 Understandings
and Standards


 Activities


 Resources


 Student Guide



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Activities
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Activity

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Think-Pair Share: Stability or Freedom?

Instructional Time: 1 hour and 30 minutes

Process:
1. Students answering the following question in a journal write: Which would you prefer: a teacher that is very strict who teaches well or a teacher who is is lenient but whose class is rowdy and undisciplined?

2. Students will share their responses with a partner. The teacher will call on students to share their responses. Answers will vary and students may respond to the advantages and disadvantages of both too much freedom and discipline.

3. The teacher will explain that this is the situation China found itself in around 300 B.C.E. Explain that China had divided itself into three warring kingdoms all of whom had differnt ideas about how to lead. Eventually in 221 B.C.E, Qin Shi Huangdi gained power and named himself king. His rule lead to the unification of China, though his reign lead to the rise of Legalist rule and the censorship of ideas that diverted from his own,

4. Introduce content vocabulary terms that students will need in order to understand the key concepts in this chapter. Students will be introduced to the following vocabulary words: Legalism, censorship, standardization, unification, bureaucracy, and provinces. All of these vocabulary words are key for students to know before they are able to understand the textbook reading on the Qin dynasty.

5. First the teacher will say the words out loud and explain their meaning. Then the teacher will give students a copy of Vocabulary Squares.

6. In the first square students will be given the definition of the vocabulary word. In the second square students will be given two synonyms of the vocabulary word, then asked to come up with two more on their own. In the third square students are given an example sentence with the vocabulary word. They are then asked to provide their own example sentence. In the fourth square, students will draw a picture that represents the vocabulary word.

7. Teacher will monitor student progress by checking student vocabulary squares for understanding. Students should use dictionaries and thesaruses. Students are now prepared to read Chapter 6, Lesson 4 on the Qin Dynasty

California Content Standards
History and Social Science
Grade Six. World History and Geography: Ancient Civilizations
HSS.6.6. Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
HSS.6.6.5. List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.

Resources:
 ResourceTypeRequirementsFile
1.Ancient CivilizationsBook
2.Vocabulary Squares - Emperor QinHandout

Software:
Microsoft Office
act1vocabsquares.doc


Method of Checking for Understanding:
Student Work