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    Monglo China

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    thomasjefferson17764
    China was ruled by many dynasties throughout its history, including one from outside china, The Mongols. Ohio Standard: history Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Activities Student Activated Vocabulary Instruction (SAVI): Each student receives a card with a word, definition, or sentence on it. Students work in groups to make a teaching transparency with all the information on it plus one extra tool to help teach the

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    Monglo China

    Uploaded by

    thomasjefferson17764
    152 views15 pages
    China was ruled by many dynasties throughout its history, including one from outside china, The Mongols. Ohio Standard: history Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Activities Student Activated Vocabulary Instruction (SAVI): Each student receives a card with a word, definition, or sentence on it. Students work in groups to make a teaching transparency with all the information on it plus one extra tool to help teach the

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    China was ruled by many dynasties throughout its history, including one from outside china, The Mongols. Ohio Standard: history Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Activities Student Activated Vocabulary Instruction (SAVI): Each student receives a card with a word, definition, or sentence on it. Students work in groups to make a teaching transparency with all the information on it plus one extra tool to help teach the

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    152 views15 pages

    Monglo China

    Uploaded by

    thomasjefferson17764
    China was ruled by many dynasties throughout its history, including one from outside china, The Mongols. Ohio Standard: history Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe. Activities Student Activated Vocabulary Instruction (SAVI): Each student receives a card with a word, definition, or sentence on it. Students work in groups to make a teaching transparency with all the information on it plus one extra tool to help teach the

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 15

    Chinese Dynasties & Mongol Invasions

    Lesson Plan – East Asia

    Purpose

    Big Concept:
    China was ruled by many dynasties throughout its history, including one from
    outside China, the Mongols.

    Essential Questions:
    1. What is a dynasty and how did they function politically and militarily?
    2. What effect did the Mongols have on China, as an invading force and ruling
    dynasty?
    3. How did Mongol rule affect everyday life for people in China, including the
    strict social hierarchy?

    Rationale

    Ohio Standard: History

    Benchmark C:
    Describe the characteristics of feudal societies and the transition to the
    Renaissance and Reformation in Europe.

    Indicator 4c:
    Explain the lasting effects of military conquests during the Middle Ages including
    the Mongol invasions.

    Materials

    textbook – The World


    copies of Vocabulary Matrix
    index cards with words, definitions, and sentences
    copies of Anticipation Guide
    copies of Cause and Effect Graphic Organizer

    Books (Background Information):


    • The World; Scott Foresman, 2005.(textbook)
    • Chronicle of the Chinese Emperors by Ann Paludan; Thames and Hudson,
    New York, 1998.
    • The Mongols by David Morgan; Blackwell, Cambridge, MA, 1990.
    • Nations of the World: China by Catherine Field; Raintree Steck-Vaughn
    Publishers, Austin, TX, 2000.
    • The Chinese Empire by Marinella Terzi; Childrens Press, Chicago, 1992.
    • TimeFrame AD 1200 – 1300: The Mongol Conquests edited by Tony Allan;
    Time-Life Books, U.S., 1989.
    Internet Resources:
    • www.lacma.org/khan/1/index.htm
    • www.accd.edu/sac/history/keller/Mongols/states1/html
    • www.historyforkids.org/learn/china/history/mongol.htm
    • www.fsmitha.com/h3/h12china.htm
    • www.askasia.org/teachers/Instructional_Resources/Materials/Readings/China/
    R_china
    • www.san.beck.org/3-6-Mongols.html

    Activities

    Student Activated Vocabulary Instruction (SAVI):


    • Each student receives a card with a word, definition, or sentence on it. All
    cards relate to the vocabulary that is essential for this lesson.
    • Give students about five minutes to move around the room and find the two
    other people with cards that go with theirs. Each word has a definition and a
    sentence to go with it.
    • Then students work in groups to make a teaching transparency with all the
    information on it plus one extra tool to help teach the class: a picture,
    example, or a different sentence.
    • Each group uses their transparency to teach their word to the class. Individual
    students complete the Vocabulary Matrix.

    Anticipation Guide:
    • As a class, read the statements on the anticipation guide. Students decide
    whether they agree or disagree with each statement about Chinese dynasties
    before they read Chapter 12, Lesson 2, Pages 350 – 355 in The World.
    • Read the lesson together and have students raise their hands when they read
    something that either confirms or changes one of their responses to the
    statements. Complete the during reading column of the chart.

    Cause and Effect Graphic Organizer:


    • Students are given a cause and effect organizer about the Mongol invasions
    and Yuan dynasty. For each cause/effect pair, one is given to students.
    • Using the books and Internet resources, students complete the chart. They
    may work with a partner or small group if resources are limited.
    • If necessary, the chart may be broken into sections to make it more
    manageable for students. After students have completed their parts, all of
    them may be combined to complete the chart as a class.
    Assessment

    Informal:
    • The vocabulary activity and the anticipation guide will help to monitor student
    learning and guide any modifications that may become necessary.

    Vocabulary Quiz:
    • Students will complete the vocabulary review worksheet from the book which
    will identify the words that students have mastered and those that may need to
    be re-taught.

    Timeline:
    • Students will create a timeline of what they believe are the five most
    significant events during the Mongol invasions and Mongol rule in China. On
    the timeline, they will tell why they believe each event was important. This
    will evaluate whether students have met the expectations of the lesson.

    Grade Adaptation

    Target Grade: 7th

    Adaptations:
    • This activity would be appropriate for students up to 10th grade. They would
    need to use a different textbook to complete the anticipation guide. The
    literacy strategies would benefit students of almost any grade level.
    • The vocabulary strategy used could be modified for a lower grade level; just
    change the words to grade-appropriate ones. The content of the Mongol
    invasions segment of the lesson may not be appropriate for younger students
    but the Chinese dynasties part definitely would be.
    Vocabulary List

    1. emperor – the ruler of an empire


    • The emperor took over many lands and expanded the empire.

    2. civil service – the practice of using skills and talents to work in the
    government
    • People had to take a civil service exam to work in the government.

    3. shamanism – belief that good and evil spirits spread through the world
    and can be heard by priests, or shamans
    • People were allowed to continue the practice of shamanism.

    4. conquest – the defeat of another group


    • The Mongols took power after the conquest of southern China.

    5. dynasty – a ruling family


    • During the Ming dynasty, people believed that China had the greatest
    civilization in the world.

    6. expedition – a journey or trip undertaken for a specific purpose


    • The first expedition to the west included 300 ships.

    7. hierarchy – people or things arranged in ranks or classes


    • China had a strict hierarchy of social service classes.

    8. monastery – a community where monks live, study, and pray


    • A new monastery was built near the town with Kublai Khan’s
    encouragement.
    Asian Empires
    Vocabulary
    vocabulary word definition sentence teaching
    tool
    conquest

    civil service

    expedition

    monastery

    shamanism

    hierarchy

    dynasty

    emperor
    Anticipation Guide
    Chinese Dynasties

    Statement Agree or Disagree


    Before During
    Reading Reading
    1. Many Chinese dynasties made
    important contributions to civilization,
    like discovering more efficient
    methods of producing iron.
    2. Up to the eighth century, China had
    not had a female ruler.
    3. Genghis Khan was a powerful ruler
    because he used terror as his greatest
    weapon.
    4. Mongol warriors had such great
    horsemanship skills that they could
    shoot arrows while riding at top speed.
    5. Under Genghis Khan and his sons,
    trade and travel was difficult and
    dangerous.
    6. The Chinese thought that they had
    the greatest civilization and tried to
    keep out anything not from China.
    7. The Chinese started to explore to the
    west after Europeans set sail to find sea
    routes to the east.
    Anticipation Guide – Correct Responses
    Chinese Dynasties

    Statement Agree or Disagree


    Before During
    Reading Reading
    1. Many Chinese dynasties made agree
    important contributions to civilization,
    like discovering more efficient
    methods of producing iron.
    2. Up to the eighth century, China had disagree
    not had a female ruler.
    3. Genghis Khan was a powerful ruler agree
    because he used terror as his greatest
    weapon.
    4. Mongol warriors had such great agree
    horsemanship skills that they could
    shoot arrows while riding at top speed.
    5. Under Genghis Khan and his sons, disagree
    trade and travel was difficult and
    dangerous.
    6. The Chinese thought that they had agree
    the greatest civilization and tried to
    keep out anything not from China.
    7. The Chinese started to explore to the disagree
    west after Europeans set sail to find sea
    routes to the east.
    The Yuan Dynasty: The Age of Foreign Rule
    Cause and Effect Graphic Organizer
    Cause Effect
    Cause Effect
    The Yuan Dynasty: The Age of Foreign Rule
    Cause and Effect Graphic Organizer – Possible Answers
    Cause Effect

    Temujin’s father was murdered when he Swore he would become a great


    was 12. leader to avenge his father’s death

    1206 A.D. Mongol chiefs chose Temujin Armies swept from Poland to Korea -
    to be their leader and named him Genghis struck terror in hearts of people
    Khan

    Genghis Khan’s grandson fought the Song Established the Yuan dynasty
    dynasty for 40 years

    Kublai kept tight control of the Chinese Strict hierarchy developed – Mongols,
    and used foreigners in civil service Non-Chinese, Northern Chinese,
    Southern Chinese

    Kublai continued Shamanism but allowed Chinese beliefs – little change and
    Chinese to continue their beliefs Buddhist monasteries increased
    Cause Effect

    Wars of conquest fought by Mongols Deaths of millions of Chinese

    Mongols seized land to use for pasture for Chinese impoverished and suffered
    their horses and livestock from disease and stavation

    Marco Polo – explored and told world Europeans came to China – impacted
    about China life there forever

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