Stage 6 Ancienthistory Unit of Learning

Stage 6 | AncientHistory Unit of Learning

TOPIC:HISTORICAL PERIODS– Option E – Imperial China – The Qin and the Han 247-87 BC

Stage 6

Year12

Duration:

/ 10 weeks

Detail:

/ 35 lessons

Content Focus –

Through an investigation of the archaeological and written sources for the Qin and Han dynasties, students examine the nature of power and authority, significant developments that shaped thehistorical period and relevant historiographical issues. The Historical concepts and skills content is to be integrated as appropriate.

Historical Concepts and Skills -

Explain the meaning and value of sources for an historical inquiry (ACHAH007)
Analyse sources to identify and account for the different perspectives of individuals and groups in the past (ACHAH010)
Analyse and synthesise evidence from different types of sources to develop reasoned claims (ACHAH008)
Analyse the extent and nature of continuity and change over time (ACHAH001)
Identify and analyse the varying causes and effects of events and developments in order to construct historical arguments (ACHAH001)
Analyse and evaluate contested interpretations and representations of the past (ACHAH011, ACHAH012)
Use evidence from a range of sources to inform investigation and research (ACHAH005)
Develop texts, particularly historical accounts and arguments, supported by relevant evidence from sources (ACHAH013)
Communicate historical understanding, using historical knowledge, concepts and terms, in forms appropriate to purpose and audience (ACHAH014)

Framing Questions -

How was Imperial power established in China?
What methods were used to ensure control over China under the enw regime?
Why did the Qin fall?
Under what conditions did the Han empire establish itself?
How did the Han rule over the empire? /

Survey -

the chronological and geographical context of China in the East, key powers in the region and the nature of contact with other societies (ACHAH104, ACHAH105)

Outcomes

Related Life Skills Outcomes

A student:
accounts for the nature of continuity and change in the ancient world AH12-1
proposes arguments about the varying causes and effects of events and developments AH12-2
evaluates the role of historical features, individuals and groups in shaping the past AH12-3
analyses the different perspectives of individuals and groups in their historical context AH12-4
assesses the significance of historical features, people, places, events and developments of the ancient world AH12-5
analyses and interprets different types of sources for evidence to support an historical account or argument AH12-6
discusses and evaluates differing interpretations and representations of the past AH12-7
plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources AH12-8
communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms AH12-9 / A student:
engages with the concepts of time and chronology AHLS6-2
explores contuinty and change in the ancient world AHLS6-3
explores events and developments of the ancient world AHLS6-4
investigates features, people, palces and societies in the ancient world AHLS6-5
engages with perspectives of the past AHLS6-6
engages with a viarety of sources to investigate the past AHLS6-8
engages with differeing interpretations and respresentations of the past AHLS6-9
investigates the past using a variety of strategies to locate select and organsie information AHLS6-10
communicates information about the past using historical terms and concepts AHLS6-11

Resources

Books –

Sima Qin – The First Emperor “Selections from the Historical Records” Oxford
The Terracotta Warriors – Jane Portal
Records of the Grand Historian – Sima Qin
The First Emperor – China’s Terracotta Army – Edited by Jane Portal
Cambridge Illustrated Guide to China – Patricia Ebrey
The Early Chinese Empires – Mark Edward Lewis
The Open Empire – Valerie Hansen

Websites –

/ You Tube Clips –

– Overview of the reign of the First Emperor
– Chinese history told through the Great Wall

Assessment overview

Features of Ancient Societies

Term

Assessment for learning
- Students will complete a diagnostic assessment at the beginning of every significant component of work. This can take the form of workshops, initial quizzes, visual learning exercises or group tasks. / Assessment as learning
Students will complete regular written repsosnes that are designed as HSC questions in order to promote communication skills. / Assessment of learning
- Throughout the unit, students
understanding of both content and skills
will be assessed through the use of the following:
- In class quizzes (e.g. Kahoot)
- Practice essay responses
- Visual Learning Methods:
Mindmapping, STW charts etc.

Content

Teaching and learning strategies

Resources

Students:

Survey
●the chronological and geographical context of China in the East, key powers in the region and the nature of contact with other societies (ACHAH104, ACHAH105) /

Students begin the unit by brainstorming what they know about this period of time and its impact on modern China. A visual thinking scaffold would be appropriate to use.
For example: students could be shown a picture (or a series of pictures) of items/sites etc. connected to this period and asked to complete a See Think Wonder table

Students complete a research task which requires them to fill in a map of the relevant area with the following indicated:
Significant geographical features and natural resources of the empire
The area occupied by the Qin and Han empires
Surrounding cultures/tribes/people groups/empires

Students design a timeline which marks the major dynasty’s preceding the Qin. The timeline should include:
The following key periods:
Mythical/prehistory period
Xia Dynasty
Shang Dynasty
Zhou Dynasty
Warring States period
The following details:
Key personalities in each time period (e.g. Confucius)
Key events (e.g. battle of Muye 1046 B.C.E)

Students to collaboratively work together on producing a report which details early Chinese contact with surrounding societies. Each group can research a different society and present their findings to the class.

/ Students to refer to:

Students to be provided with an overview taken from Cambridge Illustrated Guide to China – Patricia Ebrey
Students to be provided with an overview taken from The Open Empire – Valerie Hansen
Focus of study
●Establishment of Qin power, including:
–reasons for the success of the Qin: unification of the Warring States
–creation of the position of emperor: nature and basis of power (ACHAH109, ACHAH110)
–reforms of the Qin: political, cultural and legal
–role and contribution of Li Si
–problems of succession and decline of imperial power
●Fall of the Qin and establishment of the Han, including:
–reasons for the fall of the Qin: unification of the Warring States
–establishment of the Han: role and contribution of emperors from Gaozo to Jingdi
–nature and role of Confucianism in the Han government
–role of empress dowagers: Empress Lu Zhi, Empress Dou
–reign of Emperor Wudi: political and cultural reforms
●The empire, including:
–expansion of the empire: relations with neighbouring tribes, conquests and expeditions, wars against the Xiongnu
–management and maintenance of the empire: changing role of government officials and local elite, suppression of revolts, Rebellion of the Seven States
–administration of the empire: provincial building programs, organisation of provinces, taxation, trade monopolies, communication, coinage /

Students to research the state of Qin and design a report which includes information on:
The history of the Qin up until the warring states period
The role and impact of Legalism in the Qin state
An overview of the conquest of the Warring States
Students to collaboratively discuss the reasons for the success of the Qin.
To facilitate the discussion, a stimulus should be provided (video/reading/source sheet etc.)
Students to take notes on the discussion so core issues can be identified: students to practice making a judgment based on evidence
Students to watch the documentary, The First Emperor, and take notes on:
Conquest of the Warring States
Creation of the position of Emperor
Reforms of the Qin
Role of Li Si

Students conduct an investigation into the position of Emperor. As part of their investigation, students should explore:
The titles and symbolism of the position
The concept of the Mandate of Heaven: history and adaptation
Role of the Emperor under the Qin – administrative/legal/military/religious functions
Legalism and the Emperor
As part of their investigation, students should be provided with a source sheet of articles (ancient and modern) concerning the above issues
Students to present their findings in a form chosen by them (poster/presentation/report etc.)

Students to construct a mindmap of the various reforms of the Emperor/Qin government, including
Standardisations of Chinese society
Organisation of an Imperial bureaucracy based on merit not family
Enforcement of Legalism – persecution of other philosophies
Development of the legal system – crime and punishment
Reforms concerning education
Changes to the military
Changes to the organisation of the empire
Students to construct a personality profile on Li Si, noting issues such as:
Early life and education
Rise to power
Adviser to the King
Role in the implementation of Legalism
Contribution towards the imperial system
Students can design their profile on

Students are to construct a timeline of the remaining Qin empire after the death of the First Emperor. In particular they are note significant events leading to the fall of the Qin

Students explore the Qin dynasty after the death of the First Emperor. Students to construct a table which outlines the key reasons for the downfall of the Qin Dynasty:
Students will then adopt one of the views and argue this point of view within a group of four

Students work in pairs to design a profile of the first Han Emperors: from Gaozo to Jingdi. Students to focus on:
Adaptation of the Mandate of Heaven – justification of rule
Adoption and rejection of Qin government reforms
Reestablishment of regional elite

Students to Skype university academic on the topic of Confucianism in Ancient China. Students pre-prepare questions which are sent to the academic

Students create a PowerPoint overview of Confucianism including its history up until the Han period, core beliefs, principles of government etc.
Students are then to share their findings with a partner who will replicate adding to notes

Students are to trace the course of Confucianism from Warring states, through the Qin Dynasty into the early Han on a timeline

Students are to research the implementation of Confucianism as a Han government policy of organisation
Students are to be provided with a source sheet which explores the views of prominent Han Confucian officials
Students will present their findings in the form of a report

Students are to work collaboratively to construct a personality profile on the Dowager Empresses’ Lu Zhi and Du.
Students are to first build a description of what an Empress Dowager is (alongside a broader overview of women in Ancient China) and explain why they held considerable power in the Han court
Next, students are to examine the relationship between Lu Zhi and Emperor Gaozu (and additionally Liu Ying) focusing particularly on the role she played within these regimes
Finally, students are to also build a profile of the relationship between Empress Du and Emperor’s Wen and Jing. Students are also to explore her role within the regimes of her husband and son
Students are to present findings in the form of posters

Students are to create a portfolio for the Emperor Wudi. Their portfolio needs to include:
An overview of his life and reign
Reforms of Wudi – political and cultural
Assessment of reign

Students are to use the map developed in a previous lesson and note down key conflicts that occur through this period with particular attention paid to relations with the Xiongu. Students to note the different approaches by various Emperors to relations with neighbouring tribes

/ Students can use:

The First Emperor – China’s Terracotta Army – Edited by Jane Portal
Cambridge Illustrated Guide to China – Patricia Ebrey

Students will be given an article taken from The Early Chinese Empires – Mark Edward Lewis

Students will be given sources taken from Records of the Grand Historian – Sima Qin

Students can use

The Terracotta Warriors – Jane Portal
Records of the Grand Historian – Sima Qin
The First Emperor – China’s Terracotta Army – Edited by Jane Portal

Students will be provided with an article from The Early Chinese Empires – Mark Edward Lewis

Students will be provided with an article from Records of the Grand Historian – Sima Qinand Cambridge Illustrated Guide to China – Patricia Ebrey

Students will be provided with sources taken from Records of the Grand Historian – Sima Qin

Students can use:

Records of the Grand Historian – Sima Qin
Cambridge Illustrated Guide to China – Patricia Ebrey
The Early Chinese Empires – Mark Edward Lewis
The Open Empire – Valerie Hansen

Except as set out below or permitted under the Copyright Act, no part may be reproduced, stored or communicated without the approval of AISNSW.

Not for profit organisations may reproduce, store in a retrieval system and communicate the whole or any part of the materials without payment of a fee or other remuneration provided:

a)The institution does not sell, hire or otherwise derive revenue from such reproduction, storage or communication

b)The copyright of AISNSW is noted on any part which is copied or noted

If any other licence is sought, inquiries should be directed to the Executive Director of AISNSW.

Teaching and Learning Program Evaluation

Program or Unit Title: ______Class:______Teacher:______

Element

Evaluation

Program

Was the program well-structure and coherent?
To what extent did the program engage all students in the class?
Did the program assist all students to achieve the learning outcomes?
What improvements could be made?

Resources

Were the resources used appropriately in terms of age level, variety and the ability to engage the students?
What improvements could be made?

Assessment

Did the program incorporate a range of quality, valid assessment tasks?
Reflect and comment on the level of student achievement in this program.
What improvements could be made to assist students to achieve the outcomes?

Date Commenced: ______Date Completed: ______Signature:______

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright. | 1