Rise of Civilization in China

Introduction

Ancient China has an extremely long and interesting history. From the Shang Dynasty to the Zhou Dynasty, to Confucius and Taoism, there is a ton of content that one can learn about. The objectives for this section are as follows: 

  • Understand how geography influenced early Chinese civilization
  • Analyze how Chinese culture took shape under the Shang and Zhou dynasties
  • Describe the religions and belief systems that developed in early China
  • List achievements made in early China
Task

The task for this Webquest is for you and one partner to answer the questions in the tab labeled "Process". This section you will learn about the geography of ancient China and how it influenced China's society. Furthermore, you will be investigating the first two Chinese dynasty (Shang and Zhou). Finally, you will be learning about the two belief systems in China (Confucianism and Daoism). 

Process
  • Create a Google Doc that will eventually be uploaded into Google Classroom under the classwork tab. 
    • Be sure to put your name on the document. 
    • Answer the following questions in the Google Doc with the Link provided, you do not need to copy the questions. Type in the heading that is bold, and number each question correctly. 
  • Geography Influences Civilization

1. What natural borders surrounded China that led to many Chinese people to believe that China was the center of the Earth and the sole source of civilization?

https://www.mrdowling.com/613chinesehistory.html

  • Click on Dynasty

2. Define Dynasty? 

3. What was the belief of the “Mandate of Heaven?”  

4. What is believed to be the 1 st dynasty of Ancient China? 

5. The Zhou Dynasty developed a “feudal system” form of government. Define what is meant by “feudal system.”

  • Click on Confucious

6. Confucius lived during the time of the “Warring States.” He taught that the only way to have peace and justice was by what?

7. Confucius taught that society functioned best when people did what?

  • Click on Legalists

8. How did the “Legalists” differ from Confucius regarding the view of mankind?  

9. How did the “Legalists” teach that society functioned best?

https://paigeancientchina.weebly.com/social-structure.html

  • Social classes in Shang Dynasty

10. What are the six classes of the social structure? 

http://www.confucius-1.com/

  • More about Confucius 

11. Since Confucius did not write down his ideas, where did his students collect his teachings?

12. What is filial piety?

13. What is Confucius's golden rule? What does it mean?

https://www.slideshare.net/mrsfitzss/mandate-of-heaven-and-dynastic-cycle

  • Dynastic Cycle

14. Click the arrow button on the slide show until an image of the dynastic cycle appears. Recreate that image in the google doc you have been using. (use shapes and text boxes)

https://www.diffen.com/difference/Confucianism_vs_Taoism

  • Taoism

15. What is the ultimate goal of life in both Confucianism and Daoism (Taoism)?

16. Who created Taoism?

17. Would a society immersed in Taoism have a strong government?

 

Evaluation

You will post your Google Document onto Google Classroom for a homework assignment. If you do not post the assignment through google classroom, you will not receive credit. 

You may complete the map outside of class if you need additional time, it will be collected as a homework assignment tomorrow. 

Conclusion

Remember, this assignment was created to receive the notes in a different form. I highly recommend printing out the questions and answers to study from. If you do not want to print it, simply look at the questions and answers on Google Docs at home. 

Teacher Page

The ultimate goal for this webquest is for students to gain a more in depth understanding about a portion of China's long history. This is a webquest that will be completed in one class period with a partner for a homework assignment. The most important takeaways from this lesson is regarding the Chinese culture taking shape in the Zhou and Shang dynasties, and the belief system set up in early China. 

Standards:

  • Standard - 8.4.12.A Evaluate the role groups and individuals played in the social, political, cultural, and economic development throughout world history.
  • Standard - 8.1.12.B Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.

3. People, Places and Environments

5. Individuals, Groups, and Institution

Objectives: 

  • Understand how geography influenced early Chinese civilization
  • Analyze how Chinese culture took shape under the Shang and Zhou dynasties
  • Describe the religions and belief systems that developed in early China
  • List achievements made in early China

Essential question?

  • How did the early belief systems in China make an impact on their society as a whole?

Habits of the mind this lesson supports:

  • Managing impulsivity: Students are completely in charge of their learning process with this assignment since they are essentially teaching themselves through independent research. 
  • Thinking and communicating with clarity and precision: Students are required to work with another student to complete this project and must learn how to do so efficiently. 

Differentiated Instruction:

  • Students are able to choose who they work with
  • Students are able to work at their own pace to complete the assignenment

Webquest Justification:

Webquest's are extremely valuable in a variety of ways, two of the most important are student motivation and critical thinking development. When referring to the article below, student motivation increases since they are not just sitting behind a desk and copying notes. Students are able to be active participants in their learning experience by using different sources to complete the task at hand. They are able to delve deep into professional and scholarly articles, or videos to supplement the material and content at hand. Furthermore, all of the research that it required to successfully complete the webquest, critical thinking skills will be enhanced much more than a regular class would.

Averkieva, L., Chayka, Y., & Glushkov, S. (2015). Web Quest as a Tool for Increasing Students’ Motivation and Critical Thinking