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THEMATIC UNIT Ancient China Illustrated by Bruce Hedges Edited by Marsha Kearns Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.com ISBN: 978-1-55734-578-3 ©1999 Teacher Created Resources, Inc. Reprinted, 2010 Made in U.S.A. Written by Michelle Breyer, M.A. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

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THEMATIC UNIT

Ancient China

Illustrated by Bruce Hedges

Edited by Marsha Kearns

Teacher Created Resources, Inc.6421 Industry WayWestminster, CA 92683www.teachercreated.com

ISBN: 978-1-55734-578-3 ©1999 Teacher Created Resources, Inc.Reprinted, 2010

Made in U.S.A.

Written by Michelle Breyer, M.A.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.

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#578 Thematic Unit—Ancient China � ©Teacher Created Resources, Inc.

Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Ancient Chinese by Hazel Mary Martell (New Discovery Books, 1993) . . . . . . . . . . . . . . . . . . . . 5

(Available from Simon & Schuster Children’s Press, USA; Distican, Canada; Simon & Schuster, UK; Prentice Hall, Australia)

Summary—Sample Lesson Plans—Vocabulary Lists—Overview of Activities—Vocabulary Activities—Dig Up Facts About Ancient China—Ancient Chinese Food Groups—Translating Confucius—Confucius Says—Ancient Chinese Burials—Compare Chinese Beliefs—The Spread of Buddhism—Silk—The Great Wall of China

Between the Dragon and the Eagle by Mical Schneider (First Avenue Editions, 1997) . . . . . . . . . . . 21

(Available from Riverwood Publications, Canada; Turnaround, UK; Stafford Books, Australia)

Summary—Sample Lesson Plans—Vocabulary Lists—Overview of Activities—Ancient World Time Line—Character Chart—Travel Log—Symbols of a Nation—Simile Poem—The Big Choice, an Autobiographical Incident—Pacorus and You—Facts and Foreshadowing—Old World Latin—Egyptian Mystery—Write a New Ending

Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Language Arts Life in Ancient China—Preparing for a Journey—Surviving the Elements—Chinese Farmer’s Diary—Write a Chinese Parable—Chinese Writing—To Change or Not to Change?

Social Studies Geography of Ancient China—Ancient China Time Line—Compare the Dynasties—The Ancient Chinese Feudal System—Design a Shang City—Qin Shi Huangdi—The Role of Women—Classroom Barter Market—Social Order, a Debate

Science Match the Invention—Load That Barge—Herbal Medicines and Ancient Cures

Math Chinese Tangrams—Magic Squares

Fine Arts Chinese Watercolor Silhouettes—Make a Three-Legged Pot—Make a Yin-Yang Kite—The Emperor’s New Robe—Create a Chinese Painting

Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

A Day in Ancient China—Make a Chinese Wheel of Fortune

Unit Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Organizational Folders—Silk Road Map

Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Bibliography of Related Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

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©Teacher Created Resources, Inc. 5 #578 Thematic Unit—Ancient China

The Ancient Chineseby Hazel Mary Martell

SummaryThis nonfiction book explores the story of China from its earliest humans through the reign of the Sung dynasty. The book’s sections discuss how we learn about China’s past, the early hunters and farmers of China, the reigns of the dynasties, government and social order, daily life, faiths and festivals, trade and transportation, and the arts and other astonishing achievements of ancient China.This outline suggests a plan for using the various activities presented in this unit. Each lesson can take from one to several days to complete. Adapt these ideas to fit your classroom situation. Include a vocabulary activity (page 8) in each lesson.

Sample Lesson PlansLesson 1

• Make a bulletin board map of ancient China and the silk road, pages 76–77.

• Make organizational folders, page 76. • Make a geography map of ancient China,

page 44.Lesson 2

• Read pages 4–11 of The Ancient Chinese. • Complete the Dig Up Facts About Ancient

China activity, page 9. • Make a Three-Legged Pot, page 66.

Lesson 3 • Read pages 50–57. • Compare the Dynasties, page 48. • Make a time line of ancient China,

pages 45–47. • Design The Emperor’s New Robe,

pages 68-69Lesson 4

• Read pages 12–15. • Examine the Ancient Chinese Feudal System,

page 49. • Research Qin Shi Huangdi, page 51. • Debate social order, page 56.

Lesson 5 • Read pages 16–27. • Describe Life in Ancient China, page 37. • Design a Shang City, page 50. • Write a Chinese Farmer’s Diary, page 40. • Investigate the Role of Women,

pages 52–53. • Sort Ancient Chinese Food Groups,

page 10.Lesson 6

• Read pages 28–33.

• Learn about Confucius, pages 11–13. • Compare Chinese Beliefs, page 15. • Map the Spread of Buddhism in China, pages

16–17. • Learn about Ancient Chinese Burials, page

14. • Make a Yin-Yang Kite, page 67.

Lesson 7 • Read pages 34–39. • Calculate how to Load That Barge,

pages 58–59. • Create a Classroom Barter Market,

pages 54–55. • Write about Surviving the Elements,

page 39. • Research the Great Wall of China,

page 20.Lesson 8

• Read pages 40–49. • Learn more about Chinese inventions, page

57. • Practice Chinese Writing, page 42. • Complete a magic square, page 64. • Work with Chinese Tangrams,

pages 62–63. • Create a Chinese Painting, page 70. • Write a Chinese parable, page 41. • Learn about Silk, pages 18–19. • Investigate Herbal Medicines and Ancient

Cures, pages 60–61.Lesson 9

• Read pages 58–59. • Discuss To Change or Not to Change?, page

43. • Complete one or both Culminating Activities,

pages 71–75.

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#578 Thematic Unit—Ancient China � ©Teacher Created Resources, Inc.

The Ancient Chinese

Vocabulary ListsThe following words are found in The Ancient Chinese on the pages indicated and correspond to the Sample Lesson Plans.

Lesson 2(pages 4–11)

ancestorsnomadsbronzedynastyemperorarchaeologistsexcavatingartifacts

Homo sapienstributariesinscriptionsoracle bonespictogramsjadebamboobanners

legendsscrollsloesscultivatemilletplowsharescultures

Lesson 4(pages 12–15)

peasantfeudal systemshinonggong

shangmerchantsmandateministers

Lesson 6(pages 28–33)

templesyin and yangdescendants

potionElixir of Lifechariots

Lesson 8(pages 40–49)

seismographlodestonemaritimeabacus

Neolithicporcelainkaolinoxidizes

brinecocoonsbrocade

Lesson 3(pages 50–57)

serfssacrificessteppes

barbariansconscripts

Lesson 5(pages 16–27)

lacquerfoot-bindingcensusconscriptedbarges

wardshempflailsgranaries

Lesson 7(pages 34–39)

suspension bridgesCowrie shellsspices

irrigationGreat Wall of China

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©Teacher Created Resources, Inc. 7 #578 Thematic Unit—Ancient China

The Ancient Chinese

Overview of ActivitiesSetting the Stage

1. Assemble the Ancient China Bulletin Board and Silk Road Map (pages 76–77) to use throughout the unit. Make organizational folders (page 76).

2. Introduce students to ancient China by reading aloud the vocabulary lists on page 6. On the chalkboard, list what students already know about China, including the meanings of any of the vocabulary words. Tell students they will learn more about the history of China from the time of its earliest inhabitants up through the reigns of the dynasties.

Enjoying the Book 1. Assign pages for reading each day. See the Sample Lesson Plans

on page 5 for suggestions. Review the vocabulary for each reading section, and complete a related vocabulary activity (page 8).

2. Have students research archaeological finds in China and record what they learned on the Dig Up Facts About Ancient China chart (page 9). Discuss the early Chinese hunters and farmers and how they compare to other early humans around the world who developed civilizations along major rivers.

3. Have students make three-legged clay pots (page 66) like those of the early Chinese civilizations.

Extending the Book 1. Have students research and debate China’s preference for

isolationism and whether or not it has been beneficial for its people and its culture.

2. Have students complete their organizational folders, including making a title page and table of contents. Bind the folders with brads. Mount The Emperor’s New Robe (pages 68–69) on construction paper for the cover.

3. Have students record the major achievements of ancient China by making a Chinese wheel of fortune, pages 74–75.

4. Plan and participate in A Day in Ancient China (pages 71–73) in which students eat, dress, and celebrate like the ancient Chinese.

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#578 Thematic Unit—Ancient China 8 ©Teacher Created Resources, Inc.

The Ancient Chinese

Vocabulary ActivitiesHave students complete one or more of these activities as you read the book.

1. Write each vocabulary word in your journal. Find each word in the book and see how it is used. Look up each word’s definition in a dictionary and write the definition that matches how the word is used in the story.

2. Work in groups to make vocabulary flashcards. Write the sentence from the book that contains the vocabulary word on one side of an index card and the meaning of the word on the other side. Quiz yourself and/or each other on the words.

3. Make an illustrated vocabulary dictionary. On large index cards put the word, its definition, and an illustration. As words are added, rearrange the cards into alphabetical order. At the end, punch holes in the cards and bind them together with yarn.

4. Make a synonym/antonym chart in your journal. Write the vocabulary word and the sentence from the book. Then write a synonym for the vocabulary word. Choose a synonym that can be used in the sentence without changing its meaning. Then write an antonym that changes the meaning of the sentence when substituted for the vocabulary word. Share your sentences with the class.

5. Use the vocabulary words to write a poem or a summary about the reading section. Highlight the vocabulary words and display your work in the classroom.

6. Work in partners to make a vocabulary crossword puzzle using graph paper.

7. Write new sentences using the vocabulary words. Then rewrite each sentence and substitute the word “China” for the vocabulary words. Trade papers with a partner to see whether you/they can match the sentences to the proper vocabulary words. Examples: The first family, or dynasty, to rule over a large area was the Xia family. The first family, or China, to rule over a large family was the Xia family.

8. Have a vocabulary bee. A moderator reads the sentence from the book and says the vocabulary word. Individuals or teams spell the word and give its proper definition.

9. Play vocabulary hide-and-seek. Work in groups to write the sentences from the book with the vocabulary words on one index card and their definitions on another index card. Have one group of students hide all the cards for the rest of the class to find. Students match the words with their definitions.

10. Play vocabulary pictionary or charades by drawing or acting out each vocabulary word.