Title of Lesson: Impact of Confucianism on Chinese Culture

Name: Shawn Pritchett, North Murray High School, Chatsworth, GA

Course and Grade Level:

World History (grades 9-12)

Standard

Georgia World History

SSWH2: The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.

d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to Southeast Asia, Japan, and Korea.

Objective Goal

Student will explore and research the historical and political impact Confucianism had on Chinese Culture..

Essential Question: How did Confucianism impact the culture of China and its culture?

Time for lesson: Two class sessions (55 minutes).

Handouts

Handout #1: Activating strategy for class: Students will do a warmup activity on Relationships and give 4 points on how relationships are impacted by family and friends, along with a written paragraph response on relationships. (see attachment)

Handout #2: Key quotes from Confucius.

Handout #3: Students will be given a handout to fill out as they read the notes on Confucius. They will read information from the two sources below and fill out the reading analysis worksheet and reading information chart. This can be done with partners of 2. An evaluation sheet is also part of Handout 3 (attached).

1. http://afe.easia.columbia.edu/special/china_1000bce_confucius_say.htm (Primary)2. http://www.crf-usa.org/bill-of-rights-in-action/bria-24-2-c-the-development-of-confucianism-in-ancient-

china (Secondary)

Lesson activity

Introduction:

Students will complete activating strategy on relationships and give 4 points (handout #1). After 5-8 minutes, discussion will be given over the activating strategy; to see what students input is on the lesson. After that the students will be introduced to key quotes on Confucius (handout #2). Students will choose 5 quotes and decipher

what they mean. Discuss with the students on which quotes they chose and the one they chose specifically for the exercise and how it impacts relationships.

Students will then be given the internet handout on Confucianism (two links). There they will fill out the information key points about Confucianism. Students will then read about Confucianism and then give the key points about it by filling out information on the primary and secondary source reading, along with highlights on their notes (Handout 3). Students will then work in partners to develop notes from the sources and discuss the primary and secondary sources information they have gathered from the two readings.

Evaluation:

Students will work through reading assignment and then will ask the key questions from the first reading article. The completion activity will be students responding on 5 key questions on Confucius and internet reading assignment (This will need to be completed individually).

Handout #1

Name: ____________________ Date:______________ Class period:______

Activating Strategy: Students will how relationships impact their family and community. You will name off four areas that you believe impact relationships.

Paragraph response: Describe how you view your family, the impact your father has, mother and older people who are a part of your life. How do you view those relationships? (Paragraph response).

Relationships

Handout #2

Top 20 Quotes from Confucius

1. Everything has its beauty but not everyone sees it.

2. Ignorance is the night of the mind, but a night without moon and star.

3. It does not matter how slowly you go so long as you do not stop.

4. Our greatest glory is not in never falling, but in getting up every time we do.

5. What the superior man seeks is in himself; what the small man seeks is in others.

6. They must often change who would be constant in happiness or wisdom.

7. I am not one who was born in the possession of knowledge; I am one who is fond of antiquity, and earnest in seeking it there.

8. If a man takes no thought about what is distant, he will find sorrow near at hand.

9. Learning without thought is labor lost; thought without learning is perilous.

10. Recompense injury with justice, and recompense kindness with kindness.

11. The cautious seldom err.

12. The superior man cannot be known in little matters, but he may be entrusted with great concerns. The small man may not be entrusted with great concerns, but he may be known in little matters.

13. The superior man is modest in his speech, but exceeds in his actions.

14. Things that are done, it is needless to speak about…things that are past, it is needless to blame.

15. Virtue is not left to stand alone. He who practices it will have neighbors.

16. What you do not want done to yourself, do not do to others.

17. When you know a thing, to hold that you know it; and when you do not know a thing, to allow that you do not know it – this is knowledge.

18. With coarse rice to eat, with water to drink, and my bended arm for a pillow – I have still joy in the midst of these things. Riches and honors acquired by unrighteousness are to me as a floating cloud.

19. Without an acquaintance with the rules of propriety, it is impossible for the character to be established.

20. To go beyond is as wrong as to fall short.

Handout #2

Quotes from Confucius Name:

Of the 20 quotes you have been given, list the numbers for the 6 you think are most important and give me a short explanation of why you chose them.

1. #___ - Why it seemed important: ____________________________________________________________________________________________________________________________________________________________

2. #___ - Why it seemed important: ____________________________________________________________________________________________________________________________________________________________

3. #___ - Why it seemed important: ____________________________________________________________________________________________________________________________________________________________

4. #___ - Why it seemed important: ____________________________________________________________________________________________________________________________________________________________

5. #___ - Why it seemed important: ____________________________________________________________________________________________________________________________________________________________

6. #___ - Why it seemed important: ____________________________________________________________________________________________________________________________________________________________

Answer this question: Choose one quote that you believe impacts relationships and why you chose that quote. Please explain…..

Primary Document Analysis Worksheet

Name: _________________________ Date: _________________ Page: 1

Primary Document Analysis Worksheet Name:__________________________ Date:_________________ Page: 2

Secondary Source Analysis WorksheetName: _______________________ Date:___________ Page: 1

Secondary Source Analysis WorksheetName: _______________________ Date:___________ Page: 2

Handout #3:

Name:_________________________________________ Date:_______________________

Completion activity:

1. What was life like in China during the declining years of the Zhou Dynasty?

2. What were the main ideas that Confucius and Mencius believed in? Which do you think were most important? Why?

3. Confucius said: "Let the ruler be a ruler, the minister a minister, the father a father, and the son a son." What did he mean by this?

4. The Greek philosopher Aristotle (384–322 B.C.) said: "Man is a political animal." What does this mean? Would Confucius or Mencius agree or disagree with Aristotle? Why? Do you agree with him? Why?

Resource List:

Costly, Andrew. "BRIA 24 2 c The Development of Confucianism in Ancient China." Constitutional Rights Foundation. Accessed March 29, 2017. http://www.crf-usa.org/bill-of-rights-in-action/bria-24-2-c-the-development-of-confucianism-in-ancient-china.

"Georgia World History Standards." Georgia World History Standards. August 01, 2012. Accessed March 26, 2017. https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/World-History.pdf.

"What Did Confucius Say? | Asia for Educators | Columbia University." What Did Confucius Say? | Asia for Educators | Columbia University. Accessed March 29, 2017. http://afe.easia.columbia.edu/special/china_1000bce_confucius_say.htm.