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Unit - History - Grade 7 - Ancient China

Curriculum - Content Descriptors


Historical Skills
Chronology, terms and concepts.
Sequence historical events,

Perspectives and interpretations.

developments and periods


(ACHHS205)
Use historical terms and concepts
(ACHHS206)
Identify and describe points of view,
attitudes and values in primary and
secondary sources (ACHHS212)

Historical Knowledge and Understanding


Overview of the Ancient World
The evidence for the emergence and

The Asian World

establishment of ancient societies


(including art, iconography, writing
tools and pottery) (ACOKFH002)
Key features of ancient societies
(farming, trade, social classes,
religion, rule of law) (ACOKFH003)
The physical features of China (such
as the Yellow River) and how they
influenced the civilisation that
developed there (ACDSEH005)
Roles of key groups in Chinese
society in this period (such as kings,
emperors, scholars, craftsmen,
women), including the influence of
law and religion. (ACDSEH041)
The significant beliefs, values and
practices of Chinese society, with a
particular emphasis on ONE of the
following areas: everyday life,
warfare, or death and funerary
customs (ACDSEH042)
Contacts and conflicts within and/or
with other societies, resulting in
developments such as the expansion
of trade, the rise of Imperial China
(including its material remains), and
the spread of philosophies and beliefs
(ACDSEH043)
The role of a significant individual in
ancient Chinese history such as
Confucius or Qin Shi Huang
(ACDSEH132)

Key Sequence
Lesson 1-2 - Physical Features of
China.

Lesson 3-4 - Emergence of Chinese


Society.

Lesson 5-6 - Structure of Chinese


Society - Roles of Social Groups.

Lesson 7 - Women in Ancient China

Lesson 8 - Beliefs and Values Religious Beliefs.

Curriculum
The physical features of China (such
as the Yellow River) and how they
influenced the civilisation that
developed there (ACDSEH005)

The physical features of China (such


as the Yellow River) and how they
influenced the civilisation that
developed there (ACDSEH005)

Roles of key groups in Chinese


society in this period (such as kings,
emperors, scholars, craftsmen,
women), including the influence of
law and religion. (ACDSEH041)

Roles of key groups in Chinese


society in this period (such as kings,
emperors, scholars, craftsmen,
women), including the influence of
law and religion. (ACDSEH041)

Contacts and conflicts within and/or


with other societies, resulting in

Resources
Distance Ed (Timeline +
Videos)
Youtube
Quiz
Images of China
Maps of China (Globe).
Distance Ed (Game Board,
Maps of Chinese Dynastic
Control).
Video of Heroes of Ancient
China (Distance Ed or
Youtube).
Hierarchy triangle/diagram.
Distance Ed (Hierarchy).
Cenji Trading Cards (wealth,
money, knowledge etc).
Social classes worksheet.

True/False Claims Sheet.


Do QR codes examining
various Distance Ed source
and do a treasure hunt.
Paragraph writing - Women admired or pitied?
Ying/Yang image
deconstruction sheet.

Assessment
Diagnostic quiz at the start
of the lesson to test
knowledge of the unit.
Formative Assessment Labelled map of Ancient
China.
Formative Assessment Observation of student
learning and perhaps a class
map of Ancient China with
dynasties listed.
Formative assessment Social classes worksheets
glued into books and
observation of Cenji trading
card use.
Formative Assessment Recount as a key group in
Chinese society. E.g. do a
recount on a craftsmen or
emperor recounting their
daily activities.
Formative assessment worksheets and paragraph
writing - women to be
admired or pitied?

Formative Assessment Class debate on law and

Lesson 9 - Burial Practices

Lesson 10 - Contacts and Conflicts Expanding Horizons

Lesson 11 - Beliefs and Values Confucius

developments such as the expansion


of trade, the rise of Imperial China
(including its material remains), and
the spread of philosophies and
beliefs (ACDSEH043)
Roles of key groups in Chinese
society in this period (such as kings,
emperors, scholars, craftsmen,
women), including the influence of
law and religion. (ACDSEH041)

Painting of Confucius and


Buddha.

The significant beliefs, values and


practices of Chinese society, with a
particular emphasis on ONE of the
following areas: everyday life,
warfare, or death and funerary
customs (ACDSEH042)

Youtube Video - Terracotta


Army.
Images of Terracotta army.
Graphic organiser - Changes
and continuities of burial
practices.

Formative Assessment Anecdotal notes observations of student


achievement.

Contacts and conflicts within and/or


with other societies, resulting in
developments such as the expansion
of trade, the rise of Imperial China
(including its material remains), and
the spread of philosophies and
beliefs (ACDSEH043)

Maps of different empires


and how far they expanded.
Map of the silky road trade
routes.
Video of material remains of
Ancient Chinese conflicts.

Formative assessment checklist for development.

The role of a significant individual in


ancient Chinese history such as
Confucius or Qin Shi Huang
(ACDSEH132)

Core relationships of
Confucius
Distance ed.

Formative Assessment Paragraph - Why is


Confucius still known today?

religion comparing now and


then.

Lesson 12 - Significant Individual Qin Shi Huang.

Lesson 13 - Significant Individual Qin Shi Huang.

Lesson 14 - Revision

The role of a significant individual in


ancient Chinese history such as
Confucius or Qin Shi Huang
(ACDSEH132)
The role of a significant individual in
ancient Chinese history such as
Confucius or Qin Shi Huang
(ACDSEH132)
The role of a significant individual in
ancient Chinese history such as
Confucius or Qin Shi Huang
(ACDSEH132)

Qin Shi Huang FAKEBOOK


page.
Response to his status
questions in books.
Qin Shi Huang research
sources.
Verdict sheet - GUILTY OR
NOT GUILTY?
Game Board template.
Venn Diagram Confucius/Qin Shi Huang.

Formative Assessment Book work.

Formative Assessment Observe what students


decide on Qin Shi Huang. Is
he guilty or not?
Formative Assessment Students create a game
board with facts of their
chosen individual (similar to
dossier).
Formative Assessment - Joint
construction of Venn
diagram comparing the two
significant individuals.
Formative Assessment revision knowledge to
determine whether they are
ready for the test yet or it
needs to be pushed back.
Summative Assessment Ancient China Test.

Lesson 15 - Revision

All curriculum areas.

Distance Ed revision sheets.

Lesson 16 - Summative Task

All Curriculum.

Summative Test (C2C).