Students read the article.  Watch brief video on the Histpry Magazine website (https://www.nationalgeographic.com/archaeology-and-history/magazine/2016/03-04/the-great-wall-of-china/). In groups of two they discuss what they learned writing ideas down.  Students pick a topic: Northern Aggression, Trading with Enemies, or Watchers on the Wall.  They discuss the question: "Do you think the Great Wall was effective? Why or why not?"  Groups present to the class their arguments and ideas.  The audience asks questions.  As a follow up: students are assigned a role: a Chinese soldier on Northwest border or  a Mongol herder. They descirbe their daily lives, challenge and success of the day.  They state their opinion about the effectiveness of the Great Wall citing the article. They present this to the class.  

Students will view pictures of The Great Wall. In small groups they will make predictions about the purpose of the Wall and will share out with their group, providing insight about their responses. 

Next, students will build background knowledge about the wall by reading about it. (https://nsms6thgradesocialstudies.weebly.com/the-great-wall-of-china.html) and watch a video (https://www.smithsonianchannel.com/videos/how-and-why-the-great-wall-of-china-was-really-built/37710).

I would like to incorporate the influence of the mongols in the north had on the creation of the wall.  I also would like students to understand what kind of dynamic existed between both groups. Although both cultures often clashed, they still maintained a trading relationship. This is still at the brainstorming stage and not yet completed. This last piece is especially interesting to me and I would love to share it with my students. I would love to get some advice and or suggestions for this evolving lesson.

In the morning discussion, Clay posed the question what is the diffference between growth and development.  This question is central to how china has become the major economic force it has become, but also the importance of defining these terms for our students, and ultimately how we can generalize these terms to our own ecomomy and in particular our own lives.  Development is key.  Work smarter and not longer is the key.  Development is key and with development there will inevitably be growth.  I will take this concept not only to my students and possibly staff but also, teach this lesson to my son- think of ways we can use tools, time and focus stratiegies to produce more in less time, if possible

One of the topics that came up during this morning's discussions was about technology. More often than not, our students do not think about technology as simple inventions. Instead, when they think of technology it is usually a computer, cell phone, newest game console, robots, etc.  I know that when I mentioned that the invention of the wheel in sumer was new technology, my students had a really hard time wrapping their minds around that. They could not imagine a time where wheels did not exist and people did not know what it was or how to use it.  Seeing it as the newest groundbreaking technology is so daunting to them and their reactions are of disbelief and confusion.  The picture of the spinning wheel is another example of the technology of the time in China that changed people's lives forever and yet it is so simple. Maps are another example of technology that is often taken for granted, we don't often think back to the development of such an important artifact that has become such an important part of our lives. Each one of us has instant access to maps at our fingertips in our phones, we have maps attached to our classroom walls, yet students do not fully grasp what an innovative product this was. Introducing technology as a relative concept is important for my 6th graders and for them to understand that the world wasnt alway the way it is now, the way that they are experiencing it.  I think that this is a difficult concept for them to grasp.

Hi LInda, yes, that is a great idea.  A graphic organizer is a great tool for students to arrange and review their thoughts and ideas.  As we said today in class, comparing and applying the history learned to today's issues makes it more relevant and interesting.  Students will be able to retain and understand the proclamations if they are able to relate them to the present.  "So What?"  is a recurring question in the middle school classroom.  Yes, this age group loves a good debate and arguments. 

Did Marco Polo really go to China?  I’m curious to know what my students think about Marco Polo’s voyage to China. Who hasn’t heard of Marco Polo?  His fame continues to this day from movies to board games. Has anyone played The Voyages of Marco Polo?

The Voyages of Marco Polo is currently one of my favorite board games.  Like most games, the winner is someone who managed to gain the most victory points.  In Marco Polo, the player that manages to travel to all 4 destinations will gain an additional 10 points.  In just 5 rounds, players compete to travel each round.  Reaching a destination will give the first player an immediate reward and sometimes the location will give one a repeated reward at the beginning of the next round.  But travel can be expensive.  Traveling will cost money and some locations will require camels to travel.  It’s fun to imagine what Marco Polo’s adventures consist of when playing this game. 

I wonder if students will enjoy designing their own version of the Marco Polo board game? I can see this as a group project divided into different roles: game designer, game instruction writer, and researcher.

I found the comparison between the Yuan and the Qing dynasties very interesting. The differences between they way the treated the Chinese and involved them in the government etc. explains the reason the Qing was able to last so long and the Yuan didn't even last 100 years. I would like to create an activity for my students where they view those comparisons and then find examples where new governments/religions have been able to survive and thrive because they embraced/incorporated local ideas and traditions.