Chinese Dynasties Review Lesson

[Rob_Hugo@PortNW]

If you want all of the other resources that go along with this lesson plan, just email me at [email protected]. I'll send the PowerPoints and the handouts as an attachment.[Edit by="mhouchin on Aug 26, 7:21:17 AM"][/Edit]

[Anonymous]

Jon Morgan-Wilson
Perris High School

4 day lesson Plan. AP World History Review on Chinese Dynasties

Overview: Students have two weeks to prepare for the AP World History test on May 12, 2011. This four-day lesson plan will enable students to practice memory strategies and review content on East Asia.

Goals:
1. Students are able to locate and identify the rise and fall of East Asian societies in the periodizations established by the College Board.
2.Students demonstrate an understanding of the PERSIA GEM analysis strategy in each of the five identified time periodizations for East Asia as established by the College Board.
3. Students demonstrate an understanding and use of the SOAPSTone strategy for document analysis on thirteen selected primary source documents from each of the five identified periodizations for East Asia as identified by the College Board.

5 AP World History Peridizations:
8000 B.C.E.–600 C.E.
600 C.E.–1450
1450-1750
1750–1914
1914–Present

Day 1 Map of Chinese Dynasties
Length:
One class period (50 minutes)

Objective: Students will properly identify and label the political boundaries in East asia for each of the Five time periodizations using information provided on a powerpoint presentation.

Materials:
1. 5 blank maps of East Asia
2. Colored pencils
3. Powerpoint presentation on Chinese Dynasties.

Instruction:
1. Students are given packet containing maps.
2. While watching powerpoint presentation, students transfer information onto their maps.

Assessment:
1. Student work is evaluated using rubric that includes neatness, accuracy and completeness of work.
50 pts. maximum.

Day 2 & 3 PERSIA GEM Analysis with poster creation
Length:
Two class period (50 minutes each)

Objective: Students demonstrate an understanding of the PERSIA GEM analysis strategy in each of the five identified time periodizations for East Asia as established by the College Board.

Materials:
1. Packet of 5 blank PERSIA GEM charts. 1 for each student
2. 9 poster sized pieces of paper.
3. Colored markers

Instruction:
1. Form 9 groups
2. Give each member a PERSIA GEM blank packet.
3. Groups are assigned a specific letter of PERSIA GEM.
4. Each group brainstorms for characteristics of their corresponding letter for each of the five time periodizations.
5. Students create a poster detailing findings.
6. Students present their findings to class.
7. Class fill in their own PERSIA GEM chart during student presentations.
8. Posters are hung in room for future reference.

Pacing:
30 minutes collaboration and poster creation.
5 minutes presentation
*allow for discussion time and teacher directed revisions if necessary.

Assessment:
1. Student poster work is evaluated using rubric that includes neatness, accuracy and completeness of work. 30 pts.
2. Completed PERSIA GEM packet evaluated for neatness, accuracy and completeness. 20 pts.
50 pts. maximum.

Options:

1. Students create PERSIA GEM on notebook paper.
2. Can be done in one day with posters copied before or after class into student packets.

Day 4 SOAP STone Document Analysis
Length:
One class period (50 minutes)

Objective:
Students demonstrate an understanding and use of the SOAPSTone strategy for document analysis on thirteen selected primary source documents from each of the five identified periodizations for East Asia as identified by the College Board.

Materials:
1. Packet including 1 Cover page explaining SOAPSTONE 13 blank SOAPSTone charts.
2. Packet containing primary source documents (1 per student – class set)
3. One sheet of notebook paper.

Instruction:
1. Students receive one SOAPSTone packet and one primary source packet.
2. Students are instructed to complete one SOAPSTone sheet for each primary source document excerpt.
3. Instruct students to include on each sheet the point of view of each document and time period created.
4. On the blank notebook sheet, instruct students to identify no less than one additional document that would be helpful in better understanding how East Asian history unfolded.

Assessment:
1. Student work is evaluated using rubric that includes neatness, accuracy and completeness of work.
50 pts. maximum.

Options:
1. Project primary documents on screen and students evaluate.
2. Use notebook paper and students create SOAPSTone chart.
3. Review of SOAPSTone powerpoint before activity.

[Anonymous]

explains SOAPSTone

[Anonymous]

all documents included- discusses Shang, Ming, Zhou and current china

[Author]

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