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.Juana Evink
6th Grade Social Studies
John Muir Middle School
Two Koreas-Curriculum Project
Summer 2020
Compare & Contrast Ancient China & Korea
Rationale:
This 3 day lesson will introduce students to Korea and its close ties to China. The purpose of this lesson is to help students understand that Asian civilizations are connected, had been and will continue to be. In the 6th grade, the only Asian civilization that is mentioned in the content standards is Ancient China. I want my students to be aware of other civilizations like Korea and how they share both similarities and differences.
Standards:
6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
6.6 2. Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
Day 1
Objective:
Students will be able to determine the location and proximity of Korea and China.
Warm up:
Schoology discussion, post your answer to the question: What do you know about the location of China? Korea?
Input:
Students will use the map on pg 286-87 of their Impact: World History & Geography textbook to answer questions on China’s geography and become familiar with the location of the Korean Peninsula.
Guided Practice
Directions: work with a partner to research the answers to the questions below and respond in complete sentences.
Go to google.com and search Korea map and complete the following chart.
Directions: Based on the information above complete the following chart on the similarities and differences between China and Korea’s geography.
Exit Ticket:
On the Schoology discussion forum, reflect on the geography of both China and Korea and how it has influenced their civilizations.
Day 2
The Zhou Dynasty and North Korea
Objective: Students will demonstrate understanding of the vocabulary related to China and Korea by completing a KIM”S activity.
Warm-up:
Read the guided question on pg 294, and answer it on the Schoology discussion. How did the Zhou claim the right to rule China?
Input:
Students will read the section, “The Zhou: China’s Longest Dynasty pgs 204-95 of the 6th Grade Impact: World History and Geography.
Guided Practice:
Kim’s Vocabulary Activity
For #1-5 Use the textbook's pgs 294-295 and the glossary to find the definition.
For # 6-10 use the reading below and the internet to find the definitions.
Students will read and analyze the image of Kim II Sung from the article, “North Korea’s Partisan Family State,” by Kwon and Chung.
Exit Ticket:
In your opinion, based on what you read about the Zhou ruler and Kim II Sung, who was a better leader? Why? Write your response on the Schoology discussion board.
Day 3
Zhou and Kim II Sung
Objective: Students will demonstrate understanding of the similarities and differences between China and Korea by writing a paragraph.
Warm-up:
In your opinion, what qualities make a good leader? Write your answer in the Schoology discussion board.
Input:
“The Zhou: China’s Longest Dynasty pgs 204-95 of the 6th Grade Impact: World History and Geography and an excerpt from Kim II Sung from the article, “North Korea’s Partisan Family State,” by Kwon and Chung.
Guided Practice:
Directions: Use what you learned about China’s and Korea’s geography, and about the Zhou Dynasty, and about Kim II Sung, to write a 5-6 sentence paragraph. Make sure to address the following question, What are some differences and similarities between China and Korea? Make sure to cite your sources, use the RACES writing strategy, and include a title.
Write your paragraph below.
Exit Ticket:
What is 1 thing that you learned about China and Korea, and 1 thing that surprised you. Write your response in the Schoology discussion board.
