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13 lessons found; showing 10 per page, sorted by Title...
Showing Grade 7, Unit 3, China
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In Celebration of the Silk Road

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http://score.rims.k12.ca.us/activity/silkroad/

Description: In this activity you will travel the Silk Road, the world's first "Internet," in search of artifacts -- but first you and your team mates must qualify for a dig permit. Standards 6.6.7, 7.2.5 and 7.3.4

Author: Gail Desler, Pleasant Valley Middle School

Lesson ID: 558

Mongolian Museum

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http://rims.k12.ca.us/activity/mongolia/index.html

Description: This activity is designed to help students gain an understanding of the history of Mongolian culture through making inferences about Mongolian artwork. Standard 7.3.4

Author: Linda M. Ricchiuti, San Bernardino County Superintendent of Schools Office

Lesson ID: 725

China: Then and Now

http://www.socialstudies.com/c/@9Kxv5rSF8ax4c/Pages/article.html?article@ChinaTimeTravel

Description: As a time traveler, your course is set for China. After exploring the culture and history of China from the dynasties to contemporary China, you have to decide if you would rather live during the dynasties of China or in modern day China. Standard 7.3.2, 7.3.5, and 7.3.6

Author: Priscilla Geoghegan, Social Studies School Service

Lesson ID: 207

Confucius Says

http://www.womeninworldhistory.com/lesson3.html

Description: Students read sayings by Confucius and examine the consequences of Confucian ideas about women on the cultures of China, Japan, Korea, and Vietnam. Standard 6.6.3, 6.6.4, and 7.3.3

Author: Lyn Reese, Women in World History Project

Lesson ID: 251

How Shall We Rule China?

http://askasia.org/teachers/lessons/plan.php?no=61&era=&grade=&geo=

Description: This lesson for teachers shows them how to set up a role play activity. In the role play students give advice to Kublai Khan in the year 1270 about how he should rule the newly conquered land of China. The Khan must decide what the relationship between the Mongols and the Chinese should be. Advisors consider such questions as: Should we intermarry with the Chinese? Should we allow the Chinese to serve in government? What should we do about the land...give it to the Mongol warriers as a reward for fighting or leave it with the Chinese peasants? Standard 7.3.4

Author: Jean Johnson, New York University

Lesson ID: 537

Magic Brocade: A Tale of China

http://www.aaronshep.com/rt/RTE26.html

Description: Learn about China's beautiful silk brocade fabrics and ancient weaving traditions through this Readers' Theatre version of the children's story The Magic Brocade: A Tale of China. Standards 6.6.7 and 7.3.1

Author: Aaron Shepard

Lesson ID: 684

One Nation Under: Three Major Philosophies in China

http://score.rims.k12.ca.us/score_lessons/china_lesson/pages/intro.html

Description: For hundreds of years the Chinese have lived with three predominant philosophies concurrently. For over 2000 years of China's history, Buddhism, Confucianism, and Daoism (Taoism) have coexisted in the people's lives. Of these three, only Buddhism is an actual religion. The other two are philosophies. There was a fourth philosophy of Legalism, which gave absolute power to the legal ruler. Daoism, Confucianism, and Legalism emerged approximately 500 B.C.E. Buddhism came to China from India via the Silk Road approximately 65 C.E. The year is approximately 225 C.E. The Han Dynasty has collapsed and China is experiencing severe disunity and chaos. The Imperial Court of the Red Dragon has summoned you and your team of experts. The emperor expects you to resolve China?s problem of disunity and unite the empire under one emperor and one belief system. Research the major ideas of each of the four ideas and make a case for or against it as the ideal unifying idea for China. Standards 6.6.2, 6.6.3, 6.6.4, 6.6.5, 6.6.8, 7.3.1, and 7.3.3

Author: Freda Kelly

Lesson ID: 1443

Searching For China: A WebQuest

http://www.kn.att.com/wired/China/ChinaQuest.html

Description: This web activity includes a tour of China and a chance to interact online. Students create a report to the American people. Hypertudio stacks are included to help students with the report. Standards 7.3.5, and 10.10.0

Author: Tom March, SDSU

Lesson ID: 932

Silk Route: 7000 Miles of History

http://www.mcps.k12.md.us/curriculum/socialstd/grade3/Silk_Route.html

Description: We are going back in time to the year 700, about 1,300 years ago to conduct trade along the sild road. You want to travel between the places marked on the map. There are no cars, trains, buses or airplanes. With your partner, plan a route that will let you travel from one of the locations to the other with your goods. Remember, there are physical obstacles in your way. Standards 6.6.7, 7.2.5 and 7.3.4

Author: Barbara Yingling

Lesson ID: 952

Spread of Buddhism

http://www.nationalgeographic.com/xpeditions/lessons/06/g912/buddhism.html

Description: Use Buddhist art to trace the spread of Buddhism in Asia. Study, compare, and contrast famous Buddhist art and Buddhist sites in Asia, noting differences you see in the images. These differences can help us realize how Buddhist art came to reflect local values as it spread. As part of the process, generalize on how ideas change and adapt as they travel from one place to another. Standards 6.6.8 and 7.3.1

Author: Xpeditions, National Geographic Society

Lesson ID: 1504

13 lessons found; showing 10 per page, sorted by Title...
Showing Grade 7, Unit 3, China
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