Mapping Out Chinas History-Portfolio

Mapping Out China's History-Portfolio
https://c1.livetext.com/doc/8077692?print=1

by Hannah McComie
General Information
Basic Information
Teacher: Hannah Smith Subject: Social Studies
Materials Maps
Background Knowledge The students understand how to read a map
Map 1
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Rivers
Map 2
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Map 3
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Map 4
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What Do You See?

Rivers Amur river Yellow river Vangtze river West river Mountains Altai mountains Taihang mountains Nanling Mountains Qinling Mountains Mount Everst Damir mountains Altai mountains Kunlun mountains Qinling mountains Deserts Gobi Desert Ordos desert Takla Makan desert
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Basin Tarim basin Ozungarian basin Plateau and Range Greater Khingan range Tibetan plateau Borders
-The beginning population formed in the area of the major rivers - There are 10 mountains in China -The weather must change a lot -Battle surrounding the yellow river. -Mongolia gained back it's independence -There are four rivers -The mountains could have played a large role in war tactics. -Tibet was conquered by China.
Why is This Important?

While the landforms in ancient China remain much the same as they were thousands of years ago, the peoples relationships with the land are now quite different. The geography of ancient China can be conveniently divided up into three regions: 1) The Yangtze and Yellow Rivers; 2) The Gobi and Taklamakan Deserts; and 3) The Himalayas The Yangtze and Yellow Rivers In ancient China, the importance of the Yangtze and Yellow Rivers is hard to overstate. People mostly settled along these rivers, and different settlements were ruled by different kings. The Yangtze is 4,000 miles long and is banked by fertile flood plains which are added to each year when the Yangtze floods. The Yangtze Harbor is home to evidence that humans inhabited the area some 27,000 years ago. During the Han Dynasty (202 BCE-220 CE) the Yangtze became more important economically and politically due to the establishment of irrigation systems. Several times in the history of ancient China, the Yangtze was a political boundary between northern and southern China because it wasnt an easy river to cross. The riverbanks were the sites of several battles both in ancient history and up to the Battle of Red Cliffs in 208 AD, which set up the confrontation of the three kingdoms Wei, Shu, and Wu from 220-280 CE. To the north of the Yangtze, the Yellow River is 3,000 miles long and floods each year. Because of this, settlers in ancient China often saw their homes destroyed year after year during flood season, but eventually the people learned techniques to control flooding.
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The Gobi and Taklamakan Deserts Most of the Gobi Desert is covered with rocks rather than sand. The Gobi Desert is located in the northwestern part of China and is one of the driest deserts in the world. It is also a very cold place in winter, with nighttime lows reaching -40 degrees Fahrenheit. Though the two are connected, geographers and ecologists regard the western part of the Gobi as a separate desert, the Taklamakan Desert. The Taklamakan Desert sometimes goes by the name Sea of Death. It has poisonous snakes, sand storms, and temperature extremes. It is the second largest desert in the world and is a home to species of poisonous snakes. Because of the extreme conditions of these two deserts, they acted as another protective barrier in Chinas northwest. The Himalayan Mountains The people of ancient China were protected from invaders by the Himalayan Mountains, which contain several of the highest mountain peaks in the world. Because of its inland geography, the mountains not only experience extreme cold in the winter, but extreme heat in the summer, where temperatures can reach 100 degrees Fahrenheit (40 degrees Centigrade), making them climatologically as well as physically a barrier. Ancient Chinese history and culture were heavily influenced by its geography. With the barriers of the deserts to the northwest, and the Himilayas to the southwest, the culture remained fairly isolated for hundreds of years. The people of ancient China relied heavily on the Yangtze River, and to some extent on the Yellow River for their livelihood.
Country Facts & Information. (2004). Country facts: Ancienct china geography. Retrieved from http://www.kwintessential.co.uk/articles/china/ancient-china-geography/2412
Resources
China http://www.britannica.com/EBchecked/topic/111803/China/70986 /Settlement-patterns
Britannica: this site contains a vast amount of information in regards to the relationship with China's Geography and settlement.
Stage 1
Rationale
This unit will help the students obtain a deeper understanding of Chineese culture and Chineese history. This unit integrates geography, history, social culture, language arts, and technology.
Big Ideas
The students will explore how the geography of China can affect the culture of the citizens.
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The students will explore the history and culture of China
Standards
HI-HCPS-III.SS.3.7 STANDARD: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information Compare the physical and human characteristics of different communities and regions Describe the physical and human characteristics that make different regions unique Examine the economic and geographic factors that influence why people migrate and where they settle
HI-HCPS-III.SS.3.7.1 HI-HCPS-III.SS.3.7.2 HI-HCPS-III.SS.3.7.3 HI-HCPS-III.SS.3.7.5
CCSS
Reading InformationalCraft and Structure 3.RI.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.WritingText Types and Purposes 3.W.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and. more. but) to connect ideas within categories of information. d. Provide a concluding statement or section. Research to Build and Present Knowledge 3.W.7Conduct short research projects that build knowledge about a topic. 3.W.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Vocabulary Acquisition and Use 3.L.4Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known
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word (e.g., agreeable/disagreeable. comfortable/uncomfortable. care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 3.L.5Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed. suspected. heard. wondered). 3.L.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Essential Questions
What do you see? Why is this important? If the geography of China was different would the history of China be different? Why? or Why not? Did the geography of China influence the Chineese culture? Is there a reasonable explination for war? Could war have been prevented?
Knowledge
Vocabulary Words Plateu Mountain Desert River Rainforrest Coast Steppe Nomads Panda Plain Climate
Understandings
The students can explain....
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how the geography of China created the different climates throughout China. the characteristics of the three regions in China. how the history of China was developed through its geography. the history of China (some of the main events that occurred). The students can have self-knowledge of..... how the geography of our environment also play a role within out culture. The students can apply..... the skills that they learned (from analyzing the different maps of China and researching the regions of China) in order to analyze other countries; and to compare and contrast China with other countries.
Skills
The students will be abe to identify and analyze a topographical and political map. The students will be able to make predictions about a continents/city/countries culturelifestyle based on the geography of the area. The students will be honing their presentation skills. The students will be honing their research skills.
Stage 2
Investigate your region
China is divided into three different regions 1. Yangtze and Yellow river aka River Lowlands 2. The Gobi and Taklamakan Desert aka Arid China 3. The Himalayans aka Highland China The class will be divided into three group and each group will research one of the three regions. Each group will be answering the following questions. What is the history of your region? What happened over time? How was life affected in your region? When did people move to your region? Why? What is the climate like in your region? Why? What is the culture of the people in your region? Culture: lifestyle-> daily responsibilities, homes, clothes, food, traditions, beliefs. Did culture change over time? Why? Each group will create a model of their region. Each group will present their research and their model to the class. Standards HI-HCPS-III.SS.3.7
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STANDARD: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world HI-HCPS-III.SS.3.7.1 Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information HI-HCPS-III.SS.3.7.3 Describe the physical and human characteristics that make different regions unique HI-HCPS-III.SS.3.7.5 Examine the economic and geographic factors that influence why people migrate and where they settle Reading InformationalCraft and Structure 3.RI.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.WritingText Types and Purposes 3.W.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and. more. but) to connect ideas within categories of information. d. Provide a concluding statement or section. Research to Build and Present Knowledge 3.W.7Conduct short research projects that build knowledge about a topic. 3.W.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
New China-Presentations
Performance Task: If the geography of China was different, how would that affect the history of China? Each group will develop a presentation of how the history would be affected. Each group will create a visual representation of their New China so the audience can have a visual. Note: The visual representation can be a model or a map(s) Goal: The students will work in groups of 3-4. Each group will be made of up individuals from each of the three regions. Each group will apply what they learned about the geography and history of China and reconstruct a new China. The group will be presenting the New China-they will be explaining the geography and life in China. The students will also be identifying the different regions. Task: The students will have to recreate China and explain how the geography affects the culture in the new China?
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If the geography of China was different how would that affect the history and culture of China? Is the culture the same as the old China? Why or why not? What are the different regions? What is the climate of each region? How are peoples lives affected in each region? Audience
Product Create a visual representation of their New China with a different geography. Explain the history and culture of China. Standards: HI-HCPS-III.SS.3.7 STANDARD: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world HI-HCPS-III.SS.3.7.1 Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information HI-HCPS-III.SS.3.7.2 Compare the physical and human characteristics of different communities and regions HI-HCPS-III.SS.3.7.3 Describe the physical and human characteristics that make different regions unique HI-HCPS-III.SS.3.7.5 Examine the economic and geographic factors that influence why people migrate and where they settle Research to Build and Present Knowledge 3.W.7Conduct short research projects that build knowledge about a topic. 3.W.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Vocabulary Acquisition and Use 3.L.5Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take
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steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed. suspected. heard. wondered). 3.L.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Formative Assessment(s)
Essay Question How did the four regions help structure the history and culture of China? Standards: HI-HCPS-III.SS.3.7 STANDARD: Geography: WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world HI-HCPS-III.SS.3.7.1 Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information HI-HCPS-III.SS.3.7.3 Describe the physical and human characteristics that make different regions unique HI-HCPS-III.SS.3.7.5 Examine the economic and geographic factors that influence why people migrate and where they settle Reading InformationalCraft and Structure 3.RI.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.WritingText Types and Purposes 3.W.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and. more. but) to connect ideas within categories of information. d. Provide a concluding statement or section. Research to Build and Present Knowledge 3.W.7Conduct short research projects that build knowledge about a topic. 3.W.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Word bank The students will provide pictorial examples of the words
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Standards: Vocabulary Acquisition and Use 3.L.4Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable. comfortable/uncomfortable. care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. 3.L.5Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed. suspected. heard. wondered). 3.L.6Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Stage 3
Calender
Day 1 The students will be introduced to the vocabulary words. (W) The students will be asked to create a word bank for the vocabulary words. The word bank will include the words,definitions, pictures, and an explanation for each picture. The students will be able to work in groups. (E1) As a group we will reconvene and create a master word bank (the list that will be hung in the classroom) together (R). Day 2 The students will be asked to observe four different maps of China. (H) The students will be asked "What do you see?" Some scaffolding might have to take place to help the students identify the different characteristics of China (H) The students will be asked to make predictions about how the geography could affect the lives of the people in China (H) The big ideas and the essential questions will then be revealed to the students. (W) The class will be divided into three groups and assigned a region to research. The
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students will then be provided with directions and instructions about their group project. Each student in the group will complete the write up about the region. Each group will create one model of the region. (W, E1, R) Day 3-5 The students will be working on their research assignment within their groups. (T, E2, R) Day 6-7 The groups will be working on their models of their regions. (T, E2, R) Day 8 Presentations: Each group will present their findings from their research and the model the created. (T, E2) Day 9 China as a whole: put the models of the three regions together and have a class discussion about China as a whole. (H, W, R) Introduce essay topic. The students will be able to start working on their essay in class. If they do not finish it will be assigned as homework. (T, R, E2) Day 10 The class will be divided into groups of 3-4. Each group will have at least one person from each region. The students will then be introduced to their next project-A New China. (W) Day 10-14 The groups will be working on their projects. (E1, R, T) Day 15 Presentations!!! (E2, T) Reflections Questions: Refer to the predictions we made about how the geography could affect the lives of the people in China at the beginning of the unit. Was your prediction correct or incorrect? How would you be able to make a better prediction if you were given the topographical map of another country? (R, T, E2)
Other
Resources
Britannica Online Encyclopedia http://www.britannica.com/EBchecked/topic /111803/China Sheppard Software http://www.sheppardsoftware.com/
Information about China. -the rivers and the great wall of China
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Mr. Donn http://china.mrdonn.org/index.html

This site contains a lot of different information in relation to China.
Geography http://www.ancientchina.co.uk/geography/home_set.html
Game: helps students learn about the Geography of China.
Physical Geography of China http://www.harpercollege.edu/mhealy/g101ilec /china/chd/chphys/chphyfr.htm

This site contains a description about each of the three regions of China.
Reflection
It was difficult for me to create this unit. For some reason I feel like something is missing from the unit. I can not put my fingers on it. I am still debating if this unit is appropriate for 3rd graders. I never though about how our geography helped shaped the culture that we have. I never explored that before, and I think it is something that my students should do. I hope this unit does justice to the concepts that I am trying to instill within my students.
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