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The Qin

China’s First Imperial Dynasty

 

A WebQuest Expedition To The Wonders Of Ancient China

Designed by Mrs. Rickett

rick3723@pacificu.edu

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction

This project was completed as part of the Technological Learning Environments class at Pacific University. The class sought to give students enrolled in the Master of Arts in Teaching program innovative practice in using digital technology in their classrooms.

 

The lesson seeks to give students a deeper undertanding of one of the most exciting episodes in Ancient Chinese history by exposing them to weblinks and videos that inform them about the art, culture, architecture, and political events of the Qin Dynasty.

 

Learners

This lesson is designed for 6th grade students. The lesson is based in social studies but employs elements of technology application, writing, collaborative learning, and public speaking. The lesson could easily be extended to middle school or adapted to grades 4-5. 

 

Students need to be proficient readers, be able to navigate the web, and work adequately in a group.

 

 

Curriculum Standards

This lesson will address the following ODE standards for social studies and CCSS Standards for reading and writing:

 

6.3. Describe the rise; the political, technological, and cultural achievements; and the decline of ancient civilizations in Europe, Asia, and Africa prior to the Roman Empire.

6.8. Analyze cause-and-effect relationships, including the importance of individuals, ideas, human interests and

beliefs.

6.21. Clarify key aspects of an event, issue, or problem through inquiry and research.

6-8.RH.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

6-8.RH.3 Identify key steps in a text's description of a process related to history/social studies

6-8.RH.7 Integrate visual information (e.g. in charts, graphs, videos, or maps) with toher information in print and digital texts.

6-8.WH.2 Write informative/explanatory texts, including the narration of historical events.

6-8.WH.9 Draw evidence from inofrmational texts to support analysis, reflection and research.

 

In addition, students will be asked to employ critical thinking skills, creative production through the use of technology, observation and categorization, as well as teamwork and compromise.

 

 

Process

Because of the production of the podcast, the lesson will likely take a minimum of two weeks. It is multidisciplinary however, and can be woven into ELA and writing time. Limiting groups to under four is reasonable for this lesson, and grouping students with a good mix of reading/writing/technology skills is helpful. Creating a finished storyboard for students to view, as well as an example of a podcast would be helpful. You can find a link to both things below. 

 

 

  • You will be assigned to work collaboratively in a group with three of your classmates.

 

  • Follow the links provided for each area of research, using the formative questions to guide you. Please feel free to expand your research if there is a specific area that interests your group.

 

  • Once you have completed your research, begin creating your story-board and script.

 

 

  • Check in with your teacher and share your storyboard with her.

 

  • Rehearse the auditory portion of your podcast. Ask yourselves: Do you have a catchy, interesting opening? Does your podcast answer all the research questions, and maybe give our class some new information to think about? Do you have a conclusion that ties all the pieces together?

 

  • Work together with your teacher to produce your podcast!

 

 

​Resources Needed

  • Access to computers with internet connection.

  • Access to printer for students to download images for their storyboard/podcast.

  • Digital camera to take pictures of artwork or photos of group members to include in storyboard/podcast.

  • iPod nano with a Belkin recorder (or some other device to record audio).

  • Movie Maker, iMovie or GarageBand to create podcast.

 

 

Evaluation

Students will be evaluated as a group based on the following objectives.

 

 

 

 

 

 

 

 

 

 

Conclusion

 

This lesson serves to create interest in Ancient Civilizations and the mysteries hidden in the history of our world. Through the use of pictures, weblinks and video, students are exposed to a record of ancient history still alive today. The production of a storyboard and podcast makes the process of research and sharing relevant and exciting to students. In addition, students must learn to work cooperatively, to speak fluently, and to share their research in a meaningful way.

 

Credits & References

 

Photos on slide show, left to right:

http://www.sjsu.edu/faculty/watkins/warringstates.htm

http://www.civfanatics.com/gallery/showimage.php?i=3532&c=36 

http://www.china-mike.com/china-tourist-attractions/great-wall-china/ 

http://homepages.stmartin.edu/Fac_Staff/rlangill/HIS%20217/HIS%20217%20Maps.htm

http://www.anythinganywhere.com/commerce/coins/coinpics/chin-banliang.htm

http://www.3dm3.com/forum/f195/chariot-qin-dynasty-fangao66-14731/

http://www.chinatourguide.com/xian/bronze_chariots_and_horses.html

 

Music:

Melancholy Over Lotus, Ancient Chinese Music by Shan Xiurong

 

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