Ancient China Intro

Curriculum Links

• NSW History Stage 4 (Year 7) syllabus.
• Focus on inquiry question: "What was Ancient China like and how did it influence the world?"
• Addresses outcomes:
• HT4-1 demonstrates skills of historical inquiry and communication
• HT4-2 describes and analyses the effects of change and the causes and effects of events and developments in the past and present
• HT4-3 identifies different perspectives about the past and present
• Develops abilities in locating, selecting, and using information from sources, identifying evidence and developing historical narratives.

Learning Objectives

By the end of this lesson, students will be able to:

• Explain what "Ancient China" refers to in terms of time period and significance.
• Identify key features of Ancient Chinese civilisation including geography, culture, and technological achievements.
• Develop simple questions for further inquiry about Ancient China.
• Use historical sources to locate and select relevant information.
• Engage respectfully with differing perspectives related to history.

Lesson Duration

50 minutes

Class Size

30 students

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Lesson Outline

1. Introduction and Engagement (10 minutes)

• Begin with a provocative question displayed on the board: "What would life be like if you lived in Ancient China over 2000 years ago?"
• Introduce Ancient China as one of the world’s oldest continuous civilisations, with a rich history of inventions and culture.
• Show a large, colourful map of Ancient China compared with modern China to locate areas like the Yellow River.
• Briefly explain key time periods: Shang, Zhou, Qin dynasties as framing points.

2. Exploration Activity: Ancient China Facts Carousel (15 minutes)

• Set up 5 stations around the room, each with a resource pack and focused topic:

1. Geography & Environment (map, images of rivers, landscape)
2. Government & Society (info on emperors, social structure)
3. Writing & Literature (examples of oracle bones, Chinese characters)
4. Science & Technology (paper, compass, silk production images)
5. Religion & Philosophy (Confucius, Taoism basics)

• Students work in groups of 6, spend 2-3 minutes at each station reading, discussing, and noting key points on a worksheet.
• Teacher facilitates and assists groups with questions.

3. Class Discussion: Comparing Ancient China (10 minutes)

• Gather students to discuss:
• "What did you find most surprising about Ancient China?"
• "How did the environment influence daily life?"
• "What inventions or ideas do we still use today?"
• Teacher guides students to see connections and perspectives.

4. Creating Historical Inquiry Questions (10 minutes)

• Explain how historians ask questions to investigate history.
• In pairs, students create two inquiry questions about Ancient China based on what they learned.
• Examples: "How did the invention of paper change communication?" or "What role did the Emperor play in Ancient Chinese society?"
• Some pairs share their questions with the whole class.

5. Reflection and Exit Task (5 minutes)

• Ask students to write one thing they found interesting and one question they still have on a sticky note.
• Collect sticky notes for review to inform following lessons.

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Assessment Opportunities

• Observation of group discussions and contributions during carousel and class talk.
• Worksheet completed at each carousel station, checking for understanding.
• Pairs' inquiry questions reflect ability to develop historical inquiry.
• Exit sticky notes show engagement and curiosity.

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Resources Required

• Large map of Ancient China and modern China.
• Five themed resource packs with images, factsheets, and questions.
• Student worksheet for note-taking during carousel.
• Whiteboard/markers for discussion notes.
• Sticky notes for exit task.

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Differentiation and Extension

• Provide simplified texts or visual aids for students requiring support.
• Encourage advanced learners to add extra questions or brief explanations.
• Use questioning during discussions to deepen thinking for diverse learners.

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Teacher Notes

• Ensure clear instructions for carousel format to maintain timing.
• Use open-ended questions in discussion to encourage critical thinking.
• Connect the significance of Ancient China to broader world history themes.
• Emphasise respectful acceptance of diverse viewpoints when discussing historical perceptions.

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This plan forms Lesson 1 of an introductory five-lesson sequence on Ancient China, designed to align with NSW History Stage 4 outcomes and emphasise inquiry, perspective, and evidence skills suitable for Year 7 students. Subsequent lessons would build on this foundation with deeper exploration of culture, government, achievements, and daily life.

This approach balances structured collaboration, visual learning, questioning skills, and reflection, providing a stimulating and age-appropriate start to studying Ancient China within the NSW Curriculum framework.