Friday July 2020
Learning intention:
Today we will...
- Learn how silk was made.
- Learn about the Silk Road and its impact
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 39-40 in my Ancient China workbook to the best of my ability.
- Raise my hand to contribute to class discussion
Learning intention:
Today we will...
- Learn how silk was made.
- Learn about the Silk Road and its impact
Success Criteria:
To be successful in this lesson, I will…
- Complete activities on pages 39-40 in my Ancient China workbook to the best of my ability.
- Raise my hand to contribute to class discussion
Can you answer?
What is silk?
Where does silk come from?
Silk Making
https://www.youtube.com/watch?v=zgWVJGRsC90
The Silk Road
The Silk Road, or roads, was a network of overland trade routes that first were used around 200 BCE. The Silk Road linked China to Eastern Europe. From the ancient Chinese capital of Chang'an, now Xi'an, the Silk Road went through China's narrow Hexi corridor, before spreading south to India, present-day Afghanistan and Pakistan, or further west to Samarkand, Bukhara, Persia and the eastern Mediterranean.
For about a thousand years, caravans of camels loaded with rubies, jade, amber, musk and of course silk made their way along it.
The Silk Road, or roads, was a network of overland trade routes that first were used around 200 BCE. The Silk Road linked China to Eastern Europe. From the ancient Chinese capital of Chang'an, now Xi'an, the Silk Road went through China's narrow Hexi corridor, before spreading south to India, present-day Afghanistan and Pakistan, or further west to Samarkand, Bukhara, Persia and the eastern Mediterranean.
For about a thousand years, caravans of camels loaded with rubies, jade, amber, musk and of course silk made their way along it.
Wednesday 1 July 2020
Learning intention:
Today we will...
- Continue to learn about Conflicts and War in ancient China
- Revise vocabulary for this topic
Success Criteria:
To be successful in this lesson, I will…
- Complete all classwork to the best of my ability.
- Put up my hand to contribute to class discussion
Learning intention:
Today we will...
- Continue to learn about Conflicts and War in ancient China
- Revise vocabulary for this topic
Success Criteria:
To be successful in this lesson, I will…
- Complete all classwork to the best of my ability.
- Put up my hand to contribute to class discussion
Monday 29 June 2020
Learning intention:
Today we will...
- Continue to learn about Conflicts and War in ancient China (pages 28-30).
Success Criteria:
To be successful in this lesson, I will…
- Complete the Fighting Fit AND the Weapons & Gear worksheets to the best of my ability.
- Contribute to class discussion of answers by putting up my hand.
Learning intention:
Today we will...
- Continue to learn about Conflicts and War in ancient China (pages 28-30).
Success Criteria:
To be successful in this lesson, I will…
- Complete the Fighting Fit AND the Weapons & Gear worksheets to the best of my ability.
- Contribute to class discussion of answers by putting up my hand.
Chinese Military
China’s early armies were small, poorly equipped and mainly made up of peasants forced to fight on behalf of their feudal lords. The lords had the advantage of fighting from their chariots, whereas the peasants were foot soldiers. Without reliable supplies, these armies often had to retreat from any territory they had won. Military methods improved during the Warring States period with some leaders, like Qin Shi Huangdi, benefiting from ideas put forward by Sunzi centuries earlier.
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Armies mainly consisted of infantry (foot soldiers) who fought hand-to hand using spears, knives, daggers and sometimes axes. There were also small groups of cavalry (soldiers on horseback). Armies featured three-man chariots until the third century BCE. These chariots had a driver, an archer and a soldier wielding a halberd (a bronze dagger mounted on a pole) to protect the horses.
China’s early armies were small, poorly equipped and mainly made up of peasants forced to fight on behalf of their feudal lords. The lords had the advantage of fighting from their chariots, whereas the peasants were foot soldiers. Without reliable supplies, these armies often had to retreat from any territory they had won. Military methods improved during the Warring States period with some leaders, like Qin Shi Huangdi, benefiting from ideas put forward by Sunzi centuries earlier.
.
Armies mainly consisted of infantry (foot soldiers) who fought hand-to hand using spears, knives, daggers and sometimes axes. There were also small groups of cavalry (soldiers on horseback). Armies featured three-man chariots until the third century BCE. These chariots had a driver, an archer and a soldier wielding a halberd (a bronze dagger mounted on a pole) to protect the horses.
Thursday 25 June 2020
Learning intention:
Today we will...
- Continue to learn about the lives of women and girls in ancient China
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Girls Lives AND the Marriage and Divorce worksheets.
Foot binding began in around 900 AD and continued until 1911 when it was finally banned. This practice became fashionable in the emperor's court as small feel were considered to be a mark of exceptional beauty. It was initially taken up by wealthy families and it became a symbol that a family was wealthy, as girls with bound feet were barely able to walk, let alone work.
Later became common for girls without bound feet to be rejected by prospective husbands. The custom of foot binding gradually spread to all social classes as many poor people saw it as a way of improving their social status. The practice of foot binding debilitated and weakened women. This meant they were less able to flee their families thus forcing them to be obedient. The practice put great pressure on poor families who needed all members of their family to work. Some peasant families were so poor that the women continued to work in the fields with their bound feet. As they were unable to stand, they had to work on their hands and knees.
Foot binding began for most girls when they were around six or seven years of age, while the bones of the foot were still young and the arch had not yet fully developed. The process was excruciatingly painful. The toes were broken and bandages were tightly bound around the foot to pull the toes back and restrict their growth. The bandages were changed every few days and the process usually continued for another ten years until the feet had stopped growing and had become small and pointed.
Footbinding as a cultural body modification
Later became common for girls without bound feet to be rejected by prospective husbands. The custom of foot binding gradually spread to all social classes as many poor people saw it as a way of improving their social status. The practice of foot binding debilitated and weakened women. This meant they were less able to flee their families thus forcing them to be obedient. The practice put great pressure on poor families who needed all members of their family to work. Some peasant families were so poor that the women continued to work in the fields with their bound feet. As they were unable to stand, they had to work on their hands and knees.
Foot binding began for most girls when they were around six or seven years of age, while the bones of the foot were still young and the arch had not yet fully developed. The process was excruciatingly painful. The toes were broken and bandages were tightly bound around the foot to pull the toes back and restrict their growth. The bandages were changed every few days and the process usually continued for another ten years until the feet had stopped growing and had become small and pointed.
Footbinding as a cultural body modification
Wednesday 17 June 2020
Learning intention:
Today we will...
- Continue to learn about the social structure and everyday life in ancient China
- Begin learning about the lives of women and girls in ancient China
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Women's Lives worksheet.
Social structure
The social structure in ancient China developed around the idea of people belonging to one of the ‘four occupations’:
• the Shi — a ruling group of nobles, scholars and officials
• the Nong — peasant farmers
• the Gong — artisans and craftspeople
• the Shang — merchants and traders.
Officials held different status according to their rank within the government, and it was possible (although not easy) for people to move from one grouping to another within society.
The most respected group were the scholars, followed by the farmers, whose crops were essential to life. The Chinese generally looked down on merchants and thought that living from trade was a lowly occupation. There was also a slave population of about 60 000 (out of a total population of about 60 million). Slaves worked either for government officials or in farming or household work for individual owners.
While the Shi valued the peasants as food producers and criticised the merchants for their money-making and money-lending activities, it was the peasants who remained poor and the merchants who often achieved great wealth.
Social Hierarchy of Ancient China
Monday 15 June 2020
Learning intention:
Today we will...
- Examine the social structure and everyday life in ancient China
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Makers and Seller and the Farmers worksheets.
Friday 12 June 2020
Learning intention:
Today we will...
- Examine foods grown in ancient China
- Revise Mapping Skills
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Water: A Source of Life and the Mapping Skills worksheets.
Learning intention:
Today we will...
- Examine foods grown in ancient China
- Revise Mapping Skills
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the Water: A Source of Life and the Mapping Skills worksheets.
Thursday 11 June 2020
Learning intention:
Today we will...
- Revise the Timeline of ancient China
- Examine foods grown in ancient China
- Revise Mapping Skills
Success Criteria:
To be successful in this lesson, I will…
- Successfully recall events from the timeline of ancient China
- Successfully complete the Water: A Source of Life and the Mapping Skills worksheets.
Friday 5 June 2020
Learning intention:
Today we will...
- Examine our upcoming assessment task
- Examine the Timeline of Ancient China
- Revise mapping skills
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the timeline and mapping activity.
Learning intention:
Today we will...
- Examine our upcoming assessment task
- Examine the Timeline of Ancient China
- Revise mapping skills
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete the timeline and mapping activity.
Wednesday 3 June 2020
Learning intention:
Today we will...
- Begin learning about ancient China and how the geographical landscape shaped the development of the ancient Chinese civilisation.
Success Criteria:
To be successful in this lesson, I will…
- Successfully complete a mapping activity and a comprehension worksheet in my Ancient China booklet.
Friday 29 May 2020
Learning intention:
Today we will...
- Examine ancient Egyptian hieroglyphic writing and their number system
Success Criteria:
To be successful in this lesson, I will…
- Successfully decode and write my name in hieroglyphics
- Successfully write Egyptian numbers
Learning intention:
Today we will...
- Examine ancient Egyptian hieroglyphic writing and their number system
Success Criteria:
To be successful in this lesson, I will…
- Successfully decode and write my name in hieroglyphics
- Successfully write Egyptian numbers
Thursday 28 May 2020
Learning intention:
Today we will...
- Revise our ROAD classroom expectations
- Examine ancient Egyptian hieroglyphic writing
Success Criteria:
To be successful in this lesson, I will…
- Understand and follow the 'ROAD to Success' classroom expectations
- Successfully decode and write my name in hieroglyphics