Students explore the first three dynasties of ancient China in chronological order—Xia, Shang, and Zhou. Xia’s status as semi-mythical is introduced. Then students research the difference between the Bronze Age and the Iron Age, a transition that occurred during the Zhou Dynasty. Finally, they examine the concept of the Mandate of Heaven and discuss its positive and negative aspects.
Students read an introduction to dynasties and to China’s earliest dynasties—Xia, Shang, and Zhou—along with the lesson objectives. They view an image of Shang earthenware and respond to a prompt explaining how they think one dynasty gives way to another.
Teacher MovesReview the lesson objectives and overview of China’s first dynasties. Accept any reasonable student ideas about how dynasties change (for example, war, assassination, elections, marriage, revolution) to surface prior knowledge and possibilities.
Students read about the geography of early China, the Yellow River civilization, and the Xia and Shang dynasties, including the semi-mythical status of the Xia and the urban, bronze-working culture of the Shang that used oracle bones. They then conduct an online search for Shang Dynasty artifacts, upload an image of one artifact, and add a caption identifying it.
Teacher MovesPoint students to the Student Pack for optional extension resources. Recommend using the search term “Shang Dynasty artifacts.” Facilitate a discussion of the uploaded artifacts by asking when each artifact was made, what it was used for, and what it reveals about early civilization in the Yellow River valley.
Students read about the Zhou Dynasty in Shang and Chou Dynasties and watch the beginning of the video Zhou, Qin, and Han Dynasties (to 4:06) to learn about the transition from Shang to Zhou and the Western and Eastern Zhou periods. They answer two multiple-choice questions about the emperor’s role during the Eastern Zhou and King Wu’s justification for overthrowing the Shang. Then they post a written response explaining how China’s government changed when the Western Zhou became the Eastern Zhou, aside from the change in location.
Teacher MovesUse student responses to the wall prompt to check understanding of the shift from a relatively peaceful Western Zhou under a strong emperor to the more fragmented, war-torn Eastern Zhou, where regional lords acted independently of a figurehead emperor. Refer to the sample answer as needed to guide clarification.
Students read about the Bronze Age in China in The Bronze Age, including how the Shang and early Zhou belonged to the Bronze Age and how China entered the Iron Age around 600 B.C.E. with the development of cast iron. They conduct brief online searches for “Bronze Age China” and “Iron Age China,” then post an explanation of why the change from bronze to iron is considered an advance in civilization.
Teacher MovesShare interesting or exemplary student explanations with the class to prompt discussion. Emphasize that iron is stronger than bronze and that its use contributed to military and technological advances in China and elsewhere. If students struggle to find information, suggest broadening searches to “Bronze Age” and “Iron Age.”
Students read about the Mandate of Heaven in Mandate of Heaven and watch the video The Dynastic Cycle in China to understand how belief in divine approval supported imperial rule and justified dynastic change. They post at least one reason a country might benefit from belief in the Mandate of Heaven and one reason it might not, then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesUse students’ posts and follow-up questions as discussion starters to explore both the advantages and drawbacks of the Mandate of Heaven for rulers and subjects.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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