Students enter the Ming Dynasty through the gates of the Forbidden City in the first scene. Then, they explore more details of the dynasty’s history, including its brief attempts to explore the world beyond the seas. Next, they examine the Ming policy of isolationism and its causes and effects. Finally, they survey China’s final dynasty, the Qing, and write about an important Ming or Qing figure of their choice.
Students are introduced to the Ming Dynasty and its role in overturning Mongol rule, view an image of the Forbidden City, and watch The Forbidden City, China to get a sense of imperial power and daily life within the palace. They then contribute questions about this era in Chinese history to a shared class table.
Teacher MovesPresent the lesson overview and objectives, highlight the significance of the Forbidden City as a symbol of Ming authority, and prompt students to generate and share questions about the Ming period. Facilitate discussion of these questions to frame the learning for the rest of the experience, and plan to revisit them at the end of the lesson. Optionally direct interested students to additional information about the Forbidden City in the student pack.
Students examine images of Ming imperial power, then read 7 Things You May Not Know about the Ming Dynasty to build background knowledge about the dynasty’s government, culture, and economy while recording key facts in a structured graphic organizer. Next, they read about Zheng He and his voyages to understand Ming maritime exploration and study a map of his routes to see the geographic reach of these expeditions. Finally, they create or upload an image that represents the Ming Dynasty and write a caption explaining their choice and its significance.
Teacher MovesGuide students through the introductory reading by clarifying unfamiliar terms and ensuring they capture accurate, relevant details in their organizers. Support students as they interpret the map of Zheng He’s voyages, emphasizing the scale and impact of Ming exploration. Encourage thoughtful selection of images for their representations of the Ming Dynasty and prompt students to justify their choices with evidence from the readings and visuals. Allow students to upload appropriate online images if they prefer not to draw.
Students read explanatory text about the Ming policy of isolationism (haijin), including restrictions on trade, smuggling of Chinese goods, and the arrival of Catholic missionaries. They then read an excerpt from Trade and the Transformation of China presenting a modern scholar’s perspective on how isolation and inward-looking policies affected China’s long-term development. Using this information, students write a response on a shared class wall as if they are advisors to the Ming emperor, giving specific advice for or against adopting isolation and supporting their position with reasons. They then review classmates’ posts and reply to at least two from the emperor’s point of view with questions or positive comments.
Teacher MovesSupport comprehension of the isolationism text and expert excerpt by unpacking challenging vocabulary and phrases, such as “smug self-sufficiency” and “anti-commercial culture,” and by checking for understanding of key causes and effects of the sea ban. Prompt students to connect the expert’s viewpoint to the earlier description of Ming trade and missionary activity. As students compose advisory responses, encourage them to use specific evidence from the readings and to consider both benefits and drawbacks of isolation. Monitor and guide the role-play discussion so that student comments remain historically grounded and respectful, and direct interested students to additional information about the sea ban in the student pack.
Students view an image of a Qing Dynasty tomb and read Qing Dynasty to learn how the Qing came to power, how they governed, and how they interacted with religion and foreign influence. They answer multiple-choice questions about how the Qing first gained control of China and which religion they outlawed, using the reading as evidence. Next, students choose an important individual from either the Ming or Qing Dynasty, identify the person’s name and dates, describe key achievements, and give a “thumbs-up” or “thumbs-down” judgment on the person’s impact on China, supporting their opinion with evidence from the experience. They then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesHelp students connect the transition from Ming to Qing rule, clarifying how the Qing rose to power and how their policies compared with those of the Ming. Review student responses to the comprehension questions to check understanding of key details about Qing origins and religious policy, addressing any misconceptions. For the individual profile activity, guide students in selecting historically significant figures and in using evidence from earlier scenes and the Qing reading to justify their evaluations. Encourage constructive peer feedback on the discussion wall and, if desired, direct interested students to additional Qing-related resources in the student pack.
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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