Students learn about the Qin and Han Dynasties. Then, they compare the two and give a preference, justifying their choice. Finally, they analyze the concept of the Dynastic Cycle.
Students learn about the Qin and Han Dynasties. Then, they compare the two and give a preference, justifying their choice. Finally, they analyze the concept of the Dynastic Cycle.
Students are introduced to the Qin and Han Dynasties and to the idea that historical figures can be viewed as both heroes and villains. They go to Qin Dynasty, scroll to the “China’s Warrior King” video, and watch it to learn about Emperor Shi Huangdi’s rule. Then they respond to a shared wall prompt, writing what advice they would give him to improve his reign.
Teacher MovesPresent the lesson overview and objectives. Direct students to the “China’s Warrior King” video at Qin Dynasty, and, if desired, have advanced students read selected sections of the article for additional background. After students post their advice, review responses to surface different perspectives on Shi Huangdi’s leadership and prepare the class for deeper exploration in later scenes.
Students use Chinese Dynasty Guide to explore the timeline and map for the Qin Dynasty, comparing its time period and territory with the Zhou and Han dynasties. They then respond on a wall about how the size and location of Qin China compare to modern China and what might explain the differences, including the role of the Great Wall. Next, they read about Qin history and life under Emperor Shi Huangdi using Qin Dynasty and Emperor Qin Shi Huang. They answer two multiple-choice questions about his book burning and his major reforms, and finally complete an opinion poll rating Shi Huangdi as a leader.
Teacher MovesHighlight and share an interesting or exemplary comparison response from the wall, and point out that the timeline tool can be used to scan all Chinese dynasties from 3000 B.C.E. to 1912 C.E. Invite interested students to explore The Terracotta Army and have a volunteer briefly summarize what they learned. After students complete the opinion poll, use the results to launch a discussion in which students explain and defend their ratings of Shi Huangdi with evidence from the readings.
Students learn that the Han Dynasty followed the Qin and lasted much longer. They watch the video in Ancient China for an overview of Han history, then read Han Times and The Han Dynasty to understand daily life, government, and culture during the Han era. Using a drawing tool, they create or upload an image that represents an aspect of Han history or culture and add labels and a caption to explain it. They post on a wall explaining why they chose their picture and what it reveals about the Han Dynasty, then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesIf time permits, have students revisit Chinese Dynasty Guide to repeat the timeline and map activity for the Han Dynasty and briefly compare what they notice about Qin and Han territories. Circulate as students create and explain their images, then prompt whole-class or small-group discussion that draws out similarities and differences between Qin and Han society, government, and culture.
Students reflect on what they have learned about the Qin and Han Dynasties, considering both contrasts and similarities. They respond on a wall by writing at least two sentences explaining which dynasty they would rather live in—Qin or Han—and support their preference with evidence from the experience.
Teacher MovesInvite students to share selected responses and use an interesting or exemplary answer to spark discussion. Encourage students who choose the Qin Dynasty to articulate credible reasons, such as military opportunities, public works, or preference for strong centralized rule, while also helping the class recognize why life for many people may have been better under the Han.
Students are introduced to the idea that many Chinese dynasties followed a recurring pattern known as the Dynastic Cycle. They read China’s Dynastic Cycle to learn how dynasties typically rise, prosper, decline, and fall. They answer a multiple-choice question about what usually happens after a cycle ends, then post on a wall explaining what they would do as an emperor to try to prevent their dynasty from decaying and ending. Finally, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesUse students’ wall responses to launch a discussion about leadership and historical patterns. Pose questions such as whether a strict or mild ruler would be more likely to avoid the dynastic cycle, and whether history truly repeats itself or if historians impose that pattern after the fact, guiding students to connect their ideas back to Qin and Han examples.
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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