Students begin by viewing photos of the Grand Canal, a massive achievement of medieval China. Then they explore the Sui, Tang, and Song Dynasties. Next, they work in small groups to report on various aspects of ordinary life during ancient or medieval China. Finally, they read a primary source—a Tang emperor’s musings on what makes a good ruler—and give reasons why they agree or disagree with the author.
Students are introduced to the focus on the Sui, Tang, and Song Dynasties and the lesson objectives. They examine an historical image of the Grand Canal and read background facts about its construction, scale, and continued use. Students then view contemporary photos of the canal through Beijing’s Extraordinary Grand Canal to see how this medieval engineering project looks and functions today, and contribute words and short phrases to a word cloud describing their observations about the Grand Canal.
Teacher MovesReview the lesson objectives and frame the Grand Canal as an example of the technological and organizational achievements that made medieval China highly advanced. Facilitate discussion of student word-cloud responses, prompting observations about the canal’s scale, purpose, and human cost, and connect these ideas to broader themes students will explore in the experience.
Students are introduced to the idea that the Sui and Tang Dynasties follow a pattern of a short, harsh dynasty followed by a longer, more prosperous one. They read Sui Dynasty to learn about how the Sui reunified China and established key institutions, and record significant political, social, and economic features of the Sui in a two-part graphic organizer. Students answer a multiple-select question identifying major Sui achievements. Next, they examine an image of Tang court life and read Tang Dynasty 600 C.E.–900 C.E. and The Tang Dynasty, continuing to use the same organizer to capture important characteristics and innovations of the Tang Dynasty. They then answer a multiple-select question about technologies developed during the Tang.
Teacher MovesRemind students of prior learning about earlier dynasties (such as Qin and Zhou) to help them recognize patterns of rise, consolidation, and flourishing. Monitor students’ note-taking in the graphic organizer to ensure they capture key features of each dynasty and use the Sui and Tang questions to check understanding of major achievements and technologies. Clarify, as needed, that historical sources differ on the exact timing of gunpowder’s invention and that the Tang period is often credited with its first widespread use.
Students shift focus to the Song Dynasty by viewing an example of Song artistry and reading The Song Dynasty to learn about Song history, culture, and technological advances. As they read, they complete a structured graphic organizer with notes on Song history, the Northern and Southern Song periods, inventions and technology, culture, rice and tea, and interactions with the Mongols. After examining an image of Song-era military technology, they respond to a poll selecting what they consider the most impressive Song achievement (such as moveable type, the magnetic compass, military technology, improved rice agriculture, or literature and the arts).
Teacher MovesGuide students to use the organizer to capture both political developments and cultural and technological innovations of the Song Dynasty. After the poll, lead a discussion comparing students’ choices and use their responses to explore why particular Song achievements were significant for China and for the wider world. Before moving on, organize students into small groups and, if desired, assign each group a demographic focus (for example, farmers, city dwellers, women, children, or the wealthy) for the next scene’s research.
Working in small groups, students investigate daily life in ancient and medieval China, especially during the Sui, Tang, and Song Dynasties. Each group focuses on a particular type of person (such as farmers, city dwellers, women, children, or the wealthy). They begin by revisiting the dynasty readings from earlier scenes to pull details about everyday life, then expand their research using linked resources such as Ancient China: Daily Life, Daily Life in Ancient China, Ancient Chinese Daily Life, Life in Ancient China, and related sites on private and urban life. Groups create a report that describes how their chosen group lived, includes statements about life during the dynasties, incorporates relevant images, and offers opinions about whether they would have liked to live in ancient China, with explanations. They post their report to a shared discussion wall or link to a product created with a digital tool (such as Prezi, Tiki-Toki, a slide presentation, or a digital poster). Finally, students review other groups’ presentations on demographics they did not research and discuss these within their own small groups.
Teacher MovesSupport groups in refining their research focus and search strategies, suggesting effective keywords (for example, “daily life in Sui Dynasty” or “daily life in ancient China”) and directing them to relevant sections within longer articles. Encourage students to skim and scan texts to locate information about their assigned demographic and to distinguish between general information about ancient China and details specific to the Sui, Tang, and Song periods. Monitor group collaboration and provide feedback on how clearly their reports describe daily life and express supported opinions. After reports are posted, prompt students to compare findings across groups and to discuss similarities and differences in experiences among various social groups.
Students examine an image of Emperor Taizong receiving an ambassador and read a primary-source passage in which Emperor Taizong explains his view of what makes a good ruler, emphasizing virtue, compassion, and responsibility toward the people. Using a discussion wall, students write whether they agree or disagree with Taizong’s ideas and justify their position with examples from Chinese history, other historical contexts, or the present day. They then read classmates’ posts and respond to at least two with questions or constructive comments.
Teacher MovesFrame the excerpt as a primary source that reveals Tang-era ideas about leadership and governance. Use students’ written responses as a springboard for whole-class discussion, inviting volunteers to share and defend their views orally. Prompt students to connect Taizong’s ideas to specific historical examples and to compare his vision of rulership with modern expectations of leaders.
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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