Students use an interactive to explore an overview of Ancient Chinese history, with a specific emphasis on the First Emperor and his initiatives. Next, they learn about the Great Wall and its significance at different points in history. Then they make a timeline to represent this history. Finally, students learn about Genghis Khan and analyze his role in history.
Students view an image of a Mongolian rider, then conduct a quick online search to find a photo of a Mongolian festival (such as the Khovsgol Ice Festival, Gobi Camel Festival, Nauryz Spring Festival, Naadam Festival, or Golden Eagle Festival). They upload the image to a shared gallery, label it with the festival name, and respond on a class wall about what these celebrations might reveal about Mongolia’s past and the value of maintaining traditions.
Teacher MovesIntroduce the overall experience and objectives. Guide students as they share festival images, then facilitate a class discussion about their wall responses. Prompt students to generate several questions about the history of the region that includes Mongolia and China to build curiosity for the lesson.
Students are introduced to Qin Shi Huang and the long history of China, then use a two-column graphic organizer to take notes on the “Kingdom of Ancient China” and “Important People in Ancient China” as they explore Ancient China. They record key events, characteristics, and figures that shaped early Chinese civilization.
Teacher MovesSet context for the length and complexity of China’s history and highlight Qin Shi Huang’s role. Monitor students’ note-taking in the organizer, prompting them to capture both political and cultural details and to distinguish between general information about the kingdom and specific information about important individuals.
Students learn that the First Emperor ordered separate defensive walls to be connected into the Great Wall to protect China from invaders. They watch What Makes the Great Wall of China So Extraordinary to understand how the wall reflects different historical periods, then create a timeline of the Great Wall that includes key dates and related historical details. Afterward, they compare their timelines with at least two classmates and discuss which time period they find most interesting and why.
Teacher MovesReinforce the connection between the First Emperor’s policies and the construction of the Great Wall. Support students as they build timelines, ensuring they include both wall-related developments and broader historical context. Select an interesting or exemplary timeline to share with the class and use it to guide discussion about different periods in the wall’s history and their significance.
Students are introduced to Genghis Khan and the thirteenth-century Mongolian invasion and conquest of parts of China. They watch History vs. Genghis Khan to explore multiple perspectives on his legacy, then write a paragraph on a class wall answering whether he was a vicious barbarian or a unifier who paved the way for the modern world, supporting their opinion with evidence from the video. Students read several classmates’ responses and participate in a class discussion or debate about differing viewpoints.
Teacher MovesFrame Genghis Khan’s role in regional history and emphasize that historical figures can be interpreted in multiple ways. Encourage students to use specific evidence from the video in their written responses and in discussion. Facilitate a respectful debate, drawing attention to how culture and experience influence perceptions of Genghis Khan, and, as needed, direct interested students to additional “Dig Deeper” resources connected to the video.
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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