Subject:  Ancient China
Topic: Time of the war lords
Grade Level:  Sixth
Student Lesson name and URL:

Sixth Grade
Social Studies:
6.6 Students analyze the  economic structure of the early civilizations of China. 
 Language Arts:
1.0. LISTENING AND SPEAKING STRATEGIES: Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. 
Organization and Delivery of Oral Communication: 
1.4. select a focus, organizational structure, and point of view, matching purpose, message, occasion, and vocal modulation to the audience.
1.6. support opinions expressed with detailed evidence and with visual or media displays that use appropriate technology.
1.7. use effective rate, volume, pitch, and tone, and align non-verbal elements to sustain audience interest and attention.

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):
Students deliver well organized formal presentations employing traditional rhetorical strategies (i.e. persuasion and description). Student speaking demonstrates a command of standard English and the organization and delivery strategies.

Using the Grade 6 speaking strategies outlined in Listening and Speaking Standard 1.0, students: 
2.2 Deliver informative presentations: 
b. Develop the topic with facts, details, examples, and explanations from multiple authoritative
sources (e.g., speakers, periodicals, online information). 
2.4 Deliver persuasive presentations: 
a. Provide a clear statement of the position. 
b. Include relevant evidence. 
d. Engage the listener and foster acceptance of the proposition or proposal. 
b. Offer persuasive evidence to validate the definition of the problem and the proposed solutions. 

1.0. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions that are appropriate to each grade level.
Sentence Structure: 
1.1. use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts

Instructional Objectives

1.  Students will locate facts about the assigned product their state provides.
2.  Students will explain in a persuasive written report why other states should purchase their product.
3.  Students will translate their written report into a speech to deliver to the other states to convince them to purchase their product.

.Student Activities 
Through research, students decide how they will convince others to trade instead of isolate and defend themselves.

Click the dragon to go to student pages

Introductory Activity
Students research their state's product and prepare a banner to display and advertise their product.

Enabling Activity
Students prepare written persuasive papers about their state's product and why other states should purchase it.

Culminating Activity
Students colaborate in their group to prepare a speech for the other states with a PowerPoint presentation about their products.

.Assessment

Pre assessment will be the following three questions:
A.  Which political and geographical features contributed   to ancient China's problems of unificationas one country?
     1.  Severe deserts to the west
     2.  No connecting roadways
     3.  No mechanized modes of transportation
     4.  Seas to the west
     5.  Rivers ran only north 
     6.  Monsoons ruined the land
     7.  Barbarian "nomads" raided often

2.  Which cultural features contributed to ancient China's problems of unification?
     1.  No common oral language
     2.  Very few who could read written characters
     3.  Land ownership controlled by few
     4.  Strong rulers were feared
     5.  Seasonal holidays were well attended
     6.  Rice was not yet discovered
     7.  The Great Wall stopped all trade
     8.  The people believed in Voodoo

3.  From a total of 180 war lords in 475 B.C., how many states were ruled by war lords in ancient China in 221 B.C.?

Post Assessment:
For the Warring States peroid of ancient China please answer the following true or false:
1.  There were 7 states in 228 B. C.
2.  Chinese believed in Voodoo.
3.  Strong rulers controlled the people.
4.  The people could write each other about their situations.
5.  There was much oral communication and cooperation between all the states.
6.  It was easy to travel from each of the remaining states.
7.  The Great Wall was effective in providing protection for all the remaining states.
 

Rubrics for banners, written persuasive papers, and speeches with power point presentations click here.

 
 
 

Results
Results of data collected from pre and post tests showed learning took place.
The class scored 76 points on the pre test and 119 points on the post test.

Web Resources & Supplementary 

http://score.rims.k12.ca.us/grade6/index.html
 
 

Materials 

Introductory Activity
Made in China, Ideas and Inventions fron Ancient China by Suzanne Williams

Enabling Activity
Internet access, poster or banner paper, glue, pens

Culminating Activity
PowerPoint program, 
final presentation 
 

School NameJohn McManus Elementary
School Location 988 East Ave.  Chico, CA 95926
Michele Klassy, [mailto:mklassy@cusd.chico.k12.ca.us]
Last Revised: 05/10/2001