Your name: Hannah Collison

Mini-unit title: Figures of Ancient Egypt and China

Course: World History

Grade level: 6

Abstract: In this unit, students will learn about several key figures in ancient Egypt and China,
their roles and contributions, and the impact of these contributions on their societies. The unit
would be taught near the middle of the school year, during instruction on ancient civilizations.
The topic helps students to gain a clearer picture of ancient China and Egypt and understand how
each figures contributions affected the civilization in which they lived. Throughout this unit,
students will complete several activities. On Day One, students will complete an activity in
which they analyze quotes from Confucius, read two articles about Confucius, and create a
poster based off of what they read in the articles. The poster will be used in a Gallery Walk
activity. On Day Two, students will analyze three documents about Qin Shi Huang Di and fill out
a document analysis worksheet to help them answer an inquiry question. On Day Three, students
will view a PowerPoint on Hatshepsut and Ramses II and complete two processing activities
during the lecture. On Day Four, students will engage in a discussion about several documents on
Confucius, Qin Shi Huang Di, Hatshepsut, and Ramses II. Day Five will consist of students
writing their summative essay based on the sources they read throughout the unit.

Essential question: How did the roles and contributions of Confucius, Qin Shi Huang Di,
Hatshepsut, and Ramses II impact the society in which they lived?

Standards:

Arizona Social Studies Content Standards:

S2. C2. PO 9. Identify the roles and contributions of individuals in the following
ancient civilizations:
o c. China (i.e., Qin Shi Huang Di, Confucius)
o d. Egypt (i.e., Hatshepsut, Ramses II)

Arizonas College and Career Ready Standards (ACCRS):

6-8.WHST.7: Conduct short research projects to answer a question (including a self

generated question), drawing on several sources and generating additional related, focusedquesti
ons that allow for multiple avenues of exploration.

6-8.WHST.8: Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and follow a standard format for
citation.

Lesson Objectives:
Students will be able to:
Describe the roles and contributions of the Chinese figures Qin Shi Huang Di and
Confucius
Discuss how each Chinese figures contributions impacted Chinese society
Identify the roles and contributions of the Egyptian figures Rameses and Hatshepsut
Describe two impacts each Egyptian figure had on Ancient Egyptian society
Compare the impacts the Chinese and Egyptian figures had on their societies

Reference Books and Websites:

Cartwright, Mark. "Confucius." Ancient History Encyclopedia. N.P., 29 Nov. 2012. Web. 24 Jan.
2017. Retrieved from https://www.ancient.eu/Confucius/

Key Figures of Ancient Egypt. Retrieved from

https://teacherweb.com/ON/CawthraPark/.../major-egypt-package-for-students.docx

Mark, Joshua L. Ramesses II. Ancient History Encyclopedia. N.P., 2 Sep. 2009. Web. 22 Jan.
2017. Retrieved from https://www.ancient.eu/Ramesses_II/

Mark, Joshua L. Shi Huangti. Ancient History Encyclopedia. N.P., Dec. 18 2012. Web. 20 Jan.
2017. Retrieved from https://www.ancient.eu/Shi_Huangti/
 DAY 1

Title of lesson: Confucius

Type of lesson: Day 1/Anticipatory Set
Your Name: Hannah Collison
Length of lesson: 50 minutes

Overview: Students will learn about Confucius and Confucianism in this lesson. They will read
two articles and complete a worksheet.

Objectives:

Students will be able to:

Identify the contributions of Confucius
Identify key aspects of Confucianism

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
Determine the meaning of words and phrases as they are used in a text, including vo-
cabulary specific to domains related to history/social studies. (68.RH.4)

Arizona Social Studies Content Standard(s):

Concept 2, PO 9. Identify the roles and contributions of individuals in the following
ancient civilizations:
o c. China (i.e., Qin Shi Huang Di, Confucius)

Materials/Evidence/Sources:
Confucius quotes
Articles
o Confucianism. Retrieved from http://www.uri.org/kids/other_conf.htm
o Biography: Confucius. Retrieved from
http://www.ducksters.com/history/china/confucius.php
Poster paper
Coloring supplies

Procedure to Teach the Lesson:

Beginning (anticipatory set)
o 1. Teacher will begin lesson by handing each student a slip of paper with a quote
on it. There will be four quotes, and each slip of paper will be labeled with a 1, 2,
3, or 4
o 2. Students will think about what the quote means and jot down 1-2 ideas (1 min)
o 3. Students will be placed into groups of four according to which quote they have
so that each student will have a different quote. In groups, students will discuss
their quotes and what they think the quotes mean (5 min)
o 4. The teacher will ask each group to give their ideas about the quotes (10 min)
 o 5. Teacher will ask students who they think wrote the quotes (1 min)
o 6. Teacher will explain that the quotes are written by Confucius and ask if anyone
knows who Confucius is (2 min)

Middle
o 1. Teacher will give a brief background on Confucius (3 min)
o 2. Teacher will hand out the articles and worksheet to each group and explain that
they will be reading the articles and creating a poster based off of what they read
(1 min)
o 3. Students will read the articles and create their poster (10 min)
o 4. The class will do a Gallery Walk activity in which they hang their posters on
the walls and rotate in their groups to each poster (15 min)
End (closure)
o 1. Teacher will ask students to write down one thing they learned, questions they
have, or something they would like to know more about. This will be their exit
ticket (2 min)

Assessment: The gallery walk posters students created and an exit ticket in which students write
down one thing they learned, questions they have, or something they would like to know more
about.

DAY 1 APPENDIX

Quotes

1. If a craftsman wants to do good work, he must first sharpen his tools.

2. It does not matter how slowly you go as long as you do not stop.

3. I hear and I forget. I see and I remember. I do and I understand.

4. "Our greatest glory is not in never falling, but in rising every time we fall."

Articles

Article 1: Confucianism

How did Confucianism begin?

A Chinese philosopher named K'ung Fu-tzu or Confucius, the Westernized version, believed that
a society could become perfect, if the people who lived in it exhibited "beautiful conduct."
Confucius was born in 551 B.C.E. He had a government job which he gave up to devote his life
to teaching people how to behave. Today over five million people, mostly in China and the Far
East, practice Confucianism.
What did Confucius teach people?

Confucius taught people five basic ideas about behavior:

Always be considerate to others.

Respect your ancestors.
Try for harmony and balance in all things.
Avoid extremes in behavior and emotion.
If you live in peace and harmony, then you will be in contact with the spiritual forces of the
universe, including nature.

Confucius taught five basic virtues:

1) kindness
2) righteousness
3) sobriety
4) wisdom
5) trustworthiness

Confucius also taught that your well-being depends directly on the well-being of others. This
principle is called Jen. Jen stresses the importance of showing courtesy and loyalty to other
people.

Those who practice Confucianism also believe the family and family values are very important.
Children are taught to be very respectful of their parents and are taught to obey their parents.

Where are Confucius' ideas written down?

There are five texts which contain Confucian scriptures. These include poems, history,
rituals, and sayings.

Where do Confucians worship?

Some say Confucianism is more a description of how to be a good person than a spiritual
practice. However, after Confucius's death, people built temples in his honor. There are
ceremonies that take place in these temples. Confucius believed that "Heaven is the author of the
virtue that is in me." He meant that he saw heaven itself as a kind of god, the god or supreme
being who created virtue in us. This helps show how Confucianism is more than just a code of
behavior. Also, over time aspects of Buddhism and Taoism have influenced Confucianism. Many
people practice a combination of these religions.

Citation: Confuciansim. N.D. In United Religions Initiative Kids. Retrieved from

http://www.uri.org/kids/other_conf.htm
Article 2: Confucius

Growing Up

Not a lot is known about the childhood of Confucius. He was born in the state of Lu in 551 BC.
His father was a soldier named Kong He who died when Confucius was three years old. The rest
of his childhood was spent in poverty as Confucius was raised by his mother.

Confucius' family was part of a growing middle class of people in China called "shi." They
weren't part of the nobility, but were considered above the common peasants. This gave him a
different outlook on life than the majority of people. He thought that people should be promoted
and rewarded based on their talents, not on what family they were born into.

Early Career

Confucius didn't start out as a wise teacher, he worked a number of normal jobs first. They
included being a shepherd and a clerk,. Eventually, Confucius came to work for the government.
He started out as the governor of a small town and worked his way up until he became an advisor
at the top levels of government.

His Philosophy

Confucius developed his own philosophy which he taught to others. Today, his philosophy is
known as Confucianism. His ideas didn't become popular until years after his death when they
became the basic philosophy of the Chinese culture for over two thousand years.

Here are some of the basic ideas of Confucianism:

Treat others kindly
Have good manners and follow daily rituals
A man should have good morals and ethics
Family was important and ancestors were to be respected
A true man had the qualities of integrity, righteousness, altruism, goodness, and loyalty
One should practice moderation in all things
He believed in a strong and organized central government

Later Life

Confucius quit his government job at the age of 51. He was disappointed that the leaders were
not following his teachings. He then traveled throughout China for many years teaching his
philosophy. Some of his followers wrote down his ideas in a book that would later be called The
Analects of Confucius.

Death

Confucius died in 479 BC of natural causes. He spent his last few years in his hometown of Qufu
teaching his disciples.
Legacy

Confucius' teachings became the state philosophy of China during the Han Dynasty. His
teachings were the basis of the government civil service exams. The government liked
Confucianism because it taught to respect authority and that a strong central government was
important. Confucius' teachings remained an important part of Chinese culture and government
up until the 20th century.

Confucius Quotes
What you do not want done to yourself, do not do to others.
To study and not think is a waste. To think and not study is dangerous.
The cautious seldom err.
Isn't it a pleasure to study and practice what you have learned?
If you see what is right and fail to act on it, you lack courage.
When you see a good person, think of becoming like her/him. When you see someone not
so good, reflect on your own weaknesses.

Citation: Confucius. N.D. In Ducksters Education Site. Retrieved from

http://www.ducksters.com/history/china/confucius.php
 DAY 2

Title of lesson: The Role and Impact of Qin Shi Huang Di on Ancient China
Type of lesson: Inquiry
Your Name: Hannah Collison
Length of lesson: 50 minutes

Overview: In this lesson, students will learn about Qin Shi Huang Di, his role, and his impact on
Ancient China. Students will analyze three documents to learn about Qin Shi Huang Dis role
and impact.

Objectives:

Students will be able to:

Identify Qin Shi Huang Dis role in Ancient China
Describe the impact that Qin Shi Huang Di had on Ancient China

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary
sources

Arizona Social Studies Content Standard(s):

S2. C2. PO 9. Identify the roles and contributions of individuals in the following ancient
civilizations:
o c. China (Qin Shi Huang Di, Confucius)
Materials/Evidence/Sources:
2 primary source documents
1 secondary source document
Document analysis worksheet

Procedure to Teach the Lesson:

Beginning (anticipatory set)
o 1. Teacher will begin lesson by putting an image of Qin Shi Huang Dis terracotta
army on the overhead projector
o 2. With their shoulder partner, students will discuss who they think built the army
and explain their reasoning (2 min)
o 3. Teacher will ask students to share their responses (2 min)
o 4. Teacher will explain that the students will be learning about Qin Shi Huang Di
(1 min)

Middle
o 1. Teacher will put students in to groups of three (2 min)
 o 2. Teacher will explain that students will look at three documents to help them
answer the inquiry question: How did Qin Shi Huang Di impact Ancient Chinese
society? Teacher will also explain that students will be using a document analysis
worksheet to help them understand what each document is saying (2 min)
o 3. Teacher will hand out the document analysis worksheet and the first document
o 4. Students will read the first document and answer the questions on the document
analysis worksheet (8 min)
o 5. Teacher will ask students to share their responses to the questions for document
1 (4 min)
o 6. Teacher will pass out the second document
o 7. Students will read the second document and answer the questions on the
document analysis worksheet (8 min)
o 8. Teacher will ask students to share their responses to the questions for document
2 (4 min)
o 9. Teacher will pass out the third document
o 10. Students will read the third document and answer the questions on the
document analysis worksheet (9 min)
o 11. Teacher will ask students to share their responses to the questions for
document 3 (4 min)

End (closure)
o 1. Students will create a eulogy for Qin Shi Huang Di describing his role and his
contributions to Ancient Chinese society. This will function as an exit ticket (4
min)

Assessment: A eulogy for Qin Shi Huang Di

DAY 2 APPENDIX

Document Analysis Worksheet

What do you think What were three of According to this

Qin Shi Huang Dis Qin Shi Huang Dis source, how did Qin
role was? achievements? Shi Huang Di impact
Ancient Chinese
society?
Document 1
Document 2

Document 3

Document 1

He called out his armies to punish the unprincipled, and the workers of evil have been
wiped clean.
His arms cut down the violent and contentious, his civil arts restored the guiltless, and the
hearts of the multitude are submissive.
Generously he judged merit and worth, his rewards extending to oxen and horses, and his
bounty fattened the land.
 The August Emperor displayed his might, his virtue brought together the feudal lords, for
the first time bestowing unity and peace.
He demolished walls and fortifications, opened up waterways, cut through embankments,
and levelled the steep declivities.
When the shape of the land had been fixed, the masses were freed from corve labour,
and all the empire was comforted.
Now men delight in their tasks, women pursue their occupations, each affair ranged in
proper order. His bounty extends to every occupation, all have their allotted work in the fields,
none without a place of rest.
The host of officials praise his magnificence, begging leave to inscribe this stone, that his
example may be made known to future ages.

- Sima Qian, Basic Annals of the First Emperor of Qin

Citation: Sima Qian. The Basic Annals of the First Emperor of Qin, Records of the Grand
Historian. Translated by Burton Watson. Hong Kong, China: The University of Hong King
Press, 1993.

Document 2

The Emperor in his sagacity, benevolence and justice

Has made all laws and principles manifest.
He set forth to pacify the east,
To inspect officers and men;
This great task accomplished
He visited the coast.
Great are the Emperor's achievements,
Men attend diligently to basic tasks,
Farming is encouraged, secondary pursuit discouraged,
All the common people prosper;
All men under the sky
Toil with a single purpose;
Tools and measures are made uniform,
The written script is standardized;

...

For our Emperor in accordance with the time

Has regulated local customs,
Made waterways and divided up the land.
Caring for the common people,
He works day and night without rest;
He defines the laws, leaving nothing in doubt,
Making known what is forbidden.
The local officials have their duties,
Administration is smoothly carried out,
All is done correctly, all according to plan.
The Emperor in his wisdom
Inspects all four quarters of his realm;
High and low, noble and humble,
None dare overshoot the mark;
No evil or impropriety is allowed,
All strive to be good men and true,
And exert themselves in tasks great and small;
None dares to idle or ignore his duties,
But in far-off, remote places
Serious and decorous administrators
Work steadily, just and loyal.
Great is the virtue of our Emperor
Who pacifies all four corners of the earth,
Who punishes traitors, roots out evil men,
And with profitable measures brings prosperity.

...
The common people know peace
And have laid aside weapons and armor;

- Sima Qian, The Records of the Grand Historian

Citation: Sima, Q., & Watson, B. (1991). Records of the grand historian of China. New York:
Columbia University Press.

Document 3: Chinas First Emperor (secondary source)

Shi-huang-di was the first emperor of China. The king of the state of Qin from 246 B.C. to 221
B.C., he ended the Warring States Period by unifying the states into one empire, with himself as
the head of government, ruling just 11 years before he died. During his reign as emperor, though,
he had created two of the world's greatest monuments: the Great Wall and the Terracotta Army.

His original name was Ying Zheng, and he was born in 259 B.C, the eldest son of the future King
Zhuangxiang of Qin. When the boy was 10, his father became king. Three years later, in the
middle of a war against six other states, the king died, leaving young Zheng to rule the kingdom,
with a powerful family friend, Lu Buwei, as regent. When the young king was away on a
military mission, the regent attempted to take over the government. The army was loyal to the
king, however, and helped young Zheng put an end to the threat. The king assumed full power
and appointed a man he trusted, Li Si, as chancellor (not regent).
In 230 B.C., Zheng began a military campaign that would end in unification. The Han state (not
the one that gave us the Han Dynasty) was the first to fall. The following year, in 229 B.C., a
massive earthquake devastated the state of Zhao, where Zheng was born. He and his army moved
in and took over. The next state to fall was Yan, in 226, followed by Wei, in 225, and Chu, in
223. Two years later, the state of Qi surrendered and Zheng was master of all China.

When he defeated the last of the Warring States, Zheng declared himself emperor and took the
name Shi-huang-di, which means "First sovereign emperor."

The emperor took steps to maintain his authority, including reorganizing the defeated states into
administrative units. In descending order of importance, these administrative units were
commanderies, districts, counties, and hundred-family units. Thus, people were no longer
identified with their home state.

Shi-huang-di and Li Si, his chancellor, introduced a universal currency (the Ban linage coin) and
universal weights and measures. They also had built a large network of roads and canals, to
facilitate trade between the commanders and with the capital. Perhaps the innovation that had the
most wide-ranging effect was the introduction of a universal writing language. Thus, universal
trade was accompanied by universal record-keeping.

The most noticeable of the emperor's achievements, though, were too big to miss. In an attempt
to keep out invaders, the emperor ordered hundreds of thousands of workers to construct a giant
wall across China's northern border. This was the beginning of what is now called the Great Wall
of China. In the emperor's time, it was more a collection of existing walls, fortified and
augmented to include a network of smaller walls that incorporated natural defenses like rivers
and high cliffs. In another large feat of engineering, the emperor commissioned the building of
the Linggu Canal, which stretched 21 miles to connect two of China's major waterways.

Another way that Shi-huang-di achieved consistency across his empire was to introduce a
common school of thought, called Legalism. In simple terms, this system required the Chinese
people to follow the laws that the emperor decreed or be punished. Up to that time,
Confucianism and other philosophies had flourished in the various Chinese states, in a loose
system of learning called the Hundred Schools of Thought. That encouragement of the diversity
of learning did not continue under the empire. And, in order to maintain the combination of this
common school of thought and a common written language, the emperor ordered the destruction
of the vast majority of printed books and scrolls, since they used other languages or advocated
different points of view. Exceptions to this decree of book-burning were books on agriculture,
astrology, divination, medicine, and the history of the state of Qin. It wasn't only books that were
burned, either. Hundreds of people who were found to have banned books were burned as well.
(One exception to this was the emperor himself, who was found to have kept a collection of
banned books.)

Citation: Chinas First Emperor. N.D. In Social Studies for Kids. Retrieved from
http://www.socialstudiesforkids.com/articles/worldhistory/chinafirstemperor.htm
 DAY 3

Title of lesson: Day 3 - Hatshepsut and Ramses

Type of lesson: Lecture
Your Name: Hannah Collison
Length of lesson: 50 minutes

Overview: In this lesson, students will view a PowerPoint on the roles and contributions of
Hatshepsut and Ramses. Students will also complete a number of processing and preview
activities throughout the lesson.

Objectives:

Students will be able to:

Identify the roles and contributions of Rameses and Hatshepsut
Describe at two impacts each Egyptian figure had on their society

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
none

Arizona Social Studies Content Standard(s):

S2. C2. PO 9. Identify the roles and contributions of individuals in the following ancient
civilizations:
o d. Egypt (Hatshepsut, Ramses)

Materials/Evidence/Sources:
PowerPoint

Procedure to Teach the Lesson:

Beginning (anticipatory set)
o 1. Teacher will begin lesson by asking what Qin Shi Huang Dis role was. After
calling on a student to respond, the teacher will explain to the students that theyre
going to be learning about two rulers from Ancient Egypt (1 min)
o 2. Teacher will ask students come up to the board and write the name of one
Egyptian ruler that they know (2 min)
o 3. Teacher will introduce Hatshepsut and Ramses II as the rulers the students will
be learning about (1 min)
Middle
o 1. Teacher will go over slides 2 - 5 (10 min)
o 2. Teacher will provide students with time to do the processing activity: a picture
of one of Hatshepsuts contributions (10 min)
o 3. Teacher will go over slides 7 - 9 (10 min)
 o 4. Teacher will provide students with time to do the processing activity: a eulogy
for Ramses II that includes his contributions to and impact on Ancient Egyptian
society

End (closure)
o 1. In their notebooks, students will compare one of Ramses IIs contributions to
one of Hapshetsuts (2 min)
o 2. Students will share their responses with the class (2 min)
o 3. Teacher will explain the homework to be completed prior to the next class:
students are to review primary and secondary source documents for a discussion
to take place next class period (3 min)
o 4. Teacher will pass out the primary and secondary source documents and collect
both of the students processing activities. Teacher will also introduce the question
students should think about for next classs discussion: which of the four figures
that we have studied over the past three days made the largest impact and why? (3
min)

Assessment: Two processing activities completed during the PowerPoint.

DAY 3 APPENDIX

Lecture Notes:

Slide One

Today were going to be learning about the roles, contributions, and impact of Hatshepsut and
Ramses II

Slide Two

Before we get in to that, I want to give you a brief review of Ancient Egypt. Ancient Egypt was
in East Africa along the Nile River. The Nile was very important to Ancient Egyptians, like the
Tigris and Euphrates Rivers in India. Ancient Egyptians used the river as a highway and as
irrigation for their crops.

There were three main kingdoms in Ancient Egypt: The Old Kingdom, which lasted from 2686
BC to 2134 BC; The Middle Kingdom, which lasted from 2050 BC to 1800 BC; and The New
Kingdom, which lasted from 1550 BC to 712 BC.

Slide Three

Hatshepsut was a female pharaoh during the New Kingdom. She reigned between 1472 BC and
1457 BC. Hatshepsut was not the first female pharaoh, but she was the first to rule with as much
power as a male pharaoh would have had. So the two female pharaohs before her did not rule
with as much power as a male pharaoh would have ruled with.
Slide Four

Hatshepsut completed several building projects during her reign, the most famous of which is her
mortuary temple at Deir el Bahri. She also restored trade networks that had been discontinued
during the period of the Hyksos invasion of Egypt. Trade was also expanded to Libya, Nubia,
and other Asian countries.

Hatshepsut organized an expedition into Punt, which she considered to be one of her greatest
achievements. She brought back numerous riches from Punt, including myrrh, ivory, and gold.
Punt became a major trading partner with Egypt and supplied Egypt with gold, resin, wood,
ivory, and wild animals.

Slide Five

Hatshepsuts achievements led to the promotion of religion and the expansion of trade. She
promoted religion through her building projects, many of which were temples dedicated to the
gods and contained images of the gods. Hatshepsut also expanded trade during her reign, which
allowed the economy to flourish. It also gave Egypt access to goods that might not have been
found in Egypt.

Slide Six

Now youre going to take about ten minutes to draw a picture of one of Hatshepsuts
contributions to Egypt. If you want to draw one of the pictures in the PowerPoint, thats fine.
Make sure you include a description of the picture, too. It doesnt have to be very long, a
sentence or two. You can draw the picture in your notes, if you want to.

Slide Seven

Next we have Ramses II, who was an Egyptian pharaoh during the Middle Kingdom. He reigned
from 1279 BC to 1213 BC for 67 years. His reign is one of the longest in world history, and
when he died none of his subjects had known any other pharaoh.

Slide Eight

Like Hatshepsut, Ramses completed many building projects during his reign. These projects
included monuments commemorating his accomplishments, a temple at Abu Simbel, and temples
dedicated to the gods. Ramses II also signed the worlds first peace treaty, the Treaty of Kadesh,
which ended fighting between Egypt and the Hittites. He also defeated the Sea People off the
coast of the Nile delta, which helped ensure the safety of the Egyptian people. As for the
expansion of the empire, Ramses II led several military campaigns that increased the size of the
Egyptian empire.

Slide Nine
By signing a peace treaty and defeating the Sea People, Ramses II ensured that Egypts borders
were safe and that there was peace in the empire. This was also done through his building
projects. The temples that he dedicated to the gods contributed to the upholding of the maat,
which helped to ensure order in Egyptian society. Lastly, by expanding his empire, Ramses II
increased the amount of influence that Egypt had on the rest of the world.

Slide Ten

Now youre going to take about ten minutes to write a eulogy for Ramses II, like you did for Shi
Huang Di yesterday. You need to include two of his contributions and two impacts that he had on
Ancient Egyptian society
 DAY 4

Title of lesson: Comparing the Roles and Contributions of Chinese and Egyptian Figures
Type of lesson: Rotating Partners Discussion
Your Name: Hannah Collison
Length of lesson: 50 minutes

Overview: In this lesson, students will compare the roles and key contributions of Confucius, Qin
Shi Huang Di, Hatshepsut, and Ramses II. They will do this through a Council discussion. In this
type of discussion, students sit in a large circle. A talking stick is passed from student to student
and only the person with this talking stick is allowed to speak.

Objectives:

Students will be able to:

Compare the roles of Confucius, Qin Shi Huang Di, Hatshepsut, and Ramses II.
Compare the key contributions of Confucius, Qin Shi Huang Di, Hatshepsut, and
Ramses II.
Identify the impact that Confucius, Qin Shi Huang Di, Hatshepsut, and Ramses II had
on their respective societies.

Arizonas College and Career Ready Standards for Literacy in

History/Social Studies (ACCRS):
6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary
sources

Arizona Social Studies Content Standard(s):

S2. C2. PO 9. Identify the roles and contributions of individuals in the following ancient
civilizations:
o c. China (Qin Shi Huang Di, Confucius)
o d. Egypt (Hatshepsut, Ramses)

Materials/Evidence/Sources:
Primary source documents
Secondary source documents

Procedure to Teach the Lesson:

Beginning (anticipatory set)
o 1. Teacher will give students five minutes to review their documents and jot down
a few talking points (5 min)

Middle
o 1. Teacher and students will arrange the desks in a circle (2 min)
o 2. Teacher will explain how a Council discussion works (1 min)
 o 3. Students will discuss the question: which of the four figures that we have
studied over the past three days made the largest impact and why? Teacher will
moderate the discussion by asking several additional questions to guide the
students in answering the bigger question (38 min)

End (closure)
o Teacher will ask students to summarize what they talked about and what they
learned during the discussion (4 min)

Assessment: A summary of the discussion

DAY 4 APPENDIX

Primary Source Documents

Confucius, The Analects (filial piety)

Zi, you asked what filial piety was. The Master said, "The filial piety of nowadays means the
support of one's parents. But dogs and horses likewise are able to do something in the way of
support; -- without reverence, what is there to distinguish the one support given from the other?"

The Master said, "In serving his parents, a son may remonstrate with them, but gently; when he
sees that they do not incline to follow his advice, he shows an increased degree of reverence, but
does not abandon his purpose; and should they punish him, he does not allow himself to
murmur."

Mang I asked what filial piety was. The Master said, "It is not being disobedient."

Soon after, as Fan Chih was driving him, the Master told him, saying, "Mang Sun asked me what
filial piety was, and I answered him, 'not being disobedient.'"

Fan Chih said, "What did you mean?" The Master replied, "That parents, when alive, should be
served according to propriety; that, when dead, they should be buried according to propriety; and
that they should be sacrificed to according to propriety."

Citation: Citation: Confucius, "The Analects," in Alfred Andrea and James Overfield, eds. The
Human Record: Sources in Global History, Volume I, 3rd Edition (Boston: Houghton Mifflin
Co., 1998): 96-99

Confucius, The Analects (the superior man)

Confucius said, "There are three things of which the superior man stands in awe. He stands in
awe of the ordinances of Heaven. He stands in awe of great men. He stands in awe of the words
of sages.

"The mean man does not know the ordinances of Heaven, and consequently does not stand in
awe of them. He is disrespectful to great men. He makes sport of the words of sages."

Zi Gong asked what constituted the superior man. The Master said, "He acts before he speaks,
and afterward speaks according to his actions."

The Master said, "The mind of the superior man is conversant with righteousness; the mind of
the mean man is conversant with gain."

The Master said, "If the will be set on virtue, there will be no practice of wickedness."

The Master said, "Riches and honors are what men desire. If it cannot be obtained in the proper
way, they should not be held. Poverty and meanness are what men dislike. If it cannot be
obtained in the proper way, they should not be avoided.

If a superior man abandon virtue, how can he fulfill the requirements of that name?

The superior man does not, even for the space of a single meal, act contrary to virtue. In
moments of haste, he cleaves to it. In seasons of danger, he cleaves to it."

The Master said, "By nature, men are nearly alike; by practice, they get to be wide apart."

The Master said, "By extensively studying all learning, and keeping himself under the restraint
of the rules of propriety, one may thus likewise not err from what is right."

The Master said, "The accomplished scholar is not a utensil."

Citation: Confucius, "The Analects," in Alfred Andrea and James Overfield, eds. The Human
Record: Sources in Global History, Volume I, 3rd Edition (Boston: Houghton Mifflin Co., 1998):
96-99

Sima Qian, Basic Annals of the First Emperor of Qin

He called out his armies to punish the unprincipled, and the workers of evil have been
wiped clean.
His arms cut down the violent and contentious, his civil arts restored the guiltless, and the
hearts of the multitude are submissive.
Generously he judged merit and worth, his rewards extending to oxen and horses, and his
bounty fattened the land.
 The August Emperor displayed his might, his virtue brought together the feudal lords, for
the first time bestowing unity and peace.
He demolished walls and fortifications, opened up waterways, cut through embankments,
and levelled the steep declivities.
When the shape of the land had been fixed, the masses were freed from corve labour,
and all the empire was comforted.
Now men delight in their tasks, women pursue their occupations, each affair ranged in
proper order. His bounty extends to every occupation, all have their allotted work in the fields,
none without a place of rest.
The host of officials praise his magnificence, begging leave to inscribe this stone, that his
example may be made known to future ages.

Citation: Sima Qian. The Basic Annals of the First Emperor of Qin, Records of the Grand
Historian. Translated by Burton Watson. Hong Kong, China: The University of Hong King
Press, 1993.

Hatshepsuts Temple
Citation: Deir El-Bahri Hatshepsut's Temple. (n.d.). Retrieved April 28, 2017, from
http://www.historywiz.com/galleries/deir-el-bahri.html

Reliefs of the Expedition to Punt, located in Hatshepsuts temple

Citation: Fuller, M. (2006, November 22). Deir el Bahri. Retrieved April 28, 2017, from
http://users.stlcc.edu/mfuller/deiralBahari.html

Secondary Source Documents

Chinas First Emperor

Shi-huang-di was the first emperor of China. The king of the state of Qin from 246 B.C. to 221
B.C., he ended the Warring States Period by unifying the states into one empire, with himself as
the head of government, ruling just 11 years before he died. During his reign as emperor, though,
he had created two of the world's greatest monuments: the Great Wall and the Terracotta Army.

His original name was Ying Zheng, and he was born in 259 B.C, the eldest son of the future King
Zhuangxiang of Qin. When the boy was 10, his father became king. Three years later, in the
middle of a war against six other states, the king died, leaving young Zheng to rule the kingdom,
with a powerful family friend, Lu Buwei, as regent. When the young king was away on a
military mission, the regent attempted to take over the government. The army was loyal to the
king, however, and helped young Zheng put an end to the threat. The king assumed full power
and appointed a man he trusted, Li Si, as chancellor (not regent).

In 230 B.C., Zheng began a military campaign that would end in unification. The Han state (not
the one that gave us the Han Dynasty) was the first to fall. The following year, in 229 B.C., a
massive earthquake devastated the state of Zhao, where Zheng was born. He and his army moved
in and took over. The next state to fall was Yan, in 226, followed by Wei, in 225, and Chu, in
223. Two years later, the state of Qi surrendered and Zheng was master of all China.

When he defeated the last of the Warring States, Zheng declared himself emperor and took the
name Shi-huang-di, which means "First sovereign emperor."

The emperor took steps to maintain his authority, including reorganizing the defeated states into
administrative units. In descending order of importance, these administrative units were
commanderies, districts, counties, and hundred-family units. Thus, people were no longer
identified with their home state.

Shi-huang-di and Li Si, his chancellor, introduced a universal currency (the Ban linage coin) and
universal weights and measures. They also had built a large network of roads and canals, to
facilitate trade between the commanders and with the capital. Perhaps the innovation that had the
most wide-ranging effect was the introduction of a universal writing language. Thus, universal
trade was accompanied by universal record-keeping.

The most noticeable of the emperor's achievements, though, were too big to miss. In an attempt
to keep out invaders, the emperor ordered hundreds of thousands of workers to construct a giant
wall across China's northern border. This was the beginning of what is now called the Great Wall
of China. In the emperor's time, it was more a collection of existing walls, fortified and
augmented to include a network of smaller walls that incorporated natural defenses like rivers
and high cliffs. In another large feat of engineering, the emperor commissioned the building of
the Linggu Canal, which stretched 21 miles to connect two of China's major waterways.

Another way that Shi-huang-di achieved consistency across his empire was to introduce a
common school of thought, called Legalism. In simple terms, this system required the Chinese
people to follow the laws that the emperor decreed or be punished. Up to that time,
Confucianism and other philosophies had flourished in the various Chinese states, in a loose
system of learning called the Hundred Schools of Thought. That encouragement of the diversity
of learning did not continue under the empire. And, in order to maintain the combination of this
common school of thought and a common written language, the emperor ordered the destruction
of the vast majority of printed books and scrolls, since they used other languages or advocated
different points of view. Exceptions to this decree of book-burning were books on agriculture,
astrology, divination, medicine, and the history of the state of Qin. It wasn't only books that were
burned, either. Hundreds of people who were found to have banned books were burned as well.
(One exception to this was the emperor himself, who was found to have kept a collection of
banned books.)
Citation: White, D. (n.d.). China's First Emperor. Retrieved April 28, 2017, from
http://www.socialstudiesforkids.com/articles/worldhistory/chinafirstemperor.htm

Peace Treaty of Kadesh

Egypt and the Hittites had been warring over the area around Kadesh for years. The last major
battle was in 1274 BCE and Pharaoh Ramesses II and Hittite emperor Muwatallis fought to a
draw. Both sides sustained heavy losses, but neither side could claim total victory. However,
both sides did claim victory in their various propaganda.

There were skirmishes south by the Hittites against the Egyptians over the next fifteen years, but
neither side gained a distinct advantage. These were finally decided by a treaty signed by both
Ramesses II and Hattusili III, the new king of the Hittites. Historians place the signing of the
treaty around 1259 BCE. This was the first known peace treaty in the Near East and the first
written peace treaty to survive.

This treaty outlined peaceful relations between the two superpowers. Ramesses IIs acceptance
along with the terms were inscribed on a silver tablet. In Egypt, the treaty was written in
hieroglyphics on the walls of the temples. In Hatti, the treaty was written in cuneiform and
preserved in the royal archives.

A copy of the treaty was found in the village of Hattusas in the early 1900s. Two of these are
displayed Museum of the Ancient Orient in Istanbul. The third is on display at the Berlin State
Museum. A copy of the treaty hangs in the halls of the UN.

Citation: Peace Treaty of Kadesh. (2016, September 19). Retrieved April 29, 2017, from
http://www.historynaked.com/peace-treaty-kadesh/
 DAY 5: ESSAY

Directions - Your essay should:

answer the units essential question: How did the roles and contributions of these figures
impact the society in which they lived?
be 20 - 25 sentences long
include a short introduction (2 - 3 sentences)
include a short conclusion (2 - 3 sentences)
discuss at least one contribution that each figure (Confucius, Qin Shi Huang Di,
Hatshepsut, and Ramses) made to their society,
discuss how each persons contribution impacted his/her society
compare the contributions of Confucius, Qin Shi Huang Di, Hatshepsut, and Ramses
include at least one piece of evidence from each document that we discussed during the
unit

You may use your notes. Good luck!

Model Essay:

Throughout history, there have been many people that have made important contributions
to their society. Confucius, Qin Shi Huang Di, Hatshepsut, and Ramses II are no different. These
four people made numerous contributions during their lives that positively impacted their
societies, impacts that often lasted even after their deaths.
Confucius was an ancient Chinese philosopher who created Confucianism (Confucius).
Confucianism taught about five basic virtues: kindness, righteousness, sobriety, wisdom, and
trustworthiness (Confucianism); it also taught people that they should be respectful and
considerate (Conficianism). Although Confucianism was not very popular when Confucius
was alive, it later became the state philosophy of China during the Han Dynasty and was the
basis of the government civil service exams (Confucius).
Qin Shi Huang Di was also an ancient Chinese figure. He was the first emporer of China
and unified the country for the first time, which brought peace to the country (Basic Annals of
the First Emporer of Qin). Qin Shi Huang Di also regulated local customs (The Records of
the Grand Historian), meaning that he created a central government and standardized the
culture. By doing this, the Chinese people all had the same customs and were all held to the
same laws. This reflects somewhat on Confuciuss impact on China; he created a religion that
would later become the state philosophy of China (Confucius).
Ramses II was Egyptian and a ruler like Qin Shi Huang Di. Ramses also brought peace to
his empire, like Qin Shi Huang Di did with China. One way he did this was through the Treaty of
Kadesh, which helped to stop the fighting between the Egyptians and the Hittites (Treaty of
Kadesh). In addition to bringing peace to Egypt, Ramses comissioned several building projects,
including a temple at Abu Simbel (notes). Qin Shi Huang Di also comissioned several building
projects, one of which connected several defensive walls across China to help defend against
invaders (The Records of the Grand Historian). Ramses building projects, however, were
more about boasting of his accomplishments than defending Egypt (notes).
Hatshepsut was also an Egyptian pharoah. She, like Ramses II and Qin Shi Huang Di,
also took on several building projects, including the Deir el-Bahri Temple (Deir el-Bahri).
These projects contributed to the culture of ancient Egypt; they werent built to boast of her
accomplishments, unlike the building projects of Ramses II. Hatshepsut also restored many trade
networks (notes) and organized an expedition to Punt (Reliefs of the Expedition to Punt), both
of which boosted the Egyptian economy by bringing goods into Egypt and providing Egypt with
a way to export goods.
Each of these people contributed something important to their society that had a lasting
impact. These contributions included religious, cultural, and military contributions, and they are
very similar to one another despite the fact that Confucius, Qin Shi Huang Di, Ramses II, and
Hatshepsut did not all come from the same culture. In conclusion, each of these figures made
several contributions to their country that greatly impacted their society, and these impacts can
still be seen today.

Rubric:

4 3 2 1
Content The essay The essay The essay The essay
discusses one or discusses one or discusses one or discusses one
more more more contribution of
contributions of contributions of contributions of each figure
each figure each figure each figure The essay does
The essay The essay The discussion not discuss the
discusses one or discusses one or of the impact(s) impact(s) that
more impact(s) more impact(s) that these these
that these that these contributions had contributions had
contributions had contributions had on ancient on ancient
on ancient on ancient Chinese/Egyptia Chinese/Egyptia
Chinese/Egyptia Chinese/Egyptia n society is brief n society
n society n society and not very The essay does
The essay The essay does detailed not compare
compares each not compare The essay does each figures
figures each figures not compare contributions
contributions contributions each figures
contributions
Format The essay is 15 The essay is 10 The essay is 8 The essay is
 -20 sentences -12 sentences -10 sentences less than 8
long long long sentences long
The essay The essay The essay does The essay does
includes a short includes a short not include not include an
introduction and introduction and either an introduction or a
a conclusion (2-3 a conclusion (2-3 introduction or a conclusion
sentences each) sentences each) conclusion
Document One or more One piece of One piece of no evidence is
Evidence pieces of evidence from evidence from used
evidence from each document is each document is
each document is used used
used Most of the None of the
The evidence evidence used is evidence used is
used is relevant relevant relevant
All evidence is Several pieces None of the
cited of evidence are evidence is cited
not cited