U

CHINESE HISTORY
Unit Aims/Summary

[Yr 11 History]

Students will be studying China from its traditional roots (pre-1911), including Confucianism and the Mandate of Heaven, to more modern times (post 1911). Students will examine the reasons for the collapse of the Imperial system and the rise of Mao Zedungs Communist regime. They will watch Bruce Beresfords 2009 film Maos Last Dancer, and compare the experience of those in China compared with those in America. This assessment will be part of their year 11 folio.

Curriculum Links
Communication - students express their views, findings, and arguments to a variety of audiences using different communication forms. Students undertake learning activities that enhance their ability to read critically, write in clear prose, succinctly develop and argument, make relevant and informed contributions to class discussions, present finding and discussion in different forms and acknowledge sources appropriately. Citizenship - students develop citizenship skills and perceptions by examining social institutions, rights and responsibilities, and the nature and influence of power relationships, over time, in society. Students develop skills in historical research, critical analysis, and source evaluation that are crucial for effective participation in society. History enables students to understand changes that have occurred in societies over time and the importance of the citizenry in shaping contemporary and future societies Personal Development - the ability to interpret and evaluate information is an important skill that can be transferred to other aspects of a students life. Work - research, source interpretation, situational evaluation, and the ability to develop and sustain an argument. Students learn to distil and interpret ideas and information from sources and to write responses in clear, concise, effective prose. Learning - students develop skills in research, information literacy, organisation, critical reading, and analytical thinking. Such skills enable students to interpret, visualise, understand, and evaluate events, actions, people, and phenomena of the past. Students make historical interpretations that contribute to their understanding of the complexities and interdependencies that exist in a society.

Student Outcomes/Knowledge
Understand how China was formed into the country it is now Analyse how the Imperial system collapsed, and how this allowed Communism to rise Able to see how deep rooted traditional beliefs underpinned society, and how these changed over time Compare China and the USA to see the differences in ideologies and the experiences of the people

Learning Sequence
TUESDAY L1 (9:05-9:55) 50mins WEEK 1 China learning from the West (p. 222-223) Boxer Rebellion Homework - collapse of Imperial system 231-233, complete table on 234) Maos Last Dancer Homework - read through info on America at back of book for assignment Class time Was the Chinese Communist government really a peoples government? (p. 257-262) FILLED IN TABLE FOR HOMEWORK! Watch Maos Last Dancer Homework - read through info on China at back of book WEDNESDAY L3 (11:10-12:00) 50mins FRIDAY L5-6 (1:45-3:20) 85mins

WEEK 2

Class time

Class time

WEEK 3 WEEK 4 WEEK 5

Class time Continue work from yesterday

Maos Last Dancer assignment due Final lesson class party!

Strategies
Film - Maos Last Dancer as part of assessment task Teacher directed learning - students go through information in textbook, as instructed by teacher, and answer questions within Question/answer - students answer questions in textbook, then share answers with class

Resources/Materials
Maos Last Dancer, Bruce Beresford, 2009 (film) Inquiry 1 textbook

Assessment
Using Bruce Beresfords 2009 film Maos Last Dancer, students will compare the experiences of those in China with those in America. Use Bruce Beresfords production notes Essay, up to 1000 words. Due Friday wk 4 Knowledge and Understanding KU1 Explanation of how particular societies in selected periods and places have been shaped by both internal and external forces KU2 Identification and explanation of historical concepts Inquiry and Analysis IA1 Application of hypotheses and/or focusing questions to guide historical inquiry IA2 Analysis and evaluation of sources Reflection R1 Understanding and appreciation of the role of particular individuals and groups in history Communication C1 Communication of informed and relevant arguments C2 Use of subject specific language and conventions

Reflection