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- Jay I., Teacher
- Marshall, NC
Great Wall of China Teacher Resources
Find Great Wall of China educational ideas and activities
Students investigate the construction of the Great Wall of China. In this Chinese history lesson, students research print and Internet sources about the contributions of the Qin, Han, Tang, and Ming Dynasties. Students use their findings to create a television news magazine story on the history of the Great Wall and those who built it.
Students explore the Great Wall of China. They participate in three activities to become familiar with the geography of China and Chinese names. Students explore the size of the wall by examining an interactive web site. They write a short essay on the Great Wall's efficacy or the success of the Manchu invasion.
Sixth graders study the history of China. They explore the Chinese people, the Great Wall of China, religions, government and Dynasties. In groups, 6th graders collect information on China. They write a report on their findings and create a political and physical map of the country. Students participate in various activities to review China.
Pupils examine Chinese History as it pertains to the Qin Dynasty and the first great emperor Shi Huang Zhi. For this Chinese History lesson, students discover that Shi Huang Zhi is responsible for building the Great Wall of China. Pupils also explore the fall of the Qin dynasty and the emergence of Confucianism in China.
Students explore the Great Wall of China. They use Internet sources to take a virtual tour of the landmark and discuss their impressions of the wall. Next, they collaborate to create scale models of the Great Wall and complete journal activities based on what they learn about the structure.
Students brainstorm a list of symbols that represent our cultural values. They research symbols of China and Japan. Students create a timeline showing how symbols have evolved in these two countries. They view the video "Showing the Behind the Great Wall and Secrets of the Samurai." Students discuss the symbols identified in the segments.
Learners invent an imaginary character that has the ability to time travel to China and create stories in the tradition of a traveler's tale, whereas their characters visit China's capital city, Beijing, and go to the Great Wall of China in search of a personal goal. They use a virtual oracle bone and the World Wide Web to find information and answers to their questions, and employ graphics software to create digital drawings that illustrate their characters and their adventures.