Great Wall of China Teacher Resources
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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 conduct research on the history of the Great Wall of China. They explore websites, complete various interactive activities, read a history of the Great Wall, write an essay, and take an online quiz.
Sixth graders watch the video "Great Wall of China". They use the template to design their own postage stamp to show something learned about the Great Wall. They determine a presumed price for the stamp in Chinese currency and include this price on their stamps.
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.
In this Great Wall of China worksheet, learners read a 1-page passage about the construction of the wall and then respond to 4 short answer questions and write letters about the benefits of the wall.
In this reading comprehension worksheet, students read a passage about the Great Wall of China and answer reading comprehension questions.
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.
Fourth graders describe Qin Shi Huangdi's role in the building of the Great Wall of China. They identify why the Great Wall of China was built, the length of the Great Wall and what Qin's role in society was.
Second graders study the contributions of Ancient Egypt and China, which have had an impact on world history, with emphasis on written language, laws, calendars, and architectural monuments such as the Pyramids and the Great Wall of China.
Students examine Chinese History as it pertains to the Qin Dynasty and the first great emperor Shi Huang Zhi. In this Chinese History lesson plan, students discover that Shi Huang Zhi is responsible for building the Great Wall of China. Students also explore the fall of the Qin dynasty and the emergence of Confucianism in China.
Students investigate the building of the Great Wall of China during the Ming Dynasty and utilize the story of the wall to examine some of the history of China.
Sixth graders write a three paragraph essay describing how three areas of their culture were affected by The Great Wall of China.
For this research worksheet, students do research to find information about how the Great Wall of China was built. Students answer 5 general short essay questions about what they have learned.
In this Great Wall of China worksheet, students read interesting facts about the wall and answer 3 questions.
Second graders explore the geography, holidays, important teachers, and inventions from China in the nine lessons of this unit. The results of their inquiries are expressed through a variety of products, writings, and presentations.
Students construct the Great Wall of China. In this history and measurement lesson, students complete a KWL chart on the Great Wall of China and then make a replica of the Great Wall in their classroom. Students create a stone piece that contains an important fact about the Great Wall.
Fourth graders label the countries that border China and the physical features of Asia. They discuss the physical features of Asia and label them on the other map.
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.
Students 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.
Seventh graders work in groups and act as a real estate company who is trying to sell a billionaire a historical landmark to house his art collection and must make a presentation convincing him to buy their historical site.