​

LESSON 9: The Shang Dynasty in Ancient China

SUPPORTING QUESTION

In what ways do archaeological and written sources help reconstruct the history of the Shang Dynasty?

FOCUS SKILL(S)

Contextualization

Evaluating Evidence

Historical Significance

MATERIALS

TEACHER

Do Firsts + Exemplars

The Shang Dynasty in Ancient China Student Worksheet + Exemplars

Exit Tickets + Exemplars

STUDENT

Do First Options

Printed Student Handouts

​

DO FIRST

Option 1- Frayer: Oracle Bones

Option 2- Anticipatory Guide

TEACHER ACTIONS

1. Select “Do First” option
2. Play “Song of the Unit” or alternative
3. Provide students with visual, online, or print access to “Do First”

STUDENT ACTIONS

1. Complete “Do First” either online or by hand.

ACTIVITY 1 - LAUNCH

Guide students through a reading that provides the context for the Shang Dynasty. They will answer comprehension questions as they read.

TEACHER ACTIONS

1. Distribute student worksheet
2. Instruct students to pair up and compare responses, then review the correct answers
3. Revisit this map, highlighting the location of the Shang Dynasty and Huang He (Yellow) River

STUDENT ACTIONS

1. Complete “What is the Context? - Shang Dynasty” independently
2. With a partner, compare answers
3. Participate in class debrief

​

LESSON 9: The Shang Dynasty in Ancient China - Continued

ACTIVITY 2 - PRACTICE

Students will investigate how archaeological and written sources shape our understanding of life during the Shang Dynasty with a Webquest using worksheet pages 2-5. They will view oracle bone inscriptions, images, and secondary sources. Consider allowing students to partner up for this activity.

TEACHER ACTIONS

• Provide digital access
• Direct students to worksheet pages 2-5
• Monitor student work and support as needed

STUDENT ACTIONS

1. Listen to directions and expectations
2. With partner, complete webquest using the student worksheet

ACTIVITY 3-

EXHIBIT

​

(OPTIONAL)

If you had students complete the “Anticipatory Guide” for the “Do First,” have them return to it to review their initial opinions. In the final column, students should evaluate the statement again and write an explanation for their final opinion.

TEACHER ACTIONS

1. Direct students back to “Do First”
2. Provide instructions and support as necessary

STUDENT ACTIONS

1. Reconsider each statement
2. Write whether they agree or disagree
3. Write an explanation for their opinion

​

LESSON 9: The Shang Dynasty in Ancient China - Continued

CONCLUSION

Students will complete an “Exit Ticket” in which they reflect on their learnings from the day by engaging in a 3, 2, 1 approach that includes prompts requiring students to list out aspects relating to the number.

TEACHER ACTIONS

1. Hand out the Exit Ticket and provide instructions for 3, 2, 1

STUDENT ACTIONS

1. Respond to each of the prompts in the boxes

STANDARD(S)

1.15 Analyze the role of agricultural, technological and cultural innovations in the emergence and maintenance of early complex societies between 10,000 BCE and 500 BCE.

​

1.16 Explain how the development of cities in Africa, Asia, and the Americas between 10,000 BCE and 500 BCE led to common characteristics of early complex societies including social hierarchies, governments and laws, specialization and writing.

​

1.17 Analyze how early religions and belief systems shaped the political, legal, economic and social structure of states in Africa, Asia and the Americas between 10,000 BCE and 500 BCE.

​

1.18 Compare the role of women in different societies, including ways in which women exercised power between 10,000 BCE and 500 BCE.

​

1.19 Analyze archeological and primary source materials to make a claim about daily life for different individuals within Africa, Asia, and the Americas between 10,000 BCE and 500 BCE.