5,000 Years of Chinese History – Lecture Only

Grades: 9-12 | Duration: 60 minutes

Trace the history of one of the oldest and most influential civilizations on earth. This academic lecture will trace China’s unique history under thousands of years of dynastic rule and how China transformed over time. Students will watch and engage with the philosophical ideals that built this country and its people and understand its legacy in the present day.

Common Core State Standards

English Language Arts Standards

Speaking & Listening

  • 9-10.1c – Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  • 9-10.2 – Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
  • 11-12.1c – Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Reading: Informational Text

  • 9-10.3 – Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
  • 11-12.3 – Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
California State Board of Education

California State Board of Education

History-Social Science Content Standards for California Public Schools

  • 6.6 – Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
  • 6.6.1 – Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty.
  • 6.6.2 – Explain the geographic features of China that made governance the spread of ideas and goods difficult and served to isolate the country from the rest of the world.
  • 6.6.3 – Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism.
  • 6.6.4 – Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them.
  • 6.6.5 – List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty.
  • 6.6.6 – Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire.
  • 6.6.7 – Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations.
  • 6.6.8 – Describe the diffusion of Buddhism northward to China during the Han Dynasty.
  • 7.3 – Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
  • 7.3.1 – Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.
  • 7.3.2 – Describe agricultural, technological, and commercial developments during the Tang and Sung periods.
  • 7.3.3 – Analyze the influences of Confucianism and changes in Confucian through during the Sung and Mongol periods.
  • 7.3.4 – Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.
  • 7.3.5 – Trace the historic influence of such discoveries as tea, the manufacture of paper, woodblock printing, the compass, and gunpowder.
  • 7.3.6 – Describe the development of the imperial state and the scholar-official class.
  • 10.4 – Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
  • 10.4.4 – Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
  • 10.8 – Students analyze the causes and consequences of World War II.
  • 10.8.1 – Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
  • 10.8.6 – Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
  • 10.9 – Students analyze the international developments in the post-World War II world.
  • 10.9.4 – Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
  • 10.10 – Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America. and China.
  • 10.10.1 – Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
  • 10.10.2 – Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
  • 10.10.3 – Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
  • 10.11 – Students analyze the integration of countries into the world economy and the informational, technological, and communications revolutions (e.g., television, satellites, computers).