Lesson 5: Doctrines of Ancient China

Course CHW3M
Unit 4
Todays Lesson Doctrines of Ancient China
Overall Expectations A2, B2. C2, E2
Big Ideas Students will learn about the 4 prominent doctrines of China and apply them to
modern moral scenarios.
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Purpose:
● To research and gather an understanding of an Ancient Chinese philosophy and apply to different
scenarios

Learning Goals:

● I will understand the significance of the terms hundred schools of thought, warring states period,
Confucianism, Taoism, and Buddhism
● I will investigate and compare/contrast three prominent chinese philosophies

Success Criteria:
● I can apply an understanding of a particular Ancient Chinese philosophy to different scenarios by having
a conversation with my classmates
● I can assume a perspective (philosophical framework) and communicate my perspective on a scenario
in a group

Specific Expectations Teaching & Learning Strategies

★ A2.2, B2.1, C2.2, C2.3, C2.5, E2.2 ❏ Direct Instructions

❏ Class Discussion
❏ Brainstorm
Assessment & Evaluation Purpose Achievement Category ❏ Mind Map / Concept Map
❏ Jigsaw
❏ For​ Learning ❏ Knowledge
❏ Think-Pair-Share
❏ As​ Learning ❏ Thinking
❏ Lab
❏ Of ​Learning ❏ Communication
❏ Problem Solving
❏ Application
❏ Demonstration
❏ Guest Speaker
Lesson Plan Timing ❏ Community / Field Trip
❏ Mock Trial
Opening ❏ Research / Investigation
❏ Presentation
i. Slides 1-3: Share learning goals with students and have them 10 min ❏ Multimedia production
perform a “think-pair-share” analysis of the two quotes by ❏ Role play / Simulation
Confuscious ❏ Display booth
❏ Business Report
❏ Quiz/Test/Exam
❏ Class activity
❏ Flipped Class
Mini-Lesson ❏ Other ______________

ii. Slides 4-6: introduce the concept of Chinese philosophy and

explain its development throughout the early chinese 10 min
dynasties, the warring states period, and the hundred schools
of thought
iii. Slides 7-12: Students will learn about Confucianism,
Taoism, and Buddhism through a comparative analysis of the 10 min
three; have students analyse confucius quotes (slide 9), make
comparisons to Taoism by reflecting on video (slide 10-11),
and read the article comparing Taoism and Buddhism (Slide
12)

Activity

iv. Slides 13-23:

1. Break students into groups of 3-4
2. Display each ethical scenario along with the three
reactions to each scenario 20 min
3. Students must identify which philosophy is being
portrayed through each reaction (teacher can keep
track of points on the board for each one of the team’s
correctly identify)

v. Slides 24-26: Groups will be given two more scenarios, for 20 min
each one they must come up with their OWN reaction based
on one of the three philosophies. For added difficulty, groups
can come up with three for each scenario. Students will
present their reactions to the rest of the class.

Homework/Exit Ticket: 10 min

Students must complete a short paragraph (200 words or less)
detailing which philosophy they think is most effective in
dealing with ethical scenarios based on evidence from class.

Day 2:
Assign “Philosophical Silent Debate.” Students will apply the 80 min
skills they’ve taken from this lesson to an online debate.
Students must assume the stance of one of the three chinese
philosophies and decide which philosophy should be used as a
framework to run the kingdom. After going over assignment
sheet/expectations, students have the remainder of the period
to begin their research.

Total 160 min

Learning Skills Assessment Evaluation Strategies
 ❏ Responsibility ❏ Self Assessment ❏ Presentation
❏ Organization ❏ Peer Assessment ❏ Demonstration
❏ Independent Work ❏ Observation ❏ Game/Simulation
❏ Collaboration ❏ Questioning ❏ Portfolio/Learning Log
❏ Initiative ❏ Homework Check ❏ Multi-Media Production
❏ Self-regulation ❏ Reflective Journals ❏ Essay/Research
❏ Diagnostic Quiz ❏ Lab Report
❏ Formal Quiz/Test ❏ Formal Exam
❏ Consultation/ Conference ❏ Other_________________

Student Accommodations Homework

➔ Repetition, rewording, and rephrasing of Students must complete reflection on which

information philosophy they think is most effective
➔ Vocabulary explained
➔ Use of visuals
➔ Allow for dictionary use ​(smartphone, online program, etc.)
➔ Gestures and Visual cues
➔ Slides posted online for later review
➔ Video of lesson available for later review

Student Concerns Teacher Reflections

➔ Some language can be challenging in the lesson,

have students take down words they are unfamiliar ❏ ❏
with and define for tomorrow’s class
➔ Arrange groups for activity so that students of varying
➔ The mini-lesson was well timed, providing just
english-language ability are working together
enough information to provide students with
➔ Post slides afterwards so students can catch up on
necessary context.
information that may have been missed during the
➔ Students were highly engaged during the
lesson
guessing game. They struggled at first, but
understood after the first round.