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#002 Introduction, part 2: “Five Thousand Years of History”

9/5/2018

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Picture
Image: Chinese history infographic poster
Logistics

Before we delve into the question, I’d like to draw your attention to a couple of logistical details (we’ll tackle these as they’re relevant):
  • Access the Discovering History website (discoveringhistory.org).
  • Visit the In-Class page. Each day you’ll find our agenda.
  • Next, navigate to the Course Information page (i.e. syllabus)
    • Today I want to look at the Digital Notebook. This is an important part of your participation grade in this class.
    • Note the grading breakdown and system for this course.
    • Take a moment to create a Digital Notebook, copy your homework in your journal (in black), and copy a “Share” link to Canvas. Please make sure I have edit access to the document.

5,000 Years?

Last class we delved into “What does it mean to be Chinese?” We discovered some of the challenges in approaching this question related to politics, culture, race/ethnicity, geography, and time.
  • Quick one-word association from everyone.

​Today we’re going to examine one of those in greater depth: time.

How many years of history does China have?
  • Start with a buddy: take turns sharing—ideally by not reading directly from your notes—your reaction to the discussion on the Quora page (feel free to have the page open for reference).
  • Questions for full class discussion:
    • Your answers and justifications?
    • Is this question difficult? Why or why not? Is it more difficult when we talk about China than other places? Why or why not?
    • Is it important? Why or why not?

Dynasties

View YouTube clip (1 min)
  • Practice singing together to tune of “Frère Jacques”:
    • Shang, Zhou, Qin, Han,
      Shang, Zhou, Qin, Han,
      Sui, Tang, Song,
      Sui, Tang, Song,
      Yuan, Ming, Qing, Republic,
      Yuan, Ming, Qing, Republic,
      Mao Zedong
      Mao Zedong.

Analyze the song.
  • This is called the “dynasty song.” What is a “dynasty”? Are all the terms in the song considered dynasties?
  • How is this method of organizing history similar to—and different from—the way you have organized historical chronology in other contexts?
  • View this animation (GIF) and look back at the song. How does this animation compare to the song?
  • What do you think about these alternatives (JPG)? What might be the advantages or disadvantages of these various models?

Wrap up (last five minutes of class)
  • In your Digital Notebook: Using blue text, identify and credit one outstanding contribution made today by a classmate. Very briefly explain what stood out to you about this comment.
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    Course Info
    In-Class
    Assignments

    Unit Overviews

    • ​I. Finding a Path
    • ​II. Making China Great Again
    • ​III. "The Empire, Long Divided, Must Unite . . ."
    • IV. China's Golden Age
    • Course Project
    • V. The Death of Woman Wang

    Timelines

    Axial Age
    (600-200 BCE
    )
    ​Early Empires
    ​(200 BCE-200 CE)

    Archives

    November 2018
    October 2018
    September 2018

    Categories

    All
    Archaeology
    Axial Age
    Confucianism
    Confucius
    Daoism
    Death Of Woman Wang
    Han Dynasty
    Legalism
    Literature
    Mengzi
    Mozi
    Qin Dynasty
    Sima Qian
    Song Dynasty
    Tang Dynasty
    Three Kingdoms
    Wang Mang
    Xunzi

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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing