“WAS ANCIENT CHINA FAIR TO WOMEN?”
New Design Middle School/MS514
Marnie Lee Ponce
INTRODUCTION:
This project will entail researching Ancient Chinese laws towards the treatment of women to identify whether the laws were just. Throughout your research you will be analyzing the daily life and responsibilities of women living in Ancient China to determine inequalities.
TASKS
Part 1: Review Ancient Chinese laws and additional information on the websites given below. Complete graphic organizers and answer questions relate to fairness.
· Ancient Chinese Culture Research Outline
· Analyze the Laws of Ancient China
· 2013-14 NYC Performance Assessment Rubric
Part 2: Once you have completed the background research choose one task from the tasks below and create a final product based on what you have learned.
Option A: Interview Questions for talk show
Using the research you collected on Ancient Chinese treatment of women and laws, create a series of questions that you could ask a woman living in Ancient China about their rights and treatment.
Option B: Poem/Rap
Create a poem or rap using the research findings you have been analyzing. Be sure to show historical evidence of Ancient Chinese laws within your Poem. Poem/Rap should consist of 4 stanzas and incorporate at least 3 poetic devices (simile, metaphor, hyperbole, alliteration)
· The Official Flocabulary Ten-Step Technique for Learning to Freestyle Rap
OPTION C: Comic Strip
Create a comic strip or cartoon to illustrate what life was like for women in Ancient China. Comic Strip should include 8 frames with historically accurate evidence and illustrations.
PROCESS
Follow the steps below by clicking on the hyperlinks to research your topics. Take turns reading the websites and writing the answers on your packet provided. Remember you are a team working together and must share the work, agree on answers, and cooperate with each other.
1. Identify the problem: Restate the social problem in society, list challenges that resulted from this dilemma, and identify major themes and concepts. Read the introductory website and write your notes on the worksheet provided
2. Gather Evidence: Use the internet to research your problem and prove that it existed. Click on the following bullet links to help guide your research and record evidence and write your notes on the worksheet provided.
3. Determining the Cause: Clearly explain the reason your problem exists. Review the websites and look for information that explains why women are considered unequal to men. Write your notes on the worksheet provided.
4. Develop Public Policy Solutions:: Lastly, develop an innovative public policy solution for the inequalities of woman. The policy must include a government action that will aid in reaching the public policy goal. In addition create 2 policies for women. Worksheet
5. Selecting the Best Solution: Carefully review your public policy solutions and select which solution is best. The solution must be realistic for the government to support and effective enough to show results in reducing inequities for women in ancient China. Write your notes on the worksheet provided
· http://www.duhaime.org/LawMuseum/LawArticle-363/China--A-Legal-History.aspx
· http://www.hi.com.au/resource/rfacts.asp?kla=16&subtopicid=2508
· http://asiasociety.org/countries/traditions/women-traditional-china
· http://www.studymode.com/essays/Roles-Of-Women-In-Ancient-China-948864.html
EVALUATION
Below are the rubrics of how you will be graded for each task. You should look these over before deciding which project you will complete
· 2013-14 NYC Performance Assessment Rubric
CONCLUSION:
After going through the process of researching Ancient Chinese laws and completing the task you should now have a clearer understanding whether the treatment of women In Ancient China was just.
STANDARDS
SOCIAL STUDIES
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
ENGLISH LANGUAGE ARTS
Standard 1: Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response and Expression
Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.