A WEB QUEST FOR GLOBAL HISTORY I AND GEOGRAPHY

Mrs. J. Ganz

Evander Childs High School

Montezuma800@yahoo.com

INJUSTICES IN CHINA DURING THE CH’IN DYNASTY

Many civilizations of the ancient world lacked a fair and just system of maintaining order. Often disputes arose over land ownership, dishonest business practices, and domestic problems. Other times, societies had to deal with the outbreak of crimes such as murder, kidnapping, robbery, destruction of property etc. Under the leadership of the emperor Shih Huang Ti, the Ch’in Dynasty followed the policy of Legalism.

TASK

Your group of “generals in the Ch’in army“ will devise a fair and just legal system to end disorder in China upon the death of the Emperor Shih Huang ti in 210 B.C. You have the opportunity to replace harsh, oppressive laws with a more equitable and humane system.

· You will follow the 5-step Public Policy Analysis (PPA)

1. Identify the problem

2. Gather the evidence

3. Determine the causes

4. Evaluate the policy

5. Do a comparative analysis

· You must produce a 3-5 page written report describing how your legal system will return

order to China.

1. Working in groups of 5, you will Define the Problem and write a brief summary in your notebook.

2. The group will divide the responsibilities for completing the task. For example, one or more

group members will record research in a notebook or on a floppy disk, check for accuracy of all information found, web addresses, and proper documentation, search for illustrations, and artwork appropriate to their Web Quest, etc.

3. All groups will use the Tips Public Policy Analyst worksheets.

4. Group members will use designated Internet sites and text book materials in conducting their research.

5. Requirements for your written report :

· Your report should be doubled spaced .

· The Font size for the text of your report (excluding Titles, special graphic effects & art), should be no larger than 14 point.

· The report should have a cover sheet with the following items : title of your Web Quest, Global History class, the names of all group members who participated in producing the report, and the date.

· All group members must have a copy of the report in addition to the one submitted.

· The report must include a page of end notes citing all sources of information used in the report according English Language Arts Standards.

· A bibliography of all Internet sites, Books, illustrations, used in your Web Quest must be included.

2. Questions to consider :

· How would you define the policy of Legalism?

· Describe the conditions in China that led to the rise of the Ch’in Dynasty and the policy of Legalism.

· What Legalist methods were used by the Emperor Shih Huang Ti to get the full obedience of his people to his laws ?

· How did the people respond to government actions taken to enforce Legalist policy?

· How would you describe positive effects of Legalist policy in bringing order to China?

· How does your group’s new legal system compare with that of the Han Dynasty which replaced the Ch’in Dynasty’s policy of Legalism ?

· Compare the policy of Legalism with Hammurabi’s Code of Laws as to their effectiveness in ending injustice and in bringing law and order to their respective societies.

http www.toad.net/~mhh/sht.htm://

http://www.iolani.honolulu.hi.us/Academics/UpperSchool/English-Upper_School/Goodearth/kyshih.htm ( Please refer to the first two links—Accomplishments & Background )

http://sunsite.berkeley.edu/Rubbings/ ( Please refer to Rubbings #HSIN 82.6.4 & #HSIN 62.5.10.a )

http://www.mc.maricopa.edu/~reffland/anthropology/honors/QinCrusade/chin1.html

http://www.wsu.edu/~dee/CHEMPIRE/CHIN.HTM

http://www.genting.com.my/en/leisure/celebrations/2001/fathersday/fathersday01.htm

( Focus on the “necktie” as a symbol of honor and power )

http://www.healthekids.net/course.phtml?course_id=323

www.columbia.edu/itc/eacp/webcourse/ chinaworkbook/trad/visit_ch.htm

http://www.csupomona.edu/~plin/ls201/confucian3.html

www.wsu.edu:8080/~wldciv/world_civ_reader/ world_civ_reader_1/hammurabi.html - 10k

www.yale.edu/lawweb/avalon/medieval/hammenu.htm - 4k - 21 Sep 2002 - Cached

Similar pages

SUGGESTED SEARCH ENGINES

www.google.com

www.yahoo.com

www.altavista.com

www.excite.com

In addition to the above web-sites, you may use your text book ( Connections To Today ) and encyclopedias for

the source of additional information for your Web Quest.

The following rubric will be used to evaluate your group’s Web Quest written report

EXCELLENT	SATISFACTORY	MINIMAL SATISFACTORY	UNSATISFACTORY
Organization	Organization	Organization	Organization
Student presentation is logical, clear and fully engages the reader’s interest.	Student presentation is logical, clear and somehow engages the reader’s interest.	Student presentation is somewhat logical and clear, but does not engage the reader.	Student presentation is illogical, unclear and inadequate.
Subject Knowledge Student demonstrates knowledge of subject matter and beyond.	Subject Knowledge Student demonstrates adequate knowledge of subject matter.	Subject Knowledge Student demonstrates little knowledge of subject matter.	Subject Knowledge Student does not know subject matter.
Accuracy No grammatical errors	Accuracy Very few grammatical errors	Accuracy Some grammatical errors	Accuracy Too many grammatical errors that distorts sentence sense.
Graphics At least three appropriate color and fonts	Graphics At least two appropriate color and fonts	Graphics At least one appropriate color and fonts	Graphics No color and variety in fonts
Excellent variety of sources. Excellent use of relevant materials.	Adequate number of sources . Adequate use of relevant materials.	Minimal use of sources and of relevant materials.	Inadequate use of sources. Lack of relevant materials .
References in End Notes and Bibliography.	Correctly credits references.	Incorrectly credits references or credits missing.	No attempt to provide documentation for materials used.

The following standards must be followed in your report:

New York State Social Studies Standards

Standard 2

Student will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning point in world history from a variety of perspectives.

Standard 4: Students should develop the skills of historical analysis which include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

New York State English Language Arts Standards

1. Students will read and write for information and understanding.

2. Students will read and write for literary response and expression .

3. Students will read and write for critical analysis and evaluation.

4. Students will speak and listen for social interaction.

By working on this project: (1 ) Students should be able to evaluate the impact of different legal systems on the lives of the people, (2 ) describe the effectiveness of various government legislation in bringing about change , (3) and to describe the role played by specific individuals in implementing laws that helped to bring order and justice to their society. (4) The student should become skilled in the use of the computer and specifically in using Web Quest.