Lesson Plan

Day: M T W T F Date: _12/2/15___ Time: 12:07-13:11 1

HOUR LESSON Year: 7
Learning Area: HASS Topic: Class System in Ancient China
Curriculum content description: (from ACARA)
Historical Knowledge and Understanding
The role of a significant individual in ancient society
Students prior knowledge and experience:
(Outline what the students already know about this topic)
This is an follow up of the last lesson on Ancient China
Learning purpose: (May refer to the Elaborations of the
curriculum content description here)
Students describe events and developments from the perspective
of different people who lived at the time. Students explain the
role of groups and the significance of particular individuals in
society.
Learning objectives:
On completion of this
lesson, students will be able
to:
(What will students know and
be able to do at the completion
of the lesson specific, concise
and attainable objectives)
Students must demonstrate
understanding of the class
system in Ancient China.
Be able to define social
hierarchy

Evaluation:
(Explain how you will know that
lesson objective have been
achieved / monitor student
learning)
Students must have completed
assigned worksheet that details
what the different classes were.

Preparation and Resources:

(Detail what resources will be used and what other preparation of
the learning environment will be required)
22x Activity Booklet (includes Mapping Exercise, Invention
mix/match sheet)
6 x cards ( labeled- artisan, emperor, merchant, nobles/gentry,
peasants, slaves)
Whiteboard and whiteboard markers.
Aux cord, laptop and plasma screen
Download 5 minute clip on the Terracotta Warriors as it relates to
their Archeological study and my mentor teacher has requested I
show it.
Catering for diversity (detail any adjustments considerations
for educational/resource adjustments)
This year 7 class is an ACE class (Academic Curriculum Extension
Class). I have been informed that their learning level is similar to
that of a year 8 class. Make sure that activity sheet incorporates
Blooms Taxonomy of Higher Learning.
The year 7s in the class are all visual learners so incorporate
Visual Aids into the lesson- mapping, pictures, quick video clip,
brainstorming on the whiteboard.

Timi
ng:
5
Mins

Learning Experiences:
1.Introduction: (How will I engage the learners?)
Remind students how fun our first ever lesson was, let
them know I understand there has been a week gap
between lessons so I would like to know what they
remember from last lesson.
Ask them to put their hands to answer.
2.Sequence of learning experiences: (What will you
do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in
to help achieve the learning objectives?)

Explain to students that I will be teaching them about

social hierarchies. Ask them if they know that that means.
Explain that it is just a way of ordering a group of people
or things. Explain to them it happens in the animal
5
kingdom. Ask them who they think is at the top of the
Mins animal kingdom and then ask them we are all sitting right
now in an institution where social hierarchies exists. Can
anyone think of what I am talking about (its the school by
the way). Explain to them that the principal is at the top of
the hierarchy, then the deputy, then the teachers, then
the student-teachers, then the year 12s all the way down
15mi to them.
ns
Discuss with the students that a similar hierarchy existed
in Ancient China. Nominate 6 students to come to the
front. Each student will be holding a sign that has a class
system on it. Go through each one of the class systems
but before I tell them, I want to know if they know what
they are. They will probably know what an emperor,
peasant and slave is but might struggle with artisan,
merchant and gentry.
As a class, the students must decide where the students
holding the signs should stand in regards to their place in
the social hierarchy. Do not correct them if they are wrong.

Undoubtedly, they will place merchants before peasants

(which is wrong) but let them lock it in. Once they have
finished deciding, declare whether it is right or wrong.
Explain why the system is the way it is.
25
mins
Briefly discuss worksheet that will be handed out. Read
through the first page of text together, get individual
students to read out different subheadings whilst also
giving out random facts. Ie. Under the women subheading,
switch on the slide on the TV that shows Ancient Chinese
women who bound their feet.
5
Explain what each questions means and ask what they
mins think the answer is. Set them to their task. Once students
are finished, nearly finished explain to students that they
are about to watch a clip that relates to their Archeological
study, the terracotta warriors.
Watch clip, ask students what they thought.
Lesson conclusion: (How will you summarise the
learning and relate it to the lesson objectives?)
Instruct students to pack up quietly and thank them. Ask
them what they thought about the hierarchy in Ancient
China and whether our system now is better or worse.
Evaluation:
ByfarthebestlessonItaught,studentswerefullyengaged,enthusiastic,eager
tolearnandtheyseemedtounderstandeverythingIwasunderstanding.The
beginningactivityreallyengagedthestudents.Andwealllaughedandhadfun
whichisahugereliefafterthetroublesIhadwithanothertheclasstheday
before.Iwouldnotchangeanythingaboutthelessonitself,exceptmaybespend
alittlelesstimeontheactivitybookletaswewerealittlestretchedfortimein
theend.