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Read and Write Qin Small Seal 认写秦小篆

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Cultures +2


About This Collection:

This collection was designed by Hongli Holloman, a Chinese language teacher at Washington International School, as a basic introduction to use learning lab for language educators. It is a collection of resources from Emperor Qin Shihuang’s Mausoleum Site Museum, the Smithsonian Center for Learning and Digital Access, and the Smithsonian’s Freer Gallery of Art and Arthur M. Sackler Gallery. Each resources includes key information about the resources, as well as ideas for class discussion using Project Zero Global Thinking Routines, and class activities. Feel free to copy the collection and adapt it to your own use.

Keyword: ancient history; artifact; China; sculpture; Chinese; cross-cultural comparison; think puzzle explore; project zero; visible thinking routine; terra cotta; qin shi huang; shihuangdi; shi huang di; Qin Small Scrip; ancient script

Teaching Goals:

To help students review and learn about the origin of Chinese written language and the evolution of the scrips.

Students with proficiency level of Intermediate Low to Intermediate Med would have more reinforcement to advance to Intermediate High Advanced Low level. Please check here to get the description of ACTFL Proficiency Guidelines.

1. Develop international-mindedness through the study of Chinese languages, culture of China, and ideas and issues of global significance.

2. Enable students to communicate in Chinese they have studied to introduce ancient Qin dynasty and its first Emperor.

3. Encourage, through the study of Qin Small Seal, an awareness and appreciation of a variety of perspectives of people from China

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge, such as history and art.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills specifically using Project Zero thinking routines such as PARTS-PURPOSE-COMPLEXITIES, Looking Ten Times Two, THREE Y’S.

7. Provide students with a basis for further study, work and leisure through the use of Chinese.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Standards Targeted:

  1. ACTFL WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES

Communication

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Cultures

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Comparisons

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

IB DP: Language Acquisition Aims

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.

6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

7. Provide students with a basis for further study, work and leisure through the use of an additional language.

8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Standarized Seal Script

Emperor Qin Shihuang's Mausoleum Site Museum

Art and Archaeology of Ancient China Timeline

Freer Gallery of Art and Arthur M. Sackler Gallery

Map of Emperor Qin Shihuang’s Tomb Complex

Emperor Qin Shihuang's Mausoleum Site Museum

Inscription on terracotta armor (咸阳庆)

Emperor Qin Shihuang's Mausoleum Site Museum

Measuring Ladle

Freer Gallery of Art and Arthur M. Sackler Gallery

Excerpt from the Third Stone Drum Poem in seal script

Freer Gallery of Art and Arthur M. Sackler Gallery

Hexagonal teapot

Freer Gallery of Art and Arthur M. Sackler Gallery

Inscription on terracotta figure (1)

Emperor Qin Shihuang's Mausoleum Site Museum

Inscription on terracotta figure (2)

Emperor Qin Shihuang's Mausoleum Site Museum

Inscription on terracotta figure (3)

Emperor Qin Shihuang's Mausoleum Site Museum

Inscription on terracotta figure (4)

Emperor Qin Shihuang's Mausoleum Site Museum

Inscription on terracotta figure (5)

Emperor Qin Shihuang's Mausoleum Site Museum

Food vessel (方鼎fangding)

Freer Gallery of Art and Arthur M. Sackler Gallery

Square ritual food cauldron (fangding) with serpents and taotie

Freer Gallery of Art and Arthur M. Sackler Gallery

Square lidded ritual ewer (方壶fanghu)

Freer Gallery of Art and Arthur M. Sackler Gallery

Parts, Purposes, Complexities: Project Zero Agency by Design Thinking Routine

Smithsonian Center for Learning and Digital Access

Oracle bone

Freer Gallery of Art and Arthur M. Sackler Gallery

Detail, ritual food container inscription

Sackler Gallery, Smithsonian Institution

F1933.2 Deail Inscript Ritual ewer

Freer Gallery of Art and Arthur M. Sackler Gallery

Food container with lid (dui 敦)

Freer Gallery of Art and Arthur M. Sackler Gallery

The 3Ys: Project Zero Global Thinking Routine

Smithsonian Center for Learning and Digital Access