October 2006 Volume 9 Number 4

of the dynasty.
3. Information on “public flogging at court with clubs.”
4. Introductory websites on Ming Founder Tai-tsu.
E 1. One picture of Cheng Ho.
2. Brief introduction to Cheng Ho’s life.
3. Brief introduction to the Ming Dynasty and a table of
Ming emperors.
F 1. Relevant information on “public flogging at court with
clubs.”
G 1. One picture of Cheng Ho.
2. Supplementary information on Cheng Ho’s maritime
expeditions (his life story and the uniqueness of his
voyages).
H 1. Information on the founding of a dynasty by Tai-tsu and
his most important aid Liu Chi.
the lesson, and then introduces various judgments
by historians in order to offer students a broader
perspective. The learning worksheet also requests
students evaluate various historical figures.
Listing the headings for major talking points in the
teaching plan, no notes on any classroom
activities.
Listing the headings for major talking points in the
teaching plan, no notes on any classroom activities
or learning worksheet to supplement the lecture.
Listing the headings for major talking points in the
teaching plan, no notes on any classroom activities
or learning worksheet to supplement the lecture.
Listing the headings for major talking points in the
teaching plan, no notes on any classroom activities
or learning worksheet to supplement the lecture.
Table 5. Content analysis of teacher B’s instructional materials
Instructional materials Titles of main items
Supplementary information 1. Pictures related to the teaching material.
collected from the Web 2. Stories about the founding of the Ming Dynasty by Emperor Tai-tsu.
3. Tai-tsu’s contributions and failures.
4. Jing Nan Rebellion and Emperor Chen’s achievements.
5. Information on the reforms of Chief Minister Chang Chu-cheng.
6. Analysis of causes of the decline of the Ming Dynasty.
7. Information on the Tung-lin Partisan Disputes.
8. General and archeological information on Cheng Ho’s voyages to the West.
Teaching plan
1. Based on the knowledge about emperors already learned, discuss what
(The teacher uses lecture and family background or life experience it takes to become an emperor.
guided discussion as the main 2. Ask students if they can name any peasant-turned emperors and if they have
strategy in his teaching plan; heard about Chu Yuan-chang.
the right column shows the 3. Introduce Chu Yuan-chang.
outlines for the lecture and 4. Discuss whether his background as a former peasant will make any
discussion.)
difference in the policies he makes and the regime he forms.
5. Introduce various political measures during Tai-tsu’s rule.
6. Discuss the Jing Nan Rebellion.
7. Discuss the possible political measures Emperor Chen would take to retain
power after he overthrew his predecessor.
8. Tell the class that the maritime industry was highly developed in the Ming
Dynasty and ask if they have heard of Cheng Ho’s expeditions.
9. Discuss the places Cheng Ho visited.
10. Lecture on the savior of the Ming Dynasty—Chang Chu-cheng.
11. Lecture on the causes and impact of the decline of the Ming Dynasty.
Learning worksheet
1. Who was the founding emperor of the Ming Dynasty? Name two peasant-
(The learning worksheet is turned emperors in the history of China.
developed both for classroom 2. What are the three reforms that Tai-tsu instituted to ensure a better life for
and after-class use with an aim his people? What are the potential problems with these measures? Give two
to help students think and examples.
practice; the right column 3. What emperor was pulled off the throne during the Jing Nan Rebellion? And
shows the questions listed on who succeeded him?
the sheet.)
4. Who contributed to the maritime expansion in the Ming Dynasty and thus
secured China’ status in Southeast Asia?
5. Did Ming’s sovereignty ever reach Africa?
6. What are the most important economic measures of Chief Minister Chang
Chu-cheng?
7. What are the important causes of Ming’s downfall? When did it officially
end? Who is the last emperor that committed suicide?
Teaching material page 1. Opening up a new prospect—Chu Yuan-chang
146