HMH SOCIAL STUDIES
CIVILIZATIONS
TEACHER’STEACHER’SSAMPLER GUIDE GUIDE HMH sOciaL stUDiEs
WORLD civi LizatiOns
TEACHER’SSAMPLER GUIDE HMH Social Studies World Civilizations Explore Online Dashboard to Experience the Power of
Designed for today’s digital natives, HMH® Social Studies offers you and World Civilizations your students a robust, intuitive online experience.
Houghton Mifflin Harcourt® is changing the way students experience social studies.
By delivering an immersive experience through compelling narratives enriched with media, we’re connecting students to history through experiences that are energizing, inspiring, and memorable activities. The following pages highlight some digital tools and instructional support that will help students approach history through active inquiry so they can connect to the past while becoming active and informed citizens for the future.
The Online Student Edition is the primary learning portal. More than just the digital version of a textbook, the Online Student Edition serves as the primary learning portal for students. The narrative is supported by a wealth of multimedia and learning resources to bring history to life and give your students the tools they need to succeed.
Your personalized Teacher 1. Discover—Quickly access content and search program resources Dashboard is organized into 2. Assignments—Create assignments and track progress of Bringing Content to Life four main sections: assignments HISTORY® videos and Multimedia Connections bring 3. Data & Reports—Monitor students’ daily progress content to life through primary source footage, dramatic 4. HMH Drive—Personalize your experience and upload your own storytelling, and expert testimonials. content
FM 2 WORLD CIVILIZATIONS FM 3 In-Depth Understanding The Guided Reading Workbook and Spanish/English Guided Reading Workbook Close Read Screencasts model an analytical offer students lesson summaries with conversation about primary sources. vocabulary, reading, and note-taking support.
Map Connections connects students with Content in a Fun Way history and geography through interactive Interactive Features, Maps, and Games maps, games, and data. provide quick, entertaining activities and Current Events features trustworthy articles assessments that present important content from today’s news that connect what students in a fun way. learn in class to the world around them.
Investigate Like a Historian ®
Document-Based Investigations in every No Wi-Fi ? No problem! lesson build to end-of-module DBI performance With the HMH Player® app, connect to content and resources by tasks so students can examine and assess downloading when online and accessing when offline. primary sources as historians do. also allows you to:
Full-Text Audio Support Interactive Lesson Personalized Annotations Collaborate Communicate Customize Students can listen while they read. Notes encourages students to take Graphic Organizers Open a Collaborative Classroom Session Quickly access real-time reporting Create custom lessons, upload your own notes while they read and allows Graphic organizers help students to use dynamic presentation tools, to monitor progress and identify areas content, or link to external resources to Skills Support them to customize their notes to process, summarize, and keep track their preferences. Students can easily conduct informal polling, or instant for improvement. target particular skills and topics. Point-of-use support is just a click of their learning for end-of-module access their notes to review later as message directly with students. away, providing instruction on critical performance tasks. they prepare for exams. reading and social studies skills.
FM 4 WORLD CIVILIZATIONS Program Highlights FM 5 DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A CorrectionKey=NL-A
Videos related to each module Contents can be accessed through your Module 3 digital Student Edition.
The Fertile Crescent, Mesopotamia, and the Persian Empire, 7000–480 BC ...... 62 Reading Social Studies Main Ideas in Social Studies ...... 64 HISTORY® Partnership ...... xviii Lesson 1 Geography of the Fertile Crescent ...... 66 Reading Social Studies ...... H2 Lesson 2 The Sumerians ...... 72 Lesson 3 Military Empires ...... 82 Using This Book ...... H6 Lesson 4 The Phoenicians ...... 87 Module 1 Lesson 5 The Persian Empire ...... 91 Social Studies Skills Interpret Physical Maps ...... 97 Module Assessment ...... 98 Uncovering the Past, 450 BC–Present ...... 2 Module 4 Reading Social Studies Specialized Vocabulary of History ...... 4 Lesson 1 Studying History ...... 6 Lesson 2 Studying Geography ...... 12 Kingdoms of the Nile, 4500 BC–AD 400 ...... 100 Lesson 3 Studying Economics ...... 22 Reading Social Studies Causes and Effects in History ...... 102 Lesson 4 Studying Civics ...... 30 Lesson 1 Geography and Early Egypt ...... 104 Social Studies Skills Make Maps ...... 35 Lesson 2 The Old Kingdom ...... 110 Module Assessment ...... 36 Lesson 3 The Middle and New Kingdoms ...... 117 Module 2 Lesson 4 Egyptian Achievements ...... 123 Lesson 5 Kush and Aksum ...... 129 Social Studies Skills Assess Primary and Secondary Sources . . . . . 137 The Stone Ages and Early Cultures, Module Assessment ...... 138 5 million BC–5000 BC ...... 38
Reading Social Studies Chronological Order ...... 40 Lesson 1 The First People ...... 42 Lesson 2 Early Human Migration ...... 50 Lesson 3 Beginnings of Agriculture ...... 55 Social Studies Skills Identify Central Issues ...... 59 Module Assessment ...... 60
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DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A Module 5 CorrectionKey=NL-A
Ancient India, 2500 BC–AD 500 ...... 140 Module 5 Module 5 Module 7 Reading Social Studies Inferences about History ...... 142 Lesson 1 Geography and Early India ...... 144 AncientLesson India, 2 Vedic2500 BC–ADSociety 500 ...... 140 . . 149 The Hebrews and Judaism, 2000 BC–AD 70 ...... 224 Ancient India, 2500 BC–AD 500 ...... 140 ReadingLesson Social 3 StudiesOrigins Inferences of Hinduism about .History ...... 142. . . 155 Reading Social Studies Facts and Opinions about the Past ...... 226 Reading Social Studies Inferences about HistoryLesson .Lesson . .1 . .Geography4 . .Origins . . . and of Early142 Buddhism India ...... 144. . . 160 Lesson 1 The Early Hebrews ...... 228 Lesson 1 Geography and Early India . . . . . Lesson. .Lesson . . 2 . . Vedic5 . .Indian . .Society Empires . 144...... 149. . 167 Lesson 2 Jewish Beliefs and Texts ...... 236 Lesson 3 Origins of Hinduism ...... 155 Lesson 3 Judaism over the Centuries ...... 242 Lesson 2 Vedic Society ...... Lesson . . . .6 . . Indian Achievements149 ...... 172 Lesson 4 Origins of Buddhism ...... 160 Social Studies Skills Identify Short- and Long-Term Effects ...... 249 Lesson 3 Origins of Hinduism ...... 155Interpret Diagrams ...... 177 LessonSocial 5 StudiesIndian Empires Skills ...... 167 Module Assessment ...... 250 Lesson 4 Origins of Buddhism ...... Lesson .Module . . 6. .Indian .Assessment . . Achievements 160...... 172 178 Lesson 5 Indian Empires ...... Social. . . Studies. . . . . Skills Interpret167 Diagrams ...... 177 Module 8 Lesson 6 Indian Achievements ...... Module . . . .Assessment ...... 172 ...... Module...... 6 . . . . 178 Social Studies Skills Interpret Diagrams ...... 177 Module 6 Ancient Greece, 2000–330 BC ...... 252 Module Assessment ...... 178 Ancient China, 1600 BC–AD 1 ...... 180 Reading Social Studies Preview Text ...... 254 Lesson 1 Geography and the Early Greeks ...... 256 Module 6 Ancient China, 1600 BC–AD 1 ...... 180 Reading Social Studies Summarize Historical Texts ...... 182 Lesson 2 The Glory of Athens ...... 264 Included in ReadingLesson Social 1 StudiesGeography Summarize and EarlyHistorical China Texts ...... 182. . . . 184 Lesson 3 Athens and Sparta ...... 272 this sampler LessonLesson 1 Geography2 The Zhou and Early Dynasty China and . . .New . . . Ideas ...... 184 . . . . . 192 Lesson 4 Greek Mythology and Literature ...... 280 Ancient China, 1600 BC–AD 1 ...... The . . Zhou Dynasty180 and New Ideas ...... 192 Greek Art, Philosophy, and Science ...... 292 LessonLesson 2 3 The Qin Dynasty ...... 200 Lesson 5 Lesson 3 The Qin Dynasty ...... 200 Reading Social Studies Summarize Historical TextsLesson . . . .4 . .The . . . Han Dynasty182 ...... 206 Social Studies Skills Analyze Costs and Benefits ...... 299 Lesson 4 The Han Dynasty ...... 206 Module Assessment ...... 300 Lesson 1 Geography and Early China ...... Lesson . . . . 5. . The. . Silk Road184 ...... 216 Lesson 5 The Silk Road ...... 216 Multimedia Connections Lesson 2 The Zhou Dynasty and New Ideas .Social . .Social . Studies. . Studies. . Skills . . . . SkillsConduct 192Conduct Internet InternetResearch Research ...... 219 . . . . . 219 Ancient Greece ...... 301 MC1 Lesson 3 The Qin Dynasty ...... Module .Module . . Assessment. . .Assessment ...... 200 ...... 222 222 Module 9 Lesson 4 The Han Dynasty ...... Multimedia . .Multimedia . . . Connections Connections206 China and the Great Wall ...... 223 MC1 Lesson 5 The Silk Road ...... China. . . and the 216Great Wall ...... 223 MC1 Social Studies Skills Conduct Internet Research ...... 219 The Hellenistic World, 330–30 BC ...... 302 Module Assessment ...... 222 Reading Social Studies Multimedia Connections Compare and Contrast Historical Facts ...... 304 China and the Great Wall ...... 223 MC1 Lesson 1 Alexander the Great ...... 306 Lesson 2 The Hellenistic Kingdoms ...... 311 Lesson 3 Hellenistic Achievements ...... 316 Social Studies Skills Interpret Charts ...... 321 Module Assessment ...... 322
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Module 12
Civilizations of Eastern Europe, AD 300–1480 ...... 406 Reading Social Studies Stereotypes and Bias in History ...... 408 Lesson 1 The Geography of Eastern Europe ...... 410 Lesson 2 The Byzantine Empire ...... 415 Lesson 3 Early Russia ...... 420 Social Studies Skills Chance, Error, and Oversight in History . . . . . 425 Module Assessment ...... 426 Module 13 Module 10 The Rise of Islam, AD 550–900 ...... 428 Reading Social Studies Descriptive Text ...... 430 Ancient Rome, 753 BC–AD 476 ...... 324 Lesson 1 Geography and Life in Arabia ...... 432 Reading Social Studies Create an Outline ...... 326 Lesson 2 Origins of Islam ...... 437 Lesson 1 Geography and the Rise of Rome ...... 328 Lesson 3 Expansion of Islam ...... 448 Lesson 2 The Roman Republic ...... 336 Lesson 4 Muslim Cultural Achievements ...... 456 Lesson 3 From Republic to Empire ...... 346 Social Studies Skills Interpret Timelines ...... 463 Lesson 4 A Vast Empire ...... 354 Module Assessment ...... 464 Lesson 5 The Fall of Rome ...... 364 Lesson 6 Rome’s Legacy ...... 371 Module 14 Social Studies Skills Interpret Globes ...... 377 Module Assessment ...... 378 Multimedia Connections Early African Civilizations, 500 BC–AD 1600 ...... 466 Rome: Engineering an Empire ...... 379 MC1 Reading Social Studies Organization of Facts and Information . . . . . 468 Module 11 Lesson 1 Geography and Early Africa ...... 470 Lesson 2 The Empire of Ghana ...... 480 Lesson 3 The Empires of Mali and Songhai ...... 488 The Growth of Christianity, AD 1–400 ...... 380 Lesson 4 Historical and Artistic Traditions of West Africa ...... 498 Lesson 5 Sub-Saharan Cultures ...... 506 Reading Social Studies Ask Questions ...... 382 Social Studies Skills Make Decisions ...... 511 Lesson 1 Religion in the Roman Empire ...... 384 Module Assessment ...... 512 Lesson 2 Origins of Christianity ...... 388 Lesson 3 The Spread of Christianity ...... 396 Lesson 4 The Early Christian World ...... 400 Social Studies Skills Continuity and Change in History ...... 403 Module Assessment ...... 404
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Module 15 Module 17
Later Chinese Dynasties, 589–1644 ...... 514 Cultures of South and Southwest Asia, Reading Social Studies Draw Conclusions about the Past ...... 516 1299–1857 ...... 582 Lesson 1 China Reunifies ...... 518 Reading Social Studies Ask Questions to Make Predictions ...... 584 Lesson 2 Tang and Song Achievements ...... 523 Lesson 1 The Ottoman Empire ...... 586 Lesson 3 Confucianism and Government ...... 530 Lesson 2 Safavid Persia ...... 591 Lesson 4 The Yuan and Ming Dynasties ...... 534 Lesson 3 Sikhism in India ...... 595 Lesson 5 China and Its Neighbors ...... 544 Lesson 4 The Mughal Empire ...... 600 Social Studies Skills Determine the Context of Statements ...... 551 Social Studies Skills Visualize Social Studies Texts ...... 605 Module Assessment ...... 552 Module Assessment ...... 606 Module 16 Module 18
Japan, 550–1868 ...... 554 The Early Americas, 12,000 BC–AD 1537 ...... 608 Reading Social Studies Main Ideas and Their Support ...... 556 Reading Social Studies Analyze Historical Information ...... 610 Lesson 1 Geography and Early Japan ...... 558 Lesson 1 Geography and Early Cultures ...... 612 Lesson 2 Art and Culture in Heian ...... 566 Lesson 2 The Maya ...... 619 Lesson 3 Growth of a Military Society ...... 572 Lesson 3 The Aztec Empire ...... 630 Social Studies Skills Solve Problems ...... 579 Lesson 4 The Inca Empire ...... 640 Module Assessment ...... 580 Lesson 5 North American Cultures ...... 650 Multimedia Connections Social Studies Skills Interpret Culture Maps ...... 657 Japan and the Samurai Warrior ...... 581 MC1 Module Assessment ...... 658 Multimedia Connections The Maya ...... 659 MC1
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Module 19 Module 22
The Middle Ages, 500–1500 ...... 660 The Scientific Revolution, 1525–1725 ...... 768 Reading Social Studies Evaluate Sources ...... 662 Reading Social Studies Recognize Fallacies in Reasoning ...... 770 Lesson 1 Europe after the Fall of Rome ...... 664 Lesson 1 A New View of the World ...... 772 Lesson 2 Feudalism, Manors, and Towns ...... 673 Lesson 2 Discoveries and Inventions ...... 776 Lesson 3 Popes and Kings ...... 680 Lesson 3 Science and Society ...... 782 Lesson 4 The Crusades ...... 685 Social Studies Skills Analyze Tables ...... 789 Lesson 5 Christianity and Medieval Society ...... 691 Module Assessment ...... 790 Lesson 6 Political and Social Change ...... 698 Social Studies Skills Develop and Interpret Models ...... 707 Module 23 Module Assessment ...... 710 Multimedia Connections The Crusades: The Crescent & the Cross ...... 711 MC1 The Age of Exploration, 1400–1650 ...... 792 Reading Social Studies Vocabulary Clues ...... 794 Module 20 Lesson 1 Great Voyages of Discovery ...... 796 Lesson 2 The Columbian Exchange ...... 806 Lesson 3 Origins of Capitalism ...... 812 The Renaissance, 1271–1600 ...... 712 Social Studies Skills Identify Print Research Sources ...... 819 Reading Social Studies Greek and Latin Word Roots ...... 714 Module Assessment ...... 820 Lesson 1 Origins of the Renaissance ...... 716 Multimedia Connections Lesson 2 The Italian Renaissance ...... 722 Ponce de Leon ...... 821 MC1 Lesson 3 The Renaissance beyond Italy ...... 732 Social Studies Skills Speak and Listen ...... 739 Module 24 Module Assessment ...... 742
Module 21 Enlightenment and Revolution, 1642–1831 ...... 822 Reading Social Studies Points of View in Historical Texts ...... 824 Lesson 1 Ideas of the Enlightenment ...... 826 The Reformation, 1492–1650 ...... 744 Lesson 2 New Views on Government ...... 830 Reading Social Studies Online Research ...... 746 Lesson 3 The Age of Revolution ...... 837 Lesson 1 The Protestant Reformation ...... 748 Lesson 4 The Spread of Revolutionary Ideals ...... 844 Lesson 2 The Catholic Reformation ...... 755 Social Studies Skills Accept Social Responsibility ...... 851 Lesson 3 Effects of the Reformation ...... 760 Module Assessment ...... 852 Social Studies Skills Develop Graphs ...... 765 Multimedia Connections Module Assessment ...... 766 The American Revolution ...... 853 MC1
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Module 27 Module 25
World War II, 1922–1945 ...... 914 Industry and Imperialism, 1750–1900 ...... 854 Reading Social Studies Information and Propaganda ...... 916 Reading Social Studies Compare Historical Texts ...... 856 Lesson 1 The Rise of Dictators ...... 918 Lesson 1 The Industrial Revolution ...... 858 Lesson 2 World War II ...... 924 Lesson 2 Imperialism in Africa ...... 863 Lesson 3 The Holocaust ...... 934 Lesson 3 Europeans and Americans in Asia and the Pacific . . . . . 870 Lesson 4 Results of World War II ...... 941 Lesson 4 The Spanish-American War ...... 876 Social Studies Skills Construct Timelines ...... 947 Social Studies Skills Create and Interpret Databases ...... 881 Module Assessment ...... 948 Module Assessment ...... 882 Multimedia Connections Memories of World War II ...... 949 MC1 Module 26 Module 28
Nationalism and World War I, 1860–1941 ...... 884 The Cold War Years, 1945–1991 ...... 950 Reading Social Studies Public Documents in History ...... 886 Lesson 1 Nationalism in Europe ...... 888 Reading Social Studies Set a Purpose for Reading ...... 952 Lesson 2 World War I ...... 891 Lesson 1 The Cold War Begins ...... 954 Lesson 3 Results of the War ...... 897 Lesson 2 Cold War Conflicts ...... 961 Lesson 4 The Russian Revolution ...... 901 Lesson 3 Changes in Strategy ...... 969 Lesson 5 The Great Depression ...... 905 Lesson 4 The Breakup of the Soviet Union ...... 973 Social Studies Skills Use Visual Resources ...... 911 Social Studies Skills Use Supporting Evidence ...... 979 Module Assessment ...... 912 Module Assessment ...... 980 Multimedia Connections Multimedia Connections Dear Home: Letters from WW I ...... 913 MC1 October Fury: The Cuban Missile Crisis ...... 981 MC1
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References Atlas ...... R2 Writing Workshops ...... R14 English and Spanish Glossary ...... R36 Index ...... R62 Credits and Acknowledgments ...... R92
Available Online Reading Like a Historian Biographical Dictionary Module 29 Economics Handbook Geography and Map Skills Handbook Skillbuilder Handbook The Postwar World, 1945–Present ...... 982 Close-Read Screencasts Reading Social Studies Review Texts ...... 984 Lesson 1 Nationalist Movements in Asia ...... 986 Lesson 2 A New Asia ...... 993 Lesson 3 Independence Movements in Africa ...... 1000 Lesson 4 Africa Since Independence ...... 1006 Lesson 5 Conflict in the Middle East ...... 1014 Multimedia Connections Lesson 6 Latin America Since 1945 ...... 1021 Social Studies Skills Determine the Strength of an Argument . . . . . 1027 Module Assessment ...... 1028 These online lessons feature award-winning content and include short video segments, maps and visual materials, Module 30 primary source documents, and more . China and the Great Wall Ponce de Leon Ancient Greece The American Contemporary Issues, 2000–Present ...... 1030 Rome: Engineering an Revolution Reading Social Studies Categorize ...... 1032 Empire Dear Home: Letters from WW I Lesson 1 Human Rights ...... 1034 Japan and the Samurai Warrior Memories of World War II Lesson 2 Democracy in the World Today ...... 1044 The Maya October Fury: The Cuban Lesson 3 Technology and Globalization ...... 1051 The Crusades: The Crescent Missile Crisis Lesson 4 Protecting the Environment ...... 1059 & the Cross Lesson 5 Global Health ...... 1067 Lesson 6 Trade and Economic Development ...... 1073 Social Studies Skills Research Current Events ...... 1081 Module Assessment ...... 1082
xvi Contents Contents xvii Teacher’s Guide Module 6: Ancient China, 1600 BC–AD 1
Teacher’s Guide includes:
• Lesson Planning Guides detailing elements of Modules and Lessons. Color- coding visually identifies print-only components and organizes Module and Lesson content.
• Module and Lesson Highlights, providing overviews of integral Module and Lesson elements. Features detail overarching Module themes; skills instruction; whole-class collaborative activities; and review tools including flipcards, graphic organizers, sequencing activities, and more.
• Instruction at point of use for easy navigation and discovery. Content extension, differentiated activities, instructor scaffolding, questions, answers, suggestions for how to engage students, help with program features, and more are all presented in sequence with student materials. DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info” CorrectionKey=NL-A CorrectionKey=NL-A
Timeline of Events 1600 BC–AD 1 Explore ONLINE! Essential uestion revie Module Explore the Timeline Ancient China Analyze Timelines: Ancient China, 1600 BC–AD 1 How do the people, events, and Module Events World Events ideas that shaped ancient China 1600 BC Have students examine the timeline and then Essential uestion 1500s BC Aryans begin answer the following question: continue to influence the world? How do the people, events, and ideas that shaped ancient China continue to influence the world? c. 1500s BC The Shang dynasty is migrating into India. Have students consider the Essential Question and established in China. c. 1480 BC Queen History During which century did both Hatshepsut rules Egypt. capture their initial responses. Confucianism and Buddhism emerge? sixth century BC Explore the Essential uestion Interpret Timeline of Events: Ancient China, • Explain that Chinese philosophies such as 1200 BC Legalism, Confucianism, and Daoism had 1600 BC–AD 1 immediate and lasting effects on China’s history. 1100s BC The Zhou dynasty begins. To further explore the timeline, have students discuss the following questions: • Point out that many Chinese innovations are still 1. Who ruled Egypt while the Shang dynasty ruled used in the modern world. c. 965 BC Solomon becomes king of the Israelites. China? Queen Hatshepsut Encourage students to keep the Essential Question in 2. When did the Silk Road connect China and mind as they work through the module. Help students 800 BC Southwest Asia? about 100 BC About the Photo: China was one of the early In this module, you will learn about the geography, history, and culture of plan inquiries and develop their own supporting centers of civilization. Rivers played key roles ancient China, a culture that influences the world even today. in Chinese history and the development of questions such as: Chinese society. 1 18 • How did ideas about government change over time The Big Idea Chinese civilization began with the Shang dynasty along the Huang He. Explore ONLINE! in ancient China? 1 551 BC Confucius is born in China. I EOS including... The Big Idea The Zhou dynasty brought political stability and new c. 500 BC Buddhism • What principles or beliefs embodied in the ancient • The Great Wall of China ways to deal with political and social changes in ancient China. begins to emerge in India. • Confucius: Words of Wisdom Chinese teachings are still relevant today? • The Silk Road The Big Idea The Qin dynasty unifi ed China with a strong 400 BC government and a system of standardization. • How did contact with other cultures influence society Document-Based Investigations The Big Idea The period of the Han dynasty brought new ideas about in ancient China? Graphic Organizers government, the arts, learning, and religion. Interactive Games 1 221 BC Shi Huangdi unites You may want to assign students to write a short The Big Idea Trade routes led to the exchange of new products and China under the Qin dynasty. Interactive Map: China: Physical ideas among China, Rome, and other lands. 206 BC The Han dynasty essay in response to the Essential Question when they begins its rule of China. Online Module Flip Cards Image with Hotspots: Guardians of complete the module. Encourage students to use their Shi Huangdi’s Tomb c. 100 BC The overland Silk Road Use the flip cards as a whole class activity or in connects China and Southwest Asia. notes and responses to inform their essays. Image Carousel: The Great Wall student pairs to preview the module’s Key Terms 1 AD and People. Students can guess the meaning of Explore the Online ideo each word, then review its definition, or do the reverse, using the flip card’s toggle button to switch A AL E I EOS from ‘Term’ to ‘Definition’ mode. Students can also 18 Module 6 Ancient China 181 The Great Wall of China use the flip cards at the end of the module as a Invite students to watch the video to learn how review tool before taking the Module Assessment. Chinese and Western tourists view the importance of Lesson 1 Big Idea Lesson 2 Big Idea Lesson 4 Big Idea Lesson 5 Big Idea the Great Wall of China. Online Sequencing Activity Chinese civilization began with the Shang dynasty The Zhou dynasty brought political stability and The period of the Han dynasty brought new ideas Trade routes led to the exchange of new products Students can use this sequencing activity to review along the Huang He. new ways to deal with political and social changes in about government, the arts, learning, and religion. and ideas among China, Rome, and other lands. History For what purposes has the Great Wall been the chronology of events in the Ancient China Main Ideas ancient China. Main Ideas Main Ideas used in modern Chinese history? During the 20th module. To complete, have students drag each event Main Ideas • The Han dynasty government was based on • Trade routes linked China with the Middle century, many peasants and farmers destroyed sections • China’s physical geography made farming to the correct year on the timeline. of the wall to use it for building materials or as shelter. possible but travel and communication • The Zhou dynasty expanded China but then the ideas of Confucius. East and Rome. declined. Today, the wall is a very popular tourist destination, for difficult. • Family life was supported and strengthened • The most famous trade route was known as Year Event both Westerners and Chinese. • Confucius offered ideas to bring order to • Civilization began in China along the in Han China. the Silk Road. c. 1500s BC The Shang dynasty is established in China. Chinese society. Huang He and Chang Jiang rivers. • The Han made many achievements in art, 1100s BC The Zhou dynasty begins. • Daoism and Legalism also gained followers. literature, and learning. China’s first dynasties helped Chinese society 551 BC Confucius is born in China. develop and made many other achievements. • Buddhism spread to China along the trade Lesson Big Idea 221 BC Shi Huangdi unites China under the Qin routes from other lands. dynasty. The Qin dynasty unified China with a strong government and a system of standardization 206 BC The Han dynasty begins its rule of China. Main Ideas • The first Qin emperor created a strong but strict government. • A unified China was created through Qin policies and achievements.
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Reading Social Studies ou r t e er s nd eo le esson ade Reading Social Studies THEME FOCUS: The following passage is from the module you are oracle esson THEME FOCUS Politics, Society and Culture about to read. As you read it, think about what to include in a summary. lords peasants Politics, Society and Culture In this module you will describe the early development of China—how Chinese civilization began and took shape under early dynasties. You will see how these Confucius This module focuses on two themes: politics, ethics dynasties controlled the government and politics. You will also see how the E rl ettle ents Archaeologists have found Confucianism and society and culture. Ask students to use their Chinese, influenced by the philosopher Confucius, established traditions such remains of early Chinese villages. The villages aoism Laozi knowledge of other civilizations to make predictions as the importance of families. They also encouraged art and learning, helping to were typically made up of a cluster of buildings shape the society and culture that would last for centuries in China. surrounded by a deep moat. Some buildings were Legalism about the political structure in ancient China. Write above ground and circular, with cone-shaped roofs. esson Others were partly underground and may have had Shi Huangdi student predictions for everyone to see. Help students reat Wall READING FOCUS: straw-covered roofs supported by columns, beams, to see which of their predictions are correct or esson Summarize Historical Texts and rafters. The walls were made of sticks and sundial incorrect. Then have students discuss what they may twigs held together by clay. One village site near the seismograph When you are reading a history book, how can you be sure that you understand already know about Chinese society and culture. Tell Huang He had more than 40 houses. The site also acupuncture everything? One way is to briefly restate what you’ve read in a summary. included animal pens, storage pits, and a cemetery. silk diffusion students that this module will teach them about the Write a Summary A summary is a short restatement of the most important Some of the villages along the Huang He grew esson development of China, how its governments were ideas in a text. There are three steps used in writing a summary. First, underline into large towns. Walls surrounded these towns to Silk oad important details. Then, write a short summary of each paragraph. Finally, defend them against floods and hostile neighbors. formed, and how its society was organized. combine these paragraph summaries into a short summary of the whole passage. In towns, the Chinese left many artifacts, such as arrowheads, fishhooks, tools, pottery, or pieces of cloth. READING FOCUS The first dynasty for which we Summarize Historical Texts have clear evidence is the Shang, which was firmly established by Summary of Paragraph 1 Have students bring newspaper or magazine articles After you read the passage, answer the following the 1500s BC. Strongest in the China’s first dynasty, the Shang, questions. Huang He Valley, the Shang ruled on topics they find interesting. Then have each took power in northern China in 1 ead the following summaries, and decide which a broad area of northern China. student write a brief summary of their article. Ask the 1500s BC. one is the better summary statement. xplain your Shang rulers moved their capital answer. students to exchange their summary with a partner, several times, probably to avoid and have students critique each other’s summaries. floods or attack by enemies. Archaeologists have found out interesting things Summary of Paragraph 2 about the early settlements of China. For example, Ask students to discuss what mistakes they saw in The king was at the center of they have discovered that the Chinese had homes Shang politics and religion were Shang political and religious with straw covered roofs, pens for their animals, the summaries and how they might correct those run by the king and nobles. life. Nobles served the king as and even cemeteries. Also, they have found that mistakes. advisors and helped him rule. larger villages were surrounded by walls for Less important officials were also defense. Finally, they have found tools such as 1. Read the following summaries, and decide which nobles. They performed specific arrowheads and fishhooks. governmental and religious duties. one is the better summary statement. Explain your Combined Summary Archaeologists have found remains of early The Shang dynasty, which Chinese villages, some of which grew into large answer. ruled northern China by the walled settlements. Artifacts found there help us a. Archaeologists have found out interesting 1500s BC, was governed by a understand Chinese culture. king and nobles. things about the early settlements of China. 2 What are three characteristics of a good summary? For example, they have discovered that the As you read this module, think about how you would Chinese had homes with straw-covered roofs, summarize the material you are reading. pens for their animals, and even cemeteries. Also, they have found that larger villages were 182 Module 6 Ancient China 18 surrounded by walls for defense. Finally, they have found tools such as arrowheads and fishhooks. b. Archaeologists have found remains of early Chinese villages, some of which grew into large, walled settlements. Artifacts found there help us understand Chinese culture. Summary B, because it briefly covers the main points of the passage, whereas summary A is too long 2. What are three characteristics of a good summary? It should summarize important details from the passage, be brief, and should cover the entire passage.
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Lesson 1 Planner Online esson 1 Enric ment Acti ities
China’s Geographical Features Geography and Early China Activity Students research images of China’s geographical features. Then they write captions and create a digital museum display.
The First Calendars Article Students read about the lunar calendars developed by early civilizations. Then they create an infographic that compares and contrasts the calendars of early civilizations. The Great Wall of China
ideos
Ma s Ma China: Physical Yu the Great isuals LESSON 1 Gra s and Ma Shang Dynasty, C arts c. 1500–1050 BC ig Idea Chinese civilization began with the Shang dynasty along the Huang He.
China’s Geographical Features E tend Historical Document ased In estigation The First Calendars and Enric Sources The Beginning of Writing
Assessment
Key Terms Review Reading Check Graphic Organizer Activity Lesson Assessment
18 a Module 6 esson 1 Ancient C ina 18
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Western China’s high Lesson 1 mountains and wide deserts make travel Teac t e ig Idea difficult and isolate Teac t e Main Idea China’s population 1. Whole Class Open/Introduction centers in the east. China’s physical geography made farming possible but eogra y and arly C ina travel and communication difficult. If OU ere here Identify What geographic features caused early hy i hi egend impor an o your fami y If OU ere here Chinese civilization to be isolated from other Review the scenario with students and lead a class T e ig dea You live along a broad river in China in about 14 BC. parts of the world? The region was bounded by the Your grandfather is a farmer. He tells you wonderful discussion around responses to the question. Chinese civilization began with Gobi Desert, mountains, and the Pacific Ocean. the Shang dynasty along the stories about an ancient king. Long ago, this legendary Remind students that all responses are valid as Huang He. hero tamed the river’s raging floods. He even created Identify What were ancient China’s two great rivers? new rivers. Without him, no one could farm or live in this long as they are supported with valid reasoning. ain deas the Huang He and the Chang Jiang rich land. Ancient people lacked the easy transportation routes of today. Moun- You may wish to review the following points to ■ China’s physical geography hy i hi egend impor an o tains, deserts, and oceans served as strong barriers to travel. Because of Draw Conclusions Why is the Huang He sometimes frame your discussion. made farming possible but travel and communication your fami y these features, ancient China remained isolated from much of the outside called China’s Sorrow? It often floods, killing people Consider the legend’s DIRECT BENEFITS: Taming difficult. world. Geographical challenges also made it difficult for China’s rulers to and destroying land. maintain control over their subjects. Trade, travel, and communication ■ Civilization began in China China Phy i a Geography the river made it possible for your people to exist; along the Huang He and were all challenges during China’s early history. new rivers brought prosperity by enabling trade Chang iang rivers. Geography played a major role in the development of Chinese More About . . . civilization. China has many different geographical features. ■ China’s first dynasties helped Explore ONLINE! China’s Isolation Great distances, rugged mountain with distant lands. Some features separated groups of people within China. Chinese society develop China hysical ranges, and harsh deserts isolated China from other Consider the legend’s INDIRECT BENEFITS: Such and made many other Others separated China from the rest of the world. Amu
N r R achievements. iv civilizations in India and western Asia. As a result, ast and aried and China covers an area of nearly W e e a magnificent past brings honor to your people; g r
n C ina s Si e E ey Terms 4 million square miles, about the same size as the United a China developed its own unique culture. The Chinese R S
such a magnificent past develops cultural strength. n n jade a States. One of the physical barriers that separates China a g i r did adopt some ideas and skills from other peoples, ASIA n i u oracle GOH h n from its neighbors is a harsh desert, the Gobi ( -bee). It h i K c Sea of a 2. Direct Teach Introduce the Big Idea: Chinese l r n but they were influenced less by other cultures than e a P Japan spreads over much of China’s north. East of the Gobi are T t R a M SE e (East Sea) civilization began with the Shang dynasty along DE r low-lying plains. These plains, which cover most of eastern Tian Shan G OBI G any other people in ancient times. er) China, form one of the world’s largest farming regions. The iv Shandong the Huang He. Explain that the Shang dynasty was Taklimakan R Peninsula w N o Pacific Ocean forms the country’s eastern boundary. Desert l o l r e t a society comprised of farmers, artisans, and an Y h Yellow H ( P C More than 2,000 miles to the west, rugged mountains make la h Sea Kunlun S He i i han g n n 140°E I an a ON INE INTERACTI E MA S aristocracy headed by a king. They developed a up the western frontier. In the southwest the Plateau of Tibet Hu Qinling M Plateau of Shandi
C East er has several mountain peaks that reach more than 26,000 feet. Tibet h The rivers and plains of nc writing system and a calendar. a Ca A n iver) China of g R eastern China have long beenpic o The southern edge of the Tibetan Plateau is bordered by the J zi Sea Tr L i g China: Physical a an A n (Y important farming areas. 3. Practice/Assess/Inquire Write the following g Himalayan Mountains, which are home to most of the highest Y
A S
Have students explore the map using the labels for students to see: China’s Physical mountain peaks in the world. From the plateau, smaller moun- 20°N tain ranges spread eastward. The most important of these Xi River Taiwan interactive features and answer the associated Geography, Civilization Begins, and First Dynasties. High mountains and dry plateaus ELEVATION ranges is the Qinling Shandi (CHIN-LING shahn-DEE). It sepa- dominate western China. Feet Meters questions. Organize the students into three groups, one for rates northern China from southern China. 13,120 4,000 South 6,560 2,000 Hainan China PACIFIC 1,640 500 each label. Have each group work together to Sea Place What rivers can you see on the map? Xi River OCEAN 656 200 identify the key points, concepts, and terms that Inter ret Ma s (Sea level) 0 0 (Sea level) and Chang Jiang 1 ocation In what part of China are the Himalayas Below Below sea level sea level pertain to their topic. Have each group present located? the obi esert? the lateau of Tibet? 0 300 600 Miles In print edition, see map of same title. 2 lace What rivers can you see on the map? 0 300 600 Kilometers these main ideas to the class in the form of a skit. 110 °E 1. Location In what part of China are the 4. Explore (Collaborative Exploration) As each Himalayas located? the Gobi Desert? the group presents its skit, have students take notes on 4 Module Ancient China 18 Plateau of Tibet? at the southern edge of the the main ideas from their presentation. Students Plateau of Tibet can use these notes as a review of the lesson. 2. Place What rivers can you see on the map? 5. Whole Group Close/Reflect Have each student CO A ORATI E EARNING IN TO SCIENCE Chang Jiang, Amur, Huang He, and Xi select a skit other than the one on which he or she worked. Have students write reviews of the skit, Create a Travel Poster 3. Posters should highlight the geography Explore the Huang He 2. Students should use their findings to making sure to state the main ideas presented. 1. As a class, review the physical map of of the region as well as attract travelers. 1. Have students research the Huang He, its create a poster that diagrams Chinese * Alternative Assessment Handbook, Rubric 33: Skits and China and the illustrations in this lesson Have students come up with the many history, and the steps the Chinese have levees and the challenge presented by Reader’s Theater with students. Then guide students in a things one can do and see in each region. taken to deal with flooding along the the large sediment load in the river. discussion of the geographic features of Ask each pair to use illustrations and great river. * Alternative Assessment Handbook, Rubric 28: China. photos to make their posters appealing. Posters ON INE ESSON F I CARDS 2. Organize students into pairs and assign 4. Ask volunteers to present their posters Review Key Terms and People each pair a different region of China. to the class and invite others to ask questions and provide feedback. Students Students can use the flip cards in the Lesson Have each pair create a travel poster of should identify what worked well and Review at any time to review the lesson’s key their assigned region. Students should parts that could be improved. terms: jade, oracle. research their region and identify their region on a blank outline map of China. * Alternative Assessment Handbook, Rubric 3: Artwork
18 Module 6 esson 1 Ancient C ina 18
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Academic Weather and Climate Weather and temperature patterns vary widely Archaeologists work at a Neolithic- Vocabulary across China. In the northeast, the climate is cold and dry. Winter temper- era dig site in eastern China. vary to be different ONLINE DOCUMENT BASED INVESTIGATION atures drop well below 0°F. Rivers there are frozen for more than half the eac e ai dea year. In the northwest, the deserts are very dry. But on the eastern plains of China, heavy rains fall. The tropical southeast is the wettest region. Civilization began in China along the Huang He and Ancient China Monsoons can bring 250 inches of rain each year. That’s enough water to Chang Jiang rivers. cover a two-story house! The Beginning of Writing is the first of five Recall How did the floods along the rivers help the document-based investigations that students will In ancient times, weather variations were a serious concern. Archaeolog- ical evidence suggests that parts of China experienced a cooler and drier Chinese? They deposited fertile silt, making the analyze in the Ancient China module. Like other climate than usual in about 1000 BC. These changes caused droughts as land ideal for growing crops. early forms of writing, Chinese writing developed rivers froze and water sources dried up. Explain What information have burial sites provided from pictographs—symbols that look like what The Rivers of China Two great rivers flow from west to east in China. The about the culture of early China? information they represent. Students can examine an image of Huang He (HWAHNG HUH), or Yellow River, stretches for nearly 3,000 miles across northern China. The river often floods, and the floods leave behind Civilization Begins about works of art, differences in social order, and this early form of Chinese writing. layers of silt on the surrounding countryside. Because these floods can be Like other ancient peoples that you have studied, people in China first possibly belief in an afterlife very destructive, the river is sometimes called China’s Sorrow. Over the settled along rivers. There they farmed and built villages. Eventually, years, millions of people have died in Huang He floods. Flooding can also complex civilizations with large populations developed. Draw Conclusions Why do you think some of the ruin crops and contribute to famines. homes of the ancient Chinese were partially To the south, the Chang Jiang (CHAHNG JYAHNG), or Yangzi River, cuts The Development of Farming Farming in China started along the Huang through central China. It flows from the mountains of Tibet to the Pacific He and Chang Jiang. The rivers’ floods deposited fertile silt. These silt underground? Possible answers: to keep them cool; Reading Check deposits made the land ideal for growing crops. Summarize How Ocean. The Chang Jiang is the longest river in Asia. to protect them from wind did geographical In early China, the two rivers helped link people in the eastern part As early as 7000 BC, farmers grew rice in the middle of the Chang Jiang features isolate China Valley. North, along the Huang He, the land was better for growing cereals from the rest of the of the country with those in the west. At the same time, the mountains More About . . . world? between the rivers limited contact. such as millet and wheat. Along with farming, the early Chinese people varied their diets in other The Mummies of Ürümqi Archaeologists found ONLINE GRAPHIC ORGANIZER In northern China, the Huang He, or Yellow River, has long been the center of ways. They fished and hunted with bows and arrows. They also domesticated very interesting burial sites in the Tarim Basin in far civilization. The silt in the river gives it a yellow look. animals such as pigs and sheep. With more sources of food, the population grew. More people needed even greater resources. Farmers had to develop western China in the 1970s. They uncovered dozens Geography and Early China better tools and ways of farming to keep up with the increased demand. of mummies whose origins can be traced to about As students read the lesson, have them use the Early Settlements Archaeologists have found remains of early Chinese 2000 BC. Many of these incredibly well-preserved graphic organizer to take notes. Students can villages. The villages were typically made up of a cluster of buildings sur- mummies are still dressed in the colorful clothing and review their graphic organizer notes at the end of rounded by a deep moat. Some buildings were above ground and circular, with cone-shaped roofs. Others were partly underground and may have woolen hats they wore in life. Most of these mummies the lesson to answer the following question: had straw-covered roofs supported by columns, beams, and rafters. The also have European genetic markers, making it walls were made of sticks and twigs held together by clay. One village scientifically remarkable that they were found in a Compare and Contrast How were the Xia and site near the Huang He had more than 40 houses. The site also included Shang dynasties similar, and how were they animal pens, storage pits, and a cemetery. such a remote location in Asia. different? Xia dynasty—founded by Yu the Great; Some of the villages along the Huang He grew into large towns. Walls surrounded these towns to defend them against floods and hostile neigh- information about it comes from ancient stories; bors. In towns, the Chinese left many artifacts, such as arrowheads, fish- Shang dynasty—organized social order; many hooks, tools, pottery, or pieces of cloth. advances including writing system, calendar, and use Separate cultures developed in southern and northeastern China. These included the Sanxingdui (sahn-shing-DWAY) and Hongshan peoples. Little of bronze; archaeological evidence about it; is known about them, however. As the major cultures along the Huang He Both—along Huang He; had kings and Chang Jiang grew, they absorbed other cultures.
186 Module 6 Ancient China 187 NOW & THEN
Frozen Rivers Have students read the Now & Then feature about DRAW CONCLUSIONS A A A China’s frozen rivers. Students will learn that in ancient times the frozen rivers presented great Early Chinese Settlements 3. Then have each group create a scrapbook Write a Song to the Huang He 3. Then have them write a song that difficulty for the people. Today these frozen rivers 1. Discuss with students the early that highlights the culture of a settlement 1. Tell students that Huang He is known not expresses the conflicting emotions the provide a place for ice skating and making ice settlements that developed in China. Ask in its region. Have students use only for sustaining Chinese civilization, Chinese people might feel about the sculptures. students how the differing climates and illustrations and captions to explain the but also as China’s Sorrow. Huang He. influence that geography had on forming geography of China might have led to 2. Have students research the history of this * Alternative Assessment Handbook, Rubric 26: the culture in that area. differences between cultures of the early river. Tell them to look for how the river Poems and Songs settlements. 4. Have groups display their scrapbook has had both good and bad effects in READING CHECK 2. Divide the class into small groups and pages for the class to see. China. Summarize How did geographical features assign each group one of the regions * Alternative Assessment Handbook, Rubric 30: isolate China from the rest of the world? Deserts, of China. Have groups discuss how the Scrapbooks oceans, and mountains made travel between China geography of that region might have and other places very difficult in ancient times. affected the culture that developed there. Remind students to consider such things as settlement patterns, housing, crops, and clothing.
186 Module 6, Lesson 1 A cie i a
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Over time, Chinese culture became more advanced. After 3000 BC, Archaeologists have not yet found evidence that the tales about the ia people used potter’s wheels to make more types of pottery. These people are true. However, the stories of ia rulers were important to the ancient eac e ai dea also learned to dig water wells. As populations grew, villages spread over Chinese because they told of kings who helped people solve problems by A V V A larger areas in both northern and southeastern China. working together. The stories also explained the rivers and other aspects China’s first dynasties helped Chinese society develop Burial sites have provided information about the culture of this period. of geography that had such an impact on people’s lives. Image with Hotspots: Yu the Great and made many other achievements. ike the gyptians, the early Chinese filled their tombs with ob ects. Some eadi ec The han nast R les in orthern China The first dynasty for which ra tombs included containers of food, suggesting a belief in an afterlife. Some we have clear evidence is the Shang, which was firmly established by the Have students explore the image using the Recall According to ancient stories, what was the hat do the features graves contained many more items than others. These differences show of earl Chinese 1500s BC. Strongest in the Huang He alley, the Shang ruled a broad area interactive hotspots. You may wish to use the that a social order had developed. Often the graves of rich people held first Chinese dynasty, and who was its founder? settlements show of northern China. Shang rulers moved their capital several times, prob- about life there? beautiful ewelry and other ob ects made from a , a hard gemstone. associated question as a discussion prompt. Xia dynasty; Yu the Great ably to avoid floods or attack by enemies. Analyze Why were the ancient stories about the Xia C ina s i st nasties The king was at the center of Shang political and religious life. Nobles Analyze Visuals Why were the ancient stories served the king as advisors and helped him rule. ess important officials Societies along the Huang He grew and became more complex. They even- about Xia rulers important to later generations? rulers important? geography that influenced lives were also nobles. They performed specific governmental and religious duties. tually formed the first Chinese civilization. and told of kings who helped people solve problems They gave the Chinese people a common historical han o iet The social order became more organized under the The ia nast According to ancient stories, a series of kings ruled early by working together Shang. The royal family and the nobles were at the highest level. background, showed how geography influenced China. Around 2200 BC, one of them, Yu the Great, is said to have founded Nobles owned much land, and they passed on their power to peoples’ lives, and told of kings who helped people Summarize What advances were made during the the ia (SHAH) dynasty. their sons. Warrior leaders from the far regions of the solve problems by working together. Shang dynasty? the development of China’s first Writers told of terrible floods during Yu’s lifetime. They said that Yu dug empire also ranked high in society. Most people in the channels to drain the water to the ocean. This labor took him more than ruling classes lived in large homes in cities. writing system, use of oracle bones, war chariots, 10 years and is said to have created the ma or waterways of north China. the use of bronze, and the development of a Artisans settled outside the city walls. They lived in groups based on what they made for a living. Some arti- calendar Explore ONLINE! sans made weapons. Other artisans made pottery, tools, hang ynasty, c. C or clothing. Artisans were at a middle level of importance More About . . . in Shang society. N Farmers ranked below artisans in the social order. They Offerings to Ancestors During the Shang dynasty, W E worked long hours but had little money. Taxes claimed S people made offerings of food and drink to the spirits RT much of what they earned. Slaves, who filled society’s SE DE lowest rank, were an important source of labor during the of their ancestors at special religious ceremonies. G OBI er) iv Shang period. R They prepared food for the dead as though they were ASIA w o Yellow inship ties were highly important in every level of soci- l l e Anyang Sea Y ety. The Shang greatly respected the relationship between preparing a large meal for the living. (
e H one generation and the next. They also worshipped their g PACIFIC an Luoyang Chinese Writing Modern Chinese writing is very Hu OCEAN This bronze hang container is ancestors. The king was viewed as a father figure, so past kings complex. While the English alphabet uses 26 letters to sha ed like a tigress. were also worshipped. zi River) East ng China’s natural surroundings were another important part of religious a China spell words, there are more than 1,000 basic characters Y ( Sea beliefs and ceremonies. The rivers and mountains were thought to have g an in the Chinese language. Characters are combined Ji certain powers. The Shang prayed to these powers, gave offerings of grain ng a h and millet wine, and made sacrifices. to represent ideas that are more complex. By some C Shang dynasty estimates, there are close to 40,000 characters in the Xi River er re a han dvan es The Shang made many advances. Some historians 0 150 300 Miles oca io hat river flowed through believe they may have used cowrie shells as a form of common currency. Chinese writing system! 0 150 300 Kilometers the heart of hang China The Shang also developed China’s first writing system. This system used South China Sea more than 2,000 symbols to express words or ideas. Although the system has gone through changes over the years, the Chinese symbols used today are based on those of the Shang period A Draw Conclusions What do the features of early
Chinese settlements show about life there? People 188 Module 6 ncient China 18 settled in villages near the Huang He. They probably fished, farmed, and raised livestock. They must have worried about attacks and threats because they built walls. A A V Taking Notes on the Shang Dynasty 3. After students have completed their Ancient Chinese Writing Above Level Have students research 1. Help students identify the accomplish- charts, review the table as a class. Below Level Have students examine the the writing systems of various ancient A V A ments of the Shang dynasty by drawing chart comparing ancient and modern societies and write an essay comparing and Shang Dynasty the chart for students to see. Omit the Chinese writing. Have them write three contrasting their characteristics. Shang Dynasty, c. 1500–1050 BC italicized answers. government kings ruled, nobles advised sentences comparing and contrasting the * Alternative Assessments Handbook, Rubric 9: Have students explore the map and answer the 2. Divide the class into mixed-ability pairs. religion king at center of religion, priests two forms. Comparing and Contrasting associated question. used oracle bones to make Have each student draw the chart on his predictions At Level Have students read an encyclope- or her own paper. Then have students Location What river flowed through the heart of society royal family/nobles at highest dia article about Chinese writing. Have them Shang China? Huang He work with their partners to complete the level, artisans at middle level, write a paragraph comparing and contrast- chart. farmers, slaves at lower levels ing ancient and modern Chinese writing. achievements writing system, use of bronze, calendar, war chariots, and bows
* Alternative Assessments Handbook, Rubric 7: Charts
odule e o A cie i a
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he development of writing allowed the Shang to leave a cultural and Reading Check The Shang Dynasty Falls As in other ancient civilizations, warfare with religious record of life during the dynasty. Shang writing has been found Contrast neighboring territories was common during the Shang era. For many on thousands of cattle bones and turtle shells. Priests carved uestions What is a major years, the Zhou lived west of Shang territory. At times relations were ONLINE DOCUMENT BASED INVESTIGATION historical difference about the future on bones or shells, which were then heated, causing them between the Xia and peaceful, but war occasionally broke out between the two states. Zhou rul- READING CHECK to crack. he priests believed they could read these cracks to predict the Shang dynasties? ers eventually defeated the Shang and seized their territory. The Beginning of Writing future. he bones were called oracle bones because an ra is a predic- Contrast What is a major historical difference Summary and Preview China is a vast land with a diverse geography. Like other early forms of writing, Chinese writing tion. he oracle bones became part of a royal collection belonging to the between the Xia and Shang dynasties? Shang king. Ancient Chinese civilization developed in the fertile valleys of the Huang developed from pictographs—symbols that look He and Chang Jiang. Civilization there advanced under Shang rule. People Archaeologists have not been able to find any clear racle bones were part of the system of tribute payments on which developed a social order and a writing system and made other achieve- like what they represent. Students can examine an the Shang economy was based. Tribute is money or goods that a sub ect evidence of the Xia dynasty, but have found artifacts ments. In the next lesson, you will learn about new ideas in China during or another country is re uired to pay to a ruler. In the Shang system, the image of this early form of Chinese writing. the rule of the Zhou dynasty. and other evidence from the Shang dynasty. most valuable tribute payments were the turtle shells and cattle bones Analyze Sources What do you observe about that became oracle bones. ribute could also be in the form of humans, these symbols and lines of writing? Possible usually prisoners, for religious sacrifices. r, sub ects might send animals Lesson 1 Assessment like horses to the king to honor him. Some historians believe that the Review Ideas, Terms, and People Critical Thinking Print Assessment answer: Some symbols look like actual things such Shang may also have exchanged cowrie shells as a form of common 1. a. Identify Name China’s two major rivers. 4. Compare and Contrast Draw a diagram like this one. currency. Review Ideas, Terms, and People as fire, tents, or mountains; the lines of writing are b. Analyze How did China’s geography affect its Use it and your notes to compare and contrast the Xia vertical. Although no literature exists today from the Shang, ceremonial development? and Shang dynasties. 1. a. Identify Name China’s two major rivers. inscriptions have been found. his writing used pictographs and symbols 2. a. Identify In which river valley did China’s civilization to pass down religious ideas from one generation to the next. In addition begin? Huang He and Chang Jiang b. Explain What made China’s river valleys ideal for Xia Shang to writing, the Shang also had other achievements. Artisans made dynasty dynasty b. Analyze How did China’s geography affect beautiful bronze containers for cooking and religious ceremonies. hey farming? also made axes, knives, and ornaments from ade. he military developed c. Elaborate What do Chinese artifacts reveal about its development? It made it hard for trade and war chariots, powerful bows, and bronze body armor. China’s early civilization? Similarities communication with other civilizations, but 3. a. Describe How do historians know about the Xia Shang astrologers also made an important contribution a calendar dynasty? 5. Organize Information Draw a map to show the loca- Chinese civilizations grew along the rivers, whose system. his system had a -day year, with months of days each. b. Identify What was the lowest level of Shang tion of major geographic features of ancient China. Be fertile soil made farming easier ike other ancient calendars such as that of India, the Shang calendar was society? sure to label features, including the Huang He, Chiang based on the cycles of the sun and moon. nlike other early calendars, c. Draw Conclusions What does the use of oracle Jiang, Gobi Desert, Himalayas, and Plateau of Tibet. 2. a. Identify In which river valley did China’s however, the Chinese calendar used a -year cycle. bones tell us about the early Chinese? d. Compare How were ancient calendars similar? civilization begin? Huang He b. Explain What made China’s river valleys ideal i e e ri i for farming? the fertile soil along the river banks ri i rom urre i e e c. Elaborate What do Chinese artifacts reveal a eriod ri i about China’s early civilization? They hunted, u fished, and used pottery for food and water, made cloth, and established settlements. ai 3. a. Describe How do historians know about the Xia
ield ike other early for s of writing, Chinese dynasty? only through ancient stories writing develo ed fro ictogra hs sy bols that look like what they re resent. b. Identify What was the lowest level of Shang oo ver ti e, the sy bols beca e ore society? slaves co le and looked less like real ob ects. Many e a les of early Chinese writing are c. Draw Conclusions What does the use of oracle carved into bones like this tortoise shell. bones tell us about the early Chinese? They believed in predicting the future and had a written language.
19 Module 6 Ancient China 191 b. Compare How were ancient calendars similar? They were based on the cycles of the sun and moon.
Critical Thinking 4. Compare and Contrast Use your notes to compare and contrast the Xia and Shang dynasties. Draw a Venn diagram. Label one circle “Xia dynasty” and the other circle “Shang dynasty.” List shared characteristics in the overlapping portions of the circles. List other characteristics in the main circle portions. Xia dynasty—founded by Yu the Great; information from ancient stories; Shang dynasty—organized social order; many advances including writing system, calendar, and use of bronze; archaeological evidence; Both—along Huang He; had kings 5. Organize Information Draw a map to show the location and major geographic features of ancient China. Be sure to label features, including the Huang He, Chiang Jiang, Gobi Desert, Himalaya Mountains, and Plateau of Tibet. Students’ maps will vary but must include the following features: the Huang He, Chiang Jiang, Gobi Desert, Himalaya Mountains, and Plateau of Tibet. 190 Module 6, Lesson 1 Ancient China 191
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Online Assessment 1. Which geographical feature south of the Tibetan Plateau forms part of China’s southern border? Gobi Desert Pacific Ocean Huang He River Himalayan Mountains Alternate Question Throughout much of its history, the Huang He , or Yellow River, has caused severe flooding resulting in the deaths of millions of Chinese people. 2. Which crop did Chinese farmers discover grew well in the Chang Jiang Valley? barley millet rice wheat Alternate Question As farming communities grew, Chinese people raised sheep pigs and to provide them with a more varied diet. 3. Which of the following was true of Shang society? Farmers lived in large houses within the towns. Farmers paid most of the taxes to the upper classes in society. Slavery was rare, as most of the labor was provided by women. Artisans lived within the city walls, providing crafts for the royal family. Alternate Question Shang society valued the connection between one generation and the next and therefore people worshiped their ancestors . 4. Draw Conclusions How has geography affected the development of China? Because China is surrounded by natural barriers, such as the Gobi Desert to the north, mountain ranges to the west and south, and the Pacific Ocean to the east, China has been geographically isolated from the rest of the world. Therefore, China developed a different civilization from its neighbors because trade, travel, and communication with the outside world were limited. 5. Compare and Contrast How were ancient Chinese and Egyptian burial practices similar? Ancient Chinese and Egyptian people took great care in burying their dead. Based on the excavations of Chinese tombs, archeologists have discovered many objects suggesting that, like the Egyptians, ancient Chinese people believed in an afterlife. Pottery containing foodstuffs and valuables, such as jade carvings, were buried with the dead that may have been included for use in the afterlife. 6. Analyze Information What type of writing system developed during the Shang period? The system that Shang writers developed used symbols to represent words and ideas. This style of pictographic writing used approximately 2,000 images that roughly represented the physical form of the object that it described. In other words, a symbol to represent a field looked like a field in early Chinese. The modern Chinese language still uses many of the symbols first created during the Shang period.
191a Module 6, Lesson 1 Ancient China 191b
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Lesson 2 Planner n ine e n n ich ent Acti itie
Confucius ords of isdom Ancient C inese eli ions oday The Zhou Dynasty and New Ideas ideo tudents ie the ideo to learn about the sayings and Acti ity tudents create a lan for a ebsite about ho ancient ideas of Confucius Then they rite their fa orite saying or idea of Chinese religions are racticed today Confucius and e lain hy
Confucius or aozi Article tudents read about the teachings of Confucius and Lao i Then they ill research online to learn more Finally students re are one side of a debate bet een the t o hiloso hers C n ci ords of isdom
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hou ociety a a hou Dynasty arring tates i a a h an c s C C Confucius Cha t i ea The hou dynasty brought olitical stability and ne ays to deal ith olitical i a h Confucius and social changes in i a h Lao i ancient China ten i t ica c ent a e n e ti ati n C n ci ords of isdom an n ich ce The Analects Ancient Chinese eligions Today Confucius or Lao i
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Key Terms e ie eading Chec ra hic Organi er Acti ity Lesson Assessment
191c e e n Ancient China 191
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esson Ti lin Th h na t Teach the Big Idea BC BC BC each the ain ea
ole Class pen Introduction 11 C 1 C 1 C 1 C The hou dynasty e anded China but then declined The h u Dynasty The hou Dynasty Invaders reach the Confucius Civil war spreads e e t e e begins. hou capital. is born. across China during Define hat as the hou dynasty The longest and ew deas the Warring States lasting Chinese dynasty, which began in o ill t ese tea ings a e t o li e period. e e t e e the 00s BC. e ie the scenario ith students and lead a class The ig dea ou are a student of the famous teacher Confucius. he Zhou came from an area west of the Shang kingdom. arly Zhou Descri e hat as the arring tates eriod ike many older Chinese, he thinks that society has rulers used the mandate of heaven to ustify their rebellion against the discussion around res onses to the uestion The hou dynasty brought a time marked by many civil wars and fights for political stability and new ways changed and not for the better. He believes in old Shang. he Zhou believed that the Shang gave up the mandate of heaven emind students that all res onses are alid as to deal with political and social values and a strict social order. He is trying to teach you when they did not rule in the way the Zhou thought was best. ater Zhou territory among Chinese lords long as they are su orted ith alid reasoning changes in ancient China. and your fellow students how to behave properly. ou rulers expanded their territory to the northwest and the east. Zhou soldiers then moved south, eventually expanding their rule to the Chang Jiang. ou may ish to re ie the follo ing oints to ain deas must respect those who are your superiors in society. ore About ou must set a good e ample for others. he Zhou established a new political order. hey granted land to others ■ frame your discussion The hou dynasty e panded in return for loyalty, military support, and other services. he Zhou king eudalism The olitical system established by the China but then declined. o ill t ese tea ings a e t o li e was at the highest level. He granted plots of land to r , or people of high hou is sometimes described as feudalism This Consider t e I DIA effects difficulty ■ Confucius offered ideas to rank. ords paid taxes and provided soldiers as needed. a a , or farm- ad usting to the changes encouragement from the bring order to Chinese society. e o nast ers with small farms, were at the bottom of the order. ach peasant family system features an e change of land in return for ■ Daoism and egalism also In the s C, the leaders of a people who came to be known received a small plot of land and had to farm additional land for the noble. military and other ser ices imilar systems also ositi e changes you begin to see acce tance of gained followers. as the Zhou J H ruled over a kingdom in China. hey oined de elo ed in a an in the s and most famously the correctness ey Terms with other nearby tribes and attacked and overthrew the Explore ONLINE! in Euro e during the iddle Ages hile each Consider t e effects ha iness and lords Shang dynasty. he Zhou dynasty lasted longer than any other peasants dynasty in Chinese history. hou Dynasty, c. s BC BC ci ili ation racticed a slightly different system the health among the eo le harmony that can be Confucius The h u P liti al System N basic com onent land for military ser ice as the seen at all le els of society ros erity that comes ethics he Zhou kings claimed to possess Confucianism the mandate of heaven, a principle similar to the uropean W E same
from ithin Daoism divine right of kings. uropean rulers believed they received S RT SE aozi the right to rule directly from od. he Zhou did not believe in DE Connect to iterature A uide oo for ar The G OBI egalism er) Direct eac Introduce the ig Idea The hou one supreme being. hey thought their right to rule came from iv Ji R Art of ar as robably ritten during the arring ASIA w the heavens as a whole. o one ruled without heaven s permis- o Yellow dynasty brought political stability and new ways l l e Sea tates eriod This ell- no n boo offers hiloso hy sion. In addition, Zhou rulers power was not absolute. If a king Y (
to deal with political and social changes in ancient e was found to be bad, heaven would support another leader. his H Shangqiu strategy and logistics of ar It contains military g PACIFIC an China. Discuss ho under the hou dynasty principle was explained thus Hu Luoyang OCEAN theories such as “Lure them in ith the ros ect China e anded its territory and hy the dynasty Hao h f old the former kings of Hsi ia cultivated earnestly Zhou dynasty zi River) East of gain ta e them by confusion ” and “Though ng their virtue, and then there were no calamities from Heaven. he 0 150 300 Miles a China declined Em hasi e the im ortance of ho the Y ( Sea effecti e a ear to be ineffecti e ” The boo stresses spirits of the hills and rivers likewise were all in tran uillity and 0 150 300 Kilometers g an ideas of Confucius and Lao i influenced ancient Ji the birds and beasts, the fishes and tortoises, all en oyed their ng a the im ortance of accurate information dece tion h Chinese culture existence according to their nature. C from he Instructions of . The Sacred Books of China: The Texts of Confucianism sur rise and fle ibility The Art of ar has influenced ractice Assess In uire Di ide the class into in The Sacred Books of the East, translated by James egge edited by F. ax ueller Xi River modern military leaders and e en business strategists small grou s Then ha e each grou create a nte et a cati n How far south did South China brochure that summari es the eriod of the hou the hou dynasty reach? Sea dynasty A C A plore Colla orati e ploration As you re ie each main idea ha e olunteers from e ou Dynasty and ew Ideas different grou s read aloud the information they 19 odule Ancient China 19 As students read the lesson ha e them use the used in their brochures gra hic organi er to ta e notes tudents can ole roup Close eflect a e each student re ie their gra hic organi er notes at the end of create a timeline of the hou dynasty ith at least the lesson to ans er the follo ing uestion COLLABORATIVE LEARNING C C A e ents ind ain Ideas In hat ma or ays are * Alternative Assessment Handbook, Rubric 36: Timelines nderstand C inese ilosop ies a e each grou resent or dis lay their e ronze and Iron A es rap ic r anizer eamwor Confucianism Daoism and Legalism different Daoists believed government should stay out of e ie ith the class the beliefs and guide for the class to see a e students re ie the feature and a e airs of students read the lesson people s lives egalists believed society needed strict teachings of Confucianism Daoism and * Alternative Assessment Handbook, Rubric 14: ans er the associated uestion and or together to com lete the laws. Confucius believed people should be respectful ONLINE DOCUMENT BASED INVESTIGATION Legalism Group Activity Analyze Information hat as co er gra hic organi er and loyal to their family members and leaders should Di ide the class into small grou s and used to ma e tools, decorative items, and In ite each air to re ie and discuss Ancient C ina be kind and lead by example. assign each grou one of the three belief other goods the information added to their The Analects is the second of fi e document-based systems a e each grou or together organi ers in estigations that students ill analy e in the to create a guide for understanding their Ancient China module The follo ers of Confucius * Alternative Assessment Handbook, Rubric assigned belief system uides may be in CA laced their teacher s sayings together in a or 13: Graphic Organizers the form of a brochure a short a er or called in Chinese the un and in English The e iew ey erms and eople a chart Analects. tudents can use the fli cards in the Lesson e ie at any time to re ie the lesson s ey terms and eo le lords peasants Confucius et ics Confucianism Daoism aozi e alism
192 Module 6, Lesson 2 Ancient China 19
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Quick Facts The Zhou system brought order to China. Ruling Historical Source through lords helped the Zhou control distant areas and ONLINE INTERACTIVE MAPS Zhou Society helped ensure loyalty to the king. Over time, however, The Analects Teach the Main Idea the political order broke down. Lords passed their “(2.17) The Master said: ‘Yu! Shall I teach you the meaning King The followers of Confucius placed power to their sons, who were less loyal to the king. of knowledge? When you know a thing to recognise that you Confucius offered ideas to bring order to Chinese The king led the their teacher’s sayings together in ou Dynasty c s C C Local rulers gained power. They began to reject the know it, and when you do not know that you do not know,— society government and gave a work called in Chinese the Lun that is knowledge.’ authority of the Zhou kings. Yü and in English The Analects. The a e students e lore the ma and ans er the land to lords. (7.8) The Master said: ‘I expound nothing to him who is not word analects means “writings that plain hy did Confucius belie e that China The Decline of Zhou Power associated uestion As the lords’ loyalty to the have been collected.” earnest, nor help out any one not anxious to express himself.’ Lords and Warriors Zhou king lessened, many refused to fight against inva- (15.23) ‘Is there any one word’ asked Tzû Kung, ‘which could needed to return to ethics He was upset by ocation o far south did the hou dynasty Lords paid taxes to sions. In 771 BC, invaders reached the capital. Accord- be adopted as a lifelong rule of conduct?’ The Master replied: disorder and a lack of decency in society. the king and provided ing to legend, the king had been lighting warning fires ‘Is not Sympathy the word? Do not do to others what you reach just south of the Chang iang warriors to protect his Analyze Historical Sources ummarize hat as Confucius s ie about ho a to entertain a friend. Each time the fires were lit, the Summarize the qualities that would not like yourself.’” lands. king’s armies would rush to the capital gates to protect Confucius valued in two or three —Confucius, from The Analects family should be structured athers should set an him. When the real attack came, the men thought the sentences. Peasants example, children should obey parents, and family fires were just another joke, and no one came. The Zhou Peasants lost the battle, but the dynasty survived. members should be loyal to each other. farmed the nobles’ After this defeat the lords began to fight each other. land. By 481 BC, China had entered an era called the Warring Bonds of loyalty weakened even within small families, especially among ore About States period, a time of many civil wars. Armies grew. the upper classes. Sons plotted against each other over inheritances. A Fighting became brutal and cruel as soldiers fought for wealthy father sometimes tried to maintain peace by dividing his land encius Ne t to Confucius the second most territory, not honor. among his sons. But this created new problems. Each son could build up im ortant Confucian hiloso her as encius Reading Check his wealth and then challenge his brothers. Some sons even killed their Analyze Effects e argued that all eo le ere basically good and Academic Internal Problems The decline of the Zhou took place along with impor- own fathers. During the Warring States period, China lacked a strong tant changes in the Chinese family structure. For many centuries the How did the Zhou’s Vocabulary decline affect Chinese government to stop the power struggles within the ruling-class families. could be erfected e also belie ed that the ob of structure the way family had been the foundation of life in China. Large families of several society? Chinese society fell into a period of disorder. something is set up or generations formed powerful groups. When these families broke apart, go ernment as to ro ide for the eo le instead organized they lost their power. Close relatives became rivals. Confucius and Society of the other ay round Li e Confucius encius During the late Zhou period, thinkers came up with ideas about how to em hasi ed the im ortance of ethics and education ONLINE INTERACTIVE VISUALS Link to Economics restore order to China. One such person, Confucius (kuhn-FYOO-shuhs), became the most influential teacher in Chinese history. Confucius is a ilial iety In Confucian thought filial iety is more The Bronze and Iron Ages Western form of the Chinese title of “Master Kong” or “Kongfuzi.” than a ay to ensure good relations in the home It Carousel ou ociety Confucius thought that China was overrun with rude and dishonest China benefited from the development of During the Warring States period, Chinese is a cornerstone of the social structure The relations a e students na igate through the carousel technology such as bronze and iron. Early Chinese metalworking entered the Iron Age. Iron was a people. Upset by the disorder and people’s lack of decency, Confucius said that the Chinese needed to return to ethics, or moral values. The ideas of bet een arent and child in the home that Confucius and note similarities and differences among the metal workers used available natural resources scarce and valuable metal in the ancient world. to form bronze goods. They created molds from Many Chinese goods continued to use bronze Confucius are known as Confucianism. described are the model for all structures in society images ou may ish to use the uestion as a local clay and then filled them with a mixture of even after Chinese metal workers began working Confucius wanted China to return to ideas and practices from a time Indeed of all the fi e relationshi s the one bet een discussion rom t copper and tin. Copper was used to make tools, with iron. when people knew their proper roles in society. These are basic guidelines decorative items, and other goods. Analyze Information that Confucius thought would restore family order and social harmony: arent and child as considered the most im ortant Analyze isuals o did the ne hou olitical What was copper used to make? • Fathers should display high moral values to inspire their families. order affect society It granted land to nobles and • Children should respect and obey their parents. Close ead • All family members should be loyal to each other. re uired easants to or the nobles land Confucius’s ideas about government were similar to his ideas about The Analects a e students e lore the Close ead family: feature to aid in com rehension and understanding • Moral leadership, not laws, brought order to China. • A king should lead by example, inspiring good behavior in all of his ONLINE INTERACTIVE VISUALS subjects. • The lower classes would learn from the examples of their superiors. READING CHECK Ima e wit otspots arrin tates 194 Module 6 Ancient China 195 Analyze ffects o did the hou s decline a e students e lore the image using the affect Chinese society It weakened family structure interacti e hots ots se the uestion as a and caused many civil wars among its citizens. discussion rom t Analyze isuals hat ad antage might arriors TIERED ACTIVITY gain by riding horses speed, power, height, and A o e e el a e students com lete the ease of movement e eac in s of Confucius ONLINE DOCUMENT BASED INVESTIGATION elow e el a e students recreate At Le el Acti ity Then ha e them add a The Analects the chart “ ain Ideas of Confucianism ” fourth column labeled “ uotation ” a e a e them add a second column labeled them do research online to find a uote from The follo ers of Confucius laced their teacher s “ eaning” and re rite each idea in their o n Confucius that reflects each idea and add it sayings together in a or called in Chinese the ords to the chart un and in English The Analects. At e el a e students com lete the elo * Alternative Assessment Handbook, Rubric 7: Analyze ources hat are some of the ualities Le el Acti ity Then ha e them to add a third Charts that Confucius alued Confucius valued honesty, column labeled “E am le” in hich they gi e fairness, and education. an e am le of each idea being a lied to real life
194 Module 6, Lesson 2 Ancient China 195
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home was built around a courtyard. Different areas of the home had varied BIOGRAPHY levels of importance. A person’s position in the family determined the IO RAP Confucius (551–479 BC) rooms he or she could occupy. Teac t e Main Idea Confucius, whose Chinese title is Kongfuzi, grew Because Confucianism focuses on morality, family, society, and govern- Daoism and Legalism also gained follo ers Confucius up in extreme poverty. Confucius was a dedicated ment, people often think of it as a philosophy or way of thinking. But it is student into his teenage years. Little is known much more. Confucianism is a unique teaching that is both philosophical about how he received his formal education, but Define hat is Daoism a philosophy that stresses a e students read the biogra hy of Confucius Reading Check and religious. he mastered many subjects, including music, living in harmony with the Dao, the guiding force Make Inferences Over the centuries, Confucius’s ideas about virtue, kindness, and and then ans er the associated uestion mathematics, poetry, and history. He served in What did Confucius learning became the dominant beliefs in China. Confucianism has been of reality Draw Conclusions o do you thin Confucius s minor government positions, then he became believe about good a teacher. He never knew his teachings would behavior? a guiding force in human behavior and religious understanding in China. Identify ho as Lao i a famous teacher credited go ernment obs hel ed sha e his teachings He transform Chinese life and thought. saw what condition his society was in and what was Daoism and Legalism with writing the basic text of Daoism ra Conclusions Other beliefs besides Confucianism influenced China during the Zhou ummarize hat did Legalists belie e society needed to fix How do you think Confucius’s government jobs helped period. Two in particular attracted many followers. shape his teachings? needed strict laws to keep people in line, Daoism Daoism (DOW-ih-zum) takes its name from Dao, meaning “the way.” Daoism stressed living in harmony with the Dao, the guiding force punishments that fit the crimes, and holding of all reality. In Daoist teachings, the Dao gave birth to the universe and citizens responsible for the crimes of others Confucius expressed this idea when he told kings: all things in it. Daoism developed in part as a reaction to Confucianism. Daoists didn’t agree with the idea that active, involved leaders brought ore About “ ead the people by means of government policies and regulate them social harmony. Instead, they wanted the government to stay out of through punishments, and they will be evasive and have no sense of shame. people’s lives. Connect to Art in and an The Daoist idea of ead them by means of virtue . . . and they will have a sense of shame and moreover have standards.” the balance of o osites often a ears in Asian art Confucius, from The nalects Link to Today This rinci le is called yin-yang or literally the dar As Confucius traveled to many different regions, he earned the reputation Daoism Today side and sunny side of a hill The symbol of yin-yang of a respected teacher. e believed that when people behaved well and acted morally, they were simply carrying out what heaven expected of At the beginning of the 20th century, most a Chinese traditional religion has been adapted to is a circle ith one dar side and one light side them. is ideas were passed down through his students and later compiled followers of Daoism lived on the island of Taiwan. other people’s own cultural practices. After 1960, however, Daoism experienced a rise ithin each side is a small circle of the o osite color into a book called The nalects. in popularity and spread to countries around the Analyze Information hich signifies that neither can e ist ithout the ONLINE INTERACTIVE VISUALS Explanations for the order of the universe became part of Confucian world, including the United States. It is practiced Where did most followers of Daoism live at the thought. n the ook of hanges, one of the five classic Confucian texts, the by many different ethnicities, and what was once beginning of the 20th century? other Traditionally the dar side yin re resents the Ima e wit e t lider Confucius force behind all that exists is called taiji. Taiji is made up of two forces feminine moon cold and dar The light side or yang the yin and the yang. Yin is associated with the passive, while yang is re resents the masculine sun heat and light odern a e students e lore the image by re ealing associated with the active. The yin and the yang must be in balance in the universe for harmony to exist. Daoists believed that people should avoid interfering with nature or artists and designers ha e also embraced the yin-yang additional information using the interacti e slider each other. They should be like water and simply let things flow in a natu- Confucianism made its way into every aspect of life in China, including ral way. For Daoists, the ideal ruler was a wise man who was in harmony symbol architecture, art, and stories. Traditional homes and sacred spaces such with the Dao. He would govern so effortlessly that his people would not as temples were also designed according to Confucian ideology. A Chinese even know they were being governed. Daoists taught that the universe is a balance of opposites: female and Quick Facts male, light and dark, low and high. In each case, opposing forces must be in REA IN C ECK harmony. A central figure in Daoist creation stories is that of Pan Gu, the i e o o uci i legendary first man. He separated heaven and earth, and put the stars and a e Inferences hat did Confucius belie e • People should be respectful and loyal to their family members. planets in the universe. He then shaped Earth and its physical features. about good beha ior He believed that when • Leaders should be kind and lead by example. While Confucianism focused its followers’ attention on the human people behaved well they were simply carrying out world, Daoists paid more attention to the natural world. Daoists regarded • Learning is a process that never ends. what heaven expected of them. • Heaven expects people to behave well and act morally. humans as just a part of nature, not better than any other thing. In time
19 Module 6 Ancient China 197 NOW T EN
Daoism oday A VANCE IFTE a e students read the No Then feature aozi s Contri utions to Daoism about contem orary Daoism rior to most follo ers of Daoism li ed in Tai an ince then Tell students to use online and library this religion has s read to all arts of the orld sources to in estigate Lao i and his including the nited tates contributions to Daoism As them to rite a one- age biogra hy In rint edition see Lin to Today feature titled of Lao i that focuses on his teachings Daoism Today and ans er the associated uestion * Alternative Assessment Handbook, Rubric 4: Analyze Information here did most follo ers Biographies of Daoism li e at the beginning of the th century Taiwan
196 Module 6, Lesson 2 Ancient C ina 19
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the Dao, as represented by nature, became so important to the Dao- Han Fei Zi was the most well known of China’s Legalist philosophers. ists that they worshipped it. Daoist temples are decorated with symbols He believed that an authority figure should set the laws and that subjects BIOGRAPHY reflecting common themes in Daoism. should follow those laws without question. He thought that people were Laozi (LOWD-zuh) was the most famous Daoist teacher. He taught that unreliable and unable to run their own lives. Laws were put in place to READING CHECK aozi people should not try to gain wealth. He also thought that they should Reading Check prevent people from doing evil. not seek power. Laozi is credited with writing the basic text of Daoism, Contrast How did Confucianism, Daoism, and Legalism competed for followers. All three Contrast o did Daoism and Legalism differ in Daoism and Legalism a e students read the biogra hy of Lao i and The Way and Its Power. Later writers created many legends about Laozi’s differ in their theories beliefs became popular, but the Legalists were the first to put their ideas their theories about go ernment Daoists believed then ans er the associated uestion achievements. about government? into practice throughout China. government should stay out of people s lives Daoism spread throughout China. In later years, it also spread to other Summary and Preview When the Zhou dynasty crumbled, political and parts of Asia, including Korea and Japan. The followers of Daoism spread egalists believed society needed strict laws. a e Inferences hat do you thin it mean to social chaos erupted. In response, the new teachings of Confucianism, it during their travels on the trade routes throughout the region. say Lao i as born “old” He was always very wise. Daoism, and Legalism emerged. In the next lesson, you will learn how the Legalism Legalism, the belief that people were bad by nature and Qin dynasty applied the teachings of Legalism. needed to be controlled, contrasted with both Confucianism and Daoism. Unlike the other two beliefs, Legalism was a political philosophy without Print Assessment Lesson 2 Assessment religious concerns. Instead, it dealt only with government and social control. Followers of Legalism disagreed with the moral preaching of Review Ideas, Terms, and People Critical Thinking e iew Ideas erms and eople Confucius. Legalists also rejected Daoism because it didn’t stress respect 1. a. Identify What is the mandate of heaven? How is it 4. Organize Information Draw a chart like the one here. 1. a Identify hat is the mandate of hea en o for authority. explained in the excerpt included in this lesson? Use it and your notes on the Zhou dynasty to list two main ideas about each set of beliefs. How are the three Legalists thought that society needed strict laws to keep people in b. Explain Describe the political order used by the is it e lained in the e cer t included in this Zhou kings to rule distant lands. sets of beliefs different? line and that punishments should fit crimes. For example, they believed c. Elaborate What happened when nobles began to lesson the idea that heaven gave kings the power that citizens should be held responsible for each other’s conduct. A guilty Confucianism reject the Zhou king’s authority? to rule Daoism person’s relatives and neighbors should also be punished. This way, 2. a. Identify Who was Confucius? Legalism everyone would obey the laws. b. Analyze Why did many of the teachings of b plain Describe the olitical order used by the Unity and efficiency were also important to Legalists. They wanted Confucius focus on the family? hou ings to rule distant lands granted land to appoin ted officials, not nobles, to run China. Legalists wanted the empire 3. a. Identify Who was the most famous Daoist teacher? lords for loyalty, military support, and other service to continue to expand. Therefore, they urged the state to always be pre- b. Summarize What were the main ideas of Daoism? pared for war. c. Make Inferences What might be some c la orate hat ha ened hen nobles began disadvantages of Legalism? d. Explain Who was Han Fei Zi, and what did to re ect the hou ing s authority decreased BIOgraphy he believe? loyalty, civil wars e. Identify Why did Daoism spread during Laozi (c. 500s or 400s BC) ancient times? 2. a Identify ho as Confucius a teacher and Scholars have found little reliable information philosopher who wanted to restore family order about Laozi’s life. Some believe that his book on and social harmony Daoism was actually the work of several different authors. Most ancient sources of information b Analyze hy did many of the teachings of about Laozi are myths. For example, one legend Confucius focus on the family He believed that states that when Laozi was born, he was already an old man. In Chinese Laozi can mean “Old Baby.” moral values needed to be taught by families. Over the years, many Daoists have worshipped Laozi as a supernatural being. 3. a Identify ho as the most famous Daoist Make Inferences teacher aozi What do you think it meant to say Laozi was born “old”? b ummarize hat ere the main ideas of Daoism et things flow in a natural way the universe is a balance of opposites government should stay out of people s lives. c a e Inferences hat might be some disad antages of Legalism Possible answers 198 Module 6 Ancient China 199 too much government power innocent people punished d plain ho as an Fei i and hat did COMPARE AND CONTRAST he belie e He was a egalist philosopher who believed that an authority figure should set the Daoism and e alism laws and that subjects should follow those laws a e students dra a enn diagram without uestion. ith a circle labeled Daoism that artly e Identify hy did Daoism s read during ancient o erla s another circle labeled Legalism times through trade tudents should rite teachings that are Critical in in common to both belief systems in the 4. r anize Information Dra a t o-column o erla ing area and teachings that are chart In three ro s in the first column rite uni ue to a articular belief system in the Confucianism Daoism and Legalism se the chart corres onding circle and your notes on the hou dynasty to list t o * Alternative Assessment Handbook, Rubric 13: main ideas about each set of beliefs in the second Graphic Organizers column o are the three sets of beliefs different See information under Confucius and Society and Daoism and egalism for possible answers.
198 Module 6, Lesson 2 Ancient China 199
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Online Assessment 5. Make Inferences How has Confucian philosophy influenced the creation of temples and houses? 1. On what did Zhou leaders base their right to rule? Possible answer: Confucian philosophy is concerned with order, and the heavens this has influenced the way that temples and even houses’ rooms are the support of nobles arranged. Temples should be arranged as to have a balance reflecting the support of the people the importance of universal harmony. In the center of a house should be the warriors in their army a courtyard reflecting the importance of nature in creating a balance. Alternate Question Select the answer choice from the drop-down Because the father is the head of the household, the rooms that he list to complete the sentence correctly. The Zhou Empire declined as occupies have an important position in the layout of the house. lords refused to respect the authority of the kings. 6. Compare and Contrast How does Daoism differ from Confucianism 2. With which statement would Confucius agree? regarding government? The lower classes should rebel against their rulers. China could improve its society by building more prisons. Possible answer: Confucius believed that kings should take an active The way to create good children is to set a good part in government and rule as caring father figures. Daoists believe example. that kings should allow government to take care of itself and be absent China was in trouble because people were behaving immorally. rulers. This is because Daoists do not believe that rulers can improve government, and any interference with people’s lives upsets harmony. Alternate Question Select the answer choice from the drop-down The ideal ruler, according to Daoists, is one where the people hardly list to complete the sentence correctly. Confucius’s teachings are notice that they are being governed. guidelines of how people should treat each other, or ethics . 3. What would the Daoist teacher Laozi consider an important goal in life? to become wealthy to become one with nature to improve your social standing to rise to important positions in government Alternate Question Select the answer choice from the drop-down list to complete the sentence correctly. Daoist philosophy spread throughout Korea and Japan mainly by merchants and missionaries along trade routes. 4. Make Generalizations How did the decline of the Chinese family structure add to the chaos of the Warring States period? Possible answer: The Warring States period was characterized by numerous battles between rival groups and among rival members of the same family. Without the central power of the king, family members began fighting over their inheritances. Brothers fought brothers over control of the family’s land. As a result of the infighting, the structure of the Chinese family was damaged.
199a Module 6, Lesson 2 Ancient China 199b
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Lesson 3 Planner n ine e n n ich ent Acti itie
ifferent C rrencies in n s rticle tudents read about the currencies used by different ancient societies Then they create a slidesho sho ing and describing the different currencies
ad mens and i an di ideo tudents ie a ideo about the role of omens in ancient China and ho omens influenced the rule of hi uangdi Then they imagine they are riests in ancient China and ma e a list of omens they might re ort to the em eror
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The reat all a in Dynasty c C uardians of hi uangdi s Tomb a i a a h an Cha t i ea The in dynasty unified China ith a strong go ernment and a system of i a h hi uangdi standardi ation c ent a e n e ti ati n Different Currencies ten i t ica The First Em eror of China ad Omens and hi uangdi an n ich ce
A e ent
Key Terms e ie eading Chec ra hic Organi er Acti ity Lesson Assessment
199c e e n Ancient China 199
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Lesson 3 Ti lin Th in na t Teach the Big Idea 5 BC 5 BC 05 BC each the ain ea . ole Class pen Introd ction The first in em eror created a strong but strict 1 C c 1 C 1 C c C e i as mperor Shi huangdi Shi huangdi Shi huangdi he in dynasty go ernment e e e e unifies China, beginning the orders book dies. collapses. in dynasty. burnings. ecall o did hi uangdi re ent future re olts ill o o e e o de o n o oo s e e e e in his territory e had soldiers destroy city walls o no hi Huangdi also used his armies to expand the empire. First, they occupied You are a scholar living in China in about 210 BC. You e ig ea the lands around both of China’s major rivers. hen his soldiers turned north and take all the residents’ weapons. have a large library of Chinese literature, poetry, and e ie the scenario ith students and lead a class The Qin dynasty unified China and advanced almost to the obi Desert. o the south, they invaded more philosophy. The new emperor is a harsh ruler with no nal ze o did hi uangdi change China s old with a strong government and lands and advanced as far as the i iver. discussion around res onses to the uestion love for learning. He says you must burn all the books olitical system e claimed all power and did not a system of standardization. hi Huangdi ensured that there would not be any future revolts in his that disagree with his ideas. The idea horrifies you. But emind students that all res onses are alid as ai eas new territories. When his soldiers conquered a city, he had them destroy share any power with the lords. if you do not obey, the punishment may be severe. long as they are su orted ith alid reasoning ■ The first Qin emperor its walls and take all the weapons. redict If you ere a scholar ho li ed in China ou may ish to re ie the follo ing oints to created a strong but strict ill o o e e o de o n o oo s government. o no i a e e i hi Huangdi changed China’s old political system. under hi uangdi s rule ho might ha e you He claimed all the power and did not share it with the lords. He even frame your discussion ■ A unified China was created took land away from them and forced thousands of nobles to move with reacted if you heard about the boo burnings through Qin policies and e in m e o s ong o e nmen Consider I G t e order ou belie e in achievements. their families to the capital so he could keep an eye on them. He also Answers will vary, but students may reply that they obedience you ould a oid unishment and li e he Warring tates period marked a time in China when forced thousands of commoners to work on government building projects. would have hidden their books or fled to areas e e ms a e le several states battled each other for power. ne state, the Qin Workers faced years of hardship, danger, and often, death. to ass on the lost no ledge the Dao cautions Shi Huangdi CHI , built a strong army that defeated the armies of the ea in Chec o control China, hi Huangdi divided it into districts, each with its own farther from the emperor’s influence. against clinging to material ossessions Great Wall rivaling states. ventually, the Qin dynasty united the coun ar How governor. Districts were subdivided into counties that were governed by did hi Huangdi try under one government. strengthen the appointed officials. his organi ation helped the emperor enforce his tax Consider I I G t e order The boo s government? system. It also helped the Qin enforce a strict chain of command. A C A i a g i In C, the Qin king ing Zheng succeeded mean the orld to you many could not be in unifying China. He gave himself the title i a g i re laced and contain aluable no ledge on H hwahng dee , which means first emperor. hi Huangdi Explore ONLINE! e in nast rinci le you cannot do it let him burn them himself followed Legalist political beliefs. He created a strong govern As students read the lesson ha e them use the ment with strict laws and harsh punishments. his was the in Dynasty, c. 06 BC . irect eac Introduce the ig Idea The in beginning of the monarchy in China. A monarchy is a govern N gra hic organi er to ta e notes tudents can ment led by a king or queen who inherits the throne by birth. W dynasty unified China with a strong government E re ie their gra hic organi er notes at the end of An absolute monarch maintains law and order in the kingdom S T ER the lesson to ans er the follo ing uestion and a system of standardization. E lain that under through total control over the government. hi Huangdi ruled ES BI D YAN the in dynasty a net or of roads as built an as an absolute monarch and had final say over all laws. G O ra Concl sions hat ere the most effecti e
hi Huangdi demanded that everyone follow his policies. ) im ro ed ater system as constructed a ne r ZHAO Yellow e ays Em eror hi uangdi unified China oad He ordered the burning of all writings that did not agree with v Sea ASIA i QI olitical system as established and the reat all Legalism. he only other books that were saved dealt with R w WEI system connected the capital to all parts of the llo farming, medicine, and predicting the future. any scholars Ye Luoyang PACIFIC as begun e ( Xianyang g H OCEAN empire, made travel easier Canals taking goods opposed the book burnings. he emperor responded to the an Wu Hu CHU . ractice ssess In ire a e students co y the opposition by burying scholars alive. QIN HAN from north to south made easier and faster reat zi Rive East SHU ang r) Y China Qin dynasty ( Wall kept out invaders in dynasty timeline on their o n a ers a e Chengdu g n Sea Great Wall ia g J students add t o or three sentences ith su orting an WEI h Warring state C nte et a details or additional information about the e ents 0 150 300 Miles cati n Where was the great Wall located listed a e students add other additional e ents or 0 150 300 Kilometers Xi River during the in dynasty? CA accom lishments that occurred during the dynasty to their timelines Module 6 ancient China 1 e ie e erms and eople . plore Colla orati e ploration Di ide students tudents can use the fli cards in the Lesson into grou s and ha e each grou do more research e ie at any time to re ie the lesson s ey terms online and add other orld e ents of this eriod to and eo le i an di Great all. COLLABORATIVE LEARNING e en ant to ma e small figurines to of hi uangdi s accom lishments e amine the benefits of hi uangdi s their timelines re resent the terra-cotta army e laining hy they are im ortant olicies ersus the costs List their . ole Gro p Close eflect a e students Create a erra cotta rm i it . a e each grou dis lay their museum re lies for e eryone to see One e am le e change timelines and study the e ents and dates o e e el a e students com lete the AC A . Discuss ith students ho hi uangdi s e hibit on hi uangdi s tomb for the might be action began building as a re ie At Le el acti ity but ha e them include a tomb as surrounded by an army of class to see brief “autobiogra hy ” ta ing on the role ro ects benefit im ro ed irrigation in nast c. C *Alternative Assessment Handbook, Rubric 36: Timelines ea on- ielding terra-cotta soldiers * Alternative Assessment Handbook, Rubric of hi uangdi a e them share their or trans ortation cost or ers faced a e students e lore the ma using the each ith its o n facial features 29: Presentations accom lishments and e lain their actions hardshi dangers and death interacti e features and ans er the associated ONLINE DOCUMENT BASED INVESTIGATION . Organi e the class into small grou s . As students hether the benefits of uestion a e each grou conduct research on hi uangdi s rule e ceeded the costs I C I I I M I ocation here as the reat all located ncient C ina the tomb using the library Internet or Encourage students to use the chart to during the in dynasty along the northern border other resources The First Em eror of China is the third of fi e i an di Cost enefit nal sis hel them ma e a determination Then . As each grou to create a museum ha e each student rite a one- to t o- document-based in estigations that students ill elo e el a e students create a oster . e ie ith students ho hi uangdi e hibit that ro ides information about aragra h cost-benefit analysis of hi analy e in the Ancient China module tudents sho ing hi uangdi s accom lishments united China and set u a strong the origins and history of the terra-cotta uangdi s rule learn about hi uangdi one of the most o erful a e them dra or do nload images to go ernment A C C army and of hi uangdi s tomb . a e olunteers share their analyses rulers in Chinese history They then atch a ideo decorate the oster . rite the follo ing labels for students mmarize o did hi uangdi strengthen about his many accom lishments Encourage students to use images to see Actions, Benefits and Cost Then ith the class the go ernment e took all power, kept control t e el a e students com lete the elo illustrations and ritten information to discuss ith students hat s ecific * Alternative Assessment Handbook, Rubric of nobles, divided China into districts ruled by Le el acti ity and then add brief descri tions ma e an interesting e hibit They might actions hi uangdi too to unify and 37: Writing Assignments appointed officials, and organized a ta system. strengthen China a e students 200 Module 6, Lesson 3 Ancient China 1
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ni ied ina the unified writing system, trade between different regions became much easier. The Qin government strictly enforced these new standards. Any Qin rule brought other major changes to China. nder hi Huangdi, new citizen who disobeyed the laws would face severe punishment. each the ain ea policies and achievements united the Chinese people. ONLINE INTERACTIVE VISUALS A unified China as created through in olicies and Qin Achievements Shi Huangdi believed that new, massive building Qin icies As you read earlier, mountains ic act projects would help to unify the country. Under his rule, the Chinese built achie ements and rivers divided China into distinct regions. Caro sel e Great all a network of roads that connected the capital to every part of the empire. hi ang i Customs varied, and people in each area had These roads made travel easier for everyone. Each of these new roads a e students na igate through the carousel and ecall hat ste s did hi uangdi ta e to unify their own money, writing styles, and laws. icie was the same width, 50 paces wide. This design helped the army move note similarities and differences among the images hi Huangdi believed that all Chinese people China e standardized laws, writing, and weights • Strong government with strict laws quickly and easily to put down revolts in distant areas. The roads also had should do things the same way, regardless of or identify a unifying theme ou may ish to use and measures, created a money system, and made • Standard laws, writing system, money, a central lane that was sometimes reserved for the emperor. Shi Huangdi the distances and differences between them. the associated uestion as a discussion rom t trade easier. and weights throughout China ordered that wheels on carts and wagons be the same width apart from arly in his reign, the emperor set up a uni side to side, so that the wheels would fit the width of the new roads. Achie e ent form system of law. ules and punishments nal ze is als In hat ay did hi uangdi s ra Concl sions hy did hi uangdi China’s water system was also improved. Workers built dams and canals, • Unified China were to be the same in all parts of the empire. and used terracing to help farmers raise more crops and to control flooding. building of the reat all re resent his o erall standardi e many elements of Chinese life • Built network of roads and canals hi Huangdi also standardi ed the written lan Like the new roads, the canals improved transportation throughout the coun- Possible answers: to ease trade, communication, guage. eople everywhere were required to write a roach to go ernment Possible answer: e • Built irrigation system to improve try. Using the new canals and rivers together made it easier and faster to ship farming using the same set of symbols. eople from and travel to make the Chinese people feel more goods from north to south. In addition, the Qin built an irrigation system to united many distinct, smaller sections of the wall to different regions could now communicate with • Built the Great Wall across northern make more good land for farming. Parts of that system are still in use today. make one large wall. ikewise, he unified China. like one nation China each other in writing. his gave the Chinese a sense of shared culture and a common identity. Shi Huangdi also wanted to protect the country from invasion. Nomads al ate hich of hi uangdi s achie ements from the north were fierce warriors, and they were a real threat to China. ext, the emperor set up a new money system. tandardi ed gold and Hoping to stop them from invading, the emperor built the Great Wall, a or olicies do you thin as most im ortant copper coins became the currency used in all of China. fficials used hy Possible answers: building canals and roads, accounting systems that kept track of agricultural resources and tax The Great Wall has been added to and rebuilt many times since Shi Huangdi ruled China. because they linked distant parts of China together payments in order to fairly and efficiently manage resources and money. Weights and measures were also standardi ed. With all these changes and standardizing writing, because it gave the Chinese a common identity
ore About BIOGRAPHY i an di s om In arch farmers near i a i (c. 259–210 BC) the Chinese city of ian ere digging for a ater Shi Huangdi built a new capital city at Xianyang, ell hat they unco ered as one of the most now called Xi’an ( H AH ), in eastern China. Shi Huangdi didn’t trust people. Several attempts famous archaeological disco eries of the th were made on his life, and the emperor lived in century easuring some s uare miles the tomb fear of more attacks. He was constantly seeking new ways to protect himself and extend his com le of in ruler hi uangdi is best no n for life. By the time Shi Huangdi died, he didn’t the thousands of life-li e terra-cotta soldiers that even trust his own advisors. Even in death, he surrounded himself with protectors: the famous guard the tomb along ith horses and chariots hile terra-cotta army. the inside of hi uangdi s actual tomb has yet to be a C nc i n Why do you think Shi Huangdi feared for his life? e ca ated historians belie e the tomb too some or ers o er years to com lete ONLINE DOCUMENT BASED INVESTIGATION
e irst mperor of C ina A tudents learn about hi uangdi one of the
202 Module 6 Ancient China 203 most o erful rulers in Chinese history Then they mperor i an di atch a ideo about his many accom lishments a e students read the biogra hy of hi uangdi nal ze o rces hich of hi uangdi s and ans er the associated uestion achie ements or olicies do you thin as most I G G ra Concl sions hy do you thin hi uangdi im ortant hy Possible answers: building canals feared for his life e was known for strict laws and rite a e s rticle continue by ans ering the “ ho hat and roads because they linked distant parts of China very harsh conse uences for those who opposed him. together standardizing writing because it gave the a e students use the Internet or library here and hen” uestions Several attempts had already been made on his life. Chinese a common identity. resources to find out more about hi include imagined uotations from other uangdi s success in unifying China a e itnesses or artici ants them rite a ne s article that chronicles his hen the article is com lete craft a role in Chinese history headline that ill ca ture the reader s . Tell students that they ill rite a ne s attention article chronicling one of hi uandi s . In ite students to read their articles to the accom lishments As students to class imagine that they are a re orter ho * Alternative Assessment Handbook, Rubric 42: itnessed the accom lishment first-hand Writing to Inform . riefly re ie the style of ne s articles start ith a lead sentence that ca tures the significance of the e ent
e e n Ancient China 203
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a ian hi an i b barrier across China’s northern frontier. he first section of the wall had been built in the s C to keep invading groups out of China. he Qin AC A connected earlier pieces of the wall to form a long, unbroken structure. uilding the wall required years of labor from hundreds of thousands of A C C workers. any of them died building the wall. Image with Hotspots: Guardians of Shi mmarize hat massi e building ro ects Huangdi’s Tomb he the Qin hi Huangdi’s policies unified China. However, his did hi uangdi order to unify China network of policies also stirred resentment. any peasants, scholars, and nobles a e students e lore the image using the hated his harsh ways. roads, improved water system including canals and interacti e hots ots ou may ish to use the till, hi Huangdi was powerful enough to hold the country together. irrigation, the reat Wall When he died in C China was unified, but that didn’t last. Within a associated uestion as a discussion rom t few years, the government began to fall apart. Analyze Visuals hy do you thin the soldiers ea in Chec ebel forces formed across the country. ach claimed to have received ar hat the mandate of heaven to replace the emperor. ne of these groups ere created ith such care ensuring that each massive building attacked the Qin capital, and the new emperor surrendered. he palace int A e ent ro e ts did hi as uni ue hat does this suggest about the Huangdi order to was burned to the ground. Qin authority had disappeared. With no central unif hina? e ie Ideas erms and eople ur ose of the terra-cotta army Possible answers: government, the country fell into civil war. The figures had a purpose that went beyond mm n evie Qin emperor hi Huangdi’s policies and achieve 1 a Identif hat does the title hi uangdi mean ments unified China, but his harsh rule led to resentment. After his death, first emperor decoration. The figures were meant to be lifelike and the dynasty fell apart. In the next lesson, you will learn about the Han suggest that perhaps Shi uangdi believed in an dynasty, which came to power after the end of the Qin. b plain After unifying China hy did hi afterlife. uangdi di ide the country into military MONGOLIA e n A e ent districts to make governing each area easier and In rint edition see feature of same title River) a eca Why as the Great Wall built more efficient and to collect ta w e ie ea e an e e o l l b a i e What actions did Shi Huangdi ta e to Analyze Visuals hy do you thin hi uangdi e 1 a enti What does the title Shi Huangdi mean c Contrast hich of the follo ing acts do you Y ( uni y China and standardi e things ithin the em ire e b ain A ter uni ying China hy did Shi Huangdi ng H anted his soldiers to be ith him in the afterlife ua c a ate n your o inion as Shi Huangdi a good thin best sho ed ho o erful hi uangdi H Xi’an di ide the country into military districts Possible answer: e relied heavily on his army to Shi Huangdi's ruler lain your ans er. Tomb c C nt a t Which o the ollo ing acts do you thin as burning boo s forcing nobles to mo e best sho ed ho o er ul Shi Huangdi as burning Critical Thinking unify and control China and to protect himself from CHINA r) or forcing commoners to or on go ernment e ng iv boo s orcing nobles to mo e or orcing commoners ia (Ya i R J ngz to or on go ernment ro ects lain your ans er. a ate sing your notes and a diagram li e this assassination attempts. ng ro ects plain your answer. Answers will vary Cha one ran the e ecti eness o the em eror s achie e ments and olicies in uni ying China. but should be supported by facts from the te t. ost im ortant east im ortant a ecall hy as the reat all built to stop . . . invaders from the north
n archaeologists ound the tomb o Shi b mmarize hat actions did hi uangdi ta e Huangdi near i an and made an ama ing to unify China and standardi e things ithin disco ery. uried close to the em eror as an army o more than li e si e terra cotta or the em ire e created a uniform system of clay soldiers. They ere designed to be ith laws standardized written language, money, and Shi Huangdi in the a terli e. n other nearby chambers there ere another igures. weights and measures built uniform roads. n the image on the right a com uter model c al ate In your o inion as hi uangdi a sho s hat a soldier may ha e loo ed li e. Ana e i a Why do you thin Shi Huangdi anted his soldiers good ruler E lain your ans er Answers will to be ith him in the a terli e vary, but should be supported by facts from the te t.
20 odule Ancient China 20 Critical inkin al ate Create a three-column diagram and label the left column ost Im ortant the middle column iddle Im ortance and the right column Least Im ortant se your notes and the diagram to ran the effecti eness of the em eror s achie ements and olicies in unifying China Possible answers: most important road system middle importance canals least important reat Wall.
e e n Ancient China
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Online Assessment 1. Which statement accurately characterizes the rule of Shi Huangdi? He followed Legalist thought and ruled as an absolute monarch. He was influenced by Daoist beliefs and took little part in government. He was influenced by Confucian beliefs and ruled as a caring monarch. He followed Legalist teachings and allowed his ministers to create laws. Alternate Question Drag the answer choice into the box to complete the sentence correctly. Shi Huangdi became the first emperor of China, uniting the country after years of civil war. 2. How did Emperor Shi Huangdi create a common Chinese culture? by introducing a common language by forcing everyone to dress the same by creating a common enemy of Japan by converting everyone to Confucianism Alternate Question Select the answer choice from the drop-down list to complete the sentence correctly. Emperor Shi Huangdi improved trade throughout China by creat- ing a national money system using gold and copper coins and standardizing weight and measures. 3. Evaluate How did Emperor Shi Huangdi make sure that nobles would not rebel against his leadership? The first emperor of China had no desire to share power with Chinese lords who had rebelled against the Zhou kings and caused years of warfare. Shi Huangdi took away their power to govern the provinces by appointing his own governors and placing people loyal to him in positions of power. He stripped nobles of their land and made them and their families move to the capital city to make sure that they obeyed his commands. 4. Make Judgments Why was Emperor Shi Huangdi hated by many of his subjects? Emperor Shi Huangdi was a harsh ruler who forced peasants to work on public works projects, like the Great Wall, and many died as a result of accidents or mistreatment. Punishments for breaking the law were often severe and he did not allow anyone to question his authority. There were many attempts to kill him and he constantly feared for his life. The Chinese noble class welcomed the end of his reign and his government fell apart quickly after the death of the emperor.
205a Module 6, Lesson 3 Ancient China 205b
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Lesson 4 Planner n ine e n n ich ent Acti itie
udd sm und t e ld n n s t le tudents e lore ho uddhism s read throughout Asia along trade routes Then they research ho the uddha is de icted in arious cultures and create an illustrated ma
m ms t es t le tudents use the Internet to research ho sil is made Then they find images of sil and sil orms and use them to ma e an infogra hic collage
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The Im ortance of Family a an Dynasty an Ad ancements a c C AD il roduction i a E a h an Cha t i ea The eriod of the an dynasty brought ne ideas about go ernment a e Family Life the arts learning c ent a e n e ti ati n uddhism Around the orld and religion ten i t ica The Shi i From orms to iches an n ich ce
A e ent
Key Terms e ie eading Chec ra hic Organi er Acti ity Lesson Assessment
205c e e n Ancient China 205
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esson Ti lin Th an na t Teach the Big Idea C C A A each the ain ea le lass en nt du t n an dynasty go ernment as based on the ideas of 20 C 0 C A 25 A 220 he n n st The Han dynasty Wudi becomes em eror The Han mo e The Han Confucius e e e e begins. and tries to strengthen their ca ital east to dynasty alls. China s go ernment. uoyang. umma e hat changes did Liu ang bring to ill o a e e e am o oin e a m e e e e China He freed people from harsh government nder Wudi, Confucianism became China’s official government philoso e ie the scenario ith students and lead a class he i e ou are a young Chinese student from a poor family. policies, lowered taxes, made punishments less our family has wor ed hard to give you a good educa phy. overnment officials were expected to practice Confucianism. Wudi discussion around res onses to the uestion The period of the an dynasty even began a university to teach Confucian ideas. severe, gave blocks of land to his supporters, and brought new ideas about gov tion so that you can get a government ob and have a If a person passed an exam on Confucian teachings, he could get a good emind students that all res onses are alid as ernment, the arts, learning, and great future. our friends laugh at you. They say that ea in Chec used educated officials to help him rule. long as they are su orted ith alid reasoning religion. only boys from wealthy families win the good obs. They a n r n s position in the government. However, not just anyone could take the test. How was the Han he exams were open only to people who had been recommended for gov nal e o did udi strengthen China s thin it is better to oin the army. government based ou may ish to re ie the follo ing oints to in e s ernment service already. As a result, wealthy or influential families contin go ernment He took lands from lords, raised ill o a e e e am o oin e a m on the ideas of frame your discussion ■ The an dynasty government onfu ius? ued to control the government. was based on the ideas of taxes, placed the supply of grain under government ns de eas ns tak ng t e e am our Confucius. an D nas o e nmen control, made people take exams and get Explore ONLINE! family has or ed hard for your education you ha e ■ amily life was supported and When the Qin dynasty collapsed in C, different groups recommendations for government service. strengthened in an China. battled for power. After years of fighting, an army led by Liu Han ynasty c. C A also or ed hard so hy not at least ta e the e am ■ The an made many ang lee bang won control. Liu ang became the first Ela ate ould you rather ha e li ed under the achievements in art, literature, emperor of the Han dynasty. his dynasty lasted for more than T rule of Liu ang or udi hy Answers will vary, ns de eas ns tak ng t e ER and learning. years. he Han dynasty was a classical civili ation. A clas ASIA ES BI D A N G O but students should show an understanding of the e am ou no hat your friends say is true ■ uddhism spread to China sical civili ation is one marked by great achievements. N S H Beijing T I A
H along the trade routes from ) policies of the emperor selected.
r u easants don t get good obs you don t li e the e Yellow a he ise e n st Liu ang, a peasant, was able to iv other lands. n R Sea RT g DESE N Dunhuang become emperor in large part because of the Chinese belief in A H w idea of being treated unfairly MAK o I e l AKL (Yel e e ms T the mandate of heaven. He was the first common person to PACIFIC e t ea Introduce the ig Idea The period of sundial become emperor. He earned people’s loyalty and trust. In addi Luoyang OCEAN A C A Chang‘an the an dynasty brought new ideas about government, seismograph tion, he was well liked by both soldiers and peasants, which acupuncture Chengdu er) East Riv Hefei helped him to maintain control. zi e an nast g China the arts, learning, and religion. E lain for e am le sil n a Sea Liu ang’s rule was different from the strict Legalism of the N TIBET Y diffusion ( As students read the lesson ha e them use the that go ernment officials racticed Confucianism W ang Qin. He wanted to free people from harsh government poli E H i I J M g cies. He lowered taxes for farmers and made punishments less S A n gra hic organi er to ta e notes tudents can and had to ass an e am on Confucian teachings L A a Y A S h severe. He gave large blocks of land to his supporters. C Guangzhou re ie their gra hic organi er notes at the end of a t e ssess n u e As students com lete In addition to setting new policies, Liu ang changed the way Han dynasty Xi River the lesson to ans er the follo ing uestion the lesson ha e students create an outline of government worked. He set up a government structure that Great Wall South China the lesson They should list all ma or heads and built on the foundation begun by the Qin. He also relied on 0 150 300 Miles Sea nal e E e ts o did Confucianism influence educated officials to help him rule. 0 150 300 Kilometers subheads that a ear in this lesson a e them an go ernment and family Government— i e tes e ve nment In C mperor Wudi Bay of identify t o or three su orting details ithin Bengal Officials practiced Confucianism and had to pass W dee took the throne. He wanted to create a stronger cen e ery head or subhead tral government. o do that, he took land from the lords, raised an exam on Confucian teachings, some men gained taxes, and placed the supply of grain under the control of the E l e lla at ve E l at n As for nte et a government jobs based on respect for parents; government. e i n Com are this ma to a modern day ma o olunteers to share their outlines ome students Asia. What ha ened to the region o Tibet Family—Children were taught to respect their ill ha e identified more details than others ill parents and obey their father. uggest students add those details to their outlines if they had omitted them odule 6 Ancient China 20 le u l se e le t a e each student AC A use his or her outline to rite three multi le-choice an nast uestions that co er im ortant information from COLLABORATIVE LEARNING A A a e students e lore the ma using the interacti e the lesson features and ans er the associated uestions * Alternative Assessment Handbook, Rubric 37: Writing umenta am l e n an a e each grou ideota e their t ng esum s emind students to refer to the ortion of eg n hat features mar ed the northern Assignments na documentary or erform it li e for the e ie ith students the main beliefs of the section that discusses the necessary boundary of the an dynasty Tian Shan and the e ie ith students the Chinese attitudes class to see Confucianism Then discuss hat ualities ualification for obtaining a osition in Gobi Desert * Alternative Assessment Handbook, Rubric 29: go ernment officials during the an the an go ernment ONLINE DOCUMENT BASED INVESTIGATION to ard family life and res ect for arents As students to discuss the beha ior Presentations dynasty ossessed hen students ha e finished ha e them In rint edition see ma of same title n ent na e ected of fathers sons and omen Tell students that they ill be riting a e change resum s ith another student eg n Com are this ma to a modern-day ma Then as students to discuss hether The Shi i is the fourth of fi e document-based ithin a Chinese family in an China resum for an imaginary erson see ing of Asia hat ha ened to the region of Tibet they belie e that resum ould earn a in estigations that students ill analy e in the Organi e the class into small grou s a ob in the an go ernment a e Tibet became part of China. ob in the an go ernment Ancient China module Chinese historians li e a e each grou re are a scri t for a students ro ide details in the resum s ima ian used history to teach lessons documentary film that focuses on family regarding the erson s education family * Alternative Assessment Handbook, Rubrics 31: life in an China emind students to connections and other ualifications Resumés; and 39: Writing to Create resent information about family duties A C C and the roles of fathers i es and Make n e en es o as the an go ernment children tudents may ish to use the based on the ideas of Confucius Confucianism library Internet or other resources to find became government philosophy; government additional information on the to ic officials had to pass tests on Confucian teachings.
206 Module 6, Lesson 4 Ancient China 20
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Family Life Confucius had taught that the father was the head of the family. Within the family, the father had absolute power. The Han taught that it was a The Han period was a time of great social change in China. Class structure woman’s duty to obey her husband, and children had to obey their father. Teach the Main Idea became more rigid. Confucian ideas about the family became important in Family life as su orted and strengthened in an Chinese society. Han officials believed that if a family was strong and obeyed the father, READING CHECK then it would obey the emperor, too. Since the Han stressed strong family China Social Classes In the Confucian system, people were divided into four ties and respect for elders, some men even gained government jobs based nal e auses hy did the family ta e on such classes. The upper class was made up of the emperor, his court, and schol- on the respect they showed their parents. im ortance during the an dynasty an leaders es e hat ere the social classes in an China ars who held government positions. The second class, the largest, was Children were encouraged to serve their parents. They were also promoted Confucianism, which emphasized strong upper emperor, royal court, scholars second made up of the peasants. Next were artisans who produced items for daily expected to honor dead parents with ceremonies and offerings. All family family ties. class peasants third class artisans lowest life and some luxury goods. Merchants occupied the lowest class because members were expected to care for family burial sites. they did not produce anything. They only bought and sold what others merchants Chinese parents valued boys more highly than girls. This was because made. The military was not an official class in the Confucian system. Still, sons carried on the family line and took care of their parents when they joining the army offered men a chance to rise in social status because the nal e hy ere ealthy merchants in the lo est Reading Check were old. On the other hand, daughters became part of their husband’s military was considered part of the government. Analyze Causes family. According to a Chinese proverb, “Raising daughters is like raising class did not produce anything of their own, only Why did the family ONLINE INTERACTIVE VISUALS Lives of Rich and Poor The classes only divided people into social rank. children for another family.” Some women, however, still gained power. bought and sold goods made by others take on such They did not indicate wealth or power. For instance, even though peas- importance during They could actually influence their sons’ families. An older widow could Ela ate o ere an social classes different ants made up the second highest class, they were poor. On the other hand, the Han dynasty? even become the head of the family. mage t ts ts e m tan e some merchants were wealthy and powerful despite being in the lowest am l from most social di isions They were not based class. The Importance of Family on wealth or power. People’s lifestyles varied according to wealth. The emperor and his court Honoring one’s family was an important duty in Han China. In this painting, people give thanks before their family a e students e lore the image using the shrine. Only the men participate. The women watch from inside the house. lived in a large palace. Less important officials lived in multilevel houses interacti e hots ots ore About built around courtyards. Many of these wealthy families owned large estates and employed laborers to work the land. Some families even hired ess ng t e a t E en the clothes the ancient private armies to defend their estates. Chinese ore had social distinction eo le in the The wealthy filled their homes with expensive decorations. These u er classes such as members of the em eror s court This Han artifact is an oil included paintings, pottery, bronze lamps, and jade figures. Rich families lamp held by a servant hired musicians for entertainment. Even the tombs of dead family mem- and high-ran ing go ernment officials ore fine bers were filled with beautiful, expensive objects. robes made of sil a material that as both lu urious Most people in the Han dynasty, however, didn’t live like the wealthy. and e ensi e The lo er classes ore garments made Nearly 60 million people lived in China during the Han dynasty, and about 90 percent of them were peasants who lived in the countryside. Peasants of rough fabrics earing sil as not ust a matter of put in long, tiring days working the land. Whether it was in the millet being able to afford the material the su ly of fabrics fields of the north or in the rice paddies of the south, the work was hard. as regulated by the go ernment In later dynasties In the winter, peasants were also forced to work on building projects for the government. Heavy taxes and bad weather forced many farmers to some merchants ho dealt in sil ere e en unished sell their land and work for rich landowners. By the last years of the Han for earing sil clothing dynasty, only a few farmers were independent. Chinese peasants lived simple lives. They wore plain clothing made of es e t am l and Elde s Teachings about fiber from a native plant. The main foods they ate were cooked grains such res ect for family and arents ere ta en ery as barley. Most peasants lived in small villages. Their small, wood-framed houses had walls made of mud or stamped earth. seriously in an China Confucius himself belie ed a GAME dutiful child should not only res ect his or her father The Revival of the Family Because Confucianism was the official gov- ernment philosophy during Wudi’s reign, Confucian teachings about the am l e hile he as ali e but also continue to do so after his family were also honored. Children were taught from birth to respect their death Other Chinese hiloso hers e en ent so far elders. Disobeying one’s parents was a crime. Even emperors had a duty to a e students lay the game to test their as to describe e il-doers as eo le ho among other respect their parents. no ledge of facts about family life in an China things lied to disobeyed or ro o ed their arents or did not ta e the s irits of their ancestors seriously 208 Module 6 Ancient China 209
NO THEN STRUGGLING READERS e a et een and m a ng u and an et es Then ha e students com are this social a e students read the No Then feature about order to the social di isions that e isted the ga bet een rich and oor in China today Discuss ith students the social structure under the hou dynasty a e students Income e uality has become a serious issue as the under the an dynasty As students to e amine the differences bet een the t o to ercent controls ercent of the nation s identify the arious social classes and hat social orders o did society change ealth eo le ere re resented in each class in China from the hou dynasty to the a e students create a diagram or an dynasty a e each student rite illustration that sho s the social order a short aragra h in hich they e lain of an China As students to include the similarities and differences bet een information that clearly sho s the the t o occu ations of the eo le in each social class As olunteers to share their illustrations and e lanations ith the class * Alternative Assessment Handbook, Rubrics 3: Artwork; and 9: Comparing and Contrasting
20 M d e Le n Ancient China 209
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a ie eme life. Their creations covered the walls of palaces and tombs. Ceramic art made for placement in the tombs of the dead was popular during this period. Han rule was a time of great accomplishments. Art and literature thrived, Themes in art generally focused on farms, architecture, and the physical Teach the Main Idea and inventors developed many useful devices. With new inventions, pro ONLINE INTERACTIVE VISUALS characteristics of the land. The an made many achie ements in art literature ductivity increased, and the empire prospered. In literature, Han China is known for its poetry. Poets developed new a usel an dvan ements and learning Art and iterature The Chinese of the Han period produced many works styles of verse, including the fu style, which was the most popular. Fu poets of art. They became experts at figure painting a style of painting that combined prose and poetry to create long works of literature. Another dent hat ere some of the cultural and includes portraits of people. ortraits often showed religious figures and style, called shi, featured short lines of verse that could be sung. Han rulers a e students na igate through the carousel scientific achie ements of the an artwork, Confucian scholars. Han artists also painted realistic scenes from everyday hired poets known for the beauty of their verse. One famous set of works and note similarities and differences among the poetry, history, paper, sundial, acupuncture, and the was written by Lady Wenji. images or identify a unifying theme ou may ish seismograph an Ad ancement “When I was born there was no trouble yet, to use the associated uestion as a discussion After I was born the house of Han tottered. nt ast o did the fu style of oetry differ from in the an na t the Chine e a e an a ance in Heaven was not kind, it sent down turmoil; rom t a t an ea nin e the e a ance a e h n he e the shi style u poetry combined prose and poetry Earth was not kind, it made me come upon this era.” By Cai Yan (Lady Wenji), Eighteen Songs of a Nomad Flute nal e suals o do these ob ects sho the in a long work of literature, while shi used short lines cience Han writers also produced important works of history. One historian range of accom lishments in an China They of verse that could be sung. hi i a e an h t a h by the name of Sima Qian wrote a complete history of all the dynasties show advancements in art, science, and medicine. an ancient Chine e ei a h through the early Han. His format and style became the model for later Evaluate hat do you thin as the most hen an ea th a e t c a e e in i e ca e a a t a historical writings. im ortant in ention of the an dynasty hy a n th int a t a th in icatin the i ecti n hich Inventions and Advances The Han Chinese invented one item that we use Possible answers: acupuncture because it improved the ea th a e ha c e every day—paper. They made it by grinding plant fibers, such as mulberry ONLINE INTERACTIVE VISUALS medicine and is still used today paper because it is bark and hemp, into a paste. Then they let it dry in sheets. Chinese schol- ars produced “books” by pasting several pieces of paper together into a part of our everyday lives. a usel lk du t n Academic long sheet. Then they rolled the sheet into a scroll. Vocabulary The Han also made other innovations in science. These included the a e students na igate through the carousel ore About innovation a new sundial and the seismograph. A sundial uses the position of shadows cast idea, method, or and note similarities and differences among the nne t t en e e sm g a s The Chinese device by the sun to tell the time of day. The sundial was an early type of clock. rt A seismograph measures the strength of an earthquake. Han emperors images or identify a unifying theme ou may ish seismogra h ictured abo e as a ery sim le hi n e h e i were very interested in knowing about the movements of the earth. They t ne e a e the to use the associated uestion as a discussion de ice It sho ed hen an earth ua e occurred believed that earthquakes were signs of future evil events. ea ti ect a e rom t and the direction of the earth ua e odern-day Chine e a ti an Zhang Heng, the inventor of the seismograph, was a respected astrono- seismogra hs still ser e the same function but mer, mathematician, engineer, and painter during the Eastern Han nal e suals hy do you thin the Chinese Dynasty. He believed that the sun, moon, and earth moved at different they also record the strength and duration of an rates. He used this information to explain lunar eclipses. In mathematics, ere so determined to ee ho they roduced earth ua e cientists use se eral seismogra hs in he estimated the value of pi and developed the first odometer to measure a sil a secret ther countries would have been able Chinese mile. different locations to in oint the e icenter of an to make the silk themselves if they knew the secret, e icine Another Han innovation, acupuncture (AK-yoo-punk-cher), improved earth ua e The scale used to measure the si e and an ct t ie the h an medicine. Acupuncture is the practice of inserting fine needles through making the Chinese silk less valuable. an e ac nct e t hea e e strength of an earth ua e is no n as the moment the skin at specific points to cure disease or relieve pain. Many Han inven- tions in science and medicine are still used today. magnitude scale and as de elo ed by seismologists Analy e Vi ual Farming and Manufacturing Many advances in manufacturing took place in s the e ect h the an e acc i h ent in an China during the Han dynasty, and productivity increased. These changes paved the way for China to make contact with people of other cultures.
ONLINE DOCUMENT BASED INVESTIGATION
e Shiji 21 e Ancient China 211 The Shi i, also called the ecords of the rand istorian describes o er years of Chinese culture Chinese historians li e ima ian used LINK TO LANGUAGE ARTS history to teach lessons nal e u es Li e many Chinese historians Fu and Shi ems a e olunteers from each grou e lain ima ian anted to use history to teach lessons a e airs of students use the library the Chinese oem they selected and then hat lessons does the story of u hi teach us The Internet or other resources to research fu read their oems aloud story of Bu Shi teaches us about generosity, loyalty, and shi oems a e each air select one E and the acti ity by ha ing students and the good treatment of others. oem of either ty e Tell students to co y rite their o n fu or shi oems and and illustrate their oem on a scroll illustrate them as ell Chec that students understand the * Alternative Assessment Handbook, Rubrics 3: meaning of the oems they selected Artwork; and 26: Poems and Songs emind students that an aintings often de icted realistic scenes from e eryday life
210 Module 6, Lesson 4 Ancient China 211
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By the Han period, the Chinese had become master ironworkers. They out why they had to suffer so much. manufactured iron swords and armor. These developments made the army They were unable to find helpful Teach the Main Idea more powerful. answers. uddhism s read to China along trade routes from Farmers also gained from advances in iron. The iron plow and the wheel- Buddhism seemed to provide more READING CHECK barrow, a single-wheeled cart, increased farm output. With a wheelbarrow, hope than the traditional Chinese other lands a farmer could haul more than 300 pounds all by himself. With an iron beliefs did. It offered rebirth and relief nd Ma n deas o did Chinese eo le learn of plow, a farmer could till more land and raise more food. from suffering, which appealed to the uddhism Buddhism spread from India to China. e all From hat country did uddhism come to Another item that increased in production during the Han dynasty Chinese. China India was silk, a soft, light, highly valued fabric. For centuries, Chinese Academic Impact on China At first, Indian a n lus ns o did the olitical women had known the complicated methods needed to raise silkworms, Vocabulary unwind the silk threads of their cocoons, and then prepare the threads Buddhists had trouble explaining their procedure the way religion to the Chinese. Then they used en ironment in China lead to the acce tance a task is accomplished for dyeing and weaving. The Chinese were determined to keep their Print Assessment procedure for making silk a secret. Revealing these secrets was ideas found in Daoism to help describe of uddhism As the government became less Buddhist beliefs. Many people grew Reading Check punishable by death. ev e deas e ms and e le stable, hunger and violence became widespread. curious about Buddhism. Synthesize What During the Han period, weavers used foot-powered looms to weave silk advances did the 1. a dent On hose teachings as an The Chinese embraced Buddhism because if offered threads into beautiful fabric. Garments made from this silk were Before long, Buddhism caught on Chinese make during in China with both the poor and the This giant Buddha statue in China is go ernment based Confucius relief from suffering. the Han period? very expensive. among the largest in the world. It was upper classes. By AD 200, Buddhist carved into a hillside and looks down b umma e o did Em eror udi create a umma ng o is uddhism s s read into China altars stood in the emperor’s palace. over the meeting place of three rivers. Silk Production strong central go ernment took lands from an e am le of diffusion It represents the spread Buddhism’s introduction to China is an example of diffusion, the spread of ideas, goods, and technology from lords, raised ta es, controlled grain supply of one idea from one culture to another, and the The technique for making silk was Reading Check one culture to another. Elements of Chinese culture changed in response c Evaluate Is an e am system best for filling resulting change in the culture. a well-kept secret in ancient China Find Main to the new faith. For example, scholars translated Buddhist texts into because silk was a valuable trade Ideas How did go ernment obs E lain Answers will vary but good in distant lands. Workers made Chinese people learn Chinese. Many Chinese became Buddhist monks and nuns. Artists carved ore About silk from the cocoons of silkworms, of Buddhism? towering statues of Buddha into mountain walls. should display familiarity with the e am system. just as they do today. udd sm te t e udd a Follo ing the death Summary and Preview Han rulers moved away from Legalism and based 2. a es e hat as the son s role in the family their government on Confucianism. This strengthened family bonds of the uddha uddhism remained a relati ely small to obey his parents, carry on the family line, and in Han China. In addition, art and innovations thrived under Han rule. take care of his parents religion confined mainly to India It as not until the A new religion, Buddhism, arrived in China through trade. In the next reign of Aso a that uddhism s read lesson, you will learn about China’s contact beyond its borders. b nt ast o did conditions for the ealthy differ from those of the easants wealthy in T o main schools of uddhism emerged o er time Lesson 4 Assessment large, richly furnished homes, had servants, wore and too root in different arts of the orld The more Review Ideas, Terms, and People b. Describe What was Zhang Heng’s role in the lu urious clothing peasants simple houses, ate advances made during the Han dynasty? conser ati e Thera ada became the dominant form of 1. a. Identify On whose teachings was Han government c. Identify Who was Lady Wenji? rice and grains, wore plain clothing, and worked uddhism in outheast Asia This branch stressed the based? Buddhism Comes to China b. Summarize How did Emperor Wudi create a strong 4. Draw Conclusions Why did people in China begin to hard grow curious about Buddhism? difficult disci line of a monastic life Another branch When the Chinese people came into contact with other civilizations, they central government? 3. a dent hat de ice did the Chinese in ent to called ahayana uddhism hich has a more o ular exchanged ideas along with goods. Among these ideas was a new religion. c. Evaluate Is an exam system best for filling Critical Thinking In the first century AD, Buddhism spread from India to China along trade government jobs? Explain. measure earth ua es seismograph a eal s read to China Korea and a an 2. a. Describe What was the son’s role in the family? 5. Analyze Use your notes to complete this diagram routes. about how Confucianism influenced Han government b es e hat as hang eng s role in the b. Contrast How did conditions for the wealthy differ and family. Arrival of a New Religion Over time, the Han government became from those of peasants? ad ances made during the an dynasty e less stable. People ignored laws, and violence was common. As revolts 3. a. Identify What device did the Chinese invent to Government Confucianism Family developed the seismograph to detect earth uakes. flared up, millions of peasants went hungry. Life became violent and measure earthquakes? READING CHECK uncertain. Many Chinese looked to Daoism or Confucianism to find e developed an e planation for lunar eclipses. nt es e hat ad ances did the Chinese c dent ho as Lady en i She was a famous ma e during the an eriod They invented paper, an poet who wrote ighteen Songs of a omad
the seismograph, the sundial, and acupuncture. 212 Module 6 Ancient China 213 lute. Technologies included the wheelbarrow and the iron 4. a n lus ns hy did eo le in China begin plow, which greatly increased productivity. The an to gro curious about uddhism evolts were also invented foot-powered looms, which increased common, and many peasants were starving. They silk production. TIERED ACTIVITY LINK TO GEOGRAPHY were looking for relief from their suffering. a sm and udd sm Ma ng t e ead udd sm t al nk ng el evel a e students e amine the ro ide students ith an outline ma 5. nal e se your notes to describe ho chart com aring Daoism and uddhism of Asia Confucianism influenced an go ernment a e them create a ne chart in hich a e students use Internet or other and family overnment fficials practiced they re rite those beliefs and teachings in resources to research the s read of Confucianism and had to pass an e am on Confucian their o n ords uddhism teachings some men gained government obs based on respect for parents amily Children were taught t evel a e students com lete the As students to sho on their ma s to respect their parents and obey their father elo Le el acti ity and then add a ro in uddhism s origins in India Then ha e hich they rite a aragra h com aring them dra arro s to sho ho the and contrasting the t o belief systems religion s read throughout Asia along ve evel a e students research the trade routes origins of uddhism in China and rite a * Alternative Assessment Handbook, Rubric one- age essay discussing its effects on 20: Map Creation ancient China
212 Module 6, Lesson 4 Ancient China 213
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Literature in History
Literature in History Literature of Ancient China
e Shiji Word Help “If that is the case,” said the envoy, “then what is your objective in making a e students ee a list of u hi s ualities as they Word Help About the Reading The Shiji, also called the Records of the Grand objective goal this offer?” chancellor high official ➍ intervals periods of Historian, is a history that describes more than 2,000 years of Chinese Bu Shi replied, “The Son of Heaven has set out to punish the Xiongnu. read the assage After the students ha e read the accord agreement time culture. The author, Sima Qian (soo-MAH chee-EN), held the title Grand In my humble opinion, every worthy man should be willing to fight to the dispatched sent eccentric someone who death to defend the borders, and every person with wealth ought to con- assage as them to e lain hat ty e of erson u Historian under the Han emperor Wudi. He spent 18 years of his life acts strangely envoy representative tribute to the expense. . . .” hi as hy might a historian be interested in him writing the Shiji. His hard work paid off, and his history was well received. populace people The emperor discussed the matter with the chancellor, but the latter ➊ Henan (HUH- In fact, the Shiji was so respected that it served as the model for every tutor private teacher said, “The proposal is simply not in accord with human nature! ➎ Such hy do you thin the em eror in ites u hi to NAHN) is a region later official history of China. This passage describes a man named Bu Shi, ➍ The Chinese people of eastern China. eccentric people are of no use in guiding the populace, but only throw the or for the go ernment e showed his loyalty to who attracted the emperor’s attention through his generosity and good believed that their It is a productive laws into confusion. I beg Your Majesty not to accept his offer!” deeds. Eventually, the emperor invited him to live in the imperial palace. emperor was the “Son of the government by offering to give them half of his agricultural region. For this reason the emperor put off answering Bu Shi for a long time, Heaven.” They thought wealth. ➋ The Xiongnu were As You Read Ask yourself why Sima Qian included Bu Shi in his history. he received his power and finally after several years had passed, turned down the offer, where- a tribe of nomads. from heavenly ancestors. upon Bu Shi went back to his fields and pastures. . . . hat is u hi s attitude to ard his ealth o They lived in the From The Shiji The following year a number of poor people were transferred to other ➎ The “latter” means the north and often regions. . . . At this point Bu Shi took two hundred thousand cash of his is it different from the attitude of the rich families by Sima Qian, translated by Burton Watson one mentioned last. In raided towns near own and turned the sum over to the governor of Henan to assist the people e believes wealth is to be shared and used his wealth this case, the latter is the China’s border. Bu Shi was a native of Henan, where his family made a living by farming who were emigrating to other regions. . . . At this time the rich families and animal raising. ➊ When his parents died, Bu Shi left home, handing chancellor. to help the needy and the empire the rich families ➌ Why do you think were all scrambling to hide their wealth; only Bu Shi, unlike the others, had ➏ What is Bu Shi’s the emperor invites over the house, the lands, and all the family wealth to his younger brother, offered to contribute to the expenses of the government. ➏ The emperor wanted to keep their wealth to themselves. attitude toward his Bu Shi to work for the who by this time was full grown. For his own share, he took only a hun- wealth? How is it different decided that Bu Shi was really a man of exceptional worth after all. . . . a n lus ns Li e many Chinese historians government? dred or so of the sheep they had been raising, which he led off into the Because of his simple, unspoiled ways and his deep loyalty, the emperor mountains to pasture. In the course of ten years or so, Bu Shi’s sheep had from the attitude of the rich families? finally appointed him grand tutor to his son Liu Hong, the king of Qi. ima ian anted to use history to teach lessons increased to over a thousand and he had bought his own house and fields. hat lessons could the story of u hi be used His younger brother in the meantime had failed completely in the manage- to teach Possible answers: generosity, goodness ment of the farm, but Bu Shi promptly handed over to him a share of his own wealth. This happened several times. Just at that time the Han was towards others, treat others as you would like to be sending its generals at frequent intervals to attack the Xiongnu. 2 Bu Shi treated journeyed to the capital and submitted a letter to the throne, offering to turn over half of his wealth to the district officials to help in the defense nal e The Em eror udi based his go ernment of the border. The emperor dispatched an envoy to ask if Bu Shi wanted a on the teachings of Confucius hat elements of post in the government. ➌ Confucianism can you see in this story Bu Shi feels “From the time I was a child,” Bu Shi replied, “I have been an animal raiser. I have had no experience in government and would certainly not it is his duty to help his government and others want such a position.” . . . In this painting from the the emperor rewards Bu Shi’s loyalty and ethics. 1600s, government officials deliver a letter.
Connect Literature to History 1. Draw Conclusions Like many Chinese historians, Sima 2. Analyze The Emperor Wudi based his government on Qian wanted to use history to teach lessons. What les- the teachings of Confucius. What elements of Confu- sons could the story of Bu Shi be used to teach? cianism can you see in this story?
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214 Module 6 Ancient China 215
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Online Assessment 6. Make Judgments How accurately did the Confucian social levels in Han society determine one’s standard of living? 1. Who was the first commoner to become Emperor of China? The four levels of Confucian society did not necessarily determine how Wudi well an individual lived. Most people in Han society were poor, but often Liu Bang the wealthy people could belong to the lowest levels in the Confucian Confucius society. For example, peasants made up the second level in Confucian Shi Huangdi society and yet they were often the poorest, worked the hardest, and Alternate Question Select the answer choice from the drop-down list paid most of the taxes to the government, while a merchant, who to complete the sentence correctly. Emperor Liu Bang was a popular belonged to the lowest level, could be wealthy. emperor who gained the support of his people by being less strict 7. Make Inferences How did the scientific discoveries of Zhang Heng and lowering the high taxes on farmers . improve the Chinese understanding of the universe? 2. Which of the following was an important duty for everyone in Zhang Heng made valuable discoveries in mathematics, engineering, Confucian society during the Han Empire? and astronomy. He estimated the value of pi and created an odometer paying your taxes to measure distance. Therefore, he was a skilled mathematician, obeying your parents which allowed him to make accurate astronomical observations. He voting for your leaders understood that the moon, sun, and the earth moved at different attending public schools speeds and, as a result, could predict lunar eclipses and explain why Alternate Question Select the answer choice from the drop-down they occurred. list to complete the sentence correctly. During the Han Empire, the father was the head of household, whose command must be 8. Analyze Information What was the condition of Han society by the obeyed. time Buddhism arrived in the first century? By the time Buddhism spread throughout China, the Han government 3. Which cloth was highly valued from the Han Dynasty? was losing control of public order. Han society was often violent, cotton lawless, and many peasants starved as a result. The older religions of linen Daoism and Confucianism did little to comfort people who wanted silk answers as to how to limit their suffering. Buddhism taught the value of wool rebirth and explained the source of their suffering. Alternate Question Select the answer choice from the drop-down list to complete the sentence correctly. The process of creating silk cloth- ing from worms was a highly guarded secret that was punishable by death if told. 4. Which religion spread throughout China during the Han Dynasty and became popular because it provided explanations for suffering and offered hope? Buddhism Christianity Confucianism Islam Alternate Question Select the answer choice from the drop-down list to complete the sentence correctly. Buddhism was brought to China from India by way of trade routes that had been opened. 5. Make Inferences How did Emperor Wudi make sure that nobles controlled the government? Emperor Wudi introduced an exam based on the teachings of Confucius that would determine whether a person could become a government worker. However, only those people who were already chosen to take the exam would be able to enter the government. Candidates for government service usually came from wealthy families and, therefore, the government was run by nobles and their relatives.
215a Module 6, Lesson 4 Ancient China 215b
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esson lanner n ine e n 5 n ich ent Acti itie
Along t e ilk oad i o Article tudents read about the ourney along the il oad Then they rite a diary tra elogue from a merchant s oint of ie
ilk oad y ea ideo tudents ie a ideo about ho the in ention of the un shi ad anced sailing and trade in ancient China Then they create The il oad a diagram or illustration that sho s the arts of a un shi and the inds of goods one might ha e carried
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The il oad a The il oad a i a a h an Cha t i ea Trade routes led to the e change of ne roducts and ideas among China Along the il oad ome and other lands c ent a e n e ti ati n il oad by ea ten i t ica Chinese Interaction ith ome an n ich ce
A e ent
Key Terms e ie eading Chec ra hic Organi er Acti ity Lesson Assessment
215c e e n 5 Ancient China 215
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esson r o o Traders used a series of overland routes to take hinese goods to distant Teach the Big Idea buyers. The most famous trade route was known as the ilk o d. This each the ain ea . ole lass en Introduction , -mile-long network of routes stretched westward from hina across Trade routes linked China with the Middle East e l o d Asia’s deserts and mountain ranges, through the iddle ast, until it r r reached the editerranean Sea. By about B , an active trade had and Rome. developed between hina and Southwest Asia along Silk oad routes. By o o o A , the Silk oad connected Han hina in the east with the oman ecall hat inds of items ere traded along the r r mpire in the west. il oad silk fabric, pottery, and horses ou are a trader traveling on your first trip along the Sil e ie the scenario ith students and lead a class e de ood r ded hinese traders did not travel the entire Silk oad. ost oad to China. The trip will be hard, through mountains, nderstand ause and ffect o did the discussion around res onses to the uestion Trade routes led to the exchange merchants traveled only a small part of the route, selling their goods along deserts, and terrible weather. ou expect to ma e a of new products and ideas the way. Upon reaching entral Asia, traders sold their goods to other local e ansion of trade lead to the rise of ne cities emind students that all res onses are alid as profit from sil and are curious about China. among China, ome, and other traders who took them the rest of the way. to protect trade routes, the Chinese established long as they are su orted ith alid reasoning lands. o o o Traveling the Silk oad was difficult. roups of men and camels loaded military bases and trading posts sprang up along ou may ish to re ie the follo ing oints to de down with goods traveled the Silk oad together for protection. Armed frame your discussion ■ Trade routes lin ed China with o o r guards protected traders from bandits who stole cargo and water, a pre- the trade routes the iddle ast and ome. hinese goods, especially silk and fine pottery, became highly cious necessity. Traders also faced bli ards, desert heat, and sandstorms. onsider t e I I t ings you may find ■ The most famous trade route valued by people in other lands. uring the Han period, the Named after the most famous item transported along it, the Silk oad ore About was nown as the Sil oad. was worth its many risks. Silk was so popular in ome, for example, that an e citing ne culture the change to become value of these goods helped increase trade. and of ilk The omans ho alued sil from China e er hina grew wealthy from that trade relationship alone. But many other ealthy from trade a beautiful country l re e r de Trade increased partly because the Han called China Serica, hich means “Land of il ” Sil oad developed a powerful army that pushed the borders of the Explore ONLINE! onsider t e A I t ings you may kingdom into entral Asia, ietnam, and orea. The army The Silk oad onnect to cience rom orm to onderful find difficult terrain through hich you must brought hinese culture to less-developed societies. It stabi- Commercial sil is made by a single s ecies of moth li ed the region, making the transport of goods over the roads ASIA tra el dangers from criminals and arriors on lar ae Each lar a or sil orm li es on a diet of safer. Trade increased when leaders in conquered lands told the Lake RT Rome Balkhash SE I DE the ourney eo le ith hom you cannot Han generals that people who lived still farther west wanted GOB Huang He (Yellow River) mulberry lea es before s inning a sil thread that silk. mperor Wudi wanted strong entral Asian horses for Dunhuang communicate by s o en language Kashgar Taklimakan ra s around and around to become a cocoon This his army. hina’s leaders saw that they could make a profit Antioch Desert Hotan TIBET Chang’an . irect eac Introduce the ig Idea Trade routes by bringing silk to entral Asia and trading the cloth for the H thread can be u to feet long To un ind the I Luoyang KUSHAN . MA Tyre R L horses. The entral Asian peoples then took the silk west and A ) EMPIRE YAS Shu . Ctesiphon Jian i R cocoon the manufacturer must first find the end of led to the exchange of new products and ideas us ng g (Y gz d ha an traded it for other products. Han China, c. AD 200 In Mathura C Guangzhou among China, ome, and other lands E lain Silk Road the thread or ers ash the sil and treat it ith e e elop We er In B , mperor Wudi Other trade route PACIFIC ho the il oad in addition to s reading ne OCEAN arious chemicals to ma e different ty es of fabric sent one of his generals, hang Qian, to western lands on a Great Wall INDIA Arabian Bay of Sea roducts resulted in the rise of ne cities and the diplomatic expedition to establish alliances against an enemy 0 400 800 Miles Bengal inese ottery The Chinese de elo ed group. hang Qian was imprisoned by the enemy. He returned 0 400 800 Kilometers South e change of no ledge about the arts and science Ceylon China so histicated techni ues for creating ceramics and years later with reports of great wealth and large horses in N (Sri Lanka) Sea . ractice Assess In uire a e students create fact entral Asia. The emperor decided to send an army to the west W E they became a highly alued trade commodity The to conquer new lands. As the empire grew, trade routes to the sheets about the il oad The fact sheets should e n A ia S Chinese in ented the rocess to ma e orcelain west developed. The hinese built military bases and extended INDIAN OCEAN discuss the effects of the il oad on Chinese society Reading Check the reat Wall to protect these trade routes. Trading posts grew bet een the AD s and s oth ater roof and CHINA ar e up along the trade routes. Farming settlements also developed nte et a . lore olla orati e loration e ie Why did Chinese 1 ace What physical feature caused the Silk oad to beautiful orcelain became one of China s ma or with support from the government. As more people settled the trade expand under split between unhuang and ashgar? e orts students fact sheets about the il oad The fact Han rule? region, cities developed in western hina. IRAN 2 C a e What modern southwest Asian country sheet should discuss ho it s read ne roducts would the ancient port city of Antioch be in today? caused ne cities to form and s read ne ideas AC A about art and science 1 odule 6 Ancient China 21 . ole rou lose eflect a e students use Image it ots ots e ilk oad their fact sheets to create a class oster about the a e students e lore the image using the il oad interacti e hots ots ou may ish to use the * Alternative Assessment Handbook, Rubric 28: Posters COLLABORATIVE LEARNING They should also calculate ho much themsel es and im ortant cities along C A A A associated uestion as a discussion rom t of the final rice had been added along the il oad a e them dra or find Inter ret isuals hat ere some goods traded reate a lo c art the ay to the manufacturer s original ictures of hysical features along the ina rade oster ONLINE DOCUMENT BASED INVESTIGATION along the il oad ossible answers silk, ade . Organi e students into grou s a e rice oint out that e ery time the route . Di ide the class into t o grou s One ob ects, spices, wool, amber, gold Ancient ina students in each grou decide if they goods changed hands a merchant . a e students in the eo le grou grou ill research items from China ant to re resent a oman or Chinese made a rofit that ere traded on the il oad The Chinese Interaction ith ome is the fifth of fi e create or find images of the eo le merchant and hat items they ant to other grou s ill research items that are document-based in estigations that students ill * Alternative Assessment Handbook, ho tra eled the route the animals trade on the il oad They should also e orted from China today A C A analy e in the Ancient China module tudents Rubric 14: Group Activity that carried their cargo and the trade assign rices that manufacturers charge . Each grou ill create a oster of the read an e cer t from the Hou Hanshu, a history of cara ans e ilk oad a trader for the merchandise . tudents from each of the oods grou s main trade goods from China using the an dynasty COLLABORATIVE LEARNING As students read the lesson ha e them use the . a e each grou create a flo chart should create or find images of goods that illustrations gra hic organi er to ta e notes tudents can sho ing here the merchandise is ere traded along the route . ang the osters side-by-side and ilk oad ollage re ie their gra hic organi er notes at the end of sold to the ne t trader and ho much discuss them as a class Discuss hether Materials art su lies butcher a er . Ne t ha e students create a collage of the the lesson to ans er the follo ing uestion that trader ays for it The goods may READING CHECK il oad by lacing images on the ma any Chinese items that ere traded change hands se eral times as they . Organi e the class into four grou s ra onclusions hat as the effect of ummarize hy did Chinese trade e and under created by the laces grou along the il oad are still roduced ma e their ay along the il oad and laces eo le East to est oods and and e orted from China today Chinese trade on other regions of the orld ther an rule Han con uests put the Chinese in contact *Alternative Assessment Handbook, Rubric 8: each time the rice is slightly higher est to East oods areas of the world obtained desired goods as well as with more distant peoples who wanted to trade for Collages * Alternative Assessment Handbook, Rubric . a e the students in the laces grou new technologies. Chinese goods. . As grou s to re ort on the original 28: Posters and final rices of their merchandise create a large ma that sho s the roads 216 Module 6, Lesson 5 Ancient China 21
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Cities grew along the Silk Road at secure places where the military protected traders and travelers. These ruins at Loulan in western Teach the Main Idea China are evidence of a city that thrived Additional Lesson Content Print Assessment during the Han period. The most famous trade route was known as e ie Ideas erms and eo le
the Silk Road. products were also traded on the ONLINE ANALYZE VIDEOS 1. a Identify hich an em eror e anded trade to the estern routes. Spices, tools, artwork, pro- regions of China Emperor Wudi ummarize hat ere some of the difficulties duce, gems, precious metals, horses, e ilk oad b ummarize o did the e ansion of trade affect the gro th of traders on the il oad faced bandits trying and animal hides were some of the a e students atch the ideo indi idually cities s trade routes developed, trading posts grew up where goods to steal cargo and water harsh weather such as goods exchanged by traders. or as a class ou may ish to use the associated could be exchanged and stored. These trading posts became cities. bli ards, heat, and sandstorms Exchange of Knowledge and Technology The exchange of goods along the Silk Road helped establish a wider world economy, as goods from uestion as a discussion rom t ecall eyond trade goods hat else s read as a Europe and Africa made their way to China, and Chinese goods made their 2. a Identify here did the il oad begin and end It began in central result of the il oad inventions such as paper way west. Perhaps more significant, though, was the effect the Silk Road Analyze ideos hy as sil highly alued in had on the exchange of knowledge and inventions. As people traveled the ome omans didn t know how to produce silk, and China and ended at the Mediterranean Sea. and technology like irrigation systems religious routes, they had to learn new languages to communicate. People from it was a rarity that could only be purchased by the b Make Inferences o do you no sil as a aluable trade ideas such as Buddhism different places exchanged ideas about the arts and science. good In exchange for silk, traders returned with gold, silver, horses, Advanced technologies also spread across Asia by way of the Silk Road. wealthy. ore About For example, papermaking, developed by the Chinese, spread to Europe precious stones, animal hides, and many other items. through trade. Traders also passed on the knowledge of how to irrigate b Identify hat technologies s read along the il oad paper ra eling t e ilk oad oday Fascination ith the farmlands. making and irrigation systems il oad has led to increased tourism ince China Religion also spread along the Silk Road and other trade routes. o ened its doors to foreign tourism eo le ha e been Buddhism came from India to China by way of the new trade routes in Central Asia. Buddhist scriptures, artwork, and priests first entered able to tra el along art of the il oad Although China during the Han Dynasty by way of the Silk Road. ritical inking tra el in the harsh climate of estern China is only During the Han period, few foreigners ventured into China. But the 3. ategorize se a chart to identify goods and ideas e changed along for the hardy tourist there are lenty of attractions trade that started with the establishment of the Silk Road brought their the il oad se the chart headings “ oods and Ideas INTO China” ideas and technology to China. In the coming centuries, the growing e en in the deserts ites include ruined cities and Reading Check Find Main Ideas international trade would continue to bring merchants and others to this and “ oods and Ideas O T of China ” o did Chinese trade affect ca es full of uddhist aintings One city Kashgar has What was the Silk Road? great Asian civilization. other regions oods and ideas into China gold, silver, precious stones, a mar et here tourists can get some idea of hat Summary Trade led to the exchange of goods and ideas between China ONLINE DOCUMENT BASED INVESTIGATION horses, and Buddhism oods and ideas out of China precious goods, trade along the old il oad as li e long ago At the and other regions during the years of the Han Dynasty. including silk and ade paper making other areas of the world obtained mar et eo le of many nationalities sell s ices ool inese Interaction it ome desired goods as well as new technologies Lesson 5 Assessment li estoc sil er ni es and other items Chinese traders and emissaries e t detailed Review Ideas, Terms, and People Critical Thinking 1. a. Identify Which Han emperor expanded trade to the 3. Categorize Use the chart to identify goods and ideas ournals of their tra els in ome and shared them western regions of China? exchanged along the Silk Road. How did Chinese trade hen they returned home tudents read an ONLINE INTERACTIVE MAPS b. Summarize How did the expansion of trade affect affect other regions ? the growth of cities ? e cer t from the Hou Hanshu, a history of the an Trade Along the Into China Out of China e ilk oad 2. a. Identify Where did the Silk Road begin and end? Silk Road dynasty b. Make Inferences How do you know silk was a a e students e lore the ma using the valuable trade good? Analyze Sources hat did the tra eler ho c. Identify What technologies spread along the Silk interacti e features and ans er the associated Road? ro ided this descri tion seem to admire about uestions the omans ossible answer The traveler admired the omans skill and honesty in business, their use of uman n ironment Interaction hat 218 Module 6 resources, their skill as artisans, how well they treated geogra hic feature did the northern and southern messengers, and how organi ed they were. routes of the il oad by ass Takla Makan desert In rint edition see ma of same title lace hat hysical feature caused the il oad I A I I COLLABORATIVE LEARNING to s lit bet een Dunhuang and Kashgar Takla e ilk oad ina rade oster Makan desert elo e el ro ide students ith an . Di ide the class into t o grou s One om are hat modern south est Asian country outline ma of Asia a e them use the grou ill research items from China ould the ancient ort city of Antioch be in today ma of the il oad in this lesson and that ere traded on the il oad The Turkey illustrate it ith some of the items traded other grou s ill research items that are along the il oad e orted from China today At e el a e students com lete the . Each grou ill create a oster of the elo Le el Acti ity and then use the main trade goods from China using READING CHECK ma of the an dynasty from the re ious illustrations ind Main Ideas hat as the il oad a lesson to add the boundaries of the an . ang the osters side-by-side and network of trade routes that linked trading centers Em ire and the reat all of China discuss them as a class Discuss hether in sia A o e e el a e students com lete the any Chinese items that ere traded At Le el Acti ity but then com are it to a along the il oad are still roduced hysical ma of Asia and rite a aragra h and e orted from China today e laining ho landforms affected the * Alternative Assessment Handbook, Rubric route of the il oad 28: Posters
218 Module 6, Lesson 5 Ancient China 218a
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Social Studies Skills Online Assessment Social Studies Skills 1. How did China develop a large army of approximately one million Conduct Internet Research soldiers during the Han period? onduct Internet esearc Define the Skill 2. Study the web page. Read the information Explain to students that the Internet offers a wealth of The Han Empire relied on soldiers from foreign lands to serve in to see if it is useful. You can print the page The Internet is a huge network of computers information and sometimes misinformation on many its army. that are linked together. You can connect to on the computer’s printer or take notes. If you take notes, be sure to include the page’s Women were allowed to join the army and many rose to the rank this network from a personal computer or from topics. Have students review the Social Studies Skills a computer at a public library or school. Once URL. This is its location or “address” on the lesson. Then organize students into small groups and of general. Internet. You need this as the source of the connected, you can go to places called websites. have each group use the information to build a mock Every male was required to serve in the army at least once during Websites consist of one or more web pages. information. his lifetime. Each page contains information you can view 3. Use hyperlinks. Many web pages have website explaining how to use the Internet. The page on the computer screen. connections, called hyperlinks, to related should be the home, or main page for the site. Remind The Han Empire enslaved conquered people and forced them to information on the site or on other websites. Governments, businesses, individuals, and students to include links and other important features serve in the army. many different types of organizations such as Clicking on these links will take you to those pages. You can follow their links to even more on their page. Students should also include a checklist Alternate Question Select the answer choice from the drop-down list universities, news organizations, and libraries have websites. Most library websites allow users pages, collecting information as you go. that people can use to evaluate a website. to complete the sentence correctly. 4. Return to your results list. If the information to search their catalogs electronically. Many . How would you begin if you wanted information With a large army, the Han Empire expanded into many regions, such libraries also have databases on their websites. or hyperlinks on a web page are not useful, A database is a large collection of related return to the list of pages that your search about the in dynasty from the Internet? ossible as Korea and Vietnam . information organized by topic. engine produced and repeat the process. answers go to a search engine and type in in 2. Why were imported spices, such as cinnamon and nutmeg, The Internet can be a very good reference The Internet is a useful tool. But remember that Dynasty go to an online encyclopedia and look up information on the Internet is no different from especially prized in Europe? source. It allows you to gather information on almost any topic without ever having to leave printed resources. It must be evaluated with in Dynasty These spices were grown in distant lands. your chair. However, finding the information the same care and critical thinking as other . What words might you type into a search These spices were plentiful and inexpensive. you need can sometimes be difficult. Having resources. the skill to use the Internet efficiently increases engine to find information about Confucianism? These spices were used to cure certain diseases. its usefulness. Confucius, ongfu i, Confucianism, nalects, Chinese Practice the Skill These spices were used to preserve fish and meats. philosophy Answer the following questions to apply the Alternate Question Select the answer choice from the drop-down list Learn the Skill guidelines to Internet research on ancient . se a school computer to research the reat Wall to complete the sentence correctly. There are millions of websites on the Internet. China. of China. What kinds of pages did your search This can make it hard to locate specific The Silk Road was a 4,000-mile trading network that connected the 1. How would you begin if you wanted informa- produce? Evaluate the usefulness of each type. information. The following steps will help you tion about the Qin dynasty from the Internet? Han Empire in China with the Roman Empire in the west. conduct research on the Internet. Students results should exhibit an understanding of 2. What words might you type into a 3. Make Inferences How did the Han leaders view other ethnic groups 1. Use a search engine A search engine is a search engine to find information about how to use a search engine and how to evaluate a website that searches other sites. Type a Confucianism? web page or site. outside of China? word or phrase related to your topic into 3. Use a school computer to research the Great Possible answer: The Chinese believed that their culture was superior to the search engine. It will list web pages that might contain information on your topic. Wall of China. What kinds of pages did your other cultures and as their armies expanded their empire, they exported Clicking on an entry in this list will bring that search produce? Evaluate the usefulness of their culture as well. The Chinese believed that other societies needed to page to your screen. each type. be developed, as they considered other races to be inferior to their own. Therefore, Chinese cities were established farther west mainly around trading networks, like the Silk Road. 4. Draw Conclusions How did the Silk Road increase the exchange of Ancient China 219 ideas and inventions? The Silk Road was a 4,000-mile trading network that connected Han China with the Roman Empire linking these two civilizations with each other and with other cultures along the way. Along this route, missionaries brought their religions to other regions. For example, Buddhism was brought from India to China along the Silk Road. Technologies and inventions, like paper-making, were traded along the route as well.
218b Module 6, Lesson 5 Ancient China 219
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istor and eo ra h istory and eography e ilk oa Have students select one of the merchants shown he Silk Road ASIA Th ilk a a a l ng tra r t that tr tch acr and write an obituary for him. th h art ia l ng thi r t an acti tra l Obituaries should include information on how the t n China an th t ia a t C oods rom t e ast Chinese merchants also got rich th ilk a c nn ct an China in th a t ith th an from ilk Road trade. aluable Asian goods included silk merchants benefited from Silk Road trade. ir in th t cloth, ade ob ects, and spices like cinnamon, nutmeg, Encourage students to use their imaginations to fill Th ain g tra al ng th ilk a r l r g and ginger that didn’t grow in Europe. North n that r all light an n i Th incl ilk Sea a in other details of the merchants lives, but to stay e Kaifeng ic an g l ca ch g r all an S al a l c ti within historical possibility. rchant c l carr th l ng i tanc an al till ll th r B Wuwei a larg r it a r lt l in th th a t an th t Chang’an r a l t l r g that r na aila l at h . lace What two empires did the Silk Road connect HAN EMPIRE by AD 00? Han China and the Roman Empire
N Chengdu GAUL A K . Mo e en What were some goods traded along A T I M R Nanhai Aral L E K S (Guangzhou) the Silk Road? silk, ade ob ects, spices, wool, amber, EUROPE Sea A E SPAIN T D gold Kashgar Rome C B l a c k S e a a s ROMAN EMPIRE Byzantium p i a S n A Y A S Merv A L Carthage e H I M a a Asia Minor e Bagram Bagram S GREECE
a M e et or o oads The ilk Road was n d Antioch i i t e r Ecbatana actually a network of roads that linked trading h r a n e a n Kandahar Kandahar centers in Asia. Most merchants only traveled a C S e a Ctesiphon Babylon small part of the ilk Road, selling their goods h Bay of t PERSIA along the way to other traders from distant u Alexandria Petra Persepolis lands. Bengal o S
N AFRICA E
W S India
oods rom t e West Roman merchants like this man grew rich from ilk Road trade. Arabian Silk Road Merchants in the west traded goods like Other trade routes nterpret aps Sea those you see here wool, amber, and gold. Han Empire 1. lace What two empires did the ilk Road Roman Empire connect by A ? Scale varies on this map. 2. o e ent What were some goods traded along the ilk Road?
Aden INDIAN OCEAN 22 Module Ancient China 221
22 odule Ancient China 221
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Module 6 Assessment Module 6 Assessment, continued Print Assessment b. nal e How would Confucianism benefit Chinese Review Vocabulary, Terms, and People Lesson 4 Review Themes emperors? because Confucius said that the lower e iew oca ular er s an eo le Match the “I” statement with the person or thing that might have made the statement. 14. a. Identify During the Han dynasty, who 17. Politics Why might historians differ in their classes should learn by following the example of their Not all of the choices will be used. belonged to the first and second social views of Shi Huangdi’s success as a ruler? atch the I statement with the person or thing that might groups? superiors, which includes the emperor 18. Society and Culture How did Confucian- have made the statement. ot all of the choices will be used. 1. “I stressed the importance of living in harmony with a. jade b. Analyze What was the purpose of the ism affect people’s roles in their family, in c. alua e Would you be happier under a nature.” b. innovation exam system during Wudi’s rule? government, and in society? government influenced by Legalism or by Daoism? . “I stressed the importance of living in harmony g. aoism 2. “I took a name that means ‘first emperor.’” c. lord c. Elaborate What inventions show that 19. Society and Culture Which of the major In which type of government would there be more the Chinese studied nature? with nature.” 3. “I stressed that people needed to be controlled with d. oracle achievements of the ancient river valley d. Identify Who was Zhang Heng, and order? Explain your answers. Answers will vary, but h. Shi Huangdi strict laws.” e. slave civilizations do you think had the most . “I took a name that means first emperor. ” what important invention did he 4. “I am a beautiful, hard gemstone that the Chinese made f. Confucius enduring legacy? Justify your response students should be familiar with the concepts of both develop? using facts. . “I stressed that people needed to be controlled l. legalism into many objects.” g. Daoism Daoism and Legalism. with strict laws.” e. Explain Why is the Han dynasty con- 20. Society and Culture How were ancient 5. “I was built to keep invaders from attacking China.” h. Shi Huangdi sidered a classical civilization? Give Chinese civilizations similar to those in d. u ari e How was the traditional practice of 4. “I am a beautiful, hard gemstone that the a. ade i. seismograph 6. “I can measure the strength of an earthquake.” examples. ancient Persia? Daoism affected by its spread to other countries? It Chinese made into many objects.” j. wheelbarrow 7. “I am a person of high rank.” f. Identify In what areas of manufacturing was adapted to fit other cultures’ practices. . “I was built to keep invaders from attacking k. reat all k. Great Wall 8. “I am a new idea, method, or device.” did the Han become well known? Social Studies Skills China.” l. Legalism Lesson 5 9. “I emphasized the importance of moral values and Conduct Internet Research Use the Social . “I can measure the strength of an earthquake.” i. seismograph respect for the family.” 15. a. Identify What factors led to the growth Studies Skill taught in this module to complete the SS 3 of trade during the Han dynasty? activity below. . “I am a person of high rank.” c. lord 10. “I am at the lowest level of Shang society.” 13. a. Descri e What were the main reasons for the fall b. Draw Conclusions Who do you think 21. Find a topic in the module about which wore silk garments in China? of the Qin dynasty? Dissention from Shi Huangdi’s . “I am a new idea, method, or device.” b. innovation you would like to know more. Use the Comprehension and Critical Thinking c. Predict What might have happened if Internet to explore your topic. Compare the policies helped stir up rebels after he died, and the . “I emphasized the importance of moral values f. Confucius the Chinese had told foreign visitors how Lesson 1 c. Evaluate Would you be happier under sources you find to determine which seem government fell apart under the next two emperors. and respect for the family.” to make silk? most complete and reliable. Write a short 11. a. Identify In what region did the Shang a government influenced by Legalism or d. Explain How did Silk Road trade affect paragraph about your results. b. Make Inferences Why did Shi Huangdi’s armies 0. “I am at the lowest level of Shang society.” e. slave dynasty develop? by Daoism? In which type of government the economies of the regions of the would there be more order? Explain your destroy city walls and take weapons from people d. oracle b. Analyze How did China’s geography world involved in it? contribute to the country’s isolation? answers. Focus On Writing they conquered? to ensure they would not rise up and j. wheelbarrow c. Evaluate Considering the evidence, d. Summarize How was the traditional 22. Give an Oral Presentation Choose a per- revolt against them practice of Daoism affected by its spread Reading Skills do you think the Xia dynasty was really son or event, and identify why your choice c. la ora e Shi Huangdi was a powerful ruler. Was his China’s first dynasty or a myth? Explain to other countries? Summarize Historical Texts Use the Reading is important to Chinese history. Write a brief your answer. Lesson 3 Skills taught in this module to complete the activity description of what the person did or what rule good or bad for China? Why? Answers will vary Co re ension an Cri ical inkin below. d. Summarize What typically contributed to 13. a. Describe What were the main reasons happened during the event. Then summa- but should display familiarity with Shi Huangdi’s rule. rize why your person or event is important LESSON 1 the growth and development of ancient for the fall of the Qin dynasty? 16. Choose a subsection from the module. For d. re ic Why might ancient peoples have used the civilizations? What frequently caused their b. Make Inferences Why did Shi Huangdi’s each paragraph within that subsection, to Chinese history. Give an oral presenta- 11. a. I en if In what region did the Shang dynasty decline? armies destroy city walls and take weap- write a sentence that summarizes the tion on your person to your class, using cycles of the sun and moon as the basis for their vivid language to create pictures in your develop? in the Huang He Valley of northern China Lesson 2 ons from people they conquered? paragraph’s main idea. Continue with the calendars? They determined the length of the day listeners’ minds. Also, use a clear but lively c. Evaluate Shi Huangdi was a powerful other subsections to create a study guide. b. nal e How did China s geography contribute to 12. a. Identify Which Chinese philosophy sup- tone of voice. and changed according to the season. They were a the country s isolation? To the south and east, China ported by Han Fei Zi encouraged strict ruler. Was his rule good or bad for China? laws and severe punishments to keep Why? predictable measurement of time. was separated by water to the north, by a vast desert order? d. Predict Why might ancient peoples have used the cycles of the sun and moon as and to the west by tall mountain ranges. b. Analyze How would Confucianism ben- SS 4 efit Chinese emperors? the basis for their calendars? c. alua e Considering the evidence, do you think 14. a. I en if During the Han dynasty, who belonged the ia dynasty was really China s first dynasty or to the first and second social groups? The first group 222 Module 6 Ancient China 223 a myth? Explain your answer. Possible answer: first was the upper class, which included the emperor, his dynasty, because there are many stories about it a court, and government scholars. The second class was myth, because there is little to no direct evidence that peasants. the dynasty existed ssential uestion SSA Write a persuasive essay answering this question. b. nal e What was the purpose of the exam system d. u ari e What typically contributed to the ONLINE DOCUMENT BASED • be organized into a distinct introduction, Your essay should include key people, events, and INVESTIGATION a main body consisting of several during Wudi’s rule? to put only the people who were growth and development of ancient civilizations? How do the people, events, and ideas relevant to ancient China. Be sure to cite paragraphs, and a conclusion that sums wealthy or influential and knew Confucianism into What frequently caused their decline? Possible ideas that shaped ancient China evidence to support your position and organize your ncien C ina up the main points government answer: People often settled together along rivers essay into an introduction, body, and conclusion. Have students complete and review all the D I continue to influence the world? c. la ora e What inventions show that the Chinese because they provided water for farming and drinking. activities in ar I. ri e a Co are an Con ras ssa Throughout l erna i e c i i Instead of writing essays, studied nature? the seismograph and sundial They also provided opportunities for technological and IC Students’ essays should most of its long history, China has been ruled by respond to the Essential Question with a address the Essential Question through activities d. I en if Who was Zhang Heng, and what important social improvements. Economic developments such se this Compare Contrast Essay Rubric to score many different dynasties. Each dynasty influenced specific position such as holding debates, creating multimedia invention did he develop? a respected astronomer, as trade and labor specialization further helped them students work in ar . China s culture and development in different illustrate valid reasoning supporting their presentations, or writing journal entries. See the mathematician, engineer, and painter during the grow. arfare with and defeat by neighboring peoples IC Students essays should ways. Write an essay in response to this question position Alternative Assessment Handbook for a selection of Eastern Han Dynasty; the seismograph often caused their decline. • identify similarities and differences Which dynasty had the greatest impact on China s cite persuasive evidence supporting their project rubrics. e. lain Why is the Han dynasty considered a appropriate to the topic development as a powerful empire? e sure to cite position classical civilization? Give examples. because it is one • attempt comparisons from parallel LESSON 2 specific evidence with at least three sources in your identify key people, events, and/or turning marked by great achievements; Possible answers: great categories of items 12. a. I en if Which Chinese philosophy supported response. points that demonstrate understanding of works of art and literature, paper-making, acupuncture • cite at least three sources of appropriate by Han Fei i encouraged strict laws and severe the module content f. I en if In what areas of manufacturing did the Han text evidence from art in support of punishments to keep order? egalism be organized into a distinct introduction, become well known? ironworking and silk production their comparisons main body, and conclusion
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Print Assessment (continued) Online Assessment 9. Which of the following were improvements to the transportation networks Social Studies Skills under Emperor Shi Huangdi? 1. Which geographical feature separates northern China from southern China? LESSON 5 21. Conduct Internet Research Find a topic in the module about which you Select the three correct answers. Gobi Desert 15. a. Identify What factors led to the growth of trade during the Han dynasty? would like to know more. Use the Internet to explore your topic. Compare the built bridges over the Yellow River Pacific Ocean the expansion of the empire, the Silk Road, the increased production of silk sources you find to determine which seem most complete and reliable. Write dug canals connecting cities with rivers Himalayan Mountains and the high demand for silk by other countries a short paragraph about your results. Students should use website sources from standardized the width of roads to fifty paces Qinling Shadi Mountains b. Draw Conclusions Who do you think wore silk garments in China? governmental, educational, and other reliable organizations. cleared mountain passes to allow trade with the West wealthy people 2. Which of the following were common in ancient Chinese villages? built new roads connecting Xianyang with the rest of the empire c. Predict What might have happened if the Chinese had told foreign Select the three correct answers. dug tunnels through the Himalayan Mountains linking China with India Focus on Writing visitors how to make silk? The Chinese would no longer have dominated the cemeteries 10. Why were sons valued more than daughters in Han society? silk trade. 22. Give an Oral Presentation Choose a person or event, and identify why your large palaces Women could never become the heads of households. d. Explain How did Silk Road trade affect the economies of the regions of choice is important to Chinese history. Write a brief description of what the stone temples Sons were expected to make the most money in the family. the world involved in it? People were able to buy luxury goods previously person did or what happened during the event. Then summarize why your pits for storing grain or rice Women could not rise to positions of power in government. unavailable to them. It established a wider world economy in which goods person or event is important to Chinese history. Give an oral presentation factories for creating iron tools Sons were expected to take care of the parents in their old age. from Europe and Africa made their way to China, and Chinese goods made on your person to your class, using vivid language to create pictures in your pens for keeping animals like pigs and sheep their way west. listeners’ minds. Also, use a clear but lively tone of voice. 11. Drag the group into its level in Confucian society. 3. Drag the groups in order of their level in Shang society. RUBRIC Students’ oral presentations should rulers and nobles; warriors; artisans; Upper Class nobles Reading Skills • include a clear description of the person or event’s importance farmers; slaves Second Class peasants • compare the person or event to others in Chinese history Third Class artisans 16. Summarize Historical Texts Choose a subsection from the module. For 4. Why did Chinese warriors continue to use bronze weapons well into the Iron • use vivid language Lowest Class merchants each paragraph within that subsection, write a sentence that summarizes the Age? • be delivered in a clear and lively voice paragraph’s main idea. Continue with the other subsections to create a study China had to import its iron from India. 12. Which of the following were invented during the Han period? guide. Sentences will vary depending on the subsection selected but should be Iron weapons were expensive to produce. Select the three correct answers. concise summaries of the text ideas. Bronze swords are stronger than iron ones. paper Chinese blacksmiths did not understand how to create alloys. bicycles 5. Which of the following are teachings of Confucius? Review Themes iron plows Select the three correct answers. 17. Politics Why might historians differ in their views of Shi Huangdi’s success microscopes It is cheating only if you get caught. as a ruler? He was a harsh leader who inflicted many injustices on his people. seismographs Learning is a journey, not a destination. Although he did many good things for China, his human rights practices were bronze swords bad for the country. Dishonest people often get ahead in life. 13. What items did Central Asian traders exchange for Chinese silk cloth during 18. Society and Culture How did Confucianism affect people’s roles in their Rulers should be kind and lead by example. the Han period? family, in government, and in society? Confucianism stressed moral values, Family members should be loyal to one another. chariots loyalty among family members, good behavior by a king and his subjects, and Rulers should use punishment to keep social order. catapults carrying out what heaven expected of people. 6. Which philosophy teaches that punishments for crimes are necessary but iron swords 19. Society and Culture Which of the major achievements of the ancient river should be reasonable? strong horses valley civilizations do you think had the most enduring legacy? Justify your Buddhism response using facts. Possible answer: The Bronze Age of the Shang had the Confucianism 14. Which of the following products were commonly traded along the Silk Road? most enduring legacy. The development of more advanced and durable tools Daoism Select the three correct answers. made farming and hunting more efficient so people had more food to eat. Legalism gold 20. Society and Culture How were ancient Chinese civilizations similar to cloth 7. Which of the following are Emperor Shi Huangdi’s accomplishments? those in ancient Persia? Possible answer: They are both considered classical ships Select the three correct answers. civilizations. They are both famous for their arts and literature, as well as for slaves began the Great Wall organized government. Trade was important to the economies of both. animal hides opened trade with Japan limestone blocks united China for the first time created a national set of laws 15. How did the Silk Road affect the development of China during the Han conquered the Persian Empire period? converted all his subjects to Buddhism The Han Empire became rich trading with foreign countries. 8. How did Emperor Shi Huangdi increase Chinese agricultural production? China’s population increased due to the migration of foreign merchants. He gave metal plows to his farmers. China’s culture was dramatically altered as it adopted foreign customs. He introduced potatoes to the country. The Han Empire fought many wars protecting its trading interests against He built irrigation systems to redirect water. foreign armies. He hired foreigners to teach new farming methods.
223a Module 6 Ancient China 223b
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MULTIMEDIA CONNECTIONS MULTIMEDIA CONNECTIONS o on in o i s n MULTIMEDIA CONNECTIONS ® Online Multimedia o r HISTORY r sourc s Connections In this Multimedia Connection, students will learn about key periods of wall construction in China’s history. They will watch and discuss short video clips on the construction, purpose, and success or failure of the wall. China and the A Land of Walls Within Walls c i o o rn o r fi s i in nci n C in s r i ion of ui in
Great Wall The Great Wall of China c i o o rn is or n si nific nc of m nific n , m s rious s sn cross nor rn C in
The Human Costs of Building c i o o rn ou mis ri s i m n o ui
the millions was not built 2,000 years ago. Nor is the Great Twentieth-Century China Wall a single wall. Instead, it was patched together from c i o o min ro It wasn’t always so. For much of its history, walls built over many centuries. And for all its grandeur, s in mo rn C in s is or the Chinese people saw the Great Wall as a symbol of the wall failed to keep China safe from invasion. cruelty and oppression. This is just one way in which the Explore facts and fictions about the Great Wall online. wall differs from what we think we know. In contrast to You can find more information, video clips, primary popular notions, the wall that draws tourists to Beijing by sources, activities, and more at hmhsocialstudies.com.
22 1 MU TIME IA CO ECTIO CHI A A THE GREAT WA 22 2
223 MC1 Multimedia Connections China and the Great Wall 223 MC2
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