Plan With Understanding by Design

T2

Plan With Understanding by Design

China in the Middle Ages Chapter resourCe Guide

Chapter ObjectivesBegin With the End in Mind

ConnectMake Learning Meaningful

ExperienceTeach Knowledge and Skills

UnderstandAssess Understanding

Students will demonstrate the following enduring understandings:

Trade leads to cultural diffusion.•New technologies can improve lives.•New technologies pave the way for •increased trade.

Assessment BookletChapter Tests • Benchmark Tests•

Teacher’s Edition myWorld Chapter Activity Students

identify imports and exports from China, write a commercial, create “shopping lists,” and conduct trading sessions.

Student JournalEssential Question Writer’s Workshop

On Assignment Students will write an article or make a multimedia slideshow on China in the Middle Ages.

Online at myworldhistory.com

Administer chapter tests and remediate understanding.

Student EditionChapter Assessment

Student EditionRead Sections 1, 2, 3, and 4.•Answer Reading Checks and Section •Assessment questions.

On Assignment Visual Glossary, Timeline, Places to Know, Primary Source, Simulation, and Self-Test

Student Journal Sections 1, 2, 3, and 4 Word Wise•Sections 1, 2, 3, and 4 Take Notes•

Teacher’s Edition

MyWorld ActivitiesSection 1: Test to Find the Best, p. T40•Section 2: A Demand for Rights, p. T46•Section 3: Close the Doors, p. T52•Section 4: Ways of Thinking and •Believing, p. T58

Online TutorIdentify Main Ideas and Details•Draw Conclusions•Sequence•Compare Viewpoints•Summarize•Identify Evidence•

Student Edition Essential Question • What are the consequences of technology?myStory • Kublai Khan’s court and Chinese technology impress foreign visitors.

myStory Video Learn about Kublai Khan through a video about his life.

Student JournalEssential Question Preview

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Connect to the Essential Question

China in the Middle Ages Chapter resourCe Guide

What are the consequences of technology?

Use the Essential Question poster and follow these steps to help students understand the Essential Question.

Connect to Their Lives1. Have students share views about the role of technology in their lives. (To extend this

Essential Question, encourage students to note changes in the way they understand the role of technology.) Prompt them to consider ways they use technology, such as for communication, transportation, health, learning, or entertainment. Then have students describe how a specific technology affects their lives. Have them place a √ next to positive effects and an X next to negative effects. Post the following table for completion or have students turn to the Essential Question Preview page in their Student Journal.

Ways Technology Affects My Life

Technology Its Effect Positive or Negative?

2. Discuss students’ responses. Ask, Does technology always improve your life or does it sometimes cause new problems? Explain.

Connect to the Content3. Now have students brainstorm ways technology might affect a society. Students

might say that technology allows societies to grow and change. Post the following table for students to complete, which lists key components of China’s society. Ask students to identify examples of technology for each component each component. For example, “compass” might appear beside Navigation. Then have students predict how each technology played a role in China’s development.

Technology Prediction

Education

Agriculture

Navigation

Military

4. After students have read the chapter, have them review their predictions to identify which were correct and which were incorrect.

Chapter resourCe Guide

T4

Explore

teACher CenterPreview and assign student materials, enrich your teaching, and track student progress with the following resources:

Online Lesson Planning and Resource Library•Presentations for Projection•Online Teacher’s Edition and Ancillaries•

Extend the reach of every lesson by helping students connect to a global community of young people with common interests and concerns. Visit myworldhistory.com to

explore Country Pages relating to China in •the Middle Ages.delve deeper into this chapter’s Essential •Question, What are the consequences of technology?find online alternatives to and solutions •for the Unit Closer 21st Century Learning Activity.

On AssignMent: China in the Middle AgesFor this chapter’s assignment, students will

take a digital trip to China.•take on the role of a journalist.•gather notes, images, and data throughout their journey.•write an article or create a multimedia slideshow connecting the information and images gathered •during their trip and this chapter’s Essential Question: What are the consequences of technology?

itinerAryDuring their trip, students will make the following stops

Learn about Kublai Khan and China in the Middle Ages.

Practice knowledge of places in China.

Explore events relating to technology in China in the Middle Ages.

Read The Travels of Marco Polo.

While on their trip, students will practice the following skills:Read • special purpose maps to understand Chinese dynasties. •Decidehow best to raise food for their families. •Developcultural awareness about China in the Middle Ages.

myStory Video

Primary Source

Places to Know

Simulation

Play the role of a Chinese farmer.

Self-Test

Assess their own knowledge of chapter content.

Timeline

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Chapter resourCe Guide

T5

step-by-step instructionsmyWorld Chapter Activity

Assess Enduring Understandings

KEy Individual Pairs Small Group Whole ClassTime

2 hours

Activity Steps

Trade With Other LandsTeach this activity at the end of the chapter to assess enduring understandings.

objeCtivesStudents will demonstrate the following enduring understandings:

Trade leads to cultural diffusion.•New technologies can improve lives.•New technologies pave the way for increased trade.•

Students will provide the following evidence of understanding:

Trading Cards•Trade Shopping List•Trade Good Commercial•

LearninG styLesLogical •Interpersonal•Visual•

MateriaLsActivity Support: Student Instructions and •Rubric, p. T36Activity Support: Inventory, p. T37•Activity Cards: #81–85•

81. Chinese Trade Goods 82. African Trade Goods 83. Indian Trade Goods 84. Persian Trade Goods 85. Korean Trade Goods

1. Set Expectations Tell students that they will play merchants from China, Africa, India, Persia, or Korea. They will decide what item from their region they would like to sell, make a commercial, and then trade their goods for items from other regions.

2. Research Organize four groups who will play Chinese merchants and four other groups, each representing Africa, India, Persia, or Korea. Have students read each of the Activity Cards to learn about goods traded along the Silk Road.

eLL Intermediate Explain that import and export have opposite meanings: import means “to bring in,” while export means “to send out.”

3. Choose Goods Have individual students select one trade good from their region’s card and make six trading cards representing that good.

4. Present a Commercial Have each group make a commercial explaining the benefits of their trade goods. The Chinese traders will present theirs to the

class. Other students will make a shopping list of products they would like to acquire.

L4 Challenge Have each student present his or her own commercial.

5. Conduct Trading Sessions Designate areas of the room for traders from each region. Chinese traders will visit each area to see commercials and make trades. In four rounds, Chinese traders will have visited all four areas. At the end, have students make an inventory of the goods that they have.

6. Assess Have students assess the success or failure of their trade mission based on their success in completing their shopping lists and on the value of the items obtained to people in their region.

L2 Extra Support Write these questions on the board to help students assess their trade mis-sion: What did you learn about the region with which you traded? How does trade help you learn about other cultures?

student instructions and rubric

T6 Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

myWorld Chapter Activity Support

Name ________________________________________________ Class ________________________ Date ______________

student instructions and rubric

ChINA IN ThE MIDDLE AGES

Trade With Other LandsActivity Instructions Read the following summary of your myWorld Chapter Activity. Follow your teacher’s directions for more information.

1. You will be a merchant from China, India, Persia, Africa, or Korea. Read the Activity Cards to learn about the regions, goods, and the unit of exchange for each good.

2. Choose one trade good from your region that you want to sell. Make six trading cards to represent one unit of exchange for each good. Cards should include a picture and description of the trade good and its exchange value.

3. Work with your group to make a commercial advertising the products from your region. Using information on the Activity Cards, make a shopping list of goods you want to acquire.

4. Chinese traders will show their commercials, then visit the other regions. There, the other merchants will show their commercials. Then you will trade your goods for those on your shopping list. Try to get a variety of goods. Then answer the final question on Activity Support: Inventory.

myWorld Chapter Activity Rubric

3 Exceeds Understanding

2 Reaches Understanding

1 Approaches Understanding

Trading Cards Cards clearly describe and show valuable products

Cards describe and show products somewhat clearly

Cards show products, but descriptions are unclear

Commercials Commercial describes trade items well and is very persuasive

Commercial describes items and is somewhat persuasive

Commercial lacks information or does not describe trade items well

Trading Sessions Student buys goods that are clearly valuable in his or her region

Student buys goods that are somewhat valuable in his or her region

Some trading takes place, but items are not valuable in the trader’s own region

Assessment of Trading Sessions

The student shows a clear understanding of the benefits and value of trade

The student shows some understanding of the benefits and value of trade

The student shows little understanding about the benefits and value of trade

student instructions and rubricstudent instructions and rubric

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. T7

Name ________________________________________________ Class ________________________ Date ______________

myWorld Chapter Activity Support Inventory

ChINA IN ThE MIDDLE AGES

Trade With Other LandsDirections You are a merchant from China, India, Persia, Africa, or Korea. Read the Activity Cards to learn about trade goods from each region. Chinese merchants will visit each region and make trades. Follow your teacher’s instructions to complete the worksheet and activity.

1. What trade good will you sell?

2. List two points you will make in your commercial.

3. List the three most convincing commercials. What made them effective?

a.

b.

c.

4. Will you try to get any of those advertised goods? Why or why not?

5. Make a shopping list of goods you want to obtain from other regions. List the item and the region it comes from. Then explain why you think it would be a good item to buy. Shopping List

Item to Import and Region of Origin Why Do You Want to Buy It?

6. Was your trade mission successful? Explain how the goods you bought are valuable.

Guide on the siden

ote

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The Great Wall was rebuilt during the Ming dynasty.

Explore the Essential Question . . .

• at • using the myWorld Chapter Activity• with the Student Journal

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China in the Middle Ages

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600

1368 Ming dynasty is founded by

a rebel general.

1000800

960 Song dynasty begins.

1200

1271 Kublai Khan declares the Yuan dynasty.

618 Tang dynasty unites China.

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Chinese Dynasties

In 1274, Kublai Khan seemed comfortably on his way to ruling the entire world. He had inherited the mighty Mongol empire built by his grandfather Genghis Khan and, for 14 years, Kublai had busied himself with extending it. There had never been an empire larger than his. The Khan considered China to be the jewel in his crown. When he controlled most of it, he declared himself the first emperor of a new dynasty.

The Khan could be cruel and he conquered people by force, but he also put many good ideas into action. He improved the safety of the fabled Silk Road to make it easier to transport ceramics, silk, carpets, precious stones, medicines, spices, and other valuable products for sale. He encouraged foreign merchants to come to China. Under his wise rule, trade flourished and his empire prospered.

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474 World History

Analyze Images Draw students’ attention to the image of the Great Wall. Then ask them to draw conclusions about the wall and its construction.

What might have been the purpose •of the Great Wall? (to keep out invaders)

Why do you think towers were built •into the Great Wall? (The towers may have served as lookout stations.)

How might the builders have used •early technologies to construct the wall? (Builders may have used early technologies to transport building materials to the site and to raise building materials into place.)


China in the Middle Ages• IntroducetheEssentialQuestionsothatstudents

will be able to understand the big ideas of this chapter (see earlier page, Connect to the Essential Question).

• HelpstudentspreparetolearnaboutChinaintheMiddle Ages by looking at the chapter’s maps, charts, and photos.

• Havestudentsmakeandrecordchapterpredictionswith the Essential Question Preview in the Student Journal.

• Askthemtoanalyzetheimageonthispageandthe timeline on the next page.

Have students complete the Essential Question Writer’s Workshop in their Student Journal to demonstrate in-depth understanding of the question in the context of this chapter.

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Connect to IndianaDraw students’ attention to the locator map and ask if they know where Californiais.(Onthewestcoast.)TellstudentsthatCaliforniaisclosertoChinathanIndiana.Askhowisthispossible?(The map is flat, but the earth is round. SomeoneleavingfromCaliforniawouldflywestoverthePacifictoreachChina.)

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The Great Wall was rebuilt during the Ming dynasty.


• at • using the myWorld Chapter Activity• with the Student Journal

512

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China in the Middle Ages

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600

1368 Ming dynasty is founded by

a rebel general.

1000800

960 Song dynasty begins.

1200

1271 Kublai Khan declares the Yuan dynasty.

618 Tang dynasty unites China.

0133726991_a5630.aicreated 10/07/093rd proof 03/16/10

Timelin

e/On

Assig

nm

ent

513

Chinese Dynasties

In 1274, Kublai Khan seemed comfortably on his way to ruling the entire world. He had inherited the mighty Mongol empire built by his grandfather Genghis Khan and, for 14 years, Kublai had busied himself with extending it. There had never been an empire larger than his. The Khan considered China to be the jewel in his crown. When he controlled most of it, he declared himself the first emperor of a new dynasty.

The Khan could be cruel and he conquered people by force, but he also put many good ideas into action. He improved the safety of the fabled Silk Road to make it easier to transport ceramics, silk, carpets, precious stones, medicines, spices, and other valuable products for sale. He encouraged foreign merchants to come to China. Under his wise rule, trade flourished and his empire prospered.

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Kublai Khan: How to Make an Impression

Identify Main Ideas • What was the “jewel” in Kublai Khan’s empire? (China)

Cause and Effect • What did Kublai Khan do to increase trade? (He improved the safety of the Silk Road and encouraged foreign merchantstocometoChina.)

Infer • Why did Kublai Khan want to increase trade? (Itmadehisempire wealthy.)

introduCe

GetstudentsexcitedtolearnaboutChinaintheMiddle Ages by first experiencing the region through the story of Kublai Khan.

• ReadmyStoryandwatchthemyStoryVideoaboutKublaiKhanandChinaintheMiddleAges.

• HavestudentscompleteKublai Khan: How to Make an Impression in the Student Journal to prepare to learn about how trade and technolgy affected ChinaintheMiddleAges.

World History 475

Have students go to myworldhistory.com to receive their assignments. Students will explore China in the Middle Ages in order to better understand the key ideas of the chapter.

On Assignment

Point out the timeline of Chinese dynasties.

Have students go to •myworldhistory.com to learn about events related to technology in China.

Timeline

no

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Guide on the side

Marco Polo pays respect to Kublai Khan.

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Kublai Khan threw extravagant parties at his palaces in Mongolia and in China.

Mongols ruled from Russia to China. They protected the traders who carried goods and ideas along the Silk Road.

One of the Khan’s strategies was being unusually friendly to

foreign visitors. Sometimes he even hired them to work for him. He did it

partly for the thrill of having them travel—sometimes for years—to bow before him,

partly to promote trade, and partly because he didn’t trust the ethnic Chinese.

So, in 1274, the Emperor of China was pleased to welcome the Venetian adventurer

Marco Polo into his court. The Khan set out to make a great impression on Polo with

his extravagant lifestyle. He had a lavish reception hall at his palace in Khanbaliq, the city now

called Beijing. All around were decorations of dragons and

phoenixes, and precious furnishings made of silk and jade. According to Polo, the walls in the Khan’s sleeping quarters were lined with the skins of ermines.

Extravagant feasts took place on the Khan’s

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Merchants in China used paper money to pay for goods like porcelain.

Guests dined on foods from across the empire.

birthday and at any other opportunity. He hosted thousands of guests, with much singing, dancing, and loud shouting. Fabulous meals featured foods and drinks from countries he’d conquered—rare spices from the Middle East, raw vegetables sprinkled with precious saffron and wrapped in pancakes, scented fish in rice wine, goose with apricots, and lotus seed soup.

Not content with one palace, the Khan had another in Mongolia, called Shangdu, to which he retreated in the summers. There he kept ten thousand special white horses. Only he and those he rewarded for acts of valor were allowed to drink their milk.

In Khanbaliq, he liked to be reminded of the Mongol ways. He stalked deer in the private hunting grounds he had built near the capital. The gigantic park even included fountains and streams.

But Kublai Khan did not try to make China just like Mongolia. He was interested in learning from other people. In the same year he declared his dynasty, he brought Persian and Arab astronomers to his court to study the stars. He welcomed Muslim doctors and European missionaries. He enjoyed Chinese theater and painting so much that he paid artists to work at the palace.

The Khan’s court dazzled his visitors and he took pleasure in their wonder. To Polo, he showed off fancy restaurants, teahouses, and theaters. And then there was the technology! The Chinese printed books and made fireworks with gunpowder. These were unknown in Europe during Polo’s time.

Polo was also impressed by paper money, which printing made possible. Europeans still used heavy coins or bartered when they bought and sold goods. Polo must have been fascinated that simple paper could be made valuable.

Marco Polo stayed in China for 17 years—nearly half of his life to that point—before he returned to Europe. Later, he recounted his adventures to a writer who recorded his tales, some about Kublai Khan. It became a bestseller.

In this section, you read about Kublai Khan, a legendary but real-life ruler of China. Based on this story, how do you think trade and technology affected China? As you read the chapter, think about what Kublai Khan’s story tells you about China.

Learn more about Kublai Khan.

myStory Video

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476 World History

Summarize • Why was Kublai Khan welcoming to foreign visitors? (Kublai distrustedtheChineseandhelikedhaving foreigners bow to him. Foreign visitors also helped promote trade.)

Identify Main Ideas • Who was Marco Polo? (aVenetianadventurerwhovisited Beijing)

Infer • Why might Kublai have tried to impress Marco Polo? (Polo might carry talesoftheKhan’scourttoEurope.)

Draw Conclusions • How did the Silk Road help make the Khan’s court luxurious? (Traders used the Silk Road tobringforeigngoodstoChina.)

Moderate Rule Kublai Khan was a conqueror, but hesoughttoruleChinabymoderaterule.Hispoliciesincluded lower taxes, respect for the traditions of China,andhelpforthepoor.

KublaicreatedtheOfficefortheStimulationofAgriculture to strengthen the economy in rural areas. The office was especially focused on the north, where warfare had destroyed many farms. The ruler also

forbadeMongolsfromusingthefarmsofChinesepeasants as pastures.

Legal policies included leniency. The Khan kept executions to a minimum. He introduced “blood money,” which permitted people to compensate financially for crimes and increased the Khan’s coffers.

GovernMent

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Guide on the side

Marco Polo pays respect to Kublai Khan.

514

Kublai Khan threw extravagant parties at his palaces in Mongolia and in China.

Mongols ruled from Russia to China. They protected the traders who carried goods and ideas along the Silk Road.

One of the Khan’s strategies was being unusually friendly to

foreign visitors. Sometimes he even hired them to work for him. He did it

partly for the thrill of having them travel—sometimes for years—to bow before him,

partly to promote trade, and partly because he didn’t trust the ethnic Chinese.

So, in 1274, the Emperor of China was pleased to welcome the Venetian adventurer

Marco Polo into his court. The Khan set out to make a great impression on Polo with

his extravagant lifestyle. He had a lavish reception hall at his palace in Khanbaliq, the city now

called Beijing. All around were decorations of dragons and

phoenixes, and precious furnishings made of silk and jade. According to Polo, the walls in the Khan’s sleeping quarters were lined with the skins of ermines.

Extravagant feasts took place on the Khan’s

0133726991_000514 514 10/19/10 9:59:52 AM

mySto

ry Vid

eo

515

Ch

apter 17 C

hin

a in

the M

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Ages

Merchants in China used paper money to pay for goods like porcelain.

Guests dined on foods from across the empire.

birthday and at any other opportunity. He hosted thousands of guests, with much singing, dancing, and loud shouting. Fabulous meals featured foods and drinks from countries he’d conquered—rare spices from the Middle East, raw vegetables sprinkled with precious saffron and wrapped in pancakes, scented fish in rice wine, goose with apricots, and lotus seed soup.

Not content with one palace, the Khan had another in Mongolia, called Shangdu, to which he retreated in the summers. There he kept ten thousand special white horses. Only he and those he rewarded for acts of valor were allowed to drink their milk.

In Khanbaliq, he liked to be reminded of the Mongol ways. He stalked deer in the private hunting grounds he had built near the capital. The gigantic park even included fountains and streams.

But Kublai Khan did not try to make China just like Mongolia. He was interested in learning from other people. In the same year he declared his dynasty, he brought Persian and Arab astronomers to his court to study the stars. He welcomed Muslim doctors and European missionaries. He enjoyed Chinese theater and painting so much that he paid artists to work at the palace.

The Khan’s court dazzled his visitors and he took pleasure in their wonder. To Polo, he showed off fancy restaurants, teahouses, and theaters. And then there was the technology! The Chinese printed books and made fireworks with gunpowder. These were unknown in Europe during Polo’s time.

Polo was also impressed by paper money, which printing made possible. Europeans still used heavy coins or bartered when they bought and sold goods. Polo must have been fascinated that simple paper could be made valuable.

Marco Polo stayed in China for 17 years—nearly half of his life to that point—before he returned to Europe. Later, he recounted his adventures to a writer who recorded his tales, some about Kublai Khan. It became a bestseller.

In this section, you read about Kublai Khan, a legendary but real-life ruler of China. Based on this story, how do you think trade and technology affected China? As you read the chapter, think about what Kublai Khan’s story tells you about China.

Learn more about Kublai Khan.

myStory Video

0133726991_000515 515 10/19/10 10:00:21 AM

myStory Video

Have students watch the video at myworldhistory.com about Kublai Khan and China in the Middle Ages.

World History 477

Xanadu In1797,EnglishpoetSamuelTaylorColeridgepenned Xanadu.ItdescribeshisvisionofShangdu.Discusswith students the ongoing interest in Kublai Khan and read them the opening lines below.

InXanadudidKublaKhan A stately pleasure-dome decree: Where Alph, the sacred river, ran Through caverns measureless to man

Down to a sunless sea. So twice five miles of fertile ground With walls and towers were girdled round: And there were gardens bright with sinuous rills, Where blossomed many an incense-bearing tree; And here were forests ancient as the hills, Enfoldingsunnyspotsofgreenery.

priMarY sourCe

Infer • Shangdu was located in Mongolia. Why do you think Kublai Khan built a summer palace there? (Sample: To ensure he retained control of Mongolia and to return to his homeland)

Identify Main Ideas • What ChineseformsoftechnologywereunknowninEuropeduringMarcoPolo’s time? (paper money, the printing of books, fireworks made with gunpowder)

Analyze Text • Why might Marco Polo have been impressed with paper money? (Although it was simple paper, it was valuable.)

nGsss

SS.6.W.4.11 Explaintherise/expansion of the Mongol empire, including the achievements of Ghengis and Kublai Khan

academic standards

WH.2.2.3(A) Onsenibheumzzrilitvullam, vullandre do conum iure tie

T8

1 2ConnectMake learning meaningful

CORE CONCEPTSYou may wish to teach or reteach the following lessons from the Core Concepts Handbook:

Foundations of Government, •pp. 20–21What Is Culture? pp. 42–43•Science and Technology, •pp. 48–49

SECTiON 1 Lesson pLan

Tang and Song ChinaK

Ey Differentiated Instruction

L1 Special Needs L2 Extra Support

L3 On-Level L4 Challenge

English Language InstructionELL Beginner ELL Early Intermediate ELL Intermediate

ELL Early Advanced ELL Advanced

Experience Teach knowledge and skills

Make Connections Ask students to name some public officials, such as school board members, mayors, or the President. Have them discuss qualities they think a government official should possess.

L4 Challenge Have pairs of students categorize qualities as either testable or not testable.

Activate Prior Knowledge Remind students that civil service exams in China began more than a thousand years ago to ensure that qualified people filled government positions. Ask students to state an opinion about the value of these tests. Are they fair? Are they the best way to determine if a candidate is qualified? Why, or why not?

L2 Extra Support Ask students to list types of tests they might have to take in the future to qualify them to do something. If they have trouble, mention state tests required for mov-ing on to the next grade or qualifying exams for police officers. Point out that tests are sometimes in the form of tryouts (such as for sports or band).

Prepare Follow the steps in the section preview. Preteach the Key Terms. Then have students complete Word Wise in their journals using in-text clues and the glossary for help.

Read Use Background notes and Guide on the side questions to model active reading. Have students use Take Notes in their student Journal to track main characteristics and details of the Tang and Song dynasties. Have students complete 21st Century online Tutor Identify Main Ideas and Details and apply this skill to reading the section.

L1 Special Needs Have students read the online student edition while listening to the audio.

ELL Intermediate As they read, have students take notes on each dynasty’s reforms and achievements in the areas of political ideas, agriculture, trade, and inventions. When students finish reading the section, have them compare and contrast the dynasties using a graphic organizer of their own design.

L2 Extra Support Provide pronunciation tips: Q sounds like “ch” (Qi = chi). X sounds like “sh” (Xia = she-ah). Zh sounds like “Jh” (Zhou = joe).

Practice: myWorld Activity Students will identify professions for which qualifying exams are required to get jobs and promotions. They also will evaluate the civil service exam system of China in the Middle Ages and the United States today. step-by-step Instructions and More activities follow on p. T40.

NExT GENERaTiON SuNShiNE STaTE STaNdaRdS

SS.6.E.1.1 • Identify the factors that increase economic growthSS.6.E.3.1 • Identify examples of mediums of exchange used for trade for each civilization, and explain why international trade requires a medium of exchange

SS.6.G.4.2 • Use maps to trace significant migrations, and analyze their resultsSS.6.W.4.8 • Describe the contributions of classical and post classical ChinaSS.6.W.4.9 • Identify key figures from classical and post classical China

aCadEmiC STaNdaRdS

7.3.6 • Compare climate regions and explain why they differ.7.3.10 • Describe the limitations that climate and landforms place on land or people7.3.12 • Identify current trends and patterns of rural and urban population distribution.

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SECTiON 1 ResoURCe GUIde

3

FOR ThE STudENT

Student Center

Places to Know•Simulation•

Student Edition (print and online)Tang and Song China •

Student Journal (print and online)Section 1 Word Wise•Section 1 Take Notes•

Online Tutor

Identify Main Ideas and Details•Draw Conclusions•

FOR ThE TEaChER

Teacher Center

Online Lesson Planner•Presentations for Projection•Success Tracker•

ProGuide: african and asian CivilizationsLesson Plan, pp. T38–T39•

• myWorld Activity Step-by-Step Instructions, p. T40Activity Support: Compare Tests, p. T41•myWorld History Enrichment, p. T42•Section Quiz, p. T43•

accelerating the Progress of ELLsTeaching Strategies for English Language Learners, •p. 42


ELL Support

UnderstandAssess understanding

ELL Objective Students will be able to use words that describe the civil service system used by the Song dynasty.

Cultural Connections Have students brainstorm products that come from five countries. For example, they may associate oil with Saudi Arabia and cars with Japan. Ask students if they think trade has influenced their connection between the nation and its products.

ELL Early Intermediate Content Tip To visualize key terms, have students draw a cartoon to illustrate each definition. For example, a scholar-official might be drawn holding a book. Review images and have students use the words in sentences.

ELL Activity Provide students with examples of crossword or word-search puzzles. Have students skim the section for main ideas and supporting vocabulary and use the information to make their own puzzles. If time allows, have students exchange puzzles to try them out. (Verbal/Visual)

Review Review Word Wise and Take Notes in the student Journal.

Assess Knowledge and Skills Use the Section Assessment and Section Quiz to check students’ progress.

Assess Understanding Review students’ responses to the Section Assessment Essential Question prompt.

Remediate Use these strategies to review and remediate.

If students struggle to . . . Try these strategies.

Understand the meaning of bureaucracy

Point out that bureau means “government agency,” as in “Federal Bureau of Investigation.”

Comprehend the purpose of civil service exams

Share a sample civil service exam from an online resource.

Analyze cause and effect Draw a flowchart showing that innovation leads to more crops, which leads to more trade.

Lesson

plann

er

T10

Step-by-Step Instructions

ChiNa iN ThE middLE aGES seCTIon 1

More Activities From myWorld Teachers

Find additional resources in the online Teacher Center.Teacher Center

myWorld Activity

Test to Find the Best

Activity Steps

1. Distribute copies of the Activity Support: Compare Tests for students to complete. Tell students that they will assess the role tests play in their lives at school and outside of school.

2. Ask students to identify professions that require people to pass an exam in order to get a job. Tell them they will identify benefits and drawbacks of testing to enter a profession or to get a promotion.

ELL Intermediate Have students work in pairs to make a list of ways in which tests can be good and a list of ways in which tests can be bad. Encourage students to think about their own experiences with taking tests. Have them make their own lists and then collaborate with a partner to make one list.

3. Ask students to determine the risks of failing to acquire skills they may need to enter the workforce.

L2 Extra Support Point out that students should consider personality traits that would help people succeed in certain professions. For example, someone who loves animals might consider becoming a veterinarian, while someone who faints at the sight of blood would avoid being a surgeon.

4. Review the role civil service exams played in China during the Song dynasty. Then have students analyze the role similar tests play in the modern world by comparing sample questions from the U.S. Civil Service exam to questions similar to those on a Chinese civil service exam on Confucian classics.

5. Have students draw conclusions about the tests’ effectiveness based on their comparison. Use the questions at the bottom of the Activity Support to start a class discussion.

ObjEctivESstudents will

identify benefits and drawbacks or requiring •qualifying exams to enter a profession.

draw conclusions • about the Song Chinese and American civil service systems.

1 hour

LEarninG StyLEVerbal•Logical•

Draw Conclusions•

MatEriaLSActivity Support: •Compare Tests, p. T41

Interview Have students role-play an interview between a scholar-official and a reporter about the

the merit system. Pairs should prepare questions and then separately prepare their answers. Students will take turns playing each role. (Verbal)

Job Listing Have students write online job listings. Job postings should note whether testing or

certification is required to obtain the job. (Verbal)

Florida Connection Have students make posters showing local roads or rivers used to transport

goods. Have students use icons to show local goods. Then have them write a brief comparison of their local roads and riverways to those in China during the Tang and Song dynasties. (Verbal/Visual)

indiana connection Have students research a local Chinese festival, such as Chinese New Year, or

the Dragon Boat Festival, and explain at least two customs related to the festival. Editorial needs to add one more line. (verbal/visual)



directions Respond to the questions below to compare testing in the modern world with testing in the Song dynasty.

your Current Life When must you take tests, both in school and out of school?

modern day Tests What jobs require people to pass an exam?

Benefits and drawbacks of Requiring Testing What are some benefits and drawbacks of requiring people to pass tests before they enter a profession such as law or medicine?

Risks What skills will you need to get a job? What will happen if you do not develop those skills?

Compare The questions below are similar to those found on Song dynasty civil service exams in China and modern U.S. Civil Service exams. Compare the sample questions and answer the questions that follow on a separate piece of paper.

Confucian Classics Test, sample Questions U.s. Civil service exam, sample Questions

1. Compare the policies of Emperor Wudi and Emperor Yangdi.

2. Quote what Confucius said regarding “how to rule a country with a thousand chariots.”

1. Paul buys four pairs of shoes for twenty dollars each. How much does he spend?

a. $20.00 b. $40.00 c. $80.00 d. $90.00

2. What is the opposite of graceful?

a. poised b. ugly c. happy d. awkward

1. What skills are the questions testing?

2. What do you think people would need to study to get ready for these tests?

3. Do you think that doing well on each test would mean that a person would be good at the job? Explain.

Test to Find the Best

Name ________________________________________________ Class ________________________ Date ______________

myWorld Activity Support Compare Tests

Name ________________________________________________ Class ________________________ Date ______________



Enrichment: Empress Wudirections Read the information below. Then answer the questions that follow.

Key Facts about empress Wu

original name: Wu Zhao (also called Wu Zetian)

Born: 625 died: 705

Important Fact: China’s only female emperor

actions: Raised women’s status, strengthened and unified the empire

Early years From the age of 14, Wu Zhao lived with Emperor Taizong. After his death, Wu was sent to a Buddhist convent and Taizong’s son, Gaizong, became the new emperor. Wu later returned to the palace to join Gaizong. She and Gaizong had four sons and one daughter. In 655, Gaizong named Wu empress.

ambitious Leader Some elder palace statesmen objected to Wu’s becoming empress. Still, she became a powerful leader. As her power increased, Wu formed a secret police force to spy on her enemies. She was also known to send her rivals to jail or have them executed. Wu’s power increased when Emperor Gaizong became too ill to govern. In fact, she acted as China’s ruler during the last 23 years of Gaizong’s rule.

Effective Ruler Though some described Wu as ruthless, she governed China effectively. She was a strong administrator who showed courage in challenging her opponents. Wu’s policies strengthened and unified the Tang dynasty. She disagreed with Confucian beliefs that opposed rule by women. She asked people to write biographies of famous women and raised women’s status in society. Her abilities as a ruler earned the respect of the court. In 690, Wu assumed the throne in her own name. She ruled for the next 15 years.

1. How did Empress Wu improve women’s place in Tang society?

2. Empress Wu was described by some as a ruthless. Others believed she was only acting as a male emperor would. Which do you believe was true? Explain, providing examples.

3. activity Choose another woman ruler or one who was, or is, politically important. On a separate sheet of paper, create a Key Facts box for her similar to the one above.

Name ________________________________________________ Class ________________________ Date ______________



6. The table below includes five statements. Identify whether they more accurately describe the Tang dynasty or the Song dynasty. The first row shows an example.

People enjoyed music and games from India and Central Asia.

Tang dynasty

Government officials were chosen through the merit system.

The capital city was Chang’an.

Military leaders gained power in the government.

Trade increased during this dynasty.

1. _____ Taizong stabilized China’s government bya. reviving China’s official bureaucracy.b. closing government departments.c. naming Empress Wu as emperor.d. decreasing its military power.

2. _____ The city of Chang’an can best be described asa. an isolated city with very few visitors.b. a disorganized city with no

infrastructure.c. a flourishing cultural and commercial

center.d. a small but organized government

center.

3. _____ The government in the Song period was based ona. social status.b. the merit system.c. a person’s wealth.d. a person’s family.

4. _____ One result of economic growth during the Song period was urbanization, which meansa. advances in farming.b. decline in trade.c. a money economy.d. the growth of cities.

5. _____ During the Song dynasty, the center of Chinese population moveda. north.b. south.c. east.d. west.

Section Quizdirections Answer the following questions using what you learned in Section 1.

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Reading Skill Identify Main Ideas and Details Take notes using the graphic organizer in your journal.

Key Terms • bureaucracy • scholar-official • merit system • urbanization • money economy • porcelain

More than a thousand years before Kublai Khan’s reign, the Han dynasty made China into a vast empire. The fall of the Han in

a.d. 220 left China divided. It later reunited and experienced a golden age under two strong dynasties, the Tang and the Song.

The Tang DynastyFor hundreds of years after the fall of the Han dynasty, several king-doms competed for power. The short-lived Sui dynasty reunited China between 581 and 618. The next dynasty, the Tang, reigned for nearly 300 years. Tang rulers built a strong central government and expanded the nation’s borders.

Tang Rule The military leader Tang Gaozu founded the Tang dynasty. He and his son led the armies that finished reuniting China. His son, Tang Taizong, became emperor in 626. Other strong rulers followed.

Taizong made the government stable by reviving China’s official bureaucracy. A bureaucracy is a system of government with many departments and bureaus led by appointed officials. Each official has a rank and fixed responsibilities. In setting up this bureaucracy, Taizong wanted to create a government that was efficient. The departments created under Taizong remained the core of Chinese government until the early 1900s.

Under Tang rulers, China grew to its largest size up to that time. The strong military expanded the borders and protected the grow-ing population. In the late 600s, Wu Zhao (woo jow) became the

Section 1

Tang and Song China

Tang Taizong

KeyIdeas

The Tang dynasty was •marked by political unity and a flowering of the arts.

The Song dynasty rulers •strengthened government based on the civil service system.

Advances in farming and •trade led to great prosperity in Tang and Song China.

0133726991_000516 516 10/8/10 8:06:45 AM

AdministrativeCity

ChengtianGate

Imperial City

AdministrativeCity

HibiscusGarden

MingdeGate

YanxingGate

ChunmingGate

JinguangGate

YanpingGate

ChengtianGate

DamingPalace

Imperial City

Imperial Park Imperial ParkN

EW

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0

0.5 mi0

0.5 km

East Market

West Market

Ch

apter 17 Sectio

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commercial, adj., relating to the buy-ing and selling of goods

only woman to rule China on her own. Empress Wu was capable and ruthless. She argued that an ideal ruler cares for the people as a mother cares for her children.

A Flourishing Capital The Tang capital was Chang’an (chahng ahn). Under Tang rule, it became the largest city in the world. In 742, more than a million people lived within the city walls. 700,000 more lived just outside.

Chang’an may also have been the largest planned city ever built. Its walls formed a rectangle that measured five miles from north to south and six miles from east to west. Great homes, temples, gardens, and the imperial palace stood inside the walls. A wide, tree-lined avenue led to the main gate, impressing visitors.

Sitting at one end of the Silk Road, Chang’an was a thriving cultural and commercial center. Turks, Indians, Jews, Koreans, Persians, and other visitors filled its streets and markets. Camels carried goods into and out of the city. Musicians, actors, and other performers provided public entertainment. People practiced many different religions.

Chang’an was welcoming to foreigners, though they lived in their own sections of the city. Chinese nobles used foreign goods, adopted foreign fashions, learned to play new instruments, and borrowed other parts of foreign cultures. Reading Check Who lived in Chang’an?

The streets of Chang’an were laid out in a grid. Each section of the city was walled off, including the two large mar-kets. The East Market was for Chinese merchants and the West Market was for foreign merchants.

Traders came from all over Asia.

Court ladies played polo, a Persian game.

0133726991_000517 517 10/8/10 8:07:18 AM

478 World History

The Tang DynastyIdentify Main Ideas • After the fall of the Han dynasty, which new dynasty eventually reunited China? (the Sui dynasty)

Identify Details • Who founded the Tang dynasty? (Tang Gaozu)

Cause and Effect • How did Emperor Taizong bring stability to the government? (He revived China’s official bureaucracy.)

Reading Skill

Identify Main Ideas and Details While they read, have students practice this skill by completing the Take Notes graphic organizer in the student Journal.

• ModelpreparingtoreadbypreviewingtheKeyIdeas, Key Terms, headings, visuals, and captions. Have students make predictions about what they will learn. For ELL support, post the prompt: “I predict I will read about . . .”

• Previewandpracticethereadingskill,identifymainideas and details, by using examples from a recent unit of study.

• Preteachthissection’shigh-useAcademicVocabulary using the table on the next page. Have students practice Key Terms by completing the Word Wise page in their journals.

Tang and Song China

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Reading Skill Identify Main Ideas and Details Take notes using the graphic organizer in your journal.

Key Terms • bureaucracy • scholar-official • merit system • urbanization • money economy • porcelain

More than a thousand years before Kublai Khan’s reign, the Han dynasty made China into a vast empire. The fall of the Han in

a.d. 220 left China divided. It later reunited and experienced a golden age under two strong dynasties, the Tang and the Song.

The Tang DynastyFor hundreds of years after the fall of the Han dynasty, several king-doms competed for power. The short-lived Sui dynasty reunited China between 581 and 618. The next dynasty, the Tang, reigned for nearly 300 years. Tang rulers built a strong central government and expanded the nation’s borders.

Tang Rule The military leader Tang Gaozu founded the Tang dynasty. He and his son led the armies that finished reuniting China. His son, Tang Taizong, became emperor in 626. Other strong rulers followed.

Taizong made the government stable by reviving China’s official bureaucracy. A bureaucracy is a system of government with many departments and bureaus led by appointed officials. Each official has a rank and fixed responsibilities. In setting up this bureaucracy, Taizong wanted to create a government that was efficient. The departments created under Taizong remained the core of Chinese government until the early 1900s.

Under Tang rulers, China grew to its largest size up to that time. The strong military expanded the borders and protected the grow-ing population. In the late 600s, Wu Zhao (woo jow) became the

Section 1

Tang and Song China

Tang Taizong

KeyIdeas

The Tang dynasty was •marked by political unity and a flowering of the arts.

The Song dynasty rulers •strengthened government based on the civil service system.

Advances in farming and •trade led to great prosperity in Tang and Song China.

0133726991_000516 516 10/8/10 8:06:45 AM

AdministrativeCity

ChengtianGate

Imperial City

AdministrativeCity

HibiscusGarden

MingdeGate

YanxingGate

ChunmingGate

JinguangGate

YanpingGate

ChengtianGate

DamingPalace

Imperial City

Imperial Park Imperial ParkN

EW

S

0

0.5 mi0

0.5 km

East Market

West Market

Ch

apter 17 Sectio

n 1

517

commercial, adj., relating to the buy-ing and selling of goods

only woman to rule China on her own. Empress Wu was capable and ruthless. She argued that an ideal ruler cares for the people as a mother cares for her children.

A Flourishing Capital The Tang capital was Chang’an (chahng ahn). Under Tang rule, it became the largest city in the world. In 742, more than a million people lived within the city walls. 700,000 more lived just outside.

Chang’an may also have been the largest planned city ever built. Its walls formed a rectangle that measured five miles from north to south and six miles from east to west. Great homes, temples, gardens, and the imperial palace stood inside the walls. A wide, tree-lined avenue led to the main gate, impressing visitors.

Sitting at one end of the Silk Road, Chang’an was a thriving cultural and commercial center. Turks, Indians, Jews, Koreans, Persians, and other visitors filled its streets and markets. Camels carried goods into and out of the city. Musicians, actors, and other performers provided public entertainment. People practiced many different religions.

Chang’an was welcoming to foreigners, though they lived in their own sections of the city. Chinese nobles used foreign goods, adopted foreign fashions, learned to play new instruments, and borrowed other parts of foreign cultures. Reading Check Who lived in Chang’an?

The streets of Chang’an were laid out in a grid. Each section of the city was walled off, including the two large mar-kets. The East Market was for Chinese merchants and the West Market was for foreign merchants.

Traders came from all over Asia.

Court ladies played polo, a Persian game.

0133726991_000517 517 10/8/10 8:07:18 AM

World History 479

READINg ChECK Over a million people, both Chinese and foreigners, lived in Chang’an.

Identify Details • What was the Tang capital city? (Chang’an)

Categorize • Why was Chang’an considered to be a commercial center? A cultural center? (Commercial: Chang’an was located at the end of the Silk Road, which facilitated trade. Cultural: Visitors came from many countries. There was public entertainment.)

Identify Details • Where did foreigners in Chang’an live? (in their own sections of the city)

High-Use Word definition and sample sentence

commercial adj., relating to the buying and selling of goodsThe town square is the commercial center of the town.

eventually adv., at a later time Eventually, the driver realized that he had made a wrong turn.

device n., machine A pump is a device used to control water.

aCadEmiC vOCaBuLaRy

academic Standards

WH.2.2.3(a) Onsenibh eum zzrilit vullam, vullandre do conum iure tie

aN

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PACIFICOCEAN

SouthChina

Sea

Bay ofBengal

EastChina

Sea

YellowSea

Chang R.

Hua

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Hangzhou

Kaifeng

Chang’an

30° N

120° E90° E

60° E

JAPAN

KOREA

MONGOLIA

TIBET

N

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Tang dynasty, 660Song dynasty, 1100Great WallGrand CanalSilk RoadTang capitalSong capitalCity

0

500 mi0

500 km

Miller Cylindrical Projection

KEY

0133726991_a4134Tang and Song China54p8 x 29p7

FINAL

11.03.09

Map SkillsMovement Describe the route of the Silk Road.

Region What area did both the Tang and Song dynasties control?

Places to KnowLabel the following places on the outline map in your Student Journal: Chang’an, Grand Canal, Great Wall, Kaifeng.

518

Different people ruled parts of China and neighboring peoples took more land.

In 960, a military leader united much of China and began the Song dynasty. It ruled China from 960 to 1279.

To protect the empire, Song rulers kept a huge army. But they did not want the military to have too much power, so they gave control to government officials who were not in the military. Sometimes they tried to buy peace with neighboring peoples who threatened China by making payments to them. At other times, Song rulers made agreements with one outside group to fight another.Reading Check How did Song rulers prevent the military from becoming too strong?

Rise of the Song DynastyEventually, the Tang dynasty fell. After a period of unrest, a new dynasty arose.

Fall of the Tang For much of Tang rule, China was at war with neighboring peo-ples. This allowed military leaders to gain power. Drought, famine, and high taxes led to problems at home. In the late 700s, several military leaders rebelled.

Although the government survived, it had less control. Military and local lead-ers took power. Neighboring peoples attacked and often took land. Revolts became more common. In 907, a military leader overthrew the last Tang emperor.

A New Dynasty Rises For more than half a century, China had no clear ruler.

China Under the Tang and Song Dynasties

eventually, adv., at a later time

0133726991_000518 518 10/8/10 8:08:00 AM

Ch

apter 17 Sectio

n 1

519

The Examination SystemCivil service examinations are tests required for people to work for the gov-ernment. The Han dynasty introduced these tests in China. The Tang and Song expanded their use. The highly educated men who passed the civil service exami-nations were known as scholar-officials. They qualified for government jobs.

The examinations were based on teach-ings of Confucius. They were difficult, and few students passed. Wealthy men were most able to spend years studying. During the Tang, some officials earned positions through the the exam system. However, the majority still received posi-tions because of family connections.

During the Song dynasty, the tests became part of a merit system. In a merit system, people are hired and promoted based on talent and skills, rather than wealth or social status. The government opened schools that even poor students could attend. Passing higher-level exams could lead to promotions, but scholar- officials also had to perform their jobs well to move higher in the bureaucracy.

By preventing corruption and promot-ing the best officials, Song rulers tried to maintain good government. Officials were supposed to act honestly and efficiently.

A later dynasty, the Ming, made new rules for officials. They could not serve in their home district, where they might do favors for family and friends. They also changed jobs every three years, so that they could not build up too much power. Reading Check How did Song rulers achieve good government?

Places to K

no

w

Scholars studied for official exams in several subjects. The highest-level exams required students to know the teachings of Confucius, write poetry, and write calligraphy. Scholars often studied for more than 20 years, even though the chances of passing were small. Why did people spend years studying for exams?

A painting of a scholar studying

Students take a civil service exam.

In later dynas-ties, officials wore badges to show their rank.

0133726991_000519 519 10/8/10 8:09:12 AM

480 World History

Point out the map, China Under the Tang and Song Dynasties.

Have students go to myworldhistory.•com to test their knowledge of places that were part of these dynasties.

Rise of the Song DynastyCause and Effect • Why did the Tang dynasty fall? (After attacks and revolts weakened the empire, a military leader overthrew the last emperor.)

Summarize • How did Song rulers protect the empire? (by keeping a huge army, by “buying” peace, and by getting outside groups to fight one another)

Map Skills Have students examine the map.

What trade advantage did the Grand •Canal provide that the Silk Road did not? (access to the sea)

MAP SKILLS 1. The Silk Road began in Chang’an and crossed central Asia. It passed through the area controlled by the Tang dynasty. 2. an area of eastern Asia bordered by the Yellow Sea, East China Sea, and South China Sea. 3. Students should accurately locate

places on the map in their student Journal.

READINg ChECK Song leaders gave control of government to officials who were not in the military.

song Military History The Essentials of the Military Arts provides information about the Song military. Written in response to an imperial edict, it includes descriptions of traditional weapons that remained unchanged for hundreds of years. It also describes significant advances in siege warfare and machinery, and shows detailed illustrations of Song weapons.

To qualify for the Song army, soldiers had to meet height, size, and weight standards. These determined whether soldiers could fit into the armor. Wooden sticks were used to measure height. Volunteers tall enough to qualify for the imperial army were assigned to one of five groups according to height.

hiSTORy

Ba

CK

GR

Ou

Nd

places to Know

Read special-purpose Maps Have students develop this skill by using this interactive online tutorial and activities. Students will learn how to read special-purpose maps and apply their data to new situations.

academic Standards


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PACIFICOCEAN

SouthChina

Sea

Bay ofBengal

EastChina

Sea

YellowSea

Chang R.

Hua

ng R

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Hangzhou

Kaifeng

Chang’an

30° N

120° E90° E

60° E

JAPAN

KOREA

MONGOLIA

TIBET

N

EW

S

Tang dynasty, 660Song dynasty, 1100Great WallGrand CanalSilk RoadTang capitalSong capitalCity

0

500 mi0

500 km


KEY

0133726991_a4134Tang and Song China54p8 x 29p7

FINAL

11.03.09

Map SkillsMovement Describe the route of the Silk Road.

Region What area did both the Tang and Song dynasties control?

Places to KnowLabel the following places on the outline map in your Student Journal: Chang’an, Grand Canal, Great Wall, Kaifeng.

518

Different people ruled parts of China and neighboring peoples took more land.

In 960, a military leader united much of China and began the Song dynasty. It ruled China from 960 to 1279.

To protect the empire, Song rulers kept a huge army. But they did not want the military to have too much power, so they gave control to government officials who were not in the military. Sometimes they tried to buy peace with neighboring peoples who threatened China by making payments to them. At other times, Song rulers made agreements with one outside group to fight another.Reading Check How did Song rulers prevent the military from becoming too strong?

Rise of the Song DynastyEventually, the Tang dynasty fell. After a period of unrest, a new dynasty arose.

Fall of the Tang For much of Tang rule, China was at war with neighboring peo-ples. This allowed military leaders to gain power. Drought, famine, and high taxes led to problems at home. In the late 700s, several military leaders rebelled.

Although the government survived, it had less control. Military and local lead-ers took power. Neighboring peoples attacked and often took land. Revolts became more common. In 907, a military leader overthrew the last Tang emperor.

A New Dynasty Rises For more than half a century, China had no clear ruler.

China Under the Tang and Song Dynasties

eventually, adv., at a later time

0133726991_000518 518 10/8/10 8:08:00 AM

Ch

apter 17 Sectio

n 1

519

The Examination SystemCivil service examinations are tests required for people to work for the gov-ernment. The Han dynasty introduced these tests in China. The Tang and Song expanded their use. The highly educated men who passed the civil service exami-nations were known as scholar-officials. They qualified for government jobs.

The examinations were based on teach-ings of Confucius. They were difficult, and few students passed. Wealthy men were most able to spend years studying. During the Tang, some officials earned positions through the the exam system. However, the majority still received posi-tions because of family connections.

During the Song dynasty, the tests became part of a merit system. In a merit system, people are hired and promoted based on talent and skills, rather than wealth or social status. The government opened schools that even poor students could attend. Passing higher-level exams could lead to promotions, but scholar- officials also had to perform their jobs well to move higher in the bureaucracy.

By preventing corruption and promot-ing the best officials, Song rulers tried to maintain good government. Officials were supposed to act honestly and efficiently.

A later dynasty, the Ming, made new rules for officials. They could not serve in their home district, where they might do favors for family and friends. They also changed jobs every three years, so that they could not build up too much power. Reading Check How did Song rulers achieve good government?

Places to K

no

w

Scholars studied for official exams in several subjects. The highest-level exams required students to know the teachings of Confucius, write poetry, and write calligraphy. Scholars often studied for more than 20 years, even though the chances of passing were small. Why did people spend years studying for exams?

A painting of a scholar studying

Students take a civil service exam.

In later dynas-ties, officials wore badges to show their rank.

0133726991_000519 519 10/8/10 8:09:12 AM

World History 481

The Examination SystemIdentify Main Ideas and •Details What learning was required to pass the civil service exams? (the teachings of Confucius)

Draw Conclusions • How did the merit system contribute to good government? (It ensured that people were hired and promoted based on their abilities.)

Summarize • What new rules were officials required to follow during the Ming dynasty? (Officials could not serve in their home district and had to change jobs every three years.)

READINg ChECK Song rulers achieved good government by hiring and promoting scholar-officials according to ability and performance.

CAPTION People studied for years because if they passed the civil service exams, they could become scholar-officials and be promoted to high positions.

Rule by Wisdom The implementation of civil service examinations in China was an attempt to place learned scholars in responsible government positions. During the Song dynasty, the exams were offered every three years at a number of levels. They included local, district, provincial, and palace exams. Prior to reforms in 1898, scholars had to memorize 400,000 characters of writings by Confucius.

To become a civil servant, students had to pass the juren, or provincial, exam. The failure rate was high, with only 1 or 2 percent succeeding. Even the most brilliant students had little hope of entering the civil service prior to turning 30. Many of those who failed turned to the writing of literature.

GOvERNmENT

academic Standards


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Kaifeng

Hangzhou

Chang’an

YellowSea

SouthChina

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EastChina

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Huang R.

Chang River

110° E

100° E

90° E

120° E

40° N

30° N

20° N

10° N

TROPIC OF CANCER

N

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KEY

Lambert Conformal Conic Projection

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400 mi0

400 km

Song empire,about 1100Southern Song empire,about 1140–1150Jin kingdomXi Xia empireGrand CanalPopulation shiftCapital cityOther city

Population Shifts

Map SkillsMovement In what direction did people move during the Song dynasty?

Place What was the capital of the Southern Song empire?

520

Song rulers changed that. By giving more power to the scholar-official class, emperors developed a base of loyal sup-porters. Meanwhile, scholar-officials rose in power and influence. They pushed aside the noble families to become the highest-ranking group in Chinese society.

China experienced great economic growth during the Song dynasty. Along with economic growth came urbanization, or the growth of cities. By 1100, China had several large cities that were home to hundreds of thousands of people. Many of these cities were in southern China, south of the Chang River, which is also known as the Yangtze.

The Song Dynasty Shifts South The Song dynasty became weak over time. The foreign Jin kingdom took control of northern China in 1127. The Song rulers withdrew from the north and focused on southern China.

This period is called the Southern Song. The port of Hangzhou (hahn joh) became the capital. A European visitor wrote that Hangzhou was “the first, the biggest, the richest, the most populous, and altogether the most marvelous city that exists on the face of the earth.”

Land Tenure Patterns of land ownership changed during the Tang dynasty. Since the Han, the Chinese government had owned all farmland. Farmers received equal shares of land. The Tang govern-ment changed this system.

Under the Tang, rich families bought much of the good farmland. Most peas-ants worked the land as tenant farmers. Tenant farmers rent the land they farm.

Tang and Song ProsperityThe Tang and Song eras were times of great prosperity in China. It experienced good government, growth in the econ-omy, and advances in farming.

The Emperor and the Officials The emperor ruled under the Mandate of Heaven. In theory, this meant that he was all-powerful and had heavenly support. In practice, most early emperors needed the backing of nobles and warlords to stay in power.

myWorld ActivityTest to Find the Best

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Rice grows in flooded fields called paddies. To keep their rice paddies wet, Chinese farmers developed irrigation systems such as pumps and other water-control devices. They also developed new strains of fast-ripening rice. With this kind of rice, farmers could harvest two or three crops a year.

Rice provided more food per acre than other grains. With more food available, the population swelled. Between 750 and 1100, the population of China doubled from 50 million people to 100 million.Reading Check Why was the shift to new types of rice important?

Advances in Farming Chinese farming changed under the Tang and Song. The population of southern China grew rap-idly. Meanwhile, the population in the north shrunk. New farming methods and technology allowed farmers to feed more people.

During this period, rice became China’s most important crop. In the past, farm-ers had grown mostly dry-land crops like wheat and barley. These grew well in the dry north, but not in the humid south. The south, however, was perfect for rice farming. It was warmer and had more rainfall than the north.

During the Song dynasty, Chinese farmers began growing a new type of rice from Vietnam. In the 1100s, the government distributed instruc-tions, similar to the ones to the left, to show people how to grow more rice. Why might the government have issued instructions with drawings?

Farmers today harvest rice by hand.

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lation

device, n., machine

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482 World History

MAP SKILLS 1. People moved south. 2. Hangzhou

Tang and Song ProsperityCompare and Contrast • How did the emperor’s power base change during the Song dynasty? (Scholar-officials replaced nobles.)

Cause and Effect • Why did the Song rulers withdraw to the South? (Foreign fighters had taken control of northern China.)

Compare and Contrast • How did patterns of land ownership change during the Tang dynasty? (Rich families replaced the government as the chief owners of good farmland.)

Map Skills Have students use information shown on the map to answer the following questions.

Approximately how much of their •empire did the Song lose when they withdrew from the north? (half)

What long river was located in the •southern Song empire? (the Chang)

emperor Gaozong The founder of the Southern Song, Emperor Gaozong, ruled from 1127 to 1162. The only imperial son not captured by northern invaders, Gaozong used diplomacy and common sense to strengthen his reign. He chose Hangzhou as his capital because it sat in a defensible location at the mouth of the Yangtze River delta.

Gaozong believed that an attempt to regain the north would be both risky and costly. Despite criticism from some members of his court, he chose to make peace with the northern invaders, the Jurchen. The Jurchen founded their own dynasty in the north, which was known as the Jin.

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Test to Find the Best Find Step-by-Step Instructions and an Activity Support on pp. T40–T41. (Verbal/Logical)

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Song empire,about 1100Southern Song empire,about 1140–1150Jin kingdomXi Xia empireGrand CanalPopulation shiftCapital cityOther city

Population Shifts

Map SkillsMovement In what direction did people move during the Song dynasty?

Place What was the capital of the Southern Song empire?

520

Song rulers changed that. By giving more power to the scholar-official class, emperors developed a base of loyal sup-porters. Meanwhile, scholar-officials rose in power and influence. They pushed aside the noble families to become the highest-ranking group in Chinese society.

China experienced great economic growth during the Song dynasty. Along with economic growth came urbanization, or the growth of cities. By 1100, China had several large cities that were home to hundreds of thousands of people. Many of these cities were in southern China, south of the Chang River, which is also known as the Yangtze.

The Song Dynasty Shifts South The Song dynasty became weak over time. The foreign Jin kingdom took control of northern China in 1127. The Song rulers withdrew from the north and focused on southern China.

This period is called the Southern Song. The port of Hangzhou (hahn joh) became the capital. A European visitor wrote that Hangzhou was “the first, the biggest, the richest, the most populous, and altogether the most marvelous city that exists on the face of the earth.”

Land Tenure Patterns of land ownership changed during the Tang dynasty. Since the Han, the Chinese government had owned all farmland. Farmers received equal shares of land. The Tang govern-ment changed this system.

Under the Tang, rich families bought much of the good farmland. Most peas-ants worked the land as tenant farmers. Tenant farmers rent the land they farm.

Tang and Song ProsperityThe Tang and Song eras were times of great prosperity in China. It experienced good government, growth in the econ-omy, and advances in farming.

The Emperor and the Officials The emperor ruled under the Mandate of Heaven. In theory, this meant that he was all-powerful and had heavenly support. In practice, most early emperors needed the backing of nobles and warlords to stay in power.

myWorld ActivityTest to Find the Best

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Simulation

Ch

apter 17 Sectio

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Rice grows in flooded fields called paddies. To keep their rice paddies wet, Chinese farmers developed irrigation systems such as pumps and other water-control devices. They also developed new strains of fast-ripening rice. With this kind of rice, farmers could harvest two or three crops a year.

Rice provided more food per acre than other grains. With more food available, the population swelled. Between 750 and 1100, the population of China doubled from 50 million people to 100 million.Reading Check Why was the shift to new types of rice important?

Advances in Farming Chinese farming changed under the Tang and Song. The population of southern China grew rap-idly. Meanwhile, the population in the north shrunk. New farming methods and technology allowed farmers to feed more people.

During this period, rice became China’s most important crop. In the past, farm-ers had grown mostly dry-land crops like wheat and barley. These grew well in the dry north, but not in the humid south. The south, however, was perfect for rice farming. It was warmer and had more rainfall than the north.

During the Song dynasty, Chinese farmers began growing a new type of rice from Vietnam. In the 1100s, the government distributed instruc-tions, similar to the ones to the left, to show people how to grow more rice. Why might the government have issued instructions with drawings?

Farmers today harvest rice by hand.

Simu

lation

device, n., machine

0133726991_000521 521 10/8/10 8:10:27 AM

World History 483

READINg ChECK The shift to new types of rice was important because it created more food.

CAPTION The government probably issued instructions with drawings because many farmers could not read.

Cause and Effect Have students read to determine the cause or effect of factors related to farming in southern China.

What made the south suited to •the growing of rice? (The climate is warm with adequate rain.)

How did the Chinese increase rice •yields? (by developing advanced irrigation systems and new strains of rice that ripened more quickly)

What happened to the population •of China after the year 750? (It doubled.)

Rice Is Life China is the world’s top producer of rice. Today rice is grown on China’s northern plains, as well as in the Yangtze River Valley and the southern province of Yunan. Two crops of rice are grown annually in the southeast. China has pioneered the development of hybrid rice, which involves crossing two strains to produce a third. Glutinous, or “sticky,” rice is one of several special varieties that are planted widely.

Rice has been feeding the people of China for more than a thousand years. Its cultural importance may be seen in what was once a common greeting, “Have you had your rice today?” Today in China at least 50 million families depend on rice production and related activities for their livelihood.

ECONOmiCS

Point out Farming Rice.Have students go to •myworldhistory.com to play the role of farmers making decisions for their family.

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Trade Fuels ProsperityDuring the Song dynasty, many people looked down on merchants. They believed that trade was an unworthy profession. Even so, commerce grew to new levels.

The Grand Canal In the early 600s, the Sui dynasty completed work on the Grand Canal. This canal, which is still in use, is the world’s oldest and longest human-built waterway. It connects China’s two great rivers, the Huang in the north and the Chang in the south.

Once finished, the 1,100-mile-long canal quickly filled with barges carrying rice and other goods. The government then built more canals. By the end of the Song period, China’s canals stretched for thousands of miles. These canals cut the cost of transportation and so promoted business.

Currency Another factor that helped fuel growth was the development of a money economy. This term refers to an economy in which people use currency rather than bartering to buy and sell goods.

Copper coins, called cash, were the main currency during the Tang dynasty. But they were heavy and hard to man-age in large amounts. During the Song

dynasty, the government issued the world’s first paper currency. Paper

currency was easy to use, espe-cially when trading over long

distances.

Trade was very important in Tang and Song China. During the Tang dynasty, the govern-ment protected trade routes and controlled trade. In addition to coins and paper money, people traded goods such as porcelain and tea for silk.

Think CriTiCally Why would the government control trade?

A ceramic pitcher

Chinese coin and paper money

Silk was used to pay for goods before paper currency.

The Grand Canal today

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Section 1 Assessment

Expanding Industries When farmers grew more food than they needed, they could trade for craft items like pottery and cloth. As a result, many industries expanded. For example, the production of silk cloth rose during the Song dynasty. It was usually spun at home by women.

Another important industry was ceramics. During this time, China began to produce porcelain, a hard white pottery of extremely fine quality.

One of the biggest industries was iron production. Iron was essential in many industries, such as salt production. It was also used to make weapons, tools, nails, and even Buddhist statues.

The Growth of Trade With farms and factories producing more goods, trade increased. Canals and the use of money also promoted the growth of trade. A European visitor to China described trade on the Chang River: “In the total volume and value of the traffic on it, it exceeds all the rivers of the Christians put together plus their seas.”Reading Check How did the Grand Canal expand trade?

Key Terms1. What is a bureaucracy?

2. Describe how scholar-officials qualified for government positions.

3. What term describes the growth of cities?

Key Ideas4. Explain one reason for

prosperity in Tang or Song China.

5. In what ways was the Song government a merit system?

Think Critically

6. Analyze Cause and Effect What caused the fall of the Tang dynasty?

7. Draw Inferences Why was paper money an improvement over coins?

What are the consequences of technology?8. How did new technolo-

gies lead to prosperity in China? Go to your Student Journal to record your answer.

China’s Golden Age The Tang and Song eras represent a golden age for Chinese arts and literature. Some of the best-preserved Tang works are pottery figurines of horses, camels, and people. Many of these pieces demonstrate China’s knowledge of other cultures. They show that Chinese people enjoyed music and games from Central Asia and India.

The Tang dynasty is also considered the greatest era of Chinese poetry. The famous poet Li Bai wrote in a playful, easygoing style. One of his favorite sub-jects was the beauty of nature.

Traditional arts were also valued dur-ing the Song dynasty. During the Song, archi tects designed magnificent Buddhist temples filled with statues. Potters turned clay into beautiful ceramic pieces. Artists created fine paintings in soft colors.

During the next dynasty, the Yuan, poets and artists continued to live at the emperor’s court. However, the emperor was a Mongol. Many scholars decided to pursue the arts rather than work for the conquerors.Reading Check What do pottery figures from the Tang dynasty show?

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484 World History

ThINK CRITICALLY in order to collect taxes

READINg ChECK It allowed goods to be moved easily.

READINg ChECK interest in peoples from other lands

Money Matters In matters of money, China was truly ahead of its time. The Chinese began using cowrie shells as currency around 1200 b.c. Two centuries later, they made imitation shells of copper and bronze. Metal tools, such as knives and spades, were also used in trade. These metal trade goods eventually evolved into coins. Some had holes in the center so that they could be strung together.

The Chinese were the first to use banknotes, which were initially made of deerskin. In a.d. 806, paper notes appeared, remaining in use for more than 500 years. However, the Chinese ceased using paper money in 1455. It did not reappear in China for hundreds of years.

ECONOmiCS

TradeExpress an Opinion • How well do you think silk worked as a currency? Explain. (Possible answer: not well, because it was bulky and easily damaged)

Build Cultural Awareness • Describe Song Dynasty paper money in comparison with American paper money today. (It has more writing, but no pictures; it is black and white instead of multi-colored.)

Trade Fuels ProsperityCause and Effect • How did the building of canals contribute to the economy? (Canals cut transportation costs and promoted business.)

Sequence • Which type of economy developed during the Song dynasty? (a money economy)

Compare and Contrast • How did the type of currency change during the Song dynasty? (Paper currency was used for the first time.)

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Trade Fuels ProsperityDuring the Song dynasty, many people looked down on merchants. They believed that trade was an unworthy profession. Even so, commerce grew to new levels.

The Grand Canal In the early 600s, the Sui dynasty completed work on the Grand Canal. This canal, which is still in use, is the world’s oldest and longest human-built waterway. It connects China’s two great rivers, the Huang in the north and the Chang in the south.

Once finished, the 1,100-mile-long canal quickly filled with barges carrying rice and other goods. The government then built more canals. By the end of the Song period, China’s canals stretched for thousands of miles. These canals cut the cost of transportation and so promoted business.

Currency Another factor that helped fuel growth was the development of a money economy. This term refers to an economy in which people use currency rather than bartering to buy and sell goods.

Copper coins, called cash, were the main currency during the Tang dynasty. But they were heavy and hard to man-age in large amounts. During the Song

dynasty, the government issued the world’s first paper currency. Paper

currency was easy to use, espe-cially when trading over long

distances.

Trade was very important in Tang and Song China. During the Tang dynasty, the govern-ment protected trade routes and controlled trade. In addition to coins and paper money, people traded goods such as porcelain and tea for silk.

Think CriTiCally Why would the government control trade?

A ceramic pitcher

Chinese coin and paper money

Silk was used to pay for goods before paper currency.

The Grand Canal today

0133726991_000522 522 10/8/10 8:12:52 AM

CONNECTIONS

The St. Lawrence

Seaway spans

more than

2,300 miles,

connecting the

Atlantic Ocean

to the Great

Lakes.

Ch

apter 17 Sectio

n 1

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Expanding Industries When farmers grew more food than they needed, they could trade for craft items like pottery and cloth. As a result, many industries expanded. For example, the production of silk cloth rose during the Song dynasty. It was usually spun at home by women.

Another important industry was ceramics. During this time, China began to produce porcelain, a hard white pottery of extremely fine quality.

One of the biggest industries was iron production. Iron was essential in many industries, such as salt production. It was also used to make weapons, tools, nails, and even Buddhist statues.

The Growth of Trade With farms and factories producing more goods, trade increased. Canals and the use of money also promoted the growth of trade. A European visitor to China described trade on the Chang River: “In the total volume and value of the traffic on it, it exceeds all the rivers of the Christians put together plus their seas.”Reading Check How did the Grand Canal expand trade?

Key Terms1. What is a bureaucracy?

2. Describe how scholar-officials qualified for government positions.

3. What term describes the growth of cities?

Key Ideas4. Explain one reason for

prosperity in Tang or Song China.

5. In what ways was the Song government a merit system?

Think Critically

6. Analyze Cause and Effect What caused the fall of the Tang dynasty?

7. Draw Inferences Why was paper money an improvement over coins?

What are the consequences of technology?8. How did new technolo-

gies lead to prosperity in China? Go to your Student Journal to record your answer.

China’s Golden Age The Tang and Song eras represent a golden age for Chinese arts and literature. Some of the best-preserved Tang works are pottery figurines of horses, camels, and people. Many of these pieces demonstrate China’s knowledge of other cultures. They show that Chinese people enjoyed music and games from Central Asia and India.

The Tang dynasty is also considered the greatest era of Chinese poetry. The famous poet Li Bai wrote in a playful, easygoing style. One of his favorite sub-jects was the beauty of nature.

Traditional arts were also valued dur-ing the Song dynasty. During the Song, archi tects designed magnificent Buddhist temples filled with statues. Potters turned clay into beautiful ceramic pieces. Artists created fine paintings in soft colors.

During the next dynasty, the Yuan, poets and artists continued to live at the emperor’s court. However, the emperor was a Mongol. Many scholars decided to pursue the arts rather than work for the conquerors.Reading Check What do pottery figures from the Tang dynasty show?

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World History 485

Cause and Effect • What is the relationship between surplus food and industry? (A surplus can be traded for goods, which enables industries to increase production.)

Summarize • What were China’s main industries during the Song dynasty? (the silk, ceramics, and iron industries)

China’s golden AgeIdentify Details

Which types of Tang ceramic •figures are among the best preserved? (horses, camels, and people)

For which type of literature was •the Tang era especially well known? (poetry)

Who was Li Bai? • (a famous poet who lived during the Tang dynasty)

SECTION 1 ASSESSMENT 1. It is a government system with departments led by appointed officials. 2. They passed civil service exams. 3. Urbanization 4. Sample: The expanded canal system increased trade. 5. It hired and promoted people based on their skills. 6. Rebellions weakened the government and a military leader overthrew it. 7. Paper money was easier to carry on long journeys. 8. Sample: New technologies led to better farming methods and more trade.

Tang artists Painting occupied an important place in Tang culture. The artist Wu Daozi created 300 wall paintings in temples using innovative brushwork techniques. Buddhist scenes were prominent in his work.

Han Kan was a famous painter of horses. They were especially popular, given their military importance and their role in the game of polo.

Wang Wei was a well-known painter of shanshui and an important figure at court. Shanshui means “mountain-water” and is also the Chinese term for landscape painting. Shanshui artists tried to capture the spirit or feeling of a particular place.

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Historical Sources, pp. 6–7•Historical Maps, pp. 14–15•Trade, pp. 34–35•


The Mongol EmpireK







Make Connections Guide a class discussion about who “rules” your school. For example, teachers rule the classroom, principals rule each school, etc. Ask students how they would feel if a new teacher came in and forbade them to ask questions or changed all the classroom rules.

Activate Prior Knowledge Remind students that in the previous section they learned about the wealth and growth of the Tang and Song dynasties. Guide students in a discussion about how those dynasties might have been affected by outside influences.

L2 Extra Support Have students think about a city they have visited or learned about from music, television, or other sources. Ask them to describe how the culture of that city has influenced them.


Read Use Background notes and Guide on the side questions to model active reading. Have students use Take Notes in their student Journal to sequence events related to the Mongol conquest and rule. Have students complete 21st Century online Tutor Sequence and apply this skill to reading the section.

ELL Beginning/Intermediate Have students skim the section, looking at headings, photographs, and illustrations. Ask them to describe the images and what they might already know about them.

L1 Special Needs Students who prefer computer reading or audio assistance should use the online student edition.

L4 Challenge Have students read Enrichment: Foreigners Welcome to learn about the role of foreigners under Mongol rule.

Practice: myWorld Activity Students will write a letter of protest from the perspective of a scholar-official about their rights and treatment under Mongol rule. step-by-step Instructions and More activities follow on page T46.


SS.6.G.1.7 • Use maps to identify characteristics and boundaries of ancient civilizationsSS.6.G.3.1 • Explain how the landscape has affected agricultural development and industry in the ancient worldSS.6.W.4.9 • Identify key figures from classical and post classical China

SS.6.W.4.10 • Explain the signifi-cance of the silk roads and Indian Ocean maritime routes to the movement of goods and ideasSS.6.W.4.11 • Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan

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Visual Glossary•Primary Source•

Student Edition (print and online)The Mongol Empire •


Online Tutor

Sequence•Compare Viewpoints•

FOR ThE TEaChER

Teacher Center



• myWorld Activity Step-by-Step Instructions, p. T46Activity Support: Taking Notes, p. T47•myWorld History Enrichment, p. T48•Section Quiz, p. T49•



ELL Support


ELL Objective Students will be able to use English to identify key rulers and events of the Mongol empire.

Cultural Connections Provide students with adjectives such as honest, strong, diplomatic, wise, demanding, and have students name rulers that they know about that they think exemplify those terms. Let them use English and their home language to describe these rulers.

ELL Intermediate Content Tip Remind students that a khan is a chief and the title Genghis Khan means “universal ruler.”

ELL Activity As they read, have students create an informal outline using the main heads and run-in heads in this section. Have students fill in their outlines with the main ideas and key people discussed under each heading. (Visual/Logical)






Visualize the vast territory of the Mongol empire

Use the classroom to represent Asia from the west to the east. Arrange desks to represent the Mongol empire.

Describe the social order in Yuan China

Divide the class into Mongols, foreigners, northern Chinese, and southern Chinese. Have groups line up in social order of Mongol rule.

Comprehend how trade led to cultural diffusion

Review the map showing trade routes.

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myWorld Activity

A Demand for Rights

Activity Steps

1. Distribute copies of Activity Support: Taking Notes. Tell students they will play the roles of scholar-officials living during the reign of the Mongol emperors in China.

2. Have students review their textbooks for information about how the Mongols treated scholar-officials. Tell them to write down their notes in the note-taking section at the top of their worksheets.

L4 Challenge Have students compare and contrast the treatment of scholar-officials in Mongol China to a civil or human rights issue. For example, students may discuss the treat-ment of African Americans leading up to the civil rights movement. Have students write a short paragraph that compares and contrasts the two issues.

3. Using information in their notes, students should draft a letter of protest to the Mongol emperor in which they demand that he restore the merit system for civil service and the powers of scholar-officials.

ELL Beginner/Advanced Have students work in mixed-ability pairs to write their letters with a partner.

4. Tell students that the first paragraph of their letters should include a general statement of their position. The next paragraph(s) should list specific complaints, or grievances. They should conclude their letters with a restatement of their demands.

5. Have students predict what the emperor’s response would have been. Then have them compare the viewpoints of the scholar-official and the emperor.


write a letter of protest from a scholar-official to the •Mongol emperor.compare viewpoints of a scholar-official and a •Mongol emperor.

1 hour

LEarninG StyLEVerbal•Intrapersonal•

Compare Viewpoints•

MatEriaLSActivity Support: Taking •Notes, p. T47

their song with an instrument and perform it for the class. (Verbal/Rhythmic)

stage a strike Have students role-play groups of Chinese citizens and scholar-officials staging a

protest. Students may create slogans to display from the point of view of the group they represent. (Kinesthetic)protest song Have students write lyrics to a protest

song from the point of view of a scholar-official during the Mongol Empire. Students may wish to accompany

Florida Connection Have students work in small groups to select an issue facing their communities

and draft a letter protesting a part of the issue. (Verbal/Interpersonal)





directions Review your textbook for information about the role of scholar-officials during Mongol rule in China. Think about how you would feel about the Mongols if you were a scholar-official in China. Use your notes to write a letter of protest.

A Demand for Rights

Name ________________________________________________ Class ________________________ Date ______________

myWorld Activity Support Taking Notes

1. Take notes about how the Mongols treated scholar-officials:

Treatment Effect

2. State your position and supporting facts below. Then use your notes to write a letter of protest from a scholar-official to the Mongol emperor. State your complaint in the first paragraph. In the next paragraph(s), support your complaint with facts. End by summarizing your argument. State your main idea in a thesis sentence here.

Thesis

supporting facts

3. After writing your draft, answer this question: How do you think the Mongol emperor would respond to your letter? Support your answer with information from the text. How does the viewpoint of the emperor compare to that of the scholar-official?

Name ________________________________________________ Class ________________________ Date ______________



Enrichment: Foreigners Welcomedirections Read the selection below. Then answer the questions that follow and complete the activity.

Welcome, foreigners!When the Mongols ruled China, they put out the welcome mat. They received visitors from across the vast Mongol empire and beyond. They listened with interest to foreign ideas. They traded for foreign products. By borrowing and trading ideas, goods, technologies, and skills, they practiced a form of cultural exchange.

Foreigners at CourtMarco Polo became the most famous foreigner to visit the court of Kublai Khan. He served the Khan for many years, along with others from outside of China. Many of the court’s financial administrators were Muslim. Buddhist monks from Tibet served as advisors to the Khan. Their influence helped spread Buddhism in China. Even the Pope sent representatives to Kublai’s court.

Foreigners and TradeMany foreign visitors were traders in search of Chinese goods such as silk and porcelain. The Mongols in turn were willing buyers of foreign goods, especially luxury items. Foreigners benefited from the Mongols’ support of trade. By making the Silk Road safe for travel, the Mongols allowed the trade routes to reopen. Post houses—located every 20 or 25 miles on roads leading to the capital—provided travelers with fresh horses, food, supplies, and a place to stay.

Mongol rulers sometimes imported foreigners as well as goods. For example, they brought skilled Persian weavers to China. Mongol khans favored the beautiful Persian textiles and wanted a ready supply.

1. Why did Mongol rulers welcome foreigners to China?

2. How did foreigners affect or become a part of culture in China under Mongol rule ?

3. activity Write a brief paragraph from the point of view of a foreigner in Kublai Khan’s China. Explain why you are there and what you have experienced or accomplished.

Name ________________________________________________ Class ________________________ Date ______________



6. Describe each leader below, his actions, and why he was important.

Genghis Khan

Kublai Khan

1. _____ Genghis Khan was known as aa. cautious and timid ruler.b. talented military leader.c. peaceful and fair ruler.d. disorganized but effective leader.

2. _____ After the Mongols were united, Genghis Khan’s armiesa. were disbanded.b. made few conquests.c. swept across Central Asia.d. fled to escape harsh rule.

3. _____ Kublai Khan solved the problem of slowed travel across rivers and canals bya. building a fleet.b. expanding his army.c. increasing trade.d. raising taxes.

4. _____ Under the Yuan, who held a higher status than before?a. womenb. the Chinesec. soldiersd. merchants

5. _____ Kublai Khan employed Marco Polo as aa. scribe to keep government records.b. diplomat and official sent on missions.c. spy who was sent to different regions.d. director of trade and commerce.


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Reading Skill Sequence Take notes using the graphic organizer in your journal.

Throughout its history, China has had to protect its borders from tribal nomads, or people who move from place to place at different

times of the year. These nomads sometimes raided Chinese cities or even formed armies to invade China. In the 1200s, one of these peo-ples, the Mongols, conquered China and many other lands.

The Mongol ConquestsThe Mongols were nomads who came from the steppes northwest of China. A steppe is a large, dry, grass-covered plain. Life on the steppes was difficult. The climate was harsh, and resources were limited. There, the Mongols herded sheep and became great horsemen.

Genghis Khan Mongols lived in clans led by a khan, or ruler. By 1206, a warrior had united the Mongol clans under his rule. He was known as Genghis Khan (gen gis kahn), meaning “ruler of the universe.”

After uniting the Mongols, Genghis turned to foreign conquest. He led his armies east into China. The Mongols broke through the Great Wall and destroyed many cities. By 1215, they had conquered most of the Jin kingdom that ruled northern China. Later, they swept across Central Asia and into Russia.

Military Victories Genghis was a highly effective military leader. He organized his troops in groups of 10, 100, 1,000, and 10,000 men. An officer chosen for his abilities led each group of fierce warriors. These fighters were expert horsemen who could fire arrows at a full gallop.

Key Terms • nomad • Mongol • steppe • khan

Section 2

The Mongol Empire

Genghis Khan

KeyIdeas

The Mongols established the •largest empire the world had ever seen.

The Yuan rulers adopted •many Chinese customs, but did not trust Chinese officials.

The Mongol empire allowed •trade to flourish along the Silk Road.

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Caspian Sea

Syr Dar’yaAmu Dar’ya

Brahmaputra R.

Huang R.

Chang R.

120° E90° E60° E

30° E

30° N

60° N

RUSSIA

PERSIA

ARABIA

TIBET(XIZANG)

JAPANKOREA

MONGOLIA

INDIA

CHINA

VIETNA

M

Tashkent

Baghdad

Vijaya

Khanbaliq(Beijing)

Tabriz

Kiev

N

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S

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1,000 km


KEYMongol empire atGenghis Khan’s death, 1227Mongol empire at itsgreatest extent, 1294Boundary of Yuan dynastyof Kublai KhanCity

Map SkillsMovement What areas did the Mongols conquer after the death of Genghis Khan?

Region What areas did the Mongols control?

Ch

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expand, v., to grow, get bigger

They moved fast, attacked swiftly, and terrorized enemies.

Genghis also used Chinese weapons. One was the catapult, a device that hurled rocks. The Mongols used it to break down city walls. They also used bombs made with gunpowder.

Genghis was ruthless in battle. He burned the cities of his enemies and left their bones piled on the ruins as a warn-ing to others. Genghis once said,

The greatest joy a man can have is vic-tory: to conquer one’s enemy’s armies, to pursue them, to deprive them of their pos-sessions, to reduce their family to tears, [and] to ride on their horses . . . .

—Genghis Khan

Finally, Genghis maintained order among the Mongols. He banned theft and

feuding. He also dictated harsh punish-ment, including death, for many crimes.

Mongols Build an Empire After the death of Genghis Khan in 1227, the Mongol empire continued to expand. Its armies conquered what was left of the Jin kingdom in 1234. Then they expanded to the west.

Genghis’s grandson, Batu, led armies into Russia in 1236. Known as the Golden Horde, the Mongols ruled Russia for more than a century.

Mongol armies also took Persia, Mesopotamia, and Syria. In 1258, they sacked Baghdad and killed the Muslim caliph. The Mongols controlled the larg-est empire the world had ever known. Reading Check How did the Mongols conquer northern China?

Mongol Empire

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486 World History

The Mongol ConquestsIdentify Main Ideas • Who were the Mongols? (nomads who came from the steppes northwest of China)

Identify Details • Who united the Mongols? (Genghis Khan)

Summarize • What fighting skills did the Mongols use? (They shot arrows while riding at a full gallop.)

Reading Skill

Sequence While they read, have students practice this skill by completing the Take Notes graphic organizer in the Student Journal.


• Previewandpracticesequencingbyusingexamplesfrom recent reading.


The Mongol Empire

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Reading Skill Sequence Take notes using the graphic organizer in your journal.

Throughout its history, China has had to protect its borders from tribal nomads, or people who move from place to place at different

times of the year. These nomads sometimes raided Chinese cities or even formed armies to invade China. In the 1200s, one of these peo-ples, the Mongols, conquered China and many other lands.

The Mongol ConquestsThe Mongols were nomads who came from the steppes northwest of China. A steppe is a large, dry, grass-covered plain. Life on the steppes was difficult. The climate was harsh, and resources were limited. There, the Mongols herded sheep and became great horsemen.

Genghis Khan Mongols lived in clans led by a khan, or ruler. By 1206, a warrior had united the Mongol clans under his rule. He was known as Genghis Khan (gen gis kahn), meaning “ruler of the universe.”

After uniting the Mongols, Genghis turned to foreign conquest. He led his armies east into China. The Mongols broke through the Great Wall and destroyed many cities. By 1215, they had conquered most of the Jin kingdom that ruled northern China. Later, they swept across Central Asia and into Russia.

Military Victories Genghis was a highly effective military leader. He organized his troops in groups of 10, 100, 1,000, and 10,000 men. An officer chosen for his abilities led each group of fierce warriors. These fighters were expert horsemen who could fire arrows at a full gallop.

Key Terms • nomad • Mongol • steppe • khan

Section 2

The Mongol Empire

Genghis Khan

KeyIdeas

The Mongols established the •largest empire the world had ever seen.

The Yuan rulers adopted •many Chinese customs, but did not trust Chinese officials.

The Mongol empire allowed •trade to flourish along the Silk Road.

0133726991_000524 524 9/27/10 12:00:25 PM

em-sp

ace

AralSea

Black Sea

MediterraneanSea

Bay ofBengal

Caspian Sea

Syr Dar’yaAmu Dar’ya

Brahmaputra R.

Huang R.

Chang R.

120° E90° E60° E

30° E

30° N

60° N

RUSSIA

PERSIA

ARABIA

TIBET(XIZANG)

JAPANKOREA

MONGOLIA

INDIA

CHINA

VIETNA

M

Tashkent

Baghdad

Vijaya

Khanbaliq(Beijing)

Tabriz

Kiev

N

EW

S

0

1,000 mi0

1,000 km


KEYMongol empire atGenghis Khan’s death, 1227Mongol empire at itsgreatest extent, 1294Boundary of Yuan dynastyof Kublai KhanCity

Map SkillsMovement What areas did the Mongols conquer after the death of Genghis Khan?

Region What areas did the Mongols control?

Ch

apter 17 Sectio

n 2

525

expand, v., to grow, get bigger

They moved fast, attacked swiftly, and terrorized enemies.

Genghis also used Chinese weapons. One was the catapult, a device that hurled rocks. The Mongols used it to break down city walls. They also used bombs made with gunpowder.

Genghis was ruthless in battle. He burned the cities of his enemies and left their bones piled on the ruins as a warn-ing to others. Genghis once said,

The greatest joy a man can have is vic-tory: to conquer one’s enemy’s armies, to pursue them, to deprive them of their pos-sessions, to reduce their family to tears, [and] to ride on their horses . . . .

—Genghis Khan

Finally, Genghis maintained order among the Mongols. He banned theft and

feuding. He also dictated harsh punish-ment, including death, for many crimes.

Mongols Build an Empire After the death of Genghis Khan in 1227, the Mongol empire continued to expand. Its armies conquered what was left of the Jin kingdom in 1234. Then they expanded to the west.

Genghis’s grandson, Batu, led armies into Russia in 1236. Known as the Golden Horde, the Mongols ruled Russia for more than a century.

Mongol armies also took Persia, Mesopotamia, and Syria. In 1258, they sacked Baghdad and killed the Muslim caliph. The Mongols controlled the larg-est empire the world had ever known. Reading Check How did the Mongols conquer northern China?

Mongol Empire

21st Cen

tury Learn

ing

0133726991_000525 525 9/27/10 12:00:56 PM

World History 487

MAP SKILLS 1. After the death of Genghis Khan, the Mongols conquered Russia, Persia, and southern China. 2. The Mongols controlled Central Asia, Mongolia, Korea, China, Tibet, Persia, and Russia.

READING CHECK The Mongols conquered northern China by breaking through the Great Wall and first conquering the Jin kingdom.

Summarize • Which Chinese weapons did the Mongols use to conquer the Chinese empire? (the catapult and bombs made of gunpowder)

Analyze Sources • According to Genghis Khan himself, what was his greatest joy? (victory)

Identify Details • How did Genghis Khan keep order among the Mongols? (by banning theft and feuding and by dictating harsh punishment for crimes)

Map Skills Have students look at the map of the Mongol empire and then answer the following question.

Which area of China did Genghis •Khan conquer? (the northern part)


expand v., grow, get biggerShe wanted to grow more food, so she expanded her vegetable garden.

structure n., organizationSarah examined the cell’s structure using a microscope.

aCadEmiC vOCabuLaRy

Read special-purpose Maps Have students develop this skill by using this interactive online tutorial and activities. Students will learn how to read special-purpose maps and apply their data to new situations.

academic Standards


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In other areas, the Mongols ruled directly, but adapted to local culture. For example, the Il-Khans who ruled Muslim lands adopted the religion of Islam.Reading Check How did the Mongols rule in the khanates?

Ruling the Empire After Genghis Khan died, the Mongols divided their empire into four parts, called khanates. A descendant of Genghis ruled each khanate.

One khanate covered southern Central Asia. A second included northern Central Asia and Russia. The third, the land of the Il-Khans, stretched from modern Pakistan to Turkey. The fourth was the largest. It included China and Mongolia.

Outside China, the Mongols ruled through local officials. In Russia, local princes carried out Mongol laws and collected taxes. These princes later became Russia’s rulers after the Mongols left.

Genghis Khan

Chinese cities were built with walls to repel attacks.

Mongol warriors moved quickly, using their skills as horsemen to defeat their opponents. They traveled with two horses so they always had a fresh one and shot arrows at a full gallop.

Pieces of leather were sewn together in an overlapping pattern.

Mongols wore helmets of leather or iron.

Arrowheads and a quiver

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mgss11_a4145ai10.05.09 REV01/11/10 added background

Mongols

Other foreigners

People from northern China

People from southern China

Social Groups in Mongol China

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At the bottom were the recently con-quered southern Chinese.

This social structure encouraged the Mongols to remain separate from the Chinese. Mongols were the favored group, while the Chinese had few rights or privileges.

To further limit Chinese influence, the Mongols welcomed foreigners in China. Turks and other Muslims were the largest group. They held key posi-tions in the government. Many Tibetans were encouraged to spread their form of Buddhism across China. The Mongols also allowed Christian missionaries from Europe to preach in China.Reading Check How did the Mongols change Chinese society?

The Yuan DynastyBefore they could fully establish control over China, the Mongols had to complete their conquest of the Southern Song. In 1260, Genghis’s grandson Kublai Khan took over northern China. He began a twenty-year effort to defeat the Song.

Completing the Conquest of China The many rivers and canals crossing southern China prevented the Mongols from mov-ing quickly. Kublai Khan solved the prob-lem by building a fleet. With thousands of ships, the Mongols were able to capture cities along southern China’s rivers.

In 1279, the Mongols finally gained control of all of China. Kublai had already declared himself the ruler of a new dynasty, the Yuan (yooahn), in 1271. Yuan means “the origin,” or “beginning.”

Mongol Rule in China By declaring a new dynasty, Kublai showed his intention to honor some Chinese traditions. He kept much of the Song bureaucracy. He also adopted rituals of the Chinese court. In these ways, he kept symbols of Chinese royal power.

In other ways, however, Kublai changed China’s government. He reduced the power of scholar-officials. He suspended the civil service exams and placed his own followers in office. Kublai also gave more power to regional officials.

Society in Yuan China Perhaps the great-est change under the Mongols was the creation of a new social order. Society was divided into four groups. At the top were the Mongols. Next came other for-eigners. Then came the northern Chinese.

Chart SkillsWhich group had the least power in China under Mongol rule?

structure, n., organization

myWorld ActivityA Demand for Rights

0133726991_000527 527 9/27/10 12:04:30 PM

488 World History

Ruling the EmpireDraw Conclusions • Why do you think the Mongols divided up their empire? (so that more than one descendant of Genghis Khan could become a ruler and because the area was so large)

Identify Main Ideas • What were the four khanates? (southern Central Asia, northern Central Asia and Russia, the land of the Il-Khans from modern Pakistan to Turkey, and China and Mongolia)

Build Cultural Awareness • How might adapting to local culture have helped the Mongols rule other peoples? (Conquered peoples may have felt less resentment toward the Mongols.)

READING CHECK Outside China, the Mongols ruled the khanates through local officials.

an army on Horseback Mongolian boys learned to ride horses and shoot a bow at a young age. With these skills, armies on horseback covered great distances. Warriors used stirrups to steady themselves in the saddle as they unleashed their arrows. Their strong bows of horn and wood enabled them to send arrows flying as far as 350 yards.

Like their riders, hardy Mongol horses were molded by the rigorous climate of the Asian steppes. In battle, these calm and sturdy horses became the warrior’s ally. Capable of carrying one third of their own weight for long distances, Mongol horses could gallop for half a day without stopping.

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In other areas, the Mongols ruled directly, but adapted to local culture. For example, the Il-Khans who ruled Muslim lands adopted the religion of Islam.Reading Check How did the Mongols rule in the khanates?

Ruling the Empire After Genghis Khan died, the Mongols divided their empire into four parts, called khanates. A descendant of Genghis ruled each khanate.

One khanate covered southern Central Asia. A second included northern Central Asia and Russia. The third, the land of the Il-Khans, stretched from modern Pakistan to Turkey. The fourth was the largest. It included China and Mongolia.

Outside China, the Mongols ruled through local officials. In Russia, local princes carried out Mongol laws and collected taxes. These princes later became Russia’s rulers after the Mongols left.

Genghis Khan

Chinese cities were built with walls to repel attacks.

Mongol warriors moved quickly, using their skills as horsemen to defeat their opponents. They traveled with two horses so they always had a fresh one and shot arrows at a full gallop.

Pieces of leather were sewn together in an overlapping pattern.

Mongols wore helmets of leather or iron.

Arrowheads and a quiver

0133726991_000526 526 9/27/10 12:04:02 PM

mgss11_a4145ai10.05.09 REV01/11/10 added background

Mongols

Other foreigners

People from northern China

People from southern China

Social Groups in Mongol China

Ch

apter 17 Sectio

n 2

527

At the bottom were the recently con-quered southern Chinese.

This social structure encouraged the Mongols to remain separate from the Chinese. Mongols were the favored group, while the Chinese had few rights or privileges.

To further limit Chinese influence, the Mongols welcomed foreigners in China. Turks and other Muslims were the largest group. They held key posi-tions in the government. Many Tibetans were encouraged to spread their form of Buddhism across China. The Mongols also allowed Christian missionaries from Europe to preach in China.Reading Check How did the Mongols change Chinese society?

The Yuan DynastyBefore they could fully establish control over China, the Mongols had to complete their conquest of the Southern Song. In 1260, Genghis’s grandson Kublai Khan took over northern China. He began a twenty-year effort to defeat the Song.

Completing the Conquest of China The many rivers and canals crossing southern China prevented the Mongols from mov-ing quickly. Kublai Khan solved the prob-lem by building a fleet. With thousands of ships, the Mongols were able to capture cities along southern China’s rivers.

In 1279, the Mongols finally gained control of all of China. Kublai had already declared himself the ruler of a new dynasty, the Yuan (yooahn), in 1271. Yuan means “the origin,” or “beginning.”

Mongol Rule in China By declaring a new dynasty, Kublai showed his intention to honor some Chinese traditions. He kept much of the Song bureaucracy. He also adopted rituals of the Chinese court. In these ways, he kept symbols of Chinese royal power.

In other ways, however, Kublai changed China’s government. He reduced the power of scholar-officials. He suspended the civil service exams and placed his own followers in office. Kublai also gave more power to regional officials.

Society in Yuan China Perhaps the great-est change under the Mongols was the creation of a new social order. Society was divided into four groups. At the top were the Mongols. Next came other for-eigners. Then came the northern Chinese.

Chart SkillsWhich group had the least power in China under Mongol rule?

structure, n., organization

myWorld ActivityA Demand for Rights

0133726991_000527 527 9/27/10 12:04:30 PM

World History 489

The Yuan DynastyCause and Effect • What enabled Kublai Khan to conquer the Southern Song? (He built a fleet.)

Sequence • When did the Mongols gain control of all China? (1279)

Infer • Why might Kublai Khan have chosen the name Yuan for the new Chinese dynasty? (Yuan means “beginning.” The dynasty was the first under Mongol rule.)

Cause and Effect • Why did the Mongols change China’s social structure? (to acquire the highest social status and distance themselves from the Chinese)

READING CHECK The Mongols created a new social order divided into four groups. Mongols were at the top, followed by other foreigners, northern Chinese, and southern Chinese at the bottom.

CHART SKILLS The southern Chinese had the least power under Mongol rule.

naval Warfare Mongol general Liu Cheng was a former Song commander. He advised Kublai Khan to engage the Song in naval warfare, as quoted by James Delgado in Khubilai Khan’s Lost Fleet:

“Our strength lies in cavalry which is unbeatable, but we are inferior to the Sung [Song] in naval warfare. We can nullify their superiority by constructing warships and training men in naval warfare.”

Kublai took the advice to heart. In less than a year he had put together a naval force of some five thousand ships and one hundred thousand men. A series of sieges and battles ensued, resulting in the defeat of the Song in 1279.

PRimaRy SOuRCE

myWorld Activity

a demand for Rights Find Step-by-Step Instructions and an Activity Support on pp. T46–T47. (Verbal/Intrapersonal)

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PERSIA TIBET

INDIA

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Persian Gulf

AralSea

ArabianSea Bay of

Bengal

Mediterranean Sea

SouthChina

Sea

EastChina

Sea

Black Sea

Caspian Sea

INDIANOCEAN

PACIFICOCEAN

Hangzhou

Quanzhou

Guangzhou

BangkokCalicut

Jiddah

Constantinople

Venice

Acre

Delhi

Samarkand

Baghdad

Khanbaliq(Beijing)

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KEYMongol empire, 1290Marco Polo’s routeSilk RoadOther overland routesOther overseas routesCity

Map SkillsMovement Describe Marco Polo’s route back to Venice.

Region What part of Polo’s trip was within the Mongol empire?

528

Revival of Trade The Mongols encour-aged trade and commerce. Under the Yuan, merchants held a higher status in China than they had in earlier times. They were spared certain taxes they had paid during the Song dynasty.

The Mongols continued the sea trade begun under the Song. Many of the mer-chants who carried out this trade were Muslims from southwestern Asia.

They also reopened the ancient Silk Road across Central Asia. As you may recall, the Silk Road was an overland

Life in Yuan China Under Mongol rule, peace and order returned to Asia. In the 1300s, a Muslim traveler named Ibn Battuta wrote of a journey he took to China. He was impressed by how easy it was to travel:

China is the safest and best regulated country for a traveller. A man may go by himself a nine month’s journey, carrying with him large sums of money, without any fear on that account.

— Ibn Battuta, Travels in Asia and Africa

The Silk Road was not a single path. It is the name used to describe a group of trade routes that connected China to Central Asia and Europe. Marco Polo’s travels along this route and within China lasted 24 years.

On his way home to Venice in the 1290s, Polo sailed to Persia. There he dropped off a Mongol princess who

was to marry a powerful khan.

Kublai Khan sent Marco Polo to visit parts of China and other Mongol lands.

Trade Routes

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trade route that linked China to Europe. It had been much used during the Han and Tang dynasties. But disorder and warfare in Central Asia had closed this route during the Song dynasty.

Under Mongol rule, traders once again took their caravans across the continent. They carried silk, porcelain, spices, and other luxury goods to southwest Asia and Europe. Traders carried ideas and inven-tions between the different lands as well.

Foreign Visitors The Silk Road provided a route for foreign travelers to enter China. The most famous European visi-tor was Marco Polo, a young man from Venice, Italy.

Polo journeyed to China with his father and uncle. He arrived in 1275 and stayed for 17 years. During this time, he was a favored guest of Kublai Khan. The ruler employed Polo as a diplomat and official, sending him on missions around the empire. As a result, Polo got a first-hand look at China.

After his return to Europe, Polo told stories of the places he saw. He described

Key Terms1. What is a nomad?

2. Who were the Mongols?

3. Describe the role of a khan.

Key Ideas4. How were the Mongols

able to conquer such a large empire?

5. Why did Mongol rulers adopt many Chinese customs?

6. Why did trade flourish along the Silk Road?

Think Critically

7. Identify Bias In what ways might Marco Polo’s account of Kublai Khan’s court have been biased?

8. Make Inferences Why did Europeans think Marco Polo made up his stories?

What are the consequences of technology?9. How did military

technology help the Mongols? Go to your Student Journal to record your answer.

the splendor of Chinese cities and the wonders of Kublai Khan’s court. He dis-cussed the use of paper money, which was still unknown in Europe. And he told of an amazing kind of stone that burned. Today it is known as coal.

There is a sort of black stone, which is dug out of veins in the hillsides and burns like logs. . . . I assure you that, if you put them on the fire in the evening . . . they will continue to burn all night.

—The Travels of Marco Polo

Polo’s book gave Europeans their first glimpse of China. Some readers doubted his fantastic tales. On his deathbed, Polo was asked to admit that he had made it all up. He replied that he had described only half of what he had seen.Reading Check How did contact with people in other lands increase under the Mongols?

Primary So

urce

Marco Polo’s caravan

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490 World History

MAP SKILLS 1. Polo took a sea route, making several stops. 2. Most of Polo’s trip to China was within Mongol lands.

READING CHECK Contact with people in other lands increased through trade.

SECTION 2 ASSESSMENT 1. A nomad is a person who moves from place to place at different times of the year. 2. The Mongols were nomadic tribes originally from the steppes northwest of China. 3. The khan was the leader of a Mongol clan. 4. The Mongols had a large and well-organized army. They used effective weapons

Review Core Concept 2.8 before discussing the revival of trade under the Mongols. Review the definition of trade and its advantages to buyer and seller.

Then have students brainstorm geographical, political, and technological reasons that would contribute to the expansion of trade.

CORE CONCEPTS: TRadE

Life in Yuan ChinaAnalyze Sources • What aspects of Yuan China impressed Ibn Battuta? (safety and order)

Cause and Effect • Why did the status of merchants improve in Yuan China? (The Mongols wanted to encourage trade.)

Identify Details • Which trade route did the Mongols reopen? (the Silk Road)

Analyze Maps Have students study the map Trade Routes in order to answer the following questions.

Which overland route did Marco Polo •travel across Asia? (the southern route)

What regions were part of the trade •network shown on the map? (China, Tibet, India, Persia, Arabia, countries bordering the Mediterranean Sea)

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ARABIA

PERSIA TIBET

INDIA

CHINA

RUSSIA

Red Sea

Persian Gulf

AralSea

ArabianSea Bay of

Bengal

Mediterranean Sea

SouthChina

Sea

EastChina

Sea

Black Sea

Caspian Sea

INDIANOCEAN

PACIFICOCEAN

Hangzhou

Quanzhou

Guangzhou

BangkokCalicut

Jiddah

Constantinople

Venice

Acre

Delhi

Samarkand

Baghdad

Khanbaliq(Beijing)

0°EQUATOR

120° E90° E60° E

30° N

30° E

N

EW

S

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500 mi0

500 km


KEYMongol empire, 1290Marco Polo’s routeSilk RoadOther overland routesOther overseas routesCity

Map SkillsMovement Describe Marco Polo’s route back to Venice.

Region What part of Polo’s trip was within the Mongol empire?

528

Revival of Trade The Mongols encour-aged trade and commerce. Under the Yuan, merchants held a higher status in China than they had in earlier times. They were spared certain taxes they had paid during the Song dynasty.

The Mongols continued the sea trade begun under the Song. Many of the mer-chants who carried out this trade were Muslims from southwestern Asia.

They also reopened the ancient Silk Road across Central Asia. As you may recall, the Silk Road was an overland

Life in Yuan China Under Mongol rule, peace and order returned to Asia. In the 1300s, a Muslim traveler named Ibn Battuta wrote of a journey he took to China. He was impressed by how easy it was to travel:

China is the safest and best regulated country for a traveller. A man may go by himself a nine month’s journey, carrying with him large sums of money, without any fear on that account.

— Ibn Battuta, Travels in Asia and Africa

The Silk Road was not a single path. It is the name used to describe a group of trade routes that connected China to Central Asia and Europe. Marco Polo’s travels along this route and within China lasted 24 years.

On his way home to Venice in the 1290s, Polo sailed to Persia. There he dropped off a Mongol princess who

was to marry a powerful khan.

Kublai Khan sent Marco Polo to visit parts of China and other Mongol lands.

Trade Routes

0133726991_000528 528 9/27/10 12:05:30 PM

Ch

apter 17 Sectio

n 2

529


trade route that linked China to Europe. It had been much used during the Han and Tang dynasties. But disorder and warfare in Central Asia had closed this route during the Song dynasty.

Under Mongol rule, traders once again took their caravans across the continent. They carried silk, porcelain, spices, and other luxury goods to southwest Asia and Europe. Traders carried ideas and inven-tions between the different lands as well.

Foreign Visitors The Silk Road provided a route for foreign travelers to enter China. The most famous European visi-tor was Marco Polo, a young man from Venice, Italy.

Polo journeyed to China with his father and uncle. He arrived in 1275 and stayed for 17 years. During this time, he was a favored guest of Kublai Khan. The ruler employed Polo as a diplomat and official, sending him on missions around the empire. As a result, Polo got a first-hand look at China.

After his return to Europe, Polo told stories of the places he saw. He described

Key Terms1. What is a nomad?

2. Who were the Mongols?

3. Describe the role of a khan.

Key Ideas4. How were the Mongols

able to conquer such a large empire?

5. Why did Mongol rulers adopt many Chinese customs?

6. Why did trade flourish along the Silk Road?

Think Critically

7. Identify Bias In what ways might Marco Polo’s account of Kublai Khan’s court have been biased?

8. Make Inferences Why did Europeans think Marco Polo made up his stories?

What are the consequences of technology?9. How did military

technology help the Mongols? Go to your Student Journal to record your answer.

the splendor of Chinese cities and the wonders of Kublai Khan’s court. He dis-cussed the use of paper money, which was still unknown in Europe. And he told of an amazing kind of stone that burned. Today it is known as coal.

There is a sort of black stone, which is dug out of veins in the hillsides and burns like logs. . . . I assure you that, if you put them on the fire in the evening . . . they will continue to burn all night.

—The Travels of Marco Polo

Polo’s book gave Europeans their first glimpse of China. Some readers doubted his fantastic tales. On his deathbed, Polo was asked to admit that he had made it all up. He replied that he had described only half of what he had seen.Reading Check How did contact with people in other lands increase under the Mongols?

Primary So

urce

Marco Polo’s caravan

0133726991_000529 529 9/27/10 12:06:21 PM

World History 491

Infer • What cultural role did traders play under Mongol rule? (They carried ideas and products between different lands.)

Synthesize • How did Marco Polo’s years in China reflect the social position of foreigners in Mongol society? (In keeping with the high status of foreigners, he was sent on missions.)

Infer • How do you think Marco Polo’s book affected European readers? (Polo’s book introduced Europeans to another advanced civilization.)

and strategy. 5. Mongol rulers adopted many Chinese customs in order to rule more effectively. 6. The Mongols reopened the Silk Road and encouraged trade. 7. Marco Polo was greatly favored by Kublai Khan so is likely to have described his court in an overly positive light. 8. Sample: Polo’s description of China was unlike anything most Europeans had ever experienced. 9. Sample: Genghis Khan used the catapult and gunpowder to overcome Chinese cities.

a difficult Journey Although Marco Polo was a favorite of Kublai Khan, his request to return home to Venice was denied. Because Polo could not go against the Khan’s wishes, this appeared at first to be an insurmountable problem. Fortunately, the arrival of a representative from the ruling khan of Persia presented a solution. He asked that a young Mongol princess return with him to become the khan’s bride. Marco and his uncle managed

to convince Kublai Khan to put them in charge of the princess’s journey.

In 1292, a great fleet set out, carrying not only the Polos and the princess, but 600 noblemen as well. The ships traveled south but were delayed for many months in Sumatra. Although the Polos and the princess arrived safely, only 18 of the 600 noblemen reached Persia alive.

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Point out the excerpt from The Travels of Marco Polo.

Have students go to •myworldhistory.com to further explore stories about travels to China.

primary source

academic Standards


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Political Structures, pp. 24–25•Trade, pp. 34–35•Cultural Diffusion and Change, •pp. 46–47


The Ming DynastyK







Make Connections Ask students to think of a time they might have traded an item with a friend and felt the trade was unfair. Have students briefly share their thoughts with the class.

L2 Extra Support To help students describe their experiences, ask: Did you feel the item you traded was more valuable than the one you received? Did it hold sentimental value?

Activate Prior Knowledge Remind students that they have learned about different trading systems in earlier chapters. Ask students to predict how these systems might evolve or change in later periods of China’s history.

ELL Early Intermediate Have student pairs brainstorm synonyms for each key term and make flashcards, taking turns to quiz each other. Students may also draw pictures to portray each term.


Read Use Background notes and Guide on the side questions to model active reading. Have students use Take Notes in their student Journals to summarize the Ming rise to power and policies of their rule. Have students complete 21st Century online Tutor Summarize, and apply this skill to reading the section.

L1 Special Needs Have students read the online student edition while listening to the accom-panying audio.

ELL Beginning Write the word tribute on the board. Clarify that in Ming China, tribute was a gift that was given to China in order for another group to trade there. Draw a flowchart that shows that a group wants to trade in China, so they pay tribute to the emperor, then he allows them to trade.

L4 Challenge Have students read Enrichment: The Greater Wall to learn about the innovations used to rebuild the Great Wall.

Practice: myWorld Activity Students will identify evidence in Confucian thinking that supports nationalism, and will write a statement to the emperor requesting that he close China’s borders. step-by-step Instructions and More activities follow on p. T52.


SS.6.G.1.6 • Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizationsSS.6.W.4.9 • Identify key figures from classical and post classical China

SS.6.W.4.12 • Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century

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Visual Glossary•

Student Edition (print and online) The Ming Dynasty•


Online Tutor

Summarize•Identify Evidence•

FOR ThE TEaChER

Teacher Center


ProGuide: african and asian CivilizationsLesson Plan, pp. T50-T51•

• myWorld Activity Step-by-Step Instructions, p. T52Activity Support: Formal Statement, p. T53•myWorld History Enrichment, p. T54•Section Quiz, p. T55•



ELL Support


ELL Objective Students will be able to explain the meaning of “tribute.”

Cultural Connections Ask students to draw an illustration of a way that people in a community honor someone.

ELL Early Advanced/Advanced Content Tip Use the word tribute in sentences to convey its different meanings and connotations. Explain that people can “pay tribute” to a person, which means to honor someone. A musical tribute is one example. In this section, tribute conveys the offering of money or goods. Discuss how the students’ drawings are examples of paying tribute.

ELL Activity Pair ELL students with native English speakers. Have each pair practice writing sentences using the term “tribute.” (Verbal/Interpersonal)






Identify why Ming rulers sought to abolish Mongol authority and restore Chinese rule

Discuss the position of the Chinese at the bottom of the Mongol social order.

Compare viewpoints Assign practice with the 21st Century online Tutor.

Connect Confucian beliefs to Ming rulers’ closing off contacts to the outside world

Remind them that Confucian officials believed that China had everything it needed at home.

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myWorld Activity

Close the Doors

Activity Steps

1. Distribute copies of Activity Support: Formal Statement for students to complete.

2. Tell students they will serve as a Confucian advisor to the Ming emperor.

L1 Special Needs Tell students to review their texts to see examples of Chinese art, design, and calligraphy. To add authenticity to the activity, suggest that they add illustrations to their statements.

3. Have students use information from their textbooks to identify the views of Confucian philosophy on social order. Have them review the material in the Ancient China chapter about the principles of Confucianism. Specifically, have them identify ways of thinking that could be interpreted to recommend China should be nationalistic and closed to the outside world.

ELL Early Intermediate Explain the terms nationalism and nationalistic, pointing out the root word “nation.”

4. Students then write a formal statement to the emperor advising him to “close the doors” to foreigners, ending trade along the Silk Road, trade by merchant ships, and military ventures abroad.

5. Speculate on how China’s history may have been different if the emperor had not taken such advice.

L4 Challenge Have students act as reporters covering the reaction of emperors to the requests. Have them write a brief script in which they provide commentary and inter-view the emperor, a Confucian advisor, and possibly a protestor.


write a request based on Confucian philosophy that •the emperor close China’s borders.identify evidence of Confucian thought that led to •China cutting off outside influences.

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LEarninG StyLEVerbal•

Identify Evidence•

MatEriaLSActivity Support: Formal •Statement, p. T53

He’s voyages. Journals should describe the journey, the destination, and what the expedition accomplished. (Verbal)

Forbidden City Tour Have students act as a tour guide giving visitors a tour of the Forbidden City.

Students may craft a simple model, or use the classroom furniture to represent portions of the city for their tour. (Kinesthetic)

Travel Journal Have students write a journal entry from the point of view of a passenger on one of Zheng

Florida Connection Have students research an event or occurrence that has affected their town’s

growth. Have students draw a political cartoon, depicting the event, its impact, and reaction from citizens. (Visual)





directions Confucian scholars believed that China had everything it needed and that following Confucian principles would make China successful. Review the principles of Confucianism in your text. Then complete the chart and activities below.

Close the Doors

Name ________________________________________________ Class ________________________ Date ______________

myWorld Activity Support Formal Statement

Confucian Principle Effect on China

1. What did Confucian scholars think about the role of foreigners in China?

2. Suppose that you are a Confucian advisor to the emperor. Write a formal statement explaining why you advise that the borders of China should be closed to foreign influence.

Wrap-up How might China’s history have been different had the Ming emperor not taken such advice from his Confucian advisors?

Name ________________________________________________ Class ________________________ Date ______________



Enrichment: The Greater Walldirections Read the selection below. Then answer the questions that follow and complete the activity.

The Great Wall began as a series of walls built around 221 b.c. It was a massive feat of engineering and innovation. During the Ming dynasty, Emperor Yongle had portions of the wall rebuilt and strengthened.

The rebuilding showed impressive skill. Workers formed lines to pass bricks and lumber from one person to the next from the source to the construction site. Materials included stones from many quarries, bricks fired in kilns, and trees from forests.

Workers used a basket pulley to hoist materials up the wall. This device looked like a ladder with rungs. On each rung hung a basket. At ground level, workers filled the baskets with building materials such as mortar and dirt. Workers at the top of the wall used a crank to move the baskets up. When a basket reached the top, workers unloaded it and then turned the crank to start it moving down to be refilled.

Ming builders also added decoration. Some builders signed their names on the wall.

1. What might have been one reason for rebuilding and strengthening the Great Wall?

2. What can you infer about Ming builders who signed their names on the wall?

3. activity On a separate sheet, draw your idea of the device that workers used to move mortar and dirt to the top of the wall.

Name ________________________________________________ Class ________________________ Date ______________



6. Complete the chart below to show the impact of key figures during the Ming dynasty.

Leader Positive Effects Negative EffectsHongwu

Yongle

Zheng He

1. _____ As ruler of the Ming government, Hongwu became a despot, ora. military leader.b. fierce warrior.c. tyrant.d. religious advisor.

2. _____ Yongle moved the capital toa. Nanjing.b. the Middle Kingdom.c. Ming City.d. Beijing.

3. _____ Under the tributary system, diplomats brought tribute goods to China toa. pay taxes.b. stir up conflict.c. gain favor.d. influence Chinese politics.

4. _____ Zheng He led maritime expeditions to demonstrate Chinese power and toa. win more tributary states.b. recover monetary losses.c. rebuild the capital city.d. impress Confucian officials.

5. _____ Confucian officials believed China hada. reason to fund maritime voyages.b. a need for outside contacts.c. everything it needed at home.d. a need for increased tribute.


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The Ming Restore Chinese Power

Identify Main Ideas • Who founded the Ming dynasty? (Hongwu)

Infer • Why might Hongwu have chosen a name for himself that meant “vast military”? (He wanted to be viewed as a conqueror.)

Synthesize • What kind of ruler did Hongwu turn out to be? (cruel and suspicious, a despot)


• Previewandpracticethereadingskill,summarize,by using the content of the previous class.


The Ming Dynasty

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Summarize While they read, have students practice this skill by completing the Take Notes graphic organizer in the student Journal.

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READING CHECK Yongle moved the capital to Beijing in order to strengthen northern defenses against any future Mongol invasion and to return the capital to the northern heartland.

Sequence • Who followed Hongwu as ruler? (Yongle, Hongwu’s son)

Identify Main Ideas • What idea guided Ming rulers in dealing with other countries? (the belief that China was the Middle Kingdom, or the center of the world)


incapable adj., unskilled The young prince was incapable of ruling the kingdom.

Analyze Visuals Ask students to draw conclusions about the design of the Forbidden City.

What aspects of the Forbidden •City were designed to impress visitors? (the large courtyard, the Gate of Supreme Harmony, the Hall of Supreme Harmony)

Where is the Hall of Supreme •Harmony located? (in the center of the Forbidden City)

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Ming Foreign Policy Identify Main Ideas • What policy formed the basis of Ming foreign policy? (the tributary system)

Cause and Effect • Why did foreign powers send tribute to China? (to prevent attacks by China and to win favor for their traders)

Cause and Effect • What did the tributary system enable Ming emperors to do? (The emperors were able to spend more on projects such as building canals.)

Identify Details • Who led a series of tributary sea voyages? (Zheng He)

Analyze Maps Have students review the map of Zheng He’s voyages before answering the following question.

Why do you think Zheng He generally •followed the coastline? (to be more likely to discover new lands rather than open water; to be closer to ports for safety; because coastlines were better mapped than open water; because coastal waters are gentler)

MAP SKILLS 1. It was probably easier to transport large amounts of goods. 2. East and South Asia; Arabia and Africa

READING CHECK The Ming rulers ended the sea voyages because they were expensive. They also believed that China had everything it needed and that foreigners were a threat.

In search of Tribute The tributary system grew under Yongle. He sent a number of admirals on ocean voyages. Zheng He visited 37 countries and returned with envoys from each. For a short period those paying tribute to Yongle included the Japanese.

Gifts offered in tribute varied greatly. Ming court philosophers believed a giraffe given in tribute to be

a unicorn. On subsequent voyages, Zheng He returned with lions, leopards, ostriches, and other animals previously unknown in China.

Ming tribute-seeking missions were not limited to sea voyages. Yongle also sent emissaries across Central Asia. Nepal, Tibet, and Afghanistan were among the countries visited.

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Cause and Effect • How did the Ming try to win more tributary states? (by sending a large fleet of ships to other nations)

Analyze Sources • What is Zheng He referring to when he writes that “the countries beyond the horizon . . . have all become subjects.” (Many countries recognize China as being more powerful, based on their willingness to provide tribute.)

Cause and Effect • What attitudes of the scholar-officials may have led China to turn inward? (the beliefs that China had everything it -needed and that foreigners threatened Chinese culture)

SECTION 3 ASSESSMENT 1. A despot is a cruel tyrant. 2. Tribute is a payment or gift to a more powerful country. 3. A smuggler is someone who trades illegally. 4. Hongwu restored the civil service as a way to return to Confucian values. 5. Tribute gained China’s favor for foreign merchants. 6. The Ming regarded Europeans as smugglers because they refused to pay tribute or obey the rules for trading. 7. Scholar-officials believed that foreigners were a threat to Chinese culture. 8. Large Chinese ships allowed China to expand the tribute system.

Zheng He Born in 1371, Admiral Zheng He was the commander of Yongle’s “treasure fleet.” His mission was to collect tribute from the “barbarians from beyond the sea.” By the time he began his ocean voyages, China was advanced in shipbuilding. Innovations included watertight compartments and specially-designed sails that enabled ships to take full advantage of the wind.

During his seven maritime voyages Zheng He faced a number of dangers, including a fierce hurricane and attacks by pirates. Nevertheless, his voyages were successful from the start. Upon returning from his first trip, Zheng He had warehouses built to accommodate the amount of treasure he had accumulated. Nearing the end of his seventh voyage in 1433, Zheng He died.

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myWorld Activity

Close the doors Find Step-by-Step Instructions and an Activity Support on pp. T52–T53. (Verbal)

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Religion, pp. 44–45•Cultural Diffusion and Change, •pp. 46–47Science and Technology, •pp. 48–49


Chinese SocietyK







Make Connections Ask students to recall a time when they may have been influenced by another person’s beliefs or way of thinking. For example, students may have heard someone talk about the need for recycling or about the importance of non-violent protesting. Did it cause students to question their own beliefs? Did it cause them to change their mind about something? Why, or why not?

L2 Extra Support Provide a few examples of be-liefs or values some people try to live by, such as the golden rule: “Treat others as you wish to be treated.”

Activate Prior Knowledge Remind students that they learned about Confucius and the foundations of Confucianism in an earlier chapter. Ask them to speculate about how belief systems likely influenced later Chinese cultures.

ELL Intermediate/Early Advanced Have students preview the images in this section. Ask them to make predictions about Chinese culture in the Middle Ages.


Read Use Background notes and Guide on the side questions to model active reading. Have students use Take Notes in their student Journal to identify the main characteristics and details of Chinese society. Have students complete 21st Century online Tutor Identify Main Ideas and Details and apply this skill to reading the section.

L2 Extra Support This section refers to topics mentioned earlier in the chapter. Help students sequence events by having them label a page of their notebooks for each major dynasty from the Tang to the Ming periods. Have them fill in facts as they read.

ELL Beginning Help students determine the order of events by having them search for sequence words, such as first, then, next, last, finally, etc.

L4 Challenge Have students read Enrichment: The Technology of Irrigation to learn how agricul-tural innovations improved everyday life.

Practice: myWorld Activity Students will ask and answer interview questions of Buddhist, Daoist, and Confucian followers to learn what attracted them to their belief systems. step-by-step Instructions and More activities follow on p. T58.


SS.6.E.3.2 • Categorize products that were traded among civilizations, and give examples of barriers to tradeSS.6.G.4.1 • Explain how family and ethnic relationships influenced ancient culturesSS.6.W.4.4 • Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread

SS.6.W.4.8 • Describe the contributions of classical and post classical ChinaSS.6.W.4.12 • Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century

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Student Edition (print and online)Chinese Society •


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Identify Main Ideas and Details•Ask Questions•

FOR ThE TEaChER

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• myWorld Activity Step-by-Step Instructions, p. T58Activity Support: Script Planner, p. T59•myWorld History Enrichment, p. T60•Section Quiz, p. T61•



ELL Support


ELL Objective Students will be able to use semantics to understand the meaning of key terms Buddhism, Daoism, and Confucianism.

Cultural Connections Have students locate on a map or a globe where in the United States they live. Have them describe its distance from China. Then have them describe the distance of another country from China.

ELL Beginning/Early Intermediate Content Tip Demonstrate cultural diffusion by using students to represent trade goods. Label areas of the classroom as different regions. Have student “trade goods” walk to the different regions.

ELL Activity Post a chart on the board with three columns labeled: Buddhism, Daoism, and Confucianism. Create cards with key words describing each philosophy. Distribute one card to each student. Have them place the card on the board beneath the correct column. (Visual/Kinesthetic)






Evaluate the influence of China’s advanced technology

Have students make a chart listing each innovation and its effect.

Understand the concepts of Buddhism, Daoism, and Confucianism

Help them choose a word or phrase that describes each philosophy. For example, remind students that Buddha means “the enlightened one.”

Make decisions Have them choose a Chinese product or idea that they think was most important to the world.

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myWorld Activity

Ways of Thinking and Believing

Activity Steps

1. Distribute copies of Activity Support: Script Planner for students to complete.

2. Organize students into groups of four. Tell students to complete the Notes table to help them identify the key ideas and concepts of Buddhism, Daoism, and Confucianism.

3. Have each group assign roles to its members: reporter, Buddhist follower, Daoist follower, and Confucian follower. Tell students they will write a skit in which a reporter conducts separate interviews to find out why each follower likes his or her belief system.

4. Students assign roles, rehearse, and perform their skit for the class. Students may wish to present their skits in a talk-show format.

L4 Challenge Have students take on the role of a follower of Neo-Confucianism. They should

keep in mind the similarities and differences as well as influences the other systems had on this new belief.

5. Have students provide constructive criticism about each skit using the following questions as prompts: Were reporters prepared and informed about each philosophy? Were followers of each philosophy knowledgeable about their belief systems? Did the skit clearly identify and convey beliefs about each philosophy?

ELL Beginning/Advanced Provide prompts on the board to help students construct their answers to the interviewer’s questions. These may include: “As a ___ I believe that…,” “Our spiritual leader was…,” “Our belief is based on….”


make connections among Buddhism, Daoism, and •Confucian philosophies.identify important features of Buddhist, Daoist, and •Confucian belief systems.

30 min

LEarninG StyLEVerbal•Interpersonal•Kinesthetic•

Ask Questions•

MatEriaLSActivity Support: Script •Planner, p. T59

should assign tasks to each group member, such as layout, design, content, and graphics. (Verbal/Visual)

name That philosophy Give students quotations from Daoists, Buddhists, and Confucianists. Have

them work in pairs to play a game by matching a quote with a philosophy. Assign point values for each correct answer. (Verbal/Kinesthetic)

Golden age Web sites Have students work in groups to create a Web site that reflects what

they have learned about China’s golden age. Students

Florida Connection Have student groups choose a technological advancement that has affected

their lives and prepare a skit showing how their lives benefited from this invention or advancement. (Verbal/Kinesthetic)





directions Review the key beliefs of Buddhism, Daoism, and Confucianism. Take notes in the table below.

Ways of Thinking and Believing

Name ________________________________________________ Class ________________________ Date ______________

myWorld Activity Support Script Planner

Key Beliefs and ideasBuddhism

Daoism

Confucianism

Write a skit in which a reporter interviews Buddhist, Daoist, and Confucian followers. The skit should explain what each person likes about their beliefs. Use the lines below to write questions the reporter will ask. Then use your notes and the questions you have written to write your skit on a separate sheet of paper.

1. _______________________________________________________________________________________

_______________________________________________________________________________________

2. _______________________________________________________________________________________

_______________________________________________________________________________________

3. _______________________________________________________________________________________

_______________________________________________________________________________________

Name ________________________________________________ Class ________________________ Date ______________



Enrichment: The Technology of Irrigationdirections Look at the image below, read the information, and answer the questions that follow. Then complete the activity.

From the Tang dynasty to the Ming dynasty, technology improved everyday life in China. Government officials planned irrigation projects that brought water to farmers’ fields. These engineers supervised pe asants who were used as forced labor. They built dams and islands in rivers. This helped prevent droughts and floods. Long bundles of sticks and wood trapped soil and loose stones, strengthening riverbanks against strong currents.

Chinese farmers relied on irrigation devices to produce food needed for taxes. Rice was an important crop, but it demanded a lot of water. Farmers used a tool that allowed them to adjust water levels and designed irrigation machines, like the one shown here. This device pulls water from ditches and streams and then places the water in trenches surrounding the fields.

1. Why was irrigation an important factor in the growth of rice?

2. How is the irrigation machine shown similar to a treadmill?

3. activity Design a poster showing how technology helped Chinese farmers, and likely helped to increase trade.

The wooden chain moves backward as the water flows forward. A wooden

channel carries water that flows into an irrigation ditch.

Workers push pedals that move a large wheel. The wheel moves a wooden chain that pushes water.

Name ________________________________________________ Class ________________________ Date ______________



6. Complete the table below to show the basic teaching of each belief system.

Daoism

Buddhism

Confucianism

1. _____ In the time between the end of the Han dynasty and the start of the Tang dynasty, Buddhisma. began.b. ended.c. strengthened.d. weakened.

2. _____ Confucianism is a belief system that focuses ona. morality.b. harmony with nature.c. enlightenment.d. kami.

3. _____ How did the invention of printing affect education?a. The cost of books increased.b. Commoners were forbidden to attend

school.c. Students no longer had to bring supplies

to school.d. More schools opened and literacy

increased.

4. _____ Porcelain became a major trade item because of itsa. rare materials.b. durability and beauty.c. religious appeal.d. fancy decorations.

5. _____ The three perfections area. painting, poetry, and Buddhism.b. poetry, calligraphy, and printing.c. painting, poetry, and calligraphy.d. painting, calligraphy, and Daoism.


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Technological AdvancesIdentify Main Idea • What were China’s huge ships called? (junks)

Identify Details • What Chinese shipbuilding technologies were very advanced? (multiple decks and masts, rudders, and watertight compartments)

Analyze Sources • According to Marco Polo, what did Chinese sailors do when a ship was leaking? (Sailors moved the cargo, repaired the leak, and then moved the cargo back.)


• Previewandpracticeidentifyingmainideasanddetails by using examples from a recent unit of study.

• Preteachthissection’shigh-useAcademicVocabulary using the chart on the next page. Have students practice Key Terms by completing the Word Wise page in their journals.

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Identify Main Ideas and Details While they read, have students practice this skill by completing the Take Notes graphic organizer in the student Journal.

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Cause and Effect • How did the invention of the magnetic compass affect trade? (Its invention enabled merchants to open up trade routes to India and Southeast Asia.)

Compare and Contrast • In what way was movable type more efficient than block printing? (Movable type could be assembled as needed to print a page, while block printing required each page of text to be carved separately.)

Cause and Effect • How did advances in printing affect education? (They lowered the cost of books, which led to more schools.)


assemble v., to put togetherShe spent all afternoon trying to assemble the bookcase.

major adj., importantHe hoped to get a major role in the student production.

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Sequence • How was the Chinese invention of gunpowder first used? (in fireworks)

Identify Details • Which Chinese inventions were used in building projects? (water pumps and wheelbarrows)

Identify Details • Which inventions helped the silk industry grow? (weaving and spinning machines)

The Three PerfectionsIdentify Evidence • Why is Chinese calligraphy a difficult skill to master? (Sample: there are many characters and brush strokes to learn; words must be written precisely to be readable and attractive.)

THINK CRITICALLY Educated people were expected to learn all three perfections. In addition, all three were sometimes combined in one work of art, as in the painting above.

READING CHECK Improved farming technology, the invention of spinning and weaving machines, and better ways to make ceramics all resulted in increased goods for trade.

The Invention of paper Paper was invented in China, its earliest known form appearing between 206 b.c. and a.d. 23. Made from hemp fibers, it was thick and uneven. Around a.d. 105, a court official named Cai Lun softened a mixture of mulberry bark and bamboo fibers in water and dried the pulp on a flat frame, resulting in a lighter, more durable paper.

By improving the paper-making technique, Cai Lun increased the variety of materials, including rags, linen, and fishing net, from which paper could be made. Different papers served different purposes. Paper made from a specific kind of pine tree, for example, was particularly suitable for calligraphy.

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Chinese Arts and CultureIdentify Main Ideas • Which era is known as the peak of Chinese poetry? Which is known for its painters? (the Tang era; the Song era)

Summarize • Why was Chinese porcelain so highly prized? (It is thinner and stronger than other materials used to make dishes, and it was beautiful.)

Identify Details • Which type of ceramics is often found in tombs? (Tang figurines)

Landscape painting Many critics consider landscape the greatest form of Chinese painting. As the form evolved, artists began creating shanshui, or “mountain water” paintings, in which they attempted to convey the very rhythm of nature. Two styles became classical. One features strong lines, ink wash, and dotted brushstrokes. The other relies on softer, rubbed brushwork.

The evolution of landscape painting reflected political changes. Under the Song, scholars painted monochromatic images of nature as a means of self-expression. During the Yuan dynasty, many painters turned inward, creating works that reflected their “inner landscape.” The Ming welcomed court painters, who produced more conservative images.

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READING CHECK Porcelain was thinner and stronger than other types of ceramics and had a smooth, white finish.

Religion and Thought Identify Main Ideas • What is the basic teaching of Daosim? (that all things should follow the way)

Connect • Why might Buddhism have gained strength during the period between the Han and Tang dynasties? (The period was troubled, and Buddhism offered hope for an end to suffering.)

Identify Details • Whose teachings form the basis of Buddhism? (those of Siddhartha Gautama)

Mogao, the “peerless Caves” In the early 400s, Buddhists began carving out grottoes in sandstone cliffs near Dunhuang, a major trade center on the Silk Road. They used the caves for temples, lecture halls, and other public spaces. Artists decorated the walls with murals, many illustrating stories from the Buddha’s lives. They filled any remaining space with tiny painted or sculpted figures, and painted the ceilings to look like fabric. From

the 400s to 1300s, hundreds of caves were created. The site became known as Mogao, or “peerless caves.”

After the decline of the Silk Road, Mogao was hidden and largely forgotten until its rediscovery in the late 1800s. In the 1980s, it was opened to the public and, in 1993, 492 caves were designated by UNESCO as a World Heritage Site.

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Ways of Thinking and Believing Find Step-by-Step Instructions and an Activity Support on pp. T58–T59. (Verbal/Interpersonal/Kinesthetic).

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World History 501

CHART SKILLS 1. Confucianism 2. Daoism: spiritual growth, harmony with nature; Buddhism: spiritual enlightenment from within; Confucianism: order, harmonious relationships, respect for authority

Summarize • How did Buddhism suffer under Emperor Wuzong? (Thousands of monasteries and temples were destroyed. Some 250,000 Buddhist monks and nuns were forced to give up religious life.)

Summarize • Why did some Chinese object to Buddhism? (Buddhism was a foreign religion. Buddhists withdrew from the world rather than taking their place in society. Buddhist monastries were wealthy and powerful.)

Identify Details • According to Confucius, how does a wise ruler govern? (through moral example rather than by force)

Chart Skills Ask students to use information from the chart to compare and contrast the thought systems and religions shown.

Which thought system or religion •was most popular in China during the Tang dynasty? (Buddhism)

Which had similar key values? •Explain. (Daoism and Buddhism, because they focused on the spirit)

Review Core Concepts 3.2 before discussing thought systems and religions in China. Remind students that religion is often a major factor in shaping culture.

Discuss how thought systems and religions in China shaped culture by addressing questions of ethics and the meaning of life. Post a cause-and-effect chart for students to fill in upon completion of the discussion.

CORE CONCEPTS: RELiGiON

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READING CHECK Neo-Confucians taught that people should seek self-improvement and knowledge.

READING CHECK Chinese influence spread through trade.

SECTION 4 ASSESSMENT 1. The magnetic compass helped sailors navigate the open seas without getting lost. 2. Buddhism: The way to ease suffering is to give up worldly desires and seek enlightenment. Confucianism stresses the importance of virtue and respect for family and social rank. Daoism: All things should follow

neo-Confucianism In the 1000s, some Chinese philosophers responded to the growing popularity of Buddhism and Daoism by reviving Confucianism. The result, neo-Confucianism, has two principal branches. The School of Principle, or “realist” school, is based on li, or principle. The School of Mind, or “idealist” school, has a more subjective orientation.

The scholar-official Zhu Xi was the chief philosopher of the School of Principle. He restructured traditional Confucian teachings by reordering and synthesizing them into the Four Books: The Great Learning, The Doctrine of the Mean, the Analects of Confucius, and The Mencius. Beginning in the 1300s, these works became the basis of both primary education and civil service examinations in China.

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Build Cultural Awareness • Which beliefs influenced Neo-Confucianism? (Daoism and Buddhism)

Identify Main Idea • What did Zhu Xi believe that people should seek? (self-improvement and education)

Compare and Contrast • What types of questions were addressed by Neo-Confucianism but not Confucianism? (questions relating to the meaning and purpose of life)

analyze Visuals Have students examine Chinese Influence. Then have them answer the following questions.

Which ideas and products influenced •East Asia especially strongly? (Confucianism, Buddhism, culinary arts, architecture, calligraphy)

Which products spread around the •world? (porcelain, silk, compass, paper, gunpowder)

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World History 503

Chinese Influence Spreads

Identify Details • In which country besides China was Confucian influence especially strong? (Korea)

Sequence • In what order did Buddhism spread from China to other East Asian countries? (Buddhism spread first to Korea and then to Japan.)

Identify Evidence • What evidence indicates that Chinese architecture strongly influenced Korea and Japan? (Both countries built capital cities modeled on Chang’an.)

the way. 3. The officials who ran the bureaucracy were Confucian scholars. 4. Sample: Gunpowder, a mixture of ingredients that exploded, was used to make bombs, rockets, and other weapons. Printing made books less costly and increased literacy. 5. painting, poetry, and calligraphy 6. Sample: Gunpowder was most important because it changed the nature of war. 7. China was large, traded extensively, and was highly advanced. 8. Chinese inventions, such as gunpowder and the magnetic compass, were used throughout the world.

Chopsticks Chopsticks have been a main form of tableware in China for more than 3,000 years. One theory suggests that sticks used to stir food while cooking were the forerunners of chopsticks. Use of chopsticks is noted in a number of ancient books, including Shiji, a book of Chinese history written in about 145 b.c.

Chopsticks are made from a variety of materials, including wood, bamboo, metal, and bone. The earliest chopsticks were most likely of wood or bamboo, materials that are the most popular choices even today. Bronze, gold, silver, and lacquered chopsticks were also popular at various times. Kuaizi Museum in Shanghai houses a collection of more than 1,000 pairs of chopsticks, the oldest dating from the Tang dynasty.

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504 World History

aNaLyZE viSuaLS 13. The farmers are operating a water

pump with their feet to irrigate the field.

14. These instructions show farmers the best farming methods.

15. The picture shows an improved method of irrigation that would increase rice yields.

ThiNK CRiTiCaLLy 9. During the Yuan dynasty, the

government was run by Mongols. They relied on officials appointed by the emperor rather than officials who had passed civil service exams.

10. Sample: Printing resulted in more books, which in turn greatly increased literacy among the Chinese. Sample: Fast-growing rice increased the food supply, which in turn supported a larger population and increased trade.

11. Improvements in farming enabled farmers to grow surplus crops that could be sold in cities. People no longer had to live and farm in rural areas in order to feed themselves.

12. The use of paper money increased trade in China because it was lighter and easier to carry than coins.

KEy TERmS aNd idEaS 1. Scholar-officials made up the

bureaucracy that ran the government.

2. Chang’an was a planned city and the Tang capital. Its outer walls formed a rectangle five miles by six miles. A tree-lined avenue led to the main gate. The imperial palace, temples, and great homes stood within its walls.

3. China was prosperous during the Tang and Song dynasties because of advances in farming and good government.

4. Genghis Khan was a Mongol leader who united the Mongols and conquered most of northern China and a large part of Central Asia.

5. Silk, porcelain, spices, luxury goods

6. Hongwu treated his subjects cruelly and made all decisions.

7. Tribute led to increased trade and provided an alternative to war.

8. Buddhism is a religion that values spiritual enlightenment from within. Confucianism is a thought system that values order, harmony, and respect for authority.

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World History 543

wRiTiNG TaSK TiP

WRITE BODY PARAGRAPHS Review the steps for writing an expository paragraph: 1) Write a topic sentence stating the main idea of the paragraph. 2) Add evidence and details to support the main idea. 3) Write a concluding sentence that sums up how the information presented supports the main idea. Have students practice writing topic sentences by providing the following prompt for them to complete. A major earthquake near a large city can _______. Then have them add supporting details and a concluding sentence.

myworld Chapter Activity

Trade in China Find Step-by-Step Instructions, Student Instructions and Rubric, and an Activity Support on pp. T35–T37. (Logical/Interpersonal/Visual)

Give an Effective Presentation Students’ presentations should highlight a Chinese innovation from the Tang through Ming periods. They should explain how the innovation works, why it was useful, and how it affected the world. If students need help with this skill, direct them to the online tutorial Give an Effective Presentation.

online assessment

Tailor review and assessment to each student’s needs with an array of online assessments.• Self-Test• OnAssignmentArticleorSlideshow• SuccessTracker

NGSSS

SS.6.G.3.1 Explain how the landscape affected agricultural and industry in the ancient world

dOCumENT-BaSEd quESTiONS

1. C

2. B

3. Students should use data from Document A to explain how the Grand

Canal increased trade opportunities by connecting two main rivers and providing a water route to Beijing. Students might use the quote to point out how the canal expanded the quantity and variety of goods available to city residents at their markets.

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1. C

2. A

3. Students should use data from Document A to explain why the feeling

expressed in Document B might be more and more common. Students might explain the quote in terms of the worker’s need to work constantly in order to survive.

Plan With Understanding by Design

Documents

Transcript of Plan With Understanding by Design