unit 5 american and asian civilizations - cengage...mediterranean basin; ss.6.w.4.11 explain the...

UNIT 5 AMERICAN AND ASIAN CIVILIZATIONS

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Social Studies Skills Lessons · Reading: Draw Conclusions · Writing: Write an Expository Paragraph

Formal Assessment · Chapter 14 Tests A (on-level) & B (below-level)

Chapter 14 Answer Key

ExamView®

One-time Download

On Location with National Geographic Grantee Francisco Estrada-Belli Intro and Video

Unit Wrap-Up: “Connecting Past and Present” Feature and Video

“Unburying the Aztec” National Geographic Adapted Article

“The Forgotten Road” National Geographic Adapted Article Student eEdition exclusive

Unit 5 Inquiry: Leave a Legacy of Innovation

CH

AP

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14 DYNASTIES OF CHINA

DRAW CONCLUSIONS When you draw conclusions, you support them with evidence from the text. Use a graphic organizer like this one to draw conclusions about the impact of the Tang, Song, and Ming dynasties on Chinese civilization.

Tang, Song, or Ming Dynasty

ConclusionEvidence

Evidence

Evidence

READING STRATEGY

581 – 1500

SECTION 1 A GOLDEN AGE OF PROSPERITY SS.6.E.1.1; SS.6.E.3.1; SS.6.G.1.4; SS.6.G.1.7; SS.6.G.4.4; SS.6.G.6.2; SS.6.W.4.4;

SS.6.W.4.6; SS.6.W.4.8; SS.6.W.4.9; LAFS.68.RH.2.5; LAFS.68.RH.3.7

KEY VOCABULARY NAMES & PLACES

commercemovable typenirvanaporcelain

reincarnationreunifystaple

SongSuiTaizong

TangWendiYangdi

SECTION 2 THE MONGOL EMPIRE SS.6.E.3.2; SS.6.E.3.4; SS.6.G.1.4; SS.6.G.1.5; SS.6.G.1.7; SS.6.G.2.2; SS.6.W.1.3;

SS.6.W.4.9; SS.6.W.4.10; SS.6.W.4.11; LAFS.68.RH.1.1; LAFS.68.RH.2.5; LAFS.68.RH.3.7; LAFS.68.RH.3.9; LAFS.68.WHST.1.2; LAFS.68.WHST.3.9


khanatesteppe

Genghis KhanKublai KhanMarco PoloYuan

SECTION 3 THE MING DYNASTY SS.6.G.1.4; SS.6.W.1.1; SS.6.W.1.4; SS.6.W.1.5; SS.6.W.4.9; SS.6.W.4.10; SS.6.W.4.11;

SS.6.W.4.12; LAFS.68.RH.1.2; LAFS.68.RH.1.3; LAFS.68.RH.2.5; LAFS.68.RH.3.7


isolationism HongwuManchusMing

QingYongleZheng He

400 UNIT 5

400-401_SE66871_U05CO14.indd 400 3/8/16 9:57 AM

The north gate of Beijing’s Forbidden City, known as the Gate of Divine Prowess, served as an entrance and exit for China’s empresses.

401

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STUDENT BACKPACK Available on myNGconnect

• eEdition (English)

• eEdition (Spanish)

• Handbooks

• Online Atlas

• Multilingual Glossary

For Chapter 14 Spanish resources, visit the Teacher Resource Menu page on myNGconnect.

UNIT RESOURCESUNIT RESOURCES

CHAPTER RESOURCES

399A CHAPTER 14

399A-399B_IWE10785_U05CH14CP.indd 1 4/27/16 8:21 PM

CHAPTER 14 CHAPTER PLANNER

A GOLDEN AGE OF PROSPERITY

Reading and Note-Taking

Vocabulary Practice

Section 1 Quiz


LESSON 1.1 REUNIFICATION UNDER THE SUI DYNASTY

NG Learning Framework: Learn About the Construction of the Grand Canal

• On Your Feet: Compare Canals

LESSON 1.2 THE SPREAD OF BUDDHISM

• Critical Viewing: NG Image Gallery

• On Your Feet: Team Word Webs

LESSON 1.3 TANG AND SONG DYNASTIES

NG Learning Framework: Write a Biography

• On Your Feet: Create a Time Line

LESSON 1.4 THE LEGACY OF CHINESE INVENTIONS

Active History: Interactive Whiteboard Activity Evaluate China’s Inventions

Active HistoryEvaluate China’s Inventions


• On Your Feet: Explore Movable Type

THE MONGOL EMPIRE


Vocabulary Practice

Section 2 Quiz


BIOGRAPHY

LESSON 2.1 GENGHIS KHANBiographyKublai Khan


NG Learning Framework: Learn About Genghis Khan

• On Your Feet: Conduct an Interview

LESSON 2.2 LIFE IN YUAN CHINABiographyMarco Polo


• Critical Viewing: NG Chapter Gallery

• On Your Feet: Role-Play Different Social Classes

DOCUMENT-BASED QUESTION

LESSON 2.3 TRAVELS ON THE SILK ROADS

• Critical Viewing: NG Chapter Gallery

• On Your Feet: Create a Passport Medallion

THE MING DYNASTY


Vocabulary Practice

Section 3 Quiz


LESSON 3.1 RETURN TO CHINESE RULE

• Critical Viewing: NG Image Gallery

• On Your Feet: Design a Palace

LESSON 3.2 ZHENG HE’S EXPLORATIONS

NG Learning Framework: Learn About Zheng He

• On Your Feet: Role-Play Exploration

LESSON 3.3 CHINA TURNS INWARD

NG Learning Framework: Learn About Different Dynasties

• On Your Feet: Name That Dynasty

NG EXPLORER CHRISTINE LEE

LESSON 3.4 EXPLORING CHINA’S DIVERSE CULTURES

NG Learning Framework: Learn About Archaeology

• On Your Feet: Guess the Culture

SECTION 1 RESOURCES SECTION 2 RESOURCES SECTION 3 RESOURCES

CHAPTER 14 REVIEW

CHAPTER PLANNER 399B

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STRATEGY 1 Preview Text

Help students preview each section in the chapter. For each section, have them read the lesson titles, lesson introductions, Main Idea statements, captions, and subheadings. Then have them list the information they expect to find in the text. Have students read a lesson and discuss with a partner what they learned and whether or not it matched their list.

Use with All Lessons

STRATEGY 2 Build a Time Line

Select key events, naming dynasties and emperors, from Lessons 1.1 and 1.3. Then have students use the events to start a time line on the board. Students will add to the time line as they read the chapter.

TIME LINE

a.d. 220Han dynasty

falls apart, starting 400 years of chaos.

Use with All Lessons For example, key events from Lesson 1.3 might include “a.d. 618: Beginning of the Tang dynasty,” “a.d. 626: Taizong is emperor of Tang dynasty.”

STRATEGY 3 Use a Word Sort Activity

Display these words and tell students to sort them into groupings and label each group by category. Then have students write a sentence that explains how each group of words is connected.

Tang Forbidden City Ming Taizong

Grand Canal movable type Wu Zhao Genghis Khan

Yongle Wendi gunpowder Yuan

compass Song Great Wall porcelain


Press in the Student eEdition for modified text.

STRATEGY 1 Preview Visuals to Predict

Ask students to preview the title and visuals in each lesson. Then have students tell what they think the lesson will be about. After reading, ask them to repeat the activity to see whether their predictions were confirmed.

Use with All Lessons Invite volunteers to describe the visuals in detail to help visually impaired students see them.

STRATEGY 2 Use Dynasty Flashcards

Distribute index cards to students and have them create flash cards for the dynasties of China mentioned in this chapter. On one side of each card, students should write Sui, Tang, Song, Yuan, and Ming. On the other side, they should list a fact or two about the leader and the dynasty. Then have student pairs take turns reading the facts on one side of the card and challenging their partner to identify the dynasty written on the other.

Use with Lessons 1.1, 1.3, 2.1, 2.2, 3.1, and 3.3

STRATEGY 1 Find Someone Who Knows

Give students copies of the questions below and have them find seven different classmates to answer them.

1. Who made seven voyages to show foreigners China’s wealth and power? (Zheng He)

2. What was the name of the trade routes that connected China and other countries? (Silk Roads)

STRIVING READERS

INCLUSION

ENGLISH LANGUAGE LEARNERS

STANDARDS

NEXT GENERATION SUNSHINE STATE STANDARDS:

SS.6.W.1.1 Use timelines to identify chronological order of historical events; SS.6.W.4.8 Describe the contributions of classical and post classical China; SS.6.W.4.9 Identify key figures from classical and post classical China; SS.6.W.4.10 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin; SS.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.

LANGUAGE ARTS FLORIDA STANDARDS:

LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

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CHAPTER 14 STRATEGIES FOR DIFFERENTIATION

3. What religion from India did many Chinese adopt to provide comfort and a clear path from suffering? (Buddhism)

4. What leader of the Mongols conquered China and became their emperor? (Genghis Khan)

5. Whose teachings influenced China’s government and people for centuries? (Confucius)

6. What is the other name for the Imperial Palace built during the Ming dynasty? (Forbidden City)

7. What are four inventions created by the Chinese during this time? (movable type, porcelain, gunpowder, compass)


STRATEGY 2 Set Up a Word Wall

Work with students to choose one to three words from each lesson to display in a grouping on a Word Wall. It might be useful to choose words that students are likely to encounter in other contexts, such as tolerance or conquest. Keep the words displayed throughout the lessons and discuss each one as it comes up during reading. Have volunteers add words, phrases, and examples to each word to develop understanding.


STRATEGY 3

Use Pronunciation Keys

Preteach the meaning and pronunciation of vocabulary words before beginning each lesson. Give a brief definition or example for each word, and then pronounce it slowly and clearly several times. Have students repeat after you. Then have students create a pronunciation key for each word.

After each lesson, have students write simple sentences using each word (e.g. “To reunify is to join again.” “Buying and selling is commerce”). Have students refer to their pronunciation keys to help them say the words correctly.


STRATEGY 1 Create a Chinese Art Gallery

Have students research and find a picture of a piece of art created in each of the dynasties of this chapter: Tang, Song, Yuan, Ming, and Quin. They should find several examples and choose the piece that they like best from each dynasty. The art can be a sculpture or statue, painting, vase, plate, urn, embroidery, or anything an artisan made. Encourage them to reproduce the picture, label it, and learn as much as they can about that piece. They can create an art gallery to display as the class reads the chapter.


STRATEGY 2 Assign an Investigation

Each of the structures below took years to build and underwent many changes over the course of Chinese history. Allow students to choose one structure and investigate the history of its building. Suggest that they produce a presentation that both shows and tells that structure’s history. Encourage them to add a time line to their presentation.

• the Great Wall

• the Grand Canal

• the Forbidden City


STRATEGY 1 Use the “Persia” Approach

Have students write an essay that traces life in China today back to its rich history. Students should learn as much as they can about China today and think about what traditions and attitudes came from the period of dynasties covered in this chapter. For example, they should think about isolationism, religion, art, economic ties, and so on. Copy the following mnemonic on the board and tell students to use the “Persia” strategy:

Political

Economic

Religious

Social

Intellectual

Artistic


STRATEGY 2 Consider Both Sides of an Issue

Suggest that students make a list of both positives and negatives for the rule of one of the emperors of China, such as Genghis Khan or Yongle. Then have them analyze their list and write a paragraph stating their own judgment about this emperor. They should present both positive and negative sides of the emperor’s rule, tell their conclusion, and offer evidence supporting their conclusion. Then have pairs compare their paragraphs and determine which judgment is the most convincing based on the evidence.


GIFTED & TALENTED

PRE-AP

STRATEGIES FOR DIFFERENTIATION 399D

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INTRODUCE AND BUILD BACKGROUNDHave students study the photograph of the Gate of Divine Prowess and its surroundings at the Forbidden City in Beijing. Explain that the word prowess means “distinguished bravery.” Tell students that the Forbidden City was the imperial palace in China’s capital of Beijing and is the largest palace in the world. Explain that in this chapter, students will learn about the dynasties that ruled China and what led up to the building of the Forbidden City.

ASK: What does the name of the gate in the photo suggest about the values of imperial China? (Possible response: It suggests that military strength and extreme bravery were important values.)

The Forbidden City was built in the early 1400s and stood as China’s seat of power for 500 years. It is a whole complex of incredibly beautiful architecture that housed the imperial family and more than 100,000 servants. More than a million workers built it over a 14-year period during the Ming dynasty under emperor Yongle.

TEACHER BACKGROUNDSTANDARDS

NEXT GENERATION SUNSHINE STATE STANDARDS (NGSSS):

SS.6.W.1.1 Use timelines to identify chronological order of historical events.

LANGUAGE ARTS FLORIDA STANDARDS (LAFS):

LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

DIGITAL RESOURCES myNGconnect.com

TEACHER RESOURCES & ASSESSMENTSocial Studies Skills Lessons · Reading: Sequence Events · Writing: Write an Informative

Paragraph

Formal Assessment · Chapter 14 Tests A (on-level) & B (below-level)

ExamView®

One-time DownloadChapter 14 Answer Key

STUDENT BACKPACK• eEdition (English)

• eEdition (Spanish)

• Handbooks

• Online Atlas

• Multilingual Glossary

CH

AP

TER

14 DYNASTIES OF CHINA

DRAW CONCLUSIONS When you draw conclusions, you support them with evidence from the text. Use a graphic organizer like this one to draw conclusions about the impact of the Tang, Song, and Ming dynasties on Chinese civilization.

Tang, Song, or Ming Dynasty

ConclusionEvidence

Evidence

Evidence

READING STRATEGY

581 – 1500

SECTION 1 A GOLDEN AGE OF PROSPERITY SS.6.E.1.1; SS.6.E.3.1; SS.6.G.1.4; SS.6.G.1.7; SS.6.G.4.4; SS.6.G.6.2; SS.6.W.4.4;

SS.6.W.4.6; SS.6.W.4.8; SS.6.W.4.9; LAFS.68.RH.2.5; LAFS.68.RH.3.7


commercemovable typenirvanaporcelain

reincarnationreunifystaple

SongSuiTaizong

TangWendiYangdi

SECTION 2 THE MONGOL EMPIRE SS.6.E.3.2; SS.6.E.3.4; SS.6.G.1.4; SS.6.G.1.5; SS.6.G.1.7; SS.6.G.2.2; SS.6.W.1.3;

SS.6.W.4.9; SS.6.W.4.10; SS.6.W.4.11; LAFS.68.RH.1.1; LAFS.68.RH.2.5; LAFS.68.RH.3.7; LAFS.68.RH.3.9; LAFS.68.WHST.1.2; LAFS.68.WHST.3.9


khanatesteppe

Genghis KhanKublai KhanMarco PoloYuan

SECTION 3 THE MING DYNASTY SS.6.G.1.4; SS.6.W.1.1; SS.6.W.1.4; SS.6.W.1.5; SS.6.W.4.9; SS.6.W.4.10; SS.6.W.4.11;

SS.6.W.4.12; LAFS.68.RH.1.2; LAFS.68.RH.1.3; LAFS.68.RH.2.5; LAFS.68.RH.3.7


isolationism HongwuManchusMing

QingYongleZheng He

400 UNIT 5

400-401_SE66871_U05CO14.indd 400 3/8/16 9:57 AM

The north gate of Beijing’s Forbidden City, known as the Gate of Divine Prowess, served as an entrance and exit for China’s empresses.

401

400-401_SE66871_U05CO14.indd 401 3/8/16 9:57 AM

400 CHAPTER 14

400-401_IWE10785_U05CH14CO.indd 400 4/27/16 8:24 PM

CHAPTER 14 DYNASTIES OF CHINA

For more information about China, check out EXPLORE CHINESE CIVILIZATION.

WHAT LEGACY DID CHINA LEAVE TO THE MODERN WORLD?Roundtable Activity: Legacy of China Review the concept of legacy with students: A legacy is something handed down from the past, or inherited from our ancestors. A legacy can be an idea, an object, a custom, a way of operating, wealth, arts, an invention, or a religion. Have students sit around tables in groups of four. Tell them to think of a legacy that came to us from China. Each student around the table should name a different legacy that the modern world has gotten from China’s past. One student per group should record the answers. After groups finish, collect the papers and save them until students have read the chapter. Then have them add or correct information. 0:15 minutes

1

23

4

DRAW CONCLUSIONSRemind students that when they draw conclusions, they need to support them with evidence from the text. Model completing the Draw Conclusions Organizer by reading aloud the first paragraph under the subheading “The Tang Dynasty” in Lesson 1.3 and adding the phrase “encouraged economic growth through agriculture and trade” as an example of evidence.

Tang Dynasty

ConclusionEvidenceEncouraged economic growth through agriculture and trade

Evidence

Evidence

DEFINITION MAPHave students work together to create Definition Maps for Key Vocabulary words. Have pairs of students make a map for each word, fill in what they know about a word before reading and then add to or correct the map during reading. Show the example below on the board.

What It Is LikeExamples Word

What the Word Means

reunify

put together again

rejoin, glue togetheragain

Reunifying the Northand South after theAmerican Civil War

INTRODUCE THE ESSENTIAL QUESTION

INTRODUCE THE READING STRATEGY

INTRODUCE CHAPTER VOCABULARY

STUDENT BACKPACK

KEY DATES

a.d. 581 Wendi begins Sui dynasty, reunifies China

a.d. 618Tang dynasty expands empire; Taizong is succeeded by Empress Wu Zhao

a.d. 960Song dynasty has glorious period; economy booms

a.d. 1206Genghis Khan unites Mongols, begins conquering China and central Asia

a.d. 1264Kublai Khan starts Yuan dynasty, controlled by Mongols

a.d. 1368Hongwu, a Chinese peasant, starts Ming dynasty; Yongle builds Forbidden City

a.d. 1405Zheng He begins seven sea voyages, sails 40,000 miles to many countries

a.d. 1644–1912 Manchus start the Qing dynasty, last dynasty

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TEACHER RESOURCES & ASSESSMENT


Vocabulary Practice

Section 1 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVEExplain how the Sui Dynasty reunited China and helped it flourish.

ESSENTIAL QUESTIONWhat legacy did China leave to the modern world?

To reunite China, Wendi created a strong central government, established a written exam for China’s officials, and embraced the diversity of China’s population. Lesson 1.1 also describes how the Grand Canal improved China’s economy by enabling communication and commerce.

BACKGROUND FOR THE TEACHERAs was typical of the dynastic cycle in China, the fall of the Han dynasty left a power vacuum for almost 400 years, filled with civil wars, until Wendi established the Sui dynasty in 581. Wendi reunited northern and southern China and established a strong central government. He set new higher standards for government administrators, kicking out the bureaucrats who held government positions by hereditary rights. He showed religious tolerance and created a fairer law code. His successor was his son Yangdi, whose greatest accomplishment was completing the 1,200-mile Grand Canal that connected southern and northern China. The canal improved communication and the economy but was built at the cost of millions of peasants’ lives.

PLANSTANDARDS

NGSSS: SS.6.G.1.4 Utilize tools geographers use to study the world; SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today; SS.6.G.6.2 Compare maps of the world in ancient times with current political maps. SS.6.W.4.6 Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties; SS.6.W.4.8 Describe the contributions of classical and post classical China; SS.6.W.4.9 Identify key figures from classical and post classical China.

LAFS: LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WENDI’S RULE

The Han dynasty, which began its rule of China in 206 B.C., ruled China for centuries, until weak rulers, rebellions, and powerful warlords caused its collapse in A.D. 220. China was plunged into nearly 400 years of civil war among many small kingdoms. The state belief system of Confucianism declined, though its ethical ideals and Chinese culture survived.

Then, in 581, the dynastic cycle turned again. A general named Wendi seized power and established a new dynasty called the Sui (sway). Wendi’s conquests allowed him to reunify , or join together again, northern and southern China. He then faced the enormous challenge of restoring order across a vast and culturally diverse land.

To reunify China, Wendi strengthened the central government, limiting the power of local nobles and the bureaucracy. The government selected new officials by written examination and made sure they better reflected China’s diverse ethnic groups. The military was organized and brought under Wendi’s control.

Wendi also issued a new law code that combined northern and southern traditions. He gave farming land to former soldiers, established agriculture in the border regions of the empire, and extended the canal system. Wendi encouraged religious tolerance but also promoted the popular religion of Buddhism. When he died unexpectedly in 604, he left a strong empire for his son and successor, Yangdi.

THE GRAND CANAL

Yangdi loved luxury and built extravagant palaces in his new eastern capital at Luoyang (lu-WOH-YAHNG). Yangdi extended some of his father’s useful public projects, such as restoring and expanding the Great Wall to help protect China’s long and vulnerable northern border, and building state granaries to protect the food supply.

He also built the Grand Canal, connecting the southern Chang Jiang with the northern Huang He. This incredible 1,200-mile waterway had a road alongside it and became a vital communication link. It united China’s economy, allowing southern China’s plentiful resources to flow north where the government and armies were located. However, it came at a cost. Millions of peasants were forced to work on it, and many of them died.

A famous Chinese

proverb says, “After a

long split, a union will occur; after

a long union, a split will occur.” This

saying reflects the belief that Chinese

history has been a series of cycles

alternating between strength and

weakness. After a period of unrest, a

strong leader establishes a powerful

dynasty. It flourishes and then

eventually declines until the people

rebel and a new dynasty gains power.

This dynastic cycle is a repeating

theme in Chinese history.

The short-lived Sui dynasty reunified China after centuries of civil war.

MAIN IDEA

1.1 Reunification

Sui DynastyUnder the

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Sui dynasty, 581–618

Tang dynasty, 618–907

Grand Canal

Great Wall

Boundary of modernChina

1. READING CHECK What is the Sui dynasty known for?

2. MAKE INFERENCES How did the Sui dynasty reflect the pattern of the dynastic cycle?

3. INTERPRET MAPS In what ways do the sizes and boundaries of the Sui and Tang dynasties compare to the size and boundary of present-day China?

The people of China hated this forced labor and the high taxes imposed by both Wendi and Yangdi to pay for such projects. Yangdi also launched expensive and unsuccessful wars against Korea. The military campaign required more money and service from his unhappy subjects.

Yangdi grew increasingly unpopular until, in 611, a famine finally pushed the people to rebel. It was the dynastic cycle at work. Rich and poor rose up against Yangdi’s harsh rule, and he was assassinated. The Sui dynasty proved to be short-lived. In 618, a new dynasty—the Tang—rose to power. These leaders would continue to unify China.

SUI AND TANG DYNASTIES, 581–907

REVIEW & ASSESS

Dynasties of China 403

NOTES

Can you fix the overmatter? It looks like we can probably fit it. Ok to crop the map at the bottom a bit. DONE md

Fit map title. DONE md

Pacific Ocean label is cut off.

NOTE FROM COMP: Revised maps not ready before handoff to Design.

Map legend needs to be shifted over to the right. sj 5/19

Map change, for once the map returns from the vendor:

REVISD MAP PLACED 7/17 SYM

Extend title box. DONE SYM COMP 7/15

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UNITED OR DIVIDED?Ask students what war in the United States almost separated the country into two parts. (the Civil War) Have them suggest ways life in America would be different if we were two nations instead of one. Point out that after the fall of the Han dynasty in a.d. 220, China broke into two separate parts due to fighting and corruption for almost 400 years. Tell students that they will read about how China was reunited, or made one again, by the Sui dynasty. 0:05 minutes

GUIDED DISCUSSION1. Identify In what ways did Wendi try to strengthen the new

government? (He limited the power of nobles, gave tests to select administrators, hired diverse people to reflect the population, organized the military, and issued a new fairer law code.)

2. Evaluate How did the new Grand Canal both help and hurt China? (Help: It connected the north and south; it helped the people communicate through travel; it made trade much easier, thus helping the economy. Hurt: Millions of peasants were forced to work on it and died, and all had to pay high taxes for it.)

INTERPRET MAPSHave students study the map of the Sui and Tang dynasties. Point out that the area controlled by the Tang dynasty included the land controlled by the Sui dynasty. ASK: About how much bigger was the Tang dynasty than the Sui dynasty? (about double in size) What two rivers did the Grand Canal connect? (the Chang Jiang and the Huang He) Have students observe the position of the Great Wall relative to the land controlled by the Sui dynasty; point out that it protected China from northern invaders. 0:10 minutes

ACTIVE OPTIONSOn Your Feet: Compare Canals Divide the class into four teams and assign one canal to each team: Grand Canal, Suez Canal, Panama Canal, Erie Canal. Each team should find out the length of their canal, its geographic location, and the two bodies of water it connects. Have each team make a sign naming their canal, its length, its location, and the bodies of water it connects. Then have the canal teams line up according to the length of their canals, shortest canal to longest canal. 0:10 minutes

NG Learning Framework: Learn About the Construction of the Grand Canal

ATTITUDE: Responsibility SKILL: Communication KNOWLEDGE: Our Human Story

Have students imagine that they are one of the peasants who were forced to work on the Grand Canal. Encourage them to write a story from the peasant’s point of view. What happened to you? How did you feel? What was your new working life like? Let students share their stories aloud. 0:10 minutes

.

STRIVING READERSVisualize a Dynastic Cycle Help students understand the dynastic cycle by drawing a big donut on the board. Put #1 Strong Dynasty at the top with an arrow pointing to the right. Have students tell where on the edge of the circle each of these phrases should fall:

• A strong dynasty is backed by the people.

• The dynasty is overthrown.

• People believe gods don’t approve of the dynasty.

• A new dynasty comes to power.

• The dynasty weakens and disasters occur.

GIFTED & TALENTEDMap the Great Wall The Great Wall was a work in progress over several dynasties. Have students follow its progress in this chapter and do extra research on it. Challenge them to present it visually on a map using different colors to show different times it was lengthened or strengthened. Encourage them to add artistic touches or add present-day photographs to make an interesting and informative poster.


See the Chapter Planner for more strategies for differentiation.

ANSWERS1. The Sui dynasty reunited a divided China.

2. China was in chaos because of wars between small kingdoms; then Wendi took over and established a strong government in the Sui dynasty; his son Yangdi kept it strong for awhile, but it declined, the people rebelled, and a new dynasty took power.

3. The Sui dynasty falls mostly within the borders of present-day China and makes up approximately one third of the present-day country. The Tang dynasty contains all the territory of the Sui dynasty but then extends out to the northwest beyond the border of present-day China. It makes up approximately half of the present-day country.

INTRODUCE & ENGAGE

TEACH

DIFFERENTIATE

REVIEW & ASSESS

LESSON 1.1 403

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Vocabulary Practice

Section 1 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVEDescribe why Buddhism took a strong hold in China.


The Chinese embraced both Buddhism as a popular religion and Confucianism as a moral philosophy. Lesson 1.2 compares these two belief systems and their influence on early China.

BACKGROUND FOR THE TEACHERBuddhism, originating in India, became more popular in China after the fall of the Han dynasty but did not

displace Confucianism completely. Both Buddhism and Confucianism are belief systems; however Buddhism is considered a religion because of its spiritual nature, while Confucianism is a philosophy and code for moral conduct. The goal of Buddhism is to attain enlightenment and eventually to be released from cycles of reincarnation to reach nirvana. The goal of Confucianism is to achieve a structured, moral society.

At this time in history, Wendi used Confucianism to strengthen his government and to unify China. However, he also promoted Buddhism for his people, who found it a comfort against suffering and gave them hope. Both beliefs emphasize good moral conduct, and people in East Asia have no problem blending the two.

PLANSTANDARDS

NGSSS: SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world; SS.6.W.4.4 Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia; SS.6.W.4.7 Explain the basic teachings of Laozi, Confucius, and Han Fei Zi.

LAFS: LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

BUDDHISM IN CHINA

The collapse of the Han dynasty in A.D. 220 plunged China into chaos for a period that would last hundreds of years. In such troubled times, many Chinese turned from the practical belief system known as Confucianism to a new, more spiritual religion—Buddhism.

As you learned in Chapter 6, Buddhism was based on an understanding of life founded by Siddhartha Gautama in India around 500 B.C. He taught that the keys to a good life were revealed in the Four Noble Truths: Life is full of suffering; the cause of suffering is desire and ignorance; to end the cycle of desire is to end suffering; and one can be free of desires by following

the Eightfold Path. The path promoted a balanced life in which the sum of a person’s deeds, or karma, results in reincarnation , or rebirth, into another life. Through good karma over successive lifetimes, a person could reach the state of nirvana —an end of reincarnation and the suffering of life.

Foreign traders and missionaries brought Buddhism to China during the first century A.D. During the collapse of the Han dynasty and the civil war that followed, Buddhism’s teachings provided comfort and offered a clear path beyond suffering. Buddhist texts were translated, and Buddhist practices were adapted into a distinctive Chinese form, which became very popular among all classes of people.

Over the following centuries, Buddhism’s popularity rose and declined, but emperors often promoted it to gain the people’s support, as Wendi had done. This promotion included building magnificent monuments and not taxing Buddhist religious lands. Meanwhile, Buddhism continued to spread rapidly across the east and southeast areas of Asia, especially Korea and Japan.

IMPACT ON CONFUCIANISM

After the chaotic period of civil war ended, Confucianism made a comeback during the 600s. The government reintroduced traditional Confucian-style tests for the civil service. Confucian principles of respect, responsibility, loyalty, and duty to family and the state became popular once again.

In contrast, Buddhism encouraged moral behavior but played down the importance of obedience to outside authority in favor of inner guidance. Daoism, which emphasized our essential unity with nature, also had a strong following. These three competing belief systems became interwoven. Confucianism’s concern with earthly duty influenced the religious spirituality of Buddhism and Daoism. As a result, Confucianism once more emerged as an important part of Chinese society.

When bad things happen,

it’s common to question our

beliefs and re-examine our

understanding of the world. In trying

to make sense of the suffering, we

might find comfort in the spirituality

of religion—the belief that a higher

power can end the misery. The

Chinese people found comfort in

religion when they most needed it.

In troubled times, many Chinese turned to Buddhism.

MAIN IDEA

1.2The Spread

of Buddhism

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1. READING CHECK After the collapse of the Han dynasty, why did many Chinese turned to Buddhism?

2. SEQUENCE EVENTS How was Buddhism first introduced in China?

3. COMPARE AND CONTRAST How do the main principles of Confucianism and Buddhism differ?

Critical Viewing This Buddhist cave painting from China shows a seated figure meditating. What do the details in this painting suggest about Buddhism?

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POSSIBLE RESPONSEBright colors and the smile on the figure’s face suggest happiness and hope. The robe and the throne are very detailed and colorful. Two robed people are offering the central figure food or drink; he is likely a person of importance. The small figures around his head, which are both male and female, are meditating also, and suggest that Buddhism is for everyone.

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ACTIVATE PRIOR KNOWLEDGEHave students name the major religions of the world as you list them on the board. (Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism) Help them distinguish between major religions and branches of Christianity, such as Baptists or Catholics. Point out that there are many other belief systems or religions, not all classified as major or as religions. Confucianism is a philosophy, or a way of conducting oneself in the world. Religions (such as Buddhism) promote spirituality, belief in a god or gods, or an afterlife in another world. Many people around the world believe in parts of several religions, and some believe in no religion at all. 0:05 minutes

GUIDED DISCUSSION1. Make Inferences Wendi used both Confucianism and Buddhism to

make a strong reunited China. How did he use each? (He embraced Buddhism because the people needed and liked the spiritualism and hope it offered; he built monuments and did not tax religious lands. He used Confucianism to make his administration strong by employing civil service tests and emphasizing duty to family and state.)

2. Draw Conclusions Why might Chinese citizens embrace both Confucianism and Buddhism? (Confucianism’s moral code emphasized how people live in relation to each other; Buddhism emphasized their inner lives and how they could achieve life after reincarnation and reach nirvana. The beliefs were compatible because the code of behavior was similar.)

MORE INFORMATIONChinese Buddhism The branch of Buddhism mainly practiced in East Asia is Mahayana Buddhism, which teaches that ordinary people can be released from suffering without having to become monks or nuns. Buddhists in East Asia created many large sculptures of the Buddha and other wise beings called bodhisattvas (bah-dee-SAHT-vahs). Buddhist temples are similar to Confucian and Daoist temples, and many contain deities from both Buddhist and Daoist traditions. Many Chinese Buddhist temples feature pagodas.

ACTIVE OPTIONSCritical Viewing: NG Image Gallery Invite students to explore the entire NG Image Gallery to examine images that concern East Asian religions, including Confucianism. Have them select one of the images and do additional research to learn more about it. Ask questions that will inspire additional inquiry about the image, such as: What is this? What religion or philosophy does it represent? Where, when, and by whom was this created? Why was it created? What is it made of? What else would you like to know about it? 0:10 minutes

On Your Feet: Team Word Webs Divide the class into two teams. Give each team a sheet of paper, one with the key term “Confucianism,” and the other with the term “Buddhism.” Give students a few minutes to create a team Word Web about their term. Then have students share their web with the other team. Suggest that they circle any phrases that appear on both webs. 0:10 minutes

Confucianism

Buddhism

ENGLISH LANGUAGE LEARNERSUse Word Parts Write the following terms on the board: Buddhism, Confucianism, Daoism, Hinduism, and Judaism. Underline the suffix -ism in each word. Explain that this word ending is often used to indicate a system of belief. Then show how the parts of Confucianism mean “belief in Confucius.” Finally, write the word monotheism, underlining mono- and -ism. Explain that mono- means “one.” Monotheism is the belief in one god.

GIFTED & TALENTEDCreate a Graph Remind students that China today has diverse religions. Challenge students to research the numbers and create a graph showing how many Chinese follow these religions: Buddhism, Christianity, Islam, Shintoism, Daoism, no religion (atheism), and other (such as Confucianism and folk religions). They can show results in a circle graph or a bar graph.



ANSWERS1. Buddhism brought them comfort and hope for a better future life

after great suffering.

2. Foreign traders and missionaries brought Buddhism from India in the first century a.d.

3. Confucianism promotes principles of respect, responsibility, loyalty, and duty to family and to the state; Buddhism promotes good moral behavior from inner guidance, not obedience to outside authority. Confucianism concerns earthly behavior, while the more spiritual Buddhism offers hope about a better future after death.

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Vocabulary Practice

Section 1 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVEIdentify ways in which China grew and prospered under the Tang and Song dynasties.


During this era, the Chinese created great art and literature. Lesson 1.3 describes how China flourished under the Tang and Song dynasties.

BACKGROUND FOR THE TEACHERThe Tang and Song dynasties were the most glorious periods in Chinese history. Many regard Taizong as

China’s greatest emperor. Not only did he expand the Chinese empire greatly, but he improved its economy and governed the country extremely well. His reign resulted in a long peaceful period in which poetry and the arts flourished. This period boasted the only female emperor of China, Empress Wu (Wu Zhao), who, after killing off her competition, turned out to be a good emperor. She elevated the role of women, led a fair and tolerant government run by scholars, treated peasants more fairly, and had a peaceful reign.

After the Tang Dynasty declined, the Song Dynasty took over, and China became the most advanced society of its time. Creativity flourished in all areas.

PLANSTANDARDS

NGSSS: SS.6.E.1.1 Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth; SS.6.E.3.1 Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions; SS.6.G.1.4 Utilize tools geographers use to study the world; SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today; SS.6.W.1.1 Use timelines to identify chronological order of historical events; SS.6.W.4.8 Describe the contributions of classical and post classical China; SS.6.W.4.9 Identify key figures from classical and post classical China.

LAFS: LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

THE TANG DYNASTY

Although unpopular, the Sui dynasty established solid foundations of government for future dynasties to build on. After the rulers of the Tang dynasty seized power in 618, they continued the Sui policy of tolerance toward China’s many religions and cultures. They encouraged economic growth through agricultural reform and trade. The dynasty also strengthened the government by using civil service examinations to select government officials. These well-educated scholar-officials carried out government policy. They helped keep the government stable from one emperor to the next.

These reforms helped the Tang expand the empire into central and southern Asia.

(See the map in Lesson 1.1.) Meanwhile, literature and art flourished in a golden age. Few paintings survive, but beautiful sculptures reveal the talent of the artists of this period. Also, around 48,000 poems exist from this time. Tang officials were encouraged to write poetry.

Taizong (ty-johng) was the second Tang emperor and an admired figure in Chinese history. From 626 to 649, he used Confucian ideas to organize his government. Later, Wu Zhao (woo jow), the wife of Taizong’s son and successor Gaozong, became China’s only official female emperor by ruthlessly eliminating her rivals, including her own children. Despite the stormy succession, Wu Zhao had inherited a peaceful and well-run country. Her policies were sensible, improved the life of the people, and helped strengthen the empire. Later Tang emperors were less successful. Political instability sparked a long civil war in which millions died. Poor rulers, corruption, and rebellion weakened Tang authority until the dynasty lost power in 907. Once again, China plunged into chaos.

THE SONG DYNASTY

In 960, over 50 years later, the Song dynasty restored order. Though the Song rulers did not expand the territory of the empire, they introduced domestic improvements that made Song China the world’s most advanced society of the time. Confucianism again became the state philosophy. Art and literature thrived while technology led to new inventions. Agriculture expanded with new techniques in drainage, irrigation, and terrace farming. Strains of rice from Southeast Asia doubled the harvest, and rice became China’s staple , or main crop. In a short period, from 750 to 1100, China’s population doubled to 100 million.

Meanwhile, this growth led to more rapid trade, and China’s economy boomed. Farmers grew sugar cane, tea, bamboo, and hemp for trade, and the traditional crafts of

A picture is worth a

thousand words—but it

often does not last as long.

Only words remain to capture the

brilliance of Chinese painting from

this era. For example, legend tells how

the acclaimed Tang artist Wu Daozi

(woo dow-dzuh) painted a mural that

was so lifelike, he walked into it and

disappeared forever.

Under the Tang and Song dynasties, China grew and prospered.

MAIN IDEA

1.3 Tang and

Song Dynasties

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1. READING CHECK How did China change during the Song dynasty?

2. MAKE INFERENCES How did reforms introduced under the Tang dynasty contribute to China’s golden age?

3. ANALYZE CAUSE AND EFFECT How did the growth of trade during the Song dynasty affect China?

silk, paper, and ceramics grew in popularity. Improved roads and canals carried goods within China, while bigger ships carried exports overseas. For the first time, the state made more money from trade than from agriculture. Because of the strong economy,

China started banks and printed the world’s first paper money. Economic prosperity led to the growth of cities, which became busy centers of culture and commerce , or the buying and selling of goods.

Critical Viewing These glazed ceramic camels were made during the Tang dynasty. Why do you think camels were important to the dynasty?

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POSSIBLE RESPONSECamels were used on the Silk Roads for transportation and carrying of supplies. Camels were able to travel over long distances in deserts and dry conditions. Lines of camels carried supplies when the Chinese army conquered other groups in inner East Asia.

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BRAINSTORMINGAsk students to brainstorm all the ways in which people are creative. List their answers on the board. Push them to think of not only the arts, but also other fields such as cooking, technology, agriculture, business, inventions, and so forth. Then tell them that they will be reading about China’s most creative period. As they read, have them look for new ideas and products that came out of this time period. 0:05 minutes

GUIDED DISCUSSION1. Identify What creative products and ideas came out of the Tang and

Song dynasties? (paintings, sculptures, poetry, agricultural techniques, technology, inventions, paper, banks, paper money, and so on)

2. Summarize What accomplishments caused this period of time to be called “glorious”? Consider aspects of China’s military, government, economy, agriculture, and arts. (military: doubled the size of the empire; government: well run and caused peace; economy: trade grew to become more profitable than farming; agriculture: irrigation and other techniques caused tremendous growth in productivity; arts: poetry, sculpture, paintings, and music flourished)

DRAW CONCLUSIONSThe emperors during the Tang and Song dynasties used Confucian techniques to run their governments. Why did this result in such prosperity? (Government officials were tested and were top quality, rather than friends of the emperors, and ruled with fairness. Good government resulted in peace and lack of corruption, so the people could concentrate on things other than their safety. They had time to become creative and solve problems, leading to innovation in all fields.) 0:10 minutes

ACTIVE OPTIONSOn Your Feet: Create a Time Line Put students in teams of four. Challenge students to create a time line of dynasties and their accomplishments, including the Sui, Tang, and Song dynasties. While half of each team creates the time line, the other should record two or three accomplishments that happened during each dynasty and add them to the time line. Have teams share their finished time lines. 0:10 minutes

NG Learning Framework: Write a Biography

ATTITUDE: Curiosity KNOWLEDGE: Our Human Story

Have students select one of the people from the chapter that they are still curious about. Instruct them to write a short biography about this person using information from the chapter and additional source material. Possibilities include Taizong, Empress Wu, Wendi, Yangdi, Siddhartha Gautama, Confucius, or someone else. 0:10 minutes

STRIVING READERSChart Tang and Song Dynasties Have students divide their paper into two columns, one side labeled Tang and the other Song. As they read, have them write three details about each dynasty. Then have them pair up and copy details from each other’s charts to create a more complete list of details.

Tang Song

GIFTED & TALENTEDMap an Empire Taizong expanded China to become the largest nation in the world at that time. Under him China grew to include most of present-day China, Vietnam, and most of Central Asia. Give students a current map of East Asia. Have them use the map of the Sui and Tang dynasties in Lesson 1.1 and further research to visually map out the Chinese empire during Taizong’s reign. Have them share the finished map on a bulletin board.



ANSWERS1. Agriculture expanded, rice became the staple crop, the population

doubled to 100 million, technology took huge gains, the economy boomed, banks were started, paper money was printed, new things were invented, and trade surpassed agriculture as the source of China’s wealth.

2. The reforms led to a period of peace and stability, which allowed people to focus on creativity.

3. Trade became more profitable than agriculture for China; the economy improved so much that the Chinese invented banks and paper money to avoid carrying coins.

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Vocabulary Practice

Section 1 Quiz

STUDENT RESOURCES

Active History

OBJECTIVEIdentify how Chinese inventions have shaped our own world.


China left the inventions of paper, paper money, movable type for printing books, porcelain, gunpowder, and the magnetic compass for navigation.

BACKGROUND FOR THE TEACHERMost ceramics are made from a single type of clay. True porcelain is made from a mixture of kaolin, a white clay made from the mineral feldspar, and petuntse, another type of feldspar that is found only in China. Korea learned to make porcelain in the 1100s and Japan began making it in the 1500s. The demand for porcelain increased in the 1600s, as more Europeans started drinking coffee, tea, and chocolate.

PLANSTANDARDS

NGSSS: SS.6.E.3.1 Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions; SS.6.W.4.8 Describe the contributions of classical and post classical China.

LAFS: LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

PRINTING AND PAPER MONEY

The Chinese had invented paper around A.D. 100. About five hundred years later, they contributed another bookmaking breakthrough—block printing. This technique involved carving the text in reverse to stand out on a block of wood. The block was painted with ink and pressed onto paper to create a printed page. Carving the blocks for each page of each book was a long process.

Around 1041, the innovation of movable type , which used individually carved characters, made it easier and cheaper to print books. The new widespread distribution of books helped spread

government regulations, literature, and the ideas of Confucianism and Buddhism.

Meanwhile, China’s booming population and economy created a large demand for coins—by 1085 six billion coins were minted per year. The coins were too bulky for large transactions, so merchants began exchanging paper notes as IOUs. The money stayed in a bank but was owned by whoever held the note. Around 1100, the first government-backed currency was issued. Over time, the use of bank seals and increasingly complex designs helped discourage counterfeiting.

GUNPOWDER, THE MAGNETIC COMPASS, AND PORCELAIN

Gunpowder was an accidental discovery by Chinese alchemists attempting to turn worthless metals into gold. These early chemists found that sulfur, saltpeter, and charcoal made a powerful explosive when mixed together. The military found that gunpowder confined in an iron tube could shoot objects great distances. This discovery led to the development of cannons, guns, and fireworks. Later, Chinese armies used gunpowder in Central Asia, and the secret spread.

The Chinese had long used magnetic compasses for ceremonies, but in the 1100s they began using them for navigation. A sliver of magnetized iron hanging from a silk thread or floating in water would point north and south. This property allowed sailors to tell their direction without the sun or stars. Longer sea journeys also became possible, which increased China’s maritime trade.

One especially prized trade item was porcelain —a strong, light, and nearly see-through ceramic. Porcelain’s closely guarded secret was the blending of unique minerals and a glaze at very high temperatures. Because of these secret techniques, porcelain—or china, as it came to be called—was incredibly rare and precious.

Imagine using dimes to buy

a car. Maybe you’d start

counting but soon give up.

Dollar bills are far more convenient.

Printed money was a Chinese

invention, as were printed books,

porcelain, navigational compasses, and

gunpowder. All these new inventions

were created during the Tang and Song

dynasties. It’s difficult to imagine our

world without these items.

Chinese inventions have helped shape the world we live in today.

MAIN IDEA

1.4The Legacy of

Chinese Inventions

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Porcelain Techniques for creating porcelain were perfected during the Tang dynasty and reached the height of artistry under the Song. The formula used to create porcelain was a closely guarded secret.

Movable TypeThe Chinese created block characters for use in movable type, a development that made printing easier. Artisans carved characters as individual clay tablets that could be arranged on a board to form text. After printing, the characters could be reused.

CHINESE INVENTIONS

Antique block characters for printing Song porcelain vase with celadon glaze

GunpowderAfter the invention of gunpowder, the military experimented with explosive arrows, grenades, rockets, and land mines, and finally developed firearms and fireworks.

Fireworks display

CompassThe ancient Chinese had developed a compass that was used in rituals. During the Song dynasty, they discovered the secret to making a magnetic compass used for navigation.

Ancient Chinese nautical compass

1. READING CHECK What inventions occurred during the Tang and Song dynasties?

2. DRAW CONCLUSIONS Why did the invention of movable type help increase the spread of ideas?

3. ANALYZE CAUSE AND EFFECT How did the use of magnetic compasses for navigation affect China’s trade?

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WHAT IF?Ask students to check their pockets or purses and pull out some coins or change. Then show them a twenty-dollar bill. Have them figure out how many quarters you would need to carry to equal $20. (80) How many dimes? (200) ASK: What is the problem with using quarters or dimes instead of paper money? (weight, bulk, awkwardness) What does a new car cost, approximately? (somewhere north of $20,000) How many quarters would you need? (80,000) Explain that we can thank the Chinese for inventing paper money so that we can carry the money to buy things. 0:05 minutes

GUIDED DISCUSSION1. Summarize How did inventions related to printing affect Chinese

society? (The inventions of movable type and printing allowed the Chinese to produce books in quantity to spread ideas, and paper money to replace coins, which made buying things simpler, improved trade, and helped expand the economy.)

2. Compare and Contrast Contrast today’s use of these inventions with the past. What modern technology and usage are gradually replacing the following: paper money (plastic credit cards), magnetic compasses (radar), printed books (digital books), porcelain/China dishware (plastic and paper)?

EVALUATEThe invention of gunpowder allowed the Chinese to create explosions, cannons, guns, and fireworks. What are some positive and negative effects of each of these? (There may be disagreement about whether these are positive or negative.) (Possible responses: explosions —positive = destroy old buildings; negative = kill/injure people; cannons—positive = useful for armies; negative = kill many people; guns—positive = shoot enemies, protect individuals, hunt animals; negative = kill people, animals; fireworks—positive = celebrations, add excitement, fun, beauty: negative = can injure people, can pollute atmosphere) 0:10 minutes

ACTIVE OPTIONSActive History: Evaluate China’s Inventions Extend the lesson by using either the PDF or Whiteboard version of the activity. These activities take a deeper look at the inventions discussed in the lesson. Explore the activities as a class, turn them into group assignments, or even assign them individually. 0:10 minutes

On Your Feet: Explore Movable Type Have students work in small groups to explore the process of setting movable type. Give each group a pile of letter tiles from a spelling game or have students make their own tiles using small squares of paper or cardboard. Remind students to use blank tiles to create spaces between words. Have one group come to the front of the class and use the tiles to form a sentence. Students can construct a sentence from the lesson or create a sentence about Chinese inventions. Then have the other groups take turns coming to the front of the class to form their own sentences. Students should move around the previous group’s tiles and add their own. After all groups have had a turn, invite students to discuss how this process would have been faster and more flexible than carving a full page of text on a wooden block. 0:25 minutes

STRIVING READERSCreate Charts Have students complete a chart like the one below as they read the lesson. Have students work in pairs to read and take notes in the chart. Then instruct them to use the chart to help them evaluate the positive and negative effects of each invention and decide which invention they think had the greatest impact on society.

Invention Date Effects

GIFTED & TALENTEDDescribe Inventions Have students think of their own inventions. They might come up with a new electronic device, vehicle, or concept or an item that simply makes everyday life easier. Ask students to write a description of their invention and share it with the class.



ANSWERS1. Inventions include movable type, paper money, banks, gunpowder,

cannons, guns, fireworks, magnetic compasses, and porcelain.

2. Movable type made it easier and cheaper to print books.

3. Magnetic compasses made it possible to tell direction without the sun or stars, so sailors could take longer sea voyages and trade in many distant places new to them.

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Vocabulary Practice

Section 2 Quiz

STUDENT RESOURCES

Biography

OBJECTIVEDescribe how Genghis Khan, the Mongol ruler, conquered China and created the largest land empire in history.


Genghis Khan, a Mongol, conquered and ruled the largest empire in history—from Korea to Hungary, including most of China and Russia. Lesson 2.1 discusses his powerful military machine and the vast empire he and his son, Kublai Khan, created.

BACKGROUND FOR THE TEACHERGenghis Khan, as a ruthless military conqueror, may have caused the deaths of as many as 40 million people, especially in Iran and China. However, as a ruler he did some good things. He granted freedom of religion to his diverse subjects; he created an international postal system (similar to our Pony Express); he adopted a system of writing; he held regular censuses; he abolished torture; and he encouraged trade. He also fathered hundreds of children, leading modern genealogists to believe that currently, 0.5 percent of males in the world, or over 16 million men, are direct descendants. He never allowed images of himself to be made; pictures were only created after his death. His burial place is still a secret.

PLANSTANDARDS

NGSSS: SS.6.G.1.5 Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world; SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today; SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations; SS.6.G.6.2 Compare maps of the world in ancient times with current political maps; SS.6.W.4.9 Identify key figures from classical and post classical China; SS.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.

LAFS: LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

B I O G R A PH Y

GENGHIS

KHAN A.D. 1162 – 1227

Job: Universal rulerEducation: His harsh childhoodHome: Near the Onon RiverReal Name: Temujin

FINEST HOUR

When he died, Genghis Khan had united the nomadic tribes, conquered China, and extended his rule over all of central Asia.

WORST MOMENT

The death of his father, a defeated Mongol chieftain, left young Temujin and his mother to eke out a living on the harsh steppe.

FRIENDS

Jamuka was a friend and rival whom Temujin later defeated to become universal ruler.

TRIVIA

It is said that Temujin was born grasping a clot of blood in his hand, which has been viewed throughout history as a mixed sign—an omen of his future fame (and notoriety).

2.1

Forget Rome or Britain. It was the Mongols

who ruled the largest land empire in history. It

stretched from present-day Korea to Hungary and

included more than 100 million people of widely

differing cultures. And the Mongols conquered all

this territory in less than 100 years, thanks to the

determination of one man—Genghis Khan.

THE MONGOL CONQUEST

The Mongols were a loose collection of independent nomadic tribes from the steppes —or vast, grassy plains—of northwest China. They spent their lives roaming, raiding, herding, and fighting across this landscape.

A child named Temujin (TEH-moo-juhn) was born on this landscape. He was the son of a defeated Mongol chieftain, and his childhood was harsh. However, Temujin was ambitious, clever, charismatic, and a great warrior. He became a tribal leader and, in 1206, the Mongol people gave him the title Genghis Khan (JEHNG-gihs KAHN), meaning “universal ruler.”

Despite conflicts among the tribes, there was one thing they all needed—more grazing lands. Genghis Khan organized the diverse bands into a powerful military machine that would sweep mercilessly across Asia in one of history’s most impressive conquests.

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The Mongols were fierce fighters, skilled horsemen, and lethal mounted archers. They were organized into disciplined and fast-moving units that fought brilliantly on the battlefield and used terror tactics to scare people into surrender.

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Silk Roads

Route of Marco Polo

Great Wall

Border of Mongol Empire

1. READING CHECK How did the Mongols gain power?

2. COMPARE AND CONTRAST How were Genghis and Kublai Khan alike?

3. INTERPRET MAPS Which cities in the northwest were part of the Mongol Empire?

In 1212, Genghis Khan and the Mongols invaded northern China, destroying more than 90 cities and killing their inhabitants. Turning west, he destroyed an empire in what is now Iran. He then invaded southern Russia and, in 1215, destroyed China’s capital.

When Genghis Khan died around 1226, he had conquered much of central Asia. Four of his sons shared his vast empire, dividing it into four khanates , or regions, and expanded their rule into Europe and southern China.

KUBLAI KHAN

China’s next great leader was Genghis Khan’s grandson, Kublai Khan (KOO-bluh KAHN). He rose to become leader of the Mongol Empire in 1264. Kublai Khan was determined to add to his empire by conquering all of southern China. By 1271, he had succeeded, giving the Mongols control over most of China. That year he declared himself emperor, adopting the dynastic name Yuan (yoo-ahn) and preparing to help his army meet new challenges.

THE YUAN EMPIRE, 1294

REVIEW & ASSESS


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PREVIEW THE MAPHave students preview the map of the Yuan Empire and look at the green line around the Mongol Empire. Ask them to name as many modern countries as they can that were inside, or had been conquered by, the Mongol Empire at that time. (Russia, China, Iran, Korea, Hungary, Mongolia, Kazakhstan, Ukraine, Romania, and so on) Explain that they are about to read about the largest land empire in the world’s history. ASK: How do you think one group of people could conquer all this vast land? (by force, with a strong army) 0:05 minutes

GUIDED DISCUSSION1. Analyze Cause and Effect What personality traits and abilities did

Genghis Khan have that enabled him to become the “universal ruler”? (Possible responses: great military ability, strong, ruthless, organized, good leader, ambitious, intelligent, cruel)

2. Make Inferences What did Kublai Khan accomplish? (He conquered all of southern China to add to the empire and ran the whole Mongol Empire well.) Why did he declare himself the dynastic emperor Yuan? (He had complete control of China and used their method of establishing dynasties.)

INTERPRET MAPSHave students study the map of the Sui and Tang dynasties. Point out that the area controlled by the Tang dynasty included the land controlled by the Sui dynasty. ASK: About how much bigger was the Tang dynasty than the Sui dynasty? (about double in size) What two rivers did the Grand Canal connect? (the Chang Jiang and the Huang He) Have students observe the position of the Great Wall relative to the land controlled by the Sui dynasty; point out that it protected China from northern invaders. 0:10 minutes

INTERPRET MAPSHave students examine the map of the Yuan Empire in the lesson. ASK: What do the different colors within the green line mean? (The empire was divided into four khanates among Genghis Khan’s four sons; each color is a different khanate.) Which one contained most of China? (Khanate of the Great Khan) 0:10 minutes

ACTIVE OPTIONSOn Your Feet: Conduct an Interview Divide the class into four groups and have them choose one of the following to act out an interview: Taizong, Empress Wu, Genghis Khan, or Kublai Khan. Have the teams prepare questions and answers for two of their members to act out for the class. Remind them that the interviewees should reflect the personality and know the accomplishments of each leader. Then allow teams to present their interview to the class. 0:10 minutes

NG Learning Framework: Learn About Genghis Khan

ATTITUDE: Empowerment SKILL: Problem-Solving

Invite students to revisit the biography of Genghis Khan in this lesson and imagine that they were in his place. Have them break into groups and

discuss these questions: How would you have done things differently from Genghis Khan? How do you feel these changes would have affected both China and the empire he ruled? 0:10 minutes

.

ENGLISH LANGUAGE LEARNERSUnderstand Vocabulary Students may be unfamiliar with adjectives used to describe Genghis Khan, such as ruthless, merciless, ambitious, clever, and charismatic. Write the definitions below on the board and have students read and discuss them and copy them into their vocabulary notebooks. Then have them tell you which words are positive, which are negative, and why.

ruthless = without pity; cruel

merciless = without mercy or pity

ambitious = wanting to get power, wealth, success

clever = mentally bright, having sharp intelligence

charismatic = having great charm or appeal

GIFTED & TALENTEDResearch the Mongolian Army The Mongolian army did incredible feats and conquered a huge amount of the world. How did they do it? The Internet contains many articles on the Mongolian army. Have students research how the army worked and why it was so successful. Suggest that students divide up the topics: training, weapons, mobility, organization, strategy, and ground tactics. They should organize their findings into a presentation for the class.



ANSWERS1. The Mongol tribes united into a strong military and invaded and

destroyed cities in China, central Asia, and Europe. They conquered all the lands of the empire by force.

2. Both were strong, ambitious, ruthless, and willing to kill countless people to expand the empire. Neither trusted the Chinese, and both treated them badly. Both ran the empire successfully without Chinese bureaucrats.

3. Moscow and Kiev were part of the empire.

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Vocabulary Practice

Section 2 Quiz

STUDENT RESOURCES

Biography

OBJECTIVEIdentify how the Mongols ruled China.


The Yuan dynasty introduced the international postal service to China as well as an accurate 365-day calendar. Lesson 2.2 explains these and other innovations that developed under Yuan rule.

BACKGROUND FOR THE TEACHERUnder Kublai Khan, the Mongols ruled China as the Yuan dynasty. Kublai Khan reunited China under his reign by totally destroying and killing the inhabitants

of at least one city. The Mongols replaced or killed the Chinese rulers. Then the Mongols and non-Chinese foreigners ran the government to keep power away from the Chinese. Society was divided into classes with Mongols at the top, non-Chinese foreigners next, northern Chinese next, and southern Chinese (80% of the Chinese) at the bottom. Peasants at the bottom lost their homes and many became slaves.

The Yuan dynasty expanded trade and agriculture, lengthened the Grand Canal, and added in other ways to Chinese progress. Chinese literature flourished since scholars were no longer involved in governing. At this time Marco Polo, a wealthy Italian merchant, visited China and later achieved fame for writing about his travels.

PLANSTANDARDS

NGSSS: SS.6.W.4.9 Identify key figures from classical and post classical China; SS.6.W.4.10 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin; SS.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.

LAFS: LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

YUAN GOVERNMENT

Kublai Khan adopted a less destructive approach to governing than that of his predecessors, trying to win over the Chinese people and preserve conquered towns instead of destroying them. Even so, any resistance was brutally punished. During the 1270s, Song loyalists continued to fight the Mongols in southern China. The Mongols defeated the Song uprising of 200,000 troops—and then killed the entire population of Hangzhou (hahng-joh) city. To avoid further suffering, remaining officials of the Song dynasty surrendered in 1279.

Kublai Khan was now ruler of all China—the first to unite all China since the end of the Tang dynasty, which ended in 907—and its first foreign ruler ever. He would rule for 15 years, until his death in 1294. His Yuan dynasty led China for a century, but it was not an easy time for the Chinese.

The Mongols were more used to fighting than governing, and controlling a country as large and sophisticated as China demanded a highly organized government. Under the Yuan dynasty, Chinese government continued much as before, with a strong central state built around a bureaucracy with Confucian rituals and ceremonies.

The big difference was that the Mongols excluded Chinese people from higher positions to stop them from having too much power. Instead, Mongols and foreigners, especially Muslims, received the top jobs. Foreigners migrated to China, including the famous Italian merchant Marco Polo, who served as a tax collector and special envoy to the emperor. However, Chinese scholars still had a strong unofficial influence, and Kublai Khan relied on Chinese advisors.

SOCIAL CLASSES

Most Chinese hated living under the Mongols, who treated them as second-class citizens in their own country. Society was divided into four classes. At the top were the Mongols, followed by non-Chinese foreigners. Then came the northern Chinese, who had lived longest under Yuan rule. At the very bottom of society were the southern Chinese, who made up 80 percent of the population.

Many peasant farmers in the bottom bracket of society were forced off their land when they could not pay their taxes. Unable to feed their families, many sold themselves into slavery far from home. The government forced peasants to work on extravagant imperial projects. The Yuan dynasty rebuilt Beijing as a wealthy city filled with magnificent palaces and pleasure gardens enjoyed by rich foreigners.

All this luxury came at a cost for the Chinese. The Mongols feared rebellion because of the pressures they placed on the Chinese. Looking for signs of revolt, agents working for the government kept a close eye on neighborhoods. They forced

You love your country

but hate your rulers.

The Mongols are in charge, and they

discriminate against you. You pay

higher taxes than foreigners, receive

less justice, and are excluded from the

best jobs—all because you’re Chinese.

The Mongols set up strict rules to control China.

MAIN IDEA

2.2

Yuan ChinaLife in

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People in China still use the Grand Canal, shown in this photograph, to move goods up and down the river.

1. READING CHECK How did the Mongols treat the Chinese under their rule?

2. MAKE INFERENCES Why did Kublai Khan exclude the Chinese from important jobs in government?

3. ANALYZE CAUSE AND EFFECT Under the Yuan dynasty, how did the Mongols open China to foreigners?

every ten Chinese families to share a single knife. The government banned meetings and fairs and prevented the Chinese from going out at night or playing sports, thinking it was too much like military exercise.

The Yuan dynasty did make significant contributions, though. During its reign, trade and agriculture expanded. The Yuan built roads and extended the Grand Canal. The Mongol postal service provided efficient communication, and the government introduced an accurate calendar of 365.2

days. Also, with many Chinese scholars out of work, they had more time to write, and Chinese literature flourished.

Still, the Chinese remained hostile to Mongol rule and formed secret societies to plot rebellions. After Kublai Khan’s death in 1294, the Yuan dynasty gradually declined. There were seven emperors in 40 years, none of them as gifted as Kublai Khan. Rebellions started to break out, and, by 1368, China was poised for yet another change in dynasties.

REVIEW & ASSESS


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WALK IN THEIR SHOESPresent a “what-if” scenario to students: Suppose another country defeated the United States and took over the government. What if the foreign country’s people were in charge and Americans had to obey their wishes? How would you feel? How would your life change? After students discuss the changes and their feelings, tell them that when the Mongols took over China, that’s what happened to the Chinese. 0:05 minutes

GUIDED DISCUSSION1. Identify How did Kublai Khan keep the Mongols in power in China?

Give examples of how he gained power and how he kept it. (He defeated the Song army, killed off the entire population of Hangzhou city, took the Chinese out of positions in the government, got foreigners to run the country, taxed peasants out of their land, and forced the Chinese to obey the Mongols.)

2. Analyze Effects What good things did the Yuan dynasty accomplish for China? (Trade and agriculture expanded, the Grand Canal was extended, roads were built, a postal service was established, an accurate calendar was introduced, and Chinese literature flourished.)

ANALYZE CAUSE AND EFFECTDiscuss with students the effects of Mongol rule on the Chinese people. ASK: What caused the Mongols to fear that the Chinese would rebel? (They treated the Chinese poorly and feared the Chinese would fight back.) What was the effect of the Mongols’ fear on the Chinese? (The Mongols placed even tighter controls on the Chinese: ten Chinese families had to share one knife; no one was allowed to go out at night or to play sports; they could hold no meetings or fairs.) 0:10 minutes

ACTIVE OPTIONSCritical Viewing: NG Chapter Gallery Have students examine the contents of the Chapter Gallery for Chapter 14. Then invite them to brainstorm additional images they believe would fit within the Chapter Gallery. Have them write a description of these additional images and provide an explanation of why they would fit within the Chapter Gallery. Then instruct them to do online research to find examples of actual images they would like to add to the gallery. 0:10 minutes

On Your Feet: Role-Play Different Social Classes In groups of four, have students discuss how individuals in each of the four social classes would behave and act. Then have each role-play an individual in one of those classes. After teams have practiced, let them role-play for the class and have other teams guess to which class each individual belongs. 0:10 minutes

STRIVING READERSChart Social Classes Have students pair up to read the lesson. Then have them make a list of the four social classes in the Yuan dynasty. Ask them to describe the difficulties that the bottom class faced.

GIFTED & TALENTEDDiscover Marco Polo Encourage interested students to research the life and works of Marco Polo. Some can focus on his biography, others on his writings, and others on his value to the world at that time. Have them create a poster to present what they learned in a visual form to share with the class.



ANSWERS1. The Mongols made the Chinese second-class citizens. They took

away all governmental power; they forced peasants off their land and forced them to work on government projects; they distrusted the Chinese and guarded them closely, denying them basic freedoms.

2. Kublai Khan did not want the Chinese to regain any power that would threaten his rule.

3. The Mongols gave foreigners top government jobs; they admitted many Muslims and they welcomed foreign immigrants.

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Vocabulary Practice

Section 2 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVESynthesize information about the travels on the Silk Roads from primary and secondary source documents.


The Mongols revitalized the Silk Roads, thus enabling Chinese goods, especially silk and porcelain, to be traded all over the world. Travelers also spread Chinese culture and spread ideas from foreign cultures to China. Lesson 2.3 provides information on the Silk Roads trade from primary and secondary sources.

BACKGROUND FOR THE TEACHERThe Silk Roads were ancient routes for travel and trade. In the 1300s, before Genghis Khan took over, though, they were becoming increasingly dangerous for merchants and were used less often. When the Mongols took over, they eliminated crime on the routes and made the journeys much safer. Because the Mongols ruled so many lands, interaction between the Chinese and foreigners grew greatly during this period. Europeans were able to get Chinese goods more easily, and Marco Polo was a great marketer for Chinese goods.

PLANSTANDARDS

NGSSS: SS.6.E.3.2 Categorize products that were traded among civilizations, and give examples of barriers to trade of those products; SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade; SS.6.W.1.3 Interpret primary and secondary sources; SS.6.W.4.9 Identify key figures from classical and post classical China; SS.6.W.4.10 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin; SS.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.

LAFS: LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources; LAFS.68.RH.3.9 Analyze the relationship between a primary and secondary source on the same topic; LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes; LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

DOCUMENT ONE Secondary Source: History Text

from Genghis Khan and the Making of the Modern World by Jack WeatherfordAnthropologist Jack Weatherford presents a fairly positive view of the rule of the Mongols. Silk was one of China’s most valued exports, and here Weatherford notes how Genghis Khan shaped its distribution.

CONSTRUCTED RESPONSE Why might the people living on the steppes benefit from Genghis Khan’s rerouting of exports through their territory?

DOCUMENT TWO Primary Source: Travel Account

from Travels by Marco Polo Marco Polo was a merchant from Venice whose adventures in Asia have become the most celebrated of the medieval world. His colorful descriptions of life in Mongol China paint a vivid picture of the court of Kublai Khan.

CONSTRUCTED RESPONSE Why would using experts to determine prices make trade fairer and easier?

DOCUMENT THREE Primary Source: Artifact

Passport Medallion, c. 1300 Kublai Khan issued a medallion like the one at right to Marco Polo before he set off on his travels. It acted as a passport, helping Marco Polo access difficult areas and secure help and supplies from subjects of the Khan.

CONSTRUCTED RESPONSE How might Marco Polo have helped expand China’s foreign contact and trade during the Mongol Empire?

D O CU M E N T- B A S E D Q U E S TI O N

Tr avel s o n th e

Silk RoadsUnder the Mongols, China continued to produce goods that were popular all around the world, especially silk and porcelain. The Mongols wanted to encourage commerce, and their control of China and all the lands that connected it to Europe helped trade flourish. The ancient trade routes, the Silk Roads, were revitalized, and new routes reached north to the Mongol capital of Karakorum. From here, great caravans could now travel in safety and ease across the lush plains that had previously been too dangerous because of tribal wars and banditry.

2.3

from Book of the Wonders of the World by Marco Polo and Rustichello, 15th century

In this illustration from Marco Polo’s book of his travels, traders bring spices from the western part of the Mongol empire to the east.

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1. REVIEW Review what you have learned about the Mongol Empire.

3. CONSTRUCT Write a topic sentence that answers this question: During the Mongol Empire, how did Genghis Khan and Kublai Khan promote and increase trade?

2. RECALL On your own paper, write down the main idea expressed through each document and artifact.

4. WRITE Using evidence from the documents and artifact, write an informative paragraph to support the answer to the question in Step 3.

DOCUMENT ONE Secondary Source: History Text

from Genghis Khan and the Making of the Modern World by Jack WeatherfordAnthropologist Jack Weatherford presents a fairly positive view of the rule of the Mongols. Silk was one of China’s most valued exports, and here Weatherford notes how Genghis Khan shaped its distribution.

CONSTRUCTED RESPONSE Why might the people living on the steppes benefit from Genghis Khan’s rerouting of exports through their territory?

DOCUMENT TWO Primary Source: Travel Account

from Travels by Marco Polo Marco Polo was a merchant from Venice whose adventures in Asia have become the most celebrated of the medieval world. His colorful descriptions of life in Mongol China paint a vivid picture of the court of Kublai Khan.

CONSTRUCTED RESPONSE Why would using experts to determine prices make trade fairer and easier?

DOCUMENT THREE Primary Source: Artifact

Passport Medallion, c. 1300 Kublai Khan issued a medallion like the one at right to Marco Polo before he set off on his travels. It acted as a passport, helping Marco Polo access difficult areas and secure help and supplies from subjects of the Khan.

CONSTRUCTED RESPONSE How might Marco Polo have helped expand China’s foreign contact and trade during the Mongol Empire?

SYNTHESIZE & WRITE

A river of brightly colored silk flowed out of China. It was as though Genghis Khan had rerouted all the different twisting channels of the Silk Route, combined them into one large stream, and redirected it northward to spill out across the Mongol steppes.

Several times a year, parties of traders arrive with pearls and precious stones and gold and silver and other valuables, such as cloth of gold and silk, and surrender them all to the Great [Kublai] Khan. The Khan then summons twelve experts . . . and bids them examine the wares that the traders have bought and pay for them what they judge to be their true value.


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PREPARE FOR THE DOCUMENT-BASED QUESTIONBefore students start on the activity, briefly preview the three documents. Remind students that a constructed response requires full explanations in complete sentences. Emphasize that students should use their knowledge of the Mongolian rulers, the Silk Roads, Marco Polo, and Chinese culture in addition to the information in the documents. 0:05 minutes

GUIDED DISCUSSION1. Identify To what does Jack Weatherford compare the new routes of

the Silk Roads? (a river or stream made up of silk, spilling on the steppes)

2. Make Inferences Kublai Khan summoned twelve experts to evaluate the goods brought by the merchants. What does this tell you about his opinion of merchants? (He didn’t trust them.) Why would this method save time? (It limited haggling over price.)

3. Describe How did the passport medallion from Genghis Khan help Marco Polo? (It protected him from danger since most were afraid of Genghis Khan, and it opened doors for him. It assured people that Genghis Khan knew and respected him.)

EVALUATEAfter students have completed the “Synthesize & Write” activity, allow time for them to exchange paragraphs and read and comment on the work of their peers. Guidelines for comments should be established prior to this activity so that feedback is constructive and encouraging in nature. 0:15 minutes

ACTIVE OPTIONSCritical Viewing: NG Chapter Gallery Ask students to choose one image from the Chapter Gallery and become an expert on it. They should do additional research to learn all about it. Then, students should share their findings with a partner, small group, or the class. 0:10 minutes

On Your Feet: Create a Passport Medallion Have students study the medallion Genghis Khan gave to Marco Polo. Allow them to work with clay to create a medallion of their own that would give them “safe passage” through the school. They could use your name as the “emperor”; they can carve their own name in the medallion as well, using a pen or pointed instrument. 0:20 minutes

INCLUSIONWork in Pairs If some students have disabilities, consider pairing them with other students who can read the documents aloud to them. You may also want to give students the option of recording their responses.

PRE-APResearch Marco Polo’s Book Ask students to research The Travels of Marco Polo. They may be able to find and copy other pictures from the book to explain and share with the class. They should report on how the book was written and what people learned from it, true or false.



ANSWERSDOCUMENT 1Until Genghis Khan changed the routes, the people on the steppes had not been included in the Silk Roads trade because caravans were afraid to go there. Now they were able to buy the silks and other materials from merchants and sell some of their own products. They would also be exposed to people from other areas, get news, and learn new things.

DOCUMENT 2Experts knew the value of the materials, preventing fraud, trickery, and ignorance of the real value of items. Haggling over price would be limited.

DOCUMENT 3Marco Polo brought goods from China back to Europe and interested Europeans in buying them. He also traveled through many other lands and marketed his knowledge with many other individuals.

ANSWERS1. Responses will vary.

2. Responses will vary.

3. Possible response: By revitalizing the Silk Roads and using foreigners to advertise Chinese products, the Khans promoted and increased trade.

4. Students’ paragraphs should include their topic sentence from Step 3 and provide several details from the documents to support the sentence.

INTRODUCE & ENGAGE

TEACH

DIFFERENTIATE

CONSTRUCTED RESPONSE

SYNTHESIZE & WRITE

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Vocabulary Practice

Section 3 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVEIdentify how the Ming dynasty restored China’s greatness.


The Ming dynasty restored the Chinese to power and encouraged the growth of education, literature, and the arts. Lesson 3.1 also describes improvement in the lives of peasants and a renewed respect for agriculture.

BACKGROUND FOR THE TEACHERA Chinese peasant, Zhu Yuanzhang, led a long but successful rebellion against the Mongols and eventually

ousted them, starting the Ming Dynasty. Hongwu, as he called himself, set out to rebuild China. His was a very autocratic reign, but he supported and improved the lives of peasants and restored the government back to Confucian values.

Hongwu’s son Yongle succeeded him; both he and his father were described as paranoid, ruthless tyrants. Yongle continued the rebuilding of China. He sponsored Zheng He’s sea expeditions (Lesson 3.2) and encouraged education and writing literature. He also changed the capital to Beijing, where he had the Forbidden City built. During his reign, China went back to using coins rather than paper money. Both father and son helped peasants, were against the merchants, and repressed their enemies.

PLANSTANDARDS

NGSSS: SS.6.W.4.9 Identify key figures from classical and post classical China.

LAFS: LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

A NEW LEADERSHIP

By the 1360s, Mongol rule had weakened and rebellions broke out. The son of a peasant, Zhu Yuanzhang (joo yoo-ahn-jahng), emerged as a leader. In 1368, the rebels began driving the Mongols north of the Great Wall, eventually bringing an end to Mongol rule. Zhu declared himself Hongwu (hung-woo), or the first emperor of the Ming dynasty.

The Chinese again ruled China, and Hongwu set out to restore the country to greatness. He could be paranoid, controlling, and cruel, but he worked hard to improve the lives of peasants. Hongwu rebuilt China’s agriculture system and supported the growth of manufacturing. He cut government spending

and established efficient taxation. He based his rule on the principles of the Tang and Song dynasties, restoring Confucian values. Notices in villages outlined government policy and expectations of moral behavior.

Hongwu’s son Yongle (yung-loh) was, like his father, a suspicious, ruthless, and tyrannical ruler. However, he also effectively continued his father’s work rebuilding China. Yongle sponsored sea expeditions and encouraged local governments to build schools for commoners. He also sponsored great literary works and led armies to suppress China’s neighbors.

IMPERIAL PALACE

Like many Chinese emperors, Yongle moved the imperial capital —this time north, to Beijing. This location placed Yongle near his supporters and closer to his armies guarding China’s borders. Beijing was well organized. It was laid out in a grid aligned with the points of the compass and surrounded by 14 miles of 40-foot walls. To feed the vast numbers of people who flocked to the capital, Yongle extended the Grand Canal even farther, using advanced engineering to carry boats uphill.

At Beijing’s heart was the Imperial Palace, or Forbidden City—so named because few were admitted and only with the emperor’s permission. The Forbidden City would be the center of imperial power and government for the next 500 years. It took an estimated one million workers nearly 15 years to complete the palace, which was an architectural marvel. The huge complex boasted hundreds of buildings that towered over Beijing. It included luxurious private residences for the imperial family and more than 100,000 servants. The city’s rectangular, symmetrical, and compass-aligned design was said to be in perfect harmony with the world. It remains the world’s largest palace—the perfect place for the emperor to fulfill his role as a connection between the will of heaven and the practical rule of Earth.

After a challenging

period of Mongol rule,

the Chinese people found an unlikely

rescuer in a peasant who led China’s

rebellion. China’s next two emperors

set out to restore the country to

greatness. The Ming dynasty’s capital

was a spectacular new seat of power

that would be used continuously for

500 years.

The Ming dynasty restored China to greatness.

MAIN IDEA

3.1 Return toChinese Rule

416 CHAPTER 14

NOTES:

Please fix the type in first paragraph. (taken from the last lesson), and fit the Main Idea back in: The Ming Dynasty restored Chinese rule to China and built a splendid palace complex. DONE md

Let’s switch this lesson to 3.1 and rename “Return to Chinese Rule.” Keep the Forbidden City as the Diagram with callouts.

Update folios in entire section.

Fix intro box/overset. DONE md

Two lines of overset still. md DONE ej

Edit intro copy (can’t get in the box to edit myself): After a challenging period of Mongol rule, the Chinese people found an unlikely rescuer in a peasant who led China’s rebellion. China’s next two emperors set out to restore the country to greatness. The Ming Dynasty’s capital, with its Imperial palace, was a spectacular new seat of power that would be used continuously for 500 years. DONE SYM

416-423_SE66871_U05CH14S3.indd 416 3/8/16 10:06 AM

1. READING CHECK How was the Ming dynasty established?

2. ANALYZE CAUSE AND EFFECT Why did Yongle move the imperial capital to Beijing?

3. INTERPRET VISUALS What did the impressive architecture of the Forbidden City symbolize?

FORBIDDEN CITYGovernments are often housed in imposing buildings that reflect the power of politics. But few are as impressive as the Imperial Palace in Beijing.

The Imperial Garden was filled with fragrant flowers, plants, and trees as well as sculptures and pavilions.

The Palace of Earthly Tranquility served as the living quarters of the empress.

During the Ming dynasty, the Palace of Heavenly Purity served as the emperor’s living quarters.

The Meridian Gate served as the main entrance and exit for the emperor.

The Hall of Supreme Harmony housed the emperor’s golden Dragon Throne.

REVIEW & ASSESS

417

[please save this copy]

caption content to choose from for Diagram:

The buildings were noted for their perfect proportions, clean lines, and dramatic colors. [They featured red brick walls, white marble terraces and gleaming yellow tiled roofs.]

Passing through the main Meridian Gate, visitors entered a vast plaza with space enough for an army to march.

Lying ahead was the Gate of Supreme Harmony leading to the palace’s centerpiece, the Hall of Supreme Harmony. This magnificent building sat on top of a three-tiered white marble terrace. By law, it was the tallest building in the empire. Here, emperors sat in splendor, surveying state occasions from a huge gilded-gold Dragon Throne.

[Laid out along the city’s central axis were many important buildings, including the Hall of Preserving Harmony, where lavish banquets were held. At the Palace of Heavenly Purity, the emperor’s court welcomed honored visitors. At the Hall of Mental Cultivation, the emperor conducted most state business.]

The Treasure Gallery brimmed with gold, silver, jewels, porcelains, silks, and rare artifacts.

Numerous libraries, temples, and a three-story theater enlivened the Forbidden City’s culture.

The Imperial Garden was filled with fragrant flowers, plants, and trees as well as sculptures and pavilions.

416-423_SE66871_U05CH14S3.indd 417 3/8/16 10:06 AM

416 CHAPTER 14

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COMPARE AND CONTRASTAsk students if any have visited the White House or the U.S. Capitol in Washington, D.C. Encourage them to give a brief description of each. ASK: Who lives in a palace? (kings, queens, royalty) ASK: Why doesn’t our U.S. president live in a palace? (Possible response: The founders of the United States did not want leaders to be royalty, but elected by the people. A palace suggests power that they did not want to give the president.) Have students preview the illustration of the Forbidden City in the lesson. 0:05 minutes

GUIDED DISCUSSION1. Make Inferences Write these adjectives on the board and discuss

their meanings with students: paranoid, controlling, cruel, suspicious, ruthless, and tyrannical. Tell students that these words describe the personalities of both Hongwu and Yongle. ASK: How do you think the leaders became that way? (Possible responses: Mongol rule had been repressive; Hongwu’s life had been very rough; they needed to be tough and ruthless to defeat the Mongols and to keep power.)

2. Compare and Contrast If you were a peasant, how might your life have changed since the Ming dynasty got rid of Mongol rule? (It would be much improved; the Mongols were cruel and taxed peasants heavily, pushing many off their land; the Ming dynasty improved peasants’ lives, established schools for commoners, and rebuilt the agriculture system.)

INTERPRET VISUALSHave students examine the illustration of the Forbidden City. Point out the symmetry and the compass-aligned design. Have volunteers read aloud the captions. ASK: Who lived in the Forbidden City? (the royal family and their 100,000 servants) Remind students that the Imperial Palace is still the largest palace in the world. Encourage students to give their opinions about both the architecture and the entire complex. 0:10 minutes

ACTIVE OPTIONSCritical Viewing: NG Image Gallery Have students explore the entire NG Image Gallery for images of palaces, monuments, large statues, or manmade architectural wonders and choose two of the items to compare and contrast, either in written form or verbally with a partner. Ask questions that will inspire this process, such as: How are these monuments or palaces alike? How are they different? Where and when were they built? Why did you select these two items? 0:10 minutes

On Your Feet: Design a Palace Point out the luxury and perfection of the Forbidden City. Encourage students to think about what they would want their own palace to look like and contain. Have students design their own palace, either an overview of the grounds and buildings similar to the illustration in the lesson, or particular buildings or special parts. Remind them that cost is not a problem. They can make a map, an architectural blueprint, or a drawing or painting of a finished palace. Allow them to share their dream palaces with the class. 0:10 minutes

.

STRIVING READERSPlay the “I Am . . .” Game Individually and quietly assign two students the name “Hongwu” and two others “Yongle.” Have each student write a one-sentence clue beginning with “I am.” Have students take turns reading clues and calling on other students to guess which emperor each speaker is pretending to be.

GIFTED & TALENTEDResearch the Forbidden City Have students choose one part of the Forbidden City to research on the Internet. Their assignment is to provide more visual detail about that part of the city. They can focus on a particular building or on the layout of an area. They can sketch, diagram, or print out pictures of the building or area. Have them label and hang the visuals around the classroom for viewing.



ANSWERS1. Hongwu led a long rebellion and drove the Mongols north of the

Great Wall. He declared himself emperor and started the Ming dynasty.

2. Beijing was closer to his supporters and armies; it was farther north and closer to the border.

3. It symbolized perfect harmony with the world, so the emperor could be the connector between the will of heaven and the ruling of Earth.

INTRODUCE & ENGAGE

TEACH

DIFFERENTIATE

REVIEW & ASSESS

LESSON 3.1 417

416-423_IWE10785_U05CH14L3.indd 417 4/27/16 7:53 PM




Vocabulary Practice

Section 3 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVEIdentify how Chinese spread their influence across the world by sea.


Zheng He’s voyages spread Chinese influence and trade throughout the world, and he brought back foreign influence, ideas, and goods to China. Lesson 3.2 describes the ships and routes Zheng He took to travel farther and to more places than anyone had gone before.

BACKGROUND FOR THE TEACHERZheng He’s wooden treasure ships were first developed in the 11th century. Some were 440 feet long and 185 feet across with multiple decks and watertight compartments below decks. The ships were designed with a deep keel, a very large rudder in the stern, and a complex system of rigging in the sails.

PLANSTANDARDS

NGSSS: SS.6.G.1.4 Utilize tools geographers use to study the world; SS.6.W.4.9 Identify key figures from classical and post classical China; SS.6.W.4.10 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin.

LAFS: LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

EQUATOR

Nanjing

Beijing

QuanzhouChangle

Xiamen

Dalian

Kunyang

Qui Nhon

Malacca

Surabaya

Palembang

Banda Aceh

Mogadishu

Sanaa

Nairobi

Mecca

Lamu

Mombasa

CochinJaffna

Galle

Quilon

Ayutthaya

Chittagong

Baraawe

Dhofar

CHAMPA

SIAM

Kozhikode(Calicut)

Hormuz

Aden

Jeddah

Malindi

Colombo

Semudera

Mukalla

Pahang

Kelantan

Great Wall

Yangtze MING EMPIRE

SouthChina

Sea

Bay ofBengal

EastChina

Sea

A r a b i a n

S e a

Red

Sea

Malacca

Strait of

Persian

G

ulf

I N D I A N O C E A N

Hainan

Pate I.

AndamanIslands(India)

NicobarIslands(India)

Java

ArabianPeninsula

MalabarCoast

Swahili coast

Dondra Head

Sumatra

A F R I C A

A S I AGrand Canal

C H I N A

I N D I A BANGLADESH

THAILAND

VIETNAM

CAMBODIA

SAUDIARABIA

YEMEN

OMAN

IRAN

MOZ.

KENYA

SUDAN

TANZANIAMALAYSIA

MALDIVES

I N D O N E S I A

SRI LANKA CEYLON

TAIWAN

SO

MALI

A

YUNNAN

JIANGSU

FUJIAN

7

6

5

4

321

Origin of all7 voyages

•

Present-dayboundaries shown

Scale varies inthis perspective.

Main route

Subsidiary route

Major trading center

Destination4

EQUATOR

Nanjing

Beijing

QuanzhouChangle

Xiamen

Dalian

Kunyang

Qui Nhon

Malacca

Surabaya

Palembang

Banda Aceh

Mogadishu

Sanaa

Nairobi

Mecca

Lamu

Mombasa

CochinJaffna

Galle

Quilon

Ayutthaya

Chittagong

Baraawe

Dhofar

CHAMPA

SIAM

Kozhikode(Calicut)

Hormuz

Aden

Jeddah

Malindi

Colombo

Semudera

Mukalla

Pahang

Kelantan

Great Wall

Yangtze

MING EMPIRE

SouthChina

Sea

Bay ofBengal

EastChina

Sea

A r a b i a n

S e a

Red

Sea

Malacca

Strait of

Persian

G

ulf


Hainan

Pate I.



Java

ArabianPeninsula

MalabarCoast

Swahili coast

Dondra Head

Sumatra

A F R I C A

A S I AGrand Canal

C H I N A


THAILAND

VIETNAM

CAMBODIA

SAUDIARABIA

YEMEN

OMAN

IRAN

MOZ.

KENYA

SUDAN

TANZANIAMALAYSIA

MALDIVES

I N D O N E S I A

SRI LANKA CEYLON

TAIWAN

SO

MALI

A

YUNNAN

JIANGSU

FUJIAN

7

6

5

4

321


•



Main route

Subsidiary route


Destination4

5

6

7

THE VOYAGES OF ZHENG HE

Zheng He’s expeditions included more than 300 ships and nearly 30,000 sailors. This show of force was about more than exploration and trade. It also communicated political power. Zheng He’s main mission was to glorify Yongle by asserting Chinese control over trade routes and weaker countries. For three decades, Zheng He sailed 40,000 miles around Southeast Asia, East Africa, and the Middle East.

His ships returned to China laden with treasure and exotic luxuries such as gold, gems, rare spices, giraffes, and zebras. These expeditions established China’s international reputation as goods and ideas were exchanged with more countries than ever before. However, not everyone was happy that China was reaching out to other lands.

The sea beckoned to a

young Chinese Muslim

named Zheng He (jung huh), who rose

through the ranks of the navy and, in

1405, began a series of seven voyages

to Asia and Africa. His success was

built on the accuracy of Chinese

navigation—the best in the world.

Chinese ships and navigational tools allowed China to spread its power and influence by sea.

MAIN IDEA

3.2

1417–1419 Zheng He’s treasure fleet visited the Arabian Peninsula and, for the first time, Africa. In Aden, the sultan presented exotic gifts such as zebras, lions, and ostriches.

1421–1422 Zheng He’s fleet returned foreign ambassadors to their native countries after stays of several years in China.

1431–1433 The last voyage marked the end of China’s age of exploration. Historians believe that Zheng He died on the return trip and was buried at sea.

Zheng He’s Explorations

418 CHAPTER 14

NOTES

[cut] The largest ships measured 500 feet long and four stories high, with 9 masts, and 1,000 man crews, and they could carry 600 tons of cargo. In contrast, Columbus’s flagship a century later was not even a quarter of this size, and his fleet was just three ships.

NOTE FROM COMP: Several lines of overset. md

Move map title/intro to recto (see version from WCG).

After moving the map title see if you can fit the overset in column 2. ej

Fix intro box to extend to Main Idea. Edit Main Idea to read:

Need a different graphic (boat) for the intro box.

Cheated map so that the labels on either side of the gutter are visible...Scott, please look over. sj

Need map label beneath boat to be removed. sj

We moved the callouts 1-5 to bring text within Nasta margins. SYM 12/15

416-423_SE66871_U05CH14S3.indd 418 3/8/16 10:06 AM

EQUATOR

Nanjing

Beijing

QuanzhouChangle

Xiamen

Dalian

Kunyang

Qui Nhon

Malacca

Surabaya

Palembang

Banda Aceh

Mogadishu

Sanaa

Nairobi

Mecca

Lamu

Mombasa

CochinJaffna

Galle

Quilon

Ayutthaya

Chittagong

Baraawe

Dhofar

CHAMPA

SIAM

Kozhikode(Calicut)

Hormuz

Aden

Jeddah

Malindi

Colombo

Semudera

Mukalla

Pahang

Kelantan

Great Wall

Yangtze MING EMPIRE

SouthChina

Sea

Bay ofBengal

EastChina

Sea

A r a b i a n

S e a

Red

Sea

Malacca

Strait of

Persian

G

ulf


Hainan

Pate I.



Java

ArabianPeninsula

MalabarCoast

Swahili coast

Dondra Head

Sumatra

A F R I C A

A S I AGrand Canal

C H I N A


THAILAND

VIETNAM

CAMBODIA

SAUDIARABIA

YEMEN

OMAN

IRAN

MOZ.

KENYA

SUDAN

TANZANIAMALAYSIA

MALDIVES

I N D O N E S I A

SRI LANKA CEYLON

TAIWAN

SO

MALI

A

YUNNAN

JIANGSU

FUJIAN

7

6

5

4

321


•



Main route

Subsidiary route


Destination4

1. READING CHECK What was one of the purposes of Zheng He’s voyages?

2. MAKE GENERALIZATIONS How did Zheng He’s voyages demonstrate China’s power?

3. INTERPRET MAPS How did Zheng He pay respect to Buddhism during his third voyage?

1413–1415 As a result of the voyage, an estimated 18 countries sent tribute and foreign ambassadors to China.

1409–1411 During this voyage, Zheng He fought a land battle in Sri Lanka. The voyage was also marked by his offering of gifts to a Buddhist temple.

1407–1409 The fleet returned foreign ambassadors who had traveled to China on the first voyage from Sumatra, India, and elsewhere.

4 3 2 11405–1407 In July, the fleet, with 317 ships and 27,870 men, left Nanjing with silks, porcelain, and spices for trade.

ZHENG HE’S VOYAGES,1405–1433This map shows the main and subsidiary, or secondary, routes of Zheng He’s seven expeditions. Note that the map labels include place names from the 1400s as well as present-day names.

Critical Viewing This illustration contrasts Zheng He’s ship with that of a European explorer. What impression might the large Chinese ship have made when it arrived in a foreign port?

REVIEW & ASSESS

419

416-423_SE66871_U05CH14S3.indd 419 3/8/16 10:06 AM

POSSIBLE RESPONSEZheng He’s ship would both frighten and awe people in the countries he visited.

418 CHAPTER 14

416-423_IWE10785_U05CH14L3.indd 418 4/27/16 7:54 PM


ACTIVATE PRIOR KNOWLEDGEInvite students to share what they know about European explorers from their knowledge of U.S. and European history. Ask these questions and write students’ responses on the board:

• Which explorers have you studied?

• What countries did they come from?

• What areas did they explore?

• What reasons did they have for exploring?

Then ask students if they know of any Asian explorers. Tell them that they will learn about a Chinese explorer who commanded a larger fleet than later European explorers. 0:10 minutes

GUIDED DISCUSSION1. Identify What did Zheng He bring back to China from his voyages?

(tribute from foreign countries, people, ideas, and goods, such as gold, gems, spices, plants, and animals)

2. Evaluate What were Zheng He’s noteworthy accomplishments? (Possible responses: He traveled 40,000 miles to more countries than had ever been visited; he had the largest ships with the best navigation tools; he opened trade to many countries; he showed off China’s power and luxurious goods; he commanded 300 ships with 30,000 sailors in seven trips; he brought back tributes.) Which accomplishment do you think was most important to Emperor Yongle? (Possible response: showing off China’s power)

INTERPRET MAPSHave students study the map of Zheng He’s voyages, paying particular attention to his destinations and the heavy line that shows his main route. Conduct a class Map Bee to see who can answer these questions accurately and quickly:

• What present-day country did he reach on his first three voyages? (India)

• What islands did he visit on the way? (Java, Sumatra, Malaysia, Sri Lanka)

• What was the destination of the fourth voyage? (Iran and the Red Sea)

• Why would Zheng He take a side trip to Mecca off the Red Sea? (Mecca is sacred to Muslims.)

• What continent did he visit for his last three voyages? (Africa)

0:10 minutes

ACTIVE OPTIONSOn Your Feet: Role-Play Exploration Station some students around the classroom to represent different places where Zheng He stopped on his voyages. Have other students represent Zheng He and his fleet and travel around the classroom, moving from right to left and stopping at each

location. Students should role-play the encounters between Zheng He and the people he met on his travels. 0:10 minutes

NG Learning Framework: Learn About Zheng He

ATTITUDE: Curiosity SKILL: Observation KNOWLEDGE: New Frontiers

Ask students to choose one destination of Zheng He’s voyages and find out what he might have seen and experienced in that place and at that time. They should research the people and culture of that destination. Then they should write up their observations as Zheng He might have written in a journal. 0:10 minutes

INCLUSIONRead the Map Have students study the map of Zheng He’s voyages. Help them understand the map and the captions that go with it. Point out that Zheng He traveled west from the point where he started in China. Explain that the callouts are in chronological order, but, like the map, need to be read from right to left. Call on volunteers to read each callout and point to the places referred to on the map.

GIFTED & TALENTEDWrite Travel Tweets Ask students to imagine that they are living in one of the countries visited by Zheng He. Have them write a short series of tweets to a friend about Zheng He, his fleet, and the goods he is carrying. You might label the walls of the classroom with some of Zheng He’s destinations and post the tweets on the appropriate wall.

Amazing ships! Makes ours look tiny. LOL!



ANSWERS1. Possible responses include the following: to show China’s political

power; to glorify Yongle; to explore and establish control over trade routes; to collect tribute; to sell China’s goods; and to establish an international reputation.

2. The size and quality of the ships, the distances he traveled, the many countries he visited, and the tributes he collected showed China’s political power.

3. He offered gifts to a Buddhist temple in Sri Lanka.

INTRODUCE & ENGAGE

TEACH

DIFFERENTIATE

REVIEW & ASSESS

LESSON 3.2 419

416-423_IWE10785_U05CH14L3.indd 419 4/27/16 8:09 PM




Vocabulary Practice

Section 3 Quiz

STUDENT RESOURCES

NG Chapter Gallery

OBJECTIVEIdentify how China isolated itself and eventually lost its dynastic system.


China’s isolationism in this period limited its influence on the modern world, but foreigners continued to visit China. Lesson 3.3 explains how European powers eventually opened China up to foreign trade.

BACKGROUND FOR THE TEACHERMost of the official records of Zheng He’s voyages

were destroyed after his death. New laws made it illegal to build large ships to sail the oceans. The Chinese still exported silk, porcelain, and tea, but they stopped importing European goods and thought Western influence would weaken their culture. As a result, European and Japanese merchants and pirates took control of the seas. More foreign visitors and missionaries began coming to China in the mid-1500s.

The Ming dynasty was failing. Ming rulers asked the Manchus from Manchuria, north of the Great Wall, for help when rebels seized Beijing. The Manchus took advantage of the weak dynasty and took over the government. The new Qing Dynasty, run by the Manchus, ruled from 1644 to 1912 and gave China its westernized name.

PLANSTANDARDS

NGSSS: SS.6.W.1.1 Use timelines to identify chronological order of historical events; SS.6.W.4.8 Describe the contributions of 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.

LAFS: LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68.RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

ISOLATION POLICY

China’s great explorer, Zheng He, died during his seventh voyage and was buried at sea. His death marked the end of China’s maritime expeditions. There were competing government factions for and against exploration, and when the emperor Zhengtong (jung-tung) took power in 1435, he stopped all future voyages, claiming that they were too expensive and they imported dangerous foreign ideas.

The Chinese considered themselves the most civilized people on Earth. They felt they were surrounded by barbarians and did not need the rest of the world. After a period of foreign rule and much instability in their history, it was understandable that the Chinese reacted this way. However, the effect of Zhengtong’s decision was to surrender control of the

region’s seas and trade to ambitious European nations and Japanese pirates.

In the following centuries, China entered a long period of isolationism , during which it rejected foreign contact and influences. The government took up a defensive attitude and geared the economy toward self-sufficiency. Rulers banned foreign trade, kicked out foreigners, and tried to eliminate foreign influences from Chinese society.

Symbolic of this effort was the extension of the Great Wall, which the government rebuilt entirely in stone and completed with 25,000 watchtowers along its 5,500-mile length. The wall was a formidable physical sign of China’s defensive isolation.

THE LAST DYNASTY

The world, however, would not leave China alone. Starting in the mid-1500s, the Ming dynasty faced more and more challenges. Pirate raids were common along the southeast coast. The Mongols invaded the north, and Japan conquered Chinese-protected Korea. The cost of these wars, on top of a lavish imperial lifestyle and corruption at court, spelled financial difficulties. The peasants paid taxes for all this while they were already coping with widespread crop failures, famine, and disease. The people rebelled, and Ming authority crumbled.

In 1644, rebels took over Beijing. In despair, the last of the Ming emperors hanged himself from a tree. Tribes north of the wall, the Manchus, united and took advantage of the confusion to seize power. They easily defeated the rebels and founded the Qing (chihng) dynasty.

China would remain under the Qing’s foreign rule for nearly 300 years. The Qing kept native customs and the Ming government structure but also introduced some of their own traditions. They forced Chinese men to wear their hair as the Qing did, in a long braid. The Qing continued

An ostrich is believed to

bury its head in the sand

to avoid seeing its enemies. But that

doesn’t stop its enemies from seeing

it—or attacking it. China could have

learned a valuable lesson on what not

to do from this bird.

China isolated itself from the world, but foreign influences still brought the downfall of the dynastic system.

MAIN IDEA

3.3 ChinaTurns Inward

420 CHAPTER 14

416-423_SE66871_U05CH14S3.indd 420 3/8/16 10:07 AM

Dynastic Time Line of China

Ming1368–1644

Hongwu, Yongle

Disciplined but cruel governing style; Zheng

He’s voyages; influence in Vietnam and Myanmar;

trend toward isolationism

Song960–1279

Taizu, Gaozong

New technologies: gunpowder, porcelain, printing; trade boom;

re-establishment of Confucianism and the

bureaucratic examination system; growth of cities

Yuan (Mongol)1279–1368

Genghis Khan, Kublai Khan

Largest land empire in history; united all of China

for the first time in 300 years; one of the longest foreign

rulers of China

Tang 618–907

Taizong, Empress Wu

300-year period of stability; golden age of literature and art; strong centralized government;

Buddhist influence

Qing (Manchu)1644–1912

Kangxi, Yongzheng, Qianlong

Expanded territory; thriving commerce and craft

production; development of Peking opera

1500

2000

1000

500

Sui581–618

Wendi, Yangdi

Short-lived dynasty that reunified China after centuries of civil war

following the fall of the Han; Grand Canal;

restoration and expansion of the Great Wall

Important Rulers

Major Accomplishments

1. READING CHECK How did China try to isolate itself from foreign influences?

2. COMPARE AND CONTRAST How did China’s policy toward the outside world at the beginning of the Ming dynasty differ from that at the end of the Ming Dynasty?

3. INTEGRATE VISUALS How does the time line illustrate the recurring theme of the “dynastic cycle” in Chinese history?

China’s isolationism, although they did embark on some successful wars that expanded the empire by the end of the 18th century. With peace and prosperity, the population started to increase again, reaching 300 million by 1800. At that time, many Chinese began to migrate to new lands that the Ming had conquered earlier.

Since 1514, European traders had been traveling to China. The Europeans were building strong trading colonies across Asia. The Qing tried to restrict European trade and refused to buy European

goods. During the late 1700s, frustrated British merchants began smuggling the drug opium into China. They soon had a successful trade, but addiction ruined countless Chinese lives. The resulting Opium Wars weakened China internally and internationally. European powers seized Chinese territories and took control of the economy. After 1850, a string of rebellions weakened China, and, in February 1912, revolutionary forces overthrew the Qing dynasty. Two thousand years of imperial rule had come to a decisive end.

REVIEW & ASSESS


Designed timeline, but would love less copy and more image opportunities...I tagged the Tang and Ming Dynasties as being good image opportunities as the layout now stands. SJ 3/20

Time line:

I can’t get into the box for the time line but do need to edit copy. Can you unlock this for me?

Could we replace the words Important Rulers and Major Accomplishments with some kind of icon? They’re repeated a lot.

Make dynasty names pop more.

Run time line across top or bottom. Add some color as a backdrop. Why is only the Qing in gray circle? It looks like it’s being featured.

Add images TK. ej

Emily, the timeline’s created in Illlustrator, please give us your edits and we can adjust as needed. Also Emily/Scott, I think there’s room for 2 outlined images...from the Tang and Ming Dynasties. What are your thoughts? sj 5/19

There’s not enough room for images.

Add key for icons. DONE SYM 7/16

Move Time Line to top of page. DONE SYM 7/15

Change browns to purple throughout. DONE SYM 7/15

Ming: Change Zu Huayzang to Hongwu DONE SYM 7/15

Qing: Change Kianlong to Qianlong DONE SYM 7/15

change to: thriving commerce and craft production DONE SYM 7/16

Song: Change date to 960–1279 DONE SYM 7/15

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ANALYZE SYMBOLSAsk a volunteer to describe the Statue of Liberty or show a picture of it. ASK: What is the function of this statue? What is its message to the world? (It is a symbol of our invitation to people from other countries to come to our country and experience freedom; its message is “Welcome.”) ASK: What function did China’s Great Wall serve? What is its message to the world? (Its function is protection from foreign invaders; its message is “Keep out.”) Explain that during this next period in China’s history, the Great Wall was rebuilt in stone and extended even farther; most of it still exists today. Point out that both the Statue of Liberty and the Great Wall are symbols that have opposite messages for the world. Finally, introduce the word isolationism, meaning “the belief that a country should keep itself separate from other countries.” 0:05 minutes

GUIDED DISCUSSION1. Analyze Causes Point out that the causes of the fall of dynasties were

similar. ASK: What led to the fall of the Ming dynasty? (pirate raids from Japan, wars with the Mongols and Japan, crop failures, famine, rebellions, cost of wars, weak leadership)

2. Analyze Effects In what ways did isolationism help China? How did it hurt China? (Help: It initially prevented foreign powers from taking over China. It allowed China to become more self-sufficient economically. Hurt: It caused them to lose power in the seas; it made China a target for foreign merchants; it allowed European countries to create trade colonies across Asia; it eventually led to the Opium Wars.)

MORE INFORMATIONThe Opium Wars Chinese merchants had to be paid in silver, which was hard for European countries that had gone to the gold standard. The British started smuggling opium to China when they couldn’t sell other products. Opium went from being a medicinal product to a recreational drug and caused the addiction and deaths of many Chinese. China fought this trade in a series of wars called the Opium Wars that were costly to China and finally weakened the Qing dynasty.

ACTIVE OPTIONSOn Your Feet: Name That Dynasty Have three or four volunteers use the time line to write individual facts about each dynasty on separate slips of paper. For example, they can write “Yangdi” or “short-lived dynasty” on the top of the paper, “Sui Dynasty” on the bottom of the paper. Each of the 6 dynasties should have three to four slips of paper telling one fact about it.

Divide the class into small groups and have them play “Name That Dynasty.” Designate each volunteer as an emcee; give that person a set of the paper clues. The other students in each group will guess the dynasty. Whoever guesses correctly gets the slip of paper; at the end whoever has most slips is the winner and may be given a prize. 0:10 minutes

NG Learning Framework: Learn About Different Dynasties

SKILL: Problem-Solving KNOWLEDGE: Our Human Story

Challenge pairs of students to create a pie chart out of the time line in the lesson. They need to look at the years covered by each dynasty and figure out how to show the percentage of time each took in relation to the rest. They should color their charts and make sure to label each section of the chart with its dynasty. 0:10 minutes

ENGLISH LANGUAGE LEARNERSAnalyze Word Roots Students may benefit from an introduction to the Latin word insula, meaning “island.” Remind them an island is separate from a mainland. Display the word isolate and explain that it means “to keep separate”. Then display the word isolation and explain that it means “the state of being separate.” Finally, remind students that the word part ism indicates a belief. Therefore, isolationism means “the belief in keeping separate.” Tell them that the Chinese during this period believed that isolationism would keep out foreign influences and strengthen their country.

PRE-APCreate a TV News Report Invite interested students to research the history of the Opium Wars between China and European countries. They should answer the following questions:

1. Why did the British start smuggling opium into China?

2. Where was the opium grown? What was Britain’s connection to that country?

3. What part did silver and gold play in the story?

4. How did China try to fight back?

5. What was the result of the wars?

Have students present their information to the class in the form of a TV news magazine report such as “60 Minutes.”



ANSWERS1. Rulers stopped funding sea voyages to foreign lands, banned

foreign trade, kicked out foreigners, extended and rebuilt the Great Wall, discouraged foreign influences, adopted a defensive attitude, and tried to make their economy self-sufficient.

2. At the beginning of the Ming dynasty, Zheng He’s voyages caused great commerce with many foreign nations; by the end of the dynasty, China isolated itself from foreign influence, trade, ideas, and people.

3. At the beginning of each new dynasty, strong rulers united parts of China and inspired progress. Later instability and problems would set in, causing the dynasty to fall apart until a new strong leader took over, repeating the cycle. The dynasties lasted many years but in each case only lasted for two or three strong rulers.

INTRODUCE & ENGAGE

TEACH

DIFFERENTIATE

REVIEW & ASSESS

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Vocabulary Practice

Section 3 Quiz

STUDENT RESOURCES

NG Chapter Gallery

STANDARDS

NGSSS: SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures; SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences; SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations (historiography).

LAFS: LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions; LAFS.68.RH.1.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered); LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

OBJECTIVEExplain how bioarchaeology helps people learn about ancient China and Mongolia.


Bioarcheologists are uncovering secrets about the many cultures incorporated into China’s diverse population. Lesson 3.4 describes the work of Dr. Christine Lee in learning more about the Xiongnu people in Mongolia.

BACKGROUND FOR THE TEACHERThe term bioarchaeology came into use in 1972 as an offshoot of zooarchaeology, the study of animal bones as part of archaeology. Now the term extends to studying human bones. To learn more about ancient peoples, bioarchaeologists study burials, diets, teeth, health, nutrition, paleodemography (demographics of ancient peoples), paleogenetics, occupations, and behaviors.

PLAN

N ATI O N A L G EO G R A PH I C E X PLO R E R C H R I S T I N E LE E

This pit of human skulls was found during the excavation of Zhengzhou, a city from the Shang period about 3,750 years ago. Burial customs varied among several distinct cultures in early China.

Exploring China’s Diverse Cultures“When I was little I would identify the pieces of our Thanksgiving turkey and then reassemble the bones after the meal,” laughs Christine Lee, a bioarchaeologist and a National Geographic Explorer. “My parents thought I was going to be a doctor!” Instead, she entered a relatively new science, bioarchaeology, which combines biology and archaeology, using the tools of both sciences to find out about the way ancient people lived.

3.4

422 CHAPTER 14

Do we have a photo of Christine Lee yet? Didn’t see one in the Chapter image link SJ 3/20

TK

Lee’s name should be in yellow gold style.

NOTE FROM COMP: Normally the name is NOT in yellow. Please confirm this is correct as is. md

Add captions:

verso:

This pit of human skulls was found during excavation of Zhengzhou, a city from the Shang period about 3,750 years ago. Varying burial customs point to there being several distinct cultures in early China.

recto:

Christine Lee in the field DONE md

What’s up with the picture?

I changed Lee’s name to yellow font here, please make sure it’s the correct shade. DONE SYM 7/15

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1. READING CHECK How is bioarchaeology helping scientists gain insights into ancient China and Mongolia?

2. IDENTIFY MAIN IDEAS AND DETAILS What can Dr. Lee tell about ancient people’s lives from their bones?

3. COMPARE AND CONTRAST According to Dr. Lee’s studies, what important cultural differences existed between the Xiongnu people and their Chinese neighbors?

Bioarchaeology is providing insights into ancient China and Mongolia.

SKELETAL SECRETS

Christine Lee uses biological techniques to examine human skeletons found in archaeological sites. These new techniques allow researchers to piece together clues that tell the stories of long-dead individuals and groups. It is amazing what Dr. Lee can learn from even a single tooth.

A skeleton reveals even more. “Bones can tell me a person’s sex, age, and whether they worked hard or had an easy life,” she says. “Were they right- or left-handed, did they walk long distances, ride horses, or spend lots of time kneeling? Did they have arthritis, leprosy, tuberculosis? Did they get kicked by a cow, fall off a horse, break their nose in a fight? Bones show me all this and more,” says Dr. Lee. By comparing particular skeletal characteristics across populations, she can see how ancient peoples were connected. She can also find details that provide clues to ancient people’s ancestral origins, movements, and marriages.

PUZZLES FROM THE PAST

Dr. Lee has worked all over the world but has a particular interest in Asia. In Mongolia, she was the lead bioarchaeologist on a team excavating a cemetery of the Xiongnu (shung-noo) people. These were the nomads whose raids drove China to build the 2,000-mile-long Great Wall to keep them out. The dig site was in the middle of the desert, a thousand miles from the Mongolian capital. “We stopped in a village and asked for directions and

MAIN IDEA

Dr. Christine Lee in the field

were told the site was cursed,” she says. “When we got there it was eerily quiet . . . I always said if I ever felt the skeletons didn’t want me there I would leave. I decided we could study the skeletons when they were brought to the museum—then we left.”

Back at the museum, Dr. Lee’s studies highlighted cultural differences between the ancient Xiongnu and their Chinese neighbors to the south. “The ancestors of today’s Mongolians rode horses, ate meat, and had a certain cowboy wildness compared

to the rigid society and structure on the other side of the Great Wall,” she notes. This cultural contrast was reinforced by her excavations of another independent kingdom, the Dian (dee-ahn), a city society of farmers and fishers in southern China. Dr. Lee’s findings suggest that the Xiongnu and the Chinese had very little interaction and almost never intermarried.

Dr. Lee feels a responsibility to uncover the stories of these cultures in China’s history:

“When I look at a 2,000-year-old skull it’s like I’m saying, ‘Don’t worry. I will tell the world about you—I’ll describe what your life was like and prove it had meaning.’”

REVIEW & ASSESS


Reinstate Main Idea:

Bioarchaeology is providing insights into ancient China and Mongolia. DONE md

Still no photo of Lee?

The caption is looking too close to the main copy on the verso. Can we set off the caption somehow? DONE SYM 7/15

Also modify caption’s 2nd sentence:

Burial customs varied among several distinct cultures in early China.

-ej

Presuming you mean the caption on the verso? DONE sj 5/27

Can’t edit R&A box: 2. change to Identify Main Ideas and Details DONE this box was editable. SYM 7/15

fit one line in? thx ej DONE SYM 7/15

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BRAINSTORM ETHNIC GROUPSHave students work in groups of four to identify different ethnic groups that are part of their community. Record those listed by one group and see if any group has more ethnic groups to add. Then ask students how closely these groups interact—Do they live near one another, or do they maintain their different spaces? Are they tolerant of each other, all mixed together, or do they practice different ways of living? Remind students that in China’s long history, people from different ethnic groups ruled some dynasties. Explain that there are 56 officially recognized ethnic groups in China today, with the Han Chinese being the largest group (90 percent). 0:05 minutes

GUIDED DISCUSSION1. Make Inferences Dr. Lee discovered that two ancient ethnic groups

did not interact very much. Why do you think the Xiongnu and Chinese did not interact more? (They had different lifestyles, valued different things, had little in common, and were not interested in each other.)

2. Evaluate Dr. Lee left an eerie burial site that she had heard was cursed. Do you agree with her actions? Why or why not? (Responses will vary depending on students’ feelings about burial curses.)

ASK QUESTIONSHave students study the picture of the burial pit and ask them what is unusual about it. (It contains only human skulls—not other body parts.) ASK: If you were an archaeologist, what questions might you have about this gravesite? (Possible responses: Where are the rest of the bodies? Why are only skulls here? How were the skulls separated from the skeletons? To whom did these skulls belong? How did these people die?) 0:10 minutes

ACTIVE OPTIONSOn Your Feet: Guess the Culture Divide the class into three groups. One group should brainstorm details that might describe the culture of the Xiongnu and write them individually on slips of paper; the second group should write details that might describe the culture of the Chinese neighbors in the south. Mix up the two groups’ clues. Let volunteers read the clues to the last group, the guessing group, to see if they correctly guess the culture. 0:10 minutes

NG Learning Framework: Learn About Archaeology

ATTITUDE: Curiosity KNOWLEDGE: Our Human Story

Have students work together to research career choices in the fields of archaeology and science. They should find out what the job is like, what and how much education is necessary, what salary it yields, and where the person would work. Have them create a “Career Wheel” from these facts. They should write succinctly about each career separately on a 3” x 5” index card. The cards can be hole-punched and put together on a spindle to be shared. 0:10 minutes

STRIVING READERSBuild a Cluster Map Post the words “Skeletal Secrets” in a large circle on the board or on a large sheet of paper. Ask students to look for what Dr. Christine Lee learns from ancient bones when she studies them. They should write words or phrases that they find in the “Skeletal Secrets” subheading of the lesson. Then have volunteers help create a Word Web by drawing lines from the circle and copying a word or phrase that they read. When finished, have students copy the web as a way to take notes.

Skeletal Secrets

GIFTED & TALENTEDArchaeological Finds Have interested students look up recent archaeological finds in China, such as the tomb of the emperor Yangdi or ancient bridges on the Wei River. They can use the Internet to gather information and pictures, if possible, about one such find. Let them share their information and pictures with the class.



ANSWERS1. By using modern biology to study ancient remains, bioarchaeology

allows scientists to discover physical details about individuals within an ancient culture, including how they lived and interacted with other cultures.

2. Bones can tell her about people’s sex, age, the physical hardness of their lives, diseases or injuries they had, their diet, their ancestry, travels, and marriages.

3. The Xiongnu were a little wild, like cowboys, riding horses, eating meat, and living outdoors. The Chinese led much more structured lives, were citified, and lived in a more rigid society.

INTRODUCE & ENGAGE

TEACH

DIFFERENTIATE

REVIEW & ASSESS

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1. reunify

2. nirvana

3. staple

4. porcelain

5. steppes

6. isolationism

Tang Dynasty


The reforms ofthe Tang dynastyled to peace andstability in theempire.

continued policy of tolerancetoward China’s many religionsand cultures

used civil service examinationsto select government of�cials

Evidence

Evidence

VOCABULARY ANSWERS READING STRATEGY ANSWER

STANDARDS


SS.6.W.1.3 Interpret primary and secondary sources; SS.6.W.4.8 Describe the contributions of classical and post classical China; SS.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; SS.6.W.4.12 Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century.


LAFS.68.RH.1.1 Cite specific textual evidence to support analysis of primary and secondary sources; LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies; LAFS.68.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; LAFS.68.WHST.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed; LAFS.68.WHST.2.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently; LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

ReviewC

HA

PTE

R

424 CHAPTER 14

14VOCABULARY

On your paper, write the vocabulary word that completes each of the following sentences.

1. General Wendi’s conquests managed to north and south China and establish

a strong new dynasty called the Sui.

2. Chinese Buddhists believed that the state of was an end to life’s suffering.

3. During the Song dynasty, agricultural techniques improved and rice became China’s .

4. A strong, nearly see-through ceramic called was an especially valuable trade item.

5. The Mongols were a loose collection of nomadic tribes who roamed, raided, herded, and fought across the vast of northwest China.

6. During Emperor Zhengtong’s rule, China pursued a policy of , rejecting foreign contact and influences.

READING STRATEGY

7. DRAW CONCLUSIONS If you haven’t already, complete your graphic organizer to draw conclusions about the impact of the Tang, Song, and Ming dynasties on Chinese civilization. Then answer the question.

Tang Dynasty


Evidence

Evidence

Which dynasty do you think had the greatest impact on Chinese civilization? Explain your reasoning.

MAIN IDEAS

Answer the following questions. Support your answers with evidence from the chapter.

8. What happened after the collapse of the Han dynasty in A.D. 220? LESSON 1.1

9. Why did many Chinese turn away from traditional Confucianism and embrace Buddhism? LESSON 1.2

10. What factors contributed to China’s growth during the Tang and Song dynasties? LESSON 1.3

11. How did the Mongols gain power in China? LESSON 2.1

12. During the Yuan dynasty, how did the Mongols treat the Chinese under their rule? LESSON 2.2

13. How did the Ming dynasty restore Chinese rule to China? LESSON 3.1

14. What were the goals of Zheng He’s voyages through Asia and Africa? LESSON 3.2

15. Why did China adopt a policy of isolationism during the Ming dynasty? LESSON 3.3

CRITICAL THINKING

Answer the following questions. Support your answers with evidence from the chapter.

16. ANALYZE CAUSE AND EFFECT Why was Wendi able to win the support of China’s population?

17. ANALYZE CAUSE AND EFFECT How did Buddhism and Daoism influence Confucianism?

18. EVALUATE Which ancient Chinese invention benefitted people most: moveable type, porcelain, gunpowder, or the compass?

19. SEQUENCE EVENTS Describe the order of events in the Mongol creation of the world’s largest empire.

20. MAKE INFERENCES How did Zheng He’s maritime expeditions expand Chinese influence and demonstrate China’s power and wealth?

21. YOU DECIDE Was Mongol rule good or bad for China? Support your opinion with evidence from the chapter.

NOTE FROM COMP: 4 lines of overset in second column. md.

New Reading Strategy TK.

FROM NGL EDITORIAL (1/15/15): Pick up G.O. from Chapter Opener; replace the title (“Tang, Song, Yuan, or Ming Dynasty) with “Tang Dynasty”; in the first “Evidence” box, add the following in kidwrite: “Encouraged economic growth through agriculture and trade”

Also, note that I added a new question to Vocabulary, since the column was running very short. Please delete extra space between qusestions 5. and 6. I wasn’t able to.

Thanks, kk, 1/27

424-425_SE66871_U05CR14.indd 424 3/8/16 10:10 AM


INTERPRET VISUALS

Study the photograph of the seated Buddha statues in the Yungang Grottoes, a UNESCO World Heritage site in the Shanxi province of China. Then answer the questions that follow.

22. What spiritual qualities are conveyed through these statues of Buddha?

23. Why do you think these statues were carved in such a large scale?

ANALYZE SOURCES

Read the following poem, written by Li Po, one of the most popular Chinese poets of the Tang dynasty.

Zazen on Ching-t’ing Mountain

The birds have vanished down the sky.

Now the last cloud drains away.

We sit together, the mountain and me,

Until only the mountain remains.

24. What is one Daoist or Buddhist ideal that is reflected in this poem?

WRITE ABOUT HISTORY

25. EXPOSITORY Suppose you are a historian being interviewed about China. The interviewer asks you, “How did the Great Wall become a symbol of China’s policy of isolationism at the end of the Ming dynasty?” Write your answer in a brief paragraph.

TIPS

• Take notes from Lesson 3.3, “China Turns Inward.”

• Begin the paragraph with a clear topic sentence.

• Develop the paragraph with supporting details and examples of the steps China took to pursue its policy of isolationism, particularly the expansion and fortification of the Great Wall.

• Use at least two vocabulary terms from the chapter.

• Conclude with an explanation of why the Great Wall became a symbol of China’s policy of isolationism.

The image link cited under the Interpret Visuals heading doesn’t work. SJ 3/14

Fit box for poem under Analyze Sources. Also break & indent Translated by line and remove parentheses. DONE md

Extend Tips box down slightly. too close to copy.

NOTE FROM COMP: tips box spacing matches all other chapters. Left as is. md

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7. The Tang dynasty had the greatest impact on Chinese civilization. The peace and stability that were brought about due to Tang reforms allowed the empire to expand and a golden age to occur.

8. China had civil wars among its small kingdoms for 400 years following the collapse of the Han dynasty, until Wendi took over and started the Sui dynasty.

9. The Chinese people suffered greatly during the chaotic civil wars and needed a spiritual lift to get them through tough times. Buddhism offered comfort and hope for a better life after a cycle of reincarnation. Confucianism helped structure society through obedience to higher authorities and following a good moral code. During civil wars, there were no authority figures worth obeying and no structure.

10. Factors include a strong, stable government run by Confucian-style bureaucracy, tolerance for religions and cultures, agricultural improvements, the growth of trade yielding a strong economy, and technology leading to new inventions.

11. Genghis Khan united the Mongol tribes, creating a powerful army that conquered China by destroying cities and killing inhabitants.

12. The Mongols treated the Chinese as second-class citizens, gave them no power in the government, forced peasants off the land by taxation, and established a class system with the Chinese at the bottom.

13. The Chinese once again ruled their country, restoring Confucian values in government and society. Hongwu improved peasants’ lives and rebuilt the agricultural system. Yongle sponsored sea voyages that increased trade and established Chinese power around the world.

14. Zheng He’s goals were to glorify Yongle and China and to assert Chinese control over trade routes and weaker countries.

15. Rulers felt that foreigners and their ideas were dangerous to China and that China should become self-sufficient. They felt superior and did not need foreign influence.

16. China had been in chaos for 400 years filled with civil wars. Wendi restored order, reunified northern and southern China, strengthened the government, established a new law code, established agriculture, and promoted Buddhism.

17. Buddhism and Daoism were spiritual and focused on inner guidance and good karma to achieve nirvana; Confucianism was a philosophy that focused on earthly behavior in society, especially obedience. Confucianism was useful especially for running the government, while ordinary people needed Buddhism and Daoism to offer hope for the future.

18. Responses will vary but should be accompanied by good reasons. Many will say movable type.

19. Genghis Khan united Mongol tribes into a powerful army; (in 1212) the army conquered northern China and then Iran; (in 1215) the Mongols destroyed China’s capital and went on to conquer most of Asia; Kublai Khan conquered southern China (by 1271) and declared himself emperor, starting the Yuan dynasty.

20. Zheng He’s huge ships sailed for 30 years to Southeast Asia, East Africa, and the Middle East. He impressed all countries with his powerful armada, established trade links and routes, brought back tribute, traveled to more countries than anyone had before, and established China’s international reputation as the world’s biggest traders.

21. Responses will vary, but most will say “bad.” Bad: Chinese were no longer in charge of their own country; the social classes elevated foreigners and hurt the Chinese, especially peasants; peasants lost their land because of taxes; Mongol rulers wasted money on imperial projects; the Mongols were paranoid so the Chinese were very repressed. Good: the Mongols reunited all of China, expanded trade and agriculture, built roads and extended the Grand Canal, provided a postal service and an accurate calendar, and caused unemployed Chinese scholars to write more literature.

22. Inner peace, hope, calm, and good karma are conveyed through the statues.

23. They were large enough to be seen by many; they were an invitation to join Buddhism or a reminder to practice it; they advertised Buddhism.

24. Responses will vary, but could include serenity, a deep connection with nature, or the shortness of human life.

25. Students’ paragraphs should do the following:

• start with a clear topic sentence

• contain details about the extension and fortification of the Great Wall

• contain examples of other ways China tried to achieve isolationism

• conclude with an explanation of why the Great Wall symbolized isolationism

• be written in a formal style

MAIN IDEAS ANSWERS

CRITICAL THINKING ANSWERS

INTERPRET VISUALS ANSWERS

ANALYZE SOURCES ANSWER

WRITE ABOUT HISTORY ANSWER

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Archaeologist and National Geographic GranteeEstrada-Belli

Francisco

Francisco Estrada-Belli examines the ancient stucco sculpture he discovered in the buried foundations of a rectangular pyramid in Holmul, Guatemala.

Check out more on myNGconnect

On Location WITH

426 UNIT 5

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Archaeology can be messy. Here, Estrada-Belli uses a tractor to tow a car through the muddy Guatemalan jungle.

WHY STUDY HISTORY

The past is irreplaceable, but the past is disappearing because of development, looting, and erosion. I study history because the past is not a luxury, but instead a necessity for cultures and for humanity as a whole to be able to live in peace. — Francisco Estrada-Belli

“

”

hidden cities Exploring lost Mayan cities hidden deep in the jungles of Guatemala—that’s my job! Every year we discover additional sites to explore to learn more about the Maya civilization, which thrived in Central America for nearly 1,500 years. It seems incredible, but in Guatemala you can still hack your way through the vegetation and come face-to-face with a long lost city.

As a child I visited the magnificent Mayan ruins of Tikal. I had so many questions! How did the Maya build such a great civilization in a jungle? Why did they leave their city? That’s why I became an archaeologist: to try and answer some of those questions. I wanted to shed light on the beginnings of Maya civilization, so I chose to study the buried Maya city of Holmul, which had been partially excavated a hundred years ago and then forgotten. It was a good place to start. Exploring nearby, I found another lost Maya city called Cival. This turned out to be one of the earliest cities the Maya built, around 800 B.C. This was over 1,000 years before classic Maya civilization blossomed in cities like Tikal. By showing the complexity and innovation of early Maya settlements, including their architecture, our findings challenge the common belief that the early Maya were simple village farmers.

buried sculpturesWe’ve made many important discoveries, including a massive sculpture buried beneath a temple’s rubble at Holmul. The site already had been ransacked by looters,

and if they had dug for another ten minutes, they might have found the sculpture. It’s amazingly well-preserved —it even has a little color left on it— and it had almost been lost forever. That makes me feel as if we really rescued the past. I feel like I have made a really important contribution.

I love sharing all this new knowledge with others, not just academics but ordinary people and students. I want to help the modern Maya who live in the area, especially the children, reconnect with their glorious Maya past. Right now, they have little or no knowledge of their heritage, and I believe that people who know their past can live a better life.

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STANDARDS


SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences; SS.6.W.4.8 Describe the contributions of classical and post classical China.


LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration; LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation; LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

426-429_IWE10785_U05UE.indd 426 4/28/16 3:59 PM

Archaeology can be messy. Here, Estrada-Belli uses a tractor to tow a car through the muddy Guatemalan jungle.

WHY STUDY HISTORY

The past is irreplaceable, but the past is disappearing because of development, looting, and erosion. I study history because the past is not a luxury, but instead a necessity for cultures and for humanity as a whole to be able to live in peace. — Francisco Estrada-Belli

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hidden cities Exploring lost Mayan cities hidden deep in the jungles of Guatemala—that’s my job! Every year we discover additional sites to explore to learn more about the Maya civilization, which thrived in Central America for nearly 1,500 years. It seems incredible, but in Guatemala you can still hack your way through the vegetation and come face-to-face with a long lost city.

As a child I visited the magnificent Mayan ruins of Tikal. I had so many questions! How did the Maya build such a great civilization in a jungle? Why did they leave their city? That’s why I became an archaeologist: to try and answer some of those questions. I wanted to shed light on the beginnings of Maya civilization, so I chose to study the buried Maya city of Holmul, which had been partially excavated a hundred years ago and then forgotten. It was a good place to start. Exploring nearby, I found another lost Maya city called Cival. This turned out to be one of the earliest cities the Maya built, around 800 B.C. This was over 1,000 years before classic Maya civilization blossomed in cities like Tikal. By showing the complexity and innovation of early Maya settlements, including their architecture, our findings challenge the common belief that the early Maya were simple village farmers.

buried sculpturesWe’ve made many important discoveries, including a massive sculpture buried beneath a temple’s rubble at Holmul. The site already had been ransacked by looters,

and if they had dug for another ten minutes, they might have found the sculpture. It’s amazingly well-preserved —it even has a little color left on it— and it had almost been lost forever. That makes me feel as if we really rescued the past. I feel like I have made a really important contribution.

I love sharing all this new knowledge with others, not just academics but ordinary people and students. I want to help the modern Maya who live in the area, especially the children, reconnect with their glorious Maya past. Right now, they have little or no knowledge of their heritage, and I believe that people who know their past can live a better life.


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STANDARDS


SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences; SS.6.W.4.8 Describe the contributions of classical and post classical China.


LAFS.68.WHST.3.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration; LAFS.68.WHST.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation; LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

POSSIBLE RESPONSESPossible responses for the remaining five things to remember include the following:

6. The Aztec Empire grew powerful through conquest by its formidable army.

7. The Inca established a massive empire that included more than 12 million people.

8. Spanish conquistadors used steel weapons and horses to overthrow the Aztec and the Inca.

9. The Mississippians built many cities in the Mississippi River Valley, including Cahokia.

10. China experienced the rise and fall of many dynasties such as the Sui, Tang, and Song.

RAPID REVIEW

For more from National GeographicCheck out “The Forgotten Road” on myNGconnect

Archaeologists reassemble an earth goddess monolith at Templo Mayor.

BY ROBERT DRAPERAdapted from “Unburying the Aztec,” by Robert Draper, in National Geographic, November 2010

Unburying the Aztec

Archaeologist Leonardo López Luján might be on the verge of a major discovery. Since the Spanish conquest of Mexico in 1521, no Aztec emperor’s remains have been discovered. Yet historical records say that three Aztec rulers were cremated and their ashes buried at the foot of Templo Mayor, in present-day Mexico City.

In 2008, López Luján unearthed a 12-ton monolith representing an earth goddess near Templo Mayor. Immediately, López Luján noticed that the monolith depicted a figure holding a rabbit, with ten dots above it. In the Aztec writing system, 10-Rabbit is 1502—the year that the empire’s most feared ruler, Ahuitzotl (ah-WEE-tzoh-tuhl), died. López Luján is convinced that Ahuitzotl’s tomb is somewhere near where the monolith was found.

Aztec power was fleeting. They ruled their empire for less than a century before the Spanish demolished it. The Aztec maintained what some scholars call “a cheap empire.” The conquered were allowed to continue governing themselves as long as they paid tribute.

Ahuitzotl assumed the throne in 1486. As the eighth emperor, he stretched the empire to its breaking point. His armies made 45 conquests over 16 years, conquering areas along the Pacific coast, down into present-day Guatemala. He also sealed off trade from rivals to the west and increased control over subjugated territories. “He was more forceful, more brutal,” says archaeologist Raúl Arana. “When people didn’t want to pay tribute, he sent in the military. With Ahuitzotl, the Aztec went to the maximum expression of everything. And perhaps it was too much. All empires have a limit.”

López Luján’s work at the Templo Mayor site is slow, partly because of the challenges excavating in a modern city. Urban archaeologists have to dig around sewer and subway lines, avoid underground telephone, fiber optic, and electric cables, and maintain security for a dig in the middle of a city. “Sooner or later, we’ll find Ahuitzotl’s tomb,” López Luján hopes. Whether or not he does, the Aztec mystique will continue to occupy modern Mexico’s imagination.

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Innovation Effects

TOP TEN 6-10. Now it’s your turN Complete the list with five more

things to remember about American and Asian civilizations.

AMERICAN AND ASIAN

CIVILIZATIONS

RAPID REVIEWunit 5 1. The Olmec, Mesoamerica’s mother culture, influenced later

civilizations such as the Zapotec.2. The Maya developed an advanced writing system, and they

studied mathematics and astronomy.3. Genghis Khan united the Mongol tribes and conquered

Central Asia.4. Traditionalist forces in China imposed centuries of isolationism

to protect China’s culture from foreign influence.5. Chinese inventions spread worldwide, especially printing, paper

money, magnetic compasses, gunpowder, and porcelain.

UNIT INQUIRY: LEAVE A LEgACY Of INNOVATIONIn this unit, you learned about American and Asian civilizations. Based on your understanding of the text, what new products, methods, and ideas did these civilizations invent or develop? Which of these innovations do you think has made a lasting legacy on the modern world?

AssigNmeNt Choose an innovation that you think our modern civilization will leave as a legacy for a future civilization. The innovation you choose should come from the 20th or 21st century. Be prepared to present your legacy to the class and explain why you chose it.

Plan As you choose your innovation, think about how other innovations—such as the Chinese invention of paper—dramatically changed and influenced many civilizations past and present. Make a list of the ways in which the innovation you selected has affected or changed the modern world. You might want to use a graphic organizer to help organize your thoughts.

Produce Use your notes to produce detailed descriptions of the impact your innovation has made on modern civilization and what impact you envision it having on a future

civilization. You might want to write your descriptions in outline or paragraph form.

Present Choose a creative way to present your innovation to the class. Consider one of these options:

• Create a multimedia presentation using photos to illustrate different ways your innovation has affected or changed modern civilization.

•Design an advertisement for your innovation, providing a “before” and “after” view of our civilization with and without the innovation.

•Write a paragraph describing how you envision this innovation will impact a future civilization and why.


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428 CHAPTER 14

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UNIT 5 AMERICAN AND ASIAN CIVILIZATIONS

ASSESS Use the rubric to assess each student’s participation and performance.

SCORE ASSIGNMENT PRODUCT PRESENTATION

3GREAT

• Student thoroughly understands the assignment.

• Student engages fully with the project process.

• Student works well independently.

• Innovation choice is well thought out.

• Innovation choice takes into account how it has affected or changed the modern world.

• Innovation choice contains a detailed description of its impact on a future civilization.

• Presentation is clear, concise, and logical.

• Presentation does a good job of creatively explaining the innovation and its impact on modern and future civilizations.

• Presentation engages the audience.

2GOOD

• Student mostly understands the assignment.

• Student engages fairly well with the project process.

• Student works fairly well independently.

• Innovation choice is fairly well thought out.

• Innovation choice somewhat takes into account how it has affected or changed the modern world.

• Innovation choice contains a somewhat detailed description of its impact on a future civilization.

• Presentation is fairly clear, concise, and logical.

• Presentation does an adequate job of creatively explaining the innovation and its impact on modern and future civilizations.

• Presentation somewhat engages the audience.

1NEEDS WORK

• Student does not understand the assignment.

• Student minimally engages or does not engage with the project process.

• Student struggles to work independently.

• Innovation choice is not well thought out.

• Innovation choice does not take into account how it has affected or changed the modern world.

• Innovation choice contains few or no details to describe its impact on a future civilization.

• Presentation is not clear, concise, or logical.

• Presentation does not creatively explain the innovation and its impact on modern and future civilizations.

• Presentation does not engage the audience.

UNIT INQUIRY PROJECT RUBRIC

UNIT WRAP-UP 429

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Patterns in History: similar develoPments across locations• ContinuedenvironmentaladaptationsintheAmericasimproveagriculturalproduction.

• Tradetakesoffonaglobalscale,includingarevitalizationoftheSilkRoads.

Government• InEurope,emphasisshiftstoprotectingordinarypeople,withthedevelopmentofdemocracyinancientGreeceandRome.

• Newempires,includingtheMongolinEastAsia,risetopower.

• IntheAmericas,theMayaandIncarisetopower.

movement of PeoPle and ideas• Hellenisticculturespreadsthroughtheempire-buildingofAlexandertheGreat.

• Romanculturespreadsthroughcolonizationandtrade.

• BuddhismspreadsacrossChinathroughtradeandmissionaries.

artistic exPression• InEurope,newartformsincludemorerealistic“selfies”instatuesfromancientGreeceandmosaicsandfrescoesofancientRome.

• PeruvianartisansinSouthAmericacreatefinejewelryoutofgold,silver,andcopper.

tecHnoloGy & innovationEngineeringandarchitecturaldevelopmentsinclude• columnsandtemplesfromancientGreece• improvedconcreteandarchesfromancientRome

• themonumentalstructuresoftheMaya,Aztec,andInca

• Chineseinventions,includingmovabletype,thecompass,andgunpowder

Key taKeaWays Units 3–5

IT’S ABOUT BEING A GLOBAL CITIZEN.As a global citizen, you are empowered to act responsibly in the 21st century by showing empathy and respect for others, making informed decisions and finding your own voice, and actively participating in a rich and diverse environment. Go for it!

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TO UNDERSTAND THE SIMILARITIES AND DIFFERENCES AMONG CIVILIZATIONS

WHY STUDY HISTORY

You just plowed through five units introducing civilizations with similar but different languages, cultures, and religions. As global citizens, our call to action is to understand that each civilization has its own unique identity. Recognizing the inherent worth and equality of all civilizations and cultures—and, in fact, of all people—is at the heart of global citizenship.

On the Framework of World History chart at the beginning of this text, most of the civilizations in Units 3, 4, and 5 fall under

“World Systems.” The Greek, Roman, and Asian civilizations continued to build on the foundations that early civilizations had established. Some of the civilizations in the Americas fall under the second and third levels of that chart. Yet all these civilizations established sophisticated cultures. Understanding the similarities and differences among them is one reason we study history.

Fred HiebertWatch the Why Study History video

These massive Roman aqueducts in Segovia, Spain, are evidence of ancient Roman technological advances in arch-building.

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NGSSS: SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade; SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of human character.

LAFS: LAFS.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

STANDARDS

TURN AND TALKOne of the themes in this Why Study History? text is “global citizenship.” Pair students and ask them to write about what this concept means to each of them. Then ask them to discuss their written responses. Finally, ask student pairs to discuss how trade affected and/or created global citizens throughout history.

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Patterns in History: similar develoPments across locations• ContinuedenvironmentaladaptationsintheAmericasimproveagriculturalproduction.

• Tradetakesoffonaglobalscale,includingarevitalizationoftheSilkRoads.

Government• InEurope,emphasisshiftstoprotectingordinarypeople,withthedevelopmentofdemocracyinancientGreeceandRome.

• Newempires,includingtheMongolinEastAsia,risetopower.

• IntheAmericas,theMayaandIncarisetopower.

movement of PeoPle and ideas• Hellenisticculturespreadsthroughtheempire-buildingofAlexandertheGreat.

• Romanculturespreadsthroughcolonizationandtrade.

• BuddhismspreadsacrossChinathroughtradeandmissionaries.

artistic exPression• InEurope,newartformsincludemorerealistic“selfies”instatuesfromancientGreeceandmosaicsandfrescoesofancientRome.

• PeruvianartisansinSouthAmericacreatefinejewelryoutofgold,silver,andcopper.

tecHnoloGy & innovationEngineeringandarchitecturaldevelopmentsinclude• columnsandtemplesfromancientGreece• improvedconcreteandarchesfromancientRome

• themonumentalstructuresoftheMaya,Aztec,andInca

• Chineseinventions,includingmovabletype,thecompass,andgunpowder

Key taKeaWays Units 3–5

IT’S ABOUT BEING A GLOBAL CITIZEN.As a global citizen, you are empowered to act responsibly in the 21st century by showing empathy and respect for others, making informed decisions and finding your own voice, and actively participating in a rich and diverse environment. Go for it!

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GUIDED DISCUSSIONIn Units 3–5, students learned about four different civilizations with their own cultures, languages, and religions.

1. Time Out for a Definition! The concept of “trade” is something students are likely familiar with, but one that should be examined in terms of its evolution and impact throughout history. Ask students to note examples of trade in the units they have completed. Consider the differences between local and global trade, the types of transportation required for each type, and how trade impacted the countries, regions, or cultures involved. Post examples of the types of trade students have read about on sheets of paper on a wall for discussion. As a class, sort the examples chronologically and according to similarities or differences.

2. Compare and Contrast As a class, use a chart to compare and contrast different civilizations from Units 1–5. Discuss how influences such as geography and technology affected these cultures differently.

THINK BACKReview the Why Study History? sections in the book. Then pose this important question back to students: Why do YOU think it’s important to study history? Ask students to verbally articulate an answer to this question or record an answer in their Field Journal and share it with the class.

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unit 5 american and asian civilizations - cengage...mediterranean basin; ss.6.w.4.11 explain the...

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