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China Lesson
Time: 1-2.5 weeks approximately
Teachers: Holder and Howard
All Academic Standards, Common Core, Core Content, & Program of
Studies

1.2. Students make sense of the variety of materials they read.

2.2. Social Studies: Students understand, analyze, and interpret historical events, conditions, trends,
and issues to develop historical perspective.

6-8.RH.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8
text complexity band independently and proficiently.

6-8.RH.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).

7.L.6. Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

7.RI.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

7.RI.2. Determine two or more central ideas in a text and analyze their development over the course
of the text; provide an objective summary of the text.

7.RI.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
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
7.RI.4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning and
tone.

AE.1. Students are able to use basic communication and mathematics skills for purposes and
situations they will encounter throughout their lives.

AE.2. Students shall develop their abilities to apply core concepts and principles from mathematics,
the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to
what they will encounter throughout their lives.

CCRA-L.3. Apply knowledge of language to understand how language functions in different contexts,
to make effective choices for meaning or style, and to comprehend more fully when reading or
listening.

CCRA-L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
by using context clues, analyzing meaningful word parts, and consulting general and specialized
reference materials, as appropriate.

CCRA-L.6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown
term important to comprehension or expression.

CCRA-R.1. Read closely to determine what the text says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.

CCRA-R.10. Read and comprehend complex literary and informational texts independently and
proficiently.

CCRA-R.2. Determine central ideas or themes of a text and analyze their development; summarize
the key supporting details and ideas.

CCRA-R.3. Analyze how and why individuals, events, and ideas develop and interact over the
course of a text.

CCRA-R.4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCRA-R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCRA-R.7. Integrate and evaluate content presented in diverse media and formats, including visually
and quantitatively, as well as in words.

CCRA-SL.3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

CCRA-W.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Comprehension and Collaboration

Craft and Structure

Integration of Knowledge and Ideas
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
Key Ideas and Details

Knowledge of Language

KY.AE. Academic Expectation

KY.CC. Core Content for Assessment v.4.1.

KY.CC.6-8.RH. Reading Standards for Literacy in History/Social Studies

KY.CC.7.L. Language Standards

KY.CC.7.RI. Reading Standards for Informational Text

KY.CC.CCRA-L. College and Career Readiness Anchor Standards for Language

KY.CC.CCRA-R. College and Career Readiness Anchor Standards for Reading

KY.CC.CCRA-SL. College and Career Readiness Anchor Standards for Speaking and Listening

KY.CC.CCRA-W. College and Career Readiness Anchor Standards for Writing

KY.PS. Program of Studies 2006

Range of Reading and Level of Text Complexity

Research to Build and Present Knowledge

SS-07-1. Government and Civics: The study of government and civics equips students to understand
the nature of government and the unique characteristics of representative democracy in the United
States, including its fundamental principles, structure and the role of citizens. Understanding the
historical development of structures of power, authority, and governance and their evolving functions
in contemporary U.S. society and other parts of the world is essential for developing civic competence.
An understanding of civic ideals and practices of citizenship is critical to full participation in society and
is a central purpose of the social studies.

SS-07-1.1. Formation of Governments

SS-07-1.1.1. Students will compare purposes and sources of power in the most common forms of
government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK
2

SS-07-2. Cultures and Societies: Culture is the way of life shared by a group of people, including
their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art,
music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication)
connecting all cultures. Culture influences viewpoints, rules and institutions in a global society.
Students should understand that people form cultural groups throughout the United States and the
World, and that issues and challenges unite and divide them.

SS-07-2.1. Elements of Culture

SS-07-2.1.1. Students will explain how elements of culture (e.g., language, the arts, customs, beliefs,
literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique
perspectives. DOK 2

SS-07-2.2. Social Institutions
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
SS-07-2.2.1. Students will compare how cultures (early civilizations prior to 1500 A.D.) developed
social institutions (family, religion, education, government, economy) to respond to human needs,
structure society and influence behavior.

SS-07-2.3. Interactions Among Individuals and Groups

SS-07-2.3.1. Students will explain how conflict and competition (e.g., political, economic, religious,
ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

SS-07-2.3.2. Students will explain how compromise and cooperation were possible choices to
resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

SS-07-3. Economics: Economics includes the study of production, distribution and consumption of
goods and services. Students need to understand how their economic decisions affect them, others,
the nation and the world. The purpose of economic education is to enable individuals to function
effectively both in their own personal lives and as citizens and participants in an increasingly
connected world economy. Students need to understand the benefits and costs of economic
interaction and interdependence among people, societies and governments.

SS-07-3.4. Production, Distribution, and Consumption

SS-07-3.4.2. Students will describe how new knowledge, technology/tools and specialization
increased productivity in early civilizations prior to 1500 A.D. DOK 2

SS-07-4. Geography: Geography includes the study of the five fundamental themes of location,
place, regions, movement and human/environmental interaction. Students need geographic
knowledge to analyze issues and problems to better understand how humans have interacted with
their environment over time, how geography has impacted settlement and population, and how
geographic factors influence climate, culture, the economy and world events. A geographic
perspective also enables students to better understand the past and present and to prepare for the
future.



SS-07-4.1. The Use of Geographic Tools

SS-07-4.1.1. Students will use a variety of geographic tools (maps, photographs, charts, graphs,
databases) to interpret patterns and locations on Earth's surface in early civilizations prior to 1500
A.D. DOK 3
SS-07-4.1.2. Students will describe how different factors (e.g., rivers, mountains, plains) affected
where human activities were located in early civilizations prior to 1500 A.D.

SS-07-4.2. Regions

SS-07-4.2.1. Students will describe how regions in early civilizations prior to 1500 A.D. were
made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical
characteristics (e.g., mountains, bodies of water, valleys) that created advantages and
disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2
SS-07-4.2.2. Students will describe and give examples of how places and regions in early
civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became
available. DOK 2
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
SS-07-4.3. Patterns

SS-07-4.3.1. Students will describe patterns of human settlement in early civilizations prior to
1500 A.D. and explain how these patterns were influenced by human needs. DOK 2

SS-07-4.3.2. Students will explain why and give examples of how human populations changed
and/or migrated because of factors such as war, disease, economic opportunity and technology in
early civilizations prior to 1500 A.D. DOK 3

SS-07-4.4. Human-Environment Interaction

SS-07-4.4.1. Students will explain how technology in early civilizations prior to 1500 A.D. assisted
human modification (e.g., irrigation, clearing land, building roads) of the physical environment.
DOK 2

SS-07-4.4.2. Students will describe ways in which the physical environment (e.g., natural resources,
physical geography, natural disasters) both promoted and limited human activities (e.g., exploration,
migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

SS-07-4.4.3. Students will explain how the natural resources of a place or region impact its political,
social and economic development in early civilizations prior to 1500 A.D.

SS-07-5. Historical Perspective: History is an account of events, people, ideas and their interaction
over time that can be interpreted through multiple perspectives. In order for students to understand the
present and plan for the future, they must understand the past. Studying history engages students in
the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think
in an historical context in order to understand significant ideas, beliefs, themes, patterns and events,
and how individuals and societies have changed over time in Kentucky, the United States and the
World.

SS-07-5.1. The Factual and Interpretive Nature of History

SS-07-5.1.1. Students will use a variety of tools (e.g. primary and secondary sources) to describe
and explain historical events and conditions and to analyze the perspectives of different individuals
and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in
early civilizations prior to 1500 A.D. DOK 3

SS-07-5.1.2. Students will explain how history is a series of connected events shaped by multiple
cause-and-effect relationships and give examples of those relationships. DOK 3

SS-7-CS. Big Idea: Cultures and Societies - Culture is the way of life shared by a group of people,
including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways
(e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter,
communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global
society. Students should understand that people form cultural groups throughout the United States
and the World, and that issues and challenges unite and divide them. (Academic Expectations 2.16,
2.17)

SS-7-CS-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding
(e.g., speak, draw, write, sing, create) of the complexity of culture by exploring cultural elements (e.g.,
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beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups and explaining how
culture served to define groups in world civilizations prior to 1500 A.D. and resulted in unique
perspectives

SS-7-CS-S-2. Program of Studies: Skills and Concepts - Students will investigate social institutions
(e.g., family, religion, education, government, economy) in relation to how they responded to human
needs, structured society and influenced behavior in world civilizations prior to 1500 A.D.

SS-7-CS-S-3. Program of Studies: Skills and Concepts - Students will explain how communications
between groups can be influenced by cultural differences; explain how interactions lead to conflict and
competition (e.g., political, economic, religious, ethnic) among individuals and groups in world
civilizations prior to 1500 A.D.

SS-7-CS-S-4. Program of Studies: Skills and Concepts - Students will describe conflicts between
individuals or groups and explain how compromise and cooperation were possible choices to resolve
conflict among individuals and groups in world civilizations prior to 1500 A.D.

SS-7-CS-S-5. Program of Studies: Skills and Concepts - Students will compare examples of cultural
elements (e.g., beliefs, customs/traditions, language, skills, the arts, literature) using information from
a variety of print and non-print sources (e.g., media, literature, interviews, observations,
documentaries, artifacts) to analyze how cultures in world civilizations prior to 1500 A.D. have
influenced cultures of today

SS-7-CS-U-1. Program of Studies: Understandings - Students will understand that culture is a
system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group
of people. Through a society's culture, individuals learn the relationships, structures, patterns and
processes to be members of the society.

SS-7-CS-U-2. Program of Studies: Understandings - Students will understand that cultures develop
social institutions (e.g., government, economy, education, religion, family) to structure society,
influence behavior and respond to human needs.

SS-7-CS-U-3. Program of Studies: Understandings - Students will understand that interactions
among individuals and groups assume various forms (e.g., compromise, cooperation, conflict,
competition) and are influenced by culture.

SS-7-CS-U-4. Program of Studies: Understandings - Students will understand that culture affects
how people in a society behave in relation to groups and their environment.

SS-7-E. Big Idea: Economics - Economics includes the study of production, distribution and
consumption of goods and services. Students need to understand how their economic decisions affect
them, others, the nation and the world. The purpose of economic education is to enable individuals to
function effectively both in their own personal lives and as citizens and participants in an increasingly
connected world economy. Students need to understand the benefits and costs of economic
interaction and interdependence among people, societies, and governments. (Academic Expectations
2.18)

SS-7-E-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding
of the nature of limited resources and scarcity, using information from a variety of print and non-print
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sources (e.g., textbook, Internet, resource materials) to investigate world civilizations prior to 1500
A.D.:

SS-7-E-S-1.c) Describe how goods and services were exchanged in world civilizations prior to 1500
A.D.

SS-7-G. Big Idea: Geography - Geography includes the study of the five fundamental themes of
location, place, regions, movement and human/environmental interaction. Students need geographic
knowledge to analyze issues and problems to better understand how humans have interacted with
their environment over time, how geography has impacted settlement and population, and how
geographic factors influence climate, culture, the economy and world events. A geographic
perspective also enables students to better understand the past and present and to prepare for the
future. (Academic Expectations 2.19)

SS-7-GC. Big Idea: Government and Civics - The study of government and civics equips students to
understand the nature of government and the unique characteristics of American democracy,
including its fundamental principles, structure, and the role of citizens. Understanding the historical
development of structures of power, authority, and governance and their evolving functions in
contemporary U.S. society and other parts of the world is essential for developing civic competence.
An understanding of civic ideals and practices of citizenship is critical to full participation in society and
is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

SS-7-GC-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding
(e.g., speak, draw, write, projects, present) of the nature of government:

SS-7-GC-S-1.a) Explain the role of government (e.g., establishing order, providing security,
achieving common goals) in world civilizations prior to 1500 A.D. and make connections to how
government influences culture, society and the economy

SS-7-GC-S-1.b) Compare different forms of government, and the purposes and sources of power in
the most common forms of government (e.g., monarchy, democracy, republic, dictatorship) in world
civilizations prior to 1500 A.D.

SS-7-GC-S-2. Program of Studies: Skills and Concepts - Students will compare rights and
responsibilities of individuals in world civilizations prior to 1500 C.E. to the rights and responsibilities of
U.S. citizens today

SS-7-GC-S-3. Program of Studies: Skills and Concepts - Students will analyze information from a
variety of print and non-print sources (e.g., books, documents, articles, observations, interviews,
Internet sources) to research, explain and answer questions about governments and people of world
civilizations prior to 1500 A.D.

SS-7-GC-U-1. Program of Studies: Understandings - Students will understand that forms of
government in world civilizations prior to 1500 A.D. had similarities and differences in their purposes
and sources of power.

SS-7-GC-U-2. Program of Studies: Understandings - Students will understand that the key ideals
(e.g., citizenship, justice, equality, and rule of law) of a democratic form of government were practiced
in some world civilizations prior to 1500 A.D.
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
SS-7-GC-U-3. Program of Studies: Understandings - Students will understand that individual rights in
world civilizations prior to 1500 A.D. varied under different forms of government.

SS-7-G-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding
of patterns on the Earth's surface, using a variety of geographic tools (e.g., maps, globes, charts,
graphs):

SS-7-G-S-1.a) Locate, in absolute or relative terms, landforms and bodies of water


SS-7-G-S-1.b) Locate and interpret patterns on Earth's surface, explaining how different factors
(e.g., rivers, mountains, seacoasts, deserts) impacted where human activities were located in
world civilizations prior to 1500 A.D.

SS-7-G-S-2. Program of Studies: Skills and Concepts - Students will investigate regions of the
Earth's surface in world civilizations prior to 1500 A.D. using information from print and non-print
sources (e.g., books, films, magazines, Internet, geographic tools):

SS-7-G-S-2.a) Explain relationships between and among physical characteristics of regions
during the time of world civilizations prior to 1500 A.D., and explain how regions were made
distinctive (e.g., dams, irrigation, roads) by human characteristics; describe advantages and
disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted

SS-7-G-S-2.b) Describe patterns of human settlement in world civilizations prior to 1500 A.D.;
explain relationships between these patterns and human needs; analyze how factors (e.g., war,
famine, disease, economic opportunity and technology) impacted human migration

SS-7-G-S-2.c) Analyze current events to compare geographic perspectives of today with those of
world civilizations prior to 1500 A.D.
SS-7-G-S-2.d) Evaluate how availability of technology, resources and knowledge caused places and
regions to evolve and change

SS-7-G-S-3. Program of Studies: Skills and Concepts - Students will investigate interactions
among human activities and the physical environment:

SS-7-G-S-3.a) Explain how people of world civilizations prior to 1500 A.D. used technology (e.g.,
dams, roads, bridges) to modify the physical environment to meet their needs

SS-7-G-S-3.b) Describe how the physical environment promoted or restricted human activities
(e.g., exploration, migration, trade, settlement, development) of world civilizations prior to 1500
A.D.

SS-7-G-U-1. Program of Studies: Understandings - Students will understand that the use of
geographic tools (e.g., maps, globes, photographs, models, charts, graphs) and mental maps
helps interpret information, analyze patterns and spatial data, and better understand geographic
issues in world civilizations prior to 1500 A.D.

SS-7-G-U-2. Program of Studies: Understandings - Students will understand that patterns
emerge as humans move, settle, and interact on Earth's surface, and can be identified by
examining the location of physical and human characteristics, how they are arranged, and why
they are in particular locations. Economic, political, cultural and social processes interacted to
shape patterns of human populations, interdependence, cooperation and conflict in world
civilizations prior to 1500 A.D.
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
SS-7-G-U-3. Program of Studies: Understandings - Students will understand that regions help us
to see Earth as an integrated system of places and features organized by such principles as
landform types, political units, economic patterns and cultural groups.

SS-7-G-U-4. Program of Studies: Understandings - Students will understand that people
depended on, adapted to, or modified the environment to meet basic needs. Human actions
modified the physical environment and in turn, the physical environment limited or promoted
human activities in world civilizations prior to 1500 A.D.

SS-7-HP. Big Idea: Historical Perspective - History is an account of events, people, ideas and their
interaction over time that can be interpreted through multiple perspectives. In order for students to
understand the present and plan for the future, they must understand the past. Studying history
engages students in the lives, aspirations, struggles, accomplishments and failures of real people.
Students need to think in an historical context in order to understand significant ideas, beliefs, themes,
patterns and events, and how individuals and societies have changed over time in Kentucky, the
United States and the World. (Academic Expectations 2.20)

SS-7-HP-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding
of the interpretative nature of history using a variety of tools and resources (e.g., primary and
secondary sources, Internet, timelines, maps):

SS-7-HP-S-1.b) Examine multiple cause and effect relationships that have shaped history throughout
world civilizations prior to 1500 A.D.

SS-7-HP-S-1.c) Analyze historical events, conditions and perspectives of different individuals and
groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in
world civilizations prior to 1500 A.D.

SS-7-HP-S-2. Program of Studies: Skills and Concepts - Students will investigate, using primary and
secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts), to
answer questions about, locate examples of, or interpret factual and fictional accounts of major
historical events and people:

SS-7-HP-S-2.b) Describe the contributions made by world civilizations prior to 1500 A.D. (e.g., Egypt,
Mesopotamia, the Indus River Valley, the Middle East, India, China) to society and analyze the impact
these contributions made to future generations

SS-7-HP-U-1. Program of Studies: Understandings - Students will understand that history is an
account of human activities that is interpretive in nature, and a variety of tools (e.g., primary and
secondary sources, timelines, Internet, maps) are needed to analyze historical events in world
civilizations prior to 1500 A.D.

SS-7-HP-U-3. Program of Studies: Understandings - Students will understand that geography
and natural resources had a significant impact on world historical perspectives and events prior to
1500 A.D.

SS-7-HP-U-4. Program of Studies: Understandings - Students will understand that advances in
science and technology had a significant impact on historical events in world civilizations prior to 1500
A.D.

SS-7-HP-U-5. Program of Studies: Understandings - Students will understand that each era (e.g.,
Beginnings to Human Society, Early Civilizations, Classical Civilizations, Major Civilizations, States
9
and Empires, Medieval Europe and the Rise of Western Civilizations, and Exploration as it relates to
world civilizations prior to 1500 A.D.) in the history of world civilizations had social, political, economic
and/or cultural characteristics.

Vocabulary Acquisition and Use
Overview
This activity introduces the geographic information essential to understanding content
related to ancient China. Students read and interpret maps to learn about the ways in
which geography affected the development of ancient China. Students annotate an
outline map, answer questions in their Interactive Student Notebooks, and then discuss
critical thinking questions. Students’ comprehension of content and proficiency in mapreading and higher-order thinking skills will help you gauge their readiness for the
content. The Guide to Unit 4 Geography Challenge includes a completed map, answers
to questions, a scoring guide to inform your teaching, and suggestions for modifications
to meet specific student needs.
Essential Questions
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How did geography affect life in ancient China?
What do Shang artifacts reveal about this civilization?
Was the Emperor of Qin an effective leader?
In what ways did the Han dynasty improve government and daily life in China?
Materials/Technology
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Interwrite Board
Interactive Student Notebook
Mapping Skills
Interactive Student Notebook Pages
Teacher’s Notes
Brain Pop
Discovery Education
Various Internet Websites/Resources
Vocabulary
I can statements/Objectives
I can…
o Location of ancient China
o Key physical features: Huang He (Yellow River), Chang Jiang (Yangtze River),
Himalayas, Kunlun Mountains, Taklimakan Desert, Gobi Desert, Plateau of Tibet
o Location of the Shang, Zhou, Qin, and Han dynasties
o Impact of physical geography on the settlement of ancient China
o Describe the government, social structure, religion, writing, art, and technology of
the Shang and Han dynasties.
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o Analyze artifacts to draw conclusions about the Shang and Han dynasties.
o Explain how the emperor Shihuangdi unified northern China under the Qin
dynasty.
o Analyze the policies and achievements of the Emperor of Qin.
o Evaluate the extent to which Qin Shihuangdi was an effective leader.
Instructional/Assessment Activities
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Reading Challenges
Test
Quizzes
Interactive Student Notebook
Essays
Projects
Small Group Activities
Pre-Assessment
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Map Skills
Open Discussion
Concept Map
Multiple Choice Questions
Daily Activities
Students may have a Bell Ringer. Students may be placed in small groups to interpret
the History Alive Activity for the day. Students may participate in the Reading
Challenge. Students may participate in various video viewings.
During Class:
 Bell Ringer
 Discuss Notes assigned previously
 Video Viewing
 Check any previous homework
Out of Class:


Cornell Notes
Interactive Student Notebook work not completed in class
Review any curriculum that may be troublesome
11
Reading
Geography and the Early Settlement of China
1 Introduce the Essential Question and have students read Section 1, Introduction. Have students
identify the Essential Question on the first page of the lesson: How did geography affect life in ancient
China? Then have students read Section 1. Afterward, have students use information from Section 1 and
from the lesson opener image to propose some possible answers to the Essential Question.
2 Have students complete the Reading Notes for this lesson. Assign Sections 2-10 during the activity,
as indicated in the procedures for the Problem Solving Groupwork activity. Remind students to use the
Key Content Terms where appropriate as they complete their Reading Notes.
The Shang Dynasty
1 Introduce the Essential Question and have students read Section 1, Introduction. Have students
identify the Essential Question on the first page of the lesson: What do Shang artifacts reveal about this
civilization? Then have students read Section 1. Afterward, have students use information from Section 1
and from the lesson opener image to propose some possible answers to the Essential Question.
2 Have students complete the Reading Notes for this lesson. Assign Sections 2-9 during the activity,
as indicated in the procedures for the Social Studies Skill Builder. Remind students to use the Key
Content Terms where appropriate as they complete their Reading Notes.
The First Emperor of China
1 Introduce the Essential Question and have students read Section 1, Introduction. Have students
identify the Essential Question on the first page of the lesson: Was the Emperor of Qin an effective
leader? Then have students read Section 1. Afterward, have students use information from Section 1 and
from the lesson opener image to propose some possible answers to the Essential Question.
2 Have students complete the Reading Notes for this lesson. Assign Sections 2-6 during the activity,
as indicated in the procedures for the Visual Discovery. Remind students to use the Key Content Terms
where appropriate as they complete their Reading Notes.
The Han Dynasty
1 Introduce the Essential Question and have students read Section 1, Introduction. Have students
identify the Essential Question on the first page of the lesson: In what ways did the Han dynasty improve
government and daily life in China? Then have students read Section 1. Afterward, have students use
information from Section 1 and from the lesson opener image to propose some possible answers to the
Essential Question.
2 Have students complete the Reading Notes for lesson this lesson. Assign Sections 2-8 during the
activity, as indicated in the procedures for the Social Studies Skill Builder that follows. Remind students to
use the Key Content Terms where appropriate as they complete their Reading Notes.
12
Modifications
ECE/ESL
Accommodations were appropriate such as: various reading levels and written
materials, shortened assignments, hands-on experiences, scribed notes, drawings
instead of written descriptions, videos for reinforcement, and modifications by ECE/ESL
teacher.
Gifted and Talented
Accommodations were appropriate such as : pretest to evaluate mastery already of
curriculum, higher level thinking activities, independent assignments, and differentiated
learning techniques.
Lesson 19
Geography and Early Settlement of China
Setting the Stage - Ancient China
The land of ancient China is part of a vast region that today is called mainland East
Asia. Mainland East Asia includes the present–day countries of China, Mongolia, North
Korea, and South Korea. In ancient China, a series of empires controlled territory in
mainland East Asia that, at times, included parts of present-day Mongolia and the Korean
Peninsula.
The physical geography of mainland East Asia had a dramatic effect on the settlement of
ancient China. In the southwestern part of the region, the Himalaya Mountains prevented
settlement. A high plateau lies north of these mountains. Because of its awe-inspiring
elevation, this region has been called the “roof of the world.” The weather is extremely cold
here all year round. To the north of this plateau lies desert land, where temperatures are too
hot in summer and too cold in winter to make it a good place for people to live. Some
groups did roam the area, raising livestock and moving from place to place, but life was
hard for them.
To the east of this hostile land, the land is much more moderate. Hills, valleys, and plains
are easy to navigate. Rivers provide fertile land for farming.Even the weather is milder,
without the extremes of the western part of the country. For these reasons, most ancient
Chinese chose to make their homes in this area. Over time, villages developed. Because of
China’s physical boundaries, including mountains and deserts, the Chinese civilization
developed in isolation for thousands of years.
13
The stability of early villages allowed empires to arise. Powerful leaders unified the
country. Advances in civilization allowed empires to conquer more and more territory. The
most advanced of these empires, the Han, opened ancient China to trade relations with
other cultures to the west. Camel caravans traveled a 4,000-mile-long route known as the
Silk Road. From the Huang He (Yellow River) in China, the route extended all the way to
the Mediterranean Sea. As people, goods, and ideas traveled back and forth along the Silk
Road, the rest of the world soon learned of the achievements of the ancient Chinese.
Interactive Notebook
1. Analyze the map in Setting The Stage, then label your map and answer the questions.
a. Locate the Huang He (Yellow River) and the Chang Jiang (Yangtze River) on your map.
Label them.
b. The Plateau of Tibet is located between two mountain ranges. Label the mountain ranges
and the plateau on your map.
c. Locate the Taklimakan and the Gobi deserts on your map. Label them.
d. Locate the Yellow Sea, the East China Sea, and the South China Sea on your map. Label
them.
14
2. In what ways might the Yellow Sea, the East China Sea, and the South China Sea have
influenced China’s history?
3. Compare the sizes of the Shang, Zhou, Qin, and Han empires. Which empire controlled the
largest area?
4. What geographical features are shared by all four ancient Chinese empires?
5. Under which empire did ancient China control territories that are not part of present-day
China?
6. The majority ethnic group in China today calls itself the “Han people.” Why do you think this
is so?
7. If you could choose anywhere in ancient China to build a new city, in which location do you
think your city would have the greatest chance of success? Why?
15
8. Why do you think that the area controlled by earlier dynasties grew larger under the control
of each new dynasty?
Section 1: Introduction
In this chapter, you will explore the geography of the vast land of China. You will read about
the physical features, climate, and vegetation that greatly influenced the way of life of the
early people of China.
China is a large country in eastern Asia. Words like highest, largest, and longest come to
mind when talking about China’s geography. The world’s highest mountains, the Himalayas,
are in China. So is one of the world’s largest deserts, the Taklimakan (tah-kluh-muh-KAHN)
Desert. China also has some of the longest rivers in the world.
16
China’s climate is just as extreme as its physical features. The weather can vary from ice
storms in the high mountains to the dreaded sandstorms of the Taklimakan Desert. The
sandstorms darken the skies as if it were nighttime. Hot, howling winds fill the air with sand
and gravel. For people caught in a sandstorm, survival may mean wrapping themselves in
clothing or blankets and lying down until the storm passes. That could be hours, perhaps
even days.
As you can see, China is a land of contrasts. In this chapter, you will compare five
geographic regions in China. You will learn about the climate, physical features, and
vegetation of each region. You will also discover how geography affected the history of the
early Chinese people: where they settled, the way they lived, and how
they communicated with other civilizations.
Interactive Notebook
1. Circle the physical features that are found in your community. Then circle the words that
describe your community’s climate.
bay
creek
desert
hills
lake
mountains
ocean
plains
plateau
river
valley
coastal plains
Summer
temperature:
hot
mild
cold
Winter temperature:
hot
mild
cold
Precipitaiton (rain and
snow):
light
moderate
heavy
2. How do physical features influence your community? How does climate influence your
community?
17
3. What natural vegetation do you have in your community? For example, does your community
have grasslands, forests, scrub vegetation, or no vegetation? How does the natural
vegetation influence your community?
Section 2 - Overview of China’s Geography
Present-day China is the third largest country in the world, after Russia and Canada. China
includes about 3.7 million square miles (9.6 million square kilometers). With a population of
about 1.2 billion, more people live in China than in any other country.
Click to read caption
China’s land area was much smaller in ancient times. To understand Chinese history, it’s
helpful to divide China into two main areas: Outer China and Inner China. Most of ancient
Chinese history involves only Inner China. The two areas did not become one country until
the 1600s C.E. But the geography of both areas affected the early settlement and history of
China.
The Geography of Outer China Outer China includes the western and northern parts of
present-day China. This is an area of great extremes in climate and physical features.
In the southwest, China is bounded by the Himalayas. The key geographical region in this
area is the Tibet- Qinghai (tih-BET ching-HIE) Plateau. It is the world’s largest plateau. This
region is a bitterly cold place to live. There are only about fifty days a year without
frost. Snowstorms are common, even in July.
18
In the northwest, the major region is the Northwestern Deserts. This area includes the
Turfan Depression, the second-lowest place in China. It is 505 feet below sea level. It can
grow so hot here that raindrops evaporate before reaching the ground.
In the northeast, the key region is the Northeastern Plain, a land of low hills and plains. It
has short, hot summers. Winters are long and dry, with five months of freezing
temperatures.
Click to read caption
The Geography of Inner China Inner China includes the southeastern part of present-day
China. This part of China is closer to sea level than the western areas. It is a land of rolling
hills, river valleys, and plains. Rivers flow through this area from the west. They provide
water for irrigation. Floods from these rivers also enrich the soil. To early settlers, these
physical features made Inner China more attractive than Outer China.
Inner China has two main regions. The northern region is the North China Plain. To the
south are the low river plains of the middle and lower Chang Jiang (chahng jyahng)
Basins. These regions have very different climates. The Chang Jiang Basins are warm and
wet. The North China Plain is drier and often cooler.
Each of China’s five major regions has its own climate, physical features, and
vegetation. Let’s take a closer look at each area, starting with the three major regions in
Outer China.
Interactive Notebook
1. Why was Inner China more attractive than Outer China to early settlers? Include at least two
specific physical features in your answer.
19
Section 3 - Tibet-Qinghai Plateau
The southwestern part of Outer China is dominated by the high Tibet-Qinghai Plateau.Also
known as the Tibetan Plateau, this area is often called the “Roof of the World.” Its average
elevation of 13,500 feet is more than two miles above sea level. It is a very large area,
covering almost a quarter of the land in China.
The Tibet-Qinghai Plateau is a rocky land surrounded by towering mountains. The
Himalayas lie on the southern edge of the plateau. The tallest mountain in the world, Mount
Everest, is part of this mountain range. Its peak is 29,000 feet in altitude, or more than five
miles high.
Because the Tibet-Qinghai Plateau is so high, its climate is very cold. The air is thin and
dry. Snow falls even in the summer.
Two of China’s major rivers begin in this area: the Huang He (HWAHNG heh), also known
as the Yellow River, and the Chang Jiang, also called the Yangtze River. Despite these
rivers, the plateau is rather dry. The natural vegetation consists of sparse scrubs and
grasses. Antelopes and yaks, a type of ox, roam the area. Sometimes they are prey for
wolves and wildcats.
For the people of ancient times, the Tibet-Qinghai Plateau was a challenging place to live. It
was too cold and dry to grow crops. But the grasses did provide food for yaks and other
livestock. The cold, rocky plateau and the high mountains made travel to Inner China very
difficult through this area.
Interactive Notebook
20
1. Write at least three adjectives or phrases that describe the geographic region discussed in
this section of your Student Text. Consider the region’s physical features, climate, and
vegetation.
Section 4 - Northwestern Deserts
The northwestern part of Outer China is known for its vast deserts, including the Taklimakan
and the Gobi (GOH-bee). These deserts are harsh places to live and difficult to cross. The
climate varies from sizzling hot in the summer to below freezing in the
winter. The oases are the only places to grow crops or raise animals such as
sheep. Evidence shows that in ancient times, shelters made of mud were sometimes built
near oases.
Click to read caption
The Taklimakan Desert - The Taklimakan Desert covers an area of about 105,000 square
miles. It is considered one of the most dangerous deserts in the world. In fact, its name
means “once you go in, you will not come out.” Desert winds cause huge sand dunes to
shift and change. Sandstorms arise with stunning speed. Legend says that two armies and
300 cities are buried 600 feet beneath the sand dunes.
As you might expect, the desert is too dry to have much vegetation. Bushes, weeds, and
trees grow only near oases and along rivers.
The Gobi Desert - Stretching over 500,000 square miles, the Gobi Desert is one of the
world’s largest deserts. It covers part of China and present-day Mongolia. Unlike the
Taklimakan Desert, the Gobi has very few sand dunes. Most of the desert is stony. Its
surface is made up of small pebbles and tiny bits of sand. Vegetation is sparse. Plants tend
to be small and widely spaced apart.
21
Interactive Notebook
1. Write at least three adjectives or phrases that describe the geographic region discussed in
this section of your Student Text. Consider the region’s physical features, climate, and
vegetation.
Section 5 - Northeastern Plain
The Northeastern Plain is located east of present-day Mongolia. Today, this area is
sometimes called either Inner Mongolia or the Manchurian Plain. It is a land of low hills and
plains. The natural vegetation is mostly prairie grass. In ancient times, the grass provided
food for horses, sheep, and other animals raised by herders.
Click to read caption
The major rivers running through the Northeastern Plain are the Liao (lyow) and the Sungari
(SOONG-guh-ree). The Liao is a shallow river, only navigable by small boats. The Sungari
is deeper. It can carry larger boats. In the winter, when the waters freeze, people use these
rivers as roads.
The Northeastern Plain is an area of great contrasts in its climate. It has short, warm
summers. In winter, the northern and eastern parts of the plain are dry and cold. But the
southern half, especially the valley of the Liao, has milder weather and more water because
of the river. In general, though, the plain is too cold and dry to be suitable for growing
crops. In the south, a narrow coastal plain links this area to the rest of China. This plain was
used in ancient times by several groups of invaders as a route to Inner China.
Interactive Notebook
22
1. Write at least three adjectives or phrases that describe the geographic region discussed in
this section of your Student Text. Consider the region’s physical features, climate, and
vegetation.
Section 6 – North China Plain
One of the two major regions in Inner China is the North China Plain, a flat at region of
grassland. Temperatures range from very warm in the summer to quite cold in the winter.
This region is sometimes called the “Land of the Yellow Earth” because the ground is
covered by yellow limestone silt. The silt comes from the Gobi Desert. It is carried by the
wind to the North China Plain. The river that runs through the plain is also full of yellow silt.
The silt gives the river its name, Huang He (Yellow River).
The Huang He is one of the longest rivers in the world. It may also be the world’s
muddiest. The mud makes the river water look like soup. The river begins in the high
western mountains and winds its way down to the eastern plains. The silt it carries helps
fertilize the surrounding lands, making the North China Plain a good place in which to settle
and grow crops.
23
While the Huang He does help farmers, it has also been the source of many disasters for
the Chinese people. In the past 3,000 years, the river is said to have flooded more than
1,500 times, causing much damage and loss of life.
Section 7 – Chang Jiang Basins
The Chang Jiang Basins are areas of low, wet coastal plains. The basins are located along
the river called the Chang Jiang.
This river is even longer than the Huang He. In fact, Chang Jiang means “Long River.” It
has hundreds of tributaries. People use the river to move goods between eastern and
western areas of the region.
Like the Huang He, the Chang Jiang begins in the high western mountains. It flows through
three plains and then to a rich delta. Its deposits help make the surrounding lands very
fertile. The river floods less often than the Huang He, making the Chang Jiang less
dangerous.
The climate in the Chang Jiang Basins is warm and wet. In ancient times, the vegetation
may have been thick rainforest. There was little space for farming, and the area was not
suitable for grazing animals. But the basins were very good for growing rice, which needs
abundant warmth and moisture.
Interactive Notebook
1. Write at least three adjectives or phrases that describe the geographic region discussed in
this section of your Student Text. Consider the region’s physical features, climate, and
vegetation.
24
Section 8 – Early Settlement in Ancient China
Archaeologists believe that the first inhabitants of China lived in caves more than 500,000
years ago. Remains of these people were found in the 1920s in the northeastern part of
China. These cave dwellers are known today as either Peking (pay-king) man or Beijing
(bay-jing) man. It is likely that they were nomads who lived by hunting, gathering, and
fishing. They made tools and may have used fire.
As people in China turned to farming, they began to settle mostly on the North China Plain
in Inner China. They grew crops and lived in villages near the Huang He. This marked the
start of settled Chinese society.
It’s not surprising that early farmers chose this area to live in. The North China Plain had
plenty of water, fertile soil, and a moderate climate. In contrast, both the Tibetan Plateau
and the Northeastern Plain in Outer China were too cold and dry to grow crops. The
Northwestern Deserts were also too dry. The Chang Jiang Basins were wet and fertile, but
heavy rains may have made farming difficult.
Interactive Notebook
1. Give three reasons that support this hypothesis: Most early people settled on the North
China Plain because of its geography. (Hint: Consider including reasons why other regions
would not be good for settlement.)
2. How were the first people to live in China affected by geography?
Section 9 – Ancient China’s Isolation
25
China’s geography kept the early settlements in Inner China isolated. Only a narrow
coastal plain linked the Northeastern Plain to Inner China. In the southwest, the towering
mountains, rocky plateau, and cold climate formed a natural barrier. In the northwest, the
large deserts created another barrier.
Later in Chinese history, the same geographic features that kept ancient China isolated also
made it difficult to govern a developing China as a unified state. The harsh geography and
huge distances made communication and transportation difficult, and interfered with the
movement of military forces.
Interactive Notebook
1. Give three reasons that support this hypothesis: China was isolated from other civilizations
because of its geography. (Hint: Consider how physical features and climate might affect
travel, trade, and the spread of ideas.)
Section 10 – Different Regions, Different Ways of Life
26
Although most early inhabitants settled on the North China Plain, some people did live in
the other geographic regions. Ways of life for settlers in these regions developed quite
differently.
Life in Outer China - Mainly because Outer China did not have good farmland, fewer
people settled there than in Inner China. The Tibetan Plateau was not suitable for growing
crops, but herders could raise livestock, especially yaks.
The people who lived on the plateau were nomads who had to move frequently to find new
grazing land. The animals they-herded supplied many of the nomads’ needs. They ate meat
from the yak, and made butter and yogurt from yak milk. People used yak wool to make the
heavy clothing that they needed to survive the cold climate. They also wove yak hair into
material for tents.
In the Northwestern Deserts, the only permanent communities were on the oases. There,
residents built homes out of mud. People grew cotton and wheat. Their main foods were
wheat noodles, bread, and mutton.
The Northeastern Plain was too cold and dry for much farming, but its prairie grass
supported livestock. Early inhabitants of this region were also nomads. They raised sheep,
goats, cattle, and horses. Because they were constantly moving to find grass for their
animals, they lived mostly in tents. Their main food was meat. They often invaded the North
China Plain to get needed supplies. Eventually, the people of Inner China built the Great
Wall to keep these invaders out.
Life in Inner China - The fertile land of Inner China supported larger, more settled
populations on the North China Plain. Farmers grew mainly wheat and millet. They raised
cattle, sheep, oxen, pigs, and chickens. They herded cattle, water buffalo, and
horses. Settlers built permanent homes out of rammed earth (soil tightly packed to make
solid walls).
The Chang Jiang Basins had limited farmland and lacked grazing land for animals such as
cattle. But rice thrived in this warm, wet area. As early as 10,000 B.C.E., settlers were able
to grow rice in the river valley. They also raised pigs and poultry. Nearby seas provided
plentiful seafood. People built permanent houses so they could stay in one place and tend
their animals and crops.
Wrap It Up
In this chapter, you explored the climate, physical features, and vegetation in five
geographic regions in China. You learned how geography affected settlement, ways
of life, and communication in ancient China.
27
Outer China This area includes three regions in the western and northern parts of modern
China: the Tibet-Qinghai, or Tibetan, Plateau; the Northwestern Deserts (the Taklimakan
and the Gobi); and the Northeastern Plain. This area’s features—high mountains, a cold
and rocky plateau, and large deserts—isolated Inner China.
Inner China This area includes two regions in the southeastern part of modern China: the
North China Plain and the Chang Jiang Basins. The plain has the best conditions for
farming.
Early Settlement and Isolation Archaeologists have found remains of what may be the
first inhabitants of China. These hunter-gatherers lived in caves more than 500,000 years
ago. Later, farmers established the first permanent settlements on the North China Plain,
near the Huang He, or Yellow River. Harsh geography and vast distances isolated these
early inhabitants.
Different Regions and Ways of Life Because of a lack of farmland, most settlers in Outer
China were nomads and herders. In Inner China, people farmed and raised animals in
permanent settlements. Farmers in the Chang Jiang Basins grew rice.
Lesson/Unit 20
The Shang Dynasty
Section 1 Introduction
In ancient times, most of China’s early farmers settled on the North China Plain, near the
Huang He (Yellow River). In this chapter, you will explore one of China’s earliest dynasties,
the Shang (shung) dynasty. This dynasty ruled the area centered in the Huang He valley,
from 1700 to 1122 B.C.E.
28
Parts of ancient China were controlled by different clans, or extended families. Rival clans
frequently fought each other. Sometimes, one clan became powerful enough to rule all of
ancient China and begin a dynasty. The Shang was one example of such clans.
For hundreds of years, the Shang dynasty was considered a legend by Western
scholars. Stories about some mysterious markings on animal bones hinted that the Shang
might have been the first Chinese to use a system of writing. But still archaeologists had no
solid evidence that the ancient culture had ever existed.
Then, in 1899, a Chinese scholar found some bones that had writing on them. He thought
that they might be Shang oracle bones. Oracle bones are animal bones and turtle shells
with inscriptions carved by engravers. In ancient times, many people believed that these
objects could tell the future. Later, in the 1920s, the ruins of a Shang city were found at
Anyang (ahn-yahng). Archaeologists unearthed many artifacts from these ruins. You will
learn what these artifacts reveal about Shang civilization.
Interactive Notebook
29
1. You are an archaeologist in the year 3000. You have recently unearthed several artifacts.
Each relates to one characteristic of the civilization of the United States.
Quickly sketch one item to represent each of these characteristics of a
civilization: Government, Social Structure, Religion, Writing, Art, and Technology.
Characteristic of the
Civilization
Artifact
What This Artifact Reveals
Government
Social Structure
Religion
Writing
Art
Technology
2. Briefly describe what each of your artifacts reveals about this civilization.
Section 2 – Shang Capital City
When archaeologists began excavating the ruins at Anyang in 1928, a great deal was
learned about the Shang culture. These ruins were the remains of one of the royal cities of
the Shang dynasty. The city included a palace, a temple, and houses. There were also
workshops for artisans who created objects made of metals, pottery, stone, and jade.
30
The king’s palace sat on a platform. The palace was built of mud-plastered walls held up by
wooden posts. Beneath its foundations, archaeologists found human bones. The bones
suggest that the Shang performed human sacrifices when they constructed a new royal
house.
Human sacrifices were also part of Shang burials. While excavating at Anyang,
archaeologists found at least nine royal tombs. Each tomb had a large pit with ramps
leading down to it from the north and south. When a king was buried, slaves, servants, and
animals were led down the ramps into the pit. There, they were sacrificed as part of the
Shang belief that the king must continue to be served in the afterlife.
This belief in life after death is likely the reason that metal vessels and containers of food
were also buried with or near Shang kings. The treasures found in royal tombs include
many weapons, carved jade ornaments, bone-carvings, pieces of pottery, stone sculptures,
and even chariots.
The artifacts unearthed at Anyang reveal some interesting facts about Shang beliefs and
ways of life. Let’s find out what conclusions scholars have drawn about this ancient
civilization, beginning with the Shang government.
Interactive Notebook
1. Where were the ruins of a Shang city discovered?
2. Describe what archaeologists have discovered about Shang cities.
31
Section 3 – Shang Government
The Shang government was led by a powerful king. To extend his power, a king set up
smaller kingdoms led by his younger brothers and nephews. When a king died, his power
was often preserved by passing it to a younger brother or to a son.
Shang kings depended on strong armies to maintain their rule and to defend
and expand their kingdoms. The kings took part in almost constant warfare with their
enemies and fought to keep other clans under control. Prisoners of war were used as
laborers and in human sacrifices.
The king’s armies were especially powerful because Shang nobles had weapons made
of bronze. The Shang were among the first civilizations in the world to discover how to
make bronze from a mixture of copper and tin.
Shang armies were made up of large numbers of foot soldiers, archers, men mounted on
horses and elephants, and fighters in chariots. The chariots were two-wheeled carts drawn
by horses. Three soldiers rode in each chariot. The driver stood in the middle, with a spear
carrier to his left and an archer to his right. Shang armies must have been a terrifying sight
to their enemies.
Interactive Notebook
1.
32
For the sensory figure, complete the statements to describe four important things a Shang warrior
would have seen, heard, touched, and felt (emotions) as a member of the Shang army.
In your statements, include the words king, clan, bronze, and chariot.
With my eyes, I see...
2
With my ears, I hear...
3. With my hands, I touch...
4. With my heart, I feel...
33
Section 4 – Shang Social Class
Shang society can be divided into six social classes. The king and his relatives were in the
highest class. Below them were the nobles, artisans, traders, farmers, and slaves.
Nobles After the ruling family, the nobles made up the highest- ranking social class. Nobles
fought in the king’s armies. They also supplied the armies with weapons, foot soldiers, and
chariots. In exchange for their military help, the king was unlikely to interfere with the
nobles’ control over the land.
Shang nobles enjoyed a life of luxury. They lived in great palaces and spent time
hunting. We know that the Shang were great hunters, because large numbers of wild animal
bones have been found at excavation sites. In addition, writings on oracle bones show that
the king invited nobles to join him in hunting foxes, badgers, and other wild animals.
The king often gave nobles symbols of power, such as jade discs. The discs might be
decorated with a “lucky” creature such as a dragon or tiger. Nobles often mounted the discs
on posts in their homes.
Click to read caption
Artisans This talented group formed a small social class that included potters,
stonemasons, and workers crafting items of bronze and jade. These skilled workers had
lower status than nobles but higher status than farmers. Artisans skilled in bronze were
especially valued. They made the weapons used by Shang warriors. They also made and
decorated containers for the king and his nobles to use in religious ceremonies, or simply as
symbols of their wealth.
Traders Like artisans, those who were traders ranked below nobles but above farmers in
Shang society. Scholars believe that the Shang traded extensively. One clue comes from
the modern Chinese word for “merchant,” shang ren, which could also mean “Shang man.”
During the Shang dynasty, people mostly exchanged goods.
The Shang also used cowrie shells, a type of seashell, as money. The shells were valuable
because they came from far away. The Shang people had to trade with neighboring regions
to get them.
34
Click to read caption
Farmers - Farmers made up the largest social class in Shang society. They worked small
plots of land, growing millet, wheat, barley, rice, fruit, vegetables, and nuts. They did not
own the land they farmed. The land was under the control of either the king or the nobles.
Farmers gave most of their harvest to the nobles, who sent a portion to the king. Farmers
could keep only enough food to feed themselves and their families.
Even after the Chinese became highly skilled at making bronze and iron weapons, many
farmers continued to use simple tools made of wood and stone. They dug with wooden
sticks, weeded with stone-tipped hoes, and harvested grain with stone knives and scythes.
Besides growing crops, farmers learned to raise cattle. They may also have raised pigs and
chickens.
Slaves At the very bottom of Shang society were slaves. Many of these slaves were
prisoners of war. They spent their lives building tombs and palaces. When their masters
died, the slaves were sometimes sacrificed, in keeping with the Shang belief that slaves
should continue to serve their masters in the afterlife.
35
Interactive Notebook
1.
Describe three social classes from the Shang Dynasty…
36
Section 5 – Shang Religion
Shang religion centered on ancestor worship. The treasures buried in kings’ tombs show
that the Shang believed in a life after death. They also believed that dead ancestors had the
power to help or harm the living. For this reason, the Shang honored their ancestors.As
signs of respect, worshippers gave offerings of food, and sometimes made human
sacrifices.
The Shang believed that their king’s relationship to ancestral spirits had special
significance. The king inherited the right to rule from his ancestors. And among the king’s
responsibilities was a duty to follow the wishes of his ancestors.
Kings used oracle bones to seek their ancestors’ advice on important matters such as
when to hunt, where to build cities, and whether to go to war. The oracle bones were made
from turtle shells or the shoulder blade of a cow. To ask a question, a holy man would make
a statement such as this: “Tomorrow is a good day for the hunt.” Then he would press a hot
needle against the back of the bone. The heat would make the bone crack. The pattern of
the crack was believed to be a message, which the holy man or king would translate. The
holy man might then carve the message on the oracle bone. Today, these inscriptions
reveal valuable information about life during the Shang dynasty.
37
Interactive Notebook
1.
For the sensory figure, finish the statements to describe four important things a Shang king would
have seen, heard, touched, and felt (emotions) about religion.
In your statements, include these words: ancestor, offerings, duty, and oracle bone.
With my eyes, I see...
2. With my ears, I hear...
3. With my hands, I touch...
4. With my heart, I feel...
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Section 6 – Shang Writing
The inscriptions on oracle bones are among the earliest known examples of Chinese
writing. In Shang writing, as in modern Chinese, characters stand for words rather than
sounds. Early Chinese writing contained only pictographs, images that stand for objects. By
the Shang dynasty period, people were also using logographs, characters that stand for
words. For example, the character for “good” is a combination of the characters for “woman”
and “child.”
Having a written language helped unify the Chinese people. Although spoken language
varied from place to place, people of the upper classes used the same written language.
Interactive Notebook
1. On what objects were the first examples of Chinese writing found?
39
2. What is a logograph?
3. Why was a written language important in Chinese history?
Section 7 – Shang Art
Shang artists showed great skill in working with bronze. Shang artisans made beautiful
vessels and other objects. Some bronze vessels had geometric designs and pictures of
mythical creatures. The most common picture was an animal mask, later known as a
taotie. It might have the horns of an ox, the ears of an elephant, the talons of a bird, the eye
of a man, and the crest of a dragon. Some scholars say that these masks were symbols of
all the beings in the world.
The Shang also produced remarkable jade pieces. Jade is a very hard stone. Workers
made jade objects by sawing, filing, and sanding the stone.
The Chinese may have believed that the qualities of jade represented the qualities of a
superior person. The hardness of jade stood for wisdom. Jade was also smooth and
shiny. These qualities stood for kindness.
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Interactive Notebook
1. Identify two materials used by Shang artists. For each material, list an example of an art
piece that might be created using it.
2. Describe some ways that Shang artisans decorated vessels and other objects.
Section 8 – Shang Technology
Working with bronze was an important technology for the Shang. Artisans used bronze to
make many tools of war. These included arrowheads, spearheads, ax heads, and
helmets. The bronze making skill of the Shang is one of the reasons they were able to
remain in power for more than five hundred years.
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Interactive Notebook
1. Complete the spoke diagram by naming the types of bronze weapons made by Shang
artisans.
Bronze Weapons
2. Why were bronze-making skills important to the Shang dynasty?
3. Name the weapon you think most helped strengthen the Shang army, and explain why you
chose this weapon.
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Section 9 – End of the Shang Dynasty
The Shang excelled in war, enabling the ruling classes to build up great wealth. But, in time,
these very strengths helped to bring about the end of the dynasty. Constant warfare
eventually weakened the military power of the Shang.
The Shang had a system of money, using valuable cowrie shells that they received as part
of their extensive trade with neighbors. The Shang king and his nobles spent extravagant
amounts of money on their palaces, furnishings, clothing, and even their tombs. Over time,
this lavish spending may have weakened the economy. A later king would say that the final
blow was the corruption of the last Shang king. Rather than look after his people, he spent
all his time on recreational activities like hunting. But no one knows whether this report was
true.
Around 1045 B.C.E., a frontier state called Zhou (joh) rose up against the dynasty. Zhou
armies under King Wu caught the Shang unaware, defeating and overthrowing them. One
story says that, as Zhou rebels stormed his capital city, the last Shang king ran from the
battlefield, put on all his jewelry, and threw himself into the flames of a fire.
Interactive Notebook
1. Describe three causes of the fall of the Shang dynasty.
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Wrap It Up
In this chapter, you learned about one of China’s earliest dynasties, the Shang
dynasty, by examining artifacts from that time.
A Shang Capital City - The ruins and artifacts found at Anyang show that the Shang
believed in an afterlife. Kings were buried with goods, people, and animals that would be
useful to them in their life after death.
Shang Government - Shang kings were powerful rulers who inherited their power and kept
it through family ties and military might.
Shang Social Classes - Shang society can be divided into six social classes: the king’s
clan, nobles, artisans, traders, farmers, and slaves.
Shang Religion, Writing, Arts, and Technology - The Shang practiced ancestor worship
and, sometimes, human sacrifice. Their writing used logographs as well as
pictographs. Shang artisans excelled in working with bronze and jade. The bronze weapons
they created enabled the Shang to stay in power.
The End of the Shang Dynasty - The Shang ruled in the valley of the Huang He for some
five hundred years. They traded widely and grew wealthy. But constant warfare, lavish
spending, and corruption in the ruling class may have led to the dynasty’s downfall. Around
1045 B.C.E., the Shang were defeated by the Zhou.
Interactive Notebook
1. Design a museum exhibit about the Shang dynasty.
For your exhibit, select one of the characteristics of civilization (government, social structure,
religion, writing, art, or technology), and include the following elements:
• a catchy exhibit title to draw visitors’ attention
• a drawing of three artifacts that relate to the chosen characteristic
• a label to identify each of the three artifacts
• any other creative touches that make the exhibit more realistic
2. Write a paragraph that summarizes what the three artifacts reveal about Shang society.
44
Lesson/Unit 21 Three Chinese Philosophies
Section 1 – Introduction
One of China’s earliest dynasties was the Shang dynasty. China’s next line of rulers
belonged to the Zhou (joh) dynasty. In this chapter, you will learn about the Zhou and
explore three Chinese philosophies that arose during this dynasty.
The Zhou dynasty lasted from about 1045 to 256 B.C.E. During its later years, different
leaders fought for control in China. The country was thrown into disorder. These troubles
led Chinese thinkers to ask serious questions about the best way to have peace and order
in society. Three very different answers emerged and became the philosophies of
Confucianism (kuhn-FYOO-shuh-niz-uhm), Daoism (DOW-iz-um), and Legalism.
The following scene illustrates the differences between these schools of thought. Imagine
that it is 250 B.C.E. The ruler of a small kingdom has sent three advisers to learn about the
three philosophies. Upon their return, he asks them, “What should I do to rule well?”
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The first adviser has learned about Confucianism. He tells the king, “Lead by example.” The
second adviser has studied Daoism. He says, “If you must rule, rule as little as possible.”
The third adviser has learned about Legalism. He says, “Set clear laws and harshly punish
those who disobey them.”
In this chapter, you will learn why the three advisers gave such different answers. You will
explore Confucianism, Daoism, and Legalism and learn how each philosophy influenced
political rule in ancient China.
Interactive Notebook
1. Which of the following approaches do you think would be most effective in dealing with
school violence such as fighting and bullying? Write a paragraph that explains your answer.
Approach 1: Assign violent students a “big brother” or “big sister” who is a respected older
student in another grade. The big brother or sister would teach the student how to behave
properly.
Approach 2: Allow students guilty of fighting or bullying to go unpunished,hoping that they
will eventually learn from their mistakes and correct their behavior.
Approach 3: Have school authorities publish the rules for unacceptable behavior and assign
harsh punishments for violating those rules. For example, “students caught fighting will be
expelled.”
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Section 2 – Zhou Dynasty
Around 1045 B.C.E., the Zhou, a group of people in northwestern China, moved into the
central plains. They overthrew the Shang dynasty and established a new dynasty. For
several centuries, the Zhou dynasty ruled over a group of states in China. But in the later
years of the dynasty, wars between these states plunged China into disorder.
The Early Years: Stability and Feudalism After overthrowing the Shang dynasty, the
Zhou established their own dynasty to rule over China. To justify their conquest, they
claimed that they had been given the Mandate of Heaven, a divine right to rule China.
According to this belief, Heaven was a power that controlled human destiny. The king was
the son of Heaven. As long as the king governed his people well, Heaven gave him the right
to rule. If the king did not govern well, Heaven would send signs of its displeasure, such as
earthquakes and floods. When the king lost the support of Heaven, others had the right to
overthrow him. The Zhou and later groups believed in the Mandate of Heaven.
Using a system of relationships called feudalism, the Zhou increased the stability of the
government. Under feudalism, the king owned all the land. He gave large pieces of the land
to loyal supporters, called lords. In exchange, these lords sent soldiers to fight against
enemies who threatened their king. The lords were rulers of their own lands, or states. They
had absolute power over the peasant farmers who worked those lands. Peasants had their
lord’s protection. In return, they gave a portion of their crops to the lord.
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Click to read caption
The Later Years: Conflict and Creative Thought For a time, feudalism maintained
political stability in China. But by the 700s B.C.E., the system was starting to break down.
The lords of individual states became more ambitious and more powerful. Eventually, the
power of some lords rivaled that of the king.
Between about 770 and 453 B.C.E., a number of small states often quarreled with one
another. They eventually grouped into six or seven larger states that fought for power.
These wars brought some 250 years of disorder to China. This historical time is often called
the Warring States period.
Such unrest led Chinese thinkers to ask important questions about human nature and about
how best to govern. Some rulers hired scholars to advise them on how to create order and
increase their royal power.
So many ideas were offered that the Chinese later called them the “Hundred Schools of
Thought.” The three major schools of thought that emerged were Confucianism, Daoism,
and Legalism. Each of these philosophies had a major influence on Chinese culture. Let’s
take a closer look at their origins, teachings, and influence, beginning with Confucianism.
Interactive Notebook
1. Review this scenario: “A dynasty has ruled China for 100 years. This year, a severe drought
is causing many to starve to death.”
From what you know of the Mandate of Heaven, why did the drought occur, and what action
can be taken?
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Section 3 – Confucianism
Confucianism is based on the teachings of Kongfuzi, who is called Confucius (kuhnFYOO-shuhs) by Western society. This philosophy deeply influenced Chinese government
and culture.
The Founder of Confucianism Confucius lived from about 551 to 479 B.C.E. He was born
in the small state of Lu, in eastern China. He experienced firsthand the disorder that erupted
when lords fought for power. Between 722 and 481 B.C.E., his own state was invaded
many times.
Confucius deeply respected Chinese traditions such as reverence for ancestors and
learning. But he also saw that society and government had to change, if peace and order
were to exist. In particular, rulers needed to govern wisely. Confucius wanted to teach men
of good character to serve society as honest and fair government officials.
The Teachings of Confucianism The goal of Confucianism was to achieve a just and
peaceful society. Confucius taught that society worked well when all people used standards
of good behavior in their roles and in their relationships with others.
According to Confucianism, there are five basic relationships between people: ruler and
subject, husband and wife, father and son, older sibling and younger sibling, and friend and
friend. All people must respect and obey those who are above them in status. In particular,
49
they must respect their elders. In return, those with authority, such as rulers, fathers,
husbands, and older siblings, must set a good example. They should be kind, honest, wise,
and faithful. Confucius taught, “Do not do to others what you would not want done to you.”
The Influence of Confucianism The philosophy of Confucius attracted a number of
students who spread his ideas and teachings. After his death, some of these students
collected his sayings in a book called The Analects. Later scholars further developed
Confucianism.
Confucianism had a very practical effect on the government of a later dynasty, the Han
dynasty. In China, civil servants were traditionally the sons of nobles. However, that did
not ensure that they had the ability and wisdom to do their jobs well. The influence of
Confucianism led Han leaders to hire civil servants on the basis of their ability. To be
qualified, government workers were expected to know the Chinese classics in detail. For
example, they had to know the proper behavior required of people in the various roles in
society, from laborers to government officials. To prove that candidates had this
knowledge, they had to take exams that the emperor himself might grade.
The teachings of Confucius had a major influence on Chinese culture. Values such as
respect for elders, proper behavior, and love of scholarship became deeply woven into
Chinese society. Even today, the sayings of Confucius are wise and practical. Here are two
examples from The Analects:
Confucius said to his follower:
The gentleman first practices what he preaches
and then preaches what he practices.
Confucius said to his student:
Shall I teach you what knowledge is?
When you know a thing, say that you know it;
when you do not know a thing,
admit that you do not know it.
That is knowledge.
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Interactive Notebook
1. Write a sentence describing each of the following people's role in the Zhou dynasty’s feudal
system: King, Lord, Peasant.
2. Draw a facial expression for each person.
King
Lord
Peasant
3. Describe the Warring States period by explaining what caused this period of instability and
what happened as a result of this period.
4. In accordance with Confucian traditions, respect your teacher by answering the questions
correctly.
Who was Confucius?
51
5. What was China like during Confucius’s lifetime?
6. According to Confucius, what are the five basic relationships? How should people act in
these basic relationships?
7. What influence did Confucius have on Chinese government?
8. Write a caption that would make your elders proud.
52
Section 4 – Daoism
The second great philosophy to come out of China’s time of trouble was Daoism (also
spelled Taoism). Like Confucianism, it tried to provide answers to the problems that
prevented right living and good government.
Click to read caption
The Founder of Daoism According to tradition, the great sage, or wise man, of Daoism
was Laozi (low-dzuh). His name is sometimes spelled “Lao-tzu.” Laozi was said to be the
author of a work called the Dao De Jing (dow duh jing). The English version of the title is
The Classic of the Way and Its Power.
Some modern scholars think that Laozi was a real man who lived in the late 500s B.C.E.
Other historians believe that he was merely a legend. Scholars do agree that the Dao De
Jing was actually written over time by many writers.
Old stories of Laozi’s life tell how he came to write the Dao De Jing. These stories say that
Laozi worked as an adviser to the Zhou court for many years. When he was 90 years old,
he tired of government work and decided to leave China. When he came to the Chinese
border, a guard recognized him. The guard was upset that the great teacher’s wisdom
53
would be lost to China. He asked Laozi to record his thoughts before leaving. So Laozi sat
down and wrote a small manuscript of only 5,000 characters, the Dao De Jing.
The Dao De Jing preached a return to a simple and natural way of living. Here is an
example of one passage:
If you do not want your house to be molested by robbers,
Do not fill it with gold and jade.
Wealth, rank, and arrogance add up to ruin,
As surely as two and two are four.
The Teachings of Daoism- Daoism was based on the ancient Chinese idea of the Dao
(dow), or “the Way.” Dao was the force that gave order to the natural universe. Daoism
taught that people gained happiness and peace by living in harmony, or agreement, with the
way of nature.
To Daoists, nature is full of opposites, like life and death, or light and darkness. True
harmony comes from balancing the opposite forces of nature, called yin and
yang. Yin means “shaded,” and yang means “sunlit.” In the same way, human life is a
whole made up of opposites. It is impossible to have good without bad, beauty without
ugliness, or pleasure without pain.
The Daoists taught that people followed the way of nature by living simple lives of quiet
meditation. Notice, the Daoists said, how nothing in nature strives for fame, power, or
knowledge. Similarly, people should neither feel self-important nor work to gain possessions
or honors. Instead, they should accept whatever comes, like a blade of grass that bends
when the breeze blows.
The Daoists believed that everyone must discover the Dao for themselves. Too many laws
and social rules conflict with the way of living naturally and following the Dao. According to
these teachings, the best rulers were those who ruled the least. The Dao De Jing says,
“Governing a large country is like frying a small fish. You spoil it with too much poking.” It
also tells rulers to be weak and let things alone.
The Influence of Daoism - Daoism encouraged rulers to govern less harshly. But Daoism’s
more important influence was on Chinese thought, writing, and art. In time, Daoism
developed into a popular religion.
54
Interactive Notebook
1. Answer the following questions to show your understanding of Daoism.
Who was Laozi?
2. According to Daoism, how should people discover ways to behave?
3. What are yin and yang?
4. According to Daoists, how should rulers behave?
5. Write a caption for the picture…
55
Section 5 – Legalism
The third major philosophy that came out of China’s time of trouble was Legalism. It was
very different from Confucianism or Daoism. It offered new answers about how to solve
problems that interfere with order and good government.
The Founder of Legalism Legalism was based on the teachings of Hanfeizi (hahn-faydzoo). Hanfeizi (also spelled Han-fei-tzu) lived from 280 to 233 B.C.E. He was a prince of
the royal family of the state of Han. Hanfeizi lived to see the end of the Warring States
period and of the Zhou dynasty.
Like Confucius, Hanfeizi was very concerned with creating peace and order in society. But
he did not think that the Confucian teachings about proper behavior were the answer. Many
of his ideas survive today in a book named after him, Hanfeizi.
The Teachings of Legalism Those who followed Legalism believed that most people are
naturally selfish. Left to themselves, Legalists said, people will always pursue their own
self-interest. They cannot be counted upon to have a good influence on one
another. Therefore, it was not enough for rulers to set a good example. Instead, they should
establish strict laws and enforce them, either with rewards for good behavior or with harsh
punishments for bad behavior. Civil servants should be watched carefully and punished for
doing a poor job. People who were caught criticizing the government should be banished to
China’s far northern frontier.
In Hanfeizi’s time, rulers were frequently overthrown. To solve this problem, Hanfeizi taught
that rulers must have absolute power backed by military might. Rulers should trust no one,
not even their own families. Hanfeizi wrote, “He who trusts others will be controlled by
others.”
Click to read caption
56
The Influence of Legalism Legalist philosophy had an almost immediate influence on
government in China. At the end of the Warring States period, the Qin (chin) dynasty seized
control of China. Qin rulers read and admired the writings of Hanfeizi. These rulers wanted
to build a strong central government and a well-organized society. To achieve these goals,
they adopted strict Legalist ideas. People were forbidden to criticize the
government. Anyone caught doing so was severely punished. Many people were put to
death for disloyalty and other crimes during the rule of the Qin dynasty.
Interactive Notebook
1. In accordance with Legalist traditions, follow the class rules as you answer the questions
below. Do not make any errors. Memorize all answers.
Who was Hanfeizi?
2. According to Hanfeizi, what was the only way to create a strong society?
3. How did Hanfeizi believe a ruler should govern?
4. How did the members of the Qin dynasty apply the teachings of Hanfeizi?
5. Write a caption below this image, right now!
57
Wrap It Up
In this chapter, you read about three major Chinese philosophies—Confucianism,
Daoism, and Legalism—and their influence on political rule in ancient China.
The Zhou Dynasty All three schools of thought developed in the later years of the Zhou
dynasty. Zhou rulers believed they had the Mandate of Heaven, a divine right to rule
China. For a time, the Zhou’s practice of feudalism helped stabilize China. But during the
dynasty’s later years, China collapsed into disorder. Political unrest led many scholars to
debate the proper way to rule.
Confucianism Confucius taught his followers that peace and order depended upon proper
behavior. Those in authority must lead by example. Those lower in status must
obey. Confucianism led Han leaders to hire civil servants based on ability and tested
knowledge rather than on family relationships.
Daoism Daoists believed that people should live simply and in harmony with the ways of
nature. Harmony could be reached by balancing yin and yang, the opposite forces of
nature. Daoists said that the best rulers were those who ruled the least.
Legalism Legalists believed that people were driven by their own self-interest. Legalism
taught that rulers could create order in society only through strict laws and harsh
punishments.
Interactive Notebook
1. Describe your family’s policy on homework. For example, do you have a special place to
work? Can you listen to music, use the computer, or watch television while doing your
homework? Does someone help you? Are there consequences for failing to do your
homework?
2. Which of the following schools of thought is most like your family’s policy toward homework?
Confucianism, Daoism, or Legalism. Explain your answer.
58
Lesson/Unit 22
First Emperor of China
Section 1 – Introduction
In the later years of the Zhou dynasty, China entered a time of unrest that lasted until the
Qin dynasty seized power. In this chapter, you will learn how Qin Shihuangdi (chin SHEEhwahng-dee) unified China.
The Emperor of Qin (chin) ruled over a united China from 221 to 210 B.C.E. His reign was
one of great contrasts. He executed hundreds of enemies, and his building projects killed
thousands of his own people. But he also unified Chinese government and culture. His
construction projects were among the most spectacular in the world.
The emperor’s biggest project was the Great Wall along China’s northern border. The wall
was intended to protect China from invasion from the north. Much like a general would
prepare for a war, the Emperor of Qin made plans to build his wall. Supply camps were set
up to bring food and materials to the workers in the mountains and deserts of the
northern frontier. Soldiers were posted to fight off bandits and to stop workers from running
away. Thousands of Chinese were marched from their homes and forced to work on the
wall. It is said that many of them never returned.
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Clearly, the Emperor of Qin was both a strong leader and a cruel one. It is little wonder that
later Chinese historians would have very differing opinions of this ruler. In this chapter, you
will read about the Emperor of Qin and form your own opinion.
Interactive Notebook
1. Place an X in the column that indicates whether you think each of the actions described
below is evidence that a leader is effective or ineffective.
Leader
Effective
Ineffective
A leader who has absolute control over
his people
A leader who unifies the government
A leader who makes laws for everyone
to follow
A leader who protects his people from
invaders
A leader who has his opponents killed
A leader whose legacy lasts years
beyond his death
2. Which one of the actions makes a leader the most effective? Explain your choice.
3. Which one of the actions makes a leader the least effective? Explain your choice.
60
Section 2 – Creating an Empire
China’s first emperor began life as Prince Zheng (jung) of the royal family of the state of
Qin. He was born in 259 B.C.E., near the end of the Warring States period. In 256 B.C.E.,
Qin rulers took over the state of Zhou, ending the Zhou dynasty. Ten years later, 13-yearold Prince Zheng became king.
Sometimes called the Tiger of Qin, Zheng was quite an ambitious man. He used military
might, spies, bribery, and alliances to conquer the remaining rival states. His empire
became far larger than the kingdoms of earlier dynasties. In 221 B.C.E., he gained control
of all of China. He decided then to take a new title, Qin Shihuangdi, or First Emperor of
Qin.
As a ruler, the Emperor of Qin was greatly influenced by Legalism. Legalists believed in
strict laws, harsh punishments, and a strong central authority. The emperor adopted these
ideas. To avoid threats from powerful lords, he replaced the old system of feudalism with a
government he controlled personally. He divided his vast territory into 36 districts. Three
officials were appointed to govern each district. One official was responsible for the
army. Another took care of the laws and agriculture. The duty of the third official was to
keep the emperor informed of district activities.
The Emperor of Qin used harsh measures to maintain his power. When he discovered plots
against his life, he had the traitors and their families killed. He even exiled his own mother
from court, fearful that she was plotting against him.
Interactive Notebook
1. Did Qin Shihuangdi’s strategy of conquest help or hurt China? Explain.
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2. How did Qin Shihuangdi end feudalism? Why did he do this?
3. Did the Emperor of Qin’s efforts to unite China make him an effective ruler? Explain.
Section 3 – Standardizing the Culture
The Emperor of Qin wanted to unify China. He began to standardize cultural practices that differed
from place to place.
One key step was to create a uniform system of laws. A number of the emperor’s new laws were
aimed at government officials. Officials were punished if the grain in storehouses spoiled, or if a wall
built under their supervision collapsed. Other laws governed everyday life. For example, widows
were not allowed to remarry.
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The emperor’s laws were based on Legalist beliefs. The laws were detailed, and they spelled out
exact punishments for people who broke them. Rich and poor were punished in the same
way. Typical punishments included fines that were paid in shields, gold, or suits of armor. But there
were also physical punishments that included forced labor, whippings, and beheadings.
To make trading easier, the emperor standardized money, weights, and measures. Throughout China,
people had used various types of items as money, such as shells, pearls, silver, tin objects, and
coins. The Emperor of Qin commanded that metal coins of gold or bronze would be the only
acceptable form of money. A hole in the center of each coin enabled people to carry several coins
together on a cord. The emperor also ordered that measuring cups be made to hold consistent
amounts. To regulate weights, he had metalworkers create bell-shaped bronze or iron weights in a
variety of standard sizes.
Shihuangdi also simplified the writing system. He removed many of the written characters that were
in use across China. A later dictionary listed 9,000 approved characters.
Click to read caption
Interactive Notebook
1. Why did the Emperor of Qin create a unified set of laws? How did his Legalist beliefs affect
these laws?
2. How did Qin Shihuangdi improve trade and writing in China?
3. Did the Emperor of Qin’s efforts to standardize Chinese culture make him an effective ruler?
Explain.
63
Section 4 – Protecting the Northern Border
To protect his empire from invaders, the Emperor of Qin forced workers to build a long wall
along China’s northern border. Earlier kingdoms had already built smaller walls of their
own. The emperor ordered long sections built to connect these walls. He also extended the
wall to the west. The structure was called the “10,000 Li Long Wall.” (One li is about threetenths of a mile.) It later became known as the Great Wall.
Click to read caption
Few traces of the original Great Wall survive. The Great Wall as we know it today was built
by later rulers. Most likely, the original wall was made of layers of earth pounded into
wooden frames that held everything together.
The Emperor of Qin’s wall took ten years to build. A workforce of 300,000 men was
assembled to construct it. Some were soldiers. Many were peasants who were forced to
give up farming to work on the project. Still others were musicians, teachers, writers, and
artists that the emperor sent into exile in the north.
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The men who built the wall worked under difficult conditions. The wall crossed high
mountains, deserts, swampland, and quicksand. The weather was bitterly cold in the winter,
and blazingly hot in the summer. According to later accounts, tens of thousands of men died
while working on the project. Their bodies were buried in the wall.
Combined with strong Chinese armies, the Great Wall proved extremely effective at
stopping invasions. Nomads living to the north of the wall were unable to move sheep or
cattle over it. Horses could not jump it. Therefore, any invaders who managed to scale the
wall would be left without supplies or horses.
Interactive Notebook
1. How did the Emperor of Qin protect China’s northern border?
2. Who constructed the Great Wall? What difficulties did they face?
3. Did the Emperor of Qin’s efforts to protect China’s northern border make him an effective
ruler? Explain.
Section 5 – Ending Opposition
The changes that the Emperor of Qin introduced to unify and protect China drew a great
deal of opposition. They were especially unpopular with Confucian scholars. The
Confucians believed in behaving properly and setting a good example. They did not believe
in enforcing harsh laws.
The emperor was determined to end any opposition to his rule. It is said that he executed
460 Confucian scholars for plotting against him.
The conflict between the emperor and the scholars grew worse during a royal banquet in
213 B.C.E. During the meal, one Confucian scholar criticized the emperor. The scholar
warned that the Qin dynasty would not endure unless the emperor followed the ways of the
past.
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Click to read caption
The scholar’s comments angered the emperor’s trusted adviser, Li Siu (lee sway). Li told
the emperor that scholars’ criticisms were causing trouble, and the government should
censor the scholars. No one, he said, should be allowed to learn about Confucianism. All
Confucian books must be brought to the capital city and burned. Only books dealing with
medicine, farming, and the history of the Qin kingdom should escape censorship.
The Emperor of Qin agreed to order the book burning. He said that scholars who disobeyed
the order would be marked with a tattoo on their faces and sent to do forced labor. Anyone
who discussed ancient teachings would be guilty of criticizing the government and would be
executed.
The emperor’s brutal action shocked the people of China. Some scholars chose to die
rather than give up their books. Even the emperor’s son became a victim of his father’s
campaign to end opposition. When the son objected to the killing of scholars, he was sent to
oversee work on the Great Wall.
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Interactive Notebook
1. Explain what you think these details reveal about the Emperor of Qin.
2. Why was there a conflict between Confucian scholars and the Emperor of Qin?
3. What did the emperor do to prevent people from learning about Confucianism?
4. Did the Emperor of Qin’s efforts to end opposition make him an effective ruler? Explain.
Section 6 – Emperor’s Death and End of the Qin
Despite the Emperor of Qin’s many achievements, some ancient Chinese writings say that
he could not find happiness. Above all, the emperor was afraid to die. He summoned
magicians to his court, asking them how he could become immortal, or live forever. Some
magicians told him that he should seek a magic potion. The emperor searched far and wide
for such a potion. He once sent an expedition all the way to islands in the sea that is east of
China.
The Death and Burial of the Emperor of Qin In 210 B.C.E., the Emperor of Qin died after
ruling for just over ten years. He had been off searching for the magic potion, 600 miles
from the capital city. No one knows the cause of his death. He may have been poisoned.
The Emperor of Qin’s body was taken back to the capital and buried in a huge tomb in a
human–made mound. The tomb complex, or group of structures, covered many square
miles. Ancient Chinese writings say that more than 700,000 workers helped build it. Some
of them were buried with the emperor to prevent grave robbers from learning about the
tomb’s fabulous treasures.
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Click to read caption
The treasures in the Emperor of Qin’s tomb were not uncovered until 1974 C.E. Among
them were tools, precious jewels, and rare objects. The most amazing discovery of all was
an entire army made of a kind of clay called terra-cotta. The army included more than six
thousand life–size figures such as archers, foot soldiers, chariot drivers, and horses. So far,
archaeologists have yet to find any two figures that are exactly alike.
The End of the Qin Dynasty Shihuangdi died in 210 B.C.E. The harshness of the
emperor’s rule had caused much unhappiness across China. After his death, rebellions
broke out in the countryside. Members of royal families from conquered states joined in the
revolt. As various leaders fought each other for power, civil war raged. Finally, in 206
B.C.E., Liu Bang (LEE–oo bahng), a peasant leader, gained power and established the Han
dynasty.
Interactive Notebook
1. Explain whether you think the Emperor of Qin achieved each of these goals:
Goal 1 - To be immortal.
2. Goal 2 - To be remembered for a long time.
3. List three things that were buried in the Emperor of Qin’s tomb. What do these items reveal
about the emperor?
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Wrap It Up
In this chapter, you learned about Qin Shihuangdi, China’s first emperor.
Creating an Empire - Qin Shihuangdi was influenced by Legalism. He replaced feudalism
with a strong central government under his control. He divided his territory into 36 districts,
each governed by three officials. He used harsh measures to enforce his power.
Standardizing the Culture - The Emperor of Qin unified China and also greatly expanded
its borders. He standardized Chinese laws, money, weights, measures, and writing.
Protecting the Northern Border Among the emperor’s many construction projects was the
Great Wall, which he built to protect China’s northern border from invaders.
Ending Opposition - Many of Emperor Qin’s actions aroused opposition. He brutally
censored and executed his critics, including Confucian scholars.
The Emperor’s Death and the End of the Qin Dynasty - Although the emperor searched
for a way to become immortal, he died in 210 B.C.E. He was buried in a huge tomb, along
with many treasures and an army of 6,000 life-size terra-cotta figures. His amazing tomb
was discovered in 1974.Revolt broke out after his death and civil war raged until the Han
dynasty was established.
Interactive Notebook
Complete one of the two activities described here, depending on your answer to this question: Do
you think Qin Shihuangdi was an effective or an ineffective ruler?
If you believe he was effective, design a commemorative plaque.
If you believe he was ineffective, design a “wanted” poster.
Your plaque or poster must contain the following:
• a title that indicates whether it is a commemorative plaque or a “wanted” poster
• a picture of the emperor
• at least three actions of the emperor that justify this plaque or poster, with illustrations for each
action.
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Lesson/Unit 23
The Han Dynasty
Section 1 – Introduction
Qin Shihuangdi, a Qin dynasty ruler, was China’s first emperor. The Qin dynasty lasted only
about fourteen years. In this chapter, you will learn about China’s next dynasty, the Han
(hahn) dynasty. It lasted over four hundred years, from about 206 B.C.E. to 220 C.E.
The Han dynasty arose during a period of unrest. The Chinese people were unhappy with
the harsh, Legalist rule of the Qin. After the first emperor’s death, they rebelled against the
Qin. Liu Bang (LEEoo bahng), a rebel who had gained control of the Han kingdom,
conquered the Qin army and established the Han dynasty.
Over time, Han emperors began to change the way China was ruled. Gradually, they
incorporated Confucian ideals of moral behavior into Chinese government.
Under Han rule, China had a golden age, a long period of stability and wealth. Education,
literature, and art flourished. New practices, inventions, and discoveries improved people’s
lives.
The Han dynasty was also known for its military achievements. Han emperors expanded
the empire to include parts of present-day Korea and Vietnam. Once Central Asia was
under its control, the Han established trade relationships with the West.
In this chapter, you will explore warfare, government, agriculture, industry, art, medicine,
and science under the Han dynasty. You will see how the Han dynasty improved daily life in
China.
Interactive Notebook
1. For each question below, review the image your teacher shows the class. Then write the
letter of the answer you guess is correct.
Warfare
In addition to scaring away enemies, how else did the kite help the Han army?
A. It was used to send messages.
B. It was used to deliver supplies.
C. It provided light during night attacks.
2. Government
Who did the Han dynasty choose as government officials?
A. those who wrote the best poems
B. those who were already teachers
C. those who scored well on exams
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3. Agriculture
How did wheelbarrows help Han farmers?
A. They made watering crops easier.
B. They let farmers plant more land.
C. They helped farmers move products.
4. Industry
How did the deep-digging drill increase the Hans’ supply of salt?
A. got salt water from deep in the ground
B. dug pits to get salt from seawater
C. made storage bins to keep salt dry
5. Art
Which of the following Han inventions helps artists and scholars?
A. paper
B. carpets
C. paintbrushes
6. Medicine
Why would a Chinese doctor stick needles into a person’s body?
A. to release evil spirits
B. to punish bad people
C. to balance yin and yang
7. Science
What could the Han learn from the earthquake device they invented?
A. the depth of an earthquake
B. the direction of an earthquake
C. the damage caused by an earthquake
Section 2 – Warfare
The Han excelled in warfare. Their military methods and new weapons helped them expand
their dynasty. At its height, the Han dynasty reached west into Central Asia, east to
present-day Korea, and south to present-day Vietnam.
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The Han dynasty had a large and well-organized army. All men from about the ages of
twenty-five to sixty had to serve two years in the army. Historians estimate that Han armies
had 130,000 to 300,000 men.
The army was helped by new technologies. Advances in iron making improved the strength
and quality of armor. Han ironworkers produced a kind of fish-scale armor that flexed and
moved with the body. The Han were among the first people to make iron swords. The
strength of iron allowed skilled workers to fashion longer swords. With a long sword, a
soldier could swing at an enemy from a safer distance.
Another favorite weapon of the Han was the crossbow. A crossbow is made of two pieces of
wood in the shape of a cross. A string is attached to each end of the horizontal piece of
wood. When that string is pulled back and released, an arrow is shot from the crossbow.
The Han invented the kite and used it in clever ways for military purposes. According to one
legend, a Han general once used a kite to measure the width of a heavily guarded
wall. Kites were used to send messages from one part of an army to another. They were
also used to frighten the enemy. Kites with bamboo pipes were flown over enemy camps at
night. Enemy soldiers would hear a ghostly noise coming from the darkness above them. It
sounded like “ fu, fu” (“beware, beware”). The alarmed soldiers often ran away.
Interactive Notebook
1. How were the Han able to expand their empire? How far did it extend?
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2. Describe three new military weapons used by the Han army.
3. Name the tool that you think most strengthened the Han army. Explain why you think this
weapon was the most helpful.
4. Now answer this question: How did geography affect the expansion of the Han empire?
Section 3 – Government
The Han emperors made significant improvements in Chinese government. They adopted
the centralized government established by Emperor Qin Shihuangdi. But they softened the
harsh ruling style of the Qin emperor and brought Confucian ideas back into government.
Han emperors needed many government officials to help run the vast empire. The
government of China during this time functioned as a bureaucracy. A bureaucracy is a
large organization that operates using a fixed set of rules and conditions. At each level of
the bureaucracy, people direct those who are at the level below them.
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Click to read caption
The highest-level Han officials lived in the capital and gave advice to the emperor. Lowerlevel officials lived throughout the empire. They had many responsibilities, including
overseeing the maintenance of roads and canals. They also had to make sure that, in case
of famine, enough grain was produced and stored.
One key improvement made by the Han concerned the way civil servants, or government
workers, were hired. Before the Han dynasty, social status determined which government
officials got jobs. The Han, however, based their choices on ability and knowledge. To
become officials, young men had to pass a long, difficult civil service exam. It was based on
the principles of classic Chinese writings. The candidates had to learn five books by
heart. Legend says that the men then had to spend several days taking the exam in tiny
rooms. All the while, they were watched by guards to prevent cheating.
Once hired, civil servants were not allowed to serve in their home districts. This rule was
intended to prevent officials from giving special favors to friends and relatives. Every three
years, civil servants could be promoted or demoted depending upon an evaluation of their
work.
Interactive Notebook
1. How were Han dynasty rulers different from the Emperor of Qin?
2. Describe the Han government bureaucracy and tell how civil servants were hired and
promoted.
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3. Quickly sketch and label the way you think the Han most improved Chinese government.
Explain why you chose this improvement.
Section 4 – Agriculture
Farmers in ancient China faced a number of difficulties. Several important advances made
in agriculture during the Han dynasty improved their lives.
Han farmers were expected to grow enough food to feed their families and to help stock the
shared granaries, or grain storehouses. In addition to growing crops, farmers had to make
their own clothing, build their own homes, and give one month of unpaid labor to the
government for building projects such as canals and roads. Hard as this life already was,
floods and drought often destroyed crops, presenting farmers with yet another challenge.
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Click to read caption
One invention that helped farmers was the chain pump. The chain pump made it easier to
move water from low irrigation ditches and canals up to the fields. Workers used pedals to
turn a wheel, which pulled a series of wooden planks that moved water uphill to the fields.
The Han skill in ironwork also came to the farmers’ aid. The Chinese were the first to learn
how to pour melted iron into molds. This process enabled them to make strong iron plows.
Han plows were designed to push the dirt away from the row being plowed so that the soil
would not pile up in front of the plow.
The Han also invented the wheelbarrow. The Chinese wheelbarrow had one large wheel in
the center. Goods were carried on either side of the wheel. It was much easier for farmers
to push a heavy load in a wheelbarrow than to carry it on their backs or in buckets
suspended from a pole across their shoulders.
Interactive Notebook
1. What tasks and problems did Han farmers face?
2. Describe three agricultural tools that were invented during the Han period.
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3. Quickly sketch and label the tool you think most improved agriculture during the Han
dynasty. Explain why you chose this tool.
4. If you were a Han farmer, how would your life be different because of these
agricultural inventions?
Section 5 – Industry
Like agriculture, Chinese industry benefited from advances made during the Han
dynasty. The Han government controlled the two most important industries in China, silk
and salt. New inventions helped both industries.
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Silk is a material produced from the fibers of a silkworm cocoon. For the ancient Chinese,
making silk was difficult and time-consuming labor. During the Han dynasty, the Chinese
developed a foot-powered machine that could wind the silk fibers onto a large reel, ready for
use. Making silk production more efficient was important because there was a high demand
for silk outside of China. The valuable silk trade began during the Han dynasty.
Salt was an equally important trade item. Salt was valued in ancient times because people
used it to help preserve meat and vegetables. At first, people only knew how to get salt from
the sea. During the Han dynasty, the Chinese learned how to mine salt from under the
ground.
Salt water, or brine, exists deep beneath Earth’s surface. The Chinese used iron-tipped
bamboo drills to dig deep wells. When the drills reached salt water (sometimes 1,000 feet
below the surface), a hollow bamboo pole was dropped into the well. The pole had a valve
that allowed the salt water to enter the pole. The valve was then closed, and the pole filled
with the salt water was brought back to the surface. Workers placed the water in large iron
pots. The pots were heated until the water evaporated and only the salt remained. In this
way, the Chinese people could find salt, even in regions far from the sea.
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Interactive Notebook
1. How was the production of silk made easier during the Han period?
2. Why was salt an important trade item in ancient times?
3. Quickly sketch and label the invention that you think most improved industry
during the Han period. Explain why you chose this invention.
4. What parts of the Chinese drilling process do the glass of water, the straw, and
the empty glass represent?
Section 6 – Art
During the Han dynasty, a key advance was made in art—the invention of paper. Paper was
the ideal material for calligraphy, which is the art of fine handwriting. Calligraphy was
important in Chinese culture. It was a style of writing especially valued for its natural flow, as
if inspired by nature.
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Click to read caption
Chinese scribes used some of the same tools and techniques as painters did. They wrote
their characters by painting them with a brush and ink. Characters were created by one or
more strokes, drawn quickly in a particular order. The ideal stroke created both delicate and
bold lines. Paper was perfect for this art because of the way it absorbed the ink.
Before the invention of paper, the Chinese wrote on silk. Silk could easily be rolled into
scrolls, but it was very costly. People also wrote symbols vertically on bamboo strips. To
make books, they tied a series of strips together in a bundle. Bamboo was less expensive
than silk, but it was bulky and awkward to use.
The invention of paper, in about the first century C.E., not only benefited calligraphers but
also changed the way people communicated. It was cheaper to produce paper than
bamboo or silk, so more people could now afford writing materials. Paper was also easier to
bind together into books.
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A variety of materials were used to make paper. They included silk fibers, hemp, bamboo,
straw, and seaweed. These were boiled into a soupy pulp. A screen was dipped into the
pulp and then pulled out. When the pulp dried on the screen, the result was paper.
Interactive Notebook
1. Describe Chinese calligraphy writing.
2. Explain why paper was an improvement over earlier writing materials.
3. Why did your written character turn out better on paper than if you had used silk
or a strip of bamboo?
Section 7 – Medicine
The practice of medicine during the Han dynasty involved some ideas and treatments that
are still used in traditional Chinese healing today. The ancient Chinese believed that
illnesses occurred when the forces of yin and yang in the body were out of balance. Healers
tried to restore the natural balance of these opposite forces.
One technique developed by Chinese healers for this purpose was acupuncture. In
acupuncture, thin needles are inserted into specific parts of the body. This procedure is
thought to rebalance the forces of yin and yang. Acupuncture is believed to be useful for
curing illnesses that strike quickly, like headaches.
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Click to read caption
A second healing technique was moxibustion. In this method, a moxa—a small cone of
powdered leaves or sticks—is placed on or near the skin and burned. The heat is believed
to reduce pain and promote healing. This technique is used to treat long-term diseases,
such as arthritis.
Chinese doctors also made several discoveries about how the human body works. For
example, they learned to judge health by listening to a person’s heartbeat or by feeling his
or her pulse. The pulse is the little throb in your blood vessels, caused by the contraction of
your heart as it pumps blood through the body. The Chinese also discovered that blood
circulates from the heart, through the body, and back to the heart. Western science did not
make this discovery until the 1600s C.E.
Interactive Notebook
1. What did the Han believe caused illness?
2. What is acupuncture and why is it used?
3. What is Moxibustion and why is it used?
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4. List two discoveries made by Chinese doctors during the Han dynasty.
5. Quickly sketch and label what you think was the most important achievement in
the field of medicine during the Han period. Explain why you chose this
achievement.
6. According to Chinese medicine, how can the technique you just learned about help relieve
stress?
Section 8 – Science
The Chinese achieved a number of scientific advances during the Han dynasty. Chinese
astronomers closely observed the heavens. They recorded the appearance of comets,
which they called “broom stars.” They discovered that the moon shines because it reflects
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the light of the sun. They also learned that solar eclipses occur when the moon blocks our
view of the sun.
Click to read caption
The Chinese of this period also invented two very useful instruments, the seismograph and
the magnetic compass. A seismograph is an instrument for detecting earthquakes. The first
Chinese seismograph was a circular machine made of bronze. The machine had a
pendulum in the center, surrounded by eight sculpted animal heads. During an earthquake,
the pendulum vibrated. The vibration triggered the release of one of eight balls. The ball
would then fall in the direction of the earthquake. Using this ingenious machine, the Han
were able to detect earthquakes up to several hundred miles away.
The magnetic compass is an instrument for determining direction, such as north or south.
The Chinese believed that using direction to correctly position their temples, graves, and
homes would bring good fortune. By the 200s C.E., Chinese scientists understood that a
lodestone, a type of iron ore, tends to align itself in a north-south direction because of
Earth’s magnetism. With this knowledge, they used lodestones to make compasses. The
lodestone was carved into the shape of a spoon with a handle that would always point
south.
Interactive Notebook
1. What did Chinese astronomers discover?
2. For what purposes did the Chinese use the compass and the seismograph? (Why
would the Chinese want to invent the seismograph?)
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Wrap It Up
In this chapter, you read about the golden age in China during the Han dynasty. In
this period, the Chinese made many advances that improved their government and
daily life. The Chinese word Han is still used to describe China’s culture.
Warfare and Government New weapons helped Han emperors succeed in war and
expand their empire. They organized the government into a bureaucracy. Civil servants who
were chosen for their ability worked in the bureaucracy.
Agriculture and Industry Several inventions improved production in agriculture and in the
silk and salt industries. Farmers used the chain pump for irrigation and iron plows.Workers
used foot-powered reeling machines to make silk thread, and iron tipped drills to mine salt.
Art, Medicine, and Science The invention of paper advanced the art of calligraphy and
changed the way people communicated. Healers learned about the human body and
developed techniques that are still used today. Chinese scientists made careful
observations of the heavens, and invented the seismograph and the compass.
Lesson/Unit 24
The Silk Road
Section 1 – Introduction
Under Han rule, new trade routes allowed the Chinese to trade with other ancient
cultures. In this chapter, you will explore the great trade route known as the Silk Road.
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The Silk Road was actually a network of smaller trade routes. It stretched for more than four
thousand miles across Asia— from Luoyang (lwaw-yahng) and the Han capital of Chang’an
(chahn-ahn) in China to Mediterranean ports such as Antioch (AN-tee-ahk) in Syria. By the
first century C.E., the Roman Empire, and its capital, Rome, dominated the Mediterranean
region. The Silk Road connected the Han and Roman empires.
Click to read caption
Both goods and ideas traveled along the Silk Road. The Chinese traded silk and jade for
spices from India and glassware from Rome. Ideas, like Buddhism, entered China with this
trade.
The Silk Road linked the peoples of the East and the West for more than a thousand
years. In this chapter, you will learn more about the exchanges between Asian and western
cultures.
Interactive Notebook
1. What is the origin of each item? If you think that the item originated in the United States,
place a check mark in that column. If you think that the item originated in another culture,
place a check mark in that column.
Item
Originated in the United
States
Chewing Gum
Yo-yo
Chocolate
Little Red Riding Hood
Ice Cream
Shampoo
Pasta
Lipstick
Fork
Doughnut
Roller skates
Pancake
Sandwich
Paper
Zipper
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Originated in Another
Culture
Section 2 – Opening the Silk Road
The expansion of the Han Empire made the Silk Road possible. The military campaigns of
the Han drove back nomadic peoples in northwestern China, opening up trade routes to
the west.
The Father of the Silk Road - A Chinese explorer named Zhang Qian (jahng chee-ehn) is
often called the Father of the Silk Road. His travels opened the way for trade between
China and its western neighbors.
In 138 B.C.E., a Han emperor sent Zhang Qian west with 100 men. His mission was to
persuade western peoples to form an alliance against China’s northern enemy, the
Huns. Zhang Qian traveled across Central Asia to what is now the country of Iran. Twice, he
was taken prisoner by the Huns. Both times, he was able to escape.
Zhang Qian never achieved an alliance. But his trip was a success in other ways, as it
helped the Chinese learn about a number of cultures to the west. Zhang Qian brought back
word of such places as Persia, Syria, India, and Rome.
Some years later, Zhang Qian went on a second journey to the west. This time, he learned
about a type of horse that was more powerful than the smaller Chinese horse and better
suited for war. He also discovered grapes, which were unknown in China. Most important,
he was able to establish trade relationships with some of the Central Asian peoples he met
along the way.
Over time, Chinese traders traveled farther west. Smaller trade routes connected to form
larger networks. The most famous of these routes became known as the Silk Road, named
after the product that traders valued most of all: Chinese silk.
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Click to read caption
Silk as a Trade Good - Silk is a fiber used to make cloth. Silk cloth is strong, but also
warm, light, and soft.
Silk was a valuable good for trade because, at first, only the Chinese people knew how to
make it. During the Han dynasty, the Chinese had discovered how to make silk out of the
fibers taken from the cocoon of the silkworm. To protect the trade value of silk, the Chinese
tried to keep their production process a secret. Under Han rule, revealing the silk-making
process was a crime punishable by death.
Rome Trades Glassware for Silk - When people of other cultures learned about silk, it
became a highly prized material. The Romans, in particular, eagerly traded valuable goods
for silk.
The first time the Romans saw silk may have been during a battle near the Euphrates River
in Mesopotamia. At a key point in the fighting, the enemy unfurled many colorful silk
banners. The Romans lost the battle, but this experience led them to want to acquire this
remarkable new material.
Chinese silk was a luxury item. It was rare and expensive. Even the richest Romans could
afford to wear only a strip or a patch of silk stitched to their white togas, or robes. Silk was
so highly valued that traders willingly made the dangerous journey eastward to obtain it.
Besides having gold to trade, the Romans had something else the Chinese
prized: glassware. The Romans knew how to blow glass into wonderful, delicate
shapes. Just as the Romans had never seen silk, the Chinese did not know the method for
glass production. The Romans were happy to trade glassware for silk.
Interactive Notebook
1. Which Chinese empire opened the Silk Road? How did the empire do it?
2. List three things Zhang Qian brought back to China from his journeys.
3. What was China’s most valuable trade good? Why? What product that was new
to the Chinese did the Romans trade?
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Section 3 – The Eastern Silk Road
The Silk Road was not one continuous route. It was a network of shorter trade routes
between various stops. Most traders moved between these stops, rather than journeying
thousands of miles along the entire length of the route. Goods changed hands many times
before reaching their final destination.
The two major parts of the route were the Eastern Silk Road and the Western Silk Road.
The Eastern Silk Road connected Luoyang to Kashgar (KASH-gahr), in the western part of
the Taklimakan Desert. The Western Silk Road ran from Kashgar to Antioch and other
Mediterranean ports.
Traveling the Eastern Silk Road From Luoyang, the Silk Road led west along the Gobi
Desert to Dunhuang (dun-hwang), in northwestern China.This part of the route was
protected by the Great Wall to the north.
From Dunhuang, travelers could choose either a northern or a southern route across the
Taklimakan Desert to Kashgar. Many chose the northern route, where the distances
between oases like Loulan and Kucha were shorter.
Several dangers faced traders crossing the Taklimakan Desert. Bandits often attacked
travelers on the northern route between Dunhuang and Kucha. Throughout the desert,
sudden sandstorms sometimes buried travelers in sand. Mirages may have lured travelers
off the main path to their deaths.
To protect themselves before entering the desert, travelers often formed long caravans of
camels. One type of camel was especially suited for desert travel. Bactrian camels have
double eyelids and nostrils that can close to keep out blowing sand. These camels could
also carry enough food and water to ensure a traveler’s survival from one oasis to the next.
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Click to read caption
Goods Exchanged along the Eastern Silk Road It was costly to carry goods over the Silk
Road. For traders to make a profit, goods had to be valuable. They also had to be easy to
carry so that merchants could transport more goods on fewer animals.
Silk was the perfect trading good because it was both light and valuable. Huge quantities of
silk traveled along the Eastern Silk Road from China. Traded for other goods, the silk
eventually reached the shores of the Mediterranean Sea. Then it was taken by boat to
Rome and other Mediterranean cities.
Besides silk, the Chinese also traded fine dishware (which became known as china),
ornaments, jewelry, cast-iron products, and decorative boxes. In return, the Chinese
received a variety of goods from other traders. The Chinese particularly valued horses from
Central Asia. Other items from Central Asia included jade, furs, and gold. Traders from India
brought various goods north to Kashgar. These included cotton, spices, pearls (from
oysters), and ivory (from elephant tusks). From Kashgar, the goods made their way east to
China.
Interactive Notebook
1. How did traders overcome the challenge of the desert?
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2. Why was silk the perfect trading good?
*** Map Activity with class
Section 4 – The Western Silk Road
Kashgar was the central trading point at which the Eastern Silk Road and the Western Silk
Road met. Goods from various areas were exchanged there and sent in both directions
along the trade route. Traders traveling westward carried goods by yak rather than
camel. The Western Silk Road ended in Mediterranean ports like Antioch.
Traveling the Western Silk Road The journey west from Kashgar began with a difficult
trek across the Pamir (pah-meer) Mountains. Some of these mountain peaks rose over
twenty thousand feet. Travelers often experienced headaches, dizziness, and ringing in the
ears caused by a lack of oxygen in the thin air of the high mountains.
Many of the mountain passes were narrow and dangerous. Along this part of the route,
sometimes called the “trail of bones,” animals and people often died. Pack animals such as
donkeys slipped off the narrow trails and tumbled over cliffs. Sometimes, traders unloaded
their animals and hand-carried the goods through the passes.
After the Pamir Mountains, the route took travelers through a fertile valley in what is now the
country of Afghanistan. Then the route went across the Iranian Plateau, passed south of the
Caspian Sea, and crossed Mesopotamia. An important stop along this part of the route was
Ctesiphon (TES-uh-fahn), in what is now Iraq. Ctesiphon was located on the eastern bank
of the Tigris River, north of ancient Babylon.
From Ctesiphon, the Silk Road turned north and passed through the Syrian
Desert. Travelers faced many hardships there. They were threatened by tigers, lions, and
scorpions, and also tormented by flies.
The varied goods finally reached Antioch and other Mediterranean ports. From there, ships
carried them throughout the Mediterranean world.
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Click to read caption
Goods Exchanged along the Western Silk Road Many goods traveled along the Western
Silk Road and eventually ended up in China. Traders from Egypt, Arabia, and Persia
brought perfumes, cosmetics, and carpets. Central Asian traders brought metal items and
dyes, and sometimes traded slaves.
Rome sent a number of products to be exchanged for Chinese silk. The Chinese highly
valued Roman glass products. These included trays, vases, necklaces, and small
bottles. They also prized asbestos, which the Chinese used for making fireproof cloth as
well as coral. Chinese doctors used coral to help them treat illness. It was said that coral
lost its color when placed on the skin of someone who was sick.
The Romans also sent massive amounts of gold to trade for silk. In fact, so much gold was
shipped out of Rome that, in the first century C.E., the Roman emperor Tiberius passed a
law forbidding men to wear silk. Legend says that the emperor was afraid that wearing so
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much finery would make the Romans appear soft and weak. It is more likely that he wanted
to reduce the amount of gold that was flowing out of his empire.
Interactive Notebook
1. How were goods transported after they reached Antioch? Where were they sent?
2. Why did the Roman emperor forbid men from wearing silk?
Section 5 – Cultural Exchanges and the Silk Road
The trade between East and West along the Silk Road created cultural diffusion, in which
ideas and knowledge—as well as goods—spread from one culture to another. For example,
China and Rome did not merely trade new products with each other. In time, they learned
how to make these products for themselves. By 500 C.E., the Chinese had learned how to
make glass. About the same time, the West had learned how to produce silk. Such cultural
diffusion occurs in many cultures, past and present, and in many different ways.
Diets, gardening, and agriculture also changed as trade introduced new plants into different
areas. For example, China imported many new foods and spices. Among them were
grapes, cucumbers, figs, pomegranates, walnuts, chives, sesame, and coriander. The West
imported oranges, peaches, pears, and different kinds of flowers, including roses,
chrysanthemums, azaleas, peonies, and camellias.
The Silk Road also helped spread Buddhist beliefs. Buddhism had its origins in
India. Because the Silk Road passed through many different nations, religious travelers
using the route shared their teachings.
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The spread of Buddhism is a good example of how cultural diffusion takes place. Buddhism
was introduced to China around the middle of the first century C.E. Some Chinese
Buddhists journeyed on foot across Central Asia to India to learn more about their new
religion. They returned to China with copies of sacred Buddhist texts. Buddhism would
eventually become a major religion in China.
Interactive Notebook
1. How did trade along the Silk Road result in cultural diffusion?
Wrap It Up
In this chapter, you learned how the Silk Road, an ancient network of trade routes,
promoted an exchange of goods and ideas between China and the West.
The Opening of the Silk Road The Silk Road was opened during the Han dynasty and
remained a major route of trade for more than one thousand years. The eastern and
western parts of the Silk Road presented many dangers and hardships for those who
traveled along it. To make a profit from trade, goods had to be valuable and easy to
carry.Silk and ornaments traveled from China to Rome, India, and central Asia. Gold,
horses, cotton, and spices traveled back to China.
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The Eastern Silk Road - The Eastern Silk Road connected the capital of China to
Kashgar. Travelers formed camel caravans for protection from bandits and the harsh
conditions of desert travel.
The Western Silk Road - From Kashgar, the Western Silk Road crossed mountains and a
desert on its way to Mediterranean ports like Antioch. Travelers faced high, slippery
mountain trails and dangerous desert wildlife, such as tigers and lions.
Cultural Exchanges along the Silk Road - Many goods were exchanged along the Silk
Road, including both silk from China and glassware from Rome. In addition to new
products, ideas and knowledge were exchanged. In this way, trade brought cultural
changes to both East and West. One of the most important examples of cultural diffusion
was the introduction of Buddhism to China.
Interactive Notebook
1. Write a journal entry from the perspective of a trader on the Silk Road. Describe
each of the following:
• where you traveled
• two dangers you encountered and how you overcame them
• two goods you traded and why
• one idea or belief you learned about
2. Sketch and label a simple illustration that represents your experience while
traveling and trading along the Silk Road.
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