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CHAPTER
4
Section 4
SKILLBUILDER PRACTICE
Analyzing Causes and
Recognizing Effects
In 221 B.C., the Qin Dynasty replaced the Zhou Dynasty that had ruled China for
about 800 years. To learn more about the causes and effects of the decline of the
Zhou Dynasty, read the passage below. As you read, notice that causes and effects
can be both short-term and long-term and that effects can turn into causes. Then
complete the cause-and-effect diagram below. (See Skillbuilder Handbook)
Nobles Gain Power The Zhou Dynasty set up
a feudal state. Local areas were ruled by nobles
who pledged their loyalty to the king and raised
armies to keep order and protect the kingdom.
For the first 300 years, the Zhou Empire remained
peaceful and stable.
Beginning in 771 B.C., China expanded into the
Chang Jiang basin. As a result of expansion, strong
nobles began to use their armies to take over the
lands of weaker nobles and consolidate their power.
As their power grew, the warlords claimed to be
kings in their own territory. Without the loyalty and
protection of their feudal nobles, the Zhou Dynasty
weakened.
The Qin Dynasty Emerges Beginning around
456 B.C., feudal states were at constant war with one
another. The number of feudal states decreased,
but those that survived became more powerful.
During this “warring states” period, traditional
Chinese values collapsed. Chaos, disobedience, and
bloody warfare replaced love of order, harmony,
and respect for authority. Powerless to end the
fighting and restore order, the Zhou Dynasty finally
collapsed in 256 B.C. A power struggle followed
between the kings of the remaining feudal states.
In 221 B.C., the ruler of Qin conquered his rivals,
seized control of China, and started a new dynasty.
1. Cause: Period of peace ends; China expands into Chang Jiang basin.
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2. Effect/Cause:
3. Effect/Cause: Powerful warlords gain power and set themselves up as kings of
their territories.
4. Effect:
5. Cause: Feudal states continue to war against each other.
6. Effect/Cause:
7. Effect/Cause: Unable to restore order, the Zhou Dynasty collapses.
8. Effect:
First Age of Empires 71
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CHAPTER
7
Section 3
SKILLBUILDER PRACTICE
Determining Main Ideas
A main idea is a statement that summarizes the main point of a speech, an article,
a section of a book, or a paragraph. Sometimes main ideas are stated clearly.
Other times readers must figure out the main idea by studying the entire passage.
Read the two excerpts below and write the main idea on the line that follows.
(See Skillbuilder Handbook.)
India and China Establish Empires
Asoka became king of the Mauryan Empire in India in 269 B.C. At first, he followed
Kautilya’s philosophy of waging war to expand his power. He led a long campaign against his
neighbors to the southeast in the state of Kalinga. During this bloody war, 100,000 soldiers
were slain and even more civilians perished. Although victorious, Asoka felt sorrow over the
slaughter at Kalinga. As a result, he studied Buddhism and decide to rule by Buddha’s
teaching of nonviolence and “peace to all beings.” Throughout the empire, Asoka erected
huge stone pillars inscribed with his new policies. Some edicts guaranteed that Asoka would
treat his subjects fairly and humanely. Others preached nonviolence and acceptance of people who held different beliefs.
1. Main Idea: ______________________________________________________________
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________________________________________________________________________
When Emperor Liu Bang of China died in 195 B.C., his young son became emperor, but in
name only. The real ruler was the boy’s mother, Empress Lü. Although Lü had not been Liu
Bang’s only wife, she had powerful friends at court who helped her seize power. The empress
outlived her son and retained control of the throne by naming first one infant and then
another as emperor. Because the infants were too young to rule, she remained in control.
When Empress Lü died in 180 B.C., people who remained loyal to Liu Bang’s family, rather
than to Lü’s family, came back into power. They rid the palace of the old empress’s relatives
by executing them. Such palace plots occurred often during the Han Dynasty.
2. Main Idea: ______________________________________________________________
________________________________________________________________________
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CHAPTER
7
Section 3
GEOGRAPHY APPLICATION: HUMAN–ENVIRONMENT INTERACTION
The Great Wall of China
Directions: Read the paragraphs below and study the map carefully. Then answer
the questions that follow.
The Great Wall has been the subject of many
myths and misconceptions. One misconception is
that the entire wall is wide enough that six horse
riders moving side by side could have ridden it. But
the wall is that wide only in a few areas. Also, the
passageways to the top of the wall through the watch
towers (there are nearly 25,000 of them along the
wall) are too narrow for horses to pass through.
Second, there is popular belief that the wall is visible from the moon. It is not, though some sections
of the wall have been viewed by astronauts orbiting
the earth. The entire wall cannot be seen because
over the centuries large sections of it have been
reduced to piles of mud. Other sections have
become so overgrown with vegetation that they
have blended in with natural terrain.
B
eginning in the fourth century b.c., local rulers
in China began building a dirt-and-rubble-filled
stone wall to protect their lands against raids from
outsiders. The Zhou, Qin, and Han dynasties built
the majority of the wall.
However, after the Han Dynasty, much of the wall
was allowed to decay for nearly 1,500 years. Finally,
during the Ming Dynasty of A.D. 1368–1644, widescale restoration on the wall began on sections along
the once nearly 4,600 mile structure. However, the
section of the wall northeast of Beijing had deteriorated so badly that it was abandoned, and
a new section of the wall was constructed almost
straight east of Beijing. As a result, today the wall
ends at Shanhaiguan, a city on the Bo Hai gulf.
Most of the Great Wall depicted in modern photographs consists of relatively short rebuilt sections
around Beijing in which improved construction
methods were used.
The Great Wall Expands
290 B.C.
221–206 B.C.
300 B.C.
Beijing
e R
.
353 B.C.
H
113 –112 B.C.
113–112
353 B.C.
Walls built under
Zhou Dynasty
Walls built under
Qin Dynasty
Walls built under
Han Dynasty
New walls built under
Ming Dynasty
221–206 B.C.
0
56 Unit 2, Chapter 7
1,000 Kilometers
Cha
ng
Ji
500 Miles
ua
Ye l l o w
Sea
300 B.C.
(Dates refer to years in which
sections were built)
0
H
ng
Bo
Hai
an
g
R
.
PAC I F I C
OCEAN
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Shanhaiguan
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The Great Wall of China continued
Interpreting Text and Visuals
1. What do the four kinds of lines that depict the Great Wall refer to? ______________________
2. What do the dates next to nearly all sections of the wall show? __________________________
____________________________________________________________________________
3. What very short section of the wall is not dated? ____________________________________
What does the lack of dates indicate? ________________________________________________
____________________________________________________________________________
4. Which dates fall within the Zhou Dynasty? __________________________________________
Which dates fall within the Qin Dynasty? ____________________________________________
Which dates fall within the Han Dynasty? ____________________________________________
5. What was the Han Dynasty’s particular contribution to the Great Wall construction? ________
____________________________________________________________________________
6. Today a section of the Great Wall is referred to as the Interior Great Wall. Find it on the map
and account for that description. __________________________________________________
____________________________________________________________________________
____________________________________________________________________________
© McDougal Littell Inc. All rights reserved.
Which are older—sections of the Interior or Exterior Great Wall? ________________________
7. How does the easternmost section of the Great Wall as it is seen today differ from the wall as
seen in 200 B.C.? ______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
India and China Establish Empires 57
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CONNECTIONS ACROSS TIME AND CULTURES
CHAPTER
7
Section 3
Governing an Empire
POWER AND AUTHORITY
One of the main themes of this book is empire building. In this chapter, you
learned about ancient empires in India and China. In Chapter 6, you learned about
the Roman Empire. What patterns emerge as you compare how these empires
dealt with problems of governing large areas? To find out, answer the questions
that follow.
Problem
© McDougal Littell Inc. All rights reserved.
THEMATIC CONNECTION:
Roman Empire
1. What is the best way
to govern an empire?
bureaucracy of plebeians
and former slaves
2. How can conquered
peoples be made
part of the empire?
tolerate local cultures, give
government offices to conquered people, use army
service to spread Roman
culture to frontier peoples
3. How should farmers
be treated?
slave labor on large estates
make small farmers poor
4. How should traders
be treated?
build roads, use navy power
to protect merchant ships
Mauryan Empire
Han Empire
5. How does the United States encourage immigrants to become part of the nation? ____________________
________________________________________________________________________________________
________________________________________________________________________________________
6. What lessons do you think modern-day leaders might learn by studying the
patterns of ancient empires? ______________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
India and China Establish Empires 67
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CHAPTER
19
Section 2
SKILLBUILDER PRACTICE
Interpreting Graphs
One way to make statistical data easier to understand and interpret is to display
the figures in a graph. Line graphs, such as the one below, depict changes that
occur over time. Use the information in the graph to answer the questions that
follow. (See Skillbuilder Handbook)
Population of China
1. What time period does this graph cover? ____________________________________________________
2. a. What is China’s population in the year 2000? ________________________________________________
2. b. What is the population projection for the year 2020? __________________________________________
3. Compare this graph with the line graph on page 540 of your textbook.
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3. a. What was the increase in China’s population between 1700 and 1800? ____________________________
3. b. What was their population increase between 1950 and 1990?
(Remember, 0.6 billion equals 600 million.) ________________________________________________
3. c. China added nearly four times more people between 1950 and 1990 than it did between
1700 and 1800. Why do you think the line for 1700 to 1800 is steeper than the line
for 1950 to 1990? ______________________________________________________________________
3. d. Based on the information presented in the two graphs, what conclusions can you
draw about population growth in China from 1650 to 2000? ____________________________________
4. You are an adviser to the Chinese government in the year 2000. Government officials
are trying to decide among three policies: trying to increase population growth, trying to increase food
production, and trying to limit population growth.
3. Which policy or policies would you recommend? Give reasons for your answer. ______________________
________________________________________________________________________________________
An Age of Explorations and Isolation 69
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CHAPTER
19
Section 2
GEOGRAPHY APPLICATION: MOVEMENT
The Voyages of Zheng He
Directions: Read the paragraphs below and study the map carefully. Then answer
the questions that follow.
people. To feed all those people, they brought huge
tubs of soil in order to grow fruits and vegetables.
The Chinese intended to show off their wealth,
receive tribute, and explore new places. Zheng He
brought porcelain vases, Chinese silk, and pearls to
amaze the “barbarians.” On one of Zheng He’s
stops, a local king did not show sufficient respect to
the Ming emperor, so he was taken back to China
for “instruction.” In Arabia, Zheng He made the
pilgrimage to Mecca and visited Muhammad’s
tomb in Medina. Another time, in Africa, animals
such as “lions, gold-spotted leopards, and camelbirds [ostriches]” amazed Zheng He and his men.
In 1433, after traveling nearly 35,000 miles to
thirty nations on seven voyages, Zheng He retired
and soon died. The Ming emperor at that time then
ended exploration because of the cost. He even
had the written journals of Zheng He destroyed to
emphasize his policy, and China soon fell back into
isolation.
A
n unusual stone pillar was discovered in the
1930s in the Chinese province of Fujian. It is
inscribed with one of the only remaining records of
the voyages of the Zheng He. Five hundred years
earlier, around 1430, he erected that pillar to commemorate his trips.
The first emperor of the Ming Dynasty, after
overthrowing the Mongols in 1368, wanted to trumpet Chinese power. He decided to build a navy and
send Chinese ships around the world. However, it
was not until after his successor, Yongle, took over
in 1398 that this dream was realized. Yongle
appointed Zheng He, a Muslim, as “Admiral of the
Western Seas.” Zheng He set sail from Nanjing on
his first voyage in 1405 with a fleet of hundreds of
ships.
The Chinese viewed themselves as the center of
the world and their fleet reflected that view. The
larger ships in the fleet were ten times larger than
their European counterparts and could carry 500
yyyyyyy
yy
yyyyyyy
yy
yyyyyyy
yyyyyyy
Travel Routes of Zheng He, 1405–1433
Nanjing
C H I N A
Fujian
Province
Mecca
Guangzhou
A R A B I A
I N D I A
AFRICA
Arabian
Sea
Calicut
South
China
Sea
Bay of
Bengal
M
al
ay
Maldive
Islands
a
ul
70 Unit 4, Chapter 19
1,000 Kilometers
ns
0
500 Miles
ni
0
Pe
Zheng He’s
travel route
I N D I A N
O C E A N
Borneo
© McDougal Littell Inc. All rights reserved.
Red Sea
A S I A
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The Voyages of Zheng He continued
Interpreting Text and Visuals
1. The Strait of Malacca, through which Zheng He sailed, lies between the southern end of the Malay
Peninsula and the island of Sumatra. According to the map, what two large bodies of water does
this strait connect? ____________________________________________________________
____________________________________________________________________________
2. According to the map, Zheng He sailed through three seas, a large bay, and an ocean. Name these
bodies of water. ________________________________________________________________
____________________________________________________________________________
3. Why did Zheng He sail to Mecca? ________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. What port city appears to be Zheng He’s major jumping-off point for destinations in Arabia and
Africa? ______________________________________________________________________
____________________________________________________________________________
5. Columbus’s voyage from Spain to the Caribbean in 1492 covered about 5,000 miles. About how
long was Zheng He’s trip from Nanjing to Mecca, measured along the most direct ship route?
____________________________________________________________________________
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6. Examine the map. Why do you think that it may have been important to Zheng He’s travels that
he was a Muslim? ______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
7. Do you agree or disagree with the Ming emperor who ended the voyages of exploration? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
An Age of Explorations and Isolation 71