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Section
2
Religion and Thought
in China’s Golden Age
S e c ti o n
2
Standards-Based Instruction
Reading Preview
Reading Skill
H-SS 7.3.1 Describe the
reunification of China under
the Tang Dynasty and reasons
for the spread of Buddhism in
Tang China, Korea, and Japan.
H-SS 7.3.3 Analyze the
influences of Confucianism
and changes in Confucian
thought during the Song and
Mongol periods.
H-SS Chronological and
Spatial Thinking 1 Students
explain how major events are
related to one another in
time.
Standards at a Glance
Vocabulary Builder
Relate Events in Time History
involves the study of many
features of a civilization. For
example, you have read
about changes in government
in Section 1 of this chapter. In
Section 2, you will read about
changes in religion. It is
important to connect events
from these parts of a culture.
As you read, relate the
sequence of events in ancient
Chinese government to the
sequence of events in ancient
Chinese religion.
Key Terms and People
nirvana (nir VAH nuh), p. 276
Wuzong (woo dzuhng),
p. 277
Zhu Xi (juh shee), p. 279
Section Focus Question
What is Neo-Confucianism, and
how did it influence the Chinese
way of life?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: Neo-Confucianism was a
philosophy based on the teachings of Confucius
with influences of Buddhism and Daoism. It
encouraged the Chinese people to focus on selfimprovement and education.)
Background Knowledge Three main belief systems
shaped life in China under the Tang and the Song: Daoism,
Confucianism, and Buddhism. Each played an important role
in Chinese culture. In this section, you will read about these
sets of beliefs.
Prepare to Read
Build Background
Knowledge
Daoism
Daoism is an ancient Chinese philosophy. Dao (dow)
means the “Way” or the “way of nature.” Its basic teaching is
that all things—earth, heaven, and people—should follow the
Dao. If this happens, all will be well in the world. For many
Daoists, this meant withdrawing from society to live close to
nature.
Daoism began as a philosophy. But in time its ideas and
practices grew into a religion for its followers. By the Tang
period, Daoism had priests, temples, and monasteries, as well
as its own ideas about heaven.
The first section introduced the Tang
and Song dynasties. This section focuses
on the spread of different belief systems
in Tang and Song China—Daoism, Confucianism, and Buddhism.
High-Use Words
retain (rih TAYN), p. 277
define (dee F¯ N), p. 279
Daoism was an ancient
Chinese philosophy, and later
a religion, based on following
the way of nature.
Set a Purpose
■
What is the basic teaching of Daoism?
Section 2 Religion and Thought in China’s Golden Age
275
History Background
Dao Beliefs Daoism was a way to view all
of creation. According to Daoists, the Dao
could not be defined. The Dao gave birth
to Nature, which gave birth to Yin and
Yang, the two opposing forces that pro-
L2
Form students into pairs or groups of
four. Distribute the Reading Readiness
Guide. Ask students to fill in the first
two columns of the chart.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 16
■
duced Heaven, Earth, and Humanity. Daoism stressed that life has greater value than
anything. Daoists attempted to attain
immortality through meditation and exercise.
L2
Relate the concepts of religion and values by
discussing some of the factors that influence the ways in which people live their
lives today. Ask: Where do we learn our
ethics and morals? (Possible answers: in our
houses of worship; in our families; in school)
What kinds of behaviors do we value in
our society? (Possible answers: compassion;
honesty; treating others as we would like to be
treated; a good work ethic)
Use the Idea Wave technique (TE p. T38)
to call on students to share one piece of
information they already know and one
piece of information they want to know.
The students will return to these worksheets later.
Answer
that everything—heaven,
earth, and people—should follow the
“way of nature,” or the Dao
Chapter 10 Section 2 275
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Buddhism
Teach
Buddhism became popular in
China because it offered the
chance of salvation, but some
Chinese opposed it.
Daoism and Buddhism
H-SS 7.3.1; C&ST 1
Instruction
■
L2
Vocabulary Builder
High-Use Words Before teaching this
lesson, preteach the high-use words
retain and define, using the strategy on
TE p. 267.
Key Terms Have students continue to
fill in the See It–Remember It chart. See
p. 7.
■
Read Daoism and Buddhism with students, using the ReQuest strategy (TE p.
T37).
■
Ask: What does the word Dao mean?
(“Way,” or “way of nature”)
■
At this point, introduce the worksheet
Characteristics of Yin and Yang. After
students have completed the worksheet,
ask: What do these principles represent? (opposites in life and nature)
Teaching Resources, Unit 5,
Characteristics of Yin and Yang, p. 20
■
Ask: What was the main teaching of
Siddhartha Gautama (the Buddha)?
(that one must abandon worldly desire and
seek enlightenment) Why do you think
that both Buddhists and Daoists drew
apart from society? (Possible answer:
They probably felt that society’s demands
and distractions made the practice of their
faith more difficult.)
Independent Practice
Have students begin to fill in the Interactive Reading and Notetaking Study Guide.
Interactive Reading and Notetaking Study Guide, Chapter 10, Section 2
(Adapted version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure individuals
understand the principles of Daoism and
Buddhism. Provide assistance as needed.
Buddhism is a religion based on the teachings of the Indian
spiritual leader Siddhartha Gautama (sihd DAHR tuh GOW tuh
muh). He is also known as the Buddha (BOOD duh), or “the
Enlightened One.” Gautama taught that life involves suffering.
The way to ease suffering is to give up worldly desires and
seek perfect wisdom known as enlightenment. Those who
achieve enlightenment enter nirvana. Nirvana is a state of
complete peace. Those who enter nirvana also escape an endless cycle of suffering, death, and rebirth.
Buddhism in China Buddhism entered China during
the Han Dynasty. It gained strength during the troubled times
between the Han and Tang dynasties. Its appeal was based on
the hope for salvation and an end to suffering. Over time, it
Bodhidharma
adapted to Chinese culture and absorbed elements of Daoism.
According to legend,
The two most important schools of Buddhist thought in China
Bodhidharma sat meditating
for nine years as the walls
were the Pure Land and Chan schools.
crumbled around him, as
Pure Land Buddhism emphasized salshown in this print. Critical
vation through faith. Followers worshiped
Thinking: Evaluate
Information How does this
a Buddha figure named Amitabha (ah mee
image reflect Buddhist
TAH
buh). Believers recited Amithaba’s
principles?
name and performed other rituals of devoThe copyright holder has not granted permission to display this
tion to ensure their entry after death into
image in electronic format. Please see the teacher's edition of
your textbook for this image.
a paradise called the Pure Land.
The other major school of thought was
Chan Buddhism. Chan began with the teachings of an Indian Buddhist named Bodhidharma (bohd ih DUHR muh), who came to
China in the early 500s. A Chinese monk
named Huineng (hway nuhng) later developed Chan from these teachings. Followers
of this school believed that meditation,
awareness, and living “in the moment” could
bring enlightenment. They believed that
enlightenment could arrive in a sudden flash
of awareness, which might be prompted by a
sound or movement. Chan masters tried to
provoke students’ awareness by asking puzzling riddles. One famous riddle is, “What is
the sound of one hand clapping?” Chan later
became popular in Japan, where it is known
as Zen Buddhism.
276 Chapter 10 China’s Golden Age
Universal Access
L3 Advanced Readers
L3 Gifted and Talented
Researching Buddhist Riddles Have stu-
Answer
Evaluate Information Possible answer: It
reflects the Buddhist desire to withdraw
from society.
276 Chapter 10
dents work in small groups to locate some
Buddhist riddles, also called koans, like
the classic one mentioned on this page.
Groups can choose one of the riddles to
think and write about. Ask students to
share their riddles with the class and to
explain what they think the riddles mean
or what they think the riddles were meant
to encourage students to consider.
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Opposition to Buddhism By the time of the Tang
Dynasty, Buddhism had millions of followers in China. Buddhist temples and monasteries grew rich from their donations.
Tang rulers generally accepted Buddhism. At times, however,
they reacted against Buddhism’s popularity.
Opposition to Buddhism was based on several factors.
Many Chinese criticized Buddhism as an alien religion with no
roots in Chinese culture. As one scholar wrote in the 800s:
The copyright holder has not
granted permission to display this
image in electronic format. Please see
the teacher's edition of your textbook
for this image.
”
—Han Yu, from Sources of Chinese Tradition
Other critics opposed the Buddhists’ withdrawal from the
world. They believed Chinese should be involved in society
and family life. They also criticized the wealth and power of
Buddhist institutions.
At times, criticism led to violent persecution. The worst
attacks came during the reign of the Emperor Wuzong. A
devoted Daoist, Wuzong was said to hate the sight of Buddhist
monks. In 845, he ordered the destruction of 4,600 Buddhist
monasteries and 40,000 temples. Some 250,000 Buddhist
monks and nuns were forced to give up their religious life.
Buddhism never fully recovered from this attack on its
spiritual leaders and places of worship. Although Buddhist
beliefs retained some importance, Buddhism did not regain its
power and popularity as an organized religion in China.
■
As students finish reading about Buddhism, ask: Why were some people in
China opposed to Buddhism? (They saw
it as alien to Chinese culture, or they
opposed the withdrawal of Buddhists from
society.)
Confucianism
“
Buddha was a man of the barbarians who did not
speak the language of China and wore clothes of a
different fashion. His sayings did not concern the
ways of our ancient kings, nor did his manner of
dress conform to their laws. He understood neither the duties that bind sovereign [ruler] and subject, nor the affections of father and son.
Instruction (continued)
H-SS 7.3.3; C&ST 1
Instruction
Read Confucianism with students.
Remind students to think about comparisons and contrasts among Confucianism, Buddhism, and Daoism.
■
To help students better understand the
concept of ethics, which is important to
the understanding of this section, use
the Concept Lesson worksheet, Ethics.
Provide students with copies of the Concept Graphic Organizer.
Emperor Wuzong
Wuzong persecuted Buddhists
during his reign in the ninth
century. Critical Thinking:
Analyze Cause and Effect
Why might the monks’ and
nuns’ dedication to their
religion seem threatening to
an emperor?
L2
■
Teaching Resources, Unit 5,
Concept Lesson, p. 22; Concept Organizer, p. 6
Vocabulary Builder
retain (rih TAYN) v. to keep; to
hold on to
Why did Buddhism appeal to many people in China?
Confucianism
Much of the opposition to Buddhism came from the followers of Confucianism. This was a system of ethics and morals
based on the teachings of Confucius, a great Chinese teacher
and philosopher. Confucianism was the main belief system in
China before the arrival of Buddhism. As Buddhism lost influence as a result of increasing criticism and reaction against its
followers, Confucianism regained strength.
Confucianism, based on
respect for the social order,
was an ancient Chinese belief
system. In time, it changed in
response to other religions.
Section 2 Religion and Thought in China’s Golden Age
277
History Background
Siddhartha Gautama Siddhartha Gauta-
ma, the Buddha, was born a prince in what
is now Nepal. He lived in great luxury
until the age of 29. It was then, on a rare
foray outside his palace, that Gautama saw
an old man, a sick man, a dead man, and a
monk. These sights taught Gautama that
suffering and death are inescapable but
that his destiny lay in the peaceful life of
the monk. Gautama began to strive for
enlightenment, which he attained after
years of fasting and meditation. He then
spent the next 45 years teaching his doctrine, which included reaching nirvana by
following the “eightfold path“ (right
views, right resolve, right speech, right
action, right livelihood, right effort, right
mindfulness, and right concentration).
Answers
Analyze Cause and Effect Possible
answer: The monks’ and nuns’ dedication
to their religion may also have raised the
question of where their main loyalties lay.
It offered a hope for salvation
and an end to suffering.
Chapter 10 Section 2 277
Instruction (continued)
■
■
■
After students read the subsection Confucian Thought, ask: On what values
was Confucianism based? (respect for
family and social order) What do you
think Confucius would say is the proof
that a ruler is wise? (The proof is that the
ruler leads through moral example, not
force.)
Remind students that Confucius lived
during a time of war and disorder. Ask:
How do you think the time in which
Confucius lived influenced his ideas?
(Possible answer: The troubled time may
have given him the desire to try to bring
peace and order to society.)
Effects of Confucianism
Confucian Principle
Respect for the social order
Obedience to people of a
higher rank
Importance of education
A society that valued
learning
Rulers’ moral obligation
to people
Rulers who justified actions
in terms of people’s
well-being
As students finish reading this subsection, show students the color transparency A Royal Welcome. Ask: How are
the visiting leaders acting toward Confucius? (They appear to be bowing to him,
indicating respect.)
Tell students to fill in the last column of the
Reading Readiness Guide. Ask them to
evaluate whether they learned what they
had expected to learn.
C&ST 1 Relate Events
in Time
How were
Confucianism and NeoConfucianism related in time?
Relate both movements to
changes in Chinese
government.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 16
Answers
Reading Charts (a) respect for the social
order (b) Possible answer: The Buddhist
belief in retreating from society could
interfere with the Confucian idea of actively participating in a very structured Chinese society.
Reading Skill Neo-Confucianism
occurred hundreds of years after Confucianism first appeared. Confucianism
arose as a result of social disorder. NeoConfucianism arose under the influence of
Daoism and Buddhism.
278 Chapter 10
(a) Read a Chart What led to
the establishment of a
peaceful Chinese society?
(b) Interpret Charts How
might Buddhism interfere
with Confucian ideals for
improving China?
479 B.C., a time of warfare and disorder in China. His philosophy was designed to restore peace and stability in China.
Confucianism was based on respect for family and the
social order. Everyone had a fixed role to play in society. As
Confucius put it: “Let the prince be a prince, the minister a
minister, the father a father, and the son a son.” By following
their roles and respecting social rank, the Chinese would maintain order. Children should respect their parents. Subjects
should respect their rulers. Rulers should respect the nation.
Confucius also stressed the importance of moral virtue. He
said that the wise ruler governed through moral example
rather than force. He also said that people could improve
themselves and gain virtue through education.
Independent Practice
Monitor Progress
Confucian principles had direct
effects on Chinese politics and
society. These effects stemmed
from Confucius’s original
desire to restore order after
years of warfare within China.
Confucian Thought Confucius lived from 551 to
Introduce the term Neo-Confucianism,
and have students finish reading Section
2. Ask: How did this philosophy combine Confucianism with Daoism? (It
redefined Daoism and brought it into Confucianism as a plan for education and selfimprovement.)
Have students complete the Interactive
Reading and Notetaking Study Guide.
(Adapted version available.)
Peaceful and stable society
Respect for social rank
Color Transparencies, A Royal Welcome
■
Effect on China
Neo-Confucianism Confucianism began as a practical
philosophy. But the growth of Buddhism caused Confucian
scholars to think more deeply about religious questions. By the
Song era, this thinking had given rise to a new philosophy
called Neo-Confucianism. This was a revived form of Confucian thought influenced by Buddhism and Daoism.
The Neo-Confucianists continued to study the classic writings of Confucius. But they interpreted these works in new
ways to answer questions about the meaning and purpose of
life. Some even sought enlightenment in the Buddhist sense.
278 Chapter 10 China’s Golden Age
Universal Access
L1 English Language Learners
L1 Less Proficient Readers
Using Graphic Organizers To help students differentiate among Daoism, Buddhism, and Confucianism, work with
them to create an idea web. Begin by writing the three terms in large circles. Then,
have students work with partners or in
small groups to write details of each belief
L1 Special Needs
system in smaller circles and link them to
the larger circles to which they relate. Students can compare and display their complete idea webs. If you wish, help them
combine their responses to create a master
idea web that reflects much of the content
of Section 2.
ssmmtech10c06SW2_s.fm Page 279 Thursday, March 3, 2005 4:48 PM
A scholar-official named Zhu Xi (juh shee) was the most
famous Neo-Confucian thinker. Zhu Xi said that people should
live according to the Dao, or Way. But he defined the Way as a
process of self-improvement and education, rather than as a
retreat from society. In 1175, he wrote a guide to a virtuous life.
“Every day we must seek some amount of improvement,” he
advised, “learning what we do not know and changing for the
better what is not good.” This Neo-Confucian emphasis on learning further enhanced the effects of Confucian principles on China.
The ideas of the Neo-Confucianists had a great influence on
China from the Song period onward. “Since the time of Zhu Xi
the Way has been clearly known,” wrote a scholar in the 1400s.
“There is no more need for writing. What is left for us is to
practice.”
Vocabulary Builder
define (dee F¯ N) v. to state the
meaning of
Assess Progress
Teaching Resources, Unit 5,
Section Quiz, p. 24
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies, Chapter 10, Section 2
Reteach
read about religion and beliefs during China’s golden age.
Daoism, Buddhism, and Confucianism all shaped daily life
under the Tang and Song. In the next section, you will learn
about other key developments during these remarkable eras.
H-SS: 7.3.1, 7.3.3; C&ST 1
Comprehension
and Critical Thinking
1. (a) Define What is the
Dao?
(b) Draw Conclusions Why
do you think Daoism became
a religion?
2. (a) Identify What were the
two main schools of Chinese
Buddhism?
(b) Evaluate Information
What features of Buddhism
led some Chinese to oppose
it?
3. (a) Recall What was the
main goal of Confucianism?
(b) Contrast How did NeoConfucianism differ?
Reading Skill
4. Relate Events in Time
Reread the first paragraph
under the heading Confucian Thought, and recall the
Section 1 reading. Did Confucius live before, during, or
after the Tang Dynasty?
Vocabulary Builder
Complete each of the sentences that follow so that the
second part further explains
the first part and clearly shows
your understanding of the
highlighted words.
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Looking Back and Ahead In this section, you have
2 Check Your Progress
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
How was Neo-Confucianism different from earlier
forms of Confucianism?
Section
Assess and Reteach
Interactive Reading and
Notetaking Study Guide, Chapter 10,
Section 2 (Adapted version also available.)
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mxa-5102
5. Emperor Wuzong persecuted many Buddhists:
_____.
6. Buddha taught that the way
to escape suffering was by
reaching nirvana: _____.
Writing
7. Choose material that supports the following working
thesis for a research paper.
List the ideas you choose in
the order of their importance.
Working thesis: The Tang
and Song dynasties struggled
to find the proper place for
religion in their societies.
Section 2 Religion and Thought in China’s Golden Age
279
L3
Have students work in three groups to
create a Venn diagram of Daoism, Buddhism, and Confucianism on a piece of
posterboard. On the parts of their circles
that do not overlap, groups can write the
aspects of each belief system that are different. On the parts that overlap, they can
write the aspects that are similar.
Section 2 Check Your Progress
1. (a) The Dao is the “way” or the “way of
nature.” (b) Possible answer: because
people were eager to live in a happy
world
2. (a) Pure Land and Chan (b) Possible
answer: its foreign roots, its focus on
retreat from society, and the wealth and
power of Buddhist institutions
3. (a) to create and maintain an ordered
society (b) Neo-Confucianism stressed
self-improvement and education to
effect change.
4. He lived before the Tang Dynasty.
5. He destroyed their monasteries and
temples.
Writing Rubrics Share rubrics with students before they write their ideas.
Score 1 Ideas are sketchy and incomplete; they may not relate to the working
thesis.
Score 2 Ideas are vague or inaccurate, or they rarely support the working thesis.
Score 3 Ideas are factually correct and most support the working thesis.
Score 4 Ideas are accurate and specific, and they strongly support the working
thesis.
6. It is a state of complete peace.
7. Students’ ideas should be facts and
details from Section 2 that support the
thesis statement.
Answer
Neo-Confucianism focused
on the process of self-improvement and
education rather than respect for social
order.
Chapter 10 Section 2 279