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Standard Indicators China’s Dynasties Purpose Students will describe developments during the Tang and Song Dynasties in China, and develop and compare timelines that identify major people, places, events, and developments in the history of the individual civilizations that comprise Africa, Asia, and the Southwest Pacific. Materials For each student: copy of Black Line Master (BLM) Dynasties and Kingdoms, pencil Activity A. Distinct Dynasties 1. Explain to students that starting in ancient times, powerful families called dynasties ruled China. Describe how power was passed down from father to son through these families until another family took over. 2. Say: “There have been many Chinese dynasties, but we are going to closely examine three of them: the Tang, the Song, and the Ming.” 3. Tell students that the Tang Dynasty lasted from 618 C.E. to 907 C.E., the Song Dynasty lasted from 960 C.E. to 1279 C.E., and the Ming Dynasty lasted from 1368 C.E. to 1644 C.E. B. The Tang and Song Dynasties 1. Tell students that the Tang and Song Dynasties saw many great achievements and inventions. Describe high points of the Tang Dynasty, such as lyrical poetry, the spread of Buddhism throughout China, the use of civil service exams to select officials, and the introduction of paper money and block printing. 2. Explain to students that many inventions of the Tang Dynasty were refined during the Song Dynasty: movable type was invented, paper money and bank notes became widespread, gun powder and porcelain were invented, and restaurants became popular. 3. Explain that because more written material was available (due to movable print), more schools were built and more people became educated during this period. (continued) Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 7 Standards Resource, February 2003 connecting across the curriculum Science Have students research porcelain. Ask: “What enables the ingredients to form such a fine ceramic? What chemical and physical processes affect the clay from the time it is in the ground until the time it becomes a fine vase?” meeting individual NEEDS Have students who need a challenge examine why women have traditionally had inferior status in Chinese society, research practices such as foot binding, and find out which discriminatory practices are still in use today. Standards Links 7.1.2, 7.1.9, 7.1.10 page 71 Standard 1 7.1.8, 7.1.15 Activity (continued) Standard 1 4. Describe how Neo-Confucianism swept the country and Buddhism declined and how commerce increased as the invention of the compass enabled sailors to sail great distances and compete for trade with Arab sailors. C. The Ming Dynasty 1. Explain to students that the Ming Dynasty may be most wellknown for its beautiful porcelain vases. 2. Explain to students that the Ming Dynasty replaced the Yuan Dynasty, led by Mongols. Ming rulers destroyed the Mongol palaces and rebuilt the capitol in Beijing in their own style. 3. Tell students that early in the Ming Dynasty, Chinese ships sailed all the way to Africa and all over the region near China. Chinese scholarship flourished and the era was one of great stability. 4. Describe how, during the 1500s and early 1600s, the dynasty began to collapse due to corrupt government practices. Tell students that the weakened dynasty eventually gave way to another dynasty, the Qing. D. Developing Timelines 1. Give each student a copy of the BLM Dynasties and Kingdoms and a pencil and review the directions with students. 2. As students work, circulate around the room to answer any questions students have. Questions for Review Basic Concepts and Processes As the class discusses the dynasties, ask students questions such as: Which of the three dynasties lasted the longest? Why did it last the longest? Do you think it is fair for leaders to inherit their power? What about for people to inherit money or a business? Why? page 72 Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 7 Standards Resource, February 2003 Name: Dynasties and Kingdoms Start of the Old Kingdom, 2700 B.C.E. 3000 B.C.E. Start of the Early Dynastic Period Start of the New Kingdom, 1560 B.C.E. Start of the Late Kingdom, 1070 B.C.E. 2000 B.C.E. Start of the Middle Kingdom 1000 B.C.E. Saladin overthrows Fatimid Dynasty, 1171 C.E. 0 Egypt granted independence from Great Britain, 1936 C.E. 1000 C.E. 2000 C.E. EGYPT Part A Directions: Below the timeline labeled Egypt, make another timeline entitled “Chinese Dynasties.” Put the information listed below on your timeline. When you have finished your timeline, answer the questions in Part B below. Label Timeline With: Start of Tang Dynasty 618 C.E. Start of Song Dynasty 960 C.E. Start of Yuan Dynasty 1276 C.E. Start of Ming Dynasty 1368 C.E. End of Ming Dynasty 1644 C.E. Part B 1. Which timeline covers the longest amount of time? 2. What is the earliest event on either timeline? 3. What is the most recent event on either timeline? 4. How long did the Ming Dynasty last? 5. About how long after the start of the Old Kingdom in Egypt did the Yuan Dynasty start in China? 6. What dynasty was in power in China while Saladin was overthrowing the Fatimids? 7. How many dynasties are shown on the China timeline? 8. How long did the Middle Kingdom last? Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 7 Standards Resource, February 2003 Black Line Master 1 page 73 Dynasties and Kingdoms Teacher Directions Give each student one copy of the BLM Dynasties and Kingdoms and a pencil. Go over the directions with the students. Ask if there are any questions. Circulate around the room answering any questions students might have. Answer Key Any reasonable answer similar to the following: 1. Egypt 2. start of Early Dynasty period, 3000 B.C.E 3. Egypt granted Independence, 1936 4. 276 years 5. 3,976 years 6. the Song Dynasty 7. four 8. about 440 years Black Line Master 1 page 74 Standard 1 / Curriculum Framework / Activity 7 Indiana Social Studies Grade 7 Standards Resource, February 2003