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Download Han Dynasty Stations 1-4
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Name: ______________________________________ Date: _________________________ Block: _________ Station #1: Geography of the Han Dynasty Looking at the map, you and your group are explain the physical features included in the Han Dynasty. Step #1: Create a list of physical features that you see. Step #2 Choose four physical features to focus on. You will have to give one positive and one negative aspect that physical feature provides. You will create a bubble for four different physical features that show how geography impacted the Han Dynasty. Station #1: Geography of the Han Dynasty Sample of Format: Physical Feature Name: PostiveNegative- Physical Feature Name: Postive- Geography of the Han Dynasty Physical Feature Name: PostiveNegative- Negative- Physical Feature Name: PostiveNegative- In the geography box of your Data Collection Sheet complete a summary Name: ______________________________________ Date: _________________________ Block: _________ Station #2: Government of the Han Dynasty: The Impact of Emperor Wudi and Civil Service Exams Step #1: Read the brief overview of the Han Dynasty and the impact of Emperor Wudi. In 206 BCE, Liu Bang, who had led the revolt against the Qin, founded the Han dynasty. Like the Qin dynasty, the Han dynasty formed a strong central government. The emperors of the Han dynasty that succeeded Liu Bang proved to be competent leaders, especially the emperor Wudi. In 141 BCE, Wudi gained the throne and soon began to strengthen the armies and take aggressive actions to protect his empire. Instead of focusing on defending the kingdom, he attacked China’s enemies and helped expand China’s territory. Emperor Wudi made Confucianism the state philosophy, which strongly influenced Han government and society. Confucianism emphasized moral responsibility and appointing government officials based on their virtue. Emperor Wudi ruled the Han Dynasty for 54 years. Since Wudi placed great emphasis on education, he created Civil Service exams that would test a person’s knowledge and qualify them for a particular job. This system of promotion or leadership was based on ability, not birth. Hard-working and intelligent workers inside the bureaucracy could be promoted to the highest levels of government. Station #2: Government of the Han Dynasty: Step #2: Answer the follow questions about the government of the Han Dynasty. You are allowed to answer the following questions as a team. 1. Who was leader during the majority of the Han Dynasty? _____________________________ 2. How did the government of the Han Dynasty compare to the Qin Dynasty? ______________________________________________________________________________________________ 3. How did Emperor Wudi do to expand his empire? _________________________________________________________________________________________________ 4. What did Emperor Wudi make the state philosophy? _________________________________ 5. How would this impact the society? _______________________________________________________ 6. What is a civil service exam? _______________________________________________________________ 7. How does the idea of a person’s job based on ability not birth compare to the caste system of India? ________________________________________________________________________ 8. Do you think Emperor Wudi was an effective leader? Why or why not? _________________________________________________________________________________________________ In the government box of your Data Collection Sheet write four sentences explaining your stance on: Prompt: Do you agree that a person’s role in society should be based on ability, not birth? Why or why not? Name: ______________________________________ Date: _________________________ Block: _________ Station #3: Achievements of the Han Dynasty The Impact of the Silk Road Step #1: Discovery Education Video and Discussion Log in to discoveryeducation.com. Click on Unit 3, Ancient China Chapter 7, Section 4, Explore and go to page 5. Watch the video click “The Secrets of the Silk ” with your group. Create a t-chart. On one side of the t-chart put a + and the other -. You are going to discuss in your group the positives and negatives to keeping silk a secret for Ancient China. Example: + Discovery Education Log-In Username: student id #_ cms Password: student id # Step #2: Group Quiz Use the following link or scan to take a group assessment based on your research about the Silk Road. When you complete the quiz, write your score here ___________________ Link: http://www.ducksters.com/history/china/silk_road_questions.php Scan: In the culture box of your Data Collection Sheet write five sentences explaining your stance on the prompt? Prompt: Do you think China should have shared their secrets about the Silk Road with other countries? Why did keeping it a secret both help and hurt Ancient China? Name: ______________________________________ Date: _________________________ Block: _________ Station #4: History of the Han Dynasty Step #1: Read brief overview of social class during the Han Dynasty Source 1: Ancient China during the Han Dynasty was a period by characterized by age of cultural achievements, economic progress and major technological advances. This dynasty was characterized by the rigid Han Dynasty social structure. The society of the Han Dynasty can generally be described as highly structured with a clear definition of each social class. Han China was comprised of a four-tiered social system. The emperor was at the top of the whole hierarchy. Aristocrats and bureaucrats were at the top tier of this hierarchy followed by skilled laborers like farmers and iron workers. The bottom tier consisted of unskilled laborers and merchants. Slaves make up about 1% of the dynasty’s whole population and were not included in the tiers. Source 2: The social structure in Han society was strictly defined. Below the emperor were several classes, with slaves at the bottom of society. The peasants were considered valuable members of society because they grew the food for the country, working hard in the fields farming and raising animals. However, they were easily forced into debt by selling their land to feed their own families. The third class, which was composed of artisans, created needed objects such as pottery and jade carvings. Ironworkers developed tools to improve farming, and created armor and weapons for the military. Merchants, the fourth class, were merely trading what others grew or made. For more information about each class or visuals, use this link to do more research: http://www.mitchellteachers.org/WorldHistory/AncientChinaCurriculum/DailyLifeintheHanDynastyAssignmen t.htm Station #4: History of the Han Dynasty Station #4: History of the Han Dynasty Step #2: Fill in the social pyramid. Inside the pyramid, write the name of the jobs that were included in the tier and draw a picture that represents them. Step #3: How would your group structure and rank society? Discuss this question with your team: Do you agree with the Han social pyramid? Each person in your group should have a chance to respond to this question. You and your group have the chance to recreate the social pyramid. . The only rule is that you explain why you placed certain jobs in the pyramid above or below others. Remember to include explanations for your group’s placement of certain jobs. In the history box of your Data Collection Sheet write five sentences explaining your stance on the prompt? Prompt: How is the social pyramid of the Han Dynasty similar and different to other civilizations we have studied?
