Download Name Ancient China Unit 3 Did Emperor Shi Huangdi Improve

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Ancient China Unit 3
Did Emperor Shi Huangdi Improve China?
Ancient China Unit 3
Lesson 1: Who Was Shi Huangdi?
Learning Target:
● I can examine Shi Huangdi’s accomplishments in Ancient China
Do Now: List qualities of a good leader.
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Notes: Go through lesson’s sources. Write down 2 direct quotes/evidence from each source
to answer the essential question.
Source A:
Source B:
Source C:
Lesson 1 Source A: Nat Geo 2.1 Shi Huangdi
Lesson 1 Source A: Nat Geo 2.1 Shi Huangdi
Lesson 1 Source B: Ted-Ed The Great Wall of China
https://www.youtube.com/watch?v=23oHqNEqRyo
Lesson 1 Source C: Nat Geo 2.2 The Great Wall
Ancient China Unit 3
Lesson 2: How did Shi Huangdi Unify China?
Learning Target:
● I can analyze past perspectives of Shi Huangdi
Do Now: List 2 accomplishments of Shi Huangdi in ancient China. (See lesson 1 for
examples)
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Notes: Go through lesson’s sources. Write down at least 2 pieces of evidence from each
source to answer the essential question, use direct quotes when given a text.
Source A2:
Source B2:
Source C2:
Lesson 2 Source A2: The Warring States of China 260 BCE
NOTE: The 250 years between 475 and 221 BCE is called the Warring States period because
the region of the Zhou Dynasty was divided among seven states. These states had frequent
wars until 221 BCE when Shi Huangdi conquered them all.
Lesson 2 Source B2: Excerpt from Han Feizi, a Philosopher and Contemporary of Shi
Huangdi
Hardly ten men of true integrity and good faith can be found today, and yet the offices of the state
number in the hundreds. If they must be filled by men of integrity and good faith then there will never be
enough men to go around; and if the offices are left unfilled, then those whose business it is to govern
will dwindle in numbers while disorderly men increase. Therefore the way of the enlightened ruler is to
unify the laws instead of seeking for wise men, to lay down firm policies instead of longing for men of
good faith. Hence his laws will never fail him, and there is no felony or deceit among his officials.
Lesson 2 Source C2: Description of Shi Huangdi’s Reforms
Through military victories, the state of Qin has, in the time of the last six kings, brought the feudal lords
into submission. And by now the feudal states yield obeisance (respect) to Qin as if they were its
commanderies and prefectures (districts). Now, with the might of Qin and the virtues of Your Highness,
at one stroke, like sweeping off the dust from a kitchen stove, the feudal lords can be annihilated
(destroyed), imperial rule can be established, and unification of the world can be brought about. This is
the one moment in ten thousand ages. If Your Highness allows it to slip away and does not press the
advantage in haste (quickly), the feudal lords will revive their strength and organize themselves into an
anti-Qin alliance. Then no one, even though he possesses the virtues of the Yellow Emperor, would be
able to annex (join) their territories.
Ancient China Unit 3
Formative #1
Prompt: Referencing at least one source from lesson 1 and 2 each, explain whether or
not emperor Shi Huangdi improved China.
Use the CER strategy to format your response:
C- claim statement starts off your response
E- evidence cited from a source (2x)
R- reasoning that explains how the evidence supports your claim (2x)
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Shi Huangdi- COLOR ME!
Ancient China Unit 3
Lesson 3: Was Shi Huangdi’s Burial Tomb Necessary?
Learning Target:
● I can evaluate the impact of Shi Huangdi’s Terracotta Army Tomb
Do Now: When someone passes away, is it necessary to have a remembrance ceremony or
memorial for them?
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Notes: Go through lesson’s sources. Write down at least 2 pieces of evidence from each
source to answer the essential question, use direct quotes when given a text.
Source A3:
Source B3:
Source C3:
Lesson 3 Source A3: Ted-Ed Terracota Warriors
https://www.youtube.com/watch?v=mP5p4QbvPtc
Lesson 3 Source B3: How One Chinese Emperor Changed the World
Ever heard of Qin Shi Huang?
Maybe not. But it's likely you have heard of the country he unified – China – and the Great
Wall he built. Plus, there's that enormous army of terra-cotta warriors that watches over his
mysterious mausoleum.
The world's most populous nation and emerging superpower was a jumble of warring states
when Qin Shi Huang appeared on the scene in 246 B.C. as a powerful regional leader. Two
decades later he was Emperor, bringing together the vast territory that would become China,
standardizing its culture and implementing a form of government that his followers would use
for another 2,000 years.
Qin Shi Huang (pronounced "chin shuh huang") remains a mythical figure in China, still laying
in rest in the largest unopened tomb in history, said to contain rivers of mercury and a ceiling
covered in precious stones.
Tomb to rival the pyramids
Whether he had predicted his eventual greatness or just had a big ego from the start, the
eccentric Qin Shi Huang set to work on his own massive mausoleum just shortly after taking
power of the Qin tribe at the age of 13. It was ready just after his death 36 years later in 210
B.C.
The mausoleum complex covers approximately four square miles near the modern city of
Xi'an. Its main burial chamber is as big as the Great Pyramids of Egypt, but has yet to be
excavated because archaeologists do not yet have the means to properly protect what they
expect to find inside.
According to a historian writing 100 years after the Emperor's death, Qin Shi Huang's burial
chamber contains a vast map of the land he conquered, complete with rivers of mercury. The
"sky" ceiling is encrusted with stars made of jewels. And, like something straight out of an
Indiana Jones movie, the entrance to the tomb is booby-trapped with crossbows.
The historian's accounts of the tomb's grandeur may have been passed off as a tall tale had a
family of peasants not stumbled upon one of the greatest archaeological discoveries of the
century in 1974. A battalion of 8,000 clay soldiers and horses collectively known as the terracotta army was found standing guard near the burial mound, each one life-size and uniquely
carved. Thousands more like them may remain underground within the funerary complex,
archaeologists think.
Lesson 3 Source C3: Photos of Terracota Soldiers
(National Geographic)
(Crystal Links)
Ancient China Unit 3
Lesson 4: How Did Shi Huangdi’s Changes Normalize China?
Learning Target:
● I can assess Shi Huangdi’s accomplishments
Do Now: What are some laws you would put into place if you were a leader of a country?
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Notes: Go through lesson’s sources. Write down at least 2 pieces of evidence from each
source to answer the essential question, use direct quotes when given a text.
Source A4:
Source B4:
Lesson 4 Source A4: Image Bank: Objects Showing Accomplishments of Shi Huangdi’s
Lesson 4 Source A4: Image Bank: Objects Showing Accomplishments of Shi Huangdi’s
Lesson 4 Source A4: Image Bank: Objects Showing Accomplishments of Shi Huangdi’s
Lesson 4 Source B4: Accomplishments of Shi Huangdi’s
Many things improved for everyone during the Qin dynasty, such as:
•The government standardized weights and measures, which assured that everyone was
selling and buying exact and true amounts of an item.
•The government minted the Ban Liang coin (round coin with square hole in the middle) to be
used across the empire, which made it easier to buy and sell.
•The government required the standardization of written characters, which gave the
government and its people one way of learning to write and to read.
There were however, things that were not good during the Qin dynasty. These included:
•Many people were forced to work at hard labor on building the Great Wall of China, roads
and irrigation works
•The people were taxed heavily to help the government pay for its services
•There was a forced military service
•Many new laws were put into place. For example, if a member of a family broke a law, the
whole family, including spouses, children and even aunts, uncles, cousins and so on would be
punished. These punishments, sometimes including death, were meant to have families take
responsibility to teach each other that laws were to be followed, to stop revenge and rebellion
against the government, and to keep family members from shielding each other.
Ancient China Unit 3
Lesson 5: How Did Shi Huangdi Treat His Opponents?
Learning Target:
● I can draw conclusions on Shi Huangdi’s treatment of his opponents leading to
success or failure as an emperor
Do Now: Is it ever justified (right) to treat someone with cruelty and torture? What if they
were an enemy or opponent?
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Notes: Go through lesson’s sources. Write down at least 2 pieces of evidence from each
source to answer the essential question, use direct quotes when given a text.
Source A5:
Source B5:
Source C5:
Lesson 5 Source A5: Historical account of the harsh treatment of the emperor’s opposition,
“Memorial of the Burning of the Books,” 213 BCE
Introduction: Among the most infamous acts of the First Exalted Emperor of the Qin were the
“burning of books,” ordered in 213 BCE, and the “execution of scholars,” ordered in 212. The
first was an effort to achieve thought control through destroying all literature except the
Classic of Changes, the royal archives of the Qin house, and books on technical subjects,
such as medicine, agriculture, and forestry.…The execution of some 460 scholars in the
following year was an attempt to eliminate opposition to the emperor by ruthlessly destroying
all potentially “subversive” elements in his entourage.
Memorial on the Burning of Books
By Li Si (as recorded by Sima Qian)
In earlier times the empire disintegrated and fell into disorder, and no one was capable of
unifying it. Thereupon the various feudal lords rose to power. In their discourses they all
praised the past in order to disparage the present and embellished empty words to confuse
the truth. Everyone cherished his own favorite school of learning and criticized what had been
instituted by the authorities. But at present Your Majesty possesses a unified empire, has
regulated the distinctions of black and white, and has firmly established for yourself a position
of sole supremacy. And yet these independent schools, joining with each other, criticize the
codes of laws and instructions. Hearing of the promulgation of a decree, they criticize it, each
from the standpoint of his own school. At home they disapprove of it in their hearts; going out
they criticize it in the thoroughfare. They seek a reputation by discrediting their sovereign; they
appear superior by expressing contrary views, and they lead the lowly multitude in the
spreading of slander. If such license is not prohibited, the sovereign power will decline above
and partisan factions will form below. It would be well to prohibit this.
Your servant suggests that all books in the imperial archives, save the memoirs of Qin, be
burned. All persons in the empire, except members of the Academy of Learned Scholars, in
possession of the Classic of Odes, the Classic of Documents, and discourses of the hundred
philosophers should take them to the local governors and have them indiscriminately burned.
Those who dare to talk to each other about the Odes and Documents should be executed and
their bodies exposed in the marketplace. Anyone referring to the past to criticize the present
should, together with all members of his family, be put to death. Officials who fail to report
cases that have come under their attention are equally guilty. After thirty days from the time of
issuing the decree, those who have not destroyed their books are to be branded and sent to
build the Great Wall. Books not to be destroyed will be those on medicine and pharmacy,
divination by the turtle and milfoil, and agriculture and arboriculture. People wishing to pursue
learning should take the officials as their teachers.
Lesson 5 Source B5: Historical account of the harsh treatment of the emperor’s opposition,
The Records of the Grand Historian (excerpt), 109 BCE
Chunyu Yueh, a scholar of Chi said “I have yet to hear of anything able to endure that was not
based on ancient precedents.”
The emperor ordered his ministers to debate this question.
The prime minister Li Si said, “The Five Emperors did not emulate each other nor did the
Three Dynasties” adopt each other’s ways, yet all had good government. This is no paradox,
because times had changed. Now Your Majesty has built up this great empire to endure for
generations without end. Naturally this passes the comprehension of a foolish pedant.
Chunyu Yueh spoke about the Three Dynasties, but they are hardly worth taking as
examples. In times gone by different barons fought among themselves and gathered
wandering scholars. Today, however, the empire is at peace, all laws and order come from
one single source, the common people support themselves by farming and handicrafts, while
students study the laws and prohibitions.
“Now these scholars learn only from the old, not from the new, and use their learning to
oppose our rule and confuse the black-headed people. As prime minister I must speak out on
pain of death. In former times when the world, torn by chaos and disorder, could not be
united, different states arose and argued from the past to condemn the present, using empty
rhetoric to cover up and confuse the real issues, and employing their learning to oppose what
was established by authority. Now Your Majesty has conquered the whole world,
distinguished between black and white, see unified standards. Yet these opinionated scholars
get together to slander the laws and judge each new decree according to their own school of
thought, opposing it secretly in their hearts while discussing it openly in the streets. They brag
to the sovereign to win fame, put forward strange arguments to gain distinction, and incite the
mob to spread rumors. If this is not prohibited, the sovereign's prestige will suffer and factions
will be formed among his subjects. Far better put a stop to it!
“I humbly propose that all historical records but those of Qin be burned. If anyone who is not a
court scholar dares to keep the ancient songs, historical records or writings of the hundred
schools, these should be confiscated and burned by the provincial governor and army
commander. Those who in conversation dare to quote the old songs and records should be
publicly executed; those who use old precedents to oppose the new order should have their
families wiped out; and officers who know of such cases but fail to report them should be
punished in the same way.
“If thirty days after the issuing of this order the owners of these books have still not have them
destroyed, they should have their face tattooed and be condemned to hard labor at the Great
Wall. The only books which need not be destroyed are those dealing with medicine,
divination, and agriculture. Those who want to study the law can learn it from the officers. The
emperor sanctioned this proposal.
Lesson 5 Source C5: Hung Wu, painting, Killing the Scholars and Burning the Books, 18th
century
Ancient China Unit 3
Formative #2 (Outline)
Learning Target:
● I can make an argument using specific claims and relevant evidence from historical sources.
Gathering & Using Evidence: Use the resources and your understanding from the past lessons to answer the
question below and fill out the chart. Respond in complete sentences and use 3 different sources.
Did Emperor Shi Huangdi Improve China?
Initial Claim:
What is your opening claim to the
prompt? This claim should appear in
the opening section of your argument.
Evidence #1
What evidence do you have from the
sources you investigated to support
your initial claim? Cite your sources.
Reasoning #1
Explain your evidence and how it
supports your initial claim.
Evidence #2
What evidence do you have from the
sources you investigated to support
your initial claim? Cite your sources.
Reasoning #2
Explain your evidence and how it
supports your initial claim.
Pulling It Together:
What is your overall understanding of
the compelling question? Briefly
restate the three supporting arguments
you gave in your response.
Ancient China Unit 3
Lesson 7: Circle Discussion
Learning Target:
● I can use ideas from my graphic organizer to construct a response.
● I can give my peers feedback on their claim, evidence, and reasoning.
● I can check if my peers are meeting an assignment’s requirements.
Today’s Task: CIRCLE DISCUSSION and Peer Notes
You will be taking notes of one student during the circle discussion.
Your task is to record the student’s position in answering the
focusing question, the 2 sources and gists of the evidence they cite
during the discussion, and the reasoning they provide for each
source. Just write down bulleted information of what you hear.
Assignment Rubric This is the rubric for today's assignment. Preview and use this in drafting
and peer editing the outline.
Rubric
Categories
CLAIM
(W.6.2)
EVIDENCE
(W.6.2)
REASONING
(W.6.2)
4
3
Claim is clearly
communicated and
rephrases the
question. Uses
complete sentence
and responds to
the writing prompt.
(1-2 sentence)
Claim sentence
responds to the
writing prompt,
but may not be
in complete
sentence. (1-2
sentence)
Claim sentence
responds does
Claim sentence not respond to to
responds to the the writing
writing prompt, prompt. Or may
but is
be confusing and
incorrect.(1
unclear. (0-1
Claim is
sentence)
sentence)
missing
3 pieces of
evidence (direct
quote) is strongly
integrated,
relevant, and
specific. All
evidence is cited
correctly.
(3-2 sentences)
2 pieces of
evidence (direct
quote) is
integrated,
relevant, and
specific.
Evidence is
missing citation.
(2 sentences)
Some evidence
(direct quote)
may be
appropriate, but
paraphrased.
OR only 1
piece of
evidence is
provided.
(1-2 sentences)
-Evidence(direct
quote) is minimal
or irrelevant.
-Evidence may
be pulled from
the wrong
source.
No Evidence
(0-1 sentences) Provided
Reasoning
explains how
the evidence
supports the
claim.
(2 sentences)
Student
attempts to
explain how the
evidence
supports the
claim, but is
unclear or
confusing. (1-2
sentences)
Very little
reasoning is
provided. (0-1
sentences)
Reasoning uses
details to clearly
explains how the
evidence provided
supports or shows
the claim. Uses
complete
sentences.
(2-3 sentences)
2
1
0
Reasoning is
not provided.
Your Name:_______________________________________________Date:_______________
Lesson 7 - Circle Discussion Peer Notes
Student Name:
Student’s position: (CIRCLE ONE)
Emperor Shi Huangdi DID or DID NOT improve China.
1st Source/Reasoning from
student
-Source______
Gist of Evidence:
-Reasoning:
2nd Source/Reasoning from
student
-Source______
Gist of Evidence:
-Reasoning:
Ancient China Unit 3
Summative Assessment (Final Draft)
Using Evidence: Use your ideas in the graphic organizer from Lesson 6 to form a response to the
writing prompt. Use the CLAIM, EVIDENCE, REASONING writing strategy to respond.
Minimum 1 paragraph. Use complete sentences and you must use 3 different sources!
Writing Prompt : Did Emperor Shi Huangdi improve China?
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