China Lesson

Time: 1-2.5 weeks approximately

Teachers: Holder and Howard

All Academic Standards, Common Core, Core Content, & Program of Studies

1.2.   Students make sense of the variety of materials they read.

2.2.   Social Studies: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

6-8.RH.10.   By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

6-8.RH.5.   Describe how a text presents information (e.g., sequentially, comparatively, causally).

7.L.6.   Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

7.RI.1.   Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7.RI.2.   Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

7.RI.3.   Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

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7.RI.4.   Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

AE.1.   Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

AE.2.   Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

CCRA-L.3.   Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCRA-L.4.   Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCRA-L.6.   Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

CCRA-R.1.   Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCRA-R.10.   Read and comprehend complex literary and informational texts independently and proficiently.

CCRA-R.2.   Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCRA-R.3.   Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CCRA-R.4.   Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCRA-R.5.   Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCRA-R.7.   Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCRA-SL.3.   Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

CCRA-W.9.   Draw evidence from literary or informational texts to support analysis, reflection, and research.

  Comprehension and Collaboration

  Craft and Structure

  Integration of Knowledge and Ideas

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  Key Ideas and Details

  Knowledge of Language

KY.AE.   Academic Expectation

KY.CC.   Core Content for Assessment v.4.1.

KY.CC.6-8.RH.   Reading Standards for Literacy in History/Social Studies

KY.CC.7.L.   Language Standards

KY.CC.7.RI.   Reading Standards for Informational Text

KY.CC.CCRA-L.   College and Career Readiness Anchor Standards for Language

KY.CC.CCRA-R.   College and Career Readiness Anchor Standards for Reading

KY.CC.CCRA-SL.   College and Career Readiness Anchor Standards for Speaking and Listening

KY.CC.CCRA-W.   College and Career Readiness Anchor Standards for Writing

KY.PS.   Program of Studies 2006

  Range of Reading and Level of Text Complexity

  Research to Build and Present Knowledge

SS-07-1.   Government and Civics: The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

SS-07-1.1.   Formation of Governments

SS-07-1.1.1.   Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in early civilizations prior to 1500 A.D. DOK 2

SS-07-2.   Cultures and Societies: Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

SS-07-2.1.   Elements of Culture

SS-07-2.1.1.   Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the early civilizations prior to 1500 A.D. and resulted in unique perspectives. DOK 2

SS-07-2.2.   Social Institutions

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SS-07-2.2.1.   Students will compare how cultures (early civilizations prior to 1500 A.D.) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

SS-07-2.3.   Interactions Among Individuals and Groups

SS-07-2.3.1.   Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

SS-07-2.3.2.   Students will explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in early civilizations prior to 1500 A.D. DOK 2

SS-07-3.   Economics: Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

SS-07-3.4.   Production, Distribution, and Consumption

SS-07-3.4.2.   Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. DOK 2

SS-07-4.   Geography: Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

SS-07-4.1.   The Use of Geographic Tools

SS-07-4.1.1.   Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth's surface in early civilizations prior to 1500 A.D. DOK 3

SS-07-4.1.2.   Students will describe how different factors (e.g., rivers, mountains, plains) affected where human activities were located in early civilizations prior to 1500 A.D.

SS-07-4.2.   Regions

SS-07-4.2.1.   Students will describe how regions in early civilizations prior to 1500 A.D. were made distinctive by human characteristics (e.g., dams, irrigation, roads) and physical characteristics (e.g., mountains, bodies of water, valleys) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). DOK 2

SS-07-4.2.2.   Students will describe and give examples of how places and regions in early civilizations prior to 1500 A.D changed over time as technologies, resources and knowledge became available. DOK 2

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SS-07-4.3.   Patterns

SS-07-4.3.1.   Students will describe patterns of human settlement in early civilizations prior to 1500 A.D. and explain how these patterns were influenced by human needs. DOK 2

SS-07-4.3.2.   Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. DOK 3

SS-07-4.4.   Human-Environment Interaction

SS-07-4.4.1.   Students will explain how technology in early civilizations prior to 1500 A.D. assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment. DOK 2

SS-07-4.4.2.   Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in early civilizations prior to 1500 A.D. DOK 2

SS-07-4.4.3.   Students will explain how the natural resources of a place or region impact its political, social and economic development in early civilizations prior to 1500 A.D.

SS-07-5.   Historical Perspective: History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

SS-07-5.1.   The Factual and Interpretive Nature of History

SS-07-5.1.1.   Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. DOK 3

SS-07-5.1.2.   Students will explain how history is a series of connected events shaped by multiple cause-and-effect relationships and give examples of those relationships. DOK 3

SS-7-CS.   Big Idea: Cultures and Societies - Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them. (Academic Expectations 2.16, 2.17)

SS-7-CS-S-1.   Program of Studies: Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the complexity of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups and explaining how

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culture served to define groups in world civilizations prior to 1500 A.D. and resulted in unique perspectives

SS-7-CS-S-2.   Program of Studies: Skills and Concepts - Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they responded to human needs, structured society and influenced behavior in world civilizations prior to 1500 A.D.

SS-7-CS-S-3.   Program of Studies: Skills and Concepts - Students will explain how communications between groups can be influenced by cultural differences; explain how interactions lead to conflict and competition (e.g., political, economic, religious, ethnic) among individuals and groups in world civilizations prior to 1500 A.D.

SS-7-CS-S-4.   Program of Studies: Skills and Concepts - Students will describe conflicts between individuals or groups and explain how compromise and cooperation were possible choices to resolve conflict among individuals and groups in world civilizations prior to 1500 A.D.

SS-7-CS-S-5.   Program of Studies: Skills and Concepts - Students will compare examples of cultural elements (e.g., beliefs, customs/traditions, language, skills, the arts, literature) using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts) to analyze how cultures in world civilizations prior to 1500 A.D. have influenced cultures of today

SS-7-CS-U-1.   Program of Studies: Understandings - Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society's culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

SS-7-CS-U-2.   Program of Studies: Understandings - Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.

SS-7-CS-U-3.   Program of Studies: Understandings - Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.

SS-7-CS-U-4.   Program of Studies: Understandings - Students will understand that culture affects how people in a society behave in relation to groups and their environment.

SS-7-E.   Big Idea: Economics - Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. (Academic Expectations 2.18)

SS-7-E-S-1.   Program of Studies: Skills and Concepts - Students will demonstrate an understanding of the nature of limited resources and scarcity, using information from a variety of print and non-print

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sources (e.g., textbook, Internet, resource materials) to investigate world civilizations prior to 1500 A.D.:

SS-7-E-S-1.c)   Describe how goods and services were exchanged in world civilizations prior to 1500 A.D.

SS-7-G.   Big Idea: Geography - Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Academic Expectations 2.19)

SS-7-GC.   Big Idea: Government and Civics - The study of government and civics equips students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

SS-7-GC-S-1.   Program of Studies: Skills and Concepts - Students will demonstrate an understanding (e.g., speak, draw, write, projects, present) of the nature of government:

SS-7-GC-S-1.a)   Explain the role of government (e.g., establishing order, providing security, achieving common goals) in world civilizations prior to 1500 A.D. and make connections to how government influences culture, society and the economy

SS-7-GC-S-1.b)   Compare different forms of government, and the purposes and sources of power in the most common forms of government (e.g., monarchy, democracy, republic, dictatorship) in world civilizations prior to 1500 A.D.

SS-7-GC-S-2.   Program of Studies: Skills and Concepts - Students will compare rights and responsibilities of individuals in world civilizations prior to 1500 C.E. to the rights and responsibilities of U.S. citizens today

SS-7-GC-S-3.   Program of Studies: Skills and Concepts - Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles, observations, interviews, Internet sources) to research, explain and answer questions about governments and people of world civilizations prior to 1500 A.D.

SS-7-GC-U-1.   Program of Studies: Understandings - Students will understand that forms of government in world civilizations prior to 1500 A.D. had similarities and differences in their purposes and sources of power.

SS-7-GC-U-2.   Program of Studies: Understandings - Students will understand that the key ideals (e.g., citizenship, justice, equality, and rule of law) of a democratic form of government were practiced in some world civilizations prior to 1500 A.D.

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SS-7-GC-U-3.   Program of Studies: Understandings - Students will understand that individual rights in world civilizations prior to 1500 A.D. varied under different forms of government.

SS-7-G-S-1.   Program of Studies: Skills and Concepts - Students will demonstrate an understanding of patterns on the Earth's surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

SS-7-G-S-1.a)   Locate, in absolute or relative terms, landforms and bodies of water

SS-7-G-S-1.b)   Locate and interpret patterns on Earth's surface, explaining how different factors (e.g., rivers, mountains, seacoasts, deserts) impacted where human activities were located in world civilizations prior to 1500 A.D.

SS-7-G-S-2.   Program of Studies: Skills and Concepts - Students will investigate regions of the Earth's surface in world civilizations prior to 1500 A.D. using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):

SS-7-G-S-2.a)   Explain relationships between and among physical characteristics of regions during the time of world civilizations prior to 1500 A.D., and explain how regions were made distinctive (e.g., dams, irrigation, roads) by human characteristics; describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted

SS-7-G-S-2.b)   Describe patterns of human settlement in world civilizations prior to 1500 A.D.; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity and technology) impacted human migration

SS-7-G-S-2.c)   Analyze current events to compare geographic perspectives of today with those of world civilizations prior to 1500 A.D.

SS-7-G-S-2.d)   Evaluate how availability of technology, resources and knowledge caused places and regions to evolve and change

SS-7-G-S-3.   Program of Studies: Skills and Concepts - Students will investigate interactions among human activities and the physical environment:

SS-7-G-S-3.a)   Explain how people of world civilizations prior to 1500 A.D. used technology (e.g., dams, roads, bridges) to modify the physical environment to meet their needs

SS-7-G-S-3.b)   Describe how the physical environment promoted or restricted human activities (e.g., exploration, migration, trade, settlement, development) of world civilizations prior to 1500 A.D.

SS-7-G-U-1.   Program of Studies: Understandings - Students will understand that the use of geographic tools (e.g., maps, globes, photographs, models, charts, graphs) and mental maps helps interpret information, analyze patterns and spatial data, and better understand geographic issues in world civilizations prior to 1500 A.D.

SS-7-G-U-2.   Program of Studies: Understandings - Students will understand that patterns emerge as humans move, settle, and interact on Earth's surface, and can be identified by examining the location of physical and human characteristics, how they are arranged, and why they are in particular locations. Economic, political, cultural and social processes interacted to shape patterns of human populations, interdependence, cooperation and conflict in world civilizations prior to 1500 A.D.

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SS-7-G-U-3.   Program of Studies: Understandings - Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

SS-7-G-U-4.   Program of Studies: Understandings - Students will understand that people depended on, adapted to, or modified the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited or promoted human activities in world civilizations prior to 1500 A.D.

SS-7-HP.   Big Idea: Historical Perspective - History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World. (Academic Expectations 2.20)

SS-7-HP-S-1.   Program of Studies: Skills and Concepts - Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):

SS-7-HP-S-1.b)   Examine multiple cause and effect relationships that have shaped history throughout world civilizations prior to 1500 A.D.

SS-7-HP-S-1.c)   Analyze historical events, conditions and perspectives of different individuals and groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in world civilizations prior to 1500 A.D.

SS-7-HP-S-2.   Program of Studies: Skills and Concepts - Students will investigate, using primary and secondary sources (e.g., biographies, films, magazines, Internet resources, textbooks, artifacts), to answer questions about, locate examples of, or interpret factual and fictional accounts of major historical events and people:

SS-7-HP-S-2.b)   Describe the contributions made by world civilizations prior to 1500 A.D. (e.g., Egypt, Mesopotamia, the Indus River Valley, the Middle East, India, China) to society and analyze the impact these contributions made to future generations

SS-7-HP-U-1.   Program of Studies: Understandings - Students will understand that history is an account of human activities that is interpretive in nature, and a variety of tools (e.g., primary and secondary sources, timelines, Internet, maps) are needed to analyze historical events in world civilizations prior to 1500 A.D.

SS-7-HP-U-3.   Program of Studies: Understandings - Students will understand that geography and natural resources had a significant impact on world historical perspectives and events prior to 1500 A.D.

SS-7-HP-U-4.   Program of Studies: Understandings - Students will understand that advances in science and technology had a significant impact on historical events in world civilizations prior to 1500 A.D.

SS-7-HP-U-5.   Program of Studies: Understandings - Students will understand that each era (e.g., Beginnings to Human Society, Early Civilizations, Classical Civilizations, Major Civilizations, States

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and Empires, Medieval Europe and the Rise of Western Civilizations, and Exploration as it relates to world civilizations prior to 1500 A.D.) in the history of world civilizations had social, political, economic and/or cultural characteristics.

  Vocabulary Acquisition and Use

OverviewThis activity introduces the geographic information essential to understanding content related to ancient China. Students read and interpret maps to learn about the ways in which geography affected the development of ancient China. Students annotate an outline map, answer questions in their Interactive Student Notebooks, and then discuss critical thinking questions. Students’ comprehension of content and proficiency in map-reading and higher-order thinking skills will help you gauge their readiness for the content. The Guide to Unit 4 Geography Challenge includes a completed map, answers to questions, a scoring guide to inform your teaching, and suggestions for modifications to meet specific student needs. 

Essential Questionso How did geography affect life in ancient China?o What do Shang artifacts reveal about this civilization?o Was the Emperor of Qin an effective leader?o In what ways did the Han dynasty improve government and daily life in China?

Materials/Technology

o Interwrite Boardo Interactive Student Notebooko Mapping Skillso Interactive Student Notebook Pageso Teacher’s Noteso Brain Popo Discovery Educationo Various Internet Websites/Resources

Vocabulary

I can statements/Objectives I can…

o Location of ancient China o Key physical features: Huang He (Yellow River), Chang Jiang (Yangtze River),

Himalayas, Kunlun Mountains, Taklimakan Desert, Gobi Desert, Plateau of Tibeto Location of the Shang, Zhou, Qin, and Han dynasties o Impact of physical geography on the settlement of ancient China 

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o Describe the government, social structure, religion, writing, art, and technology of the Shang and Han dynasties. 

o Analyze artifacts to draw conclusions about the Shang and Han dynasties.o Explain how the emperor Shihuangdi unified northern China under the Qin

dynasty. o Analyze the policies and achievements of the Emperor of Qin. o Evaluate the extent to which Qin Shihuangdi was an effective leader. 

Instructional/Assessment Activitieso Reading Challengeso Testo Quizzeso Interactive Student Notebooko Essayso Projectso Small Group Activities

Pre-Assessmento Map Skillso Open Discussiono Concept Mapo Multiple Choice Questions

Daily ActivitiesStudents may have a Bell Ringer. Students may be placed in small groups to interpret the History Alive Activity for the day. Students may participate in the Reading Challenge. Students may participate in various video viewings.

During Class: Bell Ringer Discuss Notes assigned previously Video Viewing Check any previous homework

Out of Class: Cornell Notes Interactive Student Notebook work not completed in class

Review any curriculum that may be troublesome

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ReadingGeography and the Early Settlement of China

1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question on the first page of the lesson: How did geography affect life in ancient China? Then have students read Section 1. Afterward, have students use information from Section 1 and from the lesson opener image to propose some possible answers to the Essential Question. 

2 Have students complete the Reading Notes for this lesson. Assign Sections 2-10 during the activity, as indicated in the procedures for the Problem Solving Groupwork activity. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes.

The Shang Dynasty1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question on the first page of the lesson: What do Shang artifacts reveal about this civilization? Then have students read Section 1. Afterward, have students use information from Section 1 and from the lesson opener image to propose some possible answers to the Essential Question. 

2 Have students complete the Reading Notes for this lesson. Assign Sections 2-9 during the activity, as indicated in the procedures for the Social Studies Skill Builder. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes.

The First Emperor of China1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question on the first page of the lesson: Was the Emperor of Qin an effective leader? Then have students read Section 1. Afterward, have students use information from Section 1 and from the lesson opener image to propose some possible answers to the Essential Question. 

2 Have students complete the Reading Notes for this lesson. Assign Sections 2-6 during the activity, as indicated in the procedures for the Visual Discovery. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes.

The Han Dynasty1 Introduce the Essential Question and have students read Section 1, Introduction. Have students identify the Essential Question on the first page of the lesson: In what ways did the Han dynasty improve government and daily life in China? Then have students read Section 1. Afterward, have students use information from Section 1 and from the lesson opener image to propose some possible answers to the Essential Question. 

2 Have students complete the Reading Notes for lesson this lesson. Assign Sections 2-8 during the activity, as indicated in the procedures for the Social Studies Skill Builder that follows. Remind students to use the Key Content Terms where appropriate as they complete their Reading Notes.

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Modifications

ECE/ESL Accommodations were appropriate such as: various reading levels and written materials, shortened assignments, hands-on experiences, scribed notes, drawings instead of written descriptions, videos for reinforcement, and modifications by ECE/ESL teacher.

Gifted and TalentedAccommodations were appropriate such as : pretest to evaluate mastery already of curriculum, higher level thinking activities, independent assignments, and differentiated learning techniques.

Lesson 19Geography and Early Settlement of China

Setting the Stage - Ancient China

The land of ancient China is part of a vast region that today is called mainland East

Asia. Mainland East Asia includes the present–day countries of China, Mongolia, North

Korea, and South Korea. In ancient China, a series of empires controlled territory in

mainland East Asia that, at times, included parts of present-day Mongolia and the Korean

Peninsula.

The physical geography of mainland East Asia had a dramatic effect on the settlement of

ancient China. In the southwestern part of the region, the Himalaya Mountains prevented

settlement. A high plateau lies north of these mountains. Because of its awe-inspiring

elevation, this region has been called the “roof of the world.” The weather is extremely cold

here all year round. To the north of this plateau lies desert land, where temperatures are too

hot in summer and too cold in winter to make it a good place for people to live. Some

groups did roam the area, raising livestock and moving from place to place, but life was

hard for them.

To the east of this hostile land, the land is much more moderate. Hills, valleys, and plains

are easy to navigate. Rivers provide fertile land for farming.Even the weather is milder,

without the extremes of the western part of the country. For these reasons, most ancient

Chinese chose to make their homes in this area. Over time, villages developed. Because of

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China’s physical boundaries, including mountains and deserts, the Chinese civilization

developed in isolation for thousands of years.

The stability of early villages allowed empires to arise. Powerful leaders unified the

country. Advances in civilization allowed empires to conquer more and more territory. The

most advanced of these empires, the Han, opened ancient China to trade relations with

other cultures to the west. Camel caravans traveled a 4,000-mile-long route known as the

Silk Road. From the Huang He (Yellow River) in China, the route extended all the way to

the Mediterranean Sea. As people, goods, and ideas traveled back and forth along the Silk

Road, the rest of the world soon learned of the achievements of the ancient Chinese.

Interactive Notebook1. Analyze the map in Setting The Stage, then label your map and answer the questions. 

a. Locate the Huang He (Yellow River) and the Chang Jiang (Yangtze River) on your map. Label them. b. The Plateau of Tibet is located between two mountain ranges. Label the mountain ranges and the plateau on your map. c. Locate the Taklimakan and the Gobi deserts on your map. Label them. d. Locate the Yellow Sea, the East China Sea, and the South China Sea on your map. Label them.

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2. In what ways might the Yellow Sea, the East China Sea, and the South China Sea have influenced China’s history?

3. Compare the sizes of the Shang, Zhou, Qin, and Han empires. Which empire controlled the largest area?

4. What geographical features are shared by all four ancient Chinese empires?

5. Under which empire did ancient China control territories that are not part of present-day China?

6. The majority ethnic group in China today calls itself the “Han people.” Why do you think this is so?

7. If you could choose anywhere in ancient China to build a new city, in which location do you think your city would have the greatest chance of success? Why?

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8. Why do you think that the area controlled by earlier dynasties grew larger under the control of each new dynasty?

Section 1: Introduction

In this chapter, you will explore the geography of the vast land of China. You will read about

the physical features, climate, and vegetation that greatly influenced the way of life of the

early people of China.

China is a large country in eastern Asia. Words like highest, largest, and longest come to

mind when talking about China’s geography. The world’s highest mountains, the Himalayas,

are in China. So is one of the world’s largest deserts, the Taklimakan (tah-kluh-muh-KAHN)

Desert. China also has some of the longest rivers in the world.

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China’s climate is just as extreme as its physical features. The weather can vary from ice

storms in the high mountains to the dreaded sandstorms of the Taklimakan Desert. The

sandstorms darken the skies as if it were nighttime. Hot, howling winds fill the air with sand

and gravel. For people caught in a sandstorm, survival may mean wrapping themselves in

clothing or blankets and lying down until the storm passes. That could be hours, perhaps

even days.

As you can see, China is a land of contrasts. In this chapter, you will compare five

geographic regions in China. You will learn about the climate, physical features, and

vegetation of each region. You will also discover how geography affected the history of the

early Chinese people: where they settled, the way they lived, and how

they communicated with other civilizations.

Interactive Notebook1. Circle the physical features that are found in your community. Then circle the words that

describe your community’s climate.

2. How do physical features influence your community? How does climate influence your community?

17

bay creek desert hills

lake mountains ocean plains

plateau river valley coastal plains

Summer temperature:

hot mild cold

Winter temperature: hot mild cold

Precipitaiton (rain and snow):

light moderate heavy

3. What natural vegetation do you have in your community? For example, does your community have grasslands, forests, scrub vegetation, or no vegetation? How does the natural vegetation influence your community?

Section 2 - Overview of China’s GeographyPresent-day China is the third largest country in the world, after Russia and Canada. China

includes about 3.7 million square miles (9.6 million square kilometers). With a population of

about 1.2 billion, more people live in China than in any other country.

Click to read caption

China’s land area was much smaller in ancient times. To understand Chinese history, it’s

helpful to divide China into two main areas: Outer China and Inner China. Most of ancient

Chinese history involves only Inner China. The two areas did not become one country until

the 1600s C.E. But the geography of both areas affected the early settlement and history of

China.

The Geography of Outer China Outer China includes the western and northern parts of

present-day China. This is an area of great extremes in climate and physical features.

In the southwest, China is bounded by the Himalayas. The key geographical region in this

area is the Tibet- Qinghai (tih-BET ching-HIE) Plateau. It is the world’s largest plateau. This

region is a bitterly cold place to live. There are only about fifty days a year without

frost. Snowstorms are common, even in July.

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In the northwest, the major region is the Northwestern Deserts. This area includes the

Turfan Depression, the second-lowest place in China. It is 505 feet below sea level. It can

grow so hot here that raindrops evaporate before reaching the ground.

In the northeast, the key region is the Northeastern Plain, a land of low hills and plains. It

has short, hot summers. Winters are long and dry, with five months of freezing

temperatures.

Click to read caption

The Geography of Inner China Inner China includes the southeastern part of present-day

China. This part of China is closer to sea level than the western areas. It is a land of rolling

hills, river valleys, and plains. Rivers flow through this area from the west. They provide

water for irrigation. Floods from these rivers also enrich the soil. To early settlers, these

physical features made Inner China more attractive than Outer China.

Inner China has two main regions. The northern region is the North China Plain. To the

south are the low river plains of the middle and lower Chang Jiang (chahng jyahng)

Basins. These regions have very different climates. The Chang Jiang Basins are warm and

wet. The North China Plain is drier and often cooler.

Each of China’s five major regions has its own climate, physical features, and

vegetation. Let’s take a closer look at each area, starting with the three major regions in

Outer China.

Interactive Notebook1. Why was Inner China more attractive than Outer China to early settlers? Include at least two

specific physical features in your answer.

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Section 3 - Tibet-Qinghai PlateauThe southwestern part of Outer China is dominated by the high Tibet-Qinghai Plateau.Also

known as the Tibetan Plateau, this area is often called the “Roof of the World.” Its average

elevation of 13,500 feet is more than two miles above sea level. It is a very large area,

covering almost a quarter of the land in China.

The Tibet-Qinghai Plateau is a rocky land surrounded by towering mountains. The

Himalayas lie on the southern edge of the plateau. The tallest mountain in the world, Mount

Everest, is part of this mountain range. Its peak is 29,000 feet in altitude, or more than five

miles high.

Because the Tibet-Qinghai Plateau is so high, its climate is very cold. The air is thin and

dry. Snow falls even in the summer.

Two of China’s major rivers begin in this area: the Huang He (HWAHNG heh), also known

as the Yellow River, and the Chang Jiang, also called the Yangtze River. Despite these

rivers, the plateau is rather dry. The natural vegetation consists of sparse scrubs and

grasses. Antelopes and yaks, a type of ox, roam the area. Sometimes they are prey for

wolves and wildcats.

For the people of ancient times, the Tibet-Qinghai Plateau was a challenging place to live. It

was too cold and dry to grow crops. But the grasses did provide food for yaks and other

livestock. The cold, rocky plateau and the high mountains made travel to Inner China very

difficult through this area.

Interactive Notebook

20

1. Write at least three adjectives or phrases that describe the geographic region discussed in

this section of your Student Text. Consider the region’s physical features, climate, and

vegetation.

Section 4 - Northwestern DesertsThe northwestern part of Outer China is known for its vast deserts, including the Taklimakan

and the Gobi (GOH-bee). These deserts are harsh places to live and difficult to cross. The

climate varies from sizzling hot in the summer to below freezing in the

winter. The oases are the only places to grow crops or raise animals such as

sheep. Evidence shows that in ancient times, shelters made of mud were sometimes built

near oases.

Click to read caption

The Taklimakan Desert - The Taklimakan Desert covers an area of about 105,000 square

miles. It is considered one of the most dangerous deserts in the world. In fact, its name

means “once you go in, you will not come out.” Desert winds cause huge sand dunes to

shift and change. Sandstorms arise with stunning speed. Legend says that two armies and

300 cities are buried 600 feet beneath the sand dunes.

As you might expect, the desert is too dry to have much vegetation. Bushes, weeds, and

trees grow only near oases and along rivers.

The Gobi Desert - Stretching over 500,000 square miles, the Gobi Desert is one of the

world’s largest deserts. It covers part of China and present-day Mongolia. Unlike the

Taklimakan Desert, the Gobi has very few sand dunes. Most of the desert is stony. Its

surface is made up of small pebbles and tiny bits of sand. Vegetation is sparse. Plants tend

to be small and widely spaced apart.

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Interactive Notebook1. Write at least three adjectives or phrases that describe the geographic region discussed in

this section of your Student Text. Consider the region’s physical features, climate, and

vegetation.

Section 5 - Northeastern PlainThe Northeastern Plain is located east of present-day Mongolia. Today, this area is

sometimes called either Inner Mongolia or the Manchurian Plain. It is a land of low hills and

plains. The natural vegetation is mostly prairie grass. In ancient times, the grass provided

food for horses, sheep, and other animals raised by herders.

Click to read caption

The major rivers running through the Northeastern Plain are the Liao (lyow) and the Sungari

(SOONG-guh-ree). The Liao is a shallow river, only navigable by small boats. The Sungari

is deeper. It can carry larger boats. In the winter, when the waters freeze, people use these

rivers as roads.

The Northeastern Plain is an area of great contrasts in its climate. It has short, warm

summers. In winter, the northern and eastern parts of the plain are dry and cold. But the

southern half, especially the valley of the Liao, has milder weather and more water because

of the river. In general, though, the plain is too cold and dry to be suitable for growing

crops. In the south, a narrow coastal plain links this area to the rest of China. This plain was

used in ancient times by several groups of invaders as a route to Inner China.

Interactive Notebook

22

1. Write at least three adjectives or phrases that describe the geographic region discussed in

this section of your Student Text. Consider the region’s physical features, climate, and

vegetation.

Section 6 – North China PlainOne of the two major regions in Inner China is the North China Plain, a flat at region of

grassland. Temperatures range from very warm in the summer to quite cold in the winter.

This region is sometimes called the “Land of the Yellow Earth” because the ground is

covered by yellow limestone silt. The silt comes from the Gobi Desert. It is carried by the

wind to the North China Plain. The river that runs through the plain is also full of yellow silt.

The silt gives the river its name, Huang He (Yellow River).

The Huang He is one of the longest rivers in the world. It may also be the world’s

muddiest. The mud makes the river water look like soup. The river begins in the high

western mountains and winds its way down to the eastern plains. The silt it carries helps

fertilize the surrounding lands, making the North China Plain a good place in which to settle

and grow crops.

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While the Huang He does help farmers, it has also been the source of many disasters for

the Chinese people. In the past 3,000 years, the river is said to have flooded more than

1,500 times, causing much damage and loss of life.

Section 7 – Chang Jiang BasinsThe Chang Jiang Basins are areas of low, wet coastal plains. The basins are located along

the river called the Chang Jiang.

This river is even longer than the Huang He. In fact, Chang Jiang means “Long River.” It

has hundreds of tributaries. People use the river to move goods between eastern and

western areas of the region.

Like the Huang He, the Chang Jiang begins in the high western mountains. It flows through

three plains and then to a rich delta. Its deposits help make the surrounding lands very

fertile. The river floods less often than the Huang He, making the Chang Jiang less

dangerous.

The climate in the Chang Jiang Basins is warm and wet. In ancient times, the vegetation

may have been thick rainforest. There was little space for farming, and the area was not

suitable for grazing animals. But the basins were very good for growing rice, which needs

abundant warmth and moisture.

Interactive Notebook1. Write at least three adjectives or phrases that describe the geographic region discussed in

this section of your Student Text. Consider the region’s physical features, climate, and

vegetation.

24

Section 8 – Early Settlement in Ancient China

Archaeologists believe that the first inhabitants of China lived in caves more than 500,000

years ago. Remains of these people were found in the 1920s in the northeastern part of

China. These cave dwellers are known today as either Peking (pay-king) man or Beijing

(bay-jing) man. It is likely that they were nomads who lived by hunting, gathering, and

fishing. They made tools and may have used fire.

As people in China turned to farming, they began to settle mostly on the North China Plain

in Inner China. They grew crops and lived in villages near the Huang He. This marked the

start of settled Chinese society.

It’s not surprising that early farmers chose this area to live in. The North China Plain had

plenty of water, fertile soil, and a moderate climate. In contrast, both the Tibetan Plateau

and the Northeastern Plain in Outer China were too cold and dry to grow crops. The

Northwestern Deserts were also too dry. The Chang Jiang Basins were wet and fertile, but

heavy rains may have made farming difficult.

Interactive Notebook1. Give three reasons that support this hypothesis: Most early people settled on the North

China Plain because of its geography. (Hint: Consider including reasons why other regions

would not be good for settlement.)

2. How were the first people to live in China affected by geography?

Section 9 – Ancient China’s Isolation

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China’s geography kept the early settlements in Inner China isolated. Only a narrow

coastal plain linked the Northeastern Plain to Inner China. In the southwest, the towering

mountains, rocky plateau, and cold climate formed a natural barrier. In the northwest, the

large deserts created another barrier.

Later in Chinese history, the same geographic features that kept ancient China isolated also

made it difficult to govern a developing China as a unified state. The harsh geography and

huge distances made communication and transportation difficult, and interfered with the

movement of military forces.

Interactive Notebook1. Give three reasons that support this hypothesis: China was isolated from other civilizations

because of its geography. (Hint: Consider how physical features and climate might affect

travel, trade, and the spread of ideas.)

Section 10 – Different Regions, Different Ways of Life

26

Although most early inhabitants settled on the North China Plain, some people did live in

the other geographic regions. Ways of life for settlers in these regions developed quite

differently.

Life in Outer China - Mainly because Outer China did not have good farmland, fewer

people settled there than in Inner China. The Tibetan Plateau was not suitable for growing

crops, but herders could raise livestock, especially yaks.

The people who lived on the plateau were nomads who had to move frequently to find new

grazing land. The animals they-herded supplied many of the nomads’ needs. They ate meat

from the yak, and made butter and yogurt from yak milk. People used yak wool to make the

heavy clothing that they needed to survive the cold climate. They also wove yak hair into

material for tents.

In the Northwestern Deserts, the only permanent communities were on the oases. There,

residents built homes out of mud. People grew cotton and wheat. Their main foods were

wheat noodles, bread, and mutton.

The Northeastern Plain was too cold and dry for much farming, but its prairie grass

supported livestock. Early inhabitants of this region were also nomads. They raised sheep,

goats, cattle, and horses. Because they were constantly moving to find grass for their

animals, they lived mostly in tents. Their main food was meat. They often invaded the North

China Plain to get needed supplies. Eventually, the people of Inner China built the Great

Wall to keep these invaders out.

Life in Inner China - The fertile land of Inner China supported larger, more settled

populations on the North China Plain. Farmers grew mainly wheat and millet. They raised

cattle, sheep, oxen, pigs, and chickens. They herded cattle, water buffalo, and

horses. Settlers built permanent homes out of rammed earth (soil tightly packed to make

solid walls).

The Chang Jiang Basins had limited farmland and lacked grazing land for animals such as

cattle. But rice thrived in this warm, wet area. As early as 10,000 B.C.E., settlers were able

to grow rice in the river valley. They also raised pigs and poultry. Nearby seas provided

plentiful seafood. People built permanent houses so they could stay in one place and tend

their animals and crops.

Wrap It UpIn this chapter, you explored the climate, physical features, and vegetation in five geographic regions in China. You learned how geography affected settlement, ways of life, and communication in ancient China.

27

Outer China This area includes three regions in the western and northern parts of modern

China: the Tibet-Qinghai, or Tibetan, Plateau; the Northwestern Deserts (the Taklimakan

and the Gobi); and the Northeastern Plain. This area’s features—high mountains, a cold

and rocky plateau, and large deserts—isolated Inner China.

Inner China This area includes two regions in the southeastern part of modern China: the

North China Plain and the Chang Jiang Basins. The plain has the best conditions for

farming.

Early Settlement and Isolation Archaeologists have found remains of what may be the

first inhabitants of China. These hunter-gatherers lived in caves more than 500,000 years

ago. Later, farmers established the first permanent settlements on the North China Plain,

near the Huang He, or Yellow River. Harsh geography and vast distances isolated these

early inhabitants.

Different Regions and Ways of Life Because of a lack of farmland, most settlers in Outer

China were nomads and herders. In Inner China, people farmed and raised animals in

permanent settlements. Farmers in the Chang Jiang Basins grew rice.

Lesson/Unit 20The Shang Dynasty

Section 1 IntroductionIn ancient times, most of China’s early farmers settled on the North China Plain, near the

Huang He (Yellow River). In this chapter, you will explore one of China’s earliest dynasties,

the Shang (shung) dynasty. This dynasty ruled the area centered in the Huang He valley,

from 1700 to 1122 B.C.E.

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Parts of ancient China were controlled by different clans, or extended families. Rival clans

frequently fought each other. Sometimes, one clan became powerful enough to rule all of

ancient China and begin a dynasty. The Shang was one example of such clans.

For hundreds of years, the Shang dynasty was considered a legend by Western

scholars. Stories about some mysterious markings on animal bones hinted that the Shang

might have been the first Chinese to use a system of writing. But still archaeologists had no

solid evidence that the ancient culture had ever existed.

Then, in 1899, a Chinese scholar found some bones that had writing on them. He thought

that they might be Shang oracle bones. Oracle bones are animal bones and turtle shells

with inscriptions carved by engravers. In ancient times, many people believed that these

objects could tell the future. Later, in the 1920s, the ruins of a Shang city were found at

Anyang (ahn-yahng). Archaeologists unearthed many artifacts from these ruins. You will

learn what these artifacts reveal about Shang civilization.

Interactive Notebook1. You are an archaeologist in the year 3000. You have recently unearthed several artifacts.

Each relates to one characteristic of the civilization of the United States. 

Quickly sketch one item to represent each of these characteristics of a

civilization: Government, Social Structure, Religion, Writing, Art, and Technology.

29

Characteristic of the Civilization

Artifact What This Artifact Reveals

Government

Social Structure

2. Briefly describe what each of your artifacts reveals about this civilization.

Section 2 – Shang Capital CityWhen archaeologists began excavating the ruins at Anyang in 1928, a great deal was

learned about the Shang culture. These ruins were the remains of one of the royal cities of

the Shang dynasty. The city included a palace, a temple, and houses. There were also

workshops for artisans who created objects made of metals, pottery, stone, and jade.

The king’s palace sat on a platform. The palace was built of mud-plastered walls held up by

wooden posts. Beneath its foundations, archaeologists found human bones. The bones

suggest that the Shang performed human sacrifices when they constructed a new royal

house.

Human sacrifices were also part of Shang burials. While excavating at Anyang,

archaeologists found at least nine royal tombs. Each tomb had a large pit with ramps

leading down to it from the north and south. When a king was buried, slaves, servants, and

animals were led down the ramps into the pit. There, they were sacrificed as part of the

Shang belief that the king must continue to be served in the afterlife.This belief in life after death is likely the reason that metal vessels and containers of food

were also buried with or near Shang kings. The treasures found in royal tombs include

many weapons, carved jade ornaments, bone-carvings, pieces of pottery, stone sculptures,

and even chariots.

The artifacts unearthed at Anyang reveal some interesting facts about Shang beliefs and

ways of life. Let’s find out what conclusions scholars have drawn about this ancient

civilization, beginning with the Shang government.

30

Characteristic of the Civilization

Artifact What This Artifact Reveals

Government

Social Structure

Interactive Notebook1. Where were the ruins of a Shang city discovered?

2. Describe what archaeologists have discovered about Shang cities.

Section 3 – Shang Government

The Shang government was led by a powerful king. To extend his power, a king set up

smaller kingdoms led by his younger brothers and nephews. When a king died, his power

was often preserved by passing it to a younger brother or to a son.

Shang kings depended on strong armies to maintain their rule and to defend

and expand their kingdoms. The kings took part in almost constant warfare with their

enemies and fought to keep other clans under control. Prisoners of war were used as

laborers and in human sacrifices.

The king’s armies were especially powerful because Shang nobles had weapons made

of bronze. The Shang were among the first civilizations in the world to discover how to

make bronze from a mixture of copper and tin.

Shang armies were made up of large numbers of foot soldiers, archers, men mounted on

horses and elephants, and fighters in chariots. The chariots were two-wheeled carts drawn

by horses. Three soldiers rode in each chariot. The driver stood in the middle, with a spear

31

carrier to his left and an archer to his right. Shang armies must have been a terrifying sight

to their enemies.

Interactive Notebook1.

For the sensory figure, complete the statements to describe four important things a Shang warrior would have seen, heard, touched, and felt (emotions) as a member of the Shang army. In your statements, include the words king, clan, bronze, and chariot. 

With my eyes, I see...

2 With my ears, I hear...

3. With my hands, I touch...

4. With my heart, I feel...

32

Section 4 – Shang Social ClassShang society can be divided into six social classes. The king and his relatives were in the

highest class. Below them were the nobles, artisans, traders, farmers, and slaves.

Nobles After the ruling family, the nobles made up the highest- ranking social class. Nobles

fought in the king’s armies. They also supplied the armies with weapons, foot soldiers, and

chariots. In exchange for their military help, the king was unlikely to interfere with the

nobles’ control over the land.

Shang nobles enjoyed a life of luxury. They lived in great palaces and spent time

hunting. We know that the Shang were great hunters, because large numbers of wild animal

bones have been found at excavation sites. In addition, writings on oracle bones show that

the king invited nobles to join him in hunting foxes, badgers, and other wild animals.

The king often gave nobles symbols of power, such as jade discs. The discs might be

decorated with a “lucky” creature such as a dragon or tiger. Nobles often mounted the discs

on posts in their homes.

Click to read caption

Artisans This talented group formed a small social class that included potters,

stonemasons, and workers crafting items of bronze and jade. These skilled workers had

lower status than nobles but higher status than farmers. Artisans skilled in bronze were

especially valued. They made the weapons used by Shang warriors. They also made and

decorated containers for the king and his nobles to use in religious ceremonies, or simply as

symbols of their wealth.

Traders Like artisans, those who were traders ranked below nobles but above farmers in

Shang society. Scholars believe that the Shang traded extensively. One clue comes from

the modern Chinese word for “merchant,” shang ren, which could also mean “Shang man.”

During the Shang dynasty, people mostly exchanged goods.

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The Shang also used cowrie shells, a type of seashell, as money. The shells were valuable

because they came from far away. The Shang people had to trade with neighboring regions

to get them.

Click to read caption

Farmers - Farmers made up the largest social class in Shang society. They worked small

plots of land, growing millet, wheat, barley, rice, fruit, vegetables, and nuts. They did not

own the land they farmed. The land was under the control of either the king or the nobles.

Farmers gave most of their harvest to the nobles, who sent a portion to the king. Farmers

could keep only enough food to feed themselves and their families.

Even after the Chinese became highly skilled at making bronze and iron weapons, many

farmers continued to use simple tools made of wood and stone. They dug with wooden

sticks, weeded with stone-tipped hoes, and harvested grain with stone knives and scythes.

Besides growing crops, farmers learned to raise cattle. They may also have raised pigs and

chickens.

Slaves At the very bottom of Shang society were slaves. Many of these slaves were

prisoners of war. They spent their lives building tombs and palaces. When their masters

died, the slaves were sometimes sacrificed, in keeping with the Shang belief that slaves

should continue to serve their masters in the afterlife.

34

Interactive Notebook1.

Describe three social classes from the Shang Dynasty…

35

Section 5 – Shang Religion

Shang religion centered on ancestor worship. The treasures buried in kings’ tombs show

that the Shang believed in a life after death. They also believed that dead ancestors had the

power to help or harm the living. For this reason, the Shang honored their ancestors.As

signs of respect, worshippers gave offerings of food, and sometimes made human

sacrifices.

The Shang believed that their king’s relationship to ancestral spirits had special

significance. The king inherited the right to rule from his ancestors. And among the king’s

responsibilities was a duty to follow the wishes of his ancestors.

Kings used oracle bones to seek their ancestors’ advice on important matters such as

when to hunt, where to build cities, and whether to go to war. The oracle bones were made

from turtle shells or the shoulder blade of a cow. To ask a question, a holy man would make

a statement such as this: “Tomorrow is a good day for the hunt.” Then he would press a hot

needle against the back of the bone. The heat would make the bone crack. The pattern of

the crack was believed to be a message, which the holy man or king would translate. The

holy man might then carve the message on the oracle bone. Today, these inscriptions

reveal valuable information about life during the Shang dynasty.

36

Interactive Notebook1.

For the sensory figure, finish the statements to describe four important things a Shang king would have seen, heard, touched, and felt (emotions) about religion. 

In your statements, include these words: ancestor, offerings, duty, and oracle bone. 

With my eyes, I see...

2. With my ears, I hear...

3. With my hands, I touch...

4. With my heart, I feel...

37

Section 6 – Shang WritingThe inscriptions on oracle bones are among the earliest known examples of Chinese

writing. In Shang writing, as in modern Chinese, characters stand for words rather than

sounds. Early Chinese writing contained only pictographs, images that stand for objects. By

the Shang dynasty period, people were also using logographs, characters that stand for

words. For example, the character for “good” is a combination of the characters for “woman”

and “child.”

Having a written language helped unify the Chinese people. Although spoken language

varied from place to place, people of the upper classes used the same written language.

Interactive Notebook1. On what objects were the first examples of Chinese writing found?

38

2. What is a logograph?

3. Why was a written language important in Chinese history?

Section 7 – Shang Art

Shang artists showed great skill in working with bronze. Shang artisans made beautiful

vessels and other objects. Some bronze vessels had geometric designs and pictures of

mythical creatures. The most common picture was an animal mask, later known as a

taotie. It might have the horns of an ox, the ears of an elephant, the talons of a bird, the eye

of a man, and the crest of a dragon. Some scholars say that these masks were symbols of

all the beings in the world.

The Shang also produced remarkable jade pieces. Jade is a very hard stone. Workers

made jade objects by sawing, filing, and sanding the stone.

The Chinese may have believed that the qualities of jade represented the qualities of a

superior person. The hardness of jade stood for wisdom. Jade was also smooth and

shiny. These qualities stood for kindness.

39

Interactive Notebook1. Identify two materials used by Shang artists. For each material, list an example of an art

piece that might be created using it.

2. Describe some ways that Shang artisans decorated vessels and other objects.

Section 8 – Shang Technology

Working with bronze was an important technology for the Shang. Artisans used bronze to

make many tools of war. These included arrowheads, spearheads, ax heads, and

helmets. The bronze making skill of the Shang is one of the reasons they were able to

remain in power for more than five hundred years.

40

Interactive Notebook1. Complete the spoke diagram by naming the types of bronze weapons made by Shang

artisans.

41

Bronze Weapons

2. Why were bronze-making skills important to the Shang dynasty?

3. Name the weapon you think most helped strengthen the Shang army, and explain why you

chose this weapon.

Section 9 – End of the Shang Dynasty

The Shang excelled in war, enabling the ruling classes to build up great wealth. But, in time,

these very strengths helped to bring about the end of the dynasty. Constant warfare

eventually weakened the military power of the Shang.

The Shang had a system of money, using valuable cowrie shells that they received as part

of their extensive trade with neighbors. The Shang king and his nobles spent extravagant

amounts of money on their palaces, furnishings, clothing, and even their tombs. Over time,

this lavish spending may have weakened the economy. A later king would say that the final

blow was the corruption of the last Shang king. Rather than look after his people, he spent

all his time on recreational activities like hunting. But no one knows whether this report was

true.

Around 1045 B.C.E., a frontier state called Zhou (joh) rose up against the dynasty. Zhou

armies under King Wu caught the Shang unaware, defeating and overthrowing them. One

story says that, as Zhou rebels stormed his capital city, the last Shang king ran from the

battlefield, put on all his jewelry, and threw himself into the flames of a fire.

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Interactive Notebook

1. Describe three causes of the fall of the Shang dynasty.

Wrap It UpIn this chapter, you learned about one of China’s earliest dynasties, the Shang dynasty, by examining artifacts from that time.A Shang Capital City - The ruins and artifacts found at Anyang show that the Shang

believed in an afterlife. Kings were buried with goods, people, and animals that would be

useful to them in their life after death.

Shang Government - Shang kings were powerful rulers who inherited their power and kept

it through family ties and military might.

Shang Social Classes - Shang society can be divided into six social classes: the king’s

clan, nobles, artisans, traders, farmers, and slaves.

Shang Religion, Writing, Arts, and Technology - The Shang practiced ancestor worship

and, sometimes, human sacrifice. Their writing used logographs as well as

pictographs. Shang artisans excelled in working with bronze and jade. The bronze weapons

they created enabled the Shang to stay in power.

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The End of the Shang Dynasty - The Shang ruled in the valley of the Huang He for some

five hundred years. They traded widely and grew wealthy. But constant warfare, lavish

spending, and corruption in the ruling class may have led to the dynasty’s downfall. Around

1045 B.C.E., the Shang were defeated by the Zhou.

Interactive Notebook1. Design a museum exhibit about the Shang dynasty. 

For your exhibit, select one of the characteristics of civilization (government, social structure,

religion, writing, art, or technology), and include the following elements: 

• a catchy exhibit title to draw visitors’ attention 

• a drawing of three artifacts that relate to the chosen characteristic 

• a label to identify each of the three artifacts 

• any other creative touches that make the exhibit more realistic

2. Write a paragraph that summarizes what the three artifacts reveal about Shang society.

Lesson/Unit 21 Three Chinese PhilosophiesSection 1 – IntroductionOne of China’s earliest dynasties was the Shang dynasty. China’s next line of rulers

belonged to the Zhou (joh) dynasty. In this chapter, you will learn about the Zhou and

explore three Chinese philosophies that arose during this dynasty.

The Zhou dynasty lasted from about 1045 to 256 B.C.E. During its later years, different

leaders fought for control in China. The country was thrown into disorder. These troubles

led Chinese thinkers to ask serious questions about the best way to have peace and order

in society. Three very different answers emerged and became the philosophies of

Confucianism (kuhn-FYOO-shuh-niz-uhm), Daoism (DOW-iz-um), and Legalism.

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The following scene illustrates the differences between these schools of thought. Imagine

that it is 250 B.C.E. The ruler of a small kingdom has sent three advisers to learn about the

three philosophies. Upon their return, he asks them, “What should I do to rule well?”

The first adviser has learned about Confucianism. He tells the king, “Lead by example.” The

second adviser has studied Daoism. He says, “If you must rule, rule as little as possible.”

The third adviser has learned about Legalism. He says, “Set clear laws and harshly punish

those who disobey them.”

In this chapter, you will learn why the three advisers gave such different answers. You will

explore Confucianism, Daoism, and Legalism and learn how each philosophy influenced

political rule in ancient China.

Interactive Notebook

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1. Which of the following approaches do you think would be most effective in dealing with

school violence such as fighting and bullying? Write a paragraph that explains your answer. 

Approach 1: Assign violent students a “big brother” or “big sister” who is a respected older

student in another grade. The big brother or sister would teach the student how to behave

properly. 

Approach 2: Allow students guilty of fighting or bullying to go unpunished,hoping that they

will eventually learn from their mistakes and correct their behavior. 

Approach 3: Have school authorities publish the rules for unacceptable behavior and assign

harsh punishments for violating those rules. For example, “students caught fighting will be

expelled.”

Section 2 – Zhou Dynasty

Around 1045 B.C.E., the Zhou, a group of people in northwestern China, moved into the

central plains. They overthrew the Shang dynasty and established a new dynasty. For

several centuries, the Zhou dynasty ruled over a group of states in China. But in the later

years of the dynasty, wars between these states plunged China into disorder.

The Early Years: Stability and Feudalism After overthrowing the Shang dynasty, the

Zhou established their own dynasty to rule over China. To justify their conquest, they

claimed that they had been given the Mandate of Heaven, a divine right to rule China.

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According to this belief, Heaven was a power that controlled human destiny. The king was

the son of Heaven. As long as the king governed his people well, Heaven gave him the right

to rule. If the king did not govern well, Heaven would send signs of its displeasure, such as

earthquakes and floods. When the king lost the support of Heaven, others had the right to

overthrow him. The Zhou and later groups believed in the Mandate of Heaven.

Using a system of relationships called feudalism, the Zhou increased the stability of the

government. Under feudalism, the king owned all the land. He gave large pieces of the land

to loyal supporters, called lords. In exchange, these lords sent soldiers to fight against

enemies who threatened their king. The lords were rulers of their own lands, or states. They

had absolute power over the peasant farmers who worked those lands. Peasants had their

lord’s protection. In return, they gave a portion of their crops to the lord.

Click to read caption

The Later Years: Conflict and Creative Thought For a time, feudalism maintained

political stability in China. But by the 700s B.C.E., the system was starting to break down.

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The lords of individual states became more ambitious and more powerful. Eventually, the

power of some lords rivaled that of the king.

Between about 770 and 453 B.C.E., a number of small states often quarreled with one

another. They eventually grouped into six or seven larger states that fought for power.

These wars brought some 250 years of disorder to China. This historical time is often called

the Warring States period.

Such unrest led Chinese thinkers to ask important questions about human nature and about

how best to govern. Some rulers hired scholars to advise them on how to create order and

increase their royal power.

So many ideas were offered that the Chinese later called them the “Hundred Schools of

Thought.” The three major schools of thought that emerged were Confucianism, Daoism,

and Legalism. Each of these philosophies had a major influence on Chinese culture. Let’s

take a closer look at their origins, teachings, and influence, beginning with Confucianism.

Interactive Notebook1. Review this scenario: “A dynasty has ruled China for 100 years. This year, a severe drought

is causing many to starve to death.” 

From what you know of the Mandate of Heaven, why did the drought occur, and what action

can be taken?

Section 3 – ConfucianismConfucianism is based on the teachings of Kongfuzi, who is called Confucius (kuhn-

FYOO-shuhs) by Western society. This philosophy deeply influenced Chinese government

and culture.

The Founder of Confucianism Confucius lived from about 551 to 479 B.C.E. He was born

in the small state of Lu, in eastern China. He experienced firsthand the disorder that erupted

when lords fought for power. Between 722 and 481 B.C.E., his own state was invaded

many times.

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Confucius deeply respected Chinese traditions such as reverence for ancestors and

learning. But he also saw that society and government had to change, if peace and order

were to exist. In particular, rulers needed to govern wisely. Confucius wanted to teach men

of good character to serve society as honest and fair government officials.

The Teachings of Confucianism The goal of Confucianism was to achieve a just and

peaceful society. Confucius taught that society worked well when all people used standards

of good behavior in their roles and in their relationships with others.

According to Confucianism, there are five basic relationships between people: ruler and

subject, husband and wife, father and son, older sibling and younger sibling, and friend and

friend. All people must respect and obey those who are above them in status. In particular,

they must respect their elders. In return, those with authority, such as rulers, fathers,

husbands, and older siblings, must set a good example. They should be kind, honest, wise,

and faithful. Confucius taught, “Do not do to others what you would not want done to you.”

The Influence of Confucianism The philosophy of Confucius attracted a number of

students who spread his ideas and teachings. After his death, some of these students

collected his sayings in a book called The Analects. Later scholars further developed

Confucianism.

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Confucianism had a very practical effect on the government of a later dynasty, the Han

dynasty. In China, civil servants were traditionally the sons of nobles. However, that did

not ensure that they had the ability and wisdom to do their jobs well. The influence of

Confucianism led Han leaders to hire civil servants on the basis of their ability. To be

qualified, government workers were expected to know the Chinese classics in detail. For

example, they had to know the proper behavior required of people in the various roles in

society, from laborers to government officials. To prove that candidates had this

knowledge, they had to take exams that the emperor himself might grade.

The teachings of Confucius had a major influence on Chinese culture. Values such as

respect for elders, proper behavior, and love of scholarship became deeply woven into

Chinese society. Even today, the sayings of Confucius are wise and practical. Here are two

examples from The Analects:Confucius said to his follower:The gentleman first practices what he preachesand then preaches what he practices.Confucius said to his student:Shall I teach you what knowledge is?When you know a thing, say that you know it;when you do not know a thing,admit that you do not know it.That is knowledge.

Interactive Notebook

1. Write a sentence describing each of the following people's role in the Zhou dynasty’s feudal

system: King, Lord, Peasant.

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2. Draw a facial expression for each person.

3. Describe the Warring States period by explaining what caused this period of instability and

what happened as a result of this period.

4. In accordance with Confucian traditions, respect your teacher by answering the questions

correctly. 

Who was Confucius?

5. What was China like during Confucius’s lifetime?

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King Lord Peasant

6. According to Confucius, what are the five basic relationships? How should people act in

these basic relationships?

7. What influence did Confucius have on Chinese government?

8. Write a caption that would make your elders proud.

Section 4 – Daoism

The second great philosophy to come out of China’s time of trouble was Daoism (also

spelled Taoism). Like Confucianism, it tried to provide answers to the problems that

prevented right living and good government.

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Click to read caption

The Founder of Daoism According to tradition, the great sage, or wise man, of Daoism

was Laozi (low-dzuh). His name is sometimes spelled “Lao-tzu.” Laozi was said to be the

author of a work called the Dao De Jing (dow duh jing). The English version of the title is

The Classic of the Way and Its Power.Some modern scholars think that Laozi was a real man who lived in the late 500s B.C.E.

Other historians believe that he was merely a legend. Scholars do agree that the Dao De

Jing was actually written over time by many writers.

Old stories of Laozi’s life tell how he came to write the Dao De Jing. These stories say that

Laozi worked as an adviser to the Zhou court for many years. When he was 90 years old,

he tired of government work and decided to leave China. When he came to the Chinese

border, a guard recognized him. The guard was upset that the great teacher’s wisdom

would be lost to China. He asked Laozi to record his thoughts before leaving. So Laozi sat

down and wrote a small manuscript of only 5,000 characters, the Dao De Jing.

The Dao De Jing preached a return to a simple and natural way of living. Here is an

example of one passage:

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If you do not want your house to be molested by robbers,Do not fill it with gold and jade. Wealth, rank, and arrogance add up to ruin,As surely as two and two are four.

The Teachings of Daoism-  Daoism was based on the ancient Chinese idea of the Dao

(dow), or “the Way.” Dao was the force that gave order to the natural universe. Daoism

taught that people gained happiness and peace by living in harmony, or agreement, with the

way of nature.

To Daoists, nature is full of opposites, like life and death, or light and darkness. True

harmony comes from balancing the opposite forces of nature, called yin and yang. Yin means “shaded,” and yang means “sunlit.” In the same way, human life is a

whole made up of opposites. It is impossible to have good without bad, beauty without

ugliness, or pleasure without pain.

The Daoists taught that people followed the way of nature by living simple lives of quiet

meditation. Notice, the Daoists said, how nothing in nature strives for fame, power, or

knowledge. Similarly, people should neither feel self-important nor work to gain possessions

or honors. Instead, they should accept whatever comes, like a blade of grass that bends

when the breeze blows.

The Daoists believed that everyone must discover the Dao for themselves. Too many laws

and social rules conflict with the way of living naturally and following the Dao. According to

these teachings, the best rulers were those who ruled the least. The Dao De Jing says,

“Governing a large country is like frying a small fish. You spoil it with too much poking.” It

also tells rulers to be weak and let things alone.

The Influence of Daoism - Daoism encouraged rulers to govern less harshly. But Daoism’s

more important influence was on Chinese thought, writing, and art. In time, Daoism

developed into a popular religion.

Interactive Notebook

1. Answer the following questions to show your understanding of Daoism. 

Who was Laozi?

54

2. According to Daoism, how should people discover ways to behave?

3. What are yin and yang?

4. According to Daoists, how should rulers behave?

5. Write a caption for the picture…

Section 5 – Legalism

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The third major philosophy that came out of China’s time of trouble was Legalism. It was

very different from Confucianism or Daoism. It offered new answers about how to solve

problems that interfere with order and good government.

The Founder of Legalism Legalism was based on the teachings of Hanfeizi (hahn-fay-

dzoo). Hanfeizi (also spelled Han-fei-tzu) lived from 280 to 233 B.C.E. He was a prince of

the royal family of the state of Han. Hanfeizi lived to see the end of the Warring States

period and of the Zhou dynasty.

Like Confucius, Hanfeizi was very concerned with creating peace and order in society. But

he did not think that the Confucian teachings about proper behavior were the answer. Many

of his ideas survive today in a book named after him, Hanfeizi.The Teachings of Legalism Those who followed Legalism believed that most people are

naturally selfish. Left to themselves, Legalists said, people will always pursue their own

self-interest. They cannot be counted upon to have a good influence on one

another. Therefore, it was not enough for rulers to set a good example. Instead, they should

establish strict laws and enforce them, either with rewards for good behavior or with harsh

punishments for bad behavior. Civil servants should be watched carefully and punished for

doing a poor job. People who were caught criticizing the government should be banished to

China’s far northern frontier.

In Hanfeizi’s time, rulers were frequently overthrown. To solve this problem, Hanfeizi taught

that rulers must have absolute power backed by military might. Rulers should trust no one,

not even their own families. Hanfeizi wrote, “He who trusts others will be controlled by

others.”

Click to read caption

The Influence of Legalism Legalist philosophy had an almost immediate influence on

government in China. At the end of the Warring States period, the Qin (chin) dynasty seized

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control of China. Qin rulers read and admired the writings of Hanfeizi. These rulers wanted

to build a strong central government and a well-organized society. To achieve these goals,

they adopted strict Legalist ideas. People were forbidden to criticize the

government. Anyone caught doing so was severely punished. Many people were put to

death for disloyalty and other crimes during the rule of the Qin dynasty.

Interactive Notebook

1. In accordance with Legalist traditions, follow the class rules as you answer the questions

below. Do not make any errors. Memorize all answers. 

Who was Hanfeizi?

2. According to Hanfeizi, what was the only way to create a strong society?

3. How did Hanfeizi believe a ruler should govern?

4. How did the members of the Qin dynasty apply the teachings of Hanfeizi?

5. Write a caption below this image, right now!

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Wrap It UpIn this chapter, you read about three major Chinese philosophies—Confucianism, Daoism, and Legalism—and their influence on political rule in ancient China.The Zhou Dynasty All three schools of thought developed in the later years of the Zhou

dynasty. Zhou rulers believed they had the Mandate of Heaven, a divine right to rule

China. For a time, the Zhou’s practice of feudalism helped stabilize China. But during the

dynasty’s later years, China collapsed into disorder. Political unrest led many scholars to

debate the proper way to rule.

Confucianism Confucius taught his followers that peace and order depended upon proper

behavior. Those in authority must lead by example. Those lower in status must

obey. Confucianism led Han leaders to hire civil servants based on ability and tested

knowledge rather than on family relationships.

Daoism Daoists believed that people should live simply and in harmony with the ways of

nature. Harmony could be reached by balancing yin and yang, the opposite forces of

nature. Daoists said that the best rulers were those who ruled the least.

Legalism Legalists believed that people were driven by their own self-interest. Legalism

taught that rulers could create order in society only through strict laws and harsh

punishments.

Interactive Notebook

1. Describe your family’s policy on homework. For example, do you have a special place to

work? Can you listen to music, use the computer, or watch television while doing your

homework? Does someone help you? Are there consequences for failing to do your

homework?

2. Which of the following schools of thought is most like your family’s policy toward homework?

Confucianism, Daoism, or Legalism. Explain your answer.

Lesson/Unit 22

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First Emperor of ChinaSection 1 – Introduction

In the later years of the Zhou dynasty, China entered a time of unrest that lasted until the

Qin dynasty seized power. In this chapter, you will learn how Qin Shihuangdi (chin SHEE-

hwahng-dee) unified China.

The Emperor of Qin (chin) ruled over a united China from 221 to 210 B.C.E. His reign was

one of great contrasts. He executed hundreds of enemies, and his building projects killed

thousands of his own people. But he also unified Chinese government and culture. His

construction projects were among the most spectacular in the world.

The emperor’s biggest project was the Great Wall along China’s northern border. The wall

was intended to protect China from invasion from the north. Much like a general would

prepare for a war, the Emperor of Qin made plans to build his wall. Supply camps were set

up to bring food and materials to the workers in the mountains and deserts of the

northern frontier. Soldiers were posted to fight off bandits and to stop workers from running

away. Thousands of Chinese were marched from their homes and forced to work on the

wall. It is said that many of them never returned.

Clearly, the Emperor of Qin was both a strong leader and a cruel one. It is little wonder that

later Chinese historians would have very differing opinions of this ruler. In this chapter, you

will read about the Emperor of Qin and form your own opinion.

59

Interactive Notebook1. Place an X in the column that indicates whether you think each of the actions described

below is evidence that a leader is effective or ineffective.

2. Which one of the actions makes a leader the most effective? Explain your choice.

3. Which one of the actions makes a leader the least effective? Explain your choice.

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Leader Effective Ineffective

A leader who has absolute control over his peopleA leader who unifies the government

A leader who makes laws for everyone to followA leader who protects his people from invaders

A leader who has his opponents killed

A leader whose legacy lasts years beyond his death

Section 2 – Creating an Empire

China’s first emperor began life as Prince Zheng (jung) of the royal family of the state of

Qin. He was born in 259 B.C.E., near the end of the Warring States period. In 256 B.C.E.,

Qin rulers took over the state of Zhou, ending the Zhou dynasty. Ten years later, 13-year-

old Prince Zheng became king.

Sometimes called the Tiger of Qin, Zheng was quite an ambitious man. He used military

might, spies, bribery, and alliances to conquer the remaining rival states. His empire

became far larger than the kingdoms of earlier dynasties. In 221 B.C.E., he gained control

of all of China. He decided then to take a new title, Qin Shihuangdi, or First Emperor of

Qin.

As a ruler, the Emperor of Qin was greatly influenced by Legalism. Legalists believed in

strict laws, harsh punishments, and a strong central authority. The emperor adopted these

ideas. To avoid threats from powerful lords, he replaced the old system of feudalism with a

government he controlled personally. He divided his vast territory into 36 districts. Three

officials were appointed to govern each district. One official was responsible for the

army. Another took care of the laws and agriculture. The duty of the third official was to

keep the emperor informed of district activities.

The Emperor of Qin used harsh measures to maintain his power. When he discovered plots

against his life, he had the traitors and their families killed. He even exiled his own mother

from court, fearful that she was plotting against him.

Interactive Notebook1. Did Qin Shihuangdi’s strategy of conquest help or hurt China? Explain.

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2. How did Qin Shihuangdi end feudalism? Why did he do this?

3. Did the Emperor of Qin’s efforts to unite China make him an effective ruler? Explain.

Section 3 – Standardizing the Culture

The Emperor of Qin wanted to unify China. He began to standardize cultural practices that differed

from place to place.

One key step was to create a uniform system of laws. A number of the emperor’s new laws were

aimed at government officials. Officials were punished if the grain in storehouses spoiled, or if a wall

built under their supervision collapsed. Other laws governed everyday life. For example, widows

were not allowed to remarry.

The emperor’s laws were based on Legalist beliefs. The laws were detailed, and they spelled out

exact punishments for people who broke them. Rich and poor were punished in the same

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way. Typical punishments included fines that were paid in shields, gold, or suits of armor. But there

were also physical punishments that included forced labor, whippings, and beheadings.

To make trading easier, the emperor standardized money, weights, and measures. Throughout China,

people had used various types of items as money, such as shells, pearls, silver, tin objects, and

coins. The Emperor of Qin commanded that metal coins of gold or bronze would be the only

acceptable form of money. A hole in the center of each coin enabled people to carry several coins

together on a cord. The emperor also ordered that measuring cups be made to hold consistent

amounts. To regulate weights, he had metalworkers create bell-shaped bronze or iron weights in a

variety of standard sizes.

Shihuangdi also simplified the writing system. He removed many of the written characters that were

in use across China. A later dictionary listed 9,000 approved characters.

Click to read caption

Interactive Notebook

1. Why did the Emperor of Qin create a unified set of laws? How did his Legalist beliefs affect these laws?

2. How did Qin Shihuangdi improve trade and writing in China?

3. Did the Emperor of Qin’s efforts to standardize Chinese culture make him an effective ruler? Explain.

Section 4 – Protecting the Northern Border

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To protect his empire from invaders, the Emperor of Qin forced workers to build a long wall

along China’s northern border. Earlier kingdoms had already built smaller walls of their

own. The emperor ordered long sections built to connect these walls. He also extended the

wall to the west. The structure was called the “10,000 Li Long Wall.” (One li is about three-

tenths of a mile.) It later became known as the Great Wall.

Click to read caption

Few traces of the original Great Wall survive. The Great Wall as we know it today was built

by later rulers. Most likely, the original wall was made of layers of earth pounded into

wooden frames that held everything together.

The Emperor of Qin’s wall took ten years to build. A workforce of 300,000 men was

assembled to construct it. Some were soldiers. Many were peasants who were forced to

give up farming to work on the project. Still others were musicians, teachers, writers, and

artists that the emperor sent into exile in the north.

The men who built the wall worked under difficult conditions. The wall crossed high

mountains, deserts, swampland, and quicksand. The weather was bitterly cold in the winter,

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and blazingly hot in the summer. According to later accounts, tens of thousands of men died

while working on the project. Their bodies were buried in the wall.

Combined with strong Chinese armies, the Great Wall proved extremely effective at

stopping invasions. Nomads living to the north of the wall were unable to move sheep or

cattle over it. Horses could not jump it. Therefore, any invaders who managed to scale the

wall would be left without supplies or horses.

Interactive Notebook1. How did the Emperor of Qin protect China’s northern border?

2. Who constructed the Great Wall? What difficulties did they face?

3. Did the Emperor of Qin’s efforts to protect China’s northern border make him an effective ruler? Explain.

Section 5 – Ending Opposition

The changes that the Emperor of Qin introduced to unify and protect China drew a great

deal of opposition. They were especially unpopular with Confucian scholars. The

Confucians believed in behaving properly and setting a good example. They did not believe

in enforcing harsh laws.

The emperor was determined to end any opposition to his rule. It is said that he executed

460 Confucian scholars for plotting against him.

The conflict between the emperor and the scholars grew worse during a royal banquet in

213 B.C.E. During the meal, one Confucian scholar criticized the emperor. The scholar

warned that the Qin dynasty would not endure unless the emperor followed the ways of the

past.

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Click to read caption

The scholar’s comments angered the emperor’s trusted adviser, Li Siu (lee sway). Li told

the emperor that scholars’ criticisms were causing trouble, and the government should

censor the scholars. No one, he said, should be allowed to learn about Confucianism. All

Confucian books must be brought to the capital city and burned. Only books dealing with

medicine, farming, and the history of the Qin kingdom should escape censorship.

The Emperor of Qin agreed to order the book burning. He said that scholars who disobeyed

the order would be marked with a tattoo on their faces and sent to do forced labor. Anyone

who discussed ancient teachings would be guilty of criticizing the government and would be

executed.

The emperor’s brutal action shocked the people of China. Some scholars chose to die

rather than give up their books. Even the emperor’s son became a victim of his father’s

campaign to end opposition. When the son objected to the killing of scholars, he was sent to

oversee work on the Great Wall.

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Interactive Notebook1. Explain what you think these details reveal about the Emperor of Qin.

2. Why was there a conflict between Confucian scholars and the Emperor of Qin?

3. What did the emperor do to prevent people from learning about Confucianism?

4. Did the Emperor of Qin’s efforts to end opposition make him an effective ruler? Explain.

Section 6 – Emperor’s Death and End of the Qin

Despite the Emperor of Qin’s many achievements, some ancient Chinese writings say that

he could not find happiness. Above all, the emperor was afraid to die. He summoned

magicians to his court, asking them how he could become immortal, or live forever. Some

magicians told him that he should seek a magic potion. The emperor searched far and wide

for such a potion. He once sent an expedition all the way to islands in the sea that is east of

China.

The Death and Burial of the Emperor of Qin In 210 B.C.E., the Emperor of Qin died after

ruling for just over ten years. He had been off searching for the magic potion, 600 miles

from the capital city. No one knows the cause of his death. He may have been poisoned.

The Emperor of Qin’s body was taken back to the capital and buried in a huge tomb in a

human–made mound. The tomb complex, or group of structures, covered many square

miles. Ancient Chinese writings say that more than 700,000 workers helped build it. Some

of them were buried with the emperor to prevent grave robbers from learning about the

tomb’s fabulous treasures.

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Click to read caption

The treasures in the Emperor of Qin’s tomb were not uncovered until 1974 C.E. Among

them were tools, precious jewels, and rare objects. The most amazing discovery of all was

an entire army made of a kind of clay called terra-cotta. The army included more than six

thousand life–size figures such as archers, foot soldiers, chariot drivers, and horses. So far,

archaeologists have yet to find any two figures that are exactly alike.

The End of the Qin Dynasty Shihuangdi died in 210 B.C.E. The harshness of the

emperor’s rule had caused much unhappiness across China. After his death, rebellions

broke out in the countryside. Members of royal families from conquered states joined in the

revolt. As various leaders fought each other for power, civil war raged. Finally, in 206

B.C.E., Liu Bang (LEE–oo bahng), a peasant leader, gained power and established the Han

dynasty.

Interactive Notebook1. Explain whether you think the Emperor of Qin achieved each of these goals:

Goal 1 - To be immortal.

2. Goal 2 - To be remembered for a long time.

3. List three things that were buried in the Emperor of Qin’s tomb. What do these items reveal about the emperor?

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Wrap It UpIn this chapter, you learned about Qin Shihuangdi, China’s first emperor.Creating an Empire - Qin Shihuangdi was influenced by Legalism. He replaced feudalism

with a strong central government under his control. He divided his territory into 36 districts,

each governed by three officials. He used harsh measures to enforce his power.

Standardizing the Culture - The Emperor of Qin unified China and also greatly expanded

its borders. He standardized Chinese laws, money, weights, measures, and writing.

Protecting the Northern Border Among the emperor’s many construction projects was the

Great Wall, which he built to protect China’s northern border from invaders.

Ending Opposition - Many of Emperor Qin’s actions aroused opposition. He brutally

censored and executed his critics, including Confucian scholars.

The Emperor’s Death and the End of the Qin Dynasty - Although the emperor searched

for a way to become immortal, he died in 210 B.C.E. He was buried in a huge tomb, along

with many treasures and an army of 6,000 life-size terra-cotta figures. His amazing tomb

was discovered in 1974.Revolt broke out after his death and civil war raged until the Han

dynasty was established.

Interactive NotebookComplete one of the two activities described here, depending on your answer to this question: Do

you think Qin Shihuangdi was an effective or an ineffective ruler? 

If you believe he was effective, design a commemorative plaque. 

If you believe he was ineffective, design a “wanted” poster. 

Your plaque or poster must contain the following: 

• a title that indicates whether it is a commemorative plaque or a “wanted” poster 

• a picture of the emperor 

• at least three actions of the emperor that justify this plaque or poster, with illustrations for each

action.

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Lesson/Unit 23The Han DynastySection 1 – Introduction

Qin Shihuangdi, a Qin dynasty ruler, was China’s first emperor. The Qin dynasty lasted only

about fourteen years. In this chapter, you will learn about China’s next dynasty, the Han

(hahn) dynasty. It lasted over four hundred years, from about 206 B.C.E. to 220 C.E.

The Han dynasty arose during a period of unrest. The Chinese people were unhappy with

the harsh, Legalist rule of the Qin. After the first emperor’s death, they rebelled against the

Qin. Liu Bang (LEEoo bahng), a rebel who had gained control of the Han kingdom,

conquered the Qin army and established the Han dynasty.

Over time, Han emperors began to change the way China was ruled. Gradually, they

incorporated Confucian ideals of moral behavior into Chinese government.

Under Han rule, China had a golden age, a long period of stability and wealth. Education,

literature, and art flourished. New practices, inventions, and discoveries improved people’s

lives.

The Han dynasty was also known for its military achievements. Han emperors expanded

the empire to include parts of present-day Korea and Vietnam. Once Central Asia was

under its control, the Han established trade relationships with the West.

In this chapter, you will explore warfare, government, agriculture, industry, art, medicine,

and science under the Han dynasty. You will see how the Han dynasty improved daily life in

China.

Interactive Notebook1. For each question below, review the image your teacher shows the class. Then write the

letter of the answer you guess is correct. 

Warfare In addition to scaring away enemies, how else did the kite help the Han army? A. It was used to send messages. B. It was used to deliver supplies. C. It provided light during night attacks.

2. Government Who did the Han dynasty choose as government officials? A. those who wrote the best poems B. those who were already teachers C. those who scored well on exams

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3. Agriculture How did wheelbarrows help Han farmers? A. They made watering crops easier. B. They let farmers plant more land. C. They helped farmers move products.

4. Industry How did the deep-digging drill increase the Hans’ supply of salt? A. got salt water from deep in the ground B. dug pits to get salt from seawater C. made storage bins to keep salt dry

5. Art Which of the following Han inventions helps artists and scholars? A. paper B. carpets C. paintbrushes

6. Medicine Why would a Chinese doctor stick needles into a person’s body? A. to release evil spirits B. to punish bad people C. to balance yin and yang

7. Science What could the Han learn from the earthquake device they invented? A. the depth of an earthquake B. the direction of an earthquake C. the damage caused by an earthquake

Section 2 – Warfare

The Han excelled in warfare. Their military methods and new weapons helped them expand

their dynasty. At its height, the Han dynasty reached west into Central Asia, east to

present-day Korea, and south to present-day Vietnam.

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The Han dynasty had a large and well-organized army. All men from about the ages of

twenty-five to sixty had to serve two years in the army. Historians estimate that Han armies

had 130,000 to 300,000 men.

The army was helped by new technologies. Advances in iron making improved the strength

and quality of armor. Han ironworkers produced a kind of fish-scale armor that flexed and

moved with the body. The Han were among the first people to make iron swords. The

strength of iron allowed skilled workers to fashion longer swords. With a long sword, a

soldier could swing at an enemy from a safer distance.

Another favorite weapon of the Han was the crossbow. A crossbow is made of two pieces of

wood in the shape of a cross. A string is attached to each end of the horizontal piece of

wood. When that string is pulled back and released, an arrow is shot from the crossbow.

The Han invented the kite and used it in clever ways for military purposes. According to one

legend, a Han general once used a kite to measure the width of a heavily guarded

wall. Kites were used to send messages from one part of an army to another. They were

also used to frighten the enemy. Kites with bamboo pipes were flown over enemy camps at

night. Enemy soldiers would hear a ghostly noise coming from the darkness above them. It

sounded like “  fu, fu” (“beware, beware”). The alarmed soldiers often ran away.

Interactive Notebook1. How were the Han able to expand their empire? How far did it extend?

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2. Describe three new military weapons used by the Han army.

3. Name the tool that you think most strengthened the Han army. Explain why you think this

weapon was the most helpful.

4. Now answer this question: How did geography affect the expansion of the Han empire?

Section 3 – Government

The Han emperors made significant improvements in Chinese government. They adopted

the centralized government established by Emperor Qin Shihuangdi. But they softened the

harsh ruling style of the Qin emperor and brought Confucian ideas back into government.

Han emperors needed many government officials to help run the vast empire. The

government of China during this time functioned as a bureaucracy. A bureaucracy is a

large organization that operates using a fixed set of rules and conditions. At each level of

the bureaucracy, people direct those who are at the level below them.

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Click to read caption

The highest-level Han officials lived in the capital and gave advice to the emperor. Lower-

level officials lived throughout the empire. They had many responsibilities, including

overseeing the maintenance of roads and canals. They also had to make sure that, in case

of famine, enough grain was produced and stored.

One key improvement made by the Han concerned the way civil servants, or government

workers, were hired. Before the Han dynasty, social status determined which government

officials got jobs. The Han, however, based their choices on ability and knowledge. To

become officials, young men had to pass a long, difficult civil service exam. It was based on

the principles of classic Chinese writings. The candidates had to learn five books by

heart. Legend says that the men then had to spend several days taking the exam in tiny

rooms. All the while, they were watched by guards to prevent cheating.

Once hired, civil servants were not allowed to serve in their home districts. This rule was

intended to prevent officials from giving special favors to friends and relatives. Every three

years, civil servants could be promoted or demoted depending upon an evaluation of their

work.

Interactive Notebook1. How were Han dynasty rulers different from the Emperor of Qin?

2. Describe the Han government bureaucracy and tell how civil servants were hired and

promoted.

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3. Quickly sketch and label the way you think the Han most improved Chinese government.

Explain why you chose this improvement.

Section 4 – Agriculture

Farmers in ancient China faced a number of difficulties. Several important advances made

in agriculture during the Han dynasty improved their lives.

Han farmers were expected to grow enough food to feed their families and to help stock the

shared granaries, or grain storehouses. In addition to growing crops, farmers had to make

their own clothing, build their own homes, and give one month of unpaid labor to the

government for building projects such as canals and roads. Hard as this life already was,

floods and drought often destroyed crops, presenting farmers with yet another challenge.

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One invention that helped farmers was the chain pump. The chain pump made it easier to

move water from low irrigation ditches and canals up to the fields. Workers used pedals to

turn a wheel, which pulled a series of wooden planks that moved water uphill to the fields.

The Han skill in ironwork also came to the farmers’ aid. The Chinese were the first to learn

how to pour melted iron into molds. This process enabled them to make strong iron plows.

Han plows were designed to push the dirt away from the row being plowed so that the soil

would not pile up in front of the plow.

The Han also invented the wheelbarrow. The Chinese wheelbarrow had one large wheel in

the center. Goods were carried on either side of the wheel. It was much easier for farmers

to push a heavy load in a wheelbarrow than to carry it on their backs or in buckets

suspended from a pole across their shoulders.

Interactive Notebook1. What tasks and problems did Han farmers face?

2. Describe three agricultural tools that were invented during the Han period.

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3. Quickly sketch and label the tool you think most improved agriculture during the Han dynasty. Explain why you chose this tool.

4. If you were a Han farmer, how would your life be different because of these agricultural inventions?

Section 5 – Industry

Like agriculture, Chinese industry benefited from advances made during the Han

dynasty. The Han government controlled the two most important industries in China, silk

and salt. New inventions helped both industries.

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Silk is a material produced from the fibers of a silkworm cocoon. For the ancient Chinese,

making silk was difficult and time-consuming labor. During the Han dynasty, the Chinese

developed a foot-powered machine that could wind the silk fibers onto a large reel, ready for

use. Making silk production more efficient was important because there was a high demand

for silk outside of China. The valuable silk trade began during the Han dynasty.

Salt was an equally important trade item. Salt was valued in ancient times because people

used it to help preserve meat and vegetables. At first, people only knew how to get salt from

the sea. During the Han dynasty, the Chinese learned how to mine salt from under the

ground.

Salt water, or brine, exists deep beneath Earth’s surface. The Chinese used iron-tipped

bamboo drills to dig deep wells. When the drills reached salt water (sometimes 1,000 feet

below the surface), a hollow bamboo pole was dropped into the well. The pole had a valve

that allowed the salt water to enter the pole. The valve was then closed, and the pole filled

with the salt water was brought back to the surface. Workers placed the water in large iron

pots. The pots were heated until the water evaporated and only the salt remained. In this

way, the Chinese people could find salt, even in regions far from the sea.

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Interactive Notebook1. How was the production of silk made easier during the Han period?

2. Why was salt an important trade item in ancient times?

3. Quickly sketch and label the invention that you think most improved industry during the Han period. Explain why you chose this invention.

4. What parts of the Chinese drilling process do the glass of water, the straw, and the empty glass represent?

Section 6 – Art

During the Han dynasty, a key advance was made in art—the invention of paper. Paper was

the ideal material for calligraphy, which is the art of fine handwriting. Calligraphy was

important in Chinese culture. It was a style of writing especially valued for its natural flow, as

if inspired by nature.

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Click to read caption

Chinese scribes used some of the same tools and techniques as painters did. They wrote

their characters by painting them with a brush and ink. Characters were created by one or

more strokes, drawn quickly in a particular order. The ideal stroke created both delicate and

bold lines. Paper was perfect for this art because of the way it absorbed the ink.

Before the invention of paper, the Chinese wrote on silk. Silk could easily be rolled into

scrolls, but it was very costly. People also wrote symbols vertically on bamboo strips. To

make books, they tied a series of strips together in a bundle. Bamboo was less expensive

than silk, but it was bulky and awkward to use.

The invention of paper, in about the first century C.E., not only benefited calligraphers but

also changed the way people communicated. It was cheaper to produce paper than

bamboo or silk, so more people could now afford writing materials. Paper was also easier to

bind together into books.

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A variety of materials were used to make paper. They included silk fibers, hemp, bamboo,

straw, and seaweed. These were boiled into a soupy pulp. A screen was dipped into the

pulp and then pulled out. When the pulp dried on the screen, the result was paper.

Interactive Notebook1. Describe Chinese calligraphy writing.

2. Explain why paper was an improvement over earlier writing materials.

3. Why did your written character turn out better on paper than if you had used silk or a strip of bamboo?

Section 7 – Medicine

The practice of medicine during the Han dynasty involved some ideas and treatments that

are still used in traditional Chinese healing today. The ancient Chinese believed that

illnesses occurred when the forces of yin and yang in the body were out of balance. Healers

tried to restore the natural balance of these opposite forces.

One technique developed by Chinese healers for this purpose was acupuncture. In

acupuncture, thin needles are inserted into specific parts of the body. This procedure is

thought to rebalance the forces of yin and yang. Acupuncture is believed to be useful for

curing illnesses that strike quickly, like headaches.

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Click to read caption

A second healing technique was moxibustion. In this method, a moxa—a small cone of

powdered leaves or sticks—is placed on or near the skin and burned. The heat is believed

to reduce pain and promote healing. This technique is used to treat long-term diseases,

such as arthritis.

Chinese doctors also made several discoveries about how the human body works. For

example, they learned to judge health by listening to a person’s heartbeat or by feeling his

or her pulse. The pulse is the little throb in your blood vessels, caused by the contraction of

your heart as it pumps blood through the body. The Chinese also discovered that blood

circulates from the heart, through the body, and back to the heart. Western science did not

make this discovery until the 1600s C.E.

Interactive Notebook1. What did the Han believe caused illness?

2. What is acupuncture and why is it used?

3. What is Moxibustion and why is it used?

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4. List two discoveries made by Chinese doctors during the Han dynasty.

5. Quickly sketch and label what you think was the most important achievement in the field of medicine during the Han period. Explain why you chose this achievement.

6. According to Chinese medicine, how can the technique you just learned about help relieve stress?

Section 8 – Science

The Chinese achieved a number of scientific advances during the Han dynasty. Chinese

astronomers closely observed the heavens. They recorded the appearance of comets,

which they called “broom stars.” They discovered that the moon shines because it reflects

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the light of the sun. They also learned that solar eclipses occur when the moon blocks our

view of the sun.

Click to read caption

The Chinese of this period also invented two very useful instruments, the seismograph and

the magnetic compass. A seismograph is an instrument for detecting earthquakes. The first

Chinese seismograph was a circular machine made of bronze. The machine had a

pendulum in the center, surrounded by eight sculpted animal heads. During an earthquake,

the pendulum vibrated. The vibration triggered the release of one of eight balls. The ball

would then fall in the direction of the earthquake. Using this ingenious machine, the Han

were able to detect earthquakes up to several hundred miles away.

The magnetic compass is an instrument for determining direction, such as north or south.

The Chinese believed that using direction to correctly position their temples, graves, and

homes would bring good fortune. By the 200s C.E., Chinese scientists understood that a

lodestone, a type of iron ore, tends to align itself in a north-south direction because of

Earth’s magnetism. With this knowledge, they used lodestones to make compasses. The

lodestone was carved into the shape of a spoon with a handle that would always point

south.

Interactive Notebook1. What did Chinese astronomers discover?

2. For what purposes did the Chinese use the compass and the seismograph? (Why would the Chinese want to invent the seismograph?)

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Wrap It UpIn this chapter, you read about the golden age in China during the Han dynasty. In this period, the Chinese made many advances that improved their government and daily life. The Chinese word Han is still used to describe China’s culture.Warfare and Government New weapons helped Han emperors succeed in war and

expand their empire. They organized the government into a bureaucracy. Civil servants who

were chosen for their ability worked in the bureaucracy.

Agriculture and Industry Several inventions improved production in agriculture and in the

silk and salt industries. Farmers used the chain pump for irrigation and iron plows.Workers

used foot-powered reeling machines to make silk thread, and iron tipped drills to mine salt.

Art, Medicine, and Science The invention of paper advanced the art of calligraphy and

changed the way people communicated. Healers learned about the human body and

developed techniques that are still used today. Chinese scientists made careful

observations of the heavens, and invented the seismograph and the compass.

Lesson/Unit 24The Silk Road

Section 1 – Introduction

Under Han rule, new trade routes allowed the Chinese to trade with other ancient

cultures. In this chapter, you will explore the great trade route known as the Silk Road.

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The Silk Road was actually a network of smaller trade routes. It stretched for more than four

thousand miles across Asia— from Luoyang (lwaw-yahng) and the Han capital of Chang’an

(chahn-ahn) in China to Mediterranean ports such as Antioch (AN-tee-ahk) in Syria. By the

first century C.E., the Roman Empire, and its capital, Rome, dominated the Mediterranean

region. The Silk Road connected the Han and Roman empires.

Click to read caption

Both goods and ideas traveled along the Silk Road. The Chinese traded silk and jade for

spices from India and glassware from Rome. Ideas, like Buddhism, entered China with this

trade.

The Silk Road linked the peoples of the East and the West for more than a thousand

years. In this chapter, you will learn more about the exchanges between Asian and western

cultures.

Interactive Notebook1. What is the origin of each item? If you think that the item originated in the United States,

place a check mark in that column. If you think that the item originated in another culture, place a check mark in that column.

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Item Originated in the United States

Originated in Another Culture

Chewing GumYo-yoChocolateLittle Red Riding HoodIce CreamShampooPastaLipstickForkDoughnutRoller skatesPancakeSandwichPaperZipper

Section 2 – Opening the Silk Road

The expansion of the Han Empire made the Silk Road possible. The military campaigns of

the Han drove back nomadic peoples in northwestern China, opening up trade routes to

the west.

The Father of the Silk Road - A Chinese explorer named Zhang Qian (jahng chee-ehn) is

often called the Father of the Silk Road. His travels opened the way for trade between

China and its western neighbors.

In 138 B.C.E., a Han emperor sent Zhang Qian west with 100 men. His mission was to

persuade western peoples to form an alliance against China’s northern enemy, the

Huns. Zhang Qian traveled across Central Asia to what is now the country of Iran. Twice, he

was taken prisoner by the Huns. Both times, he was able to escape.

Zhang Qian never achieved an alliance. But his trip was a success in other ways, as it

helped the Chinese learn about a number of cultures to the west. Zhang Qian brought back

word of such places as Persia, Syria, India, and Rome.

Some years later, Zhang Qian went on a second journey to the west. This time, he learned

about a type of horse that was more powerful than the smaller Chinese horse and better

suited for war. He also discovered grapes, which were unknown in China. Most important,

he was able to establish trade relationships with some of the Central Asian peoples he met

along the way.

Over time, Chinese traders traveled farther west. Smaller trade routes connected to form

larger networks. The most famous of these routes became known as the Silk Road, named

after the product that traders valued most of all: Chinese silk.

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Silk as a Trade Good - Silk is a fiber used to make cloth. Silk cloth is strong, but also

warm, light, and soft.

Silk was a valuable good for trade because, at first, only the Chinese people knew how to

make it. During the Han dynasty, the Chinese had discovered how to make silk out of the

fibers taken from the cocoon of the silkworm. To protect the trade value of silk, the Chinese

tried to keep their production process a secret. Under Han rule, revealing the silk-making

process was a crime punishable by death.

Rome Trades Glassware for Silk - When people of other cultures learned about silk, it

became a highly prized material. The Romans, in particular, eagerly traded valuable goods

for silk.

The first time the Romans saw silk may have been during a battle near the Euphrates River

in Mesopotamia. At a key point in the fighting, the enemy unfurled many colorful silk

banners. The Romans lost the battle, but this experience led them to want to acquire this

remarkable new material.

Chinese silk was a luxury item. It was rare and expensive. Even the richest Romans could

afford to wear only a strip or a patch of silk stitched to their white togas, or robes. Silk was

so highly valued that traders willingly made the dangerous journey eastward to obtain it.

Besides having gold to trade, the Romans had something else the Chinese

prized: glassware. The Romans knew how to blow glass into wonderful, delicate

shapes. Just as the Romans had never seen silk, the Chinese did not know the method for

glass production. The Romans were happy to trade glassware for silk.

Interactive Notebook1. Which Chinese empire opened the Silk Road? How did the empire do it?

2. List three things Zhang Qian brought back to China from his journeys.

3. What was China’s most valuable trade good? Why? What product that was new to the Chinese did the Romans trade?

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Section 3 – The Eastern Silk Road

The Silk Road was not one continuous route. It was a network of shorter trade routes

between various stops. Most traders moved between these stops, rather than journeying

thousands of miles along the entire length of the route. Goods changed hands many times

before reaching their final destination.

The two major parts of the route were the Eastern Silk Road and the Western Silk Road.

The Eastern Silk Road connected Luoyang to Kashgar (KASH-gahr), in the western part of

the Taklimakan Desert. The Western Silk Road ran from Kashgar to Antioch and other

Mediterranean ports.

Traveling the Eastern Silk Road From Luoyang, the Silk Road led west along the Gobi

Desert to Dunhuang (dun-hwang), in northwestern China.This part of the route was

protected by the Great Wall to the north.

From Dunhuang, travelers could choose either a northern or a southern route across the

Taklimakan Desert to Kashgar. Many chose the northern route, where the distances

between oases like Loulan and Kucha were shorter.

Several dangers faced traders crossing the Taklimakan Desert. Bandits often attacked

travelers on the northern route between Dunhuang and Kucha. Throughout the desert,

sudden sandstorms sometimes buried travelers in sand. Mirages may have lured travelers

off the main path to their deaths.

To protect themselves before entering the desert, travelers often formed long caravans of

camels. One type of camel was especially suited for desert travel. Bactrian camels have

double eyelids and nostrils that can close to keep out blowing sand. These camels could

also carry enough food and water to ensure a traveler’s survival from one oasis to the next.

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Goods Exchanged along the Eastern Silk Road It was costly to carry goods over the Silk

Road. For traders to make a profit, goods had to be valuable. They also had to be easy to

carry so that merchants could transport more goods on fewer animals.

Silk was the perfect trading good because it was both light and valuable. Huge quantities of

silk traveled along the Eastern Silk Road from China. Traded for other goods, the silk

eventually reached the shores of the Mediterranean Sea. Then it was taken by boat to

Rome and other Mediterranean cities.

Besides silk, the Chinese also traded fine dishware (which became known as china),

ornaments, jewelry, cast-iron products, and decorative boxes. In return, the Chinese

received a variety of goods from other traders. The Chinese particularly valued horses from

Central Asia. Other items from Central Asia included jade, furs, and gold. Traders from India

brought various goods north to Kashgar. These included cotton, spices, pearls (from

oysters), and ivory (from elephant tusks). From Kashgar, the goods made their way east to

China.

Interactive Notebook1. How did traders overcome the challenge of the desert?

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2. Why was silk the perfect trading good?

*** Map Activity with class

Section 4 – The Western Silk Road

Kashgar was the central trading point at which the Eastern Silk Road and the Western Silk

Road met. Goods from various areas were exchanged there and sent in both directions

along the trade route. Traders traveling westward carried goods by yak rather than

camel. The Western Silk Road ended in Mediterranean ports like Antioch.

Traveling the Western Silk Road The journey west from Kashgar began with a difficult

trek across the Pamir (pah-meer) Mountains. Some of these mountain peaks rose over

twenty thousand feet. Travelers often experienced headaches, dizziness, and ringing in the

ears caused by a lack of oxygen in the thin air of the high mountains.

Many of the mountain passes were narrow and dangerous. Along this part of the route,

sometimes called the “trail of bones,” animals and people often died. Pack animals such as

donkeys slipped off the narrow trails and tumbled over cliffs. Sometimes, traders unloaded

their animals and hand-carried the goods through the passes.

After the Pamir Mountains, the route took travelers through a fertile valley in what is now the

country of Afghanistan. Then the route went across the Iranian Plateau, passed south of the

Caspian Sea, and crossed Mesopotamia. An important stop along this part of the route was

Ctesiphon (TES-uh-fahn), in what is now Iraq. Ctesiphon was located on the eastern bank

of the Tigris River, north of ancient Babylon.

From Ctesiphon, the Silk Road turned north and passed through the Syrian

Desert. Travelers faced many hardships there. They were threatened by tigers, lions, and

scorpions, and also tormented by flies.

The varied goods finally reached Antioch and other Mediterranean ports. From there, ships

carried them throughout the Mediterranean world.

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Goods Exchanged along the Western Silk Road Many goods traveled along the Western

Silk Road and eventually ended up in China. Traders from Egypt, Arabia, and Persia

brought perfumes, cosmetics, and carpets. Central Asian traders brought metal items and

dyes, and sometimes traded slaves.

Rome sent a number of products to be exchanged for Chinese silk. The Chinese highly

valued Roman glass products. These included trays, vases, necklaces, and small

bottles. They also prized asbestos, which the Chinese used for making fireproof cloth as

well as coral. Chinese doctors used coral to help them treat illness. It was said that coral

lost its color when placed on the skin of someone who was sick.

The Romans also sent massive amounts of gold to trade for silk. In fact, so much gold was

shipped out of Rome that, in the first century C.E., the Roman emperor Tiberius passed a

law forbidding men to wear silk. Legend says that the emperor was afraid that wearing so

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much finery would make the Romans appear soft and weak. It is more likely that he wanted

to reduce the amount of gold that was flowing out of his empire.

Interactive Notebook1. How were goods transported after they reached Antioch? Where were they sent?

2. Why did the Roman emperor forbid men from wearing silk?

Section 5 – Cultural Exchanges and the Silk Road

The trade between East and West along the Silk Road created cultural diffusion, in which

ideas and knowledge—as well as goods—spread from one culture to another. For example,

China and Rome did not merely trade new products with each other. In time, they learned

how to make these products for themselves. By 500 C.E., the Chinese had learned how to

make glass. About the same time, the West had learned how to produce silk. Such cultural

diffusion occurs in many cultures, past and present, and in many different ways.

Diets, gardening, and agriculture also changed as trade introduced new plants into different

areas. For example, China imported many new foods and spices. Among them were

grapes, cucumbers, figs, pomegranates, walnuts, chives, sesame, and coriander. The West

imported oranges, peaches, pears, and different kinds of flowers, including roses,

chrysanthemums, azaleas, peonies, and camellias.

The Silk Road also helped spread Buddhist beliefs. Buddhism had its origins in

India. Because the Silk Road passed through many different nations, religious travelers

using the route shared their teachings.

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The spread of Buddhism is a good example of how cultural diffusion takes place. Buddhism

was introduced to China around the middle of the first century C.E. Some Chinese

Buddhists journeyed on foot across Central Asia to India to learn more about their new

religion. They returned to China with copies of sacred Buddhist texts. Buddhism would

eventually become a major religion in China.

Interactive Notebook1. How did trade along the Silk Road result in cultural diffusion?

Wrap It UpIn this chapter, you learned how the Silk Road, an ancient network of trade routes, promoted an exchange of goods and ideas between China and the West.The Opening of the Silk Road The Silk Road was opened during the Han dynasty and

remained a major route of trade for more than one thousand years. The eastern and

western parts of the Silk Road presented many dangers and hardships for those who

traveled along it. To make a profit from trade, goods had to be valuable and easy to

carry.Silk and ornaments traveled from China to Rome, India, and central Asia. Gold,

horses, cotton, and spices traveled back to China.

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The Eastern Silk Road - The Eastern Silk Road connected the capital of China to

Kashgar. Travelers formed camel caravans for protection from bandits and the harsh

conditions of desert travel.

The Western Silk Road - From Kashgar, the Western Silk Road crossed mountains and a

desert on its way to Mediterranean ports like Antioch. Travelers faced high, slippery

mountain trails and dangerous desert wildlife, such as tigers and lions.

Cultural Exchanges along the Silk Road - Many goods were exchanged along the Silk

Road, including both silk from China and glassware from Rome. In addition to new

products, ideas and knowledge were exchanged. In this way, trade brought cultural

changes to both East and West. One of the most important examples of cultural diffusion

was the introduction of Buddhism to China.

Interactive Notebook

1. Write a journal entry from the perspective of a trader on the Silk Road. Describe each of the following: 

• where you traveled • two dangers you encountered and how you overcame them • two goods you traded and why • one idea or belief you learned about

2. Sketch and label a simple illustration that represents your experience while traveling and trading along the Silk Road.

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