CHAPTER 4 RESOURCES. China in the Middle Ages

CHAPTER 4 RESOURCES China in the Middle Ages

HOW THIS BOOK IS ORGANIZED Each Chapter Resources Book (CRB) offers blackline masters for a specific chapter of Discovering Our Past: Medieval and Early Modern Times. A description of each of the many chapter activities available to you in this book can be found on page v. A complete answer key appears at the back of this book. This answer key includes answers for all activities in this book in the order in which the activities appear. Photo Credits: Page 41: Archives Charmet/Bridgeman Art Library; page 42: Hulton/Getty Images All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Discovering Our Past: Medieval and Early Modern Times. Any other reproduction, for use or sale, is prohibited without written permission from the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN 0-07-870274-7 Printed in the United States of America 3 4 5 6 7 8 9 10 009 09 08 07 06

Table of Contents To the Teacher............................................... v Guided Reading Activity 4-1 China Reunites.............................................. 1 Guided Reading Activity 4-2 Chinese Society.............................................. 2 Guided Reading Activity 4-3 The Mongols in China........................................ 3 Guided Reading Activity 4-4 The Ming Dynasty........................................... 4 Content Vocabulary Activity 4 China in the Middle Ages..................................... 5 Academic Vocabulary Activity 4 China in the Middle Ages..................................... 7 Analysis Skills Activity 4 Reinterpreting Historical Events............................... 9 Universal Access Activity 4 Sui and Tang Dynasties...................................... 13 Reading Skills Activity 4 Making Connections........................................ 15 Language Arts Activity 4 Preparing and Delivering Research Presentations............... 17 Writing Activity 4 Responding to Literature.................................... 23 Time Line Activity 4 China s Dynasties During the Middle Ages (A.D. 581 1644)....... 25 Critical Thinking Skills Activity 4 Making Generalizations..................................... 27 Chart, Graph, and Map Skills Activity 4 Using a T-Chart............................................ 29 Geography and History Activity 4 China s Geographic Structures and the Grand Canal............ 31 Economics and History Activity 4 Economic Indicators........................................ 33 Citizenship and Service Learning Activity 4 Civil Service Jobs Poster..................................... 35 iii

Table of Contents Step Into World History 4 China in the Middle Ages Panel Discussion Teaching Strategies.......................................... 37 China in the Middle Ages Panel Discussion Simulation Sheet 1.......................................... 39 China in the Middle Ages Panel Discussion Simulation Sheet 2.......................................... 40 Biography Activity 4A Wu Zetian................................................. 41 Biography Activity 4B Marco Polo................................................ 42 Primary Source Reading 4 Stories of Marco Polo........................................ 43 World Literature Reading 4 Ancient Chinese Poetry...................................... 45 Answer Key................................................ 47 iv

To the Teacher Chapter Resources Glencoe s Chapter Resources are packed with activities for the varied needs of all of your students. They include the following activities: These activities provide help for students who are having difficulty comprehending the student textbook. Students fill in missing information in the guided reading outlines, sentence completion activities, or other information-organizing exercises as they read the textbook. These activities give you an opportunity to differentiate your instruction, addressing the different types of learners in your classroom. Teaching strategies offer activities for these differentiated learning styles: English Learners, Advanced Learners, Below Grade Level, Special Education, Logical/Mathematical, Verbal/Linguistic, Visual/Spatial, Kinesthetic, Auditory/Musical, Interpersonal, Intrapersonal, and Naturalist. These review and reinforcement activities help students to master unfamiliar content terms used in the student textbook. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words. These reinforcement activities correspond to the reading skill lessons presented in each chapter of the student textbook. The activities give students the opportunity to gain additional practice at such reading skills as monitoring, inferring, and understanding cause and effect. Knowledge of academic words, combined with continued acquisition of general words, can significantly boost students comprehension level of academic texts. These activities provide explicit instruction in teaching word parts, word relationships, grammar, and other lexical information about academic terms. These activities provide practical applications of written and oral English language conventions. Students are given instructions on various language arts skills and asked to apply these skills to historical content. Examples of language arts skills include using speaking techniques to sustain audience interest, determining the meaning of unknown words, analyzing characterization in literature, delivering narrative presentations, and delivering persuasive presentations. These activities are designed to help students learn to think like an historian. The activities focus on such skills as learning how to think chronologically and spatially, detecting historical points of view, and interpreting historical information. These activities help students develop and practice writing skills. They are designed to help students not only to increase their writing skills, but also to enable them to apply, relate, interpret, analyze, compare, organize, and write about historical facts and concepts. v

To the Teacher These activities are designed to reinforce the dates of major events in world history and to help students learn the chronological order of those events. Each activity includes a time line labeled with events and dates. Students answer questions based on the time line. These activities are designed to involve students in grassroots community projects that may have national or international implications. The service learning projects help students understand how history affects their own lives on a daily basis. Critical thinking skills are important to students because they provide the tools to live and work in an ever-changing world. These activities show students how to use information to make judgments, develop their own ideas, and apply what they have learned to new situations. These extended activities are designed to give students an idea about real life occurrences in history that they can feel a part of to make history come alive! These reenactment activities give students the experience of participating in plays, journalism, literary salons, and more. Groups document their efforts by completing a planning sheet or observation notes. Students interpret and organize information in charts, graphs, and maps. These activities are designed to help students learn visually and to stimulate critical thinking abilities. These biographic sketches of significant figures from world history expose students to a diversity of cultures and time periods. Questions emphasize the role of individuals in historical events. These interdisciplinary activities help students become familiar with the role that geography has played in history. Students are given the opportunity to analyze and interpret maps in relation to historical events. These interdisciplinary activities give students an understanding of the impact of economics on history. Applied to current situations, students are familiarized with economic terms and principles. These activities allow students to see history through the eyes of those who witnessed historic events, lived during historic periods, and participated in historical movements or changes. Each selection is preceded by an introduction and a guided reading suggestion and is followed by questions that allow students to analyze and interpret the material. These readings provide students with the opportunity to read literature by or about people who lived during different historical periods. Each selection is preceded by background information and a guided reading suggestion, and followed by comprehension and critical thinking questions. vi

GUIDED READING ACTIVITY 4-1 China Reunites Directions: Outlining Reading the section and completing the outline below will help you learn more about the reuniting of China. Refer to your textbook to fill in the blanks. I. In A.D. 581, declared himself emperor and reunited China through battles while founding the dynasty. A. After he died, his son became emperor. 1. He wanted to expand the Chinese empire, so he sent an army to fight but was defeated. 2. His biggest project was the building of the, the system of waterways that connected the Yangtze River and the Yellow River. II. One of Yangdi s generals took over China and began the dynasty. A. The rulers of this dynasty worked to improve China s. 1. One ruler, Taizong, restored the to allow government officials to be hired based on how well they did on exams rather than on their family connections. B. During this dynasty, the only woman in Chinese history to rule on her own,, became empress. III. In A.D. 960, the dynasty began. A. This dynasty brought in an era of achievement for China. IV. Because taught that people could escape their misery, many Chinese accepted this religion. A. Monks and nuns lived in places called. B. The religion spread to and. V. A new form of Confucianism, called, was adopted as the official philosophy of the dynasty. A. Civil service examinations tested job seekers on their of Confucian writings. B. The examination system created a new wealthy class made up of. 1

GUIDED READING ACTIVITY 4-2 Chinese Society Directions: Reading for Accuracy Reading the section and completing the activity below will help you learn more about Chinese society. Use your textbook to decide if a statement is true or false. Write T or F in the blank, and if a statement is false, rewrite it correctly on the line. 1. During the Tang dynasty, farmers were able to develop new kinds of rice that grew well in poor soil. 2. People were moving northward to try to find good land to farm and to keep from dying from starvation. 3. The Tang rulers built roads and waterways that increased trade. 4. China traded tea and rice for silk and porcelain from other countries. 5. During the Tang dynasty, trees for wood were plentiful in supply. 6. The Chinese discovered steel from using coal to heat furnaces. 7. Before printing was invented, books were very expensive because they were copied by hand. 8. Movable type for printing made printing much easier for the Chinese. 9. The Chinese invented gunpowder, which led to the inventions of the fire lance and fireworks. 10. Chinese artists during the Song dynasty tried to paint realistic and exact pictures of landscapes. 2

GUIDED READING ACTIVITY 4-3 The Mongols in China DIRECTIONS: Outlining Reading the section and completing the outline below will help you learn more about the Mongols in China. Refer to your textbook to fill in the blanks. I. The Mongols lived in an area north of China called. A. The Mongols were made up of tribes who followed their herds as they grazed wide, rolling, grassy plains called. B. In 1206, was elected Genghis Khan, which translated means strong leader. 1. Genghis Khan chose his commanding officers for their, not for their family ties. 2. In 1211, Mongol forces invaded. C. The sons of Genghis Khan expanded the Mongol Empire until it reached the Ocean in the east and Eastern in the west. 1. The Mongols controlled many routes and the products traded on these routes, bringing them much wealth. 2. Mongols adopted both and the from the Chinese for use in battle. II. Kublai Khan, the grandson of Genghis Khan, continued the conquest of China, eventually moving his capital from Mongolia to, the site of the modern city of. A. Kublai Khan put an end to the Song dynasty and started the dynasty. 1. While Mongols were given the top jobs in China s government, Chinese helped run the government. 2. Four major texts of thought were used in imperial exams. B. Under the Mongols, China prospered from increased trade and, through shipbuilding, expanded trade. 3

GUIDED READING ACTIVITY 4-4 The Ming Dynasty Directions: Answering Questions Reading the section and completing the questions below will help you learn about the Ming dynasty. Refer to your textbook to answer the questions. 1. What problems was the Yuan dynasty facing during its decline? 2. What rebel leader became emperor after the Mongols were driven out of China? 3. What city did he make his capital? 4. Who became emperor after Hong Wu? 5. What did he build in Beijing? 6. Why did the Ming restore the civil service exams? 7. What did the Ming emperors do to increase their influence around the world? 8. For what three reasons did Emperor Yong Le send out his fleet of ships? 9. Who was the leader of these voyages? 10. What European nation set up a trading post at Macao? 4

CONTENT VOCABULARY ACTIVITY 4 China in the Middle Ages Directions: Select one of the following terms to fill each blank in the paragraphs below. barbarians monasteries reforms treason calligraphy novels steppes tribes census porcelain terror warlords economy Following the end of the Han empire, China had no central government for the next 300 years. Chinese (1), or military leaders who run a government, fought each other for control. Finally, the Sui dynasty came to power and reunited China. Yangdi, the second Sui emperor, built the Grand Canal. This helped unite China s (2), an organized way in which people produce, sell, and purchase things. The Sui dynasty was followed by the Tang dynasty. Tang emperors carried out a number of (3), or changes that bring improvements. Under Tang rulers, China once again controlled the Silk Road, an ancient and important trade route. Silk, tea, steel, paper, and (4), fine clay objects that have been baked at high temperatures, were sold along the route. Buddhism had come to China from India during the Han empire. Many Chinese people became Buddhists then. As Buddhism grew, many Chinese Buddhists became nuns or monks, living in places called (5), where they meditated and worshiped. Eventually, Tang rulers took steps to end Buddhism s growing power. After the end of the Tang dynasty, the Song dynasty began a rule of more than 300 years. Painting flourished during this time. Chinese painters often wrote poetry on their works in beautiful (6), or characters made with brush and ink. 5

CONTENT VOCABULARY ACTIVITY 4 (continued) China in the Middle Ages The Song dynasty ended when the Mongols conquered China. The Mongols were made up of (7), or groups of related families, and lived in an area north of China. They raised animals and followed their herds as they grazed Mongolia s (8), or wide, rolling, grassy plains. They used (9), or violent actions, to scare people into surrendering. A series of rebellions against the Mongols finally forced them out of China. The country was reunited under the emperor Zhu, who founded the Ming dynasty. He was a cruel leader and killed officials he suspected of (10), or disloyalty to the government. Other Ming emperors strengthened the government and had their officials take a count, or (11), of the number of people in China. Chinese culture blossomed under the Ming. Writers produced long fictional stories called (12). The navigator Zheng He sailed to India and Africa. But after his death, China tried to shut itself off from the rest of the world. When the Portuguese arrived less than a hundred years later, the Chinese thought the Portuguese were (13), or uncivilized people. 6

ACADEMIC VOCABULARY ACTIVITY 4 China in the Middle Ages Academic Words in this Chapter project seek medical available method eventual encounter erode compile drama contact A. Word Meaning Activity: Identifying Synonyms and Antonyms Directions: Determine whether the following pairs of words or phrases are synonyms or antonyms. (Synonyms are words that have similar meanings, and antonyms are words with opposite meanings.) Place an S in the blank if the words are synonyms and an A if they are antonyms. 1. project task 2. seek shun 3. medical healing 4. available limited 5. method process 6. eventual later 7. encounter meeting 8. erode build 9. compile collect 10. drama story 11. contact ignore B. Word Meaning Activity: Word Puzzle Directions: Reading from left to right, locate six words or expressions that mean contact. Circle them. V I A A I G L N N S M N H K E T K X C G J I E I I O U G S R T E M D B N A O C M J U M C U O U O N E T C N N I I E B H N I N O T H B E C C N B X N C A B W N W P T T N H B W P I I M I W S S O O X B M O V N N A H 7

ANALYSIS SKILLS ACTIVITY 4 Reinterpreting Historical Events See Tools of the Historian in your textbook to learn more about how to evaluate new information and make changes to theories about historical events. Learning the Skill Historians interpret and evaluate all available pieces of information about a historical event. Then they create a theory about what happened based on all their findings. However, new information is always becoming available, even about ancient events. When this happens, historians must decide how this new information changes or strengthens their past interpretation of the event. Use the following guidelines when examining new information and its impact on historical theories: Review the past theory to make sure you understand it. Read the new information and note points of difference with the old theory. Analyze the new information and consider its credibility and point of view. Evaluate how the new information either strengthens or changes the old theory. Develop a new theory that includes and explains both old and new information. Practicing the Skill Directions: Read the abstract below from the article Relics of the Kamikaze about the excavation of a site from the Mongols attempted invasion of Japan. Then answer the questions that follow. The weapons recovered from the site include bundles of iron arrow tips or crossbow bolts, spearheads, and more than 80 swords and sabers. During one dive, I saw a Mongol helmet upright on the bottom...close to the helmet was perhaps the most amazing discovery yet made tetsuhau, or ceramic projectile bomb. KOSUWA has recovered six of these from the wreck. They are the world s earliest known exploding projectiles and the earliest direct archaeological evidence of seagoing ordnance [weapons]...chinese sources refer to catapult-launched exploding projectiles in 1221, but some historians have argued that the references date to later rewritings of the sources. In his recent book In Little Need of Divine Intervention, which analyzes two Japanese scrolls that depict the Mongol invasion, Bowdoin College historian Thomas Conlan suggests that a 9

ANALYSIS SKILLS ACTIVITY 4 Reinterpreting Historical Events (continued) scene showing a samurai falling from his horse as a bomb explodes over him was a later addition...but his suggestion that the exploding bomb is an anachronism [something from a later time] has now been demolished by solid archaeological evidence. Moreover, when the Japanese X-rayed two intact bombs, they found that one was filled just with gunpowder while the other was packed with gunpowder and more than a dozen square pieces of iron shrapnel intended to cut down the enemy. Archaeology, January/February 2003 1. Identify the original theory about the Mongol invasion of Japan. 2. What is the new theory? 3. What proof does the article provide to support this new theory? 4. What is the source of this information? Does it add credibility to the new theory about the Mongol invasion? Explain. 10

ANALYSIS SKILLS ACTIVITY 4 Reinterpreting Historical Events (continued) Applying the Skill Directions: Read the excerpt below from the article Museums: A Democratic Genghis Khan?, and then answer the questions that follow. When most of us think about Mongolia s history, we conjure images of the fearsome and marauding Genghis Khan of the twelfth and thirteenth centuries, and, well, that s about it... Modern Mongolia: Reclaiming Genghis Khan, an exhibition at the University of Pennsylvania Museum of Archaeology and Anthropology, promises to rectify this matter...based on evidence from The Secret Life of the Mongols, written soon after Genghis Khan s death in 1227 and required reading for modern Mongolian schoolchildren, this section of the exhibition argues that Genghis Khan instituted many of the same basic principles that form the foundation of modern democracy: participatory government, rule by law, equality under the law, and basic personal freedoms and human rights. Archaeology, January/February 2002 1. Identify the original theory or idea about Genghis Khan and his rule. 2. What is the new theory? 3. What evidence does the article cite to support this new theory? 4. How would you assess the reliability of this new theory? 11

Sea Sea Name Date Class UNIVERSAL ACCESS ACTIVITY 4 Sui and Tang Dynasties The Sui and Tang dynasties reunited and rebuilt China after years of war. Though the Sui dynasty was rather short-lived, the Tang dynasty was in power for about 300 years (A.D. 618 907). The map below illustrates the expansion of and subsequent attacks against China during the Tang dynasty. Tang Dynasty Tigris R. Caspian Caspian Sea Sea Ctesiphon Aral Sea Sea KEY Tang dynasty Sui campaign Tang campaign Tibetan expansion Silk Road Samarqand Samarkand 659 659 712 temporary expansion, 7th century maximum extent of Tibetan kingdom, c. 800 Arabian Sea ASIA SHAN TIAN MTS. 645 7 Desert Taklimakan H I M M A L A A YA KUNLUN KUNLUN INDIA MONGOLIA Turfan 791 791 791 RANGE RANGE 787 TIBET 620 50 GOBI GANSU CORRIDOR GANSU CORRIDOR Directions: On a separate sheet of paper, answer the following questions using the information in the map and your textbook. 1. Geography Skills Which two bodies of water formed the eastern border of China during the Tang dynasty? c. 750 663 8. 763 763 751 N W E 630 630 S Chang'an Luoyang 2. Cause and Effect What do you think was the economic impact of the loss of the Gansu Corridor to the Tang dynasty? Explain your answer. 645 7 640 c.740 645 7 River River Yellow CHINA 607 10 645 7 602 5 668 76 668 76. 611 614 611 614 Hainan 660 KOREAN PENINSULA Taiwan Taiwan 610 East China East China 13

TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES The following activities are ways that the basic lesson can be modified to accommodate students different learning styles. English Learners (EL) Have students write the names of all the cities and rivers shown on the map. Also ask them to identify the names of all of the bodies of water shown on the map. Finally, have them explain the significance of the arrows shown on the map. Verbal/Linguistic; Intrapersonal Have students research the events at the River Talas in A.D. 751 and their impact on the Tang dynasty. Ask them to present their findings in a two-page paper. Kinesthetic; Interpersonal Organize the class into three groups. Assign one group the Sui dynasty, one the Tang dynasty, and one the Song Dynasty. Students in each group should use the library or Internet to research the size and geography of their dynasty. Then they should construct relief maps of China during their dynasty, using clay and/or other materials of their choice. Logical/Mathematical; Visual/Spatial Assign students the following questions: (1) Compare the map of Song China on page 255 in your textbook with the map of Tang China. At its greatest extent, Tang dynasty China was about how large compared to Song China? (about twice as large) (2) How many years elapsed between the first Sui campaign into Korea and the first Tang campaign? (about 34 years) Auditory/Musical Distribute to students several poems of the Tang dynasty. Ask students to write a melody to go with the words. Visual/Spatial Have students construct a table to chart the military campaigns of the Sui and Tang dynasties. Have them include dates of campaigns and their general geographic movement. Consult a modern map, if necessary, to help with descriptions. Advanced Learners The Tang dynasty is often called a golden age for Chinese art and literature. Ask students to speculate on the reasons art and literature flourished during this time. They should present their ideas, with ample corroboration, in a two- to three-page report. 14

READING SKILLS ACTIVITY 4 Making Connections Learning the Skill Making connections between what you read and what you already know can help you remember new information. Learning to identify the relationship between something you have already experienced and a word or idea that is unfamiliar to you will make it easier for you to understand what you read. Connections can be based on personal experiences (text-to-self). Connections can also be made to what you have read before (textto-text) or to events in other places (text-to-world). Ask yourself the following questions to help you make connections as you read: Are you reminded of a personal experience? For example, have you ever traveled to a place mentioned in the text? Have you read about the topic before? For example, have you read about a historical character in a previous chapter? As you were reading, did you think of a person, place, or event in another time? For example, did what you read about a ruler in a certain country or time make you think about a ruler in a different country or time? Practicing the Skill Directions: Read the selection below from the story of Mu Lan, in which a daughter makes a sacrifice for her elderly father who has been called to war. As you read, make connections to your own knowledge and experience, and then complete the activity that follows. Last night she saw the notice. It was posted on the wall. On it was her father s name. He must answer the Emperor s call. The enemy has invaded China. Our army must prepare to fight. One man from every household must be ready by morning light. Her father is old and tired. His hair is turning white. She tells him of her plan as they talk by candlelight. I am young and healthy, and you have no eldest son. If the Emperor needs a soldier, then I must be the one. For love of her elderly father she will dress in warrior s clothes, walking and talking like a man, so no one ever knows. She travels in four directions, preparing for the trip. She will buy in different towns the saddle, horse and whip. The crescent moon spear in her hand, the willow leaf sword by her side, her armor is laced and tightened, her war horse is saddled to ride. The bravest girl in China puts away the perfumed comb. To repay her father s kindness she will ride away from home. 15

READING SKILLS ACTIVITY 4 (continued) Making Connections Directions: Complete the activities below, based on the selection on the previous page. 1. Make a list of the connections you made to the reading. What events or relationships in your life helped you relate to the reading? Write your list on the lines below. Compare your list with a partner s list and then discuss the connections you made. 2. Choose a connection you made that was different from your partner s or one that you think was most important. Write a paragraph explaining why you made that connection. Applying the Skill Directions: Read Chapter 4 of your textbook. As you read, choose five words or phrases to which you made a connection based on something you already know. List each word or phrase below, followed by a description of the connection you made. 1. Word or phrase: Connection: 2. Word or phrase: Connection: 3. Word or phrase: Connection: 4. Word or phrase: Connection: 5. Word or phrase: 16 Connection:

LANGUAGE ARTS ACTIVITY 4 Preparing and Delivering Research Presentations Learning the Skill It takes planning to put together an effective and informative research presentation. If you are called upon to create and deliver a research presentation, use the following techniques: Narrow the focus of your topic. Do not try to cover too much material. Ask questions related to your topic and answer them completely and thoroughly in your presentation. Develop the topic with facts, details, examples, and explanations from several sources. Prepare an organized outline to help guide you through the presentation. Prepare notes and practice delivering the presentation in front of friends or family (or even a mirror). Practicing the Skill Directions: During the Tang and Song dynasties, new inventions changed China s society. In time, these discoveries spread to other parts of the world. Read the passage below about some of these discoveries, and then answer the questions that follow. China Discovers Coal and Steel For most of China s history, people burned wood to heat their homes and cook their food. By the time of the Tang dynasty, wood was becoming scarce in China. However, the Chinese had discovered that coal could be used to heat things, and soon a coal-mining industry developed. The Chinese used coal to heat furnaces to high temperatures, which led to another discovery. When iron was produced in hot furnaces heated by coal, the molten iron mixed with carbon from the coal. This created a new, stronger metal, known today as steel. The Chinese used steel to make many things. They made armor, swords, and helmets for their army, but they also made stoves, farm tools, drills, steel chain, and even steel nails and sewing needles. The Printing Process Paper had been invented under the Han dynasty. Under the Tang, the manufacture of paper reached new heights. For example, the Tang government printed about 500,000 sheets of paper a year just to assess taxes. The mass production of paper led to another important Chinese invention: a method for printing books. Before printing, books were copied by hand and were very expensive. The Chinese began printing in 17

LANGUAGE ARTS ACTIVITY 4 (continued) Preparing and Delivering Research Presentations the A.D. 600s. They used blocks of wood on which they cut the characters of an entire page. Ink was placed over the wooden block. Then paper was laid on the block to make a print. Cutting the block took a long time, but the woodblocks could be used again and again to make copies. Printing allowed for yet another important Chinese invention: paper currency. In 1024, during the Song dynasty, the Chinese decided to print the world s first paper money as a way to help merchants. Paper money helped the economy to expand and cities to grow. The Chinese soon began printing books. The earliest known printed book dates from about A.D. 868. It is a Buddhist book called the Diamond Sutra. The invention of printing was very important. It helped to spread ideas more rapidly. In the A.D. 1000s, a Chinese printer named Pi Sheng invented movable type for printing. With movable type, each character is a separate piece. The pieces can be moved around to make sentences and used again and again. Pi Sheng made his pieces from clay and put them together to produce book pages. However, because written Chinese has so many characters, woodblock printing was easier. Other Chinese Inventions The Chinese made gunpowder for use in explosives. One weapon was the fire lance, an ancestor of the gun. It used gunpowder and helped make the Chinese army a strong force. The Chinese also used gunpowder to make fireworks. The Chinese also built large ships with rudders and sails. About 1150, Chinese sailors began using the compass to help them find their way. This let ships sail farther from land. With these inventions, the Chinese would eventually sail to Indonesia, India, and other places to the west. Directions: In the next section, you will deliver a three- to five-minute research presentation on Chinese inventions of the Middle Ages. To prepare, read and answer the following questions. 1. Based on the passage above, write three questions that you could use as the basis for the research for your presentation. 18

LANGUAGE ARTS ACTIVITY 4 (continued) Preparing and Delivering Research Presentations 2. Which of the following sections of the library would be the best place to begin your research on this topic? Circle the letter of the correct answer. A. Technology B. The Arts and Recreation C. Literature D. Biology 3. Some topics are too big to cover in short presentations. You must narrow the focus of your research in order to cover your topic more easily. One way to do this is to focus on a specific time or place, specific individuals or groups, or a particular feature of the topic. Here is an example of how to narrow a topic: Sports Sports in the United States Professional Sports in the United States in the 1980s Professional Baseball in the United States in the 1980s The 1985 Los Angeles Dodgers Using this technique, narrow the focus of the topic Chinese Inventions in four or five steps. 4. Imagine that you are delivering a research presentation comparing shipbuilding techniques used in different places of the world throughout history. Which of the following would be the best method for you to use to organize your presentation? Circle the letter of the correct answer. A. compare noted ships from the same time period but in one place, like Europe B. examine the materials used to make historic ships throughout the United States C. describe seafaring songs sung by people in Egypt, South America, and Asia D. compare noted ships from the same time period but in different places throughout the world 19

LANGUAGE ARTS ACTIVITY 4 (continued) 5. Suppose that you are making notes to use while delivering a presentation based on the passage on the previous page. Which of the following would be the best notes for the last paragraph of the passage? A. Chinese ships had rudders and sails B. Chinese sailed to Indonesia and India C. Chinese builders used rudders and sails; 1150 compass allowed longer trips D. ships; rudders and sails; compass Applying the Skill Directions: Use the techniques you have learned to prepare a three- to five-minute research presentation on Chinese inventions of the Middle Ages. Select your topic, narrow the focus, and form questions about it; select and consult sources; and gather information by skimming, paraphrasing, note-taking, and/or summarizing. Use the library or Internet to find at least three sources of information on your topic. Use the space below to collect information. Be sure to cite each source appropriately. Your topic: Preparing and Delivering Research Presentations Description of source 1: Main idea of source: Details that support main idea: Description of source 2: Main idea of source: 20

LANGUAGE ARTS ACTIVITY 4 (continued) Preparing and Delivering Research Presentations Details that support main idea: Description of source 3: Main idea of source: Details that support main idea: After you have completed your research, prepare notes for your presentation. Practice your delivery. Then deliver your presentation to your class. 21

WRITING ACTIVITY 4 Responding to Literature Learning the Skill When you read a memorable book, you may want to tell someone about it. That was such a surprise ending! you might say, or It was so exciting, I couldn t put it down. Your reaction could also be negative: The plot was so predictable. Book reviewers, or critics, review books for newspapers and magazines. You may also be asked to respond in writing to a book or other literary work. Responding to literature goes beyond sharing your initial reaction with a friend. You must first read the work carefully to have enough knowledge to respond to it. Then follow these steps to write a good response: Consider your audience. Ask yourself, Who are my readers, and are they familiar with this type of work? Knowing your readers can help you determine what to include in your response. Consider your purpose. If you want to persuade readers to accept your opinion, be sure to present many examples that support your opinion. If you want to focus on literary appreciation, point out aspects of the work that your readers may have missed. Summarize important features of the work. Familiarize your readers with the work by highlighting the most important events, images, or ideas. Readers may also need other background, such as details about the characters. Organize your response around several elements. These may include: Theme: a lesson or moral message about life. Some examples of themes include coming of age, family relationships, and friendship. Author: his or her writing technique and style. This type of response can also focus on how a particular work compares to other works by the same author. Comparisons: how this work compares to others that are similar in theme, subject matter, or genre. Comparing a new book to an old, familiar book is also a good way to explain the new one to others. Relevance: how the literature reflects real life. Often, a response to a literary work is based mostly on this element. Present your response in the form of an opinion. Provide evidence and examples. Support your opinion by including details or quotes from the work. 23

WRITING ACTIVITY 4 (continued) Responding to Literature Practicing the Skill Directions: Much of the Chinese poetry from the Middle Ages celebrated the beauty of nature. Read the mountain poem below. Then, on a separate sheet of paper, prepare to write your response to this poem by creating a chart similar to the one that follows. Climbing Long-View Mountain s Highest Peak by Meng Hao-jan Rivers and mountains beyond the form seen: Hsaing-yang s beauty brings them in reach, and Long-View has the highest peak around. Somehow I d never climbed its cragged heights, its rocky cliffs like walls hacked and scraped and towering over mountains crowded near, but today, skies so bright and clear, I set out. Soon the far end of sight s all boundless away, Cloud-Dream southlands a trifle in the palm, Warrior-Knoll lost in that realm of blossoms. And back on my horse, riding home at dusk, a vine-sifted moon keeps the stream lit deep. Response Planner Applying the Skill Directions: On another sheet of paper, use the details you gathered in the Response Planner to write a response, or review, of the poem. Structure your response with an introduction, body, and conclusion. Reread your draft with the following questions in mind. Revise your draft as needed. Revision Checklist 3 Did I present a clear opinion or interpretation? 3 Have I justified my interpretation with enough evidence? 3 Have I grouped related sets of details? 24 My audience My purpose What to include in my summary My interpretation (discuss theme, focus on the author, compare content, or discuss relevance) Evidence/examples to support my opinion

TIME LINE ACTIVITY 4 China s Dynasties During the Middle Ages (A.D. 581 1644) Directions: Label the brackets below with the name of the correct dynasty (Ming, Song, Sui, Tang, or Yuan). Then use the time line to answer the questions on the next page. 581 618 618 907 960 1279 1279 1368 1368 1644 A.D. 500 A.D. 700 A.D. 900 A.D. 1100 A.D. 1300 A.D. 1500 A.D. 1700 c. 610 Grand Canal links northern and southern China 868 World s first book is printed in China 1045 Pi Sheng invents movable type for printing c. 1150 Chinese sailors begin using compass 1211 Mongols invade China 1405 Zheng He begins 1274 overseas voyages Marco Polo comes to China 1600 Portuguese set up trading post at Macao 25

TIME LINE ACTIVITY 4 China s Dynasties During the Middle Ages (A.D. 581 1644) (continued) Background From A.D. 581 to 1644, five different dynasties controlled China. During the rule of these dynasties, the Chinese began to grow tea, they printed the world s first book, and Chinese sailors began using the compass. As China s contact with other parts of the world increased, these developments began to have a great impact on other parts of the world. 1. During which dynasty did sailors begin using the compass? 2. During which two dynasties were advances made in printing? 3. About how long did the Song dynasty survive after the Mongols invaded China? 4. What three events shown on this time line demonstrate that China had contact with other parts of the world? 5. Which of these dynasties survived the longest? The shortest? 26

CRITICAL THINKING SKILLS ACTIVITY 4 Making Generalizations Social Studies Objective: Analyze social studies information by making generalizations. Learning the Skill A broad statement drawn from a group of facts is called a generalization. Learning to make generalizations will help you develop conclusions and identify trends. An example of a generalization is Only tall people play basketball well. Can this be supported by facts? If not, it is not a valid generalization. Use the following guidelines to help you make generalizations. Collect facts about a topic. Classify the facts into categories. Identify the relationships among the facts. Make a generalization that states a relationship and agrees with most of the supporting facts. Write a paragraph using the generalization and its supporting facts. Practicing the Skill Directions: Read the selection below and complete the activity that follows. China During the Tang Dynasty The Tang dynasty lasted from A.D. 618 until A.D. 907. The early Tang rulers were reformers who strengthened China s government and restored the civil service examination. They brought peace to the countryside and gave more land to farmers. Farmers made improvements in farming techniques and grew more food. With more food, the number of people in China increased. China regained much of its power, and Tang armies moved north into Korea and south into Vietnam. They also pushed west into central Asia, invaded Tibet, and took control of the Silk Road. As a result, Chinese merchants were able to trade with people in other parts of Asia. The Chinese traded silk fabric, porcelain, steel, paper, and tea in exchange for gold, silver, precious stones, and fine woods. Travelers from other parts of Asia introduced foreign fashions, music, and forms of entertainment. Early Tang rulers allowed Buddhism to be practiced in China. However, by A.D. 845 Tang officials felt threatened by Buddhism s growing popularity and had many Buddhist monasteries and temples destroyed. The Tang dynasty gave its support to a new kind of Confucianism called neo-confucianism. 27

CRITICAL THINKING SKILLS ACTIVITY 4 (continued) Making Generalizations Directions: Generalizations are made from supporting facts. Study the chart below and the reading selection on the previous page. Then make a generalization about the Tang dynasty. Write your generalizations on a separate sheet of paper. The Tang Dynasty Government Economy Expansion Technological Developments Cultural Developments Religion Monarchy with a large bureaucracy; empire divided into provinces, districts, and villages; government based on Confucian principles; government officials chosen by civil service examinations Trade and manufacturing grew dramatically, but economy still based primarily on farming; more farmland and new farming techniques led to an abundance of food Armies moved north into Korea, south into Vietnam, west into central Asia and Tibet Steelmaking; cotton for clothing; gunpowder for explosives; invention of printing Great age of poetry; porcelain perfected; new forms of entertainment, such as playing cards, chess, and polo Buddhism increased in popularity, but Tang rulers began to fear its growing power and had many Buddhist monasteries and temples destroyed; official support given to neo-confucianism Applying the Skill Directions: Answer the following questions based on the reading and the chart. 1. Which of the following statements about the Tang dynasty is accurate? A. During the Tang dynasty, China was isolated from the outside world. B. Farming became less important during the Tang dynasty. C. Buddhism was the official religion in China during the Tang dynasty. D. The Tang dynasty was the great age of Chinese poetry. 2. Which of the following generalizations about the Tang dynasty is supported by the facts? A. The Tang dynasty was the greatest period in Chinese history. B. The Tang dynasty was an inventive and outward-looking period in Chinese history. C. The Tang were too interested in new discoveries to concern themselves with religion. D. There were no problems during the Tang dynasty. 28

CHART, GRAPH, AND MAP SKILLS ACTIVITY 4 Using a T-Chart Learning the Skill A T-chart helps you organize information. A T-chart lists main ideas in the left column and supporting details for each main idea in the right column. You can use a T-chart to help you take notes or study for an exam. A T-chart can also help you organize information for reports. Follow these steps to create and use a T-chart: Decide what the main ideas or topics are. Write them in the first column. Identify supporting details for each main idea or topic. Write them in the second column. Give your T-chart a title. Study the T-chart to prepare for an exam or write a report. Practicing the Skill Directions: The T-chart below organizes information about the religions practiced by the Chinese during the Middle Ages. Complete the T-chart, using information from your textbook. Religions Practiced by the Chinese During the Middle Ages Main Topic Buddhism Confucianism Neo-Confucianism Supporting Details 1. Brought to China from India about A.D. 150 2. 3. 4. 1. Based on sayings of Confucius 2. People need to have a sense of duty 3. Rulers should set good examples 4. All men with a talent for governing should take part in government 1. Supported by Tang and Song rulers 2. 3. 4. 29

CHART, GRAPH, AND MAP SKILLS ACTIVITY 4 (continued) Using a T-Chart Applying the Skill Directions: Read the biography of Zheng He on page 285. Create a T-chart based on this biography. Be sure to give your chart a title. Main Topic Personal life Supporting Details Schooling/Youth Adulthood 30

The eastern section of China is a relatively flat region with several long rivers. The rivers flow from west to east across much of China, emptying into the East China and Yellow Seas, which are parts of the Pacific Ocean. In that part of the country, no rivers flow in a north-south direction. Because so many goods in China were moved by water, north-south trade within the country was hurt. In 486 B.C., building began on a canal running from north to south. It took nine years to complete the first section between the city of Suzhou and the Chang Jiang. It was 53 miles (85 km) long. Over the next few centuries, the canal was extended in both directions and became known as the Grand Canal. More cities and rivers were connected. By the time it was completed in the A.D. 600s, the Grand Canal was between 1,100 and 1,200 miles (1,770 and 1,931 km) long. GEOGRAPHY AND HISTORY ACTIVITY 4 China s Geographic Structures and the Grand Canal China s Grand Canal, c. A.D. 700 40 N Huang He 30 N Beijing 120 E 0 250 mi. 0 250 km Chang Jiang CHINA Yellow Sea Hangzhou Suzhou KOREAN PENINSULA East China Sea KEY Grand Canal Thousands of Lives for Every Mile The major phase of construction took place during a six-year period between A.D. 605 and 611. Sections of the canal between Beijing in the north and Hangzhou in the south were connected and widened. At some points the canal was 100 feet (31 m) wide. About 60 stone bridges were built across it. An estimated three million people who worked on the canal died from hard labor and starvation. Many people thought the canal was a waste of money and human lives. The dynasty that ordered the construction of the greatest part of the canal was overthrown in A.D. 618. N W E S 31

GEOGRAPHY AND HISTORY ACTIVITY 4 (continued) China s Geographic Structures and the Grand Canal The Grand Canal was one of the greatest construction projects of ancient times. It was and still is the longest human-made waterway in the world. When finished, it connected five rivers and numerous cities. Wheat and manufactured goods from the north were exchanged for rice and textiles from the south. Thanks to the canal, China enjoyed great prosperity for many years. Comparing the Grand Canal and Other Canals Name of Canal and Length and Year(s) Location Bodies of Water Connected Number of Locks Opened Grand Canal China Erie Canal United States Panama Canal Panama Suez Canal Egypt Huang He, Haihe, Chang Jiang, Qian-tang, and Huaihe rivers Hudson River and Great Lakes Caribbean Sea and Pacific Ocean Red Sea and Mediterranean Sea 1,114 mi. (1,792 km) 24 locks 363 mi. (584 km) 77 locks 51 mi. (82 km) 3 locks 100 mi. (161 km) 0 locks 495 B.C. A.D. 611 1825 1914 1869 Directions: Answer the following questions in the spaces provided. 1. Why was a canal necessary in early China? 2. How long was the Grand Canal upon its completion in the A.D. 600s? 3. Which two cities were on the north and south ends of the Grand Canal? 4. Why was the dynasty that completed the Grand Canal overthrown? 5. Compare and Contrast In the chart, what is the second-longest canal listed? About how many times longer was the Grand Canal than that canal? 32

ECONOMICS AND HISTORY ACTIVITY 4 Economic Indicators China s economy declined when the Han dynasty collapsed in the A.D. 200s. When the Tang rulers took charge in A.D. 618, China s economy began to improve. Tang rulers made many improvements that made travel easier. As a result, Chinese merchants could increase trade with people in many parts of Asia. The Tang rulers built roads and waterways. They controlled the Silk Road, enabling Chinese merchants to travel freely. The Tang opened new ports along China s coast. This increased Chinese trade by sea. These improvements in transportation were indicators, or signs, of China s improving economy. Today, business and government leaders study economic indicators. These are statistics that measure parts of the economy. The indicators tell our leaders how well the economy is doing now and where it may be headed in the future. This information helps government and business decision makers plan their future needs and actions. The U.S. Department of Commerce prepares monthly statistics for more than 70 economic indicators. Decision makers compare these statistics over several months to identify trends, or the general direction in which something is moving. For example, one economic indicator measures the amount of new orders companies have received for consumer goods that month. A steady rise in this number over several months indicates that consumer spending is rising. As a result, businesses may decide to hire more workers and produce more goods to meet the increasing demand. There are three types of economic indicators. They are defined in the box below. Types of Economic Indicators Leading indicators are statistics that tend to change before changes occur in overall business activity. These indicators help predict what will happen in the economy. Coincident indicators are statistics that tend to change at about the same time as changes in overall business activity. When these statistics begin to rise, decision makers may conclude that economic activity is picking up. Lagging indicators are statistics that tend to change after changes in overall business activity. These statistics provide clues about how long an economic upswing or downturn will last. 33

ECONOMICS AND HISTORY ACTIVITY 4 (continued) Economic Indicators Directions: Use the information on the previous page to answer the following questions. 1. Describe changes the Tang rulers made to China s transportation system that aided commercial development in China. 2. Next to each newspaper headline in the chart below, identify the type of economic indicator the headline describes. Headline a. Housing Prices Lowest in Months Type of Indicator b. Retail Sales up 3% Over Last Month c. Business Debt Down From Last Year d. Unemployed Have Average Two-Month Wait Before Finding New Job: Down From Four-Month Wait Last Year e. Business Buying More Electronic Office Equipment, Hiring More Clerical Staff f. Industry Jobs Go Unfilled as Area Unemployment Rate Sinks to 5% g. Consumer Debt Higher Than at Any Time in History h. Telephone Company Reports 30-Day Backlog in Installing Business Systems 3. Analyzing Information Assume that you run a large company that produces consumer goods. Leading economic indicators suggest that consumer spending is rising and the economy is entering a busy period. What kinds of decisions might you make for your business based on this information? 34

CITIZENSHIP AND SERVICE LEARNING ACTIVITY 4 Civil Service Jobs Poster Why It s Important Many employees of the United States government are hired using a process developed in ancient China the civil service system. Civil service employees are hired based on their score on a civil service exam. Jobs covered by civil service exams include secretarial and clerical jobs, air traffic control, and law enforcement. Postal service jobs are also granted based on an exam. The first civil service exams were designed to make sure the most qualified person for a position was hired. The exams were a response to the unfair practice of hiring relatives and friends, whether or not they were qualified for a job. Background Civil service exams originated in ancient China. Their purpose was to identify the most qualified people for jobs in the Chinese government. They were also meant to lessen the influence of family connections on hiring. In reality, young men from wealthy Chinese families took the majority of the available jobs. They were able to afford the many years of study that were needed to pass the exams. The examination system eventually created a new wealthy class made up of scholar-officials. Questions to Consider Directions: On a separate sheet of paper, answer the questions below. 1. What jobs have you held? Have you done babysitting, lawn-mowing, or bagged groceries? How did you get your job? 2. How did the adults in your home get jobs they have held? Did they ever have to take an exam to get a job or to get a promotion? 3. What jobs are you considering for your future? What are the requirements for those jobs? Are any of the jobs covered by the Civil Service Administration exams? 4. What experiences have you had with exams? Have you taken proficiency tests or other lengthy exams? Do you think a civil service test would be harder or easier than those exams? 5. Do you think exams are a fair way to select people for jobs? What might be unfair about them? In China today, the government employs about 5.4 million civil servant workers. Of these, about 56 percent work as police officers, tax collectors, market supervisors, and regulation enforcers. The same number of workers have gone to a junior college or higher, specializing in computers, sciences, and foreign languages. About 60 percent work for counties and townships. About 40 percent of the workers are younger than 35 years old. 35

CITIZENSHIP AND SERVICE LEARNING ACTIVITY 4 (continued) Civil Service Jobs Poster Your Task Your task is to make a poster about civil service jobs. You will research which jobs today require exams and locate contact information for people who wish to apply for the exams. How to Do It 1. Use the Internet or library resources to locate information about civil service examinations in your area. Make sure to write down where you find the information. You will need that information for your poster. 2. Find five civil service jobs that look interesting to you. Write a brief job description for each. Follow-Up Activity Hang your poster at a location designated by your teacher. As a class, discuss the various types of jobs that require a civil service exam. Discuss why these particular jobs might be filled through exams. Write a journal entry explaining which of the jobs you might like to have and why. Government Jobs For Real! 3. Use the information you have gathered to make a poster. 4. Write a main heading for your poster. Then arrange the five jobs and job descriptions attractively on your poster. Include an illustration related to each job. 5. Place information on the poster that tells the viewer where to go for more information a phone number, address, or Web site. Clerk Typist Purchasing Agent Budget Clerk Legal Clerk Telephone Operator Travel Clerk Arts & Information Clerk For more information 36

STEP INTO WORLD HISTORY 4 TEACHING STRATEGY China in the Middle Ages Panel Discussion Topic In this role play, students will explore the perspectives of various leaders who lived during the Middle Ages in China by portraying these leaders in a panel discussion. Each group will be responsible for researching and portraying one of the leaders. Each group will also contribute questions to be asked of the panelists. The leaders on the panel will be the following people from Chapter 4 Yangdi, Empress Wu, Genghis Khan, Kublai Khan, Marco Polo, Zhu Yuanzhang, and Yong Le. Questions will cover the geographic, political, economic, religious, and social structures of the time. Purpose The purpose of this activity is to give students a more in-depth understanding of the forces at work in China in the Middle Ages by hearing the different points of view of leaders of the time. Students will also appreciate the significance and contributions of each leader. Objectives By participating in this panel discussion, students will: Increase their understanding of the geographic, political, economic, religious, and social structures of China in the Middle Ages. Compare and contrast the points of view of different leaders of China in the Middle Ages. Prepare and observe a panel discussion, and contribute questions to be asked of the panelists. Develop an understanding of the forces at work that shaped China in the Middle Ages and today. Research, write, coach, and use artistic and acting skills in the context of interactive groups. Suggested Resources Library and Internet resources about the leaders of China in the Middle Ages, specifically Yangdi, Empress Wu, Genghis Khan, Kublai Khan, Marco Polo, Zhu Yuanzhang, and Yong Le Various props to assist groups in costuming the leaders to whom they are assigned Video camera and skilled operator (optional) Procedures/Pacing Guide The planning for this role play is to be conducted over the course of three days (plus out-of-class preparation time), with performance and wrap-up taking one day each. If your class is small, performance and wrap-up may be combined in one day. Day One Introduce the Panel Discussion Organize the class into groups of five or six students. Tell them that for the next few days they will be preparing for a panel discussion. Ask students what they think a panel discussion is. After discussion of their ideas, inform students that a panel discussion is a group of experts or representatives in a field who respond to a set of questions and then discuss their points of view. Tell students that each group will choose a group member to act out the role of one of the leaders of China in the Middle Ages. Explain that each group will have a variety of tasks to do to help prepare the student actor who will speak on the panel in the role of that leader. 37

STEP INTO WORLD HISTORY 4 TEACHING STRATEGY China in the Middle Ages Panel Discussion (continued) Each group will submit five questions to the moderator (teacher) to be used during the panel discussion, one question each on geography, politics, economic issues, religious beliefs and practices, and social structures of the time. Each group will also prepare a poster showing the leader who is being portrayed. The poster will be used as a backdrop behind the actor. The groups should spend the remainder of the class period planning and filling the various jobs required: project coordinator, actor, question writer, researcher, drama coach, artist/designer, and costume master. Remind students that each member of the group is responsible for helping to prepare the actor for his or her performance. Assign Simulation Sheet 1 as homework. Day Two Research and Rehearsal Groups should research the background, beliefs, personality, and general worldview of the leader. Plans should begin for posters and costuming. By the end of Day Two, questions should be submitted to the teacher/moderator. Remind students that each member of the group is responsible for assisting the others in all aspects of the assignment. Having an assigned job does not mean working alone. By the end of the day, you should see characters begin to develop. Day Three Rehearsal Each group should drill its actor with questions and help the actor come up with answers consistent with the leader s personality. Costumes should be ready; posters should be nearing completion. Groups or students who are legitimately idle may help the teacher in preparing the set. Panelists should be seated in a semicircle and in full view of the audience. Decide how the posters will be displayed. Day Four The Panel Discussion Stage the panel discussion. Allow 5 10 minutes for actors to put on their costumes and be seated in front of the posters. The actors should remain in character as they speak. Explain to the students in the audience that one of their jobs is to raise their hands every time they hear something inaccurate. Introduce the panelists and allow them to tell a little about who they are. Then begin asking questions. Give each panelist an opportunity to answer. Allow discussion among the panelists. Select questions that will highlight differences among the panelists. If you have time, do the reflection step following the panel discussion. Otherwise, assign Simulation Sheet 2 as homework and do the reflection step on Day Five. Day Five Reflection Have groups reconvene to discuss their answers to Simulation Sheet 2. Ask them to discuss how the various leaders from today, or from other countries of the time, might have answered some of the questions asked in the panel discussion. Also ask students to list at least one thing the leaders all had in common and at least one thing that most of them disagreed on. As a summary, ask each group to rate its own performance. How well was its actor prepared? What did the group do well? What could the group have done better? 38

STEP INTO WORLD HISTORY ACTIVITY 4 China in the Middle Ages Panel Discussion Simulation Sheet 1 Directions: Fill in the following table. Use information from Chapter 4 of your textbook and from additional reference sources to explain how each leader from China in the Middle Ages influenced or was influenced by geographic, political, economic, religious, and social structures of the time. Yangdi Geographic Political Economic Religious Social Empress Wu (and the Tang) Genghis Khan (and the Mongols) Kublai Khan Marco Polo Zhu Yuanzhang Yong Le (and the Ming) 39

STEP INTO WORLD HISTORY ACTIVITY 4 China in the Middle Ages Panel Discussion Simulation Sheet 2 Directions: Answer the questions in the spaces provided. 1. Which Chinese leader did your team research? During which dynasty did he or she live? 2. What was your role on your team? How did that role suit you? What role would you like to try if you did this activity again? 3. What did your team do especially well on this activity? 4. How could your team have improved its performance on this activity? 5. On a scale of 1 to 10, with 1 = a lot and 10 = nothing, how much did you know about the leaders of China in the Middle Ages before this activity? 6. On the same scale as question 5, how much do you know now about the leaders of China in the Middle Ages? 7. List two things about China in the Middle Ages that you did not know before. 8. Write two questions you would like to have answered about China in the Middle Ages. 40

BIOGRAPHY ACTIVITY 4A Wu Zetian Wu was born in China during the Tang dynasty in A.D. 625. She and other rich noblewomen had more freedom than women did in earlier and later dynasties. Wu learned to play music and to read and write. At 13 she joined the imperial court. Soon she became admired for her intelligence and beauty. Gaining and Keeping Power Wu married Kao Tsung a few years after he became emperor. When Kao became paralyzed by a stroke, Wu took over the government. She protected her power as ruthlessly as any man of that time. She created a secret police force and killed many enemies, including three of her own children. When Kao died, Wu made her youngest son the emperor because he obeyed her orders. In A.D. 690, Wu s son stepped down, and Wu became empress. People did not like women ruling directly. To help people accept her rule, Wu hired scholars to write about famous women. She also gave her mother s relatives powerful positions in government. Directions: On another sheet of paper, answer the questions below. 1. List four things good or bad that Empress Wu did. 2. Why did Wu want to change how people felt about women rulers? During her rule, Wu invited scholars to China, built temples, and encouraged artists. She made the army smaller and made Buddhism the state religion. She also helped the peasants by increasing agricultural production and building public works like irrigation canals. In A.D. 705, Wu s third son pushed her out of power. Wu, the only empress in China s history, died that same year. 3. Writing Write an obituary of Empress Wu s life. You may need to look at other obituaries in the newspaper to see how they are done. Empress Wu 41

BIOGRAPHY ACTIVITY 4B Marco Polo In the Service of Kublai Khan Marco Polo (1254 1324) was 15 years old when his father and uncle returned to Italy from a trip to the Mongol Empire. The Mongol emperor, Kublai Khan, had asked Marco s father and uncle to bring back 100 missionaries to help spread Christianity throughout the empire. The pope did not send the missionaries, but the Polos returned to China anyway and took Marco with them. Kublai Khan was impressed by Marco and made him an ambassador. He also named Marco the governor of Yangzhou. But the Polos worried that Kublai Khan s enemies would kill them if the emperor died, so they asked for permission to leave. The emperor finally agreed to let them go if they would take a princess to her scheduled wedding in Persia. The Polos sailed from China with the princess in 1292. Marco s Version of History Marco returned to Italy and fought in a war against Genoa. He was captured in 1298 and thrown in prison. It was there that he wrote a book about his travels. Directions: On another sheet of paper, answer the questions below. 1. Why did the Polos want to leave the Mongol Empire? 2. Where did Marco Polo write his book? 3. What famous explorer was inspired by Marco Polo s book? Some historians now think that Marco did not tell the truth in his book. They think that he only reached Persia and never made it to China. Whatever the truth may be, Marco s writing influenced history in many ways. For example, Christopher Columbus was inspired by the book to search for a quicker route to Asia. While searching for this route, he found the Americas instead. 4. Writing Why does it matter if Marco Polo did not tell the truth in his book? Marco Polo 42