Indiana 7th Grade Review Guide
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What makes us different? History Alive! The Medieval World and Beyond
Introduction presents six historical themes
Setting the Stage provides historical and geographical background for the unit
Primary Source Investigations + Reading Further in every unit
2  History Alive! The Medieval World and Beyond Review Guide
Lessons include over 50 engaging activities
Timeline Challenges conclude each unit
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Journey Through a TCI Inquiry-Based Unit Immerse your students in history with TCI’s inquiry-based lessons. Each lesson comes with a readyto-teach slideshow to engage your students with guiding questions that facilitate class discussion and debate, stunning images for students to investigate, built-in audio tracks, and rich written and visual primary sources. Each unit gives several opportunities to further student inquiry through research projects and developing arguments centered around primary sources.
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Geography Challenge
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TCI’s Lesson Cycle
Kick-off each unit with a Geography Challenge to introduce students to a region and inspire questions about the unit.
Inquiry is built into each lesson within a unit, beginning with a Preview for students to ask questions and ending with assessments for students to apply what they learned.
3 Reading Furthers Reading Furthers are included in each lesson to enhance literacy and engage students with related topics.
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Summative Assessments Each lesson comes with a TCI-created summative assessment, which is comprised of four question sets to fully assess student mastery of content and skills. The test is ready to take, but you can edit and customize the test to meet the needs of your classroom.
Timeline Challenge
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Each unit ends with a Timeline Challenge, an activity in which students practice their timeline and cause-and-effect skills to order major events from the unit.
4 Investigating Primary Sources In each unit, students have an opportunity to examine primary sources, connect it to their learning, and conduct an inquiry about them.
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History Alive! The Medieval World and Beyond Review Guide  5
1. Geography Challenge
Asking Questions Students review guiding questions and ask their own questions about the region.
Practicing Geography Skills Students examine a map of the region and do a series of geography tasks based on the map.
Interacting with Maps Students use digital resources to interact with regional maps.
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2. TCI’s Lesson Cycle
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Processing/Assessments
Preview
The lesson concludes with a Processing activity where students apply what they have learned in an authentic assessment.
TCI’s lesson cycle begins with a Preview to spark interest, connect to prior learning, and inspire historical questions.
When they are ready, students take a carefully designed summative assessment to gauge their learning.
Engaging Content
Hands-on Activity
Students have an opportunity to read expository text and test their knowledge with interactive games and checks for understanding.
The lesson progresses to a handson Activity, which incorporates one of TCI’s six unique teaching strategies that engages students with rich historical materials and connects them to their reading. Through it all, students respond in their Interactive Student Notebooks as a formative assessment.
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History Alive! The Medieval World and Beyond Review Guide 7
3. Reading Furthers
Reading Further The Explorations of Admiral Zheng He Six hundred years ago, Admiral Zheng He led Chinese sailors on seven extraordinary expeditions to India, Arabia, and Africa. At the time, Chinese ships called junks were far more advanced than European vessels. Sailing those magnificent ships, Zheng He traded with countries on two continents. However, in the 1430s, the Chinese suddenly stopped trading and exploring. What happened?
Chinese admiral Zheng He, shown here on a Chinese stamp from 2005, was one of the world’s great early explorers.
The year was 1405, and Admiral Zheng He stood on the deck of his ship. At almost seven feet in height, Zheng He towered over everyone around him. People who knew him said, “His eyebrows were like swords and his forehead wide, like a tiger’s.” When he gave an order, his sailors obeyed immediately. From his deck, Zheng saw his ships spread behind him as far as he could see. With pride, he looked at the vessels that followed his out of the harbor of Luijia, near Nanjing, China’s capital. The entire fleet, which carried about 28,000 people, was heading toward the cities of India. “Treat Distant People with Kindness” Known as the “Admiral of the Western Seas,” Zheng He led the greatest fleet of merchant vessels up to that time. The man who sent out the fleet was Emperor Chengzu, a bold and ambitious leader who wanted his people to explore the world and expand trade. In 1403, he ordered his royal carpenters to construct a huge fleet, and for the next three years, they tackled this vast job. The emperor selected Zheng He, his friend since boyhood, to be the admiral of this powerful new fleet. Zheng came from a Muslim family in western China. When the Chinese defeated the Mongols in the region in 1382, they took Zheng prisoner and brought him to Chengzu’s court. The two boys hunted and rode horses together, and soon became good friends. Later, when Zheng He served in the Chinese army, he showed a talent for strategy and commanded the respect and obedience of others. He also won Chengzu’s complete trust. The emperor directed Zheng He to sail west to faraway lands, “confer presents,” and “treat distant people with kindness.” We know the emperor’s exact words because Zheng He carved reports about the expeditions into stone tablets that still exist. Chengzu ordered merchants across China to supply trade goods for the expedition, including silk, cotton, wine, tea, silk robes, and porcelain.
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Lesson 22
The Greatest Fleet in the World Zheng He’s ships were far more technologically advanced than were European ships of that time. The largest vessels in his fleet were the enormous treasure ships, measuring about 400 feet long and 160 feet wide. In contrast, the Santa Maria, Christopher Columbus’s flagship, measured about 85 feet in length. The treasure ships had 9 masts and 12 sails of red silk, and each vessel had more than 50 luxurious staterooms for officers and merchants. As the fleet sailed out of Luijia Harbor, Zheng He set a course toward Calicut, a city-state on the west coast of India. The most advanced navigation tools in the world helped the fleet sail across the Indian Ocean. Ninety years later, Columbus would not have equipment as good as Zheng He’s. The key was the magnetic compass, an essential tool the Chinese invented in the 11th century. The compass allowed the Chinese to steer their ships even under cloud cover. Chinese sailors could also determine their latitude, or distance from the equator. Each evening they took readings to find the North Star’s position above the horizon. The closer the star’s position to the horizon, the farther south they were. The farther the star’s position from the horizon, the farther north they were.
Equipped with advanced navigation tools, Zheng He was able to steer his huge fleet across the Indian Ocean on his great expeditions.
China’s Contacts with the Outside World
In the Reading Further, students dive into a highinterest topic and investigate the intricacies of social studies.
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The reading comes with a critical thinking activity, such as evaluating cost and benefits, developing arguments, or exploring cause-and-effect of historical events.
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4. Investigating Primary Sources
Investigating Primary Sources What Was It Like to Take a Civil Service Examination? The effectiveness of the Chinese government depended on the people who served as government officials. Through several dynasties of imperial China, painstaking civil service exams determined who was placed in these government jobs. You will examine four primary sources about these tests and write an argument about what it was like to take civil service examinations.
The Investigating Primary Sources comes with a reading that provides a mix of visual and text-based primary sources.
Rather than handing out government jobs to the emperor’s family and friends, the Han dynasty began to award jobs to men who performed well on civil service examinations. Universities were set up to train students and then test their knowledge of Chinese literature, laws, poetry, and government administration. Many of the courses were based on the teachings of Confucius, a respected Chinese teacher. This primary source was written in 1804 by an ambassador from England, Sir John Barrow. He was sent to China to record his observations about Chinese life. In this excerpt of his report, Barrow describes China’s civil service examinations. How does Barrow’s background affect the reliability of this source? What does this primary source tell you about the experience of the person taking the exam? Why might someone be motivated to take these examinations?
Travels in China The examinations to be passed for the attainment of office are principally confined to the knowledge of the language; and as far as this goes, they are rigid to the utmost degree. The candidates are put into separate apartments, having previously been searched, in order to ascertain that they have no writing of any kind about them. They are allowed nothing but pencils, ink, and paper, and within a given time they are each to produce a theme on the subject that shall be proposed to them. The excellence of the composition, which is submitted to the examining officers, or men of letters, depends chiefly on the following points. That every character be neatly and accurately made. That each character be well chosen, and not in vulgar use. That the same character do not occur twice in the same composition. —John Barrow, 1804
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Lesson 19
The Chinese scholars who created the civil service exams agreed that successful students must have a solid understanding of texts called The Four Books. These included books, poems, and reports by Confucius and other Chinese philosophers. To prepare for the tests, which would require answering questions and writing essays, candidates memorized hundreds of classic passages. This next primary source is an excerpt from one of The Four Books called The Great Learning. It is one of the first texts that students learned to repeat word for word. It is a numbered list of virtues that historians believe to be the words of Confucius. The other sections of the book were written by philosophers in response to Confucius’s writing. What do you think the text means when it refers to the “cultivation of a person”? According to this primary source, why are education and knowledge important? Why would a Chinese emperor benefit from having civil servants in his government who understand this philosophy?
The Great Learning 1. What the Great Learning teaches, is—to illustrate illustrious virtue; to renovate the people; and to rest in the highest excellence . . . 3. Things have their root and their completion. Affairs have their end and their beginning. To know what is first and what is last will lead near to what is taught in the Great Learning. 4. The ancients who wished to illustrate illustrious virtue throughout the empire, first ordered well their own States. Wishing to order well their States, they first regulated their families. Wishing to regulate their families, they first cultivated their persons. Wishing to cultivate their persons, they first rectified their hearts. Wishing to rectify their hearts, they first sought to be sincere in their thoughts. Wishing to be sincere in their thoughts, they first extended to the utmost their knowledge. Such extension of knowledge lay in the investigation of things . . . 6. From the emperor down to the mass of the people, all must consider the cultivation of the person the root of every thing besides. 7. It cannot be, when the root is neglected, that what should spring from it will be well ordered. It never has been the case that what was of great importance has been slightly cared for, and, at the same time, that what was of slight importance has been greatly cared for. —Confucius, date unknown
The Political Development of Imperial China
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Students conduct an inquiry about the primary sources. They collect evidence from the primary sources to develop an argument about a compelling question.
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History Alive! The Medieval World and Beyond Review Guide 9
5. Timeline Challenge
Analyzing Timelines Students analyze the timeline in the Students Text and answer questions about it.
Researching Events Students select more events to add to the timeline and conduct research on one of them.
Conducting an Inquiry Using their knowledge from the unit, students conduct an inquiry about world history themes. They write an argument answering a compelling question and publish their work.
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6. Summative Assessments Mastering the Content This section’s selectedresponse questions are designed to evaluate understanding of the lesson’s content.
Applying Social Studies Skills This section’s constructedresponse questions allow students to demonstrate knowledge of skill through close examination of a rich stimulus or primary source.
Exploring the Essential Content This section’s open-ended questions challenge students to use their critical thinking skills to create a final product.
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History Alive! The Medieval World and Beyond Review Guide 11
Universal Access TCI is designed to reach all of your learners. Here are some resources you can use in your classroom.
Reading Tools Digital text-to-audio, main ideas, and note taking tools support reading.
Enrichment Opportunities Students engage with primary sources, review literature, and study biographies of historical figures.
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Differentiating Instructions Each lesson comes with modifications for English learners, learners reading and writing below grade level, learners with special education needs, and advanced learners.
Vocabulary Cards Students review important social studies terms with vocabulary flip cards.
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History Alive! The Medieval World and Beyond Review Guide  13
English Language Arts (ELA) Opportunities to hone language skills are integrated into each lesson.
Notebook Students engage with the Student Text to record key ideas and make meaning out of what they read in their notebooks.
Writing for Understanding This strategy takes the class through a rich experience, such as debating complex issues, allowing students to develop ideas and form opinions to use as a springboard for writing.
H A N D O U T
H
Writing a Persuasive Speech About Athens During your walking tour of Athens, you learned about six aspects of Greek culture that thrived during the Golden Age. On a separate sheet of paper, write a speech for the Athenian leader Pericles, using information that you learned on your tour. Your speech should clearly convince Athenians and Greeks from other city-states that Athens is a great city. Your speech must be at least four paragraphs and include these elements: • • • • •
a brief introduction to Athens and the Golden Age a statement explaining why Athens is a great city a description of two or more relevant examples from your walking tour of Athens an appeal to any listeners who might say that Athens is not a great city a brief conclusion that restates your position and reminds listeners of your main points
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Reading Further Students write arguments supported with evidence and reasoning, engage and respond to high-interest Reading Furthers, and create historical news articles and journal entries.
ELA/ELD Connections
Vocabulary Development Chapter ______
Illustrated Dictionary
Follow these steps to create an Illustrated Dictionary for your Key Content Terms. Step 1: Choose a Key Content Term. Step 2: Draw a diagram, word map, or other graphic organizer that shows how the term relates to something you already know or to another key term in this chapter or in a previous chapter. Write the term in bigger or darker letters than you use for any other words. Step 3: Find the definition of each term and summarize its meaning in your own words. Step 4: Write a sentence that uses the term. Step 5: Repeat for all the other Key Content Terms. Sketch/Diagram
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In Your Own Words
These resources provide tools for students who need additional guidance and structure, such as strategies to develop vocabulary or guidelines for supporting arguments from evidence.
In a Sentence
History Alive! The Medieval World and Beyond Review Guide  15
Geography Challenge
IMPERIAL
CHINA:
LESSON
GUIDE
Lesson: Imperial China Title: Complete Lesson Guide
Investigation Planning Unit Overview Estimated Time: 10 mins Overview: In this unit, learn about Imperial China's political developments, economic growth, and technological innovations. Teacher Prep: N/A Materials: None
Geography Challenge Estimated Time: 30 mins Overview: Learn about the geography of China and complete a Geography Challenge activity. Teacher Prep: N/A Materials: None
Complete Materials List For more detailed information on materials needed for this lesson log in to your Teacher Account. ( )
Lesson Handout: KWL Chart Interactive Student Notebook: Geography Challenge Notebook Answer Key: Geography Challenge Spanish: Interactive Student Notebook: Geography Challenge
Unit Overview None
Geography Challenge None
UNIT OVERVIEW
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CHINA:
LESSON
GUIDE
SLIDE 1 Imperial China How did the Tang and Song dynasties gain and maintain power over people and territories? How did environmental conditions and technological innovations cause the medieval economic revolution? What were the effects of this revolution? Why was Quanzhou such an important site of encounter? How did Chinese culture, ideas, and technologies and Buddhism influence Korea and Japan?
Notes: N/A
SLIDE 2 In this unit, you will learn about Imperial China's political developments, economic growth, and technological innovations, including the reunification of China by the Tang and Song dynasties. the economic revolution in China and its affects. the emergence of new technologies such as gunpowder and printing. changes in policy regarding China's interaction with the outside world.
Notes:
If you wish to pre-teach the vocabulary in this unit, have students use the Vocabulary Cards in the Student Account.
SLIDE 3 Think about these guiding questions: How did the Tang and Song dynasties gain and maintain power over people and territories? How did environmental conditions and technological innovations cause the medieval economic revolution? What were the effects of this revolution? Why was Quanzhou such an important site of encounter? How did Chinese culture, ideas, and technologies and Buddhism influence Korea and Japan? Fill out the first column of this chart. List everything you know about Imperial China. Now list other questions that you have. We’ll explore these questions throughout the unit!
Notes: Have students create individual KWL charts, or create a KWL chart for the class. Use student responses to gauge how much additional background information they will need as you progress through the unit. Have students return to the KWL chart at the end of the unit and add the key information they learned.
GEOGRAPHY CHALLENGE SLIDE 4
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History Alive! The Medieval World and Beyond Review Guide  21
Geography Challenge
IMPERIAL
Notes:
Geography Challenge
Have students create individual KWL charts, or create a KWL chart for the class. Use student responses to gauge how much additional background information they will need as you progress through the unit. Have students return to the KWL I Mchart P EatRthe I Aend L ofCthe H unit I N and A : add L the E Skey SO N G U they I D Elearned. information
GEOGRAPHY CHALLENGE SLIDE 4
Read “Setting the Stage” in the Student Text for this unit.
Notes: Essential Geographic Understandings: Location of China Key physical features: Huang He (Yellow River), Chang Jiang (Yangtze River), Plateau of Tibet, Himalayas, Taklimakan Desert, Gobi Desert, Tian Shan Importance of the Huang He (Yellow River) and the Chang Jiang (Yangtze River) to the development of Chinese civilization Impact of location on the diffusion of ideas to and from China
SLIDE 5 Geography Challenge Go to the Geography Challenge in the notebook. Follow the directions to complete the map and answer the questions. Let’s check your answers to the Geography Skills and Critical Thinking questions. Discuss: What was the impact of location on the diffusion of ideas to and from China?
Notes: You may wish to have students play the Lesson Game for this lesson to assess what they learned during the Geography Challenge.
SLIDE 6 Geography Challenge Can you find these six key locations without referring to your map? Drag each label to the correct location on the map. Good luck! Yellow Sea Himalayas Plateau of Tibet Huang He (Yellow River) Chang Jiang Basins Taklimakan Desert
Notes: In the online Student Subscription, the Geography Challenge is found in the Setting the Stage section. Have students drag the labels as accurately as possible onto the map. Click the small Answer Key thumbnail to check their work.
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Discuss: What was the impact of location on the diffusion of ideas to and from China?
Notes:
SLIDE 6 Geography Challenge Can you find these six key locations without referring to your map? Drag each label to the correct location on the map. Good luck! Yellow Sea Himalayas
Plateau of Tibet Huang He (Yellow River) Chang Jiang Basins Taklimakan Desert
Notes: In the online Student Account, the Geography Challenge is found in the Setting the Stage section. Have students drag the labels as accurately as possible onto the map. Click the small Answer Key thumbnail to check their work.
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History Alive! The Medieval World and Beyond Review Guide  23
Geography Challenge
You may wish to have students play the Lesson Game for this lesson to assess what they learned during the Geography IMPERIAL CHINA: LESSON GUIDE Challenge.
Unit 4 Setting the Stage
80°N
Physical Features of Asia
CHINA
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Mountain peak Present-day boundary
40°S
80°E
100°E
24 History Alive! The Medieval World and Beyond Review Guide Unit 6
120°E
140°E
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Imperial China
Look at Physical Features of Asia to locate the North China Plain, the Huang He (Yellow River),
In this unit, you will study imperial China during the period from about 221 b.c.e. to about
and the Chang Jiang (Yangtze River). This is where Chinese civilization began since people
1644 c.e. The word imperial means “ruled by an emperor.” During this time, China was under the
could cultivate food here and the rivers made transportation easy. Because of these factors,
control of a series of dynasties, or ruling families. China is located on the continent of Asia—
trade flourished. The bustling market for goods led to the growth of cities. During these years
the largest continent on Earth. China has three distinct elevations: the highlands in western
of peace and prosperity, scholars and scientists were able to develop new technologies. Some of these led to new industries, while others
China, the slightly lower plateau in central China, and the lowlands along the eastern coast. The land is rocky, and the climate is cold in the towering Himalaya and Tian Shan mountains of western China. The Gobi Desert in the northern plateau is very dry. As a result, few people settled in these places. Although the central and southern part of the plateau were more inviting, the coastal lands were the real population centers of imperial China because these plains were threaded with life-giving rivers and blanketed with rich soil.
The Sui, Tang, and Song Dynasties 0
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1,000 miles
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The Sui, Tang and Song Dynasties Black Cyan Magenta Yellow
1,000 miles
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East China Sea
Yellow Sea
East China Sea
Jia ang ng Ch e River) z t g an (Y
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South China Sea
500
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a (Ye n g H e Riv llow er)
a (Ye n g H e Riv llow er)
MW_SE_U04_02.eps www.teachtci.com
and south, while the Gobi Desert stopped Chinese expansion to the north. To the southwest, the cold, high Plateau of Tibet prevented the Chinese from enlarging their empire. At other times, and under other leaders, China was able to protect itself behind its oceans, mountains, and deserts, easily cutting itself off from the world.
Yellow Sea
Jia ang ng Ch Ri e gtz ver) an (Y
Sui dynasty, about 618 Tang dynasty, about 907 Song dynasty, about 1279
in other ways as well. Several strong emperors were able to expand China’s borders to the west
The Yuan and Ming Dynasties
0 500 50 1,000 kilometers Lambert Azimuthal Equal-Area Projection Lamb ambert amb ert A er
Hu
helped the Chinese enlarge their trade empire. The history of China is tied to its geography
E
W S
Yuan dynasty, about 1368 Ming dynasty, about 1644
South China Sea
S
History Alive! The Medieval World and Beyond Review Guide 25 MW_SE_U04_03.eps The Yuan and Ming Dynasties Black Cyan Magenta Yellow
Imperial China 191
NOTEBOOK
°N
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STUDENT
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180°
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Geography Challenge
CHINA:
40
IMPERIAL
N
Arabian Sea
Aral Sea
W
N
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Asia
CHINA
60°
Caspi an Sea ul nG
Eq u
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ea Bl ac kS
a Persi
Red Sea
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CHINA:
INTERACTIVE
STUDENT
NOTEBOOK
Geography Skills Analyze the maps in “Setting the Stage” for Unit 4 in the Student Text. Then answer the following questions and fill out the map as directed.
1. Label the Sea of Japan (East Sea), the Yellow Sea, the East China Sea, the South China Sea, the Indian Ocean, and the Bay of Bengal. Which of these bodies of water lies farthest north?
2. Locate the deserts that lie in and near imperial China. Label them on your map. 3. Suppose traders were traveling from China to the Mediterranean region. What physical features in China would they have had to cross?
4. Draw a line showing the shortest sea route from China to the eastern coast of India. Begin at the mouth of the Chang Jiang (Yangtze River). Why might knowledge of the compass have allowed the Chinese to have been, at one time, a major sea power?
5. During the 200s B.C.E., a Chinese emperor ordered his people to connect walls built by earlier rulers. The completed project, the Great Wall of China, extended along the northern border of China. It was meant to protect the Chinese from invasions that came from the north. Why do you think the emperor was more concerned about attacks from this direction than any other?
6. Label the Huang He (Yellow River), the Chang Jiang (Yangtze River), the North China Plain, and the Chang Jiang Basins. Land near these rivers was heavily populated. Why might this be so?
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History Alive! The Medieval World and Beyond Review Guide 27
Geography Challenge
IMPERIAL
Geography Challenge
IMPERIAL
CHINA:
INTERACTIVE
STUDENT
NOTEBOOK
7. Label the Plateau of Tibet, the Tian Shan, and the Himalayas on your map. In what part of China are they located? Why would these features have made sea trade more popular than overland trade?
Critical Thinking Answer the following questions in complete sentences.
8. While it took around 500 years for the Buddhist religion to reach China from India, it took more than twice that long for Christianity to reach China from Europe. What geographical factors might explain this difference?
9. Look at the land to the north of the North China Plain. Why might the people living in this area have attacked those living around the Huang He (Yellow River)?
10. How did China’s geography influence the directions in which rulers chose to expand their empires?
11. What geographical features of China led to the growth of cities? Explain your answer.
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CHINA:
TOOLKIT Geography Challenge
IMPERIAL
compass Rose What is it? Mapmakers use a diagram called a compass rose
to show directions on a map. A simple compass rose has two short lines that cross at right angles. The ends of the lines are labeled N for north, S for south, E for east, and W for west. These are the cardinal directions. A more complex compass rose has lines between the cardinal points to show intermediate directions. These lines are labeled NE for northeast, SE for southeast, SW for southwest, and NW for northwest.
N NE
NW
W
E
SE
SW
S
how to do it. Use the compass rose to tell where one place is in relation to
another. Find Colorado (CO) and Wyoming (WY) on the map below. The compass rose tells you that Colorado is south of Wyoming. This is one way to state its TCI18 relative location. Now find Wisconsin (WI). From the compass rose, you can see 163 LMSK_06 Compass Rose Art that Minnesota (MN) is west of Wisconsin. You can also see that Indiana (IN) is southeast of Wisconsin. Second proof continental united States
WA OR
ID NV
CA
VT
ND
MT WY
MN
SD
UT
AZ
CO
NM
PACIFIC OCEAN
NY
WI
MI
IN
IL
KS OK TX
Gulf of Mexico
N E
W
MA RI CT NJ DE MD
PA OH WV VA KY MO NC TN SC AR ATLANTIC AL GA MS OCEAN LA FL
IA
NE
NH ME
S
0 0
400 400
800 miles
800 kilometers
try it. Use this map to answer the following questions. TCI18 164 LMSK_07
1. Which state borders Oregon (OR) on the east? The north? Continental United States Third Proof 2. If you traveled from Georgia (GA) to Missouri (MO), in which direction would you go? 3. Find Colorado (CO) and Nebraska (NE). Where is Nebraska in relation to Colorado? 4. Suppose you go north from Texas (TX) to the next state. Then you go to the state to the west. Where would you be?
6 Map Skills Toolkit www.teachtci.com
© Teachers’ Curriculum Institute
History Alive! The Medieval World and Beyond Review Guide 29
O V E R V I E W
The Medieval World and Beyond: China’s Contacts with the Outside World
Sample Lesson
Essential Question: How did the foreign-contact policies of three medieval Chinese dynasties affect China?
Lesson
Lesson Overview: In a Response Group activity, students consider the benefits and drawbacks of foreign contact during three Chinese dynasties, and evaluate the effects on China of their foreign-contact policies. Lesson Objectives: Social Studies • explain the importance of overland trade and identify products that traveled along trade routes during the Tang and Yuan dynasties. • describe the importance of maritime expeditions during the Ming dynasty. • evaluate the benefits and drawbacks of foreign contact during each dynasty’s rule. Language Arts • determine the speaker’s attitude toward the subject. • respond to persuasive messages with questions, challenges, or affirmations. • write a persuasive composition that states a clear position and describes the points in support of the proposition. Standards: View how each program correlates to your state’s standards by visiting http://bit.ly/TCISocialStudiesStandards. Universal Access (pg. 45-46): • ELD: Vocabulary • Vocabulary: Word Grid • Learners with Special Education Needs • English Learners • Advanced Learners • Deeper Coverage • ELA: Causation and Argumentation • Learners Reading and Writing Below Grade Level • ELA: Writing • Writing Toolkit • ELA: Reading • ELD: Reading
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Lesson: China's Contacts with the Outside World Title: Complete Lesson Guide Standards Covered
Reading
Writing
Speaking and Listening
Language
Key Ideas and Details CC.K-12.R.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. CC.K-12.R.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CC.K-12.R.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Text Types and Purposes CC.K-12.W.R.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Comprehension and Collaboration CC.K-12.SL.R.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Knowledge of Language CC.K-12.L.R.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.
Craft and Structure CC.K-12.R.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. CC.K-12.R.R.5
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Vocabulary Acquisition and Use CC.K-12.L.R.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. CC.K-12.L.R.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
History Alive! The Medieval World and Beyond Review Guide 31
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Common Core ELA Standards
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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.
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gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Integration of Knowledge and Ideas CC.K-12.R.R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Range of Reading and Level of Text Complexity CC.K-12.R.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
Investigation Planning Preview Estimated Time: 40 mins Overview: Analyze the arguments for an open-door and for a closed-door policy. Teacher Prep: N/A Materials: None
Activity Estimated Time: 120 mins Overview: Listen to three conversations about China's contact with foreigners during three periods of Chinese history. Teacher Prep: N/A Materials: None
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Vocabulary Estimated Time: 5 mins Overview: Review vocabulary terms from this lesson. Teacher Prep: N/A Materials: None
Processing Lesson
Estimated Time: 30 mins Overview: Write a proclamation from a Ming emperor regarding foreign contact. Teacher Prep: N/A Materials: None
Reading Further Estimated Time: 30 mins Overview: Read the narrative of Zheng He's life and write an autobiographical narrative of an exciting event in your own life. Teacher Prep: N/A Materials: None
Site of Encounter Estimated Time: 60 mins Overview: Learn why Quanzhou was an important center of exchange in the 1100s–1400s. Teacher Prep: N/A Materials: None
Complete Materials List For more detailed information on materials needed for this lesson log in to your Teacher Account. (
)
Lesson Handout: Three Dialogues About Foreign Contact Interactive Student Notebook Notebook Answer Key SOE Handout A: Visual Sources About Quanzhou SOE Handout B: Quanzhou: Chinese Products and Technologies SOE Handout C: Primary Sources About Quanzhou Spanish: Handouts Spanish: Interactive Student Notebook Spanish: SOE Handouts
Preview None www.teachtci.com
History Alive! The Medieval World and Beyond Review Guide 33
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Activity None
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Processing None
Reading Further None
Site of Encounter None
ACTIVITY SLIDE 1 China’s Contacts with the Outside World
How did the foreign-contact policies of three medieval Chinese dynasties affect China?
Notes: Use this Lesson Guide to plan and teach the lesson! The Overview slide summarizes the parts of the lesson and gives estimated times. In the Teacher Note, you’ll find Social Studies and Language Arts objectives. The Materials and Preparation slides tell you what to gather and prep before class. When you’re ready to teach the lesson, start with thePreview slide. The Activity slides walk students through every step of the interactive lesson. Students are instructed when to read each section in the Student Text and when to complete their print or online Interactive Student Notebooks. Use the Vocabulary slide to review key Social Studies terms. Finally, students complete theProcessing assignment in their notebooks. Use it to assess what students have learned.
SLIDE 2 Notes: Watch this quick video to find out the highlights of the lesson.
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SLIDE 3 Essential Question
How did the foreign-contact policies of three medieval Chinese dynasties affect China? Preview Students analyze the arguments for an open-door and for a closed-door policy. [10 min + 30 min vocabulary] In a Response Group activity, consider the benefits and drawbacks of foreign contact during three Chinese dynasties. [120 min] Processing Students write a proclamation from a Ming emperor regarding foreign contact. [30 min] Reading Further Students read the narrative of Zheng He's life and write an autobiographical narrative of an exciting event in their own lives. [30 min] Site of Encounter Students learn why Quanzhou was an important center of exchange in the 1100s–1400s. They complete a gallery walk to examine different products and technologies of China and examine different accounts about Quanzhou. [60 min]
Notes: Objectives In the course of reading this chapter and participating in the classroom activity, students will
Social Studies • explain the importance of overland trade and identify products that traveled along trade routes during the Tang and Yuan dynasties. • describe the importance of maritime expeditions during the Ming dynasty. • evaluate the benefits and drawbacks of foreign contact during each dynasty’s rule.
Language Arts • determine the speaker’s attitude toward the subject. • respond to persuasive messages with questions, challenges, or affirmations. • write a persuasive composition that states a clear position and describes the points in support of the proposition.
SLIDE 4 Materials to Print Interactive Student Notebook (1 per student) Handout A: Three Dialogues About Foreign Contact (1 per student) Teacher Supplied Materials None Site of Encounter Materials
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Lesson
Activity
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SOE Handout A: Visual Sources About Quanzhou (2 per class) SOE Handout B: Quanzhou: Chinese Products and Technologies (1 per student) SOE Handout C: Primary Sources About Quanzhou (1 per student)
Notes: Lesson
N/A
SLIDE 5 Before class: 1. Consider how you will teach the activity over the course of a few days. The suggested time for this Response Group activity is 120 minutes. 2. Print out a copy of Handout A: Three Dialogues About Foreign Contact for each student in the class. 3. During the activity, assign students to a group. After they listen to each of the dialogues, have each group fill out the spectrum in their Interactive Student Notebook. 4. Select a few groups who chose different points on the spectrum to defend their choices. Encourage debate by asking other groups who may not have presented to provide alternative points of view about where they placed their mark on the spectrum. 5. For the Site of Encounter section, create four stations around the classroom for a gallery walk. Place both copies of each page of SOE Handout A: Visual Sources About Quanzhou at each station. Ensure that there is a place for students to take notes at each station
Notes: N/A
SLIDE 6 China’s Contacts with the Outside World
How did the foreign-contact policies of three medieval Chinese dynasties affect China?
Notes: N/A
PREVIEW SLIDE 7 Preview Think about this situation: The Johnsons have just moved to a new neighborhood. They are debating whether to have an open- or closed-door policy toward their neighbors. If they have an open-door policy, they will invite the neighbors to parties, ask for and perform favors for them, and borrow from and lend things to them. If they have a closed-door policy, they will keep to themselves and not interact with their neighbors at all.
Notes: N/A
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SLIDE 8 Go to the Preview assignment in your print or online Interactive Student Notebook. Talk with your group. What arguments can you think of for an open-door or a closed-door policy? In the T-chart, write two arguments in favor of the Johnsons following an open-door policy, and two arguments in favor of a closed-door policy.
Notes: If you are using the Interactive Student Notebook, you can access it three ways: Online: Go to the “Student View,” and navigate to the Notebook. Online: Go to the “Materials” tab, and print out the PDF notebook pages. Print: Use the print Interactive Student Notebooks in your classroom. In the Student Account, you can find the Preview assignment in the Introduction section.
SLIDE 9 We just analyzed the advantages and disadvantages of contact with neighbors. Throughout China’s history, there has been much disagreement about whether to have an open- or closed-door policy toward foreigners. Sometimes, China opened its doors to foreign trade and visitors. At other times, it closed them and tried to isolate itself from the rest of the world.
Notes: N/A
SLIDE 10 Vocabulary Development Locate the Social Studies Vocabulary for this lesson in your Interactive Student Notebook. Mongols maritime Ming tributary These important terms will help you understand the main ideas of this lesson.
Notes: N/A
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Lesson
Let's share our responses.
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SLIDE 11 Read the Introduction in the Student Text. Use information from the section and from the image to propose some possible answers to the Essential Question:
How did the foreign-contact policies of three medieval Chinese dynasties affect China?
Notes: Lesson
N/A
SLIDE 12 Response Group Phase 1: Tang Dynasty Response Group Phase 1: Tang Dynasty In this activity, you will listen to three fictional conversations about China's contact with foreigners during these periods of Chinese history: • Tang dynasty • Yuan dynasty • Ming dynasty After listening to each dialogue, your group will evaluate the government's decisions about foreign contact.
Notes: Students can stay in their groups of three from the Preview activity.
SLIDE 13 Response Group Phase 1: Tang Dynasty The Tang dynasty ruled China from 618 to 907. During this dynasty, people, goods, and ideas traveled along the Silk Road. Sea routes provided another way for China to interact with the outside world. Examine this map of the Silk Road during the Tang dynasty. The Silk Road stretched from China to the eastern shores of the Mediterranean Sea.
Notes: You may want to note that the Silk Road went through the Abbasid Caliphate, which students studied in Lesson 9. The Abbasids purchased goods, such as silk, porcelain, and paper, from China. However, relations between the two empire were not always friendly. At the Battle of Talas in 751, the Abbasid army fought the Chinese, as the latter tried to expand westward. The Chinese were eventually forced to retreat, stopping their expansion into Central Asia.
SLIDE 14 Response Group Phase 1: Tang Dynasty Now listen to a conversation between two Tang officials in a teahouse. One supports an open-door policy and one supports a closed-door policy. Read Section 1, Foreign Contacts Under the Tang Dynasty. Complete the Reading Notes in your notebook. Discuss this question with your group: To what degree did emperors of the Tang dynasty pursue an open- or a closed-door policy?
Notes: N/A
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SLIDE 15 Response Group Phase 1: Tang Dynasty Decide where on the spectrum you will place an X to show your answer. Choose a spokesperson to defend your answer.
Notes: Lesson
N/A
SLIDE 16 Response Group Phase 2: Yuan Dynasty Response Group Phase 2: Yuan Dynasty The Mongols were foreign invaders from north of China who named their dynasty the Yuan dynasty. The Yuan dynasty ruled China from 1279 to 1368. As in the previous period, people, ideas, and goods traveled along both the Silk Road and sea routes. They were also more accepting of foreigners, such as Marco Polo.
Notes: N/A
SLIDE 17 Response Group Phase 2: Yuan Dynasty Listen to a conversation between two officials at the khan's court. Khan is the Mongolian title for a ruler. Read Section 2, Foreign Contacts Under the Yuan Dynasty. Complete the Reading Notes in your notebook. Discuss this question with your group: To what degree did emperors of the Yuan dynasty pursue an open- or a closed-door policy?
Notes: As students listen to the conversation, have them read along with the second dialogue on their handouts.
SLIDE 18 Response Group Phase 2: Yuan Dynasty Decide where on the spectrum you will place an X to show your answer. Choose a spokesperson to defend your answer.
Notes: N/A
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SLIDE 19 Response Group Phase 3: Ming Dynasty Response Group Phase 3: Ming Dynasty The Ming dynasty replaced the Yuan dynasty and ruled China for nearly 300 years. Early Ming emperors were very interested in contact with foreign lands. Later Ming officials attempted to restrict trade. Lesson
This is a map of Zheng He’s voyages during the early Ming Dynasty. Name some of the countries he visited.
Notes: N/A
SLIDE 20 Response Group Phase 3: Ming Dynasty Listen to a conversation between two officials at the dock during the Ming dynasty Read Section 3, Foreign Contacts Under the Ming Dynasty. Complete the Reading Notes in your notebook. Discuss this question with your group: To what degree did emperors of the Ming dynasty pursue an open- or a closed-door policy?
Notes: N/A
SLIDE 21 Response Group Phase 3: Ming Dynasty Decide where on the spectrum you will place an X to show your answer. Choose a spokesperson to defend your answer.
Notes: N/A
SLIDE 22 Response Group Phase 3: Ming Dynasty Think about what you have learned about foreign contact during the three dynasties. What are some of the strongest arguments in favor of medieval China having foreign contacts? What are some of the strongest arguments against China having foreign contacts? What do you think would be the negative effects of China refusing all contacts with foreign countries? What do you think would be the negative effects of China accepting all contacts with foreign countries?
Notes: N/A
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VOCABULARY SLIDE 23
Lesson
Drag each term to its correct definition. Ming Mongols maritime tributary 1. a conquered country or territory that pays tribute to the conqueror 2. the dynasty that ruled China after the overthrow of the Yuan 3. foreign rulers of China from Mongolia who established the Yuan dynasty 4. relating to the sea
Notes: N/A
PROCESSING SLIDE 24 Processing Let's assess what you have learned. If you were a Ming emperor, would you decide to have an open-door policy or a closed-door policy toward foreigners?
Go to the Processing assignment in your notebook. Write your decision in the form of a royal proclamation. Then give five reasons that support your decision. Illustrate each of your reasons.
Notes:
In the Student Account, you can find the Processing assignment in the Summary section.
READING FURTHER SLIDE 25 Reading Further What famous explorers can you name? What do you know about these explorers? A story about an explorer's life is called a narrative. A narrative has a plot, or storyline, with a beginning, a middle, and an end. Now read the narrative of Zheng He's life in the Reading Further section of the Student Text. As you read, jot down important plot points.
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SLIDE 26 Let's summarize the narrative of Zheng He's life in a story map.
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Notes: Consider using the Presenter Tools to record the story summary in the chart.
SLIDE 27 The story of Zheng He's life is one of the great sea adventures. Plan an autobiographical narrative of an exciting event in your life. An autobiographical narrative is written in the first person. Complete the story map in your notebook. Then write your story. Who would like to share their story? When you read, enhance the story using an animated and lively voice.
Notes: N/A
SITE OF ENCOUNTER SLIDE 28 Quanzhou (1100–1400) Site of Encounter: Quanzhou (1100–1400) Look at this map. Where is Quanzhou located? Where is the city relative to other places and bodies of waters? Why do you think the city was a major trade center? Read Site of Encounter: Quanzhou (1100–1400).
Notes: Click on each hotspot to learn more about the East Asian and China-Southeast Asia trade circles.
SLIDE 29 Quanzhou (1100–1400) You will now work with a partner to learn more about the institutions that helped make Quanzhou a major trade center. Pages from SOE Handout A: Visual Sources About Quanzhou have been placed around the room. Each features an image and description related to products and technologies found in China. At each station, you will review the handout and complete the related line on SOE Handout B: Quanzhou: Chinese Products and Technologies . For each image, you will identify what the product or technology is. Then, in the third column, you will write details about each image. Finally, in the fourth column, you will describe why the product or technology was highly valued
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around the world. Let's begin!
Notes: N/A
SLIDE 30 Quanzhou (1100–1400) For each image, share your answers from SOE Handout B. Click on each image to enlarge it.
Notes: Students answers may vary. When they share their answers, ensure that they support them with evidence.
SLIDE 31 Quanzhou (1100–1400) With your partner, you will now analyze the three quotations on SOE Handout C: Primary Sources About Quanzhou that describe Quanzhou between the 11th and 14th centuries. Look beyond the text. Consider why it was written and its intended audience. As you review and discuss the quotations, take notes. Also, consider the following questions: What were the effects of exchanges in Quanzhou? Which effect was most important and why?
Notes: Primary sources can be challenging for all reading levels. Model interpreting one of the quotations fromSOE Handout C: Primary Sources About Quanzhou. Demonstrate how to review and evaluate each quotation. Remind students that they should not only consider what the text says and the details it presents, but they should also consider the author, the text’s purpose, the intended audience, and the context it was written in. As needed, support students when reading by providing them with vocabulary support and by making the sources accessible to all learners with literacy strategies.
SLIDE 32 Quanzhou (1100–1400) Let’s focus on the primary source from Marco Polo you just read. In small groups, choose one paragraph of this primary source to discuss indepth. Share with the class why you chose that paragraph and what stands out to you about it. Now, read Marco Polo’s account of arriving in Quanzhou again. Then answer the following questions about the text: Why were merchants glad to trade at Quanzhou? www.teachtci.com
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Let's discuss the images we have looked at.
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What are Polo’s opinions about the Chinese people? What was Marco Polo’s attitude towards Quanzhou?
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SLIDE 33
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Quanzhou (1100–1400) Complete the first two prompts in the Interactive Student Notebook for this reading. Let's share our answers.
Notes: N/A
SLIDE 34 Quanzhou (1100–1400) Now, you will use the information from the reading, your notes on Handout B, and your evaluation of the primary sources to complete the last notebook prompt. Write a response that is at least one paragraph long to the following questions: What were the effects of exchanges in Quanzhou? Which effect was most important and why? You should support your claims about the effects of exchanges in Quanzhou with logical reasoning, supporting data, and evidence that shows you understand the topic. Provide a concluding statement that supports your argument about the most important effect of exchanges in Quanzhou.
Notes: N/A
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U N I V E R S A L
A C C E S S
Universal Access Quicker Coverage Skip the Dialgues To more quickly accomplish the activity, skip the dialogues and Step 1 in the Reading Notes. Students will still read each section , complete the Reading Notes, and debate the Reading Notes Step 3 question for each dynasty. Skip the Response Group Discussion To more quickly accomplish the activity, do not have students share their responses to the questions in the Reading Notes. Students will still listen to the dialogues, read each section and complete the Reading Notes, and respond to the spectrum question for each section; but groups will not debate with the class. Deeper Coverage Add to the Dialogues After reading each section, have groups write additional conversation for each dialogue. Students should add to the dialogues by using facts from the reading to create one or two more arguments in favor of an open-door policy and one or two more arguments in favor of a closed-door policy. English Learners Break Conversations into Manageable Parts Make sure students understand the ideas being presented in the three conversations in the Response Group activity by breaking each conv ersation into manageable parts. Pause the audio after every two or four exchanges, and have groups identify one or two arguments from that part of the script in favor of welcoming foreigners, and one or two in favor of rejecting foreigners. Add a Step to the Reading Notes Help students connect the dialogues in the Response Group activity by giving each student a copy of Lesson 18. Have students read the corresponding section of the chapter after they listen to each dialogue on Handout A: Three Dialogues About Foreign Contact. Then have them underline any details in the dialogue that were also included in the chapter. • Help students focus their reading by explaining that the first subsection generally corresponds to the opendoor perspective and the second to the closed-door perspective. • Have students read the first subsection and underline, in one color, the corresponding points on Handout A: Three Dialogues About Foreign Contact. Then have them read the second subsection and underline the corresponding points in another color. Learners Reading and Writing Below Grade Level Simplify the Processing Activity Directions Provide students with the following simplified directions for the Processing activity. Pretend you are a Ming emperor You must decide what type of policy China should have with the outside world. Create a royal proclamation to explain your opinion. Your proclamation should: • clearly state whether your policy welcomes or rejects contact with the outside world • list three reasons why your policy is good for China. Each reason should begin, “This policy is good for China because . . .” • include illustrations to help explain your three reasons
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Lesson
Our lessons can be modified to reach all your learners and to fit your schedule. These suggestions are some ways you can adapt the lesson to fit the needs of your class. You can also find these tips at point-of-use throughout the lesson guide.
U N I V E R S A L
A C C E S S
Lesson
Learners with Special Education Needs Preview the Activity Give students a copy of Handout A: Three Dialogues About Foreign Contact ahead of time. Tell them they will listen to a recording of these dialogues in class. When Lesson 18 is presented in class, these students will already be familiar with the arguments. Shorten the Processing Activity To more appropria tely challenge students, offer an alternate Processing activity. Have students complete this statement: “I proclaim that China will have an open-door/closed-d oor policy (circle one) that welcomes/rejects (circle one) contact with the outside world because . . . .” Have students provide two reasons for their choice, and illustrate at least one. Advanced Learners Create an Illustrated Map Provide students with a map of Asia, preferably one on which the countries are labeled. As students complete the Reading Notes, challenge them to do the following for each section: • For countries that had contact with China, draw arrows from the country to China; where possible, put arrows over the land for countries that had overland trade routes to China, and put arrows over the water for countries that had maritime trade routes to China. • Color the arrows to correspond to dynasties. For example, if Persia traded with China during the Tang dynasty, students might make that arrow green. Any other arrows representing trade during the Tang dynasty (Section 1) would also be green. Have students put the appropriate colors and labels in a key.
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E N R I C H M E N T
Enrichment
Marco Polo and His Travels (The Silk Road Foundation) http://www.silk-road.com/artl/marcopolo.shtml Learn about the travels of Marco Polo and his journey to China. Investigate background details about Marco Polo and the Mongol Empire, read about the long and difficult journey to Cathay, and learn about his years of service in Khan’s court. Sultan’s Lost Treasure (NOVA Online) http://www.pbs.org/wgbh/nova/sultan/ This site, Sultan’s Lost Treasure, was designed in conjunction with a NOVA special that traces the expedition to recover artifacts from a Chinese shipwreck. You can try your hand at archaeology by examining a recovered artifact in “Date the Dish,” or find out more about “Ancient Chinese Explorers” and “Asia’s Undersea Archaeology.” Also worth exploring is the “Transcript,” which provides all the text from the NOVA show. Clear and informative, this site is enhanced with maps, photos, and an interview with a museum curator. You will find this site a valuable extension for study of China’s contacts with the outside world. Internet Projects: Imperial China Pretend that you are an artist hired by a Ming emperor to design a mural for the wall of his palace. He wants to celebrate the history of China by honoring the dynasty - Sui, Tang, Song, or Yuan - that has made the most important historical contributions. In order to convince the emperor of your choice, you must prepare a presentation that answers this question: Which Chinese dynasty has made the most significant impact on history? Your presentation must be at least 500 to 700 words and include the following elements: A. An imaginative title for the mural that will impress viewers. B. A five-paragraph persuasive speech that outlines your choice for the mural. Your speech must include: • an introduction that clearly describes which dynasty you think the mural should feature. • two body paragraphs that explain and give supporting evidence for your choice. • a third body paragraph that explains why other dynasties were not selected. As supporting evidence, pick one of the other dynasties and explain why it did not make as significant an impact. • a conclusion that restates your position and reminds the emperor of your main points. C. A visual of at least one scene you would like to include in the mural with a two- to three-sentence caption explaining what the scene is and how it shows how your chosen dynasty made a significant impact on history. D. An outline of notes from your Web sources. E. A rough draft of your speech and caption. F. A typed final draft with correct grammar, correct spelling, and a bibliography of your sources. If necessary, use footnotes where appropriate. Biography The Travels of Marco Polo by Marco Polo (1254–1324) Literature Poetry from the Tang Dynasty www.teachtci.com
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Literature Recommendations The following books offer opportunities to extend the content in this lesson. • China’s Golden Age: Everyday Life in the Tang Dynasty by Charles Benn (New York: Oxford University Press, USA, 2004) • The Kite Rider by Geraldine McCaughrean (New York: HarperTeen, 2002) • The Remarkable Journey of Prince Jen by Lloyd Alexander (New York: Dutton, 1991)
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Lesson 18
China’s Contacts with the Outside World
Online: Reading support is built into the Student Text online. Students can use the text-to-audio tool, highlight the main ideas, and add notes to the text.
How did the foreign-contact policies of three medieval Chinese dynasties affect China?
Essential questions support reading Introduction for meaning. Medieval China had contact with foreign nations and peoples. However, policies toward these contacts varied with different dynasties, including the Tang dynasty (618–907), the Mongol, or Yuan (YOO-an), dynasty (1279–1368), and the Ming dynasty (1368–1644). At times, the Chinese welcomed foreign contacts. Great cultural exchange resulted as new ideas and products flowed into and out of China through trade routes across Central Asia and on the sea. In this exchange, the Chinese were introduced to new ideas and goods, such as perfume, wine, and the game of polo. Buddhism, which originally came from India, reached its height of influence during the Tang dynasty. A Chinese monk, Xuan Zang (zhwoo-AN ZANG), traveled to India at this time and brought back thousands of Buddhist scriptures. The Chinese honored him for making Buddhism more widely known. Although it was foreign in origin, Buddhism became very popular in China. Many Chinese, however, resented foreign influence. Less than two centuries after Xuan Zang’s trip to India, one scholar-official harshly criticized Buddhism. “Buddha,” he said, “was a man of the barbarians who did not speak the language of China and wore clothes of a different fashion. His sayings did not concern the ways of our ancient kings, nor did his manner of dress conform to their laws.” More than once, such feelings led rulers to try to limit the influence of foreigners. In this lesson, you will learn how the Chinese both welcomed and rejected foreign contacts. You will find out how China’s emperor Chengzu sent the explorer Zheng He to other countries to display China’s power and to acquire tributes from new lands. You will also discover how Ming emperors tried to close China’s doors to foreign influence entirely.
Social Studies Vocabulary maritime Ming Mongols tributary
The Introduction is designed to build background knowledge and prepare readers for the rest of the lesson.
The gates of the imperial Forbidden City were open to foreigners at times.
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1. Foreign Contacts Under the Tang Dynasty
The lesson is divided into clearly defined sections to make the content easier to understand.
During the Tang dynasty (618–907), China welcomed contact with foreigners. Traders and visitors brought new ideas, goods, fashions, and religions into the country.
The rulers of the Tang dynasty were open to foreign contact, and their control over much of Central Asia made the Silk Road an important trade route again, as it had been in earlier times.
The Influence of Traders and Visitors Beginning in the Han dynasty, traders and visitors came to China by a network of trade routes across Central Asia. From Chang’an, China’s capital, camel caravans crossed the deserts of Central Asia between oases. The routes followed by the caravans are known collectively as the Silk Road, though many goods besides silk were traded. For a time, travel along the Silk Road became unsafe because of fighting in Central Asia. The Tang dynasty made travel safe again by taking control of much of Central Asia, which allowed trade to flourish with Central Asian kingdoms, Persia (modern-day Iran), and the Byzantine Empire. Traders also traveled by sea between China and Korea, Japan, Indonesia, and India. Merchants, missionaries, and other visitors also came to China. Thousands of Arabs, Turks, Persians, Tibetans, Indians, Jews, Koreans, Japanese, and other foreigners lived in seaports and in Chang’an. All these foreign contacts brought about much cultural exchange. The Chinese sent their silk, porcelain, paper, iron, and jade along the trade routes, and in return, they imported ivory, cotton, perfumes, spices, and horses. From India, the Chinese learned to make sugar from sugarcane and wine from grapes. New medicines also came from India.
The Silk Road During the Tang Dynasty 0
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The Tang Chinese, especially the upper classes, welcomed new products and ideas from foreign cultures. They wore rubies, pearls, and other jewels, and they drank from goblets made of glass, a material that had previously been unknown in China. They ate new foods, such as spinach, garlic, mustard, and peas. They used cloves, a type of spice, to treat toothaches. Sitting in chairs from Central Asia instead of on floor cushions became a status symbol. The game of polo, a Persian sport played on horseback, became the rage among the upper-class. Chinese music was greatly influenced by melodies and musical instruments from India, Persia, and Central Asia. Artists and artisans also imitated new foreign styles. Silversmiths, for example, began using Persian designs. New religions also came to China, which the Tang dynasty tolerated. Jews, Christians, and Muslims built houses of worship in Chang’an and were even allowed to preach, although they converted few Chinese. The Indian religion of Buddhism had come to China hundreds of years earlier, but it became a major part of Chinese life under the Tang dynasty. Many Chinese became Buddhists. Buddhist monks came from India to teach in China, and Chinese pilgrims went to study in India. Buddhist monks and nuns paid no taxes. They ran schools, public baths, hospitals, and lodgings for travelers. Monasteries accumulated great wealth. Buddhism influenced Chinese art by providing new subjects for painting and sculpture. Buddhist festivals became popular.
Foreign visitors, such as those from the west and Korea, were always welcome at the courts of the Tang emperors. This is a ceramic sculpture of an 8th century foreign wine merchant in China.
Changing Attitudes Toward the end of the Tang dynasty, foreigners and their beliefs became less welcome in China. The government placed restrictions on foreigners when a people called the Uighurs (WEE-gourz) began attacking China from across the border. In cities, violence broke out against foreign merchants, in part because many Chinese resented their prosperity. The wealth of Buddhist monasteries also brought resentment, with some claiming that people became monks just to avoid paying taxes. In addition, influential Chinese began attacking Buddhism as a foreign religion. In 843, the Tang government, which needed money, began seizing Buddhist property and forcing thousands of Buddhist monks and nuns to give up their way of life. Monasteries, shrines, and temples were destroyed, and precious metals from statues were melted down and turned over to the treasury. The persecution of Buddhists lasted only a few years, but it greatly weakened the power of the monasteries. Despite this distrust of foreigners, the Chinese continued to trade with other lands. By the end of the Tang dynasty, trade was being taxed and shifting from the Silk Road. A flourishing sea trade developed between China, India, and the coastal cities of Southeast Asia. Thanks to the compass and improved shipbuilding techniques, overseas trade continued to thrive during the Song dynasty (960–1279). www.teachtci.com
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2. Foreign Contacts Under the Yuan Dynasty Mongols foreign rulers of
China from Mongolia who established the Yuan dynasty
maritime relating to the sea
Vocabulary are bolded in blue and definitions are provided at point of use.
The powerful ruler Kublai Khan (top, center) founded the Yuan dynasty, which ruled China for almost 100 years.
As you have read, the Song dynasty came to an end when the Mongols conquered China. Recall that the Mongol leader Kublai Khan became emperor of China in 1279. He called his dynasty the Yuan dynasty. Under the Mongols, foreigners ruled China for nearly 100 years. The vast Mongol empire stretched clear across Asia. Travel along the Silk Road became very safe because the entire region was now under the control of one government. The Mongols also developed a far-reaching maritime trade. Travel and trade expanded as never before, and more and more foreigners came to China. Thriving Trade and Cultural Exchange By welcoming traders and other foreigners, the Yuan leaders encouraged cultural exchange. They respected merchants and actively promoted trade. They set up stations along the Silk Road every 20 miles where traders could find food and a place to sleep. Muslim merchant associations managed the Silk Road trade and traded Chinese silk and porcelain for medicines, perfumes, and ivory. Some of the foreign visitors who traveled the Silk Road from Europe to China were Christian missionaries. They wanted to convert the Chinese to Christianity, and they also wanted Kublai Khan to form an alliance with Europeans against the Muslims. Both goals failed. Still, Christian missionaries did make some converts, and they helped bring new ideas to China. Sea trade also flourished under the Yuan emperors. Ships from India brought diamonds and pearls. Ginger, cotton, and muslin came from Ceylon (now Sri Lanka). From Java came black pepper, white walnuts, and cloves. Many foreigners who came to China brought special skills. Muslim architects, for example, built the Yuan capital of Dadu, today’s Beijing. Persians brought their advanced knowledge of astronomy, mathematics, medicine, and water management. Jamal al-Din, a Persian astronomer, introduced new and better astronomical instruments, helped to develop a new calendar, and set up an observatory, which was a special building for the study of astronomy. Muslim and Persian doctors established new hospitals.
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Foreign contacts also allowed skills and information to flow from China and spread to other parts of the world. Europeans, for example, learned about the Chinese inventions of gunpowder and printing. The Role of Foreigners in China Foreigners enjoyed high status under the Yuan rulers, and foreign merchants, in particular, were given special privileges. Unlike Chinese merchants, they could travel freely and did not have to pay taxes. They also spoke other languages, which the Chinese were forbidden to learn. Kublai Khan appointed many visiting foreigners to official positions in his government. The most famous was Marco Polo, a young Italian merchant and adventurer who traveled throughout China. Route of Marco Polo, 1271–1295 Polo first traveled to China as a teenager with his father and BYZANTINE uncle, who were merchants from EMPIRE Venice in Italy. Their route took Venice Dadu MONGOLIA A Dad (Beijing) them across Persia and along the 40°N Constantinople JAPAN southern branch of the Silk Road. PERSIA 20°E 140°E Throughout the long journey, CHINA KOREA ITALY Marco Polo paid attention to the Persian INDIA 20°N 40°E Gulf interesting new things he saw. PACIFIC After three and a half years OCEAN AFRICA N and over 5,000 miles, the Polos INDIAN 0° reached the court of Kublai Khan. OCEAN E W The khan liked Marco and enjoyed S 2,000 miles 1,000 60°E 0 his accounts of his travels, so he 120°E 0 1,000 2,000 kilometers 20°S Route of Marco Polo sent Marco to represent him on Eckert III Projection City inspection tours around China. 100°E 80°E Although Marco Polo did not MW_SE_18_03b.eps read or write Chinese, he observed Marco Polo Marco Polo followed a land route to carefully. He traveled around China forBlack about 17 Magenta years before Cyan YellowbeginSecond Proof reach China. He returned home by sea. ning his journey home. When he returned to Italy, he dictated an TCI20 38 account of his experiences to an author who wrote a book about him. The tale of Polo’s travels gave Europeans firsthand knowledge of China and further stimulated interest in trade. Captions reinforce Under Kublai Khan, life was more pleasant for Mongols and main ideas and foreigners, such as Marco Polo, than it was for the native Chinese. provide further The Chinese were at the bottom of the social order and resented the context for the restrictions placed on them. They also disliked being ruled by foreignimages. ers, especially since a few foreign government officials were harsh and dishonest. The Chinese hated a Muslim finance minister named Ahmed so much that they assassinated him. The resentment that built up under Yuan rule helped make the Chinese suspicious of further contact with foreigners. www.teachtci.com
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3. Foreign Contacts Under the Ming Dynasty Ming the dynasty that ruled
China after the overthrow of the Yuan
The Chinese eventually rebelled against the Yuan. From 1368 to 1644, the Ming dynasty ruled China. Although foreign contacts continued, later Ming rulers tried to isolate China from foreign influences.
Tributaries and Maritime Expeditions The Ming dynasty saw China as the oldest, largest, most civilized, and most important or territory that pays tribute to country in the world. Other nations, they felt, should acknowledge the conqueror China’s superiority by paying tribute. Under the Ming, many other countries were China’s tributaries. The Chinese emperors acknowledged their rulers, provided military help, and allowed them to trade with China. When ambassadors from the tributaries visited China, they had to kowtow before the emperor. This Online: Review terms and definitions with the Online meant they had to kneel and touch their heads to the floor three times. Tutorial, Vocabulary Cards, In return for bringing tribute, the ambassadors were given valuable or the Student Text. Then, gifts. They were also allowed to buy and sell goods at official markets. as a class, complete the These exchanges benefited the foreigners as well as the Chinese. Vocabulary activity in the Emperor Chengzu (sheng-ZOO), who came into power in 1402, Lesson Guide. wanted more tributaries. He gave a trusted adviser, Zheng He (JENG HAY), the title “Admiral of the Western Seas” and told him to sail to “the countries beyond the horizon . . . all the way to the end of the earth.” Zheng He was to display China’s power, to give gifts, and to collect tribute. In 1405, Zheng He set off with a fleet of more than 300 ships, the One of the great explorers of history, largest fleet in the world at that time. It carried about 28,000 men, Zheng He made several long voyages. He even reached the east coast of Africa. including sailors, soldiers, translators, merchants, and doctors. To feed this enormous force, ships carried huge loads of rice and other food. Naval Voyages of Zheng He, 1405–1433 They had tubs of soil for growing vegetables and fruit onboard, as well as large watertight compartBeijing ments that were converted into 40°N A S I A Nanking aquariums to hold fresh fish for 20°E PERSIA 140°E CHINA Ormuz the crew. ARABIA Hangchow Canton INDIA Jidda The largest ships had four 20°N Calicut decks, nine masts with twelve sails, Saigon PACIFIC AFRICA and twelve watertight compartOCEAN N ments. Cabins were provided so Mogadishu INDIAN Malacca 0° that merchants on long trading OCEAN W E voyages could bring their wives. S 0 1,000 2,000 miles 60°E Zheng He made seven expedi120°E 0 1,000 2,000 kilometers 20°S tions between 1405 and 1433. Route of Zheng He Eckert III Projection City At first, he traveled only as far 100°E 80°E as India. tributary a conquered country
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Later, he reached the Persian Gulf and even sailed to ports along the east coast of Africa. Thirty or more of the places he visited became tributaries of China. Zheng He’s ships returned laden with precious cargo. From India they brought sashes made of gold thread, decorated with pearls and gems. They also carried medicinal herbs, dyes, spices, gems, pearls, ivory, and even exotic animals such as zebras, ostriches, lions, leopards, and giraffes. Turning Inward When Zheng He died, in about 1434, a new emperor ruled China. The government needed money to fight off attempts of the Mongols to retake control, and scholar-officials persuaded the emperor to stop the expensive expeditions. From that time on, the dynasty turned inward. Ming rulers wanted to protect their people from foreign influences, so they forbade travel outside China. All contact between Chinese people and foreigners had to be approved by the government. The Ming dynasty and its scholar-officials wanted a strongly unified state based on a single ruler and traditional values. The huge and complex government bureaucracy was staffed by scholar-officials chosen by examinations. The conservative outlook of these officials dominated Chinese thought and government into the 20th century. The Ming desire for uniformity made it difficult for the government to change in response to new conditions. In the end, it became too rigid to adapt. Peasant rebellions helped to bring down the government in 1644, ending the Ming dynasty.
Lesson Summary
A statue of a scholar-official guards the Ming tombs nears Nanjing, China.
A summary is provided at the end of every lesson to ensure students understand the main ideas.
In this lesson, you learned that medieval Chinese rulers welcomed or rejected foreign contacts at various times, depending on the policies of the particular dynasty. Foreign Contacts Under the Tang During the Tang dynasty, ideas and goods from other places flowed into China. Buddhism, imported from India, became very popular. Eventually, however, many Chinese came to resent foreigners and foreign influences. Foreign Contacts Under the Yuan Coming from outside China themselves, the Mongols of the Yuan dynasty promoted trade and gave foreigners important positions in the government. Cultural exchange flourished. At the same time, the Chinese began to resent their non-Chinese rulers. This attitude lasted long after the Yuan dynasty was overthrown. Foreign Contacts Under the Ming Under the early Ming rulers, China collected tribute from other lands and undertook great maritime expeditions, such as those led by Zheng He. Later Ming emperors, however, tried to close China off from foreign influence, even forbidding Chinese people to travel abroad.
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Reading Further The Explorations of Admiral Zheng He A short introduction frames the narrative and and prepares students for the reading.
Chinese admiral Zheng He, shown here on a Chinese stamp from 2005, was one of the world’s great early explorers.
Grade-appropriate text blends expository and literary styles.
Six hundred years ago, Admiral Zheng He led Chinese sailors on seven extraordinary expeditions to India, Arabia, and Africa. At the time, Chinese ships called junks were far more advanced than European vessels. Sailing those magnificent ships, Zheng He traded with countries on two continents. However, in the 1430s, the Chinese suddenly stopped trading and exploring. What happened?
The year was 1405, and Admiral Zheng He stood on the deck of his ship. At almost seven feet in height, Zheng He towered over everyone around him. People who knew him said, “His eyebrows were like swords and his forehead wide, like a tiger’s.” When he gave an order, his sailors obeyed immediately. From his deck, Zheng saw his ships spread behind him as far as he could see. With pride, he looked at the vessels that followed his out of the harbor of Luijia, near Nanjing, China’s capital. The entire fleet, which carried about 28,000 people, was heading toward the cities of India. “Treat Distant People with Kindness” Known as the “Admiral of the Western Seas,” Zheng He led the greatest fleet of merchant vessels up to that time. The man who sent out the fleet was Emperor Chengzu, a bold and ambitious leader who wanted his people to explore the world and expand trade. In 1403, he ordered his royal carpenters to construct a huge fleet, and for the next three years, they tackled this vast job. The emperor selected Zheng He, his friend since boyhood, to be the admiral of this powerful new fleet. Zheng came from a Muslim family in western China. When the Chinese defeated the Mongols in the region in 1382, they took Zheng prisoner and brought him to Chengzu’s court. The two boys hunted and rode horses together, and soon became good friends. Later, when Zheng He served in the Chinese army, he showed a talent for strategy and commanded the respect and obedience of others. He also won Chengzu’s complete trust. The emperor directed Zheng He to sail west to faraway lands, “confer presents,” and “treat distant people with kindness.” We know the emperor’s exact words because Zheng He carved reports about the expeditions into stone tablets that still exist. Chengzu ordered merchants across China to supply trade goods for the expedition, including silk, cotton, wine, tea, silk robes, and porcelain.
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The Greatest Fleet in the World Zheng He’s ships were far more technologically advanced than were European ships of that time. The largest vessels in his fleet were the enormous treasure ships, measuring about 400 feet long and 160 feet wide. In contrast, the Santa Maria, Christopher Columbus’s flagship, measured about 85 feet in length. The treasure ships had 9 masts and 12 sails of red silk, and each vessel had more than 50 luxurious staterooms for officers and merchants. As the fleet sailed out of Luijia Harbor, Zheng He set a course toward Calicut, a city-state on the west coast of India. The most advanced navigation tools in the world helped the fleet sail across the Indian Ocean. Ninety years later, Columbus would not have equipment as good as Zheng He’s. The key was the magnetic compass, an essential tool the Chinese invented in the 11th century. The compass allowed the Chinese to steer their ships even under cloud cover. Chinese sailors could also determine their latitude, or distance from the equator. Each evening they took readings to find the North Star’s position above the horizon. The closer the star’s position to the horizon, the farther south they were. The farther the star’s position from the horizon, the farther north they were. www.teachtci.com
Equipped with advanced navigation tools, Zheng He was able to steer his huge fleet across the Indian Ocean on his great expeditions.
Narrative style keeps students engaged throughout the reading.
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Success in India Zheng He and his fleet reached the wealthy city-state of Calicut in late 1406. Calicut’s merchants had fabulous goods, such as spices, to trade and eagerly boarded Zheng He’s ships. The Indian merchants drove hard bargains, but the bargaining was always honest. One observer wrote that they “have all joined hands and sealed our agreement with a handclasp.” Zheng He returned in triumph from India in 1407. Along with trade goods, he brought ambassadors from Calicut and other Asian countries, all of whom paid tribute to Emperor Chengzu and gave him gifts. The Chinese celebrated Zheng He as a great hero for expanding China’s influence all the way to India.
During the first expedition, Zheng He’s fleet traded for spices, such as these, with Indian merchants at the port of Calicut.
Sailing to Arabia and Africa Zheng He made a total of seven voyages of discovery. His second and third expeditions, which occurred between 1407 and 1411, built on the success of the first. On the third voyage, Zheng He sailed to the South Asian kingdoms of Malacca and Ceylon (now Sri Lanka). In 1412, the emperor started to plan the fourth expedition, which included 62 ships. In 1414, after two years of preparation, Zheng He launched his fleet. This time he sailed beyond India to Hormuz, a wealthy Arabian city. Chinese merchants on this expedition traded for pearls, rubies, sapphires, and beautiful carpets. In addition, Zheng He wrote, “Hormuz presented lions, leopards with gold spots, and large western horses.” On their return trip home to China, one of Zheng He’s officers received another gift for the emperor—a giraffe. The Chinese marveled at the creature’s long neck and believed that it was a quilin, or mythical creature. When Zheng He returned to China, the emperor and the people again welcomed him as a hero. In 1416, he left on his fifth voyage, again to Arabia. However, this time the fleet continued to eastern Africa.
Voyages of Discovery, 1405–1521 Data tables organize information, making it easier for students to compare values.
The expeditions of Zheng He were the earliest and largest of the medieval period.
Explorer
Number of Ships
Number of Crew
Zheng He (1405–1433)
48–317
28,000
Christopher Columbus (1492)
3
90
Vasco da Gama (1498)
4
170
Ferdinand Magellan (1521)
5
265
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When Zheng He reached the city of Mogadishu in Somalia, the city’s leaders refused to welcome him. Angered, he launched explosives over the walls of the city until finally Mogadishu’s doors opened to him. According to Zheng He, “Mogadishu presented . . . zebras as well as lions.” Zheng He made his sixth voyage in 1421. Partway through the expedition, however, he returned to China to help Emperor Chengzu celebrate the opening of Beijing, China’s new capital. In 1424, Emperor Chengzu died, ending the men’s nearly 50-year friendship. Disagreements over Expeditions The new emperor did not share Chengzu’s adventurous spirit and put a stop to Zheng He’s voyages. When that emperor died in 1426, however, his successor allowed Zheng He to resume exploring. The admiral, now over the age of 60, made his seventh and final voyage in 1431 to the southern coast of Arabia. He and his crew were also received by the sultan of Egypt. However, the years had caught up with Zheng He, and he died on the way home and was buried at sea. By 1435, another new emperor was on the throne, and China began to turn inward. The new leadership was very traditional. They claimed that China already had the best of everything and had no need to trade. The royal government even destroyed some records of Zheng He’s voyages because they feared that they might inspire others. In 1525, the emperor ordered all ships capable of ocean voyages to be destroyed. China was increasingly isolated from the rest of the world and began a long decline. Only in recent decades has China, once again, begun to reach beyond its own borders. Now, it is a major trading partner with the United States and other nations. Today, the spirit of Zheng He is alive and well.
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At the Arabian port of Hormuz, Zheng He acquired gems, as well as beautiful carpets, such as these.
Large images capture students’ attention and support visual learners.
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Site of Encounter Quanzhou (1100–1400) Text introduces each site of encounter, providing context for its historical relevance as a trade center.
During the 13th century, China was the largest state in the world. Many merchants flocked there seeking treasured goods such as silk and porcelain. One of the ports they went to was Quanzhou, a coastal city in southeast China. Getting to Quanzhou by land was difficult, but its location on a bay between the estuaries of two large rivers provided easy access for ships coming in from the sea. During the Tang dynasty, the city began to develop into a major port, attracting merchants from many foreign places. Over the next few centuries, Quanzhou’s population grew and grew, with many Persians and Arabs settling there. In the 13th and 14th centuries, Quanzhou became China’s largest and busiest port. Quanzhou’s location by the estuaries Famous travelers like Marco Polo and Ibn Battuta wrote about the of the Jinjiang and Louyang rivers city. What made Quanzhou an economic and cultural center? Why provided access for merchant ships that was it such an important site of encounter? arrived from across Asia. Large maps are provided at Trade and Interconnectedness c. 1300 point of use and allow students to practice map skills. Bergen
Oslo
North Sea
c lti Ba ea S
Lübeck
London
Cologne Erfurt
Bruges
Genoa
Naples
Durazzo Constantinople
Amalfi
Preveza
Ghardaia Sijilmasa
Tarudant Tinduf
Tripoli
Alexandria Ghadames
Mosul Aleppo
Siwa
Kufra
Taodeni
Aswan
Old Dongola Takedda
Timbuktu Gao
Meroë
L. Chad
Kano
Dahlak
Soba
Njimi
Jenne
Niani
Bilma
ARABIA
Nishapur
Zufar Shihr
Cherchen
Kandahar
Hsian
Hormuz
Muscat
Saptagram Tamralipti
Cambay Surat
Burhanpur
Chittagong
Calicut
Pathein
Martaban
Bay of Bengal
Ayutthaya
Jaffna
Gems Kedah
Brunei
Perlak
MALDIVES
Melaka Ternate Tidore
Barus
Barawa
INDIAN OCEAN
Malindi
Tanjungpura Palembang
Mombasa Zanzibar
Sunda Kalapa
Kilwa
500
0
Overland routes
0
Comoros
Moçambique
Manila
Takua Pa Pasei
Water routes, including navigable rivers
South China Sea Panduranga
Negapatam
Quilon
PACIFIC OCEAN
Hanoi
Rajahmundry Silk Kanchipuram
Mogadishu
Quanzhou
Bago
Dabhol Sandapur
Nanchang
Canton
Puri
INDIA
East China Sea
Fuzhou
Kunming
Benares
Sironj
Berbera
Chongqing
Patna
Gwalior
Daybul
Arabian Sea
Hangzhou
Agra
Ajmer Mansura
Nagasaki
Nanjing
Chengdu
Lhasa
Delhi
FARS
Kaifeng Luoyang
CHINA
Multan
Sea of Japan
Tianjin
Lanzhou
Lahore
Adefa
ATLANTIC OCEAN
Khanbaliq (Beijing)
Silk Ro a
Kabul
Aden
Zayla
Anxi
Herat
Chaul
Najran
Hami
Dunhuang
Zhangye
Khotan
OMAN
YEMEN
Yanqi
Yarkand
Balkh
Somnath
San’a
Sennar
Kaka
Kashgar
PERSIA
Suhar
Mecca Ta’if
ea dS
Walata Kumbi Saleh
Persian Gulf
Samarkand
Re
Sawakin
Awdaghust
Siraf
Yanbu’ ‘Aydhab Jiddah
NORTH AFRICA
Tadmakka
Isfahan Yazd
Shiraz
Burayda Mashqar
Medina
Ro a d
Kirman
Fayd
Kharga
Silk
Aksu
Khujand
BACTRIA
Merv
Rayy Qum
Baghdad Susa
Damascus
EGYPT
Zawila
Taghaza
Hamadan
Tripoli
Asyut
Murzuk
Bukhara
IL-KHANATE
Urumchi Turpan
Usu
KHWARIZM Tashkent
Gorgan
Jerusalem Quizum Basra Dumat al-Jandai ‘Aqaba
Cairo
Awjila
Suknah In Salah
Ghat
Azugi
Beirut Acre Jaffa Gaza
Barqa
Wargla
Adrar Tuwat
Candia
Mediterranean Sea
Tlemcen
Gurganj
Karakorum
Aral Sea
d
Fez Marrakesh
Baku
Tabriz
Ayas Antioch Fa
Adalia
Tiflis Trebizond
Sivas
Ankara Konya Ephesus
L. Balkhash
Itil
Black Sea
Varna
Ragusa
Bari
Valencia Palma Córdoba Palermo Athens Granada Tunis Syracuse Messina Seville Algiers Cádiz Modon Oran Mahdiya Tangier Ceuta Kairouan
Lisbon
Saray Tana Kaffa Soldaia
Sea
Cagliari
Kiev
Moncastro Odessa
ia n
Barcelona
Belgrade
Zara
Pisa Rome
Montpellier
León Toledo
Lvov
EUROPE Buda
C a sp
Bayonne
Bordeaux
Cracow
Venice
Milan
Kazan
Bulgar
Warsaw
Prague
Nuremberg Vienna Augsburg
Paris Champagne Basel Fairs
Yaroslavl
Moscow
Vilnius
Danzig
Hamburg
ATLANTIC OCEAN
Novgorod
Riga
Herring
Spices Nosy Bé
500
1000 Miles
Cloves, Nutmeg, & Mace Ambon
Banjarmasin Tuban
Cloves & Nutmeg
Makassar
Banda
Bima Spices
1000 Kilometers
Robinson Projection
Timor Sea
Iharana
Quelimane Great Zimbabwe
Sofala
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Large images allow students to examine details.
Built in the 11th century, the Ashab Mosque is the oldest mosque in Quanzhou.
Communities in Quanzhou Quanzhou’s location made it ideal for trading with ports in Southeast Asia. Those ports were also connected to ports in India and Arab states, which were connected to ports in Europe. Many foreigners came to live in Quanzhou, usually in neighborhoods set aside for people of their own culture. The largest group was the Arab Muslims, who lived in a foreign quarter on the waterfront. Hindu, Persian, Southeast Asian, and Italian Christian merchants also built communities in Quanzhou. The foreign communities established buildings in their quarters. In addition to establishing hotels and business centers for visitors from their homeland, foreigners also built religious buildings. A Buddhist shrine and mosque were built in Quanzhou in the early 11th century, and a Latin Christian church was built in the 13th century.
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The text describes an example of cultural or economic interactions. Each page focuses on one topic.
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Each image depicts evidence of two or more groups interacting at the site of encounter.
This 15th-century depiction of Quanzhou is found in a manuscript of Marco Polo. In his book, Polo calls Quanzhou “one of the two greatest havens in the world for commerce.�
Chinese Regulation The Chinese government was the most centralized state in the medieval world. It had the power to create and enforce strict regulations for merchants and foreigners. For example, the government regulated the foreign quarters. Each community had an official who settled problems between people in the community. The official also made sure that the people who lived there followed Chinese laws. The government set up Chinese schools for foreigners. The Chinese government also had strict trade policies. These policies helped bolster trade in official trade cities, including Quanzhou. At these cities, foreign merchants had to pay import taxes on their goods. They also had to register in an official trade city before traveling elsewhere in China. The government also regulated trade by inspecting cargo and requiring traders to use paper money instead of traditional metal coins.
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Chinese Technology and Innovations China exported more goods than it imported in part because its products and technologies were highly valued by foreigners. One of Quanzhou’s most important exports was porcelain. Porcelain, a thin and durable material used for dishware, was first developed in China during the Tang dynasty. The process for making porcelain involved mixing different types of clay and firing the items in a kiln at extremely high temperatures. Chinese porcelain makers kept the process secret, and foreigners were not able to make porcelain until the 18th century. Like porcelain, silk was another highly valued Quanzhou export that originated in China. Silk production was very complicated and involved hatching and raising silkworms, drawing out silk, and using large machines to reel and weave silk into cloth. These machines were run by water power. Other advances in technology also contributed to China’s success in trade. Chinese inventors developed the junk, a ship designed to sail long distances. Compasses, clock towers, and smelting were other technologies used during that time.
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Chinese silk production used large machines to weave silk into cloth.
Text and image work together to inform students about each example of cultural exchange.
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China’s Contacts with the Outside World How did the foreign-contact policies of three medieval Chinese dynasties affect China? P R E V I E W
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Read the situation below. The Johnsons have just moved to a new neighborhood. They are debating whether to have an open- or closed-door policy toward their neighbors. If they have an open-door policy, they will invite the neighbors to parties, ask for and perform favors for them, and borrow from and lend things to them. If they have a closed-door policy, they will keep to themselves and not interact with their neighbors at all. In the T-chart below, write two arguments in favor of the Johnsons following an open-door policy and two arguments in favor of a closed-door policy. One example is done for each. Arguments for an Open-Door Policy
Arguments for a Closed-Door Policy
An open-door policy is a good idea because if the Johnsons are friendly with their neighbors, their neighbors will share information about local services.
A closed-door policy is good because if the Johnsons are not friendly with the neighbors, the neighbors won’t ask to borrow their things.
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Social Studies Vocabulary
As you complete the Reading Notes, use these terms in your answers. Mongols Ming
maritime tributary If you are doing the activity for this lesson, complete all steps in the Reading Notes for each section. (Note: If you are not doing the activity, skip Step 1 for each section.) Section 1
Step 1: Read along with the first dialogue on the Handout. 1. In the space below, list at least six countries with whom China had contact during the Tang dynasty (through traders, merchants, missionaries, or visitors).
2. Describe how attitudes and policies changed toward the end of the Tang dynasty in regard to each of the following: • Foreigners: • Buddhists: • Trade routes:
Step 3: Answer the following question, using supporting details from your Reading Notes: To what degree did emperors of the Tang dynasty pursue a closed- or an open-door policy? Then, place an X at the appropriate place on the spectrum to indicate your answer.
Closed-Door Policy
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Step 2: Answer the following questions about Section 1.
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Section 2
Step 1: Read along with the second dialogue on the Handout. Step 2: Answer the following questions about Section 2.
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1. List four ways in which China was affected by thriving trade during the Yuan dynasty.
2. Describe the role of foreigners in China during the Yuan dynasty. Then, explain how the Chinese felt about this.
Step 3: Answer the following question, using supporting details from your Reading Notes: To what degree did emperors of the Yuan dynasty pursue a closed- or an open-door policy? Then, place an X at the appropriate place on the spectrum to indicate your answer.
Closed-Door Policy
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Section 3
Step 1: Read along with the third dialogue on the Handout. Step 2: Answer the following questions about Section 3.
1. What belief led China to acquire tributaries during the Ming dynasty?
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2. Explain the purpose and result of Zheng He’s expeditions.
3. Describe what happened as the Ming dynasty turned inward in the mid-1400s.
Step 3: Answer the following question, using supporting details from your Reading Notes: To what degree did emperors of the Ming dynasty pursue a closed- or an open-door policy? Then, place and X at the appropriate place on the spectrum to indicate your answer.
Closed-Door Policy
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Open-Door Policy
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You are a Ming emperor. You must decide whether China should have an opendoor policy or a closed-door policy toward foreigners. In the space below, write your decision in the form of a royal proclamation. Then give five reasons that support your decision. Illustrate each of your reasons. For example, you might write, “Contact with foreigners benefits China because foreign merchants bring us luxuries, such as pearls.” You might illustrate this sentence with a pearl.
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Preparing to Write: Story Mapping a Narrative The story, or narrative, of Zheng He’s life is one of the great sea adventures. Is there an event in your life that was fun or exciting, such as a theme-park visit, favorite vacation, or a special celebration? Choose an event in your life that you would like to write about. Then complete the story map below to plan your own autobiographical narrative. Topic/Title
Setting
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Character(s)
Beginning Actions or Events
Middle Actions or Events
Conclusion
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Writing an Autobiographical Narrative Use your story map to write your autobiographical narrative. Your narrative should be written in the first person, meaning from your point of view. It should also include a beginning, a middle, and an ending and be from 500 to 700 words long.
Use this rubric to evaluate your autobiographical narrative. Make changes to your narrative if you need to. Score
Description
3
The narrative is written in the first person, includes a clear beginning, middle, and ending and is from 500 to 700 words long. There are no spelling or grammatical errors
2
The narrative is written in the first person, includes a beginning, middle, and ending and is at least 500 words long. There are some spelling or grammatical errors.
1
The narrative is written in the first person, includes a vague beginning, middle, and ending or is missing main plot points, and is fewer than 500 words long. There are many spelling or grammatical errors.
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Quanzhou (1100–1400)
2. Consider this question: Why was Quanzhou such an important center of exchange? Then find information in each section of the reading that helps answer this question. Section
How does this answer the question?
Communities in Quanzhou
Chinese Regulation
Chinese Technology and Innovations
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1. Based on its geographic position, what advantages did Quanzhou have as a trade city?
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3. Write a response that is at least one-paragraph long to answer the questions: What were the effects of exchanges in Quanzhou? Which effect was most important and why? Create a claim and support it with logical reasoning, supporting data, and evidence that show you understand the topic.
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Three Dialogues About Foreign Contact Dialogue 1: In a Teahouse During the Tang Dynasty
Official Who Supports a Closed-Door Policy: You’re always impressed with foreign gadgets and geegaws and never think about the problems they bring. Chairs might be more comfortable, but it cost me a fortune to redecorate my house! First, all my tables were too short. Then I had to raise the height of all my cabinets. And now I have dozens of floor cushions we don’t use anymore. I can’t give them away.
Open-Door Official: But look at all these delicious foods we didn’t have before! My favorites are the garlic, peas, and spinach. Closed-Door Official: Garlic has certainly improved my chef’s dishes. But spinach—they can take that back to whatever horrible place they found it.
Open-Door Official: Have you seen the splendid array of products we have in our shops now because of this foreign trade? Yesterday I bought the most beautiful ivory box, and I see you have a new pearl ring on your finger. Where do you think that pearl comes from? Not from anywhere in China, I can assure you!
Closed-Door Official: Well, I guess some things are worthwhile. But think about the forms of so-called entertainment brought in by those foreigners. I don’t know about you, but I just don’t think it’s quite right for women to be riding horses, much less playing polo.
Open-Door Official: Listen. Do you hear that amazing music? That is being played on a pipa, the likes of which came all the way from Central Asia. In case you’ve forgotten, you couldn’t have found anything like it here in China before we traded with “those foreigners.” Doesn’t that prove my point?
Closed-Door Official: What was wrong with our musical instruments? Why do we need new ones? Open-Door Official: OK then, what about the new religions? I think it’s fascinating to learn about different beliefs from Jews and Christians and Muslims. And Buddhism has become especially popular here over the years. Closed-Door Official: I just have some problems with the special treatment given to these new religions. For example, Buddhist monks and nuns don’t have to pay taxes.
Open-Door Official: Come on, now be fair. The Buddhists run good schools and hospitals, and I just stayed at one of their travelers’ lodges. It was very nice. Closed-Door Official: Hmmm. Do you think they need any floor cushions? Because I could get them a great deal.
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Official Who Supports an Open-Door Policy: Ahh! Life certainly has become more enjoyable now that we’ve re-established contact with our foreign friends. I find sitting in chairs much more comfortable than sitting on the floor.
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Dialogue 2: At the Khan’s Court During the Yuan Dynasty Official Who Supports a Closed-Door Policy: Oh, great. Here they come again. More foreign barbarians.
eign people are appointed to rule over us.
Official Who Supports an Open-Door Policy: Of course. Now that the Silk Road is safer and easier to travel, many more of these intriguing travelers are arriving to learn about our great country.
Closed-Door Official: Venice.
Closed-Door Official: What’s wrong with their countries? Can’t they just stay home? Open-Door Official: Their ideas are refreshing. Remember that scientist—
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Closed-Door Official: Al-Din.
Open-Door Official: Yes, Jamal al-Din. From Persia, wasn’t he? The astronomical instruments he brought allow us to enjoy a more accurate calendar. And don’t forget, he helped to build the new observatory. Wouldn’t you say we have benefited from his ideas?
Closed-Door Official: And don’t you forget what we’ve lost because of this “exchange of ideas.” Our people do not think: they’ve shared secrets we should have kept to ourselves! Now foreigners know about our printing techniques and I understand they’ve learned how we make explosive powder. That will surely come back to haunt us!
Open-Door Official: But what about the things we get from foreign experience? Don’t you think the hospitals have improved, thanks to all the new Muslim doctors? Closed-Door Official: You are so naive. Think about those foreigners the khan has appointed to be government officials. They’ll steal the cloak off your back. Honestly, I wasn’t sorry to hear about the assassination of the khan’s finance minister. It bothers me that these for-
Open-Door Official: What about Marco Polo? Isn’t he from… Open-Door Official: Yes. All the way from Venice. I hear he says many nice things about us— Closed-Door Official: Like?
Open-Door Official: Like we’re friendly to strangers and we’re an honest and peace-loving people. He seems like a really nice guy. Closed-Door Official: He might be nice, but exactly what has he done for China? The khan made him an official, but he doesn’t do anything but travel around on some kind of “inspection.” He doesn’t even read or write Chinese. Some say he’s getting quite wealthy here. I wonder how that’s happening? Selling our secrets, most likely.
Open-Door Official: Frankly, I’m quite pleased that the khan has shown more respect for merchants than the rulers of our other dynasties have. Merchants used to be considered the lowest class in society. I never thought that was very fair. They bring us ivory, beautiful perfumes, and useful medicines from far away places. Why should they be treated so badly? Closed-Door Official: Well, foreign merchants may have gotten a bad deal in the past. But now they travel without restrictions and they don’t pay taxes. Sounds like they’ve got a better deal living in China than we do!
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Dialogue 3: On the Dock During the Ming Dynasty
Official Who Supports a Closed-Door Policy: Merchants—hmmph! They’re the lowest class of society. They produce nothing. Why should they travel in such luxury? Open-Door Official: Well, there won’t be any more exotic explorations like that made by Zheng He. Those beautiful ships won’t be going anywhere.
Closed-Door Official: I think the officials showed amazingly good judgment in stopping those silly voyages. Zheng He’s trips were a terrible waste of money. Name just one good thing China gained from them.
Open-Door Official: For one thing, 30 of the places he visited promised to become tributaries of China. Closed-Door Official: These little tiny countries send these ambassadors to kowtow to the emperor— Open-Door Official: A sign of respect.
Closed-Door Official: They bring cheap gifts— Open-Door Official: Your opinion, sir.
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Closed-Door Official: Then our emperor sends their rulers truly priceless gifts and allows them the privilege of trading with us! Now I ask you, how exactly do we benefit from all of this? Open-Door Official: It’s important that other countries respect us. We are, of course, the most civilized country in the world. We lost too much prestige when the Mongols ruled. And remember the fantastic things Zheng He found. I’d love one of those sashes he brought back from India. I heard they’re spun from thread made of real gold and covered with pearls and precious stones. And those amazing animals. . . . Closed-Door Official: Sorry to interrupt you, but what good is an ostrich? What does one do with a zebra? And lions and leopards? What are they good for? We just put them in a zoo, and now we have to spend good money caring for them.
Open-Door Official: You can’t fool me. I heard about the time you first saw that African giraffe. You were speechless. We didn’t even know these animals existed! But I suppose you’re pleased with the new trade and travel restrictions?
Closed-Door Official: Obviously, I thought the restrictions were long overdue. Everyone was attacking us—the Mongols from the north, the Dutch and Portuguese from the sea, and those Japanese pirates made safe trade by sea impossible. It’s for the best that we just close our borders.
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Student Handout
Official Who Supports an Open-Door Policy: Wow! We certainly know how to build ships. See those over there? The biggest ones have 4 decks and, with 12 watertight compartments, they are virtually unsinkable. And several hundred men can sail on one ship. Did you know that because they even have cabins, merchants are able to bring their wives along? They can carry enough food for everyone on board. They have tubs of earth for growing fruits and vegetables, and aquariums for keeping fresh fish!
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Visual Sources About Quanzhou
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Visual Source 1: Porcelain
Porcelain was first created in ancient China. Artisans produced porcelain by mixing the right proportions of different clays together and firing them at a very high temperature. This process makes porcelain very thin and extremely strong and durable. The process was kept secret from Europeans until the 18th century. This made porcelain incredibly valuable throughout the medieval world.
Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf 76 History Alive! The Medieval World and Beyond Review Guide
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China’s most well-known product was silk. Creating silk was a very complicated task, and it required many people. Whole families would work together to produce silk. As the popularity of silk grew, silk production moved to larger factories with water-powered machines. Kings and nobles throughout the world desired silk. They would often pay high prices to obtain clothes and other products made from the cloth. Because of the high cost and demand for silk, China kept the process of silk making secret.
Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf
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Visual Source 2: Silk
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Visual Source 3: Waterpower
In ancient China, waterpower was an important source of energy. Chinese waterwheels were often horizontal, and were first used to grind grain. Later waterwheels were used to help power bellows attached to smelters and casters. This innovation spread throughout the East and into the West. The Silk Road allowed this new invention to spread into other parts of Asia and even parts of Europe.
Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf 78 History Alive! The Medieval World and Beyond Review Guide
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Visual Source 4: Junk
First invented in ancient China, the junk was an early seagoing ship. These ships continued to develop over time, and eventually, they became the primary ship in East Asia for long ocean voyages. Junks were many different sizes and had many different purposes. Some were small and used as pleasure boats, while others were larger and meant for carrying cargo. Junk ships had flexible sails that made them fast and easily controllable. They also had stern-mounted rudders that aided steering. This type of rudder and sail were also used in ships around the world.
Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf
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Quanzhou: Chinese Products and Technologies As you examine each resource, take notes in this table. In the second column, identify the product or technology. In the third column, write details about each image. Then, in the fourth column, describe how the product or technology was highly valued in world trade. Visual Source
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Primary Sources About Quanzhou Marco Polo, Venetian merchant and explorer, about 1300 At this city you must know is the Haven of Zayton [Quanzhou], frequented by all the ships of India, which bring thither spicery and all other kinds of costly wares. It is the port also that is frequented by all the merchants of Manzi, for hither is imported that most astonishing quantity of goods and of precious stones and pearls, and from this they are distributed all over Manzi. And I assure you that for one shipload of pepper that goes to Alexandria or elsewhere, destined for Christendom, there come a hundred such, aye and more too, to this haven of [Quanzhou]; for it is one of the two greatest havens in the world for commerce.
There is great abundance here of all provision for every necessity of man’s life. (It is a charming country, and the people are very quiet, and fond of an easy life. Many come hither from Upper India to have their bodies painted with the needle in the way we have elsewhere described, there being many adepts at this craft in the city.) Let me tell you also that in this province there is a town called Tyunju, where they make vessels of porcelain of all sizes, the finest that can be imagined. They make it nowhere but in that city, and thence it is exported all over the world. Here it is abundant and very cheap, insomuch that for a Venice groat you can buy three dishes so fine that you could not imagine better. I should tell you that in this city they have a peculiar dialect. (For you must know that throughout all Manzi they employ one language and one kind of writing only, but yet there are local differences of dialect, as you might say of Genoese, Milanese, Florentines, and Neapolitans, who though they speak different dialects can understand one another.) Polo, Marco. “Chapter LXXXII: Of the City and Great Haven of Zayton” in The Book of Ser Marco Polo, the Venetian: Concerning the Kingdoms and Marvels of the East, trans. by Colonel Henry Yule, C.B. (London: John Murray, 1871), pp. 185–187. Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf
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The Great Kaan derives a very large revenue from the duties paid in the city and haven; for you must know that on all the merchandize imported, including precious stones and pearls, he levies a duty of ten per cent., or in other words takes tithe of everything. Then again the ship’s charge for freight on small wares is 30 per cent., on pepper 44 per cent., and on lignaloes, sandalwood, and other bulky goods 40 per cent.; so that between freight and the Kaan’s duties the merchant has to pay a good half the value of his investment (though on the other half he makes such a profit that he is always glad to come back with a new supply of merchandize). But you may well believe from what I have said that the Kaan hath a vast revenue from this city.
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Ibn Battuta, North African Muslim traveler, around 1350 We . . . arrived, after a voyage of seven days with a favourable wind, at the first of the Chinese provinces. This is a most extensive country, and abounds in good things (of every description) fruits, agriculture, gold, and silver: and in these it is without a parallel. . . . In China grows the sugar-cane, and is much better than that of Egypt. All the fruits of our countries are found in China, but they are much more plentiful and cheap than they are with us. As to the China earthenware, it is made only in the districts of [Quanzhou], and [Guangzhou]. It is made of earth of the mountains of those parts, which is burnt through like charcoal. To this they add a stone, which they keep in the fire for three days . . . Of this ware, some is transported to other countries. In all the Chinese provinces, there is a town for the [Muslims], and in this they reside. They also have cells, colleges, and mosques.
Student Handout
Silk is most plentiful among [the people of China], for the silkworm is found sticking and feeding upon the trees in all their districts; and hence they make their silk, which is the clothing of the poorest among them. Were it not for the merchants, it would bring no price whatever, and still, a cotton dress will purchase many silken ones. Their transactions are carried on with paper: they do not buy or sell either with the dirhem or the dinar . . . When any one goes to the market with a dinar or a dirhem in his hand, no one will take it until it has been changed for these notes. The people of China are, in other respects, the most skillful artificers. In painting, none come near to them. When any Mohammedan merchant visits those Mohammedan towns which are among the Chinese, it is left to his choice whether he will take up his lodgings with a native merchant, or whether he will go to an inn. If he prefers lodging with a merchant, an account of all he has is taken, and the native merchant is made surety for the amount, who spends upon his guest just as much as is proper. When the foreign merchant wishes to go, an inquiry is set on foot with respect to his property, and if anything is found to have been made away with, the merchant who was made surety makes it good by fine. The care they take of travelers among them is truly surprising; and hence their country is to travelers the best and the safest: for here a man may travel alone for nine months together, with a great quantity of wealth, without the least fear. Battuta, Ibn. “Chapter XXIII: China” The Travels of Ibn Battuta, trans. by Rev. Samuel Lee, B.D. (London: John Murray, 1829), pp. 207–211. Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf 82 History Alive! The Medieval World and Beyond Review Guide
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Zhao Rugua, Inspector of Foreign Trade in Quanzhou, around 1200 [Rose-water] is the dew of flowers in the country of the Ta-shi [Western Asia]. In the time of the Five Dynasties (A. D. 907–960) the foreign envoy P’uko-san [Abul Hassan], brought as tribute fifteen bottles, after which time importation became rare. Nowadays a common substitute is manufactured by gathering the flowers, which are steeped in water and steamed, in order to extract the essence. Rose-water is much counterfeited and adulterated; to test its genuineness, the substance should be placed in glass bottles and shaken about for a while, then, if it is full of bubbles moving up and down, the substance is genuine. The Customs at Canton and Ts’tlan-chou [Quanzhou] derive an annual revenue of several tens of thousands of strings of cash from the trade carried on in this products [areca-nuts] by foreign ships. Foreign traders (coming into China) are in the habit of concealing pearls in the lining of their clothes and in the handles of their umbrellas, thus evading the duties leviable upon them.
Although, of late years, the use of this luxury has been strictly forbidden by the government, the well-to-do classes still continue to add it to their dress, for which reason foreign traders, in defiance of the law, manage to smuggle it in by concealing it in the cotton lining of their clothes. Rugua, Zhao. His Work on the Chinese and Arab Trade in the Twelfth and Thirteenth Centuries, entitled Chu-fan-chi, trans. by Friedrich Hirth and W.W. Rockhill (St. Petersburg: Printing Office of the Imperial Academy of Sciences, 1911), pp. 203–235.
Adapted from the Quanzhou lesson in UC-Davis’s History Blueprint site: http://chssp.ucdavis.edu/programs/ historyblueprint/soe-2-quanzhou-final.pdf
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Student Handout
The river Ku in Yung-chou is also the habitat of a bird called jung-ts’ui (downy kingfisher), covered with soft blue feathers all over the back, which are used by luxurious people as an ornament, the feathers being twisted and woven into each other so as to resemble long nap satin.
C H I N A’S C O N TAC T S W I T H T H E O U T S I D E WO R L D : VO C A B U L A RY TO O L K I T
Word Grids Follow these guidelines to create a Word Grid for each of your Vocabulary Terms. Box 1: List a Vocabulary Term from the chapter. Box 2: Find the definition of the term and summarize its meaning in your own words. Box 3: Add related information, such as examples, facts, synonyms, sayings, or a category to which the word belongs. Box 4: Add contrasting information, such as antonyms, or words with opposite meanings.
2. In Your Own Words
3. Related Words/Ideas
4. Contrasting Words/Ideas
1. Key Content Term
2. In Your Own Words
3. Related Words/Ideas
4. Contrasting Words/Ideas
Toolkit
1. Key Content Term
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C H I N A’S C O N TAC T S W I T H T H E O U T S I D E WO R L D : W R I T I N G TO O L K I T
Drafting: Writing Clearly Good writing is always clear and easy to follow. The first step in clear writing is always thinking about your audience. Ask yourself what your audience already knows. You do not have to repeat familiar ideas. Also ask yourself what your audience doesn’t know or might want to know about your topic. In addition, focus on the following points:
Toolkit
To write clearly and to make your writing easy to read, • develop one idea at a time. Follow your graphic organizer. • make sure each sentence in a paragraph relates to the main idea or reason. • make sure each paragraph relates to the thesis. • leave out unnecessary details. • use transitions to show how your ideas relate to one another. • don’t be afraid to repeat key words and phrases. • be aware of your tone. Tone reflects your attitude toward your subject. • use the passive voice only when the doer of the action is not known or is not important. The active voice is generally stronger, more concise, and easier to understand. • use specific, concrete language. • use a variety of sentence lengths and types.
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History Alive! The Medieval World and Beyond Review Guide 85
IMPERIAL
CHINA:
LESSON
GUIDE
Lesson: Timeline: Imperial China Title: Complete Lesson Guide
Investigation Planning Timeline Challenge Estimated Time: 30 mins Overview: Build and analyze a timeline summarizing key events from the unit. Conduct research about an additional event and share your findings. Teacher Prep: N/A Materials: None
World History Themes Estimated Time: 20 mins Overview: Connect what you've learned to six themes. Choose one theme and write an answer to the question: How is this theme relevant today? Teacher Prep: N/A Materials: None
Complete Materials List For more detailed information on materials needed for this lesson log in to your Teacher Account. ( )
Lesson Interactive Student Notebook: Timeline Challenge Notebook Answer Key: Timeline Challenge Spanish: Interactive Student Notebook: Timeline Challenge Spanish: Timeline Challenge Cards Timeline Challenge Cards
Timeline Challenge None
Timeline Challenge
World History Themes None
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IMPERIAL
CHINA:
LESSON
GUIDE
TIMELINE CHALLENGE SLIDE 1 Look at Imperial China timeline in the Student Text.
Notes: N/A
SLIDE 2 Complete the Timeline Challenge questions in your notebook. Let’s check our work.
Notes: N/A
SLIDE 3 Timeline Challenge Now let’s create a class timeline on the wall. Mark off time intervals using masking tape or colored paper. Each pair will get a timeline card. Tape your card to the correct location along the class timeline.
Notes: N/A
SLIDE 4
Drag each event to its appropriate location on the timeline.
Notes: Timeline Challenge
N/A
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History Alive! The Medieval World and Beyond Review Guide 87
IMPERIAL
CHINA:
LESSON
GUIDE
SLIDE 5 Which three events did you suggest should be added to the timeline? Choose one of your three events and conduct Internet research. Then create an additional Timeline Challenge Card using word processing or presentation software. Include the following: a title and date for your event an appropriate image to represent your event a written timeline entry below the image
Notes: N/A
WORLD HISTORY THEMES SLIDE 6 Finally, let’s think about this unit thematically. In your notebook online, list at least one thing you learned in this unit that connects to each of these six themes: Human-Environment Interaction Rise of Empires Growth and Changes in Societies Development of Political Institutions and Ideas Belief Systems Interconnectedness of Societies
Notes: N/A
SLIDE 7 Choose one theme you want to learn more about. Now, write an answer to this question:
How is this theme relevant today? Be sure to include everything from the bulleted list. Publish your work online, then send it to a peer and an adult to review. Rework and revise your work according to their suggestions.
Notes: Follow district guidelines regarding students publishing their writing online.
Timeline Challenge
Encourage students to create multimedia presentations of their work.
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Interconnectedness of Societies
Notes:
IMPERIAL
N/A
CHINA:
LESSON
GUIDE
SLIDE 7 Choose one theme you want to learn more about. Now, write an answer to this question:
How is this theme relevant today? Be sure to include everything from the bulleted list. Publish your work online, then send it to a peer and an adult to review. Rework and revise your work according to their suggestions.
Notes: Follow district guidelines regarding students publishing their writing online.
Timeline Challenge
Encourage students to create multimedia presentations of their work.
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History Alive! The Medieval World and Beyond Review Guide  89
nge Unit 4 Timeline Challenge Imperial China
About 960 C.E.
About 960 C.E.
Merit-Based Exams Begin During the Song dynasty, people of all classes become 206 B.C.E.– 220 C.E. scholar-officials through a Han Dynasty merit-based civil service The Han dynasty rules over a exam based on the works of golden age of expansion and Confucius. prosperity for China.
100 300 C.E. B.C.E.
ng dynasty, eads from India gains many wers.
Merit-Based Exams Begin During the Song dynasty, people of all classes become scholar-officials through a merit-based civil service exam based on the works of Confucius.
About 850 C.E.
About 850 C.E.
Gunpowder Invented A formula for gunpowder is recorded in China and allows for the later development of weapons such as grenades, flamethrowers, artillery shells, and bombs.
Gunpowder Invented A formula for gunpowder is recorded in China and allows for the later development of weapons such as grenades, flamethrowers, artillery shells, and bombs.
300 100 C.E. B.C.E.
500 100C.E. C.E.
700 C.E. 300 C.E.
618 – 9 07 C.E. TangC.E. Dynasty 960 –1279
960 –1279 C.E.
During the Tang dynasty, Song Dynasty spreads from India DuringBuddhism the Song dynasty, to China and gains many agricultural improvements Chinese followers. increase food production, allowing for growth in areas other than farming, such as trade and commerce.
Song Dynasty During the Song dynasty, agricultural improvements increase food production, allowing for growth in areas other than farming, such as trade and commerce.
90 History Alive! The Medieval World and Beyond Review Guide 236 Unit 4
500 C.E.
700 C.E.
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About 1050 C.E.
About 1050 C.E.
Movable Type Invented Movable type is invented in China, which lowers the cost of printing and makes written materials more widely available.
Movable Type Invented 1279Movable –1368 C.E.type is invented in China, which lowers the Yuan Dynasty of printing makes Aftercost conquering mostand of Asia, written establish materialsthe more the Mongols Yuan widely available. dynasty in China and greatly favor foreigners to fill important government positions.
700 C.E.
900 C.E.
1100 700 C.E.C.E.
1100s C.E. Papermaking Spreads to Europe Nearly 1,000 years after it was developed in China, the art of papermaking spreads to Europe. Paper becomes crucial for recording and transmitting information.
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900 C.E. 1300 C.E.
Late 1200s C.E. Marco Polo 1100s C.E.Visits China
Marco Polo travels through Papermaking Spreads China as a guest of the to Europe Mongol emperor Kublai Nearly 1,000 years after it Khan; book aboutinhis wasadeveloped China, the travels becomes a European art of papermaking spreads best to seller. Europe. Paper becomes crucial for recording and transmitting information.
1405–1433 C.E.
1405–14
Voyages of Zheng 1279 –1368 C.E. He Zheng He’s seven maritime Yuan Dynasty voyages display China’s After conquering most of Asia, power and gain new the Yuan the Mongols establish tributary states for dynasty in China andChina greatly during the Ming to dynasty. favor foreigners fill important
Voyages Zheng H voyages power a tributary during th
government positions.
1100 C.E. 1500 C.E.
1300 C.E. 1700 C.E.
1500
Late 1200s C.E. Marco Polo Visits China
1368–1644 C.E.travels through Marco Polo
Ming Dynasty China as a guest of the Mongol ruleemperor of ChinaKublai ends in Mongol 1368. The aChinese establish Khan; book about his their own government under travels becomes a European thebest Mingseller. dynasty. The Ming build the Forbidden City.
History Alive! The Medieval World and Beyond Review Guide 91
Imperial China 237
1368–16
Ming Dy Mongol 1368. Th their ow the Min build the
IMPERIAL
CHINA:
INTERACTIVE
STUDENT
NOTEBOOK
Timeline Skills Analyze the Unit 5 timeline in the Student Text. Also think about what you have learned in this unit. Then answer the following questions. 1. For how many years did the Han dynasty rule China?
2. What religion spread to China under the Tang dynasty, and where did it come from?
3. During which dynasty were officials chosen by merit-based exams?
4. What was the result of increased food production during the Song dynasty?
5. What invention made written materials more widely available?
6. About what year was the art of papermaking developed in China? Why was this an important invention?
7. How many years passed between the fall of the Tang dynasty and the rise of the Song dynasty?
8. Which foreign group ruled China during the Yuan dynasty?
Timeline Challenge
9. During which dynasty did Marco Polo travel through China?
10. During which dynasty did Zheng He make his voyages?
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IMPERIAL
CHINA:
INTERACTIVE
STUDENT
NOTEBOOK
Critical Thinking Use the timeline and the lessons in the unit to answer the following questions. 11. Which do you think most contributed to a high quality of life in China during the Song dynasty: agricultural changes or trade? Explain your answer.
12. The Chinese made many discoveries and inventions between about 200 C.E. and 1400 C.E. What two inventions do you believe have most affected life today, and why?
13. Compare the process of appointing government officials under the Song and Yuan dynasties.
14. If you could add three more events to this timeline, which would they be? List each event, and explain why you think it is important enough to add to the timeline. a.
b.
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Timeline Challenge
c.
History Alive! The Medieval World and Beyond Review Guide  93
IMPERIAL
CHINA:
HANDOUT
Imperial China Timeline Challenge Cards
Han Dynasty
Tang Dynasty
206 B.C.E.–220 C.E.
Timeline Challenge
The Han dynasty rules over a golden age of expansion and prosperity for China.
618–907 C.E.
During the Tang dynasty, Buddhism spreads from India to China and gains many Chinese followers.
Gunpowder Invented
Merit-Based Exams Begin
About 850 C.E.
About 960 C.E.
A formula for gunpowder is recorded in China, and allows for the later development of weapons such as grenades, flamethrowers, artillery shells, and bombs.
94 History Alive! The Medieval World and Beyond Review Guide
During the Song dynasty, people of all classes become scholar-officials through a merit-based civil service exam based on the works of Confucius.
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IMPERIAL
Song Dynasty
CHINA:
HANDOUT
Movable Type Invented
960–1279 C.E.
About 1050 C.E.
Papermaking Spreads to Europe 1100s C.E.
Nearly 1,000 years after it was developed in China, the art of papermaking spreads to Europe. Paper becomes crucial for recording and transmitting information.
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Movable type is invented in China, which lowers the cost of printing and makes written materials more widely available.
Yuan Dynasty 1279–1368 C.E.
After conquering most of Asia, the Mongols establish the Yuan dynasty in China and greatly favor foreigners to fill important government positions.
History Alive! The Medieval World and Beyond Review Guide 95
Timeline Challenge
During the Song dynasty, agricultural improvements increase food production, allowing for growth in areas other than farming, such as trade and commerce.
IMPERIAL
CHINA:
HANDOUT
Marco Polo Visits China
Ming Dynasty 1368–1644 C.E.
Late 1200s C.E.
Marco Polo travels through China as a guest of the Mongol emperor Kublai Khan; a book about Polo’s travels becomes a European best-seller.
Mongol rule of China ends in 1368. The Chinese establish their own government under the Ming dynasty. The Ming build the Forbidden City.
Voyages of Zheng He
Timeline Challenge
1405–1433 C.E.
Zheng He’s seven maritime voyages display China’s power and gain new tributary states for China during the Ming dynasty.
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CHINA’S
CONTACTS
WITH
THE
OUTSIDE
WORLD:
ASSESSMENT
Summative Assessment The TCI-Created Assessment for this and every lesson in this program is comprised of three sets of questions to fully assess student mastery of content and skills. The test is ready to take, but you can edit and customize the test to meet the needs of your classroom. Below are samples of questions you will encounter in each part of the assessment. Mastering the Content: These questions are selected-response questions designed to check students’ understanding of the lesson’s content. What was the purpose of Zheng He’s seven expeditions for the emperor between 1405 and 1433? A. to gather information in secret B. to stop pirates in the China Sea C. to get new tributaries for China D. to gain control of the Silk Road
Applying Social Studies Skills: These are short answer questions that allow students to demonstrate knowledge of skill through close examination of a rich stimulus or primary source. Use the map and your knowledge of history to complete the sentences below.
Based on the map, Kashgar became an important trading city because . . . Exploring the Essential Question: These questions challenge students to use their critical thinking skills to create a final product. Write a brief newspaper editorial evaluating the Chinese government policy toward foreigners. Your editorial should include the following: • the time period and dynasty about which you are writing (early Tang, later Tang, Yuan, early Ming, or late Ming) • a summary of the policy at that time • how China benefits from the policy, with supporting details • how the policy harms China, with supporting details • your overall evaluation of the government’s policy toward foreigners www.teachtci.com
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C R E D I T S
Cover: Shutterstock 4C: monkeybusinessimages 48: Bertrandb/Dreamstime 51: Granger, NYC 52: National Palace Museum, Taipei, Taiwan, Republic of China/ Granger, NYC 55: Kelsen Kong/ Dreamstime 56: Shutterstock 57: Shutterstock 58: iStockphoto 59: Shutterstock 61: Martha Bayona/ Dreamstime 62: Wikipedia 63: Wikimedia 76: Shutterstock 77: Shutterstock 78: Wikimedia 79: Wikimedia 90TL: Panorama Media (Beijing) Ltd./Alamy 90C: 123RF.com 90TR: Shutterstock 90BL: rudolphthered /Big Stock Photo 90BR: Shutterstock 91TL: Parhamr/Wikimedia Commons 91TC: Editor at large/Wikimedia Commons 91TR: yuanann/ Shutterstock 91BL: iStockphoto 91BC: Ivy Close Images/Alamy 91BR: Shutterstock
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History Alive! The Medieval World and Beyond Review Guide  99
106  History Alive! The Medieval World and Beyond Review Guide
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