C HAPTER 4 R ESOURCES
China in the Middle Ages
HOW THIS BOOK IS ORGANIZED
Each Chapter Resources Book (CRB) offers blackline masters
for a specific chapter of Discovering Our Past: Medieval and Early
Modern Times. A description of each of the many chapter activities
available to you in this book can be found on page v. A complete
answer key appears at the back of this book. This answer key
includes answers for all activities in this book in the order in
which the activities appear.
Photo Credits: Page 41: Archives Charmet/Bridgeman Art Library; page 42: Hulton/Getty
Images
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce
the material contained herein on the condition that such material be reproduced only for classroom use;
be provided to students, teachers, and families without charge; and be used solely in conjunction with
Discovering Our Past: Medieval and Early Modern Times. Any other reproduction, for use or sale, is prohibited without written permission from the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-870274-7
Printed in the United States of America
3 4 5 6 7 8 9 10 009 09 08 07 06
Table of Contents
To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Guided Reading Activity 4-1
China Reunites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Guided Reading Activity 4-2
Chinese Society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Guided Reading Activity 4-3
The Mongols in China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Guided Reading Activity 4-4
The Ming Dynasty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Content Vocabulary Activity 4
China in the Middle Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Academic Vocabulary Activity 4
China in the Middle Ages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Analysis Skills Activity 4
Reinterpreting Historical Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Universal Access Activity 4
Sui and Tang Dynasties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Reading Skills Activity 4
Making Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Language Arts Activity 4
Preparing and Delivering Research Presentations . . . . . . . . . . . . . . . 17
Writing Activity 4
Responding to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Time Line Activity 4
China’s Dynasties During the Middle Ages (A.D. 581–1644). . . . . . . 25
Critical Thinking Skills Activity 4
Making Generalizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chart, Graph, and Map Skills Activity 4
Using a T-Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Geography and History Activity 4
China’s Geographic Structures and the Grand Canal . . . . . . . . . . . . 31
Economics and History Activity 4
Economic Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Citizenship and Service Learning Activity 4
Civil Service Jobs Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
iii
Table of Contents
Step Into World History 4
China in the Middle Ages—Panel Discussion—
Teaching Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
China in the Middle Ages—Panel Discussion—
Simulation Sheet 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
China in the Middle Ages—Panel Discussion—
Simulation Sheet 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Biography Activity 4A
Wu Zetian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Biography Activity 4B
Marco Polo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Primary Source Reading 4
Stories of Marco Polo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
World Literature Reading 4
Ancient Chinese Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
iv
To the Teacher
Chapter Resources
Glencoe’s Chapter Resources are packed with
activities for the varied needs of all of your students. They include the following activities:
These activities provide help for students who
are having difficulty comprehending the student
textbook. Students fill in missing information in
the guided reading outlines, sentence completion
activities, or other information-organizing exercises as they read the textbook.
These review and reinforcement activities help
students to master unfamiliar content terms used
in the student textbook. The worksheets emphasize identification of word meanings and provide
visual and kinesthetic reinforcement of vocabulary words.
Knowledge of academic words, combined with
continued acquisition of general words, can significantly boost students’ comprehension level of
academic texts. These activities provide explicit
instruction in teaching word parts, word relationships, grammar, and other lexical information
about academic terms.
These activities are designed to help students
learn to think like an historian. The activities
focus on such skills as learning how to think
chronologically and spatially, detecting historical
points of view, and interpreting historical
information.
These activities give you an opportunity to differentiate your instruction, addressing the different types of learners in your classroom. Teaching
strategies offer activities for these differentiated
learning styles: English Learners, Advanced
Learners, Below Grade Level, Special Education,
Logical/Mathematical, Verbal/Linguistic,
Visual/Spatial, Kinesthetic, Auditory/Musical,
Interpersonal, Intrapersonal, and Naturalist.
These reinforcement activities correspond to
the reading skill lessons presented in each chapter
of the student textbook. The activities give students the opportunity to gain additional practice
at such reading skills as monitoring, inferring,
and understanding cause and effect.
These activities provide practical applications
of written and oral English language conventions.
Students are given instructions on various language arts skills and asked to apply these skills to
historical content. Examples of language arts
skills include using speaking techniques to sustain audience interest, determining the meaning
of unknown words, analyzing characterization in
literature, delivering narrative presentations, and
delivering persuasive presentations.
These activities help students develop and
practice writing skills. They are designed to help
students not only to increase their writing skills,
but also to enable them to apply, relate, interpret,
analyze, compare, organize, and write about historical facts and concepts.
v
To the Teacher
These activities are designed to reinforce the
dates of major events in world history and to help
students learn the chronological order of those
events. Each activity includes a time line labeled
with events and dates. Students answer questions
based on the time line.
These activities are designed to involve students in grassroots community projects that may
have national or international implications. The
service learning projects help students understand how history affects their own lives on a
daily basis.
Critical thinking skills are important to students because they provide the tools to live and
work in an ever-changing world. These activities
show students how to use information to make
judgments, develop their own ideas, and apply
what they have learned to new situations.
These extended activities are designed to give
students an idea about real life occurrences in history that they can feel a part of—to make history
come alive! These reenactment activities give students the experience of participating in plays,
journalism, literary salons, and more. Groups
document their efforts by completing a planning
sheet or observation notes.
Students interpret and organize information in
charts, graphs, and maps. These activities are
designed to help students learn visually and to
stimulate critical thinking abilities.
These interdisciplinary activities help students
become familiar with the role that geography has
played in history. Students are given the opportunity to analyze and interpret maps in relation to
historical events.
These interdisciplinary activities give students
an understanding of the impact of economics on
history. Applied to current situations, students are
familiarized with economic terms and principles.
These biographic sketches of significant figures
from world history expose students to a diversity
of cultures and time periods. Questions emphasize the role of individuals in historical events.
These activities allow students to “see” history
through the eyes of those who witnessed historic
events, lived during historic periods, and participated in historical movements or changes. Each
selection is preceded by an introduction and a
guided reading suggestion and is followed by
questions that allow students to analyze and
interpret the material.
These readings provide students with the
opportunity to read literature by or about people
who lived during different historical periods.
Each selection is preceded by background information and a guided reading suggestion, and followed by comprehension and critical thinking
questions.
vi
Name
Date
Class
GUIDED READING ACTIVITY 4-1
China Reunites
Directions: Outlining Reading the section and completing the outline
below will help you learn more about the reuniting of China. Refer to
your textbook to fill in the blanks.
I. In A.D. 581,
declared himself emperor and reunited China
through battles while founding the
dynasty.
A. After he died, his son
became emperor.
1. He wanted to expand the Chinese empire, so he sent an army to fight
but was defeated.
2. His biggest project was the building of the
, the system of
waterways that connected the Yangtze River and the Yellow River.
II. One of Yangdi’s generals took over China and began the
dynasty.
A. The rulers of this dynasty worked to improve China’s
1. One ruler, Taizong, restored the
.
to allow government
officials to be hired based on how well they did on exams rather than on their
family connections.
Copyright © by The McGraw-Hill Companies, Inc.
B. During this dynasty, the only woman in Chinese history to rule on her own,
, became empress.
III. In A.D. 960, the
dynasty began.
A. This dynasty brought in an era of
IV. Because
achievement for China.
taught that people could escape their misery, many
Chinese accepted this religion.
A. Monks and nuns lived in places called
B. The religion spread to
.
and
V. A new form of Confucianism, called
official philosophy of the
.
, was adopted as the
dynasty.
A. Civil service examinations tested job seekers on their
of
Confucian writings.
B. The examination system created a new wealthy class made up of
.
1
Name
Date
Class
GUIDED READING ACTIVITY 4-2
Chinese Society
Directions: Reading for Accuracy Reading the section and completing
the activity below will help you learn more about Chinese society. Use
your textbook to decide if a statement is true or false. Write T or F in the
blank, and if a statement is false, rewrite it correctly on the line.
1. During the Tang dynasty, farmers were able to develop new
kinds of rice that grew well in poor soil.
2. People were moving northward to try to find good land to
farm and to keep from dying from starvation.
3. The Tang rulers built roads and waterways that increased
trade.
4. China traded tea and rice for silk and porcelain from other
countries.
5. During the Tang dynasty, trees for wood were plentiful in
supply.
7. Before printing was invented, books were very expensive
because they were copied by hand.
8. Movable type for printing made printing much easier for the
Chinese.
9. The Chinese invented gunpowder, which led to the inventions of the fire lance and fireworks.
10. Chinese artists during the Song dynasty tried to paint realistic
and exact pictures of landscapes.
2
Copyright © by The McGraw-Hill Companies, Inc.
6. The Chinese discovered steel from using coal to heat furnaces.
Name
Date
Class
GUIDED READING ACTIVITY 4-3
The Mongols in China
DIRECTIONS: Outlining Reading the section and completing the outline below will help you learn more about the Mongols in China. Refer to
your textbook to fill in the blanks.
I. The Mongols lived in an area north of China called
.
A. The Mongols were made up of tribes who followed their herds as they grazed
wide, rolling, grassy plains called
B. In 1206,
.
was elected Genghis Khan, which translated means
“strong leader.”
1. Genghis Khan chose his commanding officers for their
,
not for their family ties.
2. In 1211, Mongol forces invaded
.
C. The sons of Genghis Khan expanded the Mongol Empire until it reached the
Ocean in the east and Eastern
in
the west.
1. The Mongols controlled many routes and
the products
traded on these routes, bringing them much wealth.
Copyright © by The McGraw-Hill Companies, Inc.
2. Mongols adopted both
and the
from
the Chinese for use in battle.
II. Kublai Khan, the grandson of Genghis Khan, continued the conquest of China,
eventually moving his capital from Mongolia to
modern city of
, the site of the
.
A. Kublai Khan put an end to the Song dynasty and started the
dynasty.
1. While Mongols were given the top jobs in China’s government, Chinese
helped run the government.
2. Four major texts of
thought were used in imperial exams.
B. Under the Mongols, China prospered from increased
and, through shipbuilding, expanded
trade
trade.
3
Name
Date
Class
GUIDED READING ACTIVITY 4-4
The Ming Dynasty
Directions: Answering Questions Reading the section and completing
the questions below will help you learn about the Ming dynasty. Refer to
your textbook to answer the questions.
1. What problems was the Yuan dynasty facing during its decline?
2. What rebel leader became emperor after the Mongols were driven
out of China?
3. What city did he make his capital?
4. Who became emperor after Hong Wu?
5. What did he build in Beijing?
6. Why did the Ming restore the civil service exams?
8. For what three reasons did Emperor Yong Le send out his fleet of
ships?
9. Who was the leader of these voyages?
10. What European nation set up a trading post at Macao?
4
Copyright © by The McGraw-Hill Companies, Inc.
7. What did the Ming emperors do to increase their influence around
the world?
Name
Date
Class
CONTENT VOCABULARY ACTIVITY 4
China in the Middle Ages
Directions: Select one of the following terms to fill each blank in the
paragraphs below.
barbarians
calligraphy
census
economy
monasteries
novels
porcelain
reforms
steppes
terror
treason
tribes
warlords
Following the end of the Han empire, China had no central government for the next 300 years. Chinese (1)
, or military lead-
ers who run a government, fought each other for control. Finally, the Sui
dynasty came to power and reunited China. Yangdi, the second Sui emperor,
built the Grand Canal. This helped unite China’s (2)
, an
organized way in which people produce, sell, and purchase things.
The Sui dynasty was followed by the Tang dynasty. Tang emperors
carried out a number of (3)
, or changes that bring
improvements. Under Tang rulers, China once again controlled the Silk
Copyright © by The McGraw-Hill Companies, Inc.
Road, an ancient and important trade route. Silk, tea, steel, paper, and
(4)
, fine clay objects that have been baked at high
temperatures, were sold along the route.
Buddhism had come to China from India during the Han empire.
Many Chinese people became Buddhists then. As Buddhism grew, many
Chinese Buddhists became nuns or monks, living in places called
(5)
, where they meditated and worshiped. Eventually,
Tang rulers took steps to end Buddhism’s growing power.
After the end of the Tang dynasty, the Song dynasty began a rule of
more than 300 years. Painting flourished during this time. Chinese painters
often wrote poetry on their works in beautiful (6)
, or
characters made with brush and ink.
5
Name
Date
Class
CONTENT VOCABULARY ACTIVITY 4
(continued)
China in the Middle Ages
The Song dynasty ended when the Mongols conquered China. The
Mongols were made up of (7)
, or groups of related fami-
lies, and lived in an area north of China. They raised animals and followed
their herds as they grazed Mongolia’s (8)
rolling, grassy plains. They used (9)
, or wide,
, or violent actions, to
scare people into surrendering.
A series of rebellions against the Mongols finally forced them out of
China. The country was reunited under the emperor Zhu, who founded the
Ming dynasty. He was a cruel leader and killed officials he suspected of
(10)
, or disloyalty to the government. Other Ming emper-
ors strengthened the government and had their officials take a count, or
(11)
, of the number of people in China.
Chinese culture blossomed under the Ming. Writers produced long
fictional stories called (12)
. The navigator Zheng He
sailed to India and Africa. But after his death, China tried to shut itself off
from the rest of the world. When the Portuguese arrived less than a hundred
years later, the Chinese thought the Portuguese were (13)
6
Copyright © by The McGraw-Hill Companies, Inc.
or uncivilized people.
,
Name
Date
Class
ACADEMIC VOCABULARY ACTIVITY 4
China in the Middle Ages
Academic Words in this Chapter
project
method
compile
seek
eventual
drama
medical
encounter
contact
available
erode
A. Word Meaning Activity: Identifying Synonyms and Antonyms
Copyright © by The McGraw-Hill Companies, Inc.
Directions: Determine whether the following pairs of words or phrases
are synonyms or antonyms. (Synonyms are words that have similar meanings, and antonyms are words with opposite meanings.) Place an “S” in
the blank if the words are synonyms and an “A” if they are antonyms.
1.
project—task
2.
seek—shun
3.
medical—healing
4.
available—limited
5.
method—process
6.
eventual—later
7.
encounter—meeting
8.
erode—build
9.
compile—collect
10.
drama—story
11.
contact—ignore
B. Word Meaning Activity: Word Puzzle
Directions: Reading from left to right, locate six words or expressions
that mean contact. Circle them.
V
I
A
A
I
G
L
N
N
S
M
N
H
K
E
T
K
X
C
G
J
I
E
I
I
O
U
G
S
R
T
E
M
D
B
N
A
O
C
M
J
U
M
C
U
O
U
O
N
E
T
C
N
N
I
I
E
B
H
N
I
N
O
T
H
B
E
C
C
N
B
X
N
C
A
B
W
N
W
P
T
T
N
H
B
W
P
I
I
M
I
W
S
S
O
O
X
B
M
O
V
N
N
A
H
7
Name
Date
Class
ANALYSIS SKILLS ACTIVITY 4
Reinterpreting Historical Events
See Tools of the Historian in your textbook to learn more about
how to evaluate new information and make changes to theories about
historical events.
Learning the Skill
Historians interpret and evaluate all available pieces of information about a historical event. Then they create a theory about what
happened based on all their findings. However, new information is
always becoming available, even about ancient events. When this
happens, historians must decide how this new information changes
or strengthens their past interpretation of the event.
Use the following guidelines when examining new information
and its impact on historical theories:
• Review the past theory to make sure you understand it.
• Read the new information and note points of difference with the
old theory.
• Analyze the new information and consider its credibility and
point of view.
• Evaluate how the new information either strengthens or changes
the old theory.
• Develop a new theory that includes and explains both old and
new information.
Copyright © by The McGraw-Hill Companies, Inc.
Practicing the Skill
Directions: Read the abstract below from the article “Relics of the
Kamikaze” about the excavation of a site from the Mongols’ attempted
invasion of Japan. Then answer the questions that follow.
The weapons recovered from the site include bundles of iron arrow
tips or crossbow bolts, spearheads, and more than 80 swords and
sabers. During one dive, I saw a Mongol helmet upright on the bottom. . . . Close to the helmet was perhaps the most amazing discovery yet made—tetsuhau, or ceramic projectile bomb. KOSUWA has
recovered six of these from the wreck. They are the world’s earliest
known exploding projectiles and the earliest direct archaeological
evidence of seagoing ordnance [weapons]. . . . Chinese sources refer
to catapult-launched exploding projectiles in 1221, but some historians have argued that the references date to later rewritings of the
sources. In his recent book In Little Need of Divine Intervention,
which analyzes two Japanese scrolls that depict the Mongol invasion, Bowdoin College historian Thomas Conlan suggests that a
9
Name
Date
Class
ANALYSIS SKILLS ACTIVITY 4
Reinterpreting Historical Events (continued)
scene showing a samurai falling from his horse as a bomb explodes
over him was a later addition. . . . But his suggestion that the
exploding bomb is an anachronism [something from a later time]
has now been demolished by solid archaeological evidence. Moreover, when the Japanese X-rayed two intact bombs, they found that
one was filled just with gunpowder while the other was packed with
gunpowder and more than a dozen square pieces of iron shrapnel
intended to cut down the enemy.
—Archaeology, January/February 2003
1. Identify the original theory about the Mongol invasion of
Japan.
2. What is the new theory?
4. What is the source of this information? Does it add credibility
to the new theory about the Mongol invasion? Explain.
10
Copyright © by The McGraw-Hill Companies, Inc.
3. What proof does the article provide to support this new theory?
Name
Date
Class
ANALYSIS SKILLS ACTIVITY 4
Reinterpreting Historical Events (continued)
Applying the Skill
Directions: Read the excerpt below from the article “Museums: A
Democratic Genghis Khan?”, and then answer the questions that follow.
“When most of us think about Mongolia’s history, we conjure
images of the fearsome and marauding Genghis Khan of the twelfth
and thirteenth centuries, and, well, that’s about it. . . . Modern
Mongolia: Reclaiming Genghis Khan, an exhibition at the University
of Pennsylvania Museum of Archaeology and Anthropology, promises to rectify this matter. . . . Based on evidence from The Secret Life
of the Mongols, written soon after Genghis Khan’s death in 1227
and required reading for modern Mongolian schoolchildren, this section of the exhibition argues that Genghis Khan instituted many of
the same basic principles that form the foundation of modern
democracy: participatory government, rule by law, equality under
the law, and basic personal freedoms and human rights.”
—Archaeology, January/February 2002
Copyright © by The McGraw-Hill Companies, Inc.
1. Identify the original theory or idea about Genghis Khan and
his rule.
2. What is the new theory?
3. What evidence does the article cite to support this new theory?
4. How would you assess the reliability of this new theory?
11
Name
Date
Class
UNIVERSAL ACCESS ACTIVITY 4
Sui and Tang Dynasties
The Sui and Tang dynasties reunited and rebuilt China after
years of war. Though the Sui dynasty was rather short-lived, the
Tang dynasty was in power for about 300 years (A.D. 618–907).
The map below illustrates the expansion of—and subsequent
attacks against—China during the Tang dynasty.
Tang Dynasty
N
620
–
INDIA
Arabian Sea
–10
607
Taiw
a
61
0
n
CHINA
h in a Sea
64
5–7
1–6 . 6
14
ow
Yell
50
temporary
expansion,
7th century
maximum extent
of Tibetan
kingdom,
c. 800
c.74
0
3
76
KEY
Tang dynasty
Sui campaign
Tang campaign
Tibetan
expansion
Silk Road
R
763
KOREAN
PENINSULA
st C
DO
8.
3–
66
R
UN
L
UN
H
I M K c. 750
AL
A Y TIBET
A
660
Ea
787
R.
659
t
NS
Deser
GA U CO
akan
Chang'an
m
i
l
k
E
RR
G
Ta
AN
Luoyang
I
645
791
712
Turfan
630
ea
nS
ri s
Tig
Samarkand
Samarqand
.
MTS
AN
H
S
N
TIA –7
68–76
61
pia
659
S
GOBI
0
E
W
751
Cas
64
Ctesiphon
Copyright © by The McGraw-Hill Companies, Inc.
MONGOLIA
Ri
ver
ASIA
ea
Aral S
5
2–
60
Hainan
Bay of
Directions: On a separate sheet of paper, answer the following
Bengal questions using the information in the map and your textbook.
1. Geography Skills Which two bodies of water formed the
eastern border of China during the Tang dynasty?
2. Cause and Effect What do you think was the economic impact
of the loss of the Gansu Corridor to the Tang dynasty? Explain
your answer.
13
TEACHING STRATEGIES
FOR DIFFERENT LEARNING STYLES
The following activities are ways that the basic lesson can be modified to
accommodate students’ different learning styles.
English Learners (EL)
Have students write the names of all the
cities and rivers shown on the map. Also ask
them to identify the names of all of the bodies of water shown on the map. Finally, have
them explain the significance of the arrows
shown on the map.
Verbal/Linguistic; Intrapersonal
Have students research the events at the
River Talas in A.D. 751 and their impact on
the Tang dynasty. Ask them to present their
findings in a two-page paper.
Kinesthetic; Interpersonal
Organize the class into three groups.
Assign one group the Sui dynasty, one the
Tang dynasty, and one the Song Dynasty.
Students in each group should use the
library or Internet to research the size and
geography of their dynasty. Then they
should construct relief maps of China during their dynasty, using clay and/or other
materials of their choice.
Logical/Mathematical; Visual/Spatial
14
Auditory/Musical
Distribute to students several poems of
the Tang dynasty. Ask students to write a
melody to go with the words.
Visual/Spatial
Have students construct a table to chart
the military campaigns of the Sui and Tang
dynasties. Have them include dates of campaigns and their general geographic movement. Consult a modern map, if necessary,
to help with descriptions.
Advanced Learners
The Tang dynasty is often called a
“golden age” for Chinese art and literature.
Ask students to speculate on the reasons art
and literature flourished during this time.
They should present their ideas, with ample
corroboration, in a two- to three-page report.
Copyright © by The McGraw-Hill Companies, Inc.
Assign students the following questions:
(1) Compare the map of Song China on page
255 in your textbook with the map of Tang
China. At its greatest extent, Tang dynasty
China was about how large compared to
Song China? (about twice as large) (2) How
many years elapsed between the first Sui
campaign into Korea and the first Tang
campaign? (about 34 years)
Name
Date
Class
READING SKILLS ACTIVITY 4
Making Connections
Learning the Skill
Making connections between what you read and what you
already know can help you remember new information. Learning
to identify the relationship between something you have already
experienced and a word or idea that is unfamiliar to you will make
it easier for you to understand what you read.
Connections can be based on personal experiences (text-to-self).
Connections can also be made to what you have read before (textto-text) or to events in other places (text-to-world).
Ask yourself the following questions to help you make connections as you read:
• Are you reminded of a personal experience? For example, have
you ever traveled to a place mentioned in the text?
• Have you read about the topic before? For example, have you
read about a historical character in a previous chapter?
• As you were reading, did you think of a person, place, or event in
another time? For example, did what you read about a ruler in a
certain country or time make you think about a ruler in a different country or time?
Practicing the Skill
Copyright © by The McGraw-Hill Companies, Inc.
Directions: Read the selection below from the story of Mu Lan, in which
a daughter makes a sacrifice for her elderly father who has been called to
war. As you read, make connections to your own knowledge and experience, and then complete the activity that follows.
Last night she saw the notice. It was posted on the wall. On it was her
father’s name. He must answer the Emperor’s call.
The enemy has invaded China. Our army must prepare to fight. One
man from every household must be ready by morning light.
Her father is old and tired. His hair is turning white. She tells him of her
plan as they talk by candlelight.
“I am young and healthy, and you have no eldest son. If the Emperor
needs a soldier, then I must be the one.”
For love of her elderly father she will dress in warrior’s clothes, walking
and talking like a man, so no one ever knows.
She travels in four directions, preparing for the trip. She will buy in different towns the saddle, horse and whip.
The crescent moon spear in her hand, the willow leaf sword by her side,
her armor is laced and tightened, her war horse is saddled to ride.
The bravest girl in China puts away the perfumed comb. To repay her
father’s kindness she will ride away from home.
15
Name
Date
READING SKILLS ACTIVITY 4
Class
(continued)
Making Connections
Directions: Complete the activities below, based on the selection on the
previous page.
1. Make a list of the connections you made to the reading. What
events or relationships in your life helped you relate to the reading? Write your list on the lines below. Compare your list with a
partner’s list and then discuss the connections you made.
2. Choose a connection you made that was different from your
partner’s or one that you think was most important. Write a
paragraph explaining why you made that connection.
Applying the Skill
Directions: Read Chapter 4 of your textbook. As you read, choose five
words or phrases to which you made a connection based on something
you already know. List each word or phrase below, followed by a description of the connection you made.
Connection:
2. Word or phrase:
Connection:
3. Word or phrase:
Connection:
4. Word or phrase:
Connection:
5. Word or phrase:
Connection:
16
Copyright © by The McGraw-Hill Companies, Inc.
1. Word or phrase:
Name
Date
Class
LANGUAGE ARTS ACTIVITY 4
Preparing and Delivering Research Presentations
Learning the Skill
It takes planning to put together an effective and informative
research presentation. If you are called upon to create and deliver a
research presentation, use the following techniques:
• Narrow the focus of your topic. Do not try to cover too much
material. Ask questions related to your topic and answer them
completely and thoroughly in your presentation.
• Develop the topic with facts, details, examples, and explanations
from several sources.
• Prepare an organized outline to help guide you through the presentation. Prepare notes and practice delivering the presentation
in front of friends or family (or even a mirror).
Practicing the Skill
Directions: During the Tang and Song dynasties, new inventions changed
China’s society. In time, these discoveries spread to other parts of the
world. Read the passage below about some of these discoveries, and then
answer the questions that follow.
Copyright © by The McGraw-Hill Companies, Inc.
China Discovers Coal and Steel
For most of China’s history, people burned wood to heat their homes
and cook their food. By the time of the Tang dynasty, wood was becoming scarce in China. However, the Chinese had discovered that coal could
be used to heat things, and soon a coal-mining industry developed.
The Chinese used coal to heat furnaces to high temperatures, which
led to another discovery. When iron was produced in hot furnaces heated
by coal, the molten iron mixed with carbon from the coal. This created a
new, stronger metal, known today as steel.
The Chinese used steel to make many things. They made armor,
swords, and helmets for their army, but they also made stoves, farm
tools, drills, steel chain, and even steel nails and sewing needles.
The Printing Process
Paper had been invented under the Han dynasty. Under the Tang,
the manufacture of paper reached new heights. For example, the Tang
government printed about 500,000 sheets of paper a year just to assess
taxes.
The mass production of paper led to another important Chinese
invention: a method for printing books. Before printing, books were
copied by hand and were very expensive. The Chinese began printing in
17
Name
Date
LANGUAGE ARTS ACTIVITY 4
Class
(continued)
Preparing and Delivering Research Presentations
the A.D. 600s. They used blocks of wood on which they cut the characters
of an entire page. Ink was placed over the wooden block. Then paper was
laid on the block to make a print. Cutting the block took a long time, but
the woodblocks could be used again and again to make copies.
Printing allowed for yet another important Chinese invention: paper
currency. In 1024, during the Song dynasty, the Chinese decided to print
the world’s first paper money as a way to help merchants. Paper money
helped the economy to expand and cities to grow.
The Chinese soon began printing books. The earliest known printed
book dates from about A.D. 868. It is a Buddhist book called the Diamond
Sutra. The invention of printing was very important. It helped to spread
ideas more rapidly.
In the A.D. 1000s, a Chinese printer named Pi Sheng invented movable
type for printing. With movable type, each character is a separate piece.
The pieces can be moved around to make sentences and used again and
again. Pi Sheng made his pieces from clay and put them together to produce book pages. However, because written Chinese has so many characters, woodblock printing was easier.
Other Chinese Inventions
Directions: In the next section, you will deliver a three- to five-minute
research presentation on Chinese inventions of the Middle Ages. To prepare, read and answer the following questions.
1. Based on the passage above, write three questions that you
could use as the basis for the research for your presentation.
18
Copyright © by The McGraw-Hill Companies, Inc.
The Chinese made gunpowder for use in explosives. One weapon was
the fire lance, an ancestor of the gun. It used gunpowder and helped
make the Chinese army a strong force. The Chinese also used gunpowder
to make fireworks.
The Chinese also built large ships with rudders and sails. About 1150,
Chinese sailors began using the compass to help them find their way.
This let ships sail farther from land. With these inventions, the Chinese
would eventually sail to Indonesia, India, and other places to the west.
Name
Date
LANGUAGE ARTS ACTIVITY 4
Class
(continued)
Preparing and Delivering Research Presentations
2. Which of the following sections of the library would be the
best place to begin your research on this topic? Circle the letter
of the correct answer.
A. Technology
B. The Arts and Recreation
C. Literature
D. Biology
3. Some topics are too big to cover in short presentations. You
must narrow the focus of your research in order to cover your
topic more easily. One way to do this is to focus on a specific
time or place, specific individuals or groups, or a particular feature of the topic. Here is an example of how to narrow a topic:
Sports
Sports in the United States
Professional Sports in the United States in the 1980s
Professional Baseball in the United States in the 1980s
The 1985 Los Angeles Dodgers
Copyright © by The McGraw-Hill Companies, Inc.
Using this technique, narrow the focus of the topic “Chinese
Inventions” in four or five steps.
4. Imagine that you are delivering a research presentation comparing shipbuilding techniques used in different places of the
world throughout history. Which of the following would be
the best method for you to use to organize your presentation?
Circle the letter of the correct answer.
A. compare noted ships from the same time period but in one
place, like Europe
B. examine the materials used to make historic ships
throughout the United States
C. describe seafaring songs sung by people in Egypt, South
America, and Asia
D. compare noted ships from the same time period but in different places throughout the world
19
Name
Date
LANGUAGE ARTS ACTIVITY 4
Class
(continued)
Preparing and Delivering Research Presentations
5. Suppose that you are making notes to use while delivering
a presentation based on the passage on the previous page.
Which of the following would be the best notes for the last
paragraph of the passage?
A. Chinese ships had rudders and sails
B. Chinese sailed to Indonesia and India
C. Chinese builders used rudders and sails; 1150—compass
allowed longer trips
D. ships; rudders and sails; compass
Applying the Skill
Directions: Use the techniques you have learned to prepare a three- to
five-minute research presentation on Chinese inventions of the Middle
Ages. Select your topic, narrow the focus, and form questions about it;
select and consult sources; and gather information by skimming, paraphrasing, note-taking, and/or summarizing.
Use the library or Internet to find at least three sources of information on your topic. Use the space below to collect information.
Be sure to cite each source appropriately.
Your topic:
Description of source 1:
Details that support main idea:
Description of source 2:
Main idea of source:
20
Copyright © by The McGraw-Hill Companies, Inc.
Main idea of source:
Name
Date
LANGUAGE ARTS ACTIVITY 4
Class
(continued)
Preparing and Delivering Research Presentations
Details that support main idea:
Description of source 3:
Main idea of source:
Details that support main idea:
Copyright © by The McGraw-Hill Companies, Inc.
After you have completed your research, prepare notes for your
presentation. Practice your delivery. Then deliver your presentation
to your class.
21
Name
Date
Class
WRITING ACTIVITY 4
Responding to Literature
Copyright © by The McGraw-Hill Companies, Inc.
Learning the Skill
When you read a memorable book, you may want to tell someone about it. “That was such a surprise ending!” you might say, or
“It was so exciting, I couldn’t put it down.” Your reaction could
also be negative: “The plot was so predictable.”
Book reviewers, or critics, review books for newspapers and
magazines. You may also be asked to respond in writing to a book
or other literary work. Responding to literature goes beyond sharing your initial reaction with a friend. You must first read the work
carefully to have enough knowledge to respond to it. Then follow
these steps to write a good response:
• Consider your audience. Ask yourself, “Who are my readers,
and are they familiar with this type of work?” Knowing your
readers can help you determine what to include in your
response.
• Consider your purpose. If you want to persuade readers to
accept your opinion, be sure to present many examples that support your opinion. If you want to focus on literary appreciation,
point out aspects of the work that your readers may have missed.
• Summarize important features of the work. Familiarize your
readers with the work by highlighting the most important
events, images, or ideas. Readers may also need other background, such as details about the characters.
• Organize your response around several elements. These
may include:
—Theme: a lesson or moral message about life. Some examples
of themes include coming of age, family relationships, and
friendship.
—Author: his or her writing technique and style. This type of
response can also focus on how a particular work compares
to other works by the same author.
—Comparisons: how this work compares to others that are
similar in theme, subject matter, or genre. Comparing a new
book to an old, familiar book is also a good way to explain the
new one to others.
—Relevance: how the literature reflects real life. Often, a
response to a literary work is based mostly on this element.
• Present your response in the form of an opinion.
• Provide evidence and examples. Support your opinion by
including details or quotes from the work.
23
Name
Date
WRITING ACTIVITY 4
Class
(continued)
Responding to Literature
Practicing the Skill
Directions: Much of the Chinese poetry from the Middle Ages celebrated
the beauty of nature. Read the mountain poem below. Then, on a separate sheet of paper, prepare to write your response to this poem by
creating a chart similar to the one that follows.
Climbing Long-View Mountain’s Highest Peak
by Meng Hao-jan
Rivers and mountains beyond the form seen:
Hsaing-yang’s beauty brings them in reach,
and Long-View has the highest peak around.
Somehow I’d never climbed its cragged heights,
its rocky cliffs like walls hacked and scraped
and towering over mountains crowded near,
but today, skies so bright and clear, I set out.
Soon the far end of sight’s all boundless away,
Cloud-Dream southlands a trifle in the palm,
Warrior-Knoll lost in that realm of blossoms.
And back on my horse, riding home at dusk,
a vine-sifted moon keeps the stream lit deep.
Response Planner
Applying the Skill
Directions: On another sheet of paper, use the details you gathered in
the Response Planner to write a response, or review, of the poem. Structure
your response with an introduction, body, and conclusion. Reread your
draft with the following questions in mind. Revise your draft as needed.
Revision Checklist
3 Did I present a clear opinion or interpretation?
3 Have I justified my interpretation with enough evidence?
3 Have I grouped related sets of details?
24
Copyright © by The McGraw-Hill Companies, Inc.
My audience
My purpose
What to include in my summary
My interpretation (discuss theme,
focus on the author, compare content,
or discuss relevance)
Evidence/examples to support
my opinion
868
World’s first
book is printed
in China
960–1279
1045
Mongols
invade China
1211
1368–1644
Zheng He begins
overseas voyages
1405
A.D. 1500
Marco Polo
comes to China
1274
A.D. 1300
1279–
1368
Portuguese set
up trading post
at Macao
1600
A.D. 1700
Date
Chinese sailors
begin using compass
c. 1150
A.D. 1100
Pi Sheng
invents
movable type
for printing
A.D. 900
c. 610
A.D. 700
618–907
Grand Canal links
northern and
southern China
A.D. 500
581–618
Directions: Label the brackets below with the name of the correct
dynasty (Ming, Song, Sui, Tang, or Yuan). Then use the time line to
answer the questions on the next page.
China’s Dynasties During the Middle Ages (A.D. 581–1644)
Copyright © by The McGraw-Hill Companies, Inc.
Name
Class
TIME LINE ACTIVITY 4
25
Name
Date
Class
TIME LINE ACTIVITY 4
China’s Dynasties During the Middle Ages
(A.D. 581–1644) (continued)
Background
From A.D. 581 to 1644, five different dynasties controlled China.
During the rule of these dynasties, the Chinese began to grow tea,
they printed the world’s first book, and Chinese sailors began
using the compass. As China’s contact with other parts of the
world increased, these developments began to have a great impact
on other parts of the world.
1. During which dynasty did sailors begin using the compass?
2. During which two dynasties were advances made in printing?
3. About how long did the Song dynasty survive after the
Mongols invaded China?
4. What three events shown on this time line demonstrate that
China had contact with other parts of the world?
26
Copyright © by The McGraw-Hill Companies, Inc.
5. Which of these dynasties survived the longest? The shortest?
Name
Date
Class
CRITICAL THINKING SKILLS ACTIVITY 4
Making Generalizations
Social Studies Objective: Analyze social studies information by making
generalizations.
Learning the Skill
A broad statement drawn from a group of facts is called a generalization. Learning to make generalizations will help you develop
conclusions and identify trends. An example of a generalization is
“Only tall people play basketball well.” Can this be supported by
facts? If not, it is not a valid generalization.
Use the following guidelines to help you make generalizations.
• Collect facts about a topic.
• Classify the facts into categories.
• Identify the relationships among the facts.
• Make a generalization that states a relationship and agrees with
most of the supporting facts.
• Write a paragraph using the generalization and its supporting
facts.
Practicing the Skill
Directions: Read the selection below and complete the activity that
follows.
Copyright © by The McGraw-Hill Companies, Inc.
China During the Tang Dynasty
The Tang dynasty lasted from A.D. 618 until A.D. 907. The early Tang rulers
were reformers who strengthened China’s government and restored the civil
service examination. They brought peace to the countryside and gave more
land to farmers. Farmers made improvements in farming techniques and
grew more food. With more food, the number of people in China increased.
China regained much of its power, and Tang armies moved north into
Korea and south into Vietnam. They also pushed west into central Asia,
invaded Tibet, and took control of the Silk Road. As a result, Chinese merchants were able to trade with people in other parts of Asia. The Chinese
traded silk fabric, porcelain, steel, paper, and tea in exchange for gold, silver,
precious stones, and fine woods. Travelers from other parts of Asia introduced foreign fashions, music, and forms of entertainment.
Early Tang rulers allowed Buddhism to be practiced in China. However,
by A.D. 845 Tang officials felt threatened by Buddhism’s growing popularity and had many Buddhist monasteries and temples destroyed. The
Tang dynasty gave its support to a new kind of Confucianism called
neo-Confucianism.
27
Name
Date
Class
CRITICAL THINKING SKILLS ACTIVITY 4
(continued)
Making Generalizations
Directions: Generalizations are made from supporting facts. Study the
chart below and the reading selection on the previous page. Then make
a generalization about the Tang dynasty. Write your generalizations on a
separate sheet of paper.
The Tang Dynasty
Government
Economy
Expansion
Technological
Developments
Cultural
Developments
Religion
Monarchy with a large bureaucracy; empire divided into provinces,
districts, and villages; government based on Confucian principles;
government officials chosen by civil service examinations
Trade and manufacturing grew dramatically, but economy still
based primarily on farming; more farmland and new farming
techniques led to an abundance of food
Armies moved north into Korea, south into Vietnam, west into
central Asia and Tibet
Steelmaking; cotton for clothing; gunpowder for explosives;
invention of printing
Great age of poetry; porcelain perfected; new forms of
entertainment, such as playing cards, chess, and polo
Buddhism increased in popularity, but Tang rulers began to fear
its growing power and had many Buddhist monasteries and temples destroyed; official support given to neo-Confucianism
Directions: Answer the following questions based on the reading and
the chart.
1. Which of the following statements
about the Tang dynasty is accurate?
A. During the Tang dynasty, China
was isolated from the outside
world.
B. Farming became less important
during the Tang dynasty.
C. Buddhism was the official religion in China during the Tang
dynasty.
D. The Tang dynasty was the great
age of Chinese poetry.
28
2. Which of the following generalizations about the Tang dynasty is
supported by the facts?
A. The Tang dynasty was the greatest period in Chinese history.
B. The Tang dynasty was an inventive and outward-looking period
in Chinese history.
C. The Tang were too interested
in new discoveries to concern
themselves with religion.
D. There were no problems during
the Tang dynasty.
Copyright © by The McGraw-Hill Companies, Inc.
Applying the Skill
Name
Date
CHART, GRAPH,
AND
Class
MAP SKILLS ACTIVITY 4
Using a T-Chart
Learning the Skill
A T-chart helps you organize information. A T-chart lists main
ideas in the left column and supporting details for each main idea
in the right column. You can use a T-chart to help you take notes or
study for an exam. A T-chart can also help you organize information for reports.
Follow these steps to create and use a T-chart:
• Decide what the main ideas or topics are. Write them in the first
column.
• Identify supporting details for each main idea or topic. Write
them in the second column.
• Give your T-chart a title.
• Study the T-chart to prepare for an exam or write a report.
Practicing the Skill
Directions: The T-chart below organizes information about the religions
practiced by the Chinese during the Middle Ages. Complete the T-chart,
using information from your textbook.
Religions Practiced by the Chinese During the Middle Ages
Main Topic
Copyright © by The McGraw-Hill Companies, Inc.
Buddhism
Supporting Details
1. Brought to China from India about
A.D. 150
2.
3.
4.
Confucianism
1. Based on sayings of Confucius
2. People need to have a sense of duty
3. Rulers should set good examples
4. All men with a talent for governing
should take part in government
Neo-Confucianism
1. Supported by Tang and Song rulers
2.
3.
4.
29
Name
Date
CHART, GRAPH,
AND
Class
MAP SKILLS ACTIVITY 4
(continued)
Using a T-Chart
Applying the Skill
Directions: Read the biography of Zheng He on page 285. Create a
T-chart based on this biography. Be sure to give your chart a title.
Main Topic
Supporting Details
Personal life
Schooling/Youth
Adulthood
Copyright © by The McGraw-Hill Companies, Inc.
30
Name
Date
GEOGRAPHY
AND
Class
HISTORY ACTIVITY 4
China’s Geographic Structures and the Grand Canal
Copyright © by The McGraw-Hill Companies, Inc.
Ch
an
g
Jia
ng
The eastern section of China is a relatively flat region with several long rivers. The rivers flow from west to east across much of
China, emptying into the East China and Yellow Seas, which are
parts of the Pacific Ocean. In that part of the country, no rivers flow
in a north-south direction. Because so many goods in China were
moved by water, north-south trade within the country was hurt.
In 486 B.C., building began on a canal running from north to
south. It took nine years to complete the first section between the
city of Suzhou and the Chang Jiang. It was 53 miles (85 km) long.
Over the next
few centuries,
China’s Grand Canal, c. A.D. 700
the canal was
120°E
extended in
both directions
Beijing
40°N
and became
KOREAN
known as the
PENINSULA
Grand Canal.
More cities
and rivers were
Yellow
He
N
ang
connected. By
Sea
Hu
the time it was
E
W
completed in
S
the A.D. 600s,
Suzhou
the Grand
Canal was
30°N
Hangzhou East China
between 1,100
Sea
CHINA
and 1,200 miles
(1,770 and 1,931
0
250 mi.
KEY
km) long.
0
250 km
Grand Canal
Thousands of Lives for Every Mile
The major phase of construction took place during a six-year
period between A.D. 605 and 611. Sections of the canal between
Beijing in the north and Hangzhou in the south were connected
and widened. At some points the canal was 100 feet (31 m) wide.
About 60 stone bridges were built across it.
An estimated three million people who worked on the canal
died from hard labor and starvation. Many people thought the
canal was a waste of money and human lives. The dynasty that
ordered the construction of the greatest part of the canal was
overthrown in A.D. 618.
31
Name
Date
GEOGRAPHY
AND
Class
HISTORY ACTIVITY 4
(continued)
China’s Geographic Structures and the Grand Canal
The Grand Canal was one of the greatest construction projects
of ancient times. It was and still is the longest human-made
waterway in the world. When finished, it connected five rivers
and numerous cities. Wheat and manufactured goods from the
north were exchanged for rice and textiles from the south. Thanks
to the canal, China enjoyed great prosperity for many years.
Comparing the Grand Canal and Other Canals
Name of
Canal and
Location
Bodies of Water Connected
Grand Canal
China
Erie Canal
United States
Panama Canal
Panama
Suez Canal
Egypt
Huang He, Haihe, Chang Jiang, 1,114 mi. (1,792 km)
Qian-tang, and Huaihe rivers
24 locks
Hudson River and Great Lakes 363 mi. (584 km)
77 locks
Caribbean Sea and Pacific
51 mi. (82 km)
Ocean
3 locks
Red Sea and Mediterranean
100 mi. (161 km)
Sea
0 locks
Length and
Number of Locks
Year(s)
Opened
495 B.C .–
A.D. 611
1825
1914
1869
Directions: Answer the following questions in the spaces provided.
1. Why was a canal necessary in early China?
3. Which two cities were on the north and south ends of the Grand Canal?
4. Why was the dynasty that completed the Grand Canal overthrown?
5. Compare and Contrast In the chart, what is the second-longest canal listed?
About how many times longer was the Grand Canal than that canal?
32
Copyright © by The McGraw-Hill Companies, Inc.
2. How long was the Grand Canal upon its completion in the A.D. 600s?
Name
Date
ECONOMICS
AND
Class
HISTORY ACTIVITY 4
Economic Indicators
Copyright © by The McGraw-Hill Companies, Inc.
China’s economy declined when the
Han dynasty collapsed in the A.D. 200s.
When the Tang rulers took charge in A.D.
618, China’s economy began to improve.
Tang rulers made many improvements
that made travel easier. As a result,
Chinese merchants could increase trade
with people in many parts of Asia. The
Tang rulers built roads and waterways.
They controlled the Silk Road, enabling
Chinese merchants to travel freely. The
Tang opened new ports along China’s
coast. This increased Chinese trade by
sea. These improvements in transportation were indicators, or signs, of China’s
improving economy.
Today, business and government
leaders study economic indicators. These
are statistics that measure parts of the
economy. The indicators tell our leaders
how well the economy is doing now and
where it may be headed in the future.
This information helps government and
business decision makers plan their
future needs and actions.
The U.S. Department of Commerce
prepares monthly statistics for more than
70 economic indicators. Decision makers
compare these statistics over several
months to identify trends, or the general
direction in which something is moving.
For example, one economic indicator
measures the amount of new orders companies have received for consumer goods
that month. A steady rise in this number
over several months indicates that consumer spending is rising. As a result,
businesses may decide to hire more
workers and produce more goods to
meet the increasing demand.
There are three types of economic
indicators. They are defined in the box
below.
Types of Economic Indicators
• Leading indicators are statistics that tend to change before
changes occur in overall business activity. These indicators help
predict what will happen in the economy.
• Coincident indicators are statistics that tend to change at about
the same time as changes in overall business activity. When these
statistics begin to rise, decision makers may conclude that economic activity is picking up.
• Lagging indicators are statistics that tend to change after
changes in overall business activity. These statistics provide clues
about how long an economic upswing or downturn will last.
33
Name
Date
ECONOMICS
AND
Class
HISTORY ACTIVITY 4
(continued)
Economic Indicators
Directions: Use the information on the previous page to answer the
following questions.
1. Describe changes the Tang rulers made to China’s transportation system that aided commercial development in China.
2. Next to each newspaper headline in the chart below, identify
the type of economic indicator the headline describes.
Headline
Type of Indicator
a. Housing Prices Lowest in Months
b. Retail Sales up 3% Over Last Month
c. Business Debt Down From Last Year
d. Unemployed Have Average Two-Month Wait
Before Finding New Job: Down From Four-Month
Wait Last Year
e. Business Buying More Electronic Office Equipment,
Hiring More Clerical Staff
g. Consumer Debt Higher Than at Any Time in History
h. Telephone Company Reports 30-Day Backlog in
Installing Business Systems
3. Analyzing Information Assume that you run a large company
that produces consumer goods. Leading economic indicators
suggest that consumer spending is rising and the economy is
entering a busy period. What kinds of decisions might you
make for your business based on this information?
34
Copyright © by The McGraw-Hill Companies, Inc.
f. Industry Jobs Go Unfilled as Area Unemployment
Rate Sinks to 5%
Name
Date
CITIZENSHIP
AND
Class
SERVICE LEARNING ACTIVITY 4
Civil Service Jobs Poster
Why It’s Important
Many employees of the United States government are
hired using a process developed in ancient China—the civil
service system. Civil service employees are hired based on
their score on a civil service exam. Jobs covered by civil service
exams include secretarial and clerical jobs, air traffic control,
and law enforcement. Postal service jobs are also granted based
on an exam.
The first civil service exams were designed to make sure
the most qualified person for a position was hired. The exams
were a response to the unfair practice of hiring relatives and
friends, whether or not they were qualified for a job.
Copyright © by The McGraw-Hill Companies, Inc.
Background
Civil service exams originated in
ancient China. Their purpose was to
identify the most qualified people for
jobs in the Chinese government. They
were also meant to lessen the influence
of family connections on hiring. In reality, young men from wealthy Chinese
families took the majority of the available
jobs. They were able to afford the many
years of study that were needed to pass
the exams. The examination system
eventually created a new wealthy class
made up of scholar-officials.
3. What jobs are you considering for
your future? What are the requirements for those jobs? Are any of the
jobs covered by the Civil Service
Administration exams?
4. What experiences have you had with
exams? Have you taken proficiency
tests or other lengthy exams? Do you
think a civil service test would be
harder or easier than those exams?
5. Do you think exams are a fair way to
select people for jobs? What might be
unfair about them?
Questions to Consider
Directions: On a separate sheet of paper,
answer the questions below.
1. What jobs have you held? Have you
done babysitting, lawn-mowing, or
bagged groceries? How did you get
your job?
2. How did the adults in your home get
jobs they have held? Did they ever
have to take an exam to get a job or
to get a promotion?
In China today, the government employs about 5.4 million civil servant
workers. Of these, about 56 percent work
as police officers, tax collectors, market
supervisors, and regulation enforcers. The
same number of workers have gone to a
junior college or higher, specializing in
computers, sciences, and foreign languages.
About 60 percent work for counties and
townships. About 40 percent of the workers
are younger than 35 years old.
35
Name
Date
Class
CITIZENSHIP AND SERVICE LEARNING ACTIVITY 4
(continued)
Civil Service Jobs Poster
Your Task
Your task is to make a poster about
civil service jobs. You will research which
jobs today require exams and locate contact information for people who wish to
apply for the exams.
How to Do It
1. Use the Internet or library resources
to locate information about civil service examinations in your area. Make
sure to write down where you find
the information. You
will need that information for your poster.
2. Find five civil service
jobs that look interesting to you. Write a
brief job description
for each.
3. Use the information
you have gathered
to make a poster.
5. Place information
on the poster that
tells the viewer
where to go for
more information—a phone
number,
address, or
Web site.
36
Hang your poster at a location
designated by your teacher. As a class,
discuss the various types of jobs that
require a civil service exam. Discuss
why these particular jobs might be filled
through exams. Write a journal entry
explaining which of the jobs you might
like to have and why.
Gover nment Jo
bs—For Real!
Clerk Typist
Purchasing Ag
ent
Budget Clerk
Legal Clerk
Telephone Op
erator
Travel Clerk
Arts & Inform
ation Clerk
For more inform
ation
Copyright © by The McGraw-Hill Companies, Inc.
4. Write a main heading for your poster.
Then arrange the
five jobs and job
descriptions attractively on your
poster. Include an
illustration related
to each job.
Follow-Up Activity
STEP INTO WORLD HISTORY 4—TEACHING STRATEGY
China in the Middle Ages—Panel Discussion
Topic
In this role play, students will explore
the perspectives of various leaders who
lived during the Middle Ages in China
by portraying these leaders in a panel
discussion. Each group will be responsible for researching and portraying one
of the leaders. Each group will also contribute questions to be asked of the panelists. The leaders on the panel will be
the following people from Chapter 4—
Yangdi, Empress Wu, Genghis Khan,
Kublai Khan, Marco Polo, Zhu Yuanzhang, and Yong Le. Questions will cover
the geographic, political, economic, religious, and social structures of the time.
Purpose
The purpose of this activity is to give
students a more in-depth understanding
of the forces at work in China in the
Middle Ages by hearing the different
points of view of leaders of the time.
Students will also appreciate the significance and contributions of each leader.
Copyright © by The McGraw-Hill Companies, Inc.
Objectives
By participating in this panel discussion, students will:
• Increase their understanding of the
geographic, political, economic, religious, and social structures of China
in the Middle Ages.
• Compare and contrast the points of
view of different leaders of China in
the Middle Ages.
• Prepare and observe a panel discussion, and contribute questions to be
asked of the panelists.
• Develop an understanding of the
forces at work that shaped China in
the Middle Ages and today.
• Research, write, coach, and use artistic
and acting skills in the context of interactive groups.
Suggested Resources
• Library and Internet resources about
the leaders of China in the Middle
Ages, specifically Yangdi, Empress Wu,
Genghis Khan, Kublai Khan, Marco
Polo, Zhu Yuanzhang, and Yong Le
• Various props to assist groups in costuming the leaders to whom they are
assigned
• Video camera and skilled operator
(optional)
Procedures/Pacing Guide
The planning for this role play is to
be conducted over the course of three
days (plus out-of-class preparation time),
with performance and wrap-up taking
one day each. If your class is small, performance and wrap-up may be combined
in one day.
Day One—Introduce the Panel Discussion
Organize the class into groups of
five or six students. Tell them that for
the next few days they will be preparing
for a panel discussion. Ask students what
they think a panel discussion is. After
discussion of their ideas, inform students
that a panel discussion is a group of
experts or representatives in a field who
respond to a set of questions and then
discuss their points of view.
Tell students that each group will
choose a group member to act out the
role of one of the leaders of China in the
Middle Ages. Explain that each group
will have a variety of tasks to do to help
prepare the student actor who will speak
on the panel in the role of that leader.
37
STEP INTO WORLD HISTORY 4—TEACHING STRATEGY
China in the Middle Ages—Panel Discussion (continued)
Each group will submit five questions to
the moderator (teacher) to be used during the panel discussion, one question
each on geography, politics, economic
issues, religious beliefs and practices,
and social structures of the time. Each
group will also prepare a poster showing
the leader who is being portrayed. The
poster will be used as a backdrop behind
the actor.
The groups should spend the remainder of the class period planning and filling the various jobs required: project
coordinator, actor, question writer,
researcher, drama coach, artist/designer,
and costume master. Remind students
that each member of the group is responsible for helping to prepare the actor for
his or her performance. Assign Simulation Sheet 1 as homework.
Day Three—Rehearsal
Each group should drill its actor with
questions and help the actor come up
with answers consistent with the leader’s
personality. Costumes should be ready;
posters should be nearing completion.
Groups or students who are legitimately
38
Day Four—The Panel Discussion
Stage the panel discussion. Allow
5–10 minutes for actors to put on their
costumes and be seated in front of the
posters. The actors should remain in
character as they speak. Explain to the
students in the audience that one of
their jobs is to raise their hands every
time they hear something inaccurate.
Introduce the panelists and allow them
to tell a little about who they are. Then
begin asking questions. Give each panelist an opportunity to answer. Allow
discussion among the panelists. Select
questions that will highlight differences
among the panelists. If you have time,
do the reflection step following the panel
discussion. Otherwise, assign Simulation
Sheet 2 as homework and do the reflection step on Day Five.
Day Five—Reflection
Have groups reconvene to discuss
their answers to Simulation Sheet 2. Ask
them to discuss how the various leaders
from today, or from other countries of
the time, might have answered some
of the questions asked in the panel discussion. Also ask students to list at least
one thing the leaders all had in common
and at least one thing that most of them
disagreed on. As a summary, ask each
group to rate its own performance. How
well was its actor prepared? What did
the group do well? What could the group
have done better?
Copyright © by The McGraw-Hill Companies, Inc.
Day Two—Research and Rehearsal
Groups should research the background, beliefs, personality, and general
worldview of the leader. Plans should
begin for posters and costuming. By
the end of Day Two, questions should
be submitted to the teacher/moderator.
Remind students that each member of
the group is responsible for assisting the
others in all aspects of the assignment.
Having an assigned job does not mean
working alone. By the end of the day,
you should see characters begin to
develop.
idle may help the teacher in preparing
the set. Panelists should be seated in a
semicircle and in full view of the audience. Decide how the posters will be
displayed.
Name
Date
Class
STEP INTO WORLD HISTORY ACTIVITY 4
China in the Middle Ages—Panel Discussion
Simulation Sheet 1
Directions: Fill in the following table. Use information from Chapter 4
of your textbook and from additional reference sources to explain how
each leader from China in the Middle Ages influenced or was influenced
by geographic, political, economic, religious, and social structures of
the time.
Geographic
Political
Economic
Religious
Social
Yangdi
Empress Wu
(and the Tang)
Genghis Khan
(and the
Mongols)
Copyright © by The McGraw-Hill Companies, Inc.
Kublai Khan
Marco Polo
Zhu Yuanzhang
Yong Le
(and the Ming)
39
Name
Date
Class
STEP INTO WORLD HISTORY ACTIVITY 4
China in the Middle Ages—Panel Discussion
Simulation Sheet 2
Directions: Answer the questions in the spaces provided.
1. Which Chinese leader did your team research? During which
dynasty did he or she live?
2. What was your role on your team? How did that role suit you?
What role would you like to try if you did this activity again?
3. What did your team do especially well on this activity?
4. How could your team have improved its performance on
this activity?
6. On the same scale as question 5, how much do you know
now about the leaders of China in the Middle Ages?
7. List two things about China in the Middle Ages that you
did not know before.
8. Write two questions you would like to have answered about
China in the Middle Ages.
40
Copyright © by The McGraw-Hill Companies, Inc.
5. On a scale of 1 to 10, with 1 = a lot and 10 = nothing, how
much did you know about the leaders of China in the Middle
Ages before this activity?
Name
Date
Class
BIOGRAPHY ACTIVITY 4A
Wu Zetian
Wu was born in China during the
Tang dynasty in A.D. 625. She and other
rich noblewomen had more freedom than
women did in earlier and later dynasties.
Wu learned to play music and to read
and write. At 13 she joined the imperial
court. Soon she became admired for her
intelligence and beauty.
Copyright © by The McGraw-Hill Companies, Inc.
Gaining and Keeping Power
Wu married Kao Tsung a few years
after he became emperor. When Kao
became paralyzed by a stroke, Wu took
over the government.
She protected her power as ruthlessly
as any man of that time. She created a
secret police force and killed many enemies, including three of her own children.
When Kao died, Wu made her youngest
son the emperor because he obeyed her
orders.
In A.D. 690, Wu’s son stepped down,
and Wu became empress. People did not
like women ruling directly. To help people accept her rule, Wu hired scholars to
write about famous women. She also
gave her mother’s relatives powerful
positions in government.
Empress Wu
During her rule, Wu invited scholars
to China, built temples, and encouraged
artists. She made the army smaller and
made Buddhism the state religion. She
also helped the peasants by increasing
agricultural production and building
public works like irrigation canals.
In A.D. 705, Wu’s third son pushed her
out of power. Wu, the only empress in
China’s history, died that same year.
Directions: On another sheet of paper, answer the questions below.
1. List four things—good or bad—that Empress Wu did.
2. Why did Wu want to change how people felt about women
rulers?
3. Writing Write an obituary of Empress Wu’s life. You may need
to look at other obituaries in the newspaper to see how they
are done.
41
Name
Date
Class
BIOGRAPHY ACTIVITY 4B
Marco Polo
In the Service of Kublai Khan
Marco Polo (1254–1324) was 15 years
old when his father and uncle returned
to Italy from a trip to the Mongol Empire.
The Mongol emperor, Kublai Khan, had
asked Marco’s father and uncle to bring
back 100 missionaries to help spread
Christianity throughout the empire. The
pope did not send the missionaries, but
the Polos returned to China anyway and
took Marco with them.
Kublai Khan was impressed by Marco
and made him an ambassador. He also
named Marco the governor of Yangzhou.
But the Polos worried that Kublai Khan’s
enemies would kill them if the emperor
died, so they asked for permission to
leave. The emperor finally agreed to let
them go if they would take a princess to
her scheduled wedding in Persia. The
Polos sailed from China with the princess
in 1292.
Marco’s Version of History
Some historians now think that Marco
did not tell the truth in his book. They
think that he only reached Persia and
never made it to China. Whatever the
truth may be, Marco’s writing influenced
history in many ways. For example,
Christopher Columbus was inspired by
the book to search for a quicker route to
Asia. While searching for this route, he
found the Americas instead.
Directions: On another sheet of paper, answer the questions below.
1. Why did the Polos want to leave the Mongol Empire?
2. Where did Marco Polo write his book?
3. What famous explorer was inspired by Marco Polo’s book?
4. Writing Why does it matter if Marco Polo did not tell the truth
in his book?
42
Copyright © by The McGraw-Hill Companies, Inc.
Marco returned to Italy and fought in
a war against Genoa. He was captured
in 1298 and thrown in prison. It was there
that he wrote a book about his travels.
Marco Polo
Name
Date
Class
PRIMARY SOURCE READING 4
Stories of Marco Polo
Interpreting the Source
Marco Polo claimed to have spent 17
years in the service of Kublai Khan, ruler
of the Mongols in Asia and the largest
empire in the world. Polo was a favorite
of the khan, who sent him on business
in central and northern China and Asia.
In 1292 Polo returned to his home in
Venice. He dictated the story of his
travels. Here is part of his account of the
city of Hangzhou, called “Kinsay.”
Guided Reading
Reader’s Dictionary
compass: space or area
marvel: be amazed
contrived: planned or made
Idolaters: disparaging name for some-
one with different religious beliefs
edifice: building
trenchers: a wooden board or platter
gratification: pleasure
As you read, analyze Marco Polo’s
description of the city.
The Glories of Kinsay (c. 1300)
Copyright © by The McGraw-Hill Companies, Inc.
by Marco Polo
First and foremost, then, the document stated the city of Kinsay to be so
great that it hath an hundred miles of compass. And there are in it twelve
thousand bridges of stone, for the most part so lofty that a great fleet
could pass beneath them. And let no man marvel that there are so many
bridges, for you see the whole city stands as it were in the water and
surrounded by water, so that a great many bridges are required to give
free passage about it. And though the bridges be so high the approaches
are so well contrived that carts and horses do cross them. . . .
Inside the city there is a Lake which has a compass of some 30 miles and
all round it are erected beautiful palaces and mansions, of the richest and
most exquisite structure that you can imagine, belonging to the nobles
of the city. There are also on its shores many abbeys and churches of the
Idolaters. In the middle of the Lake are two Islands, on each of which
stands a rich, beautiful and spacious edifice, furnished in such style as to
seem fit for the palace of an Emperor. And when any one of the citizens
desired to hold a marriage feast, or to give any other entertainment, it
used to be done at one of these palaces. And everything would be found
there ready to order, such as silver plate, trenchers, and dishes, napkins
and table-cloths, and whatever else was needful.
Source: Marco Polo. “The Glories of Kinsay (c. 1300).” In Medieval Sourcebook.
www.fordham.edu/halsall/source/polo-kinsay.html
43
Name
Date
Class
PRIMARY SOURCE READING 4
Stories of Marco Polo (continued)
Document-Based Questions
Directions: Answer the questions below in the spaces provided.
1. According to Marco Polo, how big was the city of Kinsay?
2. What types of buildings surrounded the lake?
3. What purpose did the buildings on the two islands serve?
44
Copyright © by The McGraw-Hill Companies, Inc.
4. Critical Thinking Based on Polo’s description, what evidence
does he provide that Kinsay was a wealthy town?
Name
Date
Class
WORLD LITERATURE READING 4
Ancient Chinese Poetry
About the Selection
The poet Du Fu lived during the Tang
dynasty in China. The Tang dynasty sent
huge armies to conquer neighboring
lands and expand Chinese territory. In
this poem, Du Fu wrote about the effects
of military policies on the Chinese people.
Guided Reading
As you read this poem, pay attention
to how Du Fu describes the problems
caused by the ongoing wars.
Reader’s Dictionary
conscripted: forced to join the military;
drafted
colonize: to establish a colony
frontier: land just beyond a country’s
border
authority: power
desolate: abandoned; neglected
Ballad of the War Chariots
Copyright © by The McGraw-Hill Companies, Inc.
by Du Fu
The jingle of war chariots,
Horses neighing, men marching,
Bows and arrows slung over hips;
Beside them stumbling, running
The mass of parents, wives and children
. . . . . . . . . . . . . . .
Stamping their feet, weeping
In utter desperation with cries
That seem to reach the clouds;
Ask a soldier: Why do you go?
Would simply bring the answer:
Today men are conscripted often;
Fifteen-year-olds sent up the Yellow River
To fight; men of forty marched away
To colonize the western frontier;
. . . . . . . . . . . . . . .
Frontiers on which enough blood has flowed
To make a sea, yet our Emperor still would
Expand his authority! . . .
. . . . . . . . . . . . . . .
45
Name
Date
WORLD LITERATURE READING 4
Class
(continued)
Ancient Chinese Poetry
With the men from the western frontier
Still not returned, the government
Demands immediate payment of taxes,
But how can we pay when so little
Has been produced?
Now, we peasants have learnt one thing:
To have a son is not so good as having
A daughter who can marry a neighbour
And still be near us, while a son
Will be taken away to die in some
Wild place, his bones joining those
That lie bleached white on the shores
Of Lake Kokonor, where voices of new spirits
Join with the old, heard sadly through
The murmur of falling rain.
Source: From Chinese Literature: An Anthology from the Earliest Times to the Present Day.
Edited by William McNaughton. Rutland, VT: Charles E. Tuttle Company, 1974.
Literary Response and Analysis
Directions: Answer the questions below in the spaces provided.
1. What do the relatives of the soldiers do as the soldiers march
away?
3. What have the peasants learned?
4. Critical Thinking What do you think Du Fu thought of the
ongoing battles and wars during the Tang dynasty? Support
your answer with examples from his poem.
46
Copyright © by The McGraw-Hill Companies, Inc.
2. Describe the problems caused by the soldiers going to war.
Answer Key
Guided Reading Activities
4-1 China Reunites
I. Wendi, Sui
A. Yangdi
1. Korea
2. Grand Canal
II. Tang
A. government
1. civil service exam system
B. Wu
III. Song
A. cultural
IV. Buddhism
A. monasteries
B. Korea, Japan
V. Neo-Confucianism, Song
A. knowledge
B. scholar-officials
4-2 Chinese Society
1. True
2. False. People were moving southward because rice grew abundantly
in the Chang Jiang valley.
3. True
4. False. China traded tea, steel, paper,
silk, and porcelain to get gold, silver,
precious stones, and fine woods.
5. False. During the Tang dynasty, wood
was in scarce supply.
6. True
7. True
8. False. Woodblock printing was
still easier to use for the Chinese
because their language had so
many characters.
9. True
10. False. Chinese artists did not try to
portray exact pictures, but the “idea”
of landscapes.
4-3 The Mongols in China
I. Mongolia
A. steppes
B. Temujin
1. abilities
2. China
C. Pacific, Europe
1. taxed
2. gunpowder, fire lance
II. Khanbaliq, Beijing
A. Yuan
1. scholar-officials
2. Confucian
B. overland, seagoing
4-4 The Ming Dynasty
1. The Mongol groups in the north were
breaking away, and the Chinese
wanted their own dynasty.
2. Zhu Yuanzhang became emperor
after the Mongols were driven out
of China.
3. Nanjing was the capital under Zhu
Yuanzhang.
4. Yong Le, Hong Wu’s son, became
emperor.
5. Yong Le built a large area of palaces
and government buildings known as
the Imperial City.
6. They needed officials to carry out
their orders.
7. They built a fleet of ships to increase
their influence around the world.
8. Emperor Yong Le wanted to trade
with other kingdoms, show off
China’s power, and gain tribute
from weaker kingdoms.
47
Table
of Contents
Answer
Key
9. Zheng Le was the leader of these
voyages.
10. Portugal set up a trading post at
Macao.
Content Vocabulary Activity 4
9. S
10. S
11. A
B.
1. warlords
MEET
2. economy
INTERACT
3. reforms
TOUCH
4. porcelain
CONNECTION
5. monasteries
COMMUNICATION
6. calligraphy
JOIN
7. tribes
UNION
8. steppes
Analysis Skills Activity 4
9. terror
Practicing the Skill
10. treason
11. census
12. novels
13. barbarians
Academic Vocabulary Activity 4
A.
1. S
2. A
3. S
4. A
5. S
6. S
7. S
8. A
48
1. The original theory was that the
Mongols did not have exploding
projectiles at the time of the invasion
of Japan, despite primary sources
showing the use of those projectiles.
Historians, like Thomas Conlan, have
suggested that the primary sources
were rewritten or modified at a later
date.
2. The new theory is that the primary
sources were accurate and that the
Mongols did use, or at least had the
capacity to use, gunpowder projectiles during their attempted invasion
of Japan.
3. Archaeologists excavating the wrecks
of Mongol ships have actually found
ceramic projectiles packed with gunpowder.
4. Archaeology magazine; yes, it adds
credibility because the new theory is
based on relics discovered at the site.
Answer Key
Applying the Skill
1. Most people think that Genghis Khan
was simply a fearsome and marauding barbarian.
2. The new theory is that Genghis Khan
put in place many democratic principles like participatory government,
rule by law, equality under the law,
and basic personal freedoms and
human rights.
3. The evidence comes from The Secret
Life of the Mongols that was written
shortly after Genghis Khan’s death
in 1227.
4. This new theory may be accurate, but
a source written shortly after the
death of a ruler could still be biased.
Further confirmation of this evidence
would be required.
Universal Access Activity 4
their partner’s or one that they
thought was most important.
Applying the Skill
Answers will vary. Students should
list five words or phrases to which they
made a connection based on something
they already knew. Each word or phrase
should be followed by a description of
the connection they made.
Language Arts Activity 4
Practicing the Skill
1. Students’ questions will vary. Some
possible questions include: What new
inventions changed Chinese society
during the Tang and Song dynasties?
Why was the invention of printing
important? Why did the Chinese
make gunpowder?
2. A
1. The East China Sea and the South
China Sea formed the eastern border
of Tang dynasty China.
3. Answers will vary. Students should
narrow the topic to four or five steps,
as shown in the example. A possible
answer:
2. Answers may vary, but students
should generally perceive that one of
the routes of the Silk Road passed
through the Gansu Corridor. The loss
of this important trade route would
have made commerce more difficult.
Chinese inventions
Chinese inventions during the Tang
and Song dynasties
The invention of printing in China
The invention of movable type for
printing
Reading Skills Activity 4
4. D
Practicing the Skill
5. C
1. Answers will vary. Students’ connections should include events and relationships in their own lives that relate
to the reading.
Applying the Skill
Students’ presentations will vary but
should use the techniques outlined under
Learning the Skill.
2. Answers will vary. Students should
write a paragraph about a connection
they made that was different from
49
Table
of Contents
Answer
Key
Writing Activity 4
1. Song dynasty
Practicing the Skill
2. Tang and Song dynasties
See chart below.
Applying the Skill
Answers will vary, but students
should write two to four paragraphs
that elaborate on what they wrote in
their response planners. An effective
reponse should present sufficient background and state a strong, clear reaction.
Points should flow in a logical order and
connect to the overall focus. Interpretations and opinions should be supported
with quotes or examples.
Time Line Activity 4
581–618
618–907
960–1279
1279–1368
1368–1644
Sui dynasty
Tang dynasty
Song dynasty
Yuan (Mongol) dynasty
Ming dynasty
3. 68 years
4. Marco Polo comes to China; Zheng He
begins overseas voyages; Portuguese
set up trading post at Macao
5. Song dynasty; Sui dynasty
Critical Thinking Skills Activity 4
Practicing the Skill
Generalizations will vary but should
focus on China’s technological, cultural,
and economic achievements during the
Tang dynasty.
Applying the Skill
1. D
2. B
Sample Response Planner
My audience
My purpose
What to include in my summary
My interpretation (discuss theme,
focus on the author, compare content,
or discuss relevance)
Evidence/examples to support
my opinion
50
Students should list a distinct group,
such as “other students.”
Students should note a clear purpose,
such as “to show that Chinese poets
bring nature to life.”
Students should list elements that the
audience needs to know.
Students should focus on a specific
aspect, such as comparison, relevance, or theme.
Students should include specific
quotes or examples.
Answer Key
Chart, Graph, and Map Skills Activity 4
Applying the Skill
Practicing the Skill
Answers may vary. A sample T-chart
is given below.
Answers may vary. A sample T-chart
is given below.
Religions Practiced by the Chinese
During the Middle Ages
Main Topic
Supporting Details
Buddhism
1. Brought to China from India
about A.D. 150
2. Taught that people could escape
from suffering
3. Many Buddhists became nuns and
monks
4. Monasteries and temples ran
schools and provided rooms and
food for travelers and medical
care
Confucianism
1. Based on sayings of Confucius
2. People need to have a sense of
duty
3. Rulers should set good examples
4. All men with a talent for
governing should take part in
government
Neo-Confucianism
1. Supported by Tang and Song
rulers
2. Life in this world as important as
the afterlife
3. More than a system of rules for
being good
4. People could find peace and live
in harmony with nature.
The Life of Zheng He
Main Topic
Supporting Details
Personal life
1.
2.
3.
4.
5.
Schooling/Youth
1. Taken prisoner by the Chinese army
as a child
2. Learned different languages
3. Studied philosophy and geography
4. Became an imperial aid at age 10
5. Became assistant to prince at
age 12
Adulthood
1. Navigator
2. Led a Chinese fleet across the
Indian Ocean
3. Opened doors of trade with India
and Africa
4. Seven missions across the oceans
Lived from 1371 to 1433
Born in Kunyang in southwest China
Birth name was Ma He
Family name was Chinese Muslim
Father died when he was young
Geography and History Activity 4
1. The rivers of eastern China flow from
west to east. The Chinese people
needed a way to trade north and
south.
2. between 1,100 and 1,200 miles (1,770
and 1,931 km) long
3. Beijing in the north, Hangzhou in the
south
4. Many laborers died while building
the canal, and many people thought
the canal was a waste of money and
lives.
5. the Erie Canal; about three times
longer
51
Table
of Contents
Answer
Key
Economics and History Activity 4
1. The Tang rulers built roads and
waterways. They controlled the
important Silk Road. They also
opened new ports along China’s
coast.
2
a. leading indicator
b. coincident indicator
c. lagging indicator
d. leading indicator
e. leading indicator
f. leading indicator
g. lagging indicator
h. leading indicator
3. Answers will vary. Students should
note that they would hire more workers to increase production to meet the
expected increase in demand. They
might also buy more raw materials to
make the products and keep a large
inventory on hand. They might consider expanding the business to new
locations. They might invest in new
equipment to increase production or
invest in developing new consumer
products.
52
Citizenship and Service Learning
Activity 4
Student answers to the Questions to
Consider will vary. These questions
require students to use examples from
their daily lives and to think critically
about issues that affect them. Students
should answer the questions by using
complete sentences and by supporting
their opinions with logical arguments.
Students should complete the Citizenship
and Service Learning Activity Task by
following the instructions in the How to
Do It section. At the end of the project,
have students review their work by discussing any difficulties they faced while
they completed the project and how they
resolved those difficulties. Encourage
students to explain how they would
improve their work if they did this
project again.
Answer Key
Step Into World History Activity 4
Answers to Simulation Sheet 2
Answers to Simulation Sheet 1
Answers will vary depending on
the student’s group and role. Encourage
students to answer fully and honestly.
Answer may vary but should be
similar to the following:
Geographic
Political
Economic
Religious
Social
Built Grand Canal;
rebuilt Great Wall;
tried to conquer
Korea; held northeastern China
Capital was
Chang’an; Tang
rulers expanded
territory into
central Asia, Tibet,
Korea, and
Vietnam
Sui Dynasty
founded by his
father Wendi;
killed in revolt
Canal used for
shipping united
China’s economy;
taxes high
Local religions;
Confucian
practices
Farmers and
peasants, stressed
by public projects
and taxes, revolt
Ruled in Tang
dynasty; added
more officials to
the government;
strengthened
military forces
Tang gave land to
farmers to stabilize countryside;
increased trade
through control
of the Silk Road;
porcelain became
important product; developed
paper money
Local religions;
Confucian practices; Buddhism
allowed at first,
but Buddhist
monasteries and
temples later
destroyed; Tang
leaders supported
neo-Confucianism
Genghis Khan
(and the
Mongols)
Conquered most
of Asia, including
northern China
and Siberia;
largest known
land empire
Ruled Mongol
empire; united
many different
territories under
Mongol rule
Buddhist, but
tolerant of other
religions and
cultures
Kublai Khan
Moved capital to
Khanbaliq; conquered southern
China, Vietnam,
and northern
Korea
Venetian; traveled
across Asia to
China
Set up capital at
Nanjing; ruled
much of what
is now China
Moved capital to
Beijing
Started Yuan
dynasty; kept
Chinese scholarofficials in government
Took control of
the Silk Road;
eventually
brought peaceful
trade; taxed products on trade
routes
Controlled the
Silk Road;
amassed great
wealth; continued
shipbuilding
1 million people
lived in Chang’an;
irrigation and
farming improved;
new kinds of rice
grown; tea
became popular;
coal mining and
steel developed;
paper-making
and printing
developed
Known for ability
to wage war;
skilled horsemen;
Mongols
respected the
cultures they
conquered
Adopted aspects
of conquered
cultures
Promoted trade
with China in
Europe
Brought back
order to China
Christian
Took a census to
determine taxes;
economy grew;
agriculture
thrived; sent fleet
of ships out to
explore
Confucianism
Yangdi
Empress Wu
(and the Tang)
Marco Polo
Zhu Yuanzhang
Yong Le
(and the Ming)
Ruled the Chinese
city of Yangchow
Reunited China
and set up Ming
dynasty
Brought peace
and prosperity;
restored civil
service examinations; Ming
emperors kept
too much power
Buddhist; tolerant
of other religions
Buddhism and
Confucianism
Explored and
examined Asian
cultures
Cruel leader;
killed those he
suspected of
treason
Built the Imperial
and Forbidden
Cities; rebuilt
farms and canals;
cotton became
common fabric;
novels popular
53
Table
of Contents
Answer
Key
Biography Activity 4A
1. Answers will vary but may include
four of the following: Wu created a
secret police force; killed many enemies, including three of her own
children; made her youngest son
the emperor; became empress; hired
scholars to write biographies about
famous women; gave her mother’s
relatives powerful positions in government; invited scholars to China;
built temples; encouraged artists;
made the army smaller; made Buddhism the state religion; and helped
the peasants by increasing agricultural production and building canals
and other public works.
Primary Source Reading 4
1. According to Marco Polo, the city
of Kinsay had a circumference of
100 miles.
2. Around the lake were palaces,
mansions, abbeys, and churches.
3. The buildings on the islands could
be used by citizens for wedding
feasts or entertainment.
4. Student answers will vary. In general,
they should consider the bridges,
palaces, and mansions of the city
and the lifestyle of people.
World Literature Reading 4
2. Wu wanted to change how people
felt about women rulers so they
would accept her rule.
1. The relatives run beside the marching
soldiers, crying and stamping their
feet.
3. Answers will vary, but students’
obituaries should be modeled on
obituaries in newspapers and should
include the important dates in
Empress Wu’s life and some of
her accomplishments.
2. There are only women left to tend the
farms, and now the crops are poor.
Because there are not as many crops,
peasants cannot pay their taxes.
Biography Activity 4B
1. They left so that they would be safe
if Kublai Khan died.
2. Marco Polo wrote his book in prison.
3. Christopher Columbus was inspired
by Marco Polo’s book.
4. Answers will vary. One possible
answer is that truth is always important. Another possible answer is that
some people see Polo’s book as historical fact, so they think his book
shows a true picture of what the
Mongol Empire was like in the
thirteenth century.
54
3. Peasants have learned that having a
daughter is better than having a son,
because a daughter will not go far
away to be killed in battle.
4. Du Fu was against the wars. He
wrote about the problems caused by
the soldiers leaving, about the sorrow
it caused their wives, parents, and
children, and about the sadness of
the spirits of the dead.