previewing your textbook - tracy unified school district · zheng he begins first of seven overseas...

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Unit PreviewYour textbook is divided into units. Each unit begins with four pages ofinformation to help you begin your study of the topics.

Follow the reading road map through the next few pages to learn aboutusing your textbook, Discovering Our Past: Ancient Civilizations.Knowing how your text is organized will help you discover interestingevents, fascinating people, and faraway places.

MAPThis map shows youwhere the events inthis unit happened.

TIME LINEA time line shows you when theevents in this unit happened. It alsocompares events and people fromdifferent places.

A.D 1050 A.D 1200 A.D 1350 A.D 1500A.D 1050 A.D 1200 A.D 1350 A.D 1500

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Indus R.

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R. CHINAJAPAN

A S I AEUROPE

Chapter5

Chapter5

Chapter4

Chapter4

Chapter6

Chapter6

A.D. 1492 Ferdinand and Isabellaof Spain defeat Moors

Medieval womanspinning wool

Japanese temple in Kyoto

Suit of armor worn by samurai warrior

Mongol warrior

A.D. 1206 Genghis KhanbecomesMongol leader

c. A.D. 1000s Chineseinventmovabletype

A.D. 1405Zheng He beginsfirst of seven overseas voyages

c. A.D. 1000 Lady MurasakiShikibu com-poses The Taleof Genji

A.D. 1281 Mongolsattempt secondinvasion ofJapan

c. A.D. 1450 Civil wardivides Japan

c. A.D. 1000 Vikings reachNorth America

A.D. 1215 England’s KingJohn signsMagna Carta

Chapter 4Chapter 5Chapter 6

Each civilization that you will study in this unit made importantcontributions to history.

• The Chinese first produced gunpowder, the compass, and printed books.• The Japanese developed a constitutional government and new forms of

art and poetry.• The Europeans took the first steps toward representative government.

A.D. 300 A.D 450 A.D 600 A.D 750 A.D 900A.D. 300 A.D 450 A.D 600 A.D 750 A.D 900

Middle AgesThe

Chap ter 4

Ch ap ter 5

MedievalJapan

MedievalJapan

Chap ter 6

MedievalEurope

MedievalEurope

Medieval manuscriptStatue of Charlemagneon horseback

Horyujitemple

Chinesefigurines

A.D. 631Prince Shotokuwrites constitution

c. A.D. 590 Grand Canal links northern andsouthern China

A.D. 683 Empress Wubegins rule

c. A.D. 400Yamato clancontrolsJapan

A.D. 800 Pope crownsCharlemagneemperor

A.D. 496 King Clovisbecomes aCatholic

China in theMiddle AgesChina in theMiddle Ages

244

WHY IT’S IMPORTANTEach unit begins with a preview of important eventsand Why It’s Important to readabout them.

PEOPLE TO MEETPeople who have madean impact on worldhistory are highlightedthroughout your text.

A.D. 1412–1431French heroineChapter 6, p. 368

c. A.D. 1167–1227Mongol conqueror

Chapter 4, p. 271

A.D. 1225–1274Christian thinker

Chapter 6, p. 362

A.D. 1371–1433Chinese admiral

Chapter 4, p. 285

PacificOcean

3 Todaiji temple

See Medieval JapanChapter 5

4 Caerphilly Castle

See Medieval EuropeChapter 6

5 Mont St. Michel

See Medieval EuropeChapter 6

ASIAASIA

247

31

2

246

A.D. 742–814Frankish rulerChapter 6, p. 329

c. A.D. 973–1025Japanese writer

Chapter 5, p. 313

A.D. 573–621Japanese leader

Chapter 5, p. 300

1 Buddha statue

See China in the Middle AgesChapter 4

2 Takamatsu Castle

See Medieval JapanChapter 5

EUROPEEUROPE

AFRICAAFRICA

Atlantic Ocean

4

5

PLACES TO LOCATEYou can look for theseimportant places tolocate as you read thisunit.

What was theirgovernmentlike?

What werethese people’sbeliefs?

• Confucianism, Daoism,Buddhism

• Shintoism,Buddhism

• Roman Catholic withsmall numbers of Jewsand Muslims

• Emperors ruled with thehelp of scholar-officialsselected by exams

• Emperors ruled in namebut power held by military leaders

How do thesechanges affectme? Can youadd any?

• The Chinese inventedfireworks, the compass,and printed books

• Japanese warriorsdeveloped martial arts,such as jujitsu andkarate

• Medieval Europeanspassed on Christian ideasand a system of banking

Whatcontributionsdid they make?

• Civil service based onmerit; inventedmovable type,gunpowder, and thecompass

• Developed ideas basedon harmony with nature

• Developed universitiesand representativegovernment

What was theirlanguage andwriting like?

• Chinese: symbolsstanding for objects are combined torepresent ideas

• Japanese: charactersstanding for ideas aswell as symbolsrepresenting sounds

• Many languages derivedfrom Latin andGermanic

• Feudal territories unitedinto kingdoms

375

MedievalJapan

MedievalJapan

MedievalEurope

MedievalEurope

Chap ter 4

China in the

Middle Ages

China in the

Middle Ages

Chap ter 5 Chap ter 6

Where did thesecivilizationsdevelop?

• Mainland of East Asia • Islands off coast of EastAsia

• Northwestern Europeand Mediterranean area

Who were some importantpeople in thesecivilizations?

• Farming villages andtowns along majorrivers

• Fishing and farmingvillages in coastal plainsarea

• Farming villages onestates located onplains; trading centers in Italy and Flanders

Where did mostof the peoplelive?

374

Compare civilizations of theMiddle Ages by reviewing theinformation below. Can yousee how the peoples of thesecivilizations had lives thatwere very much like yours?

Making Comparisons

MedievalJapan

MedievalJapan

MedievalEurope

MedievalEurope

Chap ter 4

China in the

Middle Ages

China in the

Middle Ages

Chap ter 5 Chap ter 6

Chapter 4Chapter 5Chapter 6

• Taizong, ruled A.D. 627–649

• Empress Wu, ruled A.D. 684–705

• Kublai Khan, ruled A.D. 1271–1294

• Zheng He,A.D. 1371–1433

• Prince Shotoku,A.D. 573–621

• Murasaki Shikibu,c. A.D. 973–1025

• Minamoto Yoritomo,A.D. 1147–1199

• Ashikaga Takauji,A.D. 1305–1358

• Charlemagne, ruled A.D. 768–814

• William the Conqueror,ruled A.D. 1066–1087

• Thomas Aquinas,A.D. 1225–1274

• Joan of Arc,A.D. 1412–1431

33

Unit ReviewA Unit Review falls at the end of the unit.

COMPARISON CHARTAll of the different civilizationstalked about in this unit arecompared in a chart.

WORLD MAPA map shows you whereeach civilization existed.

CHAPTERSThe most important ideasin each chapter are listed inthe columns.

QUESTIONSThe chart answers the samequestions about each groupof people making it easier tocompare them.

Imperial Palace at the Forbidden City

China Middle Ages

A.D. 581Wendi founds Suidynasty

A.D. 868Chinese print world’sfirst book

1206Genghis Khanunites theMongols

1405Zheng He be-gins overseas voyage

A.D. 600 A.D. 900 1200 1500

in the

A.D. 600 A.D. 900 1200 1500

34

CHAPTER TITLEThe chapter title tells youthe main topic you will bereading about.

ChaptersEach unit of your textbook is divided into chapters. Each chapter startsby giving you some background information about what you will bereading.

WHERE ANDWHEN?

Here you can see whereand when events in thischapter happened.

35

Big IdeasThroughout your text important ideas are given at the beginning ofeach chapter. These ideas key you in to the big themes of history thatoccur over and over again.

BIG IDEAS

1. Studying the past helps usto understand the present.

2. Physical geography plays arole in how civilizationsdevelop.

3. Exploration and tradespread ideas and goods.

4. The interaction of differentsocieties brings about thedevelopment of new ideas,art, and technology.

5. Different social, economicand political classes canexist in a society.

6. Religion influences howcivilization develops andhow culture spreads.

7. Conflict often brings aboutgreat change.

8. Systems of order such aslaw and government lead tostable socieities.

9. All civilizations dependupon leadership forsurvival.249

China ReunitesSystems of order, such as law and government, contribute to stable

societies. During the Middle Ages, Chinese rulers who supportedConfucian ideas brought peace, order, and growth to China.

Chinese SocietyThe interaction of different societies brings about the development of

new ideas, art, and technology. Farming and trade brought wealthto China. This allowed the Chinese to develop new technology andenjoy a golden age of art and writing.

The Mongols in ChinaAll civilizations depend upon leadership for survival. Led by Genghis

Khan, the Mongols built a vast empire. Under his son, KublaiKhan, they went on to conquer China as well.

The Ming DynastyExploration and trade spread ideas and goods. China’s Ming rulers

strengthened the government and supported trading voyages thatspread Chinese ideas and goods.

View the Chapter 4 video in the Glencoe Video Program.

Chapter Overview Visitca.hss.glencoe.com for a preview of Chapter 4.

249

Categorizing Information Make this foldable to help you organize your notesabout China in the Middle Ages.

Reading and WritingAs you read the chapter,identify the main ideas inthe chapter. Write theseunder the appropriatetab.

Step 1 Fold a sheet of paper inhalf from side to side, leaving—12

— inch tab along the side.

Step 2 Turn the paper and fold it into fourths.

Step 3 Unfoldand cut alongthe top threefold lines.

Step 4 Label as shown.

Leave inch tab

here.

12

Fold in half.Then fold in half again.

This makes four tabs. China

ReunitesChineseSociety

The Mongols in China

The MingDynasty

China in the Middle Ages

249

HISTORY ON LINEThis tells you where youcan go online for moreinformation.

FOLDABLESUse the Foldables Study Organizer totake notes as you read the chapter.

CHAPTER VIDEOWatch an introduction to the chapteron the chapter video program.

36

Chapter Reading SkillBecause reading about Social Studies is different than reading a novel ormagazine, every chapter of your text offers help with reading skills.

LEARN IT!This explains how theskill applies to thereading you do everyday.

READING SKILLThis shows you whatreading skill you will belearning about—Identifying Cause andEffect.

READING TIPThe Reading Tip tellsyou more aboutmaking connectionsin your reading.

The better the connec-

tion is, the easier it is to

remember. Be sure to

make connections with

memorable ideas or expe-

riences from your life.

250

Making connections means relating what you read to what youalready know. Read the excerpts below.

Text-to-self: personalexperiences

Have you ever eaten at aChinese restaurant? Howimportant do you thinkrice is to the Chinesediet? What kind of foodsdo you eat every day?

Text-to-text: what youhave read before

Have you ever read aboutChina’s population? Howimportant is the food sup-ply to them today?

Making Connections

Farmers also developed new kinds of rice,which grew well in poor soil, produced moreper acre, grew faster, and were resistant todisease.

These changes helped farmers grow moreand more rice. China’s farmers also began togrow tea, which became a popular drink.They made improvements in other crops aswell. With more food available, the numberof people in China greatly increased.

— from page 261

Text-to-world: eventsin other places

How popular is tea inChina today? What isthe most popular drinkin the United States?

3737373737

With a partner, read the following paragraphs. Make a list of theconnections you made and compare them to your partner’s list.Discuss what things in your lives relate to the story of Marco Polo.

One of the most famous European trav-elers to reach China was Marco Polo(MAHR • koh POH • loh). He came fromthe city of Venice in Italy. Kublai Khan wasfascinated by Marco Polo’s stories about histravels. For about 16 years, Polo enjoyed aspecial status in the country. Kublai senthim on many fact-finding and businesstrips. For three of those years, Polo ruled theChinese city of Yangchow. When Polofinally returned to Europe, he wrote a bookabout his adventures. His accounts of thewonders of China amazed Europeans.

—from page 273

Choose five words or phrases fromthis chapter that make a connectionto something you already know.

251

Choose one of thethree types ofconnections that youmake most often. Writea brief paragraphexplaining why.

Read to Write

Kublai Khan presentsgift to Marco Polo.

Rea

din

g Sk

ills

Han

db

ook

52 Reading Skills Handbook

Using Types of Reference MaterialsDictionaries and other referencesources can help you learn newwords and how to use them. Checkout these reference sources. You canfind these in your local public orschool library as well as on theInternet.

• A dictionary gives the pronun-ciation, the meaning or multiplemeanings, and often examples of how to use the words. Some dictionaries also provideillustrations or diagrams to helpdefine words, other forms ofwords, their parts of speech, andsynonyms. You might also find thehistorical background of a word,such as its Greek, Latin, or Anglo-Saxon origins.

• A glossary is a word list thatappears at the end—or Appendix—

of a book or other written work and includes only words that are in that work. Likedictionaries, glossaries include the pronunciation and definitions of words.

• A thesaurus lists groups of words that have the same, or almost the same,meaning. Words with similar meanings are called synonyms. Seeing thesynonyms of words can help you build your vocabulary.

Recognizing Word Meanings Across SubjectsHave you ever learned a new word in one class and then noticed it in your readingfor other subjects? The word probably will not mean exactly the same thing in eachclass. But you can use what you know about the word’s meaning to help youunderstand what it means in a different subject area. Look at the following examplefrom three different subjects:

• Social studies: One product manufactured in the southern part of theUnited States is cotton cloth.

• Math: After multiplying the numbers five and five, explain how you arrived atthe product.

• Science: One product of photosynthesis is oxygen.

The following sentence does notinclude real English words, but youcan use what you have learned aboutEnglish syntax to decode the sentence.First read the sentence. Then answerthe questions that follow.

The shabs smatously graled the mul-bulowed rotfabs.

1. What is the verb in the sentence?

2. What is the subject?

3. What is the object?

PRACTICE IT!Next comes an easy-to-followpractice activity.

WRITINGWriting about what youread will help youremember the events.

APPLY IT!Here is an opportunity toapply what you havelearned.

READING SKILLS HANDBOOKLocated on pages 50–59 is a handbookthat is full of reading strategies tohelp you read your text. You can lookback at this handbook as you read.

CHECK UNDERSTANDINGDid you understand thereading lesson?

032-049-FM-PYT/SH-868876 1/20/05 8:30 PM Page 37

38383838

WH7.3.1 Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea,and Japan.

Rebuilding China’s EmpireThe Sui and Tang dynasties reunited

and rebuilt China after years of war.

Reading Connection Have you ever thought about how

the economy in your town or city works? How do goods

get to your local stores? Who makes sure roads are paved?

Read to learn how China dealt with these issues.

Earlier you read that China’s Hanempire ended in A.D. 220. For the next 300years, China had no central government. Itbroke into 17 kingdoms. War and povertywere everywhere. Chinese warlords—mili-tary leaders who run a government—fought with each other while nomadsconquered parts of northern China.

While China was absorbed in its ownproblems, it lost control of some of thegroups it had conquered. One of thesegroups was the people of Korea (kuh •REE •uh). They lived on the Korean Peninsula tothe northeast of China. The Koreansdecided to end Chinese rule of their coun-try. They broke away and built their ownseparate civilization.

The Reunification of China China finallyreunited in A.D. 581. In that year, a generalwho called himself Wendi (WHEHN • DEE)declared himself emperor. Wendi won bat-tle after battle and reunited China by force.He then founded a new short-lived dynastycalled the Sui (SWEE).

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KOREANPENINSULA JAPAN

Beijing

Changan LuoyangHangzhou

Guangzhou

Tang Dynasty China c. A.D. 700

Dynasties of ChinaDynasties of China

Sui A.D. 581–618

TangA.D. 618–907

Civil WarA.D. 907–960

SongA.D. 960–1279

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KEY

1. Location What two cities wereconnected by the Grand Canal?

2. Place What physical feature made upmuch of the northern border of the Tangdynasty?

Find NGS online map resources @ www.nationalgeographic.com/maps

CHAPTER 4 • China in the Middle Ages 253

HistorySocial ScienceStandardsWH7.3 Studentsanalyze the geographic,political, economic,religious, and socialstructures of thecivilizations of China inthe Middle Ages.

China Reunites

Looking Back, Looking AheadYou learned in 6th grade that the

Han dynasty of China collapsed andChina plunged into civil war. As youwill read, China eventually reunited.The new dynasties took Chinesecivilization to even higher levels.

Focusing on the • The Sui and Tang dynasties reunited

and rebuilt China after years of war.(page 253)

• Buddhism became popular in Chinaand spread to Korea and Japan.(page 256)

• The Tang dynasty returned to theideas of Confucius and created a newclass of scholar-officials. (page 258)

Locating PlacesKorea (kuh•REE•uh)Japan (juh•PAN)

Meeting PeopleWendi (WHEHN•DEE)Empress Wu (WOO)

Content Vocabularywarlord

economy (ih•KAH•nuh•mee)reform

monastery (MAH•nuh•STEHR•ee)

Academic Vocabularyproject (PRAH• JEHKT)seek

medical (MEH•dih•kuhl)

Reading StrategyCategorizing Information Completea table like the one below to show thetime periods, the most important rulers,and the reasons for the decline of theSui and Tang dynasties.

A.D. 581Wendi founds Sui dynasty

A.D. 907Tang dynasty falls

1279Mongols endSong rule

Changan

Hangzhou

A.D. 500 A.D. 900 1300A.D. 500 A.D. 900 1300

252 CHAPTER 4 • China in the Middle Ages

Time Period

Sui Tang

Important Rulers

Reasons for Decline

SectionsA section is a division, or part, of a chapter. The first page of the section,the Section Opener, helps you set a purpose for reading.

GUIDE TO READINGRead the connection betweenwhat you already know andwhat you are about to read.

CALIFORNIAHISTORY–SOCIALSCIENCE STANDARDS

Standards covered on thispage.

MAIN IDEASPreview the main ideas ofeach section which arerepeated in the reading.

CONTENTVOCABULARY

Points out important socialstudies terms and how tosay them.

ACADEMICVOCABULARY

Tells you other new wordsyou might not know that willcome up in your reading.

39393939

Reading SummaryReview the • While the Sui dynasty was short-

lived, the Tang and Song dynas-ties lasted for hundreds of yearsand returned power and prosper-ity to China.

• Buddhism became popular inChina and also spread to Koreaand Japan.

• A new kind of Confucianismdeveloped in China during theTang and Song dynasties, and thegovernment used civil servicetests to improve itself.

1. What made Buddhism so popular in China?

2. How was neo-Confucianism a response to Buddhism’spopularity, and what did itteach?

Critical Thinking3. Compare and Contrast

Create a diagram to show howthe reigns of Wendi and Yangdiwere similar and how theywere different.

4. Which policies ofthe Tang government helpedstabilize China?

5. Cause and Effect Whatevents led to the fall of theTang dynasty?

6. Analyze Why had Confuci-anism fallen out of favor inChina before the Tang andSong dynasties?

7. MakingConnections Civil serviceexams were stressful events.Write a paragraph about a testyou had to take. How doesyour experience compare toChina’s exams? CA 7WA2.1

CA 7RC2.2

CA HI2.

CA HI2.

CA 7RC2.0

What Did You Learn?


The examinations tested job seekers ontheir knowledge of Confucian writings. Topass, it was necessary to write with style aswell as understanding. The tests were sup-posed to be fair, but only men could takethem. Also, only rich people had the moneyto help their sons study for the tests.

Passing the tests was very difficult.However, parents did all they could to pre-pare their sons. At the age of four, boysstarted learning to write the characters ofthe Chinese language. Later, students hadto memorize all of Confucius’s writings. If astudent recited the passages poorly, hecould expect to be hit by his teacher.

After many years of study, the boys tooktheir examinations. Despite all the prepara-tion, only one in five passed. Those whofailed usually found jobs helping officials orteaching others. However, they wouldnever be given a government job.

Over the years, the examination systemcreated a new wealthy class in China. Thisgroup was made up of scholar-officials.Strict rules set the scholar-officials apartfrom society. At the same time, these scholar-officials began to influence Chinese thoughtand government well into modern times.

Describe How didConfucianism change in China?

Chinese scholar-officials on horseback

Wendi Yangdi

Study Central Need help understanding theimpact of New Confucian ideas? Visit ca.hss.glencoe.com and click on Study Central.

WH7.3.3 Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.

WH7.3.6 Describe the development of the imperial state and the scholar-official class.

New Confucian IdeasThe Tang dynasty returned to the

ideas of Confucius and created a new class of

scholar-officials.

Reading Connection Have you ever seen someone

get a reward that he or she did not earn? Read to learn

how China’s rulers tried to avoid this problem when hir-

ing government officials.

You have already learned aboutConfucius and his teachings. Confucius andhis followers believed that a good govern-ment depended on having wise leaders

who ruled to benefit the people. The civilservice examinations introduced by Hanrulers were a product of Confucian ideas.These examinations were supposed torecruit talented government officials.

After the fall of the Han dynasty, nonational government existed to give civilservice examinations. Confucianism lostmuch support, and Buddhism with its spiritual message won many followers.Tang and Song rulers, however, broughtConfucianism back into favor.

What Is Neo-Confucianism? The Tangdynasty gave its support to a new kind ofConfucianism called neo-Confucianism.This new Confucianism was created, in part,to reduce Buddhism’s popularity. It taughtthat life in this world was just as importantas the afterlife. Followers were expected totake part in life and help others.

Although it criticized Buddhist ideas, thisnew form of Confucianism also picked upsome Buddhist and Daoist beliefs. For manyChinese, Confucianism became more than asystem of rules for being good. It became areligion with beliefs about the spiritualworld. Confucian thinkers taught that if peo-ple followed Confucius’s teachings, theywould find peace of mind and live in har-mony with nature.

The Song dynasty, which followed theTang, also supported neo-Confucianism. TheSong even adopted it as their official philoso-phy, or belief system.

Scholar-Officials Neo-Confucianism alsobecame a way to strengthen the govern-ment. Both Tang and Song rulers used civilservice examinations to hire officials. Indoing so, they based the bureaucracy on amerit system. Under a merit system, peopleare accepted for what they can do and noton their riches or personal contacts.

DefendingConfucianism

Han Yü (A.D. 768 to A.D. 824) encouraged theChinese people to remain faithful toConfucianism.“What were the teach-ings of our ancient kings?Universal love is calledhumanity. To practice thisin the proper manner iscalled righteousness. Toproceed according tothese is called theWay. . . .They offered sacrifices toHeaven and the godscame to receive them. . . .What Way is this? I say:This is what I call theWay, and not what theTaoists [Daoists] and theBuddhists called the Way. . . .”

—Han Yü, “An Inquiry on The Way” (Tao)

Why does Han Yü think Confucianismshould be followed?

Han Yü


READING CHECKThis is a self check question tosee if you understand the mainideas.

MAPSLarge maps help you learn howgeography and history arerelated. Highlighted themeshelp you focus on the mainpurpose of the map.

CALIFORNIA STATESTANDARDS

The CaliforniaHistory–Social Sciencestandard that is coveredon this page is listed here.

CALIFORNIA STATESTANDARDS

The CaliforniaHistory–Social Sciencestandard that is coveredon this page is listed here.These also includelanguage arts standards.

SECTION REVIEWHere you can review themain topics and answerquestions about what youhave read.

STUDY CENTRALHere you can receivehelp with homework.

40

Chapter AssessmentThese pages offer you a chance to check how much you remember afterreading the chapter.

MAIN IDEASRevisit the Main Ideasfound in your reading.

VOCABULARYREVIEW

Content andacademic vocabularyare reviewed here.

Standard WH7.3

Critical Thinking17. Analyze How did the return of

Confucianism affect Chinese society andgovernment?

18. Predict How would China be differenttoday if Tang rulers had not tried to stopBuddhism in A.D. 845?

19. Hypothesize The Mongols built a vastempire, but the Yuan dynasty lasted onlyabout 100 years. Create a hypothesis thatmight explain this situation.

Geography SkillsStudy the map below and answer the follow-ing questions.20. Location What was the length of the

Grand Canal? 21. Human/Environment Interaction What

part of Asia did the Tang control thathelped China’s trade?

22. Region What geographic features helpedthe Tang dynasty expand? CA CS3.

CA CS3.

CA CS3.

CA HR1.

CA HI5.

CA HI3.

Review Content VocabularyMatch the word in the first column with itsdefinition in the second column.___ 1. treason a. groups of related

families loosely joinedtogether

___ 2. warlord b. change that brings improvement

___ 3. terror c. disloyalty to the government

___ 4. economy d. military leader whoalso runs a government

___ 5. reform e. a count of the numberof people

___ 6. steppe f. violent actions meant to scare others

___ 7. tribe g. organized way to buy,sell, and produce

___ 8. census h. wide grassy plain

Review the Section 1 • China Reunites

9. What did the Sui and Tang dynasties do toimprove China?

10. How did the Tang rulers change China?Section 2 • Chinese Society11. How did Tang rulers strengthen China’s

economy?12. What kind of technologies did the Chinese

develop?

Section 3 • The Mongols in China13. Why were the Mongols able to build a

huge empire? 14. How did the Mongols rule China?

Section 4 • The Ming Dynasty15. How did the Ming rulers affect China?16. Why did the Portuguese want to explore

Africa and Asia?


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CHINA

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Beijing

Changan LuoyangHangzhou

Guangzhou

Tang China

Tang dynastyGrand Canal

KEY

41414141

WRITING ABOUTBIG IDEAS

You are remindedabout the chapterBig Ideas here.

Read to Write23. Persuasive Writing Imagine

you are a Portuguese merchant. You have justtraveled to China to persuade the Chinesepeople to trade with your country. Create ascript detailing the dialogue that would takeplace between you and a representative of theChinese government.

24. Using Your On your foldable,add details to the main headings in Section2. Think about how the changes and artsdescribed there might have had an impacton people’s lives. Write a story about afamily whose life is affected by thesechanges. Illustrate your story.

Using Academic Vocabulary25. All the words in the chart below are verbs.

Complete the chart by changing them intopast tense verbs.

Term Past Tenseencountercontactseekerodecompile

Linking Past and Present26. Expository Writing Write a short essay

that describes similarities and differencesbetween the Imperial City of the Mingdynasty and the United States capital,Washington, D.C.

Understanding Change27. When the Portuguese traders first went to

China, they were not quickly accepted.Write an essay that describes why theywere not accepted and how that eventu-ally changed. Be sure to discuss the role oftrade and its benefits in China.

Building Citizenship28. Writing Research Reports How did neo-

Confucianism strengthen government inChina? How does the use of a merit sys-tem reflect the way that jobs in the U.S.government are given? How is it different?

CA 7WA2.3

CA HI2.

CA 7WA2.0

CA HI1.

CA 7WA2.5

Reviewing Skills

29. Making Connections Thevoyages of Zheng He introduced China tomany other cultures. His journeys tookhim to parts of Asia, Africa, and theMiddle East. Use your local library and theInternet to identify other important explor-ers who have helped cultures learn aboutone another. Explain your findings in ashort essay.

30. Understanding PerspectiveMajor exploration and trade was stoppedby Chinese leaders in 1433. Write a letterto the emperor explaining why you thinkthis is a good or bad decision. What arethe benefits to exploration and trade withthe outside world? What possible harmcan come from opening a country’s bor-ders to foreigners? CA HR5.

CA 7WA2.3

Self-Check Quiz To help you prepare forthe Chapter Test, visit ca.hss.glencoe.com

Select the best answer for eachof the following questions.

What helped the Chinese economy to improve during the Tang dynasty?

A wars and lower taxesB farming and tradeC wars and farmingD exploration and education

The Tang and Song dynastiesencouraged the Chinese peopleto practice

A neo-Confucianism.B Buddhism.C Confucianism.D Daoism.

32

31


HISTORY ONLINEGo to the web for a quickself-check quiz.

STANDARDSPRACTICE ANDREVIEW

Here you get a chance topractice on informationfound in both the socialstudies and languagearts standards.

REVIEW ARROWSLook for the Review arrowsthat tell you are reviewingmaterial you have learnedbefore.

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California History–Social Science StandardsIn your textbook, on pages 1-18—in the Standards Preview—you willfind a listing of all of the California History–Social Science standards.All of these are covered in Discovering our Past.

ANALYSIS SKILLSHere is a list of standards that relate tothinking and research skills you canuse in all of your classroom subjects.

1

Chronological and Spatial ThinkingCS1. Students explain how major events are related to one another in time.

CS2. Students construct various time lines of key events, people, and periods ofthe historical era they are studying.

CS3. Students use a variety of maps and documents to identify physical andcultural features of neighborhoods, cities, states, and countries and toexplain the historical migration of people, expansion and disintegration ofempires, and the growth of economic systems.

Research, Evidence,

and Point of ViewHR1. Students frame questions that can be answered by historical study and

research.

HR2. Students distinguish fact from opinion in historical narratives and stories.

HR3. Students distinguish relevant from irrelevant information, essential fromincidental information, and verifiable from unverifiable information in his-torical narratives and stories.

HR4. Students assess the credibility of primary and secondary sources and drawsound conclusions from them.

HR5. Students detect the different historical points of view on historical eventsand determine the context in which the historical statements were made(the questions asked, sources used, author’s perspectives).

Historical InterpretationHI1. Students explain the central issues and problems from the past, placing

people and events in a matrix of time and place.

HI2. Students understand and distinguish cause, effect, sequence, and correla-tion in historical events, including the long- and short-term causal relations.

HI3. Students explain the sources of historical continuity and how the combi-nation of ideas and events explains the emergence of new patterns.

HI4. Students recognize the role of chance, oversight, and error in history.

HI5. Students recognize that interpretations of history are subject to change asnew information is uncovered.

HI6. Students interpret basic indicators of economic performance and conductcost-benefit analyses of economic and political issues.

For Students and Their FamiliesWhat are the California History–Social Science Content Standards?

The California Department of Education has developed contentstandards for every course at every grade level. These standards canbe found on the California Department of Education website. TheHistory–Social Science Content Standards for grade 6 are designedto measure a student’s knowledge of world history between theyears of the world’s early ages and the fall of the RomanEmpire. The content of Discovering Our Past matches thesestandards.

Why should students be aware of these standards?

In grade 8, students will be tested on what they learnin grades 6 and 7 world history courses and in theirUnited States history course in grade 8.

California state

capitol,

Sacramento

This Guide Contains:

Historical and Social Sciences Analysis Skills . . 1

Mastering these critical thinking, analysis, andresearch skills will help you in all your classes.

History–Social Science Standards, grade 6. . . . . 3

These standards describe what you will need tolearn in your sixth grade world history course.

English–Language Arts Standards, grade 6 . . . . 8

These standards will help you to be a better readerand writer about social studies.

TO PARENTS ANDSTUDENTS

Here is an explanation of whatis contained in the CaliforniaStandards Preview.

SUPPORTINGSTANDARD

Each main standardhas more specificsub-standards.

Supporting Standard WH6.4.1 Discuss the con-nections between geography and the develop-ment of city-states in the region of the AegeanSea, including patterns of trade and commerceamong Greek city-states and within the widerMediterranean region.

Supporting Standard WH6.4.2 Trace the transi-tion from tyranny and oligarchy to early demo-cratic forms of government and back todictatorship in ancient Greece, including the signif-icance of the invention of the idea of citizenship(e.g., from Pericles' Funeral Oration).

Supporting Standard WH6.4.3 State the key dif-ferences between Athenian, or direct, democracyand representative democracy.

Supporting Standard WH6.4.4 Explain the signifi-cance of Greek mythology to the everyday life ofpeople in the region and how Greek literature

continues to permeate our literature and lan-guage today, drawing from Greek mythology andepics, such as Homer's Iliad and Odyssey, andfrom Aesop's Fables.

Supporting Standard WH6.4.5 Outline thefounding, expansion, and political organization ofthe Persian Empire.

Supporting Standard WH6.4.6 Compare and con-trast life in Athens and Sparta, with emphasis ontheir roles in the Persian and Peloponnesian Wars.

Supporting Standard WH6.4.7 Trace the rise ofAlexander the Great and the spread of Greek cul-ture eastward and into Egypt.

Supporting Standard WH6.4.8 Describe theenduring contributions of important Greek figuresin the arts and sciences (e.g., Hypatia, Socrates,Plato,Aristotle, Euclid,Thucydides).

Main Standard WH6.4 Students analyze the geographic, political, eco-nomic, religious, and social structures of the early civilizations of AncientGreece.

San Francisco neighborhood

5

San Francisco row houses

4

Supporting Standard WH6.3.1 Describe the ori-gins and significance of Judaism as the firstmonotheistic religion based on the concept ofone God who sets down moral laws for humanity.

Supporting Standard WH6.3.2 Identify thesources of the ethical teachings and centralbeliefs of Judaism (the Hebrew Bible, theCommentaries): belief in God, observance of law,practice of the concepts of righteousness and jus-tice, and importance of study; and describe howthe ideas of the Hebrew traditions are reflectedin the moral and ethical traditions of Westerncivilization.

Supporting Standard WH6.3.3 Explain the signifi-cance of Abraham, Moses, Naomi, Ruth, David,and Yohanan ben Zaccai in the development ofthe Jewish religion.

Supporting Standard WH6.3.4 Discuss the loca-tions of the settlements and movements ofHebrew peoples, including the Exodus and theirmovement to and from Egypt, and outline thesignificance of the Exodus to the Jewish andother people.

Supporting Standard WH6.3.5 Discuss howJudaism survived and developed despite the con-tinuing dispersion of much of the Jewish popula-tion from Jerusalem and the rest of Israel afterthe destruction of the second Temple in A.D. 70.

Main Standard WH6.3 Students analyze the geographic, political,economic, religious, and social structures of the Ancient Hebrews.

MAIN STANDARDThis is the main idea ofthe standard.

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CALIFORNIASTANDARDS [TOP]

Most often the standardscovered on the page willbe listed at the top.

CALIFORNIASTANDARDS [SIDE]

Sometimes you will findstandards listed in theside column of the page.

WH7.3.2 Describe agricultural, technological, and commercial developments during the Tang and Song periods.

WH7.3.5 Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, andgunpowder.


A Growing EconomyThe Tang dynasty strengthened China’s

economy by supporting farming and trade.

Reading Connection Do you know anyone who

drinks tea or wears silk clothing? Both of these goods

were first produced in China. Read to learn how farming

changed under the Tang dynasty.

When the Han dynasty in China col-lapsed in the A.D. 200s, it was a disaster forChina’s economy. As fighting began, citieswere damaged and farms were burned.Artisans made fewer goods, farmers grewfewer crops, and merchants had less totrade. Under the Tang dynasty, these prob-lems were solved.

Why Did Farming Improve? When the Tangrulers took power in A.D. 618, they broughtpeace to the countryside and gave more landto farmers. As a result, farmers were able to make many advances. They improved

irrigation and introduced new ways ofgrowing their crops. Farmers also developednew kinds of rice, which grew well in poorsoil, produced more per acre, grew faster,and were resistant to disease.

These changes helped farmers growmore and more rice. China’s farmers alsobegan to grow tea, which became a popu-lar drink. They made improvements inother crops as well. With more food avail-able, the number of people in Chinagreatly increased. At the same time, morepeople moved southward, where ricegrew abundantly in the Chang Jiang valley. This led to the rise of new cities.

China’s Trade Grows Tang rulers also hadroads and waterways built. These changesmade travel within and outside of Chinamuch easier. Chinese merchants were ableto increase trade with people in other partsof Asia. The Silk Road, now under Tangcontrol, once again bustled with activity.

A worker removes atray of silkworms eatingmulberry leaves.Eventually the wormswill spin cocoons.Workers then collectand unravel the cocoonsto make silk thread.Why do you think silk isstill expensive today?

Silk, shown here being harvested, remained an important trade itemfor the Chinese. How did Tang rulers help increase trade?

HistorySocial ScienceStandardsWH7.3 Studentsanalyze the geographic,political, economic,religious, and socialstructures of thecivilizations of China inthe Middle Ages.

Chinese Society

Looking Back, Looking AheadIn the last section, you learned

about the rise and fall of the Sui,Tang, and Song dynasties. Duringthose dynasties, China’s economybegan to grow again. Chineseinventors developed many newtechnologies, and Chinese artists and writers produced new works that are still admired today.

Focusing on the • The Tang dynasty strengthened

China’s economy by supportingfarming and trade. (page 261)

• The Chinese developed newtechnologies, such as steelmakingand printing. (page 262)

• During the Tang and the Songdynasties, China enjoyed a goldenage of art and literature. (page 264)

Locating PlacesChangan (CHAHNG•AHN)

Meeting PeopleLi Bo (LEE BOH)Duo Fu (DWAW FOO)

Content Vocabularyporcelain (POHR•suh• luhn)calligraphy (kuh•LIH•gruh• fee)

Academic Vocabularyavailable (uh•VAY• luh•buhl)method (MEH•thuhd)

Reading Strategy Organizing Information Complete achart like the one below describing thenew technologies developed in Chinaduring the Middle Ages.

A.D. 618Tang dynastytakes power

A.D. 868Chinese printworld’s firstcomplete book

c. 1150Chinese sailorsare the first touse compass

Changan

Hangzhou


A.D. 600 A.D. 900 1200A.D. 600 A.D. 900 1200

New Technologies

CALIFORNIA STATESYMBOL

Look for the California statesymbol and the standard topor the side of the page.

LatitudeLines of latitude, or parallels, circle the

earth parallel to the Equator and measurethe distance north or south of the Equatorin degrees. The Equator is at 0° latitude,while the North Pole lies at latitude 90°N(north).

LongitudeLines of longitude, or meridians, circle the earth

from Pole to Pole. These lines measure distances eastor west of the starting line, which is at 0° longitudeand is called the Prime Meridian by geographers.The Prime Meridian runs through the RoyalObservatory in Greenwich, England.

Lines on globes and maps provide informationthat can help you easily locate places on the

earth. These lines—called latitude andlongitude—cross one another, forming a patterncalled a grid system.

Absolute LocationThe grid system formed by lines of latitude and

longitude makes it possible to find the absolutelocation of a place. Only one place can be foundat the point where a specific line of latitudecrosses a specific line of longitude. By usingdegrees (°) and minutes (‘) (points betweendegrees), people can pinpoint the precise spotwhere one line of latitude crosses one line of longitude—an absolute location.

Geography Handbook 9594 Geography Handbook

HemispheresTo locate place on the earth, geographers use

a system of imaginary lines that crisscross theglobe. One of these lines, the Equator, circlesthe middle of the earth like a belt. It dividesthe earth into “half spheres,” or hemispheres.Everything north of the Equator is in theNorthern Hemisphere. Everything south of the Equator is in the Southern Hemisphere.

Another imaginary line runs from north tosouth. It helps divide the earth into halfspheres in the other direction. Find this line—called the Prime Meridian on a globe.Everything east of the Prime Meridian for 180 degrees is in the Eastern Hemisphere.Everything west of the Prime Meridian is inthe Western Hemisphere.

94 Geography Handbook

Northern Hemisphere

North Pole South Pole

Asia

Asia

NorthAmerica

NorthAmerica

SouthAmerica

SouthAmerica

PacificOcean

PacificOcean

PacificOcean

IndianOcean

IndianOcean

Antarctica

AtlanticOcean

AtlanticOcean

AtlanticOcean

Australia

Australia

Europe

Europe

Africa

Africa

Africa

Southern Hemisphere

Western Hemisphere Eastern Hemisphere

Hemispheres

TOOLS OF THEHISTORIANANALYSIS SKILLS

This section gives you anoverview of howhistorical detectives findout about the history ofthe world. Thesedetectives use theHistorical and SocialSciences Analyses forchronology, researchand historicalinterpretation. TheHistorical Analysis Skillsare noted for you.

ARTIFACTMany interestingartifacts are shownthroughout the text.

THINKING LIKE A HISTORIANQuestions help you pick out the importantinformation from the reading.

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Standards Handbook 551

Standards Handbook

WH6.2

The Sumerian system of writingknown as cuneiform was made up of

A about 30 letters representing sounds.B picture symbols representing objects,

ideas, and sounds.C characters that represented ideas only.D wedge-shaped markings first used to

track business deals.

The kingdom of Kush was favor-ably located

A along the Mediterranean Sea.B in the Fertile Crescent between Syria

and Canaan.C along the upper Nile River south of

Egypt.D in the Congo River basin.

21

WH6.2.5 Discuss the main features ofEgyptian art and architecture.

WH6.2.6 Describe the role of Egyptiantrade in the eastern Mediterranean andNile valley.

WH6.2.7 Understand the significance ofQueen Hatshepsut and Ramses the Great.

WH6.2.8 Identify the location of the Kushcivilization and describe its political,commercial, and cultural relations withEgypt.

WH6.2.9 Trace the evolution of languageand its written forms.

Chapter 2, Section 2 Massive pyramids werebuilt as tombs for pharaohs. (See pp. 168–70.)

Chapter 2, Section 3 During the Middle Kingdom,Egyptian arts blossomed. (See pp. 178–80.)

Chapter 2, Section 1 Egyptians began tradingwith Mesopotamia, which helped spread ideasand goods. (See pp. 161–62.)

Chapter 2, Section 3 During the New Kingdom,Egypt used trade and conquest to dominate theEastern Mediterranean. (See pp. 180–82.)

Chapter 2, Section 4 Kush grew powerfulthrough overland trade and trade along the Nile.(See pp. 189–91.)

Chapter 2, Section 3 Queen Hatshepsut wasmore interested in trade than conquest.(See pp. 180–82.)

Chapter 2, Section 3 Ramses the Greatexpanded Egypt’s power through military expedi-tions. (See pp. 184–86.)

Chapter 2, Section 4 During the 700s B.C., Kushconquered Egypt and styled its culture and gov-ernment on Egyptian models. (See pp. 189–91.)

Chapter 1, Section 1 The development of spo-ken language made possible for people to pass onknowledge. (See p. 126.)

Chapter 1, Section 2 Mesopotamians wroteusing cuneiform. (See pp. 136–37.)

Chapter 2, Section 1 Egyptians used papyrusand hieroglyphics to record history. (See p. 160.)

Stan

dard

s H

andb

ook

550 Standards Handbook

WH6.2

WH6.2 Students analyze the geo-graphic, political, economic, religious,and social structures of the early civi-lizations of Mesopotamia, Egypt, andKush.

WH6.2.1 Locate and describe the majorriver systems and discuss the physicalsettings that supported permanent set-tlement and early civilizations.

WH6.2.2 Trace the development of agri-cultural techniques that permitted theproduction of economic surplus and theemergence of cities as centers of cultureand power.

WH6.2.3 Understand the relationshipbetween religion and the social and polit-ical order in Mesopotamia and Egypt.

WH6.2.4 Know the significance ofHammurabi's Code.

Chapter 1, Sections 2 and 3 cover early civiliza-tions in Mesopotamia, including theSumerians, Akkadians, Babylonians, Assyrians,and Chaldeans. (See pp. 132–49.)

Chapter 2 covers the rise of Egyptian civiliza-tion, trade, hieroglyphics, temple building, andthe civilization of Kush. (See pp. 152–95.)

Chapter 1, Section 2 The yearly flooding of theTigris and Euphrates rivers created rich soil allow-ing for good agriculture and early civilizations.(See pp. 132–34.)

Chapter 2, Section 1 In ancient Egypt, the NileRiver provided fertile farmland in the desert.(See pp. 156–62.)

Chapter 1, Section 2 New agricultural tech-niques arose, such as irrigation through buildingdams, channels, walls, and ditches. These led tothe rise of cities, religion, writing, science andmath. (See pp. 133–37.)

Chapter 2, Section 1 The Egyptians developedirrigation and other techniques to control Nileflood waters. (See pp. 159–60.)

Chapter 2, Section 1 Many different classesexisted in ancient Egypt. (See pp. 163–70.)

Chapter 2, Section 2 Egyptians embalmedtheir pharaohs and built great pyramids as tombsso that the pharaohs would make it to the after-life. (See pp. 165–70.)

Chapter 2, Section 3 The pharaoh Akhenatontried unsuccessfully to make Egyptian religionmonotheistic. (See p. 183.)

Chapter 1, Section 2 Mesopotamia built tem-ples and held religious festivals to please thegods. (See pp. 135–36.)

Chapter 2, Section 2 The pharaoh was consid-ered both king and god. (See pp. 165–70.)

Chapter 1, Section 2 Hammurabi’s law codeimpacted many later peoples. (See pp. 138–41.)

Standards Review HandbookThis handbook found on pages 548-561 gives you another chance topractice your understanding of the 6th grade content standards you arerequired to know.

MAIN STANDARDThe chart shows the mainstandards you need to know.

STANDARDS PRACTICEQUESTIONS

Practice questions are writtenin the same way you will seethem on the standards test.

SUPPORTING STANDARDHere are more specificstandards about informationyou should know.

ANSWERSAnswers to the PracticeQuestions are given foryou to check yourself.

WHERE CAN I FIND IT?Tells you where in your text you can read more aboutthis standard.

Standards Handbook 561

Standards Handbook

WH6.1

B

A

WH6.2

D

C

WH6.3

D

C

WH6.4

D

A

WH6.5

C

B

WH6.6

D

C

B

A

WH6.7

C

B2

1

4

3

2

1

2

1

2

1

2

1

2

1

2

1

The answers for the California History–Social Science Standards Practiceare listed below. Use this answer key to check your understanding of thematerial covered in the grade 6 social studies course.

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279

Red and gold banners adorn the house.A banquet is prepared for all.She wears the finest jade4 and silkfor the wedding in her husband’s hall.

The Pipa player sang the last verseHis rewards had been foretold:for his skill a seat of honor;for his song a ring of gold.

The legend of young Hua Mu Lanwhose bravery saved her nationis loved by the Chinese peopleand retold each generation.

¢

1. Why did Hua Mu Lan’s father have to go into battle?

2. How long did Mu Lan stay away from home?

3. Drawing Conclusions After reading her story, what do thinkof the character of Hua Mu Lan? What does the author do tomake Mu Lan a sympathetic and heroic character?

4. Understanding Poetry This story is written in poetry form.How does the presentation of this tale as a poem change thestory for the reader? How does the author use poetry to movethe story along? After answering these questions, write a shortstory version of Hua Mu Lan’s tale. How does your versiondiffer from the one you have just read? How are they thesame?

5. Read to Write Imagine that you are one of Hua Mu Lan’sfellow soldiers. How might you have reacted if you found outthat she was a woman? Would this change how you viewedher? Write an essay that explains how you would react to thesituation. CA 7WA2.2

CA 7WA2.1CA 7RL3.1

CA 7RL3.3

Responding to the Literature

4jade: a green gemstone

274

by Charlie Chin

Before You ReadThe Scene: This story takes place in China around A.D. 400.

The Characters: Hua Mu Lan is a brave young woman who disguisesherself as a soldier.

The Plot: Hua Mu Lan volunteers to fight in a war in order to protect herfather.

Vocabulary Previewdarts: moving quickly

weaves: lacing together strands ofmaterial

perfumed: scented

yield: to give way

banquet: large feast

Have you ever triedto help or protect afamily member or afriend? How did thatmake you feel? Inthis story, a daughtermakes a truesacrifice to help herfather.

BEFORE YOU READGet an idea of what theliterature selection isabout before you read.

VOCABULARYPREVIEW

Alerts you to newwords and terms.

DOCUMENT-BASEDQUESTIONS

Respond to questionsbased on the reading.

READ ON YOUR OWNRead more literature likethis. These titles are justsuggestions.

280

Are you interested in amazing events in China, the exciting life of a samu-rai, or life in medieval Europe? If so, check out these other great books.

Nonfiction

The Great Wall of China by Leonard Everett Fisher recounts the story and con-struction of this amazing wall. Learn the political and social reasons for its cre-ation and meet several interesting characters in Chinese history. The contentof this book is related to History–Social Science Standard WH7.3.

Fiction

Mysterious Tales of Japan by Rafe Martin is a collection of scary stories in aJapanese setting. These edge-of-your-seat Japanese tales are filled with mys-tery and offer a look at the Shinto and Buddhist belief systems. The contentof this book is related to History–Social Science Standard WH7.5.

Biography

Images Across the Ages: Japanese Portraits by Dorothy and Thomas Hooblerrecounts the lives of important Japanese people. This book includes firsthandaccounts from the people who lived during that time. The content of this bookis related to History–Social Science Standard WH7.5.

Fiction

Catherine, Called Birdy by Karen Cushman, a Newbery Award winner, tells thestory of a teenage girl in the thirteenth century. Catherine is determined to marryfor love even though her father wants to marry her to the first rich man he canfind. This story lets you see into the daily life and family customs of medievaltimes. The content of this book is related to History–Social Science StandardWH7.6.

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Planting Rice

The image to the right depicts Chinese farmersplanting rice. Rice is an excellent food crop—itstores well, offers good nutrition, and is easy tocook. During the Middle Ages, the production ofrice expanded steadily. Improvements in waterpumps and the making of dams allowed farmersto make the land suitable for growing rice.

Chinese Ships

During the Middle Ages, the Chinese developedmerchant ships that were the most advanced inthe world. The following is a description ofChinese ships during the 1100s.

The ships which sail the Southern Sea andsouth of it are like houses. When their sails arespread they are like great clouds in the sky.Their rudders are several tens of feet long. Asingle ship carries several hundred men. It hasstored on board a year’s supply of grain.

—Zhou Qufei as quoted in Chronicle of the Chinese Emperors

The Cities of the Song

1. What kinds of people have come to themedicine fair?

2. How did some of the people who traveled tothe medicine fair get there? Why do youthink they made such a trip?

Planting Rice

3. Do you think rice farming was easy? Explain.Use the picture to support your answer.

Chinese Ships

4. What do you suppose was the purpose ofsuch ships?

5. What comparisons does the writer makeabout the ships?

Read to Write

6. Using the primary sources you have justexamined, write an essay describing howeconomic prosperity and the rise of tradeduring the Middle Ages affected Chinesesociety. CA HI2.

This image of Chinese farmers was made from awoodcut design. Images like this one were very popularin China during the Middle Ages, but often they weretoo expensive for people like these farmers to afford.


The Cities of the Song

During the Song dynasty, Chinese citieswere transformed. The following is a descrip-tion of a medicine fair in the city of Chengdu,in the western part of the Song empire in the1200s.

Coming in a palanquin to visit the medi-cine fair, our bearers’ knees are caught inthe press of the crowd . . . there is such aprofusion it cannot be detailed. . . . Micaand frankincense the colour of sparklingcrystal, aloe and sandalwood wafting theirfragrant scents . . . Some things are

costly, . . . others are bitter, . . . some are stale like pemmican and mincemeat pick-led in brine, some fresh like dates andchestnuts. Many are products of barbariantribes . . . Merchants have buffeted the sea-winds and the waves and foreign mer-chants crossed over towering crags drawnonwards by the profit to be made . . . Hereare the rich and powerful with numerousbondservants . . . carriages and horses ingrand array, scattering clouds of dust. . . .[They] go home, their bags and boxesbulging.

—Du Zheng, a 13th-century poet, as quoted inChronicle of the Chinese Emperors

A Growing ChinaIn the Middle Ages, China changed dramatically. Improvements

in farming techniques helped increase food production and boost theeconomy. As China’s food supply increased, so did its population.For example, from A.D. 750 to A.D. 1100, China’s population dou-bled from about 50 million to 100 million people. Chinese technol-ogy, agriculture, and economic activity continued to advancethrough the Ming dynasty.

Read the following passages and study the photo. Then answer thequestions that follow.

palanquin (PA•luhn•KEEN): a coveredvehicle made up of a couch, usuallyenclosed by curtains, and carried bypeople on their shoulders

profusion (pruh•FYOO•zhuhn): largeamount; abundance

barbarian: foreignerbuffeted (BUH•fuht•uhd): fought

againstcrags: steep, rugged rocks or cliffs

Reader’s Dictionary

Painting ofChinese landscape

WH7.3.2 Describe agricultural,technological, and commercialdevelopments during the Tangand Song periods. WH7.3.4Understand the importance ofboth overland trade andmaritime expeditions betweenChina and other civilizations inthe Mongol Ascendancy andMing Dynasty.

Analyzing Primary SourcesYou will be given an opportunity to judge the value and truthfulness ofa variety of primary and secondary sources.

READER’S DICTIONARYReader’s Dictionary helps youwith unfamiliar words.

DOCUMENT-BASED QUESTIONSFollowing the reading, you will be askedto answer some questions based on thedocument—or reading—you have justcompleted.

MORE PRIMARY SOURCESShorter Primary Source selections arealso included.

CALIFORNIA STANDARDThe History–Social Science standard coveredhere is noted.

WH7.3.3 Analyze the influences of Confucianism and changes in Confucian thought during the Song and Mongol periods.

WH7.3.6 Describe the development of the imperial state and the scholar-official class.

New Confucian IdeasThe Tang dynasty returned to the

ideas of Confucius and created a new class of

scholar-officials.

Reading Connection Have you ever seen someone

get a reward that he or she did not earn? Read to learn

how China’s rulers tried to avoid this problem when hir-

ing government officials.

You have already learned aboutConfucius and his teachings. Confucius andhis followers believed that a good govern-ment depended on having wise leaders

who ruled to benefit the people. The civilservice examinations introduced by Hanrulers were a product of Confucian ideas.These examinations were supposed torecruit talented government officials.

After the fall of the Han dynasty, nonational government existed to give civilservice examinations. Confucianism lostmuch support, and Buddhism with its spiritual message won many followers.Tang and Song rulers, however, broughtConfucianism back into favor.

What Is Neo-Confucianism? The Tangdynasty gave its support to a new kind ofConfucianism called neo-Confucianism.This new Confucianism was created, in part,to reduce Buddhism’s popularity. It taughtthat life in this world was just as importantas the afterlife. Followers were expected totake part in life and help others.

Although it criticized Buddhist ideas, thisnew form of Confucianism also picked upsome Buddhist and Daoist beliefs. For manyChinese, Confucianism became more than asystem of rules for being good. It became areligion with beliefs about the spiritualworld. Confucian thinkers taught that if peo-ple followed Confucius’s teachings, theywould find peace of mind and live in har-mony with nature.

The Song dynasty, which followed theTang, also supported neo-Confucianism. TheSong even adopted it as their official philoso-phy, or belief system.

Scholar-Officials Neo-Confucianism alsobecame a way to strengthen the govern-ment. Both Tang and Song rulers used civilservice examinations to hire officials. Indoing so, they based the bureaucracy on amerit system. Under a merit system, peopleare accepted for what they can do and noton their riches or personal contacts.

DefendingConfucianism

Han Yü (A.D. 768 to A.D. 824) encouraged theChinese people to remain faithful toConfucianism.“What were the teach-ings of our ancient kings?Universal love is calledhumanity. To practice thisin the proper manner iscalled righteousness. Toproceed according tothese is called theWay. . . .They offered sacrifices toHeaven and the godscame to receive them. . . .What Way is this? I say:This is what I call theWay, and not what theTaoists [Daoists] and theBuddhists called the Way. . . .”

—Han Yü, “An Inquiry on The Way” (Tao)

Why does Han Yü think Confucianismshould be followed?

Han Yü


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345

A Bad System?Feudalism did not always work as

well in real life as it it did in theory, and

it caused many problems for society.

• Feudalism provided some unity and

security in local areas, but it often

did not have the strength to unite

larger regions or countries. Small

feudal governments could not

afford big projects, such as building

aqueducts, sewers, or fleets of

ships, that might benefit society.

• Because there was no strong central

government to enforce laws fairly,

it was easy to use force, violence,

and lies to get one’s way. This led

to many wars among lords.

Feudalism protected Western Europe

from outside invaders, but it did not

bring peace to a region.

• Lords or vassals often placed their

personal interests over the inter-

ests of the areas they ruled. Feudal

lords had complete power in their

local areas and could make harsh

demands on their vassals and

peasants.

• Feudalism did not treat people

equally or let them move up in

society. A person born a serf was

supposed to remain a serf, just as a

person born a lord received special

treatment without earning it.

• Most peasants were serfs. They were

not allowed to leave their lord’s

lands. Serfs had to work three days

each week as a payment to the lords

or vassals for allowing them to farm

for themselves on other days. The

serfs were restricted in movement

and even daily activities because

they could not leave the land with-

out permission.

Checking for Understanding1. Do you think feudalism helped

or hurt Western Europe’s development?

2. Is there any way feudal lordscould have worked their landswithout using serfs?

3. Imagine you live in a feudal soci-ety.Write an autobiographicalstory about your life as a lord,vassal, or serf and your relation-ship with the other two groups.Your entries should show feudal-ism as either a good or bad sys-tem. CA 7WA2.1

CA 7RC2.0

CA HR5.

345

Landowningnobles oftenserved asknights.

344

Feudalism: Good or Bad?Feudalism was the major social and political system in medieval

Europe. It developed as power passed from kings to local lords.

Feudalism brought together two pow-

erful groups: lords and vassals. The lords

gave vassals land in return for military

and other services. Feudalism was a help

to Western Europeans for the following

reasons:• Feudalism helped protect communi-

ties from the violence and warfare

that broke out after the fall of

Rome and the collapse of strong

central government in Western

Europe. Feudalism secured

Western Europe’s society and kept

out powerful invaders.

• Feudalism helped restore trade.

Lords repaired bridges and roads.

Knights arrested bandits, enforced

laws, and made it safe to travel.

• Feudalism benefited lords, vassals,

and peasants. Lords gained a

dependable fighting force in

their vassals. Vassals received

land for their military service.

Peasants were protected by

their lords. The lord built mills,

blacksmith shops, and wood-

working shops.

• Feudal ceremonies, oaths, and

contracts required lords and

vassals to be faithful and

to carry out their duties. These

agreements later helped shape

the development of European

governments.

• Feudalism did not allow

one person or organization to

become too powerful. Power

was shared. This led to

European ideas about lim-

ited government, constitu-

tions, and civil rights.

A Good System?

Serfs workingthe land

344

WH7.6.3 Understand thedevelopment of feudalism, its role in the medieval Europeaneconomy, the way in which it wasinfluenced by physical geography(the role of the manor and thegrowth of towns), and how feudalrelationships provided thefoundation of political order.

YOU DECIDETwo sides of an issue are presented.Imagine you were there and couldgive your opinion.

BIOGRAPHIESRead more about importantpeople and what theyachieved.

GENGHIS KHAN

c. A.D. 1167–1227

Mongol Leader

Was Genghis Khan a ruthless warrior who enjoyed

causing death and destruction, a skilled leader who improved

the lives of those in his empire, or both? Genghis Khan built

a huge empire across Asia using loyal, strong, and well-

trained warriors. Although the wars he and his sons fought

were brutal and bloody, they eventually brought peace and

prosperity to most of Asia.

Genghis Khan was named Temujin by his father, the

Mongol chief Yisugei. Folklore says Temujin had a large blood

clot in his right hand, which meant he was destined to

become a great warrior. Temujin grew up in his father’s

camp along the Onon River in Mongolia.

Temujin’s father arranged a marriage for his nine-year-

old son. His wife came from another tribe, and the marriage

helped bring wealth to his family. Borte, his wife at age

ten, was beautiful. Temujin and Borte, had four sons when

they both became older.

Years later, when his father was killed by the Tartars and

his loyal warriors left the tribe, Temujin lost his wealth. His

poverty and the disloyalty of his father’s soldiers angered

him so much that he decided to become a great warrior.

Over time, Temujin became Ghengis Khan.

271

In Mongolia today, Genghis Khan is considered

a national hero. What do you think? Was

Genghis Khan a villain or a hero?

WH7.3Students analyze the geographic,

political, economic, religious, and social

structures of the civilizations of China in the

Middle Ages.

Genghis Khan

Genghis Khan’s camp

“Life is short, I

could not conquer

the world.”—attributed to Genghis Khan

48484848

Connecting Past and PresentSee the connections between what it was like then and what it is liketoday.

HISTORY MAKERSRead about historymakers who changedhistory forever!

After Wendi died, his son Yangdi(YAHNG • DEE) took the Chinese throne.Yangdi wanted to expand China’s territory.He sent an army to fight the neighboringKoreans, but the Chinese were badlydefeated. At home, Yangdi took on manyambitious building projects. For example,the Great Wall had fallen into ruins, andYangdi had it rebuilt.

Yangdi’s greatest effort went into build-ing the Grand Canal. This system of water-ways linked the Chang Jiang (Yangtze River)and Huang He (Yellow River). The Grand

Canal became an important route for ship-ping products between northern and south-ern China. It helped unite China’s economy.An economy (ih • KAH • nuh • mee) is anorganized way in which people produce,sell, and purchase things.

In 1994 China beganbuilding the Three Gorges Dam on the

Chang Jiang. The dam will controlflooding and produce electricity. Building

it, however, requires many areas to beflooded. Millions of people have had to

move, and much farmland will be lost. Whathave construction projects changed in your state?

Grand Canal and Three Gorges Dam

Opening the Grand Canal boostedImperial China’s economy and made it muchcheaper and faster to ship food and goodsnorth and south. It also cost many laborerstheir lives. In addition, the canal systemoften flooded, drowning many people andanimals and destroying crops.

The Grand Canal

Web Activity Visit ca.hss.glencoe.com andclick on Chapter 4—Student Web Activity tolearn more about China.


The Three Gorges Dam under construction

Civil Service Exams Proficiency testsand final exams today take a lot ofpreparation, but they are not as difficultas China’s civil service examinations givenduring the Tang dynasty. Men of almostall ranks tried to pass the exams so theycould hold government jobs and becomewealthy. Thousands attempted the tests,but only a few hundred people qualifiedfor the important positions.

Chinese boys began preparing for theexams in primary school. After manyyears of learning to read and write morethan 400,000 words and sayings, theboys—now men in their twenties or earlythirties—would take the first of threelevels of exams. Students traveled to hugetesting sites to take the tests. Food andbeds were not provided, so they had tobring their own. Many men became sick orinsane becauseof the stress ofthe tests andthe poorconditionsunder whichthey weretested.

Connecting to the Past1. How old were the Chinese when they took

the tests?

2. Why do you think taking the tests was sostressful for these men?

Students taking civil service exams

257

supported the building of Buddhist tem-ples. Many Chinese Buddhists becamemonks and nuns. They lived in placescalled monasteries (MAH • nuh • STEHR • eez),where they meditated and worshiped.

Buddhist temples and monasteries pro-vided services for people. They ran schoolsand provided rooms and food for travelers.Buddhist monks served as bankers and pro-vided medical care.

Not all Chinese people liked Buddhism,however. Many thought that it was wrong forthe Buddhist temples and monasteries toaccept donations. Others believed that monksand nuns weakened respect for family lifebecause they were not allowed to marry.

In the early A.D. 800s, Tang officials feared Buddhism’s growing power. Theysaw Buddhism as an enemy of China’s tradi-tions. In A.D. 845 the Tang had many Bud-dhist monasteries and temples destroyed.Buddhism in China never fully recovered.

Chinese Buddhism Spreads East As youread earlier, Korea broke free of China whenthe Han dynasty fell in A.D. 220. For severalhundred years after, Korea was divided intothree distinct kingdoms.

In the A.D. 300s, Chinese Buddhistsbrought their religion to Korea. About A.D. 660, the Koreans united to form onecountry. After that, with government sup-port, Buddhism grew even stronger in Korea.

Buddhism later spread to the nearbyislands of Japan ( juh • PAN). According tolegend, one of Korea’s kings wrote toJapan’s emperor. The letter contained astatue of the Buddha and Buddhist writ-ings. “This religion is the most excellent ofall teachings,” the king wrote. As timepassed, Buddhism won many followers inJapan as well.

Explain Why did someChinese people dislike Buddhism?

he wanted to write poems to the woman heloved, he wrote in the vernacular (vuhr•NA•kyuh • luhr). The vernacular is the everydaylanguage people speak in a region—Italian,French, or German, for example. Whenauthors began writing in the vernacular,many more people could read their work.

In the early 1300s, Dante Alighieri(DAHN • tay A • luh •GYEHR •ee), a poet ofFlorence, wrote one of the world’s greatestpoems in the vernacular. It is called TheDivine Comedy. As a young man, Dante wasinvolved in politics, but when noble familiesbegan fighting over power, he had to leaveFlorence. That was when he wrote his longpoem—more than 14,000 lines. The DivineComedy tells the gripping tale of the maincharacter’s journey from hell to heaven.

Another important writer who used thevernacular was Chaucer. Chaucer wrote in English. In his famous book, TheCanterbury Tales, he describes 29 pilgrimstraveling to the city of Canterbury (KAN •tuhr•BEHR•ee). The book describes the levelsof English society, from the nobles at the topto the poor at the bottom. The EnglishChaucer used in his writing is the ancestorof the English we speak today.

The Printing Press Spreads Ideas Theprinting press was a key to the spread ofhumanist ideas throughout Europe. In theearly 1450s, Johannes Gutenberg (yoh •HAHN •uhs GOO • tuhn • BUHRG) developed aprinting press that used movable metaltype. This type of printing press made itpossible to print many books much morequickly. With more books available, morepeople learned to read. Scholars could readone another’s works and debate their ideasin letters. Ideas grew and spread morequickly than ever before in Europe.

The Chinese had already invented mov-able type, but it did not work well with theirlarge alphabet of characters. For Europeans,the printing press was a big improvement. Itwas easy to use with linen paper, anotherChinese invention.

Gutenberg’s Bible, printed in the 1450s,was the first European book produced on thenew press. Soon books flooded Europe.

398 CHAPTER 7 • The Renaissance

Movable Type c. 1450

Johannes Gutenberg, a Germangoldsmith, built a printing pressmodeled after a winepress. Once thepress was completed, Gutenberg spenttwo years printing his first book. Foreach page, he set metal letters in aframe, rolled ink over the frame, andpressed the frame against paper.Around 1455, he completed printingwhat is now known as the GutenbergBible, or the 42 Line Bible. This wasthe first book printed using movablemetal type, sparking a revolution inpublishing and reading.

Gutenberg Bible

49

D iscovering Our Past: Medieval and Early Modern Times contains awealth of information. The trick is to know where to look to access allthe information in the book.If you run through this scavenger hunt exercise with your teacher or parents, you will see how the textbook is organized, and how to get themost out of your reading and study time. Let’s get started!

What civilizations are discussed in Unit 2?What is the topic of Chapter 10?

Who is the topic of the Biography on page 396?What Reading Skill will you be learning about on pages 134–135?What does the Foldables™ Study Organizer on page 483 ask you to do?

How are the key terms in Chapter 9, Section 2, patricians andplebeians, highlighted in the text?

There are four types of Web site boxes in Chapter 11. One boxpreviews the chapter, one suggests a Web activity, and one provideshelp with homework. What does the fourth box provide help with?What standards are listed on page 3?What is the topic of The Way It Was feature on page 142?What is the first Big Idea introduced on page 381?

China, Japan, Europe

The Age of Exploration

Leonardo da Vinci

Previewing

Take notes on the Age of Exploration

Highlighted in yellow

Prepare for the Chapter Test with a Self-Check quiz

History–Social Science Content Standards

Roman Sports and Contests

Exploration and trade spread ideas and goods.

previewing your textbook - tracy unified school district · zheng he begins first of seven overseas...

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