India and China Establish Empires, - Lew-Port

Point out that the birth and death of Jesusoccurred during this period and that the designa-tion of time changed from B.C. to A.D. Explain thatthe cultures that emerged then in India andChina still play a major role in the world today.

1. Make sure students understand the context inwhich the empires in India and China devel-oped. Ask them what events were takingplace in Africa and Europe at that time. (TheBantu migrations began in Africa, and theWestern Roman Empire fell.)

2. What does the information included in thetime line indicate about Chinese culture?(Possible Answers: It was very advanced, producing sophisticated artwork such as thebronze horse and the statue of Buddha, aswell as innovations such as paper.)

3. What important and lasting legacy did theempires of both India and China leave theworld? (Major religions—Hinduism from Indiaand Buddhism from China)

4. What does the image of the horse suggestabout life in the Han Dynasty? (PossibleAnswer: that horses may have been used for warfare)

5. How many years after the fall of the HanDynasty in China did the Roman Empire fall?(256 years) Which empire was ruling in Indiaat that time? (the Gupta Empire)

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TIME LINE DISCUSSION

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India and China Establish Empires, 400 B.C.–A.D. 550

Previewing Main IdeasIn both India and China in the 200s B.C., military leaders

seized power and used their authority to strengthen the government.Geography Study the map. What geographic factors might have made furtherexpansion difficult for both empires?

From the time of the Aryan nomads, Indian civilizationwas a product of interacting cultures. In China, the government pressured conqueredpeople to adopt Chinese culture.Geography What geographic feature was the main connection between theempires of India and China?

Hinduism and Buddhism were India’s mainreligions by 250 B.C. The ethical teachings of Confucius played an important role inChinese life. Buddhism also took root in China.Geography What dates on the time line are associated with religious changes inChina and India?

RELIGIOUS AND ETHICAL SYSTEMS

CULTURAL INTERACTION

POWER AND AUTHORITY

• Interactive Maps• Interactive Visuals• Interactive Primary Sources

VIDEO Patterns of Interaction:Silk Roads and the Pacific Rim

INTERNET RESOURCES

Go to classzone.com for:• Research Links • Maps• Internet Activities • Test Practice• Primary Sources • Current Events• Chapter Quiz

Compare the establishment anddevelopment of empires in Indiaand China.

Previewing Main IdeasThe main ideas highlighted here haveplayed a part in the development of allcultures and civilizations. They continueto drive the course of world history today.

Accessing Prior Knowledge

Ask students what ideas and imagescome to mind when they think of Indiaand China. Have them discuss how thecustoms, religion, art, and other aspectsof those cultures they are familiar withmay have changed from historical times.

Geography Answers

Expansionwas made difficult for the MauryanEmpire by mountains to the north andseas to the south, and for the Han bydeserts to the north, seas to the east, and mountains to the south and west.

The SilkRoads connected the empires of Indiaand China.

In A.D. 65, Buddhism took root in Chinaand in 320, the Gupta Empire encour-aged the renewal of Hinduism.



POWER AND AUTHORITY

CHAPTER 7 • OBJECTIVE

Books for the TeacherBentley, Jerry H. Old World Encounters. NewYork: Oxford UP, 1993. Cross-cultural encountersfrom the age of the Silk Road on.

Foltz, Richard C. Religions of the Silk Road:Overland Trade and Cultural Exchange fromAntiquity to the Fifteenth Century. New York:St. Martin’s P, 1999.

Books for the StudentConfucius, The Analects of Confucius. Trans.Simon Leys. New York: W. W. Norton, 1997.

Franck, Irene M., et al. Across Asia by Land.New York: Facts on File, 1999. History of thetrade routes that tied East to West.

Hesse, Herman. Siddhartha. Trans. SherabChödzin Kohn. Boston: Shambhala, 2002.

Videos and SoftwareAncient China. VHS and DVD. Films for theHumanities & Sciences, 1996. 800-257-5126.

The Silk Road. Ambrose Video, 1990. 800-526-4663.

The Silk Road. CD-ROM. Social Studies SchoolService, 1995. 800-421-4246. The Silk Roadregion in the past and present.

Teacher’s Edition 187

CHAPTER 7

RECOMMENDED RESOURCES

187

History from Visuals

Interpreting the MapHave students look closely at this mapand at the physical map of Asia in thetextbook atlas. What geographic featureseparates the regions of India and China?(the Himalayas) How might this featurehave affected cultural interactionbetween the areas? (Possible Answer:This mountain range, the highest in theworld, made direct exchange of ideasand goods difficult.)

Ask students to compare this map andthe world maps in the atlas. Where to the west of China might the Silk Roadhave been headed? (Possible Answer:through Central Asia to Greece, Rome,and Europe)

Extension Have students compare thismap with a modern one of the samearea in the atlas. Were the Mauryan and Han empires larger or smaller thanmodern India and China? (The MauryanEmpire was larger than modern India;the Han Empire was smaller than present-day China.)

CHAPTER 7 • INTERACT Would you spy foryour government?You are a merchant selling cloth out of your shop when astranger enters. You fear it is one of the emperor’sinspectors, coming to check the quality of your cloth. Theman eyes you sternly and then, in a whisper, asks if youwill spy on other weavers. You would be paid four years’earnings. But you might have to turn in a friend if yoususpect he is not paying enough taxes to the government.

188 Chapter 7

This man, who standsbehind a wall watching,may be a spy.

3

This soldier’s job is tocheck that everyone paystaxes. He seemssuspicious of the mancarrying bananas.

2

This person comments tohis friend on somethinghe sees in the street.

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EXAM I N I NG the I SS U ES

• Is it right for a government to spy on its own people?

• What kinds of tensions might exist in a society whereneighbor spies upon neighbor?

• Is there a time when spying is ethical?

As a class, discuss these questions. In your discussion, review whatyou know about how other emperors exercised power in placessuch as Persia and Rome. As you read about the emperors of Indiaand China, notice how they try to control their subjects’ lives.

• The religions that were promoted during those empires remain major social and cultural influences today, with over a billion practitioners worldwide.

• The uses and abuses of power by Indian andChinese rulers provide lessons for modern leaders of nations.

• The art and sculpture produced during theseempires have withstood time to inspire andmove modern audiences.

• The tradition of Indian dance and music continues and is a strong influence on the performing arts in the modern Western world.

• Trade routes such as the Silk Roads paved theway for cultural exchange and eventual creationof today’s global community.

• The Chinese invention of paper forever changedthe course of history.

WHY STUDY THE EMERGENCE OF EMPIRES IN INDIA AND CHINA?

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Interact with HistoryObjectives • Lay groundwork for studying the rise of

empires in India and China.

• Help students understand the controlthat was exerted by emperors.

Possible Answers• No—It is wrong for a government to

spy on its people because the contractbetween them should be based onopenness and trust. Spying erodes thattrust and puts the government at riskfor rebellion and overthrow; Yes—It isright for a government to spy on itspeople because government has theresponsibility to protect itself from subversion and rebellion.

• People would come to suspect each other and feel afraid of sharinginformation openly.

• Spying might be considered ethical forthe protection of the state.

DiscussionDiscuss the way emperors of Persia andRome managed their empires. (Cyrus ofPersia allowed local peoples to practicetheir religion and to manage their affairs.The Romans also allowed conqueredpeople many local freedoms. Both Persiaand Rome had strong militaries.)

EXAM I N I N G the I SS U ES

OBJECTIVES• Trace the rise and fall of India’s first

unified kingdom.

• Compare events in India’s three regionsafter the fall of the Mauryan Empire.

• Describe the rise of the Gupta Empire.

FOCUS & MOTIVATEAsk if students have ever played boardgames of conquest such as History of the World. What strategies do they use in such games? (Possible Answers: analytical thinking and maneuvering)

INSTRUCTThe Mauryan Empire IsEstablished

Critical Thinking• How would you characterize

Chandragupta’s rule? (Possible Answer: harsh)

• How did Asoka’s policies contribute tothe growth and lasting influence of theMauryan Empire? (His edicts gave it a moral and spiritual foundation thatoutlived his reign.)

In-Depth Resources: Unit 2• Guided Reading, p. 51 (also in Spanish)• Primary Source: from the Arthasastra, p. 58

Electronic Library of Primary Sources • from the Arthasastra

ALL STUDENTSIn-Depth Resources: Unit 2

• Guided Reading, p. 51• History Makers: Chandra Gupta II, p. 65

Formal Assessment• Section Quiz, p. 108

ENGLISH LEARNERSIn-Depth Resources in Spanish

• Guided Reading, p. 54Reading Study Guide (Spanish), p. 67Reading Study Guide Audio CD (Spanish)

STRUGGLING READERSIn-Depth Resources: Unit 2

• Guided Reading, p. 51• Building Vocabulary, p. 54• Reteaching Activity, p. 68

Reading Study Guide, p. 67Reading Study Guide Audio CD

GIFTED AND TALENTED STUDENTSIn-Depth Resources: Unit 2

• Primary Source: from Arthasastra, p. 58• Literature: from the Panchatantra, p. 62

Electronic Library of Primary Sources

eEdition CD-ROMStories in History Audio CDPower Presentations CD-ROMGeography Transparencies

• GT7 India Under the Mauryan Dynasty, 250 B.C.Electronic Library of Primary Sources

• from the Arthasastra• from the Code of Manu

classzone.com


SECTION 1 PROGRAM RESOURCES

India and China Establish Empires 189

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

POWER AND AUTHORITYThe Mauryas and the Guptasestablished empires, but neitherunified India permanently.

The diversity of peoples, cultures,beliefs, and languages in Indiacontinues to pose challenges toIndian unity today.

• MauryanEmpire

• Asoka• religious

toleration

• Tamil• Gupta

Empire• patriarchal• matriarchal

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Comparing Use a chartto compare the Mauryanand Gupta empires.

TAKING NOTES

Mauryan Gupta

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SETTING THE STAGE By 600 B.C., almost 1,000 years after the Aryan migra-tions, many small kingdoms were scattered throughout India. In 326 B.C.,Alexander the Great brought the Indus Valley in the northwest under Macedoniancontrol—but left almost immediately. Soon after, a great Indian military leader,Chandragupta Maurya (chuhn•druh•GUP•tuh MAH•oor•yuh), seized power.

The Mauryan Empire Is EstablishedChandragupta Maurya may have been born in the powerful kingdom ofMagadha. Centered on the lower Ganges River, the kingdom was ruled by theNanda family. Chandragupta gathered an army, killed the unpopular Nanda king,and in about 321 B.C. claimed the throne. This began the Mauryan Empire.

Chandragupta Maurya Unifies North India Chandragupta moved northwest,seizing all the land from Magadha to the Indus. Around 305 B.C., Chandraguptabegan to battle Seleucus I, one of Alexander the Great’s generals. Seleucus hadinherited part of Alexander’s empire. He wanted to reestablish Macedonian con-trol over the Indus Valley. After several years of fighting, however, Chandraguptadefeated Seleucus. By 303 B.C., the Mauryan Empire stretched more than 2,000miles, uniting north India politically for the first time. (See map on page 191.)

To win his wars of conquest, Chandragupta raised a vast army: 600,000 sol-diers on foot, 30,000 soldiers on horseback, and 9,000 elephants. To clothe, feed,and pay these troops, the government levied high taxes. For example, farmershad to pay up to one-half the value of their crops to the king.

Running the Empire Chandragupta relied on an adviser named Kautilya(kow•TIHL•yuh), a member of the priestly caste. Kautilya wrote a ruler’s hand-book called the Arthasastra (AHR•thuh• SHAHS•truh). This book proposed tough-minded policies to hold an empire together, including spying on the people andemploying political assassination. Following Kautilya’s advice, Chandraguptacreated a highly bureaucratic government. He divided the empire into fourprovinces, each headed by a royal prince. Each province was then divided intolocal districts, whose officials assessed taxes and enforced the law.

Life in the City and the Country Eager to stay at peace with the Indian emperor, Seleucus sent an ambassador, Megasthenes (muh•GAS•thuh•neez), to

India’s First EmpiresBrahma. Stone relief from Aihole, India,6th–7th century

Terra-cotta soldiers, Shaanxi Province, China

LESSON PLAN

TEST-TAKING RESOURCESTest Generator CD-ROM

Strategies for Test Preparation

Test Practice Transparencies, TT26

Online Test Practice

wh10te-020701-0189-0192 8/8/03 2:10 PM Page 189

Class Time 15 minutes

Task Analyzing a primary source

Purpose Clarify the speaker’s purpose

Instructions Read the quotation from Megasthenes withstudents. Have them state in their own words whatMegasthenes is saying. For example, they might restatethe first few sentences this way:

Farmers don’t have to be in the army. They can

plant crops without fear.

Ask students to discuss why Megasthenes didn’t mentionanything about taxation of farmers in his statement. In fact, the farmers had to support the army. Help students understand that, since Megasthenes was anambassador from Greece, he wanted to flatterChandragupta and maintain his good opinion and peaceful relations with Greece.

Students can use the Reading Study Guide for additional help.

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CHAPTER 7 • Section 1

Connecting Ideas

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Chandragupta’s capital. Megasthenes wrote glowing descriptions of Chandragupta’spalace, with its gold-covered pillars, many fountains, and imposing thrones. Thecapital city featured beautiful parks and bustling markets. Megasthenes alsodescribed the countryside and how farmers lived:

P R I M A R Y S O U R C E [Farmers] are exempted from military service and cultivate their lands undisturbed byfear. They do not go to cities, either on business or to take part in their tumults. Ittherefore frequently happens that at the same time, and in the same part of the country,men may be seen marshaled for battle and risking their lives against the enemy, whileother men are ploughing or digging in perfect security under the protection of thesesoldiers.

MEGASTHENES, in Geography by Strabo

In 301 B.C., Chandragupta’s son assumed the throne. He ruled for 32 years. ThenChandragupta’s grandson, Asoka (uh•SOH•kuh), brought the Mauryan Empire toits greatest heights.

Asoka Promotes Buddhism Asoka became king of the Mauryan Empire in 269B.C. At first, he followed in Chandragupta’s footsteps, waging war to expand hisempire. During a bloody war against the neighboring state of Kalinga, 100,000 sol-diers were slain, and even more civilians perished.

Although victorious, Asoka felt sorrow over the slaughter at Kalinga. As a result, he studied Buddhism and decided to rule by the Buddha’s teaching of “peaceto all beings.” Throughout the empire, Asoka erected huge stone pillars inscribed with his new policies. Some edicts guaranteed that Asoka would treat his subjectsfairly and humanely. Others preached nonviolence. Still others urged religioustoleration—acceptance of people who held different religious beliefs.

Asoka had extensive roads built so that he could visit the far corners of India. Healso improved conditions along these roads to make travel easier for his

AnalyzingPrimary Sources

What informa-tion in this quota-tion indicates thatMauryan India valued agriculture?

VocabularyEdicts are official, publicannouncements of policy.

� This pillar, onwhich Asoka’sedicts are written,is located atVaishali.

Asoka?–232 B.C.

One of Asoka’s edicts states,

If one hundredth part or onethousandth of those who died inKalinga . . . should now suffersimilar fate, [that] would be amatter of pain to His Majesty.

Even though Asoka wanted to be aloving, peaceful ruler, he had to controla huge empire. He had to balanceKautilya’s methods of keeping powerand Buddha’s urgings to be unselfish.

Asoka softened Chandragupta’sharsher policies. Instead of spies, heemployed officials to look out for hissubjects’ welfare. He kept his army butsought to rule humanely. In addition,Asoka sent missionaries to SoutheastAsia to spread Buddhism.

Chandragupta Maurya?–298 B.C.

Chandragupta feared beingassassinated—maybe because he hadkilled a king to get his throne. Toavoid being poisoned, he madeservants taste all his food. To avoidbeing murdered in bed, he slept in adifferent room every night.

Although Chandragupta was afierce warrior, in 301 B.C., he gave uphis throne and converted to Jainism.Jains taught nonviolence and respectfor all life. With a group of monks, hetraveled to southern India. There hefollowed the Jainist custom of fastinguntil he starved to death.

190 Chapter 7

� This grouping ofAsoka’s lions is used as asymbol of India.

RESEARCH LINKS For more on ChandraguptaMaurya and Asoka, go to classzone.com

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Name _________________________________________ Date ____________________________________________________

CHAPTER 7 Section 1 (pages 189–192)TERMS AND NAMES Mauryan Empire First empire inIndia, founded by ChandraguptaMauryaAsoka Grandson of Chandragupta;leader who brought the MauryanEmpire to its greatest height religious toleration Acceptance ofthe right of people to have differingreligious beliefsTamil Language of southern India;also the people who speak thatlanguageGupta Empire Second empire inIndia, founded by Chandra Gupta patriarchal Relating to a socialsystem in which the father is thehead of the familymatriarchal Relating to a socialsystem in which the mother is thehead of the family

India’s First Empires BEFORE YOU READ

In the last section, you read about the influence

ancient Rome.

In this section, you will read about the Mauryan and GuptaEmpires in India.

AS YOU READUse the time line below to take notes on the first empiresof India.

The Mauryan Empire IsEstablished (pages 189–192)

How did the Mauryan Empirebegin?In 321 B.C., Chandragupta Maurya used his army todefeat a powerful king in eastern India. He becameking, and this started the Mauryan Empire.

Chandragupta then moved northwest. In 305B.C., he began to challenge Seleucus, one ofAlexander the Great’s generals. The two armiesfought for several years. Eventually Chandraguptawon. For the first time, all of northeastern andnorthwestern India were joined under the rule ofone person.

Chandragupta was a harsh ruler. He charged aheavy tax on farmers—one-half of the crop theygrew each year. He used this wealth to build a hugearmy. He controlled his government by carefullychoosing officials and watching them closely. Hesplit his empire into four provinces, each ruled bya prince. These areas, in turn, were divided intosmaller pieces that were run by members of thegovernment. Life in Chandragupta’s court was rich.The palace and capital city were beautiful.

Chandragupta’s grandson, Asoka, took thethrone in 269 B.C. He brought the MauryanEmpire to its greatest height. At first he was a war-like king and fought many fierce battles with an

A. D. 320

269 B.C.

321 B.C.

Chandragupta Maurya starts theMauryan Empire

Reading Study Guide

More About . . .

NonviolenceThe Buddhist principle of nonviolence,which Asoka applied in ruling theMauryan Empire, has been used by othergreat leaders to create political and socialchange. Nonviolent resistance helpedboth Mohandas Gandhi gain India’s independence from Britain and MartinLuther King, Jr., win civil rights for AfricanAmericans. Ask students to name formsof nonviolent resistance (sit-ins, marches,fasts, strikes) and have them discuss whyit is such a powerful force for change.

More About . . .

AsokaAsoka has become one of India’s mostcelebrated leaders. Yet it wasn’t until1837, when Asoka’s edicts were deci-phered, that he became a well-knownhistorical figure. In addition to informa-tion about his policies, the edicts revealAsoka’s attitude toward his subjects. Hispaternalistic, or fatherly, feeling is shownby his referring to them as “my children.”

History Makers

Chandragupta Maurya and AsokaReligion played an important role in thelives of both Chandragupta and hisgrandson Asoka. Only Asoka, however,incorporated religion as a guiding princi-ple for his rule. Encourage interested students to research and compareBuddhism and Jainism and to presenttheir findings to the class.

A. Answer Farmerswere exempt from military service sothey could keepgrowing food.


Task Reading and discussing an Indian fable

Purpose Understand the cultural evolution under the Guptas

Instructions Have students read the selection from thePanchatantra by Vishmusharmam on page 62 of the In-Depth Resources for Unit 2. Explain that a Brahman is a Hindu of the highest caste who traditionally served asa priest and that Panchatantra means “five chapters” inSanskrit. Tell students that this fable was probably written

during the development of the Gupta Empire. Make surethey understand that a fable is a story that teaches a les-son or moral. Ask them to give examples of other fablesthey are familiar with, such as the tales of Aesop. Suggestthat they discuss The Lion-Makers among themselves andcompare its moral with that of other fables. Why do theythink fables are effective ways to teach a lesson? (Theyare usually short, humorous, and have simple and clearlydefined characters.) You might want to suggest that stu-dents choose parts in the fable and enact it for the class.



Literature During the Gupta Empire: The Panchatantra

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS LITERATURE SELECTION from the Panchatantraby Vishmusharmam

According to tradition, a Brahman named Vishmusharmam was given six monthsto teach the art of statecraft to two spoiled young princes. Vishmusharmamwrote a series of 87 witty stories to help him instruct the princes. Known as thePanchatantra or Five Books, these stories were written sometime between 200 B.C.and A.D. 500. What moral lesson does the following story, “The Lion-Makers,” teach?

Section 1

The Lion-Makers

In a certain town were four Brahmans who livedin friendship. Three of them had reached the

far shore of all scholarship, but lacked sense. Theother found scholarship distasteful; he had nothingbut sense.

One day they met for consultation. “What is theuse of attainments,” said they, “if one does not trav-el, win the favor of kings, and acquire money?Whatever we do, let us all travel.”

But when they had gone a little way, the eldestof them said: “One of us, the fourth, is a dullard,having nothing but sense. Now nobody gains thefavorable attention of kings by simple sense withoutscholarship. Therefore we will not share our earn-ings with him. Let him turn back and go home.”

Then the second said: “My intelligent friend,you lack scholarship. Please go home.” But thethird said: “No, no. This is no way to behave. Forwe have played together since we were little boys.Come along, my noble friend. You shall have ashare of the money we earn.”

With this agreement they continued their journey,and in a forest they found the bones of a dead lion.Thereupon one of them said: “A good opportunityto test the ripeness of our scholarship. Here liessome kind of creature, dead. Let us bring it to lifeby means of the scholarship we have honestly won.”

Then the first said: “I know how to assemblethe skeleton.” The second said: “I can supply skin,flesh, and blood.” The third said: “I can give it life.”

So the first assembled the skeleton, the secondprovided skin, flesh, and blood. But while the third

was intent on giving the breath of life, the man ofsense advised against it, remarking: “This is a lion.If you bring him to life, he will kill every one of us.”

“You simpleton!” said the other, “it is not I whowill reduce scholarship to a nullity.” “In that case,”came the reply, “wait a moment, while I climb thisconvenient tree.”

When this had been done, the lion was broughtto life, rose up, and killed all three. But the man ofsense, after the lion had gone elsewhere, climbeddown and went home.

“And that is why I say:Scholarship is less than sense;Therefore seek intelligence:Senseless scholars in their prideMade a lion; then they died.”

from Arthur W. Ryder, trans., The Panchatantra (Chicago:University of Chicago Press). Reprinted in Lin Yutang, ed.,The Wisdom of China and India (New York: RandomHouse, 1942), 276–277.

Discussion QuestionsDetermining Main Ideas1. Why did the four Brahmans decide to travel? 2. Why did the man of sense advise against bring-

ing the lion back to life?3. Categorizing The stories in the Panchatantra

are grouped into five categories—Loss ofFriends, Winning of Friends, Crows and Owls(international relations), Loss of Gains, and Ill-Considered Action. In which category would youplace “The Lion-Makers”? Why?

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In-Depth Resources: Unit 2

ClarifyingWhich of

Asoka’s actionsshow the influenceof Buddha’s teach-ing of “peace to allbeings”?

officials and to improve communicationin the vast empire. For example, everynine miles he had wells dug and resthouses built. This allowed travelers tostop and refresh themselves. Suchactions demonstrated Asoka’s concernfor his subjects’ well-being. Noble as hispolicies of toleration and nonviolencewere, they failed to hold the empiretogether after Asoka died in 232 B.C.

A Period of TurmoilAsoka’s death left a power vacuum. Innorthern and central India, regionalkings challenged the imperial govern-ment. The kingdoms of central India,which had only been loosely held in theMauryan Empire, soon regained theirindependence. The Andhra (AHN•druh)Dynasty arose and dominated the regionfor hundreds of years. Because of theircentral position, the Andhras profitedfrom the extensive trade between northand south India and also with Rome, SriLanka, and Southeast Asia.

At the same time, northern India hadto absorb a flood of new people fleeingpolitical instability in other parts ofAsia. For 500 years, beginning about185 B.C., wave after wave of Greeks,Persians, and Central Asians poured intonorthern India. These invaders disruptedIndian society. But they also introducednew languages and customs that added to the already-rich blend of Indian culture.

Southern India also experienced turmoil. It was home to three kingdoms thathad never been conquered by the Mauryans. The people who lived in this regionspoke the Tamil (TAM•uhl) language and are called the Tamil people. These threekingdoms often were at war with one another and with other states.

The Gupta Empire Is EstablishedAfter 500 years of invasion and turmoil, a strong leader again arose in the northernstate of Magadha. His name was Chandra Gupta (GUP•tuh), but he was no relationto India’s first emperor, Chandragupta Maurya. India’s second empire, the GuptaEmpire, oversaw a great flowering of Indian civilization, especially Hindu culture.

Chandra Gupta Builds an Empire The first Gupta emperor came to power notthrough battle but by marrying a daughter of an influential royal family. After hismarriage, Chandra Gupta I took the title “Great King of Kings” in A.D. 320. Hisempire included Magadha and the area north of it, with his power base along theGanges River. His son, Samudra (suh•MU•druh) Gupta, became king in A.D. 335.Although a lover of the arts, Samudra had a warlike side. He expanded the empirethrough 40 years of conquest.


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Indian Empires,250 B.C.–A.D. 400

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Region Compare the region occupied by the Gupta Empire

to that occupied by the Mauryan Empire. Discuss size,location, and physical characteristics.

2. Place Why did neither the Mauryan nor the Gupta Empireexpand to the northeast?

A Period of Turmoil

Critical Thinking• How might invaders and refugees have

disrupted India? (Possible Answer: byincreasing the population and bringingnew customs)

Electronic Library of Primary Sources • from the Code of Manu


Interpreting the MapHave students study the key. What geographical feature marks the southernboundary of the Gupta Empire? (the Narmada River)

SKILLBUILDER Answers1. Region The Mauryan extended farther

to the northwest and south. Bothempires included the Indus, Ganges,Narmada, and Godavari rivers.

2. Place The Himalayas blocked them.

Geography Transparencies• GT7 India Under the Mauryan Dynasty

The Gupta Empire IsEstablished

Critical Thinking• What effect did India’s climate have

on its economy? (Droughts led to awater tax and necessitated labor in water-related technology.)

In-Depth Resources: Unit 2• History Makers: Chandra Gupta II, p. 65

B. PossibleAnswer his urgingacceptance of peo-ple of all beliefs andcultures; his preach-ing nonviolence; hispromoting his sub-jects’ welfare bymaking travel easier

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ANSWERS

192 Chapter 7

Daily Life in India The Gupta era is the first period for whichhistorians have much information about daily life in India. MostIndians lived in small villages. The majority were farmers, whowalked daily from their homes to outlying fields. Craftspeopleand merchants clustered in specific districts in the towns. Theyhad shops on the street level and lived in the rooms above.

Most Indian families were patriarchal, headed by the eldestmale. Parents, grandparents, uncles, aunts, and children all workedtogether to raise their crops. Because drought was common, farm-ers often had to irrigate their crops. There was a tax on water, andevery month, people had to give a day’s worth of labor to maintainwells, irrigation ditches, reservoirs, and dams. As in Mauryantimes, farmers owed a large part of their earnings to the king.

Southern India followed a different cultural pattern. SomeTamil groups were matriarchal, headed by the mother rather than the father.Property, and sometimes the throne, was passed through the female line.

Height of the Gupta Empire While village life followed unchanging traditional pat-terns, the royal court of the third Gupta emperor was a place of excitement and growth.Indians revered Chandra Gupta II for his heroic qualities. He defeated the Shakas—enemies to the west—and added their coastal territory to his empire. This allowed theGuptas to engage in profitable trade with the Mediterranean world. Chandra Gupta IIalso strengthened his empire through peaceful means by negotiating diplomatic andmarriage alliances. He ruled from A.D. 375 to 415.

During the reign of the first three Guptas, India experienced a period of greatachievement in the arts, religious thought, and science. These will be discussed inSection 2. After Chandra Gupta II died, new invaders threatened northern India.These fierce fighters, called the Hunas, were related to the Huns who invaded theRoman Empire. Over the next 100 years, the Gupta Empire broke into small king-doms. Many were overrun by the Hunas or other Central Asian nomads. TheEmpire ended about 535.

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Mauryan Empire • Asoka • religious toleration • Tamil • Gupta Empire • patriarchal • matriarchal

USING YOUR NOTES2. Which similarity of the empires

do you consider the mostsignificant? Explain.

MAIN IDEAS3. Why was Asoka’s first military

campaign also his lastcampaign?

4. Who were the Tamil people?

5. What caused the fall of theGupta Empire?

SECTION ASSESSMENT1

CREATING A PIE GRAPH

Use the Internet or library sources to create a pie graph showing the percentage of thepopulation in India today that is Hindu, Buddhist, or a follower of other religions.

CRITICAL THINKING & WRITING6. SUPPORTING OPINIONS Which Indian ruler described in

this section would you rather live under? Explain.

7. DRAWING CONCLUSIONS What impact did the Greeks,Persians, and Central Asians have on Indian life betweenthe Mauryan and Gupta empires?

8. ANALYZING ISSUES Which empire, Mauryan or Gupta, hada more significant impact on Indian history? Explain.

9. WRITING ACTIVITY For three ofthe rulers in this section, choose an object or image thatsymbolizes how that ruler exercised power. Writecaptions explaining why the symbols are appropriate.

POWER AND AUTHORITY

CONNECT TO TODAY

ContrastingHow were the

family systems ofnorth and southIndia different?

Mauryan Gupta

1.

2

3

1.

2

3

� This terra-cottatile, showing amusician playing astringed instrument,is from a Hindutemple of the Gupta period.

2. Sample Answer: Mauryan—Unified andextended kingdom by force, required hightaxes, promoted Buddhism and religious toler-ation; Gupta—Unified and extended kingdomby force, required high taxes, promoted cul-ture. Promotion of religion and culture weremost important.

3. He began following the path of nonviolenceafter realizing the devastation of war.

4. inhabitants of the southern tip of India

5. It broke into small kingdoms, many of whichwere overrun by Central Asian invaders.

6. Possible Answers: Chandragupta Maurya—Tried to control crime; Asoka—Believed in nonviolence; ChandraGupta II—Promoted flowering of culture.

7. brought new languages and customs thatboth enriched and disrupted the empires

8. Possible Answers: Mauryan because of thepolicies of toleration and nonviolence; Guptabecause of the opportunities for trade

9. Rubric Captions should• clearly relate to the object or image. • convey information about the ruler.• be readily understandable to the reader.

Rubric Pie graphs should• include accurate and factually based data on

religions in India today.• organize the data logically. • be clearly labeled and neatly presented.

CONNECT TO TODAY

1. Mauryan Empire, p. 189 • Asoka, p. 190 • religious toleration, p. 190 • Tamil, p. 191 • Gupta Empire, p. 191 • patriarchal, p. 192 • matriarchal, p. 192


Tip for English LearnersExplain to students that the word partpatr- means “father” and the word partmatr- means “mother.” Ask them to thinkof words other than matriarchal andpatriarchal that include these word parts.(Possible Answers: matriarch, matrimony,matriculate, matron, patriarchy, patricide,patriot, patriotic, patron)

More About . . .

Hindu Musical InstrumentsOne of the most important instrumentsused in ancient and modern Hindu musicis the sitar. A lute with a gourd-like bodyand movable strings, it may be related tothe ancient harp, or vina. The sitar isoften played with the drum, or tabla, andthe tamboura, another type of lute. Thesitar has been popularized in the West bythe internationally known master RaviShankar and by the Beatles.

ASSESSSECTION 1 ASSESSMENTHave students answer the questions withclosed books and then check theiranswers by referring to the text.


RETEACHHave students review the material in thesection and work together to produce anoutline of the main ideas.

In-Depth Resources: Unit 2• Guided Reading, p. 51

C. Answer In northIndia, men led thefamily and inheritedproperty; in someareas of the south,women did.

OBJECTIVES• Explain why and how religion changed

in India.

• Describe achievements in Indian litera-ture, art, science, and mathematics.

• Summarize Indian trade and its effectson India and other Asian cultures.

FOCUS & MOTIVATEAsk students to think about the role thatreligion plays in their lives. How do theythink religions are spread? (PossibleAnswers: by word of mouth, organizedteachings, and missionaries)

INSTRUCTBuddhism and HinduismChange

Critical Thinking• Which development in Buddhism

inspired Indian art? Why? (The views of Buddha as a god led to the creationof many images.)

• How might the trend toward monotheism have helped popularizeHinduism? (Fewer gods made the religion more personal and accessible.)

In-Depth Resources: Unit 2• Guided Reading, p. 52 (also in Spanish)• Primary Source: from the Puranas, p. 59• Literature: from Shakuntala by Kalidasa,

p. 63


• Guided Reading, p. 52Formal Assessment

• Section Quiz, p. 109







• Primary Source: from the Puranas, p. 59• Literature: from Shakuntala by Kalidasa, p. 63

eEdition CD-ROMPower Presentations CD-ROMWorld Art and Cultures Transparencies

• AT15 Subjugation of the Furious Elephant [detail],Buddhist cave painting

Electronic Library of Primary Sources• from the Ramayana

classzone.com





CULTURAL INTERACTIONIndian religions, culture, andscience evolved and spread toother regions through trade.

The influence of Indian cultureand religions is very evidentthroughout South Asia today.

• Mahayana• Theravada• stupa• Brahma

• Vishnu• Shiva• Kalidasa• Silk Roads

2

Categorizing Use a chartto list one or morespecific developments of Indian culture.

TAKING NOTES

Religion

Arts

Science/Math

Trade

SETTING THE STAGE The 500 years between the Mauryan and Guptaempires was a time of upheaval. Invaders poured into India, bringing new ideasand customs. In response, Indians began to change their own culture.

Buddhism and Hinduism ChangeBy 250 B.C., Hinduism and Buddhism were India’s two main faiths. (See Chapter3.) Hinduism is a complex polytheistic religion that blended Aryan beliefs withthe many gods and cults of the diverse peoples who preceded them. Buddhismteaches that desire causes suffering and that humans should overcome desire byfollowing the Eightfold Path. Over the centuries, both religions had becomeincreasingly removed from the people. Hinduism became dominated by priests,while the Buddhist ideal of self-denial proved difficult for many to follow.

A More Popular Form of Buddhism The Buddha had stressed that each per-son could reach a state of peace called nirvana. Nirvana was achieved by reject-ing the sensory world and embracing spiritual discipline. After the Buddha died,his followers developed many different interpretations of his teachings.

Although the Buddha had forbidden people to worship him, some began to teach that he was a god. Some Buddhists also began to believe that many people could become Buddhas. These potential Buddhas, called bodhisattvas(BOH•dih•SUHT•vuhz), could choose to give up nirvana and work to savehumanity through good works and self-sacrifice. The new ideas changedBuddhism from a religion that emphasized individual discipline to a mass reli-gion that offered salvation to all and allowed popular worship.

By the first century A.D., Buddhists had divided over the new doctrines. Thosewho accepted them belonged to the Mahayana (MAH•huh•YAH•nuh) sect. Thosewho held to the Buddha’s stricter, original teachings belonged to the Theravada(THEHR•uh•VAH•duh) sect. This is also called the Hinayana (HEE•nuh•YAH•nuh)sect, but Theravada is preferred.

These new trends in Buddhism inspired Indian art. For example, artists carvedhuge statues of the Buddha for people to worship. Wealthy Buddhist merchantswho were eager to do good deeds paid for the construction of stupas—moundedstone structures built over holy relics. Buddhists walked the paths circling thestupas as a part of their meditation. Merchants also commissioned the carving of

Trade Spreads Indian Religions and Culture

LESSON PLAN





Brahma. Stone relief from Aihole, India,6th–7th century



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Task Using a graphic organizer to clarify word meanings

Purpose To understand the Tamil poem

Instructions Create a horizontal chart on the board likethe one in Critical Thinking Transparencies CT80. Have stu-dents work in pairs to read through the anonymous Tamilpoem, noting unfamiliar words. Write these words in thefirst column of the chart. Then ask students to look upeach word in a dictionary and write its meaning in their

own words in the second column of the chart. Completedcharts may look something like this:

194 Chapter 7


Examining a Primary Source

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

194 Chapter 7

cave temples out of solid rock. Artists then adorned these temples with beautifulsculptures and paintings.

A Hindu Rebirth Like Buddhism, Hinduism had become remote from the people.By the time of the Mauryan Empire, Hinduism had developed a complex set of sac-rifices that could be performed only by the priests. People who weren’t priests hadless and less direct connection with the religion.

Gradually, through exposure to other cultures and in response to the popularityof Buddhism, Hinduism changed. Although the religion continued to embrace hun-dreds of gods, a trend toward monotheism was growing. Many people began tobelieve that there was only one divine force in the universe. The various gods rep-resented parts of that force. The three most important Hindu gods were Brahma(BRAH•muh), creator of the world; Vishnu (VIHSH•noo), preserver of the world;and Shiva (SHEE•vuh), destroyer of the world. Of the three, Vishnu and Shiva wereby far the favorites. Many Indians began to devote themselves to these two gods. AsHinduism evolved into a more personal religion, its popular appeal grew.

Achievements of Indian CultureJust as Hinduism and Buddhism underwent changes, so did Indian culture andlearning. India entered a highly productive period in literature, art, science, andmathematics that continued until roughly A.D. 500.

Literature and the Performing Arts One of India’s greatest writers was Kalidasa(KAH•lee•DAH•suh). He may have been the court poet for Chandra Gupta II.Kalidasa’s most famous play is Shakuntala. It tells the story of a beautiful girl whofalls in love with and marries a middle-aged king. After Shakuntala and her hus-band are separated, they suffer tragically because of a curse that prevents the kingfrom recognizing his wife when they meet again. Generations of Indians have con-tinued to admire Kalidasa’s plays because they are skillfully written and emotion-ally stirring.

Southern India also has a rich literary tradition. In the second century A.D., thecity of Madurai in southern India became a site of writing academies. More than2,000 Tamil poems from this period still exist. In the following excerpt from athird-century poem, a young man describes his sweetheart cooking him a meal:

P R I M A R Y S O U R C EThere dwells my sweetheart, curving and lovely,languid of gaze, with big round earrings,and little rings on her tiny fingers.She has cut the leaves of the garden plantainand split them in pieces down the stalkto serve as platters for the meal.Her eyes are filled with the smoke of cooking.Her brow, as fair as the crescent moon,is covered now with drops of sweat.She wipes it away with the hem of her garmentand stands in the kitchen, and thinks of me.

ANONYMOUS TAMIL POET, quoted in The Wonder That Was India

In addition to literature, drama was very popular. In southern India, travelingtroupes of actors put on performances in cities across the region. Women as wellas men took part in these shows, which combined drama and dance. Many ofthe classical dance forms in India today are based on techniques explained in abook written between the first century B.C. and the first century A.D.

DrawingConclusions

Why did thechanges inBuddhism andHinduism makethese religionsmore popular?

▲ This Buddha is carved in theGandharan artisticstyle, a blend ofGreco-Roman andIndian styles.

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World History: Patterns of InteractionCT

80Critical Thinking:

Charts (Horizontal and Vertical)

Chart (Horizontal)

Chart (Vertical)

Critical Thinking Transparencies

Achievements of Indian Culture

Critical Thinking• How might the subject matter of

Kalidasa’s writings have contributed totheir timelessness? (Possible Answer:Their universal human themes such as love and longing apply to people of all times.)

• Why do you think drama and dancebecame such popular forms of enter-tainment in India? (Possible Answer:They could be enjoyed by anyone,whereas literature could be enjoyedonly by those who were able to read.)

World Art and Cultures Transparencies• AT15 Subjugation of the Furious Elephant

[detail], Buddhist cave painting


More About . . .

KalidasaLittle is known about Kalidasa, whosename in Sanskrit means “servant of Kali.”His poems suggest that he was aBrahmin, or priest, who believed in tradi-tional Hinduism. Many scholars think heflourished during the reign of ChandraGupta II.

In addition to his fame in India, Kalidasaachieved recognition in Europe when theGerman writer Johann Wolfgang vonGoethe promoted his drama Shakuntala.

Word Meaning

dwells lives

languid slow

plantain fruit like a banana

crescent shape like a quarter-moon

A. PossibleAnswer becausepeople now wereable to personallytake part in worship

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Task Researching Indian mathematician Aryabhata

Purpose To appreciate the intellectual achievements of the ancient Indiansand to learn about Aryabhata’s other mathematical legacies

Instructions Inform students that our Arabic numerals—including zero andthe decimal system—came to Europe via the Arabs, who adopted themfrom the Indians. The mathematician Aryabhata used these numerals toperform extremely sophisticated calculations more than 1,500 years ago.

Have students research the accomplishments of Aryabhata using an encyclopedia or scientific reference book. Suggest that they determine howAryabhata calculated the value of pi and the length of the solar year withsuch accuracy and go beyond those achievements mentioned in the text.Ask each student to focus on one of the calculations and explain it to theclass. Suggest that their presentations also include a statement about howthat calculation was made and how it has held up or been overturned bymodern mathematics.



Aryabhata’s Achievements

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Astronomy, Mathematics, and Medicine The expansion of trade spurred theadvance of science. Because sailors on trading ships used the stars to help themfigure their position at sea, knowledge of astronomy increased. From Greekinvaders, Indians adapted Western methods of keeping time. They began to use acalendar based on the cycles of the sun rather than the moon. They also adopted aseven-day week and divided each day into hours.

During the Gupta Empire (A.D. 320 to about 500), knowledge of astronomyincreased further. Almost 1,000 years before Columbus, Indian astronomers provedthat the earth was round by observing a lunar eclipse. During the eclipse, theearth’s shadow fell across the face of the moon. The astronomers noted that theearth’s shadow was curved, indicating that the earth itself was round.

Indian mathematics was among the most advanced in the world. Modern numer-als, the zero, and the decimal system were invented in India. Around A.D. 500, anIndian named Aryabhata (AHR•yuh•BUHT•uh) calculated the value of pi (π) to fourdecimal places. He also calculated the length of the solar year as 365.3586805days. This is very close to modern calculations made with an atomic clock. Inmedicine, two important medical guides were compiled. They described more than1,000 diseases and more than 500 medicinal plants. Hindu physicians performedsurgery—including plastic surgery—and possibly gave injections.

The Spread of Indian TradeIn addition to knowledge, India has always been rich in precious resources. Spices,diamonds, sapphires, gold, pearls, and beautiful woods—including ebony, teak,and fragrant sandalwood—have been valuable items of exchange. Trade between


Entertainment in India: BollywoodToday, drama remains hugely popular in India. India has the largestmovie industry in the world. About twice as many full-length featurefilms are released yearly in India as in the United States. India producesboth popular and serious films. Indian popular films, such as as-oka,are often love stories that blend music, dance, drama, and action-adventure. India’s serious films have received worldwide critical praise.In 1992, the Indian director Satyajit Ray received a lifetime-achievement Academy Award for making artistic films. His filmsbrought Indian culture to a global audience.

DrawingConclusions

What achieve-ments by Indianmathematicians areused today?

0100

200

300

400

500

600

700

800

United India

Num

ber

of n

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ovie

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200

0

Japan Hong France

900

States Kong

Major Movie Producers, 2000

Source: Focus 2002: World Film Market Trends

Connect to Today

Entertainment in India: BollywoodThe Indian movie industry is centered inIndia’s largest city, Bombay (often calledMumbai). In a humorous blend of thenames Bombay and Hollywood, it issometimes referred to as Bollywood. Thethemes of popular Indian movies reflectclose family ties, loyalty to friends, andthe struggle for justice. Movies generallyhave brave heroes, beautiful heroines, sixto eight songs, and colorful dances.

What aspects of ancient Indian culturemight account for the enormous popular-ity of movies in India today? (PossibleAnswer: the importance of drama, music,and dance that first blossomed duringthe Gupta Empire)

The Spread of Indian Trade

Critical Thinking• How would acting as a middleman

along the Silk Road have been prof-itable for Indian traders? (PossibleAnswer: Middlemen wouldn’t have the expense of acquiring, loading, ormoving goods, but merely had to passthem along from one trader to anotherwhile collecting a fee.)

• In light of the information in the timeline on pages 186–187, why mightIndia’s trade with Rome have declinedafter the third century A.D.? (The RomanEmpire was in decline, culminating inits fall in 476.)

B. Answer modernnumerals, the zero,and the decimalsystem

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Task Identifying and charting supporting details

Purpose To understand Indian religions and cultures

Instructions Have students work together in small groupsto reread and discuss the material they have read so far inSection 2. Instruct them to focus on main ideas and sup-porting examples. Explain to them that the red heads thatidentify each of the subsections and the bold heads at thebeginnings of paragraphs indicate the main ideas theyshould focus on. Other main ideas are often found at the

beginnings or ends of paragraphs. Ask them to point outeach of these subheads and to look for additional mainideas. Instruct students to look for supporting details thatgive more information or explanation about each of themain ideas they identify. Then have them fill in the chartsin the Guided Reading worksheet on page 52 of In-DepthResources: Unit 2. Have the groups share and discusstheir work and save their charts to use in reviewing thematerial for the section and end-of-chapter tests.

196 Chapter 7


Identifying Supporting Details


India and regions as distant as Africa and Sumeria began more than 4,000 yearsago. Trade expanded even after the Mauryan Empire ended around 185 B.C.

Overland Trade, East and West Groups who invaded India after Mauryan ruleended helped to expand India’s trade to new regions. For example, Central Asiannomads told Indians about a vast network of caravan routes known as Silk Roads.These routes were called the Silk Roads because traders used them to bring silkfrom China to western Asia and then on to Rome.

Once Indians learned of the Silk Roads, they realized that they could make greatprofits by acting as middlemen. Middlemen are go-betweens in business transac-tions. For example, Indian traders would buy Chinese goods and sell them totraders traveling to Rome. To aid their role as middlemen, Indians built trading sta-tions along the Silk Roads. They were located at oases, which are fertile spots indesert areas.

Sea Trade, East and West Sea trade also increased. Traders used coastal routesaround the rim of the Arabian Sea and up the Persian Gulf to bring goods fromIndia to Rome. In addition, traders from southern India would sail to SoutheastAsia to collect spices. They brought the spices back to India and sold them to merchants from Rome. Archaeologists have found hoards of Roman gold coins insouthern India. Records show that some Romans were upset about the amount ofgold their countrymen spent on Indian luxuries. They believed that to foster ahealthy economy, a state must collect gold rather than spend it.

80°E

40°N

120°

E

40°E

0° Equator

Tropicof Cancer

Alexandria

Harmozia

Pattala

Barygaza

Pataliputra

Oc EoTakkola

Muziris Sopatma

LuoyangCh'ang-an (Xi’an)Taxila

Herat

Merv

Barbaricum

PersepolisCharax

Ecbatana

Gaza

Aelana

Omana

Adulis

Cane

Tyre Ctesiphon

Antioch

Nanhai(Guangzhou)

To Rome

ArabianSea

Bay ofBengal

CaspianSea

PersianGulf

Red

SeaE

uphrates R.

Tigris

R.

Chang Jiang

Ganges R.

Indu

sR

.

(Yangtze

R.)

Huang H

e

(Yellow

R.)

CHINA

GUPTA EMPIRE

PERSIA

EGYPTARABIA

KINGDOM OF

AKSUM

Trade route

ClothGrainsIvoryMetalPrecious stonesSilkSlavesSpicesTimberTortoise shell

Products traded

0

0

500 Miles

1,000 Kilometers

Asian Trade Routes, A.D. 400

196 Chapter 7

HypothesizingHow might

the Asian traderoutes have spreadIndian sciences and math to othercivilizations?

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Movement Since people usually trade for goods they do not make themselves, which

products were most likely to travel from Gupta India to Arabia? 2. Movement How far did trade goods travel to get from Luoyang in China to Alexandria

in Egypt?

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Name Date

GUIDED READING Trade Spreads Indian Religions and Culture

Section 2

A. Analyzing Issues As you read about the ways that Indian culture changed andexpanded between about 200 B.C. and A.D. 300, fill out the chart by writing notesin the appropriate spaces.

B. Making Inferences On the back of this paper, identify Kalidasa andMahayana. Explain the importance of each to the spread of Indian culture.

CHAPTER

7

Changes in Religious Thought

1. Note how Buddhism changed and identify two effects of this change.

2. Note how Hinduism changed and identify two effects of this change.

Expansion of Culture

3. Note at least two examples of the flowering of literature and performing arts.

4. Note at least two examples of the flowering of science and mathematics.

Expansion of Trade and Commerce

5. Note how development of the Silk Roads and increased sea trade contributed to the expansion of Indian commerce.

6. Note two effects of the expansion of Indian trade.



Interpreting the MapHave students examine the map and the key. Ask them to make a chart ofthe products produced by India and itstrading partners. Where were spices pro-duced? (China, Arabia, and Aksum) Whatcountries along the trade routes did notproduce any of the trade products listed?(Persia, Central and Southeast Asia)

Extension Ask students to use an encyclopedia or atlas to research India’s main imports and exports and its primary trading partners today. (Main import—Petroleum—also fertilizer,industrial machinery, and gems;Exports—Chemicals, cotton textiles, gems and jewelry; Main tradingpartner—United States—also Germany,Japan, and the United Kingdom.)

SKILLBUILDER Answers1. Movement grains, silk, timber2. Movement more than 5,000 miles

C. PossibleAnswer Traderoutes carried people and newideas along withresources to othercivilizations.

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1. Mahayana, p. 193 • Theravada, p. 193 • stupa, p. 193 • Brahma, p. 194 • Vishnu, p. 194 • Shiva, p. 194 • Kalidasa, p. 194 • Silk Roads, p. 196

2. Sample Answer: Religion—Hinduism,Buddhism; Arts—Literature, drama, music,dance; Science/Math—Number system, medi-cine; Trade—Overland and by sea to East andWest. Science and math had most lastingimpact leading to technological age, or tradehad most impact leading to spread of ideas.

3. Buddha’s followers developed different interpretations of his teachings.

4. cloth, ivory, grains, tortoise shell, timber, precious stones, silk, enslaved persons, spices

5. proof the earth was round, modern numerals,zero, the decimal system, calculation of pi andthe solar year, and medical guides

6. Possible Answers: More people were able toparticipate in worship; religion inspired art;both religions spread to many other countries.

7. Possible Answer: There was stability and pros-perity, and the emperors supported the arts.

8. Possible Answer: Overland—The Silk Roadsprovided great wealth for Indian middlemen;Sea—Allowed trade with Rome and exchangeof Western ideas.

9. Rubric Essays should• show an understanding of cultural interaction.• include examples from three cultures that

interacted with India.

Rubric Charts should• include data on India’s imports, exports, and

trading partners.• be accurate and based on fact.• present data in a clear format.

ANSWERS

Rome was not India’s only sea-trading partner. Indiaimported African ivory and gold, and exported cotton cloth.Rice and wheat went to Arabia in exchange for dates andhorses. After trade with Rome declined around the thirdcentury A.D., India’s sea trade with China and the islands ofsoutheast Asia increased. The Chinese, for example,imported Indian cotton cloth, monkeys, parrots, and elephants and sent India silk.

Effects of Indian Trade Increased trade led to the rise ofbanking in India. Commerce was quite profitable. Bankerswere willing to lend money to merchants and charge theminterest on the loans. Interest rates varied, depending onhow risky business was. During Mauryan times, the annualinterest rate on loans used for overseas trade had been 240percent! During the Gupta Empire, bankers no longer con-sidered sea trade so dangerous, so they charged only 15 to20 percent interest a year.

A number of Indian merchants went to live abroad andbrought Indian culture with them. As a result, peoplethroughout Asia picked up and adapted a variety of Indiantraditions. For example, Indian culture affected styles in art,architecture, and dance throughout South and SoutheastAsia. Indian influence was especially strong in Thailand,Cambodia, and on the Indonesian island of Java.

Traders also brought Indian religions to new regions.Hinduism spread northeast to Nepal and southeast to SriLanka and Borneo. Buddhism spread because of travelingBuddhist merchants and monks. In time, Buddhism eveninfluenced China, as discussed in Section 3.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Mahayana • Theravada • stupa • Brahma • Vishnu • Shiva • Kalidasa • Silk Roads

USING YOUR NOTES2. Which of the developments

listed had the most lastingimpact?

MAIN IDEA3. How did Buddhism change

after the Buddha’s death?

4. What were India’s main tradegoods in the fifth century?

5. What were some of India’scontributions to science duringthe Gupta period?

SECTION ASSESSMENT2

CRITICAL THINKING & WRITING6. RECOGNIZING EFFECTS What do you think was the most

significant effect of the changes in Buddhism andHinduism during this period? Explain.

7. MAKING INFERENCES Why did Indian culture flourishduring the Gupta Empire?

8. FORMING AND SUPPORTING OPINIONS Which do youthink was more important to India’s economy, overlandtrade or sea trade? Provide details to support your answer.

9. WRITING ACTIVITY Cite three ofthe cultures that interacted with India. Explain in a briefexpository essay the result of each cultural interaction.


The Spread of BuddhismBuddhism became a missionaryreligion during Asoka’s reign. Fromhis capital city (1), Asoka sent outBuddhist missionaries. After Indiansbegan trading along the Silk Roads,Buddhist monks traveled the roadsand converted people along the way.

Buddhist monks from Indiaestablished their first monastery inChina (2) in A.D. 65, and manyChinese became Buddhists. FromChina, Buddhism reached Korea inthe fourth century and Japan in thesixth century.

Today, Buddhism is a majorreligion in East and Southeast Asia.The Theravada school is strong inMyanmar, Cambodia (3), Sri Lanka(4), and Thailand. The Mahayanaschool is strong in Japan and Korea.

2

34

1INDIA

Analyzing CausesWhy would

dangerous condi-tions make bankerscharge higher interest on loans for trade?

Religion

Arts

Science/Math

Trade

INTERNET KEYWORDIndia trade

INTERNET ACTIVITYUse the Internet to research Indian trade today. Then prepare a chartlisting the type of goods bought and sold and the trading partner foreach type.


Global Impact

The Spread of BuddhismThe spread of Buddhism has continued in modern times, and that religion is now practiced in almost every country in the world. As of 2003, there weremore than 350 Buddhist centers in theUnited States.

Interactive The map in this feature is available in an interactive format onthe eEdition.

ASSESSSECTION 2 ASSESSMENTHave students answer the questions andthen discuss their answers with a partner.


RETEACHSeparate students into three groups and assign each a subhead of this section to review and summarize for the entire class.

In-Depth Resources: Unit 2• Guided Reading, p. 52• Reteaching Activity, p. 69

D. PossibleAnswer Dangerscause shipments tobe lost, so bankerscharge high interestto pay for thelosses.

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BooksBlurton, T. Richard. Hindu Art. Cambridge: HarvardUP, 1993. A discussion of religious, cultural, andhistorical influences that figure in Hindu art.

Fisher, Robert E. Buddhist Art and Architecture.London: Thames and Hudson, Ltd., 1993. A con-cise explanation of all the Buddhist schools andcultures, and their imagery.

Lee, Sherman. A History of Far Eastern Art. NewYork: Harry Abrams, 1994. Indian, Chinese, andJapanese art from the fifth century B.C. to 1860.

VideoThe Oriental Collections of the British Museum.VHS. Films for the Humanities & Sciences, 1991.800-257-5126. A presentation of one of the finestcollections of Oriental art on display in theWestern world, including Hindu and Buddhist artof many ages.

198 Chapter 7

CHAPTER 7

Hindu and Buddhist ArtThe main difference between Buddhist art and Hindu art in India wasits subject matter. Buddhist art often portrayed the Buddha orbodhisattvas, who were potential Buddhas. Hindu gods, such as Vishnuand Ganesha, were common subjects in Hindu art.

Beyond the differences in subject, Hindu and Buddhist beliefs hadlittle influence on Indian artistic styles. For example, a Hindu sculptureand a Buddhist sculpture created at the same place and time werestylistically the same. In fact, the same artisans often created bothHindu and Buddhist art.

▼ BuddhaThis bronze Buddha was made in India duringthe sixth century. Each detail of a Buddhistsculpture has meaning. For example, theheadpiece and long earlobes shown here arelakshana, traditional bodily signs of theBuddha. The upraised hand is a gesture thatmeans “Have no fear.”

▼ The Great StupaBuilt during the third to first centuries B.C., the Great Stupa is afamous Buddhist monument in Sanchi, India. This stone structure is120 feet across and 54 feet high; it has a staircase leading to awalkway that encircles the stupa. Stupas serve as memorials andoften contain sacred relics. During Buddhist New Year festivals,worshipers hold images of the Buddha and move in processionsaround the circular walkway.

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RESEARCH LINKS For more on Hinduand Buddhist art, go to classzone.com

History through Art

OBJECTIVES• Compare Hindu and Buddhist art.

• Explain the meaning and function of Hindu and Buddhist art and architecture.

FOCUS & MOTIVATEAsk students which work of art theyrespond to most strongly. How does thisstyle differ from that of Western religiousart they are familiar with? (PossibleAnswer: Western religious art tends to bemore realistic and less decorative.)

INSTRUCTCritical Thinking• Why might the style of Hindu and

Buddhist religious art be similar?(Possible Answer: The style reflects abroad and shared cultural heritage ofthe arts in India.)

• What feeling does the statue of theBuddha leave you with? Why? (Possible Answer: a feeling of peaceand serenity due to its smooth linesand tranquil stance)

More About . . .

LakshanaThere are more than 30 lakshana, or bod-ily signs of the advanced spiritual state ofthe Buddha. In addition to the headpieceand long earlobes shown here, theseinclude broad shoulders, webbed fingers,and swollen lips.

World Art and Cultures Transparencies• AT15 Subjugation of the Furious Elephant

[detail], Buddhist cave paintingRECOMMENDED RESOURCES


CHAPTER 7

CONNECT TO TODAY: ANSWERS

1. ContrastingThe Buddhist stupa has a simpler shape and is much less decoratedthan the Hindu temple. The differences are probably due to the longtime period that elapsed between their construction.

2. Making InferencesToday, many people are focused on getting a good education, succeeding, and obtaining wealth. Ganesha is the god of education, success, and wealth. He is also the remover of obstacles, which appealsto those who are goal oriented.

RESEARCH LINKSPUBLISHER.COM

▲ GaneshaCarved in the fifth century B.C., this stone sculpturerepresents the elephant-headed god Ganesha. According toHindu beliefs, Ganesha is the god of success, education,wisdom, and wealth. He also is worshiped as the lifter ofobstacles. The smaller picture is a recent image of Ganesha,who has gained great popularity during modern times.

▲ Devi Jagadambi Temple in KhajurahoHardly any Hindu temples from the Gupta period remain. Thistemple, built in the 11th century, shows architectural trendsbegun in Gupta times. These include building with stonerather than wood; erecting a high, pyramidal roof instead of aflat roof; and sculpting elaborate decorations on the walls.

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1. Contrasting How do the Buddhiststupa and the Hindu temple differ?According to the information on page198, what might be the reason forthose differences?

See Skillbuilder Handbook, Page R7.

2. Making Inferences Why do you thinkGanesha is a popular god amongHindus today? Explain.

More About . . .

GaneshaGanesha’s elephant head represents wis-dom and is a symbol of the soul. Thelarge ears and small mouth indicate thatachieving wisdom involves more listeningthan talking. His outstretched ears arealso always open to human concerns andpleas, and his small, piercing eyes take inand understand all events.

The human form of the god’s body, onthe other hand, is seen as a symbol ofhuman beings’ life on earth. His bigstomach shows that he is able to digesteverything that happens in the world.Heavy as he is, Ganesha is often depictedriding on a mouse, which symbolizeshumans’ darting thoughts. He is humbleand does not hold grudges that weighpeople down and so is able to sit lightlyon the mouse.

In his right hand, Ganesha holds a prodto remove obstacles and guide humanson the true path. His left hand holds anoose to catch difficulties. Finally, a snakewinds around Ganesha’s waist symboliz-ing the energy that makes up both thematerial and the spiritual worlds.

OBJECTIVES• Explain the effects of geography on

cultural development in China.• Describe the growth and structure of

the Shang Dynasty.• Describe Shang family structure,

religion, and technology. • Summarize the rise and fall of the

Zhou Dynasty.

FOCUS & MOTIVATEInvite students to share what they alreadyknow about China. (Possible Answers:near Japan, large populations, onceruled by emperors)

INSTRUCTThe Geography of China

Critical Thinking• Based on the first paragraph under “The

Geography of China,” what can you pre-dict you will learn about early Chinesecivilizations? (Possible Answers: littlecontact with other civilizations, notmuch farmland)

• How did China’s environmental chal-lenges compare to those of the Induscivilization? (Both had unpredictable,disastrous floods. China’s natural barri-ers more effectively limited trade.)

In-Depth Resources: Unit 1• Guided Reading, p. 24 (also in Spanish)










• Connections Across Time and Cultures: RiverCivilizations in the Ancient World, p. 38

Electronic Library of Primary Sources


• AT5 Chinese bronzeCritical Thinking Transparencies

• CT2 Environmental Factors Shape River ValleyCivilizations

Electronic Library of Primary Sources• “Building a Town,” from Shih ching

classzone.com

50 Chapter 2

50 Chapter 2


POWER AND AUTHORITY Theearly rulers introduced ideasabout government and societythat shaped Chinese civilization.

The culture that took root duringancient times still affectsChinese ways of life today.

• loess• oracle bone• Mandate of

Heaven

• dynasticcycle

• feudalism

4

Following ChronologicalOrder On a time line,identify major events inearly Chinese dynasties.

TAKING NOTES

event 1

event 2

event 3>

SETTING THE STAGE The walls of China’s first cities were built 4,000 yearsago. This was at least a thousand years after the walls of Ur, the great pyramidsof Egypt, and the planned cities of the Indus Valley were built. Unlike the otherthree river valley civilizations, the civilization that began along one of China’sriver systems continues to thrive today.

The Geography of ChinaNatural barriers somewhat isolated ancient China from all other civilizations. ToChina’s east lay the Yellow Sea, the East China Sea, and the Pacific Ocean.Mountain ranges and deserts dominate about two-thirds of China’s landmass. In west China lay the Taklimakan (TAH•kluh•muh•KAHN) Desert and the icy15,000-foot Plateau of Tibet. To the southwest are the Himalayas. And to thenorth are the desolate Gobi Desert and the Mongolian Plateau.

River Systems Two major river systems flow from the mountainous west to thePacific Ocean. The Huang He (hwahng•HUH), also known as the Yellow River,is found in the north. In central China, the Chang Jiang (chang•jyhang), alsocalled Yangtze (yang•SEE), flows east to the Yellow Sea. The Huang He, whosename means “yellow river,” deposits huge amounts of yellowish silt when it overflows its banks. This silt is actually fertile soil called loess (LOH•uhs),which is blown by the winds from deserts to the west and north.

Environmental Challenges Like the other ancient civilizations in this chapter,China’s first civilization developed in a river valley. China, too, faced the dan-gers of floods—but its geographic isolation posed its own challenges.

• The Huang He’s floods could be disastrous. Sometimes floods devouredwhole villages, earning the river the nickname “China’s Sorrow.”

• Because of China’s relative geographic isolation, early settlers had tosupply their own goods rather than trading with outside peoples.

• China’s natural boundaries did not completely protect these settlers fromoutsiders. Invasions from the west and north occurred again and again inChinese history.

China’s Heartland Only about 10 percent of China’s land is suitable for farm-ing. Much of the land lies within the small plain between the Huang He and the

River Dynasties in China


LESSON PLAN





Camel rider at Giza Pyramidsin Egypt

Chinese Han Dynasty tile painting

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Task Creating a concept web

Purpose To better understand main ideas anddetails about the Shang Dynasty

Pair students. Have them reread the last paragraphof “The First Dynasties” section and all of the “EarlyCities” section (pages 51–52). Show Critical ThinkingTransparency CT78. Ask students to create their ownconcept webs about the Shang Dynasty. A sampleconcept web is shown at right.



Identifying Main Ideas and Details


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Chang Jiang in eastern China. This plain, known as the North China Plain, isChina’s heartland. Throughout China’s long history, its political boundaries haveexpanded and contracted depending on the strength or weakness of its ruling fam-ilies. Yet the heartland of China remained the center of its civilization.

Civilization Emerges in Shang TimesFossil remains show that ancestors of modern humans lived in southwest Chinaabout 1.7 million years ago. In northern China near Beijing, a Homo erectus skele-ton was found. Known as Peking man, his remains show that people settled theriver valley as much as 500,000 years ago.

The First Dynasties Even before the Sumerians settled in southern Mesopotamia,early Chinese cultures were building farming settlements along the Huang He.Around 2000 B.C., some of these settlements grew into China’s first cities.According to legend, the first Chinese dynasty, the Xia (shyah) Dynasty, emergedabout this time. Its leader was an engineer and mathematician named Yu. His flood-control and irrigation projects helped tame the Huang He and its tributaries so thatsettlements could grow. The legend of Yu reflects the level of technology of a soci-ety making the transition to civilization.

About the time the civilizations of Mesopotamia, Egypt, and the Indus Valleyfell to outside invaders, a people called the Shang rose to power in northern China.

Early River Valley Civilizations 51

The Huang He, or Yellow River, is named for the color of its silt. This silt nurtured early development of Chinese civilization and is still a vital resource today.

Yellow silt gives the Huang He a distinctive color.

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GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Describe the location of the Huang He and Chang Jiang in terms of where they

begin and end.2. Region What area did the Shang and Zhou dynasties control?


Interpreting the MapHave students study the map of ancientChina. Why is the area of the Shang andZhou dynasties striped? (to show thatboth dynasties ruled there)

SKILLBUILDER Answers1. Location They rise in the western

mountains and flow east across theNorth China plain to the Pacific Ocean.

2. Region eastern China between HuangHe and Chang Jiang rivers

Civilization Emerges in Shang Times

Critical Thinking• How might Yu’s flood-control and irriga-

tion projects help settlements grow?(Reducing flood damage would helpmore permanent settlements grow.Irrigation would allow farmers to growsurplus food to support cities.)

• Why did the Chinese build houses ofwood instead of clay like theSumerians? (Forests provided materials.The Sumerians did not have forests.)

Shang Dynasty, 1700 B.C.–1027 B.C.

Left writtenrecords

Fought manywars

Northern China

Lived in walled cities

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Task Comparing ancient Chinese and modern American culture

Purpose To understand differences in culture

Divide students into small groups. Have them reread thefirst five paragraphs of “The Development of ChineseCulture.” Show Critical Thinking Transparency CT74. Askgroups to create their own charts to compare culture inShang-era China with culture in the United States today. A sample chart is shown at right.

52 Chapter 2


Comparing Cultures


52 Chapter 2

The Shang Dynasty lasted from around 1700 B.C. to 1027B.C. It was the first family of Chinese rulers to leave writtenrecords. The Shang kings built elaborate palaces and tombsthat have been uncovered by archaeologists.The artifactsreveal much about Shang society.

Early Cities Among the oldest and most important Shangcities was Anyang (ahn•YAHNG), one of the capitals of theShang Dynasty. Unlike the cities of the Indus Valley orFertile Crescent, Anyang was built mainly of wood. The citystood in a forest clearing. The higher classes lived in timber-framed houses with walls of clay and straw. Thesehouses lay inside the city walls. The peasants and crafts-people lived in huts outside the city.

The Shang surrounded their cities with massive earthenwalls for protection. The archaeological remains of one cityinclude a wall of packed earth 118 feet wide at its base thatencircled an area of 1.2 square miles. It likely took 10,000men more than 12 years to build such a structure. Like thepyramids of Egypt or the cities of the Indus Valley, thesewalls demonstrate the Shang rulers’ ability to raise and con-trol large forces of workers.

Shang peoples needed walled cities because they wereconstantly waging war. The chariot, one of the major toolsof war, was probably first introduced by contact with cul-tures from western Asia. Professional warriors underwentlengthy training to learn the techniques of driving andshooting from horse-drawn chariots.

The Development of Chinese CultureIn the Chinese view, people who lived outside of Chinese civilization were barbar-ians. Because the Chinese saw their country as the center of the civilized world,their own name for China was the Middle Kingdom.

The culture that grew up in China had strong unifying bonds. From earliesttimes, the group seems to have been more important than the individual. A person’schief loyalty throughout life was to the family. Beyond this, people owed obedienceand respect to the ruler of the Middle Kingdom, just as they did to the elders intheir family.

Family The family was central to Chinese society. The most important virtue was respect for one’s parents. The elder men in the family controlled the family’sproperty and made important decisions. Women, on the other hand, were treated asinferiors. They were expected to obey their fathers, their husbands, and later, theirown sons. When a girl was between 13 and 16 years old, her marriage wasarranged, and she moved into the house of her husband. Only by bearing sons forher husband’s family could she hope to improve her status.

Social Classes Shang society was sharply divided between nobles and peasants.A ruling class of warrior-nobles headed by a king governed the Shang. These noblefamilies owned the land. They governed the scattered villages within the Shanglands and sent tribute to the Shang ruler in exchange for local control.

Religious Beliefs In China, the family was closely linked to religion. The Chinesebelieved that the spirits of family ancestors had the power to bring good fortune

Comparing What did Shang

cities have in com-mon with those ofSumer?

Lady Hao’s TombLady Hao was a wife of king Wu Ding,a Shang ruler, during the 1200s B.C.Her relatively small grave containedsome 460 bronze artifacts, 750 jadeobjects, and more than 6,880 cowryshells. Also found in the tomb besideLady Hao’s coffin were the remains of 16 people and 6 dogs.

Writings found in other placesreveal a remarkable figure in LadyHao. On behalf of her husband, she led more than one military campaign, once with a force of13,000 troops. She also took chargeof rituals dedicated to the spirits of Shang ancestors, a duty reservedfor the most distinguished membersof the royal family.

INTERNET ACTIVITY Create amultimedia presentation about LadyHao’s tomb and its contents. Go toclasszone.com for your research.

Vocabularytribute: paymentmade to keep peace

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Ancient China Modern U.S.

Family • Group moreimportant thanindividual

• Few rights forwomen •

• Individual hasmore rights

• Women havemore rights

Social Classes

Religious Beliefs

A. Answer citywalls for protection

Historyin Depth

Lady Hao’s TombLady Hao’s tomb was located in Anyangin north China. Anyang was the ShangDynasty’s last capital. Lady Hao’s tombwas undisturbed at the time it was exca-vated in 1976 and yielded an extraordi-nary variety of artifacts. Moreover, LadyHao’s tomb was small compared to someroyal tombs. The 16 bodies in the tombwere sacrificed. Sacrifices were often pris-oners of war but sometimes servantswho volunteered.

Rubric Presentations should• describe items from Lady Hao’s tomb.• explain why these items were placed in

the tomb.• present information clearly and

concisely.

The Development of ChineseCulture

Critical Thinking• How did the rights of women in China

compare to those of women in Sumerand Egypt? (Women in Sumer andEgypt had rights almost comparable to those of men. Chinese women hadfew rights.)

• How did Chinese religion reinforce the centrality of the family in Chinesesocial life? (Because ancestors werespirits who could help living familymembers, people respected and clungto their families.)

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Task Identifying and comparing Chinese language groups

Purpose To learn about Chinese languages

Explain that the Chinese have seven major spoken lan-guages. The main one is Mandarin, which is spoken byabout 835 million people and might be considered thenational language. The others are Cantonese, Xiang, Gan,Hakka, Min, and Wu, although students may find these

listed under different names. Have students use libraryresources or the Internet to learn where these languagesare spoken, how many native speakers they have, andhow they differ from English and from each other.Students can use the outline map of East Asia to recordthe location of the language groups. Have students sharetheir findings with the class.



Chinese Language Groups


Outline Maps 19

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Geography Skills and Outline Maps

or disaster to living members of the family. The Chinese didnot regard these spirits as mighty gods. Rather, the spirits weremore like troublesome or helpful neighbors who demandedattention and respect. Every family paid respect to the father’sancestors and made sacrifices in their honor.

Through the spirits of the ancestors, the Shang consultedthe gods. The Shang worshiped a supreme god, Shang Di, as well as many lesser gods. Shang kings consulted the godsthrough the use of oracle bones, animal bones and tortoiseshells on which priests had scratched questions for the gods.After inscribing a question on the bone, a priest applied a hot poker to it, which caused it to crack. The priests theninterpreted the cracks to see how the gods had answered.

Development of Writing In the Chinese method of writing,each character generally stands for one syllable or unit of language. Recall that many of the Egyptian hiero-glyphs stood for sounds in the spoken language. In contrast,there were practically no links between China’s spoken lan-guage and its written language. One could read Chinese with-out being able to speak a word of it. (This seems less strangewhen you think of our own number system. Both a French person and an Americancan understand the written equation 2 + 2 = 4. But an American may not understandthe spoken statement “Deux et deux font quatre.”)

The Chinese system of writing had one major advantage. People in all parts of China could learn the same system of writing, even if their spoken languageswere very different. Thus, the Chinese written language helped unify a large anddiverse land, and made control much easier.

The disadvantage of the Chinese system was the enormous number of writtencharacters to be memorized—a different one for each unit of language. A personneeded to know over 1,500 characters to be barely literate. To be a true scholar, oneneeded to know at least 10,000 characters. For centuries, this severely limited thenumber of literate, educated Chinese. As a general rule, a nobleperson’s childrenlearned to write, but peasant children did not.

▲ The earliestevidence ofChinese writingis seen onoracle bones like this onefound in the city of Anyang.

RecognizingEffects

How did writinghelp unite China?


Chinese Writing

The earliest writing systems in the world—including Chinese, Sumerian, and Egyptian—developed from pictographs, or simplified drawings of objects. The writing system used in China today is directly related

to the pictographic writing found on Shang oracle bones. As you can see in the chart below, the ancient pictographs can still be recognized in many modern Chinese characters.

ox goat, sheep tree moon earth water field heaven to pray

Ancientsymbol

Moderncharacter

More About . . .

Chinese WritingThe Chinese written language haschanged so little since 200 B.C. that aChinese person living today can read thewriting of ancestors who lived over 2,000years ago. Of course, there are manymore characters today—over 50,000, infact. New characters are constantly beingcreated. Sometimes existing charactersare combined to make a new character.

B. Answer Peoplewhose spoken lan-guages were differ-ent could read thewritten language.

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Task Comparing quotations

Purpose To analyze and evaluate arguments used to justify a leader’s or anation’s actions

Explain to students that throughout history, different groups have used theidea of destiny, Providence, or God’s will, to justify their actions. In the1840s, thousands of settlers from the United States moved west to newterritories. A magazine editor described this movement as “the fulfillmentof our manifest destiny to overspread the continent allotted by Providencefor the free development of our yearly multiplying millions.”

People began using the phrase “manifest destiny” to justify U.S. expansion.Manifest destiny did not benefit everyone. Native Americans lost theirlands or died fighting to keep them. Have students compare the quotefrom the Duke of Shao with the quote from the magazine editor. Ask: Howdid these ideas relieve people of responsibility? (could claim that a higherpower was on their side)

54 Chapter 2


Manifest Destiny and the Mandate of Heaven

CONNECTIONS ACROSS TIME AND CULTURES

Zhou and the Dynastic Cycle

Critical Thinking• How might the Mandate of Heaven

affect how a king ruled? (PossibleAnswer: A king might try to rule wiselyand well to keep his mandate.)

• How does coined money improvetrade? (easy to carry, doesn’t spoil orwear out, easier to barter)

• How could the feudal lords justify agrab for power? (could claim that kingno longer had Mandate of Heaven)

In-Depth Resources: Unit 1• Connections Across Time and Cultures: River

Civilizations in the Ancient World, p. 38

Electronic Library of Primary Sources CD-ROM• “Building a Town,” from Shih ching

Tip for English LearnersRemind students that a cycle is a circle.The root word is used to form manywords, such as bicycle, motorcycle,cyclone, and recycle. A cycle might beused to describe any series of events thatis repetitive or seems to go in a circle.The seasons form a cycle, for example, as does the process of generations ofpeople being born and dying.

54 Chapter 2

Zhou and the Dynastic CycleAround 1027 B.C., a people called the Zhou (joh) overthrew the Shang and estab-lished their own dynasty. The Zhou had adopted much of the Shang culture.Therefore, the change in dynasty did not bring sweeping cultural change.Nevertheless, Zhou rule brought new ideas to Chinese civilization.

Mandate of Heaven To justify their conquest, the Zhou leaders declared that thefinal Shang king had been such a poor ruler that the gods had taken away theShang’s rule and given it to the Zhou. This justification developed over time into abroader view that royal authority came from heaven. A just ruler had divineapproval, known as the Mandate of Heaven. A wicked or foolish king could losethe Mandate of Heaven and so lose the right to rule. The Duke of Shao, an aide ofthe Zhou leader who conquered the Shang, described the mandate:

P R I M A R Y S O U R C E Heaven, unpitying, has sent down ruin on Yin [another name for Shang]. Yin has lost theMandate, and we Zhou have received it. I dare not say that our fortune would continueto prosper, even though I believe that heaven favors those who are sincere in theirintentions. I dare not say, either that it would end in certain disaster. . . .

The Mandate of Heaven is not easy to gain. It will be lost when men fail to live up tothe reverent and illustrious virtues of their forefathers.

DUKE OF SHAO, quoted in The Chinese Heritage

The Mandate of Heaven became central to the Chinese view of government.Floods, riots, and other calamities might be signs that the ancestral spirits were dis-pleased with a king’s rule. In that case, the Mandate of Heaven might pass toanother noble family. This was the Chinese explanation for rebellion, civil war, andthe rise of a new dynasty. Historians describe the pattern of rise, decline, andreplacement of dynasties as the dynastic cycle, shown above.

Control Through Feudalism The Zhou Dynasty controlled lands that stretchedfar beyond the Huang He in the north to the Chang Jiang in the south. To governthis vast area, it gave control over different regions to members of the royal familyand other trusted nobles. This established a system called feudalism. Feudalism isa political system in which nobles, or lords, are granted the use of lands that legallybelong to the king. In return, the nobles owe loyalty and military service to the kingand protection to the people who live on their estates. Similar systems would arisecenturies later in both Japan and Europe.

At first, the local lords lived in small walled towns and had to submit to thesuperior strength and control of the Zhou rulers. Gradually, however, the lords grewstronger as the towns grew into cities and expanded into the surrounding territory.

SynthesizingAccording to

Chinese beliefs,what role did theMandate of Heavenplay in the dynasticcycle?

Vocabularymandate: a com-mand or instructionfrom a higherauthority

Strong dynasty establishes peace and prosperity; it is considered to have Mandate of Heaven.

In time, dynasty declines and becomes corrupt; taxes are raised; power grows weaker.

Disasters such as floods, famines, peasant revolts, and invasions occur.

Old dynasty is seen as having lost Mandate of Heaven; rebellion is justified.

Dynasty is overthrown through rebellion and bloodshed; new dynasty emerges.

New dynasty gains power, restores peace and order, and claims to have Mandate of Heaven.

Dynastic Cycle in China

C. Answer TheMandate of Heavenhelped explain the cycle of rise,decline, andreplacement ofdynasties.

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1. loess, p. 50 • oracle bone, p. 53 • Mandate of Heaven, p. 54 • dynastic cycle, p. 54 • feudalism, p. 54

2. Sample Answer: About 2,000 B.C—FirstChinese cities built. 1700 B.C—Shang come topower (turning point because of cultural inno-vations). 1027 B.C.—Zhou come to power. 771 B.C.—Zhou Dynasty collapses.

3. Huang He and Chang Jiang4. to respect and obey elders; women were to

obey male relatives5. The Mandate of Heaven explained why events

in the dynastic cycle happened.

6. Benefits—Parents respected, strength in num-bers. Drawbacks—Individuals less important,few rights for women.

7. Both had small upper class and large lowerclass; Chinese rulers warrior-kings; Egypt’sconsidered gods; artisans and peasant classes similar.

8. Yes—Great distance between ruler and ruled,greedy lords, chaotic warfare. No—Zhou ruled 300 years, downfall caused by invaders,not feudalism

9. Rubric Letters should• state a position and give reasons for it.• call for action.

Rubric Posters should include• a map of dam locations.• a statement of the project’s purpose.• graphs, charts, or other statistical information.

CONNECT TO TODAY

ANSWERS

Peoples who had been hostile toward the lords gradually acceptedtheir rule and adopted Zhou ways. As a result, the local lords becameless dependent on the king. More and more, they fought amongthemselves and with neighboring peoples for wealth and territory.

Improvements in Technology and Trade The Zhou Dynasty pro-duced many innovations.

• Roads and canals were built to stimulate trade and agriculture.• Coined money was introduced, which further improved trade. • Blast furnaces that produced cast iron were developed. Zhou cast iron production would not be matched in Europe until

the Middle Ages. The Zhou used iron to create weapons, especiallydagger-axes and swords. They also used it for common agriculturaltools such as sickles, knives, and spades. Iron tools made farm workeasier and more productive. The ability to grow more food helpedZhou farmers support thriving cities.

A Period of Warring States The Zhou ruled from around 1027 to256 B.C. The Zhou empire was generally peaceful and stable. Gradually, however,Zhou rule weakened. In 771 B.C., nomads from the north and west sacked the Zhoucapital and murdered the Zhou monarch. A few members of the royal family escapedand set up a new capital at Luoyang.

However, the Zhou kings at Luoyang were almost powerless, and they could notcontrol the noble families. The lords sought every opportunity to pick fights withneighboring lords. As their power grew, these warlords claimed to be kings in theirown territory. As a result, the later years of the Zhou are often called “the time ofthe warring states.”

Amidst the bloodshed, traditional values collapsed. The very heart of Chinesecivilization—love of order, harmony, and respect for authority—had been replacedwith chaos, arrogance, and defiance. As you will learn in Chapter 4, the dynasticcycle was about to bring a new start to Chinese civilization.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • loess • oracle bone • Mandate of Heaven • dynastic cycle • feudalism

USING YOUR NOTES2. Which event do you think was

a turning point in Chinesehistory?

MAIN IDEAS3. Between which two rivers is

the heartland of China found?

4. What family obligations did aChinese person have?

5. How is the dynastic cycleconnected to the Mandate ofHeaven?

SECTION ASSESSMENT4

CREATING A POSTER

Research the Three Gorges Dam Project in China. The project will place dams on the ChangJiang. Create a poster showing the locations of the dams, some statistics about them, and anexplanation of the project’s purpose.

CRITICAL THINKING & WRITING6. RECOGNIZING EFFECTS In your judgment, what are the

benefits and drawbacks of the belief that the group wasmore important than the individual?

7. COMPARING How did the social classes in Shang societydiffer from those in Egyptian society?

8. ANALYZING MOTIVES Do you think that the ZhouDynasty’s downfall resulted from its method of control?Why or why not?

9. WRITING ACTIVITY Study thedynastic cycle. Then write a letter to the editorsuggesting that the current ruler should be replaced.

POWER AND AUTHORITY

CONNECT TO TODAY

▲ These Chinesecoins are made ofbronze. Theirshape resembles adigging tool suchas a hoe or spade.

event 1

event 2

event 3>

More About . . .

Zhou WarfareThe breakdown of Zhou society severelyaffected peasant farmers. Some wereforced to fight for the nobles. This meantfewer people were available to work onthe farms. At the same time, those whostayed on the farms had to work doublyhard to cover the costs of outfitting sol-diers and paying the heavy taxes thatfunded the wars. Many peasants lost their land because they could not paythese taxes.

ASSESSSECTION 3 ASSESSMENTAsk students to write answers to thequestions. Then have them meet in agroup to share and discuss their answers.


RETEACHUse the Critical Thinking Transparenciesto guide students in a review of the section and the chapter.

Critical Thinking Transparencies• CT2 Environmental Factors Shape River

Valley Civilizations• CT38 Chapter 2 Visual Summary

In-Depth Resources: Unit 1• Reteaching Activity, p. 43

wh10te-010204-0050-0055 8/2/03 11:13 AM Page 55

OBJECTIVES• Summarize Confucian ideas about the

family and about society.

• Identify ethical systems of this period.

• Describe the rise and fall of the Qin Dynasty.

FOCUS & MOTIVATEDiscuss how well people respect author-ity today. (Students may give examples ofrespect or lack of respect for parents,government officials, and older people.)

INSTRUCTConfucius and the Social Order

Critical Thinking• From reviewing the basic relationships

Confucius considered important, whatcan you infer about his attitude towardwomen? (He was less concerned withwomen than with men.)

• How did the creation of a bureaucracypromote equality? (government jobsopen to all who became educated, notjust the wealthy)






• Guided Reading, p. 34• Skillbuilder Practice: Analyzing Causes and

Recognizing Effects, p. 35Reading Study Guide (Spanish), p. 39Reading Study Guide Audio CD (Spanish)


• Guided Reading, p. 69• Building Vocabulary, p. 70• Skillbuilder Practice: Analyzing Causes and

Recognizing Effects, p. 71• Reteaching Activity, p. 87



• Primary Sources: from Intrigues of the WarringStates, p. 76; from the Analects by Confucius, p. 77

eEdition CD-ROMPower Presentations CD-ROMGeography Transparencies

• GT4 Empires of the World, 1570–202 B.C.World Art and Cultures Transparencies

• AT9 Chinese army figuresCritical Thinking Transparencies

• CT40 Chapter 4 Visual Summaryclasszone.com

104 Chapter 4

Recognizing EffectsUse a web to indicatehow the chaos of thewarring states affectedthe philosophy, politics,and cities of China.

TAKING NOTES

Chaos of the warring states

Politics Cities

Philosophy

104 Chapter 4


RELIGIOUS AND ETHICALSYSTEMS The social disorder of the warring states contributedto the development of threeChinese ethical systems.

The people, events, and ideasthat shaped China’s early historycontinue to influence China’srole in today’s world.

• Confucius• filial piety• bureaucracy• Daoism• Legalism

• I Ching• yin and yang• Qin Dynasty• Shi Huangdi• autocracy

4

SETTING THE STAGE The Zhou Dynasty, as you read in Chapter 2, lasted for atleast eight centuries, from approximately 1027 to 256 B.C. For the first 300 yearsof their long reign, the Zhou kings controlled a large empire, including both east-ern and western lands. Local rulers reported to the king, who had the ultimatepower. By the latter years of the Zhou Dynasty, the lords of dependent territoriesbegan to think of themselves as independent kings. Their almost constant con-flict, which is known as “the warring states period,” led to the decline of the Zhou Dynasty.

Confucius and the Social OrderToward the end of the Zhou Dynasty, China moved away from its ancient valuesof social order, harmony, and respect for authority. Chinese scholars and philoso-phers developed different solutions to restore these values.

Confucius Urges Harmony China’s most influential scholar was Confucius(kuhn•FYOO•shuhs). Born in 551 B.C., Confucius lived in a time when the ZhouDynasty was in decline. He led a scholarly life, studying and teaching history,music, and moral character.

Confucius was born at a time of crisis and violence in China. He had a deepdesire to restore the order and moral living of earlier times to his society.Confucius believed that social order, harmony, and good government could berestored in China if society were organized around five basic relationships.These were the relationships between: 1) ruler and subject, 2) father and son, 3) husband and wife, 4) older brother and younger brother, and 5) friend andfriend. A code of proper conduct regulated each of these relationships. For exam-ple, rulers should practice kindness and virtuous living. In return, subjectsshould be loyal and law-abiding.

Three of Confucius’s five relationships were based upon the family. Confuciusstressed that children should practice filial piety, or respect for their parents andancestors. Filial piety, according to Confucius, meant devoting oneself to one’sparents during their lifetime. It also required honoring their memory after deaththrough the performance of certain rituals.

The Unification of China


LESSON PLAN





Enameled tile frieze (7th century B.C.) The Great Wall of China


Task Summarizing an excerpt from the Analects

Purpose To understand the traits that Confucius praised

Instructions Divide students into small groups. Assigneach group a few paragraphs from the primary sourceexcerpt from the Analects, which can be found in In-Depth Resources: Unit 1. Encourage students to usedictionaries to help them understand difficult words.

List difficult words and their definitions on the board. (frivolous—silly or unimportant; covet—want or desire; fretful—worried or troubled) Ask each group to explain themeaning of the part they studied. Then create a Do’s andDon’ts chart on the board. List qualities that Confuciusbelieved a gentleman should seek and those he thoughtshould be avoided.



Understanding the Analects


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Name Date

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4PRIMARY SOURCE from the Analects

by Confucius

The Analects, a collection of the teachings of Confucius, was compiled by his stu-dents in about 400 B.C. In this excerpt the “Master”—Confucius—expresses hisviews on being a gentleman. What values and attitudes does Confucius promote?

The Master said, If a gentleman is frivolous, hewill lose the respect of his inferiors and lack

firm ground upon which to build up his education.First and foremost he must learn to be faithful to his superiors, to keep promises, to refuse thefriendship of all who are not like him. And if hefinds he has made a mistake, then he must not beafraid of admitting the fact and amending his ways.

Tzu-kung asked about the true gentleman. TheMaster said, He does not preach what he practisestill he has practised what he preaches.

The Master said, A gentleman can see a ques-tion from all sides without bias. The small man isbiased and can see a question only from one side.

The Master said, A gentleman in his dealingswith the world has neither enmities nor affections;but wherever he sees Right he ranges himselfbeside it.

The Master said, A gentleman takes as muchtrouble to discover what is right as lesser men taketo discover what will pay.

The Master said, A gentleman covets the repu-tation of being slow in word but prompt in deed.

The Master said, A gentleman who is widelyversed in letters and at the same time knows howto submit his learning to the restraints of ritual isnot likely, I think, to go far wrong.

The Master said, A true gentleman is calm andat ease; the Small Man is fretful and ill at ease.

At home in his native village his manner is sim-ple and unassuming, as though he did not trusthimself to speak. But in the ancestral temple and atCourt he speaks readily, though always choosing hiswords with care.

At Court when conversing with the UnderMinisters his attitude is friendly and affable; whenconversing with the Upper Ministers, it is restrained

and formal. When the ruler is present it is wary,but not cramped.

When the ruler summons him to receive aguest, a look of confusion comes over his face andhis legs seem to give beneath his weight.

When the guest has gone, he reports the closeof the visit, saying, “The guest is no longer lookingback.”

On entering the Palace Gate he seems to shrinkinto himself, as though there were not room. If hehalts, it must never be in the middle of the gate,nor in going through does he ever tread on thethreshold. As he passes the Stance a look of confu-sion comes over his face, his legs seem to give wayunder him and words seem to fail him. While,holding up the hem of his skirt, he ascends theAudience Hall, he seems to double up and keeps inhis breath, so that you would think he was notbreathing at all. On coming out, after descendingthe first step his expression relaxes into one of satis-faction and relief. At the bottom of the steps hequickens his pace, advancing with an air of majesticdignity. On regaining his place he resumes his atti-tude of wariness and hesitation.

from Confucius, The Analects of Confucius, Arthur Waley,trans. (London: George Allen and Unwin, Ltd., 1938).Reprinted in Peter N. Stearns, ed., Documents in WorldHistory, Vol. 1 (New York: HarperCollins, 1988), 36–37.

Activity Options1. Summarizing Written Texts Write a list of do’s

and don’ts based on these teachings ofConfucius. Share your list with the class.

2. Synthesizing With a partner, role-play a discus-sion about the nature of a true gentlemanbetween Confucius and his student Tzu-kung.


In the following passage, Confucius—the“Master”—expresses his thoughts on the concept:

P R I M A R Y S O U R C EZiyou [a disciple of Confucius] asked about filial piety.The Master said: “Nowadays people think they aredutiful sons when they feed their parents. Yet they alsofeed their dogs and horses. Unless there is respect,where is the difference?”

CONFUCIUS, Analects 2.7

Confucius wanted to reform Chinese society byshowing rulers how to govern wisely. Impressed byConfucius’s wisdom, the duke of Lu appointed himminister of justice. According to legend, Confuciusso overwhelmed people by his kindness and courtesythat almost overnight, crime vanished from Lu.When the duke’s ways changed, however, Confuciusbecame disillusioned and resigned.

Confucius spent the remainder of his life teach-ing. His students later collected his words in a bookcalled the Analects. A disciple named Mencius(MEHN•shee•uhs) also spread Confucius’s ideas.

Confucian Ideas About Government Confuciussaid that education could transform a humbly bornperson into a gentleman. In saying this, he laid thegroundwork for the creation of a bureaucracy, atrained civil service, or those who run the govern-ment. According to Confucius, a gentleman hadfour virtues: “In his private conduct he was courte-ous, in serving his master he was punctilious [pre-cise], in providing for the needs of the people hegave them even more than their due; in exactingservice from the people, he was just.” Educationbecame critically important to career advancementin the bureaucracy.

Confucianism was never a religion, but it was anethical system, a system based on accepted princi-ples of right and wrong. It became the foundationfor Chinese government and social order. In addi-tion, the ideas of Confucius spread beyond Chinaand influenced civilizations throughout East Asia.

Other Ethical SystemsIn addition to Confucius, other Chinese scholars and philosophers developed ethicalsystems with very different philosophies. Some stressed the importance of nature,others, the power of government.

Daoists Seek Harmony For a Chinese thinker named Laozi (low•dzuh), who mayhave lived during the sixth century B.C., only the natural order was important. Thenatural order involves relations among all living things. His book Dao De Jing(The Way of Virtue) expressed Laozi’s belief. He said that a universal force calledthe Dao (dow), meaning “the Way,” guides all things. Of all the creatures of nature,


Vocabularylegend: a storyhanded down fromearlier times, espe-cially one believedto be historical

Confucius 551–479 B.C.Confucius was born to apoor family. As an adult, heearned his living as ateacher. But he longed toput his principles intoaction by advising politicalleaders. Finally, at aroundage 50, Confucius won a

post as minister in his home state. According tolegend, he set such a virtuous example that apurse lying in the middle of the street would beuntouched for days.

After Confucius resigned his post asminister, he returned to teaching. Heconsidered himself a failure because he hadnever held high office. Yet Confucius’s ideashave molded Chinese thought for centuries.

Laozisixth century B.C.Although a person namedLaozi is credited withbeing the first philosopherof Daoism, no one knowsfor sure whether he reallyexisted. Legend has it thatLaozi’s mother carried himin her womb for 62 years

and that he was born with white hair andwrinkled skin. Laozi’s followers claimed that hewas a contemporary of Confucius.

Unlike Confucius, however, Laozi believedthat government should do as little as possibleand leave the people alone. Laozi thought thatpeople could do little to influence the outcomeof events. Daoism offered communion withnature as an alternative to political chaos.

RESEARCH LINKS For more on Confucius andLaozi, go to classzone.com

Tip for English LearnersExplain that Confucianism is not a reli-gion because it is not based on beliefsabout a god or gods.

History Makers

Confucius and LaoziWhich philosopher would you rather haveas a teacher? (Students might preferConfucius’s kindness or Laozi’s emphasison nature.)

Confucius was one of many wanderingscholars who served rulers during the late Zhou period. For example, one kinghad about 1,000 philosophers living inhis capital. They had no duties except todebate and discuss ideas. Confucius wasnoted for his concrete advice: “Peoplemust have sufficient to eat; there must be a sufficient army; and there must beconfidence of the people in the ruler.”Laozi offered more abstract thoughts:“Exterminate the sage, discard the wise, and the people will benefit a hundredfold.”

Other Ethical Systems

Critical Thinking• Explain the line quoted from Laozi,

“When there is no desire, all things areat peace.” (People need to reduce theirdesires so they can live in peace.) Whatreligion includes this idea? (Buddhism;see chart on p. 69)

• Explain how the I Ching was similar to the teachings of Confucius. (Bothprovided guidance on ethics.)


Task Applying Chinese ethical systems to contemporary problems

Purpose To understand how traditional ideas apply today

Instructions Have the class select a current social problem, such as:

• pollution • homelessness • terrorism

• cheating • crime

Then divide the class into three groups and assign each group a school ofChinese philosophy to represent. Each group should research its philoso-phy and prepare to explain how it is the one best able to solve the prob-lem selected by the class. Hold a class debate. Each group should specifymembers to present its position to the class, to question other groups, andto respond to questions.

106 Chapter 4


Applying Chinese Ethical Systems


106 Chapter 4

according to Laozi, only humans fail to follow the Dao. They argue about questionsof right and wrong, good manners or bad. According to Laozi, such arguments arepointless. In the following, he explains the wisdom of the Dao:

P R I M A R Y S O U R C E The Dao never does anything,yet through it all things are done.

If powerful men and womencould center themselves in it,the whole world would be transformedby itself, in its natural rhythms.People would be contentwith their simple, everyday lives, in harmony, and free of desire.

When there is no desire,all things are at peace.

LAOZI, Dao De Jing, Passage 37

The philosophy of Laozi came to be known as Daoism. Its search for knowl-edge and understanding of nature led Daoism’s followers to pursue scientific stud-ies. Daoists made many important contributions to the sciences of alchemy,astronomy, and medicine.

Legalists Urge Harsh Rule In sharp contrast to the followers of Confucius andLaozi was a group of practical political thinkers called the Legalists. They believedthat a highly efficient and powerful government was the key to restoring order insociety. They got their name from their belief that government should use the lawto end civil disorder and restore harmony. Hanfeizi and Li Si were among thefounders of Legalism.

The Legalists taught that a ruler should provide rich rewards for people who car-ried out their duties well. Likewise, the disobedient should be harshly punished. Inpractice, the Legalists stressed punishment more than rewards. For example, any-one caught outside his own village without a travel permit should have his ears ornose chopped off.

The Legalists believed in controlling ideas as well as actions. They suggestedthat a ruler burn all writings that might encourage people to criticize government.

Analyzing PrimarySources

What do youthink is the Daoistattitude towardbeing a powerfulperson?

• Social order, harmony, and goodgovernment should be based onfamily relationships.

• Respect for parents and elders isimportant to a well-orderedsociety.

• Education is important both tothe welfare of the individual andto society.

• The natural order is moreimportant than the social order.

• A universal force guides all things.• Human beings should live simply

and in harmony with nature.

• A highly efficient and powerfulgovernment is the key to socialorder.

• Punishments are useful tomaintain social order.

• Thinkers and their ideas shouldbe strictly controlled by thegovernment.

Chinese Ethical Systems

Confucianism Daoism Legalism

SKILLBUILDER: Interpreting Charts1. Comparing Which of these three systems stresses the importance of government and a well-ordered society?2. Synthesizing Which of these systems seems to be most moderate and balanced? Explain.

More About . . .

LegalismLegalists were among the first people toargue that government should be basedon laws rather than upon the virtue of aruler. Further, they advocated that lawsshould apply to all citizens equally, fromthe poorest peasants to the wealthiestnobles. Legalism resulted in harsh andunpopular government in China, but itscommitment to the rule of law is widelyheld today.


Interpreting the ChartReading the chart column by column provides an overview of each system.Reading row by row highlights the con-trasts between systems. Discuss whetherthe systems are mutually exclusive.(Students should consider whether a person could hold two or more views inthe same row at the same time.)

SKILLBUILDER Answers1. Comparing Confucianism

and Legalism2. Synthesizing Possible Answer:

Confucianism, because it avoids theDaoist emphasis on natural order andthe Legalist emphasis on punishmentand control

A. Possible AnswerDaoists think that apowerful person isout of balance withnature and too con-cerned with worldlythings.


Task Finding and analyzing cause-and-effect relationshipsin the text

Purpose To practice recognizing effects

Instructions Examining cause-and-effect relationshipshelps historians see how events are related and theresults and consequences of an event. Ask students thefollowing questions:

1. What is one specific action Shi Huangdi took to achievesocial order? (He seized the land of the nobles.)

2. What Legalist idea may have influenced the actionmost? (A strong and efficient central government is thekey to social order.)

3. What effect did the action have? How successfully did itcarry out the idea behind it? (Breaking the power ofwarlords and establishing central control was success-ful in creating a strong government.)

For additional practice, students can use the SkillbuilderPractice for this lesson.



Identifying Results and Consequences

SKILLBUILDER PRACTICE: ANALYZING CAUSES AND RECOGNIZING EFFECTS

1. Cause: Period of peace ends; China expands into Chang Jiang basin.

2. Effect/Cause:

3. Effect/Cause: Powerful warlords gain power and set themselves up as kings of their territories.

4. Effect:

5. Cause: Feudal states continue to war against each other.

6. Effect/Cause:

7. Effect/Cause: Unable to restore order, the Zhou Dynasty collapses.

8. Effect:

SKILLBUILDER PRACTICE Analyzing Causes andRecognizing Effects

In 221 B.C., the Qin Dynasty replaced the Zhou Dynasty that had ruled China forabout 800 years. To learn more about the causes and effects of the decline of theZhou Dynasty, read the passage below. As you read, notice that causes and effectscan be both short-term and long-term and that effects can turn into causes. Thencomplete the cause-and-effect diagram below. (See Skillbuilder Handbook)

Name Date

Section 4

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4

Nobles Gain Power The Zhou Dynasty set upa feudal state. Local areas were ruled by nobleswho pledged their loyalty to the king and raisedarmies to keep order and protect the kingdom. For the first 300 years, the Zhou Empire remainedpeaceful and stable.

Beginning in 771 B.C., China expanded into theChang Jiang basin. As a result of expansion, strongnobles began to use their armies to take over thelands of weaker nobles and consolidate their power.As their power grew, the warlords claimed to bekings in their own territory. Without the loyalty andprotection of their feudal nobles, the Zhou Dynastyweakened.

The Qin Dynasty Emerges Beginning around456 B.C., feudal states were at constant war with oneanother. The number of feudal states decreased,but those that survived became more powerful.During this “warring states” period, traditionalChinese values collapsed. Chaos, disobedience, andbloody warfare replaced love of order, harmony,and respect for authority. Powerless to end thefighting and restore order, the Zhou Dynasty finallycollapsed in 256 B.C. A power struggle followedbetween the kings of the remaining feudal states.In 221 B.C., the ruler of Qin conquered his rivals,seized control of China, and started a new dynasty.


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After all, it was for the prince to govern and the people to obey. Eventually,Legalist ideas gained favor with a prince of a new dynasty that replaced theZhou. That powerful ruler soon brought order to China.

I Ching and Yin and Yang People with little interest in the philosophi-cal debates of the Confucians, Daoists, and Legalists found answers tolife’s questions elsewhere. Some consulted a book of oracles called I Ching (also spelled Yi Jing) to solve ethical or practical problems.Readers used the book by throwing a set of coins, interpreting the results,and then reading the appropriate oracle, or prediction. The I Ching (The Bookof Changes) helped people to lead a happy life by offering good advice and simplecommon sense.

Other people turned to the ideas of ancient thinkers, such as the concept of yinand yang—two powers that together represented the natural rhythms of life. Yinrepresents all that is cold, dark, soft, and mysterious. Yang is the opposite—warm,bright, hard, and clear. The symbol of yin and yang is a circle divided into halves,as shown in the emblem to the upper right. The circle represents the harmony ofyin and yang. Both forces represent the rhythm of the universe and complementeach other. Both the I Ching and yin and yang helped Chinese people understandhow they fit into the world.

The Qin Dynasty Unifies ChinaIn the third century B.C., the Qin Dynasty (chihn) replaced the Zhou Dynasty. Itemerged from the western state of Qin. The ruler who founded the Qin Dynastyemployed Legalist ideas to subdue the warring states and unify his country.

A New Emperor Takes Control In 221 B.C., after ruling for over 20 years, the Qinruler assumed the name Shi Huangdi (shihr hwahng•dee), which means “FirstEmperor.” The new emperor had begun his reign by halting the internal battles thathad sapped China’s strength. Next he turned hisattention to defeating invaders and crushing resis-tance within China to his rule. Shi Huangdi’s armiesattacked the invaders north of the Huang He andsouth as far as what is now Vietnam. His victoriesdoubled China’s size. Shi Huangdi was determinedto unify China.

Shi Huangdi acted decisively to crush politicalopposition at home. To destroy the power of rivalwarlords, he introduced a policy called “strengthen-ing the trunk and weakening the branches.” He com-manded all the noble families to live in the capitalcity under his suspicious gaze. This policy, accord-ing to tradition, uprooted 120,000 noble families.Seizing their land, the emperor carved China into 36administrative districts. He sent Qin officials to control them.

To prevent criticism, Shi Huangdi and his primeminister, the Legalist philosopher Li Su, murderedhundreds of Confucian scholars. They also ordered“useless” books burned. These books were the worksof Confucian thinkers and poets who disagreed withthe Legalists. Practical books about medicine andfarming, however, were spared. Through measures

▲ Traditional yin-and-yangsymbol

▼ Although atyrant, ShiHuangdi isconsidered thefounder ofunified China.The word Qin isthe origin ofChina.


SummarizingHow did the

Legalists think thata society could bemade to run well? More About . . .

Yin and YangHave students make a list of dualities,such as good/evil, day/night, orodd/even. Point out that computer software is written in a binary system,0/1 (off/on).

The Qin Dynasty UnifiesChina

Critical Thinking• How were Shi Huangdi’s policies similar

to those of the Persian ruler Darius?(Both built roads, standardized the currency, and centralized power.)

• Was Shi Huangdi justified in requiringpeasants to work on the Great Wall?(No—Unfair. Yes—For the good of society.)

More About . . .

Shi HuangdiAfter barely escaping three attempts onhis life, the First Emperor launched aquest for immortality. He summonedmagicians to his palace, hoping theycould give him an elixir. He scoured theland for the eight immortals who weresaid to know the secret of eternal life. Heavoided the public and moved secretlythrough tunnels connecting his palaces.Finally, he had several thousand life-sizeterra-cotta soldiers and horses built andburied to protect him after death.

World Art and Culture Transparencies• AT9 Chinese army figures

B. AnswerGovernment shoulduse law to end civildisorder andrestore harmony;ideas should becontrolled by government.


Task Comparing large-scale projects of different times and cultures

Purpose To see patterns and connections between different historical periods

Instructions Ask students for examples of other large-scale projects.Encourage them to think about cultures they have already studied. Theymay also want to look through their textbooks for images of monuments.Remind students of more recent large projects as well. For example, theInternet was originally ARPANET, created for U.S. military and scientificcommunication. Create a chart of students’ findings. An example is at right.

108 Chapter 4


Comparing Large-Scale Projects


The Great Wall of China

SKILLBUILDER: Interpreting Visual Sources1. Making Inferences What were the benefits of the watch

towers along the wall?2. Drawing Conclusions What modern structures serve the

same purpose as the watch towers?

Although Shi Huangdi built the earliestunified wall, the wall as it exists today datesfrom the later Ming Dynasty (1368–1644).

Slabs of cut stone on the outsideof the wall enclosed a heap ofpebbles and rubble on the inside.Each section of the wall rose to aheight of 20 to 25 feet.

From the Yellow Sea in the eastto the Gobi Desert in the west,the Great Wall twisted like adragon’s tail for thousands ofmiles. Watch towers rose every200 to 300 yards along the wall.

In the time of Shi Huangdi,hundreds of thousands ofpeasants collected, hauled, anddumped millions of tons ofstone, dirt, and rubble to fill thecore of the Great Wall.

Bay ofBengal

SouthChina

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I N D I A

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100° E

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Qin DynastyExtent of Zhou Dynasty(Approximate)Great Wall

0

0

500 Miles

1000 Kilometers

The Qin Dynasty, 221–202 B.C.

108 Chapter 4

What? Hanging Gardens

Great Wall

Taj Mahal

Panama Canal

Where?Babylon

China

India

Central America

Why Built?For beauty,

maybe to please queen

For defense, maybe to

to keep soldiers busy

Historyin Depth

OBJECTIVE• Understand why the Great Wall

was built.

INSTRUCTAsk students to name other large-scalepublic projects. (the pyramids in Egypt;roads in the Roman and Qin empires; the U.S. highway system)


Interpreting the MapHow did China’s defenses compare tothose of Egypt? (Both were on a seacoastand had mountains on one side.)

SKILLBUILDER Answers1. Making Inferences provided early

warning of attacks2. Drawing Conclusions radar, satellites,

sonar, military bases, radios

More About . . .

Reasons for the Great WallSome scholars believe China was not indanger from invaders when the GreatWall was built. They suggest that ShiHuangdi knew that without employmentthe soldiers in his large army might causetrouble. Building the Great Wall keptthem busy. It prevented foreign incur-sions until Genghis Khan punched hisway through 14 centuries later.


Inclusion TipStudents who have difficulty understand-ing the conflict over centralization underShi Huangdi may benefit from seeing amodel. Use a baseball-size ball of clay tostand for the central government andthree smaller balls to represent regions ofthe country. Connect the balls with wireshort enough to support the weight ofthe smaller balls. Discuss what happensas the wire gets longer or the smallerballs get heavier, and how these changessymbolize longer lines of control or morepowerful regional governments.

ASSESSSECTION 4 ASSESSMENTDivide students into small groups andhave them answer the questions. Thenask groups to take turns presentinganswers to the class. Discuss whether anygroups answered questions differently.


RETEACHUse the Visual Summary to review thissection and chapter.

Critical Thinking Transparencies• CT40 Chapter 4 Visual Summary

Geography Transparencies• GT4 Empires of the World, 1570–202 B.C.


ANSWERS

such as these, Shi Huangdi established an autocracy—a government that hasunlimited power and uses it in an arbitrary manner.

A Program of Centralization Shi Huangdi’s sweeping program of centralizationincluded the building of a highway network of more than 4,000 miles. Also, he setthe same standards throughout China for writing, law, currency, and weights andmeasures—even down to the length of cart axles. This last standard made sure thatall vehicles could fit into the ruts of China’s main roads.

Under Shi Huangdi’s rule, irrigation projects increased farm production. Tradeblossomed, thanks to the new road system. Trade pushed a new class of merchantsinto prominence. Despite these social advances, harsh taxes and repressive gov-ernment made the Qin regime unpopular. Shi Huangdi had unified China at theexpense of human freedom.

Great Wall of China Scholars hated Shi Huangdi for his book burning. Poor peo-ple hated him because they were forced to work on the building of a huge defen-sive wall. Earlier, Zhou rulers had erected smaller walls to discourage attacks bynorthern nomads. Shi Huangdi determined to close the gaps and extend the wallalmost the length of the empire’s border. Enemies would have to gallop halfway toTibet to get around it.

The Great Wall of China arose on the backs of hundreds of thousands of peas-ants. The wall builders worked neither for wages nor for love of empire. They faceda terrible choice: work on the wall or die. Many of the laborers worked on the walland died anyway, victims of the crushing labor or the harsh winter weather.

The Fall of the Qin The Qin Dynasty lasted only a short time. Though fully ascruel as his father, Shi Huangdi’s son proved less able. Peasants rebelled just threeyears after the second Qin emperor took office. One of their leaders, a peasant fromthe land of Han, marched his troops into the capital city. By 202 B.C., the harsh QinDynasty gave way to the Han Dynasty, one of the longest in Chinese history.

While the Chinese explored the best ways to govern, ancient Greece also wasexperimenting with different forms of government, as you will read in Chapter 5.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Confucius • filial piety • bureaucracy • Daoism • Legalism • I Ching • yin and yang • Qin Dynasty • Shi Huangdi • autocracy

USING YOUR NOTES2. Which aspect of Chinese life

was most affected by the chaos created by the warringstates?

MAIN IDEAS3. How did Confucius believe that

social order, harmony, andgood government could berestored in China?

4. What did the Legalists see asthe key to restoring order?

5. What measures did ShiHuangdi take to crush politicalopposition at home?

SECTION ASSESSMENT4

PREPARING AN ORAL REPORT

Research to find out about the Great Wall today. Prepare an oral report in which you explainwhat the Great Wall looks like today and what it is used for.

CRITICAL THINKING & WRITING6. HYPOTHESIZING How would followers of the three

philosophical traditions in China react to the idea that“all men are created equal”?

7. ANALYZING CAUSES Why did Shi Huangdi have his criticsmurdered?

8. MAKING INFERENCES Would a ruler who followedConfucian or Daoist ideas have built the Great Wall?Why or why not?

9. WRITING ACTIVITYWrite a comparison-contrast paragraph in which youdiscuss the three Chinese ethical systems.


CONNECT TO TODAY

Chaos of the warring states

Politics Cities

Philosophy

RecognizingEffects

What were the positive andnegative effects ofShi Huangdi’s rule?

2. Sample Answer: Philosophy—Confucius,Legalists, and Laozi offered solutions. Politics—Shi Huangdi enforced centralization.Cities—People moved there for protection.Most affected: philosophy (long-term effects)

3. organize society around five basic relationships

4. efficient, powerful government

5. ordered noble families to live in the capital,divided China into districts, murdered scholarsand burned books

6. Possible Answer: None of the traditionsemphasized equality, so all might haverejected it.

7. afraid that they might gain followers whowould challenge his rule

8. No, because the ruler would not have been asruthless or controlling.

9. Rubric Paragraphs should• compare advantages of the systems.• contrast disadvantages.• use specific detail to support ideas.

Rubric Oral reports should• describe appearance and function of the

Great Wall today.• include visuals to enhance presentation.

CONNECT TO TODAY

1. Confucius, p. 104 • filial piety, p. 104 • bureaucracy, p. 105 • Daoism, p. 106 • Legalism, p. 106 • I Ching, p. 107 • yin and yang, p. 107• Qin Dynasty, p. 107 • Shi Huangdi, p. 107 • autocracy, p. 109

C. Answer He uni-fied the empire andboosted trade, transportation, andcommunication. Heused slave labor,murdered people tostifle criticism, andburned books.

OBJECTIVES• Describe the rise and rule of the Han

Dynasty and the structure of the Hangovernment.

• Characterize Han technology, commerce, and culture.

• Analyze the fall and return of the Han.

FOCUS & MOTIVATEAsk students what advantages and disadvantages they see in a centralsource of power. (Possible Answers:Advantages—Unifying force, power and money to accomplish goals;Disadvantages—Out of touch with individual needs, no checks on power.)

INSTRUCTThe Han Restore Unity to China

Critical Thinking• How did Liu Bang’s reign compare

with that of his great-grandson Wudi?(Liu Bang’s reign was peaceful; Wudi’swas one of warlike expansion.)

• What personality traits characterizeEmpress Lü? (ambition and ruthlessness)



• Skillbuilder Practice: Determining Main Ideas, p. 45• Geography Application: The Great Wall of China, p. 56• History Makers: Wudi, p. 66



• Guided Reading, p. 56• Skillbuilder Practice, p. 57• Geography Application, p. 58

Reading Study Guide (Spanish), p. 71Reading Study Guide Audio CD (Spanish)





• Primary Source: Ban Zhao, p. 60

Patterns of Interaction Video• Silk Roads and the Pacific Rim


• AT16 Chinese tomb rubbingCritical Thinking Transparencies

• CT7 The Technological Revolution in Han China• CT43 Chapter 7 Visual Summary

classzone.com200 Chapter 7

200 Chapter 7


ETHICAL SYSTEMS The HanDynasty expanded China’sborders and developed asystem of government thatlasted for centuries.

The pattern of a strong centralgovernment has remained apermanent part of Chinese life.

• Han Dynasty• centralized

government

• civil service• monopoly• assimilation

3

Outlining Use an outlineto organize main ideasand details.

TAKING NOTES

Han ChinaI. The Han RestoreUnity to China

A. B.

C.II. A Highly

Structured Societygg

III. Han Technology,Commerce, and

g

Culture

SETTING THE STAGE Under Shi Huangdi, the Qin Dynasty had unifiedChina. Shi Huangdi established a strong government by conquering the rivalkings who ruled small states throughout China. After Shi Huangdi died in 210B.C., his son proved to be a weak, ineffective leader. China’s government fell apart.

The Han Restore Unity to ChinaRumblings of discontent during the Qin Dynasty grew to roars in the years afterShi Huangdi’s death. Peasants were bitter over years of high taxes, harsh laborquotas, and a severe penal system. They rebelled. Rival kings were eager toregain control of the regions they had held before Shi Huangdi. They raisedarmies and fought over territory.

Liu Bang Founds the Han Dynasty During the civil war that followed, twopowerful leaders emerged. Xiang Yu (shee•ANG yoo) was an aristocratic generalwho was willing to allow the warlords to keep their territories if they wouldacknowledge him as their feudal lord. Liu Bang (LEE•oo bahng) was one ofXiang Yu’s generals.

Eventually, Liu Bang turned against Xiang Yu. The two fought their final bat-tle in 202 B.C. Liu Bang won and declared himself the first emperor of the HanDynasty. The Han Dynasty, which ruled China for more than 400 years, isdivided into two periods. The Former Han ruled for about two centuries, untilA.D. 9. After a brief period when the Han were out of power,the Later Han ruled for almost another two centuries. The HanDynasty so influenced China that even today many Chinesecall themselves “people of the Han.”

Liu Bang’s first goal was to destroy the rival kings’ power.He followed Shi Huangdi’s policy of establishing centralizedgovernment, in which a central authority controls the runningof a state. Reporting to Liu Bang’s central government werehundreds of local provincials called commanderies.

To win popular support, Liu Bang departed from ShiHuangdi’s strict legalism. He lowered taxes and softened harshpunishments. People throughout the empire appreciated thepeace and stability that Liu Bang brought to China.

Han Emperors in China

▼ Emperor LiuBang


LESSON PLAN





Brahma. Stone relief from Aihole, India,6th–7th century


• Connections Across Time and Cultures, p. 67

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Task Learning more about the life of Wudi

Purpose To broaden students’ understanding of this influential history maker

Instructions Have students read the biography of Wudiincluded on page 66 of In-Depth Resources: Unit 2. Thenhave them work in pairs to discuss the material andanswer the questions. They might want to extend theirreading by consulting an encyclopedia for more informa-tion. Have them discuss what early experiences may have

formed Wudi’s character as well as how he differed fromhis grandfather, the founder of the Han Empire, Liu Bang.Suggest that they weigh the benefits Wudi’s policiesbrought to China against the price they exacted from thepeople. Ask the pairs of students to discuss their answersand to present their findings to the class as a whole. Youmight encourage them to make this presentation in theform of a debate in which one side supports Wudi’s poli-cies and the other presents a case against them.



Examining Wudi

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS HISTORYMAKERS WudiA Long Reign of Change

“[Wudi’s] reign was the high point of Han power, prestige, and morale.”—historian Charles Hucker

Section 3

The Han emperor Wudi took the throne in 141B.C. as a young man full of energy, confidence,

and plans. He died 54 years later, having achievedone of the longest rules in Chinese history. He isknown for far more than the length of his reign,however. Wudi made profound changes on Chinesesociety—changes that had an impact long after hisdeath.

Wudi was an unlikely emperor. He was theeleventh son of emperor Chingdi and had manybrothers with better claims to the throne. However,a group of court officials convinced Chingdi to namethe boy as his successor. Before Wudi there hadbeen five Han emperors, all of whom had ruledcautiously. Wudi took a different approach.

First, he moved to break the power of the localnobles. He began by draining their wealth withheavy financial burdens. Nobles were required, forinstance, to give certain gifts to the emperor to showtheir loyalty. But those gifts could only be purchasedfrom the royal treasury at extremely high prices. Theemperor also took a direct approach, seizing the landof many lords. Those who escaped these two actionsfaced a third. Wudi ordered that, upon the death ofa land owner, all his property was to be dividedequally among all his sons. With this, large estateswere broken up by the passing of each generation.

The emperor acted against merchants andtraders as well. Under previous rulers, trade hadthrived. Many business owners had built huge for-tunes, especially in the trade of iron, salt, liquor,and grain. Wudi put the imperial state in charge ofall these goods. He then taxed these products heavilyto increase the flow of funds into the royal treasury.

The emperor also increased his hold on govern-ment officials. He created a new system that ignoredthe nobles who had previously run the government.Instead, he used scholars trained in the ideas ofConfucius. He formed schools throughout the empireto teach these ideas. Now, through a system of rec-ommendations, able men could rise to high office.

Wudi also adopted Confucianism as the statereligion. This move had a profound impact on laterChinese society. The Confucian emphasis on acting

out important rituals became a central part ofChinese government and religion.

Finally, Wudi worked to expand Han China. For18 years his soldiers fought against the Xiongnunomads to the north. The emperor followed up hisvictories by sending Chinese settlers to conqueredareas. He sent about 700,000 people to live incolonies that extended Han China into central Asia.

The emperor also made arrangements with therulers there. They were forced to admit the superi-ority of China and pay tribute. They were alsoinstructed to send a son to the Chinese court. Thesons were educated in Chinese ideas and were, in effect, hostages that ensured that their fatherswould cooperate. With these steps, Wudi estab-lished a pattern of relations with foreign powersthat the Chinese followed for many future centuries.

Wudi expanded Han influence to other areas aswell. The Chinese took much of Korea and movedinto what is now Vietnam. Along with political con-trol, the Han brought in their culture. While Koreaand Vietnam modified Chinese ideas and practices,they were still strongly influenced by them.

Late in his reign, Wudi’s policies backfired.Heavy spending on wars—and on the luxuries ofhis lifestyle—reduced the treasury. For three gen-erations Han emperors had built a huge surplus ofmoney. Wudi spent it all. His aggressive tax andbusiness policies did more than break the power ofthe merchants. They also slowed the economy.

The aging emperor had other troubles as well. In91 B.C., after 50 years of rule, he was shocked to hearthat the son he had named to follow him was accusedof witchcraft against him. Wudi died four years later.

Questions1. Identifying Problems and Solutions How did

Wudi reduce the power of nobles?2. Drawing Conclusions Do you think Wudi’s

economic policies were wise? Why or why not?3. Developing Historical Perspective Which of

Wudi’s actions do you think had the most lastingimpact? Explain.

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The Empress Lü When Liu Bang died in 195 B.C., his son became emperor, but inname only. The real ruler was his mother, Empress Lü. Although Lü had not beenLiu Bang’s only wife, she had powerful friends at court who helped her seizepower. The empress outlived her son and retained control of the throne by namingfirst one infant and then another as emperor. Because the infants were too youngto rule, she remained in control. When Empress Lü died in 180 B.C., people whoremained loyal to Liu Bang’s family, rather than to Lü’s family, came back intopower. They rid the palace of the old empress’s relatives by executing them.

Such palace plots occurred often throughout the Han Dynasty. Traditionally, theemperor chose the favorite among his wives as the empress and appointed one ofher sons as successor. Because of this, the palace women and their families com-peted fiercely for the emperor’s notice. The families would make alliances withinfluential people in the court. The resulting power plays distracted the emperorand his officials so much that they sometimes could not govern efficiently.

The Martial Emperor When Liu Bang’s great-grandson took the throne, he con-tinued Liu Bang’s centralizing policies. Wudi (woo•dee), who reigned from 141 to87 B.C., held the throne longer than any other Han emperor. He is called the“Martial Emperor” because he adopted the policy of expanding the Chinese empirethrough war.

Wudi’s first set of enemies were the Xiongnu (shee•UNG•noo), fierce nomadsknown for their deadly archery skills from horseback. The Xiongnu roamed thesteppes to the north and west of China. They made raids into China’s settled farm-land. There they took hostages and stole grain, livestock, and other valuable items.The early Han emperors tried to buy off the Xiongnu by sending them thousandsof pounds of silk, rice, alcohol, and money. Usually, the Xiongnu just acceptedthese gifts and continued their raids.

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1,000 Miles

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Han protectorate (influence)Xiongnu regionsGreat WallSilk Road

Han Empire at its greatest extent, A.D. 220

Han Dynasty, 200 B.C.–A.D. 220

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Place What was the approximate size, in square miles, of the Han Empire at

its greatest extent?2. Location Along which border did the Chinese build the Great Wall? Why did

they build it there and not in other places?

VocabularyMartial means warlike.

More About . . .

Empress LüEmpress Lü was ruthless in her pursuit ofpower and made many enemies in thecourt. However, to gain support once inpower, she adopted moderate governingpolicies, such as lowering taxes andrepealing some unpopular laws.


Interpreting the MapAsk students how the territory controlledby the Han changed over time. (It expanded to the northeast, south, and west and added a protectorate.)

Extension Inform students that the laterHan moved their capital from Xi’an toLuoyang. What geographic advantagesdid the new capital offer? (PossibleAnswer: enhanced shipping and tradeand distance from invading nomads)

SKILLBUILDER Answers1. Place 1.5 million square miles2. Location along the northwest border,

because it is protected by natural barriers and invaders often came fromthat direction

In-Depth Resources: Unit 2• Geography Application, p. 56

Interactive This map is available in aninteractive format on the eEdition.

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Class Time 45 minutesTask Creating a flow chartPurpose Understand Wudi’s reignInstructions Separate the students into smallgroups and give a copy of the flow chart in Critical Thinking Transparencies CT73 to eachgroup. Then have students reread the materialabout Wudi’s reign on pages 201–202 of the textand pages 71–72 of the Reading Study Guide.Instruct them to identify important events andenter them into the flow chart in the proper

sequence. Make sure their charts include the following information:

• characteristics of the Xiongnu

• Wudi’s new policies regarding the Xiongnu

• Wudi’s actions in expanding China’s territory

Have them identify the cause-and-effect relation-ships that connect the events in their charts. Askthe groups to discuss their completed charts andresolve any inconsistencies. Also have them evalu-ate Wudi’s effect on the history and developmentof China.

202 Chapter 7


Wudi’s Reign


When Wudi realized that the bribes were simply making the Xiongnu stronger,he sent more than 100,000 soldiers to fight them. To help defeat the Xiongnu, Wudialso made allies of their enemies:

P R I M A R Y S O U R C EThe Xiongnu had defeated the king of the Yuezhi people and had made his skull into adrinking vessel. As a result the Yuezhi . . . bore a constant grudge against the Xiongnu,though as yet they had been unable to find anyone to join them in an attack on theirenemy. . . . When the emperor [Wudi] heard this, he decided to try to send an envoy toestablish relations with the Yuezhi.

SIMA QIAN, Records of the Grand Historian

After his army forced the nomads to retreat into Central Asia, Wudi attemptedto make his northwest border safe by settling his troops on the Xiongnu’s formerpastures. Although this tactic succeeded for a time, nomadic raiders continued tocause problems during much of China’s later history.

Wudi also colonized areas to the northeast, now known as Manchuria andKorea. He sent his armies south, where they conquered mountain tribes and set upChinese colonies all the way into what is now Vietnam. By the end of Wudi’s reign,the empire had expanded nearly to the bounds of present-day China.

A Highly Structured SocietyChinese society under the Han Dynasty was highly structured. (See Social Historybelow.) Just as Han emperors tried to control the people they conquered, theyexerted vast control over the Chinese themselves. Because the Chinese believedtheir emperor to have divine authority, they accepted his exercise of power. He wasthe link between heaven and earth. If the emperor did his job well, China had peace

Emperor

King Governor

State Nobles &

Peasants

Merchants

Soldiers

Slaves

Artisans

Officials Scholars

Chinese SocietyUnder the Han Dynasty, the structure ofChinese society was clearly defined. At thetop was the emperor, who was consideredsemidivine. Next came kings and governors,both appointed by the emperor. Theygoverned with the help of state officials,nobles, and scholars.

Peasant farmers came next. Theirproduction of food was considered vital tothe existence of the empire. Artisans andmerchants were below them.

Near the bottom were the soldiers, whoguarded the empire’s frontiers. At thebottom were enslaved persons, who wereusually conquered peoples.

202 Chapter 7

INTERNET ACTIVITY Create a photo exhibiton Chinese society today. Include picturesof people from various walks of life. Go toclasszone.com for your research.

A Highly Structured Society

Critical Thinking• What are some advantages and disad-

vantages of a highly structured society?(Advantages—Stability, predictability;Disadvantages—Lack of mobility.)

• Why did the Han emperors need acomplex governmental bureaucracy?(Possible Answer: The country was vastand diverse and difficult to rule.)

In-Depth Resources: Unit 2• History Makers: Wudi, p. 66

Social History

Chinese SocietyStudents might find it interesting that soldiers, who had the important job ofprotecting the emperor and his empire,were positioned so low in the socialorder. Have them discuss possible reasons for this organization. (PossibleAnswer: Keeping soldiers at the bottomof the social order might have been away of controlling them and preventingthem from seizing power.)

Rubric Photo exhibits should• include pictures of people from several

different walks of life.• have clear, descriptive captions.• be introduced by a statement

explaining the organization of modernChinese society.

Reading Study Guide

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CHAPTER 7 INDIA AND CHINA ESTABLISH EMPIRES 71

Name _________________________________________ Date ____________________________________________________

CHAPTER 7 Section 3 (pages 200–207)TERMS AND NAMESHan Dynasty Chinese dynasty thatruled for most of the period from 202 B.C. to A.D. 220centralized government Governmentthat concentrates power in a centralauthoritycivil service Administrativedepartments of a government; also,word describing government jobs andemployeesmonopoly One group’s completecontrol over the production anddistribution of certain goods assimilation Policy of encouragingconquered peoples to adopt theinstitutions and customs of theconquering nation

Han Emperors in ChinaBEFORE YOU READ

In the last section, you read about the spread of Indian religions and culture.

In this section, you will read about the Han Dynasty inChina.

AS YOU READUse the web below to take notes on the Han Dynasty.

The Han Restore Unity to China(pages 200–202)

What changes did Han leadersmake?A strong empire also arose in China. The Chinesehad been united briefly under the Qin empire. Butit fell apart in a period of civil war. In 202 B.C., LiuBang named himself the first emperor of the HanDynasty. The Han would rule parts of China forthe next 400 years. They set many patterns forChinese culture for centuries to come,

Liu Bang created a centralized government,Local officials reported to the emperor. The rule of

the previous emperor had been very harsh. LiuBang took a different approach. He lowered taxes.He gave lighter penalties for crimes. Life becameeasier for the Chinese people.

From 141 to 87 B.C., the emperor Wudi ruledHan China. He made his empire almost the size ofmodern China. He defeated nomads in the north.He moved troops and settlers to the west. He sentsoldiers to the north into modern Korea and to thesouth to modern Vietnam.

1. What changes did Liu Bang make?

Fall Technology

BusinessRebellion

HanDynasty

Governmentcentralized government;highly organized civil

service jobs

Culture

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Task Analyzing the civil service system

Purpose To understand Wudi’s new system

Instructions To be sure students understand the civil service system, fill in the concept web provided in theCritical Thinking Transparencies, CT78, with the character-istics of the civil service system and hold a discussionabout this system. These questions can help you guide the discussion.

• What was especially new and different about this system in China? (Government jobs went to peoplewho were skilled, not just to the emperor’s favoritesor to people from the upper classes.)

• Why did people have to study Confucianism? (Wudi wanted his government officials to practice“respect, generosity, truthfulness, diligence, and kindness” as Confucius taught.)

• Could poor people from the lower classes take theexams and become government officials? (Anyonecould take the exams, but poor people usually couldn’t pay for school.)



Understanding the Civil Service System


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SupportingIdea

MAINIDEA


and prosperity. If he failed, the heavens showed their displeasure with earthquakes,floods, and famines. However, the emperor did not rule alone.

Structures of Han Government The Chinese emperor relied on a complexbureaucracy to help him rule. Running the bureaucracy and maintaining the impe-rial army were expensive. To raise money, the government levied taxes. Like thefarmers in India, Chinese peasants owed part of their yearly crops to the govern-ment. Merchants also paid taxes.

Besides taxes, the peasants owed the government a month’s worth of labor or mil-itary service every year. With this source of labor, the Han emperors built roads anddug canals and irrigation ditches. The emperors also filled the ranks of China’s vastarmies and expanded the Great Wall, which stretched across the northern frontier.

Confucianism, the Road to Success Wudi’s government employed more than130,000 people. The bureaucracy included 18 different ranks of civil service jobs,which were government jobs that civilians obtained by taking examinations. Attimes, Chinese emperors rewarded loyal followers with government posts.However, another way to fill government posts evolved under the Han. Thismethod involved testing applicants’ knowledge of Confucianism—the teachings ofConfucius, who had lived 400 years before.

The early Han emperors had employed some Confucian scholars as court advis-ers, but it was Wudi who began actively to favor them. Confucius had taught that gentlemen should practice “reverence [respect], generosity, truthfulness, diligence[industriousness], and kindness.” Because these were exactly the qualities hewanted his government officials to have, Wudi set up a school where hopeful jobapplicants from all over China could come to study Confucius’s works.

After their studies, job applicants took formal examina-tions in history, law, literature, and Confucianism. In theory,anyone could take the exams. In practice, few peasantscould afford to educate their sons. So only sons of wealthylandowners had a chance at a government career. In spite ofthis flaw, the civil service system begun by Wudi worked soefficiently that it continued in China until 1912.

Han Technology, Commerce, and CultureThe 400 years of Han rule saw not only improvements ineducation but also great advances in Chinese technologyand culture. In addition, the centralized government beganto exert more control over commerce and manufacturing.

Technology Revolutionizes Chinese Life Advances intechnology influenced all aspects of Chinese life. Paper wasinvented in A.D. 105. Before that, books were usually writ-ten on silk. But paper was cheaper, so books became morereadily available. This helped spread education in China.The invention of paper also affected Chinese government.Formerly, all government documents had been recorded onstrips of wood. Paper was much more convenient to use forrecord keeping, so Chinese bureaucracy expanded.

Another technological advance was the collar harness forhorses. This invention allowed horses to pull much heavierloads than did the harness being used in Europe at the time.

PapermakingPeople in ancient China wrote onpottery, bones, stone, silk, wood, andbamboo. Then, about 2,000 or moreyears ago, the Chinese inventedpaper. They began to use plants,such as hemp, to make thin paper.In A.D. 105, Ts’ai Lun, a Han official,produced a stronger paper by mixingmulberry bark and old rags withhemp fiber.

The art of papermaking slowlyspread to the rest of the world. First,it moved east to Korea and Japan.Then, it spread westward to theArab world in the 700s, and fromthere to Europe.

VocabularyCommerce is thebuying and sellingof goods.

MakingInferences

Why wouldWudi want his officials to havequalities such asdiligence?


More About . . .

ConfucianismAlthough it often is classed with otherreligions, Confucianism does not includebelief in a deity or involve a clergy of any kind. Rather, it is a set of humanisticmoral teachings that has been the guid-ing principle in Chinese life from the fifthcentury B.C. well into the 20th century.

Han Technology, Commerce,and Culture

Critical Thinking• How might the centralization of the

Chinese government have promotedthe expansion of commerce and technology? (Possible Answer:Centralization gave it broad control of policies, resources, and people.)

• Why do you think the Chinese govern-ment chose to compete with privatemills in the production of silk? (Possible Answer: Silk was one of themost profitable Chinese products.)

Critical Thinking Transparencies• CT7 The Technological Revolution in

Han China

Global Impact

PapermakingToday, paper is one of the world’s mostimportant industrial products. Without it,schools, government, and most industrieswould be unable to function. The UnitedStates is the world’s leading paper manu-facturer, accounting for about 25 percentof the more than 350 million tons produced every year.

A. PossibleAnswer becausepeople with thesequalities would do what was bestfor the emperorand the people,rather than only for themselves

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The Chinese perfected a plow that was more efficient because it had two blades.They also improved iron tools, invented the wheelbarrow, and began to use watermills to grind grain.

Agriculture Versus Commerce During the Han Dynasty, the population of Chinaswelled to 60 million. Because there were so many people to feed, Confucianscholars and ordinary Chinese people considered agriculture the most importantand honored occupation. An imperial edict written in 167 B.C. stated this philoso-phy quite plainly:

P R I M A R Y S O U R C EAgriculture is the foundation of the world. No duty is greater. Now if [anyone] personallyfollows this pursuit diligently, he has yet [to pay] the impositions of the land tax and taxon produce. . . . Let there be abolished the land tax and the tax on produce levied uponthe cultivated fields.

BAN GU and BAN ZHAO in History of the Former Han Dynasty

Although the same decree dismissed commerce as the least important occupa-tion, manufacturing and commerce were actually very important to the Han Empire.The government established monopolies on the mining of salt, the forging of iron,the minting of coins, and the brewing of alcohol. A monopoly occurs when a grouphas exclusive control over the production and distribution of certain goods.

For a time, the government also ran huge silk mills—competing with private silkweavers in making this luxurious cloth. As contact with people from other landsincreased, the Chinese realized how valuable their silk was as an item of trade.

204 Chapter 7

MakingInferences

Which of theseinventions helpedto feed China’shuge population?

From this point, shipscarried silk and spicesto Rome. The Romanspaid a pound of goldfor a pound ofChinese silk!

Silk RoadsWhy would anyone struggle over mountains and across deserts to buyfabric? Ancient peoples valued silk because it was strong, lightweight,and beautiful. Traders made fortunes carrying Chinese silk to the West.Because of this, the caravan trails that crossed Asia were called SilkRoads, even though many other valuable trade goods were also carriedalong these routes. The Silk Roads also encouraged cultural diffusion.

Camel Caravans No trader traveled the whole length of the SilkRoads. Mediterranean merchants went partway,then traded with Central Asian nomads—whowent east until they met Chinese traders nearIndia. Many traders traveled in camel caravans.

▲


CONNECTIONS ACROSS TIME AND CULTURES


Task Watching a video and creating a chart

Purpose To understand the impact of the Silk Roads

Instructions Explain to students that they will see avideo that shows the hazards of ancient trade alongthe Silk Roads and the impact of present-day tradein the Pacific Rim. Briefly discuss how modern trademight differ from trade along the Silk Roads.(Possible Answer: Trade is less dangerous and moreextensive today due to the availability of largecargo ships and planes. In addition, governmentsoften regulate or restrict trade.) Then show the

video, Trade Connects the World: Silk Roads and the Pacific Rim. After students have viewed and dis-cussed the video, have them write questions basedon what they have seen. What have they learnedabout the Silk Roads and trade in the modern-dayPacific Rim from reading the text and watching thevideo? Have students complete an activity from the Teacher’s Resource Book, which providesinstructional support, visual-literacy activities, andprimary-source activities.

Patterns of Interaction Video Series• Silk Roads and the Pacific Rim

Comparing Ancient and Modern Trade

B. Answer the collar harness, theplow, the iron tools,the wheelbarrow,and the water mill

More About . . .

Silk ProductionAccording to legend, the secret of raisingsilkworms and obtaining silk from theircocoons was discovered by the empressof China in 2640 B.C. The Chinese domes-ticated the silkworm and the silkworm’smain food source, the mulberry tree. The science of silk production, called sericulture, involves killing the worm andunwinding the cocoon in a continuousthread more than 2,000 feet long. Theprocess was kept secret in China forthousands of years.

Interactive This feature is available in an interactive format on the eEditionwhere students can follow the paths ofthe Silk Roads and can see details aboutsilk production.

Global Impact

OBJECTIVE• Analyze the importance of the Silk

Roads and their impact on the spreadof culture.

INSTRUCTInform students that the Silk Roads werea major factor in the cultural exchangeand development of the ancient world.Parts of the Silk Roads still exist today.

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CONNECT TO TODAY: ANSWERS

1. HypothesizingThere probably would have been less trade along the Silk Roads,because people from the West would not have had to get their silk from China. This, in turn, would have diminished cultural diffusion.

2. ComparingChina’s top exports are electrical machinery and equipment, power generation equipment, and apparel. These products are traded withHong Kong, the United States, Japan, and South Korea.

Because of this, the techniques of silk production became a closely guarded statesecret. Spurred by the worldwide demand for silk, Chinese commerce expandedalong the Silk Roads to most of Asia and, through India, all the way to Rome.

The Han Unifies Chinese CultureAs the Han empire expanded its trade networks, the Chinese began to learn aboutthe foods and fashions common in foreign lands. Similarly, expanding the empirethrough conquest brought people of different cultures under Chinese rule.

Unification Under Chinese Rule To unify the empire, the Chinese governmentencouraged assimilation, the process of making conquered peoples part of Chineseculture. To promote assimilation, the government sent Chinese farmers to settlenewly colonized areas. It also encouraged them to intermarry with local peoples.Government officials set up schools to train local people in the Confucian philoso-phy and then appointed local scholars to government posts.

Several writers also helped to unify Chinese culture by recording China’s history.Sima Qian (SU•MAH chee•YEHN), who lived from 145 to 85 B.C., is called theGrand Historian for his work in compiling a history of China from the ancient dynas-ties to Wudi. To write accurately, Sima Qian visited historical sites, interviewed eye-witnesses, researched official records, and examined artifacts. His book is calledRecords of the Grand Historian. Another famous book was the History of the FormerHan Dynasty. Ban Biao (BAHN bee•OW), who lived from A.D. 3 to 54, started theproject. After his death, his son Ban Gu (bahn goo) and later his daughter Ban Zhao

1. Hypothesizing How might patternsof trade and cultural diffusion havediffered if Rome, not China, hadlearned the secret of making silk?

See Skillbuilder Handbook, Page R11.

2. Comparing What are China’s topthree exports today, and whichcountries buy those products?

205

Traded Gold Gold was an important tradegood. The object to the right isa Chinese gold dagger handlefrom the Zhou Dynasty. Manyartifacts found along the SilkRoads show a mix of Greek,Central Asian, and Indian styles.This indicates that ideastraveled as well as objects.

▲

The Silk Road split in two to skirt the edges of theTaklimakan Desert. Both routeshad oases along the way.

Patterns of InteractionTrade Connects the World: Silk Roads and the Pacific Rim

Throughout history, the desire for material goods led to thedevelopment of long-distance trade routes such as the Silk Roads.In turn, trade caused cultural diffusion. Similarly today, trade in thePacific Rim has helped spread many products across the globe.


Tip for Gifted and TalentedStudentsHave students debate the pros and cons of assimilation as a social policy.Encourage them to base their argumentson the information about Han China aswell as on their own experience growingup in the multicultural United States.

More About . . .

Sima QianSima Qian grew up in the court of theemperor, where his father was GrandHistorian. This title is sometimes trans-lated as “astronomer royal,” since thepost also involved making astronomicalobservations and reforming the calendar.He took over the post when his fatherdied in 107 B.C. Sima Qian was devotedto presenting the truth and incorporatedmany of the historical records word forword. He began composing Records ofthe Grand Historian in 104 B.C. and didn’tcomplete it for 13 years. This monumen-tal book includes 130 chapters that trace the development of China to hisown time.

In-Depth Resources: Unit 2• Primary Source: from Lessons for Women

by Ban Zhao, p. 60

World Art and Cultures Transparencies• AT16 Chinese tomb rubbing

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Task Using reading strategies to determine main ideas

Purpose To practice finding main ideas

Instructions Tell students that the main idea is the most important pointof a communication. In a paragraph, it is often the first or last sentenceand is supported by details in the paragraph. In some cases, the main ideais not actually stated, but is implied by the details presented. To find amain idea, ask what the paragraph is primarily about. You can also exam-ine the details and ask what idea they support. See the SkillbuilderHandbook for further explanation.

Ask students to identify the main ideas of the five full paragraphs on thispage and indicate whether they are stated or implied.

1. Although Ban Zhao gained fame as a historian, most women during theHan Dynasty led quiet lives at home—stated

2. Some upper-class women lived much different lives—stated

3. In spite of economic and cultural advances, the Han emperors facedgrave problems—stated

4. Farmers’ lives were not easy—implied

5. As a result, the gap between rich and poor increased—stated

In-Depth Resources: Unit 2• Skillbuilder Practice: Determining Main Ideas, p. 55

206 Chapter 7


Using Reading Strategies

SKILLBUILDER PRACTICE: DETERMINING MAIN IDEAS

206 Chapter 7

(bahn jow) worked on it. Ban Zhao also wrote a guide called Lessons for Women,which called upon women to be humble and obedient but also industrious.

Women’s Roles—Wives, Nuns, and Scholars Although Ban Zhao gained fameas a historian, most women during the Han Dynasty led quiet lives at home.Confucian teachings had dictated that women were to devote themselves to theirfamilies. However, women made important contributions to their family’s eco-nomic life through duties in the home and work in the fields of the family farm.

Some upper-class women lived much different lives. As explained earlier, a fewempresses wielded great power. Daoist—and later, Buddhist—nuns were able to gainan education and lead lives apart from their families. Women in aristocratic and land-owning families also sometimes pursued education and culture. Some women ransmall shops; still others practiced medicine.

The Fall of the Han and Their ReturnIn spite of economic and cultural advances, the Han emperors faced grave prob-lems. One of the main problems was an economic imbalance caused by customsthat allowed the rich to gain more wealth at the expense of the poor.

The Rich Take Advantage of the Poor According to custom, a family’s land wasdivided equally among all of the father’s male heirs. Unless a farmer could afford tobuy more land during his lifetime, each generation inherited smaller plots. With suchsmall plots of land, farmers had a hard time raising enough food to sell or even to feedthe family. Because of this, small farmers often went into debt and had to borrowmoney from large landowners, who charged very high interest rates. If the farmercouldn’t pay back the debt, the landowner took possession of the farmer’s land.

Large landowners were not required to pay taxes, so when their land holdingsincreased, the amount of land that was left for the government to tax decreased.With less money coming in, the government pressed harder to collect money fromthe small farmers. As a result, the gap between rich and poor increased.

Wang Mang Overthrows the Han During this time of economic change, politi-cal instability grew. At the palace, court advisers, palace servants, and rival influ-ential families wove complex plots to influence the emperor’s choice of who would

Han Dynasty—202 B.C. to A.D. 220 Roman Empire—27 B.C. to A.D. 476

Empire replaced rival kingdoms

Centralized, bureaucratic government

Built roads and defensive walls

Conquered many diverse peoples in regionsbordering China

At its height—area of 1.5 million squaremiles and a population of 60 million

Chinese became common written languagethroughout empire

Ongoing conflict with nomads

Empire fell apart; restored by Tang Dynastyin 618

Empire replaced republic

Centralized, bureaucratic government

Built roads and defensive walls

Conquered many diverse peoples in regions of three continents

At its height—area of 3.4 million square miles and a population of 55 million

Latin did not replace other writtenlanguages in empire

Ongoing conflict with nomads

Empire fell apart; never restored

Comparing Two Great Empires: Han China and Rome

SKILLBUILDER: Interpreting Charts1. Drawing Conclusions How long did each empire last? When did they both exist?2. Comparing and Contrasting How were Han China and the Roman Empire similar? Different?

▲ Chinese warrior▲ Roman soldier

The Fall of the Han and Their Return

Critical Thinking• How did taxes and customs combine

to produce social unrest? (The gapbetween rich and poor got so largethat people, especially small farmers,were angry and rebellious.)

• Why did Wang Mang’s efforts to helppoor people backfire? (New policiescaused new problems. The governmentcould not help the starving people aftera huge flood.)


Interpreting the ChartAsk students to explain what aspect ofthe empires is compared in each row of the chart. The first row, for example,compares the type of government eachempire replaced.

SKILLBUILDER Answers1. Drawing Conclusions Han—422 years;

Roman Empire—503 years; They wereboth in existence from 27 B.C. to A.D. 220.

2. Comparing and ContrastingSimilarities—Centralized government,roads and defensive walls, conquereddiverse people, ongoing conflicts with nomads; Differences—Replaceddifferent forms of government, Rometwice as large in area but slightlysmaller in population, Chinese more of a common language than Latin,Roman Empire not restored, ChineseEmpire restored.

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1. Han Dynasty, p. 200 • centralized government, p. 200 • civil service, p. 203 • monopoly, p. 204 • assimilation, p. 205

2. Sample Answer: I. A. centralized government,B. peace and stability, C. expanded empire. II. A. clear levels in society B. civil service III. A. advances in technology B. agricultureprimary C. silk trade established. Most lasting—Centralized government, inventions, or Silk Roads

3. established school for men from all overChina to study Confucius’s works

4. mainly limited to roles within the family5. Chinese farmers sent to conquered areas,

intermarriage encouraged, schools set up totrain local people in Confucian philosophy

6. Possible Answers: Method of choosing anheir—led to plots and power plays; Xiongnuand other enemies—Forced China to levyheavy taxes and maintain a large army;Distribution of wealth—Poor people lost landto the rich, which caused peasant uprisings.

7. Answers will vary, but should show thatConfucianism affected all areas of Chinese life.

8. Possible Answer: because there were somany people to feed

9. Rubric Sentences should• reflect an understanding of the five

Confucian qualities.• suggest concrete acts for government officials.• be clear, focused, and logical.

Rubric Charts should• include accurate and factual information.• demonstrate an understanding of the

structure of modern Chinese government.• present the material in a clear,

accessible format.

CONNECT TO TODAY

ANSWERS

succeed him as ruler. From about 32 B.C. until A.D. 9, one inexperienced emperorreplaced another. Chaos reigned in the palace, and with peasant revolts, unrestspread across the land as well.

Finally, Wang Mang (wahng mahng), a Confucian scholar and member of thecourt, decided that a strong ruler was needed to restore order. For six years, he hadbeen acting as regent for the infant who had been crowned emperor. In A.D. 9, WangMang took the imperial title for himself and overthrew the Han, thus ending theFormer Han, the first half of the Han Dynasty.

Wang Mang tried to bring the country under control. He minted new money torelieve the treasury’s shortage and set up public granaries to help feed China’spoor. Wang Mang also took away large landholdings from the rich and planned toredistribute the land to farmers who had lost their land. But this plan angeredpowerful landholders. Wang Mang’s larger supply of money disrupted the econ-omy, because it allowed people to increase their spending, which encouraged mer-chants to raise prices.

Then, in A.D. 11, a great flood left thousands dead and millions homeless. Thepublic granaries did not hold enough to feed the displaced, starving people. Hugepeasant revolts rocked the land. The wealthy, opposed to Wang Mang’s land poli-cies, joined in the rebellion. The rebels assassinated Wang Mang in A.D. 23. Withintwo years, a member of the old imperial family took the throne and began the sec-ond period of Han rule—called the Later Han.

The Later Han Years With peace restored to China, the first decades of the LaterHan Dynasty were quite prosperous. The government sent soldiers and merchantswestward to regain control of posts along the Silk Roads. But this expansion couldnot make up for social, political, and economic weaknesses within the empireitself. Within a century, China suffered from the same economic imbalances, polit-ical intrigues, and social unrest that had toppled the Former Han. By 220, the LaterHan Dynasty had disintegrated into three rival kingdoms.

In the next chapter, you will learn about the early civilizations and kingdomsthat developed in Africa.


TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. • Han Dynasty • centralized government • civil service • monopoly • assimilation

USING YOUR NOTES2. What was the most lasting

development of the HanEmpire? Explain.

MAIN IDEAS3. How did Wudi encourage

learning?

4. What role did women play inHan society?

5. How did the Han Chineseattempt to assimilateconquered peoples?

SECTION ASSESSMENT3

CREATING AN ORGANIZATIONAL CHART

Research information about the current government of the People’s Republic of China. Thencreate an organizational chart showing its structure.

CRITICAL THINKING & WRITING6. IDENTIFYING PROBLEMS What problem do you think was

most responsible for weakening the Han Dynasty? Explain.

7. ANALYZING CAUSES How important were Confucianteachings in the lives of people of the Han Empire?Provide details to support your answer.

8. DRAWING CONCLUSIONS Why was agriculture consideredthe most important and honored occupation in Han China?

9. WRITING ACTIVITY Reviewthe five qualities Confucius said gentlemen should have.Write one sentence for each describing the action agovernment official could take to demonstrate the quality.


CONNECT TO TODAY

▲ Silk was thetrade good thatlinked the Hanand Romanempires. Thisfragment of silkwas found alongthe Silk Roads.

VocabularyA regent is a person who rulestemporarily while a monarch is too young.

RecognizingEffects

How did WangMang’s policieshelp cause his owndownfall?

Han ChinaI. The Han Restore Unity to China

A. B.

C.II. A Highly

Structured Societygg

III. Han Technology, Commerce, and

g

Culture

More About . . .

Wang MangAlthough Wang Mang overthrew the HanDynasty, he believed strongly in the law.This belief was even stronger than hisfamily ties, for he executed three of hissons, one grandson, and one nephew forbreaking it.

ASSESSSECTION 3 ASSESSMENTHave students work in small groups todiscuss and answer the questions.


RETEACHUse the Guided Reading worksheet forSection 3 to review the main ideas of the section.

In-Depth Resources, Unit 2• Guided Reading, p. 53• Reteaching Activity, p. 70

Critical Thinking Transparencies• CT43 Chapter 7 Visual Summary

C. Answer His landreform turned thewealthy againsthim, and his policies to help the poor were inadequate after the flood.

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CRITICAL THINKING

MAIN IDEASAnswers will vary.

11. They united north India into one polit-ical unit for the first time, constructedan extensive road system, and pro-moted policies of nonviolence andreligious toleration.

12. Under the Andhrans, central India profited from extensive trade. Immi-grants to northern India brought newlanguages and customs.

13. It was home to Tamil speakers, someof whom were matriarchal. Thisregion was not conquered by theMauryans or the Guptas.

14. Statues of the Buddha and cave tem-ples decorated with sculptures andpaintings were created.

15. Indians proved that the earth wasround, developed zero and the deci-mal system, found the value of pi tofour decimal places, measured thesolar year, compiled medical guides,and performed surgery.

16. Indians traded spices from SoutheastAsia. Indian merchants in SoutheastAsia influenced that area’s art, archi-tecture, dance, and religion.

17. Wudi held power longer than anyother Han emperor, expanded theempire, drove back the Xiongnu, andset up a civil service system.

18. In theory, the system was open toanyone. However, few peasants couldafford to educate their sons, so thewealthy filled most government posts.

19. The government ran huge silk mills,and silk was a valuable trade item.Through trade, China learned aboutthe customs of other lands.

20. Large landowners were not requiredto pay taxes. As their land holdingsincreased, the amount of land thegovernment could tax decreased.Small farmers could not pay theirtaxes. This led to economic instability.

Answers will vary.

1. Mauryan—321–232 B.C.; Chandragupta, Asoka; united north India for first time;Gupta—320–c. 535; Chandra Gupta I, Chandra Gupta II; flowering of Indian culture;Han—202 B.C.–A.D. 220; Liu Bang, Wudi; createdcentralized government and bureaucracy.

2. Buddhism stressed nonviolence and toleration;Confucianism stressed hard work and truthful-ness. Asoka used Buddhism to benefit all his subjects; Wudi used Confucianism to strengthenhis centralized government. Buddhism’s influence

on Indian government ended with Asoka;Confucianism’s influence on Chinese governmentlasted until the early 1900s.

3. Mauryan—Policies of toleration and nonviolence;Gupta—Flowering of Indian culture; Han—Stronggovernment and the longest-lasting empire.

4. Silk Roads brought wealth to India becauseIndians were middlemen between traders fromEast and West.

5. The invention of paper spread education andimproved the function of government by enablingbetter recordkeeping.

208 Chapter 7

1. Mauryan Empire,p. 189

2. Asoka, p. 1903. religious tolera-

tion, p. 1904. Gupta Empire,

p. 1915. Kalidasa, p. 1946. Silk Roads, p. 196

7. Han Dynasty, p. 200

8. centralized government, p. 200

9. civil service, p. 203

10. assimilation, p. 205

India and China Establish Empires

Mauryan Empire

321 B.C. Chandragupta Maurya seized throne and began Mauryan Empire.

269 B.C. Asoka began rule; conquered Kalinga; regretted slaughter and converted to Buddhism; sent out missionaries.

232 B.C. Asoka died; empire started to break apart.

185 B.C. Greeks invaded India, beginning five centuries of turmoil.

Han Dynasty

202 B.C. Liu Bang started Han Dynasty; strengthened central government.

141 B.C. Wudi began reign; conquered neighboring regions; started civil service.

A.D. 9 Wang Mang temporarily overthrew the Han.

• 1st century A.D. Later Han rulers encouraged Silk Road trade with West.

• Chinese invented paper, collar harness, water mill.

Gupta Empire

A.D. 320 Chandra Gupta I began empire.

A.D. 375 Chandra Gupta II started reign. Indian art, literature, and dance flowered.

A.D. 500 Indian astronomers realized Earth was round; mathematician calculated value of pi and length of solar year.

• Buddhism and Hinduism developed more popular forms.

• Trade spread Indian culture, Hinduism, and Buddhism.

300

B.C

.10

0 B

.C.

A.D

. 100

A

.D. 3

00A

.D. 5

00

TERMS & NAMESFor each term or name below, briefly explain its connection to the empires inIndia and China between 321 B.C. and A.D. 550.

1. Mauryan Empire 6. Silk Roads

2. Asoka 7. Han Dynasty

3. religious toleration 8. centralized government

4. Gupta Empire 9. civil service

5. Kalidasa 10. assimilation

MAIN IDEASIndia’s First Empires Section 1 (pages 189–192)

11. What were three significant accomplishments of the Mauryan rulers?

12. How did India change during the 500 years between the decline ofthe Mauryan Empire and the rise of the Gupta Empire?

13. How did the southern tip of India differ from the rest of India?

Trade Spreads Indian Religions and Culture Section 2 (pages 193–199)

14. How did changes in Buddhism influence art in India?

15. What advances in science and mathematics had been made in Indiaby about 500?

16. What were the economic and cultural links between India andSoutheast Asia?

Han Emperors in China Section 3 (pages 200–207)

17. Why was Wudi one of China’s most significant rulers? Explain.

18. Under the Chinese civil-service system, who could becomegovernment officials?

19. How did silk influence China’s government, economy, and cultureduring the Han period?

20. How did economic problems lead to the decline of the Han?

CRITICAL THINKING1. USING YOUR NOTES

In a diagram like the one to theright, fill in the informationcomparing the Mauryan, Gupta,and Han empires.

2. CONTRASTINGContrast Buddhism’s influence on India’s

government with Confucianism’s influence on China’s government.

3. EVALUATINGWhich of the three empires—the Mauryan, Gupta,

or Han—was most successful? Explain and support your opinion.

4. DRAWING CONCLUSIONS How significant were the Silk Roads to the

economy of India? Defend your viewpoint with text references.

5. DEVELOPING HISTORICAL PERSPECTIVE What was the importance of the Chinese invention of paper?


POWER AND AUTHORITY


Chapter7Assessment

208 Chapter 7

Empire Period of Key SignificantInfluence Leaders Achievements

Mauryan

Gupta

Han

TERMS & NAMES

CHAPTER 7 ASSESSMENT

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CHAPTER 7 ASSESSMENT


TEST PRACTICE Go to classzone.com

• Diagnostic tests • Strategies

• Tutorials • Additional practice

Creating a Virtual Field TripPlan a two-week virtual field trip through China and India.Decide which cities you would visit from the Mauryan andGupta empires in India and the Han Empire in China. Makesure also to include sites along the Silk Roads. Create anonline or classroom presentation that includes the following:

• maps showing the route of your trip

• images of the major historic sites you would visit and whyeach site is historically significant

• images of the commercial goods and art objects you mightsee along the way

1. Interact with HistoryOn page 188, you looked at a situation in which a governmenthired people to spy on each other. Now that you have read thechapter, reevaluate your decision about being a spy. What doyou think are the best methods for a government to use tocontrol large numbers of people? Consider the methods usedby Chandragupta, Asoka, and the Han emperors.

2. WRITING ABOUT HISTORY

Write a newspaper editorial either praising or criticizing Asokaand his methods of governing.

• In the first paragraph, introduce your opinion.

• In the middle paragraphs, give reasons and historical evidence to support your opinion.

• In the concluding paragraph, restate your opinion in a forceful way.

ALTERNATIVE ASSESSMENT

Use the quotation and your knowledge of world history toanswer questions 1 and 2.Additional Test Practice, pp. S1-S33

Kalinga was conquered by his Sacred and Gracious Majestywhen he had been consecrated eight years. 150,000persons were thence carried away captive, 100,000 wereslain, and many times that number died. . . . Thus arose his Sacred Majesty’s remorse for having conquered theKalingas, because the conquest of a country previouslyunconquered involves the slaughter, death, and carryingaway captive of the people.

ASOKA in A History of Modern India by Percival Spear

1. Why was Asoka remorseful about the campaign againstKalinga?

A. His army was not victorious.

B. The battle took too long to fight.

C. Many people were killed or made captives.

D. He was not able to play a more active role in the battle.

2. What did the conquest of Kalinga cause Asoka to realize aboutthe nature of war?

A. War leads to the deaths of innocent people.

B. War is the best means possible to expand an empire.

C. War cannot be avoided.

D. War is very expensive to fight.

Use the photograph of this 16-inch, bronze sculpture fromHan China and your knowledge of world history to answerquestion 3.

3. What does this sculpture reveal about life in Han China?

A. that the Chinese invented the wheel

B. that the Chinese used chariots in warfare

C. that only privileged classes used this form of transportation

D. that the Chinese were skilled in the use of bronze

STANDARDS-BASEDASSESSMENT

1. The correct answer is letter C. Asokadeeply regretted the devastation of thebattle. Letter A is incorrect because hisarmy was victorious. Letter B is incor-rect because the length of the battle isnot discussed. Letter D is incorrectbecause he was the conqueror.

2. The correct answer is letter A. Asokarealized that war destroyed many innocent lives. Letters B, C, and D areincorrect because he does not discussways to expand an empire, ways toavoid war, or the costs of fighting.

3. The correct answer is letter D. All we can infer from the sculpture is that it was made of bronze. Letter Ais incorrect because there is no way of knowing when the wheel wasinvented. Letter B is incorrect because the sculpture does not showwarfare. Letter C is incorrect becausethere is no way of knowing the class of the person in the sculpture or whoelse might have used this form oftransportation.

Formal Assessment• Chapter Tests, Forms A, B, and C,

pp. 111–122

Test Generator• Form A in Spanish

ALTERNATIVE ASSESSMENT1. Possible Answers: Students who originally

wanted to spy on their neighbors may nowdisagree. Others who opposed spying maynow say that it is a legitimate activity.

2. Rubric Editorials should

• demonstrate an understanding of Asoka’smethods of governing.

• clearly state a position on the issue.• include examples from the text to support

the position.

Rubric Virtual field trips should

• show an understanding of the geography ofancient India and China.

• be based on maps clearly marked with historicsites and notations about their significance.

• include images of commercial goods and artobjects at appropriate sites.

• exhibit proficiency in the use of technology.

• include a list of the Web sites used to createthe field trip.

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