Download - Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

Transcript
Page 1: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

244A

Chapter 8 ResourcesTimesaving Tools

• Interactive Teacher Edition Access your Teacher Wraparound Edition andyour classroom resources with a few easy clicks.

• Interactive Lesson Planner Planning has never been easier! Organize yourweek, month, semester, or year with all the lesson helps you need to maketeaching creative, timely, and relevant.

™ Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

The following videotape programs are availablefrom Glencoe as supplements to Chapter 8:

• Marco Polo: Journey to the East(ISBN 1–56501–668–8)

• Genghis Khan: Terror and Conquest(ISBN 1–56501–578–9)

To order, call Glencoe at 1–800–334–7344. To findclassroom resources to accompany many of thesevideos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESChapter Transparency 8 L2

Graphic Organizer StudentActivity 8 Transparency L2

Graphic Organizer 4:

Tree Diagram CHAPTER TRANSPARENCY 8

The Asian World (400–1500)

Map OverlayTransparency 8 L2

Asia Under the Mongols

0 600 1200 Miles

0 600 1200 1800 Kilometers

POLAND

HUNGARY

CAUCASUSGEORGIA

SYRIAARMENIA

A F R I C AA R A B I A I N D I A

AFGHANISTAN

KASHMIR

SUMATRA

JAVA

BURMAVIETNAM

JAPAN

S I B E R I A

CEYLON

M O N G O L I A

WU-T'AISHAN

KANSU

MALAYPENIN.

CoromandelCoast

Venice

Constantinople

Hormuz

Baghdad

Bokhara

SamarkandKashgar

CalicutCochin

Palembang

Mandalay

Canton

Quanzhou

Hangzhou

Khanbaliq(Beijing)

Karakorum

Mecca

Aden

Moscow

Kiev

R.

Medi terranean Se aBrahmaputra R.

Volg

a

R.

I n d i a n

O c e a n

Caspian

Sea

S ou

t he r

nS

ea

GrandCanal

Ya

ngtzeR.

H uan g

KerulenR.

Indu

s

Danube R. Black Sea

A r a b i a nS e a

B a y o fB e n g a l

Nile

R.

R.MESOPOTAMIA

Map Overlay Transparency 8

Enrichment Activity 8 L3

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

In the United States, we measure yearsofficially by recording how long it takesfor the earth to revolve once around thesun. This method is called a solar calen-dar, and it corresponds accurately withthe seasons of the year. However, in order

★ Enrichment Activity 8 ★★

to calculate the solar year, a scientistneeds instruments to measure the angleof the sun as it shines on the earth. Sincemany ancient cultures lacked these instru-ments, they relied on a lunar calendarinstead.

“Happy New Year!” Chinese Style

DIRECTIONS: Answer the questions below in the space provided.

1. What is the difference in length between a solar year (365 days) and a non-leap lunaryear? __________________________________________________________________________

2. How long is an “average solar month,” one-twelfth of a solar year? ___________________

3. What is the difference between the length of an “average solar month” and the length ofa lunar month?__________________________________________________________________

4. Considering this difference, how many lunar months would pass before the lunar calen-dar was 30 days (approximately a lunar month) behind the solar calendar? Based on this,after how many lunar months should a leap month be added to the lunar calendar?

5. Although the Chinese calendar is still used for calculating the timing of holidays, the solarcalendar is the official one used by government and commerce. Why do you think this is so?

Alunar calendar is based on the cycle of the moon’s phases, which can be observed withoutthe use of scientific instruments. According to the traditional Chinese calendar, the year is

made up of 12 lunar months. A lunar month is about 29.5 days long. This is the time it takes forthe moon to pass through a complete cycle of phases, from full moon to new moon to fullmoon.

A year made up of 12 lunar months is shorter than a solar year. After a few years, lunar andsolar calendars are out of synchronization. To correct this, a “leap month” is periodically addedto the Chinese lunar calendar. Even so, Chinese holidays do not fall on the same solar-calendardates each year. For example, Chinese New Year can occur anytime between January 21 andFebruary 19 on the solar calendar. By contrast, New Year’s Day on the solar calendar is alwaysJanuary 1.

Primary Source Reading 8 L2

Name Date Class

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Buddhism and Everyday Life

Buddhism spread quickly throughout southern and eastern Asia in thecenturies following the Buddha’s death. Monks and disciples from Indiataught the ethical and religious messages of the Buddha to people in

China, Japan, and Korea. In time, disputes over the nature of the Buddha him-self led to the separation of Buddhism into Theraveda and Mahayana. Thefollowing excerpt is taken from a Theraveda text, which viewed the Buddhanot as a divine being but as an inspired human teacher.

Guided Reading In this selection, read to learn how Buddha counseled his followers to lead virtuous lives.

Once when the Lord [the Buddha] was stay-ing in the Bamboo Grove at Ra–jagaha, Singa–la, ahouseholder’s son, got up early, went out fromRa–jagaha, and, with his clothes and hair still wetfrom his morning ablutions [bathing], joined hishands in reverence and worshiped the severalquarters of earth and sky—east, south, west,north, above, and below. Now early that samemorning the Lord dressed himself, and withbowl and robe went into Ra–jagaha to beg hisfood. He saw Singa–la worshiping the quarters,and asked him why he did so.

“When my father lay dying,” Singa–lareplied, “he told me to worship the quartersthus. I honor my father’s words, and respect andrevere them, and so I always get up early andworship the quarters in this way.”

“But to worship the six quarters thus is notin accordance with noble conduct.”

“How then, Sir, should they be worshiped inaccordance with noble conduct? Will the Lord beso good as to tell me?”

“Listen then,” said the Lord, “and I’ll tellyou. Mark well what I say!”

“I will, Sir,” Singaa–la replied. And the Lordspoke as follows:

“If the noble lay-disciple has given up thefour vices of action, if he does no evil deed fromany of the four motives, if he doesn’t follow thesix ways of squandering his wealth, if he avoidsall these fourteen evils—then he embraces thesix quarters, he is ready for the conquest of bothworlds, he is fortunate both in this world andthe next, and when his body breaks up on hisdeath he is reborn to bliss in heaven.

“What are the four vices of action that hegives up? They are injury to life, taking what is

not given, base conduct in sexual matters, andfalse speech. . . .

“What are the four motives of evil deedswhich he avoids? Evil deeds are committed frompartiality, enmity, stupidity, and fear.

“And what are the six ways of squanderingwealth? They are addiction to drink, the cause ofcarelessness; roaming the streets at impropertimes; frequenting fairs; gambling; keeping badcompany; and idleness. . . .

“There are four types who should be lookedon as enemies in the guise of friends: a graspingman; a smooth-spoken man; a man who onlysays what you want to hear; and a man whohelps you waste your money.

“The grasping man is an enemy on fourgrounds: he is grasping; when he gives a little heexpects a lot in return; what duty he performs hedoes out of fear; and he only serves his owninterests.

“The smooth-spoken man is an enemy onfour grounds: he speaks you fair about the past;he speaks you fair about the future; he tries towin you over by empty promises; but whenthere’s something to be done he shows his short-comings.

“The man who only says what you want tohear is an enemy on four grounds: he consentsto an evil deed; he doesn’t consent to a goodone; he praises you to your face; but he runs youdown behind your back.

“The wastrel is an enemy on four grounds:he is your companion when you drink; whenyou roam the streets at improper times; whenyou go to fairs; and when you gamble.

“But their are four types who should belooked on as friends true of heart: a man who

P R I M A R Y S O U R C E R E A D I N G 8

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTHistory SimulationActivity 8 L1

Name Date Class

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

HANDOUT MATERIAL

Territorial Tracks—Clue Sheet

Sample Clue:

A city located on a harbor and facing the Yellow Sea.

Answer:

Seoul, Korea

Clue:

Clue:

Clue:

Clue:

Clue:

Clue:

Clue:

Clue:

Clue:

Clue:

Answer:

Answer:

Answer:

Answer:

Answer:

Answer:

Answer:

Answer:

Answer:

Answer:

8H I S T O R Y

S I M U L A T I O N

AC T I V I T Y

Historical SignificanceActivity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

Islam was the driving force behind many nationalist movements in the Middle Eastand also led to a split within the Indiannationalist movement. But considering thatthe Quran (also spelled Koran) was writtenmore than 1,300 years ago, how does oneexplain the continued influence and success

of Islam in the modern political arena? Onepossible explanation is that Islam is not onlya religious tradition but, as the passagebelow indicates, it also provides explicitlaws that help to form the economic“lifeblood” of Muslim nations.

Historical Significance Activity 8

Religion and State

!

DIRECTIONS: Answer the following questions on a separate sheet of paper.

1. In what sense does the Quran circulate the economic “blood” of Islamic states?2. Why do you think that Islam has been so successful in promoting nationalist movements

Islam is acutely aware of life’s material supports, and moved in on thisarea with laws that broke the barriers of economic caste and enormously

reduced the injustices of special interest groups.A comparison with the body’s circulatory system can suggest how those

laws proceed. Health requires that the body’s blood flow freely and vigor-ously; sluggishness can induce disease, and blood clots occasion death. It isnot different with the body politic where wealth takes the place of blood asthe life-giving substance. As long as this analogy is honored and laws are inplace to insure that wealth is in vigorous circulation, Islam does not object tothe profit motive, economic competition, or entrepreneurial initiatives. Sofreely are these allowed, in fact, that the Koran has been characterized as “amanual for businessmen.” It insists, though, that acquisitiveness and compe-tition be balanced by the fair play that “keeps arteries open,” and by com-passion that is strong enough to pump life-giving blood—materialresources—into its smallest capillaries. These “capillaries” are fed by the PoorDue which stipulates that annually a portion of one’s holdings be distributedto the poor. As for the way to prevent “clotting,” the Koran went after theseverest economic curse of the day—primogeniture [exclusive right of inheri-tance by eldest son]—and outlawed it. It requires that inheritance be sharedby all heirs, daughters included.

One verse in the Koran prohibits the taking of interest. At the time thiswas appropriate, for loans were then used to tide the unfortunate over intimes of disaster. Now that loans provide venture capital, Muslims accommo-date by involving lenders as partners in the venture and entitled thereby to ashare of its profits. When capitalism is approached in this manner, Muslimsconsider it compatible with Koranic principles. Its excesses are another mat-ter. The equalizing provisos [conditions] of the Koran would, if duly applied,offset them.

—From The Illustrated World’s Religions: A Guide to our Wisdom Traditions by Huston Smith

Cooperative LearningActivity 8 L1/ELL

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

A Civil Service Exam

★ Cooperative Learning Activity 8 ★★

BACKGROUNDDuring the Tang and Song dynasties in China, a person had to pass a civil serviceexamination to earn a government job within the civilian bureaucracy. Before thecivil service system was developed, appointments were based on favoritism andnepotism. The civil service system ensured that, for the most part, only the best-qualified people were hired to help run the government. By working as a group tocreate your own civil service examination, you will develop a better understandingof how civil service exams work and how they can be used to find the most quali-fied individuals to fill government jobs.

GROUP DIRECTIONS1. Make sure everyone in the group understands what the federal civil service is

(the non-elected roles and jobs within government-operated branches, depart-ments, and agencies that support the functions of a government). Consider thetypes of jobs that exist in modern civil service (immigration officers, recordsclerks, legislative assistants, support staffs for various government offices suchas agriculture, education, the Pentagon, and so on).

2. Brainstorm areas such as history, geography, civics, communication skills, andso on that you think might be useful on a civil service examination.

3. Create a set of twenty questions that you collectively believe could be includedon a modern civil service examination and, for each, question, identify an areaof study that someone wanting to enter the civil service would want to knowabout.

4. Decide which questions would be most important to the examination. Create alist of twenty prioritized questions and exchange them with another group.

ORGANIZING THE GROUP1. Group Work/Decision Making As a group, brainstorm the types of jobs that

might have existed in the Tang and Song dynasty bureaucracies. What aspectsof the central government functions would need support workers? Then identify similar or more modern jobs that would exist in the U.S. federal civilservice today.

2. Group Work Collaboratively decide upon a list of areas that a civil service can-didate should have more than a general knowledge about. List the areas in aplace where the entire group can see them. Then brainstorm specific questionsthat would address these various areas. A recorder will need to be appointed tokeep track of the group’s ideas, probably on a flipchart or some other easilyviewable “group notes” area. The area of knowledge should be noted besideeach question.

0244A-0244D C08 TE-Nat/FL©05 3/13/04 8:43 AM Page 244

Page 2: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

244B

Chapter 8 Resources

ASSESSMENT AND EVALUATION

INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramWorld History Primary SourceDocument Library CD-ROM

MindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMThe World History Video Program

MULTIMEDIAMULTIMEDIAThe following Spanish language materialsare available:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• Spanish Reading Essentials and Study Guide

SPANISH RESOURCESSPANISH RESOURCES

Linking Past and PresentActivity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name ____________________________________ Date ________________ Class __________

Then Traditionally, Chinese women were con-sidered to be intellectually inferior to men. Thewritings of Confucius include many disparag-ing remarks about the ability of women tolearn.

Nonetheless, women in wealthy familieswere often well educated. Although some ofthem became poets and historians, thesewomen were not allowed to take part in gov-ernment unless they were members of theemperor’s family. Poor women engaged in avariety of occupations, such as weaving, ped-dling, trading, and even construction work.

In many ways, a woman was almost com-pletely under her husband’s rule. However,her one source of power was the influence shehad on her son. According to one famous story,it was the mother of the philosopher Mengzi,who guided him to be a scholar.

Women were somewhat protected underthe law. They were allowed to keep theirdowries throughout marriage. Although hus-bands could easily divorce their wives for suchreasons as disobedience, barrenness, illness, orjealousy, they could not do so if the wives hadno place to go.

During the Song dynasty, the status ofwomen declined. Their choice of occupationsbecame severely limited. Most spent their livesas wives (or concubines) and mothers. In theTang Era, having a wife with tiny feet becamea status symbol. In response, parents boundtheir young daughters’ feet in order to keepthem from growing. This practice crippledmost women for life, thus keeping them frombeing able to engage in productive work.

Now In 1949 the Chinese Communists out-lawed arranged marriages and made it illegalfor men to have more than one wife. The gov-ernment made schools co-educational, andfemale graduates were allowed to become gov-ernment officials or enter a profession. Evenwomen with little education were given theopportunity to hold a variety of jobs.

Tradition, however, continues to play a rolein China. Some observers point out that ordi-nary Chinese women are still treated asdomestic servants. Women who work as offi-cials of Residents’ Committees express pride intheir responsibilities, which include inspectingthe neighborhood for cleanliness, settlingdomestic quarrels, and organizing securitypatrols. However, these female officials com-plain that after working hard at their jobs, theystill have to fulfill all of their domestic duties.

Women with jobs in factories, schools, andhospitals are also responsible for taking care oftheir families. Most of these women workfewer hours than men in order to take care oftheir homes, and thus earn less money.

Some Chinese employers use the possibilitythat a woman might become a mother as anexcuse for not hiring her for a better payingposition. They argue that a woman with chil-dren might find it too difficult to focus onwork as opposed to her children. Otheremployers, when asked why women are not inmanagerial positions, simply reply, “It’salways that way.”

Linking Past and Present Activity 8

Status of Women in Traditional China and Communist China

Critical Thinking

Directions: Answer the following questionson a separate sheet of paper.1. Making inferences: How does being

unable to earn a living affect someone’sfreedom?

2. Drawing conclusions: What is one pieceof evidence that at least some Chinesewomen of the past were intellectually gifted?

3. Synthesizing information: Point out aweakness in the argument that womendon’t make good managers because theirduties as mothers interfere with their work.Do research in the library and on theInternet to learn why that argument is espe-cially unsound when it comes to theworking women of China. Write a briefreport of your findings.

Time Line Activity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

Time Line Activity 8

The Asian WorldDIRECTIONS: In the centuries covered by Chapter 8, the civilizations of East and South Asiasaw the rise and fall of many dynasties. Some political events are listed on the time linebelow. Read the time line, then answer the questions that follow.

A.D. 907 Political turmoilbegins in China.

A.D. 960 Song dynasty beginsrule in China. A.D. 1392 Start of YI dynasty in Korea.

c. A.D. 1000 Ghazni Islamic state isfounded in Afghanistan. c. A.D. 1206 Genghis Khan unites

Mongolian clans.

A.D. 1100s Khmer kingdomreaches its height.

A.D. 1185 Minamoto family rule begins in Japan.

A.D. 1260 Kublai Khan becomesemperor of China.

A.D. 938 Ngo Quyen defeatsChinese forces at the Battle of BachDang River, winning Vietnameseindependence from China.

A.D. 1 A.D. 500 A.D.1000 A.D.1500

A.D. 39 The Trung sisters’ revoltmakes Vietnam independent fortwo years.

c. A.D. 400 Yamato clan becomespowerful in Japan.

A.D. 600s Fujiwara beginsto hold power in Japan.

A.D. 618 Tang dynasty beginsrule in China.

A.D. 794 Beginning of Heiancultural period in Japan.

A.D. 800s Angkor Empireestablished in Cambodia.

1. In the first half of the A.D. 900s, which Asian countries experienced political changes?

2. The Khmer kingdom established its empire in Angkor by A.D. 802 and ruled until 1431.When did this kingdom reach its highest achievements?

3. How did Genghis Khan’s unification of Mongolia influence later events in China?

4. How long was Vietnam under Chinese rule?

5. Which kingdom was the last to establish a dynasty? What was the dynasty and when didit begin?

6. After political turmoil began in China in A.D 907, would you say it was a short, moderate, orlengthy period before another Chinese dynasty was established?

Reteaching Activity 8 L1

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

The Asian World

Chinese culture changed with each succeeding Chinese dynasty. In many cases, politicalchange (changing of dynasties) brought about innovation in other areas. Change has con-tributed to China’s diverse and dynamic society, which, in turn, has contributed to religious,scientific, and artistic progress throughout the world.

DIRECTIONS: Fill in the blank spaces in the webs below, selecting the correct answers fromthe list provided. Parts of the webs have already been filled in.

Reteaching Activity 8‘

Name Date Class

Literature

Social Classes Science and Technology

Family

BuddhismZhou Qin

porcelain

harmony withnature

shaped societyand government

Pax Sinica

Sui Tang

Civil serviceexamination

system

Buddhism

harmony withnature

shaped societyand government

Literature Family

Social Classes Science and Technology

woodblockprinting

Rulers Ways of Life

Society

• Daoism • cotton • girl’s parents provide a dowry when she marries

• Steel • fire-lance • completed the Grand Canal

• Neo-Confucianism • scholar-gentry • restored the Power of China in East Asia

• landowners • invention of printing • Indian religion brought to China by merchantsand missionaries

• Song • peasants • economic prosperity and cultural achievement

Vocabulary Activity 8 L1

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

The Asian World: 400–1500DIRECTIONS: Select and write the term that best completes each sentence.

1. In the Chinese society, the (scholar-gentry/archipelago) was considered to be the political and economic elite.

2. In marriage, a girl’s parents were expected to provide a (daimyo/dowry) to her husband.

3. After Genghis Khan died, his once-united empire was split into separate territoriescalled (khanates/savannas).

4. An accomplishment of the Tang dynasty was in the field of ceramics and the perfectedmaking of (porcelain/bronze).

5. (Mandarins/Samurai) were Japanese warriors who swore touphold the Bushido code and fight bravely.

6. Although the Japanese emperor supposedly was the paramount leader of Japan, in reality his power was gradually eroded by powerful Japanese warlords known as

(shoguns/daimyo).

7. Among the followers of Buddhism in India, one group believed that they were following the original teachings of the Buddha and called themselves the school of

(Mahayana/Theravada).

8. Less strict, the school known as (Mahayana/Theravada) stressed the view that nirvana could be achieved through devotion to the Buddha.

9. Any large group of islands located close to one another, like the Florida Keys or thePhilippine Islands, is called a(n) (archipelago/shogunate).

10. As (agricultural societies/trading societies), Southeast Asianstates such as Srivijaya and the Sultanate of Melaka supported themselves chieflythrough trade.

11. The (Bushido/Shinto) directed the lives of the samurai.

12. (Zen/Shinto) is the state religion of Japan and considers theemperor divine.

13. The (Bushido/Zen) sect of Buddhism defines different ways toachieve enlightenment.

Vocabulary Activity 8f

Chapter 8 TestForm A L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. dynasty the preceded the Tang dynasty

2. replaced the old landed aristocracy as the political andeconomic elite of Chinese society

3. elected as Ghengis Khan

4. at the heart of Chinese state government from the late Tangdynasty to the twentieth century

5. “the way of the warrior”

6. “great names,” the heads of Japanese noble families

7. located in present-day Afghanistan

8. sect of Buddhism

9. formed the kingdom of Angkor

10. established after Chinese rule was overthrown

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. Technological developments during the Tang dynasty includedA. silk, which became the leading export to Rome.B. bronze, from which superior weapons were formed.C. gunpowder, which was used to make a primitive flamethrower called a fire-lance.D. porcelain, from which delicate works of art were formed that were valued

around the world.

12. As a result of trade, the city of Changan becameA. so overpopulated that there was not enough food to go around.B. the wealthiest city in the world during the Tang Era.C. overrun with non-Chinese, so that Chinese became a minority in their own capital.D. more similar in appearance to Arab cities than to Chinese cities.

13. The Mongols, led by Genghis Khan, A. brought the entire Eurasian landmass under a single rule, creating the largest

land empire in history.B. successfully invaded Japan, but could not hold it for long.C. conquered the islands of Java and Sumatra, which had repulsed several previous

Chinese attacks.D. defeated every army that challenged them, except for the Vietnamese.

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 8 Test, Form A

Column B

A. Ghazni

B. Bushido

C. Confucianism

D. Temujin

E. daimyo

F. Mahayana

G. scholar-gentry

H. Dai Viet

I. Sui

J. Jayavarman

Chapter 8 TestForm B L2

Performance AssessmentActivity 8 L1/ELL

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

★ Performance Assessment Activity 8

Use with Chapter 8.

The Asian World

BACKGROUNDYou can find history in more than just books or newspaper articles. Historians are

often consulted when people produce television programs or movies telling the sto-ries of particular cultures or historical events. Some examples include the filmsGandhi and Schindler’s List. A good knowledge of history is important to representpast figures or cultural traditions accurately.

TASKFor this project, you and four classmates will put together a short television docu-

drama about one culture discussed in this chapter, such as the Chinese, Japanese,Indian, or Korean cultures. Each member of your group will research an aspect ofyour chosen country’s culture, economic situation, or geography during the historicaltime period of the chapter. You will then write a script for a television program inwhich each of you assumes the role of a historian-specialist in the particular aspect ofthe culture you have chosen.

AUDIENCEYour audience is the rest of your class.

PURPOSEYour purpose is to present the culture of the country you choose in an entertain-

ing and historically accurate way.

PROCEDURES

1. Meet with the members of your group to decide which country you want to research.

2. After the group picks a country, each member should choose an aspect of the countryto research in the library. Possible topics include: artwork, political structure andinstitutions, literature, trade and commerce, and geography/climate.

3. Consult library resources or use the Internet to find additional information on thetopics you have chosen. You may want to consult encyclopedias or almanacs.

4. After a week, meet with your group to pool resources and begin writing a shortscript covering the results of the research done in each area.

5. Set aside a specific amount of time each day to work on the television documentary.Focus on getting the information across clearly and succinctly.

6. If you have access to a video recorder, you may want to tape the documentary andshow it in class on television. You may choose to introduce yourselves as professors,museum curators, or historians. If a video recorder is not available, work with yourclassmates to create a classroom presentation of your script.

ExamView® ProTestmaker CD-ROM

Mapping History Activity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

Languages of East and Southeast AsiaThroughout East and Southeast Asia, hundreds of languages are spoken bydiverse groups of people. Such diversity can often be confusing to historiansseeking the origins of various ethnic groups. However, scientists known as lin-guists look for similarities in the grammar and vocabulary of different languagesto see which ethnic groups are related. So far, linguists have identified at leastfive distinct language families, or languages that share similar structures andvocabulary, among Asian peoples. Observing how similar languages spread cangive historians valuable insight into the interaction and movement of differentethnic groups.

DIRECTIONS: The map below shows East and Southeast Asia. Use the map tocomplete the activities that follow.

Mapping History Activity 8

1. Label the major Asian language familieslisted below on the corresponding areasof the map. Add a key to your map.

Sinitic: China and most of SoutheastAsia

Altaic: Mongolia, Central Asia, Korea,Japan

Austronesian: Malay and Indonesia

Indo-European: India

Khmer: Cambodia

2. Identify the language family spoken in each of the following cities.

Borobudur

Nara

3. There are more than 20,000 islands in the Philippine and Indonesian archipelagos. How do you think theAustronesian language might havespread through this area?

4. What do you believe led to the develop-ment of so many different languages inSoutheast Asia?

Hokkaido

Honshu

JAPANNara

ShikokuKyushu

KOREAC H I N A

INDIA

(PHILIPPINES)INDOCHINAPENINSULA

MALAYPENINSULA

(INDONESIA)

Borobudur

JAVA

Silla

SUMATRA

Irraw

addy

R. Mekong River

Red River

PACIFICOCEAN

Strait ofMalacca

50°N

30°N

10°N

100°E 120°E 140°E

INDIAN

OCEAN

Azimuthal Equal-Area Projection

0 300

300

600 miles

0 600 kilometers

N

S

EW

Western Pacific Rim A.D. 700

World Art and MusicActivity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

The best-known Chinese porcelain comes from the Song dynasty and con-sists primarily of blue designs on a white background. The Chinese first madeporcelain in the A.D. 600s, during the Tang dynasty, and they perfected itthroughout the Sun and Yuan dynasties.

DIRECTIONS: Read the passage below about this ancient art. Then answer thequestions in the space provided.

white porcelain. The contrast between the pure whiteof the kaolin and the bright blue cobalt is striking.The designs were predominantly flowers, leaves, andvines, often in intricate patterns. Song porcelain wasproduced for the nobility, which may account for itsbeing more elaborate than Tang wares. There was awider range of colors and shapes, and the surfacemight be carved with various designs.

Song vessels were fired upside down, so the rimshad to be left unglazed so they would not stick to thekiln. The rims were later covered in bronze or silver.

The rarest and most esteemed Song porcelain iscalled Ju. Instead of the typically bold Song colors,these delicate ceramics are glazed in lavender,pinkish-yellow, and pale turquoise, a color that hasbeen described as “so subtle that it seems to beemitting light rather than reflecting it.”

Chinese Porcelain

WoWorld Art and Music Activity 8

(continued)

Porcelain is made of a white clay called kaolin.This substance is also referred to as china clay

because it is found nowhere else in the world. Afteran object is shaped out of the clay, it is covered witha glaze and then fired in a very hot oven, called akiln. The result is a hard object with a durable,glasslike surface.

Tang dynasty ceramics are noted for their beautifulshapes and the development of colored glazes. Thepitchers, jars, bowls, and vases usually had strong, sim-ple shapes—a round jar with a small lip, a bowl withslight indentations making it look like a flower, a roundpitcher with a handle. These pleasing shapes are com-bined with a wide range of colors. Chinese artists usedvarious minerals to produce black, blue, green, yellow,and creamy white glazes. Sometimes brown and whiteclay were mixed together and covered with a transpar-ent glaze, producing a marbled effect.

Most pottery during the Tang dynasty was intendedto be placed in tombs. Objects vary in size from toysand animal figures a few inches high to large horsesand camels. Many depict soldiers and women onhorseback, people dancing and playing a variety ofmusical instruments, and caricatures of foreignersfrom central and western Asia. The most extraordinarypieces are the tomb guardians, fierce armed menoften standing on demons. They are minutely detailedand glazed in vibrant colors. Tomb ceramics weremade cheaply and in bulk. They have been found intombs of average people as well as those of royalty.

During the Song dynasty, Chinese travelersbrought back cobalt from the Middle East. This bluemineral was the impetus for the era of blue and

Porcelain figure of a rider on a camel

History and GeographyActivity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

HISTORY AND GEOGRAPHY ACTIVITY 8★

Cherrapunji

Mumbai

Madras

India

INDIANOCEAN

INDIANOCEANMonsoon RegionMonsoon Region

Average AnnualRainfall in IndiaAverage AnnualAnnualRainfall in IndiaAverage AnnualRainfall in India

Average Seasonal RainfallMadras

29 in.

December–FebruaryMarch–May

Mumbai

Cherrapunji

More than 118 inches

39 to 118 inches

8 to 39 inches

Less than 8 inches

88 in.

300 in.

June–AugustSeptember–November

Boundaryof region

Rainfall During the Monsoon Season

Across the arid plains of northern India,hot dry winds send grit and dust flying,blackening the sky. Soon the monsoon willarrive. Until then, tension is high as thetemperature and the winds continue to rise.How does the extreme nature of the mon-soons affect India?

Monsoons are seasonal winds thatchange direction twice a year. The wordmonsoon is derived from the Arabic mausim,meaning “season.” In Asia a summer, orsouthwest, monsoon blows from mid-Maythrough September and brings heavy rainsfrom tropical oceans. A winter, or northeast,monsoon is a wind in the reverse direction,which begins during October and bringscool, dry, continental air.

For rural India, the arrival of the monsoonsignifies the renewal of life. The monsooncan mean survival itself for farmers, sincehalf of India’s arable land depends solely onmonsoon rains and a single growing season.When the monsoon is delayed, drought andfamine can affect millions of people. Foodprices then soar, causing inflation. Urban lifecan also be complicated by a delay in thearrival of the monsoon. About half of India’selectricity is generated by hydropower andthus by the monsoons. While the monsooncan sometimes skip entire regions, a particu-larly harsh downpour can bring cyclonesand floods to low-lying coastlines.

Monsoons of India

Asian agriculture and the survival of half the world’s 5.5 billion people depend on thearrival of the monsoon, one of the most massive—and unpredictable—weather systemsin the world. Late rains can have far-reaching economic, political, and social conse-quences in India.

People in World History Activity 8 L2

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

All I want is a son who is doltish and dumb. No setbacksor hardships will obstruct his path to the highest courtposts.

Su Dongpo

Chinese culture venerates ancestors andtradition. Certain figures from the past,therefore, are especially admired and used as models of virtue and excellence. One ofthese figures is Su Dongpo, also known asSu Shi, of the Song Dynasty (960–1279). Eversince his death, people have read his poetry,revered his calligraphy, bought pictures ofhim, and visited shrines to his memory.

Su Dongpo showed the passion for bothpolitics and culture so characteristic ofmany of the influential people of Chinesehistory. He was typical of the Confucianbureaucracy, which was filled with officialswho combined state business and the arts.A conservative by nature, Su Dongpobecame a leader of the opposition againstWang Anshi and other reformers. He wasimprisoned for his outspoken ways on thegrounds that his poems slandered theemperor and the government. Expecting tobe executed, he was relieved to be exiled toan area of China called Hubei.

Su Dongpo is most important for the last-ing influence of his poems and essays. He isone of the Eight Prose Masters of the Tangand Song Dynasties. He wrote over 2,700poems. His poetry is known for its natural,flowing style, a wide variety of subject mat-ter, strong attention to detail, and tender-ness. They are known also for playfulnessand humor. Once he wrote a poem to cele-brate his son’s first bath; it contains the biting comment about what it takes to suc-ceed in politics that is the quotation head-ing this activity.

In his essays Su Dongpo praisedConfucian ideals of public service. Buddhistand Taoist ideas about change and theimportance of nonattachment alsoimpressed him. Two of his most influentialessays discuss the shortness of life and thepleasure of drifting on a boat with friends,letting the current take them where it willas they simply enjoy the breeze.

Some have claimed that Su Dongpo’suncanny ability to describe things poeticallywas due to his skill in painting. He alsobrought poetry to his painting. In his writ-ings he argues that painting should not somuch represent how things look, but whatthe artist feels about them, as poets typicallydo in their work.

Su Dongpo was one of the great calligra-phers. The Chinese consider calligraphy animportant fine art, and Su Dongpo isincluded among the Four Great Masters ofcalligraphy from the Song dynasty(960–1279). His calligraphy scroll called Red Cliff, a spot where a famous battle took place, especially inspired calligraphersduring the Ming dynasty (1368–1644). Itremains one of the masterworks of calligra-phy to this day.

Su Dongpo (c. 1037–1101 B.C.)

People in WoWorld History: Activity 8 Profile 1

Critical Thinking SkillsActivity 8 L2

Southeast Asia: Temperature (C°) and Monthly Rainfall (mm)Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Sittwe ˚C 21 22.5 26 28.5 29 28 27 27 27.5 27.5 25.5 22

mm 3 5 13 50 348 1255 1364 1080 625 294 127 15

Yangon ˚C 25 26 29 30.5 29 27 26.5 26.5 27 27.5 26.5 25

mm 5 5 7 35 307 467 546 500 381 178 71 7

Saigon ˚C 26 27 29 29.5 29 28 27 28 27 27 26.5 26

mm 17 2 15 48 221 333 307 282 343 272 114 63

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Name Date Class

Critical Thinking Skills Activity 8 Identifying the Main Idea

When collecting data about a subject,look for patterns that organize the data intoan understandable, and thus valuable,form. To find the main idea of a chart,graph, or table, look for a pattern—such asan increase or decrease—over time.

The climate throughout much of Asia isdetermined by how much rainfall an areagets. Seasons are often heralded by eithermonsoons—bouts of prolonged, heavyrainfall—or relatively dry weather.

DIRECTIONS: Look at the chart below of the monthly rainfall and temperature for threecities in Southeast Asia. Then answer the questions that follow.

1. Based on the data, approximately when do the monsoon rains fall in all three locations?How much rain on average falls on each location during this season?

2. When does the hot season occur in the three areas mentioned in the chart? What is therelationship between the cycle of the hot seasons and the monsoons?

3. From looking at the chart, how could the monsoon cycles be used as a sort of calendar tohelp farmers plan their plantings and harvests?

4. Many countries in Asia, from India to Vietnam, have depended for centuries on themonsoon rains. Based on the information in the chart, why would a poor wet season—one that brings little rainfall—be a disaster for people?

Standardized Test PracticeWorkbook Activity 8 L2

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

Standardized Test Practice

Name __________________________________ Date ____________________ Class ____________

Reading Objective 5: The student will analyze information in a variety of texts in order to make inferencesand generalizations.

A simplified drawing that shows how something works is called a diagram. Some diagramsuse arrows to show movement or relationships. For example, the diagram in this activity shows themovement of goods between Asia and Europe.

★ Practicing the SkillRead the selection below and complete the activity that follows.

The Silk Road is the name given to the greatcaravan routes that linked Asia and Europeduring pre-modern times. Trade along theseroutes actually began before 100 B.C.

The earliest stretch of the route was in theWest, ending at Constantinople and other citiesin Southwest Asia. The city of Changan in Chinabecame the most important trading center at theeastern end point.

The Silk Road was the passageway forproducts that included silk, jade, and fruit as wellas for ideas and art. The Buddhist, Chinese, andIslamic religions came to China by way of theSilk Road.

At its height, the Silk Road was really manyroads that split and converged in various places.Caravans along the road passed over and aroundsome of the most forbidding landscapes on earth:hot, dry deserts and cold, rugged mountains.

Nevertheless, people founded settlements aroundoases and made profits from the passing traders.Kashgar, in western China, became the crossroadsof trade along the route.

After the fall of Rome, the Silk Road becameincreasingly unsafe. Fewer people traveled on it. In the A.D. 1200s and A.D. 1300s, the route wasrevived under the Mongols. The Europeanexplorer Marco Polo may have used the road totravel to China.

Today one can travel the Silk Road and stillfind evidence of the people, ideas, and goods thattraveled its path and transformed a variety ofcultures. It is still possible to see how poles androcks formed the boundaries of the actualthoroughfares over which goods movedthroughout many centuries—before ships, trains, buses, and airplanes replaced mules, carts,and packs.

★ Learning to Interpret a DiagramUse the following guidelines to help you interpret diagrams.

• Review the diagram’s title to find out thesubject or concept.

• Study the information on the diagram,noting the direction of the arrows.

• Identify the relationships among the parts ofa diagram.

ACTIVITY 8Interpreting Diagrams

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. dynasty that preceded the Song dynasty

2. technological advancement of the Tang dynasty

3. Khanbaliq

4. his poem “Quiet Night Thoughts” has been memorized byschoolchildren for centuries

5. “those who serve”

6. powerful military leader who was the true ruler of Japan

7. Hindu warriors who resisted the advance of Ghazni

8. sect of Buddhism

9. ruler of the Mongol state based in Samarkand

10. one of the trading societies of Southeast Asia

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of thesentence. (4 points each)

11. In the Tang and Song Eras, the old landed aristocracy was replaced bythe as the political and economic elite of Chinese society.A. sharecroppers C. landless laborersB. scholar-gentry D. new wealthy landowners

12. Emperor Tang Xuanzang is remembered forA. expanding his dynasty into Tibet. C. being a cruel and ruthless ruler.B. making an alliance with Korea. D. his devotion to a commoner’s

daughter.

13. In 1206, Temujin was elected Genghis Khan, after which heA. was quickly assassinated by Kublai Khan.B. devoted himself to conquest, eventually establishing the Mongol Empire.C. made an alliance with the Tang rulers.D. converted to the Islamic faith.

14. was at the heart of the Chinese state government from the lateTang dynasty to the end of the dynastic system in the twentieth century.A. Confucianism C. BuddhismB. Daoism D. Communism

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 8 Test, Form B

Column B

A. samurai

B. Beijing

C. Theravada

D. shogun

E. gunpowder

F. Timur Lenk

G. Tang

H. Rajputs

I. Li Bo

J. Srivijaya

0244A-0244D C08 TE-Nat/FL©05 3/13/04 9:02 AM Page 245

Page 3: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

244C

Chapter 8 Resources

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

*Also Available in Spanish

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

SECTION 1China Reunified1. Characterize the Sui, Tang, and Song

dynasties.2. Identify innovations and reforms in

government, agriculture, and tech-nology that brought periods ofgrowth and prosperity to China.

Reproducible Lesson Plan 8–1Daily Lecture and Discussion Notes 8–1Guided Reading Activity 8–1*Section Quiz 8–1*Reading Essentials and Study Guide 8–1*

Daily Focus Skills Transparency 8–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 3Early Japan and Korea1. Analyze how geography affected the

development of Japan.2. Characterize Japan’s history, which

has been marked by power struggles.

Reproducible Lesson Plan 8–3Daily Lecture and Discussion Notes 8–3Guided Reading Activity 8–3*Section Quiz 8–3*Reading Essentials and Study Guide 8–3*

Daily Focus Skills Transparency 8–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 4India After the Guptas1. Discuss how Buddhism, Hinduism,

and Islam influenced the develop-ment of India.

2. Explain why India’s location made ita center for trade and why conflictsamong its states plagued its growthand prosperity.

Reproducible Lesson Plan 8–4Daily Lecture and Discussion Notes 8–4Guided Reading Activity 8–4*Section Quiz 8–4*Reading Essentials and Study Guide 8–4*

Daily Focus Skills Transparency 8–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

SECTION 2The Mongols and China1. Discuss how the Mongols acquired

the world’s largest land empire.2. Relate how, with the invention of

printing, a golden age of literatureand art emerged in China.

Reproducible Lesson Plan 8–2Daily Lecture and Discussion Notes 8–2Guided Reading Activity 8–2*Section Quiz 8–2*Reading Essentials and Study Guide 8–2*

Daily Focus Skills Transparency 8–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

Assign the Chapter 8 Reading Essentials and Study Guide.

SECTION 5Civilization in Southeast Asia1. Examine how the influences of

geography and culture affected thedevelopment of Southeast Asia.

2. Describe the primarily farming andtrading economies and social struc-tures of Southeast Asian countries.

Reproducible Lesson Plan 8–5Daily Lecture and Discussion Notes 8–5Guided Reading Activity 8–5*Section Quiz 8–5*Reteaching Activity 8*Reading Essentials and Study Guide 8–5*

Daily Focus Skills Transparency 8–5Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROM

0244A-0244D C08 TE-Nat/FL©05 3/13/04 9:07 AM Page 246

Page 4: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

244D

Chapter 8 Resources

Teacher’s Corner

The following articles relate to this chapter:

• “India,” by Geoffrey C. Ward, May 1997.• “Banaras: India’s City of Light,” by Santha Rau, February

1986.• “The Silk Road’s Lost World,” by Thomas B. Allen, March

1996.• “Sumo,” by T.R. Reid, July 1997.• “Genghis Khan,” by Mike Edwards, December 1996.• “The Golden Horde of Bactria,” by Viktor Ivanovich

Sarianidi, March 1990.• “The Queen of Textiles,” by Nina Hyde, January 1984.• “Indonesia Rescues Ancient Borobudur,” by W. Brown

Morton III, January 1983.• “The Lost Fleet of Kublai Khan,” by Torao Mozai, November

1982.• “The Temples of Angkor: Ancient Glory in Stone,” by Peter

T. White, May 1982.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

Access National Geographic’s new dynamic MapMachineWeb site and other geography resources at:www.nationalgeographic.comwww.nationalgeographic.com/maps

Joel MosierAndress High SchoolEl Paso, Texas

Imperial Chinese DynastiesHave the students prepare charts that list the

three Chinese dynasties—the Tang, Song, and Sui. Thecharts should compare and contrast the chief charac-teristics of these dynasties. Category headings mightinclude dates and length of rule, land area controlled,founder, capital(s), popular art forms, foreign militaryengagements, education, government, economy, andprevalent religion/philosophy. Then ask the studentsto compose descriptive paragraphs for each dynastysummarizing the information they have compiled.Students’ paragraphs should include one or two significant facts not covered on the charts.

From the Classroom of…

NATIONAL GEOGRAPHIC SOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• Physical Geography of the Continents Series: Asia (Video)• China: Sichuan Province (Video)• China: Beyond the Clouds (Video)

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

WORLD HISTORY

Use our Web site for additional resources. All essential content iscovered in the Student Edition.

You and your students can visit , theWeb site companion to Glencoe World History. This innovativeintegration of electronic and print media offers your students awealth of opportunities. The student text directs students to theWeb site for the following options:

• Chapter Overviews • Self-Check Quizzes

• Student Web Activities • Textbook Updates

Answers to the Student Web Activities are provided for you in theWeb Activity Lesson Plans. Additional Web resources andInteractive Tutor Puzzles are also available.

www.wh.glencoe.com

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies found ineach section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less-proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

0244A-0244D C08 TE-Nat/FL©05 3/13/04 7:59 AM Page 247

Page 5: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

244

The Impact TodayHave students create a web diagram witheither “gunpowder” or “printing” at thecenter of the diagram. As students readthe chapter, have them record the infor-mation associated with these words andthen assign them to summarize theimportance of these Chinese inventions.L1

244

The Asian World400–1500

Key EventsAs you read this chapter, look for the key events in the development of the Asian world.

• Innovations in agricultural production, the reemergence of trade routes, and a unified central government allowed China to prosper under the Sui, Tang, and Song dynasties.

• Japan’s geography isolated it from other countries and caused the island nation to develop its own unique culture.

• The Muslim expansion made both Islam and Hinduism powerful religions in the Indiansubcontinent.

• Because of the geography of the region, Southeast Asian countries developed into a series of separate states with their own culture, religion, and language.

The Impact TodayThe events that occurred during this time period still impact our lives today.

• Gunpowder and printing were invented during the Tang dynasty in China.• The expansion of Islam into northwestern India is reflected in the current division of the Indian subcontinent into India, which is mostly Hindu, and the two Islamic states of

Bangladesh and Pakistan.

World History Video The Chapter 8 video, “The Great Wall,”chronicles the development of Asian cultures.

500 600 700 800 900 1000

500sGrand Canal iscompleted

618Tang dynastybegins

c. 905Fire-lanceinvented

1000sMoveable type inventedin China

802Jayavarman iscrowned god-kingand unites theKhmer of Angkor

Tang sculpture

Tang silk painting

IntroducingCHAPTER 8Introducing

CHAPTER 8

Refer to Activity 8 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The World HistoryVideo ProgramTo learn more about the develop-ment of Asian cultures, students canview the Chapter 8 video, “The GreatWall,” from The World HistoryVideo Program.

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 8 content.

Available in VHS.

STUDENT EDITIONSUNSHINE STATE STANDARDS

PURPOSE FOR READING

Chapter Tour This strategy generates student interest, previews material, and identifies theauthor’s craft. Have students skim the chapter and write about which section, pictures, and high-lights are most interesting. Have them share the information with a partner and then with theclass. Conclude by telling students that they will study the diverse world of Asia in this chapter. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

0244-0281 C08 TE-Nat/FL©05 3/21/04 6:56 PM Page 244

Page 6: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study Skills Foldables booklet.

245

Heiji Scroll (detail) This scroll depicts one of the first samurai battles, the Heiji Insurrection of 1159.

HISTORY

Chapter OverviewVisit the Glencoe WorldHistory Web site at

and click on Chapter 8–ChapterOverview to preview chapter information.

wh.glencoe.com15001100 1200 1300 1400

1392Yi dynasty isestablished inKorea

1368Zhu Yuanzhangdefeats theMongols andestablishes theMing dynasty

1369Timur Lenkseizes powerand beginsconquests

1397Golden Pavilionbuilt in Japan

1450Japanese civil war results in thecollapse of theshogunate

1258Mongols defeatthe Abbasids atBaghdad

Timur Lenk enthroned

Genghis Khanin battle

IntroducingCHAPTER 8Introducing

CHAPTER 8

The Heiji Scroll This scene from Tales of the Heiji Insurrection, which hangs in Boston’s Museumof Fine Arts, is called “The Burning of the Palace.” The battle it depicts took place during the HeijiInsurrection in Japan, one of many episodes that occurred during centuries of civil war. This scenedepicts the burning of a retired emperor’s palace, the Sanjo Palace in Kyoto, in the middle of thenight. Servants and ladies of the court try in vain to flee the massive flames. Confusion and violenceare vividly portrayed. The Heiji Scroll was produced in the thirteenth century, during the Kamakuraperiod, a time when Japan was governed by the military. It shows superb skill and imagination. Theart form of the scroll focuses on the affairs of people, whether the subject is religious or secular.

MORE ABOUT THE ART

Chapter ObjectivesAfter studying this chapter, students should be able to:1. explain differences and simi-

larities among the Sui, Tang,and Song dynasties;

2. describe the accomplishmentsof the Mongol dynasty andthe growth of Chinese culture;

3. describe the emergence ofJapan and Korea;

4. explain the influence of Bud-dhism, Hinduism, and Islamon the development of India;

5. describe the geography andpeoples of Southeast Asia.

Time Line Activity

As students read the chapter, havethem review the time line on pages244 to 245. Ask them to describe theimportant events that occurredbetween the Mongols’ triumph in1258 and their defeat in 1368. L1

HISTORY

Chapter OverviewIntroduce students to chaptercontent and key terms by havingthem access Chapter Overview8 at .wh.glencoe.com

245

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:17 AM Page 245

Page 7: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

246

246

n 1274, the Mongol emperor of China, Kublai Khan,demanded that the Japanese pay tribute to China or face

invasion. When the Japanese refused, the khan sent a force ofthirty thousand warriors to teach the Japanese a lesson. Badweather forced the emperor’s forces to retreat, however.

Not until 1281 was the Great Khan prepared to try again.This time he sent a force of two fleets, consisting of 4,400ships carrying almost 150,000 warriors. The Japaneseappeared to be doomed. The emperor ordered prayers to beoffered everywhere in Japan.

Then, on August 15, just as the khan’s forces were prepar-ing to land, the sky darkened. For two days, massivetyphoons struck, uprooting trees and raising waves that bat-tered the Mongol fleet and killed tens of thousands. OneKorean observer wrote, “The bodies of men and broken tim-bers of the vessels were heaped together in a solid mass sothat a person could walk across from one point of land toanother on the mass of wreckage.” Those warriors who madeit to shore were cut down by the Japanese defenders.

To the Japanese, this victory over the Mongols was a signof supernatural aid. They called the storm a “divine wind,” orkamikaze, and became convinced that they would always beprotected from foreign invasion.

IJapan Faces Kublai Khan

Kublai Khan,grandson of

Genghis KhanDestruction of the Mongol fleet attacking Japan

Why It MattersThis great confrontation betweenthe ancient and well-established civ-ilization of China and the newly-emerged Japanese state was aturning point in Asia during thisperiod. Chinese civilization contin-ued to build on the achievements ofprevious dynasties, making it one ofthe greatest civilizations in theworld. Along the fringes of China,other societies were emerging onthe islands of Japan, in Korea, andin Southeast Asia.

History and You Using the Inter-net and a computer, create a data-base that shows the amount of landadded to the khanate during therule of Kublai Khan. Include dates of conquests and identify the peo-ples who were conquered. Add illus-trations to your database and createa multimedia presentation.

IntroducingA Story That MattersDepending upon the ability level of your students, select from the following questions to rein-force the reading of A Story That Matters.• What reasons might the

leaders of China have had to invade the much lessdeveloped state of Japan?(Answers may include: to showthe might of China, to force theJapanese to pay tribute.)

• Why did Kublai Khan waitseven years before trying toinvade Japan a second time?(Answers may include: that hewas distracted with other cam-paigns, needed to rebuild orstrengthen naval fleet, or neededtime to recruit and train120,000 more warriors.)

• How could the relativelypoor and weak states in Japanmaintain their independencefrom foreign domination formany years? L1 (Japan’s islandgeography kept it isolated.)

About the ArtThis painting of Kublai Khan, byan unknown artist, presents acalm image of the leader. Thenineteenth-century painting ofthe Mongol fleet’s destructionshows the Japanese summoningthe divine wind, the kamikaze,to help them in their fight.

HISTORY AND YOUAlthough China influenced Japan, Japan was able to develop its own unique civilization. The contrast betweenChina and Japan remains one of the most complex and fascinating issues in the study of East Asian society today.These two cultures are expected to play a dominant role in the politics and economy of the twenty-first-centuryworld in which students will live. An understanding of these cultures will help students thrive in that world. Discusshow recent events, such as the return of Hong Kong to Chinese control, will extend the role of China in thetwenty-first century. Ask students what other signs they see of the growing prominence of other East Asiannations. L2

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:19 AM Page 246

Page 8: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

247

1 FOCUSSection OverviewThis section describes the Sui,Tang, and Song dynasties andearly Chinese government andculture.

China ReunifiedGuide to Reading

581Sui dynasty begins

618Tang dynasty begins

868First completebook printed

907Tang dynastyends

960Song dynastyrises to power

Preview of Events

CHAPTER 8 The Asian World 247

A seventh-century Chinese writer described how the emperor Sui Yangdi kept aneye on his empire:

“Moreover, the Emperor caused to be built dragon boats, war boats of the ‘Yellowdragon’ style, and multi-decked transports. The Emperor rode in the dragon boat, andcivil and military officials rode in the multi-decked transports. . . . The districts throughwhich they passed were ordered to prepare to offer provisions. Those who madebountiful arrangements were given an additional office or title; those who fell shortwere given punishments up to the death penalty.”

—The Sui Dynasty, Arthur F. Wright, 1978

The Sui dynasty had reunified China after hundreds of years of turmoil. Chinese civilization began to flourish once more.

The Sui DynastyThe Han dynasty came to an end in 220, and China fell into chaos. For the next

three hundred years, the Chinese suffered through disorder and civil war. Then,in 581, a new Chinese empire was set up under a dynasty known as the Sui(SWAY). The Sui dynasty (581–618) did not last long, but it managed to unifyChina once again under the emperor’s authority.

Sui Yangdi, the second emperor of the dynasty, completed the Grand Canal,built to link the two great rivers of China, the Huang He (Yellow River) and theChang Jiang (Yangtze River). Both rivers flowed from west to east. The new canallinked north and south, making it easier to ship rice from the south to the north.

Voices from the Past

✦500 ✦600 ✦700 ✦800 ✦900 ✦1000

Sui dynasty

Main Ideas• The Sui, Tang, and Song dynasties

restored peace to China in betweenperiods of chaos and disorder.

• Innovations and reforms in government,agriculture, and technology broughtperiods of growth and prosperity toChina.

Key Termsscholar-gentry, dowry

People to IdentifySui Yangdi, Tang Xuanzang, Uighurs,Marco Polo, Wu Zhao

Places to LocateTibet, Changan, Hangzhou

Preview Questions1. What contributions did the Sui, Tang,

and Song dynasties make to Chinesecivilization?

2. What economic changes occurred under the Tang and Song rulers?

Reading StrategySummarizing Information Draw andcomplete three diagrams like the onebelow to summarize the time periods, themost important rulers, and the reasonsfor decline of the Sui, Tang, and Songdynasties.

CHAPTER 8Section 1, 247–252CHAPTER 8

Section 1, 247–252

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 8-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. Song 2. Tang 3. Sui 4. Sui

China Reunified

1 Which dynasty wasforced to move itscapital south toHangzhou?

The Vighurs overthrewwhich dynasty in A.D. 907?

Empress Wu came topower in A.D. 683. Towhich dynasty did shebelong?

The Grand Canallinked the Huang Heand the Chang Jiang.In which dynasty wasit completed?

2 3 4

UNIT

2Chapter 8

Song Dynasty

Tang Dynasty

Sui Dynasty

A.D. 500 A.D. 800 A.D. 1100

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 8–1

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 8–1• Daily Lecture and Discussion Notes 8–1• Guided Reading Activity 8–1• Section Quiz 8–1• Reading Essentials and Study Guide 8–1

Transparencies• Daily Focus Skills Transparency 8–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Guide to Reading

Answers to Graphic: Sui: 581–618;Rulers: Sui Yangdi; Decline: cruelruler, extravagant lifestyle, militaryfailures: Tang: 681–907; Rulers: TangXuanzang; Decline: government corruption; overthrown by Uighurs:Song: 960–1279; Rulers: none mentioned; Decline: overthrown by Mongols

Preteaching VocabularyAsk students what functions theythink a country’s scholar-gentrymight fulfill. L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:21 AM Page 247

Page 9: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

248

248 CHAPTER 8 The Asian World

1,000 kilometers

1,000 miles0

0

N

SE

W

Two-Point Equidistant projection

30°N

20°N

10°N

0°60°E 80°E 100°E 120°E

130°E

140°E

TROPIC

OFCA

NCER

70°E 90°E 110°E

G O B I

H

I MA L A Y A

ASIA

ArabianSea

Bay ofBengal

SouthChina Sea

EastChina Sea

Sea ofJapan

PaCIFICOCEaN

INDIaNOCEaN

Hu

an

g

He

Chang Jiang

Mekong

R.

Ganges R.

Indu

s R.

TIBET

INDIA

MONGOLIA

CHINA

KOREA

JAPAN

Beijing

Changan LuoyangHangzhou

Guangzhou

Sui, 581–618• Built canal linking northern

and southern China

Tang, 618–907• Restored civil service• Distributed land to peasants• Controlled Tibet• Traded with Southeast Asia

Civil War, 907–960

Song, 960–1279• Lost control of Tibet• Formed alliance with Mongols

500

600

700

800

900

1000

1100

1200

1300

Dynasties of China, 581–1279

Sui, Tang, and Song Empires in China, 581–1279

Sui Yangdi was a cruel ruler. He used forced laborto build the Grand Canal. This practice, together withhigh taxes, his extravagant and luxurious lifestyle,and military failures, caused a rebellion. The emperorwas murdered, and his dynasty came to an end.

Explaining What were the principalreasons for the murder of Sui Yangdi and the end of the Suidynasty?

Reading Check

The Tang DynastyA new dynasty, the Tang (TONG), soon emerged.

It would last for almost three hundred years, from618 until 907. The early Tang rulers began their reignsby instituting reforms, as rulers often did in the earlydays of new dynasties. They restored the civil serviceexamination from earlier times to serve as the chiefmethod of recruiting officials for the civilian bureau-cracy. They also tried to create a more stable econ-omy by giving land to the peasants and breaking upthe power of the owners of the large estates.

Tang rulers worked hard to restore the power ofChina in East Asia. They brought peace to north-western China and expanded their control to the borders of Tibet, an area north of the Himalaya.China claimed to be the greatest power in East Asia.Neighboring states, including Korea, offered tribute

Sui Empire, 581–618

Tang Empire, 618–907

Song Empire, 960–1279

Grand Canal

Silk Road

The Sui dynasty was the first to reunify China after the fallof the Han dynasty.

1. Interpreting Maps What was the length of the GrandCanal?

2. Applying Geography Skills What do you notice about the western border of each dynasty? What wouldaccount for the movement of the border?

CHAPTER 8Section 1, 247–252CHAPTER 8

Section 1, 247–252

Answers:1. about 800 miles (1,330 km)—the

equivalent of about half the lengthof China running north/south

2. border changes reflect dynasty’srelationship with Tibet and sur-rounding states

2 TEACH

Answer: his cruelty (used forcedlabor to build Grand Canal), hightaxes, extravagant lifestyle, militaryfailures

EXTENDING THE CONTENTCreating a Group Presentation Organize the class into four groups. Ask each group to chooseone of the following technological advances of the Tang and Song dynasties: block printing, steel,or gunpowder. Have each group research its topic to learn more about when and how the inven-tion came about, how it was used, and how knowledge of it spread. If possible, each group shouldfind illustrations of its subject. Then have the groups present their findings to the class. L2

For grading this activity, refer to the Performance Assessment Activities booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Critical ThinkingInform students that moveabletype was first used in Europe byGutenberg in the mid-fifteenthcentury. Ask them to discusswhat the feature on page 249reveals about the state of techno-logical progress in China relativeto that in Europe. Have studentscreate a time line showing therelative chronology of the devel-opment of printing technologyin China and Europe.

Daily Lecture and Discussion Notes 8–1

I. The Sui Dynasty and The Tang Dynasty (pages 247–249)

A. China fell into chaos after the Han dynasty ended in 220. In 581 the Sui dynasty wasset up. It was short lived, but the Sui dynasty did unify China under the emperor’sauthority.

B E S i Y di b il h G d C l h li k d h H H (Y ll Ri )

Daily Lecture and Discussion Notes

Chapter 8, Section 1

Did You Know? The Tang was the only dynasty that allowed afemale to become “emperor.” Empress Wu, a woman who hadclawed her way out of her position as a concubine by murderingher own daughter and then framing the childless empress for thecrime, was known as a harsh ruler. She also lowered taxes, support-ed the arts, and put civil service examination graduates in thehighest government positions, however.

Copyright © by The McGraw-Hill Companies, Inc.

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

0244-0281 C08 TE-Nat/FL©05 3/21/04 7:00 PM Page 248

Page 10: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

249

CHAPTER 8 The Asian World 249

Woodblock printing was used to printThe Diamond Sutra, which is the earliestprinted text with a known printing date(868).

to China. The Chinese imperial court also set uptrade and diplomatic relations with the states ofSoutheast Asia.

Like the Han, however, the Tang sowed the seedsof their own destruction. Tang rulers were unable toprevent plotting and government corruption. Oneemperor was especially unfortunate. Emperor TangXuanzang (TONG SEE•WAHN•DZONG) is remem-bered for his devotion to a commoner’s daughter. Toentertain her, he kept hundreds of dancers and musi-cians at court. He also ordered riders to travel thou-sands of miles to bring her fresh fruit.

Finally, the emperor’s favorite general led abloody revolt. The army demanded that someone beheld accountable for the war and strife in the country.For this reason the emperor invited his true love to

Composing stick

FaceCounter

Beard

Shoulder

hang herself from a nearby tree, although it is saidthat for the rest of his life, the emperor “washed hisface everyday with a fountain of tears.”

During the eighth century, the Tang dynastyweakened and became prey to rebellions. Tang rulershired Uighurs (WEE•GURZ), a northern tribal groupof Turkic-speaking people, to fight for the dynasty.Continued unrest, however, led to the collapse ofTang rule in 907.

Contrasting How did the Tang andSui rulers differ?

The Song DynastyIn 960, a new dynasty known as the Song

(SOONG) rose to power. The Song ruled during a

Reading Check

The Invention of Printing in Tang China

Woodblock printing on paper began in the seventh century A.D. Thefirst printed text in China (and in the world) was a Buddhist prayer,

done sometime between 704 and 751. The first complete book was a Buddhist work printed in 868.

Once woodblock printing was developed, it was used to make numerouscopies of important works. In the tenth century, a printing of the Confucianclassics used over twenty thousand woodblocks and comprised 130 vol-umes. Over four hundred thousand copies still exist of one Buddhist workprinted in the tenth century.

In the eleventh century, the Chinese improved on the art of printing by inventing movable type. An eleventh-century Chinese author describedthe work of Pi Sheng, who lived from 990 to 1051:

“. . . he took sticky clay and cut in it characters as thin as the edgeof a coin. Each character formed, as it were, a single type. He bakedthem in the fire to make them hard. He had previously prepared aniron plate and he had covered his plate with a mixture of pine resin,wax, and paper ashes. When he wished to print, he took an iron frameand set it on the iron plate. In this he placed the type, set closetogether. When the frame was full, the whole made one solid block of type. If one were to print only one or three copies, this method would be neither simple nor easy. But for printing hundreds of thousands of copies, it was marvelously quick.”

Drawing Inferences What did the invention of movable type mean to China and the rest of the world?

CHAPTER 8Section 1, 247–252CHAPTER 8

Section 1, 247–252

Answer: It meant that books couldbe mass produced rather than copiedby hand, which made them moreaccessible, which in turn led to a risein literacy.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYMaking Decisions The Tang dynasty fell after the people they had hired to fight for them, theUighurs, turned on them instead and overthrew their government. Soldiers hired into foreign serv-ice are called mercenaries. Discuss common associations with the word (only interested in money,greedy). Ask students to discuss why states that rely on hired mercenaries to fight for them areoften destroyed or are, at the least, unsuccessful. One example from a later time is the Hessian soldiers who were hired by the British to fight in the American Revolution. Ask students to imaginethat they are leading a state that is at war. If necessary, would they hire mercenaries to help theirstate fight? Why or why not? L2

Answer: The Tang dynasty institutedreforms, such as reinstating the civilservice examination and giving landto peasants. Both dynasties workedhard to restore unity and strengthenChina.

EnrichAsk students to discuss whetherthey believe it is significant thatthe earliest example of printingin China was for a Buddhistprayer and the first use of move-able type in Europe was for theGutenberg Bible. What may thisshow about the universal impor-tance of religion? L1

Guided Reading Activity 8–1

Copyright ©

by The M

cGraw

Name Date Class

China Reunified

DIRECTIONS: Answer the following questions as you read Section 1.

1. What was the most important accomplishment of the Sui dynasty in China?

2. The completion of the Grand Canal linking the Huang He and Chang Jiang had an

important effect on China. What was it?

3. List two reforms instituted by the early rulers of the Tang dynasty.

4. The Song dynasty, which ruled from 960 to 1279 was noted for two positive achieve-

ments. Name them.

5. What did the Song rulers do to stay in power?

6. Describe the government of China from the beginning of the Sui to the end of the Song

dynasties.

7. How was the Chinese economy affected during this same time period?

8. Describe the effects of three new products, which came about through Chinese technol-

ogy during the Tang dynasty.

9. What products did the Chinese export, and what did they receive in return?

Guided Reading Activity 8-1

SS.A.1.4.2

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:23 AM Page 249

Page 11: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

250

Connecting Across TimeAsk students to write an essayexplaining why they believeyoung men in China were will-ing to complete the work andfollow the rules of their societyto prepare to take the civil ser-vice examination. Do they thinkyoung people today would bewilling to make the same effort?Why or why not? Studentsshould support their point ofview. L2

Government and the EconomyThe era from the beginning of the Sui dynasty to

the end of the Song dynasty lasted nearly seven hun-dred years. During that period, a mature politicalsystem based on principles first put into practice dur-ing the Qin and Han dynasties gradually emerged inChina. As in the Han Era, China was a monarchy thatemployed a relatively large bureaucracy. Beyond thecapital, government was centered around provinces,districts, and villages. Confucian ideals were still thecement that held the system together.

During the long period between the Sui and Songdynasties, the Chinese economy grew in size andcomplexity. Agriculture flourished, and manufactur-ing and trade grew dramatically.

China was still primarily a farming society. In thelong period of civil war, aristocratic families hadtaken control of most of the land, and the majority of

period of economic prosperity and cultural achieve-ment, from 960 to 1279. From the start, however, theSong also experienced problems, especially fromnorthern neighbors. These groups crossed intonorthern China and occupied large parts of Chineseterritory. Because of this threat, Song rulers wereforced to move the imperial court farther south toHangzhou (HONG•JOH).

The Song dynasty could never overcome the chal-lenge from the north. During the 1200s, the Mon-gols—a nomadic people from the Gobi—carried outwars of conquest and built a vast empire. Within 70years, they controlled all of China. As we shall see,the Mongols overthrew the Song and created a newMongol dynasty in China.

Identifying What problems did theSong dynasty encounter?

Reading Check

250

memorize their first work, The ThousandCharacter Classic by Confucius. This con-sisted of a thousand different characters,rhymed in four-character lines. Any mistakein recitation was greeted with a blow onthe backside by a boy’s teacher.

Over the course of many more years,students memorized many otherConfucian classics. Not until a work

was completely memorized was astudent given an explanation ofthe work’s meaning. Ultimately,students memorized all of theConfucian classics.

Young men who were beingeducated for the civil serviceexaminations had little timefor recreation. They were notallowed to take part in any

strenuous physical activities.They could fish, which wasconsidered a scholarly

Traditional China

By using the civil service examination, a practice started by the Qin dynasty,

Tang and Song rulers sought to recruit aclass of civil servants based on merit. Thisundermined the power of the aristocratsand created a new class of scholar-gentry.

To the sons of the scholar-gentry, thecivil service examinations were crucial ingaining a civil service position andhence a government career. Conse-quently, preparing their sons forthese examinations became veryimportant to scholar-gentry families.

Education began at a young age. Boys began to learn to writeChinese characters at the age offour. Within three years, they wereable to read a number of charac-ters. They were then expected to

Confucius

CHAPTER 8Section 1, 247–252CHAPTER 8

Section 1, 247–252

Chinese Classical Writing Chinesewriting dates back to about 1400 B.C.and is an intricate system of charac-ters that used to be written with apaintbrush. A Chinese typewriter con-tains a tray of over 2,000 characters,with several thousand more availableon other trays.

Who?What?Where?When?

Answer: forced to move the capitalfrom Changan south to Hangzhoubecause of the Uighur threat in thenorth; lost Tibet

Economics Ask students to makea list of new products China manu-factured during the Sui, Tang, andSong dynasties. Ask them to identifyand support their choice of the prod-uct they believe was most importantto changing the history of China. L1

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

READING THE TEXT

Making Inferences When students make inferences, they use their reason and experience tomake educated quesses. The concept of a civil service exam, instituted by the Chinese nearly athousand years before the United States began a similar system, established the concept of merit,instead of influence, as the chief requirement for a job. Guide students in a discussion of the valueof a civil service exam. Ask students what basic qualifications such exams should establish. Whattypes of questions would be needed to establish these qualifications? If you can obtain an exam-ple of questions from a civil service exam, analyze these with students to determine what qualifica-tions are being tested. L2

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:24 AM Page 250

Page 12: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

251

CHAPTER 8 The Asian World

This silk watercolor shows students taking a civil service examination during the Song dynasty.

CONNECTING TO THE PAST

251

peasants had become serfs or slaves. The Song gov-ernment, however, worked to weaken the power ofthe large landholders and help poor peasants obtaintheir own land. These reform efforts and improvedfarming techniques led to an abundance of food.

Technology and Trade In Chinese cities, techno-logical developments added new products and stim-ulated trade. During the Tang dynasty, for example,the Chinese began to make steel by mixing cast ironand wrought iron in a blast furnace heated by theburning of coal. The steel was then used to makeswords and sickles. The introduction of cotton madeit possible to make new kinds of clothes.

Gunpowder was also invented during the Tangdynasty and was used to make explosives and aprimitive flamethrower called a fire-lance. The fire-lance could spit out a mixture of flame and projectilesthat could travel as far as 40 yards (almost 37 m).

Long-distance trade had declined between thefourth and sixth centuries as a result of the collapse ofboth the Han dynasty and the Roman Empire. Tradebegan to revive under the Tang dynasty and the uni-fication of much of Southwest Asia under the Arabs.The Silk Road was renewed and thrived as caravanscarried goods back and forth between China and thecountries of Southwest and South Asia.

Trade with regions near China also increased dur-ing the Tang and Song dynasties. The Chineseexported tea, silk, and porcelain to the countriesbeyond the South China Sea. In return, they receivedexotic woods, precious stones, and various tropicalgoods. As a result of trade, the city of Changan, witha population estimated at two million, became thewealthiest city in the world during the Tang Era.

Comparing In what ways did tradeimprove during the time between the Sui and Song dynasties?

Reading Check

1. Summarizing What skills were Chinese boysrequired to master in preparation for the civil serv-ice exams?

2. Explaining What measures were taken to preventfavoritism in the testing process?

3. Writing about History How was the use of the civilservice examination a departure from the traditionalway of placing young men in government service?

sport; play the lute; write poems; paintlandscapes; and look at scenery. Studentswere taught never to use their handsexcept for painting or writing. Manual laborwas strictly forbidden.

After many years of education, youngmen began to take their civil service exam-inations. If they passed (only one in fivedid), they could go on to positions in thecivil service. Those who failed could teach,assist officials, or hope for family support.Because of their family connections, fewstarved.

During the Tang period, people com-plained that the choice of who would passthe test was made before the tests weregraded. In response, the Song institutedthe policy of “name covering” so that thetest graders would not know whose testthey had. Later, they required that eachtest be copied so that only the copieswould be graded. The examiners thuscould not tell from the handwriting whosetest they had graded.

CHAPTER 8Section 1, 247–252CHAPTER 8

Section 1, 247–252

Answers:1. reading and writing; memorized

all of the Confucian classics2. “name covering” so names of

the test takers could not be seenby the graders; later, tests werecopied so the taker’s identitycould not be determined fromthe handwriting

3. Traditionally, sons of favoredaristocrats would have beengiven government jobs. With civilservice examinations, positionswent to those who merited them.

EXTENDING THE CONTENTSolving Problems Many governments have appointed people to political office as a reward forloyal support of rulers. A person’s training or qualifications for the job had little to do with who was placed in public office. Divide students into groups, and ask each group to develop a list ofproblems that could occur in a nation where training and qualifications are not required for publicoffice. Discuss these lists. Then have the groups develop and support a hypothesis for why Chinesegovernments awarded public office to people based on civil service examinations. How would theestablishment of a civil service examination help to solve the problems identified on the students’lists? L1

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Answer: The Silk Road was renewed,and trade extended to countriesbeyond the South China Sea.

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 8–1

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. dynasty that re-unified China 581-618

2. reform rulers who restored Chinese power in East Asia

3. area north of the Himalaya

4. land owner, civil service class

5. described Hangzhou to Europeans

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The product of mixing cast iron and wrought iron is calledA gunpowder C steel

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 8

Section Quiz 8-1

Column B

A. Sui

B. scholar-gentry

C. Marco Polo

D. Tang dynasty

E. Tibet

FCAT SC.H.1.4.1

L2

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:25 AM Page 251

Page 13: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

1. Key terms are in blue.2. Sui Yangdi (p. 247); Tang Xuan-

zang (p. 249); Uighurs (p. 249);Marco Polo (p. 252); Wu Zhao (p. 252)

3. See chapter maps.4. to ensure that government posi-

tions went to the most qualified;weakened the power of the landedaristocrats

5. more complex mixture of landown-ers, free peasants, sharecroppers,landless laborers; scholar-gentryclass replaced landed aristocracy

6. China was a monarchy with a largebureaucracy; country divided intoprovinces, districts, villages; usedcivil service exams to select civilservants by merit; competentbureaucrats were very effective

7. answers may include value ofdaughters; extended vs. nuclearfamily; role of children

8. students taking exam; answers will vary

9. Answers should be consistent withmaterial presented.

252

Reteaching ActivityAsk students to prepare a chartcomparing the Sui, Tang, andSong dynasties in terms offounders, time periods covered,and cultural contributions. L1ELL

252 CHAPTER 8 The Asian World

9. Expository Writing Imagine thatyou have just heard about one of theTang dynasty innovations, perhapsthe process of making steel, but youdo not understand it. Write a letterof inquiry to the Tang emperor ask-ing for further information.

Checking for Understanding1. Define scholar-gentry, dowry.

2. Identify Sui Yangdi, Tang Xuanzang,Uighurs, Marco Polo, Wu Zhao.

3. Locate Tibet, Hangzhou.

4. Describe the reasons that civil serviceexaminations were instituted by theTang and Song rulers. Also describe theimpact of the use of the exams on theChinese government.

5. List the new social and economicclasses that emerged in the countrysideduring the Tang and Song Eras.

Critical Thinking6. Evaluate The Chinese form of govern-

ment was adopted by many othercountries. Describe the basis for theChinese form of government and evalu-ate its effectiveness.

7. Compare and Contrast Using a Venndiagram, compare and contrast familylife in early China with family life in theUnited States today.

Analyzing Visuals8. Describe in detail the people and activ-

ities depicted in the painting shown onpage 251. Identify and describe ele-ments in a present-day situation thatparallel the situation shown in thepainting.

China UnitedStates

Chinese SocietyEconomic changes had an impact on Chinese soci-

ety. For wealthier city dwellers, the Tang and SongEras were an age of prosperity. There was probablyno better example than the Song capital ofHangzhou. In the late thirteenth century the Italianmerchant Marco Polo described the city to Europeanreaders as one of the largest and wealthiest cities onEarth. “So many pleasures may be found,” he said,“that one fancies himself to be in Paradise.”

For rich Chinese during this period, life offeredmany pleasures. There were new forms of entertain-ment, such as playing cards and chess (brought fromIndia). The invention of block printing in the eighthcentury provided new ways to communicate.

The vast majority of the Chinese people still livedoff the land in villages. Most peasants never left theirvillages except for an occasional visit to a nearbymarket town. Changes were taking place in the coun-tryside, however. Before, there had been a great gulfbetween wealthy landowners and poor peasants. Amore complex mixture of landowners, free peasants,sharecroppers, and landless laborers now emerged.

Most significant was the rise of the landed gentry.This group controlled much of the land and at thesame time produced most of the candidates for thecivil service. The scholar-gentry, as this class wasknown, replaced the old landed aristocracy as thepolitical and economic elite of Chinese society.

Few Chinese women had any power. An exceptionwas Wu Zhao (WOO JOW), known as Empress Wu.

Empress Wu625–705—Chinese ruler

Wu Zhao, daughter of a Chinesegeneral, became mistress to theemperor in 649. She so longed forpower that she strangled her owndaughter and then accused theempress, who was childless, of the crime. The emperordeposed his wife and chose Wu Zhao as his newempress. After the emperor’s death in 683, Wu Zhaogained supreme power. Although she was known for herruthlessness, Empress Wu was also a strong leader. Shewas the first ruler to select graduates of the civil serviceexaminations for the highest government positions. Shealso formed an alliance with Korea and lowered taxes.

As in other parts of the world, female childrenwere considered less desirable than male children.In times of famine, female infants might be killed ifthere was not enough food to feed the whole family.When a female married, she became part of her hus-band’s family. In addition, a girl’s parents wereexpected to provide a dowry (money, goods, orproperty) to her husband when she married. Poorfamilies often sold their daughters to wealthyvillagers.

Identifying Which group in Chinesesociety replaced the landed aristocracy?

Reading Check

CHAPTER 8Section 1, 247–252CHAPTER 8

Section 1, 247–252

Reading Essentials andStudy Guide 8–1

DRAWING FROM EXPERIENCEII

What invention do you think has changed the world the most in the last fifty years?Why do you think so? What invention is most important to your way of life? Why?

In this section, you will learn about China during the Sui, Tang, and Song dynasties,including the inventions that were developed during this time.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. List the time periods, rulers, and achieve-ments of the Sui, Tang, and Song dynasties.

Reading Essentials and Study GuideChapter 8, Section 1

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

For use with textbook pages 247–252

CHINA REUNIFIED

KEY TERMS

scholar-gentry a class of people that replaced the landed aristocracy and became the politicaland economic elite of Chinese society (page 252)

dowry in China, a gift of money or goods given by a bride’s parents to her husband (page 252)

Name Date Class

Dynasty Time Period Achievements Problems

Sui 1. 2. 3.

Tang 4. 5. 6.

Song 7. 8. 9.

4 CLOSEGuide students in a discussion ofthe new ideas in mathematics,science, and technology thatdeveloped during the Chineseperiods discussed in this section.Students may wish to comparethese developments to those dis-cussed in Chapter 3. Then havestudents trace the spread ofthese ideas to other civilizations.L1

Answer: scholar-gentry

SS.B.2.4.1

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:26 AM Page 252

Page 14: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

253

1 FOCUSSection OverviewThis section describes the accomplishments of the Mongoldynasty and the flowering of literature and art in China.

Preview of Events

The Mongols and China

CHAPTER 8 The Asian World 253

Guide to Reading

Preview of Events

Causes Effect

World’s Largest Land Empire

The Mongols were masters of military tactics. John of Plano Carpini, a Franciscanfriar, wrote:

“As soon as they discover the enemy they charge and each one unleashes three orfour arrows. If they see that they can’t break him, they retreat in order to entice theenemy to pursue, thus luring him into an ambush prepared in advance. If they con-clude that the enemy army is stronger, they retire for a day or two and ravage neigh-boring areas. Or they [set up] camp in a well chosen position, and when the enemyarmy begins to pass by, they appear unexpectedly.”

—L’Empire des Steppes, Rene Grousset, 1939

Due in large part to their military prowess, the Mongols rose to power in Asia withstunning speed.

The Mongol EmpireThe Mongols were a pastoral people from the region of modern-day Mongolia

who were organized loosely into clans. Temujin (teh•MOO•juhn), born duringthe 1160s, gradually unified the Mongols. In 1206, he was elected Genghis Khan(“strong ruler”) at a massive meeting somewhere in the Gobi. From that time on,he devoted himself to conquest.

The Mongols brought much of the Eurasian landmass under a single rule, cre-ating the largest land empire in history. To rule the new Mongol Empire, GenghisKhan set up a capital city at Karakorum. Mongol armies traveled both to the westand to the east. Some went as far as central Europe (see Chapter 9).

Voices from the Past

1206Temujin elected GenghisKhan of the Mongols

1231Mongols attackPersia

1279Kublai Khan defeats the Songand establishes the Yuan dynasty

Guide to Reading

✦1200 ✦1220 ✦1240 ✦1260 ✦1280

Main Ideas• The Mongols acquired the world’s

largest land empire.• With the invention of printing, a golden

age of literature and art emerged inChina.

Key Termskhanate, neo-Confucianism, porcelain

People to IdentifyGenghis Khan, Kublai Khan, Li Bo, Duo Fu

Places to LocateMongolia, Gobi, Beijing, Vietnam, Java,Sumatra

Preview Questions1. What were the major achievements

of the Mongol dynasty?2. What changes resulted from the

Mongol invasions?

Reading StrategyCause and Effect Use a chart like theone below to show how the Mongolsacquired the world’s largest land empire.

CHAPTER 8Section 2, 253–257CHAPTER 8

Section 2, 253–257

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 8-2

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. knowledge 2. You should be aware of what you know andwhat you do not know. 3. similar in that they both indicatethat you should be aware of what you do not know

The Mongols and China

UNIT

2Chapter 8

What subject is common toboth of these quotations?

Explain what you think ismeant by the quotationfrom Confucius.

Are the opinions of thesetwo men on this subjectsimilar or different? Explain your answer.

1 2 3

When you know a thing, to hold that you know it; and whenyou do not know a thing, to allowthat you do not know it—this is knowledge. –Confucius

To know that you do not know is thebest. To pretend to know when you donot know is a disease. –Laozi

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 8–2

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 8–2• Daily Lecture and Discussion Notes 8–2• Guided Reading Activity 8–2• Section Quiz 8–2• Reading Essentials and Study Guide 8–2

Transparencies• Daily Focus Skills Transparency 8–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

Guide to Reading

Answers to Graphic: Causes:Temujin unifies the Mongols; Temujinelected Genghis Khan; Genghis Khandevotes himself to conquest; Mongolsattack China, encountering gunpow-der and the firelance; firelanceevolves into more effective handgunand cannon

Preteaching VocabularyBe sure students understand the dif-ferences between neo-Confucianismand Confucianism. L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:27 AM Page 253

Page 15: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

254

Answer: It was split into several sep-arate territories called khanates, eachunder the rule of one of his sons.

CHAPTER 8Section 2, 253–257CHAPTER 8

Section 2, 253–257

Answer: Song dynasty

History

EXTENDING THE CONTENTCreating Biographies Genghis Khan and his grandson Kublai Khan were both warriors, but bothalso had many other accomplishments. For example, Genghis Khan worked to fuse many tribesinto a single people and imposed uniform laws. Kublai Khan completed the unification of China,promoted economic prosperity, and fostered Chinese scholarship and arts. Divide students intotwo groups, assigning Genghis Khan to one and Kublai Khan to the other. Ask students to researchthe life and accomplishments of their assigned figure and to work together on a class presentationthat includes visuals (posters, time lines, illustrations, transparencies) and oral reports. L1

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Daily Lecture and Discussion Notes 8–2

I. The Mongol Empire (pages 253–254)

A. The Mongols came from modern-day Mongolia. They were organized loosely intoclans. Temujin gradually unified the Mongols. In 1206 he was elected Genghis Khan(“universal ruler”) at a massive meeting in the Gobi. He devoted himself to conquest.

B. The Mongols created the largest land empire in history comprising the entire Eurasianlandmass. Its capital was at Karakorum.

C. Genghis Khan died in 1227. Following Mongol custom, the empire was divided amonghis sons into several khanates. Mongol forces soon attacked the Persians, Abbasids(see chapter 6), and the Song dynasty.

D. In attacking the Song, the Mongols first experienced gunpowder and the fire-lance.The latter evolved into more effective handguns and cannons. By the early fourteenthcentury foreigners in the employ of Mongol rulers brought gunpowder and firearms to Europe.

Discussion QuestionWhat imported inventions have had a large effect on America? (Answers will vary.Students should offer examples. If they cannot think of any foreign inventions, ask them to namerecent inventions that have influenced them greatly.)

II. The Mongol Dynasty in China (pages 254–255)

A. In 1279 Kublai Khan completed conquering the Song. He established the Yuan dynastyin China .He established the capital at Khanbaliq (“the city of the Khan”), now knownas Beijing.

B. Under Kublai Khan, Mongol forces advanced against Vietnam, Java, Sumatra, andJapan. Mongol military tactics, such as cavalry charges and siege warfare, were not

Daily Lecture and Discussion Notes

Chapter 8, Section 2

Did You Know? Genghis Khan used homing pigeons as mes-sengers for military and political instructions. As he expanded histerritory, he set up pigeon relay posts across Asia and much of east-ern Europe; the pigeons transmitted instructions to his capital forthe governing of his distant dominions.

Copyright © by The McGraw-Hill Companies, Inc.

After the death of Genghis Khan in 1227, the empirebegan to change. Following Mongol custom, upon thedeath of the ruling khan, his heirs divided the terri-tory. The once-united empire of Genghis Khan wasthus split into several separate territories calledkhanates, each under the rule of one of his sons.

It may be that only the death of Genghis Khankept the Mongols from attacking western Europe. In1231, the Mongols attacked Persia and then defeatedthe Abbasids at Baghdad in 1258 (see Chapter 6).Mongol forces attacked the Song dynasty in China inthe 1260s.

In their attack on the Chinese, the Mongolsencountered the use of gunpowder and the fire-lance. By the end of the thirteenth century, the fire-lance had evolved into the much more effective gunand cannon. By the early fourteenth century, foreign-ers employed by the Mongol rulers of China hadintroduced the use of gunpowder and firearms intoEurope.

Describing How did the MongolEmpire change after the death of Genghis Khan?

Reading Check

The Mongol Dynasty in ChinaIn 1279, one of Genghis Khan’s grandsons, named

Kublai Khan (KOO•BLUH KAHN), completed theconquest of the Song and established a new Chinesedynasty, the Yuan (YOO•AHN). Kublai Khan, whoruled China until his death in 1294, established hiscapital at Khanbaliq (“the city of the Khan”) in north-ern China. Later the city would be known by theChinese name Beijing.

Under the leadership of the talented Kublai Khan,the Yuan (or Mongol) dynasty continued to expandthe empire. Mongol armies advanced into Vietnam,and Mongol fleets were launched against Java andSumatra and twice against the islands of Japan. OnlyVietnam was conquered, however—and then onlyfor a while. The other campaigns failed. Mongol tac-tics, such as cavalry charges and siege warfare, werenot very effective in tropical and hilly regions.

The Mongols had more success in ruling China.Mongol rulers adapted to the Chinese political sys-tem and made use of Chinese bureaucrats. Cultur-ally, however, the Mongols were quite different fromthe Chinese and became a separate class with theirown laws. The highest positions in the bureaucracywere usually staffed by Mongols.

Over time, the Mongol dynasty won the support ofmany Chinese people. Some came to respect the sta-bility and economic prosperity that the Mongols atfirst brought to China. The capital at Khanbaliqreflected Mongol prosperity. It was a magnificent city,and foreign visitors were impressed by its splendor.

One such visitor was Marco Polo, who lived inKhanbaliq during the reign of Kublai Khan. Accord-ing to Polo, “The streets are so straight and wide thatyou can see right along them from end to end andfrom one gate to the other. And up and down the citythere are beautiful palaces, and many great and finehostelries, and fine houses in great numbers.” Polo’sstories of the glories of China seemed unbelievable tothe Europeans who heard them.

The Mongol dynastyeventually fell victim tothe same problems thathad plagued other dynas-ties: too much spending onforeign conquests, corrup-tion at court, and growinginternal instability. In 1368,Zhu Yuanzhang (JOOYOO•AHN•JAHNG), theson of a peasant, puttogether an army, ended

254 CHAPTER 8 The Asian World

HISTORY

Web Activity Visitthe Glencoe WorldHistory Web site at

andclick on Chapter 8–Student Web Activity to learn more about theMongol dynasty.

wh.glencoe.com

In the thirteenth-century battle shown above,Mongol troops storm across the Chang Jiang on a bridge made of boats. Which Chinesedynasty do you think the Mongols wereattempting to conquer in this battle?

History

2 TEACH

After students have read this chapter,have them identify changes thatresulted from the Mongol invasions.

SS.A.2.4.11

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:28 AM Page 254

Page 16: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

255

N

SE

W

Two-Point Equidistant projection1,000 kilometers

1,000 miles0

0

30°N

40°N

20°N

10°N

40°E 60°E 80°E 100°E 120°E50°E 70°E 90°E 110°E 130°E

140°E

150°E

160°E

10°S

TROP

ICOF

CANC

ER

EQUATO

R

H I MA L A Y A

G O B I

MalayPen.

Sumatra

Java

Borneo

INDIaN OCEaN

EastChina

Sea

Sea of Japan

SouthChina Sea

Bay ofBengal

ArabianSea

Red

Sea

Mediterranean

Sea

PaCIFICOCEaN

Black Sea

Cas

pian

Sea

AralSea

Dan

ub

eR

.N

ile

R.

In d us

R. Brahmaputra R.

Mekong R.

Chang JiangH uang

He

Volga R. SIBERIA

MONGOLIA

TIBET

INDIA

ARABIAPERSIA

JAPAN

KOREA

Kiev Moscow

Constantinople

Baghdad

Makkah(Mecca)

Samarkand

Karakorum

Khanbaliq (Beijing)

Hangzhou

Guangzhou

after the collapse of the Han dynasty, both Buddhismand Daoism became more attractive to many people.Both philosophies gained support among the rulingclasses. ; (See page 993 to read excerpts from The Buddha’sSermon in the Primary Sources Library.)

The growing popularity of Buddhism continuedinto the early years of the Tang dynasty. Early Tangrulers lent their support to Buddhist monasteries thatwere set up throughout the country. Buddhistsbecame advisers at the imperial court. Ultimately,though, Buddhism lost favor at court and wasincreasingly subject to attack.

255CHAPTER 8 The Asian World

Mongol Empire, 1294

Border of the Mongol Empire

Khanate of the Golden Horde

Khanate of the Great Khan

Khanate of Chagatai

Khanate of PersiaCampaign of the Yuan dynasty(under Kublai Khan)Route of Marco Polo

Great Wall

Genghis Khan created the largest land empire in history.After his death, according to Mongol custom, the empirewas divided among his heirs into regions called khanates.

the Mongol dynasty, and set up a new dynasty, theMing dynasty.

Summarizing Why were the Mon-gols so successful in ruling China?

Religion and GovernmentBy the time the Mongols established their dynasty

in China, religious preferences in the Chinese courthad undergone a number of changes. Confucianprinciples became the basis for Chinese governmentduring the Han dynasty (202 B.C.–A.D. 220). By thetime of the Sui and Tang dynasties, Buddhism andDaoism rivaled the influence of Confucianism. Dur-ing the Song dynasty, however, Confucian ideasreemerged in a new form. Once again, Confucianismbecame dominant at court, a position it retained untilthe early twentieth century.

Buddhism and Daoism Buddhism was brought to China in the first century A.D. by merchants andmissionaries from India. At first, only merchants and intellectuals were intrigued by the new ideas. However, as a result of the insecurity that prevailed

Reading Check

1. Interpreting Maps Can you identify any physical geo-graphic factors that might have determined the bound-aries of the khanates?

2. Applying Geography Skills This map indicates thecampaigns staged by Kublai Khan. Using this map andyour text, draw a new map with the borders of KublaiKhan’s khanate at the end of his reign.

CHAPTER 8Section 2, 253–257CHAPTER 8

Section 2, 253–257

Guided Reading Activity 8–2

41

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Name Date Class

The Mongols and China

DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T ifthe statement is true or F if the statement is false. For all false statements write a correctedstatement.

1. The Mongols were a pastoral people from the region of modern-day Mongoliawho were organized loosely into clans.

2. The Mongols ruled over one of the smaller empires in the history of the world.

3. Large walls and fortresses kept the Mongols from attacking western Europe.

4. Kublai Khan, who ruled China until his death in 1294, established his capital at“the city of the Khan,” later known by the name Singapore.

5. Marco Polo of Italy visited China during the reign of Kublai Khan and wasmuch impressed by the magnificent splendor of the capital city at Khanbaliq.

6. Zhu Yuanzhang, the son of a great king, put together an army in 1368, ended theMongol dynasty, and set up the Ming dynasty.

7. Buddhism was brought to China in the first century A.D. by merchants and mis-sionaries from India.

8. Neo-Confucianists believe only in the material world and that humans have nolink whatsoever to a spiritual realm.

9. Chinese poems celebrated the glories of warfare and conquest.

10. Influenced by Daoism, Chinese artists went into the mountains to paint and findthe Dao or Way in nature.

Guided Reading Activity 8-2

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTMarco Polo (1254–1324), who grew up in Venice, is probably the most famous Westerner whoever traveled on the Silk Road. He surpassed all other travelers in his determination, his writing,and his influence. His journey through Asia lasted 24 years. He traveled farther than any of hispredecessors, beyond Mongolia to China. A gifted linguist and master of four languages, hebecame a confidant of Kublai Khan. He traveled the whole of China. However, after Marco Poloreturned to Italy, he was captured and imprisoned by the Genoese, who were archrivals of theVenetians. While in prison, he dictated his book, known in English as the Travels of Marco Polo, to a fellow prisoner. It was instantly popular and soon known all over Europe.

Answer: because they adapted tothe Chinese political system and usedChinese bureaucrats

Answers:1. some seem to follow bodies of

water (e.g. between khanate ofChagatai and khanate of Persia),and the southern end of thekhanate of the Great Khan seemsto be drawn by the Himalaya

2. New maps should includeVietnam in the khanate.

Connecting Across TimeAsk students to discuss the kindof report that Marco Polo mightwrite if he visited their commu-nity. What might he focus on?What would he admire or criti-cize? L1

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:29 AM Page 255

Page 17: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

256

Answer: It was a foreign religion;monasteries had acquired land and serfs, and with them, hadbecome corrupted.

3 ASSESSAssign Section 2 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Buddhism was criticized for being a foreign reli-gion. Like Christian monasteries in Europe during the Middle Ages, Buddhist monasteries had acquiredthousands of acres of land and serfs. With land camecorruption.

The government reacted strongly. During the laterTang period, it destroyed countless Buddhist templesand monasteries and forced more than 260,000monks and nuns to leave the monasteries and returnto secular life. Buddhism no longer received supportfrom the state.

Neo-Confucianism Official support went instead toa revived Confucianism. From the Song dynasty tothe end of the dynastic system in the twentieth cen-tury, Confucianism was at the heart of the state gov-ernment. However, it was different from theConfucianism established during the Han dynasty.

Neo-Confucianism, as the new doctrine wascalled, served as a Confucian response to Buddhismand Daoism. Neo-Confucianism teaches that theworld is real, not an illusion, and that fulfillmentcomes not from withdrawal but from participation inthe world.

Neo-Confucianists divide the world into a mate-rial world and a spiritual world. Humans form thelink between the two worlds. Although humans livein the material world, each individual is also linkedwith the Supreme Ultimate. The goal of individualsis to move beyond the material world to reach unionwith the Supreme Ultimate. Humans do this througha careful examination of the moral principles thatrule the universe.

Explaining What caused Buddhismto lose favor with the Chinese government?

Reading Check

A Golden Age in Literature and Art

The period between the Tang andMing dynasties was in many waysthe great age of Chinese literature.The invention of printing during theTang dynasty helped to make litera-ture more readily available and morepopular. Art, too, flourished duringthis period.

Poetry It was in poetry, above all,that the Chinese of this time bestexpressed their literary talents. TheTang dynasty is viewed as the greatage of poetry in China. At least

48,000 poems were written by 2,200 authors. Chinesepoems celebrated the beauty of nature, the changesof the seasons, and the joys of friendship. Theyexpressed sadness at the shortness of life and thenecessity of parting.

Li Bo (LEE BWAW) and Duo Fu (DWAW FOO)were two of the most popular poets during the TangEra. Li Bo was a free spirit whose writing often cen-tered on nature. The following is probably the best-known poem in China and has been memorized byschoolchildren for centuries. It is entitled “QuietNight Thoughts”:

“Beside my bed the bright moonbeams boundAlmost as if there were frost on the ground.Raising up, I gaze at the Mountain moon;Lying back, I think of my old home town.”

256 CHAPTER 8 The Asian World

The World’s Oldest RestaurantChina has a long history of advanced discover-ies, including steel, printing, and gunpowder. It is also home to the world’s longest runningrestaurant. In 1153, Ma Yu Ching opened arestaurant that specialized in chicken dishes.Operating today as Ma Yu Ching’s BucketChicken, the restaurant offers takeout food.

The Buddha, carved about 460, in the Yun-Kang caves in China

CHAPTER 8Section 2, 253–257CHAPTER 8

Section 2, 253–257

Connecting Across TimeAsk students to construct a posteror bulletin board that contains apainting or drawing similar tothe one shown on page 257 but of a landscape near their school.Their work may show a rever-ence for nature or for some othertrait valued by our society. Askstudents to identify examples ofart that transcend the culture inwhich they were created and con-vey universal themes.

Section Quiz 8–2

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. universal ruler

2. completed the conquest of the Song

3. response to Buddhism, Daoism

4. fine clay ceramic

5. territories created from Genghis Kahn’s empire

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The Mongols may have been prevented from conquering Western Europe byA. the Himalaya. C. Genghis Khan’s death.B. the Indian empires. D. Marco Polo.

7. The first Mongol dynasty in China was theA. Yuan. C. Beijing.B. Khanate. D. Khan.

8. The Chinese defended themselves against the Mongols withA. canals. C. walls.B. ceramics. D. gunpowder.

9. Buddhism was brought to China byA. missionaries. C. Mongols.B. soldiers. D. Neo-Confucianists.

10. Which of the following is not associated with Tang dynasty literature?A. Li Bo C. printingB. Omar Khayyam D. Duo Fu

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 8

Section Quiz 8-2

Column B

A. Kublai Khan

B. porcelain

C. Genghis Khan

D. Khanates

E. Neo-Confucianism

L2

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

READING THE TEXT

Questioning Before students begin to absorb new knowledge, prepare them by bringing to mindwhat they already know about Buddhism. Ask the following questions: Why did Buddhism becomepopular in China? How did Buddhist ideas affect the Chinese society and culture? How wasBuddhism’s early influence different from what it is today? Use these questions to encourage students to think about the topic. As you read the section, point out the answers to these questions. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activitiesin the TCR.

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:31 AM Page 256

Page 18: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

1. Key terms are in blue. 2. Genghis Khan (p. 253); Kublai

Khan (p. 254); Li Bo (p. 256); DuoFu (p. 256)

3. See chapter maps. 4. Confucianism: primarily a system

of social ethics and political ideals;neo-Confucianism: encouragesspeculation on the nature of theuniverse and humanity’s place in it

5. empty spaces left in paintings;humans insignificant in the midstof nature

6. Buddhism: material world not real;neo-Confucianism: world real, ful-fillment comes from participationin the world; action over contem-plation

7. 1160: Temujin born; 1206: Temujinelected Genghis Khan; 1231: Mon-

gols attack Persia; 1258: Mongolsdefeat Abbasids; 1260s: Mongolsattack Song dynasty; 1279: KublaiKhan conquers Song

8. Answers will vary; love of nature,harmony

9. Answers will vary.

257

4 CLOSEGuide students in a discussion of the developments in Chineseculture that took place duringthe Mongol dynasty. L1

257CHAPTER 8 The Asian World

Mongols’ rise to power

portray the idea of “moun-tain.” Empty spaces wereleft in the paintings becausein the Daoist vision, onecannot know the wholetruth.

Daoist influence wasalso evident in the por-trayal of human beings asinsignificant in the midst ofnature. Chinese artistspainted people as tiny fig-ures fishing in small boatsor wandering up a hillsidetrail, living in but not dom-inating nature.

Next to painting in cre-ative accomplishment wasthe field of ceramics. Inparticular, Tang artisansperfected the making of porcelain—a ceramic madeof fine clay baked at very high temperatures. As anArab traveler in 851 described it, “There is in China avery fine clay from which are made vases having thetransparency of glass bottles; water in these vases isvisible through them, and yet they are made of clay.”The technique for making porcelain did not reachEurope until the eighteenth century.

Summarizing What inventionhelped to make literature both more available and more popular?

Reading Check

Where Li Bo was carefree, Duo Fu was a seriousConfucian. Many of his works reflect a concern withsocial injustice and the plight of the poor. In his poementitled “Spring Prospect,” the poet has returned tohis home in the capital after a rebellion against thedynasty has left the city in ruins:

“The capital is taken. The hills and streams are left,And with spring in the city the grass and trees grown

dense.Mourning the times, the flowers trickle their tears;Saddened with parting, the birds make my heart

flutter.The army beacons have flamed for three months;A letter from home would be worth ten thousand

in gold.My white hairs have I anxiously scratched ever

shorter;But such disarray! Even hairpins will do no good.”

Painting and Ceramics During the Song and Mon-gol dynasties, landscape painting reached its highpoint. Influenced by Daoism, Chinese artists wentinto the mountains to paint and find the Dao, or Way,in nature. This practice explains in part the emphasison nature in traditional Chinese painting. The wordfor landscape in Chinese means “mountain-water”and reflects the Daoist search for balance between theearth and water.

Chinese artists tried to reveal the hidden forms ofthe landscape. Rather than depicting the realisticshape of a specific mountain, for example, they tried to

Song ink and watercolor drawing on silk

Checking for Understanding1. Define khanate, neo-Confucianism,

porcelain.

2. Identify Genghis Khan, Kublai Khan, Li Bo, Duo Fu.

3. Locate Mongolia, Gobi, Beijing, Viet-nam, Java, Sumatra.

4. Explain how neo-Confucianism differsfrom Confucianism.

5. List the ways in which Daoism is repre-sented in Chinese art of the Song andMongol dynasties.

Critical Thinking6. Explain What is the difference

between the Buddhist and neo-Confucian philosophies? What impactmight these two philosophies have hadon the way the early Chinese viewedlife?

7. Sequencing Information Create atime line like the one shown below thatillustrates the Mongols’ rise to power.

Analyzing Visuals8. Describe what you see in the land-

scape painting shown on this page,then describe your emotional reactionto the painting. How do you think thepainting reflects the times during whichit was created? What artistic ideals didthe artist express in the work?

9. Expository Writing Evaluate howthe poems of Li Bo and Duo Fureflect their different relationships toChinese thought and culture.

CHAPTER 8Section 2, 253–257CHAPTER 8

Section 2, 253–257

Reading Essentials andStudy Guide 8–2

DRAWING FROM EXPERIENCEII

Have you heard of Marco Polo? How did you learn about him? Why is he famous?In the last section, you learned about China during the Sui, Tang, and Song dynasties.

In this section, you will learn about China during the time of the Mongol dynasty. Itwas during this time that Marco Polo visited China.

ORGANIZING YOUR THOUGHTSII

Use the time line below to help you take notes. Identify seven key events in the histo-ry of the Mongols

Reading Essentials and Study GuideChapter 8, Section 2

118 World History

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.

For use with textbook pages 253–257

THE MONGOLS AND CHINA

KEY TERMS

khanates territories in the Mongol Empire, each ruled by one of the sons of Genghis Khan(page 254)

neo-Confucianism a new form of Confucianism that developed during the late Tang dynasty inresponse to Buddhism and Daoism (page 256)

porcelain a ceramic made of fine clay baked at very high temperatures (page 257)

Name Date Class

1. 2. 3. 4. 5. 6. 7.

1206 1227 1231 1258 1279 1294 1368

Reteaching ActivityAsk students to construct a timeline that identifies and explainsimportant events in China’s history during times covered in the first two sections of thischapter. L1 ELL

Answer: printing

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:32 AM Page 257

Page 19: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

258 CHAPTER 8 The Asian World

SSamarkand, Bukhara, Urgench, Balkh, Merv, Nisha-

pur, Herat, Ghazni: The glorious cities of central

Asia toppled like dominoes before fierce horsemen

who burst from the Mongolian steppe in the thir-

teenth century. According to one survivor of a

Mongol raid, “They came, they sapped, they burnt,

they slew, they plundered, and they departed.” The

leader of this ruthless horde was called Genghis

Khan—“strong ruler.” But was Genghis Khan only

a merciless killer and looter? The answer, say mod-

ern historians, is yes—and no.

There is no questionthat the Mongols blazed

a trail of destruction.Some historians think

that Genghis Khan sti-fled development in

parts of Asia for centuries.Other scholars point out that Genghis was simply a

major player in one of the most war-torn centuries in history.While Crusaders attacked in the Holy Land, and dynasties fought

one another in China, central Asiasuffered a number of wars even beforeGenghis invaded.

Whatever opinions historians mayhold, present-day Mongolians regardGenghis Khan as a national hero.

After more than six decades of Sovietdomination—during which Mongo-lia’s own history was suppressed todestroy any trace of national pride—Mongolians have reclaimed GenghisKhan as the father of their country. Inthe capital, Ulaanbaatar, the formerLenin Avenue is now Genghis KhanAvenue, and Genghis’s face is stampedon the currency.

The boy who would grow up to be the great khan was born in the1160s some 200 miles (321.8 km)northeast of Ulaanbaatar near theOnon River. It is said that the baby,named Temujin (“blacksmith”), was born with a clot of blood in his hand—a sign of good fortune.

Genghis Khanlord of the mongols

1

TEACHPoints to DiscussWhat is the significance ofMongol superiority on horse-back? (The Mongols were able tofight quickly from horseback, wereavid riders, and were equipped toliterally mow down their enemieswith their fierce war-trained ponies.Students may also note that thehorses provided sustenance toGenghis Khan and his troops duringlong, arduous treks.) Why didGenghis Khan give commandto those who had alreadyproven themselves in militarybattle? (Those who survived battleswould be expected to be loyal toGenghis Khan, and their troopswould also be loyal to their leader,Genghis Khan. Further, some lead-ers would have been killed in battle,

258

SPECIALREPORT

SPECIAL REPORT SUMMARY

Mongolians today view Genghis Khanas the father of their country.

Even as a young man, Genghis Khanwas known for leadership and forvengeance.

Genghis Khan’s troops were highly dis-ciplined and highly skilled. In just fiveyears and in three major campaigns,they were able to conquer China.

Later conquests took Genghis Khanand his forces through Northern Indiaand into Europe.

Teacher’s Notes

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:33 AM Page 258

Page 20: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

259CHAPTER 8 The Asian World

Later his shaman (a spiritual leader)told Temujin that the supreme Mon-gol deity had ordained him to be master of the world.

At this time, the Mongolian popula-tion included some 30 nomadic groupsthat had long vied with one anotherfor power. When Temujin was nine,Tatars poisoned his father, a minorchieftain. To help the family survive,Temujin and his brothers caught fishand snared small animals called mar-mots. Like other Mongol children,Temujin grew up on horseback, proba-bly learning to ride at age four or five.

In his youth Temujin began todemonstrate the leadership that wouldmake him famous. He made allies with

other leaders, one of whom wasToghril, a leader of the Kereyits.When the Merkit group kidnappedTemujin’s young wife, Borte, in a raid, Toghril and other friends helpedTemujin rescue her. Later, throughconquest or bestowal of gifts, Temujinsteadily built a confederation ofgroups. He did not include the Tatars,who had killed his father. When hedefeated them he left only the smallestmales alive and enslaved the womenand children. This act of vengeanceeffectively erased the Tatars from theface of the earth. (One of the ironiesof history is that Europeans for cen-turies used a variation of Tatars, “Tartars,” to refer to the Mongols.)

Eventually, some of Temujin’s former friends began to oppose hisgrowing power, but he crushed them.When he was about 40, the Mongolsnamed him Genghis Khan.

Some historians suggest Genghisdid not consciously set out to conquerthe world. He acted because heneeded to feed his people and supplythem with horses, although he may attimes have been out for revenge.

Whatever the Mongol leader’s

1 A Mongol cavalryman, lightlyarmored in leather, was much moreagile than the knights of Europe in theirheavy chain mail. He carried a smallleather shield that he could raise toprotect his face, and under a loose robehe wore a tightly woven silk tunic toblunt enemy arrows. Braced on disk-shaped stirrups he could maneuvereasily during battle, firing arrows eitherforward or backward.

2 A lone horseman rides on the flood-plain of the Onon River in northeasternMongolia, where a boy named Temujinwas born in the 1160s.

3 Bronze plaque of Genghis Khan.

4 Mongol youngsters, like these chil-dren racing at a summer festival, learnto ride by the time they are aboutfive—just as their ancestors did eightcenturies ago.

S P E C I A L R E P O RT

2

3

4

259

SPECIALREPORT

FUN FACTS■ In the summer of 2001, an archaeological team

searching for the grave site of Genghis Khan reportedthat the site had finally been found 200 miles north-east of the Mongolian capital of Ulaanbaatar. The bur-ial site is near the site where Genghis Khan is thoughtto have been born and may be near the site where hewas proclaimed emperor of all Mongols in 1206.

■ The Mongolian wild horse, the takhi, is better knownto Westerners as the Przewalski horse. A Russianexplorer, Nikolai Przhevalsky discovered these horsesin 1870 and then introduced the Mongolian takhi towestern Europe where it is now bred in zoos. A new-born takhi can stand upon its legs immediately andcan run soon after birth.

lessening the number of leadersfighting for power.) Why didGenghis Khan return to Mon-golia after each major cam-paign? (Students should recognizethe need to return to one’s home-land, rest, recruit new troops asneeded, and most importantly shoreup the government and make surethat all was in order before leavingon the next campaign.) What rea-sons might have led GenghisKhan to invade Europe? (Stu-dent answers will vary, but stu-dents should recognize thedetermination of Genghis to con-quer new lands and to explore newareas.) Why would the forces ofGenghis Khan have obliteratedhis burial site so that its loca-tion has been a mystery for cen-turies? (It is possible that GenghisKhan himself ordered this; it mightbe that his troops realized that thesite could be plundered and the bodydesecrated by those who had beenconquered by Genghis.)

SS.A.2.4.11 FCAT LA.A.2.4.1

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:35 AM Page 259

Page 21: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

260 CHAPTER 8 The Asian World

motivation, however, warfare was an old tradition among these nomads,and soon Genghis’s army was on the move. According to modernresearchers, his troops never num-bered more than 110,000, but theywere molded into a disciplined force.Genghis was a canny judge of menwho had survived power struggles. To prevent other leaders from gainingtoo much influence, Genghis gavecommand only to those who hadproven themselves in campaigns.

Genghis’s army moved against two kingdoms in quick succession.His first campaign outside Mongoliawas in 1209 against Xi Xia. Xi Xiawas a kingdom in northern Chinathat controlled oases along the SilkRoad and exacted heavy taxes fromMongol caravans. To reach Ningxia,the capital (now the Chinese city ofYinchuan), Genghis’s army had tocross the Gobi, a harsh desert thathad discouraged invasions. Crossingwas relatively easy for Mongolnomads, however, who could surviveon mare’s milk and blood drawn froma cut in a horse’s hide. After a defeatby Genghis’s forces, the emperor ofXi Xia opted for peace in 1210, offer-ing tribute and giving Genghis one ofhis daughters to marry.

This pattern was repeated with thevastly richer kingdom east of Xi Xia,ruled by the Jin dynasty, which hadcontrolled northern China for morethan a century. With much of the600,000-man Jin army boggeddown in a war in the south,Genghis’s 70,000 troopsslaughtered the remnantforce blocking their wayinto northern China. Chinese texts say disheart-ened Jin troops changedsides and swore allegianceto the invader.

When the Mongols surroundedthe Jin capital of Zhongdu (present-day Beijing) in 1214, the emperoroffered gold, silver, and other tribute—including one of his daughters—ifGenghis would withdraw his troops.

Returning to Mongolia as hewould after each campaign, Genghisbegan to build a capital at Karakorum.Not one to waste talented artisans, hemarched some 30,000 of them backfrom Xi Xia to put them to work rais-ing his citadel. Genghis also borrowedfrom other cultures to develop Mon-gol society. He used a scholar inChina to advise him on building agovernment and recruited Uighurs,his advanced Turkic neighbors, as

accountants and scribes. Soon aschool was turning out Mongol taxcollectors and record keepers.

In 1218, Genghis sent one of histrusted generals, Jebe, to preempt

a possible attack by the prince ofKara-Khitai, at Mongolia’s

western border. The mostlyMuslim people rejoiced tobe freed of their ruler, whohad forbidden them topractice their religion andhad crucified a religious

leader. Genghis took Kara-Khitai into his protection.

With success in that quarter,Genghis’s territory now touched thatof the wealthy Khwarizm Empire,ruled by Shah Muhammad inSamarkand. Genghis attempted toestablish friendly trade relations withthe shah, but the Khwarizm wouldnot cooperate. A caravan of 450 Mon-gol merchants were murdered by thegovernor of one of Khwarizm’s outly-ing regions. When Genghis sent anambassador to the shah to demandthe governor be handed over, the shahhad the ambassador killed and hishead sent back to Genghis. Thus,Genghis aimed to punish his enemies,although the possibility of enormousplunder was surely an added incentivefor his campaign. Although the shah’sarmy was much larger than that of theMongols, he proved a weak adversary.When Genghis appeared outsideSamarkand, the shah fled. City noblesopened the gates and begged formercy, but some of the shah’s soldiersrefused to surrender. About a thou-sand took refuge in the mosque hop-ing for Allah’s protection, but flamingMongol arrows rained on the build-ing. When archaeologists excavatedthe site centuries later, they foundburned bones.

More destruction was to come. InBukhara, Genghis rode his horse intothe courtyard of the Friday Mosque,ordered the nobles to bring him theirriches, then turned his troops loose to

5

6

260

SPECIALREPORT

Teacher’s Notes

Science The Gobi is known as avast zone of desert, occupying about30 percent of Mongolia. However,the Gobi also features semi-aridgrasslands. The western part of theGobi has high mountains, forests,and steppes. The Gobi is home towild horses, whose ancestors wereused by Genghis Khan. It is alsohome to snow leopards, mountainsheep, ibex, lynx, gazelles, the Gobibear, and the khavtagi, a wild camelthat is the ancestor of the Bactriancamel. Summer temperatures oftenreach 104° F, and winter tempera-tures can drop as low as –40° F.

Critical ThinkingThe Mongolian people are some-times stereotyped as having asimplistic or unfriendly culture,as might fit the ancestors ofGenghis Khan. However, livingin a harsh desert fosters coopera-tion and hospitality, and Mongo-lians are known for these twocharacteristics. Ask studentswhy stereotypes evolve, espe-cially those about people wholive far from the United States.Further, ask students why coop-eration and hospitality are neces-sary for survival in harshclimates. SS.B.2.4.1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:36 AM Page 260

Page 22: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

261CHAPTER 8 The Asian World

5 Many Mongol cavalrymen wore elaborately designed helmets inlaid with silver.

6 One of the Mongols’ great advantagesin warfare was the mobility of its armies.To help sustain the army, the Mongolstraveled with their gers, or felt tenthomes, their families, and thousands ofanimals. The large ger in the center isthe khan’s, which functioned as hisportable court.

7 Between 1206 and his death in 1227,Genghis Khan unified Mongolia and con-quered kingdoms across central Asia.

pillage, rape, and burn the city to theground. Next came the Silk Roadcities of Urgench and Merv. By one account, a Muslim holy man andhis helpers spent 13 days in Mervcounting corpses—tallying 1.3 millionin all—“taking into account onlythose that were plain to see.”

Although Muslim accounts ofMongol butchery also report enor-mous numbers, historians doubt thesecities had such large populations.Some cities might have been deci-mated to frighten others.

While Genghis pursued Muham-mad’s son Jalal, who had escaped, he sent his generals Jebe and Subedaiafter the shah. The pair chasedMuhammad to the Caspian Sea,where the exhausted shah died. Hav-ing now entered new territory, thetwo generals took 20,000 troops on areconnaissance of Europe. Living offthe land over the next three years andvanquishing every opposing army,they rode 8,000 miles (12,872 km),circling the Caspian in one of thegreatest cavalry exploits of all time.

S P E C I A L R E P O RT

Upon rejoining Genghis in thecentral Asian steppe, the warriorsheaded for home. Genghis had a lastscore to settle. Just before the cam-paign against the Khwarizm Empire,the Xi Xia had insulted him and theyhad since been trying to revolt. In1226 he decided it was time to teachthem a lesson. As fate would have it,the lesson would be taught by some-one else. One account says thatGenghis had an accident and fellwhen his horse shied, another that hewas ill, perhaps with typhus. In anycase, the great khan delivered hisfinal orders from his deathbed: theextermination of the Xi Xia people.His army is said to have killed“mothers and fathers down to theoffspring of their offspring.” Finally,in August 1227, Genghis Khan died.His body is supposed to be buriednear a mountain called BurkhanKhaldun. It is said that a thousandhorsemen trampled the site so thegrave could not be found. Its loca-tion is still a mystery.

1. How did Genghis Khan’s experi-ences in his youth prepare him for hislater military and political success?

2. What made Mongol armies so muchstronger than their enemies?

3. What region suffered the most at thehands of the Mongols? Why was thisregion so harshly ravaged?

60° 140°

40°N

20°

20°

100°80°60°

120°

Longitude East of Greenwich

Kereyit

Uighur

Merki

t

Mo

ngol

Tatar

Present-day boundaryof Mongolia

Location of GenghisKhan's death

1215

1209

1219

1211-15

1221

1219

1225

12181224

1219-1220

1226-27

12221224

1221

Caucasus Mts.

Hindu Kush

Ti a n

S h a n

HI

MA

L A Y A

T I B E T

A l t a y M o u n t a i n s GO

B

I

Greater

KhinganR

a.

Danube

Dni

eper

Indu

s Mekong Chang

Jiang

HuangHe

On

on

Volga

AralSea

LakeBaikal

B lackSea

CaspianSea

RedSea Persian

Gulf

YellowSea

THEHOLYLAND

KARA-KHITAIEMPIRE XI XIA

EMPIRE

SOUTHERNSONG

EMPIRE

CHINA

SULTANATEOF DELHI

J I NE M

P I RE

SELJUKSULTANATE

AYYUBIDSULTANATE

ABBASIDCALIPHATE

KH

WARIZ

MEMPIRE

RUSSIANPRINCIPALITIES

A S I A

E U R O P E

LiaoyangUlaanbataar

Karakorum

Kashgar Bukhara

Urgench

Ghazni

Balkh Nishapur

Herat

Tabriz

Merv

Ningxia

Hangzhou

Baghdad

Zhongdu(Beijing)

Samarkand

Astrakhan

Kiev

0

0

mi.

km

400

600

7Genghis Khan’s empire, 1227Mongol homelandCampaign under Genghis KhanRoute of Subedei and JebeTribeMongol

INTERPRETING THE PAST

261

SPECIALREPORT

The Mongolian capital of Karakorumwas founded in 1220 in the OrkhonValley, at the crossroads of the SilkRoad. The city was visited by a papalmission led by Giovanni Carpini in1267. Karakorum still has ruins of thefirst Buddhist monastery built in Mon-golia, which was built in 1586, morethan three hundred years after KublaiKhan had moved his capital to Beijingin 1267. The monastery was sur-rounded by majestic walls, approxi-mately 400 m long, and the ruins arestill visible. The ruins of Karakorumwere found in 1889 by a Russianexplorer, N. M. Yadrinstev.

Who?What?Where?When?

INTERPRETING THE PASTAnswers:1. Genghis learned to catch food, to ride and control

horses, and how to forge political friendships andallies.

2. Mongol armies were trained to fight from horseback.They fired arrows forward and backward from theirhorses. They wore leather and their silk tunics weredesigned to blunt enemy arrows.

3. The Khwarizm Empire was ravaged because ShahMuhammad refused to establish friendly trade rela-tions with Genghis Khan; the governor of one of theprovinces had a caravan of Mongol trade merchantsmurdered, and an ambassador sent by GenghisKhan to meet the shah was murdered.

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:37 AM Page 261

Page 23: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

ANSWERS TO ANALYZING PRIMARY SOURCES

1. Students should see a reflection of the hierarchy ofsociety, with each level at the feet of the level above it and Kublai Khan at the highest level. Studentsshould also note that even the Great Khan’s familymembers sat beneath him, their heads level with theemperor’s feet.

2. From Marco Polo’s description, the banquet revolvedaround the host. Great care was taken that nothingtainted Kublai Khan’s food or drink, music was playedas he began to sip, and all the company bowed beforehim as he did so. Again, this is how the power of hisposition was reinforced.

262

TEACHAnalyzing Primary SourcesAsk students to draw a pictureof the hall where the Great Khanate, based on Marco Polo’sdescription. What does suchintricate court life suggest aboutthe culture, politics, and eco-nomics of China at that time?You might wish to have studentscompare this scene with ban-quets of wealthy Greeks andRomans described in earlierchapters. Ask students to citesimilarities and differences. L1

EnrichThe painter who embellishedthis medieval English manu-script had never met Marco Polonor had he ever seen a picture of an Asian person. That is prob-ably why the emperor looksEuropean, rather than Asian.

ELL

262

At the Table of the Great Khan

THE EUROPEAN VISITOR MARCO POLOwas clearly impressed by the court of KublaiKhan. Here he describes the Great Khan at abanquet.

“And when the great Khan sits at table on any great court occasion, it is in this fashion.His table is elevated a good deal above the oth-ers, and he sits at the north end of the hall,looking towards the south, with his chief wifebeside him on the left. On his right sit his sonsand his nephews, and other kinsmen of theblood imperial, but lower, so that their heads are ona level with the emperor’s feet. And then the otherbarons sit at other tables lower still. So also with thewomen; for all the wives of the lord’s sons, and ofhis nephews and below them again the ladies ofthe other barons and knights, each in the placeassigned by the lord’s order. The tables are soarranged that the emperor can see the whole ofthem from end to end, many as they are. . . .

And you should know that those who wait uponthe great Khan with his dishes and his drink aresome of the great barons. They have the mouth andnose muffled with fine napkins of silk and gold, sothat no breath nor odor from their person shouldtaint the dish or the goblet presented to the lord.And when the emperor is going to drink, all themusical instruments, of which he has a vast store ofevery kind, begin to play. And when he takes the

cup all the barons and the rest of the company dropon their knees and make the deepest obeisance[bow] before him, and then the emperor does drink.But each time that he does so the whole ceremonyis repeated.”

—Marco Polo, The Travels of Marco Polo

Analyzing Primary Sources

� Detail of historic map showing Marco Polo’s journey along the Silk Road

� Kublai Khan presents golden tablets to Marco Polo.

1. What did the arrangement of the banquet tables symbolize about the Great Khan’s reign?

2. Who was the center of attention at the banquet—the Great Khan or his guests? Why?

Literature One of the mostfamous poems of the EnglishRomantic period is “Kubla Khan,” bySamuel Taylor Coleridge. Publishedin 1816, it portrays Kublai Khan’scourt as a place of fantastic beauty.His magnificent capital is thought tobe the city Coleridge calls Xanadu.You might read the poem aloud tostudents. L1 ELL

SS.A.2.4.11

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:38 AM Page 262

Page 24: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

263

1 FOCUSSection OverviewThis section describes the earlyhistory, culture, and religion ofJapan and Korea.

Early Japan and KoreaGuide to Reading

Main Ideas• Japan developed differently from many

other countries because of its geography.• Japan’s history has been marked by

power struggles between rulers andindependent families.

Key Termssamurai, Bushido, shogun, shogunate,daimyo, Shinto, Zen

People to IdentifyShotoku Taishi, Minamoto Yoritomo,Murasaki Shikibu, Yi Song-gye

Places to LocateJapan, Hokkaido, Honshu, Kyushu,Shikoku, Osaka, Kyoto, Korea

Preview Questions1. Why did Japan not develop a central-

ized government like China’s?2. How was Korea influenced by China?

Reading StrategyCategorizing Information Use a chartlike the one below to identify elements of Chinese culture accepted by Korea and Japan.

Japan Korea

1192Minamoto Yoritomo establishesKamakura shogunate

794Capital movedto Heian

622ShotokuTaishi dies

1281Mongols invadeJapan

1477Civil war endsin Japan

1333Ashikagas overthrowKamakura shogunate

Preview of Events

CHAPTER 8 The Asian World 263

✦600 ✦800 ✦1000 ✦1200 ✦1400 ✦1600

Chinese Culture in . . .

In 604, a new constitution for an early Japanese state was drafted. It read:

“When an imperial command is given, obey it with reverence. The sovereign islikened to heaven and his subjects are likened to earth. With heaven providing thecover and earth supporting it, the four seasons proceed in orderly fashion, giving sus-tenance to all that which is nature. If earth attempts to overtake the functions ofheaven, it destroys everything. If there is no reverence shown to the imperial com-mand, ruin will automatically result.”

—Sources of Japanese History, David Lu, ed., 1974

Reverence for the emperor became an important part of Japanese society.

The Geography of JapanChinese and Japanese societies have historically been very different. One of the

reasons for these differences is geography. Whereas China is on a vast continent,Japan is a chain of many islands. The population is concentrated on four mainislands: Hokkaido, the main island of Honshu, and the two smaller islands ofKyushu and Shikoku. Japan’s total land area is approximately 146,000 squaremiles (378,000 sq km)—about the size of the state of Montana.

Like China, much of Japan is mountainous. Only about 11 percent of the totalland area can be farmed. The mountains are volcanic in origin. On the one hand,volcanic soils are very fertile, which has helped Japanese farming. On the otherhand, the area is prone to earthquakes. In 1923, an earthquake almost destroyedthe entire city of Tokyo.

Voices from the Past

CHAPTER 8Section 3, 263–267CHAPTER 8

Section 3, 263–267

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 8-3

Copyright © by The McGraw-Hill Companies, Inc. ANSWERSPossible answers include: technology is advanced enough tomake ovens for firing pottery and to smelt gold; peopleappreciated beauty; people had time to do things other thanproduce food.

Early Japan and Korea

DIRECTIONS: List at least three things that you can learn about Koreans of the 5th or 6thand 12th centuries by studying these artifacts.

UNIT

2Chapter 8

Ewer(Koryo Dynasty, 12th century)

Gold Earrings(Three Kingdoms Period: Silla,

5th-6th century)

Asian Art Museum of San Francisco The Avery Brundage Collection

B64

P16

1991

.214

.1-.

2

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 8–3

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 8–3• Daily Lecture and Discussion Notes 8–3• Guided Reading Activity 8–3• Section Quiz 8–3• Reading Essentials and Study Guide 8–3

Transparencies• Daily Focus Skills Transparency 8–3

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

Guide to Reading

Answers to Graphic: Japan: centralized government under asupreme ruler; divided country intoadministrative districts, with rural vil-lages as the basic unit of government; Korea: Koryo dynasty adoptedChinese political institutions

Preteaching VocabularyBe sure students understand the dif-ferences between Shinto and Zen. L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:40 AM Page 263

Page 25: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

264

population of rice farmers, artisans, and householdservants. The local ruler of each clan protected thepopulation in return for a share of the annual harvest.

Eventually, one ruler of the Yamato clan achievedsupremacy over the others and became, in effect,ruler of Japan. Other powerful families would, how-ever, continue to compete for power.

Chinese Influences In the early seventh century,Shotoku Taishi, a Yamato prince, tried to unify thevarious clans so that the Japanese could more effec-tively resist an invasion by the Chinese. To do this,Prince Shotoku sent representatives to the Tang capi-tal of China to learn more about how the Chineseorganized their government. He then began to createa new centralized system of government in Japan,based roughly on the Chinese model.

Prince Shotoku wanted a centralized governmentunder a supreme ruler. His objective was to limit thepowers of the aristocrats and enhance the Yamatoruler’s (his own) authority. As a result, the ruler wasportrayed as a divine figure and the symbol of theJapanese nation.

Shotoku Taishi’s successors continued to makereforms based on the Chinese model. The territory ofJapan was divided into administrative districts, andthe senior official of each district was selected fromamong the local nobles. As in China, the rural villagewas the basic unit of government. A new tax systemwas set up. Now all farmland technically belonged tothe state. Taxes were to be paid directly to the centralgovernment rather than to local aristocrats.

The Nara Period After Shotoku Taishi’s death in622, political power fell into the hands of the Fuji-wara clan. A Yamato ruler was still emperor. He was,however, strongly influenced by the Fujiwara family.In 710, a new capital was established at Nara. Theemperor began to use the title “son of Heaven.”

Though the reforms begun by Prince Shotoku con-tinued during this period, Japan’s central govern-ment could not overcome the power of thearistocrats. These powerful families were able tokeep the taxes from the lands for themselves. Unableto gain tax revenues, the central government steadilylost power and influence.

The Heian Period In 794, the emperor moved thecapital from Nara to nearby Heian, on the site ofpresent-day Kyoto. At Heian, the emperor continuedto rule in name, but actual power remained in thehands of the Fujiwara clan.

264 CHAPTER 8 The Asian World

Because of their geographical isolation, theJapanese developed a number of unique qualities.These qualities contributed to the Japanese beliefthat they had a destiny separate from that of thepeoples on the continent.

Evaluating How has Japan’s geogra-phy affected its history?

The Rise of the Japanese StateIn this section you will learn how

a violent storm destroyed most of the Mongol shipsthat were sent to attack Japan in 1281. After this Mon-gol defeat, Japan remained free of foreign invadersuntil 1945. The ancestors of present-day Japanese settled in

the Yamato Plain near the modern cities of Osakaand Kyoto in the first centuries A.D. Their society wasmade up of clans. The people were divided betweena small aristocratic class (the rulers) and a large

Reading Check

Lambert Conformal Conic projection400 kilometers0

400 miles0

N

S

EW

30°N

40°N

130°E 140°E

PacificOcean

Sea of Japan

Korea

Strait

YellowSea

East ChinaSea

CHINA

Honshu

Shikoku

Kyushu

Mt. Fuji

KamakuraPeninsula

Hokkaido

RUSSIA

KOREA Edo(Tokyo)

OsakaIseNara

Heian(Kyoto)

Early Japan

The geography of Japan influenced the development ofJapanese culture.

1. Interpreting Maps List, from north to south, the fourmajor islands that make up Japan. On which island arethe major cities of early Japan located?

2. Applying Geography Skills Heian (Kyoto) and Osakawere important cities in early Japan. Today Tokyo is amajor city. What geographic features contributed toTokyo’s importance?

CHAPTER 8Section 3, 263–267CHAPTER 8

Section 3, 263–267

2 TEACH

Answers:1. Hokkaido, Honshu, Shikoku,

Kyushu; Honshu 2. large flat plain, protected by a

peninsula, located on a bay

Daily Lecture and Discussion Notes 8–3

I. The Geography of Japan (pages 263–264)

A. Chinese and Japanese societies have always been very different. One reason is the dif-fering geographies.

B. Japan is a chain of many islands. The population is concentrated on Hokkaido, themain island of Honshu, Kyushu, and Shikoku. Japan’s total land size is about equalto the state of Montana.

C. Much of Japan is mountainous. About 20 percent of the land can be farmed. Japan isprone to earthquakes. An earthquake almost destroyed Tokyo in 1923.

D. Because of being geographically isolated, the Japanese developed a number of uniquequalities, which contributed to the Japanese belief that they had a destiny separatefrom other peoples.

Discussion QuestionFrom Japanese geography, what do you think is a larger source of protein for theJapanese, beef or fish? (Fish, because it is a nation of islands, although more and more Japaneseare eating beef. Some Japanese say that people who eat a lot of red meat, such as Americans, smellbad to them.)

II. The Rise of the Japanese State (pages 264–265)

A. Japanese first settled in the Yamato plain near modern-day Osaka and Kyoto. Societyi d f l d th l di id d i t ll i t ti l d

Daily Lecture and Discussion Notes

Chapter 8, Section 3

Did You Know? The Zen Buddhist tea ceremony consists of thehost bringing tea utensils into the room, offering the guests sweets,and then preparing and serving the guests tea made of pulverizedtea leaf in hot water. The prepared tea is usually thin and frothywith a mildly astringent flavor. A light meal may precede the serv-ing of sweets and tea.

Copyright © by The McGraw-Hill Companies, Inc.

The kamikaze, or “divine wind,” thatsaved Japan from Mongol defeat in1281 never lost its importance for the Japanese. During World War II,Japanese suicide pilots who divedtheir planes into Allied aircraft carri-ers were known as kamikaze pilots.

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Ainu Because of Japan’s geographic isolation, the country today has very few minorities.There is, however, one group that may have descended from Japan’s very first inhabitants—theAinu people. Most now live on the northernmost main island, Hokkaido. Although many Ainu haveintermarried with other Japanese, a few still live in isolated villages where they follow their tradi-tional way of life. The Ainu people have a long history of discrimination and forced assimilation inJapan. Ask students to discuss how a small ethnic minority can best preserve its culture and iden-tity, particularly in a homogeneous nation like Japan. Interested students may want to investigatethe current status of the Ainu people in Japan. L2

Answer: It is a group of islands iso-lated from the continent, which ledthe Japanese to develop uniquely.

SS.A.2.4.8, SS.B.1.4.4

STUDENT EDITIONSUNSHINE STATE STANDARDS

213

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:41 AM Page 264

Page 26: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

265

In fact, the government was returning to thedecentralized system that had existed before the timeof Shotoku Taishi. Powerful families whose wealthwas based on the ownership of tax-exempt farmlanddominated the rural areas. To avoid paying taxes,peasants often surrendered their lands to a local aris-tocrat, who then would allow the peasants to farmthe land in return for the payment of rent.

With the decline of central power, local aristocratstended to take justice into their own hands. Theyturned increasingly to military force as a means ofprotecting their interests. A new class of military ser-vants emerged whose purpose was to protect thesecurity and property of their employers.

Called the samurai (“those who serve”), thesewarriors resembled the knights of medieval Europe.Like knights, the samurai fought on horseback, cladin helmet and armor, although a samurai carried asword and a bow and arrow rather than a lance andshield. Like knights, the samurai were supposed tolive by a strict warrior code, known in Japan asBushido (“the way of the warrior”). Above all, thesamurai’s code was based on loyalty to his lord.

The Kamakura Shogunate By the end of thetwelfth century, rivalries among Japanese aristocraticfamilies had led to almost constant civil war.Finally, a powerful noble named MinamotoYoritomo defeated several rivals and set uphis power near the modern city of Tokyo.

To strengthen the state, he created a morecentralized government under a powerfulmilitary leader known as the shogun (gen-eral). In this new system—called the sho-gunate—the emperor remained ruler inname only, and the shogun exercised the actualpower. The Kamakura shogunate, foundedby Yoritomo, lasted from 1192 to 1333.

At first the system worked well. TheJapanese were fortunate that it did, becausethe government soon faced its most seriouschallenge yet from the Mongols. In 1281Kublai Khan invaded Japan with an armynearly 150,000 strong. Fortu-nately for the Japanese,almost the entire fleet wasdestroyed by a massivetyphoon (violent storm).Japan would not again face aforeign invader until Ameri-can forces landed in thesummer of 1945.

265CHAPTER 8 The Asian World

Fighting the Mongols put a heavy strain on thepolitical system. In 1333, the Kamakura shogunatewas overthrown by a group of powerful families ledby the Ashikaga family.

Collapse of Central Rule The power of the localaristocrats grew during the fourteenth and fifteenthcenturies. Heads of noble families, now calleddaimyo (DY•mee•OH), “great names,” controlledvast landed estates that owed no taxes to the government. As family rivalries continued, thedaimyo relied on the samurai for protection, andpolitical power came into the hands of a loose coali-tion of noble families.

By 1500, Japan was close to chaos. A disastrouscivil war known as the Onin War, which lasted from1467 to 1477, led to the virtual destruction of the cap-ital city of Kyoto. Armies passed back and forththrough the city, burning temples and palaces.

Central authority disappeared. Powerful aristo-crats in rural areas seized control over large territo-ries, which they ruled as independent lords. Theirrivalries caused almost constant warfare.

Summarizing What were the resultsof the Onin War?

Reading Check

Above, you see a suit of armor worn bysamurai warriors, such as the warriorshown in the painting at right. Comparethis type of armor to the armor shownin Chapter 9. What similarities anddifferences do you see?

History

CHAPTER 8Section 3, 263–267CHAPTER 8

Section 3, 263–267

Answer: both provide padding andcover vital areas; samurai armor wasnot made of metal but heavy quilting,face is exposed, horse is not covered

History

Answer: capital city of Kyoto was virtually destroyed; central authoritydisappeared; aristocrats ruled vastterritories as independent lords;rivalries between lords caused almostconstant warfare

EnrichAsk students to compare theidea that the Japanese sovereignwas considered divine with theMandate of Heaven enjoyed byrulers in China’s Zhou andShang dynasties. Why is thisbelief common throughout his-tory? L2

Government Ask students tospeculate about how limited trade,mountainous land, and an agrarianeconomy would have contributed tothe lack of a central government inJapan. L2

Writing ActivityAfter students have read thissection, have them write anessay in which they summarizethe major political, economic,and cultural developments ofearly Japanese civilizations. L1

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

READING THE TEXT

Comparing and Contrasting Help students understand the arguments behind a strong centralgovernment in Japan versus the independence and local power of the nobles. Ask students towrite the text of a fictional debate that takes place between two opposing leaders in Japan. Tellthem to emphasize logic and reason as they write statements for the two fictitious leaders. Ask stu-dents to compare and contrast local control and strong central government, listing the advantagesand disadvantages of each. This debate can be compared to issues in American history over states’rights versus a federal government jurisdiction. After students have completed their assignment,hold a class debate on these issues. L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:42 AM Page 265

Page 27: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

266

3 ASSESSAssign Section 3 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Life in Early JapanEarly Japan was mostly a farming society. Its peo-

ple took advantage of the limited amount of farm-land and abundant rainfall to grow wet rice (ricegrown in flooded fields). As we have seen, noblefamilies were able to maintain control over most ofthe land.

Manufacturing began to develop during theKamakura period. Markets appeared in the largertowns, and industries such as paper, iron casting, andporcelain emerged. Trade between regions also grew.Foreign trade, mainly with Korea and China, beganduring the eleventh century. Japan shipped rawmaterials, paintings, swords, and other manufac-tured items in return for silk, porcelain, books, andcopper coins.

The Role of WomenIn early Japan, womenmay have had a certainlevel of equality withmen. An eighth-centurylaw code, for example,guaranteed the inheri-tance rights of women.Wives who were aban-doned could divorceand remarry. However,later practices make itclear that women wereconsidered subordinateto men. A husbandcould divorce his wifeif she did not produce amale child or if she committed adultery, talked toomuch, was jealous, or had a serious illness.

Although women did not possess the full legaland social rights of men, they played an active role atvarious levels of society. Aristocratic women wereprominent at court. Some became known for theirartistic or literary talents.

Women often appear in the paintings of the periodalong with men. The women are doing the springplanting, threshing and hulling rice, and acting assalespersons and entertainers.

Religion in Early Japan Early Japanese peopleworshiped spirits, called kami, whom they believedresided in trees, rivers, streams, and mountains. TheJapanese also believed that the spirits of their ances-tors were present in the air around them. In Japan,these beliefs evolved into a kind of state religion

called Shinto (“the Sacred Way” or “the Way of theGods”), which is still practiced today.

In time, Shinto evolved into a state doctrine linkedto a belief in the divinity of the emperor and thesacredness of the Japanese nation. A national shrinewas established at Ise (EE•SAY). There, the emperorpaid tribute to the sun goddess, Amaterasu, everyyear. According to legend, the first emperor wasdescended from the sun goddess.

Shinto, however, did not satisfy the spiritual needsof all the Japanese people. Some turned to Buddhism,which Buddhist monks from China brought to Japanduring the sixth century A.D. Among the aristocratsin Japan, one sect, known as Zen, became the mostpopular. Zen beliefs became part of the samurai war-rior’s code of behavior.

In Zen Buddhism, there are different ways toachieve enlightenment (a state of pure being). Somebelieve that enlightenment can be achieved suddenly.Others claim that it can only be achieved throughstrong self-discipline, especially a long process ofmeditation that clears the mind of all thoughts.

Culture in Early Japan During much of the historyof early Japan, aristocratic men believed that prosefiction was merely “vulgar gossip” and was thusbeneath them. Consequently, from the ninth to thetwelfth centuries, women were the most productivewriters of prose fiction in Japanese. Females learnedto read and write at home, and they wrote diaries,stories, and novels to pass the time.

From this tradition appeared one of the world’sgreat novels, The Tale of Genji. The novel was writtenby court author Murasaki Shikibu around the year1000. Murasaki Shikibu wrote, “A story happensbecause the storyteller’s own experiences . . . havemoved him to an emotion so passionate that he canno longer keep it shut up in his heart.” Her noveltraces the life of the noble Genji as he tries to remainin favor with those in power. Various aspects ofGenji’s personality are explored as he moves fromyouthful adventures to a life of sadness and compas-sion in his later years.

In Japanese art and architecture, landscape servesas an important means of expression. The landscapesurrounding the fourteenth-century Golden Pavilionin Kyoto displays a harmony of garden, water, andarchitecture that makes it one of the treasures of theworld.

Summarizing Give one example ofeach of these aspects of life in early Japan: economic, social,religious, and cultural.

Reading Check

266 CHAPTER 8 The Asian World

Aristocratic Japanese woman playing musical instrument

CHAPTER 8Section 3, 263–267CHAPTER 8

Section 3, 263–267

Section Quiz 8–3

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. “those who serve”

2. dynasty after Silla

3. warrior code

4. “the Sacred Way”

5. general

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. The percentage of land in Japan that can be farmedA. 5% C. 20%B. 75% D. 50%

7. Early Japanese rulers were portrayed asA. democratic. C. writers.B. Confucian. D. divine.

8 The worship of spirits called Kami evolved into

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 8

Section Quiz 8-3

Column B

A. Shinto

B. samurai

C. shogun

D. Koryo

E. Bushido

Answer: Students must includesomething from each area. Answersmay include: mostly a farming soci-ety; women may have had a certainlevel of equality with men; Japanesespirit worship developed into a kindof state religion called Shinto; womenwere the most productive writers ofprose fiction in Japan

Guided Reading Activity 8–3

Name Date Class

Early Japan and Korea

DIRECTIONS: Fill in the blanks below as you read Section 3.

Japan is a mountainous chain of (1) . Only about

(2) percent of its total land area can be farmed. The ancestors

of present-day Japanese settled near the modern cities of (3)

and (4) in the first centuries A.D. Their society was made up of

(5) . Eventually, one ruler of the (6) clan

achieved supremacy over the others and became ruler of Japan.

In the early seventh century, (7) , a Yamato prince, tried to

unify the various clans. Taishi sent representatives to China to learn how the Chinese

organized their (8) . He then began to create a

(9) government based on the Chinese model.

After Shotoku Taishi's death in 622, political power fell into the hands of the

(10) clan. In 710, a new (11) was estab-

lished at Nara. The emperor began to use the title, (12) .

Guided Reading Activity 8-3

EXTENDING THE CONTENTCreating a Group Presentation Organize the class into groups of four or five. Each group is tobecome a panel of experts on a topic about Japanese culture. Subjects may include art forms andrituals coming from Zen Buddhism, such as ikebana (flower arranging), meditation gardens, and thetea ceremony; Kabuki or No theater; architecture; the samurai; and various customs relating to food,clothing, manners, education, child rearing, or holidays. Choose a leader for each group. Each mem-ber of each group should prepare a five-minute presentation on one aspect of the group’s subject.L2

For grading this activity, refer to the Performance Assessment Activity booklet.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

L2

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:43 AM Page 266

Page 28: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

1. Key terms are in blue. 2. Shotoku Taishi (p. 264); Minamoto

Yoritomo (p. 265); Murasaki Shik-ibu (p. 266); Yi Song-gye (p. 267)

3. See chapter maps. 4. Men considered fiction vulgar;

women wrote to pass the time. 5. divided territory into administrative

districts; taxes paid directly to cen-

tral government; China’s 6. samurai: kept Japan from develop-

ing strong central government;shogun: aristocrat who effectivelyruled Japan

7. had inheritance rights; abandonedwives could divorce; husbandscould divorce wives for many rea-sons; played active role in society;

women became artists and writers;women shared work

8. court entertainer; both worksreflect grace and harmony

9. Answers should be consistent withthe material presented.

267

The Emergence of KoreaThe Korean Peninsula, only slightly larger than

the state of Minnesota, is relatively mountainous. Itscloseness to both China and Japan has greatlyaffected its history. Indeed, no society in East Asiawas more strongly influenced by the Chinese modelthan Korea.

In 109 B.C., the northern part of the Korean Penin-sula came under the control of the Chinese. The Kore-ans, however, drove them out in the third centuryA.D. Eventually, three separate kingdoms emerged:Koguryo in the north, Paekche (pah•EHK•chee) inthe southwest, and Silla in the southeast. From thefourth to the seventh centuries, the three kingdomswere bitter rivals.

Gradually, the kingdom of Silla gained control ofthe peninsula. After the king of Silla was assassi-nated, however, Korea sank into civil war. Finally, inthe early tenth century, a new dynasty called Koryo(the root of the modern word Korea) arose in thenorth. This kingdom adopted Chinese political insti-tutions in order to unify its territory and remained inpower for four hundred years.

In the thirteenth century, the Mongols seized thenorthern part of Korea. By accepting Mongol author-ity, the Koryo dynasty managed to remain in power.Mongol rule, however, led to much suffering for theKorean people, especially the thousands of peasantsand artisans who were forced to build ships forKublai Khan’s invasion of Japan.

After the collapse of the Mongol dynasty in China,the Koryo dynasty broke down. In 1392, Yi Song-gye,a military commander, seized power and foundedthe Yi dynasty. The Korean people were once again incharge of their own destiny.

Identifying Which Asian country hadthe greatest influence on Korean political institutions?

Reading Check

267CHAPTER 8 The Asian World

Role of Women

History through Architecture

Golden Pavilion, Kyoto, 1300s Landscapearchitecture has long been an important art form tothe Japanese. Describe in your own words thelandscaping around the Golden Pavilion.

Checking for Understanding1. Define samurai, Bushido, shogun,

shogunate, daimyo, Shinto, Zen.

2. Identify Shotoku Taishi, MinamotoYoritomo, Murasaki Shikibu, Yi Song-gye.

3. Locate Japan, Hokkaido, Honshu,Kyushu, Shikkoku, Osaka, Kyoto, Korea.

4. Explain why women were the most pro-ductive writers of prose fiction in Japanbetween the ninth and twelfth centuries.

5. List the reforms in government madeby Shotoku Taishi’s successors. Whichcountry’s system of government wasthe model for these reforms?

Critical Thinking6. Explain How did the samurai and

shogun affect the government of earlyJapan?

7. Summarizing Information Create acluster diagram like the one below thatclarifies the role of women in earlyJapan.

Analyzing Visuals8. Examine the painting of the woman

shown on page 266 of your text. Whatdo you think her role was in Japanesesociety? Identify elements in the paint-ing that support your answer. Do yousee any similarities between the toneand mood of the painting and the feel-ings generated by looking at the land-scape architecture shown above?

9. Descriptive Writing Imagine youare a samurai living in Japan duringthe fourteenth century. Explain whyyou became a samurai and describeyour duties.

CHAPTER 8Section 3, 263–267CHAPTER 8

Section 3, 263–267

History through Architecture

Answer: Answers will vary.

Reading Essentials andStudy Guide 8–3

DRAWING FROM EXPERIENCEII

Has anyone in your family ever served in the military? What branch of service werethey in? Where were they stationed?

In the last two sections, you learned about China during the Sui, Tang, Song, andMongol dynasties. In this section you will learn about the early history of Japan andKorea The early Japanese were fierce warriors

Reading Essentials and Study GuideChapter 8, Section 3

For use with textbook pages 263–267

EARLY JAPAN AND KOREA

KEY TERMS

samurai (“those who serve”) Japanese warriors who protected the security and property oftheir employers (page 265)

Bushido (“the way of the warrior”) the samurai’s code of behavior, based on loyalty to his lord(page 265)

shogun a powerful military leader, or general, who had the real power in Japan (page 265)

shogunate a system of government in Japan, in which the emperor was the ruler in name onlyand the shogun exercised the actual power (page 265)

daimyo (“great names”) heads of noble families in Japan who controlled vast landed estates(page 265)

Shinto (“the Sacred Way”) the state religion of Japan (page 266)

Zen a sect of Buddhism in Japan (page 266)

Name Date Class

4 CLOSEDiscuss with students the diffi-culty Japan’s leaders faced inestablishing and maintainingcentral control over their lands.L1

Answer: China

Critical ThinkingAsk students to examine themap on page 264. Have studentsidentify and explain geographicfactors that influenced the peo-ple and events in early Japanesecivilization. L2

Reteaching ActivityHave students outline the rise ofthe Japanese state, from the Yam-ato regime to the collapse of cen-tral authority around 1500. L1ELL

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

213 4

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:44 AM Page 267

Page 29: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

268

1 FOCUSSection OverviewThis section describes the declineof Buddhism and the impact ofthe rise of Islam on India’s soci-ety and culture.

997Mahmud of Ghazni extends Islamicinfluence into Hindu kingdoms

1200Muslim power extends tonorthern India

1369Timur Lenk begins conquest ofnorthern India

Guide to Reading

India after the Guptas

Preview of Events✦900 ✦1000 ✦1100 ✦1200 ✦1300 ✦1400

268 CHAPTER 8 The Asian World

Buddhism

An Indian poet gave advice to those who wanted to follow a military career:

“When you see a fight, rush to the front, divide your enemy’s forces, stand beforethem, and get your body scarred by the deep cuts of their swords; thus your fame ispleasant to the ear, not your body to the eye. As for your enemies, when they see you,they turn their backs, and with bodies whole and unscarred, they are pleasant to theeye, not so their shame to the ear.”

—Light in the East, C.A. Bayly et al., eds., 1988

In the centuries that followed the collapse of the Gupta Empire, internal fightingplagued the Indian states. Other changes were occurring at the same time.

The Decline of BuddhismFor hundreds of years, Buddhism had retained its popularity among the Indian

people. The teachings of the Buddha came to be interpreted in different ways,however. People did not always agree on the meaning of the Buddha’s teachings.As a result, a split developed among the followers of Buddhism in India.

One group believed that they were following the original teachings of the Bud-dha. They called themselves the school of Theravada, “the teachings of the eld-ers.” Followers of Theravada see Buddhism as a way of life, not a religion that iscentered on individual salvation. They continue to insist that an understanding ofone’s self is the chief way to gain nirvana, or release from the “wheel of life.”

Another view of Buddhist doctrine was emerging in northwest India. Here, Bud-dhists stressed that nirvana could be achieved through devotion to the Buddha.This school, known as Mahayana Buddhism, said that Theravada teachings were

Voices from the Past

Main Ideas• Buddhism, Hinduism, and Islam influ-

enced the development of India.• Its location made India a center for

trade, but conflicts among its statesplagued its growth and prosperity.

Key TermsTheravada, Mahayana

People to IdentifyMahmud of Ghazni, Rajputs, Timur Lenk,Moguls, Dandin

Places to LocateIndia, Ghazni, Sultanate of Delhi, DeccanPlateau, Samarkand

Preview Questions1. What major events marked the Islamic

expansion into India?2. What impact did Muslim rule have on

Indian society and culture?

Reading StrategyContrasting Information Use thegraphic organizer to diagram the maindifferences between Theravada andMahayana Buddhism.

CHAPTER 8Section 4, 268–272CHAPTER 8

Section 4, 268–272

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 8–4• Daily Lecture and Discussion Notes 8–4• Guided Reading Activity 8–4• Section Quiz 8–4• Reading Essentials and Study Guide 8–4

Transparencies• Daily Focus Skills Transparency 8–4

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 8-4

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. 20 2. a central shrine, a tower, a hall, an entryway, aporch 3. the design reflects an upward movement similar tothe mountain

India after the Guptas

UNIT

2Chapter 8

Of the 80 temples originallybuilt at Khajuraho, howmany are still standing?

What are the parts of thetemples at Khajuraho?

How does the design of thetemples at Khajuraho relateto Mount Kailasa?

1 2 3

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 8–4

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

Guide to Reading

Answers to Graphic: Theravada:Buddhism a philosophy; Buddha awise man, not divine; nirvanaachieved through understanding ofself; no belief in salvation or afterlife;Mahayana: Buddhism a religion; theBuddha a divine figure; nirvanaachieved through devotion to theBuddha; believe in the possibility ofsalvation and an afterlife

Preteaching VocabularyBe sure students understand the dif-ferences between Theravada andMahayana Buddhism. L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:45 AM Page 268

Page 30: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

269

too strict for ordinary people. To Mahayana Bud-dhists, Buddhism is a religion, not a philosophy. TheBuddha is not just a wise man, but also a divine figure.Nirvana is not just a release from the wheel of life, buta true heaven. Through devotion to the Buddha, peo-ple can achieve salvation in this heaven after death.

In the end, neither the Mahayana nor the Ther-avada sect of Buddhism remained popular in Indiansociety. By the seventh century, Theravada haddeclined rapidly. Mahayana was absorbed by arevived Hinduism and later by a new arrival, Islam.

Despite their decline in India, though, bothschools of Buddhism found success abroad. Carriedby monks to China, Korea, Southeast Asia, andJapan, the practice of Buddhism has remained activein all four areas to the present.

Summarizing What are the twoschools of Buddhism?

The Eastward Expansion of IslamIn the early eighth century, Islam became popular

in the northwestern corner of the Indian subconti-nent. The new religion had a major impact on Indiancivilization. This impact is still evident today in thedivision of the subcontinent into mostly Hindu Indiaand two Islamic states, Bangladesh and Pakistan.

One reason for Islam’s success in South Asia is thatit arrived at a time when India was in a state of greatpolitical disunity. The Gupta Empire had collapsed,and no central authority had replaced it. India wasdivided into about seventy states, which fought eachother constantly.

When the Arab armies reached India in the earlyeighth century, they did little more than move intothe frontier regions. At the end of the tenth century,however, a new phase of Islamic expansion tookplace when rebellious Turkish slaves founded a newIslamic state known as Ghazni, located in present-day Afghanistan.

When the founder of the new state died in 997, hisson, Mahmud of Ghazni, succeeded him. Mahmud,an ambitious man, began to attack neighboring Hindukingdoms to the southeast. Before his death in 1030, hewas able to extend his rule throughout the upperIndus Valley and as far south as the Indian Ocean.

Resistance against the advances of Mahmud andhis successors into northern India was led by theRajputs, who were Hindu warriors. They foughtbravely, but their military tactics, based on infantrysupported by elephants, were no match for the cavalry of the invaders, which struck with great

Reading Check

speed. Mahmud’s successors continued theiradvances. By 1200, Muslim power had reached overthe entire plain of northern India, creating a newMuslim state known as the Sultanate of Delhi. In thefourteenth century, this state extended its power intothe Deccan Plateau.

Evaluating What was the impact ofthe introduction of Islam in India?

The Impact of Timur LenkDuring the latter half of the fourteenth century, the

Sultanate of Delhi began to decline. Near the end ofthe century, a new military force crossed the IndusRiver from the northwest, raided the capital of Delhi,and then withdrew. As many as 100,000 Hindu prison-ers were massacred before the gates of the city. It wasIndia’s first meeting with Timur Lenk (Tamerlane).

Reading Check

269CHAPTER 8 The Asian World

Lambert AzimuthalEqual-Area projection

300 kilometers0

300 miles0

N

S

EW

70°E 80°E 90°E

10°N

20°N

30°N

IndianOcean

Indu

s R.

Ganges R.

INDIA

TIBET

DECCANPLATEAU

H I M A L A Y A

PERSIA

Delhi

Sultanate of Delhi, 1335

Sultanate of Delhi (Muslim)Hindu-controlled areas

The collapse of the Gupta Empire allowed the rise of theMuslim state known as the Sultanate of Delhi.

1. Applying Geography Skills Create a political map ofthe subcontinent of India today. Use a legend withicons or color to show Hindu and Muslim populations.How does your map compare to the map above?

CHAPTER 8Section 4, 268–272CHAPTER 8

Section 4, 268–272

2 TEACH

Answer: Theravada and Mahayana

Answer: Islam was a unifying force,and today Bangladesh and Pakistanare primarily Islamic states.

Answers:1. Today India is primarily Hindu.

The Muslim countries of Pakistanand Bangladesh have separated.

Connecting Across TimeAsk students to investigate theGerman blitzkrieg during WorldWar II and compare it with thetactics used by the forces ofMahmud of Ghazni against theHindu Rajputs. Why is superiormobility an advantage in anywar? L2

Daily Lecture and Discussion Notes 8–4

I. The Decline of Buddhism (pages 268–269)

A. Buddhism was popular among the Indian people for hundreds of years. A split devel-oped in the followers of Buddhism in India. One group believed it was following theoriginal teaching of the Buddha. Its members called themselves the school of Theravada(“teachings of the elders”). They saw Buddhism as a way of life, not a religion centeredon individual salvation. They claimed that understanding one’s self is the chief way togain nirvana, or release form the “wheel of life.”

B. Another view of Buddhism stressed that nirvana was achieved through devotion tothe Buddha. This school is known as Mahayana Buddhism. Its members claimed thatTheravada teachings were too strict for ordinary people. To Mahayana, Buddhism is areligion, not a philosophy. The Buddha was not just a wise man but also a divine fig-ure. Nirvana is a true heaven. Through devotion to Buddha people can achievesalvation in this heaven after death.

C. Ultimately, neither sect remained popular in India. Hinduism and Islam became moret d B th h l f B ddhi f l b d h ith k

Daily Lecture and Discussion Notes

Chapter 8, Section 4

Did You Know? In India, as in many other Asian countries, theelephant is the work animal for such projects as clearing land. Cowsgenerally are not put to work in India because Hindus believe theyare sacred, a belief that has given us our expression sacred cow.According to legend, the Hindu hero Prithu changed himself into acow to encourage his countrymen to be vegetarians.

Copyright © by The McGraw-Hill Companies, Inc.

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

READING THE TEXT

Writing a Paragraph Assign students to investigate religious conflicts other than those betweenIslam and Hinduism. For example, students can explore the conflicts between the Protestants andCatholics during the Reformation or in Northern Ireland today. In some cases, religious conflictshave made some people emigrate as the Puritans did when they sailed to Massachusetts. Havestudents write a paragraph answering the following questions: Would India be more peacefultoday if there had been greater religious toleration in the past? Why have people throughout his-tory fought or emigrated in the name of religious freedom? L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:46 AM Page 269

Page 31: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

270

This miniature taken from an Indian manuscript shows Mongol ruler Timur Lenk.What signs of a courageous warrior and conqueror do you see in the image?

History

Like rulers elsewhere at this time, many Muslimrulers in India were intolerant of other faiths. Theygenerally used peaceful means, however, to encour-age people to convert to Islam. Still, some could befierce when their religious zeal was aroused. Saidone, “I forbade the infliction of any severe punish-ment on the Hindus in general, but I destroyed theiridol temples and raised mosques in their place.”

Most Muslim rulers realized that there were sim-ply too many Hindus to convert them all. They reluc-tantly accepted the need to tolerate religiousdifferences. Nevertheless, Muslim rulers did imposemany Islamic customs on Hindu society. Overall, therelationship between Muslim and Hindu was that ofconqueror and conquered, a relationship marked bysuspicion and dislike rather than friendship andunderstanding.

Evaluating What was the relation-ship between the Muslims and Hindus in India?

Economy and Daily LifeBetween 500 and 1500, most Indians lived on the

land and farmed their own tiny plots. These peasantspaid a share of their harvest each year to a landlord,who in turn sent part of the payment to the local ruler.In effect, the landlord worked as a tax collector for theking, who in theory owned all the land in his state.

Although the vast majority of Indians were peas-ants, reports by foreign visitors between 500 and 1500indicate that many people lived in the cities. It washere that the landed elites and rich merchants lived,often in conditions of considerable wealth.

Rulers, of course, had the most wealth. Onemaharaja (great king) of a small state in southernIndia, for example, had more than a hundred thou-sand soldiers in his pay, along with nine hundred ele-phants and twenty thousand horses. Another rulerkept a thousand high-caste women to serve as sweep-ers of his palace. Each carried a broom and a brassbasin holding a mixture of cow dung and water.“When the King goes from one house to another, or to

a house of prayer, he goes on foot, and thesewomen go before him with their brooms andbasins in their hands, plastering the pathwhere he is to tread.”

Agriculture was not the only source ofwealth in India. Since ancient times, India’slocation had made it a center for tradebetween Southwest Asia and East Asia. It hadalso been a source for other goods shippedthroughout the world.

Reading Check

Timur Lenk was the ruler of a Mongol state basedin Samarkand, to the north of the Pamir Mountains.Born sometime during the 1330s in Samarkand,Timur Lenk seized power in 1369 and immediatelylaunched a programof conquest. Duringthe 1380s, he placedthe entire region eastof the Caspian Seaunder his authorityand then occupiedMesopotamia. Afterhis brief foray intonorthern India, he turned to the west. He died in 1405in the midst of a military campaign.

The death of Timur Lenk removed a major menacefrom the various states of the Indian subcontinent, butthe calm did not last long. By the early sixteenth cen-tury, two new challenges had appeared from beyondthe horizon. One came from the north in the form ofthe Moguls, a newly emerging nomadic power. Theother came from Europe, from Portuguese tradersarriving by sea in search of gold and spices.

Describing Who seized power in1369 and launched a program of conquest?

Islam and Indian SocietyThe Muslim rulers in India viewed themselves as

foreign conquerors. They tried to maintain a strictseparation between the Muslim rul-ing class and the mass of theHindu population.

Reading Check

Baghdad

Makkah

Caspian Sea

Constantinople

Damascus

Samarkand

Delhi

MTS.

PAMIR

Indu

s R.

TIMUR LENK'SEMPIRE

INDIA

270

CHAPTER 8Section 4, 268–272CHAPTER 8

Section 4, 268–272

EXTENDING THE CONTENTCreating a Chart Have students work together in small groups to prepare charts of the importantreligions of the Indian subcontinent. Besides Hinduism and Islam, these religions include Bud-dhism, Jainism, Christianity, and Sikhism. Although Sikhs have never been as numerous as Hindusor Muslims in India, each religious group has played a particularly important role in the country.The charts should show major doctrines, important figures, and the regions where each religionbecame the dominant faith. When students have finished, ask them to discuss similarities and dif-ferences among the faiths. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Answer: Timur Lenk (Tamerlane)

Answer: He appears to be wearingprotective armor and to have a shieldat his side; there are various weapons(spear, sword), which symbolize hiscourage; he is seated on a throne,which symbolizes his power.

History

Answer: that of conqueror (Muslim)and conquered (Hindu); it wasmarked by suspicion and dislike

Music Another area of creativitythat developed in India during this erawas music. Indian classical music isbased on a musical scale called a raga.Performers select a basic raga andthen are free to improvise the melodyand rhythm, as is the case with West-ern jazz music. Many artists, includingthe late George Harrison of the Beatles,have been influenced by Indian music.Ask students to identify examples ofmusic that transcend the cultures inwhich they were created and conveyuniversal themes.

Guided Reading Activity 8–4

Name Date Class

India after the Guptas

DIRECTIONS: Fill in the blanks below as you read Section 4.

I. A split developed among followers of Buddhism in India.

A.

B.

II. Islam became popular in the northwestern corner of India.

A.

B.

III. During the 1380s, Timur Lenk conquered the region east of the Caspian Sea.

Guided Reading Activity 8-4

SS.A.2.4.9 FCAT MA.E.1.4.1

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

1 23

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:47 AM Page 270

Page 32: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

271

The Wonder of Indian CultureBetween 500 and 1500, Indian artists and writers

built on the achievements of their predecessors whilemaking innovations in all fields of creative endeavor.Here, we examine two such fields: architecture andprose literature.

Temple Architecture Between 500 and 1500, reli-gious architecture in India developed from caves tonew, magnificent structures. From the eighth centuryon, Indian architects built monumental Hindu temples.Each temple consisted of a central shrine surrounded

271CHAPTER 8 The Asian World

271CHAPTER 5 Rome and the Rise of Christianity� Riots between Hindus and Muslims in British India

Internal trade within India probably declined dur-ing this period, primarily because of the fightingamong the many states of India. The level of foreigntrade, however, remained high, especially in thesouth and along the northwestern coast. Both areaswere located along the traditional trade routes toSouthwest Asia and the Mediterranean Sea.

Wealthy Hindu merchants with close ties to theroyal courts carried on much of the foreign trade. Oth-ers, including Muslims, also participated in this trade.

Summarizing What were the princi-pal sources of wealth in India?

Reading Check

The Clash between Hindus and MuslimsOn December 7, 1992, a mob of Hindu militants in

India sacked a Muslim mosque in the town of Ayodhya,in northern India. This mosque had been built in theseventeenth century on a Hindu holy site once occupiedby a Hindu temple. For years, militant Hindus haddemanded that the mosque, which was not used much,be destroyed.

When the government failed to meet the militants’demands, the Hindu demonstrators pulled down themosque and began to erect a Hindu temple at the site.These actions in turn led to clashes between Hindus andMuslims throughout the country. In neighboring Pak-istan as well, Muslim rioters destroyed a number ofHindu shrines.

Since 1992, the tensions between Hindus and Mus-lims in India have continued to grow. In the 1990s, amilitant Hindu political party led by Balasaheb Thack-eray, who calls himself the “Hitler of Bombay,” has calledfor a new Indian state that would only meet the inter-ests of the Hindu majority. This conflict between Hindusand Muslims has been a feature of life in India for overa thousand years.

The invasion of India by Muslim forces began in theeighth century. At the end of the tenth century, however,Muslim invasions became more numerous and moredevastating. One Muslim conqueror of northern India,Mahmud of Ghazni, destroyed many Hindu temples. Hisarmy massacred thousands of Hindus and caused massive destruction.

Other Muslim conquerors after Mahmud promotedIslamic culture at the expense of India’s Hindu heritage.Stones from demolished Hindu temples were oftenused to build mosques. The actions of these early Mus-lim conquerors angered Hindus and helped create thebitter rivalries that have lasted in India to this day.

Using outside sources, investigate whether there havebeen any other major clashes between the Hindusand the Muslims in India since 1992. If so, were theseclashes rooted in the same tensions? Can you identifyany possible resolution to this conflict between thetwo groups?

CHAPTER 8Section 4, 268–272CHAPTER 8

Section 4, 268–272

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTThe Hindu Temple Some of the best examples of temple art are in the eastern Indian state ofOrissa. The temples of Bhubaneswar (built between 750 and 1000) have massive, beehive-shapedtowers. The Sun Temple at Konarak, standing at the edge of the sea and covered with intricatecarvings, is considered a masterpiece. Although now in ruins, the Sun Temple still boasts some of India’s best-known sculptures. Especially renowned are the twelve pairs of carved wheels, representing the twelve signs of the zodiac, which are each 10 feet (3 m) high and seated on araised platform. In southern India, temples had massive stone towers, some as high as 200 feet(61 m). The towers were often covered with sculpted figures and were visible for miles.

Answer: agriculture and trade

EnrichAsk students to write a para-graph in which they explainhow the separation of Hindusfrom the Muslim ruling class inIndia may have contributed toproblems between these groupsthat have lasted to the presentday. L2

3 ASSESSAssign Section 4 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Answer: Answers will vary. While it ispossible to hope that there will eventu-ally be a peaceful resolution, it is alsovery unlikely; the two groups have beenat odds for 1,000 years.

Section Quiz 8–4

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. followers of “teaching of the elders”

2. release from the “wheel of life”

3. devotion to the Buddha

4. Hindu warriors who fought Ghazni

5. great king

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. During the 1300’s, Mesopotamia and northern India were attached byA the Sultanate of Delhi C the Mongols

Name ������������������������������������������������������� Date ������������������������� Class ���������������

✔ ScoreChapter 8

Section Quiz 8-4

Column B

A. Theravada

B. Mahayana

C. Rajputs

D. nirvana

E. maharaja

L2

SS.B.2.4.2, SS.A.2.4.9

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:48 AM Page 271

Page 33: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

1. Key terms are in blue. 2. Mahmud of Ghazni (p. 269);

Rajputs (p. 269); Timur Lenk (p. 269); Moguls (p. 270); Dandin(p. 272)

3. See chapter maps.4. Theravada declined; Mahayana

absorbed by Hinduism and Islam 5. the Moguls and the Portuguese

6. answers may include Muslimsangered Hindus; remain bitterrivals to this day.

7. B. seized power in 1369; C. in1380s conquered region east of Caspian Sea and occupiedMesopotamia; D. near the end of1300s raided capital of Sultanate of Delhi but withdrew

8. monumental; gives sense of unity;decorations reflect Hindu beliefsand stories

9. Answers should reflect differencesbetween Theravada and MahayanaBuddhism.

272

Reteaching ActivityHave students list the majorchanges brought to India byIslam, including governmentand relations with the Hindupopulation. L1 ELL

by a tower, a hall for worshippers, an entryway, and aporch, all set in a rectangular courtyard. Templesbecame ever more ornate. The towers became higherand the temple complexes more intricate.

Probably the greatest examples of Hindu templeart of this period are found at Khajuraho. Of the 80 temples originally built there in the tenth century,20 remain standing today. All of the towers on thesetemples are buttressed (supported by stone walls) atvarious levels on the sides. This gives the whole tem-ple a sense of unity and creates an upward move-ment similar to that of Mount Kailasa in theHimalaya, a sacred place to Hindus.

272 CHAPTER 8 The Asian World

9. Persuasive Writing Assume therole of either a Theravada or aMahayana Buddhist. Write a persua-sive letter to a Buddhist counterpartexplaining why your beliefs aremore true to Buddhist ideals.

Checking for Understanding1. Define Theravada, Mahayana.

2. Identify Mahmud of Ghazni, Rajputs,Timur Lenk, Moguls, Dandin.

3. Locate India, Ghazni, Sultanate ofDelhi, Deccan Plateau, Samarkand.

4. Explain what happened to the spreadof Buddhism in India.

5. List the two groups that entered Indiaafter the death of Timur Lenk.

Critical Thinking6. Evaluate What was the impact of the

introduction of Islam into the Indian cul-ture? Give reasons to support whetherthe impact was negative or positive.

7. Outlining Information Use an outlineas shown below to describe the impactof Timur Lenk.

I. Timur LenkA. born during 1330s in SamarkandB. __________________________C. __________________________

Analyzing Visuals8. Analyze how the Hindu temple, shown

above, reflects the history of the culturein which it was produced.

This Hindu temple at Khajuraho (left) was built about 950. The detail above shows the intricate sculpture in the temple’s walls.

I N D I A

T I B E T

Ganges R.Khajuraho

HI M

A L AY AIndu

s R.

Mt.Kailasa

Bay ofBengal

Prose The use of prose was well established in Indiaby the sixth and seventh centuries. This is trulyastonishing in light of the fact that the novel did notappear in Japan until the tenth century and in Europeuntil the seventeenth century.

One of the greatest masters of Sanskrit prose wasDandin, a seventh-century author. In The Ten Princes,he created a fantastic world, fusing history and fic-tion. His powers of observation, details of everydaylife, and humor give his writing much vitality.

Describing How does Indian archi-tecture reflect Hindu ideals?

Reading Check

CHAPTER 8Section 4, 268–272CHAPTER 8

Section 4, 268–272

Reading Essentials andStudy Guide 8–4

DRAWING FROM EXPERIENCEII

How do most people acquire their religious beliefs? How important do you thinkreligion is in the lives of people today? Why do you think so?

In the last section, you learned about the early history of Japan and Korea. In this sec-tion, you will learn about the history of India after the Guptas. During this period, newreligious beliefs influenced India.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. A split developed among the followers ofBuddhism in India. Identify some key differences between Theravada and MahayanaBuddhism.

McG

raw

-Hill

Com

pani

es, I

nc.

Reading Essentials and Study GuideChapter 8, Section 4

For use with textbook pages 268–272

INDIA AFTER THE GUPTAS

KEY TERMS

Theravada a sect of Buddhism that sees Buddhism as a way of life, not a religion (page 268)

Mahayana a sect of Buddhism that sees Buddhism as a religion and believes that the Buddha is divine (page 269)

Name Date Class

Type of Religion or Beliefs about Beliefs about Buddhism Way of Life the Buddha Nirvana

Theravada 1. 2. 3.

Mahayana 4. 5. 6.

4 CLOSEHave students discuss howIndia’s rich economy allowed itto support the arts and led to theconstruction of many fabuloustemples and palaces. L1

Answer: Monumental Hindu templeshave a sense of unity and an upwardmovement similar to that of MountKailasa in the Himalaya, a sacredplace to Hindus.

SS.B.2.4.3

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:49 AM Page 272

Page 34: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

273

1 FOCUSSection OverviewThis section describes the devel-opment, society, and culture ofSoutheast Asian states.

c. 1050Kingdom of Paganfounded in Burma

1432Thai destroy Angkor capital

1500sDai Viet extend territoryto Gulf of Thailand

Civilization in Southeast Asia

Preview of Events

c. 1400Islamic state forms in Melakaon Malay Peninsula

802Jayavarman crowned god-king

Although the Chinese invaded Vietnam, the Vietnamese were not easy to defeat, asone Chinese historian related:

“The Viet people fled into the depths of the mountains and forests, and it was notpossible to fight them. The soldiers were kept in garrisons to watch over abandonedterritories. This went on for a long time, and the soldiers grew weary. Then the Vietcame out and attacked; the Chinese soldiers suffered a great defeat; the dead andwounded were many. After this, the emperor deported convicts to hold the garrisonsagainst the Viet people.”

—The Birth of Vietnam, Keith W. Taylor, 1983

The Chinese imposed their culture through conquest. The people of Southeast Asia,however, changed the ideas they adopted from neighboring countries, creating rich,diverse cultures.

The Land and People of Southeast AsiaBetween China and India lies the region that today is called Southeast Asia. It

has two major parts. One is the mainland region, extending southward from theChinese border down to the tip of the Malay Peninsula. The other is an extensivearchipelago, or chain of islands, most of which is part of present-day Indonesiaand the Philippines.

Voices from the Past

CHAPTER 8 The Asian World 273

✦800 ✦1000 ✦1200 ✦1400 ✦1600

Government Economy CultureVietnamAngkorThailandBurmaMalay

Guide to ReadingMain Ideas• Geography and cultural influences

affected the development of SoutheastAsia.

• Southeast Asian countries had primarilyfarming or trading economies that influ-enced their social structures.

Key Termsarchipelago, agricultural society, tradingsociety

People to IdentifyJayavarman, Thai

Places to LocateMalay Peninsula, Vietnam, Angkor, Pagan,Thailand, Strait of Malacca, Melaka

Preview Questions1. What influence did geography have on

the development of Southeast Asia?2. How does Southeast Asia reflect Chi-

nese, Indian, and Muslim influences?

Reading StrategyCategorizing Information Use a chartlike the one below to compare character-istics of the states in Southeast Asia.

CHAPTER 8Section 5, 273–278CHAPTER 8

Section 5, 273–278

Project transparency and havestudents answer questions.

DAILY FOCUS SKILLSTRANSPARENCY 8-5

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS1. B 2. D 3. A 4. E 5. C

Civilization in Southeast Asia

UNIT

2Chapter 8

DIRECTIONS: Match the names on the left with the places on the right. Skim your text forinformation as necessary.

Column A

1. Khmer

2. Vietnam

3. Burma

4. Thai

5. Sailendra

Column B

A. Pagan

B. Angkor Thom

C. Java

D. Dai Viet

E. Ayutthaya

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 8–5

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 8–5• Daily Lecture and Discussion Notes 8–5• Guided Reading Activity 8–5• Section Quiz 8–5• Reading Essentials and Study Guide 8–5

Transparencies• Daily Focus Skills Transparency 8–5

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Guide to Reading

Answers to Graphic: Vietnam:empire based on Chinese model;agricultural; Chinese–Confucianism;Angkor: empire based on Indianmodel; agricultural; Indian; Thailand:based on Indian model; agricultural;Indian–Buddhist; Burma: kingdombased on Indian model; agricultural,sea trade; Indian–Buddhist; Malay:kingdoms based on Indian model,sultanates based on Islamic model;trade, agricultural; Indian, Islamic

Preteaching VocabularyBe sure students understand the difference between an agriculturalsociety and a trading society. L1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:50 AM Page 273

Page 35: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

274

Ancient mariners called the area the “goldenregion” or “golden islands.” Located between Indiaand China—two highly advanced and densely popu-lated regions of the world—Southeast Asia is a melt-ing pot of peoples. It contains a vast mixture of races,cultures, and religions.

Mainland Southeast Asia consists of several north-south mountain ranges. Between these ranges are sev-eral fertile river valleys that run in a southerly orsoutheasterly direction. The mountains are denselyforested and often infested with malaria-bearing mos-quitoes. Thus, the people living in the river valleyswere often cut off from one another and had only lim-ited contacts with the people living in the mountains.

These geographical barriers may help explain whySoutheast Asia is one of the few regions in Asia thatwas never unified under a single government. Thegeographical barriers encouraged the developmentof separate, distinctive cultures with diverse culturalpractices, such as different religions and languages.

Examining Why was Southeast Asianever unified under a single government?

The Formation of StatesBetween 500 and 1500, a number of organized

states developed throughout Southeast Asia. Whenthe peoples of the region began to form states, theyused models from China and India. At the same time,they adapted these models to their own needs andcreated their own unique states.

Vietnam The Vietnamese were one of the first peo-ples in Southeast Asia to develop their own state andtheir own culture. After the Chinese conquered Viet-nam in 111 B.C., they tried for centuries to make Viet-nam part of China. However, Chinese officials wereoften frustrated by the Vietnamese. As one officialsaid, “The people are like birds and beasts; they weartheir hair tied up and go barefoot, while for clothingthey simply cut a hole in a piece of cloth for theirhead or they fasten their garments on the left side. Itis useless to try to change them.” The Vietnameseclung to their own identity. In the tenth century, theyfinally overthrew Chinese rule.

Chinese influence remained, however. Vietnameserulers realized the advantages of taking over the Chi-nese model of centralized government. The new Viet-namese state, which called itself Dai Viet (Great Viet),adopted state Confucianism. Following the Chinesemodel, the rulers called themselves emperors andadopted Chinese court rituals. They also introducedthe civil service examination as a means of recruitinggovernment officials on the basis of merit.

The state of Dai Viet became a dynamic force onthe Southeast Asian mainland. As its populationgrew, it expanded southward. Several centuries ofbitter warfare with its southern neighbor, Champa,ended in Vietnamese victory by 1500. Continuingtheir march to the south, the Vietnamese reached theGulf of Thailand (formerly Gulf of Siam) by 1600.

Angkor In the ninth century, the kingdom ofAngkor arose in the region that is present-day Cam-bodia. The kingdom was formed when a powerfulfigure named Jayavarman united the Khmer

Reading Check

274 CHAPTER 8 The Asian World

N

S

EW

Two-Point Equidistant projection1,000 kilometers0

1,000 miles0

10°S

10°N

20°N

100°E 110°E 120°E

TROPIC

OF CANC

ER

130°E

EQUATOR

PacificOcean

SouthChina

Sea

Gulf ofThailand

IndianOcean

Strait ofMalacca

Irra

wad

dyR

.

Sal

we e

nR

.

ChaoPhraya R.

Mekong R.

Red R.

Borneo

Sumatra

Java

INDIA CHINA

MalayPeninsula

Melaka

Phnom PenhAyutthaya Angkor Thom

Pagan

SoutheastAsia, 1200

Angkor (Khmer)

Dai Viet

Champa Sailendra

Pagan

Srivijaya

Southeast Asia is a diverse area, largely due to the region’sgeographical barriers.

1. Interpreting Maps Is the mainland region of South-east Asia located north or south of the equator?

2. Applying Geography Skills Of the kingdoms shown,why were Sailendra and Srivijaya least influenced byChina? What geographic feature had the greatest influ-ence on their development?

CHAPTER 8Section 5, 273–278CHAPTER 8

Section 5, 273–278

2 TEACH

Answers:1. north

2. They were located farther fromChina; seas, islands, and peninsulas.

Answer: it was separated by geo-graphical barriers that encouragedthe development of distinctive cultures

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTVietnamese Legend Kublai Khan, the Mongol leader of thirteenth-century China, sent an army to conquer Vietnam. The Mongols smashed the Vietnamese capital but were repulsed by a Viet-namese guerrilla counter-offensive. A second Mongol invasion followed that consisted of 500,000soldiers. The Mongols were met by a Vietnamese force of 200,000 men led by Tran Hung Dao, whois today considered to be Vietnam’s greatest national hero. According to a legend that reminds us ofEngland’s King Arthur story, a magical turtle arose from a lake and gave Tran an enchanted sword.He used this sword to again defeat the Mongols and then returned it to the turtle in the lake.

Daily Lecture and Discussion Notes 8–5

I. The Land and People of Southeast Asia (pages 273–274)

A. Southeast Asia lies between China and Japan. The mainland region extending south-ward from China to the tip of the Malay Peninsula and the extensive archipelago(chain of islands) that makes up modern Indonesia and the Philippines compriseSoutheast Asia. Ancient mariners called the area the “golden region” or “goldenislands.” It contains a vast mixture of races, cultures, and religions.

B. The mainland has many mountain ranges, between which are fertile valleys. Thedensely forested mountains often contain malaria-carrying mosquitoes. Therefore, thepeople in the valleys were often cut off from each other.

C. Southeast Asia is one of the few parts of Asia that never unified under a single govern-ment. Rather, separate and distinctive cultures developed, with different languages,religions, and other cultural practices.

Discussion QuestionDid geography affect the fact that Southeast Asia never unified under a single govern-ment? (The likely answer is “Yes.” The combination of the many mountain ranges with thedeadly insects in them helped to keep people from unifying.)

Daily Lecture and Discussion Notes

Chapter 8, Section 5

Did You Know? The site of Trinil on Java is famous for the 1891discovery by the Dutch army surgeon Eugéne Dubois of the firstfossilized remains of Homo erectus, or “Java man.” The fossils meanthat the island was the site of human activity as early as 800,000years ago.

Copyright © by The McGraw-Hill Companies, Inc.

SS.B.1.4.4

Critical ThinkingAsk students why the social,political, and economic elite inSoutheast Asia were among thefirst to accept Hinduism andBuddhism. How would theupper classes’ greater contactwith foreigners and their desireto set themselves apart fromcommon people have influencedthem favorably toward thesereligions?

STUDENT EDITIONSUNSHINE STATE STANDARDS

213 4

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:51 AM Page 274

Page 36: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

275

History through Architecture

(kuh•MEHR) people and established a capital atAngkor Thom. In 802, Jayavarman was crowned asgod-king of his people. For several hundred years,Angkor—or the Khmer Empire—was the most pow-erful state in mainland Southeast Asia.

Angkor faced enemies on all sides. To the eastwere the Vietnamese and the kingdom of Champa.To the west was the Burman kingdom of Pagan(pah•GAHN). With the arrival in the fourteenth cen-tury of new peoples from the north—known today asthe Thai—Angkor began to decline.

In 1432, the Thai from the north destroyed theAngkor capital. The Angkor ruling class fled to thesoutheast, where they set up a new capital nearPhnom Penh (puh•NAHM PEN), the capital ofpresent-day Cambodia.

Thailand The Thai first appeared in the sixth cen-tury as a frontier people in China. Beginning in theeleventh or twelfth century, Thai groups began mov-ing southward. This process was encouraged by theMongol invasion of China in the mid-thirteenth cen-tury. These migrating peoples eventually came intoconflict with Angkor, destroying the Angkor capitalin 1432.

The Thai set up their own capital at Ayutthaya(ah•YU•tuh•yuh) on the Chao Phraya (chau PRY•uh) River, where they remained as a major forcein the region for the next four hundred years.

Although they converted to Buddhism and bor-rowed Indian political practices as well, they createdtheir own unique blend that evolved into themodern-day culture of Thailand.

Burma The Thai were also threatened from the westby the Burman peoples, who had formed their ownsociety in the valleys of the Salween and Irrawaddy(IHR•uh•WAH•dee) Rivers. The Burmans hadmigrated from the highlands of Tibet beginning inthe seventh century A.D., probably to escape advanc-ing Chinese armies.

The Burmans were pastoral peoples, but theyadopted farming soon after their arrival in SoutheastAsia. In the eleventh century, they founded the firstgreat Burman state, the kingdom of Pagan. Like theThai, they converted to Buddhism and adoptedIndian political institutions and culture.

During the next two hundred years, Paganbecame a major force in the western part of SoutheastAsia. It played an active role in the sea trade through-out the region. Attacks from the Mongols in the latethirteenth century, however, weakened Pagan, caus-ing it to decline.

The Malay World In the Malay Peninsula and theIndonesian Archipelago, a different pattern emerged.For centuries, this area had been tied to the trade thatpassed from East Asia into the Indian Ocean. The

275CHAPTER 8 The Asian World

Old and new come together as modern-day boatsspeed past The Temple of Dawn on the ChaoPhraya River in Thailand. Examine the closeupview of the temple (below). Do you see any similarities between this architecture and thearchitecture of other monuments shown in this chapter? Describe the similarities.

CHAPTER 8Section 5, 273–278CHAPTER 8

Section 5, 273–278

History through Architecture

Answer: Yes; they consist of clustersof towers with intricate decoration,similar to the Hindu temples of India.

Geography Using a wall map ifpossible, have students locate thewater routes by which cultural ele-ments from India and China weretransported to the countries ofSoutheast Asia. (Bay of Bengal,South China Sea, Mekong River)L1

Borobudur Another magnificent religious complex in Southeast Asia,Borobudur, is located on the island ofJava. Built about 800 A.D., it is not onlya temple but also a representation ofBuddhist doctrine. As visitors climb itsfive terraces, they pass from sculpturaldepictions of the ordinary world tothose suggesting the profound truthsof Buddhist enlightenment.

Who?What?Where?When?

Guiding Reading Activity 8–5

Name Date Class

Civilization in Southeast Asia

DIRECTIONS: Fill in the blanks below as you read Section 5.

1. Southeast Asia has two major parts. One is the

region, extending from the Chinese border down to the tip of the

Malay Peninsula and the other is an extensive chain of .

2. and often cut off people in mainland

Southeast Asia from one another. These geographical barriers may help explain why

Southeast Asia is one of the few regions in Asia that was never

under a single government.

3. The were one of the first peoples in Southeast Asia to develop

their own state and their own culture. In spite of being conquered by China in 111 B.C.,

the Vietnamese clung to their own .

4. In the ninth century, the kingdom of Angkor arose in the region that is present-day

. Angkor faced enemies on all sides, and in 1432 the

from the north destroyed the Angkor capital.

5. The Thai first appeared in the sixth century as a people in

. Migrating southward, the Thai set up their own

on the Chao Phraya River.

6. The Burmans had migrated from the of Tibet beginning in the

seventh century A.D. The Burmans were peoples, but they

adopted farming soon after their arrival in Southeast Asia.

Guided Reading Activity 8-5

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

12

READING THE TEXT

Reading Maps, Graphs, and Charts Have students draw a map of Southeast Asia and its variousstates. Have them pay special attention to topographical features and then decide which stateswould be agricultural societies and which would be maritime states. Ask students to analyze theirmaps and draw inferences about why Southeast Asia did not form a single civilization and why itwas so prone to attack from abroad. Students should see that both India and Southeast Asia wereprone to attack from abroad. Were these two countries prone to attack for the same reason? Whyor why not? L2 FCAT LA.A.2.4.2, SC.D.2.4.1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:52 AM Page 275

Page 37: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

276

Answer: They were divided intonumerous separate communities, notunited under a single state; Muslimssettled in port cities and by 1400 an Islamic state, the Sultanate ofMelaka, had begun to form.

276 CHAPTER 8 The Asian World

State

Vietnam

Angkor

Thailand

Burma (Pagan)

MalaySrivijayaSailendraMajapahitMelaka

Time Frame

Conquered by China in 111 B.C.; independent in A.D. 939

Arose in 9th century; destroyed by Thailand in 1432

Thai people first appeared in 6th century, settling in area of present-day Thailand in 15th century

11th–13th centuries

8th century 8th century 13th–15th centuries 15th century

Cultural Influence(s)

China, Confucianism

India

India, Buddhism

India, Buddhism

IndiaIndiaIslamIslam

Economic Base

Agriculture

Agriculture

Agriculture

Agriculture, sea trade

Sea trade AgricultureTrade, agriculture Sea trade

States of Southeast Asia, 111 B.C.–A.D. 1600

area had never been united under a single state, how-ever. The vast majority of the people of the regionwere of Malay background, but the peoples weredivided into numerous separate communities.

Two organized states eventually emerged in theregion. In the eighth century, the state of Srivijaya(SHREE•vih•JAY•uh) came to dominate the traderoute passing through the Strait of Malacca. At thesame time, the kingdom of Sailendra emerged ineastern Java. Both states were influenced by Indianculture. Whereas Srivijaya depended on trade, thewealth of Sailendra was based primarily on farming.

In the late thirteenth century, the new kingdom ofMajapahit (mah•jah•PAH•heet) was founded. Itbecame the greatest empire the region had yet seen.In the mid-fourteenth century, Majapahit incorpo-rated most of the archipelago and perhaps even partsof the mainland under a single rule. Majapahit didnot have long to enjoy its status, however. By the fif-teenth century, a new state was beginning to emergein the region.

After the Muslim conquest of northern India,Muslim merchants—either Arabs or Indian con-verts—had settled in port cities in the region and had begun to convertthe local population.Around 1400, anIslamic state began toform in Melaka, asmall town on thewestern coast of theMalay Peninsula.

Melaka soon became the major trading port in theregion and a chief rival to Majapahit. From Melaka,Muslim traders and the Muslim faith moved into theinterior. Eventually, almost the entire population ofthe region was converted to Islam and became part ofthe Sultanate of Melaka.

Contrasting How did the develop-ment of the Malay Peninsula and the Indonesian Archipelagodiffer from the development of Southeast Asia?

Reading Check

Melaka

Java

BorneoSumatra

SouthChina

Sea

INDIANOCEAN

PACIFICOCEANMalay

Peninsula

Sultanateof Melaka

The states of Southeast Asia adapted the models ofChina and India to their own needs.

1. Summarizing What religions influenced thesestates?

2. Analyzing Using the map on page 274, explainwhy the economies of certain states were basedon agriculture, while others were based on trade.

CHAPTER 8Section 5, 273–278CHAPTER 8

Section 5, 273–278

1. Buddhism, Confucianism, Islam2. Countries that were along trade

routes tended to have tradingeconomies; countries with riverdeltas tended to be agriculturalsocieties.

EnrichHave students research the cityof Angkor Thom and its magnif-icent temple, Angkor Wat. Then,ask students to compare AngkorThom with major cities theylearned about in India or China.How were they similar? Whatwere their differences? L1

EXTENDING THE CONTENTPreparing a Presentation Organize the class into groups of four or five students to prepare apresentation comparing the early governments of Southeast Asian countries with governments inthose countries today. After each group selects a country, group members should divide the tasksnecessary to research the type of government formed in early years and that of today. Then havegroups prepare a fact sheet for both periods and develop a short talk about the differences andsimilarities between the governments. Allow each group to give a five-minute presentation of theirfindings and to answer any questions posed by classmates. L2

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITY

Batik The cloth known as batik origi-nated in Southeast Asia but is knownin many other parts of the world.Have students report on the history of batik and how it is made. Ask avolunteer to bring a piece of batikcloth to class. L2 ELL

Who?What?Where?When?

Writing ActivityAsk students to write a para-graph stating the reasons whythey think women had morerights in Southeast Asia thanthey did in China and India. L2

FCAT LA.A.2.2.7

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:54 AM Page 276

Page 38: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYArchaeology After the Thai sacked Angkor Thom in the 1430s, the Khmer abandoned the city.Wandering Buddhist monks, passing through the dense jungles, occasionally came upon the awe-some ruins. A few Portuguese and other adventurous European travelers knew of the ruins, andstories circulated of the strange city lost in the jungles. In 1860, Henri Mouhot, a French explorer,brought Angkor to the world’s attention. Beginning in 1908, France funded an immense restorationproject, which has continued to the present day. Have students research the rediscovery andrebuilding of Angkor, beginning in the late 1800s. L2

277

277CHAPTER 8 The Asian World

History through Architecture

Angkor Wat, which is encircled by a three-mile (4.8-km) moat,is located in northern Cambodia at the site of the ruins of the oldcapital city of Angkor Thom. What figures can you identify in theelaborate carvings shown in the inset (right)? What do you thinkmight be the significance of these carvings?

They held both political power and economic wealth.Most aristocrats lived in the major cities. AngkorThom, for example, was a city with royal palaces andparks, a massive parade ground, reservoirs, andnumerous temples.

Beyond the major cities lived the rest of the popu-lation, which consisted of farmers, fishers, artisans,and merchants. In most Southeast Asian societies, themajority of people were probably rice farmers wholived at a bare level of subsistence and paid heavyrents or taxes to a landlord or local ruler.

Most of the societies in Southeast Asia gavegreater rights to women than did their counterpartsin China and India. Women worked side by side withmen in the fields and often played an active role intrading activities.

Summarizing Describe the socialorganization of Southeast Asia.

Culture and Religion Chinese culture made an impact on Vietnam. In

many other areas of Southeast Asia, Indian culturalinfluence prevailed. The most visible example of thisinfluence was in architecture. Of all the existingstructures at Angkor Thom, the temple of AngkorWat is the most famous and most beautiful. It com-bines Indian architectural techniques with nativeinspiration in a structure of impressive grace. Sur-rounded by walls measuring 1,700 by 1,500 feet (518

Reading Check

Economic ForcesThe states of Southeast Asia can be divided into

two groups: agricultural societies, whose economieswere largely based on farming, and trading societies,which depended primarily on trade for income. Ofcourse, the agricultural states had some tradingactivities, and the trading societies had some farm-ing. Nevertheless, some states, such as Vietnam,Angkor, Pagan, and Sailendra, drew most of theirwealth from the land. Others, such as Srivijaya andthe Sultanate of Melaka, supported themselveschiefly through trade.

Trade through Southeast Asia expanded after theemergence of states in the area and reached evengreater heights after the Muslim conquest of northernIndia. The rise in demand for spices also added to thegrowing volume of trade. As the wealth of Europeand Southeast Asia increased, demand grew for theproducts of East Asia. Merchant fleets from India andthe Arabian Peninsula sailed to the Indonesianislands to buy the cloves, pepper, nutmeg, cinnamon,and precious woods like teak and sandalwood thatthe wealthy in China and Europe wanted.

Contrasting What is the differencebetween an agricultural society and a trading society?

Social StructuresAt the top of the social ladder in most Southeast

Asian societies were the hereditary aristocrats.

Reading Check

CHAPTER 8Section 5, 273–278CHAPTER 8

Section 5, 273–278

History through Architecture

Answer: probably figures of Hindugods and goddesses; tell stories fromHindu mythology

Answer: The economy of an agricul-tural society is based largely on farm-ing; trading societies dependprimarily on trade for income.

Answer: At the top were hereditaryaristocrats, who held political powerand economic wealth. Below themwere farmers, fishers, artisans, andmerchants. At the bottom were the majority of the people, rice farmers who lived at a bare level of subsistence.

3 ASSESSAssign Section 5 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 8–5

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (10 points each)

Column A

1. chain of islands

2. economy based on farming

3. he unified the Khmer in Angkor

4. peninsula extending south from China

5. Islamic sultanate center

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best completes the statement or answers the question. (10 points each)

6. Cultures of Southeast Asia to 1600 were influenced by all of the following

Name ������������������������������������������������������� Date ������������������������� Class ���������������

Score✔ ScoreChapter 8

Section Quiz 8-5

Column B

A. Jayavarman

B. Malay

C. archipelago

D. Melaka

E. agriculturalsociety

L2

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:55 AM Page 277

Page 39: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

1. Key terms are in blue.2. Jayavarman (p. 274); Thai

(p. 275); Angkor Wat (p. 277)3. See chapter maps. 4. Muslim merchants settled port

cities, Islamic state formed; Hin-duism, Buddhism

5. state Confucianism, Chinese courtrituals, civil service examinations

6. cities grow; new classes, (mer-chants, artisans) evolve; to main-tain control, more sophisticatedforms of political organization are needed

7. Top: aristocrats; Middle: farmers,fishers, artisans, merchants; Bot-tom: subsistence farmers

8. shape of towers, Hindu vs. Bud-dhist (Buddha); Thailand, Cambo-dia, Java; answers will vary

9. Answers will vary. Thais and Bur-mans were descended fromnomadic people; Vietnam andMalay Peninsula family structuresimilar to China and India

278

278 CHAPTER 8 The Asian World

Checking for Understanding1. Define archipelago, agricultural soci-

ety, trading society.

2. Identify Jayavarman, Thai, AngkorWat.

3. Locate Malay Peninsula, Vietnam,Angkor, Pagan, Thailand, Strait ofMalacca, Melaka.

4. Explain the importance of Islam in thedevelopment of Melaka. What otherreligious and philosophical influenceswere important in the formation ofstates in Southeast Asia?

5. List the Chinese reforms that wereadopted by the Dai Viet.

Critical Thinking6. Explain How would an increase in

trade and exporting cause a region todevelop more complex forms of politi-cal and social organization? Use exam-ples from the text to support youranswer.

7. Organizing Information Create agraphic organizer like the one below todiagram the social hierarchy in mostSoutheast Asian societies discussed inthis section.

Analyzing Visuals8. Compare the examples of religious

temples and their art pictured on pages 275, 277, and on this page. What elements or features are uniquein each example? Identify the countrywhere each was built or resides. Howdo these buildings and sculptures com-pare to the religious art and architec-ture in your area?

by 457 m), Angkor Wat rises like a 200-foot-high (61-m-high) mountain in a series of three great ter-races. The construction of Angkor Wat, which took 40 years to complete, required an enormous quantityof stone—as much as it took to build Egypt’s GreatPyramid.

Hindu and Buddhist ideas began to move intoSoutheast Asia in the first millennium A.D. However,the new religions did not entirely replace existingbeliefs. In all Southeast Asian societies, as in Chinaand Japan, old beliefs were blended with those of thenew faiths. In this process, the king played a centralrole. The ruler of Angkor, for example, was seen as aliving link between the people and the gods, and hehelped unite the new Hindu gods with local gods.

Buddhism also spread to Southeast Asia. It madelittle impact, however, until the introduction of Ther-avada Buddhism in the eleventh century. FromBurma, Theravada spread rapidly to other areas ofSoutheast Asia.

Eventually, Theravada Buddhism became the religion of the masses in much of Southeast Asia.Why did it have such appeal? For one thing, itteaches that people can seek nirvana through theirown efforts; they do not need priests or rulers. More-over, it tolerated local gods and posed no threat toestablished faith.

Identifying Which countries mostinfluenced the cultural development of Southeast Asia?

Reading Check

Social Hierarchy

Stone image of the Buddha from Borobudur temple in Java

9. Expository Writing Write an essayon why the tradition of the nuclearfamily is common in Burma andThailand, but the extended family isthe rule in Vietnam and the MalayPeninsula.

CHAPTER 8Section 5, 273–278CHAPTER 8

Section 5, 273–278

Reading Essentials andStudy Guide 8–5

DRAWING FROM EXPERIENCEII

Do people from a variety of cultures live in your community? How are these culturesreflected in your community?

In the last section, you read about the history of India after the Guptas. In this sec-tion, you will learn about the history of various countries in Southeast Asia.

ORGANIZING YOUR THOUGHTSII

Use the chart below to help you take notes. Compare the government, economy, andreligion of the following areas in Southeast Asia.

World History 131

Cop

yrig

ht ©

by

The

McG

raw

-Hill

Com

pani

es, I

nc.

Reading Essentials and Study GuideChapter 8, Section 5

For use with textbook pages 273–278

CIVILIZATION IN SOUTHEAST ASIA

KEY TERMS

archipelago a chain of islands (page 273)

agricultural society a society whose economy is based primarily on farming (page 276)

trading society a society whose economy is based primarily on trade (page 276)

Name Date Class

Government Economy Religion

Vietnam 1. 2. 3.

Angkor 4. 5. 6.

Thailand 7. 8. 9.

Burma 10. 11. 12.

Malay Peninsula 13. 14. 15.

and Indonesian Archipelago

4 CLOSELead students in a discussion ofthe importance of the physicalgeography of Southeast Asia onthe development of states andcultures in its history. L1

Answer: India and China

Reteaching ActivityFrom the descriptions of each ofthe cultures mentioned in thissection, ask students to find onesentence that provides an impor-tant fact or insight about the cul-ture. L1 ELL

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

21

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:56 AM Page 278

Page 40: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

ANSWERS TO PRACTICING THE SKILL1. People view Kublai Khan as a divinity.2. Kublai Khan is generous to the poor.

Applying the Skill: Answers will vary. Make sure thatstudents analyze information by finding the main idea ofeach article. Point out to students the advantage of know-ing how to find the central issue in what they are reading.This skill can greatly simplify studying, reviewing, andreading for information. Textbooks become much moreaccessible when students can identify the central issue ofeach section.

279

TEACHIdentifying Central IssuesBefore asking students to readthe skill, distribute copies of anewspaper editorial. Ask stu-dents to find the sentence thatbest indicates the editorial’smain idea. Ask them what sucha sentence is called. (topic sen-tence) Have them restate thetopic sentence in their ownwords. Now ask them to identifysentences in the editorial thatsupport the main point. Afteryou are satisfied with the stu-dents’ ability to locate the centralissue, have students read theskill and complete the practicequestions.

Additional Practice

Identifying Central IssuesPracticing the Skill

Read the excerpt below fromThe Travels of Marco Polo the Vene-tian about Kublai Khan andanswer the questions that follow.

“But since the wise men of theidolaters, and especially the baksis[learned astrologers], already men-tioned, have represented to hismajesty that providing for the pooris a good work and highly accept-able to their deities, he has relievedtheir wants in the manner stated,and at his court none are deniedfood who come to ask it. Not a daypasses in which there are not dis-tributed, by the regular officers,twenty thousand vessels of rice,millet, and panicum. By reason of

this admirable and astonishing liberality which thegrand khan exercises towards the poor, the peopleall adore him as a divinity.”

1 According to Marco Polo, how do people viewKublai Khan?

2 Summarize the central issue in one sentence.

279

Applying the Skill

Glencoe’s Skillbuilder Interactive Workbook,Level 2, provides instruction and practice in keysocial studies skills.

Why Learn This Skill?If someone asked you what the movie Star

Wars was about, how would you answer? Atfirst you might want to describe everythingthat happens in the movie. Identifying centralissues is finding the key themes, or majorideas, in a body of information. Centralissues are the framework that holds a body ofinformation together.

Learning the SkillFollow the steps below to identify a centralissue:

• Find out the setting and purpose of theselection.

• Skim the material to identify its generalsubject.

• Read the information to pinpoint the ideasthat the details support.

• Identify the central issue. Ask: What part of thematerial conveys the main idea?

Read the following excerpt from Code of the Samu-rai: A Modern Translation of the Bushido Shoshinshu ofTaira Shigesuke discussing the rules and expectationsof Japan’s warrior class.

“. . . when young people or servants are unman-nerly in conversation and other interaction with theiremployers or parents, and yet this is overlooked aslong as they are sincere in their regard for theiremployers and parents, this is the loyalty and familialduty of the lower three classes. In the way of war-riors, no matter how much you may treasure loyaltyand familial duty in your heart, without the courteousmanners to express respect for your employers andhonor for your parents, you cannot be said to be inaccord with the way.”

The Bushido code emphasizes courtesy andrespect. The central issue in this excerpt is that war-riors must express their respect through actions.

Samurai warrior

Find and read a magazine article that contains a first-hand account of a recent national or internationalevent. Identify two central issues that are covered in thearticle. Write a sentence that identifies each of the cen-tral issues.

CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Skills Reinforcement Activity 8

Name Date Class

The ability to identify central issues inany work is critical to understanding it. toidentify the key themes or ideas in a worklike a book or a movie, begin by determin-

ing the setting and purpose. Ask what thework is about. Find the main idea of thework by identifying the focus or centralissue.

Skills Reinforcement Activity 8✎

Identifying Central Issues

DIRECTIONS: The passage below contains excerpts from the Japanese constitution preparedby the Japanese emperor Prince Shotoku. Read the passage and answer the questions thatfollow in the space provided.

I. Harmony is to be valued, and an avoidance of wanton opposition to behonored. All men are influenced by partisanship and there are few who are

ures, wherewithal shall their crooked-ness be made straight?

III. When you receive the imperial com-d f l l l b

FCAT LA.A.1.4.2

L1/ELL

STUDENT EDITIONSUNSHINE STATE STANDARDS

1

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:57 AM Page 279

Page 41: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

MJ

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 8 content.

Available in VHS.

280

Using Key Terms1. The were a class of people in China who controlled

much of the land in the countryside and produced most ofthe candidates for the civil service.

2. The sons of Genghis Khan divided his empire up into sepa-rate territories called .

3. Made of fine clay baked at very high temperatures in a kiln,became popular during the Tang Era.

4. The purpose of the in Japan was to protect the secu-rity and property of their patrons.

5. The “way of the warrior,” or , strictly governed thebehavior of the Japanese military class.

6. In Japan, a powerful military leader who exercised actualpower while ruling under the emperor’s name was called a

.

7. The were the heads of great noble families in Japanwho controlled vast land estates and paid no taxes to thegovernment.

8. In India, the teachings of the Buddha came to be interpretedin two different ways: the school of Theravada and theschool of .

9. Resistance against the advances of Mahmud and his succes-sors into northern India was led by the , who wereHindu warriors.

10. Southeast Asia has a mainland region and an extensive, or chain of islands.

In the Asian world, countries developed different political systems and forms of government. Each country, however, had strong leaders, as shown below.

Sui, Tang, andSong dynasties

Koryo and Yidynasties

Mahmud

Mongols

Yamato and Fujiwaraclans

Ashikaga family

Kamakura shogunateTimur Lenk

Vietnam

Angkor

Thailand

Burma

Malay

emperors

Jayavarman

kings

kings

overlords

Asian World, 400–1500

China Japan Korea India Southeast Asia

Reviewing Key Facts11. History Discuss the importance of the kamikaze, the

“divine wind,” in early Japanese history.

12. Geography Name the two rivers in China that the GrandCanal connected. Explain why the canal was important.

13. Science and Technology Choose three products developedby the Tang and discuss the importance of each.

14. Government Explain the circumstances under which theMongol dynasty ended. Name the dynasty that emerged as a result.

15. Geography Compare the geography of Japan and China. Howdid geography influence their development?

16. Economy Specify the reasons India was successful in world trade.

17. Culture State the role that Vietnamese culture played in theeventual overthrow of Chinese rule.

18. Economy List the Southeast Asian regions that were consid-ered agricultural societies and the ones considered tradingsocieties. Explain how they influenced each other.

Critical Thinking19. Analyzing How did the civil service examinations aid in the

development of a strong central government in China?

20. Making Comparisons In what ways were the roles ofwomen of the early Chinese dynasties similar to the roles ofwomen of Southeast Asia? How were they different?

280

Using Key Terms1. scholar-gentry 2. khanates 3. porce-lain 4. samurai 5. Bushido 6. shogun7. daimyo 8. Mahayana 9. Rajputs10. archipelago

Reviewing Key Facts11. destroyed the Mongol fleet that was

attempting to invade Japan

12. Huang He and Chang Jiang; made iteasier to ship rice from the south tothe north

13. steel: used to make weapons, farmtools; cotton: made new kinds ofclothing; gunpowder: used to makeexplosives, weapons

14. too much spending on foreign con-quests, corruption at court, internalinstability; Ming dynasty

15. China: vast continent; easier toexpand its territory, but open toinvasion; Japan: chain of islandsseparated from mainland; expan-sion limited but protected againstinvasion; isolation helped Japaneseto develop unique qualities

16. because of its location at the crossroads of major trade routesbetween Southwest Asia and EastAsia

17. they resisted assimilation, clinging to their own identity

18. agricultural: Vietnam, Angkor, Pagan,Sailendra; trade: Srivijaya, Sultanateof Melaka; trading societies rely onagricultural societies to provideproducts for trade, while agriculturalsocieties rely on trading societies todistribute their products

Critical Thinking19. The civil service examinations ensured that bureaucrats

were well trained since appointments were based onmerit.

20. Women in both regions were given fewer rights thanmen and were primarily viewed as homemakers,wives, and mothers. Women in Southeast Asia hadmore rights than their counterparts in China. Theyworked alongside men in the fields and played an

active role in trading activities.

Writing About History21. Answers will vary depending on the country and time

period chosen. Student work should reflect an under-standing of Chinese culture and be consistent with thematerial presented in this chapter.

CHAPTER 8Assessment and Activities

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:59 AM Page 280

Page 42: Timesaving Tools TEACHING TRANSPARENCIES · PDF fileTimesaving Tools • Interactive ... DIRECTIONS:Answer the questions below in the space provided. 1. ... six quarters, he is ready

CHAPTER 8Assessment and Activities

281

HISTORY

Have students visit the Web site atto review Chapter

8 and take the Self-Check Quiz.wh.glencoe.comWriting About History

21. Descriptive Writing Pretend that you are a native Chinesecitizen traveling through Southeast Asia. Choose a countrythat you wish to visit, as well as a time period, and write abrief essay about your impressions of the area. Finally, com-pare the area to your home in China.

Analyzing SourcesRead the following quote about the Japanese samurai.

“I spurred my horse on, careless of death in the faceof the foe.

I braved the dangers of wind and wave, not reckoningthat my body

might sink to the bottom of the sea, and be devouredby monsters of the deep.”

22. How does this quote reflect the code of the samurai?

23. How would the ideals expressed in this quote relate to thecodes of other warriors, such as the Mongols?

Applying Technology Skills24. Using the Internet Search the Internet for information

about Buddhism, Hinduism, Confucianism, and Shintoism,and complete the comparison table below.

Making Decisions25. Imagine that a samurai warrior is able to time travel and

meet a knight from medieval Europe. Create a dialoguebetween the two, showing how each would approach andsolve the problem of an invading enemy.

Analyzing Maps and Charts26. From the map determine in which geographic direction the

population shifted.

27. Using your text, explain why the population decreased incertain areas of China during this period.

Self-Check QuizVisit the Glencoe World History Web site at

and click on Chapter 8–Self-CheckQuiz to prepare for the Chapter Test.wh.glencoe.com

HISTORY

Directions: Use the flowchart and yourknowledge of world history to choose thebest answer to the following question.

Which of the following sentences completes the flowchart?

F Central authority eroded.

G The Yuan dynasty expanded.

H Regional trade increased.

J More Shinto shrines were built.

Test-Taking Tip: Flowcharts show how events influencedother events. Study the progression carefully. Think aboutwhat cause-and-effect relationship the flowchart illustrates.

CHAPTER 8 The Asian World 281

Buddhism Hinduism Confucianism Shinto

Founder (if any)

Main God/Gods/Spirits

Celebrations/Rituals

Shogunateestablished.

Mongol invasiondefeated.

Daimyo becomemore powerful.

?

S

N

EW

400 kilometers0Lambert Azimuthal Equal-Area projection

400 miles0

110°E 120°E

40°N

30°N

20°N

Hainan

Taiwan

Chang

Jiang

Huan gHe

Xi Jiang

YellowSea

EastChinaSea

SouthChinaSea

CHINA

Population Growth in China,750–1250

StandardizedTest Practice

DecreaseLess than 100%100%–300%301%–1,000%More than 1,000%

Analyzing Sources22. The quote implies that duty and bravery are more

important than personal safety and that loyalty toone’s lord overcomes the fear of death.

23. The ideals expressed are similar to those of other war-riors, as most great warrior peoples were able to bravedeath for their causes.

Applying Technology Skills24. Answers should be similar to the following: Buddhism:

Siddhartha Gautama; none; New Year’s, harvest, AllSoul’s; Hinduism: Aryans; Brahma, Vishnu, Siva; festi-vals honoring specific gods, rites of passage; Confu-cianism: Confucius; none, but ancestors are venerated;rites of passage; Shinto: none; Amaterasu; emperorpaid tribute to Amaterasu at Ise every year, variousfestivals at each shrine every year, rites of passage

Making Decisions25. Answers will vary. Student work

should demonstrate an understand-ing of Japanese culture, the ideals ofthe samurai class, and the role ofthe samurai in Japanese society. Dia-logues should also reflect some cre-ativity while remaining consistentwith the information presented inthis chapter.

Analyzing Charts and Maps26. decreased north, increased south-

east

27. Uighur threat in north; civil war

StandardizedTest Practice

Answer: FAnswer Explanation: According topage 266, powerful aristocratsseized control of large territories,resulting in almost constant warfare.

STUDENT EDITIONSUNSHINE STATE STANDARDS

213

0244-0281 C08 TE-Nat/FL©05 3/13/04 9:59 AM Page 281