Section 1: Introduction
(A PDF of these teachers notes can be downloaded from here, and printed.)
The unit can be used in one of two ways:
1. Whole-class presentation
The slide show is specifically designed for teachers to use as a whole class presentation, offering a visual, panoramic overview of the topic.
A commentary is provided to help teachers cover the key points for each slide.
Below are a series of questions (which can also be found at the end of the commentary), which can be answered by a single word or short phrase. The questions aim to reinforce the learning outcomes from the presentation, and can be used as a test or reinforcement exercise at the end of the presentation.
Another way might be to print the questions out and give them to the students, and ask the students to note down the answers as the slide show progresses. They can either submit their answers for marking, or collaborate in small groups to come up with an agreed set of answers.
2. Student-based enquiry work
Students use the resources in the unit to find out for themselves about the topic.
In the process, they gain knowledge and understanding of the topic, whilst at the same time developing analytical and other thinking skills.
Students can use either map pages or slide show. In the map pages, the linked information is right next to the maps; in the slide show, it is in the student commentary.
In either case the institution will need a multiuser licence.
Both slide show and map pages are built around the same series of maps, following the history of Medieval China.
Simple forward/back navigation buttons (and in the map pages, a timeline below the maps) make it easy to move through the map sequence.
To start the sequence of map pages, click on the map of Medieval China 600 CE.
To start the slide show, click HERE.
Teachers may wish to combine the whole-class presentation approach with the student-based approach – for examples, see Section 4.
Section 2: Activities
In this section are some suggestions to using this Premium Unit actively in the classroom. The following section (Section 4) offers some ways in which the suggested tasks can be used within a lesson.
Students can do the activities as individuals or in small groups. They will obviously need to have direct access to this Premium TimeMap unit, for which a multi-user licence is required.
Task 2. Questions
These questions can be used with the slide show or the map sequence.
You might like to print the questions out and give them to the students, and ask the students to note down the answers as the slide show progresses. They can either submit their answers for marking, or collaborate in small groups to come up with an agreed set of answers.
The answers are given (in Italics).
- What was the dynasty which reunited China after centuries of division? (The Sui dynasty)
- What major innovation in government did this dynasty implement? (The examination system)
- What major inland waterway did this dynasty construct? (The Grand Canal)
- What dynasty succeeded this dynasty after a brief rebellion? (The Tang)
- What religion reached its peak under the early emperors of this dynasty? (Buddhism)
- What was the period following this dynasty called? (The Five Dynasties)
- What dynasty followed this period? (The Song)
- What was the revised version of an ancient Chinese philosophy which evolved around this time called? (Neo-Confucianism)
- What two technological developments reached fruition under this dynasty? (You could chose printing, gunpowder, the compass or printed navigation charts)
- What people from the steppes of central Asia conquered first north, and then south, China in the 13th century? (The Mongols)
- Who was the Great Khan of this people, who ruled as a Chinese emperor and established a Chinese dynasty? (Kublai Khan)
- What was the great trade route called which ran across Asia? (The Silk Road)
- Name either the European or the Muslim traveller who visited China during this period? (Marco Polo or Ibn Battuta)
- What was the dynasty called which ruled China after these rulers from central Asia had been driven out? (The Ming dynasty)
- The Yongle emperor was the second emperor of this dynasty – what is he particularly famous for? (Voyages to the west)
- What palace complex did this dynasty construct (The Forbidden City in Beijing)
- What great defensive system did this dynasty renovate? (The Great Wall of China)
- China governed its relations with neighboring countries through a particular system of trade and diplomacy – what was this called? (The Tribute system)
- What was the quasi-religious concept which was so important in the Chinese mind which determined whether a dynasty should continue ruling? (The Mandate of Heaven)
- What was the highly-prized kind of ceramic which the Chinese developed in these centuries? (Porcelain)
Task 2. Critical thinking questions
The aim of these activities is to develop analytical thinking skills, and in particular getting students to grapple with history-specific issues such as cause and consequence, and change and continuity.
General Instructions:
1. Students read the questions below, which either they or their teacher has chosen.
2. They then go through the map sequence or slideshow (in the latter case they will have to have access to a copy of the student commentary).
3. As they do this, they carefully take notes, focusing on the questions they are answering. They should bear in mind when and where events or developments happen; why they happen; and what changes as a result of them happening.
4. Students use their notes to prepare their answers. These can be in either essay form or as presentations.
(Note to teacher: suggested answers are given in italics)
Question 1:
Either as a whole-class activity or in small groups, list key events in Chinese history in this period. If in groups, compare your results. Come up with a whole-class chronological list for all to see.
Then, as a class or in small groups, list which were the three or four most important events, in your opinion. Debate these as a class activity.
My suggestions (those in bold are what I would consider could be chosen as key turning points – students may disagree!):
589 – Re-unification of China under Sui (ended centuries of division, and the Sui introduced important changes eg. Grand Canal, examination system)
618 – Replacement of Sui by Tang (change of dynasty, but most things continued as before and Tang built on Sui reforms)
755-63 – An Lushan rebellion (ended one of the great periods of Chinese history, but inaugurated, or boosted, several major changes which would shape later Chinese history, notably the shift of center of gravity southwards of Chinese population and economy, the decline of aristocracy and rise of examination system to recruit the governing classes, the decline of Buddhism, the rise of Neo-Confucianism, and technological advances)
908 – Fall of Tang, start of Five Dynasties (interrupted unity of China for about half a century; completed the shift of the center of gravity to south China, enhanced the division between a prosperous of south and a weakened north, and technological advances continued from late Tang times)
963 – Re-unification under Song (ended short period of disunity, and under Song consolidated south China as center of Chinese civilization; economic expansion and technological advance continued; examination system became prime means of recruiting government officials)
1127 – Song driven from north – start of Southern Song period (Unity of China ended again; but life continued much as before – including economic expansion – in South)
1236 – Mongols conquer north China (end of Jin dynasty in north, hastened decline of north)
1279 – Mongols conquer S China (all China under alien rule for first time in its history; but much continuity – south dominant)
1368 – Mongols driven out of China (native Chinese rule restored; stage set for last major phase of Imperial dynastic rule in China)
Question 2:
In small groups, choose (or be allocated) one of the trends/themes below and track it through the period 600 to 1450 CE.
Explain what changes occurred, and why; and if relevant identify what did not change, or continuities from the past. If students have the time, they could profitably go back to Classical China unit and pick up these themes there.
Population trends
Social trends
Economic trends
Government
Technological advance
Religion and philosophy
International relations
OR, this version for more able and confident students:
Identify three long-term themes or trends within Chinese history in the period between 600 and 1450, and track them through these centuries. Give reasons for the developments which took place in them.
Present your findings in essay or presentations form
Suggested items for inclusion are:
Population trends – north and south China: post-Han chaos (one third of population in south), An Lushan’s rebellion (half and half), chaos at end of Tang, the Jürchen invasion (clear majority in south), Mongol conquest of north (three quarters in south), Kublai Khan’s policies (back to about a third in north); also, increasing urbanization of population.
Social trends – decline of aristocracy as a result of the troubles in the An Lushan rebellion and the Five Dynasty period; rise of the scholar-official class (drawn from non-aristocratic families) in Tang and Song times, the up-and-down fortunes of the peasantry, urbanization in late Tang and Song times, emergence of a middle class (especially under the Song), spread of education (ditto).
Economic trends – peace and stability, Grand Canal, roads, international trade – Silk Road and rise of Indian Ocean maritime trade – agricultural productivity, new crops, commercial and technological advances, main products such as silk and porcelain.
Government – examination system and change of personnel, rise of scholar officials – reasons why the examination system became so central to Chinese state and society (produced good officials, gave regimes increased legitimacy, encouraged spread of education).
Technological advances – including printing, gunpowder, compass, printed charts, printed money, porcelain
Religion and philosophy – Confucianism, rise and fall of Buddhism, emergence of Neo-Confucianism
International relations – especially relations with neighboring countries – tribute system, Japan and Korea; more hostile relations with central Asian peoples esp. Mongols.
Question 3:
Discuss or write essay on:
What were the main challenges facing regimes in governing China during this period?
Answers should deal with what the threats were to strong government, how these could undermine a dynasty’s position, and what measures regimes took to try to counter them.
Students should draw out linkages between various issues (see below), making clear cause and consequence.
Also, you might like to tease out why such dynastic policies did not work work over a long period (all the dynasties collapsed sooner or later).
Issues could include: foreign threats – inadequate emperors – factionalism at court – corruption in government and its impact – neglect of frontier defenses and of dykes, canals and irrigation systems – increased oppression of the peasantry – peasant unrest and huge rebellions. Also, students could make references to the concept of the “Mandate of Heaven”.
OR
Looking at the decline and fall of Chinese dynasties during this period, are there common features for some or all of these episodes?
See above for what should be included in this.
OR
What impact did the traditional Chinese idea of the Mandate of Heaven have on Chinese history during this period, do you think? In what ways was it more than just a popular belief?
Answers should include:
If things not going well (foreign invasions, floods, droughts, bad government) these encouraged the widespread feeling that a dynasty had lost its legitimacy. This in turn provoked peasant rebellions, which accompanied the decline of most dynasties.
It must have acted as a spur for emperors and their ministers to maintain the efficiency of government, keep corruption and official oppression in check, maintain flood defenses and irrigation systems properly to minimize the risk of natural calamities such as floods and famines, and maintain frontier defenses so as to minimize risks of successful invasions.
Question 4:
Why did China not sink back into centuries of division after the fall of the Tang (as it had done after the fall of the Han), do you think?
No fixed answers. Possible theories: idea of unified China now too strong – Tang had reinforced idea that China a single country
growth of interregional trade, Grand Canal etc.
no major barbarian invasions
also wise policies of Song founder, using diplomacy more than force
Section 4: Plans of Action
Here in this section are possible strategies, plans of action you might like to follow (or adapt as you see fit) for using some of these activities.
Plan A:
This plan combines the presentation approach with the student-centered enquiry approach. Do this if you are doing this topic as a major topic with the class.
1. Introduce the topic by presenting the slide show to the class. Use the teacher’s commentary as a guide.
2. The students complete Task 2 by answering one or more of the questions given there.
They use either the map pages or the slide show (plus student commentary) to answer the question(s).
They can do this task as individuals, for their own project work. Alternatively, they can do it in small groups.
All the students or groups can be asked to do the same questions, or all to do different ones.
3. The students then write up and submit their work in essay form for marking, or prepare a presentation for showing to the class.
Plan B:
This plan will take less time than Plan A to complete.
1. Show the slide show to the class, using the teachers’ commentary as a guide. Tell the students that there will be a test at the end.
2. Ask the questions in Task 1 to the class as a whole, with the students calling out the answers (if they remember any!).
Give out the questions on printed sheets (for this, use the questions as given at the end of the students’ commentary). Show the class the slide show again. This time they take notes in preparation for the same test again.
The students write their answers on this sheet and submit for marking.
Plan C:
This should take longer than Plan B to complete, but not as long as Plan A.
1. The students are handed copies of the questions in task 1 (use the questions as given at the end of the students’ commentary).
2. The students then work their way through the map pages or the slide show (if the latter, using the students’ commentary), and as they do so they note down the answers to the questions.
3. The teacher then shows the slide show to the class as a whole, using the teachers commentary as a guide. In the course of this presentation they will give the students the answers to the questions.
Section 5: Further Reading
A list of all TimeMaps articles can be found on the Encyclopedia home page. Here is a selected list of key articles which students should find helpful for Medieval China.
Society and Economy in Medieval China
Government and warfare in Medieval China
Philosophy, Religion and Culture in Medieval China