Session 10 (4/27 morning) Clay Dube -- Song - Ming

[clay dube]

Our last two class meetings will cover about 9 centuries! We're looking at Late Imperial China. In your web posts before our sessions, please raise questions or make observations based on the readings or brainstorm on how some of the themes or materials we look at here might be incorporated in one of your classes.

For the Song (960-1279) through Yuan (1279-1368) and Ming (1368-1644), we're going to focus on a couple of big themes:

institutions (civil service exam populating the government, determining education standards) and governance (monitoring bureaucrats, enforcing imperial will)
openness and curiosity (to external peoples and ideas, economic exchange, exploration)
technology and economy

Required readings:

primary sources
proclamations of the Hongwu emperor (Ming dynasty founder Zhu Yuanzhang)
commercial activities (sample contracts, description of merchants)

journalism
Alcaide, "Did the Great Wall Work?" (also attached, but more pictures at the website)
Wei, "Cultural Crusaders Keep Spring Festival Traditions Alive"

please browse
Cities and Architecture along the Silk Road (University of Washington)
Visual Sourcebook of Chinese Civilization (also University of Washington)
Style in Chinese Landscape Painting: The Yuan Legacy (Smithsonian, Freer Sackler) http://archive.asia.si.edu/songyuan/     video
The Yuan Dynasty (Metropolitan Museum of Art)

Optional readings:
Von Glahn, "The Enchantment of Wealth: The God Wutong in the Social History of Jiangnan" (popular religion, economic development, and urbanization in South China)
Wade, "Reassessing the Voyages of Zheng He" (a revisionist look at the voyages, seeing them as an attempt to extend Ming authority over the South China Sea)
Kim, "Was Da Yuan a Chinese Dynasty?"
Hammers, "Picturing Tools" (agriculture and civilization, "when is a rake more than a rake?")

Attachments:

You must be logged in to view attached files.

[Gerlinde Goschi]

Worries of social and political observers of imperial China?  In these proclamations, Hongwu Emperor states: "the corruption of high officials occupying positions that made extortion or acceptance of bribes all too easy; and the disruptive and dishonest activities of the assorted underlings, runners, guards, and servants who did the bidding of officials and controlled ordinary people's access to them."   As explained in the reading this reveals much "about the working of the bureaucracy and its impact on people's lives."  These quote would make a great anticipatory set for my eigth graders continued by reading parts of the article together.  Students will work in small groups to answer the question: "Do you think these statements are relevant in today's political and social scene in the USA?  How so?/ How not so?  Give three examples of why this might be/not be."  At the end of class, there will be a debate of in front of students involving each small group.  Evidence for each argument will be presented.

[Gerlinde Goschi]

Students read the article.  Watch brief video on the Histpry Magazine website (https://www.nationalgeographic.com/archaeology-and-history/magazine/2016/03-04/the-great-wall-of-china/). In groups of two they discuss what they learned writing ideas down.  Students pick a topic: Northern Aggression, Trading with Enemies, or Watchers on the Wall.  They discuss the question: "Do you think the Great Wall was effective? Why or why not?"  Groups present to the class their arguments and ideas.  The audience asks questions.  As a follow up: students are assigned a role: a Chinese soldier on Northwest border or  a Mongol herder. They descirbe their daily lives, challenge and success of the day.  They state their opinion about the effectiveness of the Great Wall citing the article. They present this to the class.  

[Marcos Rico]

Currently in Social Studies we are reading about the Mission system in California and their secularization. My students where shocked to learn about the way the Spanish treated the Native Americans in California. We read a couple different points of view from several Native Americans and Spanish priests. Priests and soldiers would whip the Natives, whenever they broke the rules or made a mistake.

Originally when the Mexican government decided to secularize the Missions is California, the idea was to give all the land to the Native Americans who worked and lived there. Unfortunatelly due to the corruption of high officials the land was sold to ranchers, friends and family of the corrupt officials. The great majority of the Native Americans did not get any land, and ended up working for the people who had illegally acquired the Mission lands that they  should have received.

I mention this because by reading the Proclamation of the Hongwu Emperor, my students will learn that corruption of government officials was not just a problem in 1800's California,  but also in other parts of the world such as China in the late 1300's (almost 5 centuries before). It would be an example of how the Emperor tried to fight against corruption and the harsh treatment of people who broke the law.

[Linda Gonzales Diaz]

Students will view pictures of The Great Wall. In small groups they will make predictions about the purpose of the Wall and will share out with their group, providing insight about their responses. 

Next, students will build background knowledge about the wall by reading about it. (https://nsms6thgradesocialstudies.weebly.com/the-great-wall-of-china.html) and watch a video (https://www.smithsonianchannel.com/videos/how-and-why-the-great-wall-of-china-was-really-built/37710).

I would like to incorporate the influence of the mongols in the north had on the creation of the wall.  I also would like students to understand what kind of dynamic existed between both groups. Although both cultures often clashed, they still maintained a trading relationship. This is still at the brainstorming stage and not yet completed. This last piece is especially interesting to me and I would love to share it with my students. I would love to get some advice and or suggestions for this evolving lesson.

[Linda Gonzales Diaz]

Hi Gerlinde, I think this assignment is a great way to get students to think critically.  This would definitely qualify as a level DOK 3/4, because not only does it require critical thinking skills but it also requires analysis of the reading, then applying that same knowledge and analysis to today's politicians and bureacrats.  This makes the history they are learning relevant because it connects them to the present and answers the question, "So What?" It also allows them an opportunity to argue with each other, which middle schoolers love!

In preparation for the debate, have you or will you design a graphic organizer to help students coordinate their position and supporting evidence to set up for the debate?

[Christine Moguel]

In the morning discussion, Clay posed the question what is the diffference between growth and development.  This question is central to how china has become the major economic force it has become, but also the importance of defining these terms for our students, and ultimately how we can generalize these terms to our own ecomomy and in particular our own lives.  Development is key.  Work smarter and not longer is the key.  Development is key and with development there will inevitably be growth.  I will take this concept not only to my students and possibly staff but also, teach this lesson to my son- think of ways we can use tools, time and focus stratiegies to produce more in less time, if possible

[Amy Chen]

Of the many interesting information of the lecture today, the part that covers Zhu Yuangzhang Huang Di who defeated Mongol rule and built a lasting dynasty. He was an orphan who was accepted into a Buddhist temple. From his humble beginnings, he organized a revolt against the Mongols and drives them out. As a ruler of China,Yuangzhang, like Qing Shihuangdi, wanted to standardize China's currency, roads, and measuring system. The Hong Wu emperor also initiated a censurate that captures those who practice inappropriate behavior such as scamming or bribery. A surveillance system was also set in place to monitor his citizens. I find his legacy to be impactful to the part of Chinese history I'm most familiar with. 

[Linda Gonzales Diaz]

One of the topics that came up during this morning's discussions was about technology. More often than not, our students do not think about technology as simple inventions. Instead, when they think of technology it is usually a computer, cell phone, newest game console, robots, etc.  I know that when I mentioned that the invention of the wheel in sumer was new technology, my students had a really hard time wrapping their minds around that. They could not imagine a time where wheels did not exist and people did not know what it was or how to use it.  Seeing it as the newest groundbreaking technology is so daunting to them and their reactions are of disbelief and confusion.  The picture of the spinning wheel is another example of the technology of the time in China that changed people's lives forever and yet it is so simple. Maps are another example of technology that is often taken for granted, we don't often think back to the development of such an important artifact that has become such an important part of our lives. Each one of us has instant access to maps at our fingertips in our phones, we have maps attached to our classroom walls, yet students do not fully grasp what an innovative product this was. Introducing technology as a relative concept is important for my 6th graders and for them to understand that the world wasnt alway the way it is now, the way that they are experiencing it.  I think that this is a difficult concept for them to grasp.

[Stephanie Rodriguez]

I am very interested in the story of Marco Polo and his adventures. I never knew that he hadn’t written the book himself. I remember learning about him in the fifth grade but I was under the impression that he wrote the book. I also never questioned what I learned in school, or what information could have been left out therefore I just took it for what it was. I on the other hand, now that I am a teacher, I love it when my students question things. Therefore, I would like to bring that project to my students and present it as a research project/writing assignment. I would have my students research, did Marco Polo really go to China? It would be an opinion writing piece that has to be supported with evidence. They would have to research the silk road, the great wall of china, and of course Marco polo’s book.

[Gerlinde Goschi]

Hi LInda, yes, that is a great idea.  A graphic organizer is a great tool for students to arrange and review their thoughts and ideas.  As we said today in class, comparing and applying the history learned to today's issues makes it more relevant and interesting.  Students will be able to retain and understand the proclamations if they are able to relate them to the present.  "So What?"  is a recurring question in the middle school classroom.  Yes, this age group loves a good debate and arguments. 

[Gerlinde Goschi]

Hi, Christine.  I found this very interesting.  The discussion of the difference between the two terms. I know that students as well as adults including myself use them interchangeably which is not correct.  It would make for a good unit of study to pose the question to students:"How did China become the economic force it is today?"  Ask students what they think after researching it and after a few mini-lessons on important Chinese historical milestones.  Was it development?  Was it growth?  Or a combination of both over certain periods of time?  Was there only growth during one era and development during the next?  I would actually like to research it deeper myself.

[Kim Leng]

Did Marco Polo really go to China?  I’m curious to know what my students think about Marco Polo’s voyage to China. Who hasn’t heard of Marco Polo?  His fame continues to this day from movies to board games. Has anyone played The Voyages of Marco Polo?

The Voyages of Marco Polo is currently one of my favorite board games.  Like most games, the winner is someone who managed to gain the most victory points.  In Marco Polo, the player that manages to travel to all 4 destinations will gain an additional 10 points.  In just 5 rounds, players compete to travel each round.  Reaching a destination will give the first player an immediate reward and sometimes the location will give one a repeated reward at the beginning of the next round.  But travel can be expensive.  Traveling will cost money and some locations will require camels to travel.  It’s fun to imagine what Marco Polo’s adventures consist of when playing this game. 

I wonder if students will enjoy designing their own version of the Marco Polo board game? I can see this as a group project divided into different roles: game designer, game instruction writer, and researcher.

[Scott Craig]

I love this assignment! I would love to use it with my AP World students next year. I would like to expand it a little and have them find examples from various time periods/parts of the world. I would also like to see them connect the corruption to the fall/decline of any government. There is so much you can do with this. Thank you so much for the idea!

 

[Scott Craig]

I found the comparison between the Yuan and the Qing dynasties very interesting. The differences between they way the treated the Chinese and involved them in the government etc. explains the reason the Qing was able to last so long and the Yuan didn't even last 100 years. I would like to create an activity for my students where they view those comparisons and then find examples where new governments/religions have been able to survive and thrive because they embraced/incorporated local ideas and traditions. 

[Author]

Posts