World History Unit 3/Part 4 Suggested Dates China (Tang & Song) and Japan CE 2nd Six weeks

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1 World History Unit 3/Part 4 Title Suggested Dates China (Tang & Song) and Japan CE 2nd Six weeks Big Idea/Enduring Understanding After the collapse of classical empires, new political, economic, and social systems evolved. Contemporary political systems have developed from earlier systems of government. Guiding Questions What impact did the Tang dynasty have on Eastern Asia? What impact did the Song dynasty have on Eastern Asia? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and Standard Clarifications Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Chinese The dynasties of Coming Soon ancient China ruled empires that lasted for over five thousand years and stretched from northern India and Southeast Asia to Mongolia. CISD , Updated 9/10/15 Page 1

2 expanded from 600 to The student is expected to: (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; Readiness Standard RC1 The Tang dynasty (A.D. 600) built great cities, developed trade including the Silk Road trade to Western Asia, began a civil service system for government officials, and made porcelain pottery (called "china" in Western Europe). Later dynasties grew and invented block printing, gunpowder, the compass, jade and ivory decorative items, paper, and foods such as noodles. The Song Dynasty ( ) was the first government in world history to nationally issue true paper money and the first Chinese government to build a permanent standing navy. Gunpowder, and compasses discerning true north were both discoveries of the Song Dynasty. The Song Dynasty is divided into two distinct periods: the Northern Song and Southern Song. CISD , Updated 9/10/15 Page 2

3 During the Northern song period ( ) the dynasty controlled most of inner China. The Southern Song ( ) occurred when the Song lost control of northern China to the Jin Dynasty. The Song court moved the capital south to Lin an. Despite the lost of northern China the Southern Song still controlled 60 percent of China s population and most of the productive agriculture land. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to The student is expected to: (J) analyze how the Silk Road and the African gold salt trade facilitated the spread of ideas and trade; Readiness Standard RC1 Silk Road was a series of interlinking trade routes across Afroeurasia that connected Asia with the Mediteraninean, Europe, and Africa. African gold salt trade World History for Us All: Big Era 5: Landscape Unit 5.3 Consolidation of the trans hemispheric network EDSITEment Trekking to Timbuktu CISD , Updated 9/10/15 Page 3

4 (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; Social Studies Skills (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. Social Studies Skills CISD , Updated 9/10/15 Page 4

5 (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; Supporting Standards RC 5 (29) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including CISD , Updated 9/10/15 Page 5

6 electronic technology. The student is expected to: (F) identify bias in written, oral, and visual material; CISD , Updated 9/10/15 Page 6