Course Content
Technical Support
1-800-234-5832
M–Th: 8:00A.M.–Midnight EST
F: 8:00A.M.–10:00P.M. EST
Lesson Plans
World Civilizations: The Global Experience ©2001
by Stearns, Adas, Schwartz, and Gilbert
Focus Lesson 8
Chapter 18: "Reunification and Renaissance in Chinese Civilization: The Era of the Tang and Song Dynasties"
Chapter 19: "The Spread of Chinese Civilization: Japan, Korea, and Vietnam"
AP* Course Description
1000–1450
- China's internal and external expansion
- The importance of the Song economic revolution Chinese influence on Japan and its limits
Key Components
- Instructor's Manual:
Chapter 18, pp. 129–136
Chapter 19, pp. 137–144 - Study Guide, Vol. I:
Chapter 18, pp. 176–185
Chapter 19, pp. 186–196 - Test Bank:
Chapter 18, pp. 229–242
Chapter 19, pp. 243–256
Key Web Sites Listed in the Student Text
Given the changing nature of the Internet, you may wish to preview these sites.
- Chapter 18: p. 447
- Chapter 19: p. 473
Key Words and Terms
Chapter 18
- Gunpowder
- Chan Buddhism
- Zhu Xi
- junks
- Wendi
- Pure Land Buddhism
- Wang Anshi
- flying money
- Yangdi
- Wuzong
- Jurchens
- Changan
- Li Yuan (duke of Tang)
- Yang Guifei
- Xi Xia
- Hangzhou
- Ministry of Rites
- Xuanzong
- Liao
- footbinding
- jinshi
- Zhao Kuangyin
- southern Song
- Li Bo
Chapter 19
- Taika reforms
- samurai
- Hojo
- Koguryo
- Khmers
- Heian
- seppuku
- Ashikaga Shogunate
- Sinification
- Chams
- Nara
- Gempei Wars
- Kamakura Shogunate
- Silla
- Nguyen
- Tale of Genji
- bakufu
- Onin War
- Paekche
- Le
- Fujiwara
- shoguns
- daimyo
- Yi
- Trinh
- bushi
- Minamoto
- Choson
- Trung sisters
- Hue
Suggested Pacing
Allow one-and-a-half weeks to teach Chapters 18 and 19.
Test Strategy
If an essay prompt begins with "Discuss," the students must be careful not to think of the prompt as calling for a generic open-ended discussion of the topic. This is one of the hardest prompts to deal with, because it gives students very little or no help in how to frame their thesis. Students frequently mistake these questions for easy ones and fail to create and prove a solid thesis. To deal with a "Discuss" prompt, students should look at the topic from all sides and then come to some conclusion about the importance of the topic. They must make sure that they have a solid, provable thesis with a solid, logical organization so that they do not end up rambling.
Key Concepts
- Comparing dynasties
Students should be able to analyze and evaluate the differences among the Chinese dynasties. The history of the Tang and Song dynasties should be studied in light of their influence on the renaissance of Chinese civilizations. Students should focus on the economic, political, social, and cultural aspects of these dynasties. - Chinese influences on other cultures
Students should be aware that cultural exchanges in East Asia took place in isolation from the rest of the world. The major influence in the region was China. Students should track the extent of Chinese influences in Korea, Vietnam, and Japan. In general, the upper classes of all three regions modeled their societies on the Chinese, but Japan, which, unlike Korea and Vietnam, never came under Chinese rule, was more selective in adapting Chinese ways to its own culture. The Vietnamese adapted culture traits from both China and India, whereas Korea, which was ruled by China, had the greatest mix of Chinese and local culture traits.
Summing Up Student Understanding
As students learn about more cultures, it becomes possible for them to make more and more meaningful comparisons among cultures. One of the topics listed in the Acorn book that students should be able to analyze is gender systems and changes. Have students compare and contrast the treatment of women among the Greek, Roman, Indian, African, and Chinese civilizations. Students should consult Chapters 6, 7, 8, 14, and 18 for information and then create a table on the board listing the civilizations and relevant data. Have students copy the chart for reference when studying for the AP* test.
ADDITIONAL RESOURCES
You might also find these additional readings useful to develop students' background knowledge or for DBQ activities:
- The Global Experience, Vol. I, edited by Schwartz, Wimmer, and Wolfe—Chapters 9 and10
- Documents in World History, Vol. I, edited by Stearns, Gosch, and Grieshaber—Section Three