Unit 1.1-East Asia (Day 1-Governance and Culture)

Teacher : J. Chasse-Fernald

Course/ Subject: AP World History

Friday's Video: click here

Friday and Monday's content video: click here

Homework:  Read Amsco, pps. 3-11 -due next class

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard: 

3.1.I.D. Commercial growth was also facilitated by state practices, including the Inca road system; trading organizations, including the Hanseatic League; and state- sponsored commercial infrastructures, including the Grand Canal in China.

3.1.I.E. The expansion of empires — including China, the Byzantine Empire, the caliphates, and the Mongols — facilitated Afro–Eurasian trade and communication as new peoples were drawn into their conquerors’ economies and trade networks

3.1.III.B. In key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous culture.

ILLUSTRATIVE EXAMPLES, DIASPORIC COMMUNITIES: Sogdian merchant communities throughout Central Asia

3.1.III.C. As exchange networks intensified, an increased number of travelers within Afro–Eurasia wrote about their travels. Their writings illustrate both the extent and the limitations of intercultural knowledge and understanding.

ILLUSTRATIVE EXAMPLES, TRAVELERS: Xuanzang

3.1.III.D. Increased cross-cultural interactions resulted in the diffusion of literary, artistic, and cultural traditions, as well as scientific and technological innovations.

ILLUSTRATIVE EXAMPLES, DIFFUSION OF LITERARY, ARTISTIC, AND CULTURAL TRADITIONS: The influence of Neo-confucianism and Buddhism in East Asia

3.2.I.A. Following the collapses of empires, most reconstituted governments, including the Byzantine Empire and the Chinese dynasties (Sui, Tang, and Song), combined traditional sources of power and legitimacy with innovations better suited to their specific local context.

ILLUSTRATIVE EXAMPLES, TRADITIONAL SOURCES OF POWER AND LEGITIMACY: Patriarch, Religion, Land-owning elite

ILLUSTRATIVE EXAMPLES, INNOVATIONS: New methods of taxation, Tributary systems, Adaptation of religious institutions

3.2.II. Interregional contacts and conflicts between states and empires encouraged significant technological and cultural transfers, including transfers between Tang China and the Abbasids, transfers across the mongol empires, transfers during the Crusades, and transfers during Chinese maritime activity led by Ming Admiral Zheng He.

ILLUSTRATIVE EXAMPLES, TECHNOLOGICAL AND CULTURAL TRANSFERS: Paper-making techniques between Tang China and the Abbasids

3.3.I.A. Agricultural production increased significantly due to technological innovations.

ILLUSTRATIVE EXAmPLES, TECHNOLOGICAL INNOVATIONS: Improved terracing techniques, The horse collar

3.3.I.B. Demand for foreign luxury goods increased in Afro–Eurasia. Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; industrial production of iron and steel expanded in China.

3.3.II.A. Multiple factors contributed to the decline of urban areas in this period, including invasions, disease, and the decline of agricultural productivity.

3.3.III.C. New forms of coerced labor appeared, including serfdom in Europe and Japan and the elaboration of the mit’a in the Inca Empire. Free peasants resisted attempts to raise dues and taxes by staging revolts. The demand for slaves for both military and domestic purposes increased, particularly in central Eurasia, parts of Africa, and the eastern Mediterranean.

ILLUSTRATIVE EXAMPLES, REGIONS WHERE FREE PEASANTS REVOLTED: China

3.3.III.D. The diffusion of Buddhism, Christianity, Islam, and Neo-confucianism often led to significant changes in gender relations and family structure.

Learning Target:

• Explain the systems of government employed by Chinese dynasties and how they developed over time.

• Explain the effects of the Chinese cultural traditions on East Asia over time.

Success Criteria:

 * claim identification

* outside information

Introduction/Connection: 

Government Developments in the Song Dynasty

Empires and states in Afro-Eurasia and the Americas demonstrated continuity, innovation, and diversity in the 13th century. This included the Song Dynasty of China, which utilized traditional methods of Confucianism and an imperial bureaucracy to maintain and justify its rule.

Cultural Developments

Chinese cultural traditions continued, and they influenced neighboring regions.

Buddhism and its core beliefs continued to shape societies in Asia and included a variety of branches, schools, and practices.

DIRECT INSTRUCTION:

 HRS CCoT: In what ways did the reconstituted governments following the collapse of empires, including the Chinese dynasties—Sui, Tang, and Song—combined traditional sources of power and legitimacy (such as patriarchy, religion or land-owning elites) with innovations better suited to the current circumstances (such as new methods of taxation, tributary systems or adaptation of religious institutions)? 

* HRS causation: How did the diffusion of Buddhism lead to significant changes in gender relations and family structure in China?

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Practice: Find the claim and identify an outside piece of evidence.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

 * Examples of religious syncretism