Transcript An Empire Unifies China

An Empire Unifies China
Objectives
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Compare the Chinese ethical systems that arose in the
late Zhou period
Describe the impact of the Qin Dynasty on Chinese
history
SOL Objective: describe China, with emphasis on the
development of an empire and the construction of the
Great Wall
SOL Objective: describe the impact of Confucianism and
Daoism
Introduction
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Zhou Dynasty
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Conflict
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1045 B.C.E. – invade China
Use Mandate of Heaven and Feudalism
700 B.C.E.- Feudalism breaks down
700 B.C.E- 453 B.C.E- Warring States period
Need for order
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Led to questioning what was the best way to keep
order in society
Three Philosophies: Confucianism, Daoism,
Legalism
The Vinegar Tasters
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1st Confucius
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2nd Buddha
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Sour look
Life was sour
Present was out of step with the
past
Bitter look
Life was suffering
3rd Lao-Tse
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Smiling
World was teacher of valuable
lessons
Natural result of living
harmoniously was happiness
Life when understood is sweet
not sour and bitter
Confucianism
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Kongfuzi- Confucius
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551 B.C.E.- 479 B.C.E.
Saw rulers needed to govern
wisely
Changes needed for peace
Teachings
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Goal: peaceful and just society
Society best when all people
acted properly
5 basic relationships:
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Ruler-subject
Husband-wife
Father-son
Older sibling- younger Sibling
Friend- friend
Authority figures must set good
examples
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Do not do to others what you
would not want done to you
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Influence of Confucianism
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The Analects
Han Dynasty
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Civil servants hired for ability
instead of birthright
Civil service exams
Influenced Chinese culture
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Respect for elders
Proper behavior
Love of scholarship
Daoism (Taoism)
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Laozi (Lao-Tzu)
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Author of Dao De Jing (The
Classic of the Way and its
Power)
Legend?
500s B.C.E. ?
Teachings
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Ancient idea of the Dao, or “the
way”
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The force that gave order to the
natural universe
People gained happiness and
peace by living in harmony with
nature
Nature full of opposites
Follow nature by meditation
Accept whatever comes
Must discover on your own
Government should interfere the
least
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Influence
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Encouraged rulers to govern less
More significant impact on
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Thought
Writing
Art
Developed into a religion
Legalism
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Hanfeizi
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280-233 B.C.E.
Prince of a royal family
Book called Hanfeizi
Teachings
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Based on idea that people are
naturally selfish
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Pursue self-interests
Not enough for rulers to rule
by example
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Strict laws
Harsh punishments
People that critize
government should be
banished
Rulers should have absolute
power
Trust no one, even family
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Influence
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Qin Dynasty used Legalism to
build a strong central
government
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Adopted strict policies
Confucianism
Daoism
Legalism
Social order, harmony, and
good government should be
based on family
relationships
Natural order is more
important than the social
order
A highly efficient and
powerful government is the
key to social order
Respect for parents and
elders is important to a wellordered society
A universal force that guides
all things
Punishments are useful to
maintain social order
Education is important to
both the welfare of the
individual and society
Human beings should live
simply and in harmony with
nature
Thinkers and their ideas
should be strictly controlled
by the government
APPARTS: The Analects
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A: author
P: place and time
P: prior knowledge
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A: audience
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Why did the author write it?
T: the main idea
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Who was it written for?
R: reason it was written
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What was going on that LED author to write it?
What is the main idea of the source?
S: significance
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Why is it importance?
Qin Dynasty
Replaced Zhou Dynasty in third
century B.C.E.
 Shi Huangdi
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“First emperor” 221 B.C.E.
 Defeated invaders and crushed
internal resistance
 Doubled China’s size
 Wanted to unify China
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Had to crush political opposition
Policy of “strengthening the trunk and weakening the branches”
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All nobles families forced to live in the capital city
Seized their land, created 36 administrative districts
Silenced opposition by murdering hundreds of Confucian scholars
Burned “useless” books
Established an autocracy- government in which ruler has unlimited
power
Centralization
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Highway network of 4,000
miles
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Peasants forced to work on
roads
Trade blossomed
Merchants became a new
prominent class
Uniform standards for
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Writing
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Law
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Detailed laws and punishments
Currency
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9,000 approved characters
Metal coins of bronze or gold
Hole in center
Weights and Measures
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Measuring cups
Standardized weights
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Irrigation projects increased
farm production
Qin Dynasty unpopular
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Harsh taxes
Repressive government
Great Wall
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Zhou Dynasty had
built small walls to
discourage attacks
from invaders
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Focused on northern
border
Shi Huangdi wanted to
close gaps and unify
wall 1,400 miles
Used 100,000s of
peasants to build
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Die or build wall
Difficult conditions
Thousands died
Wall worked
Fall of the Qin Dynasty
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Peasants rebelled three years after Shi’s son
took control of the Dynasty
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One of the leaders of the rebellions from the
land of Han marched on capital in 202 B.C.E.
Would lead to the Han Dynasty
Death and Burial of Emperor Qin
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Afraid of dying
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Wanted to be immortal
Searched for magic potion
Xian
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Emperor’s tomb
Terra cotta army
Discovered in 1974 C.E.
Writing Workshop
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Was Shi Huangdi a good or bad ruler?
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Create a thesis statement
Create information list
Create outline
Information List
Good Ruler Characteristics
Bad Ruler Characteristics
Outline
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Introduction Paragraph
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Paragraph 2
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Main point # 3
Paragraph 4
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Main point # 2
Paragraph 3
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State thesis
Briefly describe main points
Main point # 4
Conclusion
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Restate conclusion
Summarize main points
Objectives
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Compare the Chinese ethical systems that
arose in the late Zhou period
Describe the impact of the Qin Dynasty on
Chinese history
Essential Questions
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Why was the Great Wall of China built?
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What were contributions of Classical China?
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Line of defense against invaders
Civil service exam
Paper
Porcelain
silk
Why were Confucianism and Daoism important in
the formation of Chinese culture?
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Confucianism
Belief that Humans are good
Respect for elders
Code of Politeness (still used today)
Emphasis on Education
Ancestor Worship
Daoism
Humility
simple life and inner peace
harmony with nature
Homework
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Stearns Chapter 2 Outline
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Coming up: Essay #2 , Classical India/China
Exam