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9thGradeChinaInquiry

DidEmperorShiHuangdiImproveChina?

Unknownartist,ImageofEmperorShiHuangdi,ca.1850.Publicdomain.

https://commons.wikimedia.org/wiki/File:Qinshihuang.jpg#/media/File:Qinshihuang.jpg.

SupportingQuestions

1. HowdidShiHuangdiunifyChinapolitically?2. HowdidShiHuangdi’sreformsstandardizesociety?3. TowhatextentdidShiHuangdi’streatmentofopponentsdiminishhissuccess?

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9thGradeChinaInquiry

DidEmperorShiHuangdiImproveChina?

NewYorkStateSocialStudiesFrameworkKeyIdea&Practices

9.3CLASSICALCIVILIZATIONS—EXPANSION,ACHIEVEMENT,DECLINE:ClassicalcivilizationsinEurasiaandMesoamericaemployedavarietyofmethodstoexpandandmaintaincontrolovervastterritories.Theydevelopedlastingculturalachievements.Bothinternalandexternalforcesledtotheeventualdeclineoftheseempires.Gathering,Using,andInterpretingEvidence ChronologicalReasoningandCausation

StagingtheQuestion

DiscusswhatphotographsoftheTerra-cottaArmyandtheGreatWallofChinacommunicateabouttherulerresponsibleforthem.

SupportingQuestion1 SupportingQuestion2 SupportingQuestion3

HowdidShiHuangdiunifyChinapolitically?

HowdidShiHuangdi’sreformsstandardizesociety?

TowhatextentdidShiHuangdi’streatmentofopponentsdiminishhissuccess?

FormativePerformanceTask

FormativePerformanceTask

FormativePerformanceTask

ListtheactionsShiHuangditooktounitetheformerWarringStates.

WriteasummaryofthelawsandreformspassedbyShiHuangdithatunifiedChinathroughstandardization.

DevelopaclaimsupportedbyevidenceabouttheextenttowhichShiHuangdi’sharshtreatmentofhisoppositiondiminishedhissuccess.

FeaturedSources FeaturedSources FeaturedSources

SourceA:MapoftheWarringStatesperiodinChinaSourceB:Excerptfrom“TheFiveVermin”SourceC:“MemorialonAnnexationofFeudalStates”

SourceA:Imagebank:ObjectsshowingtheaccomplishmentsofShiHuangdi

SourceA:“MemorialoftheBurningoftheBooks”SourceB:ExcerptfromTheRecordsoftheGrandHistorianSourceC:KillingtheScholarsandBurningtheBooks

SummativePerformanceTask

ARGUMENTDidEmperorShiHuangdiimproveChina?Constructanargumentthataddressesthecompellingquestionusingspecificclaimsandhistoricalevidencewhileacknowledgingcompetingviews.

EXTENSIONHavestudentscreateaGreatWallofChina.Eachstudentwouldcompletea“brick”thatrepresentsdifferentelementsofthistimeperiodforChina.

TakingInformedAction

UNDERSTANDInvestigatehowsuppressingfreedomofspeechaffectsasociety.ASSESSResearchcurrentpoliciesofsuppressionoffreedomofspeechinChinaandindividualswhoarecurrentlyimprisonedforcriticizingtheChinesegovernment(e.g.,ChinesepoetandNobelPeacePrizelaureateLiuXiaobo).ACTWritealettertoCaoJianming(throughthePENAmericanCenterwebsite)askingforLiuXiaobo’sreleasefromprisonorwritealettertotheeditorexplainingapositiononthefreedomofspeechusingLiuXiaobooranotherpersonasanexample.EitherlettershoulddiscusshowlimitingspeechhasaffectedChineseexpression.

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Overview

InquiryDescription

Thisinquiryleadsstudentsthroughaninvestigationoftheactions,policies,andlawsofEmperorShiHuangdioftheQindynasty,220–210BCE.Byinvestigatingthecompellingquestion“DidEmperorShiHuangdiimproveChina?”studentsevaluatewhetherShiHuangdi’spoliciesandpracticesultimatelyhurtorhelpedChinesesociety.Byinvestigatinghistoricalsources,studentswillassesstheextenttowhichthemeasuresShiHuangditooktounifyChina(politically,geographically,andculturally)ultimatelyimprovedChinesesocietyand,ifso,forwhom.Itisimportanttonotethatthisinquirywillrequireprerequisiteknowledgeofhistoricaleventsandideas.TeachersshouldintroducetheinquiryafterstudentshavestudiedclassicalChinaandestablishedChinesephilosophiesincludingConfucianism,Daoism,andlegalism.

InadditiontotheKeyIdealistedpreviously,thisinquiryhighlightsthefollowingConceptualUnderstandings:

• (9.3a)Geographicfactorsencouragedandhinderedastate’s/empire’sexpansionandinteractions.• (9.3b)Empiresusedbeliefsystems,systemsoflaw,formsofgovernment,militaryforces,andsocial

hierarchiestoconsolidateandexpandpower.

NOTE:Thisinquiryisexpectedtotakefourtosix40-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Teachersareencouragedtoadapttheinquiriesinordertomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.

StructureoftheInquiry

Inaddressingthecompellingquestion“DidEmperorShiHuangdiimproveChina?”studentswillworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentwithevidencewhileacknowledgingcompetingperspectives.

StagingtheCompellingQuestion

Thecompellingquestion“DidEmperorShiHuangdiimproveChina?”couldbestagedbyhavingstudentslookatphotographsoftwoartifactsofShiHuangdi’sempire:theTerra-cottaArmyandtheGreatWallofChina.Discusswhattheseitemscommunicateabouttherulerresponsibleforthem.StudentsshouldbeencouragedtoconsidertheirfunctionandmeaningfortheChinesepeopleaswell.

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SupportingQuestion1

Thefirstsupportingquestion—“HowdidShiHuangdiunifyChinapolitically?”—helpsstudentsestablishafoundationalunderstandingoftheactionsShiHuangditooktocreateaunifiedChinabyconsolidatingpowerandunifyingwarringstates.Theformativeperformancetaskcallsonstudentstousethefeaturedsources—amapoftheWarringStatesandtwodescriptionsofShiHuangdi’sactionsasemperor—togeneratealistoftheactionshetooktofusetheformerWarringStatespolitically.

SupportingQuestion2

Thesecondsupportingquestion—“HowdidShiHuangdi’sreformsstandardizesociety?”—challengesstudentstoexaminethereformsimplementedbytheemperorwhocreatedaunifiedChinesesocietythroughstandardizationofcurrency,measurements,weights,andwrittenlanguage.TheformativeperformancetaskcallsonstudentstosummarizethesereformsandtheireffectsonChina.Studentsshouldbeencouragedtousetheinformationdiscussedaroundthefirstsupportingquestioninevaluatingtheemperor’seffortstocentralizepower.Thefeaturedsourceinthistaskisanimagebankofmuseumobjectsfromthetimeperiod.

SupportingQuestion3

Thethirdsupportingquestion—“TowhatextentdidShiHuangdi’streatmentofopponentsdiminishhissuccess?”—asksstudentstoexplorehowShiHuangdiunifiedChinathroughthepersecutionofallopposingthought.TheformativeperformancetaskforthissupportingquestionrequiresstudentstowriteaclaimbasedonevidenceaboutwhetherShiHuangdi’stacticswerewarranted.Thefeaturedsourcesincludedescriptionsoftheharshtreatmentsreceivedbyopponentsoflegalismand/ortheQinandapaintingofthebookburningsandburyingofscholars.

SummativePerformanceTask

Atthispointintheinquiry,studentshavedeterminedhowShiHuangdiunifiedChinabyconsolidatingpower,creatingstandardizedreforms,andsilencinghisopposition.Studentsshouldbeexpectedtodemonstratethebreadthoftheirunderstandingandabilitiestouseevidencefrommultiplesourcestosupporttheirclaims.Inthistask,studentsareaskedtoconstructanevidence-basedargumentrespondingtothecompellingquestion“DidEmperorShiHuangdiimproveChina?”

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Students’argumentswilllikelyvary,butcouldincludeanyofthefollowing:

• EmperorShiHuangdibroughtanendtotheperiodofWarringStatesandcreatedaunifiedChina,bothculturallyandpolitically.

• Thoughhisregimewasoppressive,EmperorShiHuangdi’sreformscreatedtheprecedentforamorestructuredandunifiedChineseculture.

• EmperorShiHuangdimayhaveunifiedtheareapoliticallyandsociallywithlegalistpoliciesandstandardization,buthedidsobydestroyingcultureusingoppressivetactics.

StudentscouldextendtheseargumentsbyconsideringtheongoingimpactofShiHuangdi’sreformsonmodernChina.Studentswouldcreatea“GreatWallofChina.”EachstudentwouldcreateabrickillustratingaQin-erareformandexplaininghowitisstillrelevanttoday.Thepurposeistocreateawallwithmanydifferentelementsofthetimeperiodtodemonstratehowtheybecameafoundationformodern-dayChinesesociety.

StudentshavetheopportunitytoTakeInformedActionbyusingtheirknowledgetoexploretheconsequencesofarulers’actions.TheydemonstratethattheyunderstandbyexaminingthedetrimentalimpactofShiHuangdi’slegacyonChineseculture,specificallyasitrelatestosuppressionofspeechandexpression.StudentsassesshowsuppressingfreedomofspeechaffectsasocietyandthenresearchcurrentpoliciessuppressingfreespeechinChina.Inparticular,studentscouldfocusonChinesepoetandNobelPeacePrizelaureateLiuXiaobo,whoiscurrentlyimprisonedforhiscallsforreformsinChina.StudentsthenactbywritingalettertoCaoJianming(throughthePENAmericanCenterwebsite:http://www.pen.org/content/demand-immediate-release-liu-xiaobo)askingforLiuXiaobo’sreleasefromprisonorbywritingalettertotheeditorexplainingtheirpositiononthefreedomofspeechusingLiuXiaobooranotherpersonasanexample.EitherlettershoulddiscusshowlimitingspeechmayaffecttheChinesepeople’sabilitytoexpresstheirideas.

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SupportingQuestion1FeaturedSource SourceA:MapshowingtheregionsundereachdynastyintheperiodofWarringStates,“The

WarringStatesofChinac.260BCE,”nodate

NOTE:The250yearsbetween475and221BCEiscalledtheWarringStatesperiodbecausetheregionoftheZhouDynastywasdividedamongsevenstates.Thesestateshadfrequentwarsuntil221BCEwhenShiHuangdiconqueredthemall.

CreatedbyPhilg88andlicensedundertheCreativeCommonsAttribution-ShareAlike3.0.http://upload.wikimedia.org/wikipedia/commons/c/ca/EN-WarringStatesAll260BCE.jpg.

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SupportingQuestion1FeaturedSource SourceB:HanFeizi,descriptionofShiHuangdi’sreformsbyHanFeizi,aphilosopherand

contemporaryofShiHuangdi,“TheFiveVermin”(excerpt),c233BCE

Hardlytenmenoftrueintegrityandgoodfaithcanbefoundtoday,andyettheofficesofthestatenumberinthehundreds.Iftheymustbefilledbymenofintegrityandgoodfaiththentherewillneverbeenoughmentogoaround;andiftheofficesareleftunfilled,thenthosewhosebusinessitistogovernwilldwindleinnumberswhiledisorderlymenincrease.Thereforethewayoftheenlightenedruleristounifythelawsinsteadofseekingforwisemen,tolaydownfirmpoliciesinsteadoflongingformenofgoodfaith.Hencehislawswillneverfailhim,andthereisnofelonyordeceitamonghisofficials.

From“TheFiveVermin,”inHanFeizi:BasicWritings,byHanFeizi,translatedbyBurtonWatson.©1997ColumbiaUniversityPress.Reprintedwithpermissionofthepublisher.

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SupportingQuestion1FeaturedSource SourceC:LiSi(recordedbySimaQian),descriptionofShiHuangdi’sreforms,“Memorialon

AnnexationofFeudalStates,”nodate

Throughmilitaryvictories,thestateofQinhas,inthetimeofthelastsixkings,broughtthefeudallordsintosubmission.AndbynowthefeudalstatesyieldobeisancetoQinasiftheywereitscommanderiesandprefectures.Now,withthemightofQinandthevirtuesofYourHighness,atonestroke,likesweepingoffthedustfromakitchenstove,thefeudallordscanbeannihilated,imperialrulecanbeestablished,andunificationoftheworldcanbebroughtabout.Thisistheonemomentintenthousandages.IfYourHighnessallowsittoslipawayanddoesnotpresstheadvantageinhaste,thefeudallordswillrevivetheirstrengthandorganizethemselvesintoananti-Qinalliance.Thennoone,eventhoughhepossessesthevirtuesoftheYellowEmperor,wouldbeabletoannextheirterritories.

From“MemorialonAnnexationofFeudalStates,”byLiSi(recordedbySimaQian),inSourcesofChineseTradition:FromEarliestTimesto1600,compiledbyWilliamTheodoredeBary,IreneBloom,andJosephAdler.©1999ColumbiaUniversityPress.Reprintedwithpermissionofthepublisher.

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SupportingQuestion2FeaturedSource SourceA:Imagebank:ObjectsshowingaccomplishmentsofEmperorShiHuangdi

Image1:Unificationofcurrency.Bronzebanliangcoin.China,Qindynasty,ThirdcenturyBCE.TheChineseinscriptiononthiscoinreadsbanliang,withbantotherightoftheholeandliangtotheleft.Banliangmeans“half-ounce”—theweightofthecoin.©TheTrusteesoftheBritishMuseum/ArtResource,NY.

Image2:Vehiclesofthesametrack.©theplanetD.http://theplanetd.com/.

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Image3:Majorwaterconservancyproject,theLingquCanal.PhotographedbyFarmandlicensedundertheCreativeCommonsAttribution-ShareAlike3.0.https://commons.wikimedia.org/wiki/File:Lingqu_Canal.jpg.

Image4:Bookswiththesamecharacters.Publicdomain.AvailableatWikimediaCommons:https://commons.wikimedia.org/wiki/File:XiaozhuanQinquan.jpg.

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Image5:ConstructionoftheGreatWall.©iStock/©zhudifeng.

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SupportingQuestion3FeaturedSource SourceA:LiSi(recordedbySimaQian),historicalaccountoftheharshtreatmentofthe

emperor’sopposition,“MemorialoftheBurningoftheBooks,”213BCE

Introduction:AmongthemostinfamousactsoftheFirstExaltedEmperoroftheQinwerethe“burningofbooks,”orderedin213BCE,andthe“executionofscholars,”orderedin212.ThefirstwasanefforttoachievethoughtcontrolthroughdestroyingallliteratureexcepttheClassicofChanges,theroyalarchivesoftheQinhouse,andbooksontechnicalsubjects,suchasmedicine,agriculture,andforestry.…Theexecutionofsome460scholarsinthefollowingyearwasanattempttoeliminateoppositiontotheemperorbyruthlesslydestroyingallpotentially“subversive”elementsinhisentourage.

MemorialontheBurningofBooks

ByLiSi(asrecordedbySimaQian)

Inearliertimestheempiredisintegratedandfellintodisorder,andnoonewascapableofunifyingit.Thereuponthevariousfeudallordsrosetopower.Intheirdiscoursestheyallpraisedthepastinordertodisparagethepresentandembellishedemptywordstoconfusethetruth.Everyonecherishedhisownfavoriteschooloflearningandcriticizedwhathadbeeninstitutedbytheauthorities.ButatpresentYourMajestypossessesaunifiedempire,hasregulatedthedistinctionsofblackandwhite,andhasfirmlyestablishedforyourselfapositionofsolesupremacy.Andyettheseindependentschools,joiningwitheachother,criticizethecodesoflawsandinstructions.Hearingofthepromulgationofadecree,theycriticizeit,eachfromthestandpointofhisownschool.Athometheydisapproveofitintheirhearts;goingouttheycriticizeitinthethoroughfare.Theyseekareputationbydiscreditingtheirsovereign;theyappearsuperiorbyexpressingcontraryviews,andtheyleadthelowlymultitudeinthespreadingofslander.Ifsuchlicenseisnotprohibited,thesovereignpowerwilldeclineaboveandpartisanfactionswillformbelow.Itwouldbewelltoprohibitthis.

Yourservantsuggeststhatallbooksintheimperialarchives,savethememoirsofQin,beburned.Allpersonsintheempire,exceptmembersoftheAcademyofLearnedScholars,inpossessionoftheClassicofOdes,theClassicofDocuments,anddiscoursesofthehundredphilosophersshouldtakethemtothelocalgovernorsandhavethemindiscriminatelyburned.

ThosewhodaretotalktoeachotherabouttheOdesandDocumentsshouldbeexecutedandtheirbodiesexposedinthemarketplace.Anyonereferringtothepasttocriticizethepresentshould,togetherwithallmembersofhisfamily,beputtodeath.Officialswhofailtoreportcasesthathavecomeundertheirattentionareequallyguilty.Afterthirtydaysfromthetimeofissuingthedecree,thosewhohavenotdestroyedtheirbooksaretobebrandedandsenttobuildtheGreatWall.Booksnottobedestroyedwillbethoseonmedicineandpharmacy,divinationbytheturtleandmilfoil,andagricultureandarboriculture.Peoplewishingtopursuelearningshouldtaketheofficialsastheirteachers.

From“MemorialoftheBurningoftheBooks,”byLiSi(recordedbySimaQian),inSourcesofChineseTradition:FromEarliestTimesto1600,compiledbyWilliamTheodoredeBary,IreneBloom,andJosephAdler.©1999.ColumbiaUniversityPress.Reprintedwithpermissionofthepublisher.http://afe.easia.columbia.edu/ps/cup/lisi_legalist_memorials.pdf.

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SupportingQuestion3FeaturedSource SourceB:SimaQian,historicalaccountoftheharshtreatmentoftheemperor’sopposition,The

RecordsoftheGrandHistorian(excerpt),109BCE

ChunyuYueh,ascholarofChisaid“Ihaveyettohearofanythingabletoendurethatwasnotbasedonancientprecedents.”

Theemperororderedhisministerstodebatethisquestion.

TheprimeministerLiSisaid,“TheFiveEmperorsdidnotemulateeachothernordidtheThreeDynasties”adopteachother’sways,yetallhadgoodgovernment.Thisisnoparadox,becausetimeshadchanged.NowYourMajestyhasbuiltupthisgreatempiretoendureforgenerationswithoutend.Naturallythispassesthecomprehensionofafoolishpedant.ChunyuYuehspokeabouttheThreeDynasties,buttheyarehardlyworthtakingasexamples.Intimesgonebydifferentbaronsfoughtamongthemselvesandgatheredwanderingscholars.Today,however,theempireisatpeace,alllawsandordercomefromonesinglesource,thecommonpeoplesupportthemselvesbyfarmingandhandicrafts,whilestudentsstudythelawsandprohibitions.

“Nowthesescholarslearnonlyfromtheold,notfromthenew,andusetheirlearningtoopposeourruleandconfusetheblack-headedpeople.AsprimeministerImustspeakoutonpainofdeath.Informertimeswhentheworld,tornbychaosanddisorder,couldnotbeunited,differentstatesaroseandarguedfromthepasttocondemnthepresent,usingemptyrhetorictocoverupandconfusetherealissues,andemployingtheirlearningtoopposewhatwasestablishedbyauthority.NowYourMajestyhasconqueredthewholeworld,distinguishedbetweenblackandwhite,seeunifiedstandards.Yettheseopinionatedscholarsgettogethertoslanderthelawsandjudgeeachnewdecreeaccordingtotheirownschoolofthought,opposingitsecretlyintheirheartswhilediscussingitopenlyinthestreets.Theybragtothesovereigntowinfame,putforwardstrangeargumentstogaindistinction,andincitethemobtospreadrumors.Ifthisisnotprohibited,thesovereign'sprestigewillsufferandfactionswillbeformedamonghissubjects.Farbetterputastoptoit!

“IhumblyproposethatallhistoricalrecordsbutthoseofQinbeburned.Ifanyonewhoisnotacourtscholardarestokeeptheancientsongs,historicalrecordsorwritingsofthehundredschools,theseshouldbeconfiscatedandburnedbytheprovincialgovernorandarmycommander.Thosewhoinconversationdaretoquotetheoldsongsandrecordsshouldbepubliclyexecuted;thosewhouseoldprecedentstoopposethenewordershouldhavetheirfamilieswipedout;andofficerswhoknowofsuchcasesbutfailtoreportthemshouldbepunishedinthesameway.

“Ifthirtydaysaftertheissuingofthisordertheownersofthesebookshavestillnothavethemdestroyed,theyshouldhavetheirfacetattooedandbecondemnedtohardlaborattheGreatWall.Theonlybookswhichneednotbedestroyedarethosedealingwithmedicine,divination,andagriculture.Thosewhowanttostudythelawcanlearnitfromtheofficers.Theemperorsanctionedthisproposal.

FromAndrea/Overfield.TheHumanRecord,8E.©2016Wadsworth,apartofCengageLearning,Inc.Reproducedbypermission.www.cengage.com/permissions.

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SupportingQuestion3FeaturedSource SourceC:HungWu,painting,KillingtheScholarsandBurningtheBooks,18thcentury

QinShihuangdi,259–210BCE,thefirstQinemperor,221–210BCE,sceneofburningbooksandexecutingscholars,byHungWu,fromLivesoftheEmperors,watercoloronsilk.BibliothèqueNationaleParis.Photo:TheArtArchiveatArtResource,NewYork.Usedwithpermission.