China Through the Ages
Presented by:
Jean Walker
Director, West Texas Center for Economic Education
College of Business
West Texas A&M University
Canyon, Texas
1
• This powerpoint was used in a workshop at ESC
16 in Amarillo on June 26, 2012. It includes
Lessons 7, 13, and 17 from the Focus: Middle
School World History publication from CEE.
• Many slides are procedural directions for
teachers.
• Any teacher can use the powerpoint as a
springboard for teaching the lessons with some
modifications.
2
China Through the Ages
• Lesson 7: The Silk Road
(Han Dynasty)
• Lesson 13: Paper Money of the
Sung, Yuan, and Ming Dynasties
• Lesson 17: Why Didn’t China
Discover the New World?
3
World History
• (1) History. The student understands traditional historical
points of reference in world history. The student is expected
to:
– (A) identify major causes and describe the major effects of the following events from
8000 BC to 500 BC: the development of agriculture and the development of the river
valley civilizations;
– (B) identify major causes and describe the major effects of the following events from
500 BC to AD 600: the development of the classical civilizations of Greece, Rome,
Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of
major world religions;
– (C) identify major causes and describe the major effects of the following important
turning points in world history from 600 to 1450: the spread of Christianity, the
decline of Rome and the formation of medieval Europe; the development of Islamic
caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and
their impact on Europe, China, India, and Southwest Asia;
– (D) identify major causes and describe the major effects of the following important
turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the
influence of the Ming dynasty on world trade, European exploration and the
Columbian Exchange, European expansion, and the Renaissance and the Reformation;
4
World History
• (3) History. The student understands the contributions and
influence of classical civilizations from 500 BC to AD 600 on
subsequent civilizations. The student is expected to:
– (A) describe the major political, religious/philosophical, and cultural
influences of Persia, India, China, Israel, Greece, and Rome, including the
development of monotheism, Judaism, and Christianity;
– (B) explain the impact of the fall of Rome on Western Europe; and
– (C) compare the factors that led to the collapse of Rome and Han China.
5
World History
•
(4) History. The student understands how, after the collapse of classical
empires, new political, economic, and social systems evolved and
expanded from 600 to 1450. The student is expected to:
–
–
–
–
–
–
–
–
–
–
–
(A) explain the development of Christianity as a unifying social and political factor in medieval
Europe and the Byzantine Empire;
(B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy;
(C) describe the major characteristics of and the factors contributing to the development of the
political/social system of feudalism and the economic system of manorialism;
(D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa;
(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and
North Africa;
(F) describe the interactions between Muslim and Hindu societies in South Asia;
(G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism
contributed to the end of medieval Europe;
(H) summarize the major political, economic, and cultural developments in Tang and Song China
and their impact on Eastern Asia;
(I) explain the development of the slave trade;
(J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and
trade; and
(K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic
world.
6
World History
• (7) History. The student understands the causes and impact
of European expansion from 1450 to 1750. The student is
expected to:
– (A) analyze the causes of European expansion from 1450 to 1750;
– (B) explain the impact of the Columbian Exchange on the Americas and
Europe;
– (C) explain the impact of the Atlantic slave trade on West Africa and the
Americas;
– (D) explain the impact of the Ottoman Empire on Eastern Europe and global
trade;
– (E) explain Ming China's impact on global trade
7
World History
• (13) History. The student understands the impact of major
events associated with the Cold War and independence
movements. The student is expected to:
– (A) summarize how the outcome of World War II contributed to the
development of the Cold War;
– (B) summarize the factors that contributed to communism in China,
including Mao Zedong's role in its rise, and how it differed from Soviet
communism;
– (C) identify the following major events of the Cold War, including the Korean
War, the Vietnam War, and the arms race;
– (D) explain the roles of modern world leaders, including Ronald Reagan,
Mikhail Gorbachev, Lech Walesa, and Pope John Paul II, in the collapse of
communism in Eastern Europe and the Soviet Union;
8
Dynasties of China
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Neolithic Cultures
Xia Dynasty
Shang Dynasty
Zhou Dynasty
Qin Dynasty
Han Dynasty
Six Dynasties Period
Sui Dynasty
Tang Dynasty
Five Dynasties Period
Song Dynasty
Yuan Dynasty
Ming Dynasty
Qing Dynasty
Republic Period
People’s Republic of China
10,000 – 2,000 B.C.
2100 – 1600 B.C.
1600 – 1050 B.C. writing, bronze, walled cities
1046 - 256 B.C.
Confucius
221-206 B.C.
standard weights and measures
206 B.C. – 220 A.D. civil service exams
220 – 589
empire fragmented; Buddahism
581 – 618
China reunified
618 – 906
cultural flowering
907 - 960
960 – 1279
maritime trade/commerce
1279 – 1368
Mongol conquest
1368 – 1644
vibrant literary scene
1644 – 1912
prosperity; population increase
1912 – 1949
Nationalist govt.
1949 – present
Communist govt; cultural revol.
9
“The Dynasties Song”
This "dynasties song," sung to the tune of "Frère Jacques,"
can help students remember the major Chinese dynasties in
chronological order.
Shang, Zhou, Qin, Han
Shang, Zhou, Qin, Han
Sui, Tang, Song
Sui, Tang, Song
Yuan, Ming, Qing, Republic
Yuan, Ming, Qing, Republic
Mao Zedong
Mao Zedong
— Courtesy of the teachers on the College Board AP-World History
Listserv
10
Lesson 7: The Silk Road
Activity 7.1:
During the Han Dynasty in China, 206 B.C. - 220 A.D. , China went
through a period of stability that resulted in increased trade between the cities
of the region and then spread to regions that are now India, Pakistan, Iraq and
Iran, and as far as the Mediterranean Sea to Rome.
11
The Silk Road
• The Romans wanted silk for clothing and
decoration.
• Silk was profitable for producers in China.
12
The Silk Road
• The Silk Road connected the West with the East through cities like
Alexandria Eschate (in current Tajikistan) founded by Alexander the Great in
329 B.C.
• The Han Dynasty’s capital Chang’an (now Xi’an) in central China was the
13
main city at the eastern end of the Silk Road.
The Silk Road
• The Silk Road was actually a series of roads extending north and south.
• People used these roads to carry goods between Rome and Chang’an.
• At times, sea routes carried this trade, as maritime technologies improved
or when violence threatened land traders.
• When pirates and other perils faced the merchants on the sea routes, trade
increased on the land routes.
14
The Silk Road
• Along the routes,
different regions offered
dates, copper, herbs, and
finished products.
• China offered the
magnetic compass, silk,
gunpowder, and ceramics.
• All along the trade routes,
gold was a common form
of money for trading.
15
The Silk Road
• The Silk Road spread cultures: ideas,
languages, customs, and scientific
knowledge.
• It also spread the bubonic plague, which
resulted in the Black Death in Europe.
• The amount of trade and the price of
goods changed depending on new
technologies, changing consumer wants,
and competitive forces.
• The end of the ancient Silk Road began
with the disintegration of the Mongol
Empire in the late 1300s.
• In the late Middle Ages, land trade
declined as sea routes expanded with the
use of new navigation technologies.
Black Death in Europe
16
LESSON 7 – THE SILK ROAD
Silk Road Cities and Products
Produced in Each City
Chang’an
Silk
Khotan
Jade
Kashgar
Herbs
Alexandria Eschate
Copper
Damascus
Dates
Rome
Gold
17
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 7 – THE SILK ROAD
Silk Road Cities and Products
Procedures for Activity 7.4:
(Page 104)
•
Explain students will trade along the Silk Road by bartering.
•
Traveling the Silk Road was rough and traders faced obstacles
including taxation and thieves.
•
They also had to pay their workers.
•
Look at the next slide. The columns of the table show the
amount of one good it takes to barter for units of another
good.
– For example, it takes four gold coins to buy four bolts of silk.
– It takes 8 copper coins to buy 8 jade boxes.
– Since the column is for Alexandria Eschate, it gives relative prices for
all goods in Alexandria Eschate.
18
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 7 – THE SILK ROAD
Page 104
Bartering along the Silk Road
Good
West <--------------- Cities ---------------> East
Rome
Damascus
Alexandria
Eschate
Gold
(coins)
4
Dates
(baskets)
8
Copper
(coins)
8
Herbs
(baskets)
16
Jade
(boxes)
8
Silk
(bolts)
4
Kashgar
Khotan
Chang'an
32
19
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 7 – THE SILK ROAD
Silk Road Cities and Products
Procedures for Activity 7.4:
(Page 104)
• Tell students that as a good is moved from city to city, half
of the good is lost to traders, thieves, and taxes.
• If 32 silk bolts begin in Chang’an and are sent west, only
16 bolts arrive in Khotan, then 8 bolts in Kasgar, etc.
• Have students fill out the activity starting with silk from
Chang’an. Use the colored blocks as starting points and
then reduce by half as goods move east or west.
• It should look like the next slide.
20
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 7 – THE SILK ROAD
Bartering along the Silk Road - Key
Good
Gold
(coins)
Dates
(baskets)
Copper
(coins)
Herbs
(baskets)
Jade
(boxes)
Silk
(bolts)
West
Cities
East
Rome
Damascus
Alexandria
Eschate
Kashgar
Khotan
Chang'an
16
8
4
2
1
.5
8
16
8
4
2
1
2
4
8
4
2
1
4
8
16
32
16
8
2
4
8
16
32
16
1
2
4
8
16
32
21
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 7 – THE SILK ROAD
Silk Road Cities and Products
Procedures for Activity 7.4:
(Page 104 - 105)
• After students have filled out the grid, have them
answer the questions in Part I and Part II on page
105.(You can download copies of pages 104 and 105 on the
book’s website.)
• Answers for Part I:
–
–
–
–
1.
2.
3.
4.
– 5.
Kashgar, 32
16 gold coins
1 gold coin
Rome. As the silk travels further, it becomes
more costly.
Also, gold is produced in Rome, so
it is not very costly.
Chang’an, 64 bolts of silk.
Relative prices depend upon many factors in a bartering (trading) situation.
22
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 7 – THE SILK ROAD
Silk Road Cities and Products
Procedures for Activity 7.4:
• Answers for Part II:
–
–
–
–
1.
2.
3.
4.
(Page 104-105)
Good trade
Bad trade
Good trade
Bad trade
• Answer for Part III:
If you travel, you will arrive in Chang’an with 2 gold coins
and can buy 128 bolts of silk with the gold. As you travel to
Rome, you will lose silk to thieves, taxes, and payments for
workers but will end up with 4 bolts of silk worth 16 gold
coins each. So you would finish with 64 gold coins.
23
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
Lesson 13: Paper Money of the Sung,
Yuan, and Ming Dynasties
• The Chinese were the first people to use paper money
beginning in the 800s.
• The Chinese government began issuing paper money in
1024 A.D.
• Beginning that year, only the Chinese government was
allowed to issue paper money.
• The Chinese continued to use paper money through
the Sung dynasty (960–1279), the Yuan dynasty (1279–
1368), and the beginning of the Ming Dynasty (1368–
1644).
• Around 1430, the Chinese were the first to stop using
paper money.
24
Lesson 13: Paper Money of the Sung,
Yuan, and Ming Dynasties
•
•
•
•
•
During the Sung dynasty, paper money and
copper coins were both used.
The copper coins had a hole in the middle
that allowed them to be threaded onto a
string. These strings of copper coins could
then be transported from place to place and
used to buy goods and services.
During the Sung dynasty, the paper money
issued by the government was in large
denominations only.
Individual copper coins were used when
people wanted to pay for something of small
value. However, many copper coins could be
exchanged for paper money.
Money became more important in China
during the Sung dynasty, because the amount
of trading that the Chinese did among
themselves and with neighboring peoples
increased rapidly.
SUNG 960 - 1279
•
•
•
•
•
During the Yuan dynasty, paper money
was issued by the government in both
large and small denominations.
The government during the Yuan period
ensured that everyone accepted the
paper money in exchange for goods and
services.
Merchants who refused to accept paper
money for payment were punished
severely.
Counterfeiting—the printing of fake
money—was punishable by death.
European visitors to China in those days
were amazed that the Chinese used paper
money that wasn’t backed by silver or
gold. Marco Polo visits.
Yuan
1279-1368
25
Marco Polo
•
•
•
•
•
•
•
•
One visitor to China was Marco Polo, trader/merchant from Venice.
From 1271 to 1295, Marco Polo traveled extensively throughout
China. When he returned to Venice, he wrote a book about his travels.
One story explained how the Chinese produced paper money. Polo
described how the Chinese used the bark of mulberry trees to make
paper. When the paper was ready, it was cut into different sizes.
The smaller sizes had lower value than the larger sizes.
Marco Polo explained how a number of officials were appointed by
the Yuan emperor to supervise the production of the paper money.
These officials would sign each piece of paper money and the chief
official would stamp the emperor’s seal on.
In this way, each piece of paper money was marked to indicate that it
was authentic government money (legal tender).
Marco Polo also described how everyone in China was willing to
accept paper money in exchange for goods and services because they
knew that they, in turn, could buy the goods and services with the
paper money.
The Chinese government had declared that paper money had to be
accepted as payment. He described how people could bring their
worn-out paper money to the mint to exchange for new paper money.
26
Ming Dynasty ( 1368 -1644)
• During the early years of the Ming dynasty, paper money was used
extensively.
• But, by the beginning of the 1400s, paper money in China had lost
most of its value because most people stopped using it.
• People stopped using paper money during the Ming dynasty for
many reasons.
• First, the Ming rulers did not have strict rules and harsh
punishments to force people to use paper money and to stop them
from printing counterfeits.
• Counterfeiting increased during the Ming dynasty and people began
to distrust paper money and refuse to accept it in exchange for
goods and services. They began to use more silver coins.
• As the demand for paper money decreased, so, too did its value.
Paper money eventually became practically worthless, so the Ming
government stopped issuing it around 1430.
27
Debriefing the Reading:
“Paper Money in China”
• Marco Polo observed paper money being made in China. What did he see?
paper made from mulberry bark & signed by officials
• According to Marco Polo, everyone in China was willing to use paper money.
Why was this so? govt. declared it “legal tender”
• What is legal tender? anything the govt. says must be accepted for
payment
• During the Sung dynasty, what two forms of money were most common?
copper coins and paper money
• Which form of money had the largest denominations? paper money
• During the Yuan dynasty, what denominations of paper money did the
government print? both large and small
• What caused the Ming dynasty to stop issuing paper money? paper money
lost value and people stopped using it
• Why did paper money lose most of its value during the Ming dynasty?
counterfeiting became common because it wasn’t harshly punished
28
Trading Activity – 8 teams
• Prepare 8 “trading bags” structured as listed on page 199.
They also get a shopping bag. What do the goods represent?
– Tea bags – tea has been popular in China since the Qin Dynasty (221-206)
– Goldfish – represent fish, a food staple for many Chinese for thousands of years
– Chopsticks – Chinese have been using chopsticks since the Shang dynasty (16001046 B.C.)
– Paper clips – represent the metal tools in use in China since 3100 B.C.
• Instructions for students:
– Each group should read the trading instructions in their bag. There will be a 10minute trading period.
– Each group is told the minimum amount to sell their goods for, but they should
sell for as much as possible.
– Each group should try to sell all their goods.
– Each group is told what they must buy, trying to pay the lowest price possible.
They need to buy all the goods and put them in their shopping bag.
– Paper money represents strings of copper coins. You must use paper money for
buying and selling. If you get caught bartering, all goods will be confiscated
and you will be severely punished!
29
Trading Activity – 8 teams
• Goal: Sell your goods at the highest price.
– Sell all your goods at the highest price.
– Buy the goods you need at the lowest price.
– Have as much money as possible left over.
• 10 minute trading time
• Debrief:
– Who sold all and bought everything they need?
– If not, why?
– What happened if you ran out of money to buy things?
• Discuss functions and characteristics of money on
next three slides.
30
LESSON 13 – PAPER MONEY OF THE SUNG, YUAN, AND MING DYNASTIES
Functions of Money
Medium of Exchange Money acts as a go-between
to make it easier to buy and
sell things.
Store of Value
Money holds its value until
people want to exchange it
for a good or service.
Unit of Account
Money serves as a way to
measure and compare the
value of goods and services
in relation to one another.
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
31
Trading Activity - Takeaways
• Money has to be accepted by everyone if you
offer it for payment.
• Buyers and sellers has to be able to make
change.
• The money has to be physically durable.
• The money has to be easy to carry around.
• Money has to be scarce and unlikely to lose
value.
32
LESSON 13 – PAPER MONEY OF THE SUNG, YUAN, AND MING DYNASTIES
Characteristics of Money
Acceptable Money must be acceptable to everyone in
exchange for goods and services.
Divisible
Money must be easily divided into small parts
(or already in small pieces) so that people can
purchase goods and services at any price.
Durable
Money must be able to withstand the wear and
tear of many people using it.
Portable
Money must be easy to carry.
Scarce
Money must be hard for people to obtain.
Stable in
value
Money’s value must remain relatively
constant over long periods of time.
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
33
Functions of Money Spider Graph
• Show the spider graph on the next slide and
explain students will use a spider graph to
analyze how good an item would be at
meeting the functions of money.
• Use the next slide to show the two
examples—bricks and brussels sprouts
• Use a rating scale of 1 or 5 with 1 being best.
34
LESSON 13 – PAPER MONEY OF THE SUNG, YUAN, AND MING DYNASTIES
Functions of Money Spider Graph
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
35
LESSON 13 – PAPER MONEY OF THE SUNG, YUAN, AND MING DYNASTIES
Spider Graph Examples
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
36
Functions of Money Spider Graph
• Give each student a copy of Activity 13.4 and have
each student draw one card from the deck made from
Activity 13.5, Commodities as Money Cards.
• Have each student do a spider graph on their
commodity.
• Each student then explains what their commodity is,
shows their spider graph, and makes a
recommendation of the commodity’s suitability to be
used as money.
• Have the class decide which commodity would be used
as money best.
37
Lesson 17: Why Didn’t China Discover
the New World?
• Ask students to define the word “explorer.”
• Why did most explorers in the 1400s reply on
government support? Few individuals could
finance a trip although the Dutch East India
Company was “for profit.”
• Why were governments willing to finance
explorers? Governments wanted gold, spices,
new trade routes, national prestige, new lands,
etc.
• New navigation technology appeared in the
1400s. (see next two slides)
38
LESSON 17 – WHY DIDN’T CHINA DISCOVER THE NEW WORLD?
Sailing Technology
Axial Rudder: An axial rudder is a vertical blade
at the stern of a vessel that can be used to change
direction.
Multiple Masts and Sails: A ship with multiple
masts and sails can sail better into the wind.
Watertight Compartments in Ship Hulls: These
compartments prevent water from filling the entire
hull of a ship after it has been damaged.
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 17 – WHY DIDN’T CHINA DISCOVER THE NEW WORLD?
Sailing Technology
Leeboard: A leeboard is a board that is lowered
into the water to prevent a ship from drifting
sideways.
Magnetic Compass: The magnetic compass allows
sailors to determine the direction of the ship when
navigators are out of sight of land. The magnetic
compass made it possible to find direction at sea.
New technology made it safer to sail in stormy seas
and to navigate farther from the sight of land.
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
Activities 17.1, 17.2, and 17.3
• Divide the class in half and have half read about
Explorer A (17.2) and half read about Explorer B
(17.3).
• Pair students with the separate readings and
have them complete Activity 17.1. (answers on
next two slides after activities)
41
Explorer A
This explorer was seeking a better trade route. After looking to several
governments to fund his expedition, he finally found enough financial support from one
reluctant government and some private investors. If his expedition succeeded, he would
be given many rewards, including the rank of Admiral of the Ocean Sea. He would also be
appointed Viceroy and Governor of all the newly colonized lands. In addition, he would
receive a portion of all profits from the expedition.
Although the rulers financially supported him, they thought that the odds of his
success were very low. It was a very risky venture. They were willing to take a chance
because success would give them a trade advantage over neighboring countries. The
goals of this voyage were exploration, wealth, alternative trade routes, spices, and gold.
His first voyage used three ships and a crew of 90 men, the largest ship being 85 feet
long, with three masts and a crew of 40.
Explorer A’s society developed the following technologies:
Axial rudder
12th century
Multiple masts and sails 1
4th century
Watertight compartments in ship hulls
18th century
Leeboard
16th century
Magnetic compass
12th century
42
Explorer B
This explorer led seven expeditions. The ruler of his country funded his
voyages in an effort to make the country more prosperous and powerful than it had
been under other rulers. He also wanted to increase his own status as a regional leader.
The voyages were also an effort to promote trade and collect tribute (taxes) from
neighboring countries. The explorer’s first expedition included over 300 ships with a
crew of more than 28,000 men. His fleet included supply ships to carry horses, troop
transports, patrol boats, warships, and tankers to carry fresh water. The largest ship in
his fleet was reported to be 400 feet long, with nine masts and a
crew of over 1,000 men.
During his seven expeditions, he explored the coasts of faraway places,
visited many ports, and gained prestige for his accomplishments. As a result of his
voyages, merchants from his country settled in busy trade centers. Surrounding
countries feared this country’s power and strength. The country had little desire to
establish colonies; its focus was trade in goods that were not readily available at home.
Explorer B’s society developed the following technologies:
Axial rudder
1st century
Multiple masts and sails
2nd century
Watertight compartments in ship hulls
2nd century
Leeboard
8th century
Magnetic compass
9th–11th centuries
43
LESSON 17 – WHY DIDN’T CHINA DISCOVER THE NEW WORLD?
Answers to Activity 17.1 – identify explorers at this point
Christopher
Columbus
Length
of
longest
ship
Number of
masts of
longest
ship
Number
of ships
in fleet
Number of
crew
members
in fleet
85 feet
3 masts
3 ships
90
400 feet
9 masts
300 ships
28,000
(Explorer A)
Zheng He
(Explorer B)
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
LESSON 17 – WHY DIDN’T CHINA DISCOVER THE NEW WORLD?
Resources and Technology
When did each of the explorer’s society develop the following
technology?
Christopher Zheng He
Columbus
Axial Rudder
12th Century
1st Century
Multiple Masts and Sails
14th Century
2nd Century
Watertight Compartments
in Ship Hulls
18th Century
2nd Century
Leeboard
16th Century
8th Century
Magnetic Compass
12th Century
9-11th Century
Temple, Robert K. G., and Joseph Needham. The Genius of China: 3,000 Years of Science,
Discovery, and Invention. New York: Simon and Schuster, 1986.
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY
Activity 17.4 – Zheng He and Chinese
Exploration
Between 1405 and 1433 C.E., the Chinese government sent seven
naval expeditions south and west to India, Persia, Arabia, and Africa. The
leader of these voyages was Zheng He, who sailed most of these voyages
during the reign of Emperor Yung-lo (1403–1425). Many of these expeditions
included several hundred ships and thousands of sailors and soldiers.
After 1433, the Chinese government launched no further naval
expeditions. In 1436, the emperor forbade the building of ships for overseas
voyages. Forty years later, the government destroyed the records of the
voyages of Zheng He. While Spanish and Portuguese explorers claimed the
lands of Central and South America, the Chinese withdrew from the seas.
Why did China not follow up on its technological superiority? There
are several theories listed on the next slide:
46
Activity 17.4 – Zheng He and Chinese
Exploration
• The spending of Yung-lo’s government greatly exceeded the tax
revenue that could be collected. Although the Chinese system of
taxation was the most advanced in the world, even the emperor
could not continue to fund massive fleets on the scale of those
used by Zheng He.
• In the mid-1400s, Mongols began frequent attacks on China’s
northern border. The attacks may have forced China to devote
more resources to the defense of the border.
• Neo-Confucian scholars held many important government posts.
Neo-Confucian philosophy encouraged the suppression of desire
for worldly things. Trade and profits were held in contempt.
Particularly after Yung-lo’s death, the influence of the NeoConfucian scholars grew..
47
Activity 17.4 – Zheng He and Chinese
Exploration
• Some of the Chinese people at the time were concerned about
the influence that foreign goods and ideas had on Chinese culture
•All of these reasons changed the incentives for exploration. Zheng
He is said to have died returning from his final expedition in 1433.
“We . . . have beheld in the ocean huge waves like mountains rising
sky high, and we have set eyes on barbarian regions far away
hidden in a blue transparency of light vapors, while our sails, loftily
unfurled like clouds day and night, continued their course [as
rapidly as] a star, traversing those savage waves as if we were
treading a public thoroughfare.”
– Zheng He, 1432
48
LESSON 17 – WHY DIDN’T CHINA DISCOVER THE NEW WORLD?
Definition
Incentive: Any reward or benefit, such as money,
advantage or good feeling, that motivates people
to do something.
What were the main incentives for Columbus?
What were the main incentives for Zheng He?
What disincentives did Zheng He eventually have?
What is the most important—better technology or
superior incentives?
FOCUS MIDDLE SCHOOL WORLD HISTORY © COUNCIL FOR ECONOMIC EDUCATION, NEW YORK, NY