Global History & Geography IH -- Grade 9
Mr. Regan
Project Assignment Sheet
MP # 3, Per. 5
Unit -- Spread of Civilizations in East Asia (500-1603)
Due date: Wednesday February 26, 2014, 9:00 pm.
Presentations begin Thursday February 27, 2014
** Your project will have three parts; a creative component, an oral
component, and a remaining material component. **
Part I -- Creative Presentation (40 points)
Your Power Point Slide show, Google Slide show, or Prezi must include a
title slide with your name & the title of your presentation(s).
Each slide show must contain a minimum of twelve (12) slides of
information and pictures, not including the title and Five Main Ideas slide. In
all likelihood you will have more. The Five Main Ideas Slide will be the last
slide of your presentation.
Your Power Point presentation must be e-mailed to me as a file
attachment . Please send it to Cregan@northsalemschools.org by the end of the
day (9:00 pm) on Wednesday 2/26/14. Any projects received after this will be
considered late. Presentations may also be saved to a Flash drive, but must
ultimately be saved on the network drive.
Your grade on this component of the project will be based on the accuracy
and creativity of your visual display as well as the time & effort you put in
during class time to complete the project. Your grade here will be based on the
Content & Graphics sections of the rubric.
Part II -- Oral Presentation (40 points)
You will be asked to present (7 – 10 minutes) your project to the class.
Your grade here will be based on the preparation you have made before the oral
presentation (note cards, rehearsal, etc.) as well as the overall delivery to the
class. Your grade here will be scored in the Mechanics & Organization sections
of the rubric.
Part III -- Remaining Material (20 points)
The remaining 20 points will be split between the accuracy of the typed Q
& A’s (15 points), the source list turned in and accurately listed according to
proper MLA citation, and the completion of your project on time (5 points).
You will be asked to provide a written list of at least three sources used to
obtain your information that will be handed in as a Word Document at the time
of your presentation. This will be done on a separate sheet of paper using the
proper MLA format.
Your Q & A questions and answers should be turned in at the time of your
presentation as a Word document in short answer essay format of at least six (6)
sentences each.
** Be sure to review your grading rubric before, during, and when you
complete the preparation of your project.
POINTS OF EMPHASIS
ORAL PRESENTATIONS & SLIDE SHOWS
Oral Presentations
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Are delivered to the class by the speaker / presenter.
Are not to be simply read to the class, or are not to be read directly from cue cards.
Establish eye contact with the class / audience during the presentation
Are rehearsed at home before the presentation is delivered to the class
Are delivered by students slowly so that the members of the class may take proper
notes and have time to digest the information presented
Do not click on pictures during the slide show that will link to the Internet
Power Point Slide Shows
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“4 x 4” Rule -- No more than 4 bullets on a page, each containing no more than four
words.
No copying & pasting written information from the Internet onto your Slide Show.
You may copy & paste pictures, maps, graphs, charts, etc.
No “funky” appearances. Avoid “typewriter.” Avoid picture backgrounds
Be careful that your words are dark enough / light enough to read against your
backgrounds
Avoid having the slides on a timer. Change them on a mouse click.
Topic List
1. The Sui Dynasty / The Rise & Fall of the Tang Dynasty -- Sui -- Include an
brief overview of the short-lived Sui Dynasty & its first emperor Wendi. Explain
what the Grand Canal is, why it is significant, and how its completion ultimately
led to the collapse of the Sui Dynasty. Include the dates of the Sui Dynasty & a
map of the area they ruled. Tang -- Include a description of Tang Taizong & his
role in shaping the Tang Dynasty. Include a map of the territory added to China
under the Tang Dynasty, as well as how the government was ruled and the
economy fared under their rule. Include a description of Empress Wu Zhao &
why she is significant in Chinese history. Include a description of several
inventions made during Tang China. Talk about the revival of trade under the
Tang. Conclude with a description of the downfall of the Tang Dynasty.
Q & A -- In what ways did the rise of the Tang Dynasty benefit China? Find four
illustrations of Chinese porcelain or paintings from the Tang period. For each
selection, write an entry that might appear in a guide to a museum exhibit.
List the date & artist (if known), and briefly describe what the work shows.
2. The Golden Age of the Song Dynasty -- Explain how the Song, despite
controlling less territory than the Tang, was a golden age for China. Include a
map of Song China. Focus on the role of Confucianism in Song China. Focus on
the economy, wealth & culture, as well as foreign trade with other countries.
Include a description of several inventions made during Song China. Include a
triangular description of the three levels of Chinese society (gentry, merchants,
and peasants), and how each contributed to the success of the Song Dynasty.
Q & A -- In what ways did the rise of the Song Dynasty benefit China? Find four
illustrations of Chinese porcelain or paintings from the Song period. For each
selection, write an entry that might appear in a guide to a museum exhibit.
List the date & artist (if known), and briefly describe what the work shows.
3. Chinese Civil-service system & The Role of Women & the Status of the
Family in Song China -- Define the term civil-service. Explain the three levels
of Chinese civil-service examinations, what the tests were based on, and who
was eligible for the tests. Explain the Chinese system of education that prepared
the candidates to take the examination. Include a description of how the Chinese
family was structured, especially among the peasants. Explain the women’s
subordinate status, what the practice of foot-binding is, and how this is symbolic
of the lower status of women in Song Chinese culture. Q & A -- Explain the
benefits to a government that employs a civil-service system rather than a
patronage system. How does the USA today employ a civil-service system?
Compare family life in Song China with family life in our culture today. What
similarities are there? What differences do you find?
4. Biography of Temujin / Genghis Khan -- View the BIOGRAPHY VIDEO of
Genghis Khan. Complete the BIOGRAPHY video sheet. Use the content of the
video to describe how Temujin’s early life prepared him for unifying the
Mongols. Explain how he was elected as the “Genghis Khan,” and provide a
map of the various territories conquered by the Mongols Genghis’ life. Conclude
with an analysis of Genghis Khan’s legacy. Read Mike Edwards’ article
“Genghis Khan.” Use information from this article to supplement both your
visual presentation and to help you answer your Q & A’s. Q & A -- What do
you think drove Genghis Khan to conquer a great empire? Explain your
answer. What factors would someone like Genghis Khan have to consider in
to unify various clans under one ruler? What are advantages to using cruelty
as a weapon? Was Genghis Khan a fair & just ruler of conquered people?
Explain your answer.
5. The Mongol Army & Empire -- Read the article “The Great Khans,” by
Mike Edwards (National Geographic, December, 1996). (Army) Use the article &
the class textbooks to describe how the Mongols fought, especially their use of
horses in battle, and their reputation as fierce fighters. Include how conquered
enemies were treated by the victorious Mongols. Describe what the Golden
Horde was & how it relates to a Mongol yurt is. Include a description of how
young Mongols were trained for military service. (Empire) Include a Map &
description of the Mongol Empire at its greatest territorial height. Use the article
& the class textbooks to describe the various cultures & peoples the Mongols
conquered, and the effect this rule had on trade, culture, and the economy.
Conclude with a description of how the Pax Mongolia (Peace & prosperity
created by Mongol conquest affected the world). Read Mike Edwards’ article
“The Great Khans.” Use information from this article to supplement both your
visual presentation and to help you answer your Q & A’s. Q & A: Were the
Mongols fair fighters? Did they kill indiscriminately? Why were they so
successful in battle? “The Mongols were great conquerors but poor rulers.”
Do you agree with this statement? Why or why not? Why did the Mongols
not conquer all of Europe? What stopped them? Compare the Mongol Empire
with the Roman Empire. Which Empire was larger in size? Why would the
Mongols concern themselves with the safe passage of traders? How was the
Mongol period both destructive and constructive? What do you think were the
three greatest effects of the Mongol conquests?
6. The Yuan Dynasty / Mongols in China -- Assess the rule of Kublai Khan in
China, focusing on how he ruled in China, as well as some of the
accomplishments of the Yuan Dynasty. Include a map of the Yuan Dynasty, as
well as some lands added during Mongol reign. Read Mike Edwards’ article
“The Great Khans.” Use information from this article to supplement both your
visual presentation and to help you answer your Q & A’s. Q & A -- What city
did Kublai Khan make the capital of the Yuan Dynasty? Describe some of the
special enhancements he made to this new city. Describe the conditions that
led to the collapse of the Yuan Dynasty?
7. Outside Contacts -- Ibn Battuta & Marco Polo -- Watch the BIOGRAPHY
VIDEO of Marco Polo. Explain the significance of the voyages of both Ibn
Battuta & Marco Polo to the court of Kublai Khan in China, including a map of
the routes each took to get there. Critique the impact both had on the Western
World’s views of China as well as the outside world. Q & A -- Complete the
video sheet. Describe how, if at all, Marco Polo & Ibn Battutu contributed to
the theme of cultural diffusion.
8. Economic & Cultural Revival Under the Ming -- Explain Hongwu’s role in
the rise of the Ming Dynasty& how this restored Chinese rule to China after the
Yuan Dynasty. Include several examples of Hongwu’s agricultural reforms.
Explain how he returned Confucian ideas and the civil-service system to China.
Explain how Hongwu’s ruling style changed. Explain how Hongwu’s son
Yonglo came to power, as well as why he moved the royal court to Beijing. Q &
A -- In what ways did the Ming Dynasty benefit China? Find four illustrations
of Chinese porcelain or paintings from the Ming period. For each selection,
write an entry that might appear in a guide to a museum exhibit. List the date
& artist (if known), and briefly describe what the work shows
9. The Voyages of Zheng He -- Read “1492: The Prequel,” by Nicholas D.
Kristof (The New York Times Magazine, June 6, 1999, pp. 80-86) and “China’s
Great Armada” by Frank Viviano (National Geographic, July 2005). Use these two
articles to describe in detail the life of Chinese Admiral Zheng He, the armada &
baochuan ships he assembled, the seven voyages of Zheng He, where many of his
travels took him, and some of the products that went from China to other areas
and came in to China for the first time. Explain China’s decision to isolate itself
after the voyages of Zheng He. Q & A -- Provide a map of the various voyages
of Chinese sailor Zheng He, where he went & in what years. Explain how he
brought Chinese culture to several of his stops and how he was involved in
cultural diffusion. Why did China’s leaders decide to scuttle his ships? Why
do you think China decided to isolate itself from the rest of the world, and
what impact do you suppose this will have on the Chinese & their later
history.
10. Chinese Economy & Foreign Relations Under the Ming Dynasty -- Restate
why the Ming Dynasty decided to isolate China from outside contacts after the
voyages of Zheng He. Explain why this “isolation” was limited to foreign trade,
and how Chinese trade prospered through smuggling operations. Explain which
areas of the Chinese economy prospered, & why China did not become heavily
industrialized. Explain who Matteo Ricci was and how he attempted to
influence China. Q & A -- Explain how the concept of ethnocentrism played
out in Ming China. Do you think this was a wise or a foolish policy? Explain.
Provide a detailed description of the Forbidden City, including pictures of the
Hall of Supreme harmony, the Hall of Central Harmony, and the Nine-Dragon
Wall. Why do you think the emperor wanted to keep people out of the
Forbidden City? What aspects of the Forbidden City helped to convey the
power of the emperor?
11. The Manchu Conquest of China -- Explain why the Ming Dynasty was in
decline by the year 1600, and why, ultimately, it collapsed. Provide a map
showing where the Manchus lived prior to invading China in 1644, and a map of
the Qing Dynasty at its territorial height. Explain how the name of the Manchu
Dynasty, “Qing,” reflects the Manchu desire to remain separated culturally from
the conquered Chinese. Despite their desire to stay separate, explain how the
Manchus did adopt some Chinese ways. Explain how the rules of Kangxi and
Qian-long were golden ages of the Qing Dynasty. Explain how the Dutch gained
favorable trading access to Chinese ports, and what the result of this was.
Explain the strained contact between Qianlong and the British Lord Macartney,
how the situation was resolved, and why, perhaps, this was hurtful to China in
the long-run. Q & A: Was China foolish to restrict trade with the West?
Explain your answer based on China’s history in the 1800’s. In what ways are
the geographies of Japan & Korea similar? What similar effects has geography
had on these nations?
12. Geography of Korea & Chinese Influence in Korea -- Include a map of the
Korean peninsula, a description of the ‘lay of the land,’ the major rivers, two
ports, and the city of Seoul. Explain how the relative location of the Korean
peninsula influenced the development of the Korean civilization. Include &
discuss several examples of how Korea has served as a ‘cultural bridge’ linking
China & Japan, as well as several ways that Chinese culture has influenced the
development of the Korean civilization. Conclude with any attempts the
Koreans made to preserve their own identity. Q & A -- Explain how the terms
“cultural bridge” and “shrimp among whales” apply to Korea. Construct a
timeline of Korea’s rulers from 108 B.C. to the present.
13. Geography of Japan & the Ring of Fire -- -- Include the definition of an
archipelago, and how Japan is an archipelago. Include a map of Japan, and an
explanation of the location of Japan’s four major islands. Explain how the
topography of the Japanese land has influenced where & how its people have
lived. Explain how the seas have acted as a protector & isolator of Japanese
culture, as well as how Japanese culture is closely linked with the seas & the
fishing industry. Include a map of the Pacific Ocean region showing the many
volcanoes present, the definition of the Pacific “Ring of Fire,” and how this has or
has not influenced Japanese culture. Define the term tsunami, explaining how
these have influenced Japan. Conclude with describing the Japanese respect for
the power of nature. Q & A. List & describe three ways in which geography
has affected Japanese culture. How has Japan’s island status affected its
history?
14. Chinese Influence on Japan, & Shinto -- Include a description of several
elements of Chinese culture that have been influential in Japan. Define the term
selective borrowing as it relates to China and Japan. Define the term Shinto,
explain the elemental facts concerning the religion, and explain the impact of the
Shinto religion on culture & history of Japan. Include several pictures of Shinto
shrines in Japan. Q & A -- Why do you think the Japanese wanted to emulate
the Chinese? Describe the overall impact of the Chinese culture on Japan.
Compare Shinto to several other nature based religions we have learned about
(Africa, North America.) How are they similar or different?
15. The Samurai & Japanese Culture -- View the Video “Samurai Warrior.”
Read the article “Japan’s Way of the Warrior,” by Michael Yamashita (National
Geographic, December 2003). Use these two resources to provide a detailed
description of the life & training of a samurai warrior, describing the role they
played in feudal society, and ultimately, how they were displaced by modern
weaponry. Q & A -- Complete the video sheet & Read the National
Geographic article on the samurai.. What are some similarities or differences
between Japanese samurai & European knights? How might the code of
bushido help the samurai in battle? Describe how Japanese soldiers in World
War II held the samurai as a model for fighting “to the death.”
16. Zen Buddhism & Japanese Artistic & Literary Traditions -- Compare &
contrast traditional Buddhism with Japanese Zen Buddhism, as well as describe
the impact of Zen Buddhism of the culture & life of Japan. Describe the theatre
traditions in Japan, focusing on the kabuki style of drama & bunraku (puppet
plays). Explain what a haiku poem is and how it differs from Western style
poetry. Explain why it was difficult for Japan to create a literature tradition in
their own language. Explain what No drama is, how it emerged in Japan, and
what its main ideas focused on. Q & A -- Provide two examples of haiku
poetry from Japanese history and two examples of original (your own) haiku
poetry from some event in your own life. Compare and contrast Greek tragedy
plays with Japanese No plays.
Name _________________________
Date __________________________________
Spread of Civilizations in East Asia Power Point Presentation Rubric
(1)
Beginning
Content
(20)
(2)
Acceptable
Content / significance
correct & discussed in
detail
Student speaks to
the class at times,
but spends too
much time
reading from the
screen or
computer
Presentation
occasionally uses
graphics that
rarely support
text and
presentation.
Presentation
graphics relate
to text and
presentation.
Colorful &
vivid.
Presentation graphics
explain and reinforce
screen text and
presentation. Colorful &
vivid.
(20)
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student demonstrates
little preparation
prior to the
presentation and is
awkward and unclear
during the
presentation.
Inability to answer
class questions with
explanations and
elaboration..
Student
demonstrates
some preparation
prior to the
presentation and
some confidence
during the
presentation.
Somewhat able to
answer class
questions with
explanations and
elaboration.
Student demonstrates preparation
prior to the presentation and
confidence during the
presentation. Able to answer class
questions with explanations and
elaboration.
Q&A
(15)
Questions not
answered
Questions
answered
correctly.
Sources List
Handed in With
Presentation (5).
Due on Time
(5)
Student
showed no
signs of
working on
project at
school or at
home. No
citations or far
too many
mistakes
Questions
answered only in
brief and not
fully explained
Student work /
project incomplete.
Sources not turned
in. Proper citation
in some areas
Questions answered
correctly and in great
detail, providing clear,
elaborate, and vivid details
Presentation completed before
the due date. Sources turned
in at presentation. Proper
citation
Graphics
(20)
Organization
Content /
significance only
briefly described
(4)
Excellent
Content /
significance
discussed and
correct
Presentation
given to the
class at most
times. Student
prepared for
the
presentation
Mechanics
(20)
There is little
appropriate
and correct
content.
Student fails
to address the
class on the
subject
matter. Poor
posture.
Student
unprepared.
Presentation
uses
inappropriate
graphics or no
graphics
(3)
Acceptable
Presentation
mostly
completed by
end of due date.
Sources turned
in at
presentation.
Proper citation
in most areas
Student clear, organized,
and prepared for the
presentation.
Score