H AN AND R OME T ECHNOLOGY DBQ 2007. A NALYZE H AN AND R OMAN ATTITUDES TOWARD TECHNOLOGY The Question.

Slides:



Advertisements
Similar presentations
The most influential teacher in Chinese history.
Advertisements

The Qin Dynasty. Aim: To what extent was the period of the Qin dynasty successful in uniting China? Do Now: Using your class notes, fill out the missing.
The DBQ Essay.
My Thesis Han and Rome had varying attitudes towards technology because technology played an integral role in the development of the Han and Roman Empires.
Introduction To DBQ.
Homework C-5 due Thursday First Draft Thesis Statement and Annotated Bibliography due Monday:  Make sure you have at least five sources in your bibliography.
Objectives  WWBAT identify the contributions of the Qin Dynasty  WWBAT analyze the impact of a united government.
Lawrence Clark Powell “Write to be understood, speak to be heard, read to grow...” E. Napp.
DBQ Debrief: Attitudes Toward Technology in Rome and Han China
* 07/16/96 Ancient Rome and Han Age of Empires *.
The Han Dynasty In this lesson, students will be able identify significant characteristics of the Han dynasty. Students will be able to identify and/or.
SUBJECT OCCASION AUDIENCE PURPOSE SPEAKER TONE.
ANCIENT CHINA. D ynasties of China Dynasty – a family of rulers who pass down the right to rule from generation to generation. 3 Dynasties heavily influenced.
Document Based Question (“DBQ”)
Ancient China Timeline of Chinese Dynasties (ruling families)
The Geography of China’s River Valleys
Ancient China Qin and Han Dynasties Do Now: 1.What Continent is China On? 2.What characteristics started Chinese civilization? Aim: What were the Great.
Google Earth  Can you guess what the picture is of?
Ancient China. Chronological Context 5000 BCE: Farm 4500 BCE: Millet 3500 BCE: Soybeans 2000 BCE: Rice 1700 – 1027 BCE: Shang Dynasty 1027 – 256 BCE:
Document Based Question (DBQ)
Accelerated World History AUGUST 26, Warm-Up: August 26, 2015 Which of the following was invented in India? A.the phonetic alphabet B.modern numerals.
AP World History: Imperial China: The Qin and Han Dynasties The Qin Dynasty B.C. E The Han Dynasty 206 B.C.E- 200C.E.
AP World History Creating Groups by Analyzing the Documents.
Ancient Chinese Dynasty
1 Dynasties of Ancient China World History. 2 Geography Geographically isolated to some extent. Huang He (Yellow River) and Chiang jiang (Yangtze) rivers.
Tuesday 11/18: Today: go over DBQ, get ready for Thursday Due Wed 11/19: C 14 ques/chart/terms Wed: Quiz C 14 TH 11/20: In class DBQ (75 points) F 11/21:
The Classical Era Unit 2 Introduction. What is the “Classical Era”? Roughly 600 BC to 600 AD Noted for the development of complex empires in three key.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.
Strong Rulers Unite China. Shi Huangdi  221 BC Zheng  First Emperor  Determined to end divisions in China.
Ancient China: Early Dynasties, Philosophies, and Religion.
The Han Dynasty of China: A Chinese Golden Age (206 BCE-220 CE) ©
Classical China CLASSICAL ERA IN THE EAST. KEY TERMS (HW) Aryans Hinduism Reincarnation Caste System Buddha Emperor Asoka Mauryan Empire Gupta Empire.
DBQ SAMPLES. RELIABILITY Doc 2 is especially reliable because the government official goes against his bias. Instead of going along with the state, he.
FROM THE 2007 WORLD HISTORY AP EXAMINATION (COURTESY OF COLLEGE ENTRANCE EXAMINATION BOARD): 1. Using the documents, analyze Han and Roman attitudes toward.
Document Based Question (DBQ) An evaluation of your ability to formulate and support an answer from documentary evidence.
Han Dynasty, 206 B.C.E.-220 C.E.  “People of the Han”  original Chinese  Paper invented [105 B.C.E.]   Silk Road trade develops; improves life.
ANCIENT CHINA. Huang-He River “Cradle of Agriculture” Very fertile Carries silt from the areas through which it travels- “yellow color”
Essential Question: I will be able to locate and identify the barriers that kept China isolated from the other River Valley Civilizations. Warm-Up Question:
The Political Development of Imperial China
Document Based Question (“DBQ”)
DBQ Debrief: Attitudes Toward Technology in Rome and Han China.
China Geography and History. History Stone Age: 1.The change in climate made them settle and farm. settle and farm 2.People settled near water because.
Zhou Dynasty .  SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE.   c. Describe the development.
The Han Dynasty of China: A Chinese Golden Age (206 BCE-220 CE) © Student Handouts, Inc.
Empires in India & China Chapter 7. Han Dynasty in China Today’s Goal  What changes took place in China under the Han Dynasty?
The Han Dynasty of China: A Chinese Golden Age (206 BCE-220 CE) © Student Handouts, Inc.
The Han Dynasty of China: A Chinese Golden Age
ESSENTIAL QUESTION: How is society influenced by changes in political and economic systems? MEDIEVAL CHINA.
Classical China: Qin and Han Dynasties
Document Based Question (DBQ)
Is mankind naturally good
FROM THE 2007 WORLD HISTORY AP EXAMINATION (COURTESY OF COLLEGE ENTRANCE EXAMINATION BOARD): 1. Using the documents, analyze Han and Roman attitudes toward.
The Document Based Question
Dynasties of Ancient China
Agenda Warm Up 12 Tables Review Review Han China
Origins of Imperial China
Aim: How can I get a 5 on the AP World DBQ Essay?
Greece Ask the students if they can name the empire based on the architecture. Click to produce pic, then click to show empire What is this a picture of?
Classic China 1800BC to 220AD.
Do Now 1. Have document packet out on desk.
Han Dynasty By: Loudon Hasler, Isaac Leifeld, Jaide Imblum, Courtney McDowell, and Shelbie Kellogg Shelbie Kellogg.
Classical Civilization: China
Rome and Han China A comparison.
AIM: HOW DO I PROPERLY WRITE
China.
221 BCE-220 CE.
Unit 2 DBQ Debrief: Attitudes Toward Technology in Rome and Han China
China (Hans) Take notes on a separate piece of paper, paying close attention to Titles and words in BOLD.
Classical Civilization: China
Presentation transcript:

H AN AND R OME T ECHNOLOGY DBQ 2007

A NALYZE H AN AND R OMAN ATTITUDES TOWARD TECHNOLOGY The Question

W HAT DOES THIS DOCUMENT TELL US ABOUT TECHNOLOGY AND HOW INDIVIDUALS FELT ABOUT IT ? Apply the key question to the document

D OCUMENT O NE : H AN GOVERNMENT OFFICIAL WRITING TO LOCAL OFFICIALS, EARLY 2 ND CENTURY BCE Establish water conservation offices in each district and staff them with experienced individuals. Government involvement for inspections of waterways, walls of cities, the dikes, rivers, canals, etc. Supply workers to carry out repair Extra notes: positive tone; Confucian obligation of good government; Mandate of Heaven; history of flooding (River of Sorrows); requires labor to carry out repairs

D OCUMENT TWO : H UAN G UAN, H AN GOVERNMENT OFFICIAL, DISCOURSES ON SALT AND IRON, FIRST CENTURY BCE Early tools made by individuals were well-made Iron tools created by government monopoly and convict labor are crude Good tools are hard to come by Iron production economically benefits the state Common people cannot afford iron and till with wooden plows Extra notes: Negative tone, criticism of government production; consider Confucian position on business and merchant activity; hurt laborers

D OCUMENT THREE : H UAN T AN, UPPER - CLASS H AN PHILOSOPHER, N EW D ISCOURSES, 20 CE Wise ruler invented pestle and mortar Continual improvement Extra notes: positive tone, tied to wise leadership; Confucian thought

D OCUMENT FOUR : HISTORY OF THE EARLY HAN DYNASTY ( GOVERNMENT SPONSORED ), 200 CE Tu Shih was a governor who cared for his people and wished to reduce their labor Improved technology for casting of iron implements Great benefit with limited labor Extra notes: government role; Confucian thoughts; theme of iron; effects on limited labor

D OCUMENT FIVE : C IERCO, UPPER - CLASS ROMAN POLITICIAN, ON DUTY, FIRST CENTURY B CE Improper for gentlemen of a certain status to labor including craftsmen Extra notes: negative tone for certain peoples; upper-class person justifying his role of elite position

D OCUMENT SIX : P LUTARCH, G REEK BORN R OMAN CITIZEN AND HIGH OFFICIAL, DESCRIBING G AIUS G RACCHUS, FIRST CENTURY CE Focus on the need for the state to create roads using technology know-how Extra notes: positive tone, government involvement to benefit the masses; during Pax Romana but looks back to hero of the masses

D OCUMENT SEVEN : S ENECA, UPPER - CLASS R OMAN PHILOSOPHER AND ADVISOR TO N ERO, FIRST CENTURY CE Technology created with a nimble sharp mind, but not by a great or elevate man Extra notes: technology equates with work; only appropriate for certain classes; justify elite position

D OCUMENT 8: F RONTINUS, G OVERNOR GENERAL OF B RITAIN AND WATER COMMISSIONER, FIRST CENTURY CE Aqueducts created by advanced technology Extra notes: Government uses technology; water; he is the water commissioner

S OME P OTENTIAL GROUPS Those who saw a benefit in technology Technology to control water resources Technology and its effects on iron production Technology inappropriate for the upper- classes Government utilizing technology Effects on labor as related to technology Government and political leaders Negative feelings about technology

E XAMPLE THESIS PARAGRAPH The Classical Age spawned a great many advancements and achievements associated with the consolidation of imperial power and economic growth which contributed to an era of several golden ages from Han China to Gupta India to the Pax Romana. Some looked to new technological discoveries as beneficial, partially in light of the need to control water resources. Others had far less positive feelings about new technology. Some went so far as to suggest that technology and its applications were demeaning to the status of a true gentleman.

E XAMPLE GROUP Many saw new technology as benefiting both governments and individuals.

D OCUMENTS AS EVIDENCE CREATION OF A SUB - GROUP Many saw new technology as benefiting both governments and individuals. This was particularly true when it came to managing water resources, an essential requirement often fulfilled by the state. Frontinus (8), the Roman General and governor of Britain, pointed out that aqueducts brought water to every elevation of major cities. Such water could be used for a variety of purposes, all of which demonstrated that this technological invention was superior and unique in the ancient world. Similarly, a Han government official (1) ordered local officials to concern themselves with inspecting and repairing waterways, dikes, and canals. Both men point out how critically important it is for the government to use technology to control water. Huan Tan (3) also suggests that technology is a great benefit. He points to the mythological wise emperor, Fuxi, and….

B IAS / POV The topic of technology and its applications took on other areas including the topic of iron tool production. A History of the Early Han Dynasty (4) points to the benefits of such technology. A discussion is provided about a provincial governor, Tu Shih, and how his invention of a water- powered blowing-engine created better iron tools to help laborers. Huan Guan (2) discuss these same tools but suggests that technology dominated by the state monopoly on iron actually harmed the production of farm implements by creating poorly fabricated tools vastly inferior to those created by workers for their own use. As a Han government official, we might assume that Huan Guan would be greatly influenced by the Confucian characterization of business and merchant activity as corruptible and lowly. This could easily sway his thoughts on the government monopolization of the iron industry and its involvement in the technological manufacturing of such tools.

B IAS / POV AND AD Some were highly critical of technology as they saw it as something inappropriate for upper-class individuals, and rather only appropriate for the more common man. Cierco (4), an upper-class Roman politician, describes the work of craftsmen as vulgar. Seneca (7), an upper-class Roman philosopher, also suggests that great or elevated men don’t invent things. Perhaps both men were trying to justify their elite status in a society which valued oratory skills and involvement in political life. It would be interesting to see the perspective of a common man, such as a peasant, to evaluate how they felt about technology. Would it be the great savior that many suggested, or it would it only cause them to toil more?