Inquiries Filed Under:

China

About the inquiry

This inquiry leads students through an investigation of the actions, policies, and laws of Emperor Shi Huangdi of the Qin dynasty, 220–210 BCE. By investigating the compelling question “Did Emperor Shi Huangdi improve China?” students evaluate whether Shi Huangdi’s policies and practices ultimately hurt or helped Chinese society. By investigating historical sources, students will assess the extent to which the measures Shi Huangdi took to unify China (politically, geographically, and culturally) ultimately improved Chinese society and, if so, for whom. It is important to note that this inquiry will require prerequisite knowledge of historical events and ideas. Teachers should introduce the inquiry after students have studied classical China and established Chinese philosophies including Confucianism, Daoism, and legalism.

Compelling Question

Did Emperor Shi Huangdi Improve China?

Staging Question

Discuss what photographs of the Terra-cotta Army and the Great Wall of China communicate about the ruler responsible for them.

Supporting Question

How did Shi Huangdi unify China politically?

Formative Tasks

List the actions Shi Huangdi took to unite the former Warring States.

Sources

Source A: Map of the Warring States period in China <br /> Source B: Excerpt from “The Five Vermin” <br /> Source C: “Memorial on Annexation of Feudal States”

Supporting Question

How did Shi Huangdi’s reforms standardize society?

Formative Tasks

Write a summary of the laws and reforms passed by Shi Huangdi that unified China through standardization.

Sources

Source A: Image bank: Objects showing the accomplishments of Shi Huangdi

Supporting Question

To what extent did Shi Huangdi’s treatment of opponents diminish his success?

Formative Tasks

Develop a claim supported by evidence about the extent to which Shi Huangdi’s harsh treatment of his opposition diminished his success.

Sources

Source A: “Memorial of the Burning of the Books” <br /> Source B: Excerpt from The Records of the Grand Historian <br /> Source C: Killing the Scholars and Burning the Books

Summative Performance Task

Argument: Did Emperor Shi Huangdi improve China? Construct an argument that addresses the compelling question using specific claims and historical evidence while acknowledging competing views.

Extension: Have students create a Great Wall of China. Each student would complete a “brick” that represents different elements of this time period for China.

Taking Informed Action

Understand: Investigate how suppressing freedom of speech affects a society.

Assess: Research current policies of suppression of freedom of speech in China and individuals who are currently imprisoned for criticizing the Chinese government (e.g., Chinese poet and Nobel Peace Prize laureate Liu Xiaobo).

Act: Write a letter to Cao Jianming (through the PEN American Center website) asking for Liu Xiaobo’s release from prison or write a letter to the editor explaining a position on the freedom of speech using Liu Xiaobo or another person as an example. Either letter should discuss how limiting speech has affected Chinese expression.

Your Voice Matters

join C3 Teachers

C3Teachers.org facilitates open collaborative conversations among teachers as they tinker with their own instructional practice as it relates to the C3 Framework.

We'd Love to Talk

Contact Us

If you are interested in offering more professional development opportunities, rethinking or redesigning your social studies curriculum, we’d love to talk.