Name: Section:

China: Golden Ages of the Tang and Song and the Han Legacy
Document Based Question (DBQ) Assessment

Historical Background: The Tang and Song dynasties covered the time period from 618 to 1279 CE, a period of
more than 600 years. Not only did these dynasties last a very long time, but they are also considered to be among
the most outstanding of Chinese dynasties. The Tang and Song dynasties are considered a “Golden Age” in
Chinese history. While these dynasties experienced problems from time to time, overall they managed very well to
maintain unity among China’s diverse people.

Directions: This assessment is designed to test your ability to work with and analyze historical documents and to
connect them to a broader understanding of Chinese history and society. The tasks described below are based on
documents 1-10 that are included in this packet. This assignment consists of two parts. For Part A, read each
document and answer the questions found after each document. For Part B, you will write an essay based on
documents 1-10.

Part B: Essay
When studying the Han, Tang, and the Song Dynasties we study what many scholars characterize as three separate and
distinct Golden Ages. Each dynasty contributed to the construction of Chinese religion/philosophy, technological
advancements, intricate economic systems, art, governance, literature, urban planning and architecture and social
hierarchy.
A golden age is a term first coined by the Roman author Virgil to describe a period during the reign of Augustus as “an
idyllic, often imaginary past time of peace, prosperity, and happiness when art and culture flourished.”

You will be responsible for writing a 5 paragraph essay that answers the following questions:

Essay Question:
To what extent did the Han lay
the foundation for the Golden Ages of the
Tang and the Song? Are the
achievements of the Tang and Song
distinctive and separate from the Han?

In order to answer this question successfully, you will need to connect the evidence in this packet (Docs 1-9) with
what you know about the Han Dynasty. In order to do this, you may refer to your textbook notes and your class
notes.

In addition, you may use the Columbia Asia for Educators website “Key Points” to flesh out your understanding
of the Han, Tang, and Song Dynasties. (The Han and Tang are listed under the first tab, the Song is listed under
the second). Consider which information would be useful to the question above and take notes on that
information. Please note however, that this is NOT a research paper. This assignment is an essay that is based on
the documents that are found in this packet.

Use the template on the last page to help outline your essay.
 Part A: Document Set to use for the Document-Based Question (DBQ) Essay:
Tang and Song Dynasties and the Legacy of the Han

Document #1:

1. Using the title and chart above, explain the meaning of cultural diffusion.

2. Why does the illustration above support the idea that Tang and Song China was experiencing a Golden Age at
this time?
Document #2: Geographic and Economic Information

Items Traded West to East Items Traded East to West

Garlic Herbal medicines Silk
Grapevine Horses Porcelain
Spices Camels Technology and Inventions
Spinach Gems, gold and silver
♦ Compass
Cotton Ivory
♦ Paper

♦ Gun Powder

1. In general, how did the types of items traded East (from China) to West differ from the types of items traded
West to East?

2. Use information provided above and your own understanding to explain how successful trade along the Silk
Road helped China achieve a Golden Age. Explain at least two ways.
Document #3:

1. According to the chart, which levels of Chinese government have power over all people?

2. Based on what is shown in the chart, make TWO points explaining how there is an opportunity for social
mobility (movement of people) in this class structure.

3. As shown in the chart, how might a social hierarchy (chain of command) that is organized in this way
contribute to political unity in China? Describe at least two reasons.
a.

b.
Document #4:
Economic Connections during the Golden Age of the Song

The Golden Age in Song China was a time of economic prosperity. China was getting wealthier because
of economic developments that were connected in the following cause and effect relationships.

1 Wars force farmers to move south, where they grow rice,

Commercial (business) centers in China grow into large cities.
Growth of trade and commerce opens up job opportunities.
Farmers take time away from farming to make other products to sell.
A food surplus is generated and sold at market.
Landowners become rich enough to buy luxury items.
Better farming technologies and quick-ripening rice increase crop production.

1. Arrange the statements above to reflect China’s movement from a poorer, agricultural state to a richer,
more commercial state. The number 1, as you can see, represents the first step in this movement.
Continue to number 2 through 7 in the spaces provided.

2. Was it agriculture, commerce, or urbanization (growth of cities) which started economic growth in
China? (Circle one).

Farming Trading Growth of cities

3. How does the sequence above indicate that China is moving toward a Golden Age? Explain at least
two ways.
Document #5

Technological Inventions & Cultural Innovations of Tang and Song China

Invention Date Description Impact
Gun Powder 900 CE Explosive powder made from mixture of First used for fireworks, then weapons,
saltpeter, sulfur, and charcoal technology spread west within 300 years.

Magnetic 1100 CE Floating magnetized needle that always Helped China become a sea power;
Compass points north-south; device had existed in technology quickly spread west
(for navigation) China for centuries before it was adapted
by sailors for use at sea
Mechanical 725 CE Clock in which machinery (driven by Early Chinese clocks short –lived; idea for
clock running water) regulated the movements mechanical clock carried by traders to
medieval Europe
Paper money 960 CE Paper currency issued by Song government Contributed to development of large-scale
to replace cumbersome strings of metal commercial economy in China
cash used by merchants
Porcelain 600 CE Bone-hard white ceramic made of a special Became a valuable export-so associated
clay and a mineral found only in China with Chinese culture that it is now called
“china”, technology remained a Chinese
secret for centuries
Printing Block printing: Block printing; one block on which a whole Printing technology spread to Korea and
735 CE page is cut Japan

1. Based on the information contained in this chart, make a time line to display the sequence of Tang and Song
dynasty innovations/inventions. Choose and label FOUR inventions or advancements.

500 750 1000 1250 1500

2. Pick TWO inventions of the Tang and Song Dynasties and explain how they helped China achieve a “Golden
Age”. First, define the term “Golden Age.”

Document #6:
 “The basic justification for the Chinese Imperial (civil service) Exams was that appointees to
civil service positions were not to be chosen through special or inherited privilege, but
through an individual's own abilities. For centuries, the might of China was established
militarily, often by emperors from humble origins who had toppled existing dynasties.
However, once in control, these emperors soon realized that the actual governance of China
would require the administrative services of thousands of bureaucrats. The civil service
examination was thus a means for creating such a body of men…”
http://www.csupomona.edu/~plin/ls201/confucian3.html

Document #7:
“The examination system also helped to maintain cultural unity and agreement on basic
values. The fact that the content of the examinations were uniform (did not vary) meant that
the local scholars and ambitious would-be scholars across the whole of China were taught
with the same values. Even though only a small fraction (about 5 percent) of those who
attempted the examinations passed them and received titles, the studying and the hope of
eventual success on a another examination sustained the interest of those who took them.
Those who failed to pass—most of the candidates at any single examination—did not lose
wealth or local social standing; as dedicated believers in Confucian ideals, they served,
without the benefit of state appointments, as teachers, patrons (supporters)of the arts, and
managers of local projects, such as irrigation works, schools, or charitable foundations.”
http://en.wikipedia.org/wiki/Imperial_examination

Examine both documents.

1. According to Document #6, what was needed—in addition to a powerful Emperor—to successfully rule China?

2. Using information from both documents above, explain how civil service examinations helped China achieve a
Golden Age. Describe at least two ways.

Document #8
Excerpts from Emperor Taizong on Effective Government:

Maintaining Military Forces

“Weapons and armor are a country’s tools of violence. A warlike country, however
Questions:
huge and safe it may be, will end up declining and endangering its people. Military
force cannot be entirely eliminated nor used all the time. Teach people military
arts when they are free from farming in order to prepare them when necessary. …
1.Confucius
According to the document,
said, when people
“Not teaching should military
how toforce
fightbe
is used?
the same as discarding them.”
Hence military might (strength) serves to benefit all of China.”

1. What is the Emperor’s main message about the use of military force?

2. What stance, then, does he take about building a military?

3. How could the Emperor’s position on military force make China both strong and unified? (Explain
both.)

Document 9:
Examine the picture and answer the questions below.
 1. Describe the scene the artist depicts (is showing) in this drawing.

2. Describe THREE examples of urbanization (growing cities) shown in this picture.

3. How might successful business activity lead to cultural diversity?

Document #10
Poetry in the Tang (618-906) and Song (960-1279) Dynasties

During the Tang (618-906) and Song (960-1279) Dynasties, literature, and especially poetry flourished. One of the
reasons that literature from this period is celebrated is because it was one of the subjects emphasized in the civil
service exams. Civil service exams were used to identify people who were qualified for government positions and
were an important way for people to move up the social ladder and to positions of power in the government. For
example, if a child from a low class or poor family did well on the civil service exam, they could get a job with good
pay and prestige that would help their families move up socially and economically.

During the Tang Dynasty, poetry was viewed as one of the most sophisticated forms of expression and was
important to success in government positions because a good poet showed strength in communication,
philosophy, and reasoning. On the civil service exams during the Tang Dynasty, students had to compose poems,
which meant that if he wanted a good job, he needed to study poetry and be able to write it. During the Song
Dynasty the poetry section of the exam was replaced by essays which also required high level literacy skills.

As a result of the emphasis on literature on the civil service exams, students studied poetry and writing and
worked to become accomplished writers themselves. In addition, the invention of printing technology during
these golden ages made it easier for poetry and literature to be published, purchased, and circulated which made
it easier for students to study and for poets and writers to make a living at their art.

Source: Asian Art Museum’s Education and Public Programs, “The Flourishing of Poetry in the Tang (618-906) and Song (960-
1279) Dynasties.”

1. Based on the passage above, what were “civil service exams?” What were they used for?

2. Based on the passage, what tasks did students need to complete on the civil service exams during the Tang and Song
Dynasties?

3. Why was there a flourishing of literature during the Tang and Song Dynasties?
 Essay Planning Template
Introduction: Context: Who, what, where, when of the paper. Lead up to
your argument (thesis)

Thesis:

Reason/Evidence #1 Reason/Evidence #2 Reason/Evidence #3

Main Idea:
Main Idea: Main Idea:

a) Supporting evidence (be

a) Supporting evidence (be a) Supporting evidence (be
specific; cite documents)
specific; cite documents) specific; cite documents)

b) Supporting evidence
b) Supporting evidence b) Supporting evidence
(outside knowledge)
(outside knowledge) (outside knowledge)

Conclusion
(Sum up large concepts using different language. Leave the reader with a greater
thought.)