Objective: At the end of this module students will be able to:

• Outline the military advantages nomadic peoples had over the settled civilizations of Asia.
• Assess the manifold impact of Mongolian conquest upon Asian societies.
• Compare the spread of Indian culture in Southeastern Asia to Chinese culture in Eastern Asia.
• Discuss the development of the distinctive cultures of China and Japan.
• Identify the factors that allowed China to lead economically and intellectually in this period.
• Explain the emergence of unique elite cultures in the three countries.

Required Reading:

• A History of World Societies, Chapter 12: Cultural Exchange in Central and Southern Asia, 300-1400, p. 733
• A History of World Societies, Chapter 13: States and Cultures in East Asia, 800-1400, p. 792
• Timeline of Chinese History and Dynasties http://afe.easia.columbia.edu/timelines/china_timeline.htm .
• Famous women of Japanese history, (essay) http://www.samurai-archives.com/women.html.
• Silk Road Narratives http://depts.washington.edu/silkroad/texts/texts.html

Module 10 Assignment:

• Briefly identify and define the following terms and concepts. State why they are important to understanding the history of East Asia.

1.Bushido	5. dynastic cycle	9. military governors	13. paper money	17. Sinosphere
2. Ch'in dynasty	6. Esoteric Buddhism	10. military land stewards	14. samurai	18. Karma
3. compass	7. examination system	11. movable type	15. shogun	19. Formosa
4. concubine	8. foot binding	12. Neo-Confucianism	16. The Tale of Genji	20. Zen

• Go to the "Assignments/Assessment Chart and Coursework Modules" tab in Blackboard to complete the assignment.
• Assignment title: Module 10: East Asian Terms

ASSESSMENT RUBRIC FOR EAST ASIAN TERMS/ TOTAL POINTS AVAILABLE: 100
90-100	80-89	70-79	69-0
All relevant components of an identificationwho, what, when, where, whyare clearly and fully addressed. The response demonstrates detailed knowledge of the most important features of the item, as well as relation of item to larger historical periods, trends, and concepts.	Most relevant components of identification are adequately addressed. The response demonstrates general knowledge of the item, as well as relation of item to larger historical periods, trends, and concepts.	Most relevant components of identificationwho, what, when, where, whyadequately addressed; no more than one significant element missing; response demonstrates some knowledge of the item. Vague relation of item to larger historical periods, trends, and concepts.	Several relevant components of identification missing or incorrect. The response does not distinguish the item from other items. Relation of item to larger historical periods, trends, and concepts missing or incorrect.