Excavating the Tomb of China’s First Emperor
Qin Shi Huangdi's rule lasted just fifteen years, but it changed China forever.
1995 FULBRIGHT-HAYS SEMINARS ABROAD CURRICULUM UNIT
by Kay Corcoran
by Kay Corcoran
In 1974, at a site near Xi’an, Chinese peasants discovered what would eventually turn out to be an underground army of life-size terracotta soldiers. More than twenty years later, excavation continues while the unopened tomb of China’s First Emperor lies nearly one mile in the distance, guarded 7,000 silent warriors. What other wonders lay beneath the expanse?
The tomb of Qin Shi Huangdi has been described as the eighth Wonder of the World. Middle school students are enormously fascinated by the idea of an ancient royal tomb. Classroom activities that encourage speculation about what yet remains unearthed provide opportunities for skill-based learning. As part of a larger study of China’s early dynasties, this unit is designed provoke interest in archeology and the significant reign of Qin Shi Huangdi. By examining maps and photographs of the terra cotta warriors, students will appreciate the artistry of China’s early craftsmen. By reading and analyzing 2,000-year old historical passages in comparison with contemporary accounts, students will learn about the Qin Dynasty and predict what archeologists may soon find in the decade to come. This unit would be part of a larger study of China’s early history and is designed to augment existing curriculum.
GRADE LEVEL: Middle School TIME NEEDED: 2 weeks
OBJECTIVES:
Students will read and evaluate historical documents about the reign of China’s First Emperor.
Students will analyze primary source descriptions of Qin Dynasty building projects including the tomb of China's first emperor.
Students will select, read and analyze secondary source accounts about the Qin Dynasty.
Students will examine photographs of the terra cotta soldiers being excavated at the tomb complex.
Students will identify and categorize characteristics of the terra cotta soldiers.
Students will make predictions about the excavation’s future finds.
Students will use the internet as a research tool.
PROCEDURE:
• Show scenes from the film, The Last Emperor, to convey the opulence of the lifestyle of China’s LAST emperor, PuYi,
filmed at the Imperial Palace (Forbidden City) in Beijing. (Preview film because it is "R" rated due to some scenes!)
• Encourage students to learn more about China’s first emperor whose dynasty was to last 10,000 years. Show photographs of the
terra cotta warrior army to provoke curiosity. April 1978 National Geographic or Time-Life Books’ China’s Buried Kingdoms are
especially good. Students can read and view images ("Mausoleum of the First Qin Emperor") on the UNESCO website.
• Building on students’ natural interest in ancient tombs and mummies, emphasize that this excavation in China is only beginning.
The actual tomb of Qin Shi Huang Di lies nearly a mile away from his standing army. Urge speculation about why the Chinese
are not immediately excavating the mound that may contain the actual burial. (This can be a lively discussion if there was
controversy previously in your classroom about the excavation of Tutankhamen’s tomb in the 1920s.)
• Introduce China’s “Grand Historiographer" Sima Qian (c.145-86 B.C.) whose 2,000 year old records are available to read today.
Though nearly too fantastic to believe, some of what he’d recorded has now been confirmed by archeologists at Xi’an. Historians
today generally verify his accounting of events.
• Excerpts from his 130 chapters will be given to students to read. Focus the activity by asking two questions: What kind of ruler
was Qin Shi Huang Di? What can archeologists hope to find as the excavation continues? Primary source excerpts can be
discussed in small groups over 2 days. Ask students to individually record their thoughts. Follow with whole
class discussion and summary.
• Students will begin their study of the Qin Dynasty by using the resources of your classroom for this unit. (classroom textbook,
"The First Emperor" CD-ROM, China’s Buried Kingdoms, National Geographic (April ‘78), supplemental information, and
numerous online web sites.
• Distribute “secondary source” sheets and invite students to be detectives. Try to confirm or contradict Sima Qian’s writings based
on present day sources. (Basic textbook will confirm Qin’s reign as that of a despot, leaving the fantastical descriptions of the
burial and palaces uncertain.)
• Record double entry journal using secondary source information during coming week.
• Analyze maps and diagrams of the excavation site (handouts or overhead for reference).
• Explore online web sites for current information. See partial list of resources.
• Students’ views on what may yet be excavated at Xi’an will vary. This open-ended inquiry does not have specific answers. It is
designed to promote curiosity that only time and archeology will answer.
• An optional extension activity, to increase appreciation for the Q’in Dynasty artistry, students can carefully examine the faces and
uniforms of the terra cotta soldiers. Rank, clothing, stance and attitude vary with a wide range of facial types including those of
ethnic minorities. If you have adequate resources in your classroom, the “facial type categories” may intrigue your students. This
can be a matching game that will focus attention on the grandeur and beauty of individual statues.
QUESTIONS:
Are the writings of Sima Qian understandable to you?
What kind of ruler was Qin Shi Huang? Was he a “good” ruler?
Why or why not?
Do the authors of 20th Century books seem to agree with Sima Qian’s accounts?
What are your predictions for future discoveries at Xi’an? Will armed clay soldiers fire their crossbows at archeologists? Will underground rivers of quicksilver surround the capital city of the First Emperor in his tomb? Will the remains of his servants and concubines be found there?
Can you find an example of each of the ten basic facial types among the terra cotta warriors? Can you distinguish foot soldiers and officers from cavalry and generals?
Was Sima Qian an accurate historian or did he exaggerate?
EVALUATION:
Assessment for this unit will utilize the primary and secondary source material. After a short discussion, students will choose one of the following assignments to do:
• Pretend it is the year 2,010 AD and you are a news reporter. Write an article that describes the latest spectacular discovery at the
tomb of the First Emperor. Include an interview with a 21st Century scholar.
• Imagine it is the year 2,010 AD. Your job is to make a travel brochure that gives details about exciting new discoveries near the
Terra Cotta Warrior Museum for tourists to see. Include a map and images.
• Create an imaginary archeologist’s diary recording work at the excavation of the tomb Qin Shi Huang Di as discoveries are made.
MATERIALS:
Sima Qian: Historical Records, A Selected Edition, translated by Raymond Dawson. Oxford: Oxford University Press, 1994.
Editors of Time-Life Books. China’s Buried Kingdoms, Alexandria, VA: Time-Life Books, 1993. (excellent classroom resource)
The First Emperor of China CD-ROM. New York: The Voyager Company, 1994. (good graphics and overview)
The Last Emperor (1987) - Extraordinary scenes; filmed in the Forbidden City. Teacher must carefully select scenes as this movie is rated R.
Topping, Audrey. “The First Emperor’s Army, China’s Incredible Find.” National Geographic, 153 (April 1978), 440-459. (excellent)
The tomb of Qin Shi Huangdi has been described as the eighth Wonder of the World. Middle school students are enormously fascinated by the idea of an ancient royal tomb. Classroom activities that encourage speculation about what yet remains unearthed provide opportunities for skill-based learning. As part of a larger study of China’s early dynasties, this unit is designed provoke interest in archeology and the significant reign of Qin Shi Huangdi. By examining maps and photographs of the terra cotta warriors, students will appreciate the artistry of China’s early craftsmen. By reading and analyzing 2,000-year old historical passages in comparison with contemporary accounts, students will learn about the Qin Dynasty and predict what archeologists may soon find in the decade to come. This unit would be part of a larger study of China’s early history and is designed to augment existing curriculum.
GRADE LEVEL: Middle School TIME NEEDED: 2 weeks
OBJECTIVES:
Students will read and evaluate historical documents about the reign of China’s First Emperor.
Students will analyze primary source descriptions of Qin Dynasty building projects including the tomb of China's first emperor.
Students will select, read and analyze secondary source accounts about the Qin Dynasty.
Students will examine photographs of the terra cotta soldiers being excavated at the tomb complex.
Students will identify and categorize characteristics of the terra cotta soldiers.
Students will make predictions about the excavation’s future finds.
Students will use the internet as a research tool.
PROCEDURE:
• Show scenes from the film, The Last Emperor, to convey the opulence of the lifestyle of China’s LAST emperor, PuYi,
filmed at the Imperial Palace (Forbidden City) in Beijing. (Preview film because it is "R" rated due to some scenes!)
• Encourage students to learn more about China’s first emperor whose dynasty was to last 10,000 years. Show photographs of the
terra cotta warrior army to provoke curiosity. April 1978 National Geographic or Time-Life Books’ China’s Buried Kingdoms are
especially good. Students can read and view images ("Mausoleum of the First Qin Emperor") on the UNESCO website.
• Building on students’ natural interest in ancient tombs and mummies, emphasize that this excavation in China is only beginning.
The actual tomb of Qin Shi Huang Di lies nearly a mile away from his standing army. Urge speculation about why the Chinese
are not immediately excavating the mound that may contain the actual burial. (This can be a lively discussion if there was
controversy previously in your classroom about the excavation of Tutankhamen’s tomb in the 1920s.)
• Introduce China’s “Grand Historiographer" Sima Qian (c.145-86 B.C.) whose 2,000 year old records are available to read today.
Though nearly too fantastic to believe, some of what he’d recorded has now been confirmed by archeologists at Xi’an. Historians
today generally verify his accounting of events.
• Excerpts from his 130 chapters will be given to students to read. Focus the activity by asking two questions: What kind of ruler
was Qin Shi Huang Di? What can archeologists hope to find as the excavation continues? Primary source excerpts can be
discussed in small groups over 2 days. Ask students to individually record their thoughts. Follow with whole
class discussion and summary.
• Students will begin their study of the Qin Dynasty by using the resources of your classroom for this unit. (classroom textbook,
"The First Emperor" CD-ROM, China’s Buried Kingdoms, National Geographic (April ‘78), supplemental information, and
numerous online web sites.
• Distribute “secondary source” sheets and invite students to be detectives. Try to confirm or contradict Sima Qian’s writings based
on present day sources. (Basic textbook will confirm Qin’s reign as that of a despot, leaving the fantastical descriptions of the
burial and palaces uncertain.)
• Record double entry journal using secondary source information during coming week.
• Analyze maps and diagrams of the excavation site (handouts or overhead for reference).
• Explore online web sites for current information. See partial list of resources.
• Students’ views on what may yet be excavated at Xi’an will vary. This open-ended inquiry does not have specific answers. It is
designed to promote curiosity that only time and archeology will answer.
• An optional extension activity, to increase appreciation for the Q’in Dynasty artistry, students can carefully examine the faces and
uniforms of the terra cotta soldiers. Rank, clothing, stance and attitude vary with a wide range of facial types including those of
ethnic minorities. If you have adequate resources in your classroom, the “facial type categories” may intrigue your students. This
can be a matching game that will focus attention on the grandeur and beauty of individual statues.
QUESTIONS:
Are the writings of Sima Qian understandable to you?
What kind of ruler was Qin Shi Huang? Was he a “good” ruler?
Why or why not?
Do the authors of 20th Century books seem to agree with Sima Qian’s accounts?
What are your predictions for future discoveries at Xi’an? Will armed clay soldiers fire their crossbows at archeologists? Will underground rivers of quicksilver surround the capital city of the First Emperor in his tomb? Will the remains of his servants and concubines be found there?
Can you find an example of each of the ten basic facial types among the terra cotta warriors? Can you distinguish foot soldiers and officers from cavalry and generals?
Was Sima Qian an accurate historian or did he exaggerate?
EVALUATION:
Assessment for this unit will utilize the primary and secondary source material. After a short discussion, students will choose one of the following assignments to do:
• Pretend it is the year 2,010 AD and you are a news reporter. Write an article that describes the latest spectacular discovery at the
tomb of the First Emperor. Include an interview with a 21st Century scholar.
• Imagine it is the year 2,010 AD. Your job is to make a travel brochure that gives details about exciting new discoveries near the
Terra Cotta Warrior Museum for tourists to see. Include a map and images.
• Create an imaginary archeologist’s diary recording work at the excavation of the tomb Qin Shi Huang Di as discoveries are made.
MATERIALS:
Sima Qian: Historical Records, A Selected Edition, translated by Raymond Dawson. Oxford: Oxford University Press, 1994.
Editors of Time-Life Books. China’s Buried Kingdoms, Alexandria, VA: Time-Life Books, 1993. (excellent classroom resource)
The First Emperor of China CD-ROM. New York: The Voyager Company, 1994. (good graphics and overview)
The Last Emperor (1987) - Extraordinary scenes; filmed in the Forbidden City. Teacher must carefully select scenes as this movie is rated R.
Topping, Audrey. “The First Emperor’s Army, China’s Incredible Find.” National Geographic, 153 (April 1978), 440-459. (excellent)