LANGUAGE DEVELOPMENT
Unit 4. History and
Culture
Qin Dynasty
Ways with words
A. Match the words with their meanings.
a. brevity v. lasting only for a short time
b. conquest vii. victory over a place or people by use of military
force
c. resemblance i. the state of being alike
d. barbarian ii. a member of an uncivilised group of people or
culture
e. ally x. one state united to another by a treaty or
a league for a military purpose
f. nobility iii. state of being noble in character, quality, or
rank
g. ruthlessness ix. character of having no pity or
compassion
h. decimation viii. the killing or destruction of a large number of a
population
i. harsh vi. cruel
j. elixir iv. liquid that is believed to cure all ills
B. Find the following words in the text and use them in
sentences of your own.
invasion: Clinton's
no-invasion order is good news.
disregard: Now
they have apparently decided to disregard it and invade them.
paramount: It's
difficult to see paramount in a sentence .
populace: Folk
music can arouse the populace, but also pacify it.
revolt: Teenagers
often revolt against parental discipline.
assassination: Kennedy’s assassination took
place in November 22, 1963.
serfdom: Lack
of serfdom and landlords also contributed to their independent
character.
C. Study the following
homographs.
address
(noun) : the location of a house)
adDRESS
(verb) : to speak to a group of people)
DEcrease
(n.) : reduction in the amount of
something)
deCREASE
(v.) : to become smaller in amount)
PREsent
(n.) : a gift)
preSENT
(v.) : to give something formally)
PROtest
(n.) : objection to something by an
organised group of people)
proTEST
(v.) : to express an objection) C
ONtest
(n.) : a game or event of
completion)
conTEST
(v.) : to challenge or dispute)
RECord
(n) : a written account of
information)
reCORD
(v.) : to keep or store information
for future use)
Homographs are the words
with different pronunciations and different meanings but same spellings.
However, the words here have a change in the word stress often causing changes
in the vowel sounds.
D. Consult a dictionary and prepare a list of ten homographs.
1)
band
2)
bar
3)
bear
4)
book
5)
can
6)
conduct
7)
fine
8)
row
9)
wave
10)
wound
E. Read the limerick, the
stressed words are in uppercase.
I KNEW a MAN whose NAME
was SHAW.
He ATE a ROCK and BROKE
his JAW.
WHAT do you THINK?
He SAID, with a WINK.
PerHAPS it’s BAD to EAT
them RAW.
A limerick is a funny rhyming verse of five lines with
the rhyme pattern aabba. Remember, limericks emphasize English sentence stress.
F. Here is a very old limerick taken from a book ‘A Book of
Nonsense’ by Edward Lear. Find the stressed words.
There
ONCE was a FLY on the WALL.
I
WONdered “why DIDn’t it FALL?”
WERE
it’s feet STUCK?
Or
WAS it just LUCK?
Or
does GRAvity MISS so SMALL?
Comprehension
A. Complete the table with
the correct information from the text.
|
Qin Dynasty
Period |
221-206 BCE |
|
Zhou Dynasty
Period |
1046-256 BCE |
|
Warring States
Period |
426-221 BCE |
|
Unification of
China by Qin |
221 BCE |
|
First Emperor of
Qin Dynasty |
Ying Zheng (Shi
Huangdi) |
|
Death of Shi
Huangdi |
210 BCE |
|
Liu Bang Period |
247 BCE- 195 BCE |
B. Answer these questions.
a. Why is the Zhou Age called a feudal age?
The Zhou Age is called a feudal age because the Zhou
government bore a strong resemblance to some of the forms of feudalism in
medieval Europe.
b. What is the location advantage of the Qin?
The territory of the Quin State in modern Shaanxi
Province is well guarded from the east by mountains and gorges and has easy
access to the North China plain through the Yellow River passes.
c. What contributed to the success in the warfare as described in the text?
The location of the state, their size of the army, and
their expert use of the chariot contributed to their success in warfare.
d. Why did the Qin invite the foreign advisor, Shang Yang?
The Qin invited the foreign advisor, Shang Yang to get
the ideas of state policy.
e. What were the key features of the Qin political system?
Fear and control were the key features the Qin
political system.
f. How were the people treated during the Qin Period?
During the Qin Period, the people were subject to
harsh laws, heavy taxation, forced labor, and strict censorship, resulting in
widespread control and suppression to maintain the central authority.
g. Why did Shi Huangdi stop educating ordinary people?
Shi Huangdi stopped educating ordinary people because
he believed that uneducated people were easier to control.
h. What did the Qin achieve by the legalism in practice?
Through the practice of Legalism, the Qin Dynasty
achieved centralized imperial power, strict social control, and efficient
governance, which allowed them to unify China and establish a strong
centralized state.
i. Why did Shi Huangdi never sleep in the same room
for two consecutive nights?
Shi Huangdi never slept in the same room for two
consecutive nights because of constant fear of assassination.
j. What are the everlasting marks of the Qin Dynasty?
The everlasting marks of the Qin Dynasty include the
Great Wall of China and the standardization of writing, currency, and
measurement systems.
Critical thinking
a. The Great Wall and the Taj Mahal are the creation of the
autocratic rulers. Present your view for or against this statement.
The
Great Wall of China and the Taj Mahal are two iconic structures that stand as
remarkable legacies of autocratic rule in different regions of the world. These
architectural marvels were constructed under the authority of powerful rulers
who wielded absolute control over their realms and sought to immortalize their
reigns through these grand projects.
The
Great Wall of China, an extraordinary feat of engineering, was primarily built
during the Qin Dynasty (221-206 BCE) and later expanded by subsequent
dynasties. It was Emperor Qin Shi Huang, the first emperor of China, who
ordered the construction of the initial sections of the wall. As an autocrat,
Qin Shi Huang had centralized power and envisioned the wall as a means to
protect his empire from invading nomadic tribes, symbolizing his dominance over
the vast territories. The laborers who toiled on the wall faced grueling
conditions and were subject to forced labor, showcasing the authoritarian
approach employed to accomplish such colossal undertakings.
On
the other side of the world, the Taj Mahal, an awe-inspiring mausoleum, was
commissioned by the Mughal Emperor Shah Jahan in the 17th century. As an autocratic
ruler of the Indian subcontinent, Shah Jahan had a penchant for grandeur and
desired to immortalize the memory of his beloved wife Mumtaz Mahal. The Taj
Mahal's construction was a labor of love and was designed to epitomize the
emperor's opulence, artistic vision, and absolute power. Skilled artisans,
laborers, and architects were conscripted from various regions and worked
tirelessly to bring the emperor's dream to fruition, exemplifying the authority
wielded by a single ruler.
Both
the Great Wall and the Taj Mahal are masterpieces of human ingenuity, standing
as testaments to the ambition and authority of autocratic rulers. However, the
achievements came at a significant cost to the people involved, as their
construction was often accompanied by forced labor, high taxes, and the
suppression of dissent. These monumental structures continue to captivate the
world, serving as a reminder of the complexities and consequences of autocratic
rule throughout history.
b. How do you describe the pros and cons of feudalism?
Pros
and Cons of Feudalism
Feudalism,
a social, economic, and political system that dominated much of medieval
Europe, offers a complex historical backdrop with both advantages and
disadvantages. This essay explores the pros and cons of feudalism, shedding
light on its strengths and weaknesses as a system of governance.
Feudalism's
hierarchical structure allowed for decentralized governance, empowering local
lords to manage their territories efficiently. This localization of power
facilitated swift decision-making, enabling quick responses to local issues and
crises. Under feudalism, vassals owed military service and loyalty to their
lords in exchange for protection and land. This mutual relationship created a
system of collective security, ensuring defense against external threats and
promoting social cohesion.
The
manorial system associated with feudalism fostered self-sufficiency, as each
manor produced its food, clothing, and basic necessities. This reduced
dependence on external markets, making communities more resilient to economic
fluctuations. Feudalism's rigid hierarchical structure provided a sense of
order and stability during tumultuous times. People had clear roles and
responsibilities, and their place in society was determined by birth,
minimizing social upheaval. Feudal lords served as patrons of the arts,
supporting the creation of literature, architecture, and other artistic
endeavors. This patronage contributed to the flourishing of medieval culture
and heritage.
Feudalism
perpetuated social inequalities, with the vast majority of the population
(serfs) subjected to harsh living conditions and exploitation by the ruling
elite. Serfs were tied to the land and had limited personal freedoms. Feudal
society lacked upward mobility, as one's social status was determined by birth.
The lack of opportunities for advancement hindered individual growth and
potential.
The
decentralized nature of feudal governance often led to conflicts between
different lords and territories, resulting in unstable periods and territorial
disputes. While the manorial system offered self-sufficiency, it also hindered
technological progress and economic development. Lack of trade and
specialization limited innovation and hindered economic growth. Feudalism's
fragmented structure resulted in weak central authority, making it difficult to
address broader issues that affected the entire realm. This weakened defense
against external threats and hindered cohesive policymaking.
In
conclusion, feudalism was a multifaceted system with both merits and flaws. Its
decentralization and local autonomy promoted efficiency and local governance,
while its feudal obligations created a sense of security and protection.
However, feudalism's inherent social inequalities, lack of social mobility, and
weak central authority were significant drawbacks that hindered societal
progress. Understanding the pros and cons of feudalism is essential for
appreciating its historical significance and drawing valuable lessons for the
governance systems of the present and future.
Writing
a. Write an email to your friend living abroad stating the
contributions of Prithvi Narayan Shah in the unification of Nepal.
From:
[email protected]
Subject:
Prithvi Narayan Shah's Contributions to Nepal's Unification
Dear
ABC,
I
hope this email finds you well. Today, I wanted to share with you some
fascinating historical insights about Nepal's unification and the crucial role
played by one of our national heroes, Prithvi Narayan Shah.
Prithvi
Narayan Shah was a visionary leader and the first King of unified Nepal. His
contributions to the unification of our country were truly remarkable and have
left an indelible mark on Nepalese history. Here are some of the key aspects of
his achievements:
Prithvi
Narayan Shah, born in 1723, belonged to the Shah dynasty and ascended to the
throne of the Gorkha Kingdom in 1743. He realized that to establish a strong
and prosperous nation, it was essential to unify the smaller principalities
scattered across the region. His first major step was the conquest of the
Kathmandu Valley, which was a significant political and cultural center during
that time.
Prithvi
Narayan Shah was not only a military strategist but also a shrewd diplomat. He
understood the importance of building alliances and fostering diplomatic ties.
Through clever alliances with various principalities and by marrying his
daughters to regional rulers, he was able to secure support and create a
formidable force to achieve his unification goals. To realize his dream of
unifying Nepal, Prithvi Narayan Shah focused on strengthening the military of
the Gorkha Kingdom. He implemented significant reforms, improved weaponry, and
trained his soldiers to be disciplined and skilled warriors. This military
strength played a crucial role in overcoming resistance and expanding his
kingdom's territories.
One
of the most remarkable aspects of Prithvi Narayan Shah's leadership was his
approach to governance. He respected the cultural and religious diversity of
the regions he conquered and showed remarkable tolerance. This approach allowed
for the integration of various ethnicities and communities, fostering a sense
of unity and solidarity. Prithvi Narayan Shah's successful campaigns and
visionary leadership culminated in the unification of the smaller kingdoms,
creating the foundation of modern-day Nepal. He established the capital in
Kathmandu and initiated a golden era that shaped Nepal's history and identity.
Today,
as we enjoy the beauty and unity of Nepal, we owe a great debt to the foresight
and tenacity of Prithvi Narayan Shah. His efforts paved the way for a united
Nepal, where diverse cultures and traditions continue to thrive harmoniously.
I
hope this brief overview has piqued your interest in Nepal's history. When you
visit next, I'd love to take you to some of the historical sites associated
with Prithvi Narayan Shah's unification efforts.
Take
care and looking forward to our next conversation.
Warm
regards,
Yours,
XYZ
Best of Luck
Extra Question
Read the POEM
and answer the questions. [15]
This is the weather the cuckoo likes,
And so do I;
When showers betumble the chestnut spikes,
And nestlings fly:
And the little brown nightingale bills his best,
And they sit outside at ‘The Travellers Rest’
And maids come forth sprig-muslin dressed
And citizen dream of the south and west,
And so do I.
This is the weather the cuckoo shuns
And so do I;
When beeches drip in brown and duns,
And thresh and ply;
And hill-hid tides throb, throw and throe,
And drops on gate-bars hang in a row,
And rooks in families homewards go,
And so do I.
Thomas Hardy
1. Find the words or phrases in the poem
that are opposite to the following words:
a) backward
b) big
c) come
d) dances
e) disrobed/undressed
f) east
g) exposed
h) green and fresh
i) hates/dislikes
j) heavy rain
k) holdback
l) huge
m) huge
n) inside
o) lads
p) leave
q) likes /loves
r) married woman
s) motion/action
t) show
u) south
v) stand
w) stillness
x) stop
y) undressed
z) worst
2. From the poem find the words which are similar in meaning to the following words or phrases:
a) a brownish grey colour
b) an inn
c) avoids/dislikes
d) back home
e) beat
f) colourful
g) damsels
h) fall
i) flutter /flap
j) girls/damsels
k) kinds of tree
l) land after harvesting
m) large black bird
n) lass
o) line/queue
p) rains
q) shake gently
r) sings
s) tiny
t) trickle/ooze
u) unmarried women
v) young birds/baby birds
3. Answer the following questions:
a) Does
the poet love nature?
b) How
do maids come out?
c) How
do the girls express their joys in spring?
d) What
can be seen on the gate bars?
e) What
do “Weathers” stand for?
f)
What do baby birds learn?
g) What
do the nestlings do during rain?
h) What
do the people think of during the spring?
i)
What does the brown
nightingale do in the spring season?
j)
What does the first stanza
represent?
k) What
happens to the trees in winter?
l)
What kind of season is
described in the first verse?
m) What
season does a cuckoo like and why?
n) What
season does the poet talk about in the second verse?
o) What
things are happening in the first verse?
p) What
things are happening in the second verse?
q) When
do nestlings fly?
r)
When does the cuckoo shun?
s)
Which is the pleasant
season?
t)
Which two weathers have been
described in this poem?
u) Which
weather does the poet like?
v) Who
has composed the poem?
w) Why
do rooks go homewards?
x) Why
does the poet like spring season?
y) Why
is the autumn season unpleasant and disappointing?
z) Write
the names of the seasons the two verses represent.
4. Write ‘T’ for true and ‘F’ for false for the following statements:
a) Beach
is a kind of tree.
b) Cuckoo
is a bird with a call like its name.
c) Nightingale
is a small reddish brown bird.
d) The
cuckoo is heard in the spring season.
e) The
cuckoo likes the weather when beeches drip in brown and duns.
f)
The cuckoo really likes the
winter season.
g) The
girls are seen in their cotton dresses in the spring season.
h) The
poem is composed by a Nepali poet.
i)
The poet likes the weather
which the cuckoo likes.
j)
The poet presents the spring
season in its form, sound and colour.
k) The
rain in spring does no harm to the trees.
l)
The sea is calm in winter.
m) The
weather described in the first verse is all bright, beautiful and pleasant.
n) The
weather described in the second verse is dull, gloomy, disappointing and
unpleasant.
o) There
occur storms and tides in winter.
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