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oxford history grade 10

  • Description

Oxford In Search of History provides learners and teachers with outstanding, accessible high-quality material that meets the requirements of the National Curriculum and Assessment Policy Statement (CAPS). The course builds learners' confidence by using scaffolded activities, and by providing opportunities for practice and consolidation. Extension activities provide for learners aspiring to excellence.

  • All the essential resources are in the text, and a full-colour map is provided.
  • Accessible language ensures easy understanding that will help learners to learn and revise independently.
  • Exam words are highlighted in the text, to improve exam performance.
  • A sample exam paper allows learners to effectively practise for exams.

oxford history grade 10

The specification in this catalogue, including without limitation price, format, extent, number of illustrations, and month of publication, was as accurate as possible at the time the catalogue was compiled. Due to contractual restrictions, we reserve the right not to supply certain territories.

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Oxford Insight History for NSW Year 10 Student Book + obook assess

Second Edition

Dr Bruce Dennett, Bernie Howitt, Emily Shanahan

Oxford Insight History for NSW Year 10 Student Book + obook assess

Description

Oxford Insight History for NSW 2E is an engaging, academically rigorous series that covers all depth studies in the NSW History syllabus for Stages 4 and 5/Years 7 to 10, presented in both single–year and stage–level formats. To prepare students for the demands of the recently updated Stage 6 Ancient and Modern History syllabi, the new editions have been fully revised to feature an explicit focus on scaffolded historical skills development and inquiry-based learning. Featuring the most up-to-date information, Oxford Insight History for NSW 2E also provides coverage of fresh case studies, recent events and historical findings and ideas. Developed by NSW’s most respected History authors and Oxford’s award-winning publishing team, the series offers accessible print content designed to spark curiosity and initiative in students of all abilities, supported by improved online student resources and teacher support materials. Key features:

  • Topic-based spreads provide structured teaching and learning
  • Stunning images and illustrations engage students and support deep inquiry
  • The Historian’s toolkit provides a stand-alone reference for all historical skills and concepts that can be taught as a separate unit of work or revisited as required
  • Key content panels at the beginning of each section reinforce learning intentions
  • Source study activities invite students to analyse a range of primary and secondary sources designed to bring the past to life
  • Case study spreads provide opportunities to interrogate historical explanations and theories
  • Checkpoint questions linked to content dot points in the NSW History Syllabus appear at the end of every section and are accompanied by differentiated worksheets
  • Check your learning panels review student progress and provide opportunities for analysis and extension
  • Spotlight activities highlight key skills and concepts
  • Think, pair, share activities encourage student collaboration
  • Visible thinking prompts help develop students’ critical thinking and analysis skills (perspective, analysis and use of sources)
  • Margin glossary definitions provide instant clarification of key terms

The Historian's toolkit: concepts and skills

PART D - RIGHTS AND FREEDOMS: AN OVERVIEW (DEPTH STUDY 4)

Chapter 7 Rights and freedoms

PART E - THE GLOBALISING WORLD: AN OVERVIEW (DEPTH STUDY 5)

Chapter 8 Popular culture Chapter 9 The environment movement Chapter 10 Migration experiences

PART F - SCHOOL–DEVELOPED TOPIC: AN OVERVIEW (DEPTH STUDY 6)

Chapter 11 Australia in the Vietnam War era

Dr Bruce Dennett has a PhD in History and a Master’s Degree in Education. He is currently working as a Tertiary Supervisor for Macquarie University’s School of Education. Bruce has more than forty years’ experience teaching Ancient and Modern History in New South Wales secondary schools and at university level. Bruce is an active member of the History Teachers’ Association of NSW (HTANSW) and has been awarded the Premier’s History Teaching Scholarship twice. As well as authoring Insight History , Bruce is one of the lead authors of Oxford University Press’s popular senior history series Key Features of Modern History . Bernie Howitt is a former lecturer in History and Society & Culture Methods in the School of Education at the University of NSW. Bernie has been teaching History since the 1970s and is the winner of two NSW Premier’s History scholarships. He has worked on syllabus development for both the Board of Studies NSW and ACARA. As well as authoring Insight History , Bernie is one of the lead authors of Oxford University Press’s popular senior history series Key Features of Modern History . Emily Shanahan has 15 years’ teaching experience and is currently Director of Co-Curricular at Northern Beaches Christian School. This year she has presented at HTA’s 2019 Teaching History Symposium and the HTANSW state conference, as well as two sessions at the National HTA conference. She has received several academic awards for her Master of Educational Leadership, and was awarded a NSW HTA Premier’s History Scholarship for 2020.

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Red poppies growing in a field.

  • Admissions Requirements
  • Fees and funding
  • Studying at Oxford

Course overview

UCAS code: V100

Entrance requirements: AAA

Course duration: 3 years (BA)

Subject requirements

Required subjects: Not applicable

Recommended subjects: History

Helpful subjects: Not applicable

Other course requirements

Admissions tests:  HAT

Written Work: One piece

Admissions statistics*

Interviewed: 71% Successful: 25% Intake: 242 *3-year average 2020-22

Tel: +44 (0) 1865 615000 Email:  [email protected]

Unistats information for this course can be found at the bottom of the page

Please note that there may be no data available if the number of course participants is very small.

About the course

Oxford’s History course combines the examination of large regions over extended periods of time with more focused work on smaller social groups, shorter periods and particular themes. It provides a distinctive education by developing an awareness of the differing political, cultural, social and economic structures within past societies and how they interrelate.

The course combines vigorous debate over questions of interpretation with rigorous attention to source material, while the constant enrichment by cross-fertilisation from other disciplines leads to new questions about the past.

Oxford is celebrated for the broad chronological sweep of its courses and the enormous amount of choice offered. Students can study options on any part of British and European history from the declining years of the Roman Empire to the present day.

The geographical range is also broad: there are options on North American, Latin American, Asian and African history (visit the department website for further details).

Students are encouraged to adopt a variety of interdisciplinary approaches to their work, and the faculty is strong on intellectual and cultural history options. The Oxford History Faculty is at the forefront of research. 

Oxford also possesses exceptional library provision for History in the  Bodleian Library , the  History Faculty Library , the Bodleian Art, Archaeology and Ancient World Library and the  Weston Library’s  special collections.

Astrophoria Foundation Year

If you’re interested in studying History but your personal or educational circumstances have meant you are unlikely to achieve the grades typically required for Oxford courses, then applying for the course with a Foundation Year might be right for you.

Visit our Foundation Year course pages for more details. 

Unistats information

Discover Uni  provides applicants with Unistats statistics about undergraduate life at Oxford.

Please select 'see course data' on the following course option to view the full Unistats data for History.

Please note that there may be no data available if the number of course participants is very small. 

A typical week

During the first year, you will be expected to attend around five lectures each week, participate in regular meetings with tutors to discuss work, conduct independent research and write at least one essay a week.

In the second and third years you will have the opportunity to choose from an enormous variety of lectures, and your regular tutorials will be supplemented by faculty classes where you will discuss work with a larger number of students.

The third-year thesis will give you the opportunity to engage in a piece of independent research. Generally students are very much in charge of their own timetable throughout their course.

Tutorials are usually 2-4 students and a tutor. Class sizes may vary depending on the options you choose. There would usually be no more than around 12 students although the more popular classes may include up to 30 students. 

Most tutorials, classes, and lectures are delivered by staff who are tutors in their subject. Many are world-leading experts with years of experience in teaching and research. Some teaching may also be delivered by postgraduate students who are usually studying at doctoral level.

To find out more about how our teaching year is structured, visit our  Academic Year  page.

Course structure

Years 2 and 3.

The content and format of this course may change in some circumstances. Read further information about potential course changes .

Academic requirements

Wherever possible, your grades are considered in the context in which they have been achieved.

Read further information on  how we use contextual data .

If a practical component forms part of any of your science A‐levels used to meet your offer, we expect you to pass it.

If English is not your first language you may also need to meet our English language requirements .

If your personal or educational circumstances have meant you are unlikely to achieve the grades listed above for undergraduate study, but you still have a strong interest in the subject, then applying for History with a Foundation Year might be right for you.

Visit the Foundation Year course pages for more details of academic requirements and eligibility.

All candidates must follow the application procedure as shown on our  Applying to Oxford  pages.

The following information gives specific details for students applying for this course.

Admissions test

All candidates must take the  History Admissions Test (HAT)  as part of their application. 

Separate registration for this test is required and it is the responsibility of the candidate to ensure that they are registered.

We strongly recommend making the arrangements in plenty of time before the deadline. 

Visit the  HAT page  for everything you need to know, including guidance on how to prepare.

Written work

Visit our further guidance on the  submission of written work  for more information, and to download a cover sheet.

What are tutors looking for?

Tutors are looking for intellectual curiosity as well as a flexible approach to engaging with unfamiliar concepts or arguments and an enthusiasm for history.

If you are shortlisted, you may be asked to discuss your submitted written work and personal statement during interview. Candidates may also be asked to read and talk about a short passage as part of the interview. 

Visit the History website for more detail on the selection criteria for this course.

History graduates go on to follow diverse careers in fields such as:

  • investment banking and consultancies
  • advertising
  • accountancy
  • the Civil Service
  • journalism and the media
  • global charity work
  • librarianship and archive work

Edward, a curator, says: ‘My degree helped me acquire a position with the Pendle Heritage Centre and then at Historic Scotland. Afterwards I became a curator for the National Museum of the US Navy.’

David, who is now a history teacher, says: ‘A History degree was a prerequisite to teaching history to A-level and IB, but the Oxford degree accelerated my career path, allowing me to step straight into a position at an academic school. I use my degree on a daily basis, in teaching a wide range of historical topics as well as advising students about Oxford.’

Robin is the Managing Director of Schneider-Ross. He says: ‘On graduating, I joined Esso UK. Having met my wife there, in 1989 we decided to set up our own consultancy, Schneider-Ross, specialising in global diversity and inclusion. I feel History gave me all the skills I’ve called on to analyse data, make arguments and convince people of the need to change… and the confidence to work at board level with FTSE 100 companies (it’s just like a tutorial really).’

Sian says: ‘Since graduating I have worked as assistant brand manager on Pringles and Braun at Procter & Gamble. My degree taught me analytical skills, time management and the ability to think critically, all of which are crucial in my role.’

Note: These annual fees are for full-time students who begin this undergraduate course here in 2024. Course fee information for courses starting in 2025 will be updated in September.

We don't want anyone who has the academic ability to get a place to study here to be held back by their financial circumstances. To meet that aim, Oxford offers one of the most generous financial support packages available for UK students and this may be supplemented by support from your college.

Further details about fee status eligibility can be found on the fee status webpage.

For more information please refer to our  course fees page . Fees will usually increase annually. For details, please see our  guidance on likely increases to fees and charges.

Living costs

Living costs at Oxford might be less than you’d expect, as our  world-class resources and college provision can help keep costs down.

Living costs for the academic year starting in 2024 are estimated to be between £1,345 and £1,955 for each month you are in Oxford. Our academic year is made up of three eight-week terms, so you would not usually need to be in Oxford for much more than six months of the year but may wish to budget over a nine-month period to ensure you also have sufficient funds during the holidays to meet essential costs. For further details please visit our  living costs webpage .

  • Financial support

**If you have studied at undergraduate level before and completed your course, you will be classed as an Equivalent or Lower Qualification student (ELQ) and won’t be eligible to receive government or Oxford funding

Fees, Funding and Scholarship search

Additional Fees and Charges Information for History

There are no compulsory costs for this course beyond the fees shown above and your living costs.

Contextual information

Unistats course data from Discover Uni provides applicants with statistics about a particular undergraduate course at Oxford. For a more holistic insight into what studying your chosen course here is likely to be like, we would encourage you to view the information below as well as to explore our website more widely.

The Oxford tutorial

College tutorials are central to teaching at Oxford. Typically, they take place in your college and are led by your academic tutor(s) who teach as well as do their own research. Students will also receive teaching in a variety of other ways, depending on the course. This will include lectures and classes, and may include laboratory work and fieldwork. However, tutorials offer a level of personalised attention from academic experts unavailable at most universities.

During tutorials (normally lasting an hour), college subject tutors will give you and one or two tutorial partners feedback on prepared work and cover a topic in depth. The other student(s) in your tutorials will be doing the same course as you. Such regular and rigorous academic discussion develops and facilitates learning in a way that isn’t possible through lectures alone. Tutorials also allow for close progress monitoring so tutors can quickly provide additional support if necessary.

Read more about tutorials and an Oxford education

College life

Our colleges are at the heart of Oxford’s reputation as one of the best universities in the world.

  • At Oxford, everyone is a member of a college as well as their subject department(s) and the University. Students therefore have both the benefits of belonging to a large, renowned institution and to a small and friendly academic community. Each college or hall is made up of academic and support staff, and students. Colleges provide a safe, supportive environment leaving you free to focus on your studies, enjoy time with friends and make the most of the huge variety of opportunities.
  • Porters’ lodge (a staffed entrance and reception)
  • Dining hall
  • Lending library (often open 24/7 in term time)
  • Student accommodation
  • Tutors’ teaching rooms
  • Chapel and/or music rooms
  • Green spaces
  • Common room (known as the JCR).
  • All first-year students are offered college accommodation either on the main site of their college or in a nearby college annexe. This means that your neighbours will also be ‘freshers’ and new to life at Oxford. This accommodation is guaranteed, so you don’t need to worry about finding somewhere to live after accepting a place here, all of this is organised for you before you arrive.
  • All colleges offer at least one further year of accommodation and some offer it for the entire duration of your degree. You may choose to take up the option to live in your college for the whole of your time at Oxford, or you might decide to arrange your own accommodation after your first year – perhaps because you want to live with friends from other colleges.
  • While college academic tutors primarily support your academic development, you can also ask their advice on other things. Lots of other college staff including welfare officers help students settle in and are available to offer guidance on practical or health matters. Current students also actively support students in earlier years, sometimes as part of a college ‘family’ or as peer supporters trained by the University’s Counselling Service.

Read more about Oxford colleges and how you choose

FIND OUT MORE

  • Listen to the course podcast
  • Visit the History Faculty's website

Oxford Open Days

Our 2024 undergraduate open days will be held on 26 and 27 June and 20 September.

Register to find out more about our upcoming open days.

Top-ranked history department in the UK

With more than 180 historians, Oxford's submission to REF 2021 was by far the largest in the United Kingdom.

More than 50% of our research* was ranked as 4* (world leading) putting us no. 1 in the country for 'research power'.

*Overall profile, impact and environment. Visit the REF website for more detail . 

RELATED PAGES

  • Which Oxford colleges offer my course?
  • Your academic year
  • Foundation Year

Related courses

  • Archaeology and Anthropology
  • Classical Archaeology and Ancient History
  • Foundation Year (Humanities)
  • History of Art

FEEL INSPIRED?

Why not have a look at some History magazines such as  History Today  or  BBC History  (which also has  weekly podcasts ).

You may also like to explore the  British Museum  website or  BBC Radio 4 archives , both of which have excellent links to historical materials.

Follow us on social media

Follow us on social media to get the most up-to-date application information throughout the year, and to hear from our students.

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Caxton Books

In Search of History G10 9780199057252

R 237,35

In Search of History Grade 10 – Oxford In Search of History provides learners and teachers with outstanding, accessible high-quality material that meets the requirements of the National Curriculum and Assessment Policy Statement (CAPS). The course builds learner’s confidence by using scaffolded activities, and by providing opportunities for practice and consolidation. Extension activities provide for learners aspiring to excellence. Features include: all the essential resources are in the text, and a full-colour map is provided; accessible language ensures easy understanding that will help learners to learn and revise independently; exam words are highlighted in the text, to improve exam performance; and a sample exam paper allows learners to effectively practise for exams.

Available on backorder

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In Search of History Grade 10 Learner's Book (E-Book)

In Search of History Grade 10 Learner's Book (E-Book)

Description

Oxford In Search of History provides learners and teachers with outstanding, accessible high-quality material that meets the CAPS requirements. The course builds learners' confidence by using scaffolded activities, and by providing opportunities for practice and consolidation. Extension activities provide for learners aspiring to excellence.

Product Information

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In Search of History Grade 10 Learner's Book

PLEASE NOTE:  We will be closed on 28 and 29 February 2024 for Stock Take. Apologies for the inconvenience.

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Qualifications and Entry Requirements

qualification

The following criteria are to be applied in the assessment of candidates for History.  In the case of candidates for the Joint Schools with History, these criteria are to be applied in assessment for the History side of each school.

  • Intellectual curiosity
  • Conceptual clarity
  • Flexibility - the capacity to engage with alternative perspectives and/or new information
  • Accuracy and attention to detail
  • Critical engagement
  • Capacity for hard work
  • Enthusiasm for History
  • Evidence of historical imagination and understanding, in particular, the ability to speculate and compare, alongside the possession of appropriate historical knowledge and the capacity to deploy it.

At various points of the Admissions process candidates will be assessed against these criteria on the basis of information derived from a variety of sources:

  • UCAS forms, including, in particular, personal statements, school reports, qualifications achieved and qualifications predicted
  • Performance at GCSE
  • Performance in the History Admissions Test (HAT)
  • Written work submitted by candidates
  • Performance in interviews
  • Comparison, in all these areas, with other candidates

Minimum Offer

To study History or any of its Joint Schools, you are required to achieve 3 As at A-level. You need not have taken all three A-levels in the same year. You do not need any A*s.

If you are taking other qualifications, click here to find out about equivalent requirements.

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History Grade 10 - Topic 1 The Ming Dynasty

Chinese civilisation stretches back to least 2000 BC. It became a single empire in 221 BC. [1] China was ruled by a series of dynasties until 1911 and from 1368 to 1644, the Ming Dynasty ruled over China. This was the last native Chinese dynasty. [2] The word ‘Ming’ means bright, and is a fitting name for the Dynasty that had many developments during its lifespan. [3]

Lineage [4]

The Ming Dynasty had a total of sixteen emperors. This article will focus on the changes that took place during rule of the following Emperors: Hongwu (first emperor), Yongle (third emperor), Yingzong (sixth emperor) and Chongzhen (sixteenth emperor).

Below is a full list of Ming Dynasty Emperors:

oxford history grade 10

The rise of the Ming Dynasty

Up until 1368, Mongolian rulers held the Yuan Dynasty in China. [5] In Mongolian Law, various groups of indigenous Chinese people, especially the Han, were considered ‘lower class’. Chinese groups were considered ‘dregs’ in the social order. Many Chinese peasants were enslaved in large numbers, had their lands confiscated, and were excluded from governmental positions. [6] Non-mongolian foreigners, such as Marco Polo , the Persian Ahmad and  the Uighur Sengge, were welcomed as patrons in Yuan China.  It could be argued that this hospitality was not shown towards Chinese locals. Internal class tension was exacerbated in the 1340s by natural disasters and forced conscription of Han peasants for labour. [7] Various rebel groups began to assemble and prepare for a rebellion. Zhu Yuanzhang was one of the main leaders of these rebel groups.  He did not come from an affluent background, and spent years begging for a Buddhist monastery [8] . At the time, Yuan militia burned down the monastery in an attempt to stop an impending rebellion. Yuanzhang worked his way up through rebel ranks in 1352 A.D., when he joined a group related to the White Lotus Society. In 1368, Zhu Yuanzhang initiated a rebellion and captured Beijing. [9] This marked the official end of Mongolian control over China. Yuanzhang began the Ming Dynasty and took the title of Emperor Taizu, or the Hongwu Emperor. [10]

Government and Society

At the time, the Ming Dynasty had the most effective central bureaucracy in the world. Emperors were autocratic rulers who had absolute power over all aspects of life in their Empire. During the Ming Dynasty, the civil service system was perfected. Officials entered top levels of the bureaucracy by passing a government examination [11] . During Emperor Taizu’s reign, an office called the Censorate (Yushati) was made separate to the government. They investigated official cases of corruption and misconduct [12] . Each province had its own bureau that was attached to the central government. Instead of having a prime minister, the Emperor took personal control over the government and was assisted by a Grand Secretariat, also known as a Neige [13] . Castrated men, known as Eunuchs, were employed as advisors for the emperor. These advisors held a high position in the bureaucratic rank. By the 16th Century, weak Ming emperors were often dominated by their advisors. [14] The governmental structure of the Ming Dynasty lasted until China’s imperial system was abolished in 1911. [15]

During the beginning of his reign, Emperor Taizu enforced strict military discipline and reorganised the army to establish the ‘Brocade Guards’. These guards operated alongside spies and secret agents to purge corrupt officials. [16] Forms of punishment were severe and often included tattooing, severing of organs and castration, however, near the end of Taizu’s reign, these were outlawed in favour of corporal punishment and flogging. [17]   In 1380 A.D., Taizu revised the legal code to ensure that his power could not be challenged in court. He also launched a series of land and tax reforms. [18] The palace guard launched an internal investigation 1380 A.D., this lasted for 14 years. A total of 30 000 executions were conducted during this time. [19]

The role of women

Women in Ming China had the ability to become property owners, if they were affluent enough. They also had access to literature when it was widely published. In the 17th Century, an anthology of Chinese poetry included poems from as many as 1000 women. Writer Li Yu is an example of an early feminist, arguing that women should be equal to men. [20]

In reality, women in Ming China lived domestic lives and bore children. Male children were more important than female children, and a common practice of killing female babies at birth was present. [21] This practice was officially discouraged but unofficially practiced. Status was strongly connected to class. Therefore, rural peasant women worked in the same conditions as men. Urban women, on the other hand, were employed in the fields of weaving and embroidery. [22] Upper class women were subjected to the practice of foot-binding, in an attempt to keep their feet small and feminine. When women’s feet were bound, their bones would often break and they could only make small strides when walking. [23]

Cultural Achievements

In 1406, Emperor Yongle transferred the capital of China from Nanjing to Beijing [24] . Yongle ordered the construction an imperial palace complex called the Forbidden City, which remains the world’s largest to date. In 1420,  the Forbidden City was occupied by the court. [25] The capital became a cultural hub where different types of craftsmanship took place. Decorative techniques, including cloisonné, lacquerwork and furniture sculpting also reached a peak during this time. [26] Ornamental carvings from wood, porcelain, ivory and jade were some features during this time. Decorative ceramics that used different techniques were a trademark. [27] Porcelain was one of the Ming Dynasty’s bets exports. Porcelain is created by grinding china-stone and mixing it with china-clay. This mix is then baked until it becomes translucent. [28] In 1368, an imperial factory was created in Jingdezhen to produce ceramics for the imperial court. [29] A common ceramic technique of enamel painting combined with a blue underglaze, called ‘blue and white’ was imitated China’s neighbouring countries. This technique was later adopted by European countries, although most of the porcelain was still produced in the Jingdezhen factory. [30]

oxford history grade 10

Beijing was the main bureaucratic and military centre, while towns like Nanjing became famous for their social life and festivals. [31] It is suggested that cultural achievements of the Ming Dynasty were characterized by a conservative and ‘inward-looking’ attitude. [32]  Urban culture grew as Chinese cities expanded. Under the Ming regime, literary examinations were re-established. This, combined with the growth in urban culture, resulted in a higher literacy rate. Consequently, a literacy boom emerged during the Ming Dynasty. Books became affordable for commoners. Religious books, Confucian literature and civil service examinations guides were popular. [33]

Writers of vernacular literature made significant contributions to novels and drama. Many of the full-length novels were adaptations of ancient story cycles that stemmed from centuries of oral tradition. [34]   Some classic novels include The Romance of the Three Kingdoms,  Water Margin, and Journey to the West [35] . To accompany these books, woodblock illustration was implemented. This method allowed for publishers to easily reproduce images. It was also a trademark that distinguished publishers from each other. [36]

oxford history grade 10

Traditional Chinese drama practice was banned during the Song dynasty, and led the practice underground and further south. During the Ming Dynasty, this was brought back. Tang Xianzu was a playwright that was popular during the Ming Dynasty. [37]  The musical theatre forms of chuanqi and kunqu were implemented. These forms were adapted to form fuller-length operas. Furthermore, painting traditions of the Ming Dynasty can be categorized according to ‘literati painting’ of the Wu school and ‘professional academic’ painting of the Zhe school. [38] Individual artists became popular during this time, leaving traces of their own personal styles in their work.

Travel, trade and scientific achievements

China sent their trade goods to western Asia and Europe via the Silk Road. This was a 6 400 kilometre overland journey that ended at the Mediterranean sea. [39] Another way that they traded was via ships on the ocean. Chinese junks were unique ships that were used from as early as the 5th Century AD. [40] China’s first imperial treasure fleets were commissioned by the Mongols who held the Yuan Dynasty, between 1271 and 1368. [41] The Chinese hoped to discover new lands and to establish new trading partners. They often returned with exotic animals, spices, ivory and prisoners of war. [42]

This fleet was extended by Emperor Yongle during the Ming Dynasty. Emperor Yongle invested a large amount of money into extending the fleet. Chinese junks had two predominant features: a yuloh oar for steering and stiffened sails supported by bamboo battens. [43] The yuloh rudder allowed ships to steer and turn, without having to take the rudder out of the water. Legend suggests that this design was inspired by the way that fish use their tails to thrust themselves forward [44] . Junks were huge, with a length of 122m and width of 46m.

oxford history grade 10

The Chinese fleet reached its peak in the 15th Century, under the leadership of Muslim eunuch, Admiral Zheng He. [45] He conducted seven maritime expeditions. Emperor Yongle instructed Admiral Zheng He to explore the oceans in search of goods. [46]    Between 1405 and 1433, representatives were sent to other countries to ask for tribute in money or goods to show that they recognised the power of the Chinese Empire. Zheng He’s fleet reached a total of 37 countries, expanding China’s influence along Asian sea routes. [47]   China’s trade potential and peaceful voyages left a mark on the countries that they visited, demonstrating China’s trade potential and naval strength. [48] Although Zheng He is often depicted as an ‘ambassador of friendship’ who initiated contact between China and other countries, revisionist historians suggest that his voyages were attempts to colonise China’s neighbours. [49] The intention behind Emperor Yongle’s instruction was to establish tributary or vassal states in the East, and expand China’s hegemonic rule. [50] If China had a pax Ming  (a period of peace in East Asia), the world would have seen the Chinese emperor as a legitimate ruler of the East. [51] Zheng He’s fleets were accompanied by military personnel that established depots in Southeast Asia, thus allowing them to control the waterways. [52] Chinese technology was far more advanced than anything in Europe at the time. The voyages of the Ming Dynasty demonstrated China’s technological and navigational ability to the world in the 15th Century. [53] Because of this, it was believed that China would discover the ‘new world’ before Christopher Columbus . [54]

Foreign countries were impressed by Chinese inventions and tradeable goods. Chinese inventions included the magnetic compass, paper, the wheelbarrow, suspension bridges, gunpowder, porcelain, movable type and the mechanical clock. The most commonly traded items from Zheng He’s fleet were silks and spices. [55] Zheng He’s fleet used a star chart and magnetic compasses to navigate the oceans. This technology allowed for more accurate travel towards their destinations. Zheng He departed for his final voyage in 1431 and visited Indochina, Sri Lanka (formerly Ceylon), India, Iran, Zanzibar, the Red Sea and Java. [56] This voyage would mark the last of the Chinese fleet, and when it returned in 1433, China ended its expansionist policies.

oxford history grade 10

Looking inwards after 1433

During the first five decades of the Ming Dynasty, The Mongols were driven north to what is now known as Mongolia. [57] Following this, the northern border a place of increasing threat. After Emperor Yongle’s death in 1424, the Ming Dynasty became extremely vulnerable to outside invasion. [58]   In 1449, Mongol-speaking Oirat peoples invaded China. The emperor at the time, Yingzong, led an unsuccessful counterattack. Emperor Yingzong was ambushed at Tumu. [59] As a result, he was taken hostage. This incident caused a shift from expansionist policy to a defensive frontier strategy. Yingzong’s China lacked the military resources to defend against the Mongols. In 1474, a barrier over the Qin Dynasty walls were built out of brick and stone. This barrier became known as the Great Wall of China. [60] .The Great Wall was strengthened and maintained throughout the Ming Dynasty.

There were also struggles with groups from other nationalities. To the south of China, early Ming Emperors attempted to invade Northern Vietnam, but were unsuccessful. [61] The boundary lines between China and Vietnam remained the same, and Ming Emperors stopped their attempts to push further south. The nomadic Jurchen people of the northeast placed pressure on the Ming armies until they gained the territory right until the Great Wall. [62] The Jurchen people stemmed from the Jin dynasty and consisted of both Mongols and Chinese. Jurchen leader, Huang Taiji, changed the name of the Jurchen people to the Manchus and introduced Chinese practices to his people. [63] Across the ocean, Japanese and Chinese pirates initiated costal raids, however, these did not threaten the control of the Ming Dynasty [64]

oxford history grade 10

Trade with the West & Decline of Ming Dynasty

By 1514, Portuguese merchants had reached China. Within the next 35 years, a trading station was established at Macao. [65] Chinese porcelain became very popular in 1604. At the time, Portuguese ships carrying Chinese porcelain were captured by the Dutch. [66] The porcelain was later put up for auction in Europe, starting a craze. By 1557, China’s tribute trade system shifted towards maritime trade. [67] This meant that China focused on producing goods for export and allowed a European presence in their empire. In following years, China’s mercantile relationship with the west would strengthen.

During the late 16th Century, the bureaucratic structures of the Ming Dynasty began to weaken. Some internal factors that contributed to the decline include conflict within government, interference by palace eunuchs, factional fighting between civil officials and weakening imperialism. [68] It is suggested that many of the emperors after Yingzong were dominated by their advisors, causing an oversight of many important issues. [33] In April 1644, rebel leader Li Zicheng took control of Beijing. This caused the Chongzhen Emperor to commit suicide, thereby becoming the last Ming emperor. [69] Following this, a change in leadership happened again when Li Zicheng initiated negotiations with Wu Sangui, a powerful northern commander, for the Manchus to pass through the great wall. [70] This was a fatal mistake, as the Manchus usurped control and invaded Beijing. The Ming Dynasty was succeeded by the Qing Dynasty, with Huang Taiji becoming the new emperor. The Qing Dynasty lasted until the abolition of imperial rule in 1911. [71]

This content was originally produced for the SAHO classroom by Ilse Brookes, Amber Fox-Martin & Simone van der Colff

[1] J. Bottaro & P. Visser & N. Worden, Oxford in Search of History:  Grade 10 Learner’s Book.

[2] Author Unknown: “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[3] B. B. Peterson: “The Ming Voyages of Chen Ho (Zheng He), The Great Circle, (16), (1), 1994, p. 43.

[4] S. H. Tsai: The Eunuchs in the Ming Dynasty , p. xii.

[5] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[6] C.O. Hucker: The Ming Dynasty Its Origins and Evolving Institutions, p. 4.

[7] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[8] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[10] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[11] Author Unknown, “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[14] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 167.

[15] Author Unknown: “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[16] L. Yang, Y. Wang, S. Yang: “A Probe into the Anti-Corruption Mechanism behind Ming Dynasty’s Appointment of Touring Censorial Inspectors and the Causes for Its Failure,” Scientific Research Open Access Chinese Studies, (3), (5), 2016, p. 38.

[17] S.H. Tsai: The Eunuchs in the Ming Dynasty, p. 17.

[18] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[19] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[20] J. Bottaro & P. Visser & N. Worden, Oxford in Search of History:  Grade 10 Learner’s Book.

[24] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[25] Author Unknown: “Forbidden City,” Brittanica.com [online], available at https://www.britannica.com/topic/Forbidden-City (Accessed 30 March 2020)

[26] Author Unknown, “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[28] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[30] Author Unknown: “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[31] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[32] Author Unknown: “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[33] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[35] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[36] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[37] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[38] Author Unknown: “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[39] J. Bottaro & P. Visser & N. Worden, Oxford in Search of History:  Grade 10 Learner’s Book.

[40] B. Lavery: Ship: 5000 years of maritime adventure, p. 61.

[42] J. Bottaro & P. Visser & N. Worden, Oxford in Search of History:  Grade 10 Learner’s Book, Oxford University Press, South Africa.

[43] B. Lavery: Ship: 5000 years of maritime adventure, p. 61.

[45] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 167.

[46] B. Lavery: Ship: 5000 years of maritime adventure, p. 61.

[47] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 167.

[48] B. Lavery: Ship: 5000 years of maritime adventure, p. 61.

[49] G. Wade: “The Zheng He Voyages: A Reassessment,” Journal of the Malaysian Branch of the Royal Asiatic Society, (78), (1), 2005, p. 44.

[50] B. B. Peterson: “The Ming Voyages of Chen Ho (Zheng He), The Great Circle, (16), (1), 1994, p. 43.

[51] G. Wade: “The Zheng He Voyages: A Reassessment,” Journal of the Malaysian Branch of the Royal Asiatic Society, (78), (1), 2005, p. 44.

[52] Ibid. p. 47.

[53] B. B. Peterson: “The Ming Voyages of Chen Ho (Zheng He), The Great Circle, (16), (1), 1994, p. 43.

[55] B. Lavery: Ship: 5000 years of maritime adventure, p. 61.

[57] Author Unknown, “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[58] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 166.

[60] Ibid. p. 167.

[61] Author Unknown, “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[62] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 240.

[64] Author Unknown, “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

[65] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 167.

[67] Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)

[68] A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, p. 167.

[69] Ibid. p. 240.

[71] Author Unknown, “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)

  • A. Hart-Davis (ed): History: The Definitive Visual Guide from the dawn of civilisation to the present day, Dorling Kindersley Limited, Great Britain, 2007.
  • Author Unknown: “Ming Dynasty,” Brittanica.com [online], available at https://www.britannica.com/topic/Ming-dynasty-Chinese-history (Accessed 30 March 2020)
  • Author Unknown: “Forbidden City,” Brittanica.com [online], available at https://www.britannica.com/topic/Forbidden-City (Accessed 30 March 2020)
  • Author Unknown: “Ming Dynasty,” History.com [online], available at https://www.history.com/topics/ancient-china/ming-dynasty (Accessed: 20 June 2020)
  • B. B. Peterson, “The Ming Voyages of Chen Ho (Zheng He),” The Great Circle, (16), (1), 1994, pp. 43-51.
  • Bottaro, J. & Visser, P. & Worden, N.: Oxford in Search of History:  Grade 10 Learner’s Book. Oxford University Press, South Africa, 2011.
  • Hucker, C.O.: The Ming Dynasty Its Origins and Evolving Institutions, Centre for Chinese Studies, The University of Michigan, 1978.
  • Lavery, B.: Ship: 5000 years of maritime adventure, Dorling Kindersley Limited, Great Britain, 2004.
  • Tsai, S.H., The Eunuchs in the Ming Dynasty , State University of New York Press, Albany, 1996. 
  • Wade, G.: “The Zheng He Voyages: A Reassessment,” Journal of the Malaysian Branch of the Royal Asiatic Society, (78), (1), 2005, pp. 37-58.
  • Yang, L., Wang, Y., Yang, S.: “A Probe into the Anti-Corruption Mechanism behind Ming Dynasty’s Appointment of Touring Censorial Inspectors and the Causes for Its Failure,” Scientific Research Open Access Chinese Studies, (3),(5), 2016, pp. 35-44.

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    NCERT Class 10 History Books: The National Council of Educational Research and Training (NCERT) publishes history textbooks for Class 10.The NCERT Class 10th History textbooks are well known for it's updated and thoroughly revised syllabus. The NCERT History Books are based on the latest exam pattern and CBSE syllabus. NCERT has a good image when it comes to publishing the study materials ...