Indiana Social Studies WH.3.9

Social StudiesGrades 9–12Major Civilizations and Cultural Interactions: 600 to 1300 CE

The Standard

Examine the role of the Tang and Song Chinese dynasties in establishing political, social, economic, and cultural trends in China.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What Students Need to Do: Students compare how Tang and Song rulers governed China. They explain how trade, social rank, and cultural changes such as printing shaped life in each dynasty.
What Mastery Looks Like: A student can explain that both dynasties used civil service exams, while Song rulers expanded the exam system. They can connect Tang Silk Road trade and Song paper money to changes in commerce and city life.
Common Misconceptions: Students may treat the Tang and Song as one dynasty or think the Song invented civil service exams. They may assume exams gave poor families and women the same chance at government jobs as wealthy men.
How to Assess It: Exit ticket: Fill four boxes labeled government, social life, trade, and culture with one Tang or Song example each. Label each example with its dynasty.

Lesson moves

Give pairs a blank Asia map and colored pencils to trace Tang overland trade routes and Song sea routes, then label traded goods.
Ask pairs, 'Did civil service exams give all families equal access to government jobs?' Have them use education costs as evidence.
Run a Tang, Song, or Both card sort using exams, Song paper money, Tang Silk Road trade, and woodblock printing.
Show a Song paper money image beside a current banknote and ask students to list one shared purpose and one difference.

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