Its original name was 'flying money' because it was so light it could blow out of one's hand. When brought to Holland in the 17th Century, these plows began the Agricultural Revolution.Ĥ. They had an advanced design, with a central ridge ending in a sharp point to cut the soil and wings which sloped gently up towards the center to throw the soil off the plow and reduce friction. Called kuan, these ploughshares were made of malleable cast iron. The Moldboard Plow: China, Third Centrury BCE. Descriptions of the wheelbarrow in China refer to first century BCE, and the oldest surviving picture, a frieze relief from a tomb-shrine in Szechuan province, dates from about 118 CE.ģ.
Wheelbarrows did not exist in Europe before the eleventh or twelfth century (the earliest known Western depiction is in a window at Chartres Cathedral, dated around 1220 CE). The Wheelbarrow: China, First Century BCE. The trace harness arrived in Europe in the sixth century and made its way across Europe by the eighth century.Ģ. Unlike the throat-and-girth harness used in the West, which choked a horse and reduced its efficiency (it took two horses to haul a half a ton), the collar harness allowed a single horse to haul a ton and a half. About the fourth century BC the Chinese devised a harness with a breast strap known as the trace harness, modified approximately one hundred later into the collar harness. Instructions: For each of the following items, give the name of the country in which the item was invented or discovered and the approximate date of invention.ġ. Discuss stereotypes.Īfter studying the geography and history of China, have students hypothesize: How did these technologies get to the West? Why did it take the time it did? Are the students surprised? If so, ask them why.
When all are finished, go through the items one at a time and record student responses on the board. Recognize the length and depth of Chinese technological history.įor each of the items, ask students to record when it was invented and where. Through this activity, students will be able to: If the teacher chooses, it can also be used as an opportunity to discuss stereotypes and their influence on our perceptions of reality, or as a culminating activity after the study of Chinese history. This activity is an informative way to introduce Chinese history and technology. Information given here is from Temple's book. Some of Needham's work has been condensed in a well-illustrated and informative book by Robert Temple ( The Genius of China: 3,000 Years of Science, Discovery, and Invention. His research has been published in the massive, and yet to be completed, multi-volume Science and Civilisation in China. This information has been compiled by the work of Joseph Needham and his colleagues in a study of ancient Chinese books on science, technology and medicine.
Many are surprised to realize that modern agriculture, shipping, astronomical observatories, decimal mathematics, paper money, umbrellas, wheelbarrows, multi-stage rockets, brandy and whiskey, the game of chess, and much more, all came from China-in additional to papermaking, printing, and gunpowder. Somehow, they stumbled upon papermaking, printing, gunpowder, and the mariner's compass. A common misperception of Chinese historical society is that it lacked scientific and technological ability-and that modern China has 'emerged' from a traditional shell.
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