Worksheet
Ruling Millions: Law, Exams and Roads
Grade 7 civics: compare Justinian's Code, China's civil service exams and the Inca roads and runners using a passage, data and a source.
Grade 7Social StudiesInteractive · Printable
Aligned toCIV.7.3
What’s included
- Single worksheet
- Auto-graded online
- 1 C3 Framework standard
- Printable answer key
- 12 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- Social Studies
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students explain how Justinian's Code, China's exams and Inca roads helped rulers govern large empires.
- Students use population and travel estimates to reason about the problems each empire faced.
- Students source a short excerpt and judge what it can and cannot show.
How to use
Read the passage together, then have partners study the graph and table before answering. Discuss the last question as a class.
Curriculum
C3 Framework standard covered
Explain how large empires were governed, such as Justinian's Code, China's civil service exams and the Inca road and messenger system.
Preview
OwlSheets.com
Ruling Millions: Law, Exams and Roads
Use a passage, data and a law textbook excerpt to compare how three large empires were governed.
Three empires, three tools
Read the passage. Then answer the questions.
Holding an Empire Together
1Ruling a large empire raised hard problems. Leaders had to make the same rules work in faraway provinces, find officials they could trust, and learn quickly about trouble at the edges of their lands. Three empires found very different answers.
2The Byzantine Empire, the eastern part of the old Roman Empire, was ruled from Constantinople. When Justinian became emperor in 527 CE, Roman law was a confusing pile of laws and legal opinions written over hundreds of years, and some of them contradicted each other. Justinian ordered a team of legal experts, led by an official named Tribonian, to collect, sort and update them. By 534 CE the work was done. The collection, later called Justinian's Code, gave judges across the empire one body of law to follow. Centuries later, scholars in western Europe studied it, and it shaped the laws of many countries.
3In China, emperors needed thousands of officials to collect taxes, run courts and manage projects such as canals. Under the Sui dynasty, about 605 CE, China began choosing some officials through written exams, and the system grew under the Tang dynasty. By the Song dynasty (960–1279), the exams had become a main path into government. Candidates studied the Confucian classics for years and wrote essays on government and ethics. Only a small share passed the highest exams. The exams did not end the advantages of rich families, who could pay for teachers and books. Still, they let some men from ordinary families rise by talent. China used versions of the exams until 1905.
4The Inca Empire stretched along the Andes Mountains of South America and was ruled from its capital, Cusco. Historians estimate its road network at 30,000 to 40,000 kilometers, with rope bridges across canyons and stone stairways up steep slopes. Communities owed labor to the state, called mit'a, and some of that labor built and repaired the roads. Along the roads stood way stations called tambos, which stored food, cloth and weapons. Relay runners called chasquis carried spoken messages and quipus, knotted cords that officials used to record numbers such as harvests and taxes. Each runner ran a short stretch and then passed his message to the next runner. The Inca did not use a writing system like those of Europe or China.
- A. Western European kings had asked Justinian to write their laws.
- B. Roman laws were scattered over centuries and sometimes clashed.
- C. Citizens of Constantinople had voted to replace the old laws.
- D. Judges in the provinces had no laws to follow at all.
- A. The emperor would decide both cases himself in Constantinople.
- B. Both judges could look to the same collection of laws.
- C. Scholars from western Europe would settle the cases.
- D. Each local judge would invent a new rule for the case.
Candidates studied the Confucian classics for years and wrote essays on government and ethics.Only a small share passed the highest exams.The exams did not end the advantages of rich families, who could pay for teachers and books.Still, they let some men from ordinary families rise by talent.
- A. Exam officials had proved they knew the texts the state valued.
- B. Exams let the common people vote for their officials.
- C. Inherited officials were not allowed to learn to read.
- D. Exam officials did not have to be paid for their work.
- Chasqui
- Tambo
- Quipu
- Mit'a
- A. Way station that stored supplies
- B. Labor that communities owed to the state
- C. Knotted cords used to record numbers
- D. Relay runner who carried messages
- A. A letter written on paper and sent by boat
- B. Mit'a workers walking home after their labor ended
- C. Chasquis passing a quipu from runner to runner
- D. Officials chosen by a written exam in the capital
Use the data and the source
Use the graph, the table and the excerpt with the passage.
| How the message traveled | Kilometers per day |
|---|---|
| One traveler walking a mountain road | 30 |
| Inca chasqui relay | 240 |
A message sent by chasqui relay could travel about times as far in one day as a single traveler walking.
- A. The Byzantine Empire had more people than Song China, so it needed one code of law.
- B. The Inca ruled the most people, so they built the longest road network.
- C. China's huge population helps explain its need for many trained officials.
- D. The three empires ruled about the same number of people, so they chose the same tools.
| Keeping the rules the same everywhere | Choosing capable officials | Moving news and supplies |
|---|---|---|
"Justice is the constant and lasting wish to give each person what he is owed. The rules of law are these: to live honestly, to harm no one, and to give each person what he is owed."
- A. It shows the ideals his government taught future lawyers.
- B. It proves that every Byzantine judge ruled fairly.
- C. It records the votes of a Byzantine law assembly.
- D. It was written by ordinary people who were unhappy with the courts.
- A. That the law collection included a textbook
- B. How Justinian's law collection described justice
- C. What ideals law students were taught to value
- D. Whether courts actually followed these ideals in real cases
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