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Ruling Millions: Law, Exams and Roads

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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.

1.
According to paragraph 2, what problem did Justinian's Code solve?
Question 1 options
2.
Two merchants in Justinian's empire, one in Egypt and one in Italy, each go to court over a broken contract. How did the Code most likely affect their cases?
Question 2 options
3.
Circle the sentence from paragraph 3 that shows the exams still favored some families over others.

4.
Why would a Chinese emperor most likely prefer officials chosen by exam over officials who simply inherited their posts?
Question 4 options
5.
Draw a line from each part of the Inca system to what it was.
6.
A poor harvest leaves a tambo near the northern border short of food. Which part of the Inca system would most likely get that news to officials in Cusco fastest?
Question 6 options

Use the data and the source

Use the graph, the table and the excerpt with the passage.

Population and travel numbers are historians' rounded estimates; real figures were uncertain and varied.Estimated Population of Three Empires0102030405060708090100Byzantine 540sSong China 1100Inca 1520sEmpireMillions of people
Estimated Distance a Message Traveled in One Day
How the message traveledKilometers per day
One traveler walking a mountain road30
Inca chasqui relay240
7.
Use the table.

A message sent by chasqui relay could travel about times as far in one day as a single traveler walking.

8.
Which statement is best supported by the graph together with paragraph 3?
Question 8 options
9.
Sort each feature by the main problem it helped a ruler solve.
Source: adapted from a translation of the Institutes of Justinian, 533 CE. The Institutes was a textbook for law students and was part of Justinian's law collection.
"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."
10.
Why is this excerpt useful evidence about Justinian's goals for his empire's courts?
Question 10 options
11.
What would a historian need ANOTHER source to find out?
Question 11 options
12.
Claim: Of the three tools in this worksheet, the Inca road and messenger system did the most to hold its empire together. Do you agree or disagree? Use one detail from the passage and at least one number from the graph or table as evidence, and explain your reasoning.