Unit Two: Organization and reorganization of human societies

1. Unit Two: Organization and reorganization of human societies Chapters 4-6

2. Warm Up CJ • SWBAT- Take quiz and get 100% • Put Note cards on desk • Clear of desk and get ready for quiz!!

3. Warm Up: NoteCards • Battle of Marathon • Mauryan Empire • Olympic Games • Patricians • PaxRomana • Peloponnesian War • Persepolis • Persian Empire • Plebeians • Punic Wars • Qin dynasty • Qin Shihuangdi • Solon • Wudi • Xiongu • Yellow Turban Rebellion • Ahura Mazda • Alexander the Great • Aryans • Ashoka • Athenian Democracy • Caesar Augustus • Cyrus (the great) • Darius I • Greco-Persian Wars • Gupta Empire • Han Dyansty • Hellenistic Era • Herodotus • Hoplite • Ionia • Mandate of Heaven

4. Warm up: Grab a dbq packet from the podium • Using the documents 1-10 create a valid thesis to the DBQ prompt: • Analyze similarities and differences in the social and cultural development of the early civilizations • Be sure to include the document grouping in your thesis!

5. Warm Up CJ • SWBAT –Learn how to group documents. • HW due the 12th • Test - Monday • How many different ways can you group your documents? • Give me some examples

6. Practice DBQ • Analyze the following shoes • Group the shoes • Using the documents (shoes) create a valid thesis to the DBQ prompt: • Analyze the differences and similarities in shoes

7. Chapter four Eurasian Empires

8. EMPIRES • Earliest Empires developed in era of first civilizations • Addadian, Babylonian, Assryian Empires • Empire=Political Systems with coercive powers that are larger, more aggressive states • Conquer other states, use resources, multiple peoples under a single political system • Eurasian Empires: • Persian, Greek, Roman, Qin/Han China, Mauryan/Gupta India • Common Problems: • Imposing culture on varied subjects, rule conquered peoples directly or through local elites, extract wealth while maintaining order, eventual collapse • So what’s the fascination? • Size; blood and violent conquest; satisfaction in witnessing fall of the mighty; contrast to non imperial civilizations; importance due to majority of humans being in an empire prior to the 20th century: • exchange of ideas, cultures, and values; peace and security encourages development, commerce, and cultural mixing.

9. Warm - up • Where did the Earliest Empires begin? • What is an Empire? • What are the Eurasian Empires? • What are three common problems that all empires face? • What are three reasons why people/historians are interested/fascinated with Empires?

10. Empires and civilizations in collision: The Persians and Greeks • Persian Empire – Largest most impressive in 500 B.C.E. • Indo-Europeans on Arabian Plateau • Mesopotamian imperial system prototype • Larger and more splendid • Cyrus and Darius expanded from Egypt to India – diverse, 35 million people • Cult of Kingship – Absolute monarchy enforced by will of god Ahura Mazda • Violent punishments by King, effective administrative system, respect for non-Persian traditions, standard coinage, predictable taxes, encouraged communication and commerce • Greek Empire – 750 B.C.E flourished for 400 yrs. • Hellenistic Civilizations – 2 million to 3 million people in hundreds of city-states/small settlements due to mountainous terrain. • Shared common language and common gods • Distinctive feature – Popular participation in political life of city states • Equality of all citizens before the law, citizenship dependent on time and city, tyrants/dictators emerge supported by poor against the rich. • Sparta and Athens emerge as leading city states with differing ideologies • Council of Elders vs. Athenian Democracy

12. Collision: The GRECO – PERSIAN WARS • Ionia (Greek settlements on Anatolian seacoast) in 499 B.C.E • Ionian Greeks revolted against Persia supported by Athens • Persians attack Greeks but are defeated • Battle at Marathon – Greece: European Freedom, Persia: Asian Despotism • Victory radicalized Athenian Democracy – poor rowers receive full citizenship • Gold Age of Greek culture • Beginnings of Imperialism and Peloponnesian War • Alexander and the Hellenistic Era • Conquest of Greece by Philip II • Forceful unification – plans for Persia • Alexander creates a massive Greek Empire from Egypt, Anatolia to Afghanistan, India. • Pharaoh of Egypt (son of gods) and destroyed Persepolis • Death divides Empire into three kingdoms ruled by Macedonian Generals • Empire is marked by: • Spread of Greek culture, role of cities in spread of culture, library of 700,000 volumes, museum (sponsorship of scholars), simplified spread of Greek language • Ashoka (India) publishes decrees in Greek, Jews become attracted to culture. • Hellensitic cities become culturally diverse • Macedonian and Greeks were the elite but there was still cultural diffusion/integration possible • Roman rule will replace Western portion of Alexander’s Empire

13. Warm – up: Answer in Complete Sentences • What is the Persian Empire known for, what was their major contribution? • What is the Cult of Kingship? • What is the Greece Empire known for? • What was the outcome of the Persian War? • What was the outcome of the Peloponnesian War? • What is the Hellenistic Culture/Era? • What happened to the Greek Empire after Alexander died?

15. Comparing empires: rOMAN AND CHINESE • Little direct contact but had interesting similarities • Both flourished (200 B.C.E.-200 C.E.), about 1.5 million sq. mi., 50-60million people, between them controlled ½ world population, variations on imperial theme • Roman Empire: City state to Empire • Overthrew monarchy, conflict with Plebeians (poor) • Republican values of law, citizens’ rights, lack of pretension, morality • “The way of the ancestors” • Creation of Empire – War for Italy, Punic Wars, Conquest of Europe • Gradual unplanned opportunity, skill/brutality of Roman Army, Generous treatment of conquered peoples • Political Crisis of 1st Century B.C.E. with • Rise of military leaders (Marius, Sulla, Pompey, Julius Caesar) and decline of values • Caesar Augustus – 1st Emperor • PaxRomana: Security and relative peace

16. Comparing empires: rOMAN AND CHINESE • China: Warring States to Empire • Viewed as a restoration after dynasties fell apart in 500 B.C.E. • 7 competing kingdoms, multiple states viewed as unnatural • Shihuangdi“first emperor”– ruler of Qin adopts Legalism • Clear rules and harsh punishments to enforce state authority • Empire extends into Vietnam, Korea, and NW Steppes • Brutal Expansion • Military force, execution of scholars, book burnings, laborers built and buried in Great Wall, Shihuangdi’s tomb with warriors, standardized weights/measures, currency, written Chinese, axle length for carts. • Qin Dynasty falls in 206 B.C.E., Han Dynasty emerges continuing centralized state but less harsh.

18. Consolidating the roman/Chinese empires • Similarities: Invested in public works, claimed supernatural sanctions (Dead Roman emperors were Gods, Chinese Emperor selected by Son of Heaven) • Similarities: Absorbed a foreign religious tradition • Rome – Christian • China – Buddhism introduced by traders • Relationships with societies they governed • Romans – Always a minority • Chinese – Had a large cultural heartland/area • Difference in language • Rome – Latin (Spanish, Portuguese, French, Italian, Romanian) • Chinese – Characters (represented words/ideas) not transferred easily to other languages • Rome maintained separate cultural identity more so than Chinese Empire’s peoples. • Bureaucracy (governmental policy) was much more elaborate in China • Wudi – Academy to train officials on Confucian works • Rome – Relied on regional elites in the army

19. Why do Empires FALL? • Han fell in 220 C.E. • Roman Western Half fell in 476 B.C.E. • Common factors for fall: • Excessive size; overextension, too expensive for available resources • No great technological breakthrough to enlarge resources • Tax evasion by large landowning families • Tax burden on the poor • Rivalry between elite factions creates instability • Epidemic Disease • Threat from nomadic/semi-agricultural peoples on frontier • Effects of Collapse: • Decline in Urban life, Population decline, reduction of international trade, and vast insecurity • BIGGEST DIFFERENCE IN FALLS: • China – 350 yrs. Of disorder then creation of similar imperial states (Sui, Tang, and Song) • Europe – No large scale imperial system has EVER been successfully established since Romans • Why was China more successful in restoration?

20. Intermittent empire: the case of india • Idea of Empire was not as important in India Region • Fall of Indus Valley civilization leads to the creation of a new Civilization along Ganges River • Classic Indian civilization of South Asia • Enormous political, ethnic, cultural, and linguistic diversity • Identity provided by: religious tradition and social organization • Mauryan Empire (326-184 B.C.E) • Stimulated by; Persian and Greek influence and ruled all by Southern tip of India • 50 million people, large military/civilian bureaucracy, state-operated industries • Ashoka is best known Emperor; Empire falls after his death. • Gupta Empire (320-550 B.C.E.) and other short lived empires follow • Hard to maintain empire in India due to: • States failed to command loyalty, great cultural diversity, frequent invasions from Central Asia, caste system encouraged local loyalties • Trade FLOURISHED • Merchants/artisans patronized public buildings and festivals • Hinduism/Buddhism spread • Mathematics and astronomy grew to unprecedented heights

21. Classical empires and the 20th century • Classical Empires are models and inspirations • Mao Zedong compared himself to Shihuangdi • Modern Indians pride themselves on Ashoka’s nonviolence/tolerance • Great Britain celebrated it’s empire as a modern Rome • Mussolini regarded Italian expansion as the creation of new Rome • Are Americans the new Romans?

22. Warm Up • What common features can you identify in the empires described in this chapter? • In what ways did these empires differ from one another? • What accounts for those differences?

23. Warm Up: Note cards due on Monday!!!! • Greek rationalism • Hinduism • Hippocrates • Isaiah • Jesus of Nazareth • Judaism • Karma • Laozi • Legalism • Mahayana • Moksha • Nirvana • Plato • Pythagoras • Ahura Mazda • AngraMainyu • Aristotle • Atman • Ban Zhao • BhagavadGita • Bhakti movement • Brahman • Brahmins • Buddhism • Confucianism • Confucius • Constantine • Daodejing • Daoism • Saint Paul • Siddartha Gautama • Socrates • Thales of Miletus • Theodosius • Theravada • Upanishads • Vedas • Warring States period • Yin and Yang • Zarathustra • Zhuangzi • Zoroastrianism • Filial Piety

24. Warm – UP: Using your books refer to document 5.1 on page 217 • How would Confucius define a “gentlemen” or “virtuous man”? • How might one become a gentlemen or virtuous man? • What role does propriety or ritual play in the making of a virtuous man? • What understanding of “learning” or education comes through in this text?

25. Warm – Up: AFTER READING A PORTION OF THE ANALECTS IN CLASS YESTERDAY STUDENTS SHOULD KNOW WHAT THE OVERALL MESSAGE OF CONFUSCIOUS IS • Create a THESIS (just a thesis statement) for the following prompt: • How does virtue, propriety, and filial piety contribute to the overall government in China during the Classical Era?

26. Warm up: Complete SENTENCES • What is the importance of the SPICE assignments? • What are the five historical themes of AP World History? • What evidence should be discussed in the S? • What evidence should be discussed in the P? • What evidence should be discussed in the I? • What evidence should be discussed in the C? • What evidence should be discussed in the E?

27. Commonalities found in both stories Gilgamesh Flood Story Genesis Flood Story Warm Up • Create a double bubble map depicting the similarities and difference within the two flood stories. • You must have at least four pieces of evidence for each!!!

28. Chapter 5: Eurasian cultural traditions Unit Two

29. SNAP SHOT: Religion and Governmentobjectives: • Consider religion as a tool of state control • Examine the symbiotic (a close prolonged association between two or more dissimilar things) relationship between religions and states, and the reasons why that symbiosis (a mutual beneficial relationship between two things) sometimes fails to take place • Review the material covered in this chapter • Avoid excessive Cynicism

30. Points to ponder…. • Rate the religious and cultural systems covered in this chapter on a line that ranges from “ most closely integrated with the state” to “least closely integrated with the state”. • What are cases in which you think the religion or cultural system “ took advantage of” a state.

31. Advantages of a symbiotic relationship between a religion and a state • Roman Empire’s adoption of Christianity in the fourth century C.E. • Hellenistic rulers’ patronage of Greek rationalism • Han support of Confucianism • Sassanian Persian sponsorship of Zoroastrianism • Qin support of Legalism • Israel (during the Monarchy) and Judaism • Advantages

32. Cases of state persecution of a religion/cultural tradition • Common Ground Between Cases: • Roman persecution of Christians • Christian persecution of Greco-Roman philosophers • Sassanian Persian persecution of Christians • Qin persecution of Confucian scholars • The Seleucid king Antiochus IV Epiphanes’ attempt to suppress Judaism

33. Digging in the past: The Hidden Roots of the Great MONOTHEISMS • OBJECTIVES: • Emphasize the point that few ideas in world civilization spring fully developed from nothing • Review and add further detail to earlier material about the First Civilizations and classical empires • Explore how religious tradition can be shaped by individual genius ( or enlightenment) from diverse strands

34. Hebrews and their wanderings • Abraham coming from “Ur of the Chaldeans” • Mesopotamia • This process was a selective process • Hebrews adopted elements of belief and social organization that resonated with their own beliefs in a highly selective process • Mesopotamian ziggurats as the inspiration behind the “Tower of Babel” • Similarity of the Genesis flood story to that told in the Epic of Gilgamesh • Many points of close kinship between Old Testament law and Mesopotamian law codes like the Code of Hammurabi

35. Jews become familiar with Zoroastrianism • Idea of God Vs. Satan • Last judgment and bodily resurrection • Final defeat of evil, with help of a savior (messiah) • Remarking of the world at the end of time

36. Cultural influences present in Palestine at the beginning of the common era • Strong influence of Greek rationalism on Judaism • Reaction against Greek rationalism within Judaism • The Pharisees • Greco-Roman polytheism • Heaps of Greco-Roman mystery religions • Zoroastrianism • Perhaps some Buddhism • Teachings of Jesus

38. What are three concrete examples or pieces of evidence that both Kautilya and Fu Xuan share in common with regard to women? What are three concrete examples or pieces of evidence that are found solely in Fu Xuan with regard to women? What are three concrete examples or pieces of evidence that are found solely in Kautilya with regard to women? Warm Up: Answer in complete sentences

39. Chapter 6: Eurasian social hierarchies Unit Two

40. Popular religion in east and west • OBJECTIVES: • To explore religion by comparison to the elite systems described in Chapter 5. • To consider what popular religion meant in social, class, and gender terms.

41. polytheism • Gendering of the divine: Whether gods or goddesses are associated with various powers • Indian/Chinese Guan Yin – male to female • Role of religious festivals in controlling the masses • Role of holy figures and holy places • Stupas of India, containing relics of the Buddha • Connection between popular religion and elite religious/cultural systems???

42. Social issues in the Mediterranean world • Help students imagine their way into a “slave society” • Reinforce the differences ( and similarities ) between ancient Mediterranean and relatively modern American slavery • Emphasize the difference between the classical Mediterranean society and other classical societies with regard to slavery.

43. Answer the following prompt in paragraph form • How did Greco-Roman slavery differ from that of other classical civilizations? • Use specific/concrete pieces of evidence!!!

44. A close look at slavery • Use of slave labor for major state building projects as well as limitations of that use. • Hadrian’s Wall, Greek Temples, Aqueducts, Palaces, Ports, etc. • How did China use slaves or “voluntary” peasant labor for state projects • Slave gangs working on latifundia or in mines vs. household slaves • Modern conveniences have made domestic servants unnecessary • What did domestic slaves do? • Casual attitude of Greco-Roman society towards sex • Domestic slaves used by masters? • How does this compare to domestic slavery in India? • Caste system • Differences in a society in which slaves worked side by side with free people and are not clearly marked???

45. Women…and men….of the classical world • Objective • Sensitize students to the use of images as primary sources • Deepen students’ understanding of the relative position of women and men in the ancient world • Examine comparatively gender issues in several classical civilizations

46. Women…and men….of the classical world (Cont.) • Changes in male/females • Different representations of a given time suggest what? • Admiration of the male body • Female immobility • More open attitude toward the female form in the Hellenistic period.

47. Answer the following prompt in paragraph form: • Answer the following prompt in paragraph form: • In what ways did the expression of Chinese patriarchy change over time, and why did it change?