Binder, p. 20 Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E.

1. Binder, p. 20Period 2: Organization and Reorganization of Human Societies, c. 600 B.C.E. to c. 600 C.E. Unit 2 Outline: 600 BCE to 600 CE • Weeks One and Two: • Belief Systems and Earliest Empires (Rome, Han, Gupta, Ghana) • Timed Writing: Comparative essay on Rome, Han, Gupta (2010 Exam) • Timed Writing: CCOT essay on Rome, Han, Gupta (2006 Exam) • Timed Writing: DBQ on Buddhism in China (2004 Exam) • Week Three: • Trade in Afroeurasia (CCOT essay on trade – 2012) • Map Quiz • Unit Test (50 Multiple-Choice Questions)

2. Key Concept 2.1. The Development and Codification ofReligious and Cultural Traditions

3. Mental Map • 1. Draw the Eastern Hemisphere (AfroEurasia) from memory. • 2. Draw the major trade routes of the 1st century C.E. • 3. Use arrows and labels to indicate the global processes that promoted trade (spread of religions) or restricted trade (spread of disease).

4. 2.3. Emergence of Trans-regional Networks of Communication and Exchange

5. How do you teach about belief systems? • CED, pp. 31-33 and Practice Exam, p. 13 • Cohen pkt, p. 30 notes on belief systems • Vocab quiz, p. 38

6. What is this? Why was it built?

7. The Great Wall of China

8. What words come to mind when you see the Great Wall of China? • Big • total length is 6,700 km (3,948 miles)

9. Does your textbook lead students to this conclusion? • Chinese were civilized agricultural peoples and their neighbors were barbaric pastoral nomads

10. When and Why Did the Chinese Build the Great Wall? • The earliest evidence of earthen walls is from the Shang dynasty (1766-1050 BCE) who wanted to dominate the neighboring states. Oracle inscription carved on turtle shell

11. Shang Dynasty Border = purple; Modern border = red

12. Qin Dynasty (221 – 206 BCE) • The Qin emperor coerced labor from Chinese peasants to build walls as part of his conquest of the border areas. • He wanted to control the flow of people and tax goods from Central Asia. • The so-called “walls” were actually forts hosting large garrisons of soldiers.

13. Qin Dynasty Border = green; Modern border = red

15. Will the real Great Wall stand up? • The Great Wall we see today was built during the 15th century of the Ming dynasty. • The Ming rulers wanted a solid barrier against the Mongols, the rulers of the previous dynasty of China.

16. Ming Empire

17. Ming Dynasty, 1368 – 1644 CE • The Ming wall stretched some 4,500 miles from the Korean border at Dandong to the city of Jayuguan in the western desert • Watch towers and cannons were placed along the wall

18. Well? So, why did Chinese rulers build the Great Wall? • Chinese imperialism prompted military responses by pastoral nomads against an aggressive Chinese state intent on expansion.

19. How might the way you teach about Chinese history change? • Does this explanation of the history of the Great Wall affect your view of Chinese history?

20. Questions about Unit 2? Assessment: Work in a group of 5 to create a sculpture or “scene” that illustrates at least one key concept from periods 1 and 2, using Playdoh.

21. 2.3. Emergence of Trans-regional Networks of Communication and Exchange • Curriculum module, pp. 43 – 45 • Read pages to • Identify trade and exchange items and roles of pastoral and agricultural peoples • Map • Identify types of evidence • Discuss Christian’s argument via jigsaw interpretations chart on pp. 70-77.

22. Mental Map Exercise: 1. Draw the Eastern Hemisphere (AfroEurasia). 2. Draw the major trade routes of the 1st century C.E. 3. Use arrows and labels to indicate the global processes that promoted trade (spread of religions) or restricted trade (spread of disease).

23. Trade Simulation, Cohen pkt, p. 21 • Entrepot groups make table tent sign. • Entrepot groups make trade plans • Who will travel and who will stay? • What will you plan to sell in each round? • What will you plan to buy in each round? • How will you keep track of your trade activities? • Process simulation.

24. Conrad-Demarest Model for Classical Empires Directions: In pairs, decide if the Roman and Han empires prove or disprove the Conrad-Demarest Model for rise of empires. I.  Necessary preconditions for the rise of empires: • state-level government • Rome:  republic • Han:  kept most of Qin centralized government in place • high agricultural potential in the area • Rome:  wheat, grapes, cattle • Han:  wheat, millet, pigs • an environmental mosaic • Rome:  Alps, Mediterranean Sea, forests, Tiber and other rivers, hills • Han: Tianshan mountains, Yellow and Yangtze river, loess soil, Pacific Ocean • several small states with no clearly dominant state (power vacuum) • Rome and other city-states on Italian peninsula; surrounding states in Mediterranean (Greek states, Egypt, Judea, Syria, Cyprus, Gaul, Romania, Spain, Sicily, Sardinia, Carthage, etc. • Han:  Qin empire broken into smaller states • mutual antagonisms among those states • Rome:  rivalry between pastoralists in hills and agriculturalists in plains • Han:  Warring States period before Qin unification • adequate military resources • Rome:  soldiers first recruited only from peasant class on Italian peninsula; population inexhaustible • Han:  soldiers recruited from peasant class within the entire empire; population inexhaustible

25. Conrad-Demarest Model, cont. • II.  The primary reason a state succeeded in empire building was •         an ideology supporting personal identification with the state, empire, conquest, and militarism. • Rome:  "republic" based on citizenship of free men;citizenship ensured loyalty to state and brought taxes into the state treasury; emperor-dictators had to support the idea of the republic and pretend to follow what the Senate, council of elder wealthy men, decreed.  Development of bureaucracy helped run empire. • Han:  militaristic Legalism developed by Qin continued, then softened by Confucian system of government based on ethics, meritocracy, and concept of the Mandate of Heaven.  Development of bureaucracy helped run empire.  Tribute system for foreign relations.

26. III.  The major rewards of empire: • Directions: Does the Gupta Empire prove or disprove the C-D model? • economic rewards, reaped especially in the early years and redistributed to the elite and often to all levels of the citizenry • luxury goods and profits from trade redistributed to subordinate rulers in regional administrative centers; marriage alliances between the Gupta royal family and subordinate rulers • coined money; expanding trade with Southeast Asia • scientists and mathematicians received royal support -- invention of the concept of zero and “Indian” numbers • support for religious institutions • classic form of Hindu temple patterned after mandalas (cosmic diagrams) and filled with lavish sculptures of Hindu deities • Buddhist monasteries still expanding • population increase, often supported by the government and its ideology • marriage ages for girls fell to six or seven years old • urban centers grew along with the new temples who served the increase in pilgrims traveling to sacred sites

27. IV.  Empires fall because: • the ideology of expansion and conquest fueled attempts at conquest beyond practical limits • White Huns, nomadic peoples from central Asia who occupied Bactria, provoked border wars in the first half of the 5th century. • failure to continue conquest indefinitely and to continue to bring home its economic fruits eroded faith in the ideology that supported the empire • Defending the northern border cost more than the Gupta treasury could afford • revolutions toppled the empire • rebellions by vassal states and challenges from states to the south of the Gupta empire

28. TECHNOLOGY AND NEW IDEAS PASS FROM ONE TIME PERIOD TO THE NEXT… Romans, Chariots, and Iron Weapons Hittites, Chariots, and Iron Weapons

29. Strategies for Historical Thinking Skills Typical Lesson for Teaching Comparison: “Objective: Students compare state building in Rome, Han, Persia, and Gupta. Students gather evidence about two of these empires’ techniques of imperial administration to identify the similarities and differences in how the rulers of two classical empires used legal systems and bureaucracies to run their government.”

30. CHANGES IN POLITICAL STRUCTURES: RISE OF HUNS

31. CHANGES IN CULTURE, IDEAS, AND RELIGIONS

32. Forced Migration of Jews Created Diaspora Communities

33. Changes in religions: Constantine made Christianity official religion of Roman Empire CONSTANTINE SEEING VISION OF THE CROSS

34. CHANGES IN CULTURE, IDEAS, AND RELIGIONS: Syncretism between Mediterranean and Central and South Asia • Spread of Buddhism to Central Asia

35. Key Concept 2.2. The Development of States and Empires Students compare the development of state building in the period of the classical empires of Rome, Han, Persia, and Gupta, by gathering evidence of how the rulers of two classical empires used legal systems and bureaucracies to run their government. • MCQ and quiz correction idea, p. 29

36. Conrad-Demarest Model • Cohen pkt, p. 31 • Arthur Demarest