Name: ______________ Period: _____

APWH WORKBOOK

Unit Two: 600 BCE to 600 CE

Due Date: _________

Score: ____/30

Vocabulary to Ace Multiple-Choice!!

Directions: For each of the historical terms below, write a definition from your textbook or a dictionary and note the term’s historical significance during the time of the Agricultural Revolution and ancient civilizations. The quiz will be sentences taken from the textbook with blanks where you will write in the relevant historical term.

Memorize and Know the Meaning of these historical terms for Vocabulary Quiz #2 (the page numbers are from The Earth and Its Peoples)

1. Celibacy (p. 230) ____________________________________________________2. Afterlife (p. 135) ____________________________________________________3. Reincarnation (p. 157) ________________________________________________4. Missionaries (p. 190) _________________________________________________5. Pilgrims (p. 169) ____________________________________________________6. Filial (p. 46)________________________________________________________7. Conversion (p. 138)__________________________________________________8. Sacred Texts _______________________________________________________9. Feudal (p. 225)______________________________________________________

Memorize and Know the Meaning of these Words for Vocabulary Quiz #3

1. Empire (p. 97) ______________________________________________________2. Ideology (p. 143) ____________________________________________________3. Bureaucracy; civil service (p. 144) ________________________________________4. Social hierarchy, stratification, inequality (p. 115)

____________________________5. Patriarchy (p. 96) ____________________________________________________6. Slavery (p. 142) ______________________________________________________7. Urban (p. 133) _______________________________________________________8. Tax revenue (p. 117) __________________________________________________9. Nobility ____________________________________________________________10. Indigenous (p. 129) ____________________________________________________

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11. Elites (p. 129) _________________________________________________________12. Autonomy (p. 129) _____________________________________________________13. Citizen (p. 114) ________________________________________________________

RELIGION OR BELIEF SYSTEMS

DEFINITION OF RELIGION:The human relationship with the sacred, with forces in and beyond nature

REASONS FOR THE DEVELOPMENT OF BELIEF SYSTEMS:1. Protection and support or security in an uncertain world2. Desire for a deeper sense of the significance of life3. Hope for existence after death4. Provides answers to eternal questions about existence

a. Where do we come from?b. Why are we here?c. What happens to us when we die?d. What is our relationship to the environment?

FIVE COMMON TRAITS OF BELIEF SYSTEMS:1. Sacred calendar and rituals2. Sacred spaces3. Sacred teachings and writings4. Sacred symbols 5. Religious organization or hierarchy

Questions to Consider about the History of Belief Systems

1. How do the ancient belief systems address gender? (Hint: patriarchy, gender of deities, and roles of women and children)

2. Why are sacred calendars and sacred spaces prominent in all ancient belief systems?

3. Why are the sacred texts important in ancient times?

4. What did priests do?

5. Why are the rituals so different?

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Reading Questions for Primary Sources on Belief Systems

Mira Bai -- Hinduisms

1. How does she do puja (Hindu prayer)? 2. Why does she pick Gopala as her lord? 3. Why was her husband’s family upset with her?4. What did they do? 5. What did the other Hindus think about Mira Bai? 6. What does the story tell us about Hinduisms?

Isidasi -- Buddhisms

1. Why did Isidasi have so many reincarnations? (Hint: what dharma did s/he disobey?)

2. How did her husbands know about her karma?3. Why does she become a Buddhist?4. How does she practice Buddhism?5. What does her father think about her conversion?6. What Buddhist values does the story emphasize?

Story of Ruth -- Judaism

1) Why did Naomi decide to return to Judah? 2) What did she tell her daughters-in-law? 3) Why did Ruth insist on going with Naomi? 4) What was the family relationship between Boaz and Naomi? 5) Why was Ruth gleaning in Boaz’s field? 6) What Jewish values does the story show?

“Mary the Harlot” – Christian Monasticism

1. Why did Mary become a harlot (prostitute)?2. What Christian beliefs and practices did her uncle use to convince her

to return to the monastery?3. What ancient Christian beliefs and practices does her life represent?4. Why would this story help convert people to Christianity?5. What kind of people would the story attract?6. What Christian values does the story emphasize?

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EARLY BELIEF SYSTEMSDirections: Highlight the differences; circle the similarities

Confucianism DaoismTime/Place of Founding

Master Kung (551 - 479 BCE)

Master Lao (c. 604 - c. 517 BCE)

Deity(s) Popular Confucianism -- city god and kitchen god who report to the Jade Emperor

Popular Daoism -- Eight Immortals, Queen Mother of the West, Jade Emperor

Founder/Leaders

Mencius, Han Yu Daoist priests -- geomancers and chemists

Key Texts Analects, Five Classics Daodejing, I ChingBeliefs/Practices/Rituals

Major belief emphasizes the moral goodness of human beings that can be achieved through correct teachings; practices are emphasis on education for boys and ancestor worship

Major belief is that harmony can be achieved from balance of human activities and the natural world; practices are meditation, martial arts, herbs and acupuncture to prolong life

Women’s Role

subservience to father, husband, son

some priestesses

Expansion/Influence

East Asia (Korea, Japan, Vietnam) merit civil service system based on examinations of Confucian learning

East Asiadevelopment of gunpowder, medicine, geography, compass

Answer these questions:

How did Confucianism support a system of social inequality? (Hints: Who were the elite in a Confucian society? How was power distributed in the family? Who had to be obedient?)

How did Daoism encourage scientific innovation?

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Directions: Highlight the differences; circle the similaritiesHinduisms Buddhisms

Time/Place of Founding

Indus Valley1500 BCE (caste system)

5th century BCE; northern India

Deity(s)many local deities as well

Brahma (oversoul)Vishnu (Krishna) [consorts: Lakshmi and Saraswati]Shiva [consort: Kali]Ganesh, elephant-headedRama [consort: Sita]Sitala, goddess

Originally prohibited, but around the 2nd century C.E., statues of the Buddha and bodhisattvas proliferated. Then, local gods remade into Buddhist gods.

Founder/Prophet/Leaders

no recorded beginningmixture of local Indian subcontinent religions with Aryan war gods

Buddha (Siddhartha Gautama -- 563 - 483 BCE)Mahayana Buddhism reveres bodhisattvas

Holy Book(s)written in Sanskrit

Rigveda (1500 - 1200 BCE) 1028 verses compiled by Aryan brahminsUpanishads (800 - 500 BCE) philosophical treatisesMahabharata (300 - 300 CE) prayers and stories, incl. Bhagavad-gitaRamayana (300 - 300 CE) epic poem about Rama

many sutras (sermons), e.g. Lotus Sutra

Beliefs/Practices/Rituals/Symbols/Architecture

ritual purity needed for puja (daily, individual prayer); pilgrimage centers near sacred rivers and mountainsflexibility for pujaPurusha’s body sacrificed to create caste system: priests, warriors, merchants, peasants [Untouchables excluded from caste system.]reincarnation (samsara): soul (atman) seeks to unite with Brahman (moksha)dharma: rules for each atmankarma: effects of following or disobeying dharma on the atman

Anyone (males and females) can accept the Four Noble Truths to achieve nirvana:1. Life is suffering2. Suffering comes from desire.3. Eliminate desire.4. Follow the Eight-Fold Path (Living life w/moderation)o Right Understandingo Right Aimso Right Speecho Right Actiono Proper Work

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sexual passion in sculptures metaphor represent passion for union with godsornate temples

o Right Thinkingo Proper Awarenesso Meditation

Women’s Roles

goddesses and female force important though subservient role of wife emphasizedprayers by women like Mirabai accepted

nuns, bodhisattvas

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Directions: Highlight the differences; circle the similaritiesHinduisms Buddhisms

Expansion/Influence

Southeast Asia through trade or importing brahmins for legitimacy and principles of administration, art and architecture

Mauryan King Ashoka about 260 BCE after his war with the Kalinga spread Buddhism throughout India and to Sri Lanka (Missionaries spread Buddhism from there to Southeast Asia) and Bactria (Missionaries spread Buddhism from there to Central Asia and East Asia.)

How did Hinduisms support a system of social inequality? (varna or caste system)

How was Buddhism similar to Christianity in using missionaries and monasteries to give men and women at the bottom of their social hierarchies a different role in life?

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Directions: Highlight the differences; circle the similaritiesJudaism Christianity

Time/Place of Founding

2000 BCE/Canaan or Israel (later called Palestine under the Romans)

first century/Roman Palestine

Deity(s)many local deities as well

“God” (Jews use different ways to refer to God such as “Lord”, “The Name”, and others)

Jesus Christ, Trinity

Founder/Prophet/Leaders

Abraham, Moses,Hebrew prophets, temple priests including a High Priest

Mary, Apostles and Disciples,Hebrew prophets, the Pope (for Catholics), Patriarchs (for Eastern Orthodox), ministers for Protestants

Holy Book(s)written

Torah (The Five Books of Moses), Mishnah, Talmud

Gospels, Old and New Testaments

Beliefs/Practices/Rituals/Symbols/Architecture

The Hebrews made a covenant or agreement with God to obey the Ten Commandments and the 613 laws for daily life including required charity, day of rest, and restrictions on food; reverence for the Torah (The Five Books of Moses) and Jerusalem where the Temples stood. Jews believe that the Messiah will come and bring peace to the world. They also believe in an afterlife.

Christians accept the divinity of Jesus Christ and that his resurrection offers salvation for all who believe in him. Christians follow the Ten Commandments -- especially the day of rest; reverence for the New and Old Testaments (The Bible) and the sacred cities of Jerusalem and Bethlehem. Rome (for Roman Catholics) and other cities with special shrines also are revered.They believe in an afterlife and hell for sinners.

Women’s Roles

Matriarchs, Judges, educators in the home, some rituals related to the home are only done by women

nuns, saints

Expansion/

Forced migrations created diaspora

Missionaries spread Christianity throughout the

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Influence communities of Jews throughout the Mediterranean, Middle East, most of Europe, India, Central Asia, Western China; idea of a day of rest; Ten Commandments

Mediterranean, Middle East, Ethiopia, most of Europe, India, Central Asia, Western China; canon (church) law develops.

List three similarities between Judaism and Christianity:1. ____________________________________________________________________2. ____________________________________________________________________3. ____________________________________________________________________

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Spread of belief systems by 600 C.E.

1. Color the arrows in the key and on the map.

2. Using the map shown above, write a thesis statement comparing the spread of Buddhism, Hinduism, and Christianity.

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Classical Influences in Washington – CONSTITUTION DAY

A. PRE-TEST1. Which political system of ancient Greece did the writers of the U.S. Constitution want to emulate?

(A) aristocracy (government by the men best suited to rule)(B) oligarchy (government by a few men)(C) tyrant (ruler with absolute power)(D) polis (city-state)(E) democracy (rule by all free men)

2. In 594 BCE, an Athenian ruler named Solon accomplished which of the following?

(A) cancelled land debts that had forced Greeks into slavery(B) freed all Athenians who had been enslaved(C) divided Athenian society into four classes based on income earned(D) free men from all social classes could vote and serve on juries(E) all of the above

3. Which political system of ancient Rome did the writers of the U.S. Constitution NOT copy?

(A) Senate (a group of wealthy men who owned land) elected the next ruler

(B) Monarchy (rule by one man, the rex or king)(C) Republic (a government in which the highest power belongs to all of

the citizens)(D) Popular Assembly (citizens entitled to vote: landowning men)(E) Electing officials to run the government: magistrates, praetors, aediles

B. Find these vocabulary words in “The Twelve Tables of Roman Law” (450 B.C.E.) Plebian – workers, ordinary citizensPatricians – wealthy landowners whose ancestors founded RomeMagistrate -- judgeHindrance -- barrier

Intestate – without a willAgnate – male relativeGens – familyConveyance – transferUsucapio – transfer of property

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Litigants -- Any persons or groups engaged in a lawsuitC. Identify two influences of Roman law on the U.S. Constitution.

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Example of Primary Source Analysis: Document 1

Socrates, philosopher and teacher in the Greek city-state of Athens, 470 – 399 BCE

The unexamined life is not worth living.

SOAPSTONE ANALYSIS

SPEAKER – Socrates, philosopher and teacher

OCCASION – 470 – 399 BCE

AUDIENCE – Greek city-state of Athens

PURPOSE – teach philosophy

SUBJECT – purpose of life

TONE -- didactic, preachy “not worth”

Socrates POV (point of view): As a philosopher, Socrates argues that philosophy (examining the world) gives a purpose to life.

Point of View Analysis of Primary Sources

See the world through others’ eyes . . .

P = purposeWhat is the source supposed to do? What is it about? Who would gain or lose from the information in the source?

O = originWho created the source? When? Where? What kind of source is it (letter, official document, personal photograph, etc.)

V = valueHow can the source help answer the question? What other questions does the source raise for historians? How does the tone of the text affect the reader?

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[DBQ – This is your first one. Have Fun!]

WORLD HISTORY(Suggested writing time – 40 minutes)

You should spend at least 10 minutes reading, analyzing, and grouping the sources.

Directions: The following question is based on the accompanying Sources 1 - 8. (The sources have been edited for the purpose of this exercise).

The question is designed to test your ability to work with and understand historical sources. Write an essay that:

Has a relevant thesis and supports that thesis with evidence from the sources.

Uses all of the sources.

Analyzes the sources by grouping them in at least three ways as possible. Does not simply summarize the sources individually.

Takes into account both the sources of the documents and the authors’ points of view.

Explains the need for at least two additional types of source.

You may refer to relevant historical information not mentioned in the sources.

1. On the basis of the sources given, analyze the political and cultural values of Greek civilization. What other kinds of primary sources would help you analyze the political and cultural values of Greek civilization?

Historical BackgroundIn ancient Greek civilization, the polis (city-states) political system had a single ruler (tyrant) or an aristocratic council. Although they fought for control over the mountainous peninsula and islands, the people in the Greek city-states shared a written language based on letters of the Phoenician alphabet of the Middle East and they traded with each other and with neighboring states such as the Persian Empire. Under Alexander the Great in the 4th century BCE, Hellenism (Greek culture) spread throughout the Mediterranean and into South Asia. THIS SPACE MAY BE USED FOR PLANNING YOUR ANSWER.

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[Sources are on pages 14 - 15.]

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THESE ARE REPEATED FROM PAGE 12.Directions: The following question is based on Sources 1 – 8. (The sources have been edited for the purpose of this exercise). The question is designed to test your ability to work with and understand historical sources.

2. Based on the attached sources, analyze the political and cultural values of ancient Greece. What kinds of additional types of sources would help identify and explain the political and cultural values of ancient Greece?

DBQ GROUPING ONLY EXERCISE

DIRECTIONS: PART ONE: Identify the political and/or cultural values presented in each source, and then place them in groups according to the values they represent. You must put each source in at least one group, but you may put any source in more than one group. There must be at least TWO sources in each grouping.

Political Values (identify at least TWO political values and list the sources that show those values)

Political Value #1: _______________________ Sources:

Political Value #2: _______________________ Sources:

Cultural Values (identify at least TWO cultural values and list the sources that show those values)

Cultural Value #1: _______________________ Sources:

Cultural Value #2: _______________________ Sources:

PART TWO:Identify at least TWO other types of primary sources from ancient Greece that would help you answer the question. (Hint: official documents, more art, personal writings, etc.)

And, then explain how those types of sources would help you analyze the political and cultural values in ancient Greece

1. __________________________________________________________________________

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2. __________________________________________________________________________

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DBQ on Greek values

Document 1Socrates, philosopher and teacher in the Greek city-state of Athens, 470 – 399 BCE

The unexamined life is not worth living.

Document 2Aristotle, philosopher from Macedonia and teacher of Alexander the Great, 384-322 BCE

Since human reason is the most godlike part of human nature, a life guided by human reason is superior to any other. … For man, this is the life of reason, since the faculty of reason is the distinguishing characteristic of human beings.

Document 3Pericles was a ruler of the Greek city-state of Athens. He spoke the Funeral Oration to the Athenians about 430 BCE after the Peloponnesian war with a neighboring Greek city-state, Sparta.

Our plan of government favors the many instead of the few: that is why it is called a democracy …. As for social standing, advancement is open to everyone, according to ability. While every citizen has an equal opportunity to serve the public, we reward our most distinguished citizens by asking them to make our political decisions. Nor do we discriminate against the poor. A man may serve his country no matter how low his position on the social scale.

Document 4Antigone, a play by Athenian writer, Sophocles, had written around 441 BCE. Antigone defies King Creon’s order and buries her brother who was killed while leading a rebellion.

Creon: “And still you dared to overstep these laws?”

Antigone: “For me, it was not Zeus who made that order. Nor do I think your orders were so strong that you, a mortal man, could overrun the gods’ unwritten and unfailing laws. … I know I must die. … but if I left my brother dead and unburied, I’d have cause to grieve as now I grieve not.”

Document 5The Illiad an epic poem by Homer, a Greek poet, probably recorded 8th century BCE

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Hector handed the boy to his wife, who took him to her fragrant breast. She was smiling through her tears, and when her husband saw this he was moved. He stroked her with his hand and said: “My dear, I beg you not to be too distressed. No one is going to send me down to Hades before my proper time. But Fate is a thing that no man born of woman, coward or hero, can escape. Go home now, and attend to your own work, the loom and the spindle, and see that the maidservants get on with theirs. War is man’s business; and this war is the business of every man in Ilium, myself above all.”

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[DBQ on Greek values continued]Document 6

The History of the Peloponnesian War by Thucydides, Athenian historian, 431 BCE

An Athenian citizen does not neglect the state because he takes care of his own household; and even those of us engaged in business have a very fair idea of politics. We alone regard a man who takes no interest in public affairs, not as a harmless, but as a useless character. …

Document 7The Parthenon, a temple to the goddess Athena built by Athenian ruler Pericles, 447 BCE

Document 8

Amphora (wine jar), “Myth of the hero of the Trojan War, Achilles, killing the Amazon Queen Penthesilea,” Athenian potter and painter Exekias, 540-530 BCE

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Comparing Classical Empires

DIRECTIONS: Outline and color Han (red), Roman (blue), and Gupta (yellow) empires on the world map showing the greatest extent of territory each empire controlled.

Question for the thesis paragraph: Analyze the changes and continuities in the development of political institutions for one of the following classical empires from its beginnings to its end: Han, Gupta, Roman

Write a thesis paragraph that

_____ FULLY ADDRESSES THE QUESTION

_____ TAKES A POSITION

_____ PROVIDES ORGANIZATIONAL CATEGORIES

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Take Notes During the Powerpoint on the Classical Empires

Political Ideology and Belief Systems:

Gender and social structures –

Technology Valued by Political Elite –

Roman elite man and woman

Roman solider Roman farmer Roman market seller Roman school boy

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Han Chinese

Liu Bang, founder of Han dynasty Royal Han women Elite Gupta Hindu woman

Han soldier in chariot Han peasant family Gupta princes

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RISE AND POWER OF CLASSICAL EMPIRESDirections:1. Circle the elite group(s) in each empire2. Which empires did not have slavery as an important part of their economy? Why not?

3. Why was slavery very important in the Roman Empire?

Greek City-States then Hellenistic Empire

Roman Empire

Ideology & Political Structure

Democracy City-statesEmpire under Alexander the Great

RepublicEmpire under CaesarsImperial bureaucracy

Belief System

Polytheism Polytheism until Constantine made Christianity official religion

Social Structure

Patriarchy;Free male citizensWomenSlaves

Patriarchy;Free male citizensWomenSlaves

Economic Interactions

Trade with Greek colonies in Mediterranean

Import silver and gold from colony in Spain, grain from North African colonies

Cultural Achievements

Doric, Ionic, and X columnsLifelike sculpturesDrama and philosophy (Socrates, Plato, Aristotle)

Aqueducts;Twelve Tables of law

Han Empire Gupta EmpireIdeology & Political Structure

Mandate of Heaven (dynastic cycle)Imperial bureaucracyTribute system

Theater state

Belief System

Confucian & Daoist;Buddhist at the very end

Hindu, some Jains, Buddhists

Social Structure

Patriarchy;Emperorscholar-officialsPeasants & artisansMerchantsSlaves

Patriarchy;PriestsWarriors & KingsMerchants PeasantsUntouchablesSlaves

Economic Export silk across silk roads; bribed Exported gorgeous cotton

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Interactions pastoral nomadic group, the Xiongnu, with silk

textiles, jewelry, black pepper, and sugar

Cultural Achievements

Great Wall, wheelbarrow, civil service exam,

Drama, concept of zero, numerals, decimal place, Sanskrit grammar and dictionary, crystallization of sugar

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4. Write a generalization about how empires rise and maintain their power:

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CONTINUATION OF CLASSICAL EMPIRESCompare causes for collapse of empires: limits to expansion, role of nomads invading, fiscal crises)

Results of collapse

Causes for the collapse of the Han Dynasty:

period of disunity; rise of Buddhism; continuation of Confucian bureaucratic model; Sui and then Tang dynasty

Causes for the collapse of the western part of the Roman Empire:

rise of Christianity; creation of Byzantine empire; feudalism in Latin West; rise of Arab caliphates

Causes for the collapse of the Gupta Empire: Invasion of the White Huns Overexpansion (empire got

too big to control) Empire could not raise

enough money to pay salaries of armies at the borders

Rajput (regional princes) grew more powerful than the Gupta central government

Spread of Islam (Delhi Sultanate); rise of regional and local political structures in the southern half of South Asia; increase in merchant activity with China

Write a generalization about the causes of the decline of the classical empires:

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Causes of the decline of classical empires

Instructions: Do all 3 of the following steps for Rome, then move on to China1. Label each cause as political, economic, or demographic (P, E, or D)2. Within each empire, rank the causes in order from 1 = most to significant

to least significant3. Write a generalization about the causes of the decline of that empire

Rome Corruption of ruling elites "Barracks Emperors"= generals who seized power of the Empire for a

brief period of time before being ousted by the next general. Rome had 26 of these Emperors between 235-284

Epidemic outbreaks throughout the Empire Overexpansion (empire got too big to control) Split in empire and creation of Constantinople as second capital Various regions broke away from Empire and became self-sufficient Experienced bankruptcy (Emperor Diocletian tried to strengthen economy

by stabilizing the currency and dampening inflation. These reforms were largely ineffective)

Invasion of Germanic nomads, Turkish Huns, and Germanic refugees; no single enemy to target and defend against

Rise of Christianity Difficulty collecting taxes from powerful landowning nobles Collapse and total chaos in the West; continuity in imperial state

administration in the East

Your generalization about the causes of the decline in the western part of the Roman Empire:

Han China

Corruption within ruling elites and constant backstabbing Consolidation of land into the hands of the few wealthy elites= factioned

against Emperor Spread of epidemic disease Higher taxes on peasants Massive civil unrest among peasants due to tax burdens Declining tax revenues, because it was difficult to collect the taxes Yellow Turban Rebellion (Daoist rebellion against the emperor that

promised a new golden age, brought about by divine magic) Rise and spread of Buddhism

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Nomadic peoples migrate into China, largely adapted Chinese culture but some just invaded.

Bureaucratic administration continued to be used in other states after the fall of the Han

Your generalization about the causes of the decline in the Han Empire:

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Gupta India

Invasion of the White Huns Overexpansion (empire got too big to control) Empire could not raise enough money to pay salaries of armies at the

borders Rajput (regional princes) grew more powerful than the Gupta central

government

Your generalization about the causes of the decline in the Gupta Empire:

Now, write a thesis statement to address the question:Compare and contrast the causes of political and economic decline between 0 and 600 CE in TWO of the following regions.

Mediterranean (Rome)ChinaIndia

Your thesis:

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GET THE EVIDENCE -- Roman EmpireAnswer the questions with information from the primary and secondary sources listed below. Keep track of which sources helped you answer each question. These notes will help you gather evidence for the comparative essay you are going to write on the causes of the rise and decline of classical empires.

Questions: 1. What policies and actions did Roman rulers use to enforce their

ideology (political values) and keep themselves in power?

2. What are some examples of their policies and actions changing over time?

3. What are some examples of their subjects rebelling? Why did they rebel?

4. What were the greatest weaknesses of the Roman Empire?

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Take Notes from these Primary Sources: The Twelve Tables, Roman Republic, c. 450 BCE

[http://www.csun.edu/~hcfll004/12tables.html]

The Gallic Wars by Julius Caesar, 1st century BCE [http://classics.mit.edu/Caesar/gallic.html]

Roman coins, early 2nd century CE [http://www.coinsandhistory.com/Roman_coins1.html]

Description of the Rebellion of Boudicca by Tacitus, 2nd century CE [www.athenapub.com/britsite/tacitus1.htm]

Letter of Pliny the Younger, 112 CE; Letter of Emperor Trajan, 112 CE [http://www.fordham.edu/halsall/source/pliny1.html]

The Roman Oration, by Aelius Aristides, 155 CE [http://coursesa.matrix.msu.edu/~fisher/hst205/readings/RomanOration.html]

The Luxury of the Rich in Rome by Ammianus Marcellinunus 5th century CE [http://www.fordham.edu/halsall/ancient/ammianus-history14.html]

Chronicle by Prosper, 455 CE; Biography of Leo the Great by Anonymous, c. 450 CE

An Analysis of the Roman Government, Polybius, 2nd century BCE

Admitting Provincials to the Senate, Tacitus, 48 CE

Take Notes from these Secondary Sources: Martin Gilbert, maps of Jewish Risings Against Roman Rule (66 – 135 CE)

[go to www.googlebooks.com and search for The Routledge Atlas of Jewish History By Martin Gilbert]

Zenobia (3rd century CE) [http://womenshistory.about.com/library/bio/ucbio_zenobia.htm]

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GET THE EVIDENCE -- Han EmpireDirections: Use the primary and secondary sources to answer the following questions:

Questions:1. What policies and actions did Han rulers use to enforce their ideology

(political values) and keep themselves in power?

2. How did their policies and actions affect social and gender structures?

3. Did their policies and actions change over time?

4. What were the greatest weaknesses of the Han Empire?

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Take Notes from these Primary Sources: Han Fei Tzu (Han Feizi), Memorials, c. 230 BCE

[http://academic.brooklyn.cuny.edu/core9/phalsall/texts/hanfei.html]

Tsai Yen, poetess, “Eighteen Verses Sung to a Tatar Reed Whistle,” 3rd century BCE

http://books.google.com/books -- you can find the book authored by Sarah and Brady Hughes Women in World History

Letter from Shan-yu (Mo Tun), Ruler of the Hsiung-nu (Xiongnu) to the Han Emperor Wen, 177 BCE and Letter from Han Emperor Wen to Shan-yu (Mo Tun), Ruler of the Hsiung-nu (Xiongnu), 177 BCE http://depts.washington.edu/silkroad/texts/hantxt1.html

Ssu-Ma Ch’ien (Sima Qian), The Records of the Grand Historian of China, 110 – 85 BCE [http://www.humanistictexts.org/simaqian.htm]

Excerpts from the salt and iron debate, 81 BCE, the learned men [http://www.staff.hum.ku.dk/dbwagner/EncIt/EncIt.html] and Excerpts from the salt and iron debate, 81 BCE, the Minister

Emperor Wang Mang, bronze knife coin inlaid with gold, 7 CE [http://www.cultural-china.com/chinaWH/html/en/Arts1802bye3636.html]

Ban Zhao, Lessons for Women, c 45 – 116 CE [http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/banzhao.html]

Take Notes from these Secondary Sources: Chinese Agricultural Techniques, 2nd century BCE to 2nd century CE

Chart showing Han Chinese gifts of silk to the Xiongnu

Diagram of salt mining during the Han

The Trung sisters [http://www.womeninworldhistory.com/heroine10.html]

Illustrations of Chinese houses

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The spread of belief systems and trade networks by 600 C.E.

Buddhism, Christianity, and Hinduism all incorporated local customs and beliefs as they spread beyond their place of origins up to the seventh century. Missionaries and merchants of these religions traveled through long-distance trading networks created and protected by large states and empires. Nomadic peoples facilitated trade on land and sea routes, and were definitely involved in helping to spread Buddhism in Central Asia. It is not as clear what role nomadic peoples might have played in spreading Christianity in Europe, Southwest Asia, or East Africa, or Hinduism in Southeast Asia. Some scholars suggest that nomadic pastoralists and mariners stepped in when large states and empires were in decline, acting as bandits or pirates to keep up the flow of goods. Perhaps, the appeal of the three religions in times of loosening central political control was that they helped believers endure the social, political, and economic chaos.

After the fall of the Han dynasty, a number of competing states emerged. In the north, nomadic groups, the Jie and Toba, conquered and settled in as rulers. The ruling elite of the Jie and Toba as well as rulers of later nomadic groups and even some of the rulers of the Sui and Tang dynasties converted to Buddhism. The Buddhist monasteries established along the Silk Road helped rulers of groups like the Jie and Toba, because the monasteries facilitated long-distance trade by providing hostels to merchants, loans to local and foreign traders, and demand for exotic and luxury goods. The exotic and luxury goods went to create beautiful Buddhist art that legitimized the “barbarian” rulers. (p. 51, Old World Encounters)

Mahayana Buddhism was better suited to spread in areas dominated by Confucian culture. The Mahayana Buddhism of the Pure Land School taught that monks and nuns could pray for the release of their parents and other relatives’ into the paradise of the Pure Land. Donations to monasteries and writing of Buddhist scripture also could help one’s relatives’ entry into the Buddhist paradise. Some scholars argue that the political instability caused by the decline of the Han empire and the increase in disease epidemics made Buddhism more appealing to many people along the Silk roads and in the home territory of the Han dynasty.

Christianity also spread within the Roman empire before it divided. It “was a religion of the cities, efficiently disseminated throughout the empire along established routes of trade and communication. It welcomed into its ranks the untutored and unsophisticated as well as the more privileged classes. It even shared with other religions several of its ritual elements, such as baptism and the community meal. In many ways, then, early Christianity

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reflected the larger cultural world of the early Roman empire.” (p. 60 Old World Encounters). Once Christianity became the official religion of the Roman Empire, then more people converted to Christianity in order to gain better treatment by the government, especially in the eastern part and then in the Byzantine empire. In the western part of the empire, church positions became the only job security as the social, political, and economic systems became more dependent on feudal bonds.

Like Buddhism’s experience along the Silk roads, “Christian missionaries sought converts among the nomadic settlers in western Europe. Their leaders understood that if they were to gain political power, their subjects would have to give up tribal loyalties. Christianity offered a larger group identity as well as a more orderly and less violent way of life. Being associated with a sophisticated religion like Christianity could confer legitimacy on the emerging leaders and give the people some connection with Rome’s former glory.” (p. 74, The Human Drama)

Hinduism appealed to leaders in Southeast Asia who sought the same goal of legitimacy. The leaders were introduced to Buddhism and Hinduism through efforts by rulers like Ashoka and by merchants who established Diaspora communities and brought scholars of the religions to preach to them. The Southeast Asian rulers found foreign and divine legitimacy from converting to Buddhism or Hinduism. Some even established the varna system, such as in Bali, which is still Hindu in the 21st century. The trade networks brought exotic and luxury goods which rulers used to show their higher status. The result was a syncretism of local and foreign traditions and beliefs.

The success of the spread of Buddhism, Christianity, and Hinduism beyond their place of origins up to the seventh century was a result of official recognition and promotion, missionaries and merchants of these religions traveling through long-distance trading networks created and protected by large states and empires. The demise of large states and empires, however, did not seem to disrupt the spread of the religions. In fact, more people appeared to be attracted to the “foreign” religion as central control shifted in many parts of Afroeurasia.

Write two questions you have about the spread of belief systems in the classical period:

1. ____________________________________________________________________

___________________________________________________________________________

2. ____________________________________________________________________

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___________________________________________________________________________

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Social Hierarchies in Ancient Civilizations and Classical EmpiresDirections: Underline the similarities and circle the differences in the social class structures of these civilizations. Pay special attention to the status of merchants. Write a generalization about social hierarchies.

Mesopotamian and Egyptian civilizationsKings of City-StatesKings of EmpiresPriests and Temple PriestessesScribesMerchants/CraftspeoplePeasants

Chinese CivilizationEmperor (e.g. Qin/Han/Sui)BureaucratsAristocrats/Nobles/Military OfficersPeasantsCraftspeopleMerchants

Roman EmpireCaesar (Emperor)SenatorsMilitary OfficersMerchants/CraftspeopleFarmersSlaves

Byzantine EmpireEmperor (e.g. Justinian)Patriarch of ConstantinopleAristocrats/NoblesBureaucracyFree PeasantsMerchants/Craftspeople

Latin WestPopeKingLordsKnightsPeasantsMerchants/Craftspeople (often lived in chartered cities)

Gupta EmpireEmperorWarriorsPriestsMerchants PeasantsBuddhist monks and nunsUntouchables

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Map A: Empires and Trade c. 100 C.E.

Questions for Map A:

1. What is the name of the routes from Changan to Alexandria?

2. What motivated merchants to trade goods along these routes?

3. What benefit did the imperial governments get from protecting the routes inside their borders?

4. Which bodies of water would merchants use to transport their goods?

5. In which regions were camels used effectively for travel along these routes?

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SouthChina Sea

Straits of Malacca

Bay of Bengal

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Map B: Trade Routes of the Classical Period

Questions for Map B:

1. Why were nomadic peoples important along the Silk Roads and Gold Roads?

2. Which classical empires did the Gold Roads go through?

3. Which classical empires did the Silk Roads go through?

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Map C: Trade in the Late Classical Period

Write a generalization about trade in the 1st Century:

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Cultural Syncretism

Greek sculpture of Alexander the Great in India, 325 B.C.E.

Gandharan Buddha, Afghanistan, 4th century B.C.E.

What is similar about these two sculptures?

What is different about these two sculptures?

Explain why the second sculpture is an example of cultural syncretism:

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SYNTHESIS – WHAT WAS REALLY IMPORTANT?

What was the most common source of change in this earliest period of history?

Did changes mostly happen from diffusion of ideas from one place to other locations?

Or, did changes come from independent invention of innovations like sedentary agriculture or centralized governments in many different places around the same time?

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Unit 2 Test – Review QuestionsDirections: Use the following questions to help you take notes from Chapters 3 - 7. These questions will be on the Unit 2 Test.

1. How do religious beliefs reflect interaction with the environment?

2. How did the peoples of early civilizations each develop distinctive social institutions, cultural and religious patterns, and technologies in response to the challenges of the environment?

3. What was the basis of the status, power, and wealth of elite groups in each society, and how did they dominate the rest of the population?

4. What environmental, technological, political, and cultural factors led Mediterranean societies such as Greece and Rome to develop their distinctive institutions and values?

5. In what ways were the societies of this era more interconnected and interdependent than before, and what were the consequences—positive and negative–of these connections?

6. What were the causes and consequences of large-scale movements of nomadic pastoral peoples

during this era?

7. Why were certain cultures destroyed or assimilated while others survived?

8. How did geography, environment, and contacts with other peoples shape the institutions and values of Persians and Greeks?

9. What brought the Greek city-states and the Persian Empire into conflict, and which factors dictated the outcome of their rivalry?

10. In what ways were the lands and peoples of the eastern Mediterranean and western Asia influenced—culturally, economically, and politically—by the domination of the Persian Empire and the Greek kingdoms that succeeded it?

11. How did the Roman and Han Empires come into being?

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12. What were the sources of their stability or instability?

13. What benefits and liabilities did these empires bring to the rulers and their subjects?

14. What were the most important similarities and differences between these two empires, and what do the similarities and differences tell us about the circumstances and the character of each?

15. What historical forces led to the development of complex social groupings in ancient India?

16. Why did Indian civilization develop religious traditions with such distinctive conceptions of space, time, gods, and the life cycle, and how did these beliefs shape nearly every aspect of South Asian culture?

17. How, in the face of powerful forces that tended to keep India fragmented, did two great empires—the Mauryan Empire of the fourth to second centuries B.C.E. and the Gupta Empire of the fourth to sixth centuries C.E.—succeed in unifying much of India?

18. What role did technology play in long-distance trade?

19. How did geography affect trade patterns by 600 C.E.?

20. How did human groups affect communication between regions?

21. Why did some goods and ideas travel more easily than others?

22. How did the three modes of cultural contact and exchange affect patterns of dominance and diversity?

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