Chapter 4 Outline

Chapter 4
Classical Civilization in the Mediterranean: Greece and Rome

I. Introduction
A. Mediterranean culture
1. Greece slowed Persian empire, set up a few colonies, but…
2. Rome known for empire
3. New institutions/values that would remain in western culture
4. “our own” Classical past
a. U.S. Constitution
b. buildings in the U.S.
c. founders of the philosophical tradition
d. Socratic method
B. Greco-Roman history
1. more dynamic, but less successful
* We can clearly recognize the connections and our own debt without adhering to the notion that the Mediterranean world somehow dominated the classical period.
2. Complicated – passed through two centers
a. Rome preserved many of Greek achievements
C. Rome vs. Greece
1. Mighty empire vs. inept/Greek city-states
2. Mastered engineering vs. scientific thought
3. western Europe – Greco Roman vs. Eastern Europe – Greek influence
4. Shared
a. political ideas
b. common religion
c. artistic styles
d. economic structures

II. The Persian Tradition
A. 550 BCE Cyrus the Great – massive Persian Empire across Middle East
1. Tolerant of local customs
2. Advanced iron technology
3. Zoroastrianism
4. artistic lifestyle
5. Conquered by Alexander the Great
6. Persian language and culture survived into the 20th century

III. Patters of Greek and Roman History
A. Greece
1. Crete – showed Egyptian influence by 2000
a. Monumental architecture
2. 1400 Mycenae – kingdom Trojan War
a. Indo-Europeans destroyed until 800 – Dark Ages
3. Rise from 800-600 strong city-states
a. tyrant or aristocratic council
b. divided by mountains
1. unified government difficult
2. trade developed
c. written language came from Phoenician alphabet
d. regular celebrations
1. athletic competitions – Olympic games
e. Sparta/Athens rose to the top
1. Sparta – military tradition dominated slves
2. Athens – commercial state, slaves, artistic/intellectual leadership
3.
4. 5th century – Democracy in Athens
a. Pericles - most famous political figure
1. No official position, but influence/negotiation
b. each citizen participated
c. eventually Spartan/Athenian war weakens both sides
1. Peloponnesian Wars – weakened Greece
a. Philip II of Macedon came down and took over
b. Alexander the Great then kept going to Persia
1. 13 years of conquests – 33
2. Successor kingdoms ruled for centuries
3. Hellenistic period – Greek art/culture merges
4. Trade flourished
5. Scientific centers – Alexandria
6. Greece decline, but legacy carries on
B. Rome
1. Started under control of monarchy in 800 – defeated in 509
2. Roman republic expanded
a. Always fear of invaders, keep extending boundaries
b. Across Sicily, conflict with Carthage
1. Leads to Punic Wars – 3 of them
a. Bloody defeat by Hannibal – through Gaul
b. 3rd Punic War – salted fields – agriculture
3. Republic replaced by powerful generals
a. Caesar first to “Cross the Rubicon” – 45 BCE
b. August Caesar takes over in 27 BCE – after rivalry following assassinat
1. Pax Romana – basic structure for Roman Empire
a. Until 180 CE Marcus Aurelius – peace to Medit. World
b. Empire expanded to Britain
c. Gradual fall until 476 when invaders took over
1. economic deterioration – trade loss
2. population loss – declining birth rates
3. government less effective – couldn’t take care of empire
4. unable to take over more land to finance empire
5. too spread out – undefendable
4. Diocletian Reforms
5. Constantine – 313 adopts Christianity
6. After the fall
1. Governments became local in Western Europe – can’t control/order
2. Roman armies needed foreign recruits – why are we fighting again?
IV. Greek and Roman Political Institutions
A. Introduction
1. Politics crucial – polis – Greek city-state – similar to China
a. “Good life” included political service, military
2. Did not try to administer local regions
3. Unlike China, never had single set of political institutions/bureaucracy/emp
4. Like India diverse forms
a. Monarchy – not preferred – tried to abolish
b. Individual strongman – tyranny – quite common – some effective
B. Greece – demos – the people
1. General assemblies – all vote – direct democracy – not a republic
2. Executive officers chosen by lot – similar to jury duty
3. ½ citizens – slave/foreigners – women excluded > 25% participate
4. Negatives of democracy – Peloponnesian Wars
a. Lower class citizens want power – recommend stupid military choices
5. Most preferred – aristocratic assemblies – aristocracy – rule of the best
C. Rome
1. Constitution – relied on aristocracy – election of magistrates
2. Senate – held executive offices – two consuls shared power – public speaking
a. Dictator during emergencies
3. Ample political theory – Cicero main guy
a. Political ethics
b. Duties of citizens
c. incorruptible service
d. key political skills – oratory
e. Diff. than China – not so much on hierarchy, obedience, bureaucracy
4. Roman Empire – preserved Senate – relatively useless
5. Local autonomy prevailed – accept times like Jewish rebellion 63 CE
a. tolerance local customs, religion
6. Strong military organization
7. Well-crafted laws – Twelve Tables 450 BCE – restrain upper class
a. Rules, not personal whim, should govern people
b. regulated property, commerce
c. similar to Chinese bureaucratic structure
8. Focused on law courts, military force
a. Not so much on commerce, but…
b. Rome…roads, harbors – military transport, commerce
c. Public baths, stadiums – “bread and circuses”
9. Supported official religion – civic festivals, but not imposed
a. Religions tolerated as long as didn’t conflict with state
1. Problem w/ Christianity, state not first
D. Key elements
1. Localism, political focus, diversity of political systems, aristocracy, law
2. Lacked specific individual rights, instability showed system was flawed

V. Religion and Culture
A. Religion
1. Christianity spread, but not a product of Christian/Roman Culture
2. Greco-Roman religion – nature > gods and goddesses
a. Different names/interacted w/ mortals/whims/soap opera
b. Patrons of nature/human activities
c. god stories used to illustrate human passions/foibles – literature
d. lacked spiritual passion – lower class attracted to “mystery religions” M. East
e. Upper class – didn’t allow for method systematic inquiry
3. Many thinkers/philosophers searched for explanations/model for ethical behavior
a. Aristotle – Golden Mean – balance
b. Stoics – moral independence – discipline/personal bravery
c. Socrates – question – accused of undermining – poison
d. Plato – understand three forms – True, Good, Beautiful
e. Importance – human ability to think, not human spirituality
f. Similar to Confucianism, but more skeptical and focused on abstract questions
B. Rational inquiry
1. Few inventions, many theories, classification
a. Many theories wrong
b. Some geometry, anatomy, incorrect astronomy
2. Romans more practical – engineering – roads/aqueducts
C. Art and literature – far more important
1. Official religion inspires artist expression – temples, statues
2. Realistic depiction of human form
3. Poetry, music, dance – not as preserved
4. Drama – comedy and tragedy – trilogy – focused on human flaws
a. Sophocles – Oedipus complex
b. Not just for upper class
c. Romans known more for athletic performances – charioteers/gladiators
5. Greek literature – epic tradition – Homer – Iliad/Odyssey – links mythology/history
6. Sculpture – heroic/realistic tradition
7. Architecture – columns – Doric, Ionic, Corinthian – classical architecture
a. Rome – dome/stadium – heavily adorned public buildings/monuments

VI. Economy and Society
A. Tendency for large landowners to squeeze out small farmers > feudalism later
1. Much tension comes from farmers trying to keep independence, get out of debt
2. Difficulty in farming – geography, topography
a. Forced olives, grapes – but these need capital, patience – 5 years – landlord
3. Commercial agriculture led to need for empire
a. Supervised grain trade, public works, storage facilities
b. Manufactured products less advanced – exported animals/skins, metals
B. Merchants – better in Mediterranean than China, but ambiguous
C. Slavery – key component – agriculture – from military expansion
1. Free farmers couldn’t compete w/ slave/tenant labor
2. Hurt technological innovation – behind India/China in production technology
D. Tight family structure – women inferior/diff. laws – not as bad as China, but infanticide
E. Not the period of “human race was most happy or prosperous” – idealized in Western world
1. Urban achievements not everything

VII. The Fall of Rome – fell in parts, not all at once
A. No central religion
B. Classical Mediterranean life not fully carried on

VIII. Global connections
1. Outsiders as barbarians
2. Alexander the Great expanded
3. some Romans saw Greek literature/philosophical focus as a waste of time
4. Rome expanded to Germanic tribes – trade/war
a. Tolerant of local customs, but built Roman monuments
5. Believed there was little to learn from beyond their own borders

IX. Classical Mediterranean in Comparative Perspective
1. China, India, Medit. All have agricultural economy, empires
a. Secular Medit. similar to Confucian
2. Politics don’t speak of deference, bureaucratic training
3. Greeks more into theory
4. Each had social hierarchy and laws to justify/protect upper class
a. Aristocracy – India – priests, China – bureaucrats, Medit. – aristocrats
5. Social mobility
a. India’s caste – little
b. China – few talented bureaucrats could move up
c. Medit. – some non-aristocrats could move up, military
6. Lowest class
a. India – untouchables
b. China – “mean people”
c. Medit. – slavery
a. Farmers/property important – but scorned manual labor > slavery
7. United by different reasons – social unrest, rebellions in all
a. India – Hinduism
b. Medit. – military force, local authorities
c. Chinese – Confucianism – obedience, self-restraint
8. China/India more successful in convincing poor of legitimacy of class structure
a. Medit. focused on aristocracy, tried to give some political rights to others

Response #1

Please respond using historical facts.....

How did the government systems of Han China and the Roman Empire compare?

Extra Credit

Due by Thursday December 3rd- a comic strip that describes the life of a peasant in one of the classical societies. All aspects of the peasant's life should be discussed (think PERSIA). Please be sure to have correct information- ie. make sure you are discussing the proper time period of the society you have chosen. There are examples hanging outside of our classroom.

www.readwritethink.org is one website where you can create comics. Choose student materials and go to comic creator.

Good Luck!

Map Test 11/30

On the map of Europe please identify:

• Mediterranean Sea
• Black Sea
• Aegean Sea
• Adriatic Sea
• Tyrrhenian Sea
• Atlantic Ocean
• Rome
• Crete
• Athens
• Macedonia
• Byzantium
• Rhodes
• Cyprus
• Judea
• Alexandria
• Carthage
• Corsica
• Sardenia
• Gaul
• Germania
• Britannia
• Danube River
• Rhine River
• Alps
• Troy
• Tiber River
• Rubicon River
• Rhone River
• Po River
• Pyrenese Mountains
• Asia Minor
• Antioch
• Constantinople

Chapter 3 Notes

Chapter 3 – Classical Civilization: India

I. Introduction – difference vs. China
a. China focus on politics/related philosophies vs. India focus on religion/social structure
b. Less cohesive political structure
c. Both were agricultural societies, localist flavor, male ownership, patriarchal, trade

II. The Framework for Indian History: Geography and a Formative Period
a. Closer to other civilizations
1. Influenced by Middle East/Mediterranean
2. Persian Empires spilled over/Alexander also
3. Forced to react and adapt
b. Topography
1. Passes through Himalayas linked India
2. Somewhat set apart
3. Political unity difficult – greater diversity than middle kingdom
c. River civilizations – Indus and Ganges
d. Mountainous north – herding society
e. Separate regions contributed to:
1. economic diversity
2. racial differences
3. language differences
f. Unstable, monsoon climate – but helped with agriculture
1. Harvest two crops in a year, help support large population
g. Formative period – Vedic and Epic ages – Aryan migrants – hunting and herding peoples
1. Knowledge passed down through epics written in Sanskrit – Vedas
a. Mahabharata
b. Ramayana
c. Upanishads
2. Aryans settled, made tight-knit villages
a. Families patriarchal, connected across generation
b. Aryans created social classes
a. Warrior/governing – Kshatriyas
b. Priests – Brahmins
c. Traders/farmers – Vaisyas
d. Common laborers – Sudras
e. Untouchables – refuse, transporting dead bodies, other lovely jobs
c. Social groups became hereditary
1. Can’t marry between castes – punishable by death
2. Broken into smaller subgroups
d. Aryans brought polytheistic religion – similar to Greek myth, Scandinavians
a. One of few polytheistic religions to survive
1. Hymns/sacrifice
e. Upanishads – epic poems
a. Sacred animals – monkeys/cattle
b. Rituals and sacrifice
c. Brahmin class enforced rituals
d. Unifying divine force, seek union with this force

III. Patterns in Classical India – end of 600 BCE – formative phase
A. 16 major states existed – some monarchies, some republics – dominated by warriors/priests
B. Eras often created as reaction to invaders
C. Mauryan Dynasty – Chandragupta Mauryan 322BCE – unified subcontinent
a. maintained large armies
b. developed bureaucracy
c. highly autocratic – rely on ruler’s power
d. style of govt
i. autocratic – based on ruler’s personal/military power
e. Ashoka – grandson – lavish lifestyle
i. influenced by nature/spiritualism
ii. but…bloodthirsty methods of expansion
iii. converted to Buddhism – think Constantine
1. spread Buddhism throughout empire, honored Hinduism – precedent
iv. improved trade/ road network
f. Kushans – outside invaders – converted to Buddhism
i. but…bad for Buddhism – connected to outsiders
D. Guptas – 320 CE
a. no powerful individual rulers, but greater impact
b. negotiate w/ local princes
i. expanded influence w/out fighting – diff. than above
c. two generations of political stability – think Pax Romana
E. Shifted between empires and network of smaller kingdoms

IV. Political Institutions
A. Regionalism – diversity
a. Autocratic kings once in awhile, but also aristocratic assemblies
B. How did they maintain power?
a. Mauryan – military power
b. Gupta
i. negotiation
ii. appointed by gods
iii. allowed local rulers to have autonomy – think Rome
1. no single language imposed – promoted Sanskrit, but…
iv. Golden Age
1. spread laws
2. supported university, arts, literature
C. However…not an elaborate political culture
a. little political theory, not like Greeks
b. Kautilya – how to maintain power – like Legalism in China
c. political service not valued as important
d. Buddhist leaders not interested in political affairs
D. Why the limitations?
a. local governments
b. caste system already regulated life – social behavior – political laws unnecessary
i. subcastes, hereditary – can’t marry outside
1. but…marry below, or lower job and you could lose caste
2. rarely move up in caste – did well economically
ii. most rigid social structure of all classic civilizations
1. method of conquerors and conquered to live together in peace
2. not necessary to totally blend cultures
3. promoted tolerance
4. slavery avoided – untouchables not owned
E. Qualities of civilization based on cultural values
a. Hindu/Buddhism clearest cement
b. remarkable ability to survive
c. means so many different things to so many different people
d. can evolve
e. Indian children can indulge imaginations
i. imaginative links with higher power
f. clear continuity though rarely under one political power

V. Religion and Culture
A. Hinduism – origins in Vedic and Epic ages
a. Rig-Veda – Creation hymn
b. Different – no single founder – no central holy figure
1. Grew gradually, sometimes in reaction to other religions – Buddhism/Islam
c. Religious approaches
1. Ritualistic ceremonies performed by brahmans
2. mysticism – unite humans w/ divine
3. encouraged political and economic goals (artha) and worldly pleasures (karma)
4. fluidity – adaptable – tolerant – many suitable paths of worship – Christianity?
d. Brahmanism – Brahman leadership elaborate – called by scholars – dharma by Hindus
1. gods of nature altered – represent abstract
a. Varuna – god of the sky to guardian of right and wrong
2. Epic poems – gentle/generous behavior
e. Upanishads – shallowness of worldly concerns – wealth/health
f. each person’s soul part of universe
g. religion of rituals vs. religion of mystics
1. mystics – gurus and Brahmas agreed to
a. existence of divine essence – several gods – try to seek union w/ this soul
1. Vishnu – preserved/ Shiva – destroyer
2. takes many lifetimes – reincarnation
3. where soul goes depends on reincarnation
h. options for good life
1. meditation/self-discipline – yoga
2. others wanted rituals – cremation, prayers, sacred cows, refrain from beef
3. some believed in lesser nature gods
4. symbolic sacrifices might assist in reincarnation
e. life obligations
1. serve family
2. earn money
3. serve in army when necessary
f. Bhagavad Gita – classic hymn – OK to kill family, duty, plus they’re reincarnated
g. but…doesn’t have strict ethical codes – aka Ten Commandments
h. Why did it spread?
1. satisfying rules of conduct for life
2. incorporated previous religion
3. caste system – better time in future life
B. Buddhism – 563 BCE – Siddhartha Gautama – Buddha – enlightened one
a. searched for truth, found it, accepted many elements of Hinduism, but..
1. disagreed with caste system
2. all worldly desires hurt you
3. if you destroy self, can reach nirvana – self-control – regulate life
4. denied importance of rituals/priests
b. spread by group of monks – prayer/charity/piety helped spread message
1. Brahman opposition strong
c. Hinduism still attractive due to mysticism
C. Literature
a. Political theory sparse, but wrote about human life
b. “laws of love” – Kamasutra – male/female relationships
c. Recorded epics – lively stories
d. Romantic adventure – separated/returned – romantic/adventure
D. Science
a. Supported university – astronomy and medicine
1. Religion prevented dissection
2. Bone setting, plastic surgery, sterilization – reached West much later
D. Mathematics – imported through Arabs – but Indian
a. Concept of zero – decimal system
b. negative numbers
c. square roots
d. pi
E. Art – lively, but much perished
a. Stupas – spherical shrines to Buddha
b. Not realistic like Greeks, but stylized
c. Appreciation of nature
d. Joy of life themes + celebrate religion
F. Tone – not rational like West, or concentration on Politics like China

VI. Economy and Society
A. Caste system
1. Different punishments for different crimes – Brahman killed servant – same as dog
2. Villagers rarely had contact with higher caste
B. Family life based on hierarchy
1. wife worship husband as god
2. women lost power as male power expanded – common of agricultural societies
3. question – could woman advance spiritually if not reincarnated as man?
4. Arranged marriages – solid economic links
5. Emphasis on loving relations/sexual pleasure
6. children indulged and then expected to work hard
7. clever-strong willed women as goddesses
C. Economy
1. Chemistry, strongest steel – better than West until recently
2. Textiles – cotton cloth, calico, cashmere
3. Emphasis on trade far greater than in China
a. Tamil traders – cotton, silks, dyes, drugs, gold, ivory
4. Most people lived subsistence lives

In Depth: Inequality as the Social Norm

VII. Indian Influence
A. Indian Ocean – most active linkage point among cultures
1. No civilization to compete w/ India – but not empire builders
B. Effect on other areas
1. married into royal families
2. temples and Indian art constructed
3. Buddhism spread throughout – Hinduism to upper class Indonesian families
4. Affect China > Buddhism and art
C. Started after Aryan invasions, but classical period lasted longer than China/Rome
1. Foundation of religion, art, literary tradition, social & family network

VIII. China and India – borrowed from each other, but didn’t change
A. India vs. China - Differences
1. Art – lively vs. restrained
2. primary religion vs. separate religions/philosophies to fit needs
a. Religion more otherworldly vs. practicial findings
3. Emphasis on caste vs. political structure
4. Different emotional reactions vs. restrained behavior
5. Expanded cultural influence through trade vs. new territory/emissaries
6. Land ownership consistent vs. trying to get more land/take over power
B. India vs. China – Similarities
1. large peasant class
2. close-knit villages
3. mutual cooperation
4. cities/merchants took on secondary role
a. but…more sea trade in India
5. owners of land had power, could tax
6. patriarchy

IX. Global Connections
A. no civilization more open to others
B. None more central to cultural exchanges
C. New civilizations
1. Trade influence grew
2. Religion, epics, art, architecture led to new civilizations – Angkor Wat/Majapahit
D. Trading network
1. Coveted cotton textiles and bronze statuaries
2. Epic literature

Map Test Asia

• Japan
• Korea
• China
• Russia
• Philippines
• Siberia
• Indonesia
• Indian Ocean
• Pacific Ocean
• Bay of Bengal
• Arabian Sea
• East China Sea
• Yellow Sea
• South China Sea
• Sea of Japan
• Indus River
• Ganges River
• MeKong River
• Huang He River
• Yangzi River
• Si River
• Ural Mtns
• Caucasus Mtns
• Hindu Kush
• Korean Peninsula
• Arabian Peninsula
• Anatolian Peninsula
• Gobi Desert
• Tibetan Plateau
• Mongolian Plateau
• Deccan Plateau
• Sri Lanka
• Kamchatka Peninsula
• Himalayan Mtn

Han website

http://www.mnsu.edu/emuseum/prehistory/china/early_imperial_china/han.html

Chapter 2 Outline

AP World History - Stearns
Chapter 2 – Classical Civilization: China

I. Introduction – longest-lived civilization in history
A. Isolated
1. Couldn’t learn from other cultures
2. Rare invasions
3. Distinctive identity
4. Relatively little internal chaos w/ decline of Shang dynasty
a. Greatest links to classical society
B. Intellectual theory
1. Harmony of nature – yin and yang – balance
2. Seek Dao – the way
a. Avoid excess
b. Appreciate balance of opposites
c. Humans part of world, not on outside – like Mediterranean
Thesis: China emerged with an unusually well-integrated system in which government, philosophy, economic incentives, the family, and the individual were intended to blend into a harmonious whole.

II. Patterns in Classical China
A. Pattern of rule
1. Dynasty, family of kings – create strong politics, economy
2. Dynasty grew weak, taxes declined
3. Social divisions increased
4. Invasion or internal rebellion
5. Another dynasty emerged – general, invader, peasant rebel
B. Zhou Dynasty – 1029-258 BCE
1. Started decline in 700 BCE
2. Ruled w/ local princes – alliance system
a. Successful in agricultural communities – ie manor system Europe
b. Princes received land for troops/tax
3. Eventually local leaders ignored central gov’t
4. Contributions
a. Extended territory to “Middle Kingdom” – wheat north, rice south
1. Transportation/communication difficult – hard to govern
b. Mandate of Heaven – Sons of Heaven – emperors live affluent life
c. Greater cultural unity
1. Banned human sacrifice
2. Standardized language – Mandarin – most people speaking same
d. Confucius – wrote on political ethics
5. 402-201 BCE Era of the Warring States
C. Qin Dynasty – China’s namesake
1. Xin Shi Huangdi – first emperor – brutal leader
a. Undid power of regional leaders
b. Nobles brought to emperor’s home
c. Officials selected from nonaristocratic groups – allegiance
d. Extended territory south
e. Built Great Wall – 3000 miles
f. Burned books, attacked culture – hurts his autocratic rule
2. Innovations
a. National census – tax and labor service
b. Standardized coins, weights, measures
c. Uniform written language
d. Irrigation projects
e. Promoted manufacturing – silk
3. Downfall – unpopular
a. high taxes, attacks on intellectuals
b. killed men, punished brutally
c. Died in 210 BCE – revolts broke out

D. Han Dynasty – 202 BCE-220 CE
1. Kept centralized power of Qin, but reduced repression
2. Extended borders – opened trade to India, Mediterranean
3. Wu Ti – period of peace – like Pax Romana
4. Advancements
a. Formal training
b. Supported Confucianism
1. Shrines built to worship Confucius as god
5. Invasions – Huns – led to decline
6. 220 – 589 CE China in chaos

III. Political Institutions
A. Strong central government
1. Qin stressed unquestioned central authority
2. Han – expanded bureaucracy
B. Political framework
1. Strong local units remained, but power diminished
a. Relied on patriarchal families
b. Ancestor worship linked families
c. Village leaders helped coordinate farming/harvesting
2. Single law code
3. Universal tax system
4. Central authority appointments – not based on local government nominations
5. Delegation done to emperor’s ministers
C. Huge bureaucracy – 130,000 bureaucrats
1. Civil Service tests
2. Scholar bureaucrat
3. Not exclusively upper class rule - occasionally lower class recruited
4. Rulers often could be controlled by bureaucrats – didn’t do crazy stuff of Rome
D. Most tightly governed people
1. Rules administered by trained scholars
2. Father unquestioned power – passed down from ancestors
3. Harsh punishments to put down rebellion
E. Government traditions
1. Not heavily militaristic – not huge need
2. Promoted intellectual life – not Qin
3. Active in economy
a. Organized production of iron/salt
b. Han tried storing grain for bad harvests
c. Sponsored public works – canals/irrigation
F. Technology made it difficult to control, but…
1. Torture and execution used to keep obedience
2. Taxed
3. Annual labor
G. Invaders – Huns – couldn’t create better system for governing – kept bureaucrats

IV. Religion and Culture – people not united by religion – no political threat
A. Religion – relation to politics
1. earthly life/obedience more important than speculating about God
2. harmonious earthly life – prevent excess
3. traditions
a. Ancestor ceremonies
b. Special meals
c. Politeness at meals – tea ceremonies/chopsticks
B. Confucius - Analects
1. Political virtue and good government
a. secular views, not religious
2. Respect for superiors- even if bad
3. Respect for tradition
4. Leaders should behave modestly without excess
a. Work hard as a leader and lesser people will serve superiors
b. “When the ruler does right, all men will imitate his self-control”
c. Rulers not just punish – be humble and sincere
5. Satisfied upper class distaste for mystery, and interest in learning/manners
6. Gov’t used to maintain order
7. Careful socialization of children
8. Lacks spiritual side
C. Legalism – pragmatism
1. Better gov’t is one that rules by force
2. Human nature evil – needs restraint
3. Confucian façade + legalist strong arm tactics
D. Polytheistic beliefs – appealed to peasants
1. Spirits of nature
2. Ancestors
3. Dragons – fear plus playful respect
E. Daoism – first to upper class who wanted spirituality
1. Nature has divine impulse that directs life
2. Understanding comes from withdrawing and thinking of “way of nature”
3. Espoused humility and frugal living
F. Intellectual
1. Five Classics – speeches, songs, poems, etiquette, political materials
a. Poetry mark of an educated person
2. Art form
a. Calligraphy
b. Chinese artists, pottery, carved jade
c. No monumental buildings – except palaces/Great Wall
1. No singular religion
2. Confucianism against temples soaring to heaven
3. Science – practical work – not imaginative theorizing
a. Calculated motion of planets 1500 years before Copernicus
b. Medicine – anatomical research – proper hygiene for longer life

V. Economy and Society
A. Class – social status passed from one generation to the next
1. Upper class literate, wealth, culture denied peasants
a. Mandarins – educated bureaucrats + landowning aristocracy
2. Land owners 2%, peasantry the rest
a. “mean” people – lowest status – like India’s untouchables
3. Property owned communally
B. Trade
1. Luxury items – silk, jewelry, leather goods, furniture – Silk Road
a. Carried by merchants
2. Merchants not highly important – Confucius prioritized learning/political service
C. Technological Advance – practical usage – remained agricultural
1. Ox-drawn plow/collar for animals
2. Iron mining – pulleys and winding gear
3. Production methods advanced – water powered mills
4. Paper invented – needed for bureaucracy
D. Family life – father unquestioned leader
1. “There are no wrongdoing parents”
a. law courts don’t punish parents
2. Strict control of emotions
a. Home training ground for personality
3. Women gained power through sons/mother-in-laws to women brought in
4. Power to oldest son, boys over girls

VI. How Chinese Civilization Fits Together – Chinese wholeness – not a divided society
A. “China’s politics and culture meshed readily, especially around the emergence of a Confucian bureaucracy.”
B. Theme of isolation – surrounded by barbarians – can’t learn anything from outsiders
a. Buddhism – rare foreign concept embraced by population
C. Common culture provided unity
a. Elaborate bureaucracy
b. Confucianism – trained group w/ common ideals
c. Appreciation of distinctive art, poetry and literature
d. Relative political stability
e. Stable family – clear hierarchy
f. Private and public not separated – extensions
g. Views on etiquette
h. Language
D. Daoists and Confucianists tolerated
a. But…Confucianists saw Daoists as superstitious
b. Sometimes divine attacks on gov’t
E. Justice – tight control - Arrested – presumed guilty – tortured
a. Mixed torture w/ benevolence – good cop/bad coop
F. Precarious balance – sometimes violent

VII. Global connections – Heavy influence on the world
A. 1/5 of population supported by peasants
B. Created technologies shared w/ world
a. Power – water mill, porcelain (China), paper, compass
C. Views affected region “Middle Kingdom” basis for most of Asia
a. 2000 year reign

Extra Credit

Please do not forget to work on the extra credit essay....

www.stonybrook.edu/japancenter

Due Friday October 16th- Please have someone proofread it for you.

Oh, and I was wrong :( we won an essay contest on Korean History 3 years ago!

Please comment on your experience!!

http://prhsandwagnercollege.blogspot.com/

Do not make negative judgements about the college students =)

Chapter Notes

Click on the comment below for the notes on chapter 1.

Chronology

Chronological Boundaries of the Course
The course has as its chronological frame the period from approximately 8000 B.C.E. * to the present, with the period 8000 B.C.E. to 600 C.E. serving as the foundation for the balance of the course.

An outline of the periodization with associated percentages for suggested course content is listed below.

Foundations: circa 8000 B.C.E.-600 C.E 19-20%

600 C.E..-1450 22%

1450-1750 19-20%

1750-1914 19-20%

1914-the present 19-20%

Habits of Mind

Habits of Mind
The AP World History course addresses habits of mind in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.

Four habits of mind are in the first category:
1. Constructing and evaluating arguments: using evidence to make plausible arguments
2. Using documents and other primary data: developing the skills necessary to analyze point of view and context, and to understand and interpret information
3. Assessing continuity and change over time and over different world regions
4. Understanding diversity of interpretations through analysis of context, point of view, and frame of reference

Five habits of mind are in the second category:
1. Seeing global patterns and processes over time and space while connecting local developments to global ones
2. Comparing within and among societies, including comparing societies' reactions to global processes
3. Considering human commonalities and differences
4. Exploring claims of universal standards in relation to culturally diverse ideas
5. Exploring the persistent relevance of world history to contemporary developments

Themes of World History

Themes
The AP World History course requires students to engage with the dynamics of continuity and change across the historical periods that are included in the course. Students should be taught to analyze the processes and causes involved in these continuities and changes. In order to do so, students and teachers should focus on FIVE overarching themes which serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions. Each theme should receive approximately equal attention over the course of the year.

1. Interaction between humans and the environment
Demography and disease
Migration
Patterns of settlement
Technology

2. Development and interaction of cultures
Religions
Belief systems, philosophies, and ideologies
Science and technology
The arts and architecture

3. State-building, expansion, and conflict
Political structures and forms of governance
Empires
Nations and nationalism
Revolts and revolutions
Regional, transregional, and global structures and organizations

4. Creation, expansion, and interaction of economic systems
Agricultural and pastoral production
Trade and commerce
Labor systems
Industrialization
Capitalism and socialism

5. Development and transformation of social structures
Gender roles and relations
Family and kinship
Racial and ethnic constructions
Social and economic classes

Carl Sagan Article

Step One.... Read the article- underline, highlight, take notes in the margins; whatever you need to gain more understanding.

Step Two... Create a profile (become a follower) of this blog. Do not misplace it!

Step Three... Log in to the blog and answer this question. Just click on the comment and then type it in.

QUESTION: Summarize the Article (one paragraph). Why does Carl Sagan organize his calendar the way it is presented in the article? How does our history compare to the history of the Earth?

Welcome to AP World.... Part 1!!!

Hello everyone! I am excited and delighted that you chose to enroll in this class. Please try to keep on top of your work. Remember that your brain is a muscle, the more you use it the better it works.

=)