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HINDUSIM is considered the world’s oldest religion. BUDDHISM traces it’s roots to Hinduism. TODAY’s OBJECTIVES: Describe the spread of Indo-Europeans and their language. Identify the Hittite empire and the effects of its technology on other societies.

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Today s objectives describe the spread of indo europeans and their language

HINDUSIM is considered the world’s oldest religion.

BUDDHISM traces it’s roots to Hinduism.

  • TODAY’s OBJECTIVES:

  • Describe the spread of Indo-Europeans and their language.

  • Identify the Hittite empire and the effects of its technology on other societies.

  • Summarize the Aryan invasion of India and the culture that arose as a result.

  • Describe the origins, beliefs, and practices of Hinduism and Buddhism.

  • AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Examine the map on p. 58 and answer the two questions.

  • LECTURE / DISCUSSION: CH 3, Section 1 - 2

  • REVIEW

  • ASSIGNMENT for NEXT TIME:

  • Read Chapter 3, Section 3 in textbook !

  • Study for QUIZ over Sections 1 - 2

  • REMINDER:ABSENT YESTERDAY? You need to be in TUTORIALS to take the TEST

  • by tomorrow morning – see me for a pass to enter the building!

  • CURRENT EVENTS ANALYSIS I is due Tuesday, Sept. 6 when you get back from holiday!


Today s objectives describe the spread of indo europeans and their language

A Minoan mosaic

  • TODAY’s OBJECTIVES:

  • Describe the Minoan civilization.

  • Identify the contributions of the Phoenicians

  • Summarize the extent and impact of ancient world trade.

  • AGENDA: Please begin your warm-up immediately!

  • REVIEW your notes and textbook – CH 3, Sections 1 - 2

  • POP QUIZ

  • LECTURE / DISCUSSION: CH 3, Section 3

  • ASSIGNMENT for NEXT TIME:

  • Read Chapter 3, Section 4 in textbook !

  • Complete the reading guide questions in packet p. 6 – 7

  • CURRENT EVENTS ANALYSIS I is due Tuesday

  • REMINDER:ABSENT WEDNESDAY? You need to make-up the TEST ASAP!!!!!!!


Today s objectives describe the spread of indo europeans and their language

  • WHEN FINISHED WITH QUIZ, Put it in the top tray on desk,

  • Return to seat and COMPLETE p. 4 – 5 in your packet!

  • ASSIGNMENT for NEXT TIME:

  • Read Chapter 3, Section 4 in textbook !

  • Complete the reading guide questions in packet p. 6 – 7

  • CURRENT EVENTS ANALYSIS I is due Tuesday

  • REMINDER:ABSENT WEDNESDAY? You need to make-up the TEST ASAP!!!!!!!


Today s objectives describe the spread of indo europeans and their language

GREECE

Crete

The Island of Crete in the time of the ancient Minoans (ancestors of the Greeks?)


Today s objectives describe the spread of indo europeans and their language

The Palace of Knossos was first excavated in 1878 A.D. Covering 20,000 sq. meters, this was the palatial center of the Minoan civilization and dates back to 1700 B.C.


Today s objectives describe the spread of indo europeans and their language

The most recognizable symbol of Crete's power: the bull. In Knossos' palace there are many depictions of bulls, including in the sport of bull jumping. The most famous example of the bull being used is the Minotaur, a powerful half man half bull that devoured the flesh of Athenian men.

< The painting on this piece of pottery shows the mythological ending of the Minoans power. Here the hero, Theseus, who was aided by Ariadne, slays the half man half bull creature. Later in time, Athens became the premier power.

< A disk with the Minoan Cretan's writing. There were three different types of writing that have been discovered: a hieroglyphic script, Linear A, and Linear B. The writing became necessary for trade and to keep track of built up wealth.


Today s objectives describe the spread of indo europeans and their language

GREECE

1. What were three important features

of Minoan culture on Crete?

Crete

Minoan mosaic

The beautiful island of Santorina (Thera) today is actually what remains of the volcanic crater that erupted and caused the cataclysmic destruction.

  • A peaceful people, Sea-faring Traders (Mariners)

  • Excelled in Art – Mosaics and Frescoes

  • Would have influence on Greece later

  • Worshipped female goddesses – women as priestesses

  • Volcanic eruption / earthquakes ended their

  • civilization around 1200 B.C.


Today s objectives describe the spread of indo europeans and their language

Bas relief depicting Phoenician sea-traders


Today s objectives describe the spread of indo europeans and their language

  • How did the Phoenicians

  • spread their culture?

  • TRADE


Today s objectives describe the spread of indo europeans and their language

Byblos

Bible

Bibliography………….

< the great library


Today s objectives describe the spread of indo europeans and their language

  • How did the Phoenicians

  • spread their culture?

  • TRADE

  • 3. Why were trade networks

  • so important?

  • CULTURAL DIFFUSION


Today s objectives describe the spread of indo europeans and their language

TODAY IN HISTORY:

September 6, 1941

Jews over the age of 6 were ordered to begin wearing the yellow Star of David in Germany and it’s occupied areas.

JUDAISM

  • TODAY’s OBJECTIVES:

  • Summarize the history and beliefs of the ancient Hebrews.

  • Describe Israel under Saul, David, and Solomon.

  • Describe Israel’s destruction and the Hebrew’s exile (captivity) in Babylon.

  • AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Be Reviewing all CH 3 notes for the MAJOR QUIZ today.

  • FINISH DISCUSSION over Homework, CH 3, Section 4

  • MAJOR QUIZ

  • ASSIGNMENT for NEXT TIME:

  • Read Chapter 4, Section 1 in textbook !

  • REMINDER: TEXTBOOKS are REQUIRED in class EVERY DAY!


Today s objectives describe the spread of indo europeans and their language

  • CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

  • Reading Guide

  • The area of Palestine called _________was the ancient home of

  • the ____________, later called the Jews.

  • Find Canaan on the map on page 73.

  • What nation is found at this location today?

Canaan

Hebrews


Today s objectives describe the spread of indo europeans and their language

  • CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

  • Reading Guide

  • The area of Palestine called _________was the ancient home of

  • the ____________, later called the Jews.

  • Find Canaan on the map on page 73.

  • What nation is found at this location today?

Canaan

Hebrews

Israel

  • The history, legends, and moral laws of

  • the Jews have been a major influence onWestern culture, and began a tradition also shared byChristianity and Islam.


Today s objectives describe the spread of indo europeans and their language

  • CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

  • Reading Guide

  • The area of Palestine called _________was the ancient home of

  • the ____________, later called the Jews.

  • Find Canaan on the map on page 73.

  • What nation is found at this location today?

Canaan

Hebrews

Israel

  • The history, legends, and moral laws of

  • the Jews have been a major influence onWestern culture, and began a tradition also shared byChristianity and Islam.

  • Give two reasons why the location of

  • Palestine was so important:

By land, it connected the continents of

Africa and Asia.

Its seaports opened onto the most important waterways, the Mediterranean Sea & Red Sea.


Today s objectives describe the spread of indo europeans and their language

  • CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

  • Reading Guide

  • The area of Palestine called _________was the ancient home of

  • the ____________, later called the Jews.

  • Find Canaan on the map on page 73.

  • What nation is found at this location today?

Canaan

Hebrews

Israel

  • The history, legends, and moral laws of

  • the Jews have been a major influence onWestern culture, and began a tradition also shared byChristianity and Islam.

  • Give two reasons why the location of

  • Palestine was so important:

By land, it connected the continents of

Africa and Asia.

Its seaports opened onto the most important waterways, the Mediterranean Sea & Red Sea.


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

Bible

  • 5. According to their sacred literature, the _______, Canaan (Palestine) was the land promised to them by God.

  • Jews call the first five books of the Bible the _______.

  • (Today ___________also respect these sacred writings

  • as part of the Old Testament of their Bible.)

  • 7. As in other sacred literatures, the books of the Torah describe both

  • ·       Some events that really happened, and

  • ·       Stories told to ______________________(etiological stories)

Torah

Christians

TORAH = Genesis, Exodus, Leviticus, Numbers, Deuteronomy

teach important lessons


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

8. _________was chosen by God to be the “father” of the Hebrew people

and promised to give him land (Canaan).

9. Where did Abraham live?

10. When did Abraham move his people to Canaan?

11. When did Abraham’s descendents move again, this time to Egypt?

Abraham

Ur, in Mesopotamia.

Around 2000 B.C.

Around 1650 B.C.


Today s objectives describe the spread of indo europeans and their language

JUDAISM

  • TODAY’s OBJECTIVES:

  • Summarize the history and beliefs of the ancient Hebrews.

  • Describe Israel under Saul, David, and Solomon.

  • Describe Israel’s destruction and the Hebrew’s exile (captivity) in Babylon.

  • AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Be Reviewing all CH 3 notes for the MAJOR QUIZ today.

  • FINISH DISCUSSION over Homework, CH 3, Section 4

  • MAJOR QUIZ

  • SUMMARIZING CH 4, Section 1

  • ASSIGNMENT for NEXT TIME:

  • Read Chapter 4, Section 2 -3 in textbook! QUIZ TOMORROW!

  • REMINDER: TEXTBOOKS are REQUIRED in class EVERY DAY!


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

12. How many gods did the Hebrews (and still Jews today) have?

Does this make them polytheistic or monotheistic?

13. What did the Hebrews (Jews) name their God?

14. In what ways did the Hebrews belief in their God differ from other peoples of the time?

One

Monotheistic (worship of 1 god)

Yahweh

  • a.)     only 1 God, others were polytheistic.

  • b.)     Not associated with any 1 place, could go wherever they went.

  • c.)     Believed their god, the one and only, was over all peoples,

  • not just them.

  • d.)     Yahweh was not physical,

  • could not make any physical images of God


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

  • 15. The Hebrews believed that Abraham and God had entered a

  • ________________, which is a mutual promise or contract.

  • Why did the Hebrews migrate to Egypt in the first place?

  • 17. Once in Egypt, what happened to them?

  • 18. When did the Hebrew “exodus” take place?

covenant

Because of a drought / famine in their land

They were forced into slavery.

The Hebrews fled Egypt

around 1300-1200 B.C.


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

  • When did the Hebrew “exodus” take place?

  • 19. Today Jews celebrate the festival of ________ to remember the Exodus from Egypt.

  • 20. Who led the Hebrews out of slavery

  • in Egypt?

  • 21. After leaving Egypt, the Hebrews

  • wandered for years

  • in the Desert.

The Hebrews fled Egypt around 1300-1200 B.C.

Passover

MOSES

forty

Sinai


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

21. After leaving Egypt, the Hebrews

wandered for forty years in the SinaiDesert.

22. While there, Moses climbed to the top of

Mt. Sinai and brought the Ten Commandments

down from the mountain and delivered them

to the people.

23. In this covenant, God promised to protect the

Hebrews if they obeyed his laws.

24. Look at the Ten Commandments on p. 74.

1 – 5 are concerned with

6 – 10 deal with

the people’s relationship with God.

the people’s relationship with one another.


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

  • After wandering in the desert, where did the Hebrews return to settle down?

  • 26. The Hebrews were organized into when they arrived in Canaan.Were these self-governing? Or controlled by one ruler?

  • 27 In times of emergency they were united and led by ,

  • one of the most prominent of whom was a woman named  

  • The 10 Commandments were part of a more detailed code of law resembling ’s Code. However, how did the Hebrew law differ?

  • The Hebrew prophets emphasized both “right conduct” and “worshipping only one God.” This type of religion is more specifically known as what?

  • 30. Eventually only the largest tribe, the tribe of Judah, would dominate. That is why the Hebrews came to be called and their religion is known as

Canaan

twelve tribes

Self-governing

judges

Deborah.

Hammurabi’s

strict laws were softened by expressions of God’s mercy and forgiveness.

Hammurabi

Ethical Monotheism

Jews

Judaism


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

31. From 1020 – 922 B.C. the Hebrew tribes united under

3 kings and the new kingdom was called Israel

32. Which of the three kings established Jerusalem as the capital?

33. Who was the most powerful of the Hebrew kings?

What did he build?

(Saul, David, and Solomon)

David

Solomon

A great temple

This is an artist's

approximation of what

King Solomon's Temple

looked like when it was originally constructed.

The building of the Temple kicked off massive construction efforts during Solomon's reign that resulted in the

erection of many royal and public buildings. The Temple, however, remained the center of Jerusalem until its initial destruction in the sixth century B.C. by the Babylonians. Rebuilt and then destroyed a second time by the Romans in 79 A.D.


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

31. From 1020 – 922 B.C. the Hebrew tribes united under

3 kings and the new kingdom was called Israel

32. Which of the three kings established Jerusalem as the capital?

33. Who was the most powerful of the Hebrew kings?

What did he build?

(Saul, David, and Solomon)

David

Solomon

A great temple

This is an artist's

approximation of what

King Solomon's Temple

looked like when it was originally constructed.

The building of the Temple kicked off massive construction efforts during Solomon's reign that resulted in the

erection of many royal and public buildings. The Temple, however, remained the center of Jerusalem until its initial destruction in the sixth century B.C. by the Romans.


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

34. After Solomon’s death the kingdom divided in two.

was in the north and was in the south.

35. In 738 B.C., both kingdoms began paying a

- a peace money paid by weaker

powers to a stronger power,

to the mighty Assyrian empire.

(Locate Assyria on the map, p. 73)

36. But by B.C. the whole northern kingdom

of Israel had fallen to the Assyrians.

37. The southern kingdom of Judah

fell years later to the Babylonians.

Israel

Judah

tribute

722

150

38. After the Babylonians conquered the Jews,

what happened to the survivors?

Taken back to Babylon in exile.


Today s objectives describe the spread of indo europeans and their language

CH 3 Section 4: “The Origins of Judaism” (pp. 72-76)

Reading Guide

36. But by B.C. the whole northern kingdom

of Israel had fallen to the Assyrians.

37. The southern kingdom of Judah

fell years later to the Babylonians.

722

150

38. After the Babylonians conquered the Jews,

what happened to the survivors?

Taken back to Babylon in exile.

  • How many years before the Jews in exile were allowed to return to their homeland?

  • 40. Will the Jews be able to take control of Palestine for good?

50 years

Other empires will rise and fall in the future taking control of ancient Palestine as well as the future destiny of the Jewish people.


Early history of the israelites

5

Early History of the Israelites

2000 B.C.–Abraham migrates from Ur in Mesopotamia to Canaan.

He founds the Israelite nation. “Israel” = people of God.

Famine forces Israelites to migrate to Egypt, where they are enslaved.

Moses leads Israelites out of Egypt ~ the “Exodus” ~

receive the 10 Commandments

Israelites enter Canaan, the promised land.

1000 B.C.–David unites Israelites into kingdom of Israel.

Solomon builds capital at Jerusalem, but his rule inspires revolts.

922 B.C.–Kingdom weakens after splitting into Israel and Judah.

722 B.C.–Assyrians conquer Israel.

586 B.C.–Babylonians capture Judah – Babylonian Captivity.

Persians conquer Babylon and free the Jews from captivity.


Teachings on law and morality

5

Teachings on Law and Morality

The laws of the Torah address all aspects of life, from cleanliness and food preparation to criminal matters.

Jews believe that God gave them a set of laws called the Ten Commandments.

Jewish prophets, or spiritual leaders, preached a code of ethics, or moral standards of behavior. For this reason it is a religion known as Ethical Monotheism.

Examples:

  • The rich and powerful must protect the poor and weak.

  • All people are equal under God.

    Unlike many ancient people, the Jews believed their leaders were fully human and bound by God’s law.

Videostreaming: Religions of the World: Judaism: Sacred Words of Judaism


Today s objectives describe the spread of indo europeans and their language

SYMBOLS The Magen David (or as it is morecommonly known, the

Star of David) is the symbol most commonly associated

with Judaism today, but it is actually a relatively new

Jewish symbol. It is supposed to represent the shape of

King David's shield (or perhaps the emblem on it), but there

is really no support for that claim in any rabbinic literature. In fact, the symbol is so rare in early Jewish literature and artwork that art dealers suspect forgery if they find the symbol in early works.

Some note that the top triangle strives upward, toward God, while the lower triangle strives downward, toward the real world. Some note that the intertwining makes the triangles inseparable, like the Jewish people. Some note that there are actually 12 sides (3 exterior and 3 interior on each triangle), representing the 12 tribes of Israel. While these theories are theologically interesting, they have little basis in historical fact. The symbol of intertwined equilateral triangles is actually a common one in the Middle East and North Africa, and is thought to bring good luck. It appears occasionally in early Jewish artwork, but

never as an exclusively Jewish symbol.

The nearest thing to an "official" Jewish symbol at the time was the menorah.

The Magen David gained popularity again as a symbol of Judaism when it

was adopted as the emblem of the Zionist movement in 1897,

but the symbol continued to be controversial for many years afterward. When

the modern state of Israel was founded in 1949, there was much debate over

whether this symbol should be used on the flag.


Today s objectives describe the spread of indo europeans and their language

SHORT ESSAY: Write on back.

Name two ways that early Judaism differed from other religions of the time (other than it’s monotheistic tenet).

Then explain the meaning of “ethical monotheism.”

BONUS: In what year did the United Nations re-establish a nation called Israel?


Today s objectives describe the spread of indo europeans and their language

AKINS HIGH SCHOOL

Pre-A.P. World History

Mr. Loessin; Room 230

Tutorials: T ~ F; 8:20 ~ 8:50

JUDAISM

  • TODAY’s OBJECTIVES:

  • Summarize the history and beliefs of the ancient Hebrews.

  • Describe Israel under Saul, David, and Solomon.

  • Describe Israel’s destruction and the Hebrew’s exile (captivity) in Babylon.

  • AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Be Reviewing all CH 3 notes for the MAJOR QUIZ today.

  • FINISH DISCUSSION over Homework, CH 3, Section 4

  • MAJOR QUIZ

  • ASSIGNMENT for NEXT TIME:

  • Read Chapter 4, Section 1 in textbook ! Complete pp. 8 – 9 in packet.

  • REMINDER: TEXTBOOKS are REQUIRED in class EVERY DAY!


Today s objectives describe the spread of indo europeans and their language

  • Today we examine Egypt’s New Kingdom

  • Period. The tomb of the New Kingdom

  • Pharoah named Tutankhamun was

  • discovered in 1923 by archaeologist

  • Howard Carter. It was an amazing find!

  • A tomb full of treasures like Tut’s golden mask seen here. Learn more about this discovery at http://www.nationalgeographic.com/egypt/

`

AKINS HIGH SCHOOL

Pre-A.P. World History

Mr. Loessin; Room 230

Tutorials: T ~ F; 8:20 ~ 8:50

  • TODAY’s OBJECTIVES:

  • Identify key events in the history of Egypt’s New Kingdom.

  • Explain why the Egyptian Empire declined.

  • Summarize the Kushite conquest of Egypt.

  • Describe the achievements of the Kushite kingdom of Meroe.

  • TODAY’s AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Read the short History Maker on p. 83, “Hatshepsut”

  • DISCUSSING of CH 4, Sec. 1 (packet pp. 8-9)

  • TOMORROW’S ASSIGNMENT:

  • ALL: Read Chapter 4, Sections 2 and 3 in textbook ! QUIZ tomorrow!

  • REMINDER: CHAPTER 3 – 4 Test is Tuesday!!!

  • TEXTBOOKS are REQUIRED in class EVERY DAY!


Today s objectives describe the spread of indo europeans and their language

TEXTBOOK pp. 83 - 87

Recalling prior knowledge:

Egypt’s Middle Kingdom period ends with the invasion of

the Hyksos.

The Hyksos occupation & rule:

1640-1570 BCE


Today s objectives describe the spread of indo europeans and their language

  • EARLY DYNASTIC PERIOD 2920-2575 BCE

  • Unification of Upper and Lower Egypt by Menes.

  • Foundation of the capital Memphis.

  • Early Step Pyramid is built at Saqqara.

  • OLD KINGDOM - 2660-2180 BCE

  • The Great Pyramids of Khufu (Cheops), Khafre (Chephren), Menkaure (Mycerinus) are built at Giza.

  • Pyramids of Sahure, Neferirkare, Raneferef, Neuserre are built at Abusir.

  • MIDDLE KINGDOM 2180-1550 BCE

  • Fragmentation of centralized power.

  • Kings in Thebes establish control over all Egypt.

  • Chaos leads central administration in Lower Egypt to disappear following infiltration by Hyksos,

  • an Asiatic people in the Nile Delta.

  • Upper Egypt dominated by kings in Thebes.(CH 2 Coverage)

  • ----------------------------------------------- --------------------------------------- -----------------------------------------

  • NEW KINGDOM 1550-1070 BCE (CH 4 Coverage)

  • Theban king Ahmose expels the Hyksos and reunites Egypt.

  • Reigns of such kings as Amenhotep and Thutmose (Thutmosis). Memphis now main residential city.

  • Ramses II (1290- 1224 BC) divides power in Middle East with the Hittites; Qantir capital of Egypt.

  • Invasions of mysterious sea peoples wreck havoc throughout Mediterranean region.

  • ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

  • Future history….

  • Alexander the Great of Macedonia / Greece conquers and the Ptolemy dynasty governs; 332 – 30 BC

  • After the defeat of Cleopatra, the last Ptolemy ruler, the Roman emperors exploit Egypt as the main

  • production center of wheat, papyrus and textiles for the vast Roman Empire; 30 BC – 394 AD

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

  • Cyrus the Great was the first Emperor of Persia,

  • who issued a decree on his policies, later hailed

  • as his Charter on the Rights of Nations. Inscribed

  • on a clay cylinder, it is known as the first real

  • Declaration of Human Rights, and is now kept at

  • the British Museum. A replica is also at the

  • United Nations in New York. It symbolizes true

  • Multiculturalism, a word coined to express the

  • coexistence and peaceful cohabitation of peoples

  • from different background and culture in one land.

  • Cyrus the Great was one of the first rulers to insist on Tolerance of

  • other people’s beliefs and culture.

AKINS HIGH SCHOOL

Pre-A.P. World History

Mr. Loessin; Room 167

Tutorials: T ~ F; 8:20 ~ 8:50

  • TODAY’s OBJECTIVES:

  • Analyze Assyrian military strength.

  • Evaluate Assyrian achievements.

  • Trace the Assyrian Empire’s decline.

  • Explain the rise and fall of the Persian Empire.

  • Describe the unique features of the Persian government and its official religion - Zoroastrianism.

  • TODAY’s AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Read about “Assyrian Military Power” textbook p. 89

  • LECTURE: “The Assyrians and the Persians – Two Different Ways to Rule!”

  • Video: “The Persians Rule with Tolerance”

  • TOMORROW’S ASSIGNMENT:

  • ALL: Read Chapter 4, Sections 4 in textbook !

  • REMINDER:TEXTBOOKS are REQUIRED in class EVERY DAY!


Today s objectives describe the spread of indo europeans and their language

Cyrus the Great was the first Emperor of Persia,

who issued a decree on his policies, later hailed as his

Charter on the Rights of Nations.

Inscribed on a clay cylinder, it is known as the first

real Declaration of Human Rights, and is now kept at

the British Museum. A replica is also at the United

Nations in New York.

It symbolizes true Multiculturalism, a word coined to

express the coexistence and peaceful living of people

from different background and culture in one land.

Cyrus the Great was one of the first rulers to insist on

Tolerance of other people’s beliefs and culture.

Cyrus the Great was the first Emperor of Persia,

who issued a decree on his policies, later hailed as his

Charter on the Rights of Nations.

Inscribed on a clay cylinder, it is known as the first

real Declaration of Human Rights, and is now kept at

the British Museum. A replica is also at the United

Nations in New York.

It symbolizes true Multiculturalism, a word coined to

express the coexistence and peaceful living of people

from different background and culture in one land.

Cyrus the Great was one of the first rulers to insist on

Tolerance of other people’s beliefs and culture.

Cyrus the Great

580-529 B.C.

“I am Cyrus. King of the world. When I entered Babylon... I did not allow anyone to terrorize the land...

I kept in view the needs of Babylon and all its sanctuaries to promote their well-being...

I put an end to their misfortune.”

From The First Charter of the Rights of Nations

Cyrus the GreatFounder of The First Persian Empire

Inscribed on a clay cylinder in cuneiformdiscovered in 1879 now in The British Museum, London.


Today s objectives describe the spread of indo europeans and their language

Shi Huangdi – “First Emperor” of China,

brought about the new Qin Dynasty

following the collapse of the old Zhou

dynasty. He was a cruel tyrant who

restored order in China with a harsh laws,

taxes, and intolerance toward scholars.

His Qin dynasty lasted about 15 years.

AKINS HIGH SCHOOL

Pre-A.P. World History

Mr. Loessin; Room 230

Tutorials: T ~ F; 8:20 ~ 8:50

  • TODAY’s OBJECTIVES:

  • Compare the Chinese ethical systems –

  • Confucianism, Daoism, and Legalism –

  • that arose in the late Zhou period

  • and how they addressed the “time of troubles”.

  • Describe the impact of Shi Huangdi’s Qin Dynasty on Chinese history.

  • TODAY’s AGENDA: Please begin your warm-up immediately!

  • WARM-UP: Read History Makers: “Confucius and Laozi” textbook p. 98

  • DISCUSSING our HOMEWORK, CH 4, Sec. 4 (packet pp. 14-15)

  • REVIEW

  • TOMORROW’S ASSIGNMENT:

  • ALL:STUDY FOR TEST. Chapter 3 – 4 Test is tomorrow! Tutorials begin at 8:20!

  • REMINDER:TEXTBOOKS are REQUIRED in class EVERY DAY!


Today s objectives describe the spread of indo europeans and their language

DYNAST I ES

Ancient

China

Neolithic ca. 12,000 - 2000 B.C.

Xia ca. 2100-1800 B.C.

Shang 1700-1027 B.C.

Western Zhou 1027-771 B.C.

Eastern Zhou

770-221 B.C.

Warring States period

475-221 B.C.

RECALL:

We Covered inChapter 2

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

RECALL:

We Covered inChapter 2

The first 300 years of Zhou rule were relatively peaceful and stable.

But that changed around 771 B.C.E. as nomadic tribes invaded from the north and as the noble families began to fight for power against one another.

The crossbow is introduced in China during this time of great conflict and chaos known as the Period of Warring States.

Chinese values collapsed during this period of arrogance, chaos, and defiance.

Will China be saved?

By who? By what?

…..stay tuned.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

CONFUCIANISM

  • Confucius – China’s most influential scholar / philosopher

  • Born 551 B.C.

  • Wanted to restore “order” to Chinese society

  • after years of conflict in “warring states” period

  • His answer: To help China, people must follow the

  • Five basic Relationshipsbased on “respect”

  • Ruler / Subjects ; Father / Son ; Husband / Wife ;

  • Brother / Brother ; Friend / Friend

  • Emphasis on Family relationships

  • filial piety – respecting the family / elders / parents

CONFUCIUS 551 – 479 B.C. “Don’t do to others what you wouldn’t want done

to yourself.”

-Confucius

  • Worked to improve government efficiency Created the basis of a bureaucracy (a system of departments and agencies that run the government) Education important for these civil servants (government workers)

  • Over time, the philosophy of Confucius spread to other parts of Asia and is still practiced today

  • “Analects” (the teachings of Confucius)

  • (Fill in your p. 1 Chart in packet)

  • PIC: Confucious seated teaches political statesmen.


Today s objectives describe the spread of indo europeans and their language

TAOISM

  • Laozi (or, Lao-tzu) was also a great Chinese thinker.

  • Taoism was not meant to be a religion. It is a "Way" of life.

  • It is a River. The Tao is the natural order of things.

  • It is a force that flows through every living thing,

  • as well as through the entire universe.

  • When the Tao is in balance it is possible to find perfect happiness.

“Taoism is a religio-philosophical tradition that has, along with Confucianism, shaped Chinese life for more than 2,000 years.

The Taoist heritage, with its emphasis on individual freedom and spontaneity, laissez-faire (“hands off”) government and social primitivism, mystical experience, and techniques of self-transformation, represents in many ways the antithesis to Confucian concern with individual moral duties, community standards, and governmental responsibilities.”

http://www.crystalinks.com/taoism.html

  • “Just let go, let the universe happen” and all fall back into flow!

  • was Laozi’s answer to China’s problems and personal happiness.

“Yin-Yang” – the Universe in Balance

  • Called Taoism, or Daoism.

  • The Tao was written in a time of feudal warfare and constant

  • conflict. Lao Tzu was reflecting on a way which would stop

  • the warfare, a path for humanity to follow which would end

  • the conflict.

  • And so he came up with a few pages of short verses, which

  • became the Tao Te Ching, this is the original book of Tao.

  • (Fill in your p. 1 Chart in packet)

LAOZI (Lao-tzu) ca. 600 B.C.

Stop thinking, and end your problems.                               —Lao Tzu

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

LEGALISM

  • Legalism is the belief that order can only be restored through strict laws and force.

  • Han Feizi, as a student, was taught in the Confucian tradition.

  • Because of a problem with stuttering, he did not go the way most wandering

  • philosophers of this age did – making the rounds of kings' courts and making

  • speeches. Instead, he wrote. His book, the Han Feizi, brought him some

  • prominence during his life and ended up being the main text of the school of

  • Legalism.

  • He traced the cause of the chaos of the time back to a growing population.

  • According to him, this caused a scarcity of resources which led to war and strife.

  • Shangzi saw a strong government according to law as the solution to the problem.

  • Han Feizi died as a result of political intrigue in 233 BC,

  • but Legalism would go on to become the philosophy which finally managed to unify China.

  • What were the three thinkers or new ideas that changed China?

Confucianism, Daoism, and Legalism

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

At 13 years old, he became ruler of the new

Qin Dynasty

He ended the troubles – period of warring states.

Of the three teachings of his day –

Confucianism

Daoism

Legalism

… he chose Legalism.

Using FORCE and STRICT LAWS

he restored order to China.

He is China’s “First Emperor” – Shi Huangdi.

He would double the size of China.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

Ancient

China’s

Dynasties

IMPERIAL

China’s

Dynasties

Neolithic ca. 12,000 - 2000 B.C.

Qin 221 – 207 B.C.

Xia ca. 2100-1800 B.C.

Western Han 206 B.C. – 9 A.D.

Shang 1700-1027 B.C.

Hsing(Huns) occupy China 9 – 25 A.D.

Western Zhou 1027-771 B.C.

Eastern Han(restoration) 25 – 220 A.D.

Eastern Zhou

770-221 B.C.

Three Kingdoms

(Division)

220 – 265 A.D.

Warring States period

475-221 B.C.

Chin

265 – 316 A.D.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

  • Doubled the size of China.

  • Established an autocracy – a type of government where the ruler has

  • complete control and unlimited power !

  • Ended the feudalism of the Zhou period and reigned in the tamed

  • nobles but forcing them to move to his capital.

  • Desired complete Uniformity – “sameness” – in thought and deed.

  • Standardized writing, laws, money, weights and measurements.

  • Forced laborers to build roads connecting one end of China to the other.

Shi-Huangdi

China’s “First Emperor”

(259-210 BC)

  • Legalism = Total CONTROL! Banned books, controlled ideas,

  • began to persecute the educated Scholars. He bans Confucianism!

The Building of the Great Wall

FACTS about the Wall……

(see textbook p. 100-101)

http://www.crystalinks.com/chinawall.html

Chinese peasants were forced to work on the wall sometimes until their deaths!

Shi-Huangdi’s soldiers persecuting scholars.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

Ended old Zhou Feudal System; began autocracy

Forced labor to build theFirst Great Wall

Standardized money and systems of measurement

Burned books, persecuted Confucious scholars

Shi Huangdi, the “First Emperor” of China, restored order after years of conflict between warring feudal states. To do so he adopted a policy of strict and rigid Legalism.

His short-lived (15 year) Dynasty was called the Qin (also called Ch’in).

The Qin Dynasty [221-206 B.C.E.]B

What happened to Shi Huangdi?

What happened to his short-lived Qin Dynasty?

Click on the pic above

to see more pics of the Great Wall.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

Shi Huangdi was a tyrant and ruled with an iron hand, handing down harsh laws,

and levying large tax rates that oppressed the commoners of ancient China. He

tried to eliminate the teachings of Confucius, and the education system that

accompanied Confucianism. In his final years, Shi Huangdi became quite withdrawn

and odd-behaving. He surrounded himself with magicians and alchemists, providing

them only one task: to find or create an immortality formula. Shi Huangdi became

increasingly more maniacal near his death, and wanted an potion that would allow him

to rule as a divine emperor forever. He died-- broken, insane, and alone--after a trip to

Japan in search of this magic potion in 210 BCE.

Recently discovered in 1974 by Chinese peasants who were drilling a well, the tomb of

Shi Huangdi proved to be one of the greatest archaeological finds. Archaeologists were

uncertain when the excavations began of the great magnitude of this site. The centerpiece

of Shi Huangdi's mausoleum is the terra-cotta army of approximately 8,000 life-sized

men and horses. Individually sculpted of thick terra-cotta clay, each soldier and horse

is unique, each with its own style of dress (the mineral paints used to cover the figures

in bright, gay colors have since dissolved), weaponry, and facial expressions. Built mainly underground, the construction itself took 700,000 prisoners of war and slaves over 36 years

to construct and covers approximately four square miles. The as-yet-unearthed palace

(built for Shi-Huangdi’s use in the afterlife and thus never lived in)

is reputedly of legendary grandeur. Shi-Huangdi’s actual

pyramidal tomb has also not been excavated yet.

When the Chinese made the first announcements about the statues

in 1974, many archaeologists, intellectuals and especially tourists

wanted to visit the site. The Chinese communist government today

has been surprisingly open about visitation (although they oversee

all the digging) and even lead tours to watch the actual excavation

as it takes place.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

Ended old Zhou Feudal System; began autocracy

Forced labor to build theFirst Great Wall

Standardized money and systems of measurement

Burned books, persecuted Confucious scholars

Shi Huangdi, the “First Emperor” of China, restored order after years of conflict between warring feudal states. To do so he adopted a policy of strict and rigid Legalism.

His short-lived (15 year) Dynasty was called the Qin (also called Ch’in).

The Qin Dynasty [221-206 B.C.E.]B

What happened to Shi Huangdi?

What happened to his short-lived Qin Dynasty?

Click on the pic above

to see more pics of the Great Wall.

PP Design of T. Loessin; Akins H.S.


Today s objectives describe the spread of indo europeans and their language

Ancient

China’s

Dynasties

IMPERIAL

China’s

Dynasties

Neolithic ca. 12,000 - 2000 B.C.

Qin 221 – 207 B.C.

Xia ca. 2100-1800 B.C.

Western Han 206 B.C. – 9 A.D.

Shang 1700-1027 B.C.

Hsing(Huns) occupy China 9 – 25 A.D.

Western Zhou 1027-771 B.C.

Eastern Han(restoration) 25 – 220 A.D.

Eastern Zhou

770-221 B.C.

Three Kingdoms

(Division)

220 – 265 A.D.

Warring States period

475-221 B.C.

Chin

265 – 316 A.D.

We will examine the great Han Dynasty during our Library Project next week!

PP Design of T. Loessin; Akins H.S.


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