A02_HGS- New Directions in Government and Society 2000 BCE – 700 CE

A02_HGS- New Directions in Government and Society 2000 BCE – 700 CE (Ch.05 – Ch.09)

Purpose:

Along with class lessons and activities, these assignments for Ch.05 – Ch.09 will help us understand the similarities and differences between Classical civilizations and identify modern remnants their legacies.

The Essential Question is…

To what extent were Greek, Roman, Indian, and Chinese Classical Civilizations exhibiting similar/ dissimilar origins, conditions, achievements, and legacies?

Themes:

-Cultural Interaction
-Power and Authority
-Empire Building
-Religious and Ethical Systems
-Interaction with Environment

Given

-Use the *World History: Patterns of Interaction* (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

A02a (Ch.05)
Cultures of the Mountains and the Seas

Terms, Names, Phrases

Section 01
Mycenaean
Dorian
Homer
Epic
Myth

Section 02
Polis
Acropolis
Aristocracy
Oligarchy
Tyrant
Democracy
Phalanx
Persian Wars
Democracy

Section 03
Tragedy
Comedy
Peloponnesian War
Philosopher
Plato
Aristotle
Direct Democracy

Section 04
Philip II
Macedonia
Alexander the Great
Darius III

Section 05
Hellenistic
Alexandria
Euclid
Archimedes
Colossus of Rhodes

A02b (Ch.06)
Ancient Rome and Early Christianity

Terms, Names, Phrases

Section 01
Republic
Patrician
Plebeian
Consul
Senate
Tribune
Dictator
Legion
Punic Wars
Hannibal

Section 02
Civil War
Julius Caesar
Triumvirate
Pax Romana
Augustus

Section 03
Jesus
Apostle
Paul
Diaspora
Constantine
Bishop
Peter
Pope

Section 04
Inflation
Diocletian
Constantinople
Attila
Mercenary

Section 05
Greco-Roman culture
Pompeii
Virgil
Tacitus
Aqueduct

A02c (Ch.07)
 India and China Establish Empires

Terms, Names, Phrases

Section 01
Mauryan Empire
Asoka
Religious Toleration
Gupta Empire
Patriarchal
Matriarchal

Section 02
Mahayana
Theravada
Brahma
Vishnu
Shiva
Kalidasa
Silk Roads

Section 03
Han Dynasty
Centralized Government
Civil Service
Monopoly
Assimilation

A02d (Ch.08)
African Civilizations

Terms, Names, Phrases

Section 01
Sahara
Sahel
Savanna
Animism
Griot
Nok

Section 02
Push-Pull factors
Bantu-speaking peoples
Migration

Section 03
Aksum
Terraces

A02e (Ch.09)
The Americas: A Separate World

Terms, Names, Phrases

Section 01
Beringia
Ice Age
Maize

Section 02
Mesoamerica
Olmec

Section 03
Nazca
Moche

AN01b3_Beginnings of Civilization- Indus Valley (Ch.02)

Timeline: 3rd Millennium – 2nd Millennium BCE (~2300 – 1750 BCE)
FS: Evidence of Planned Cities found on the Indus River

Main Idea
Of the great river valley civilizations from antiquity, the Indus Valley people (Harappans) may represent the most prosperous and developed. If we accept the remains of cities like Harappa and Mohenjo-Daro as examples of what these people could do, then they may have reached a level of development that neither Mesopotamia nor ancient Egypt witnessed.

The geologic record shows that the rise and fall of the civilization was influenced by the environment, as has its cultural heritage. Topographic features that might usually be viewed as obstacles, suggest an isolated region. Yet, history presents a long list of invaders that worked their way through the Indus valley. If you add the impact of the Monsoons, you are left with many challenges for a society to address.

I. Achievements

A. Structured, Well-Planned Cities

1. Grid layout of streets
2. Multi-storied structures constructed of uniformly-shaped (baked) brick.
3. Municipal water management: sewage, indoor pipes.

B. Environmental Interaction

1. Earthen works (levees, walls) to control river water: flood control, irrigation.
2. River aided transportation, commerce, and provided raw materials.

II. Challenges

A. Environment

1. Topographic obstacles may have impeded expansion and travel, though evidence of extensive communications with areas as distant as Mesopotamia abound. Ex.: Thar Desert in the Northwest.
2. Mountains from the Northwest to the Northeast.
3. Geologically active area. River course may have reversed according to the archaeological record due to a massive earthquake.
4. Monsoon winds reverse direction from Winter to Summer. Alternating Dry – Wet seasons with unpredictable severity.

B. Foreign Invaders
Despite the mountainous terrain in the northwest, the Indian subcontinent has had a history full of foreigners entering through this sector.

Facilitating that advance are mountain passes. These passes are gaps that act as corridors within the mountain range. One well-known pass is called the “Khyber Pass”.

Then, as now, these passes have permitted mountain herders and armies to move between the Asian continent and the Indian subcontinent.

The list of foreign invaders of the Indian subcontinent reads like a list of “Who’s Who of the Ancient World”. Among these, we would include:

1. Aryans: A nomadic Indo-European language group migrated into this area ~1500 BCE. Historians have revealed that the earliest elements of the Hindu faith were contributed by this group. Other findings suggest they lacked a written language and introduced wartime machines (ie. Chariot) to the region.
2. Persians: The armies of Darius I enter the subcontinent in the 6th C. BCE. They remain in control of the northwest sector for ~200 years.
3. Macedonians: In the late 4th C. BCE, the combined Macedonian-Greek armies of Alexander the Great enter the subcontinent. Unlike the Persians, who Alexander conquers, the Macedonians move further East within the Indo-Gangetic plain. ‘Western’ contact with peoples of the northern plain contributes to the rise of an Indian empire that succeeds the Macedonians after Alexander’s death.

C. Where to Escape to?
The archaeological record indicates that the Indus Valley people abandoned their cities. Where could they have gone as the challenges mounted? (Assuming, of course, that they simply did not disappear)

Resources
– Merriam-Webster Online Dictionary, 6 Dec. 07
– World History: Patterns of Interaction
– Deciphering the Indus Language.
– Collapse of the Indus Valley Civilizations Explained May 2012
– Pr01b3

P01_HGS-Early Civiliztions

Fall HGS Research Project

Introduction and Phase I (Mindmap of Early Civilizations)

I. The purpose of this research project is to…
– Practice academic research skills.
– Continue familiarization with research data manipulation.
– Sharpen skills with computer applications in the gathering, analysis, and presentation of findings (data).
– Familiarize with and exploit the organizational features of mind mapping using Mindmeister.

The term’s research requirement is to be tackled in school (in-class on Fridays that are not prescheduled for exams) and out of school (home, museum, library, etc.). The project will be divided into phases that have deadlines. Each phase will focus on a component (a distinct product) of our term topics. As each phase is completed, you’ll receive a grade, from Mr.V, for that product.

II. Construction of a Mindmap of Early Civilizations
Students will construct a mind map using their Mindmeister accounts. The mind map will serve dual roles as a:
A. Research primer.
B. Study tool for exams later in the term.

1. This is a group activity.
2. Each group member must be assigned a task to complete and be accountable for.
3. The mind map being constructed must fully exploit all the application features available and accessible to the student on mindmeister.
4. The mind map must reflect the concepts, imagery, overlapping relationships, and factual content that support and enrich the knowledge of the central idea.
5. It’s expected that the mind map will contain: text, images, relevant iconography, and Internet links. All sources must be cited.
6. Completion
– A student within each group will be the ‘Owner’ of the map. That student will share the mind map with Mr.V using Mr.V’s DOE email address (avalent5[AT]schools.nyc.gov). The map ‘Owner’ will also share the map with each member in the group.
– Every group member, and Mr.V, must have “Can Edit” access to the mind map.
– The mind map must be labeled in the following fashion: Pd#_Early Civilizations-Grp# (Ex.: 08_Early Civilizations-02).
– Remember, the label of the mind map has to be inserted in two places within Mindmeister’s interface. One place is the central node. The other place is in the mind map’s profile.

Resource
Modern Language Association (MLA) citation resources
– Purdue’s Online Writing Lab (https://owl.english.purdue.edu/owl/resource/747/01/ ())
– EasyBib Citation Generator (http://www.easybib.com)

Pr00_How to upload images to Mindmeister Free Accounts (Visual Guide)
MM00_History Sources and Research Primer

A01c_Ch.03: Beginnings of Civilizations- People and Ideas on the Move

A01c_Ch.03: Beginnings of Civilization- People and Ideas on the Move 2000 – 250 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did migration and trade help spread goods and cultural ideas throughout the ancient world?

The topics discussed in this unit will wind and weave through the following historical themes:

INTERACTION WITH ENVIRONMENT
Early peoples often migrated from their lands to find new homes that promised a better life. Once they moved, they had to deal with a new environment.

RELIGION AND ETHICAL SYSTEMS
Three major world religions developed during this time. Hinduism and Buddhism originated in India, while Judaism developed in Southwest Asia.

ECONOMICS
Traders transported their goods to other parts of the world. Among the early trading peoples were the Phoenicians, who dominated the Mediterranean. Sea traders also traveled between India and Arabia.

Given
-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

Task
Section 01. The Indo-Europeans.

– Indo-Europeans
– Steppes
– Migration
– Hittites
– Anatolia
– Aryans
– Vedas
– Brahmin
– Caste
– Mahabharata

Section 02. Hinduism and Buddhism Develop

– Reincarnation
– Karma
– Jainism
– Siddhartha Gautama
– Enlightenment
– Nirvana

Section 03. Seafaring Traders

– Minoans
– Knossos
– King Minos
– Phoenicians

Section 04. The Origins of Judaism

– Canaan
– Torah
– Abraham
– Monotheism
– Covenant
– Moses
– Israel
– Judah

AN01b_Ch.02: Beginnings of Civilizations- Early River Valley Civilizations

AN01b_Ch02: Beginnings of Civilizations- Early River Valley Civilizations (Cradles of Civilization)

Timeline: 4th – 3rd Millennium BCE (Neolithic => Bronze Ages)
FQ: What’s so special about the “Cradles of Civilization”?

Main Idea
All civilized societies share common traits. Historical context contributes to the development of societal traits. If the context within which a society develops is similar to that of another society, then there is a high probability that both will share several common traits. Beginning with the early river valley civilizations, we can easily identify the common traits of those and succeeding civilizations.

I. Vocabulary (Refer to Crossword Puzzle: Pu01b)

II. Cradles of Civilization
The development of settled communities near rivers by early Man was the beginning of a process culminating in the great river valley civilizations. Early Man quickly realized that rivers could provide the essential elements for survival, but also improve the chance of prosperity. During the Neolithic Age, these settled communities grew in population, acreage, and complexity with the ‘nurturing’ qualities of the rivers.

A. Mesopotamia = Sumer (Case Study)
B. Nile = Ancient Egypt (Case Study)

The Fertile Crescent is a crescent-shaped region containing the comparatively moist and fertile land of otherwise arid and semi-arid S-W Asia, the Nile Valley and Nile Delta.

Map_Fertile Crescent (Wikimedia)

C. Indus = Harappa, Mohenjo-Daro
D. Huang He = Han

III. Attributes of a Civilized Society

A. Presence of a Government: Organize the people of a society to ensure its survival.
B. Urban Population (Presence of Cities): High population density
C. Communication: Roads, Trade Routes, Oral & Literary Data Recording (Language)
D. Commerce: Markets, Resources, Mediums Of Exchange
E. Hierarchy: Specialization and diversification of jobs and/ or social roles.

IV. Challenges
A society may show over time it’s ability/ inability to adapt to changes. These changes may come to pass in a variety of ways. Among these we would include…

A. Societal Cohesion The hierarchical structure is unable to maintain the relationships between the classes (groups) in the society.
B. Invasion: An outside group forcefully engulfs the society and replaces institutions with it’s own, alien, institutions.
C. Environmental/ Geography/ Topography: A natural force overwhelms the society’s ability to withstand the destruction (Hurricanes, Floods, Earthquakes, etc.).

1. Unique topography: The physical characteristics of a territory can influence the development of a civilization.
2. Limitations of River Systems: The vital nature of water goes a long way in explaining why river valleys are the first to nurture civilizations. Traits of the river will influence the development of the civilization.
3. Extremes of Climate/ Weather: Anyone living in California or Florida knows that along with pleasant weather/ climatic conditions comes occasional extremes of the same. Such extremes could mean total destruction if the civilization does not adequately prepare (See Minoan civilization of Crete).

Resources
– World History: Patterns of Interaction textbook
– Pu01b_River Valley Civilizations

A01c_Ch.03: Beginning of Civilization- People and Ideas on the Move 2000 – 250 BCE

A01c_Ch.03: Beginnings of Civilization- People and Ideas on the Move 2000 – 250 BCE

Purpose
Along with class lessons and activities, this assignment will help us address this essential question: How did migration and trade help spread goods and cultural ideas throughout the ancient world?

The topics discussed in this unit will wind and weave through the following historical themes:

INTERACTION WITH ENVIRONMENT
Early peoples often migrated from their lands to find new homes that promised a better life. Once they moved, they had to deal with a new environment.

RELIGION AND ETHICAL SYSTEMS
Three major world religions developed during this time. Hinduism and Buddhism originated in India, while Judaism developed in Southwest Asia.

ECONOMICS
Traders transported their goods to other parts of the world. Among the early trading peoples were the Phoenicians, who dominated the Mediterranean. Sea traders also traveled between India and Arabia.

Given

-Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Write complete sentences as you describe the historical significance of the term, name, or phrase. Your description must relate specifically to this chapter’s historical content & context (Time, Place, Circumstance). Mr.V will be happy to offer an example to all who ask.

When submitting this assignment as a digital file, be sure to follow these steps:
-If you hand-wrote the assignment, scan the paper and convert to a digital file (PDF).
-If you are typing, convert the file into a PDF file using the same program you typed with.
-Please label the file in the following format: 2-digit Pd#_LastNameFirstName-Assignment 01c Part1 (Example: 09_SmithJohn-A01cPart1). Remember, the period #’s must have two digits (therefore, Period 1 => 01). Never confuse the letter ‘O’ for the number Zero ‘0’. There should be no spaces in the file label.

Task
A01c Part 1. The Indo-Europeans Read pages 61 – 65. On page 65…
TERMS
– Indo-Europeans
– Steppes
– Migration
– Hittites
– Anatolia
– Aryans
– Vedas
– Brahmin
– Caste
– Mahabharata

A01c Part 2. Hinduism and Buddhism Develop Read pages 66 – 71. On page 71…
TERMS
– Reincarnation
– Karma
– Jainism
– Siddhartha Gautama
– Enlightenment
– Nirvana

A01c Part 3. Seafaring Traders Read pages 71 – 76. On page 76…
TERMS
– Minoans
– Knossos
– King Minos
– Phoenicians

A01c Part 4. The Origins of Judaism Read pages 77 – 82. On page 82…
TERMS
– Canaan
– Torah
– Abraham
– Monotheism
– Covenant
– Moses
– Israel
– Judah

Just Because it’s Dirty doesn’t make it Worthless: All Jobs have Worth.

While viewing this TED Talk by Mike Rowe (“Dirty Jobs” host on the Discovery Channel) I could not help but think of the Hindu (& related) philosophies.

Traditional Hinduism places great emphasis on people living their lives within groups that they were born within. These groups, or Castes, can be further subdivided into specific occupations: Teacher, Mortician, Domestics, etc. You are taught to pursue livelihoods in those fields. So important is this rule to stay within the group of your birth, that to violate it has religious, and thus eternal, ramifications.

In the Western World, we think of these traditions as uncivilized, primitive, demeaning, misogynistic, abusive, etc. However, as a lover of History, I have been taught by my teachers to investigate both sides of every issue and do so from a macro and micro perspective. Rather than finding the answer to “why do these societies do this?”, we should also attempt to explore the ramifications if such a system did not exist at all.

South Asia, home of the Hindu philosophy, has been one of the most-invaded places on Earth. What we know is that invasion occurred as early as the 16th C. BCE and have continued to do so up to the present day with US Special Forces infiltrating Afghanistan and Pakistan via ancient mountain passes. I am willing to bet money that invasions have occurred prior to the Aryans and will occur again in the future.

The turmoil generated by events such as this has brought down great civilizations in the past (Babylonia, Persians, Graeco-Macedonian, Roman, Ottomans, Han Dynasty, and on and on…) and continue to change the map of nations today (Central Africa, Former Soviet Union, Armenia, Iraq, Afghanistan, and on and on…). But, Hinduism and its people appear to have found a remedy for the negative affect of Human aggression. What if everyone knew what role they are to play in society from the very first day of life? What if they spent the rest of their lives perfecting their occupational skills so that they can do their work to the best of their ability? In times of chaos, those who survive will still have their skills and still know what their social roles are. Society can rebuild and resuscitate itself in the absence of a central governing authority. To put it in perspective, the Hindu culture has seen every single one of the civilizations listed above come and go. In the ‘lifetime’ of Hindu philosophy and culture, much of what makes us what we think we are has occurred. Yet, the only thing that remains is Hinduism.

Mike Rowe’s talk made me think of all this. All work; all occupations; have vital roles to play in our daily march through time. Their is no shame or loss of respect because your job requires you to get your hands dirty or mine restricts me to an office. Both contribute to the success and longevity of our society, our culture. The United States has lost this perspective. We teach our students to believe that one type of occupation is a mark of success, while another is proof of our failure. This is wrong. In many ways, the Hindus knew of this before the era of civilization.

Yes, it is true: History teachers have no social life. To think that a person would have all these thoughts flashing through their minds while listening to a speech about a mundane topic like ‘Dirty Jobs’, will challenge modern sensibilities. Now I know why many of my friends and family don’t want to see a movie in a theatre with me. While they want to enjoy a shoot-em-up action flick, I will see how that film is reflective of human societal degradation.

I guess that’s all for know. Enjoy the video below and allow yourself to think deeper thoughts. I, instead, will go to the movie theatre by myself.

Buddhism Along the Silk Road

View this short video from the Metropolitan Museum of Art that reflects our class discussion on the impact of trade routes within and around the Eurasian continent. This would make a great complement to our Empires of India and China course topic.

What I found so agreeable about this video is that it uses Buddhism as a case study, just like our class did during our discussions. Buddhism is a great vehicle to witness the influence of other cultures involved in commercial activities (Cultural Diffusion).

Buddhism along the Silk Road