Now Think of a Number Line with Negative and Positive Numbers

UNIT SUMMARY

The major development during the classical period was the formation of largeregional civilizations in China, India, the Mediterranean, and the Middle East. These areas hadby far the largest concentration of population. Furthermore, the influence these civilizationsextended into surrounding regions outside their direct control. Much of the development of eachcivilization was separate and the establishment of distinctive cultural and institutional patternswas a key legacy of this period. One of the triggers for the clear transition into the classicalperiod was the introduction of iron tools and weapons. With this development each classicalcivilization developed its own social structure, religion, political system, system of science, andstyle of art. While the introduction of iron in the classical period, the period itself did notwitness sweeping technological developments. Patriarchal culture prevailed with a newemphasis on the respect for the achievement of old age.

Introduction (p. 30-33)

1. World History dating methods can be confusing at first. Notice the time period at the top of the page. At first glance, it seems the time period only covers 500 years. On 2nd glance it seems like the dates are getting smaller (1000 to 500) whereas our dates increase over time (ex. 2009-2011). To make matters more confusing, APWH uses BCE and CE (Before Common Era and Common Era) while in the West most people use BC and AD (Before Christ and Anno Domini – Latin for “in the Year of Our Lord” as Christians believe Jesus Christ is alive in Heaven today, ex. 2010 AD). BC/AD is a common dating method in the West and around the world but it refers directly to one religion – Christianity. Most historians have moved to BCE/CE to get away from referring to a single religion but it means THE SAME THING.
2. BCE = BC
3. CE = AD

Now think of a number line with negative and positive numbers.

-4 / -3 / -2 / -1 / 0 / 1 / 2 / 3 / 4

The distance between -4 to 4 is 8.

600 BCE / 0 / 600 CE

How much time does the Classical Period cover?

1. Examine the title of this unit on p. 30. What pattern will occur around the world during this period? (In the fourth edition, this is "Directions, Diversities, and Declines."

1. Examine the maps on page 33. What is the major difference between the two maps? (4th ed. does not have this map.)

1. Now for the tough one: what similarities do you see between political units between the two maps? (4th ed. does not have this map.)

1. Looking at the bottom map, what area’s political units are the most isolated? (4th ed. does not have this map, but you can still infer.)

1. Brainstorm one positive benefit from being isolated and one negative aspect.

1. Positive –
2. Negative –

1. List two ways nomadic groups interacted with classical civilizations.

1. Explain what “syncretism” means. (note – you’ll see this word throughout the year)

Triggers for Change (p. 30-33)

1. Examine the timeline at the top of the page. Notice the column under 250 BCE. The “Decline of the RomanRepublic” is listed as 133 BUT it has the abbreviation “ff.” behind it. Now look under the 1 CE column. Notice that the Roman Empire begins in 27 CE. What do you think was happening between 133 BCE and 27 CE in Rome? (HINT: looking up the abbreviation “ff.” will help) (Our edition does not use ff., but most texts do.)

1. In this section it states that the classical civilizations were larger than the river valley civilizations. What technological development led to this?

1. Besides new trade links, give two specific examples of new developments that helped unite territories into empires.

The BIg changes(p. 30-33)

1. Your text states that patterns established in the classical period still have impact on today’s world. China and India are used as examples. China’s government successfully forced its people to accept population controls in the 20th century (laws limiting how many children a family could have) while India’s government failed to do the same. What inference can you draw about China’s government and society during the CLASSICAL period based on this fact? What inference can you make about India’s government during the classical period? (HINT: think patterns and NO, China did not limit its population during the classical period)

1. What was the first major change that occurred between the river valley civilizations and classical civilizations?

1. What classical civilization had the largest trading area?

1. Flip back to page 33 and examine the bottom map. Look at the civilization you listed under #14 above and explain WHY it makes geographic sense that this civilization had the largest trading area. (You do not need the map to answer this question.)

continuity

1. How was the classical period similar to the river valley civilization period? List continuities (what stayed the same) between the periods below.

impact of daily life: old age - (4th ed does not have this article; you can still infer)

1. What role did the elderly play in illiterate societies?

1. How were Chinese and Mediterranean (think Greece and Rome) cultures SIMILAR in their attitude toward the elderly?

1. How were they different?

1. Which culture do you think focused more on physical beauty of people? (NOTE: you’ll see this reflected in art)

1. Examine the two cartoons below. Label one “West” (ex. Rome and Greece) and the other “East” (ex. China) based on what you just read. Then explain in a sentence WHY you think you are right.

• Using the map on page 36, draw the boundaries of the Zhou, Qin, and Han Empires and label each accordingly.
• Draw in the Great Wall and label.
• Label the HuangheRiver (a.k.a. Yellow River)
• Label the Yangtze River
• Label Korea
• Label Mongolia

1. Based on the location of the Great Wall, which of the empires do you think started its construction?

Introduction(P. 35-41) - (Not all questions overtly answered in 4th ed)

1. What was occurring in the Zhou kingdom at the time of Confucius?

1. Where had the invading nomads come from? Look back at your map, find the HuangheRiver, then follow the directions given in the text. Write the territory’s name.

1. How did Confucius regard the nomads, even the ones who had adopted Chinese culture?

1. KEY AP TOPIC! What is the name given to Confucius’ teachings?

1. Describe who was responsible for recording his teachings.

1. Why does Confucianism emphasize strong rulers and respect for authority and duty? (HINT: what was happening in China when he formed his ideas?)

1. What were the centuries following Confucius’ death known as?

1. What dynasty rose to restore order centuries after the Zhou had fallen?

1. What kind of ruler was Shi Huangdi?

1. What new dynasty arose due to the overly harsh rule of the last?

1. How long did this new dynasty last?

1. KEY AP TOPIC! The Han dynasty is known for creating the world’s largest, most effective what? Write the word AND write its definition below. (Look it up online if you want.)

1. KEY AP TOPIC! What exams did the Han develop for young men who wanted to join the organization above?

1. China was more isolated than other parts of the Afro-Eurasian world by geography (deserts and mountains). List a positive and negative effect of that isolation on China.

POSITIVE:

NEGATIVE:

Patterns in classical china (p. 35-40)

1. Define: dynasty -

1. Your text describes Chinese views of history and political change as “cycles”. Annotate the diagram below according to these views. (Describe what happens at each stage)

1. What are the three dynasties that ruled classical China?

1. Were the Zhou native to China? If not, what does that make them?

1. How did Zhou rulers encourage loyalty?

1. The land in between the Huanghe (Yellow) River and the Yangtze River was known as what?

1. What impact was felt on the population of China when the lands around the two rivers were united under the Zhou?

1. KEY AP TOPIC!This relates to the dynasty cycle diagram above. The Zhou claimed they had a right to replace the Shang as China’s rulers because heaven (the gods) had transferred its mandate (permission) to rule to the Zhou emperors because the Shang were not ruling well. What was this concept called?

1. How did the Zhou promote cultural unity in China?

1. What was the period between 402 BCE and 201 BCE known as?

1. How did the name “China” arise? (HINT: Q’s are pronounced “cha” in China).

1. What does “Qin Shi Huangdi” mean in Chinese?

1. Why did Shi Huangdi purposely appoint (pick) people from nonaristocratic groups to be his officials? (HINT: “aristocratic” means you have lots of land because you were born to it – your father had it before you and your grandfather before him. Aristocrats are usually right below a ruler in power.)

1. Besides expanding the size of China, what did Shi Huangdi most known for and what was its purpose?

1. What was the MAIN reason Shi Huangdi was unpopular?

1. What dynasty replaced the Qin dynasty?

1. How did this new dynasty’s rule compare to the Qin’s?

1. What philosophy did the Han focus on?

1. What happened after about 200 years of Han rule? (HINT: remember the dynastic cycle)

1. What group overthrew the Han and where did they come from?

Political institutions (p. 38-40)

1. Describe the typical Chinese family of the Qin and Han periods.

1. What did Emperor Wu Ti establish to help select the best bureaucrats?

1. Why were most bureaucrats from the upper classes?

1. The Han period began in 202 BCE. How long did the Chinese bureaucracy established during the Han dynasty last?

1. What does the Chinese proverb “heaven is high, and the emperor is far away” reveal about how much control the government had over ordinary people during the Han period.

religion and culture (p. 40-43)

1. “The Chinese during the Zhou dynasty were very religious.” Assess the validity of that statement. (i.e., explain whether it’s true or false and to what extent or to what degree)

1. Define: Secular –

1. Confucius promoted respect for one’s social superiors and fathers and husbands were superior in the family. What would he say about a father who abused his children or a husband who beat his wife?

1. Why would a government like the Han encourage Confucian learning? (Be skeptical. There’s a selfish reason why any government would love its people to practice Confucianism. Your teacher would like you to be a Confucianist too.  )

1. In what way does Confucianism restrain a ruler and protect the people under him?

1. What rival system of thought developed during the Qing and early Han periods?

1. How did this new system view ordinary people?

1. If people were that way (above), that would require the government to be what?

1. What was lacking in Confucianism that many ordinary Chinese people needed?

1. What other philosophy filled the need above for many Chinese?

1. Who was its chief promoter? (some texts state he is its founder)

1. Why were emperors not threatened by Daoism? (HINT: look back a paragraph or two and see what Daoism said about politics)

1. What were the Five Classics used for?

1. Being able to recite poetry indicated a person was what?

1. Why would Confucianism tend to dissuade Chinese emperors from building massive monuments to themselves, like the pyramids built for the Pharaohs in Egypt? (HINT: this is tough and there’s not a right or wrong answer BUT . . . think about what Confucianism obligated rulers to be or to do for the people and what might be required to build a massive monument. HINT 2: what does an emperor’s monument do for the people?)

1. How far ahead of Europeans in astronomy could you argue the Chinese were?

1. How did Chinese research in math and science compare to Western thinkers like the Greeks?

1. Examine the picture on p. 44, figure 2.1. What can pictures like this tell us about technology during the Han period? (HINT: captions are your friend)

document: teaching of the rival chinese schools (p. 42)

1. Identify the first passage as either Confucian or Daoist. (It’s not both.)

1. Identify the second passage as either Confucian or Daoist. (It’s not both.)

economy and Society

1. This is a diagram showing Chinese social structure during the Han period. Notice that peasants are in the middle – something unique to China compared to the West. Where do merchants go on this diagram?

1. List the technological innovations of the Chinese during the Han period.

1. Recall your answer to #64 about abusive fathers. After reading about Chinese families and the Chinese legal system, has your answered changed? How so?

1. What child enjoyed the most status in the family?

in depth: women in patriarchal societies (P. 45-46)

1. Define: Patriarchal –
2. How did punishments for men differ from women in patriarchal societies?
3. Today strict Muslim women in parts of the Middle East wear a type of veil called a burqa. Where did this practice begin and why?

1. How did land and property tie into the need to control women’s sexual behavior?

1. Why might a woman join a religious organization and serve as a nun, for example? (Answer should involve MORE than just a religious calling.)

1. If a family had to choose between killing a baby boy or girl due to not being able to feed both, who would be killed and why?

how chinese civilization fits together (P. 47-48)

1. Use the diagram below to describe how the Chinese saw the world during the Han period and still do to an extent today. Label/annotate the inner and outer circles.

Global Connections: Classical China and the World (P. 48-49)

1. What has allowed China to support a massive population and some of the world’s largest cities?

1. What happened to many of the technological innovations created in China, like paper and compasses, over time?

1. How were many ideas and inventions spread?

1. What product did China possess that the outside world, even Rome, valued highly?

1. What famous “road” was used to trade with China?

TIMELINE

Insert the following events into the timeline. Pick up on the dates as you read them in the text.

1. Qin dynasty begins
2. End of the Zhou dynasty
3. Confucius born
4. Han dynasty begins
5. Era of the Warring States (range of dates)
6. Han dynasty ends
7. Accurate Chinese calendar developed.

1000 BCE / 0 / 500 CE