SHANG DYNASTY BCE

Transcription

1 9/19/2017

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5 SHANG DYNASTY BCE Create bronze tools, weapons, and walled cities, creating a militaristic tradition. Religious traditions are formed to unite the empire Rulers are guided by the word of their ancestors, known through oracle bones

6 XIONGNU NOMADS TO THE NORTH

7 DO NOW On an index card, consider: When individual course grades are only dependent on the work completed in one class, what authorities influence the work that you do in that particular class? Why?

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10 ZHOU CREATE THE MANDATE OF HEAVEN Zhou claimed that the Gods were angry with the Shang Dynasty because of the cruelty of Shang rulers To rise to power, the Zhou claimed the Mandate of Heaven

11 ZHOU FEUDAL SYSTEM The Zhou Feudal system enforced the localized or bureaucratic rule present in the Shang Dynasty that many classical civilizations adopted Zhou experienced a decline in bloody sacrifices and burials and the priestly ruling class faded Government became more secular and leaders were meant to be models or morality and fairness

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13 DECLINE OF THE ZHOU As Zhou power began to fade, local rulers became disloyal to the Zhou Now looking out for themselves, these local rulers began to complete for control of China China fell into a period of warring states.

14 9/20/2017

15 DO NOW Homework in the blue bin! Pick up a weekly assignment and a Dao/Tao of Pooh slip Fill in your Dao/Tao of Pooh slip

16 WARRING STATES PERIOD At the end of the Zhou Dynasty, China fell into the Spring and Autumn period ( BCE), when the country was divided into many small states. As alliances started to form, the conflict deepened and the warring states period began Improved military technology was created, establishing a militaristic reputation for China

17 WARRING STATES CONT. Warring States refers to seven or more small feuding Chinese kingdoms whose careers collectively constitute an era in Chinese history. The Warring States period was one of the most fertile and influential in Chinese history. However, many military traditions and philosophies on rule came from the period, making it the most impactful period in Chinese history.

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19 DAOISM Founded by Lao Zi Stressed importance of balance in nature The Path or the Dao A universal life force that is present in nature Guides all things Human understanding of nature and harmony is achieved by following the Dao, or the way Believed that education and politics are not necessary for harmony Avoid struggles, violence, and take the minimal action necessary to perform a task

20 LEGALISM Founded by Han Feizi Became the political philosophy of the Qin Dynasty Human nature is naturally selfish; humans are by nature evil Rulers needed to be strong and govern through force

21 LEGALISM Laws must be strict and based on rewards and punishments to maintain order Supported harsh penalties Branding and mutilation for minor crimes Stresses that the laws must be equal for all Placed little value on education Ideas needed to be strictly controlled by the government Rulers should burn all writings that are critical of the government War is needed to strengthen the rulers power Which social groups would support Legalism? Why?

22 CONFUCIANISM Confucius ( BCE) put new emphasis on knowledge, honor and correct behavior in society. Confucius, himself, was a teacher and created the philosophy Confucianism, which guided China for more than 2000 years.

23 CONFUCIANISM People are naturally good People should treat each other humanely Importance of education in creating good, stable government Need for educated civil servants Individual must find and accept their proper place in society

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25 DO NOW Prep your presentations!

26 ENDING THE WARRING STATES PERIOD Under Shi Huangdi s Legalist rule, the Qin Dynasty began to take over other states in China one by one By 221BC, Shi Huangdi had united the first empire in East Asia (Shi Huangdi=first emporer) Qin is thought to have been derived from China From the Yangzi River Valley to the Northern Plain

27 SHI HUANGDI - BUREAUCRACY Advisor and Prime Minister worked with the Emperor to exploit the people s exhaustion after a long time at war and created a totalitarian government Needs of the state > needs of the individual Brought land-owning aristocrats (and their peasants) under their rule to expand their governing capacity Modeled a feudal system, but their was a free peasantry that owed their allegiance to the state, not their lords or masters.

28 SHI HUANGDI INFRASTRUCTURE Thousands of miles of roads Canals to connect river systems Standardized weights, measures, coinage, law codes, writing, and even axle lengths of carts Irrigation and flood-control projects The Great Wall of China Shi Huangdi merely connected sections of the wall that the Zhou had build centuries before The Qin was a part of its history, not its creator

29 SHI HUANGDI - LEGALISM The will of the leader was supreme Imposed discipline and obedience through the use of rewards and harsh punishments Cracked down on the spread of Confucianism, which preached right and nonviolent conduct from leaders limited their absolute power Legalism would eventually fall to Confucianism upon Shi Huangdi s death in 210 BCE, giving rise to the Han Dynasty in 206BCE Why didn t the legalist principles of the Qin last after Shi Huangdi s death?

30 CIVIL SERVICE EXAMS UNDER THE HAN Over 130,000 employees 18 ranks of employees Civil service exams Wudi set up a Confucian-themed school Formal examinations in Confucianism, history, law, and literature for civil service positions Theoretically a merit-based system But poor could not afford to educate their children In effect until the downfall of China s last dynasty in 1912

31 BUREAUCRACY UNDER THE HAN Benevolent rule rulers rule with the peoples best interests in mind Rulers and members of the bureaucracy have good intentions Taxes supported the government and military Merchants Paid taxes Peasants Gave the government a portion of their annual crops Each year gave a month of labor (for public works projects) or of military service

32 SOCIAL CLASSES UNDER THE HAN Emperor Governors and Kings Nobles, Scholars, and State Officials Peasants (Farmers) Artisans and Merchants Soldiers Slaves

33 HAN WUDI THE MARTIAL EMPEROR AND HIS ARMY Used warfare to expand the Chinese empire Northern steppes Xiongnu steppe nomads from the north and west Commonly raided Chinese villages Traditionally kept at bay through bribery Wudi made allies of the Xiongnu s enemies and sent in 100,000 soldiers Pushed the Xiongnu back Modern-day Korea, Manchuria, Vietnam Conquered and colonized Borders under Wudi nearly what they are today

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35 COMMERCE AND TRADE UNDER HAN WUDI Trade and commerce were not respected but were still very important Government had monopolies Salt mining Iron forging Coin minting Alcohol brewing Government engaged in industry Silk weaving

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37 SILK ROADS UNDER THE HAN Trade routes across Asia To Mediterranean (access to Europe) in the west Chinese silks were sold in the marketplaces of the ancient Roman empire To Yellow Sea and China Sea (access to Japan) in the east Traded silk and other goods Cultural diffusion Trade goods reflected the many cultures across this trading region

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39 TECHNOLOGY UNDER THE HAN Paper Collar harness Plow Wheelbarrow Watermill Invented in 105 CE Books became inexpensive to produce; expanded education Bureaucracy grew and became more efficient Horses could carry heavier loads Best harness available at the time worldwide The Chinese made one with two blades Much more efficient Invented independently (Greeks had invented as well) Central wheel and axle let Chinese wheelbarrows carry very heavy weights Used to power things such as the bellows for smelting iron

40 ROLES OF WOMEN UNDER THE HAN Traditional Roles Confucianism limited women to the home and to subservience to men (fathers, husbands, sons) Women worked hard for their families with little reward Women with Power Some women wielded political power because of court alliances e.g., Empress Lu Nuns Educated Lived apart from families Medicine practitioners Shop managers Writers Paradox? Ban Zhao Helped finish her father s History of the Former Han Dynasty Wrote Lessons for Women Urged women to obey the Confucian social order Also encouraged women to be industrious Went against convention by writing professionally

41 RICH VS. POOR Inheritance law was the root cause of the problem Land divided among male heirs (sons) Reduced the size of plots with each generation Small farmers couldn t support themselves and had to borrow money Became indebted to rich, aristocratic landowners These aristocratic landowners did not have to pay taxes Decreased tax revenue for the government Government pressed peasants even harder for taxes Rich grew richer and poor grew poorer

42 RICH GET RICHER, POOR GET POORER Peasant farmers grew poorer as they could not afford to pay taxes With less land owned by peasants, the government took in less tax revenue, and had to pressure the remaining peasant landowners even harder for tax money Peasants were forced to borrow money from rich aristocratic landowners who didn t pay taxes Rich aristocratic landowners foreclosed on the peasants farms, decreasing the land owned by peasants

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44 ROLES Your group will argue for either Shi Huangdi or Han Wudi 2 of you will read for the good in your assigned leader 2 of you will read for the bad in the opposing leader Shi Huangdi Artifacts: p Thesis Tracker: p. 24 Han Wudi Artifacts: p Thesis Tracker: p. 18

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46 DO NOW Open to page 78

47 Unemployed President Government Officials Businessmen Scholars Religious Leaders Laborers Bureaucrats Minimum Wage Employees Artisans/Craftsmen CEOs

48 Brahmin:those engaged in scriptural education and teaching, essential for the continuation of knowledge (PRIESTS) Kshatriya:Take on all forms of public service, including administration, maintenance of law and order, and defense (WARRIORS) Shudra:Work as semi-skilled and unskilled artisans and laborers. Untouchable/Dalit: those whose occupations and habits of life involved repulsive or polluting activities Vaishya: engage in productive labor, in agricultural and pastoral tasks, and in trading.

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50 LET S WATCH

51 LET S WATCH

52 9/27/2017

53 DO NOW Hand in Weekly Assignment Pick up new Weekly Assignment On an index card, write down the last time you were disappointed about something and explain why you were disappointed.

54 LET S WATCH

55 ROLES Mind: What must a monk think to achieve this? Body: How must a monk act to achieve this? Spirit: How must a monk feel in order to achieve this? Leader: How can a leader promote these beliefs and practices through his policies, laws, and leadership practices?

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57 DO NOW ON AN INDEX CARD What qualities do you look for in a leader of the United States, of the school board, or even of the knitting club?

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59 DO NOW Write an open-ended question for me to answer.

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61 R Reasoning S Speaking L Listening

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63 DO NOW ON AN INDEX CARD "This was the largest audience to ever witness an inauguration, period. 1. Is Spicer s account a primary or secondary source? 2. What are the values and limits of this source?

64 ROLES PAGE 43 AND 44 Politician Anthropologist Theologian Social Analyst

65 CYRUS THE GREAT Led Persia to conquering far into Asia all the way to the Eastern-most Greek citystates Cyrus respected Babylonian priesthood and even had his son crowned according to their traditions Why would Cyrus crown a King with the beliefs of the conquered, not the empire? What do you think his intentions might have been?

66 DARIUS THE GREAT Spread the empire to the Indus Valley and Egypt Divided the empire into provinces ruled by satraps (governors) connected by blood or marriage to the royal family. Satraps: Collect taxes to send tribute to the king, sending many provinces into economic decline Created Royal Roads to connect the provinces to the center of the empire Established a standard of luxury and overcelebration of Persian Kings

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68 CONQUERED PEOPLES Religious traditions were honored Placed under the rule of a satrap who was connected to the ruling family by blood or marriage The farther the satrap was from Susa, the more autonomy the province would have Persians in the bureaucracy were sent to far-off provinces, leading to intermarriage and cultural exchanges All provinces paid tribute to the King Was this acceptance of diversity genuine?

69 ZOROASTRIANISM Until good prevails, society will be trapped in a constant struggle between good and evil Individuals are rewarded or punished in the afterlife for their actions Monotheistic Thought to have influenced Judaism because it promised salvation and held people to high ethical standards

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71 DO NOW What is the best way to meet the needs of Princeton students, who are culturally, racially, and socioeconomically diverse?

72 ROLES Politician Anthropologist General Economist

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77 10/5/2017

78 DO NOW ON AN INDEX CARD Why are our lives so fundamentally different from theirs?

79 PERSIAN WAR Greece and Persia went to war for control of crucial ports between the Black Sea and the Mediterranean Sea Sparta led Greece to victory In the aftermath of the war, citystates began to compete with each other for control over reconstruction

80 PELOPONNESIAN WAR ATHENS VS. SPARTA

81 PELOPONNESIAN WAR Sparta prevailed Greece quickly fell to Macedonian invaders to the north

82 ROLES Politician Economist Anthropologist General

83 10/6/2017

84 PROCEDURES Turn in your quiz Immediately begin work on p. 49 and 50 Vote Hero or Villain on the board

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86 DO NOW How well represented do you think Americans are in our government? On a scale of 1-10?

87 HOMEWORK P

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89 SOCIETY

90 ROMAN REPUBLIC Consuls: 2 consuls were elected to rule for two years, almost as a president, making decisions ranging from war to taxes to laws Senators: Selected by the Assembly to advise consuls for life Tribunes: elected to check the power of Patriciandominated senate.

91 SLAVERY IN ROME Slaves served in households, agriculture, mines, the military, manufacturing workshops, construction and a wide range of services within the city. Slaves were typically prisoners of conquest or war and made up: As many as 1 in 3 people in Italy 1 in 5 people across the Empire

92 LAW OF THE 12 TABLES Treason: he who shall have roused up a public enemy or handed over a citizen to a public enemy must suffer capital punishment. Putting to death of any man, whosoever he might be unconvicted is forbidden. Marriages should not take place between plebeians and patricians. If a slave shall have committed theft or done damage with his master s knowledge, the action for damages is in the slave's name.

93 END OF REPUBLIC Growing tensions between rich & poor Latifundias Large plantations in conquered lands controlled by aristocrats Julius Caesar Dictator for life in 44 BCE Executed by aristocratic conspirators

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95 10/12/2017

96 DO NOW WHAT SURPRISES YOU ABOUT THIS MAP?

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100 10/13/2016

101 DO NOW Get into groups!

102 10/16/2017

103 DO NOW Turn in autopsy projects (table in back) Rip rubrics off of your unit 2 packets (last page) and place in the blue bin Grab a stack of sticky notes

104 EVALUATE VS. EXPLAIN EVALUATE means to examine and judge the significance, worth, or condition of; to determine the value of EXPLAIN means to make plain or understandable; to give reasons for or causes of; to show the logical development or relationships of

105 HOT OR NOT?

106 HOT OR NOT?

107 ROLES Politician Economist Anthropologist General

108 10/17/2017

109 DO NOW Take four sticky notes Peruse our autopsy gallery walk to contemplate the question for our chalk talk: Are all empires destined to fall?

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111 HAN Han Officials pay the Xiongnu confederation of nomadic tribes to not attack the Chinese lands or interfere with trade along the silk roads When Han officials are unable to pay Xiongnu invaders (for reasons discussed yesterday), the Xionqnu attack After the fall of the Han, China again fell into 3 warring kingdoms

112 GUPTA White Huns invaded India White Huns ruled there until Islam was introduced after 700CE.

113 ROME Germanic tribes and Huns both led attacks that a weakened Roman government was unable to The Crossing

114 Q&A As each group presents their findings, jot down questions on your index card to ask of their panel Please ensure that all questions are constructive

115 10/18/2017

116 DO NOW Pick up Comparative Essay Guide

117 FOUR CORNERS Corner 1: Pictionary Draw the term you draw on your scrap paper until your groupmates guess what it is. Players take turns drawing (all 4 must draw) Corner 2: Heads Up Pick a card for the player to your right and put it up to his/ her forehead All groupmates describe the term to the guesser, without using the word Corner 3: Geography Corner 4: Whose Line is it Anyway? Match each historical figure to the correct quote of his/hers