Name: Period: APWH WORKBOOK. Unit Two: c. 600 BCE to c. 600 CE

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1 Name: Period: APWH WORKBOOK Unit Two: c. 600 BCE to c. 600 CE Due Date: Score: /100 This packet will guide you through the second unit in AP World History and prepare you for the reading quiz, vocabulary quiz, first essay, and unit test on October. You must complete ALL of the pages in the packet by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet.

2 Memorize and Know the Meaning of these Words for Vocabulary Quiz #2 1. Celibacy 2. Afterlife 3. Reincarnation 4. Missionaries 5. Pilgrims 6. Filial 7. Conversion 8. Sacred Texts 9. Feudal Memorize and Know the Meaning of these Words for Vocabulary Quiz #3 1. Empire 2. Ideology 3. Bureaucracy; civil service 4. Social hierarchy, stratification, inequality 5. Patriarchy 6. Slavery 7. Urban 8. Tax revenue 9. Nobility 10. Elites 11. Autonomy 12. Citizen 2

3 RELIGION OR BELIEF SYSTEMS DEFINITION OF RELIGION: The human relationship with the sacred, with forces in and beyond nature REASONS FOR THE DEVELOPMENT OF BELIEF SYSTEMS: 1. Protection and support or security in an uncertain world 2. Desire for a deeper sense of the significance of life 3. Hope for existence after death 4. Provides answers to eternal questions about existence a. Where do we come from? b. Why are we here? c. What happens to us when we die? d. What is our relationship to the environment? FIVE COMMON TRAITS OF BELIEF SYSTEMS: 1. Sacred calendar and rituals 2. Sacred spaces 3. Sacred teachings and writings 4. Sacred symbols 5. Religious organization or hierarchy Seminar on Belief Systems: 1. How do the ancient belief systems address gender? (Hint: patriarchy, gender of deities, and roles of women and children) 2. Why are sacred calendars and sacred spaces prominent in all ancient belief systems? 3. Why are the sacred texts important in ancient times? 4. What did priests do? 5. Why are the rituals so different? Write one question and one answer about the effects of each belief system on social and gender structures. 3

4 EARLY BELIEF SYSTEMS Time/Place of Founding Deity(s) Confucianism Master Kung BCE Popular Confucianism -- city god, kitchen god who report to the Jade Emperor Mencius, Han Yu Daoism Master Lao (c c. 517 BCE) Popular Daoism -- 8 Immortals, Queen Mother of the West, Jade Emperor Daoist priests -- geomancers and chemists Founder/ Leaders Key Texts Analects, Five Classics Daodejing, I Ching Beliefs/ Practices/ Rituals Women s Role Expansion/ Influence Answer these questions: Major belief emphasizes the moral goodness of human beings that can be achieved through correct teachings; practices are emphasis on education for boys and ancestor worship subservience to father, husband, son East Asia (Korea, Japan, Vietnam)/merit civil service based on examinations of Confucian learning Major belief is that harmony can be achieved from balance of human activities and the natural world; practices are meditation, martial arts, herbs and acupuncture to prolong life some priestesses East Asia/development of gunpowder, medicine, geography, compass How did Confucianism support a system of social inequality? (Hint: who had power? Who had to be obedient?) How did Daoism encourage scientific innovation? 4

5 Time/Place of Founding Deity(s) many local deities as well Founder/ Prophet/ Leaders Holy Book(s) written in Sanskrit Beliefs/ Practices/ Rituals/ Symbols/ Architecture Women s Roles Hinduisms Indus Valley 1500 BCE (caste system) Brahma (oversoul) Vishnu (Krishna) [consorts: Lakshmi and Saraswati] Shiva [consort: Kali] Ganesh, elephant-headed Rama [consort: Sita] Sitala, goddess no recorded beginning mixture of local subcontinent religion with Aryan war gods Rigveda ( BCE) 1028 verses compiled by Aryan brahmins Upanishads ( BCE) philosophical treatises Mahabharata ( CE) prayers and stories, incl. Bhagavad-gita Ramayana ( CE) epic poem about Rama ritual purity needed for puja (daily, individual prayer); pilgrimage centers near sacred rivers and mountains flexibility for puja Purusha s body sacrificed to create caste system: priests, warriors, merchants, peasants [Untouchables excluded from caste system.] reincarnation (samsara): soul (atman) seeks to unite with Brahman (moksha) dharma: rules for each atman karma: effects of following or disobeying dharma on the atman sexual passion in sculptures metaphor represent passion for union with gods ornate temples goddesses and female force important though subservient role of wife emphasized prayers by women like Mirabai accepted Buddhisms 5th century BCE; northern India Originally prohibited, but around the 2nd century C.E., statues of the Buddha and bodhisattvas proliferated. Then, local gods remade into Buddhist gods. Buddha (Siddhartha Gautama BCE) Mahayana Buddhism reveres bodhisattvas many sutras (sermons), e.g. Lotus Sutra Accepting the Four Noble Truths to achieve nirvana: 1. Life is suffering 2. Suffering comes from desire. 3. Eliminate desire. 4. Follow the Eight-Fold Path (Living life w/moderation) o Right Understanding o Right Aims o Right Speech o Right Action o Proper Work o Right Thinking o Proper Awareness o Meditation nuns, bodhisattvas

6 Expansion/ Influence Hinduisms Southeast Asia through trade or importing brahmins for legitimacy and principles of administration, art and architecture Buddhisms Mauryan King Ashoka about 260 BCE after his war with the Kalinga spread Buddhism throughout India and to Sri Lanka (Missionaries spread Buddhism from there to Southeast Asia) and Bactria (Missionaries spread Buddhism from there to Central Asia and East Asia.) How did Hinduism support a system of social inequality? (varna or caste system) How was Buddhism similar to Christianity in using missionaries and monasteries to give men and women at the bottom of their social hierarchies a different role in life? 6

7 Time/Place of Founding Deity(s) many local deities as well Founder/ Prophet/ Leaders Holy Book(s) written Beliefs/ Practices/ Rituals/ Symbols/ Architecture Women s Roles Expansion/ Influence Judaism 2000 BCE/ Canaan or Israel (later called Palestine under the Romans) God (Jews do not have a name for God) Abraham, Moses, Hebrew prophets, temple priests including a High Priest Torah (The Five Books of Moses), Mishnah, Talmud The Hebrews made a covenant or agreement with God to obey the Ten Commandments and the 613 laws for daily life including required charity, day of rest, and restrictions on food; reverence for the Torah (The Five Books of Moses) and Jerusalem where the Temples stood. Jews believe that the Messiah will come and bring peace to the world. They also believe in an afterlife. Matriarchs, Judges, educators in the home, some rituals related to the home are only done by women Forced migrations created diaspora communities of Jews throughout the Mediterranean, Middle East, most of Europe, India, Central Asia, Western China; idea of a day of rest; Ten Commandments Christianity first century/ Roman Palestine Jesus Christ, Trinity Mary, Apostles and Disciples, Hebrew prophets, the Pope (for Catholics), Patriarchs (for Eastern Orthodox) Gospels, Old and New Testaments Christians accept the divinity of Jesus Christ and that his resurrection offers salvation for all who believe in him. Christians follow the Ten Commandments -- especially the day of rest; reverence for the New and Old Testaments (The Bible) and the sacred cities of Jerusalem, Bethlehem, Rome (for Roman Catholics) and other cities with special shrines. They believe in an afterlife and hell for sinners. nuns, saints Missionaries spread Christianity throughout the Mediterranean, Middle East, Ethiopia, most of Europe, India, Central Asia, Western China; canon (church) law List three similarities between Judaism and Christianity:

8 Answer all reading questions on a separate sheet of paper. Please label the reading to which you are responding Reading Questions for the story of Ruth 1) Why did Naomi decide to return to Judah? 2) What did she tell her daughters-in-law? 3) Why did Ruth insist on going with Naomi? 4) What was the family relationship between Boaz and Naomi? 5) Why was Ruth gleaning in Boaz s field? 6) What Jewish values does the story show? Reading Questions for Mira Bai 1. How does she do puja (Hindu prayer)? 2. Why does she pick Gopala as her lord? 3. Why was her husband s family upset with her? 4. What did they do? 5. What did the other Hindus think about Mira Bai? 6. What does the story tell us about Hinduisms? Reading Questions for Isidasi 1. Why did Isidasi have so many reincarnations? (Hint: what dharma did s/he disobey?) 2. How did her husbands know about her karma? 3. Why does she become a Buddhist? 4. How does she practice Buddhism? 5. What does her father think about her conversion? 6. What Buddhist values does the story emphasize? Reading Questions for Mary the Harlot 1. Why did Mary become a harlot (prostitute)? 2. What Christian beliefs and practices did her uncle use to convince her to return to the monastery? 3. What ancient Christian beliefs and practices does her life represent? 4. Why would this story help convert people to Christianity? 5. What kind of people would the story attract? 6. What Christian values does the story emphasize? Reading Questions for Ban Zhao [need more] 1. Why does Ban Zhao write her book? 2. What are the Confucian principles she lists? 3. What does she say are the roles that Confucian women should have? 8

9 Score: /10 Summative Grade Comparative Essay Question On another piece of paper, write a thesis paragraph that answers the following question: Compare how TWO of the following major belief systems affected social hierarchies and gender roles in their regions from about 2,000 B.C.E. up to 600 C.E. The different belief systems are: Christianity, Confucianism, Hinduism, Buddhism, or Judaism. WRITE A THESIS PARAGRAPH ONLY Here s some questions to consider before you begin writing: FULLY ADDRESS THE QUESTION o Identify which two belief systems you are comparing o What regions they were in o What kind of social hierarchies and gender systems existed in those regions (rigid/loose; many levels or not?) o What part of the time period from 2,000 B.C.E. to 600 C.E. you will analyze o Will your essay show changes over the time period? TAKE A POSITION Were they more similar or more different in the ways they affected social hierarchies and gender roles? PROVIDE ORGANIZATIONAL CATEGORIES (WHAT YOUR TOPIC SENTENCES WILL SAY) What ways did the two belief systems affect social hierarchies and gender roles? (Did they become more rigid or looser? Were there more or fewer levels of social classes? Did gender roles become more defined or more flexible for men and/or women?) 9

10 DBQ GROUPING ONLY EXERCISE DIRECTIONS: PART ONE: Identify the political and/or cultural values presented in each source, and then place them in groups according to the values they represent. You must put each source in at least one group, but you may put any source in more than one group. There must be at least TWO sources in each grouping. Political Values (identify at least TWO political values and list the sources that show those values) Political Value #1: Sources: Political Value #2: Sources: Cultural Values (identify at least TWO cultural values and list the sources that show those values) Cultural Value #1: Sources: Cultural Value #2: Sources: PART TWO: Identify at least TWO other types of primary sources from ancient Greece that would help you answer the question. (Hint: official documents, more art, personal writings, etc.) And, then explain how those types of sources would help you analyze the political and cultural values in ancient Greece Predict the values. 2. Read the sources. 3. Group the sources by values identified. 4. Notice any conflicts among the values. 5. Analyze point of view. 10

11 Sample Analysis of Sources Document 1 Socrates, philosopher and teacher in the Greek city-state of Athens, BCE The unexamined life is not worth living. SOAPSTONE ANALYSIS SPEAKER Socrates, philosopher and teacher OCCASION BCE AUDIENCE Greek city-state of Athens PURPOSE teach philosophy SUBJECT purpose of life TONE -- didactic, preachy not worth Socrates POV (point of view): As a philosopher, Socrates argues that philosophy (examining the world) gives a purpose to life. Point of View Analysis of Primary Sources See the world through others eyes... P = purpose What is the source supposed to do? What is it about? Who would gain or lose from the information in the source? O = origin Who created the source? When? Where? What kind of source is it (letter, official document, personal photograph, etc.) V = value How can the source help answer the question? What other questions does the source raise for historians? How does the tone of the text affect the reader? 11

12 WORLD HISTORY (Suggested writing time 40 minutes) You should spend at least 10 minutes reading, analyzing, and grouping the sources. Directions: The following question is based on the accompanying Sources 1-8. (The sources have been edited for the purpose of this exercise). The question is designed to test your ability to work with and understand historical sources. Write an essay that: Has a relevant thesis and supports that thesis with evidence from the sources. Uses all of the sources. Analyzes the sources by grouping them in at least three ways as possible. Does not simply summarize the sources individually. Takes into account both the sources of the documents and the authors points of view. Explains the need for at least two additional types of source. You may refer to relevant historical information not mentioned in the sources. 1. On the basis of the sources given, analyze the political and cultural values of Greek civilization. What other kinds of primary sources would help you analyze the political and cultural values of Greek civilization? Historical Background In ancient Greek civilization, the polis (city-states) political system had a single ruler (tyrant) or an aristocratic council. Although they fought for control over the mountainous peninsula and islands, the people in the Greek city-states shared a written language based on letters of the Phoenician alphabet of the Middle East and they traded with each other and with neighboring states such as the Persian Empire. Under Alexander the Great in the 4 th century BCE, Hellenism (Greek culture) spread throughout the Mediterranean and into South Asia. THIS SPACE MAY BE USED FOR PLANNING YOUR ANSWER. 12

13 Document 1 Socrates, philosopher and teacher in the Greek city-state of Athens, BCE The unexamined life is not worth living. Document 2 Aristotle, philosopher from Macedonia and teacher of Alexander the Great, BCE Since human reason is the most godlike part of human nature, a life guided by human reason is superior to any other.... For man, this is the life of reason, since the faculty of reason is the distinguishing characteristic of human beings. Document 3 Pericles was a ruler of the Greek city-state of Athens. He spoke the Funeral Oration to the Athenians about 430 BCE after the Peloponnesian war with a neighboring Greek citystate, Sparta. Our plan of government favors the many instead of the few: that is why it is called a democracy... As for social standing, advancement is open to everyone, according to ability. While every citizen has an equal opportunity to serve the public, we reward our most distinguished citizens by asking them to make our political decisions. Nor do we discriminate against the poor. A man may serve his country no matter how low his position on the social scale. Document 4 Antigone, a play by Athenian writer, Sophocles, had written around 441 BCE. Antigone defies King Creon s order and buries her brother who was killed while leading a rebellion. Creon: And still you dared to overstep these laws? Antigone: For me, it was not Zeus who made that order. Nor do I think your orders were so strong that you, a mortal man, could overrun the gods unwritten and unfailing laws.... I know I must die.... but if I left my brother dead and unburied, I d have cause to grieve as now I grieve not. Document 5 The Illiad an epic poem by Homer, a Greek poet, probably recorded 8 th century BCE Hector handed the boy to his wife, who took him to her fragrant breast. She was smiling through her tears, and when her husband saw this he was moved. He stroked her with his hand and said: My dear, I beg you not to be too distressed. No one is going to send me down to Hades before my proper time. But Fate is a thing that no man born of woman, coward or hero, can escape. Go home now, and attend to your own work, the loom and the spindle, and see that the maidservants get on with theirs. War is man s business; and this war is the business of every man in Ilium, myself above all. 13

14 Document 6 The History of the Peloponnesian War by Thucydides, Athenian historian, 431 BCE An Athenian citizen does not neglect the state because he takes care of his own household; and even those of us engaged in business have a very fair idea of politics. We alone regard a man who takes no interest in public affairs, not as a harmless, but as a useless character.... Document 7 The Parthenon, a temple to the goddess Athena built by Athenian ruler Pericles, 447 BCE Document 8 Amphora (wine jar), Myth of the hero of the Trojan War, Achilles, killing the Amazon Queen Penthesilea, Athenian potter and painter Exekias, BCE 14

15 The Conrad Demarest Model of Empires Necessary Preconditions for rise of empire: State-level government High agricultural potential Environmental mosaic Several small states, none clearly dominant Mutual antagonisms among those states Adequate military resources Primary reason for success in empire building: An ideology supporting personal identification with state, empire, conquest, and militarism Major rewards: Economic rewards (especially reaped in the early years, redistributed to the elite, and often to all levels of the society Rome Han Gupta 15

16 Empires fall because: Ideology of expansion and conquest fuels attempts at conquest beyond practical limits Failure to continue conquest indefinitely and to continue to bring home its economic fruits erodes faith in the ideology supporting the empire Revolutions supported by peasants or the lower class 16

17 CLASSICAL EMPIRES Greek City-States then Roman Empire Hellenistic Empire Ideology & Political Structure Democracy City-states Empire under Alexander the Republic Empire under Caesars Imperial bureaucracy Great Belief System Polytheism Polytheism until Constantine made Social Structure Economic Interactions Cultural Achievements Patriarchy; Free male citizens Women Slaves Trade with Greek colonies in Mediterranean Doric, Ionic, and X columns Lifelike sculptures Drama and philosophy (Socrates, Plato, Aristotle) Christianity official religion Patriarchy; Free male citizens Women Slaves Import silver and gold from colony in Spain, grain from North African colonies Aqueducts; Twelve Tables of law Ideology & Political Structure Belief System Social Structure Economic Interactions Cultural Achievements Han Empire Mandate of Heaven (dynastic cycle) Imperial bureaucracy Tribute system Confucian & Daoist; Buddhist at the very end Patriarchy; Emperor scholar-officials Peasants & artisans Merchants Slaves Export silk across silk roads; bribed Xiongnu with silk Great Wall, wheelbarrow, civil service exam, Gupta Empire Theater state Hindu, some Jains, Buddhists Patriarchy; Priests Warriors & Kings Merchants Peasants Untouchables Slaves Export pepper drama Complete the following tasks: 1. Circle the elite group(s) in each empire 2. Which empires did not have slavery as an important part of their economy? 3. Why was slavery very important in the Roman empire? 17

18 Compare causes for collapse of empires (review Conrad-Demarest model), including role of nomads (invading barbarians) Causes for the collapse of the Han Dynasty: Results of collapse period of disunity; rise of Buddhism; continuation of Confucian bureaucratic model; Sui and then Tang dynasty Causes for the collapse of the western part of the Roman Empire: rise of Christianity; creation of Byzantine empire; feudalism in Latin West; rise of Arab caliphates Causes for the collapse of the Gupta Empire: Invasion of the White Huns Overexpansion (empire got too big to control) Empire could not raise enough money to pay salaries of armies at the borders Rajput (regional princes) grew more powerful than the Gupta central government Spread of Islam (Delhi Sultanate); rise of regional and local political structures in the southern half of South Asia; increase in merchant activity with China Write a generalization about the causes of the decline of the classical empires: 18

19 Essay Test on Empires The time allotted for this essay is 40 minutes, 5 minutes of which should be spent planning and/or outlining the answer. Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Uses world historical context to show change over time and continuities. Analyzes the processes of change over time and continuity. 1. According to the Conrad-Demarest Model, there are three major reasons why empires collapse. Pick ONE of the following empires and analyze the process of the decline and fall of that empire. Gupta Empire Han Empire Roman Empire 19

20 Directions: Use the primary and secondary sources in the folder to answer the following questions: Questions: 1. What policies and actions did Han rulers use to enforce their ideology (political values) and keep themselves in power? 2. How did their policies and actions affect social and gender structures? 3. Did their policies and actions change over time? Primary Sources: Han Fei Tzu (Han Feizi), Memorials, c. 230 BCE [ Tsai Yen, poetess, Eighteen Verses Sung to a Tatar Reed Whistle, 3 rd century BCE -- you can find the book authored by Sarah and Brady Hughes Women in World History Letter from Shan-yu (Mo Tun), Ruler of the Hsiung-nu (Xiongnu) to the Han Emperor Wen, 177 BCE and Letter from Han Emperor Wen to Shan-yu (Mo Tun), Ruler of the Hsiung-nu (Xiongnu), 177 BCE Ssu-Ma Ch ien (Sima Qian), The Records of the Grand Historian of China, BCE [ Excerpts from the salt and iron debate, 81 BCE, the learned men [ and Excerpts from the salt and iron debate, 81 BCE, the Minister Emperor Wang Mang, bronze knife coin inlaid with gold, 7 CE [ Ban Zhao, Lessons for Women, c CE [ Secondary Sources: Chinese Agricultural Techniques, 2 nd century BCE to 2 nd century CE Chart showing Han Chinese gifts of silk to the Xiongnu Diagram of salt mining during the Han The Trung sisters [ Illustrations of Chinese houses 20

21 Answer the questions with information from the primary and secondary sources listed below. Keep track of which sources helped you answer each question. These notes will help you gather evidence for the comparative essay you are going to write on the causes of the decline of classical empires. Questions: 1. What policies and actions did Roman rulers use to enforce their ideology (political values) and keep themselves in power? 2. What are some examples of their policies and actions changing over time? 3. What are some examples of their subjects rebelling? Why did they rebel? 4. What were the greatest weaknesses of the Roman empire? Primary Sources: o The Twelve Tables, Roman Republic, c. 450 BCE [ The Gallic Wars by Julius Caesar, 1 st century BCE [ Roman coins, early 2 nd century CE [ Description of the Rebellion of Boudicca by Tacitus, 2 nd century CE [ Letter of Pliny the Younger, 112 CE; Letter of Emperor Trajan, 112 CE [ The Roman Oration, by Aelius Aristides, 155 CE [ The Luxury of the Rich in Rome by Ammianus Marcellinunus 5 th century CE [ Chronicle by Prosper, 455 CE; Biography of Leo the Great by Anonymous, c. 450 CE Secondary Sources: Martin Gilbert, maps of Jewish Risings Against Roman Rule ( CE) [go to and search for The Routledge Atlas of Jewish History By Martin Gilbert] Zenobia (3 rd century CE) [ 21

22 Directions: Answer the questions about the maps. Map A: Empires and Trade c. 100 C.E. South China Sea Bay of Bengal Straits of Malacca Questions for Map A: 1. What is the name of the routes from Changan to Alexandria? 2. What motivated merchants to trade goods along these routes? 3. What benefit did the imperial governments get from protecting the routes inside their borders? 4. Which bodies of water would merchants use to transport their goods? 5. In which regions were camels used effectively for travel along these routes? Gandharan Buddha, Afghanistan, 4th century B.C.E. Greek sculpture of Alexander the Great in India, 325 B.C.E. What is similar about these two sculptures? What is different about these two sculptures? 22

23 Map B: Trade Routes of the Classical and Postclassical Periods Questions for Map B: 1. What role did nomadic peoples play along the Silk Roads and Gold Roads? 2. Which empire did the Gold Roads go through? 3. Which empires did the Silk Roads go through? Map C: Spread of World Religions, c. 600 C.E. Questions for Map C: 1. Pick three different colors for the key and then color in the lines for the three belief systems. 2. Which belief systems spread to the same regions? 3. To which regions did Buddhism spread? 4. To which region did Hinduism spread? 5. To which regions did Christianity spread? 23

24 APWH, Unit 2, Name: Period: Interactions in the Classical Period Essential Question: How did trading networks and geographic factors influence maritime trade from Southeast Asia to other areas in the classical world from 100 B.C.E. to 100 C.E.? For more than three thousand years, the ancient world was linked by elaborate trading routes that connected most parts of AfroEurasia. As caravans carried luxury goods on the Silk Roads to old markets in South Asia and to burgeoning markets in the Roman Empire, a parallel maritime trade linked Asian markets to Africa and the Mediterranean region. A complex network of sailing ships, dependent on seasonal monsoon winds, carried cargoes from India and Southeast Asia to ports throughout the ancient world. Most notable about the sea routes conducted by intermediaries (Arab, Indian, and Malay seafarers) was that they concealed the source of their goods to protect that lucrative trade. The demand for these fragrant spices and aromatic resins, worth their weight in gold, also spurred geographers, astronomers, and merchant sailors to chart new understandings of their physical world. 24

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26 What is the most common source of change in this earliest period of history? Did changes happen from diffusion of ideas from one place to other locations? Or, did changes come from independent invention of innovations like sedentary agriculture or centralized governments in many different places around the same time? 26