world history: the earth and its peoples

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World History: The Earth and its Peoples. Chapter 6 India and Southeast Asia, 1500 B.C.E. - 1100 C.E. Objectives. Explain the historical forces that led to the development of the complex social groupings in ancient India. - PowerPoint PPT Presentation

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World History:The Earth and its Peoples

Chapter 6India and Southeast Asia,1500 B.C.E. - 1100 C.E.

Objectives

• Explain the historical forces that led to the development of the complex social groupings in ancient India.

• Identify why Indian civilization developed religious traditions with such distinctive conceptions and explain how these beliefs shaped nearly every aspect of South Asian culture.

• Explain how the Mauryan and Gupta Empires succeeded in unifying much of India.

• Explain how a number of Southeast Asian states became wealthy and powerful by exploiting their position on the trade routes between China and India.

Foundations of Indian Civilization

Diversity– political and class divisions– language and ethnic

groups– multiple gods

Geography– mtns, basins, plateaus– monsoon (seasonal wind)

• three harvests annually• trade winds

The Vedic Age, 1500-500 B.C.E.

Vedas– sacred religious literature

• Indo-European speakers– Aryans

• light-skinned– Dasas

• dark-skinned Dravidians• varna - “color”

– social order between groups– connected to reincarnation

• you are where you are supposed to be

• atman– jati

• birth groups; occupation

The Vedic Age

• karma – good and bad deeds

• sacrifice– invigorate gods; promote

stabilityBrahmins

– technology of sacrificeRig Veda

– poetic hymns to deities and sacred practices

Women– learning opportunities– own property

Jainism and Buddhism

Moksha - “liberation”– release from cycle of

reincarnation

Upanishads– teacher / student dialogues– question Vedic foundations

Jainism– Mahavira– nonviolence, asceticism, nudity

Jainism and Buddhism

Buddha– Siddhartha Gautama– Four Noble Truths

• life is suffering caused by desire• celibacy, nonviolence, poverty

– nirvana• ultimate spiritual reward

• Mahayana Buddhism– “Great Vehicle”

• Theravada Buddhism– original teachings

The Rise of Hinduism

Hinduism– religious diffusion– Vedic and Buddhist practices– female deities; fertility

• Primary Deities– Vishnu, Shiva, Krishna– family devotion to one god– single divine force in universe

• Divine Favor– sacred truths, discipline,

devotion– Ganges– pilgrimage - broad Hindu identity

• Absorption of Buddhism

Imperial Expansion and Collapse

Political Fragmentation– geography; economic activity– social hierarchy; culture

Mauryan Empire - 324-184 BCE• 1st centralized empire

– Magadha kingdom– Chandragupta Maurya

• Alexander’s death• Kautilya

– Arthashastra– Pataliputra

• walled, moated capital– Asoka

• Kalinga conversion

Commerce and Culture

Mauryan Collapse– small principalities– strong economic activity

• rise of guilds• Literature

– Mahabarata • war between cousins

– Ramayana• love story w/ prince - princess

– Bhagavad-Gita• duty to society and one’s soul• teacher / student dialogue

– Krishna / Arjuna– Tamil kingdoms

• ‘classical’ period in literature

The Gupta Empire

Gupta Empire - 320-550 CE– Chandra Gupta (Hindu)– revenue source: 25% ag tax

• powerful national army– theater-state

• advertisement of benefits of association with the empire

– Intellectual support• zero; ‘Arabic’ numerals

– women• decline in status (urbanization)• loss of property rights• early marriage• sati - funeral pyre

The Gupta Empire

Trade– from Rome to SE Asia– cotton, ivory, metalwork

Attack– Huns from steppes– 550 CE

• fragmentation until Islamic invasions (11th-12th cen)

• Deccan Plateau independent

Southeast Asia

Cultural Crossroads– trade between China and India

Geography– geographically active

• Pacific Ring of Fire• volcanic soil

– tropical climate– monsoon rains– rain forests

Agriculture– swidden– tropical growth

• rice, bananas, cane, yams• chickens and pigs

Southeast Asia

Malay Peoples– Chinese migration 3000 BCE– navigational skills 1000 BCE

• monsoon winds, bird life• wind and clouds patterns

– riverbanks / volcanic plains– numerous natural resources

State Building - early C.E.– commerce

• silk and spices– Hindu/Buddhist culture

• Indian merchants and sailors

Southeast Asia

Funan– 1st to 6th centuries C.E.– 1st major SE Asia center– Isthmus of Kra

• key trade route China / India– shift in trade routes

• silk worm monopoly

Srivjayan Kingdom - 6th to 11th– southern tip of Malay Peninsula

• regional alliances– vital shipping passageways

• theater-state– Borobodur

• Buddhist monument• king as bodhisattva

– Indian cultural influence

Borobodur Buddhist Temple, Java

Borobodur Buddhist Temple, Java

Doc 7Seneca is an upper-class Roman whose attitude reflects the Roman belief that although innovation comes from those with a sharp mind, this does not signify inventors being great people.

Doc 8Frontious reveals the belief that Romans are a superior people because Their innovations (aqueducts) have revolutionized city life and made Rome far more advanced than previous civilizations.

Based on the documents, What do you believe are Roman attitudes towards Technology?

What do you believe are Han attitudes towards Technology?

Given the attitudes for each empire, what could be a relevant Argument that would be supported by your docs?

Groupings 2, 3, 4, 6, 8 benefits of access to technology 1,2, 8 governments responsibility 5, 7 both comment on Roman disgust with those utilize technology4, 6, 8 revel in the achievments of technology

Sample thesis: Although the Han and Roman civilizations experienced growth and success through technology, their respective attitudesToward technology varied. (possible thesis) Whereas the Han Empire Seemed more concerned with how technology could aid their citizens theRomans seemed to frown upon those who utilized technology while reveling in the technological achievements of their civilization. Both civilizations show these attitudes towards technology through technological accessibility to citizens, the extent to which the government should use technology to improve subjects lives and whom in each society should receive praise for these advancements.

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