The Cycle of Ancient India


I. Turn in DBQ's and Ning-Journal Question: ( http://jspiveyapwh.ning.com/ ) (Time Limit:10 minutes)


At the beginning of class I want you to grease your brain with the "oils" of history before we start the class. For the first 5 minutes
of most classes you will respond to a question that will be posted here on the AP-Ning. Questions to answer:

1. How has geography effect the formation of India? (Remember a similar question during summer homework?)
2. Compare the political implications of Hinduism in India and Confucianism in China.
3. How did Ashoka political views change overtime? What were the outside facts that would contribute to such a drastic change?

II.Looking for Answers (15 Minutes)


1. Break up into groups.
2. Create a three questions from the chapter.
3. Pass those questions off to another group.

III. Reading Quiz (10 Minutes)


IV. Basics of Hinduism (5-10 Minutes)


As a Hindu it is your responsibility to worship a god. In this particular scenario you need to pick if you would worship either

A) Vishnu
vishnu_k.jpg
Vishnu, who sustains the universe for 432 million human years



B) Shiva

shiva.gif
Shiva, who destroys the universe. This begins the cycle again.


A bit of background information before you have to make your choice:

Brahman is not generally worshipped by the individual. Vishnu and Shiva are the two main gods of Hinduism that are worshipped by the masses. Vishnu has a kindly nature and is thought to try to insure the welfare of humanity. He descends from heaven to earth in one of his avatars (physical forms) whenever a catastrophe faces the universe or if humanity needs comfort and guidance. While Vishnu is very involved with humanity, Shiva is aloof from people. He is sometimes pictured meditating alone. Shiva has a third eye of higher consciousness or wisdom located in his forehead. He has great power and is beyond the distinctions of good and evil. He can be loving. He saves man by "drinking" (removing) man's sins, hence Shiva's throat is blue.

Now pick which god you will follow for the class and be ready to explain why?



Did you know that even though you are each ground is worshiping to 2 separate gods you are in reality you are worshiping one? What is meant by this? Lets watch this two minute video that should give us a better understanding.

Other Key Terms:
Reincarnation
Indus River
Guru
Mahabharata
Ramayana
Karma
Dharma



V. Caste System


If there is a characteristic that defines India both in ancient times and in many ways the modern, the caste system would fit the bill. As we have read in our books the caste system is a belief that revolves around reincarnation, what you have done in your past lives (karma) and have you followed the role in the social class that you were born into (dharma). Hinduism is the backbone of the social infrastructure that would help define its culture and means of everyday life.



Quick review of the caste systems social hierarchy :



caste_system2.jpg
Chart 1
caste.gif
Chart 2

I. Intro: When you came into class today Mr. Spivey gave you a number. Come up to the front of the class and I will now give you your caste.

II. Assignment: You will now be put into groups of 5 and you will create a small ancient community in which your group will interact with each other through writing a "journal entry" of what is life like in your day in age. Make sure that you use ideas from the text book and additional research is encouraged if the right sources are used. Please do not simply use wikipeadia as your main source. If you use another source make sure you cite at the bottom of the page.

III. Rules and Criteria of the Ant Farm:

  1. There should be a realistic, convincing reason for all actions you take. Make sure to explain the ideals of the society in ancient India.
  2. You can always converse and interact with more people than assigned.
  3. If you read something that bothers you, privately inform the teacher. Your privacy will be protected.


Diary Grading Criteria:
  • Credibility / Realism: Are your character's actions believable to the reader? Do we understand the reasons he/she does what she does?
  • Historical Accuracy: Do you include convincing and accurate historical details in your "historical fiction"?
    • Include at least one detail (image or dialogue) that shows the following factors in your character's life:
      • social factors
      • political factors
      • economic factors
      • cultural factors
  • Creativity: Are your character, your events, and your writing imaginative, full of images, drama?
  • Collaboration: Are you giving good feedback--based on the feedback questions--to your assigned peer review partners?

Length: 300-500 words per diary. (We will do a word count. It's not an essay, so you should let things fly--but do revise and polish.)
Due date: Check Calender
Where to publish: On your character's diary page.
Grading standards: In each diary entry, you can show images India during your assigned time period, as experienced by a person in the social class of your character. Give us glimpses of your character's environment, actions, and thoughts. Have them talk about, think about, and act with or against people from other classes also. Make it realistic. Give your character voice and personality. Include at least one detail (image or dialogue) that shows the following factors in your character's life during your assigned time period:
  • social factors
  • political factors
  • economic factors
  • cultural factors
  • daily life

Finally: "Steal" and include in each entry at least two other student's character. You must link the character's diary to his or her name when you mention them. Here is an example. You can read all characters' diaries by clicking on their links in the class list above that you are in. (You can include more characters if you want. That would be fun.) LINK YOUR DIARY TO EVERY STUDENT'S DIARY FROM WHICH YOU STEAL A CHARACTER.

IV. Groups

Caste Social Classes:
Brahmins
Ksatriyas
Vaisyas
Sudra
Untouchables

Time Periods:
Aryan Invasion
Unrivaled Brahman Dominance
Mauryan Empire
Gupta Empire

Class List:

AP Spivey B 2008-9

AP Spivey G 2008-9


Creating Traditions from Within and from Afar


I. Turn in DBQ's and Ning-Journal Question: ( http://jspiveyapwh.ning.com/ ) (Time Limit:10 minutes)


At the beginning of class I want you to grease your brain with the "oils" of history before we start the class. For the first 5 minutes
of most classes you will respond to a question that will be posted here on the AP-Ning. Questions to answer:

1. How do traditions first formulate in a society?
2. What is culture? What can a culture tell us about a civilization?
3. What factors are the most predominate in culture and tradition building?

II. How can religion help an established government?


One of the first aspects of how a culture is created, is to look at the sources of power. The two that would first come into my mind at a macro level would be government and religion. Government, during "The Foundations" time period, were able to incorporate aspects of religion into their administration over others. As for religion it as been the answer to all questions that a civilization can't answer. In other words it is a guild on how one should live to be both successful on this earth and the afterlife. So how can these two powers which in nature tend to butt heads co-exist? Lets look at the following excerpts from Candice Goucher, Charles LeGuin, and Linda Walton in the article “Ideas and Power: Goddesses, God-Kings, and Sages,” from In the Balance: Themes in World History.



Read pages 1-4 and take notes. Be ready to discuss!

III. Spread of Traditions


When I was your age a little bit more interested in things I will not dare to share, I did have an interest in all that was Buddhism. I found it to be fascinating, this religion from china in which one would pray to a fat happy man! I mean can you think of a better life than to one day be very much like the person you worship?

Happy_Buddha.gif
THAT IS ME! NOT THE STATUE BUT THE YOUNG BLACK HAIRED BOY!
One day I was talking to my friend about how China had it made. They had fantastic food, really cool fireworks and created the biggest happiest bestiest (DON'T WRITE LIKE THIS DURING YOU AP TEST!) god in the world. My friend started to tell me that Buddha was not from China but instead from India! Man was he ever crazy. So I opened up a encyclopedia with $10 clinched in my hand to prove that India was mainly Hindu, I knew at least that much! And boy was I feeling good showing him all about Hinduism parts and then like a ton of bricks; I was look at the words Buddhism and originated and India! Side note some scholars think it could be Nepal could be the proper birth place of Siddhartha. Anyways to my chagrin I no longer had the $10 but in place I learned a very good lesson, make sure you rub a Buddha belly before you make a bet!

In all seriousness I did not know that Buddha originated in India because all the picture I remember seeing were from Japan, China, Thailand and a place called Korea. So how can an idea come from another land and change the way that a civilization will look for 100's of years? Well that is a great question! Let us look at how Buddhism was able to spread from India to China.

Step One: India has to accept the religion on a larger scale! What empire in India did this? How? Why is this interesting?
Step Two: The religion must find a way to defeat other believes in the region. How was this done in India with Buddhism?
Step Three: A foreign civilization must come in contact with the philosophy and see some value with it!
Step Four: The foreign civilization will take it back into its boarders and introduce the idea.
Step Five: The foreign civilization will have to figure out a way to adopt the new idea into its society, which is hands down the hardest, aspect of cultural diffusion!
Step Six: New traditions are formed that are both based on the inside and new outside influence!

We will now watch a segment of "Bridging World History" on the spread of Buddhism.

IV. Basics of Buddhism (Primary Source Readings!)

Read the source below. Answer two questions (your choice) from the two documents. Due next class!



ALSO BRING TEXTBOOKS NEXT CLASS!

Greeks and Romans:

I. Ning-Journal Question: ( http://jspiveyapwh.ning.com/ ) (Time Limit:10 minutes)

At the beginning of class I want you to grease your brain with the "oils" of history before we start the class. For the first 5 minutes
of most classes you will respond to a question that will be posted here on the AP-Ning. Question(s) to answer:

1. How would Buddhism change the point of view, of people who follow it?
2. Why did Buddhism lose its handle on India?
3. Why did Buddhism succeed in China?
*Note: It is fine if you use your text book and notes for this!

II. Discuss Primary Sources and Reflections



III. Friendly Advice



How to take notes while reading:

If the AP World History course is developed around a set of predeterimed ideas why not just concentrate on those ideas while you are reading the text book. Let us now go to the syllabus. First lets look at the 5 Themes of World History. Note taking skill number one, write your notes in the themes that have been provided to you by College Board. Second scroll down to the section that breaks down the class in time periods and test dates. You will see that Foundations is marked in blue? Click on it. THESE ARE THE IDEAS THAT YOU MUST KNOW! Make side notes corresponding to those ideas while you read your text book. Last but not least~~ YOU DO NOT HAVE TO MEMORIZE EVERYTHING! In reality it is probably impossible to do with the time allowed. So how do you know what to memorize?

1. People, Places and Time Periods
2. If the author repeats an idea than you know it is important
3. Bold Words
4. Chapter Subheadings and Subheading summaries.
5. Don't skip over the visuals, the author is trying to tell you something they consider important, pay attention and analyze.
6. Big themes identified by using factors of analysis.

IV. Note Taking Practice!


Use the chart that was provided to you before to organize your thoughts while reading the textbook. In class we will read pages 69-79 (Stop at Religion and Culture)


V. AP Questions That Need to Be Answered!


Mr. Spivey will pick groups in which you will have to answer the following questions in a wiki format. This will be due on Monday September 29 by 8:00 am.

Topics:
1. Compare the main political, social and economic features of the Roman Empire and Han China.
2. Compare the scientific achievements and approaches of classical India, China and the Mediterranean.
3. What features of Indian and Chinese geography explain area's social pattern?
4. Trace the development of Ashoka's leadership approach.
5. Evaluate the significance of Jewish monotheism in the religious history of early civilizations.
6. Compare the main features of Egyptian and Mesopotamian civilizations. What did the two have in common as early civilizations? What were their main differences in values and organization?
7. Compare family structures of ancient civilizations of India, China and the Mediterranean?
8. Compare the political philosophical thoughts of the Greeks and the Chinese.
9. Compare the factors in the decline of the classical civilizations.
10. Compare the main features of the civilizations of Kush, Axum and Ethiopia.

Rubric and requirements will be displayed on a later date.

HW: Read-A-Thon!

Greeks and Romans:

I. Ning-Journal Question: ( http://jspiveyapwh.ning.com/ ) (Time Limit:10 minutes)

At the beginning of class I want you to grease your brain with the "oils" of history before we start the class. For the first 5 minutes
of most classes you will respond to a question that will be posted here on the AP-Ning. Question(s) to answer:

1. How did the ancient civilization of Greece effect Rome?
2. What aspects of the society were most important for the Greeks? Romans?


II. Discuss Text Book and Primary Sources Readings and Discuss


III. Five Themes of Geography: Greeks and the Romans

IV. Hand Back DBQ


There are a couple of patterns that I saw with the DBQ's.

1. Many of you did not look at the rubric while writing the DBQ. Make sure you hit all point and remember; "The RULE of three."
2. Grouping- This was hands down the hardest part of the paper for many of you to accomplish. We will go over this again and hopefully you will get it.

Grouping: Students must analyze documents by grouping them depending on the DBQ prompt. If the DBQ identifies groups in the prompt, students must use the mentioned groups. Students must have three groups. If the prompt only specifies two, students should create a third category. Once again, students must organize the evidence and arguments into three groups. These groups could be mentioned in the thesis statement. The better writers will create their own groups or categories based on the documents. Remember the 5 themes of geography to help you decide what factors of analysis you will use. Evidence should fit into at least three of categories. Other methods of grouping include organizing by gender, time, social class, occupation, geography, nationality, similar points of view, or religion. When grouping a document, each group must contain at least two documents. If possible, use three because it prevents a failed group if you misinterpret one document.

3. Thesis- We need to work on the DBQ thesis. Many of you did NOT answer to the question that was asked and I (at least tried) to over state the fact YOU MUST ANSWER THE PROMPT! If you don't it is really hard to get any points. Remember the key words I am looking for in the these have to deal with: Reaction to spread of Buddhism over time.

4. Organization- For the most part many of you did fine with your organization but an essay has an intro, body and conclusion. One out of every three essays had a conclusion. Did you forget everything your English teachers taught you? Also when you are writing a paper *sigh* we want idea, proof and then analysis. The flow is going to be different every time but if you have proof and then idea analysis almost never happens.

5. 2 out of 9- Many of you are going to FREAK OUT about your scores and that is fine. Make sure you look over the essay's and the rubric. If you think I missed something you are welcome to challenge my grading before or after school. But more importantly learn from your mistakes and don't make them again!


V. DBQ Practice

B Period- We will make this up during homeroom on Friday. This will not be mandatory but strongly recommended. I will write a note to your teachers requesting that you be able to attend but if they say no, there is no arguing about the situation.

Homework- Read Chapter 5, The Classical Period: Directions, Diversity and Decline p. 91-103
Bring Text Book Next Class


The Classical Period:


I. Reading Quiz: Chapters 3-5 and Primary Source Pack


II. Exploring the Factors: Fall of the Roman Empire






Reasons for the fall of the Roman Empire:

All left Rome open to outside invaders adapted from History Alive material


There were many reasons for the fall of the Roman Empire. Each one intertwined with the next. Many even blame the introduction of Christianity for the decline. Christianity made many Roman citizens into pacifists, making it more difficult to defend against the barbarian attackers. Also money used to build churches could have been used to maintain the empire. Although some argue that Christianity may have provided some morals and values for a declining civilization and therefore may have actually prolonged the imperial era.
Decline in Morals and Values
Those morals and values that kept together the Roman legions and thus the empire could not be maintained towards the end of the empire. Crimes of violence made the streets of the larger cities unsafe. Even during PaxRomana there were 32,000 prostitutes in Rome. Emperors like Nero and Caligula became infamous for wasting money on lavish parties where guests ate and drank until they became ill. The most popular amusement was watching the gladiatorial combats in the Colosseum. These were attended by the poor, the rich, and frequently the emperor himself. As gladiators fought, vicious cries and curses were heard from the audience. One contest after another was staged in the course of a single day. Should the ground become too soaked with blood, it was covered over with a fresh layer of sand and the performance went on.
Public Health
There were many public health and environmental problems. Many of the wealthy had water brought to their homes through lead pipes. Previously the aqueducts had even purified the water but at the end lead pipes were thought to be preferable. The wealthy death rate was very high. The continuous interaction of people at the Colosseum, the blood and death probable spread disease. Those who lived on the streets in continuous contact allowed for an uninterrupted strain of disease much like the homeless in the poorer run shelters of today. Alcohol use increased as well adding to the incompetency of the general public.
Political Corruption
One of the most difficult problems was choosing a new emperor. Unlike Greece where transition may not have been smooth but was at least consistent, the Romans never created an effective system to determine how new emperors would be selected. The choice was always open to debate between the old emperor, the Senate, the Praetorian Guard (the emperor's's private army), and the army. Gradually, the Praetorian Guard gained complete authority to choose the new emperor, who rewarded the guard who then became more influential, perpetuating the cycle. Then in 186 A. D. the army strangled the new emperor, the practice began of selling the throne to the highest bidder. During the next 100 years, Rome had 37 different emperors - 25 of whom were removed from office by assassination. This contributed to the overall weaknesses of the empire.
Unemployment
During the latter years of the empire farming was done on large estates called latifundia that were owned by wealthy men who used slave labor. A farmer who had to pay workmen could not produce goods as cheaply. Many farmers could not compete with these low prices and lost or sold their farms. This not only undermined the citizen farmer who passed his values to his family, but also filled the cities with unemployed people. At one time, the emperor was importing grain to feed more than 100,000 people in Rome alone. These people were not only a burden but also had little to do but cause trouble and contribute to an ever increasing crime rate.
Inflation
The roman economy suffered from inflation (an increase in prices) beginning after the reign of Marcus Aurelius. Once the Romans stopped conquering new lands, the flow of gold into the Roman economy decreased. Yet much gold was being spent by the romans to pay for luxury items. This meant that there was less gold to use in coins. As the amount of gold used in coins decreased, the coins became less valuable. To make up for this loss in value, merchants raised the prices on the goods they sold. Many people stopped using coins and began to barter to get what they needed. Eventually, salaries had to be paid in food and clothing, and taxes were collected in fruits and vegetables.
Urban decay
Wealthy Romans lived in a domus, or house, with marble walls, floors with intricate colored tiles, and windows made of small panes of glass. Most Romans, however, were not rich, They lived in small smelly rooms in apartment houses with six or more stories called islands. Each island covered an entire block. At one time there were 44,000 apartment houses within the city walls of Rome. First-floor apartments were not occupied by the poor since these living quarters rented for about $00 a year. The more shaky wooden stairs a family had to climb, the cheaper the rent became. The upper apartments that the poor rented for $40 a year were hot, dirty, crowed, and dangerous. Anyone who could not pay the rent was forced to move out and live on the crime-infested streets. Because of this cities began to decay.
Inferior Technology
During the last 400 years of the empire, the scientific achievements of the Romans were limited almost entirely to engineering and the organization of public services. They built marvelous roads, bridges, and aqueducts. They established the first system of medicine for the benefit of the poor. But since the Romans relied so much on human and animal labor, they failed to invent many new machines or find new technology to produce goods more efficiently. They could not provide enough goods for their growing population. They were no longer conquering other civilizations and adapting their technology, they were actually losing territory they could not longer maintain with their legions.
Military Spending
Maintaining an army to defend the border of the Empire from barbarian attacks was a constant drain on the government. Military spending left few resources for other vital activities, such as providing public housing and maintaining quality roads and aqueducts. Frustrated Romans lost their desire to defend the Empire. The empire had to begin hiring soldiers recruited from the unemployed city mobs or worse from foreign counties. Such an army was not only unreliable, but very expensive. The emperors were forced to raise taxes frequently which in turn led again to increased inflation.
THE FINAL BLOWS
For years, the well-disciplined Roman army held the barbarians of Germany back. Then in the third century A. D. the Roman soldiers were pulled back from the Rhine-Danube frontier to fight civil war in Italy. This left the Roman border open to attack. Gradually Germanic hunters and herders from the north began to overtake Roman lands in Greece and Gaul (later France). Then in 476 A. D. the Germanic general Odacer or Odovacar overthrew the last of the Roman Emperors, Augustulus Romulus. From then on the western part of the Empire was ruled by Germanic chieftain. Roads and bridges were left in disrepair and fields left untilled. Pirates and bandits made travel unsafe. Cities could not be maintained without goods from the farms, trade and business began to disappear. And Rome was no more in the West.


III. Creating a 1 minute (or less) movie in 35 minutes!

In groups you will explore the factors above and compare them to either China or India. The main goal of this project is to prove if the collapse of the fall of the Roman empire was more severe than in empires existing in India or in China. The way I want you to accomplish this is by producing a movie that will express your opinions on the topic at hand. The quality of the movie in terms of creativity, editing and acting is secondary. The main point of this assignment to think rapidly about your assigned topic, come up with a thesis and prove if your section is more devastating to Rome or the Asian Empires.

  • Create a good these thesis that will be at the beginning of the iMovie.
  • Analyze the the assigned issue by using your text book and the statements above. Due to time restraints extra research will not be allowed at this time.
  • Clearly define the issue and how it created the downfall of the Empire.
  • Connect the cause/effects of the event to the any of the 5 themes of history.
  • Create a script and act out the the comparing issues. Make the abstract concrete.
  • Explain which civilization fell "harder" and explain why in video conclusion.
  • Due at the beginning of next class.



Comparing the Different Relgions:

I. Ning-Journal Question: ( http://jspiveyapwh.ning.com/ ) (Time Limit:7 minutes)

At the beginning of class I want you to grease your brain with the "oils" of history before we start the class. For the first 2 minutes
of most classes you will respond to a question that will be posted here on the AP-Ning. Question(s) to answer:

1. What do you need help on before the test?
2. Do you understand the expectations that are on the DBQ?

II. Video Watching and Peer Editing (15 Minutes)

A. Watch one video that is below you and peer edit in the discussion tab for each other. Comment on the following criteria:

1. Is the thesis clear?
2. Does the movie explain which factor of analysis it is using?
3. Through the movie and uses of historical proof do you know which civilization fell harder?

B. After watching the first movie and commenting on it, watch two more for your enjoyment.

III. Discuss which civilization fell harder. Explore the reasons why. (13 Minutes)

IV. RELIGIOUS SYSTEMS PROJECT PRESENTATIONS


(Directions with Rubric Attached)

DIRECTIONS:
In groups of 2 or 3, you will research an important world religion and then develop a 5 minute "teach-in" presentation covering the major tenets of that religion.

Religions are:

a. Polytheism b. Buddhism c. Daoism d.Hinduism

e. Christianity f. Judaism g. Confucianism


The points you MUST cover are:
a) the religion's god(s)
b) what the followers basically believe
c) how the follower practice this religion
d) the "big rituals" of the religion
e) the role of women in this religion
f) the major texts and books of faith of this religion
g) major contacts with other religions (if any) until 600 CE
(Cooperation/Conflict)
h) one major quotations which reflect the religion from its leaders or books of faith

EXPECTATIONS:

a) Present good solid GENERAL information.
b) Develop and post for your classmates an outline of your presentation as well as a timeline of the major developments (at least 5) of your religion until 600 CE.
c) You use at least two visuals are required (i.e., posters, overheads, artifacts, objects, PowerPoint, wiki-page).
d) Each group must stay within a 3 minute presentation time limit.
e) Each group member must take an active role in the presentation of the material.
f) Each group should deliver an ORGANIZED and INTERESTING presentation.


This assignment is worth 25 project points.
Due at the end of class.
Have fun!!!!!!!

Places to conduct research:
1. AP World History Textbook and Primary Sources Readers

2. ABC-Clio
http://www.worldhistory.abc-clio.com.
To sign into the database use the following information:
USER NAME: KIS
PASSWORD: welcome

3. Religious Tolerance
http://www.religioustolerance.org/buddhism.htm

4. BBC.com
http://www.bbc.co.uk/religion/religions/


Homework:
1. Read-
2. Bring in Questions for Review

Remember AP Questions That Need to Be Answered!?


The following assignment will be due on Monday September 29 by 8:00 am. The purpose of this assignment is help your fellow colleagues study for the test coming up. Here are the requirements:

I. Research these ideas out of the textbook. In there you will have to do minimal research outside of this.
II. Get together with a partner and brain storm some ideas. Put these ideas up in the discussion tab. If you have a better idea on how you want to display that you communicated let me know.
III. Each student will separately create a wiki that answers the assigned question. For this assignment you will be graded on:
A. Thesis- Does the thesis answer the question? Is your thesis simple or complex in its ides?
B. Organization- How did you organize your wiki (hint~ FACTORS OF ANALYSIS)? Do you have an intro, body and conclusion?
C. Analysis- Underline parts of your wiki in which you analyze.
D. Proof- Bold parts of your wiki that are proof.
IV. It is extremely important that you get this assignment done by Monday so that we can use it as tool for the test. Failure to so will result in an automatic 0. In other words you may NOT turn in this project in for any late points.
V. We will use this information starting on Monday as the study guild for the test coming up on Wednesday or Thursday.

*Friday is the only day that I might be able to have an after school study session. If there is interest please sign the list below to inform me so that I can plan accordingly.
Place Name Here if Interested in Study Session Friday (Don't be shy:) )
Jennifer (11)
Jane (9) :) <-- Jane aren't you 10? btw It's Sejin hehe
Susan (10)
Sejin (10)
Soyeon (10) --but to talk abt my dbq mostly..
Soobin (10)
Michelle :) (10)
Sooyoung (11)
Michelle (12)

Topics:
1. Compare the main political, social and economic features of the Roman Empire and Han China.
2. Compare the scientific achievements and approaches of classical India, China and the Mediterranean.
3. What features of Indian and Chinese geography explain area's social pattern?
4. Trace the development of Ashoka's leadership approach.
5. Evaluate the significance of Jewish monotheism in the religious history of early civilizations.
6. Compare the main features of Egyptian and Mesopotamian civilizations. What did the two have in common as early civilizations? What were their main differences in values and organization?
7. Compare family structures of ancient civilizations of India, China and the Mediterranean?
8. Compare the political philosophical thoughts of the Greeks and the Chinese.
9. Compare the factors in the decline of the classical civilizations.
10. Compare the main features of the civilizations of Kush, Axum and Ethiopia.


Test Review:


I. Go Over Reading Quiz: Chapters 3-5 and Primary Source Pack


II. Three Minute Presentations of Religion


III. Study Session with the AP Ning!