global review overview of 9th grade

96
2,500,000 BCE – 2,500,000 BCE – 10,000 BCE 10,000 BCE 1. Hunting and gathering: Small bands of 20-30 people. Gender equality because both contributed to survival 2. Mostly Nomadic but some Permanent settlements were established in areas with abundant food resources (grains, fish). 3. Neanderthal Man: First fully modern human beings-physically and mentally. Belief in afterlife, buried dead 4. Cro-Magnon man: Interested in fashion and art. Humans during this Humans during this period found shelter in caves. Cave period found shelter in caves. Cave paintings were left behind. paintings were left behind.

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Page 1: Global review overview of 9th grade

2,500,000 BCE – 10,000 BCE2,500,000 BCE – 10,000 BCE

1. Hunting and gathering: Small bands of 20-30 people. Gender equality because both contributed

to survival

2. Mostly Nomadic but some Permanent settlements were established in areas with

abundant food resources (grains, fish).

3. Neanderthal Man: First fully modern human beings-physically and mentally. Belief in afterlife,

buried dead

4. Cro-Magnon man: Interested in fashion and art. Humans during this period found shelter in caves. Humans during this period found shelter in caves.

Cave paintings were left behind.Cave paintings were left behind.

Page 2: Global review overview of 9th grade

8000-3000 BCE

1. Food surplus lead to population boom

2. Permanent settlements and communities develop. Idea of private

property

3. Development on farming technology, art, architecture, language, job specialization,

irrigation, etc.

4. Development of cities: Catal Huyuk, Jericho.

Page 3: Global review overview of 9th grade

AdvancedCities

Specialized Workers/

Social Classes ComplexInstitutions:GovernmentPublic Works

Economic SystemsOrganized religion

Record-Keeping

AdvancedTechnology

Art and Architecture

Page 4: Global review overview of 9th grade

Mesopotamia: “The Cradle of Civilization”

“Fertile Crescent” and lack of natural barriers allowed many groups to control this

valuable area.

Page 5: Global review overview of 9th grade

Geography of Mesopotamia

Successful agriculture, irrigation systemsWriting, cuneiforms

Use of wheel12 month calendar

PolytheisticPolytheistic: The Gods were Anthropomorphic.

Page 6: Global review overview of 9th grade

Hammurabi, the Judge• “King of the four quarters of the world”

• Centralized bureaucratic government• System of taxation

• First written code of laws

The Babylonian Empires

Babylonian Achievements

12 Month Calendar

Mathematics

Babylonian Numbers

Page 7: Global review overview of 9th grade

The Hittites•Learned to

extract iron from ore and were the

first to make tools and

weapons of iron.

The Assyrians•Centralized bureaucratic government.•Built military roads to move troops quickly.•Founded first

libraries. The Phoenicians•Best known

for manufacturing

and trade•“Carriers of Civilization”•Created first

alphabet

The Hebrews

•Belief in Judaism, first monotheistic faith

• Ten commandments

Page 8: Global review overview of 9th grade

Geography of Egypt•Rich soil, gentle annual flooding• Led by Pharaoh – leader with total power•water management, pyramids, astronomy, hieroglyphs, mummification, calendar, gold•Polytheistic•Women rulers, buy, sell property, inherit, will property, dissolve marriages, still subservient to men• Hierarchy: pharaoh, priest, nobles, merchants, artisans, peasants, slaves•Conquered by (1100 BCE)

Page 9: Global review overview of 9th grade

Geography of China

Page 10: Global review overview of 9th grade

China:Shang: 1700-1100 BCE

• Stable agri-surplus, trade-centered• N. China, walled cities, strong army, chariots• “The Middle Kingdom” World View• Bronze, pottery, silk, decimal system, calendar• Patriarchal, polytheistic, ancestor veneration, oracle bones

Zhou: 1700-1100 BCE

Replaced Shang around 1100 BCERuled 900 years, kept customs,

traditionsMandate of HeavenFeudal system, nobles gained,

bureaucracies, war amongst feudal kingdoms, collapse 256 BCE

Page 11: Global review overview of 9th grade

Geography of India

Page 12: Global review overview of 9th grade

Indus Valley: 3300 – 1700 B.C.E.Outside contact more limited -

moutainsKyber Pass connection to

outsideTwin Cities of Harrappa,

Mohenjo-Daro Master-planned, water system,

strong central gov’t, polytheistic, written language

Pottery, cotton, clothCities abandoned, reason

unknownAryans arrive 1500 BCE

The Harappan Civilization

Page 13: Global review overview of 9th grade

From Caucasus Mtns. Black/Caspian Sea

Nomads who settledVedas, Upanashads basis for

HinduismCaste systemwarriors, priests, peasants later re-ordered: Brahmins

(priests), warriors, landowners-merchants, peasants, untouchables (out castes)

Aryans: The Vedic Age: 1500-500 B.C.E..

ShudrasShudras

VaishyasVaishyas

KshatriyKshatriyas as

Pariahs [Harijan] Untouchables

BrahminBrahminss

Page 14: Global review overview of 9th grade

Jerusalem FaithsJudaism

Christianity

ISLAMProtestantEastern Orthodox

Sunni

Shiite

Russian Orthodox

Anglican

Calvinist

Lutheran

Roman Catholic

Coptic

Sufi

3000 BCE

33 CE

622 CE

Page 15: Global review overview of 9th grade

South Asian ReligionsHinduism

BuddhismJainism

Zen

Mahayana

TherevedaSikhism

5000 BCE

500 BCE800 BCE

Tibetan (Tantric)

1469 CE

Page 16: Global review overview of 9th grade

Diffusion of Belief Systems

Page 17: Global review overview of 9th grade

Hinduism

Beliefs, Practices, Holy Books Significance India

3000 B.C.E.Spread

throughout India

Stationary Religion

Brahman-supreme force: Gods are manifestations of Brahman (Vishnu-preserver, Shiva-destroyer)Reincarnation. Dharma: rules and obligations. Karma: fate based on how dharma was met.Moshka: highest state of being, release of soulVedas and Upanishads

Caste System: Rigid social structure, born into caste, must perform certain job, or Jati.Ganges is sacred river, performance of ritualsSpawned Buddhism

Page 18: Global review overview of 9th grade

Caste System

ShudrasShudras

VaishyasVaishyas

Kshatriyas Kshatriyas

Pariahs [Harijan] Untouchables

BrahminsBrahmins

Page 19: Global review overview of 9th grade

Buddhism

Beliefs, Practices, Holy Books Significance

India, Nepal563 B.C.E.

Spread throughout

India, China, Japan, S.E.

AsiaMissionary

Religion

Founded by Siddhartha GuatamaNo Supreme Being– Buddha “Enlightened one”Four Noble Truths – Life is suffering caused by desire, follow Eight Fold PathNirvana, state of perfect peace and harmony path may take several lifetimes: Reincarnation, Dharma, KarmaTheraveda: meditation, harmony, Buddha not a god (Lesser Vehicle)Mahayana: more complex, greater ritual, reliance on priests. Buddha a diety

No Caste system, appealed to lower classes.Not attached to social structure, spread rapidly to other cultures.Ashoka adopted Buddhism. Force of cultural diffusion via trade, Silk Road, missionary Religion

Page 20: Global review overview of 9th grade

Judaism

Beliefs, Practices, Holy Books Significance Middle East,

Caanan Jerusalem

3000 B.C.E.

Founded by Abraham, MosesHebrews were chosen by God, special statusPersonal relationship with God – a covenantAfterlife, tradition, doctrines, philosophy, personal salvation.To honor, serve God, promote prophets – Wailing WallA religion & culture – Torah, Talmud10 Commandments, waiting for messiah

The First Monotheistic Belief SystemLed to Christianity and IslamForced migration – Exodus, Diaspora, HolocaustLike Hinduism – Stationary faith

Page 21: Global review overview of 9th grade

Christianity

Beliefs, Practices, Holy Books Significance Middle East,

Jerusalem 30 C.E.Spread

north and west

throughout Europe,

Americas

Founded by Jesus of Nazareth - BibleSplinter group of Jews, quickly spread throughout Roman Empire despite persecutionJesus, son of God, Messiah of Jewish prophecyDevotion to God, love of fellow man - monotheisticJesus sent to redeem man from sinSalvation by faith in divinity, death, and resurrection of Jesus.Crucified by Roman gov’t 30 CE

Emphasis on salvation, eternal life after death appealed to lower classes, womenCombo of religion & empire = huge impact on political, social development of Europe Missionary Religion

Page 22: Global review overview of 9th grade

Islam

Beliefs, Practices, Holy Books Significance Middle East,

Mecca, Medina,

Jerusalem622 C.E.

Spread North Africa,

S.E.Asia, U.S.

Founded by Muhammad- Prophet – KoranFive Pillars of Faith:Allah is one true God, Prophet is MuhammadPray Five times a day facing MeccaAlmsgiving – give to the poorRamadan – FastingHajj – Pilgrimage to MeccaCan not eat pork, gamble, drink alcohol, smokeJihad – Struggle in God’s service

Led to Islamic Empires Umayyad Caliphate, Abbasids, Ottoman, MughalShiite-Sunni SplitCrusades – Holy warsMissionary religion

Page 23: Global review overview of 9th grade

Legalism

Beliefs, Practices, Holy Books Significance China

500 B.C.E.

Founded by Han FeiziThe Q’in Dynasty- Shi HuangdiPeace & order through centralized, tightly controlled stateMistrust of human nature; reliance on tough lawsPunish those who break laws, reward those who follow2 most worthy jobs: farmer, soldier

Accomplished swift reunification of China.Completion of projects like the Great Wall.Caused widespread resentment among common people, led to wider acceptance of Confucianism-Daoism.

Page 24: Global review overview of 9th grade

Confucianism

Beliefs, Practices, Holy Books Significance

China500

B.C.E.Spread to

Japan, S.E. Asia

Founded by Confucius (Kong Fu Tse)Political-social philosophy, not religionMoral, ethical, also practical – The AnalectsFive Right relationships = right society: Parent to Child (Filial Piety), Ruler to Subject, Older to Younger, Husband to Wife, Friend to Friend.Education is valuable and everyone should be able to get one. Become a gentleman.Put aside personal ambition for good of state

As a ethical, social, political belief system it was compatible with other religions, could practice Buddhism and ConfucianismEmbraced by Han, Tang, Song, Ming Dynasties. Civil Service Exam

Page 25: Global review overview of 9th grade

Daoism-Taoism

Beliefs, Practices, Holy Books Significance China500

B.C.E.

Founded by Lao-tzu, philosopherDao = “The Way” (of nature/cosmos)Wu wei- non-doing, harmony with natureEternal principles, passive, yielding. Like water, yet strong, shaping.Yin-Yang – symbol of balance in nature

Self-sufficient communitiesCounter to Confucian activismEmphasis on harmony w/ nature leads gains: astronomy, botany, chemistryCo-existed w/Confucianism, Buddhism, LegalismAdded to complexity of Chinese culture

Page 26: Global review overview of 9th grade

Animism

Beliefs, Practices, Holy Books Significance Africa,

Latin AmericaNo Founder

No holy book – mostly oral traditionsAll things in nature have a soul (Trees, stones, rivers, etc.)Use of Shaman or Diviners who conducted ceremonies and rituals and used fetishesAncestor Veneration – Your ancestor’s spirits watch over you and can protect you.

Found among many pastoral nomadic tribal villages.Tribal masks inspired Cubist art movement

Page 27: Global review overview of 9th grade

Shintoism

Beliefs, Practices, Holy Books Significance Japan

500BCENo

founder

God in all of us and in all of nature. Our body is the visible temple for the soul.Anaterasu is the Sun Goddess and main god or kami. Emperor is descendant and was seen as divine“Tori” is the symbol of prosperity in Shintoism and the sacred gates that are found in front of all Shinto temples in Japan. People write wishes on the Tori gates wishing for good health, wealth and prosperity.   There are no written doctrinesThere are gods in every object in nature (Kami)Animist - Ancestor veneration

Justified power of EmperorDuring Meiji Restoration, Shintoism was used to unite JapaneseDuring WWII, Kamikaze pilots sacrificed themselves for their Emperor

Page 28: Global review overview of 9th grade

Classical Age: Greek Achievements

Age of Pericles;

Direct Democracy, Golden age

Art, architecture, sculpture, amphitheaters, dramas,

math, astronomy, medicine

Philosophy: Socrates, Plato,

Aristotle.

Mythology – polytheistic

humanistic gods

Ideal beauty, Sports,

Olympics

Page 29: Global review overview of 9th grade

Alexander the Great!Peloponnesian War with Sparta

(431 BCE) Athens loses powerMacedonians from north

conquer And unites Greek Peninsula

Followed by son, Alexander, unified Greece, invaded Persia

What was Alexander’s Greatest Accomplishment?

Page 30: Global review overview of 9th grade

Alexander’s Empire

Which four major civilizations did Alexander briefly unite?

Hellenic

Persian

Egyptian Indian

Page 31: Global review overview of 9th grade

Geography of Rome

Page 32: Global review overview of 9th grade

Professional army,

citizenship for

conquered people, Pax

Romana

Art, architecture, arch, dome, aqueducts, roads

Coliseum, Bread and

Circus, Gladiators, christianity

Centralized government: Republic, Dictator,

Empire, Civil Service, Senate, Patricians,

Plebeians

Equal under Law, justice, 12 tables of

law

Roman Achievements

Page 33: Global review overview of 9th grade

Q’in EmpireLed by Emperor

Shi Huangdi

Unified China: Centralized Government

Connected Great Wall of China, terra

cotta warriors

Unified monetary system, weights

and measurements

Legalist government – burned Confucian

books

Page 34: Global review overview of 9th grade

The Han Dynasty!

Emperor Han Wudi – Confucian

style government

Expanded Empire, developed a bureaucracy, Silk Road Trade –

spread of Buddhism

Civil Service Exams – Social

classes: Nobles,

Scholar-gentry, Farmers,

Merchants

Paper, Ship Rudders, Wheelbarrow, Hot air balloons, sundials, metallurgy

Page 35: Global review overview of 9th grade

Mauryan Empire

Rock & Pillar edicts, Buddhism spread, Big

time traders: silk, cotton, elephants (much more) to

the west

Strong military, Ashoka converts to Buddhism:

non-violence, moderation

Centralized government with bureaucracy, tax collection 321 BCE – 185 BCE321 BCE – 185 BCE

Founded by Chandragupta MauryaUnified smaller Aryan kingdoms

Greatest extent under Ashoka

Page 36: Global review overview of 9th grade

Rise of Gupta: 220 BCE – 550 CE220 BCE – 550 CE

Achievements in mathematics –pi, zero, numerals, astronomy,

medicine, literature

Hinduism resurgentWomen lost rights; own property, study religion, child marriages common

Profitable trade Profitable trade withwith the the

MediterraneanMediterranean world. world.

375-415 CE, revival under Chandra Gupta

Page 37: Global review overview of 9th grade

Extensive Trade:Extensive Trade:Land Route = Silk Road Water Route = Land Route = Silk Road Water Route = Indian Indian

OceanOcean

spices

spices

spicesspices

gold & gold &

ivoryivorygold & gold & ivoryivory

rice & rice & wheatwheathorseshorses

cotton goodscotton goods

cotton goodscotton goodssilkssilks

PearlsPearls

Page 38: Global review overview of 9th grade

Decline of Empire

Roman Empire Han ChinaDecline in Morals and Values that have upheld

society togetherPublic Health

and Urban Decay

Political Corruption

Unemployment and Inflation

Military Spending- too

costly

Page 39: Global review overview of 9th grade
Page 40: Global review overview of 9th grade
Page 41: Global review overview of 9th grade

Period 3: 600-1450Big Picture Themes!

Sui, Tang, Song Dynasties in China After the Fall of the Han

I. Rebuilding of Declining Empires – Post-Classical Empires

The Byzantine Empire after the fall of the Roman Empire

Page 42: Global review overview of 9th grade

“New Empires”: Recovery from Fall of Han Dynasty

China: The Tang and Song Dynasties

Political Development

• Centralized Rule via Confucian bureaucracy and meritocracy – civil service exams.

• Tang extended territory into Tibet and Korea.

• Weak military of the Song succumbed to the

Mongols in 1279.

Rebuilding of Declining Empires – Post-Classical Empires

Tang Dynasty (618-907 C.E.)

Song Taizu united China and moved capital to Huangzhou.

Song Dynasty (907-1279 C.E.)

Tang Taizong united China and created capital in Chang’an.

Page 43: Global review overview of 9th grade

China: The Tang and Song Dynasties

The Tang at its peak, c.750

The Song Dynasty

Silk Road – connected to outside world – ran through Central Asia and to Middle East and beyond.

Rebuilding of Declining Empires – Post-Classical Empires

Page 44: Global review overview of 9th grade

Economic Development

•Grand Canal completed under Tang. Transport of southern rice to the north.

•Urbanization increased dramatically with improved food supplies and fast-ripening

rice (Song) combined with a growing merchant and manufacturing economy. Capital of Changan was largest city in world w/ over 2 million people by 640.

• Distribution of land – Equal-field system, only 1/5th of property was the

hereditary possession of a familyCultural Development

•Tang: State sponsored anti-Buddhist policy resulted in development of Neo-Confucianism.

Footbinding

•Gunpowder developed in late 1000s.

•Compass aided maritime navigation.

China: The Tang and Song DynastiesRebuilding of Declining Empires – Post-Classical Empires

Page 45: Global review overview of 9th grade

The Golden AgeArtistic, Technological and Industrial Developments

Gunpowder and Rockets

Moveable Type Chinese junks

Porcelain - Chinaware

Landscape art

Compass

Page 46: Global review overview of 9th grade

Political Development

Off-shoot of the Roman Empire. “Eastern Roman Empire.”

Centralized State: Hereditary Monarchy. Autocratic Rule – Ruler of the government and the Church – had absolute power - Emperor

Justinian

Preserved Greco-Roman ideals, literature, arts, and law:

Justinian’s Law Code was based on the Roman 12 Tables.

Replaced Latin with Greek as official language.

Military

Civil Bureaucrats

Clergy

HaloByzantium during Justinian’s reign.

Byzantine Empire, 4th century to 1453

“New Empires”: Recovery from Fall of Roman EmpireRebuilding of Declining Empires – Post-Classical Empires

Page 47: Global review overview of 9th grade

Economic DevelopmentConstantinople was center for Silk Road and Mediterranean Sea imports and exports.

Smuggled silk worms out of China and started their own silk industry.

Byzantium by 814.

Byzantine Empire, 4th century to 1453Rebuilding of Declining Empires – Post-Classical Empires

Page 48: Global review overview of 9th grade

Cultural Development

Beautified Constantinople – Built Hagia Sophia, government buildings, roads, walls, public baths, law courts, underground reservoirs, supported art,

sculptures, mosaics, etc.

Eastern Orthodox Church emerged. Pope and Patriarch mutually excommunicated each other in 1054.

Eastern Orthodoxy later spread to Russia and the Slavic peoples of Eastern Europe.

Byzantine Empire, 4th century to 1453

Rebuilding of Declining Empires – Post-Classical Empires

Page 49: Global review overview of 9th grade

Period 3: 600-1450Big Picture Themes!

Beliefs of Islam

II. Rise and Spread of Islam

The Dar-al-Islam

Page 50: Global review overview of 9th grade

Beginnings of Islam• 610 C.E. – Muhammad in Mecca begins to preach monotheism, seen as a threat, flees to Medina in 622 C.E. - the ________________________

• Muhammed and the Muslims conquer Mecca in 630 C.E. – soon almost all of Arabia under Muslim control

Beliefs of Islam

• Holy book – _____________

• Five Pillars of Faith:

1. ________________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________

Hijra – Hajj (pilgimage)

Qur’an/Koran

Faith – there is one god and that god is AllahPrayer – 5x a day facing MeccaFasting – during RamadanPilgrimage – Hajj to Mecca at least onceAlms – Give to charity, help the poor

Rise and Spread of Islam: 600-1450.

Page 51: Global review overview of 9th grade

Unifying Forces of Islam

Shariah - System or code of laws Regulated moral behavior, family life, business, govt. etc. Helps followers to interpret the Koran and to apply it to everyday life

No separation of church and state Applied Koran to all aspects of life

(secular and religious) Theocracy

Arabic languageKoran and prayer in Arabic only

Rise and Spread of Islam: 600-1450.

Islam spread through two main avenues: Military conquest, and Trade/Missionary activity.

Page 52: Global review overview of 9th grade

Why was Islam so attractive?

The Byzantine and Persian empires (especially the Byzantine) were considered oppressive and cruel. To such an extent that during

the Byzantine-Persian wars the Jews sided with the Persians.

•Orthodox Christianity had become so identified with Greek culture that it seemed totally foreign

and unrelated to the life of the Arabs.

•Zoroastrianism was also too closely associated with Persian culture and so was not considered a real option for the Arabs.

Page 53: Global review overview of 9th grade

Islam spread to __________________

__________________

__________________

the Middle East,

Northern Africa,

and to South Asia

The Dar-al-Islam

IV. Split of Islam into Sects

• After Muhammad’s death, successors led Islamic Empires –________

• Sunni: Largest sect. Believe that any righteous Muslim can be Caliph

• Shia: believe caliph must be __________________________

• Sufi: Mystical, encouraged followers to show devotion to Allah in own way.

Caliphs

a descendant of Muhammad

Page 54: Global review overview of 9th grade

The Umayyad Dynasty

Sunni, capital at Damascus, codified

Islamic law

The Arabic Caliphates: The Dar al-Islam

Rise and Spread of Islam: 600-1450.

The Abbasid Dynasty

Shia, overthrew the Umayyads in 750 C.E. Capital moved to

Baghdad

Page 55: Global review overview of 9th grade

Economic Development

Traded along the Silk Road, Indian Ocean, Mediterranean Sea, Trans-

Saharan Trade

Abbasids traded w/ Vikings and Russians via routes in Southern and

Eastern Europe

Camel caravans crossed desert to trade w/ West Africa in Gold/Salt trade

Used coins

Baghdad became a hub of learning and commerce. By the 800's it had nearly half a million people and was

the largest city in the world outside of China.  

The Arabic Caliphates: The Dar al-Islam

Rise and Spread of Islam: 600-1450.

Page 56: Global review overview of 9th grade

Abbasid Art and Architecture

Great Mosque at Samarra

Calligraphy

Paintings

Page 57: Global review overview of 9th grade

VI. Development of other Civilizations

Spread of Civilization to Russia, West African, and Japan

Mayans, Aztecs, Incas in Americas

Page 58: Global review overview of 9th grade

Early Russia• Vikings colonized Eastern Europe, area populated by Slavic peoples

• First king of Kiev, Dane named Rurik

• Traded with Byzantium, Prince Vladimir converted to Eastern Orthodox

• Decline – Mongols conquered

Page 59: Global review overview of 9th grade

Ghana (500-1200) Commercially based empire. Center

of trade in gold from the south. Controlled and secured trade

routes. Also traded in ivory, slaves, horses,

cloth, salt. Conversion by emperors to Islam

improved diplomatic and economic relations between West Africa and the Islamic World.

Mali (1235 – late 1400s)

Controlled and taxed gold salt trade.

Timbuktu became economic, Islamic, and scholarly focal point of Kingdom.

Mansa Musa: The Hajj Ibn Battuta: The Traveler. Absorbed into Songhai.

Mosque @ TimbuktuMusa’s Hajj

West Africa

Page 60: Global review overview of 9th grade

Maya (c. 300 to 900)Borrowing from Olmec traditions, the Mayans developed large domain and lived in scattered

settlements on the Yucatan peninsula in southeastern Mexico. Archaeologist have discovered the following features of their regional culture

An agricultural economyLack of large

domesticated animals for labor

A ritualistic polytheismUrban areas with

thousands of peopleIndependent city-states,

linked by tradeA staple diet of maize

(corn) and beans

American Civilizations

Page 61: Global review overview of 9th grade

Also known as the Mexica people, the Aztecs were the last great Mesoamerican culture before the arrival of the Europeans. Taking advantage of the Toltecs decline, the Aztecs used their fighting

skills to take control off the Lake Texcoco region. The Aztec culture was characterized by:

A militant warrior tradition to subdue tributary city-states. Present day central Mexico.

Rule by severe despotsA priestly class to oversee rituals, including

human sacrificeA ritualistic polytheistic religion with an

extensive pantheonA large urban capital, Tenochtitlan, with 150,000

inhabitants built on an island in Lake TexcocoA decentralized network of city-states that paid

tribute.Aztecs fell due to contact with the Spanish

(Cortes). Warfare and disease played major roles in the extinction of the Aztec people.

Aztecs 1400-1521American Civilizations

Page 62: Global review overview of 9th grade

In the South American highlands, clans developed an Andean culture which led to the rise of an empire in the 1300s CE. These people-the Incas-conquered a large area and absorbed many tribes in

central-western South America. In 90 years, the Incan empire grew into a stretch of land that covered over 3,000 miles from north to south. History remembers the Inca for:

Centralized empire with its capital at Cuzco (present day Peru)

An extensive, irrigated agricultural economy that adapted to the rugged terrain of the Andes Mts. By

building terraces for farming and extensive network of roads

Polytheistic religion: Sun worshipPatriarchal society

Privileged class of nobles, headed by a king, in which royal ancestors were revered and worshipped

No written language. Used quipu, a system of colored, knotted ropes to keep records.

Fell to the Spanish conquistador, Pizarro

Incas 1400-1540

American Civilizations

Page 63: Global review overview of 9th grade

Period 3: 600-1450Big Picture Themes!

Western Europe

III. Decentralized Civilizations

Japan

Page 64: Global review overview of 9th grade

Political Developments•Feudalism prevailed.

•Weak central authority: lords and vassals ruled through feudal obligations.

•The Catholic Church was single strongest unifying factor across Western Europe

Decentralized States: Feudalism

Page 65: Global review overview of 9th grade

Economic Developments•Serfdom and the manor system prevailed.

•Serfs gave crops to lord in exchange for a plot of land and protection.•Manors operated as self-sufficient communities.

•Lord of the manor determined what was to be grown and how much. •Serfs were peasants bound to the land for life.  

MANORIALISM

Page 66: Global review overview of 9th grade
Page 67: Global review overview of 9th grade

WESTERN EUROPECultural Developments

•Nobility of birth = one’s social status.

•Honor, loyalty, and duty were stressed under the knight’s code of chivalry.

•Religious and moral authority rested in the hands of the Catholic Church

and the Pope.

•Women could join convent

Decentralized States

Page 68: Global review overview of 9th grade

•Universities were created

•Monks developed monasteries and illuminated the bible in scriptoriums

•Gothic Architecture – Cathedrals, stained glass, flying buttress, gargoyles

•Art – frescoes, panel paintings, tapestries

AchievementsDecentralized States

Page 69: Global review overview of 9th grade

Political Developments:

•Geography: Island configuration of Japan led to the development of isolated communities

•Attempts at centralizing the Japanese state were relatively unsuccessful

•Japanese attempted to create bureaucracy in Chinese Confucian model. Emissaries and

scholars were sent to China to study.

•The Rise of Feudalism:

•Feudalism developed in which a central figure, the Shogun, reigned as supreme military

general and political authority over Japan.

•The power of the shogun was depended on the loyalties of the local daimyos and samurais.

Japan 600-1450Decentralized States

Page 70: Global review overview of 9th grade

Cultural Developments: •Traditional religion is Shintoism.

Traditional customs combined with Buddhism produced Zen Buddhism.

•Contacts with China were halted during the Heian Period (794-1185) as the

Japanese were encouraged to express traditional culture.

•Women dominated literature. The Tale of Genji was written by Lady Murasaki.

Women enjoyed considerable legal and economic rights compared to later

periods.

Economic Development:

•Japan was a predominantly agrarian society with a local

artisan class of weavers, carpenters, and iron workers.

•Most people worked on land that was owned by other people and

had to pay an in-kind tax on their harvests on a yearly basis.

Japan 600-1450Decentralized States

Page 71: Global review overview of 9th grade

The Vikings

The Turks

The Mongols

Period 3: 600-1450Big Picture Themes!

IV. Golden Age of Nomads

Page 72: Global review overview of 9th grade

Nomadic group from Scandinavia Conducted seasonal raids to

supplement farm production Ransacked towns and villages

across Europe Use of small maneuverable boats

combined with ruthlessness in battle facilitated their success.

Nomadic Empires: The Vikings (c. 800-1100)

Page 73: Global review overview of 9th grade

Explored north Atlantic Ocean, including Iceland, Greenland, Newfoundland Canada, and Northeast coast of United States (c. 1000).

Established settlements in Scotland, Northern France, and Eastern Europe. Overtime, the Vikings adopted Christianity and were absorbed into the

larger European feudal order (William the Conqueror).

Nomadic Empires: The Vikings (c. 800-1100)

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The Seljuk Turks Pastoral nomadic group from central Asian steppes.

Often hired by Muslim leaders as mercenaries. The Seljuk Turks invaded Baghdad in 1055 and took over

the Abbasid Caliphate. By 1071, they were able to push the Byzantine Empire out of most of Anatolia.

Nomadic Empires: The Turks, c. 1000-1450

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The Afghan TurksBegan series of raids into India in the 10th century.

Gold, Jewels, and destruction of Hindu temples.By the late12th century, the Afghan Turks settled in

northern India and began the Delhi Sultanate which lasted from 1206-1526.

Nomadic Empires: The Turks, c. 1000-1450

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Nomadic Empires: The Mongols, 1200-1550

Pastoral Nomadic Group of the Asian Steppe Genghis Khan united the tribes of the steppe under the Mongol

banner. Horsemanship, archery, terror, and military strategy were keys

to the Mongols quick rise to power. Established the largest continual land empire in history. GREATEST STRENGTH: Mobility via horses and mandatory

military conscription of all men during times of war (ages 15-70).

Resist and die. Submit and live.

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Before his death, Genghis Khan divided his empire into administrative states called Khanates to be ruled by his sons and their descendants.

Ilkhan Khanate

Khanate of the Golden Horde

Great Khanate

Chagatai Khanate

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Before his death, Genghis Khan divided his empire into administrative states called Khanates to be ruled by his sons and their descendants.

China: The Yuan Dynasty

Established by Kublai Khan who defeated the Song

Dynasty.

Established centralized rule via the use of Persian

bureaucrats.

Confucianism outlawed, civil service eliminated.

Chinese were segregated from Mongol population.

Nomadic Empires: The Mongols, c. 1000-1450

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For a century, the continent of Asia was united under Mongol rule resulting in peace and an increase in trade and cultural interaction.

The benefit of this “peace” is debatable when contrasting it the loss of human life during the initial Mongol reign of terror.

The Pax Mongolia: The Mongol Peace

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The Mongol DeclineWhat factors do you think caused the decline

of the Mongol Empire?

1. Despite great military accomplishments the Mongol Empire only lasted three to four generations.

2. They were great conquerors, but horrible administrators.

3. Overexpansion (as seen in the failed invasion of Japan) and over spending

4. Rivalries among Mongol leaders

5. By 1350, most Mongol territories had been conquered by other armies.

Nomadic Empires: The Mongols, c. 1000-1450

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Period 3: 600-1450Big Picture Themes!

Impact of Crusades

V. Increased Trade and MovementExpanded Trade Routes

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• The Crusades were a series of holy wars between the Christians and Muslims over the holy lands

• Pope Urban II launched the Crusades in 1095 when he called for Christians to fight against the Muslims.

Results:

• Quest for the Holy Land was a failure

• Encouraged trade with Muslim merchants and created an increase in European demand for Asian goods.

• Italian merchants (capitalizing on the weakened condition of Constantinople) greatly profited.

• New merchant class emerges

Increased Trade and MovementThe Crusades

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Fight for the Holy Land…

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Renewed contact with the Islamic world created new opportunities for trade.

Merchant guilds provided greater security and less risk of losses than did individual action.

Craft guilds determined quality, quantity and price of the goods that they produced.

Provided social safety nets for funeral expenses and pensions for widows and family members.

The Guild System: A hierarchy of people who make up the work force or play an important role in the economy of a trade or trades.

Purpose of Guilds

Increased Trade and Movement

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Medieval Guilds

Bootmaker guild

Carpenter guild

Bakers guild

Stone mason guild

Metal worker guild

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Europe during the High Middle Ages (c.1000-1450)

•Increased trade began to stimulate the growth of commercial sites in Europe.

•The Hanseatic League regulated taxes and created rules for fair trade.

•Italian city-states (Florence and Venice) controlled flow of goods into Europe.

•New economic wealth helped spark the Italian Renaissance.

Increased Trade and Movement

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Results:- population decreased significantly, causing labor shortages. - In W. Europe, workers demanded higher wages and peasants rebelled, leading to a decrease in serfdom and a weakening of the feudal system. - Anti-Semitism also increased as Jews, used as scapegoats were accused

of poisoning the wells. - Some Christians, questioned their faith amid all of the death and seemingly senseless destruction.

Deadly disease that was thought to be carried from

Asia on ships

Increased Trade and MovementThe Black Death 1340s to late 1600s

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Marco Polo

Increased Trade and Movement

Ibn Battuta

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Marco Polo and Ibn Battuta

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Ming ChinaPolitical Development

Mongols collapsed in 1368.

Hongwu established the Ming Dynasty.

Erase memory of Mongol occupation.

Confucian education and civil service reinstated.

Private merchants traded and manufactured porcelain,

silk, and cotton.

Ming “Brilliant” lasted until 1644.

Intellectual Development

Neo-Confucianism promoted

Yongle Encyclopedia promoted Chinese traditions.

Jesuit missionaries (Mateo Ricci) introduce European

technology. Clock.

Wider production of printed materials.

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Exploration“Comeback Back” Tours (7 between 1405 -1433).

Massive naval and trade fleet headed by Zheng He, a Chinese Muslim eunuch.

Established tributary relations with regions throughout the eastern hemisphere.

Voyages ended in 1433 as Confucian bureaucrats claimed foreign interests had no value to China and

military resources should be directed towards protecting northern frontier from attack.

Recovery and Renaissance in Asia and Europe, 1450

Ming China

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Zheng He

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Political Developments

By 1400, regional states were developing into powerful monarchies.

Taxed citizens directly and maintained standing armies.

Spanish Reconquista put Spain back in the hands of Iberian Catholics and

not the Moors.

Italian city states grew wealthy from trade. Florence, Milan, Venice.

Competition between nations led to innovative weapons, ships, and other technology that would allow Europe

to exert its influence world wide.

The stage was being set for a GLOBAL SHIFT IN POWER STILL

FELT TODAY.

Reconquista de Granada

Europe

Recovery and Renaissance in Asia and Europe, 1450

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Intellectual Development

The Renaissance / “Rebirth”

Sparked by renewed contact with classical Greek and Roman

heritage via the Islamic world and trade.

Increased wealth led to more resources begin devoted to the

arts.

Humanism: Stressed the importance of human existence. Reflected in art and literature.

Italy’s favorable trading location gave rise to the Renaissance.

Medici family of Florence.

Painting, science, and sculpture flourished.

Michelangelo

Davinci

Recovery and Renaissance in Asia and Europe, 1450

Europe

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European Exploration

Questioning spirit of Renaissance inspired Europeans to look outward and

explore.

Major Motivations: GLORY, GOLD, GOD.

Portuguese: Find a trade route bypassing the Middle East and middlemen. Prince

Henry the Navigator promoted expeditions along African coast.

Portugal was first European nation to sail around tip of Africa and into Indian

Ocean for trade.

Spanish: Ferdinand and Isabella and Columbus’ journey. Western Route to

Asia, 1492.

Columbus at the court of Ferdinand and Isabella

EuropeRecovery and Renaissance in Asia and Europe, 1450