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Classical Societies. What make classical societies ( ie . Persia, Qin/Han, India or Mauryan and Gupta, and the Greek/Roman) so important in world history? What characteristics did all of these societies have in common? In what ways did these societies differ?
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Classical Societies • What make classical societies (ie. Persia, Qin/Han, India or Mauryan and Gupta, and the Greek/Roman) so important in world history? • What characteristics did all of these societies have in common? In what ways did these societies differ? • What common problems did all of these societies have to overcome? What solutions did they develop?
Classical Societies • Administration/bureaucracy • Military challenges • Infrastructure • Long Distance Trade • Cultural and religious traditions • Distribution of land and wealth
SPICE Themes S = Development and transformation of social structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes P = political (State-building, expansion, and conflict) • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations I = Interaction between humans and the environment • Demography and disease • Migration • Patterns of settlement • Technology • C = Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture • E = Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism
Maurya Empire Stupa at Sanchi (Asoka)
Maurya Empire Asoka
Conrad-Demarest • Necessary preconditions for the rise of empires—the region must have: • state-level government • high agricultural potential in the area • a diversity of environmental conditions • several small states with no clear dominant state—a power vacuum • mutual antagonisms among those states—hostility among those states • adequate military resources—a military or technological advantage • States succeed in empire building if they have an ideology that promotes personal identification with the state, empire, leader, conquest and militarism (ie. patriotism, religion, etc.) • Characteristics of well run empires include: • construction of infrastructure—like roads, canals, ports etc. • facilitate trade—trade increases • art and education flourish in cosmopolitan cities • an effective bureaucracy—to ensure communication, tax collection, standardized coinage, enforcement of laws • use of a common official language—to ensure communication through-out the empire • a system of justice and laws for the entire empire • extension of citizenship or rights to conquered peoples
Conrad-Demarest • Major results of empire: • economic rewards—especially in the early years—redistributed to the elite that trickles down to other classes mainly merchants, scribes etc. • relative stability • population increase • Empires fall because: • failure of leadership—ie. focus on wealth, etc. not the needs of the state • growth beyond a practical limit— ideology of expansion and conquest leads to over extension of bureaucracy, military, resources and communications • economic problems—lack of new conquests erodes economic base and wears down faith in ideology that supported the empire • rebellions from within the empire • challenges from outside the empire
Gupta Empire Gupta period, date unknown Meditating Buddha, 5th Cent., Gupta
SPICE Themes S = Development and transformation of social structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes P = political (State-building, expansion, and conflict) • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations I = Interaction between humans and the environment • Demography and disease • Migration • Patterns of settlement • Technology C = Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture E = Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism
Laws of Manu and Gupta Empire Step 1—Compare your answers to the “Questions for Analysis” with other members of your group. Step 2—Answer the following questions as a group. You may refer to past primary source handouts, notes, and the text. • Compare the social hierarchy outlined in the Laws of Manu to other civilizations we’ve discussed so far this year. Do you see anything comparable to the “untouchables?” Based on your knowledge of Hinduism where did they come from? • How does the legal code outlined in the Laws of Manu compare to others we’ve studied? (ie. the Ten Commandments, Code of Hammurabi, PillarEdicts of Asoka) Explain the similarities and differences. • Compare the status of women in Gupta India to other civilizations discussed this year. (ie. Han China, Rome, etc.) How would you explain the differences and similarities? Step 3—Identify characteristics of the Gupta Empire consistent with the Conrad-Demarest Model of Empires. • Focus on preconditions, unifying ideologies, characteristics of well-run empires, and causes of decline.
Conrad-Demarest • Necessary preconditions for the rise of empires—the region must have: • state-level government • high agricultural potential in the area • a diversity of environmental conditions • several small states with no clear dominant state—a power vacuum • mutual antagonisms among those states—hostility among those states • adequate military resources—a military or technological advantage • States succeed in empire building if they have an ideology that promotes personal identification with the state, empire, leader, conquest and militarism (ie. patriotism, religion, etc.) • Characteristics of well run empires include: • construction of infrastructure—like roads, canals, ports etc. • facilitate trade—trade increases • art and education flourish in cosmopolitan cities • an effective bureaucracy—to ensure communication, tax collection, standardized coinage, enforcement of laws • use of a common official language—to ensure communication through-out the empire • a system of justice and laws for the entire empire • extension of citizenship or rights to conquered peoples
Conrad-Demarest • Major results of empire: • economic rewards—especially in the early years—redistributed to the elite that trickles down to other classes mainly merchants, scribes etc. • relative stability • population increase • Empires fall because: • failure of leadership—ie. focus on wealth, etc. not the needs of the state • growth beyond a practical limit— ideology of expansion and conquest leads to over extension of bureaucracy, military, resources and communications • economic problems—lack of new conquests erodes economic base and wears down faith in ideology that supported the empire • rebellions from within the empire • challenges from outside the empire
SPICE Themes S = Development and transformation of social structures • Gender roles and relations • Family and kinship • Racial and ethnic constructions • Social and economic classes P = political (State-building, expansion, and conflict) • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations I = Interaction between humans and the environment • Demography and disease • Migration • Patterns of settlement • Technology C = Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture E = Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism
Aksum (300-700 CE) • What was Aksum’s role in trade? Who did they trade with? • How did trade shape Aksum culture and civilization? • What was notable about Aksum culturally and technologically? • Describe the legacy and achievements of King Ezana (r. 325-360).
20th-century Ethiopian painting of the Sheba/Solomon narrative. Aksum St. Mary of Zion built in 372 CE by Ezana “location” of the Ark of the Covenant
Aksum Axum Obelisk: taken by Italians and only recently returned to Ethiopia.
Long Distance Trade Routes • What made possible the development of long distance trade routes? • Describe who participated and what was traded in each of the following trade routes: • “Sand Roads” (ie. Trans-Saharan) • “Sea Roads” (ie. Indian Ocean System) • “Silk Roads”
Indian Ocean System Square rig Lateen “triangular” sail
Trade Route Diffusion • Discuss cultural diffusion along the following trade routes: • Christianity • Buddhism • Hinduism • Discuss biological diffusion. Angkor Wat, Cambodia
The Spread of Buddhism, Hinduism, and Christianity 200 B.C.E.- 400 C.E. The Spread of Ideas along Trade Routes Hinduism spreads to Southeast Asia via sea trade routes Buddhism spreads to China along the Silk Road and Southeast Asia by land and sea Christianity becomes the dominant religion in Roman empire Christian communities flourished in Mesopotamia, Iran and as far away as India
Angkor Wat: Hindu Temple in Cambodia built in the early 12th century • merchant mariners regularly traveled between India and southeast Asia during the late centuries B.C.E. • clear signs of cultural influence of India by the first century C.E. • rulers of some southeast Asian states called themselves “rajas” • they adopted Sanskrit as a written language • promoted Hindu cults of Shiva and Vishnu; some converted to Buddhism • built temples in the Indian style
Spread of Buddhism • By the 3rd century BCE Asoka encouraged the spread of Buddhism to Bactria and Ceylon (Sri Lanka) • Particularly successful in attracting merchants as converts • as merchants traveled they observed their faith and explained it to others • gradually, Buddhism made its way along the silk roads to Iran, central Asia, China, and southeast Asia • Buddhist first established presence in towns along the silk road—these towns allowed Buddhist to build monasteries • By the first century C.E. Buddhism establishes some Buddhist communities in China—mostly foreign merchants • Beginning in the 5th century C.E. many Chinese people began to convert to Buddhism
Spread of Buddhism • By the post classical era Buddhism became the most popular religion in east Asia, including Japan, Korea, and China • Partly a response to the collapse of the Han dynasty • Imported Buddhism brought its artistic styles and literature to these countries including China
Spread of Christianity • Christian missionaries took full advantage of Rome’s network of roads and sea lanes—Christianity soon spread throughout the Mediterranean Basin • By the late 3rd century Christian missionaries brought the religion to Anatolia, Syria, Palestine, Mesopotamia, Egypt, north Africa and Iran—even as far as India • Don’t forget Aksum (Ethiopia) • many Christian communities in Mesopotamia and Iran practiced strict asceticism (inspired by Indian religious traditions)—helped to inspire the formation of Christian monastic communities in the Mediterranean Basin
Syncretism in cultural exchange • Spread of Buddhism was mediated by efforts to ensure it was consistent with Chinese values (ie. patriarchy) • Buddhist statements about celibacy and asceticism were embraced in Christian monasticism • Christmas was changed to winter time to coincide with European pagan Winter Solstice celebration
Trade Routes: biological diffusion • 2nd and 3rd Centuries CE—measles, smallpox, and bubonic plague • Rome • Smallpox outbreak 165-180 in Rome—claimed life of Marcus Aurelius • Population dropped from 60 million to 45 million • China • Population 60 million in 200 CE, 50 million in 400, and 45 million in 600 • Result: trade networks declined (turned to regional economies), political instability
A Number of significant migrations took place in late classical era • Huns: 4th century C.E. nomadic Huns from central Asia began a westward migration • Attila the Hun created a great attacking army and invaded a lot of the Roman Empire territories in Balkans, Gaul, and northern Italy • Huns invaded the Indian continent in late 5th century exhausting Gupta treasury
Migrations in late classical era C.E. 200-600 • Germanic People: Germanic people had been contesting the Roman Empire, but with its collapse they began to settle their own regions • Many of these groups formed their own states in what is now Europe: • Franks: what is now France • Angles and Saxons: invaded and conquered England
Migrations in late classical era C.E. 200-600 • Bantu: Originated around the Niger River in modern Nigeria • Migration was over a long period of time • Went into Sub-Saharan Africa first south and then southeast • By end of classical era Bantu had spread not only their language, but had introduced iron metallurgy and agriculture to many areas
Migrations in late classical era C.E. 200-600 • Polynesians: their migration was like the Bantu—very gradual over long time period • Most islands west of New Guinea had been visited and settled • These were people who originally came from Asia and expanded eastward to Fiji, Tonga, and Samoa • Ships were double canoes that carried a platform between them • Had large triangular sails and traveled long distances • By 18th century Polynesians had explored and colonized almost every habitable island in Pacific
