Name: ________________________________AP World2.2 – Social, Economic Conditions and the Fall of Classical Empires

Standard 4.0 3.5 Not a 3.5 yet10.KID.1.b.L1 Cite evidence that supports a main point of a chapter or passage in a literary text

90 – 78 points

77.5- 65 points Less than 65 points

Take complete notes of the packet _______/11 pointsFill out graphic organizer for SAQ and LEQ ______/5 points Vocabulary Test ______/20 points SAQ #1- _____/8 pointsSAQ #2- _____/16 points Long Essay Question (LEQ)- Causation ______/30 points - Every point earned on rubric x 5

Tough Test Terms

Dissolution-

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Intensification-

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General History Terms

Sedentary-

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Agrarian-

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Migration -

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Vocabulary for chapter

1. PersepolisDefine-

Historical Significance -

2. Chang’an – Define-

Historical Significance -

3. Jati Define-

Historical Significance -

4. SlaveryDefine-

Historical Significance -

5. Corvee System Define-

Historical Significance -

6. Huns- Define-

Historical Significance -

7. Yellow Turbans- Define-

Historical Significance -

8. EpidemicsDefine-

Historical Significance -

9. Diocletian- Define-

Historical Significance -

10. Constantine- Define-

Historical Significance -

11. Byzantine Empire Define-

Historical Significance-

12. Environmental ConsequencesDefine-

Historical Significance-

13. Deforestation - Define-

Historical Significance-

14. Attila the Hun Define-

Historical Significance-

15. XiongnuDefine-

Historical Significance-

16. Huns Define-

Historical Significance-

Part I: Major Cities of the Classical Era

Go to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - http://apworldipedia.com/index.php?title=Key_Concept_2.2_The_Development_of_States_and_Empires

III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas.

A. Cities were extremely important to the economic, political, and cultural life of empires. Administrative centers, or what we would call capital cities, were sometimes themselves monuments to the power of the state. The monumental buildings of Persepolis and Rome, for example, conveyed the power and awe of the Persian and Roman Empires, respectively. Cites were also important centers for trade. Chang'an, the imperial capital of China (remained Xi'an during the Ming Dynasty) was an important trade center, situated as it was on the eastern end of the Silk Roads. 

A.

Watch and take notes on the video that is linked to Mr. Wood’s website – Engineering an Empire – The Persians https://www.youtube.com/watch?v=k6cmvM5oj3Q13:05- 16:30 –Darius The Great, Persepolis and Hall of 100 Columns

Take notes on the following Paragraphs from Wikipedia about the Roman Forum:

The Roman Forum, also known by its Latin name Forum Romanum (Italian: Foro Romano), is a rectangular forum (plaza) surrounded by the ruins of several important ancient government buildings at the center of the city of Rome. Citizens of the ancient city referred to this space, originally a marketplace, as the Forum Magnum, or simply the Forum.

For centuries the Forum was the center of day-to-day life in Rome: the site of triumphal processions and elections; the venue for public speeches, criminal trials, and gladiatorial matches; and the nucleus of commercial affairs. Here statues and monuments commemorated the city's great men. The teeming heart of ancient Rome, it has been called the most celebrated meeting place in the world, and in all history.[1]

Watch and take notes on the video that is linked to Mr. Wood’s website – Evolution of the Roman Forum - http://www.history.com/topics/ancient-history/ancient-rome/videos/evolution-of-the-roman-forum

Read and take notes from the following website about the city of Chan’an in Classical China : Ancient World History The Ancient World Prehistoric Eras to 600 c.e. - Chang’an - http://earlyworldhistory.blogspot.com/search?q=chang%27an

Chang’an (Ch’ang-an), literally “Perpetual Peace,” was the largest city in the world of its time, boasting a population of over a million by the eighth century c.e. and covering nearly 32½ sq. miles. 

Chang’an actually refers to two cities. The first capital city, typically called “Han Chang’an” because of its construction during the Han dynasty, was built in 202 b.c.e. The famous emperor Han Wudi (Han Wu-ti) was known to have built gorgeous palaces there. 

The so-called Early, or Western, Han dynasty ended in 9 c.e., and China was ruled by a Chinese nobleman, Wang Mang, whose reign lasted until 25 c.e., when rebels killed him and burned down Chang’an. The first city was abandoned and the capital of the Later, or Eastern, Han dynasty was relocated to the ancient capital city Luoyang(Loyang).Read and take notes

Read and take notes from the following website about Pataliputra in India :

Ancient World History The Ancient World Prehistoric Eras to 600 c.e. - Pataliputrahttp://earlyworldhistory.blogspot.com/2012/02/pataliputra.html

Pataliputra (now Patna) is located at the confluence of the Ganges and Son Rivers in northeastern India. It was the capital city of the Mauryan Empire c. 326–184 b.c.e., when it was perhaps the largest city in the world, and again of the Gupta Empire, 320–550 c.e.

Alexander the Great invaded northwestern India in 326 b.c.e. The invasion had a catalytic effect in inspiring an Indian prince, Chandragupta Maurya, to form the first empire on the subcontinent.

Chandragupta might have met Alexander and, taking advantage of the latter’s death, drove the Greek forces out of India, subdued the tribes and states in northern India, and proclaimed himself ruler at Pataliputra, the capital of a previous local state.

Chandragupta fought and then made peace with Seleucus Nicator, Alexander’s successor in Asia and founder of the Seleucid Empire, who sent an ambassador named Megasthenes to Pataliputra. Megasthenes kept a diary of his stay in India. The original account has not survived, but segments that were quoted in other ancient works give us the only firsthand information of Pataliputra.

According to Megasthenes, a wooden wall nine miles long and a mile and a half wide surrounded Pataliputra, with 470 towers and a moat that was 900 feet wide. (Modern archaeologists have excavated some huge timbers that date to the Mauryan era.) Six five-men boards in charge of industries, trade and commerce, tax collection, foreigners, vital statistics, and public works administered the city.

Megasthenes also described Chandragupta’s lavish palaces, also built of wood. Nothing remains of the palace except fragments of highly polished columns. Between 250 and 240 b.c.e., Chandragupta’s grandson Emperor Ashoka (who had converted to Buddhism) convened the Third Buddhist Council at this city.

The council dealt with growing dissension within Buddhism over interpretation of Gautama Buddha’s teachings and

concluded with expelling the followers of the Great Vehicle, or Mahayana Buddhism, and the completion of the Tripitaka, or Buddhist canons.

Pataliputra declined after the fall of the Mauryan Empire until the early fourth century c.e., when a man named Chandragupta (not related to the founder of the Mauryan Empire) unified northern India and crowned himself Great King of Kings. He also made Pataliputra the capital of his dynasty (320–c. 550 c.e.).

Watch this video on Pataliputra- Pataliputra- https://www.youtube.com/watch?v=WY7sbss3_vM

No notes necessary, but you may dance; no come think about it you must dance!

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III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas.B. Social hierarchies and stratification that formed in foundational civilizations became more complex in large

empires. In classical India, the caste system evolved in order to accommodate the growing complexity of Gupta

society. Castes divided into subcastes, or jati, which soon became the backbone of Indian society. Jati formed their

own courts through which Indian society was regulated in the absence of a strong central government. Thus Indian

families tended to associate closely with other families involved in the same occupations as themselves. Although

there was some variation, most classical societies could be represented in the following way:

A notable exception would be Han society with its scholar-bureaucrats at the top, peasants, laborers and artisans

next, and artists and unskilled workers at the bottom.[11]

B.

Overview Look at the entire visual image- write 2-3 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.

Parts Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

Title Write the title and 2-3 details about what the title tells you about the image.

I learned that

Name 2-3 major ideas or concepts that you learned from this map

Context Use the clues in the visual image to establish when the document was created and what it is showing from this era. Provide 2-3 examples that show this (if the year is listed that counts as one).

Part II: Forced Labor in the Classical Era

Go to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - http://apworldipedia.com/index.php?title=Key_Concept_2.2_The_Development_of_States_and_Empires

III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas.C. Because the production of large surpluses of agriculture was necessary for the specialization of labor and large armies, empires developed methods to extract maximum productivity from land. Some slavery was practiced in all classical civilizations, but the Mediterranean world clearly exceeded Asia in the development of this institution. Slaves may have comprised as much as one third of the Roman Empire.[12] Another common form of labor sponsored by empires was the Corvée System. In this system, governments required subjects, usually peasants, to provide labor as a payment of tax. A specified number of labor days had to be offered to the state as an obligatory taxation. Many large imperial projects were completed using the corvée system. The Qin built their defensive wall using it; in 130 B.C.E. the Han built a canal to better move grain to the capital city using corvée labor. [13] Under Jeraboam, the Hebrew kingdom of Israel used the corvée system first with conquered Cananites, then on their own population.[14] 

C.

Slavery in the Roman World by Mark Cartwright published on 01 November 2013 - http://www.ancient.eu/article/629/

Slavery was an ever-present feature of the Roman world. Slaves served in households, agriculture, mines, the military, manufacturing workshops, construction and a wide range of services within the city. As many as 1 in 3 of the population in Italy or 1 in 5 across the empire were slaves and upon this foundation of forced labour was built the entire edifice of the Roman state and society.

SLAVERY AS AN ACCEPTED REALITY

Slavery, that is complete mastery (dominium) of one individual over another, was so imbedded in Roman culture that slaves became almost invisible and there was certainly no feeling of injustice in this situation on the part of the rulers. Inequality in power, freedom and the control of resources was an accepted part of life and went right back to the mythology of Jupiter overthrowing Saturn. As K.Bradley eloquently puts it, 'freedom...was not a general right but a select privilege' (Potter, 627). Further, it was believed that the freedom of some was only possible because others were enslaved. Slavery, was, therefore, not considered an evil but a necessity by Roman citizens. The fact that slaves were taken from the losers in battle (and their subsequent offspring) was also a helpful justification and confirmation of Rome's (perceived) cultural superiority and divine right to rule over others and exploit those persons for absolutely any purpose whatsoever.

Aside from the huge numbers of slaves taken as war captives (e.g. 75,000 from the First Punic War alone) slaves were also acquired via piracy, trade, brigandage and, of course, as the offspring of slaves as a child born to a slave mother (vernae) automatically became a slave irrespective of who the father was. Slave markets proliferated, perhaps one of the most notorious being the market on Delos, which was continuously supplied by the Cilician pirates. Slave markets existed in most large towns, though, and here, in a public square, slaves were paraded with signs around their necks advertising their virtues for prospective buyers. Traders specialised in the commodity, for example, one A. Kapreilius Timotheus traded throughout the Mediterranean.

THE STATUS OF SLAVES

The number and proportion of slaves in society varied over time and place, for example, in Augustan Italy the figure was as high as 30% whilst in Roman Egypt slaves made up only 10% of the total population. Although slave ownership was wider than in the Greek world, it remained a prerogative of the reasonably well-off. A more modest Roman business owner, artisan or military veteran might own one or two slaves whilst for the very wealthy, the number of slaves owned could run into the hundreds. For example, in the 1st century CE, the prefect L. Pedanius Secundus had 400 slaves merely for his private residence.

Slaves were the lowest class of society and even freed criminals had more rights. Slaves had no rights at all in fact and certainly no legal status or individuality. They could not create relations or families, nor could they own property. To all intents and purposes they were merely the property of a particular owner, just like any other piece of property - a building, a chair or a vase - the only difference was that they could speak. The only time there was anywhere near equality for all persons in Roman society was during the Saturnalia festival when, for a few days only, slaves were given some freedoms usually denied them.

Slaves were, for many of the Roman elite, a status symbol and, therefore, the more (and the more exotic) one had, the better, so that wealthy Romans very often appeared in public accompanied by an entourage of as many as 15 slaves.

THE ROLES OF SLAVES

Slave labour was used in all areas of Roman life except public office. In addition, slaves were often mixed with free labour as employers used whatever human resources were available and necessary to get a job done. If one could not find enough slaves or skills were needed which only paid labour could provide, then labourers and slaves would work together. In the agricultural sector such a mix of labour was particularly common as the work was seasonal so that at harvest time paid labour was brought in to supplement the slave staff because to maintain such an extended work force year-round was not economically viable.

SLAVE LABOUR WAS USED IN ALL AREAS OF ROMAN LIFE EXCEPT PUBLIC OFFICE. 

Slaves, then, were employed by private individuals or the state and used in agriculture (especially the grain, vine and olive sectors), in mines (especially for gold and silver), manufacturing industries, transportation, education (where they brought their specialist knowledge of such topics

as philosophy and medicine to the Roman world), the military (principally as baggage porters and camp assistants), the service industries (from food to accounting), in the private home, in the construction industry, on road-building projects, in public baths, and even to perform tasks in certain cult rituals.

The lot of agricultural slaves (vincti) was probably one of the worst as they were usually housed in barrack buildings (ergastula) in poor, prison-like conditions and often kept in chains. Pompeii has revealed such work gangs chained together in death as they were in life. Other skeletal remains from Pompeii have also revealed the chronic arthritis and distortion of limbs that could only have been produced by extreme overwork and malnutrition.

WINNING FREEDOM

There was, at least for a small minority, the possibility of a slave achieving freedom to become a freedman or woman, and this incentive was fully exploited by slave owners. That manumission occurred is attested by the many ancient references, both in literature and art, to the presence of freed slaves. Freedom could be granted by the owner but in most cases was actually bought by the slaves themselves, allowing the owner to replenish his workforce. Freedom could be absolute or might be limited and include certain obligations to the former owner such as inheritance rights or the payment of a portion (statuliber) of their earned assets (peculium). The freed slave often took the first two names of their former master, illustrative that manumission was rare, as the family name held great importance in Roman society so that only the most trusted individual would be allowed to 'wear' it.

Children of a freed woman would not have any limits on their rights (although social status might be affected in terms of reputation). Also, former slaves could become citizens (especially from the Augustan period) and even become slave owners themselves. One famous example was the freedman C. Caecilius Isidorus who would eventually own over 4,000 slaves. This prize of freedom and integration back into society was also used by owners and authority to convince slaves of the benefits of working hard and obediently.

SLAVE REBELLIONS

There is some evidence that slaves were better treated in the Imperial period as fewer wars resulted in slaves being in less ready supply and, therefore, they increased in value and it was recognised that harsh treatment was counter-productive so that there were even laws which provided against excessively cruel owners. However, in practical terms, one can imagine, that owners were at liberty to treat their property as they thought best and the only real constraint was the desire to maintain the value of the asset and not provoke a drastic and collective reaction from those enslaved. Indeed, treatises were written advising the best methods of management regarding slaves - what food and clothing was best, which were the most efficient methods of motivation (e.g. giving time off or better food rations), and how to create divisions amongst slaves so that they did not form dangerous protest groups.

Sometimes, however, these careful plans and strategies proved ineffective and slaves could turn against their owners. Undoubtedly, the most famous examples of such uprisings were those led by Eunus in Sicily in 135 BCE and Spartacus in southern Italy in 73 BCE but slaves could protest against their lot in life in much more subtle ways such as working more slowly, stealing, truancy, and sabotage. We have

no records from the viewpoint of slaves themselves but it is not difficult to imagine that, faced with the personal risks to oneself and the relations one might have developed, there was not much a slave could do to change their lot other than hope that one day freedom could be legitimately won.

The case of Spartacus, then, was an unusual but spectacular one. It was not an attempt to overthrow the entire system of slavery but rather the actions of a disaffected group willing to take the risk to fight for their own freedom. Spartacus was a Thracian gladiator who had served in the Roman army and he became the leader of a slave rebellion beginning at the gladiator school of Capua. Supplementing their numbers with slaves from the surrounding countryside (and even some free labourers) an army was assembled which numbered between 70,000 and 120,000. Amazingly, the slave army successively defeated two Roman armies in 73 BCE. Then in 72 BCE Spartacus defeated both consuls and fought his way to Cisalpine Gaul. It may have been Spartacus' intention to disperse at this point but with his commanders preferring to continue to ravage Italy, he once more moved south. More victories followed but, let down by pirates who had promised him transportation to Sicily, the rebellion was finally crushed by Marcus Licinius Crassus at Lucania in 71 BCE. Spartacus fell in the battle and the survivors, 6000 of them, were crucified in a forceful message to all Roman slaves that any chance of winning freedom through violence was futile.

CONCLUSION

The entire Roman state and cultural apparatus was, then, built on the exploitation of one part of the population to provide for the other part. Regarded as no more than a commodity, any good treatment a slave received was largely only to preserve their value as a worker and as an asset in the case of future sale. No doubt, some slave owners were more generous than others and there was, in a few cases, the possibility of earning one's freedom but the harsh day-to-day reality of the vast majority of Roman slaves was certainly an unenviable one.

Watch and take notes on the following video - Rome: Slavery in Rome (HBO)- watch from 5:40 – 9:00

- https://www.youtube.com/watch?v=_t0zrj8QMI4

CorvéeFrom Wikipedia, the free encyclopedia

Corvée (French: [kɔʁve] (  listen)) is a form of unpaid, unfree labour, which is intermittent in nature and which lasts limited periods of time: typically only a certain number of days' work each year.

Statute labour is a corvée imposed by a state for the purposes of public works.[1] As such it represents a form of levy (taxation). Unlike other forms of levy, such as a tithe, a corvée does not require the population to have land, crops or cash. It was thus favored in historical economies in which barter was more common than cash transactions or circulating money is in short supply.

The obligation for tenant farmers to perform corvée work for landlords on private landed estates has been widespread throughout history. The term is most typically used in reference to medieval and early modern Europe, where work was often expected by a feudal landowner (of their vassals), or by a monarch of their subjects. However, the application of the term is not limited to that time or place; corvée has existed in modern and ancient Egypt, ancient Israel under Solomon,[2] ancient Rome, China and Japan, everywhere in continental Europe, the Incancivilization, Haiti under Henri Christophe and under American occupation (1915–1934), and Portugal's African colonies until the mid-1960s. Forms of statute labour officially existed until the early twentieth century in Canada and the United States.[3][4]

Corvée- http://www.newworldencyclopedia.org/entry/Forced_labor

Corvée, or corvée labor, is an administrative practice primarily found in ancient and feudal societies: It is a type of annual tax that is payable as labor to the monarch, vassal, overlord or lord of the manor. It was used to complete royal projects, to maintain roads and other public facilities, and to provide labor to maintain the feudal estate….

Imperial China had a system of conscripting labor from the public, equated to the western corvée by many historians. Qin Shi Huang, the first emperor, imposed it for public works like the Great Wall and his mausoleum. However, as the imposition was exorbitant and punishment for failure draconian, Qin Shi Huang was criticized by many historians of China. Corvée-style labor was also found in pre-modern Japan.

Building the Great Wall- http://www.history.com/topics/great-wall-of-china/videos/building-the-great-wall

The workers in the video were Corvee labor

Go to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - http://apworldipedia.com/index.php?title=Key_Concept_2.2_The_Development_of_States_and_Empires

III. Unique social and economic dimensions developed in imperial societies in Afro-Eurasia and the Americas.D. Despite changes that occurred in class, caste and labor during the classical age, all empires continued to practice patriarchy. In some societies it was very harsh; in other societies women could advance and engage in business. Indeed, belief systems certainly gave shape to how it was practiced in day to day life in every society. But without exception, political, social and economic life in imperial civilizations remained dominated by males throughout this period. 

Take notes on the following Prezi presentation- Comparing Patriarchies of the Classical Era- https://prezi.com/ofjfi4h-ph3n/comparing-patriarchies-of-the-classical-era/

Part III: The Fall of Classical Civilizations: Case StudiesGo to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - http://apworldipedia.com/index.php?title=Key_Concept_2.2_The_Development_of_States_and_Empires

Between 200 and 600 C.E. all of the classical civilizations had fallen (the Han around 220, Western Rome in 476, and the Gupta in 550). There are several elements in common to the fall of these civilizations:

Political corruption and deterioration - The politics of all classical ages became corrupt and given over to factions and divisions. Bribery and favoritism were rife. Provinces came under the control of local leaders and empires decentralized.

The migration of the Huns - Droughts in central Asia forced a nomadic group called the Huns to migrate south and west

during this time period. This brought them in contact with the settled classical civilizations. They placed pressure on the

Han and Gupta, attacking their frontiers and raiding their lands. As they pushed westward, they forced Germanic peoples

to put pressure on the Roman Empire.

Over-extension of borders - All empires found that their borders had grown so large that their military had trouble

guarding them. Their imperial ambition out-stripped their resources. The Chinese could not effectively man the Great Wall

with soldiers to keep out the Huns. Rome grew so large they could not raise the armies to protect its frontiers.

The spread of epidemics and disease - The trade routes that connected civilizations and allowed them to prosper also

spread diseases. Han China and Rome lost thousands to disease, thus depleting their tax base just as they needed fund

to protect their borders.

HAN CHINAAbout 100 A.D. the Han started to decline. Bureaucrats became corrupt and bribery was wide spread. As the supervision of the central government began to decline, local landlords stepped up to take more control of their provinces. Political decentralization occurred. The local aristocrats added their own taxes on to the already high tax burden of the empire. Crushing tax debts forced many peasant farmers to sell their land to local aristocrats; some peasants sold their children into slavery to alleviate debt. This created a situation common to most all failing states: the distribution of wealth across society became disproportionately imbalanced, as more of the wealth fell into the hands of fewer people. Peasants hated the merciless forces that seemed beyond their control, and their sense of helplessness led them to revolt. A revolutionary movement emerged called the Yellow Turbans. Led by Daoists, the Yellow Turbans attracted farmers, scholars, and even disillusioned government employees. They attacked

wealthy corrupt bureaucrats and directed their rage at the emperor himself. Hundreds of thousands strong, they believed they would usher in a "new historical era of Great Peace as the Phase of the earth (color yellow) gained ascendancy."[15] Although the Yellow Turbans failed, the feelings of despair that drove them did not. The Han never recovered fully from this rebellion.

Compounding this political weakness and peasant unrest was the effect of several devastating epidemics that wiped out nearly half the population. The death of so many peasants diminished grain production and reduced the tax base for the government, just as the government needed resources to deal with the invading Huns. With all this internal turmoil, the weakened Han dynasty could not fend off the advance of the Hun invaders who easily crossed the abandoned Great Wall. The Han fell in 220 C.E. and China temporarily fell into a period of disunity.

Even though the Han fell and initiated a period of chaos, there was not a permanent disruption of Chinese civilization. Briefly, the Sui dynasty ruled. Then in 618 the Tang dynasty emerged as one of the most glorious in Chinese history. They reinstated Confucian thought and revived and improved upon the Han style of bureaucracy. After the Hun invasions and the fall of the Han dynasty, the Chinese never had to reinvent their civilization.

ROMAN EMPIREThe fall of the Roman Empire was very complex and is still debated among historians today. But things that are agreed upon are the following. As the Roman Empire grew, it required more soldiers to patrol its borders and frontiers. This brought a high tax burden on a population that was decreasing because of plague and poverty. Likewise, Rome Emperors and the upper classes adopted increasingly luxurious and extravagant lifestyles at the expense of the tax paying citizens. This cause not only great resentment among the lower classes, but the upper classes became more self-centered and less concerned about social and political responsibilities. New artistic and cultural styles were not being created. People came to view life as futile and meaningless. Weakened politically, economically, culturally, and psychologically, the Roman Empire no longer had the strength or the desire to fend off the Germanic invaders.

As the empire started to weaken, farmers and laborers clustered around powerful regional landowners to whom they surrendered full allegiance in return for military protection. Thus people looked to their local landlords rather than to the Empire for protection and stability. As this decentralization took place, the vast Mediterranean trade routes fell out of Roman hands.

The Emperor Diocletian tried to stop this political disintegration. He divided the empire into several administrative zones and persecuted Christians whose allegiance to their God he blamed for the weakening of Roman civil life. Then the emperor Constantine, who converted the Christianity, used his religion to try to unify the Empire spiritually. He created a new capital, Constantinople. However, neither of these Emperors could save the crumbling Empire.

The last Roman Empire in the west was displaced by Germanic armies in 476. Mediterranean culture, which had been put together by the Hellenism of Alexander and the Roman Empire itself, was fragmented. Unlike the classical civilizations of India and China, this Mediterranean classical civilization suffered a complete death. “For Greece and Rome had not put together the shared political culture and bureaucratic traditions of China that could allow revival after a period of chaos. Nor had Mediterranean civilization . . . generated a common religion that appealed deeply enough, or satisfied enough needs, to maintain unity amid political fragmentation, as in India.” [16]

One unique thing about the fall of Rome, however, was that the eastern portion, called the Byzantine Empire, did not really fall. But this Empire did not gain the entire inheritance of Mediterranean classical civilization. It more accurately mirrored the political system of late imperial Rome. Thus the fall of the Empire was more devastating in the west, while in the east a unique culture—not completely of Mediterranean origin—thrived.

Read the handout - END OF AN ERA: THE DOWNFALL OF THE MAJOR CLASSICAL EMPIRES (BENN DIAGRAM)Take notes on how each Classical Empire fell (this will likely be 15 – 20 for each section, probably 12 - 15 for the Gupta

Han China

Rome Empire

Gupta

Go to the website APWorldipedia 2.2- Key Concept 2.2 The Development of States and Empires - http://apworldipedia.com/index.php?title=Key_Concept_2.2_The_Development_of_States_and_Empires

A. The mobilization of resources required by classical empires had vast environmental consequences. The materials required by settled people and the need for surpluses of agriculture led to the deforestation of enormous tracks of land. In the Mediterranean civilizations, entire forests were cut down to provide building timbers, burning fuel, and to extend farming areas. Plato described in his book Critias the deforestation of Attica (Greece): where there was once "an abundance of wood in the mountains," he could now only see "the mere skeleton of the land." [17]

A.

B. The internal problems of empires described above hampered their ability to deal with external problems on their frontiers. All classical civilizations had to deal with migrations and invasions of nomadic people. The Qin and Han dynasties struggled against the Xiongnu Confederacy, and we have seen above that the invasion of the Huns was a factor in the collapse of the Han Dynasty. The white Huns invaded the Gupta and exposed the inability of its decentralized system to coordinate a unified defense. As the Huns migrated westward they pressed Germanic tribes of central and eastern Europe against the frontiers of the Roman Empire. When resources were too scarce to sustain their defenses, the Romans found these "barbarians" at the gates of their capital city. 

B.

Overview Look at the entire visual image- write 2-3 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.

Parts Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

Title Write the title and 2-3 details about what the title tells you about the image.

I learned that

Name 2-3 major ideas or concepts that you learned from this map

Context Use the clues in the visual image to establish when the document was created and what it is showing from this era. Provide 2-3 examples that show this (if the year is listed that counts as one).

Watch and take notes on the following video- xiongnu video - https://www.youtube.com/watch?v=Ggxt4sbZBKk

Watch and take notes on the following video- Barbarians - The Huns - https://www.youtube.com/watch?v=SQYigCUcZjg

Watch from 3:05 - 4:30, 7:10- 8:30, 13:10 – 17:35

Overview Look at the entire visual image- write 2-3 details that explains what is in this image. This is “big picture,” and not a small detail in part of the image.

Parts Focus on the parts of the visual (read labels, look for symbols, study the details). Write 2-3 details about what the individual parts/symbols mean or represent?

Title Write the title and 2-3 details about what the title tells you about the image.

I learned that

Name 2-3 major ideas or concepts that you learned from this map

Context Use the clues in the visual image to establish when the document was created and what it is showing from this era. Provide 2-3 examples that show this (if the year is listed that counts as one).