Periods 1 & 2 Strayer 2 through 7

26/9/2014

I put this up on the request of several students. Maybe my message about condensing a chapter to notes by Sunday night is getting through. I don't see any signs of it though. If you look at the posts from Thursday night on Strayer 7, you'll see the kind of interaction I'm talking about: students responding to each other about the content of the chapter.

I think I was talking to Allie and Olivia about this test, and I said, "by its nature, the questions will be broad , big picureish". Later I realized that may have been a misleading statement. The big picture questions should definitely be the central part of you study process, however, the big obvious comparisons are also fair game.

The format will be like this: I'll give you three questions from each period. You will have to answer one of them from each set of three. Two answers in total worth a certain number of points each. You will have 30 minutes for the test. For all of you, test grades are your lowest score, this is worth two of them. Will this be your triumphant breakthrough, or your next disastrous defeat? It truly is up to only one force in the universe, one person, YOU!

147 Comments

James O.

27/9/2014 02:30:01

A two question test.... And so it begins

Bingham

27/9/2014 04:47:13

Yes, yes it does. Remember though, you have choices about which question. Because I can see the future, I'll tell you people will struggle most with period one. After all, chapter 2 was five months ago.

A great strategy would be to get on this forum and try to anticipate the answers I might ask. Then bullet point the answers to a few questions from each period. Study, study, study the bullet points, and kill this test!

Bethany

27/9/2014 05:01:58

Wait when you say three from each period do you mean three from each chapter?

Bethany

27/9/2014 05:03:38

Or is the first period the agricultural revolution and the second the classical era?

Haeyun

27/9/2014 05:28:09

I think he means three questions for the Foundational Civilizations (Strayer 2 &3) and three questions for the Classical Era (Strayer 4, 5, 6, & 7).

Bingham

27/9/2014 08:07:00

What is this madness? Students engaging on the forum on a Saturday? Is this the end of days? Is judgment day upon us?

As for you young Bethany. Tsk Tsk. You were unaware of the way we use the term "period" in a history class? Fortunately Haeyun is here to help!

Bethany

27/9/2014 08:58:24

Okay thanks, I was confused by Mr . Bingham' response to James because I thought by the wording that he was associating period one with solely ch.2

Bingham

27/9/2014 08:52:33

I was just thinking also, you should consider what kind of questions do I tend to favor? (More specifically that BPQs & MQs).

Isabella Jarosz

28/9/2014 05:13:05

This is probably an obvious answer, but as you've said in class (numerous times), WHAP is just about comparisons and change over time.

Isabella Jarosz

28/9/2014 05:13:37

Well, not JUST about that, but in its simplest form.

Bingham

28/9/2014 07:21:00

Certainly those things, but also consider what I've harped at you guys about in class.

Sarah

27/9/2014 06:02:19

Since I haven't touched chapt. 2 in 4 months, I redid the BP questions.

1. The Agricultural Revolution marked a decisive turning point in human history. What evidence might you offer to support this claim, and how might you argue against it?

Support: The Agricultural Revolution was a decisive turning point in human history for it supported larger populations, began human dominance over other living things, had an explosion of technology, and humans had a growing impact on the environment.
Against: It was a long term process, not a turning point that even today isn't practiced globally. Humans exploited the environment long before agricultural settlements took place.

2. How did early agricultural societies differ from those of the Paleolithic era? How does the example of settled gathering and hunting peoples such as the Chumash complicate this comparison?

Agricultural societies hosted greater inequality along with their diet not being as nutritious. They depended heavily on their crops and were vulnerable if their crops failed. Their societies were large and densely settled and had advanced technology. Health was not necessarily better and farming was more work than hunting and gathering.
The Chumash were sedentary and developed advanced technology for they lived in an area where fishing supported a large population. They acquired goods which lead to social inequalities.

3.Was the Agricultural Revolution inevitable? Why did it occur so late in the story of humankind?

The end of the last ice age created climatic conditions that were favorable to the agricultural revolution, therefore cannot be seen as inevitable. The revolution was a long term process that was part of greater human exploitation of the earth, before permanent agricultural settlements took place. The agricultural revolution needed new technology and techniques to develop, which is why it occurred late in human history.

4. “The Agricultural Revolution provides evidence for ‘progress’ in human affairs.” How would you evaluate this statement?

Progress in human affairs includes the growing population, the exploitation and dominance of other living things, an the boom of technology. However, the agricultural revolution brought great inequality, decline in nutrition, emergence of disease, and the payment of tribute.

Bingham

27/9/2014 08:21:25

Hi Sarah! I'm proud of you!

You answered #1 beautifully! #2 was great as well, but be sure to punch the settled part, it's a big deal. We use the term "sedentary". (Of course pastoralists are agriculturalists, but not sedentary)

These are so good, I really don't have any other critique. Some people might be better served making them into flash cards, bulleted lists, tee chards, or mind maps. Well done!

.

Sarah

27/9/2014 09:12:06

Should that be added to the first part of the answer on no. 2?

Bingham

27/9/2014 12:24:11

Yes

James O.

27/9/2014 09:18:29

I have a feeling that for this test, BPQ's andMQ's are fair game but less so that say lager/obvious comparisons. I say this especially in regards to the 2nd Period because it is composed of four very specific and detailed chapters. I felt like the bigger comparisons would be more important there... Am I overthinking this Mr. Bingham?!?!?!?!?!

Bethany

27/9/2014 09:57:53

I don't think there will really be margin questions on the test, because they are so specific. Mr. Bingham will be asking questions about overarching themes, and as you said James, comparisons. I do think big picture questions will be fair game, as they are thematic. I also find that big picture questions often draw on your knowledge of previous chapters, kind of tying everything back together into a "big picture".

James O.

27/9/2014 11:13:40

Well dang... I almost answered all of the MQ's for chapter 2 before I saw this... Whoops! Thanks Bethany

Bingham

27/9/2014 11:18:58

No James, you're not over thinking. Big comparisons are definitely on the table. Think about the ones I've taken time on in class.

James O.

27/9/2014 11:20:55

Thanks!

James O.

27/9/2014 12:04:57

Here are my answers to the BPQ's of Chapter 3!

1. What distinguished civilizations from other forms of human community?

-Large cities with monumental architecture and large populations who participated in largescale interaction/trade with others
-Powerful states that could compel obedience and wage large scale war
-greater inequality of economic function, wealth, social status, and gender
-flourishing of complex/varied cultures and a "boom" of technological innovation

2. How does the use of the term "civilization" by historians differ from that of popular usage?

-The Historian meaning is purely descriptive, designating a particular type of human society: One with states and cities. It does not involve judgement or assessment and does not imply superiority or inferiority.

-The common term is used with a negative connotation, implying that "civilized" peoples are more refined, are part of a higher form of society, and are superior to "uncivilized hill peoples" who were characterized as stateless and barbaric.

3. Do you agree with the statement "Civilization were largely held together by force.", or were there other mechanisms of integration as well?

-Although civilizations were held together by states who had the ability to use coercive tactics to enhance authority, there were many other non-coercive ways that states could use to enhance their authority. These include:
- the solving of widespread problems such as winning wars or organizing irrigation systems: state gained voluntary support of the people who reaped the benefits of the state work
-idea of rule by divine right: enhanced state authority in the eyes of the religious
-Writing: enhanced state authority when used for misleading propaganda, accurate accounting of citizen debt, and giving weight/specificity to laws. Literates were automatically given elite status as well.
- Pompous grandeur of the elites:impressive monuments, elaborate rituals and ruler attire etc. impressed outsiders and citizens alike, enhancing the authority of the state.

4. In the development of first Civilizations, what was gained and what was lost?
*I interpreted this question in what did we gain (positive things) and what did we lose(negative things)... Could be VERY wrong

-Everything from BPQ 1 (Gained and lost)

-Gained: art, profound reflections on the meaning of life, many innovations, increased control over nature, and writing, literature, science, mathematics, philosophy etc.

-Lost: massive inequality (occupational, social, gender), state oppression, slavery, epidemic disease, and environmental deterioration

Bingham

28/9/2014 07:39:21

For #4 under gained, did the "art" and "reflections..." Come from Strayer? And if so, is that how he put it? Because I'm pretty sure Paleolithic people had art and considered the meaning of life, ie Annimism.

Allie

28/9/2014 13:36:36

I was just re-reading over your answer James and I think for number 1, I would also add the development of writing with cultural/ technological innovations. For that question I would also add that there was an increase again in the number of people.

Sarah

29/9/2014 01:09:04

For no. 4 id add large scale warfare for "lost".

Alexandria

29/9/2014 13:36:16

To #2 for the historian meaning, I would add the 2nd use of it. Strayer says they use it to define broad cultural patterns in particular regions :)

Haeyun

27/9/2014 12:47:54

Comparing Mesopotamia and Egypt's Environment and Culture

•Egypt depended on the Nile River, which flooded predictably and nurtured a rich agriculture. Mesopotamia’s Tigris and Euphrates rivers flooded erratically and destroyed crops.

•Mesopotamia was vulnerable to invasion due to its open environment while Egypt was protected from external attack by surrounding geographic features.

•The Mesopotamian outlook on life and the afterlife was pessimistic and despondent as it had developed within a precarious and violent environment. Egyptian culture produced a happier, more hopeful view that reflected its stable and beneficent environment.

•Due to mounting populations and growing demand for resources Sumer (southern Mesopotamia) suffered deforestation, soil erosion, and salinization which weakened city-states, facilitated foreign conquests, and led to the northward shift of the civilization’s center. Egypt created a more sustainable agricultural system that simply regulated the natural flow of the Nile, allowing remarkable continuity of the civilization. However when the pattern of the annual flooding was interrupted, Egyptians experienced starvation, social upheaval, and political disruption.

Bingham

27/9/2014 14:31:05

OMG, I'm so excited!

Good work James. You too Haeyun. I think you should apply your strong Mesopotamia /Egypt comparison to other, more specific comparisons. Ones that flow from the work you did, considering the things I emphasized in class.

Haeyun

28/9/2014 03:26:28

Hi Mr. Bingham, what exactly do you mean by more specific comparisons because initially, you said to focus on the big, obvious ones.

Bingham

28/9/2014 04:45:12

Well more specific than Egypt /Mesopotamia. Not ever question will be that broad. Again, reflect on the things I've emphasized in class over the past five weeks.

Seshni

30/9/2014 14:24:43

By more specific do you mean in terms of the extreme differences of patriarchy in Mesopotamia vs Egypt, Egypt's predictable and beneficent environment compared to Mesopotamia's precarious and violent one, and Egypt being less prone to invasions than Mesopotamia based on its location? Is this too specific or still a bit broad?

Isabella Jarosz

28/9/2014 05:08:56

At the beginning of each 'part' in Strayer (part 1 being chapters 1-3, part 2 being chapters 4-7), Strayer has written an introduction to each section, detailing the major points of the chapters that follow. I'm finding this insanely helpful, not just with finding the 'big picture' of what is truly important in the chapters, but also for contextualization.

Bingham

28/9/2014 07:22:01

Brilliant! As usual.

Augi

28/9/2014 06:47:00

So I've been trying to anticipate the questions that are gonna be on this test, and I think that the most affective way to study the larger comparisons is to map out the SPICE themes for all the civilizations that we've studied and be able to compare parts of that. Since Mr. Bingham said just comparing Egypt and Mesopotamia for example is much too wide, I could see him asking us to compare the different ways they impacted their environment or their differing political structures.

Bingham

28/9/2014 07:30:01

Yes, that's a good strategy, one we'll employ more and more as the big exam approaches. Also, go back over your old tests. Look at how I phrase and design questions. Where did you go wrong? Which particular point to you fail to make on each? Try to out think me on this.

Bingham

28/9/2014 07:33:34

I had hoped to see ALL the BPQs up and discussed by now. #worriedaboutmypeeps

Augi Liebster

28/9/2014 07:37:29

Alright here are my answers to chapter 4 big picture questions:What common features can you identify in the empires described in this chapter?
Empires are states that are normally aggressive and large and exercise coercive power. They encompass a wide variety of people cultures and ethnicities and take peoples resources. No clear line divides their spheres of influence. They have strong and often brutal armies. They are ruled by an all powerful empire or will be at some point in their time. Conquer foreign lands. Many have a dominant religion. Control large areas and populations. All ultimately collapsed. Foucs on public works projects. share common problems absorb and diffuse cultures that aren’t theirs
In what ways did these empires differ from one another? What accounts for the differences?
The Persian empire controlled its people through a mixture of an all powerful monarch and locals that served as lower level officials under the satrap. This was due to the enormous size of the empire and this form of government made the empire seem more favorable in the eyes of the locals. Greece was at first independent city-states but then also became an empire with an emperor that allowed people to live out their local cultures and in support the empire. Rome and China during their imperial phases had an absolute ruler and used a more centralized power structure. Rome used laws because they wanted to expand on their republic basis and China just wanted to reunify and the only way to do this was absolute power. Persian empires drew from Babylonian and Assyrian empires but were much bigger in size and population. Greek empires according to some scholars drew from the Mesopotamian and Egyptian civs but most people agree that their rise to an empire was mostly original and due to the genius of Alexander. Romans created a completely new thing. They had no blueprint to go on and their empire was original. Chinese were simply reunifying warring states that at one point had already been unified. The Persian empire lasted for about 150 years and was overthrown by Alexander’s ten year expedition. The Greek lasted for about 500 years but they had a lasting impact on society and their culture was used widely in the eastern half of the Roman Empire. Rome lasted for about 1000 years and they fell because there was too much land and not enough resources. Han fell quickly because their policies were too brutal, but the ideologies lasted until 1900s. Persia Greece and Rome were able to adapt to cultures assimilate them very quickly and use them as their own. Persia always took what they liked from conquered civs Rome was an engine for development of cultures and Greece spread their culture in the Hellenistic era and was able to keep that going for thousands of years. The Chinese never really adopted a foreign culture they just were able to keep their own going for a really long time. They kept the same culture and politics for almost 300 0 years they turned conquered people Chinese instead of adopting their cultures.
Are you more impressed with the greatness of empires or with their destructive and oppressive features? Why?
I am more impressed with the greatness of empires especially that of the Roman and the Greek empire and their lasting impact on western civilization. They were both able to control huge areas of land and huge populations for almost 1000 years each. They used organized and well trained armies to expand but were able to keep piece by supporting local gods and building temples and became the engines of huge varieties of culture. In Rome many people were able to keep their ethnicities through the development of distinct languages like Spanish Portuguese and French which still persist into modern culture. The Romans used the Greek model for democracy which in turn became the model for modern day democracy. While some countries have trouble governing tiny pieces of land Greece and Rome where able to dominate huge areas of land through the power of a single emperor. The model for Chinese politics of examination systems lasted until the 1900s, India was always maintained a peaceful approach to the world and has been incredibly diverse. Greek and Roman structures persist into this day and have influenced our own architecture. Many of these empires died out but they had lasting impacts on culture and never truly died.
Do you think that the classical empires hold lessons for the present, or are contemporary circumstances sufficiently unique as to render the distant past irrelevant?
The classical empires are still extremely relevant in modern day culture because while things like technology and political structures have further developed the fundamentals of society like trade infrastructure large states agricultural production and surplus have not changed. In China when Mao Zedong ought to unify China he compared himself to Shihuangdi because he also fought against intellectuals and Confucianism and says that

Bingham

28/9/2014 07:46:36

Whew! Go Augie, glad you're feeling better.

For your first question, I think it's important to think about conquest in terms of extracting resources from other people. They go together. And you missed an important common aspect of empires. Maybe someone can catch it. If I told you to reduce your answer to five main ideas, what would they be?

Allie

28/9/2014 15:32:45

Here are the 5 features of Empires I found:
1. They all collapse
2. They all controlled vast areas and great number of people
3. They all conquered people and extracted resources from others
4. They all caused an exchange of ideas across cultures
5. They all tried to create an identity that was greater than local identities

Bingham

28/9/2014 23:26:32

I'm really glad someone came to Augie's aid on this one. Thanks Allie, this is absolutely perfect.

Bingham

28/9/2014 07:59:37

For your second "differences" answer, I think you went far beyond the scope of the question. Central vs. regional satraps or local elites, duration, etc is good. (150 years for Persia though?) but the stuff about collapse really doesn't address the question. You are through ins out a lot of facts without organizing them. This lead you to miss the degree to which they assimilated other people's/cultures.

Allie

28/9/2014 08:32:30

I had a quick clarification question: Is daoism considered a religion or a philosophy?
I've heard both.
Thanks!
And I should have bpq for chapter 5 up soon.

Bingham

28/9/2014 10:21:23

Since there is no explicit diety, we usually think of it as a belief system.

Bethany

28/9/2014 08:59:38

I came up with a few questions that are probably broader than what Mr. Bingham is looking for, but I think they are still useful for looking at the periods as wholes.

How did second wave "classical" civilizations differ from first wave civilizations?

From a general, broad view, nothing much changed. Fundamental economic patterns stayed the same, as there were no huge technological breakthroughs to change them. Social patterns also stayed the same. That being said, when looked at from a more specific view point, there were some significant changes between first and second wave civilizations. In these classical civilizations, human population was growing at a faster rate and the size of states and empires was increasing (though they continued to rise and fall). There were some important innovations such as gunpowder, paper, the crossbow, sugar, and the building of roads and other infrastructure, but these innovations were not revolutionary, though they allowed humans to have a greater impact on the environment. Many religions and belief systems also emerged during the classical era. During the classical era, far more complex, widespread, and dense networks of communication and exchange emerged, connecting the world's people to one another and diffusing the aforementioned technologies, as well as culture and disease.

Why are the second wave civilizations regarded as classical?

They are regarded as classical because many elements from the second wave civilizations endure into the modern era. One of these elements is religion. Buddhism, Christianity, Judaism, and Hinduism are still practiced by many people around the world today, and are large parts of the identity of some countries. The same goes for many philosophies. Philosophies such as Confucianism and Greek rationalism also developed during the classical era, with long lasting effects. Confucianism is deeply engrained in the political and social structure of China today, and Greek rationale has had profound effects on Western civilization, instilling a secular, logical, and questioning view of science into Western culture. Other cultural aspects such as classical art and architecture persist into the modern era such as Greek theatre and columns, and Roman colosseums and arches. The above religions and beliefs also served to further justify social inequalities such as slavery, caste, class inequality, and patriarchy. Though these social inequalities existed in the first civilizations, they were strengthened by classical civilizations and are still very much a reality in the world today. India still struggles with the effects of the caste system. Classical political structures and leaders have also served as models for modern society. Greek and Roman democracy have served as models for much of Western society. Indians today find great pride in identifying with the classical Indian emperor Ashoka and his Buddhist doctrine of nonviolence. Mao Zedong justified bringing communism to China by comparing himself to Qin Shihuangdi.

Bingham

28/9/2014 10:24:04

These are great questions to think about!

Bethany V.

28/9/2014 09:25:01

Here are all of the BP?s for Ch.6.

What is the difference between class and caste?

The caste system allowed for even less social mobility than the class system. The caste system more clearly defined social order than the class system, which was much more general. The caste system had many specific groupings, while the class system had only a few broad levels of social organization. Unlike the class system, the caste system was justified by religion.

Why was slavery so much more prominent in the Greco-Roman world than in India or China?

There were many more slaves in the Greco-Roman world than in India or China. The Greco-Roman economy relied far more on slaves than the economies of China or India. Slaves performed many more occupations in Rome than in any other civilization.

What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilizations?

Confucianism justified class inequalities, stating that it was natural to have a superior and an inferior in a relationship. It also supported patriarchy, believing that women should serve men, occupying the roles of the inferior in domestic settings, with them being subordinate to their fathers, husbands, and sons. Hinduism justified Indian class inequality (caste system) through notions such as karma, rebirth, moksha, and the concept that the varna were eternal and unchanging because they came from the body of the Hindu god Parusha. It was believed that people were superior to others because they had done good deeds in a past life. Christianity justified slavery in the Roman empire as it is said in the Bible that slaves should always obey their masters. Greek rationalists such as Aristotle justified slavery and patriarchy. Aristotle asserted that some people were "slaves by nature". He asserted that women were just "infertile men" who lacked the only important component of a baby, sperm. Greek culture and rationale saw women as animalistic, instinctive, and without logic.

Social inequality was both accepted and resisted in classical civilizations. What evidence might support this statement?

Social inequality was accepted in India. This was because the caste system was backed by religion. Also, those at the bottom of the caste system were divided into many distinct jatis, making it hard for them to unite and revolt. Patriarchy and slavery were accepted in Greece, as these practices were justified by philosophers such as Aristotle. Social inequality was accepted by the elites in China who had it easy, but the peasants often revolted due to harsh conditions such as in the case of the Yellow Turban Revolution. Slaves in Rome also revolted. Romans felt as though they were "harboring enemies". An example is the revolt that Roman slaves, led by Spartacus, launched that lasted for two years.

What changes in the patterns of social life of the classical era can you identify? What accounts for these changes?

Though there were some attempts at a change of social structure, such as the Yellow Turban Revolution, none of these had long lasting effects. Instead, existing social inequalities such as class inequality and patriarchy were strengthened by religion, philosophy, and strong states.

Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires. Based on Ch.4, 5, and 6, would you agree with this statement? (This question sets off sirens in my head as it involves the whole classical era)

Yes, while none of the Eurasian classical empires lasted beyond 550 C.E., their cultural and social legacies are evident in today's society. Confucianism is deeply engraved in Chinese culture and politics. Greek and Roman architecture are very prominent in Western society, as is Greek rationalism. India still feels the effects of the caste system, and slavery is still practiced in parts of the world today. Patriarchy is also deeply engraved in human thinking. Class inequality is also still very much a reality, even on a global scale (core vs. periphery).

Bingham

28/9/2014 10:36:08

For your first answer, don't forget the obvious, both are used to define social order.

Bethany

28/9/2014 12:43:08

So by asking for differences its implying contrast?

Bingham

28/9/2014 23:32:07

Differences are "contrasts".

Bingham

28/9/2014 23:43:01

Oh, I see what you're asking. Yes, that question is asking for differences, it's just that it's always smart to begin your answer with broad definitionanal statements, as long as they don't merely restate the question.

Augi Liebster

28/9/2014 09:53:30

So I've been struggling all weekend on how to organize my notes and study for this chapter. Does anyone have any tips that would help me out? Thanks so much.

Allie

28/9/2014 10:26:58

I would suggest having all of the answers to the Big Picture Questions all together (so if you have them on different pieces of paper hand-write them on to one piece of paper or make flashcards). I also really liked your previous suggestion of doing the SPICE themes for each civilization- Mr. Bingham gave us a chart with the SPICE themes for greece, rome, persia, india, and china so I would just add the last chapter. As Isabella mentioned earlier, I would als suggest reading the section before each of the chapters (the parts called The Big Picture). Hope that helps!

Isabella E

28/9/2014 09:58:25

I know I'm a bit late to the party, but I had a quick question! So far in my studying I have been singling out comparisons, sources of conflict (ex. Patriarchy or social classes), and big changes (ex. Agricultural revolution, Christianity & Islam etc) and paying particular attention to cases that could be grouped into multiple categories (ex. Spartan vs Athenian women). Do you think this method of studying is productive or should I be focusing more on comparisons and BPQs?

Bingham

28/9/2014 10:43:01

Well, both actually. Sorry. You should have all the answers to the BPQs (many of them are here) and you should continue to mine the chapters for those key changes/comparisons you mentioned.

Allie

28/9/2014 10:20:21

Here are the answers to the Big Picture Questions for chapter 5.
1. “Religions are fundamentally alike.” Does the material in this chapter support or undermine this idea? (really struggled with this one)
Support:
- Zoroastrianism greatly influenced Judaism, Christianity, and Islam
- Judaism greatly influenced Christianity and Islam
- Jesus vs. Buddha (and Christanity vs. Buddhism) noting the similarities
- All wanted a single source of order for meaning; all posed the question of the meaning of life
- Buddhism was so similar to Hinduism that it was absorbed into it
Undermine
- Differences between gods and the afterlife across cultures (Monotheistic God/ Heaven/Hell) in Christianity and Zoroastrianism vs. Dao vs. Brahman and Incarnations of Gods in Hinduism)
- Some religions were less missionary than others
2. Is a secular outlook on the world an essentially modern phenomenon, or does it have precedents in the classical era?
-Not essentially modern phenomenon with both Greek and China providing examples of precedents in the classical era
- In china, Legalism (political philosophy with strict rules and harsh punishments) and Confucianism (philosophy that was this-worldly and focused on relationships of superiority and inferiority) were secular.
- In Greece, Greek Rationalism was very secular by nature and encouraged constant questioning
3. “Religion is a double-edged sword, both supporting and undermining political authority and social elites.” How would you support both sides of this statement?
Supporting
- Elites adopted religions (Ashoka adopted Buddhism, Constantine adopted Christianity, Zoroastranism was supported by dynasties); Rulers were able to use popular religions to justify their actions
- Belief (in some religions) that God was actively engaged in history -> rulers justified
- Religion helped distract the people from politics which helped the leaders
Undermine
- Teachings of the faiths sometimes challenged commonly held rulers and ideals
- Conflicts often came out of religion (Christianity ->war)
- Religious leaders often became more important than political ones and became a threat for power (Jesus)
4. How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what group were they attractive and why?
 Both Legalism and Confucianism were attractive to the elite because these philosophies justified the way the elite were ruling.
 Daoism was attractive to both the elite and the commoners for different reasons. Daoism was seen as an idea that complimented Confucianism in the eyes of the elites; often elites obeyed Daoism at home and Confucianism while at work. Commoners were attracted to Daoism because they were able to see a Utopian society without oppression. Peasants often cited Daoism as inspiration for their uprisings
 Hinduism was embraced by all in India because it was very malleable and easily accommodating.
 Both Hinduism and Judaism were associated with a particular people and territory regardless of their social class/caste. Judaism showed a special relationship between its followers and God.
 Buddhism and Christianity mostly appealed to lower class/caste people because of its message of salvation. In these religions there was no difference between a high class person and a low class person

Bingham

28/9/2014 10:50:49

Well, for #1, organize it into arguments for/arguements against. But you have it all there.

Bingham

28/9/2014 10:51:29

Really good work Allie!

Bingham

28/9/2014 12:15:33

I like the way you have your answers organized. We already have big blocks of text, they're called "Strayer"! Better to bullet, or number, or something...

Elizabeth BB

28/9/2014 12:19:50

For the first question, I would add that some religions were philosphically based, such as Greek Rationalism and Confucianism, and others were focused on supernatual aspects and dieties, such as Hindusim, Judaism, Christianity, and the Mahayana branch of Buddhism.

Allie

28/9/2014 13:03:48

Lizzie, I didn't add either Greek Rationalism or Confucianism because I don't think they are technically religions. They are philosophies since they do not have a god/deity.

James O.

28/9/2014 12:17:04

- BPQ's for Ch. 7 (Finally)

1. "The histories of Africa and the Americas during the classical era largely resemble those of Eurasia." Do you agree with this statement?

-Although many parallels can be drawn between Africa/the Americas when looking at specifics, the are are many broad and influential differences between them.

- Eurasia encompassed 80% of the world population by the classical era while Africa had 11% and the Americas had 5-7%

-Eurasia had access to a variety of easily domesticable plants(cereal grasses) and animals, while the Americas had only the lama (no pastoral societies emerged) and only had the slow-to-domesticate-crop: maize. The Americas were also lacking rich cereal grasses (less productive agriculture). Africa was in the same position as the Americas with domesticable animals but they, nevertheless, became available because of Africa's proximity to Eurasia.

- Developed metallurgy and iron tools/weapons played a very important role int he military and economic position in Eurasia during the classical Era whereas it was less developed in the Americas due to separation from Eurasia.

-In Eurasia, writing emerged elaborately in many places in the classical era while it was limited to the Mesoamerican region (Maya) in the Americas and the north/northeastern parts of the African continent.

-Classical era civilizations were abundant and large in Eurasia, many of which featured cities and states. In Africa and the Americas they were smaller in number and size and usually did not feature cities and states.

2. "The particular cultures of Africa and the Americas discussed in this chapter developed largely in isolation from one another." What evidence might one use to support/challenge this?

ANSWER CREDS: CHRISTINA MICCI AND BETHANY VAUGHN

-big pic numero dos:
“the particular cultures and societies of africa and of the americas discussed in this chapter developed largely in isolation from one another.” what evidence would support this statement, and what might challenge it?
in support of the statement: there was literally no contact between africa and the americas (this is the "duh" answer). in the americas, geographic barriers such as mountain ranges and physical distances limited contact between north, meso, and south america. In africa, the niger river remained isloated from its distant neighbors nubia and meroe due to physical separation of the sahara.
challenging evidence: extensive trading and cultural interaction took place among these civilizations. the north american civs managed to acquire maize from mesoamerica,the chavin cult spread across the andes and acted as cultural and economic integration, the bantu migration spread all the way down africa as it picked up bits of native culture and left some of its own on the people they interacted with. political interactions such as axum's conquest of meroe and teotihuacan's presence in the maya took place as well.
(honestly theres so much evidence of inter-civilization interaction it could take up pages)
yup

-I remembered something: Meroe and Axums' close proximity to and interaction with Eurasia challenges that statement. Axum got Christianity from Rome, and their language from S. Arabia, etc.

3. What generated change in the histories of Africa and the Americas during the classical Era?
ANSWER CREDS: THE ONE AND ONLY BINGHAM AND ALLIE

-In Africa, you forgot to consider the rise and fall of both Axum and Meroe. That's change, right? Also, the "emergence" of the Niger Valley urban centers. (Do you see that that para is thematically political? Even though we are really talking about a lack of political control along the Niger, we're still talking about the political theme.)

-Trade also brought change in Africa. Mediterranean trade brought Christianity to Axum. Trade with the Arabian Peninsula brought a written script to Axum. These are big changes too, right?

-With regard to the Bantu, it isn't enough to say, "Bantu migrations". That's vague. Try: the Bantu-speaking peoples adopted new crops, including coconuts, sugarcane, and especially bananas from Indonesia.

-In the Americas, the emergence of the Maya and Teotihuacán pushed Mesoamerican civilization toward new levels of complexity that would influence later civilizations (Aztec & Inca).

-The Chavín religious cult provided for the first time, and for several centuries, some economic and cultural integration to much of the Peruvian Andes.

-The spread of maize into North America made it possible for the Pueblo society to take shape and allowed Cahokia to achieve a higher degree of sophistication than did the mound-building societies that preceded it.

-Do you see that SPICE themes/units of analysis gets me there? I can use those categories to inform my thinking about what Strayer said and ask myself, "is this significant change'? New written language, new religion, increased complexity, new food crops, political comings and goings - these all count

Libby and Savanna

28/9/2014 12:25:29

Savanna and I got together to map out SPICE themes for all the societies/chapters and then compare them, and we decided we'd also contribute to the BP questions on the forum.
So, Chapter 5 BP Questions:

1) "Religions are fundamentally alike." Does this chapter support or undermine this idea?

Religions are fundamentally alike as evidenced by the similarities between Hinduism and Buddhism, Zoroastrianism, Judaism, and Christianity, and Buddhism and Christianity.
Both Hinduism and Buddhism shared the ideas of karma and rebirth, that one's actions in this life would impact which caste they were reborn into or whether they would reach moksha/nirvana, or release. Both also practiced meditation and self-reflection to move themselves toward the release. Eventually, the Hindu god Vishnu developed a ninth incarnation of Buddha, which ended Buddhism as a separate religion in India.
Zoroastrianism passed onto Judaism, Christianity, and Islam the ideas of a single primary "good" god and his conflict with an evil counterpart, the concept of a judgement day and arrival of a savior (Messiah), and the idea of the remaking of the world. In succession, Judaism passed on the idea of a jealous, exclusive deity with whom people could actually communicate directly to Christianity and Islam.
Finally, Buddhism and Christianity were similar in that both religions advocated love and compassion, urged personal transformation of their followers, aimed their message at a wider audience, and did not aim to start a new religion, rather to transform an old.

2) Is a secular outlook on the world an essentially modern phenomenon or does it have precedence in the classical era?

In the classical era, the Chinese society adopted three philosophies to restore tranquility after the Warring States period. The first answer to disorder was Legalism, upholding the idea that the answer to China's problems was in rules and laws, enforced with harsh punishments and rewards- Legalism did not have an accompanying religion. Another solution, Daoism, believed that withdrawal into nature, active efforts in self-improvement, and focus on the "dao", the underlying principle that governs all, will solve chaos. Daoism is considered a school of thought, not a religion. The third and most widely adopted philosophy, Confucianism, held the belief that the moral examples of superiors in every relationship would result in harmony. Confucianism emphasized benevolence between the superior and inferior and education, and marked Chinese culture as secular through to today. China was and continues to be the most secular society, and it's traditions have remained for over 2500 years. Similarly, in Greek society, philosophers such as Socrates, Plato, and Aristotle emphasized logic and academic thought, not religious affiliation, and Buddhism also did not have much interest in the aspect of "God" and believed that individuals should take responsibility for their own spiritual development.

3) "Religion is a double-edged sword, both supporting and undermining political authority and social elites." Support both sides of this argument.

Hinduism tended to support social elites, while Buddhism sharply rejected them, Judaism tended to threaten political authority and Christianity found strong support in lower-stratum people, not elites.
In the Hindu Vedas, compiled by Brahmin priests, ritual sacrifices and sacred fires were required to be performed with great precision, and the Brahmins acquired enormous prestige and wealth because they performed the rituals. Though often criticized, Brahmins became the utmost elites in India supported by their religion.
In contrast, the tradition of Buddhism reflected many Hindu traditions but sharply rejected the authority of the Brahmins, finding them irrelevant, and focused it's philosophy into pure self-effort. Many women and lower-caste groups found appeal in Buddhism.
People practicing early Judaism were continually exiled from their homelands or conquered or deported because of their threateningly unique religious ideas. Finally, Christianity attracted lower-class people and outcasts, and Roman empires and elites saw Christians as "atheists" because they denied other gods. Christianity appeared to undermine political authority until the Roman Empire adopted it as the state religion in the late fourth century.

4) How would you define the appeal of the religious/cultural traditions discussed in this chapter? To what groups were they attractive, and why?

- Legalism: Only the state and rulers could act in peoples' long term interest; promoted (and therefore was attractive to) farmers and soldiers.
- Confucianism: the appeal included expectations for the government to keep taxes low, provide for material needs of the people, and be benevolant; also supported education for the people. It was attractive to some poor people because the exams offered some level of social mobility to all.
- Hinduism: appealed to

Bingham

28/9/2014 23:38:52

This is great. You're not going to share your SPICE themes by society? I'd really like to see that, and your fellow WHAPers would really benefit!

Allie

28/9/2014 13:11:35

I was looking around this website and found the period 2 powerpoint (you guys know how much I love powerpoints) and I think it is super helpful. Also on the foundational civilizations page there is a good summary for period 1. Another thing I think might be helpful is re-watching some of the Crash Course videos about the topics that correspond with our reading.

Isabella Jarosz

28/9/2014 13:31:02

For visual learners such as myself, a tip- try illustrating the big picture questions/big comparisons (associating each bullet point with a visual image. Actually draw it!). I've noticed this has helped things stick in my mind for a long period of time. Even if you're not an artist, you will still remember a crappy stick-figure drawing, or even how the paper you draw is laid out.

Bingham

28/9/2014 23:46:25

Exactly! That's just one more way to rework the data. The more the better.

olivia cardenas

28/9/2014 15:25:49

So, as I went through the chapters I decided to track women’s roles in society & how these roles emerged.

*FOUNDATIONAL CIVILIZATIONS*

(Ch.2)
childbearing is seen as a responsibility “all human societies assigned to women”

• -PASTORAL SOCIETIES (of nomads living in kinship clans): maintained general equality
• AGR. VILLAGE SOCIETIES: little inequality, but women = associated with plants & men were = associated with animals. (Elders also occasionally tried to control female reproduction to grow the lineage)
• CHEIFDOMS- modest gender inequalities, chiefs were almost always male.

(Ch.3)
• HORTICULTURAL SOCIETIES: women involved in agriculture, weaving, spinning, and pottery making. Economic function combined with ability to reproduce gave them general equality
• PLOWBASED AGRICULTURE: heavy labor = better performed by males and as the work was done at a distance from the village, it was less compatible with child rearing. So women became less involved in food production and lost power.
• women were in charge of the home, men had more opportunities to become political specialists, created laws that protected themselves at expense of women
• Female association to nature made them inferior
• Women were also excluded from prestigious warrior class

MESOPTOMIAN PATRIARCHY
• Laws instilled female submission to men
• Regulation of female sexual activity
• Divorce easier for males
• Rape seen as more harmful to male guardians
• Were dependent on husbands
• Respectable women were veiled

EGYPTIAN PATRIARCHY
• Legal =s to men- (could own property/slaves, sell land, make wills, initiate divorce & sign their marriage documents)
• Royal women had political power (ex: Queen Hatshepsut)
• Not veiled
• Relationships were more affectionate

olivia cardenas

28/9/2014 15:27:39

sorry the rest got cut off

CLASSICAL

(Ch. 4)
• Persian empire: ruled by kings w/ absolute power
• Greeks: rights of citizenship and participation in politics given only to males
• Rome: political power in republic reserved to males
• China/India: ruled by male emperors

(Ch. 5)

• CONFUCIANISM: social harmony was based on unequal relationships and men were superior to women, Ban Zhao supported more education for girls so they could better serve husbands
• DAOISM: didn’t focus on human relationships, didn’t support patriarchy
• HINDUISM: concepts of rebirth, karma, & moksha all state that your caste is based on actions of past life, position not gender related
• BUDDAHISM: Buddha argued “neither class nor gender were barriers to enlightenment” Yet he resisted letting his own stepmother join an order of monks, women were allowed to join as nuns (subordinate to the monks), still women saw this as an opportunity for freedom
• CHRISITANITY: In 1st century CE women played leadership roles in house churches. But Christianity was used to justify patriarchy…Paul said women speaking in church is shameful. Exclusion of women from priesthood created male dominated clergy

(CH. 6)

CHINA
• Male association w/ yang and female association w/ yen made patriarchy “embedded in workings of universe”
• Confucianism created idea that men belong in public life while women should stay in the home, had idea of “3 obediences” and had a series of rituals to show baby girls were “lowly and weak”
• Collapse of Han dynasty weakened Confucian ideas, pastoral & nomadic people’s less restrictive treatment of women took root, Empress Wu reigned, and Daoism associated “Dao with mother”: all these things helped to reduce patriarchy

ATHENS
• Women had to be rep. by a male guardian in legal matters
• Were seen as inferior by nature “women is an infertile man” (Aristotle)
• Restricted from public life, had to remain in the home
• Married men around 15 years older than them
• Land was passed through male heirs
• Had little place of authority even in the home

SPARTA
• Had more freedom in public life, allowed to even participate in public sporting events
• Married men of their own age
• Divorce was easier
• Exercised a powerful role in home bc men were at war

Bingham

28/9/2014 23:51:55

Glad to see you here Olivia! And this is a fantastic contribution. You've done some really smart things here. You noticed a theme that I tend to emphasize, you've spanned all the chapters in question, and you've summarized the data in to effective little nuggety phrases. This is an exemplar of what studying should look like, and it will be enormously useful to others who study it.

Nia P

29/9/2014 14:57:44

Thanks! This is very helpful!

Bingham

28/9/2014 23:57:29

So I'm sitting here on Monday morning reading 65 posts that went up over the weekend. My heart swells with joy. Just watch, you're going to see that a rising tide floats all boats. This class is too hard to worry about competing with each other. It much more about our group competing with the rest of the WHAPers across the country.

And you WILL see better scores on this test. All of you. Thank you for taking this leap of faith with me, the pay off will go far beyond this test.

Jacob

29/9/2014 12:51:03

Bingham told us to watch out for big comparisons that he emphasized, one of them being Jesus and the Buddha. I never really was sure what was a good set of 14, so I'm going to post my list and I want to see if anyone got anything different.

Differences:
1. Jesus (J)- from lower-class, Buddha (B)- born to royalty and luxury
2. J- emphasized devotion to God, B- ignored supernatural
3. J- miracles, B- no miracles
4. J- brief ministry, B- forty years of teaching
5. J- message had sharp political and social edge, B- just criticized the caste

Similarities:
6. spiritual seekers, mystics
7. had powerful religious experiences
8. had personal authenticity
9. challenged conventional values of their time
10. emphasized love
11. called for personal transformation of followers
12. founded new religions, though unintended
13. never referred to themselves as divine
14. deified later by followers

Bridget Fenner

29/9/2014 13:45:13

I feel like number 13 and 14 could be combined on your list (though it is awesome, Jacob). For a last point, add that their followers clashed over the interpretation over their leaders' teachings (Although, Christians bad a more black and white/right and wrong view of the interpretation, and Buddhists were more fluid in that respect).

olivia c

29/9/2014 14:09:31

I also think a major difference mentioned was that christianity gained state support while Buddhism never did.

Nia P

29/9/2014 14:44:21

Would that still be on the list since it's more of a christianity vs. buddhism comparison rather than a Jesus vs. Buddha comparison?

Bridget F

29/9/2014 15:32:02

I think so, because it's not just comparing the two people, it's also comparing their legacies, which includes their religion (the forum for that chapter answers that question, in case you want Bingham's answer)

Abby

30/9/2014 15:13:56

Also, both Buddhism and Christianity attracted lower class people and women. Also Christianity spread widely, while Buddhism got combined with Hinduism and fell out of popular society in India.

Bingham

29/9/2014 14:37:29

Who's my favorite historical figure?

Savanna

29/9/2014 15:41:18

Genghis Khan?

Sarah

29/9/2014 16:06:25

Socrates.

Bridget

29/9/2014 17:04:54

I thought the preferred philosopher was Aristotle?

Savanna

29/9/2014 17:32:37

wait was this supposed to be relevant to bethany's post?? sorry i thought it was random trivia about mr bingham

Spencer

30/9/2014 15:02:42

Alexander the Great?

Bethany

29/9/2014 15:37:32

Here is the answer Mr. Bingham gave us to the to the question- In what ways was Rome a Hellenistic state?

-Adoption of Greek culture by upper class democracy
-Continuing Greek cultural dominance in the eastern half of the empire
-Rome was a republic for much of the empire's history

Bridget

29/9/2014 17:11:00

This is awesome, good thinking; though, is there a way that we can broaden this idea since the test will be over broader comparisons? Could we maybe think of comparisons of Rome as a Hellenistic state and the Greek empire or compare Rome as a Hellenistic state and how they adopted the culture of the empire they replaced in contrast to how another empire did the opposite (I know I'm not being specific or anything, I'm just throwing ideas out there for us to think about; I'll work on it and then try and answer my own question)? I could be totally off track with what I was thinking along the lines of, though.

Bridget

29/9/2014 19:10:26

Okay, I kind of came up with a slightly more organized idea than what I said in the above post; would it be crazy to compare the way Rome held onto Greek culture, becoming a Hellenistic state, to the case of China, where Shihuangdi reunified China in the Qin dynasty, and the dynasty that followed (Han) completely changed direction by adopting confucianism? That's an HUGE shot in the dark, but it's the first idea I came up with to try and make the hellenistic state thing relevant to the test that's coming up besides just acknowledging the fact that Rome was a Hellenistic state. Anyone have any better ideas, or a completely different direction to guide me in?

Bingham

29/9/2014 23:50:19

Comparisons, sure, you can't go wrong there. But your options will include change oriented questions. What words denote change in the way "similarities" and "differences" denote change? And who is my favorite historical figure? Once you get that, what change did he/she bring. And remember our standard for world historical significance!

Seokhyun

30/9/2014 19:02:50

I know it's probably not the "standards" Bingham wants us to use, but nonetheless, this is pretty useful when it comes to filtering broad themes:

http://www.nchs.ucla.edu/history-standards/world-history-content-standards

Bethany

29/9/2014 23:03:44

I was honestly just seeing it as a comparison between Greece and Rome. How Rome was similar to Greece. I just remember Mr. Bingham emphasizing this.

Bingham

29/9/2014 23:43:59

"Upper class democracy"? Upper class Romans.

Bingham

30/9/2014 09:37:00

I meant to ask, what words denote change the way sims and differences denote comparison?

Bingham

30/9/2014 11:21:25

Okay, I'm going to award two bonus points to the person who first identifies the question I've been hinting around about on this forum. So yeah.

Sarah

30/9/2014 11:32:45

"What changes in patterns of social life of the classical era can you identify? What accounts for these changes?"
"What generated change in the histories of Africa and the Americas during the classical era?"

^ Those are the obvious BP questions that denote change.

Haeyun

30/9/2014 11:49:33

What changes did Alexander's conquests bring in their wake? (Chapter 4)

Bingham

30/9/2014 12:14:48

Oh come on! Look at my hints more carefully.

Isabella Jarosz

30/9/2014 12:45:28

What effect did Jesus/Buddha have on classical civilizations?

Augi Liebster

30/9/2014 13:20:11

How did single rulers or citizens of a society have a lasting impact on their civilizations?

Cristina Micci

30/9/2014 13:46:38

how and why did the making of the chinese empire differ from that of the roman empire?? (total shot in the dark here)

Spencer

30/9/2014 15:07:00

what legacies of the past have persisted into the present?

Seokhyun

30/9/2014 18:54:23

In what ways and how did Alexander the Great's conquest affect the lasting dissemination of Greek culture?

Elizabeth BB

30/9/2014 11:50:43

In what ways and why?

Isabella Jarosz

30/9/2014 12:49:20

Cause, effect

Haeyun

30/9/2014 12:28:27

I think some important names to remember are:
• Shihuangdi (reunified China successfully)
• Alexander (enormous conquests that allowed for widespread dissemination of Greek culture during the Hellenistic era)
• Augustus (first emperor of Rome after the Roman civilization transformed from a republican city-state to an empire)
• Ashoka (religious tolerance)
They are recognized in history because of their enduring legacy and because they were agents of significant change.

Olivia C

30/9/2014 13:30:29

Mr. Bingham has spent quite a lot of time talking bout this in class and discussing which types of leaders do and do not fit into this group.

This is really useful Haeyun! I could definitely see him asking which historical figures are agents of significant change who had enduring legacies.

cristina

30/9/2014 13:50:29

also we did spend a bit of time comparing alexander, shihuangdi, and augustus with each other. from some thesis activity from the past we came up with this generalization: each ruler reunified and expanded their respective lands, bringing a new era to their empires.
ashoka, we decided, was the odd one out. he wasnt necessarily a powerful ruler nor did he try to expand his territory though he was still in a way significant for being different for being a peaceful ruler.

HANK BOND

30/9/2014 12:38:49

Questions on tests that have to with the generating of change in an area or civilization have repeatedly been my weakest questions on our tests. I brainstorm the big picture ideas that bring change, to an area or civ (such as conquest & trade) but these points are not marked correct. Do I need to give examples of these ideas specific to the area or civ, or am I approaching this question wrong?

cristina

30/9/2014 13:53:55

the way i organize those (its a bit easier when you have a very specific region or theme like patriarchy in china) is simply by pointing out the specific changes (putting events on a timeline sometimes helps pinpoint the change) and then trying to come up with the factor that caused the change. not sure how helpful this is just wanted to put it out here

Kimani

30/9/2014 12:58:56

I know I'm super late to the party, but I think it would be helpful for me to come out of the shadows, haha.
There were some common themes i picked up on that were in just about all 5 chapters or so, especially chapters regarding more structured civilizations. They were the advancement and influence of art and architecture (Cultural), methods of obtaining food/ water (Enviromental), educational breakthroughs like math, science, writing, philosophy, and literature (Cultural), religious practices and rituals (Cultrual), inequality amongst people (gender, occupational, birth determined oppression) ((Social)), slavery (Economic), structure, limitation, and presence of the state (Political) and disease (Enviromental). If there is any I missed, please tell me! I think that if you can break down each major group of people/ civilization/ empire and so forth into these categories and connect them all, then its easier to get the big idea- because I've realized that stepping back and looking at the bigger picture has been my weak point and this has helped me so far :)

Bingham

30/9/2014 14:06:09

Maybe late, but good. I've noticed you have a great grasp of the broad sweeping themes in history, and this is a perfect example. Keep thinking this way.

The trick in this course is to be able to zoom out and look at things broadly, and then zoom in and pick out case studies that serve as examples of broad comparisons or changes.

So my hint was about a zooming in on a change, one that has endured. Take heart though. There is plenty on this forum for each of you to study and be able to select one question to answer fully. That is if you've done the work to internalize these questions, and remember the complete answers.

I think you guys will find this test easier going than you expect. I'm still waiting to see the question I've alluded to.

Augi

30/9/2014 14:05:30

Also I feel like the Mesopotamia vs. Egypt companions are going to be super important cause we did spend a lot of time talking about those as well.

Bingham

30/9/2014 14:07:28

Such as?

cristina

30/9/2014 14:19:06

there was a whole section in like chapter three that compared the two, and it broke it down into environment/culture (referring to the differences in environment which led to different outlooks on life), cities/states (aka political organization), and interaction/exchange (long distance trade with each other and their neighbors as well as cultural exchanges)

Augi

30/9/2014 14:27:10

He goes through and does SPICE for Mesopotamia and Egypt I don't have it written out yet, but I'll get it up as soon as I do.

HANK BOND

30/9/2014 14:52:26

Haeyun did this on the 27th

Haeyun

30/9/2014 14:58:15

Just environment and culture, so it's probably not too helpful.

Augi

30/9/2014 14:34:53

Mr. Bingham also spent almost twenty minutes reading from the book Are We Rome? I think that this means that the examples of lasting impacts or lessons that we can take from classical civilizations will be important because they are contingencies over thousands of years. I think that anything that lasts for that long is important.

Haeyun

30/9/2014 14:56:31

Other important things to study are all the philosophies and religions of the Axial Age that have persisted through history to the present era and focus more of what they have in common than the differences.
• Daoism & Confucianism
• Hinduism & Buddhism
• Zoroastrianism & Judaism, Christianity, and Islam
• Greek Rationalism
Mr. Bingham's essay on the Axial Age found on the Classical Era page is very helpful.

Haeyun

30/9/2014 14:59:58

There is also a snapshot on Chapter 5 of the thinkers and philosophies of the Classical Era.

Augi

30/9/2014 15:48:08

Important question to be able to answer is probably: Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires. Based on Chapter 4,5,and 6 would you agree with this statement?

Savanna

30/9/2014 16:34:53

http://oi61.tinypic.com/20uej9x.jpg

Libby

30/9/2014 17:04:19

yes!!

Bingham

30/9/2014 23:35:11

Okay. I kind of like the idea. What about the back? Color? (That's colour for you). Image on the back?

Also, Sophia has a pretty brilliant idea for coffee for 8th period. More later.

Libby

30/9/2014 16:57:00

Possible question that Bingham's been hinting at: Who was Socrates and what changes did he bring about?
(literally drawn off what he said on here, probably much too literal but hey it never hurts)

Libby

30/9/2014 16:59:57

Or possibly something about what changes in world outlook have endured that began as a legacy of the Greeks?

Isabella Jarosz

1/10/2014 09:34:16

I'm having difficulty answering this question. I can find one change that was associated directly with Socrates's influence, so would I answer the "what changes did he bring about" with the changes the Greek legacy generally brought? Or the changes the philosophers he influenced directly or indirectly (Aristotle, Plato, technically Alexander) brought about?

Bingham

1/10/2014 06:15:59

Sophia had an idea that's catching on. The short version is that the whap classes will buy a coffee maker, coffee, sugar, cream and pumpkin spice flavoring. We'd set up a schedule of coffee makers. If you want to play, bring $5 to get us started.

Bingham

1/10/2014 10:21:25

It's an old test question Isabella. Socrates was the founder of Greek rationalism, so.......

Isabella Jarosz

1/10/2014 10:25:17

Ah. Thank you.

Charlie Wannall

1/10/2014 10:45:27

UGH! Bingham's "hinted question" has been driving me crazy! I know it has to do with Socrates but im not onehundred percent sure of the content so im going to go ahead and say something along the lines of: "How did Socrates' contributions to greek rationalism provide a model for later non-religious view of the world and endure in the forms of political and cultural characteristics?"

Charlie Wannall

1/10/2014 10:46:02

I HAVE HEREY CONVERTED TO FORUMISM!

Seokhyun

1/10/2014 14:58:24

*Hereby

Lorenz

1/10/2014 15:02:20

Get on WHAP page guys. Now.

Alexandria and Bethany

1/10/2014 12:59:12

This is the only question that lines up with the hints and was on an old test: Analyze the most important legacies of Greek thought

-It's nature of persistent questioning, confidence in human rationale, and secular way of explaining nature became a prominent part of Western Society.

-Christian theology was expressed in terms of Greek philosophical concepts, especially those of Plato

-Greek texts remained important in the Byzantium Empire

Alexandria and Bethany

1/10/2014 12:59:56

Forgot one:
-Shaped Roman culture

Bingham

1/10/2014 14:12:18

Oops. Is that all?

Bethany

1/10/2014 14:17:19

Well that's all that I wrote down that you were looking for when we went over the test.

Bethany

1/10/2014 14:19:34

Oops we did forget another.

-stimulated Muslim scientists and thinkers.

cristina

1/10/2014 14:26:14

i think youre missing two more:
-gives a start to the european scientific revolution
-influences islamic math and science

Augii

1/10/2014 14:06:19

I feel like the question is simply What were the lasting legacies of the Greek rationalism? This includes Socrates because he started Greek rationalism, and Bingham was super pumped about this when we went over it after the test.

Bridget

1/10/2014 14:36:40

Yeah, I agree, but I think that we should be thinking about what to compare Socrates and the legacies of Greek Rationalism to other aspects of religion and culture from other empires, such as Chinese belief systems like Confucianism and Legalism. Just stating what we know about Socrates' legacy in Greek rationalism feels too margin question-y

Aristotle

1/10/2014 15:09:31

Oh, okay. No, no I get it. Have fun on the test, stupid heads.

Isabella E

1/10/2014 15:15:25

Did we all just forget that Bridget mentioned Aristotle earlier

Bethany

1/10/2014 15:33:11

I guess that our stupidity just makes us "slaves by nature" to WHAP. We can't help it.

Bethany

1/10/2014 15:41:59

Lol I really just had to reply to Aristotle with some sassy comment.

Bingham

1/10/2014 23:27:58

Not cool.

Bingham

1/10/2014 23:34:26

Anonymous post are not cool, especially insulting ones.

Bethany

1/10/2014 14:39:10

Lol all I know is that Bingham said it's an old test question. And that narrows it down a lot. Like, I don't think we should overcomplicate this.

Augii

1/10/2014 14:49:02

That's why I'm saying that it's the legacies one. Bingham seems to like the questions and first period had it. It is a margin question, but it's an important margin question and he basically told us it would be on there.

Periods 1 & 2 Strayer 2 through 7

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