Week at a Glance:
Mob Monday- Reading Quiz Chapter 6 (Great Gatsby at Weiss Field 6:30pm $3)
Tuesday- NO SCHOOL Institute Day (Pool Party 6:30pm $2)
Polo Wednesday- Chapter 6 Notes (Bonfire...shuttles leave Brookside at 5:40pm)
Gender Bender Thursday- Chapter 6 Primary Sources (Powder Puff Football)
Spirit Wear Friday- Chapter 6 Test (Decorate the Dogpound w/ Student Council)
Chapter 6 TARGETS
UNIT 2 - Classical Era
CH 6 - Eurasian Social Hierarchies, 500 BCE - 500 CE
LEARNING TARGETS
• Analyze social structures in classical Eurasia
• Compare the causes of differences in social structures in different civilizations • Describe the nature of classical patriarchy and its variations
BIG PICTURE QUESTIONS
1. What is the difference between class and caste?
2. Why was slavery so much more prominent in Greco-Roman civilization than in India or China?
3. What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilizations?
4. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
5. What changes in the patterns of social life of the classical era can you identify? What accounts for these changes?
6. “Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires.” Based on Chapters 4, 5, and 6, would you agree with this statement?
MARGIN QUESTIONS
Q1. How would you describe the social hierarchy of classical China?
Q2. What class conflicts disrupted Chinese society?
Q3. What set of ideas underlies India’s caste-based society?
Q4. What is the difference between varna and jati as expressions of classical India’s caste system? Q5. How did India’s caste system differ from China’s class system?
Q6. How did the inequalities of slavery differ from those of caste?
Q7. How did Greco-Roman slavery differ from that of other classical civilizations?
Q8. In what ways did the expression of Chinese patriarchy change over time, and why did it change? Q9. How did the patriarchies of Athens and Sparta differ from each other?
KEY TERMS
Aspasia: A foreign woman resident in Athens (ca. 470–400 b.c.e.) and partner of the statesman Pericles who was famed for her learning and wit.
Ban Zhao: A Chinese woman writer and court official (45–116 c.e.) whose work provides valuable insight on the position of women in classical China. (pron. bahn joe)
Brahmins: The Indian social class of priests. (pron. BRAH-min)
Caste:The system of social organization in India that has evolved over millennia; it is based on an original
division of the populace into four inherited classes (varna), with the addition of thousands of social distinctions based on occupation (jatis), which became the main cell of social life in India. (pron.VAR-nah /JAH-tee)
UNIT 2 - Classical Era
CH 6 - Eurasian Social Hierarchies, 500 BCE - 500 CE
LEARNING TARGETS
• Analyze social structures in classical Eurasia
• Compare the causes of differences in social structures in different civilizations • Describe the nature of classical patriarchy and its variations
BIG PICTURE QUESTIONS
1. What is the difference between class and caste?
2. Why was slavery so much more prominent in Greco-Roman civilization than in India or China?
3. What philosophical, religious, or cultural ideas served to legitimate the class and gender inequalities of classical civilizations?
4. “Social inequality was both accepted and resisted in classical civilizations.” What evidence might support this statement?
5. What changes in the patterns of social life of the classical era can you identify? What accounts for these changes?
6. “Cultural and social patterns of civilizations seem to endure longer than the political framework of states and empires.” Based on Chapters 4, 5, and 6, would you agree with this statement?
MARGIN QUESTIONS
Q1. How would you describe the social hierarchy of classical China?
Q2. What class conflicts disrupted Chinese society?
Q3. What set of ideas underlies India’s caste-based society?
Q4. What is the difference between varna and jati as expressions of classical India’s caste system? Q5. How did India’s caste system differ from China’s class system?
Q6. How did the inequalities of slavery differ from those of caste?
Q7. How did Greco-Roman slavery differ from that of other classical civilizations?
Q8. In what ways did the expression of Chinese patriarchy change over time, and why did it change? Q9. How did the patriarchies of Athens and Sparta differ from each other?
KEY TERMS
Aspasia: A foreign woman resident in Athens (ca. 470–400 b.c.e.) and partner of the statesman Pericles who was famed for her learning and wit.
Ban Zhao: A Chinese woman writer and court official (45–116 c.e.) whose work provides valuable insight on the position of women in classical China. (pron. bahn joe)
Brahmins: The Indian social class of priests. (pron. BRAH-min)
Caste:The system of social organization in India that has evolved over millennia; it is based on an original
division of the populace into four inherited classes (varna), with the addition of thousands of social distinctions based on occupation (jatis), which became the main cell of social life in India. (pron.VAR-nah /JAH-tee)
1
dharma: In Indian belief, performance of the duties appropriate to an individual’s caste; good performance
will lead to rebirth in a higher caste.
Greek and Roman slavery: In the Greek and Roman world, slaves were captives from war and piracy (and their descendants), abandoned children, and the victims of long-distance trade; manumission was common. Among the Greeks, household service was the most common form of slavery, but in parts of the Roman state, thousands of slaves were employed under brutal conditions in the mines and on great plantations.
helots: The dependent, semi-enslaved class of ancient Sparta whose social discontent prompted the militarization of Spartan society.
karma: In Indian belief, the force generated by one’s behavior in a previous life that decides the level at which an individual will be reborn.
Ksatriya: The Indian social class of warriors and rulers. (pron. kshah-TREE-yah)
latifundia: Huge estates operated by slave labor that flourished in parts of the Roman Empire (singular
latifundium).
Pericles: A prominent and influential statesman of ancient Athens (ca. 495–429 b.c.e.), he presided over
Athens’s Golden Age. (pron. PEAR-ih-klees)
“ritual purity”: In Indian social practice, the idea that members of higher castes must adhere to strict
regulations limiting or forbidding their contact with objects and members of lower castes to preserve their
own caste standing and their relationship with the gods.
scholar-gentry class: A term used to describe members of China’s landowning families, reflecting their
wealth from the land and the privilege that they derived as government officials.
Spartacus: A Roman gladiator who led the most serious slave revolt in Roman history from 73 to 71 b.c.e.). Sudra: The lowest Indian social class of varna; regarded as servants of their social betters. The Sudra varna
eventually included peasant farmers. (pron. SHOOD-rah)
the “three obediences”: In Chinese Confucian thought, the notion that a woman is permanently
subordinate to male control: first to her father, then to her husband, and finally to her son.
untouchables: An Indian social class that emerged below the Sudras and whose members performed the
most unclean and polluting work.
Vaisya: The Indian social class that was originally defined as farmers but eventually comprised merchants.
(pron. VIESH-yah)
Wang Mang: A Han court official who usurped the throne and ruled from 8 c.e. to 23 c.e.; noted for his
reform movement that included the breakup of large estates. (pron. wahng mahng)
Wu, Empress: The only female “emperor” in Chinese history (r. 690–705 c.e.), Empress Wu patronized scholarship, worked to elevate the position of women, and provoked a backlash of Confucian misogynist
invective.
Wudi: The Chinese emperor (r. 141–87 b.c.e.) who started the Chinese civil service system with the
establishment in 124 b.c.e. of an imperial academy for future officials. (pron. woo-dee)
Yellow Turban Rebellion: A massive Chinese peasant uprising inspired by Daoist teachings that began in
184 c.e. with the goal of establishing a new golden age of equality and harmony.
Greek and Roman slavery: In the Greek and Roman world, slaves were captives from war and piracy (and their descendants), abandoned children, and the victims of long-distance trade; manumission was common. Among the Greeks, household service was the most common form of slavery, but in parts of the Roman state, thousands of slaves were employed under brutal conditions in the mines and on great plantations.
helots: The dependent, semi-enslaved class of ancient Sparta whose social discontent prompted the militarization of Spartan society.
karma: In Indian belief, the force generated by one’s behavior in a previous life that decides the level at which an individual will be reborn.
Ksatriya: The Indian social class of warriors and rulers. (pron. kshah-TREE-yah)
latifundia: Huge estates operated by slave labor that flourished in parts of the Roman Empire (singular
latifundium).
Pericles: A prominent and influential statesman of ancient Athens (ca. 495–429 b.c.e.), he presided over
Athens’s Golden Age. (pron. PEAR-ih-klees)
“ritual purity”: In Indian social practice, the idea that members of higher castes must adhere to strict
regulations limiting or forbidding their contact with objects and members of lower castes to preserve their
own caste standing and their relationship with the gods.
scholar-gentry class: A term used to describe members of China’s landowning families, reflecting their
wealth from the land and the privilege that they derived as government officials.
Spartacus: A Roman gladiator who led the most serious slave revolt in Roman history from 73 to 71 b.c.e.). Sudra: The lowest Indian social class of varna; regarded as servants of their social betters. The Sudra varna
eventually included peasant farmers. (pron. SHOOD-rah)
the “three obediences”: In Chinese Confucian thought, the notion that a woman is permanently
subordinate to male control: first to her father, then to her husband, and finally to her son.
untouchables: An Indian social class that emerged below the Sudras and whose members performed the
most unclean and polluting work.
Vaisya: The Indian social class that was originally defined as farmers but eventually comprised merchants.
(pron. VIESH-yah)
Wang Mang: A Han court official who usurped the throne and ruled from 8 c.e. to 23 c.e.; noted for his
reform movement that included the breakup of large estates. (pron. wahng mahng)
Wu, Empress: The only female “emperor” in Chinese history (r. 690–705 c.e.), Empress Wu patronized scholarship, worked to elevate the position of women, and provoked a backlash of Confucian misogynist
invective.
Wudi: The Chinese emperor (r. 141–87 b.c.e.) who started the Chinese civil service system with the
establishment in 124 b.c.e. of an imperial academy for future officials. (pron. woo-dee)
Yellow Turban Rebellion: A massive Chinese peasant uprising inspired by Daoist teachings that began in
184 c.e. with the goal of establishing a new golden age of equality and harmony.
Monday Sept. 30th
Quote of the Day-
“So we beat on, boats against the current, borne back ceaselessly into the past.”
― F. Scott Fitzgerald, The Great Gatsby
Second quote of the day- "Look at this. Look at what they make you give." This is how I feel during Homecoming Week...and maybe how you AP students feel all the time:) Can you name the movie it's from...Extra Credit;)
― F. Scott Fitzgerald, The Great Gatsby
Second quote of the day- "Look at this. Look at what they make you give." This is how I feel during Homecoming Week...and maybe how you AP students feel all the time:) Can you name the movie it's from...Extra Credit;)
Agenda-
1. Chapter 6 Reading Quiz
2. Check notes
3. Go over quiz
Tuesday Oct. 1st
NO SCHOOL- Institute Day
Wednesday Oct. 2nd
Agenda-
1. Go over reading quiz
2. Lecture notes
3. Journal Reflection
Thursday Oct. 3rd
Agenda-
1. Pick teams for project presentation
2. Andrew Marr's History of the World video and worksheet.
-Links to videos below
Tuesday Oct. 1st
NO SCHOOL- Institute Day
Wednesday Oct. 2nd
Agenda-
1. Go over reading quiz
2. Lecture notes
3. Journal Reflection
Thursday Oct. 3rd
Agenda-
1. Pick teams for project presentation
2. Andrew Marr's History of the World video and worksheet.
-Links to videos below
