December 20th, 2009
WAYS THE PERSIANS HAD GOOD EMPIRE BUILDING SKILLS:

-respected the customs of the ones they conquered * (religious freedom, honored gods/holidays, Darius-“Zoroastrianism,” encouraged exiled Jews to return)

-Built “trans-empirical” roads that connected new territories of their empire *

-Royal inscriptions in 3 languages (accessible) *

-gave back the gold that they had originally taken *




December 15, 2009

Amanda Dziedzic

We began class by sharing at our tables the ideas on our one-pagers (which were due today). We were supposed to analyze and critique the ideas and information presented. A few things that were brought up were: their methods of warfare, the presence of warfare in their cultures, the empires seemed to never be satisfied with their size, the connection between their governments and the continuous warfare, and the oddities of some rulers such as the woman who named herself king and was seen as such. After the one-pagers had been collected, we read a section of text in a packet. We had to read pages 248 to 251 in the packet. We needed to find 3 pieces of information consistent with our text, 2 examples of irony of literature or history, and 2 insights about empire building. If not finished in class, it became homework. During this time, were began discussing how one person may have different spellings of their names. This may be because early scribes had different ways of interpreting and spelling names. This is apparent with the name Ramses: Ramsis, Ramsyes, and Rameses.

ramses-ii-temple-at-abu[1].jpg
This is the temple of Ramses II.
Ancient Empire Warfare
To find more information reguarding warfare among the empires, go to the website above.



December 11, 2009

Nicole Esposito

Hegemony vs. dominance

(Hegemony) willingly accept dominance or control by another
PROS OF HEGEMONY
-stability
-protection
-benefits of that large empire
-prevent them form physically dominating

dominance (forceful rule over another)
PROS OF DOMINANCE
-used when unwilling
-cycle of death, destruction, rebuilding, and resistance
-must be retained by force, use if intimidation

Benefits/Positives of Empire Building
-benefit from the technology of another
-protection
-stability
-access to resources
-exposure to more diverse culture
-new/more efficient administration (government)

It’s so nice to also enjoy the Muppets rendition of Bohemian Rhapsody.
www.youtube.com/watch?v=tgbNymZ7vqY

http://upload.wikimedia.org/wikipedia/commons/thumb/6/67/Stele_Naram_Sim_Louvre_Sb4.jpg/300px-Stele_Naram_Sim_Louvre_Sb4.jpg
http://upload.wikimedia.org/wikipedia/commons/thumb/6/67/Stele_Naram_Sim_Louvre_Sb4.jpg/300px-Stele_Naram_Sim_Louvre_Sb4.jpg





December 8, 2009 Colin Aitken

First, we went over what is required in the one-pager assignment so we can understand and do it well.
  • We should use 3-4 quotations on the paper.
  • We should have one or several images focused on one point one side of the paper. Should be centralized on the side. Thoughts about this image should be clustered around it.
  • Identify five terms and/or people and two major issues in the chapter and state their historical significance. Also, describe the issues.
  • Make a personal statement that is an opinion- we all did the reading, don't just give a fact. React to something.
  • Ask and answer a question or two.
  • Mr. Johns mostly focuses on the picture, personal statement, and the question. Make sure it is authentic.
  • Include terms from the first part of the vocab sheet.

This assignment is due on Tuesday, December 15, 2009.

Then, we went over the reading for last night, pages 122-127.
  • Empire- Extension of political rule by one people over other different peoples.
  • Military force and conquest are usually necessary to form an empire.
  • An advancement or emphasis often precedes empire building.
  • Occasionally an empire is built on democracy- the Greeks are an example of this.
  • City states and urban civilizations must make a transition from defensive warfare to offensive warfare in order to create an empire. This normally creates a professional warrior class.

The rest of class was used to start on the reading and to start working on the one-pager.
Homework for Thursday: Read pages 127-134 and create a chart of significant traits, accomplishments, and the end of each empire.
Homework for next Tuesday: The one-pager.

roman_empire.jpg
This is a map of the extent of the Roman Empire at it's peak.


Empires - This is a link to the PBS website that gives information about many important empires in history.


Take the chapter review. Went over the wkst West Africa: The Niger River Valley
Government-Lacked a strong central government,
acted w/ consideration for other trade cities,
Zimbabwe: Ruler palaces, courts, walled for protection
Economics-Trade across Sahara (cities built for trade)
Import-Ivory, gold, wood, slaves, sandstone, copper, salt, iron
Export-Fish, agricultural product (rice)
These may not seem like fair trades, but for the amount of time and work put into earning the goods they exported from West Africa, the trade was fair.
People- Bantu-gradually diffused agriculture+iron smelting
NOK- introduced Terra Cotta
*Debated urbanization of Jenne-Jeno




http://www.professorpage.info/meso.htm#sumerian



December 2, 2009 James Yuan is your host.

Pastoralism - the practice of herding as the primary economic activity of a society.

Discussed Niger River Valley study guide in class.

Two examples of things further elaborated on:
  • Trade existed among early civilizations
  • Bodies of water were important to early civilizations. Mesopotamia(Tigris and Euphrates), Egypt(Nile), Niger River Valley(Self Explanatory), Indus River Valley(Self Explanatory) and Ancient China(Huang He/ Yellow River) all reliant on rivers
  • Agriculture
  • Technology - Transitioned from Paleolithic to Neolithic
  • Religion - Buried ancestors in large urns and appear to worship small figures
  • Lacked Religious Centers

Two Most Important Things Learned From Reading
  • Traded rice and fish for gold, salt, sandstone and other things
  • West African cultures were influenced greatly by outside cultures
  • Lacked strong central government, appears that cooperation existed
  • City structure, Jenne-Jeno acted as center, agricultural areas surround city
  • Lacks a definitive form of government

Surprises
  • Men had multiple wivesexternal image 25210422.jpg
  • Lacked writing system
http://anthropology.rice.edu/Content.aspx?id=50012/16/09 Madysan FoltzWe started class by breaking up into groups and discussing last nights homework- Reading the articles. We went over Information that was consistent with our text, some examples of irony, and insights into the empire building.
Here are some of the entire classes discussion on the smart board-
Overlaps-
1. Ramses II-declares victory against Kadesh and Qadesh
2. First Egypt broke down into Civil War
3. Ramses II had a long reign
4. Chariots (Hittites)- Arches, Drives Shield/Spouse
5. Exaggerated/ Inflated descriptions of events from the kings
6. Writings are historical events
Ironies-
1. Kadesh: element of surprise
2. Ramses II declines Hittites
3. "The Apology"
4. Couldn't use their chariots at Kadesh
5. Assyrian ascension backfires
Insights-
1. Reputation
2. Narcissism
3. Propaganda
4. Alliance
5. Power
Temple of Ramses II
temple-of-ramses-ii.jpg
http://www.stanford.edu/~aykutkoc/papers/Kadesh.pdf


Homework:
  • Our essay revisions from the Chapter 4 Test is due tomorrow.
  • Read 134-139 "The Persians" and do a page outline of notes due Friday.
  • Also, listen to the Chapter 5 Vocabulary Podcast located on moodle under Chapter 5, Lectures, Notes, by next Tuesday. We will be having a discussion, and you will have to reference specific parts of the podcast to prove that you have listened to it.
    Mr. Johns told us that (in the podcast) 14:48 to 23:00 is probably the most important part to remember.





Everett Green: December 18, 2009

Powerpoint Main Idea:
  • Why were new kingdom temples built further into lower Egypt instead of further into Nubia
    They Egyptians had overextended their kingdom into Nubia and the Nubians began to push back. They built fortifications much further north in Upper Egypt than they had planned. The map to see this is shown on page 130 in our textbooks.
Class:
  • We then watched a video on Hatshepsut. The female pharaoh of Egypt.

HW:
  • Vocab set 2- Due Tuesday
  • Listen to Podcast- Tuesday


http://bediz.com/hatshep/story.html
http://www.hssd.k12.wi.us/bayport/staff/berna/wh101/student/wh101/7th8th/courtneyostert_files/image002.jpg
http://www.hssd.k12.wi.us/bayport/staff/berna/wh101/student/wh101/7th8th/courtneyostert_files/image002.jpg


December 20-Mr. Johns

While searching for Ancient Greece links to use for class I came across our very podcast in video form as well so I made it available here in streaming form.\
Donald Kagan- Yale University
Introduction to Ancient Greek History
Part 2: The Dark Ages

Watch it on Academic Earth



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