GPHS AP World History - Galena Park Independent School District

AP World History
2012 – 2013
Summer Assignment
LAST DAY TO TURN IN FRIDAY AUGUST 31 st @ 2:30 PM
Mr. Cline jcline@galenaparkisd.com
Welcome to Galena Park High School’s AP World History Class. You have
decided to embark on a very interesting and rewarding part of your school career, an AP
course. This upcoming year in AP World History will offer you many opportunities to
learn and grow as a student here at Galena Park High School. My name is Mr. Cline and I
will be your AP World History instructor for the 2012 – 2013 school year. I am looking
forward to meeting all of you and working toward our ultimate goal next year, college
credit! AP courses provide a unique opportunity for you to gain college credit, and
therefore this course will be rigorous and require much of you. In order to gain college
credit our AP World History course will be taught at the college level. It is imperative of
you to treat the class as a college course and keep up with your readings, assignments,
and take it upon yourself to study and prepare for the AP World History exam in May.
Our first step towards success this year will be this summer assignment.
The summer assignment will be due on the first Friday of the 2012 – 2013 school
year, August 31 st . Your summer assignment will be your first test grade for the new
school year. Should you choose to complete your summer assignment you will receive 1
extra test grade for the 1 st six weeks. The material covered on this summer assignment
will also be the material that our first exam on Wednesday September 5 th so if you chose
not to complete it you will not be prepared for our first test. It is extremely important for
you to complete this assignment as test grades for AP World History count as 70% of
your grade. If you have any questions over the summer please feel free to email me but
make sure you put AP World History in the subject of your email.
Summer Assignment Part I: Vocabulary Flash Cards
For this part of your summer assignment you will need the following materials:
1. 3x5 index cards
2. 1 recipe box (This will be used to keep all of your index cards for the entire
year)
Throughout the year we will be writing down important information from World History
on index cards. These index cards will serve as flash cards/study guides as we go through
each chapter of our textbook. It is extremely important that you complete the flash cards
for each chapter and place them in your recipe box for safe keeping. There will be
random vocabulary quizzes throughout the year.
1. Go to our textbook’s webpage. Our textbook is Ways of the World: A Global
History With Sources by Robert W. Strayer. The textbook’s website is

http://bcs.bedfordstmartins.com/strayerdocutext1e/#t_597721____
2. Maximize the “Online Study Guide” by pressing the plus sign
3. Maximize each specific chapter by pressing its plus sign
4. Once in the section for each chapter click defining terms
5. Once you have entered the Defining Terms section flash cards will show up on
your screen.
6. Click each card to see the term and its definition. When you roll your mouse over
each card the definition will show up. After you write down the vocabulary word
click the card and its definition will show up.
7. Complete each flash card for Chapters 1 – 4 (108 total flash cards)
8. After you finish each chapter please put a rubber band around the flash cards.
*Note: You do not have to write down the entire source for each card
Example: “(See page 49 if you are using Ways of the World: A Brief Global History; see
page 63 if you are using Ways of the World a Brief Global History With Sources)
Instead only write down the page number for the Ways of the World:A Brief Global
History with Sources on your flash card.
Chapter 1: First Peoples Populating the Planet, to 10,000 B.C.E.
1. Venus Figurines
2. trance dance
3. shaman
4. San, or Jo/’hoansi
5. Paleolithic “settling down”
6. Paleolithic rock art
7. Paleolithic
8. “the original affluent society”
9. n/um
10. Neanderthals
11. megafaunal extinction
12. Jomon culture
13. insulting the meat
14. Ice Age
15. “human revolution”
16. Hadza
17. Great Goddess
18. gathering and hunting peoples
19. Flores Man
20. Dreamtime
21. Clovis culture
22. Chumash Culture
23. Brotherhood of the Tomal
24. Austronesian Migrations

Chapter 2: First Farmers: The Revolutions of Agriculture, 10,000 B.C.E. – 3,000
B.C.E.
1. teosinte
2. stateless societies
3. “secondary products revolution”
4. pastoral society
5. native Australians
6. Mesopotamia
7. Jericho
8. intensification
9. horticulture
10. Fertile Crescent
11. end of the last Ice Age
12. domestication
13. diffusion
14. chiefdom
15. Catalhuyuk
16. Cahokia
17. broad spectrum diet
18. Bantu Migration
19. Bantu
20. Banpo
21. Austronesian
Chapter 3: First Civilizations: Cities, States, and Unequal Societies, 3500 B.C.E. –
500 B.C.E.
1. Son of Heaven
2. Shang Dynasty
3. Sanxingdui
4. salinization
5. rise of the state
6. quipu
7. pyramid
8. Phonecians
9. pharaoh
10. patriarchy
11. oracle bones
12. Olmec Civilization
13. Nubia
14. Norte Chico /Carnal
15. Mohenjo Daro
16. Minoan Civilization
17. Mesopotamia
18. Indus Valley

19. Hyksos
20. Hittites
21. hieroglyphs
22. Hebrews
23. Hatshepsut
24. Harappa
25. Epic of Gilgamesh
26. Egypt: “gift of the Nile”
27. cuneiform
28. cradle of civilization
29. ziggurat
30. Zhou dynasty
31. Xia dynasty
32. Uruk
Chapter 4: Eurasian Empires, 500 B.C.E. – 500 C.E.
1. Yellow Turban Rebellion
2. Xiongnu
3. Wudi
4. Solon
5. Qin Shihuangdi
6. Qin dynasty
7. Punic Wars
8. plebians
9. Persian Empire
10. Peloponnesian War
11. Persepolis
12. pax Romana
13. patricians
14. Olympic Games
15. Mauryan Empire
16. Marathon, Battle of
17. Mandate of Heaven
18. Ionia
19. hoplite
20. Herodotus
21. Hellenistic Era
22. Han dynasty
23. Gupta Empire
24. Greco – Persian Wars
25. Darius I
26. Cyrus (the Great)
27. Caesar Augustus
28. Athenian Democracy
29. Ashoka
30. Aryans

31. Alexander the Great
Summer Assignment Part II: Chapter Outlines
In your summer assignment you will be provided with our book’s outlines for chapters 1
– 4 please read over these outlines to get a better understanding of the topics your flash
cards go over. On our first test questions on Wednesday September 5 th will come directly
from the flash cards and outlines. It is imperative you read and come to understand the
material on your outlines. If you do not understand a topic the outline reviews go online,
to the library, or to another resource to read up on that topic. During the first week of
class the material will be discussed in lectures, daily assignments, and homework. It is
imperative that you get a head start and complete this summer assignment and study for
your first AP exam.
Summer Assignment Part III: Geography
Understanding geography and the places we will talk about throughout the year in AP
World History is very important. Throughout the year we will have periodic geography
quizzes/tests to make sure you are keeping the skills taught to you in 9 th grade. Using
outside resources (internet, books, etc.) please label each of the following maps. If you
mess up and require a new map they may be found at:
http://www.eduplace.com/ss/maps/
On the World: Political map label:
The 7 Continents Alps
Andes Mountains Caucasus Mountains
Himalayas Pyrenees Mountains
Arctic Ocean Atlantic Ocean
Indian Ocean Pacific Ocean
Southern Ocean Baltic Sea
Black Sea Mediterranean Sea
Caribbean Sea Gulf of Mexico
South China Sea Bay of Bengal
Persian Gulf North Sea
Red Sea Yellow (Huanghe) River
Ganges River Indus River
Tigris & Euphrates Rivers Nile River
Amazon River Yangtze River
Balkan Peninsula Iberian Peninsula
English Channel Strait of Hormuz
Strait of Gibraltar Dardanelles Strait
Bosporus Strait Strait of Magellan
East China Sea Sea of Japan

On the Africa & Asia political map, label the following African countries:
Egypt Ethiopia
Ghana Kenya
Morocco South Africa
Sudan Mali
Somalia Rwanda
On the same map as above, label the following countries of the Middle East:
Iran Iraq
Israel Saudi Arabia
Turkey Syria
On the Asia & South Pacific political map, label the following countries:
China India
Japan Korea
Mongolia Russia
Korea Vietnam
Indonesia Pakistan
Afghanistan
On the North America Map, label the following countries:
United States of America Mexico
Canada Panama
Cuba Haiti
On the South America Map, label the following countries:
Argentina Brazil
Chile Peru
Colombia Venezuela
On the Europe map, label the following countries:
Ireland United Kingdom
France Netherlands
Belgium Spain
Portugal Switzerland
Germany Austria
Hungary Poland
Italy Greece
Russia Denmark
Norway Iceland
Sweden Czech Republic
Slovakia Bosnia Herzegovina

AP World History: World Regions - A Big Picture View & AP World History:
World Regions – A Closer Look
This map comes directly from the College Board who are in charge of the AP World
History Exam. There is nothing that you have to do for this map except read over it and
learn the different regions and their names. Please study this map as we will have a quiz
on the World Regions – A Closer Look Thursday August 30 th .

Chapter 1: Chapter Outline
The following annotated chapter outline will help you review the major topics covered
in this chapter.
Instructions: Review the outline to recall events and their relationships as
presented in the chapter. Return to skim any sections that seem unfamiliar.
I. Opening Vignette
A. The Hazda of Tanzania are one of the last gathering and hunting societies on
earth.
1. likely to disappear soon
2. will mark the end of what was universal human existence until 10,000–12,000
years ago
B. For 95 percent of human history, the means of life was gathering and hunting.
1. food collection, not food production
2. has been labeled “Paleolithic” (old stone age) era
C. It’s wrong to ignore the first 200,000 years of human experience.
1. archaeology reveals a great deal about these peoples
2. they settled the planet
3. they created the earliest human societies
4. they were the first to reflect on issues of life and death
II. Out of Africa to the Ends of the Earth: First Migrations
A. Homo sapiens emerged in eastern and southern Africa 250,000 years ago.
1. stayed there exclusively for about 150,000 years
2. Africa was home to the “human revolution,” in which culture became more
important than biology in shaping human behavior
3. humans began to inhabit environments not touched by earlier hominids
4. technological innovation: use of stone and bone tools
5. hunting and fishing, not just scavenging
6. patterns of exchange
7. use of ornaments, perhaps planned burials
8. between 100,000–60,000 years ago: beginning of migrations out of Africa
B. Into Eurasia
a. adapted to nearly every environment on earth
b. much took place in the difficulties of the last Ice Age
1. humans started migrating into the Middle East around 51,000 years ago
2. the best evidence of early European settlement comes from southern France
and northern Spain
a. settlers in northern Europe were pushed southward into warmer areas
around 20,000 years ago
b. developed new hunting habits, new hunting technologies
3. the earliest Europeans left hundreds of cave paintings: depictions of animals
and humans and abstract designs (maybe early form of writing)

4. development of new technologies in Ukraine and Russia
C. Into Australia
a. needles, multilayered clothing, weaving, nets, baskets, pottery, etc.
b. partially underground dwellings made from mammoth remains
c. suggests semipermanent settlement
d. creation of female figurines (“Venus figurines”); earliest dated at least
35,000 years ago
1. humans reached Australia about 60,000 years ago from Indonesia
2. very sparse settlement; estimated 300,000 people in 1788
3. development of some 250 languages
4. still completely a gathering and hunting economy when Europeans arrived in
1788
5. complex worldview: the Dreamtime
a. stories, ceremonies, and art tell of ancestral beings
b. everything in the natural order is an echo of ancient happenings
c. current people are intimately related to places and events in past
6. major communication and exchange networks
a. included stones, pigments, wood, pituri (psychoactive drug)
b. also included songs, dances, stories, and rituals
D. Into the Americas
1. when settlement of the Americas began is still argued over (somewhere
between 30,000 and 15,000 years ago)
a. mode of migration ( Bering Strait or by sea down west coast of North
America) also still argued about
b. how many migrations and how long they took also argued over
c. evidence of humans in southern Chile by 12,500 years ago
2. Clovis: the first clearly defined and widespread culture of the Americas
a. name comes from the Clovis point, a kind of projectile point
b. flourished 12,000–11,000 years ago
c. hunted large mammals (mammoths, bison)
d. disappeared about 10,900 years ago, at the same time as the extinction
of a number of large mammals
3. next stage: much greater cultural diversity, as people adapted to the end of
the Ice Age in different ways
E. Into the Pacific
1. the last phase of the great human migration, started ca. 3,500 years ago
2. migration by water from the Bismarck and Solomon islands and the
Philippines
3. very quick migration over very long distances
4. migrants spoke Austronesian languages (can be traced to southern China )
5. settled every habitable area of the Pacific basin within 2,500 years
a. also settled the island of Madagascar
b. made Austronesian the most widespread language family
c. completed initial human settlement of the world ca. 900 c.e. with

occupation of Aotearoa ( New Zealand )
6. Pacific settlers
a. took agriculture with them, unlike other migrations
b. apparently followed a deliberate colonization plan
c. created highly stratified societies or chiefdoms (e.g., Hawaii)
d. massive environmental impact on previous uninhabited lands
III. The Ways We Were
A. The First Human Societies
1. societies were small, bands of 25–50 people
2. very low population density (because of available technology)
a. very slow population growth
b. perhaps 10,000 people in world 100,000 years ago
c. grew to 500,000 by 30,000 years ago
d. reached 6 million 10,000 years ago
3. Paleolithic bands were seasonally mobile or nomadic
a. moved in regular patterns to exploit wild plants and animals
b. since they moved around, they couldn’t accumulate goods
4. societies were highly egalitarian
a. perhaps the most free people in human existence
b. did not have specialists, so most people had the same skills
c. relationships between women and men were far more equal than in
later societies
5. James Cook described the gathering and hunting peoples of Australia as
tranquil and socially equal
6. Paleolithic societies had clearly defined rules
a. men hunted, women gathered
b. clear rules about distribution of meat from a kill
c. rules about incest and adultery
B. Economy and the Environment
1. gathering and hunting peoples used to be regarded as “primitive” and
impoverished
a. modern studies point out that they worked fewer hours
b. wanted or needed little
c. but life expectancy was low (35 years on average)
2. alteration of natural environments
a. deliberately set fires to encourage growth of certain plants
b. extinction of many large animals shortly after humans arrived
c. gradual extinction of other hominids, like the Neanderthals (Europe)
and Flores man ( Indonesia )
C. The Realm of the Spirit
1. it is difficult to decipher the spiritual world of Paleolithic peoples
a. lack of written sources

. art is subject to interpretation
c. contemporary gathering and hunting peoples may not reflect ancient
experience
2. Paleolithic peoples had a rich ceremonial life
a. led by part-time shamans (people especially skilled at dealing with the
spirit world)
b. frequent use of psychoactive drugs to contact spirits
3. apparent variety of beliefs
a. some societies were seemingly monotheistic
b. others saw several levels of supernatural beings
c. still others believed in an impersonal force running throughout the
natural order
d. Venus figurines make some scholars think that Paleolithic religion was
strongly feminine, with a Great Goddess
e. many peoples probably had a cyclical view of time
D. Settling Down: “The Great Transition”
1. gradual change as populations grew, climates changed, and peoples
interacted
2. collection of wild grains started in northeastern Africa around 16,000 years
ago
3. last Ice Age ended 16,000–10,000 years ago
a. followed by a “global warming” period
b. richer and more diverse environment for human societies
c. population rise
d. beginnings of settlement
4. settlement led to societal change
a. larger and more complex societies
b. storage and accumulation of goods led to inequality
5. settling-down process occurred in many areas 12,000–4,000 years ago
a. Jomon culture in Japan
b. Scandinavia, Southeast Asia, North America, Middle East
c. bows and arrows were invented independently in Europe, Africa, and
Middle East
6. the process of settlement was a major turn in human history
IV. Comparing Paleolithic Societies
A. Both the San and the Chumash preserved their ancient way of life into modern
times.
B. The San of Southern Africa
1. northern fringe of the Kalahari Desert (present-day Angola , Namibia ,
Botswana )
2. 50,000–80,000 San still live in the region
3. part of the Khoisan language family, inhabited southern Africa at least 5,000
years

a. gathering and hunting way of life, with stone tools
b. remarkable rock art, going back 26,000 years
c. most of the Khoisan peoples were absorbed or displaced by Bantuspeaking
peoples
4. The San (Ju/’hoansi) still practiced their ancient life with few borrowings when
anthropologists started studying them in the 1950s and 1960s
a. use some twenty-eight tools, including digging stick, leather garment
for carrying things, knife, spear, bow and poisoned arrows, ropes, and
nets
b. men hunt, women do most of gathering
c. adequate diet
d. short workweek, with even labor division between men and women
e. uncertain and anxious life, dependent on nature
5. San society characterized by mobility, sharing, and equality
a. basic unit is band of 10–30 people, connected to other bands
b. many people claimed membership in more than one band
c. frequent movement to new territory
d. no formal leaders, priests, or craft specialists
e. very complex social relations
f. high value given to modesty, cooperation, equality
g. complex system of unequal gift exchange
6. relative equality between the sexes
a. free sex play between teenagers
b. most marriages are monogamous
c. frequent divorce among young couples
7. frequent conflict over distribution of meat; rivalries over women
8. belief system:
a. Creator God, Gao Na, is capricious
b. lesser god Gauwa is destructive but sometimes assists humans
c. gauwasi (spirits of dead ancestors) are most serious threat to human
welfare
d. evil influences can be counteracted with n/um, a spiritual potency that
can be activated in “curing dances”
e. state of warfare with the divine
C. The Chumash of Southern California
1. show a later Paleolithic stage than the San, with permanent villages
2. Chumash lived near present-day Santa Barbara, California
a. richer environment than the San
b. perhaps 20,000 when the Spaniards arrived in the sixteenth century
c. Chumash created new society after 1150 c.e. in response to violence
and food shortages
3. central technological innovation: the planked canoe (tomol)
a. ability to make and own tomol led to social inequality
b. stimulated trade between the coast and islands

c. made deep-sea fishing possible
4. living conditions were more elaborate than the San
a. round, permanent, substantial houses (for up to 70 people)
b. a market economy, despite being gathering and hunting peoples
c. beginning of class distinctions (e.g., bearskin capes, burials)
d. emergence of a permanent, hereditary political elite
5. Chumash largely solved the problems of violence in the region
V. Reflections: The Uses of the Paleolithic
A. The study of history is about those who tell it today, not just about the past.
1. views of the past reflect our own smugness or disillusionment
2. Paleolithic era is sometimes regarded as a golden age
a. admired by feminists, environmentalists, antimaterialists
3. scholars have looked to the Paleolithic era in questioning explosive population
and economic growth of recent past
4. gathering and hunting peoples of today have looked to Paleolithic era in an
effort to maintain or recover their identities
B. A basic question: “What have we lost in the mad rush to modernity?”
C. Nobody can be completely detached when studying the past.

Chapter 2: Chapter Outline
The following annotated chapter outline will help you review the major topics covered
in this chapter.
Instructions: Review the outline to recall events and their relationships as
presented in the chapter. Return to skim any sections that seem unfamiliar.
I. Opening Vignette
A. In the past two centuries, there has been a dramatic decline in the number of
farmers worldwide.
1. the United States is an extreme case: only around 5 percent of Americans,
many of them over 65 years old, were still on farms in 2000
2. great increase in the productivity of modern agriculture
B. The modern retreat from the farm is a reversal of humanity’s first turn to
agriculture.
II. The Agricultural Revolution in World History
A. Agriculture is the second great human process after settlement of the globe.
1. started about 12,000 years ago
2. often called the Neolithic (New Stone Age) or Agricultural Revolution
3. deliberate cultivation of plants and domestication of animals
4. transformed human life across the planet
B. Agriculture is the basis for almost all human developments since.
C. Agriculture brought about a new relationship between humans and other living
things.
1. actively changing what they found in nature rather than just using it
2. shaping the landscape
3. selective breeding of animals
D. “Domestication” of nature created new mutual dependence.
1. many domesticated plants and animals came to rely on humans
2. humans lost gathering and hunting skills
E. “Intensification” of living: getting more food and resources from much less land.
1. more food led to more people
2. more people led to greater need for intensive exploitation
III. Comparing Agricultural Beginnings
A. The Agricultural Revolution happened independently in several world regions.
1. Fertile Crescent of Southwest Asia
2. several areas in sub-Saharan Africa
3. China
4. New Guinea
5. Mesoamerica
6. the Andes

7. eastern North America
8. all happened at about the same time, 12,000–4000 years ago
9. scholars have struggled with the question of why agriculture developed so
late in human history
B. Common Patterns
1. Agricultural Revolution coincided with the end of the last Ice Age
a. global warming cycle started around 16,000 years ago
b. Ice Age was over by about 11,000 years ago
c. end of Ice Age coincided with human migration across earth
d. extinction of some large mammals: climate change and hunting
e. warmer, wetter weather allowed more wild plants to flourish
2. gathering and hunting peoples had already learned some ways to manage
the natural world
a. “broad spectrum diet”
b. development of sickles, baskets, and other tools to make use of wild
grain in the Middle East
c. Amazon: peoples had learned to cut back some plants to encourage
growth of the ones they wanted
d. Australians had elaborate eel traps
3. women were probably the agricultural innovators
4. gathering and hunting peoples started to establish more permanent villages
a. especially in resource-rich areas
b. population growth perhaps led to a “food crisis”
5. agriculture developed in a number of regions, but with variation
C. Variations
a. depended on the plants and animals that were available
b. only a few hundred plant species have been domesticated
c. only 14 large mammal species were domesticated
1. the Fertile Crescent was the first to have a full Agricultural Revolution
a. presence of large variety of plants and animals to be domesticated
b. transition to agriculture triggered by a cold and dry spell between
11,000 and 9500 B.C.E.
c. transition apparently only took about 500 years
d. much more societal sophistication (mud bricks, monuments and shrines,
more elaborate burials, more sophisticated tools)
2. at about the same time, domestication started in the eastern Sahara
(present-day Sudan )
a. the region was much more hospitable 10,000–5,000 years ago
b. domestication of cattle there about 1,000 years before Middle East and
India
c. in Africa, animals were domesticated first; elsewhere, plants were
domesticated first
d. emergence of several widely scattered farming practices
e. African agriculture was less productive than agriculture in the Fertile

Crescent
3. separate development of agriculture at several places in the Americas
a. absence of animals available for domestication
b. only cereal grain available was maize or corn
c. result: replacement of gathering and hunting with agriculture took 3,500
years in Mesoamerica
d. Americas are oriented north/south, so agricultural practices had to adapt
to distinct climate zones to spread
IV. The Globalization of Agriculture
A. Agriculture spread in two ways:
1. diffusion: gradual spread of techniques and perhaps plants and animals, but
without much movement of human population
2. colonization or migration of agricultural peoples
3. often both processes were involved
B. Triumph and Resistance
1. language and culture spread with agriculture
a. Indo-European languages probably started in Turkey, are spoken today
from Europe to India
b. similar process with Chinese farming
c. spread of Bantu language in southern Africa
d. similar spread of Austronesian-speaking peoples to Philippines and
Indonesian islands, then to Pacific islands
2. the globalization of agriculture took about 10,000 years
a. did not spread beyond its core region in New Guinea
b. did not spread in a number of other regions
c. was resisted where the land was unsuitable for farming or where there
was great natural abundance
3. by the beginning of the Common Era, gathering and hunting peoples were a
small minority of humankind
C. The Culture of Agriculture
1. agriculture led to much greater populations
2. changes in world population
a. 10,000 years ago: around 6 million people
b. 5,000 years ago: around 50 million people
c. beginning of Common Era: around 250 million people
3. farming did not necessarily improve life for ordinary people
a. meant much more hard work
b. health deteriorated in early agricultural societies
c. new diseases from interaction with animals
d. the first epidemics, thanks to larger communities
e. new vulnerability to famine, because of dependence on a small number
of plants or animals
4. new constraints on human communities

a. all agricultural people settled in permanent villages
b. the case of BanPo in China (settled ca. 7,000 years ago)
5. explosion of technological innovation
a. pots
b. textiles
c. metallurgy
6. “secondary products revolution” started ca. 4000 B.C.E.: a new set of
technological changes
a. new uses for domesticated animals, including milking, riding, hitching
them to plows and carts
b. only available in the Eastern Hemisphere
7. deliberate alteration of the natural ecosystem
a. removal of ground cover, irrigation, grazing
b. evidence of soil erosion and deforestation in the Middle East within
1,000 years after beginning of agriculture
V. Social Variation in the Age of Agriculture
A. Pastoral Societies
1. some regions relied much more heavily on animals, because farming was
difficult or impossible there
2. pastoral nomads emerged in central Asia, the Arabian Peninsula, the Sahara
desert, parts of eastern and southern Africa
3. relied on different animals in different regions
a. horses were domesticated by 4000 B.C.E.; encouraged the spread of
pastoral peoples on Central Asian steppes
b. domesticated camels allowed human life in the inner Asian, Arabian, and
Saharan deserts
4. no pastoral societies emerged in the Americas
B. Agricultural Village Societies
1. most characteristic form of early agricultural societies, like Banpo or Jericho
2. maintenance of equality and freedom (no kings, chiefs, bureaucrats,
aristocrats)
3. the case of Çatalhüyük, in southern Turkey
a. population: several thousand
b. dead buried under their houses
c. no streets; people moved around on rooftops
d. many specialized crafts, but little sign of inherited social inequality
e. no indication of male or female dominance
4. village-based agricultural societies were usually organized by kinship, group,
or lineage
a. performed the functions of government
b. the Tiv of central Nigeria organized nearly a million people this way in
the late nineteenth century
5. sometimes modest social/economic inequality developed

C. Chiefdoms
a. elders could win privileges
b. control of female reproductive powers
1. chiefs, unlike kings, usually rely on generosity, ritual status, or charisma to
govern, not force
2. chiefdoms emerged in Mesopotamia sometime after 6000 B.C.E.
3. anthropologists have studied recent chiefdoms in the Pacific islands
4. chiefdoms such as Cahokia emerged in North America
5. distinction between elite and commoner was first established
VI. Reflections: The Legacies of Agriculture
A. Agriculture is a recent development in world history.
1. was an adaptation to the unique conditions of the latest interglacial period
2. has radically transformed human life and life on the planet more generally
B. One species, Homo sapiens, was given growing power over other animals and
plants.
C. Agriculture also gave some people the power to dominate others.

Chapter 3: Chapter Outline
The following annotated chapter outline will help you review the major topics covered
in this chapter.
Instructions: Review the outline to recall events and their relationships as
presented in the chapter. Return to skim any sections that seem unfamiliar.
I. Opening Vignette
A. The contrast between “artificial” life as a “civilized” city dweller and the spacious
freedom and imagined simplicity of earlier times still resonates today.
B. “Civilizations” are a relatively recent phenomenon in human history made possible
by the surpluses produced by the Agricultural Revolution.
C. The distinctive features of civilizations are:
1. cities with monumental architecture and populations in the tens of thousands
2. powerful states that could compel obedience and wage large-scale warfare
3. much greater inequality in economic function, wealth, and social status
II. Something New: The Emergence of Civilizations
A. Civilization was a global phenomenon
1. six major civilizations and some smaller manifestations
2. scattered around world
3. developed after 3500 B.C.E.
B. Introducing the First Civilizations
1. one of the earliest civilizations emerged in Sumer (in southern Mesopotamia)
between 3500 and 3000 B.C.E.
a. first written language
b. appearance of Egyptian civilization in Nile River Valley (northeast Africa)
and smaller Nubian civilization to its south at about the same time
2. Norte Chico (central coastal Peru ), emerged between 3000 and 1800 B.C.E.
a. twenty-five urban centers
b. Norte Chico differed in several ways from Mesopotamia and Egypt
c. unusually self-contained; only import was maize, derived from
Mesoamerica
3. Indus Valley civilization in Indus and Saraswati river valleys of present-day
Pakistan arose between 3000 and 2000 B.C.E.
a. elaborately planned cities and standardized weights, measures,
architectural styles, and brick sizes
b. written script that remains thus far undeciphered
c. unlike other civilizations, it generated no palaces, temples, elaborate
graves, kings, or warrior classes
d. scholars remain uncertain as to how society was organized; theories
include a series of small republics, rule by priests, or an early form of the
caste system
e. environmental degradation led to the collapse of this civilization by about

1700 B.C.E., but several aspects of its culture shaped later Indian
societies
4. around 2200 B.C.E., a First Civilization took shape in China
a. from the start, China was defined by the ideal of a centralized state
b. the Xia, Shang, and Zhou dynasties enlarged the Chinese state
c. ruler was the “Son of Heaven,” an intermediary between heaven and
earth
d. early written language with oracle bones as early documents
e. China has maintained impressive cultural continuity into modern times
5. the Olmec produced a First Civilization much later (around 1200 B.C.E.) on
coast of Gulf of Mexico, near present-day Veracruz
a. cities arose from competing chiefdoms and produced elaborate
ceremonial centers
b. created the first written language in the Americas by about 900 B.C.E.
c. culture influenced later civilizations in Mesoamerica, including the Maya
and Teotihuacán
6. other smaller civilizations also flourished
a. Nubian civilization south of Egypt was distinctive and independent
b. city of Sanxingdui in China arose separately from the more well-known
Shang Dynasty
C. The Question of Origins
1. First Civilizations had their roots in the Agricultural Revolution
2. First Civilizations tended to develop from earlier, competing chiefdoms that
already had some social rank and economic specialization
3. process was gradual and evolutionary
4. why did some chiefdoms develop into civilizations and others did not?
a. one argument: the need to organize large-scale irrigation projects
(archeologists have found that these projects appeared long after
civilizations began)
b. another argument: the needs of elite groups, warfare, and trade all
played roles as well
c. Robert Carneiro’s argument: population density created competition,
especially when agricultural land was limited
5. the creation of the First Civilizations was quick by world history standards but
was an unconscious undertaking for those involved
6. all First Civilizations relied on highly productive agriculture
D. An Urban Revolution
1. cities were one of the most distinctive features of First Civilizations
2. the scale, layout, and specialized industries of cities would have impressed
visitors from villages
3. cities lay at the heart of all First Civilizations because they were:
a. political/administrative capitals
b. centers of cultural production—art, architecture, literature, ritual, and
ceremony
c. places of local and long-distance exchange

d. centers of manufacturing activity
4. cities produced new societies with greater specialization and inequality
III. The Erosion of Equality
A. Professional and craft specialization marked early urban life.
B. Hierarchies of Class
1. First Civilizations had vast inequalities in wealth, status, and power
2. civilizations multiplied and magnified inequalities that already existed in
complex gathering and hunting societies and agricultural chiefdoms
3. these new levels of inequality represent one of the major turning points in the
social history of humankind
4. upper classes:
a. enjoyed great wealth
b. avoided physical labor
c. had the finest in everything
d. occupied the top positions in political, military, and religious life
e. and were frequently distinguished by their clothing, houses, manner of
burial, and treatment under the law
5. free commoners formed the vast majority of the population and included
artisans of all kinds, lower-level officials, soldiers and police, servants, and
farmers
a. their surplus production was appropriated to support the upper classes
b. some members of these classes recognized and resented their situation
6. slaves were at the bottom of social hierarchies everywhere
a. slavery and civilization seem to have emerged together
b. first-generation slaves were prisoners of war, criminals, and debtors
c. worked in fields, mines, homes, and shops
d. more rarely, they were sacrificed
e. slavery varied from place to place
f. most ancient slavery differed from the more recent American variety
C. Hierarchies of Gender
1. civilizations everywhere undermined the earlier and more equal relationships
between men and women
2. women in horticultural societies remained relatively equal to men
3. but patriarchy gradually emerged in First Civilizations
a. more intensive agriculture with animal-drawn plows and large dairy
herds favored male labor over female
b. patriarchy also developed in civilizations without plow agriculture, such
as Mesoamerica and the Andes
c. David Christian: the declining position of women was a product of
growing social complexity
d. the association of women with nature because of their role in
reproduction may also have played a part
e. warfare may also have contributed to patriarchy

f. private property and commerce also may have played a role
D. Patriarchy in Practice
1. Gerda Lerner: emergence of patriarchy in Mesopotamia
a. written law codes codified patriarchal family life
b. regulation of female sexuality was central
c. women in Mesopotamia were sometimes divided into two sharply
distinguished categories, depending on protection of one man
d. powerful goddesses of Mesopotamia were gradually replaced by male
deities
2. Egyptian patriarchy gave women greater opportunities than in most First
Civilizations, including ability to:
a. own property and slaves
b. administer and sell land
c. make their own wills
d. sign their own marriage contracts
e. initiate divorce
3. royal women occasionally wielded political power as regents for their sons or,
more rarely, as queens in their own right
4. Egyptian statues and love poetry suggest affection between sexes
IV. The Rise of the State
A. States were central to the organization and stability of First Civilizations.
B. Coercion and Consent
1. the state fulfilled a variety of roles in coordinating and regulating the First
Civilizations, including:
a. organizing irrigation systems
b. adjudicating conflicts
c. defense
2. the state served the needs of the upper classes by:
a. protecting the privileges of the elites
b. requiring farmers to give up a portion of their product to support city
people
c. demanding labor on large public projects
3. the state frequently used force to secure its will
4. force was not always necessary because the state often claimed that its
authority was normal, natural, and ordained by the gods
a. rule by divine right
b. deference to religion restrained or even undermined the right to rule as
in the rule of Chinese emperors by the Mandate of Heaven
C. Writing and Accounting
1. writing provided support for the state and emerged in all of the First
Civilizations except the Andes (though some scholars now regard their
knotted strings, or quipus, as a kind of writing)
2. writing sustained the First Civilizations by:

a. defining elite status and conveying prestige on those who wrote
b. allowing some commoners to join the elite through literacy
c. providing a means for propaganda
d. providing a means to keep accurate accounts and complex calendars
e. giving weight to regulations and laws
3. writing also served functions beyond the state
a. fostered literature, philosophy, astronomy, mathematics, and history
b. sometimes threatened rulers
D. The Grandeur of Kings
1. source of state authority
2. monumental residences and temples
3. luxurious dress
4. elaborate burials
V. Comparing Mesopotamia and Egypt
A. Environment and Culture
1. both depended on rivers, but were very different
a. erratic and destructive flooding in Mesopotamia
b. Nile flooded more predictably and less destructively
2. Mesopotamia was less geographically isolated than Egypt
a. Mesopotamia was vulnerable to external attack
b. Egypt was usually protected from external attack
3. many scholars see a relationship between physical setting and culture
a. more negative Mesopotamian worldview seems to reflect its precarious
and violent environment
b. Egyptian worldview reflected the more stable, predictable, and
beneficent environment in which it took shape
4. Environmental impact of rising population
a. in southern Mesopotamia, deforestation, soil erosion, and salinization of
the soil weakened Sumerian city-states, leading to foreign conquest and
the northward shift of Mesopotamia’s cultural centers
b. Egypt built a more sustainable agricultural system that contributed to
the remarkable continuity of its civilization
B. Cities and States
1. the political systems of Mesopotamia and Egypt differed sharply
2. Mesopotamia for its first thousand years was organized into a dozen or more
separate city-states
3. Egypt
a. each city-state was ruled by a king
b. 80 percent of the population lived in city-states for protection
c. environmental devastation and endemic warfare ultimately led to
conquest by outside forces after about 2350 B.C.E.
d. these outside powers built large territorial states or bureaucratic empires
encompassing all or most of Mesopotamia

a. around 3100 B.C.E., several earlier states or chiefdoms merged into a
unified territory that stretched some 1,000 miles along the Nile
b. for 3,000 years, Egypt maintained its unity and independence with few
interruptions
c. most Egyptians lived in agricultural villages, perhaps because of greater
security
d. the pharaoh, a god in human form, was the focus of the Egyptian state
e. pharaohs were discredited by Nile’s failure to flood around 2200 B.C.E.
f. from 2200 to 2000 B.C.E., anarchy; when state was restored, pharaohs
never regained their old power
C. Interaction and Exchange
1. Egypt and Mesopotamia frequently interacted
2. Egypt ’s agriculture benefited from interaction
3. Mesopotamian models may have influenced Egypt ’s step pyramids and
system of writing
4. Egypt ’s “divine kingship” seems to have been derived from central or eastern
Sudan
5. both Mesopotamia and Egypt carried on extensive long-distance trade
a. Mesopotamian sea trade with the Indus Valley civilization as early as
2300 B.C.E.
b. Mesopotamian trade with Anatolia, Egypt , Iran , and Afghanistan
c. Egyptian trade in the Mediterranean and Middle East
d. Egyptian trade in Nubia and along the East African coast
6. Mesopotamian and Egyptian cultural influences moved along trade routes
a. Hebrews migrated from Mesopotamia to Palestine and Egypt early in
their history
b. Phoenicians (in present-day Lebanon ) were commercially active in the
Mediterranean basin
c. some Indo-European peoples settled in north-central Anatolia
d. sustained contact between Nubia and Egypt
e. Egyptian influence can be seen in Minoan art, while Greeks drew heavily
upon both Egyptian and Mesopotamian precedents in art, religion,
philosophy, and language
7. Mesopotamia and Egypt were also influenced by their neighbors
a. Indo-Europeans brought horse-and-chariot-based armies to
Mesopotamia; Indo-European Hittites conquered the Babylonian empire
in 1595 B.C.E.
b. the Hyksos invaded using chariot-based armies and ruled Egypt between
1650 and 1535 B.C.E.
c. Mesopotamians and Egyptians adopted chariot technology
d. arrival of the Hyksos spurred further innovations in Egypt : new armor
and weaponry, new methods of spinning/weaving
8. by 1500 B.C.E., Egypt had become an imperial state
a. rule over non-Egyptian peoples in both Africa and Asia
b. regular diplomatic correspondence with Middle Eastern empires

VI. Reflections: “Civilization”: What’s in a Word?
A. Some scholars have reservations about the use of the word “civilizations” to
describe the cultures studied in this chapter.
B. Modern assessments of the First Civilizations reveal a profound ambiguity.
1. They gave us inspiring art, profound reflections on life, more productive
technologies, increased control over nature, and writing
2. but they also produced massive inequalities, state oppression, slavery, largescale
warfare, the subordination of women, and epidemic disease
3. Some scholars prefer more neutral terms, such as complex societies, urbanbased
societies, or state-organized societies.
C. Scholars object to the term “civilization,” because it implies more clear-cut
boundaries from other societies than was actually the case.
1. aside from elites, most of the people living in the First Civilizations probably
defined themselves more by occupation, clan, village, city, or region than as a
member of some larger “civilization”
2. First Civilizations lacked clear borders
3. unclear line between civilizations and other kinds of societies
D. This book continues to use the term because:
1. it is so deeply embedded in our way of thinking about the world
2. no alternative concept has achieved widespread usage
3. we need to make distinctions among different kinds of human communities
E. But in using this term, we must remember:
1. historians use “civilization” as a purely descriptive term designating a
particular type of human society—one with cities and states—without implying
any judgment or assessment, any sense of superiority or inferiority
2. the term is used to define broad cultural patterns in particular geographic
regions while recognizing that many people living in those regions may have
been more aware of differences and conflicts than of those commonalities

Chapter 4: Chapter Outline
The following annotated chapter outline will help you review the major topics covered
in this chapter.
Instructions: Review the outline to recall events and their relationships as
presented in the chapter. Return to skim any sections that seem unfamiliar.
I. Opening Vignette
A. The 2007 book Are We Rome? asked if the United States has become the new
Roman Empire.
1. collapse of the Soviet Union
2. overextension of the United States
3. sense of unique, global mission
4. commitment to military dominance
5. reminder of continuing relevance of a long-dead empire
B. Modern fascination with empires
1. earliest empires developed in era of First Civilizations
a. Akkadian Empire
b. Babylonian Empire
c. Assyrian Empire
2. empires have been central to world history for 4,000 years
C. What is an empire?
1. simple answer: empires are political systems with coercive power
2. more typical: larger, more aggressive states
a. conquer other states
b. use their resources
c. usually include multiple peoples and cultures under a single political system
3. no clear line between empires and small multiethnic states
D. Eurasian empires of the classical era include:
1. Persian Empire
2. Greek empire of Alexander the Great
3. Roman Empire
4. Chinese empire (Qin and Han dynasties)
5. India (Mauryan and Gupta empires)
E. Common problems of classical empires:
1. Would they try to impose their culture on varied subjects?
2. Would they rule conquered peoples directly or through local elites?
3. How should they extract wealth while maintaining order?
4. all eventually collapsed
F. Why have empires always been so fascinating?
1. size was imposing
2. blood and violence of conquest
3. satisfaction in witnessing the fall of the mighty when they collapse

4. contrast to nonimperial civilizations
5. empires were important
a. majority of humans before twentieth century lived in empires
b. stimulated exchange of ideas, cultures, and values
c. peace and security encouraged development, commerce, and cultural mixing
II. Empires and Civilizations in Collision: The Persians and the Greeks
A. The Eurasian classical era saw a flowering of second-wave civilizations.
1. civilizations did not usually encounter each other directly
2. Mediterranean world and Middle East were the important exceptions
a. Persians and Greeks were neighbors
b. very important cultural encounter
B. The Persian Empire
1. in 500 B.C.E., it was the largest and most impressive empire
a. Persians were Indo-Europeans, homeland on the Iranian plateau
b. imperial system drew on Mesopotamian prototypes
c. much larger and more splendid
d. Cyrus (r. 557–530 B.C.E.) and Darius (r. 522–486 B.C.E.) expanded empire
from Egypt to India
e. diverse empire with population of around 35 million people
2. elaborate cult of kingship
a. rule by will of the god Ahura Mazda
b. absolute monarchy
3. holding the empire together
a. violent punishments by king
b. effective administrative system
c. respect for non-Persian cultural traditions
d. standardized coinage, predictable taxes
e. encouragement of communication and commerce
4. immense wealth and power
C. The Greeks
1. Indo-Europeans
2. classical Greece emerged ca. 750 B.C.E., flourished for about 400 years
3. distinctiveness of Hellenistic civilization
a. population of Greece and the Aegean basin was 2 million to 3 million people
b. geography of mountains, valleys encouraged development of hundreds of
city-states and small settlements
c. shared common language and common gods
4. between 750 and 500 B.C.E., colonization around Mediterranean basin and
Black Sea
5. most distinctive feature: popular participation in political life of city-states
a. equality of all citizens before the law
b. extent of citizenship varied depending on time and city

c. tyrants (dictators) emerged in many areas, supported by the poorer classes
against the rich
d. Sparta gave most political authority to Council of Elders
e. Athens: most distinctive expression of political participation
f. differences between Athenian and modern democracy
D. Collision: The Greco-Persian Wars
1. point of collision was Ionia (Greek settlements on Anatolian seacoast)
a. in 499 B.C.E., some Ionian Greeks revolted against Persia
b. were supported by Athens
2. Persia responded with expeditions against Greeks in 490 and 480 B.C.E.
a. Greeks astonishingly defeated Persians on land and sea
b. Greeks believed they won Battle of Marathon (490 B.C.E.) because they
were motivated by Greek freedoms
3. notion of East/West divide as dominant theme in European thought
a. Greece = Europe, freedom
b. Persia = Asia, despotism
4. victory radicalized Athenian democracy: poor rowers received full citizenship
a. fifty-year Golden Age of Greek culture after Persian Wars
b. beginnings of imperialism
c. Peloponnesian War (431–404 B.C.E.)
E. Collision: Alexander and the Hellenistic Era
1. Philip II of Macedon completed conquest of Greece by 338 B.C.E.
a. political unification of Greece by force
b. plan for great Greek expedition against Persia
2. Alexander’s expedition against Persia (333–323 B.C.E.)
a. created a massive Greek empire that reached from Egypt and Anatolia to
Afghanistan and India
b. defeat of Persian Empire, destruction of Persepolis
c. Alexander anointed as pharaoh of Egypt, declared to be “son of the gods”
3. Alexander died in 323 B.C.E.; empire divided into three kingdoms, ruled by
Macedonian generals
4. Alexander’s conquests were most important in terms of world history for
creation of the Hellenistic era (323–30 B.C.E.)
a. dissemination of Greek culture through much of Asia and Egypt
b. role of Hellenistic cities in spread of Greek culture
c. Alexandria in Egypt had enormous harbor, library of 700,000 volumes, and
the Museum
5. A simplified form of Greek was widely spoken from Mediterranean to India
a. Indian monarch Ashoka published some of his decrees in Greek
b. many Jews were attracted to Greek culture; Pharisees developed their own
school system to counter the influence
6. Hellenistic cities were much more culturally diverse than original Greek citystates
a. were not independent, but part of conquest states

. Macedonians and Greeks formed the elite
c. cultural interaction and blending were still possible
7. Roman rule replaced that of Greeks in western part of Hellenistic world
III. Comparing Empires: Roman and Chinese
A. The Roman and Chinese empires had little direct contact but interesting
similarities.
1. both flourished ca. 200 B.C.E.–200 C.E.
2. were of similar size (about 1.5 million square miles)
3. both had 50 million to 60 million people
4. between them, they controlled nearly half the world’s population
5. interesting variations on imperial theme
B. Rome: From City-State to Empire
1. started as small, unimportant city-state in central Italy in eighth century B.C.E.
2. overthrew monarchy and established a republic ca. 509 B.C.E.
3. conflict between patricians (wealthy class) and plebeians (poorer classes)
4. pride in republican values: rule of law, citizens’ rights, lack of pretension,
morality—“the way of the ancestors”
5. creation of the empire
a. began in 490s B.C.E. with wars to control Italian peninsula
b. 264–146 B.C.E.: Punic Wars with Carthage
c. conquest of Greece, Egypt, Mesopotamia, and present-day Spain, France,
and Britain
d. reached greatest geographical extent in early second century C.E.
e. gradual, unplanned pursuit of opportunities
f. skill and brutality of Roman army
g. usually generous treatment of conquered peoples
6. political crisis of first century B.C.E.
a. rise of military leaders (Marius, Sulla, Pompey, Julius Caesar)
b. decline of republican values
c. Caesar Augustus (r. 27 B.C.E.–14 C.E.) was first emperor
7. establishment of pax Romana (Roman peace)
a. security
b. relative prosperity
C. China: From Warring States to Empire
1. creation of empire regarded as a restoration
a. Xia, Shang, and Zhou dynasties had created a Chinese state
b. system fell apart by 500 B.C.E.
c. age of warring states: seven competing kingdoms
d. multiple states were regarded as unnatural
2. unification by Shihuangdi, ruler of Qin (r. 221–210 B.C.E.)
a. adopted Legalism as political philosophy: clear rules and harsh punishments
to enforce state authority

. Shihuangdi means “first emperor”
3. expansion of empire into northern Vietnam and Korea and into steppes to
northwest
4. creation of empire was brutal
a. military force
b. execution of scholars, book burning
c. hundreds of thousands of laborers built Great Wall
d. Shihuangdi’s monumental tomb, with about 7,500 life-size ceramic statues
e. standardized weights, measures, currency, written Chinese, and even axle
lengths for carts
5. Qin dynasty collapsed in 206 B.C.E.; followed by Han dynasty (206 B.C.E.–220
C.E.)
a. kept Qin centralization
b. less harsh
D. Consolidating the Roman and Chinese Empires
1. both empires defined themselves in universal terms
2. both invested heavily in public works
3. both claimed supernatural sanctions
a. deceased Roman emperors as gods
b. Chinese emperor as Son of Heaven
4. both absorbed a foreign religious tradition
a. development of Christianity in Roman Empire
b. introduction of Buddhism into China by traders
5. relationships with societies they governed
a. Romans were always a minority in empire
b. ethnic Chinese had much larger cultural heartland
6. role of language differed in the two empires
a. Latin (alphabetic language) gave rise to Spanish, Portuguese, French,
Italian, Romanian
b. Chinese characters (which represented words or ideas) could not be
transferred easily to other languages
7. Roman Empire’s peoples maintained separate cultural identities far more than in
China
8. Bureaucracy was much more elaborate in China than in Roman Empire
a. Chinese emperor Wudi (r. 141–87 B.C.E.) established an academy to train
officials based on works of Confucius
b. Roman administration relied on regional elites and army
E. The Collapse of Empires
1. Why do they fall?
a. Han dynasty ended in 220 C.E.
b. traditional date for fall of western Roman Empire is 476 C.E.; eastern half
survived as Byzantine Empire
2. common factors
a. excessive size, overextension, too expensive for available resources

. no great technological breakthrough to enlarge resources
c. tax evasion by large landowning families
d. tax burden fell heavily onto the poor
e. rivalry between elite factions created instability
f. epidemic disease
g.
threat from nomadic or semi-agricultural peoples on frontier: China dealt
with Xiongnu; Roman Empire, with Germanic-speaking peoples
3. effects of imperial collapse
a. decline of urban life
b. population decline
c. reduction of international trade
d. vast insecurity
4. most important difference between collapse of Han and Roman empires: what
happened next
a. China: about 350 years of disorder, then creation of a similar imperial state
(Sui, Tang, and Song dynasties)
b. Europe: no large-scale imperial system has ever been successfully
established in Western Europe since Romans
c. Why was China more successful in restoration?
IV. Intermittent Empire: The Case of India
A. The idea of empire was much less prominent in India than in Persia, the
Mediterranean, or China.
1. fall of Indus Valley civilization by 1500 B.C.E.
2. creation of new civilization along Ganges River
3. establishment in northern India of classic civilization of South Asia by 600
B.C.E.
a. enormous political, ethnic, cultural, and linguistic diversity
b. Indian civilization as a whole shaped by political fragmentation and cultural
diversity
c. identity provided by distinctive religious tradition (Hinduism) and social
organization (caste system)
B. Mauryan Empire (326–184 B.C.E.)
1. stimulated by Persian and Greek penetration of northwest
2. ruled all but southern tip of India
3. population of around 50 million
4. large military and civilian bureaucracy
5. state-operated industries
6. Ashoka (r. 268–232 B.C.E.) is best-known emperor, thanks to edicts
7. Mauryan Empire broke apart after Ashoka’s death
C. Gupta Empire (320–550 C.E.) and other short-lived empires followed
D. Why couldn’t India maintain an empire?
1. states failed to command loyalty
2. great cultural diversity

3. frequent invasions from Central Asia
4. caste system encouraged local loyalties
E. Indian trade flourished despite the lack of unity.
1. merchants and artisans patronized public buildings and festivals
2. Hinduism and Buddhism spread through much of Asia
3. Indian mathematics and astronomy flourished
V. Reflections: Classical Empires and the Twentieth Century
A. Classical empires continue to be used as models and inspirations.
1. Mao Zedong compared himself to Shihuangdi
2. Modern Indians pride themselves on Ashoka’s nonviolence and tolerance
3. Great Britain celebrated its empire as a modern Roman Empire
4. Mussolini regarded Italian expansion as the creation of a new Roman Empire
5. recent question: are Americans the new Romans?
B. There is a danger of misusing historical analogies, but history is vital to
understanding the complexities of contemporary life.