Empire

River Faller developed near the Indus river In the middle east Mesopotamia= developed between the Tells and Euphrates River Elms and Chapin= both help develop the Mayans and the Incas Empire Pastoralist: Primarily the tending of animals= provided food and hides provided clothes and shelter “Nomads”= herding the animals from one place to another Helped spread ideas= would trade with nearby civilizations/settlements The Peopling of the Earth: Europe= one of the beginning areas to start populating Asia= the next area to be populated

South & Central America= the final area to be peopled through the Bearing land bridge Art: Venus Figurines- used for the worshipping of women: belief In fertility oracle Bones- where questions were written on them in which they were used to receive answers from deities in Sang dynasty Code of Hamburg= law codes to help control civilians in Mesopotamia Other Names: NONE Accurate time p: 500 B. C. E to ACE Top five Monotheistic religion a. Judaism- Major In the Mediterranean; Jesus was Jewish, Jesus” dad was god, therefore they worshipped god. They worshipped one god. A god. THE god.

Yaw b. Zoroastrian – Major in The Persian Empire. It was a quasi monotheistic religion, however, there were other gods that they believed had a little amount of power that are bad. But they mostly worshiped ONE god. C. Christianity – Major in the Roman Empire, it persisted in Roman empire despite resistance by Romans Empires Roman- large empire with borders which stretch across different ethnicities/beliefs. Han- attempted centralized gobo with heavy dependency on silk road. Collapsed due to the inability to prevent the development of factions in government in court that reverted a centralized gobo.

Persia- state organized in satrapies, religiously tolerant (Cyrus the Great). Great transportation and communication Murrain- fighting BTW regional kingdoms,united by Marry dynasty(Osaka) Guppy-After the Marry,fell to white Hung,regional governors Long distance trade Silk Road- Located in East Asia traded spices, porcelain and other goods along trade routes Indian Ocean Basin- Connected all of the Mediterranean countries with India and South East Asia Trans- Sahara Trade- connected all of the Sahara Africa

Persian Royal roads and post office Prone to governmental decline Patriarchal society China -footslogging in China- showed the female dependency on men Confucius roles of women: India -Inhabitant, Ramadan: portrayed women as weak-willed and emotional; exalted women who served their husbands devotedly Rome – Pater Familial: roman law that invested authority in the head of the household. Constantinople -Women withdrawn from public festivities; fear of compromise of honor Islamic Empire – Women increasingly covered; couldn’t leave house without male attendant of the family.

An Age of Cross Cultural Interaction Post Classical Era Time pennon: 600 CE to 1450 -rope 5 List: BOB trade systems Spread technology such as gunpowder, paper and the printing press Allowed the formation of economies based mostly on trade, instead of agriculture Spread cultural traditions such as Islam, Buddhism and Christianity Byzantium Schism- Roman Catholic/Eastern Orthodox Constantinople: major center of trade and silk production Suffered the fate of most empires: got too big and eventually disintegrated Islam Started in Arabia spread to Mesopotamia, Africa, Mediterranean.

Muslim Merchants/ Suffix spread Islam all over the world reaching lands such as India, Anatolia Mongols Pox Mongolia: After their conquests were over, they integrated the world into a single empire and encouraged trade so that cultural interaction spread exponentially. Because of their culturally integrated empire and the peace they spread, the Bubonic plague spread quickly and was drastic towards the world’s population Emphasized religious tolerance Cultural Flourishing Renaissance: in Western Europe, a period of cultural flourishing and revival of Greece-

Roman tradition Islam: a boom in artwork, medicine, mathematics, humanities, science and logic as well as the translation of Greek literature/philosophy Tang Golden Age Early Modern Era Other Name: The Origins of Global Interdependence Accurate time-p: 1500-1800 1 . Religious Controversy – Protestant/ Catholic Reformations – Schism in Russian church – Spanish Inquisition 2. Scientific Revolution/ Enlightenment – New ideas on the interpretation of the world- Galileo, Isaac Newton – Adam Smith’s introduction of capitalism – Theory of Progress 3.

Nations becoming closed off to outside influences (Cultural Insularity) – Borrowed technology, but weren’t open to political or cultural influences – Only exception is Russia; westernizes under Peter & Catherine the Great – Ottomans, Japan 4. State Building – Unification of Japan under Outgas Baku – Europeans attempt to revive the Carolingian empire with the Holy Roman Empire – Islamic Empires– Ottomans, Savvied & Mussels 5. Trans-oceanic voyages – James Cook exploration of New Zealand, Australia & Hawaii – Christopher Columbus – Columbian Exchange

In the p of twelve years, the Macedonian king Alexander the Great conquered a vast empire stretching from Greece to modern day Pakistan, consuming the great Persian empire and absorbing many smaller kingdoms in the process. Alexander was a headstrong, violent, extremely brave, politically cunning, and gifted leader who was loved by his men. Very few individuals throughout history have affected the world to such an extent as he. This essay will examine the effects of Alexander the Great’s campaigns and explain why they were so influential in shaping western world.

The effects of these campaigns that will be examined are his unification of western civilization and how they changed western culture, his making Greek the common language throughout his empire and the effects of this, and his legacy as a political and military leader and how they have influenced people throughout history. To begin with we will examine the effects of what is considered Alexander’s Greatest accomplishment, the conquest and unification of the western half of the European continent.

By conquering and replacing quarrelsome kingdoms with more amicable leaders, Alexander was able to exact an era of peace across his empire. Instead of imposing his own ideas of truth, religion, or behavior upon those he conquered, as long as they willingly kept the supply lines open to feed and equip his troop, he let them practice their native beliefs. This is important because it placated the conquered people, preventing revolt as well as allow for the relatively peaceful flow of culture and philosophy throughout the western continent.

Greek however had the strongest influence during this period because of Alexander’s conquest. His empire, at it’s height, which pned from Greece to modern day Pakistan, was conquered hrough a series of campaigns directly led by himself. Not once was he defeated by an enemy general in his campaigns. The most notable of these was the one against the Persian empire. It is estimated that 50 million people, or approximately 40% of the world’s population, lived in the persian empire at this time.

The Persian army was considered the most powerful the world had ever seen. Had Alexander been defeated at the battle of Issus, Granicus or any number of other critical battles during this campaign, it is possible that the Persian thought rather than the Athenian thought would have contributed to western philosophy. Instead, his conquest of Persia and a number of smaller kingdoms allowed for the diffusion of cultures throughout his empire after his death. This diffusion came to be known as the Hellenistic Age, which literally means the dissemination of greek culture.

That is because this period was the pinnacle of Greek influence in the ancient world; it was an age where Greeks, Persians and Asiatic cultures became intertwined. This cultural diffusion was so impactful that, even when the Romans came to power centuries later, they still felt the influence of this period. One example can be seen in Roman Greek god’s. This is because as time passed, The Roman’s adopted the Greek god’s, absorbing them into their own pantheons. Another example is the influence of Greek art. Portraits became more realistic, and the use of Greek style portraits continued on into the Parthian period.

In essence Alexander’s conquests led to the deep rooting of Greek influence throughout western history. His policies and methods allowed for the diffusion of cultures that can still be felt today. For a time, for better or worse, the Western world became a single place. It was united by a common culture and anguage that left its mark on literature, language, and politics. Another influence that was a direct result of Alexander The Great’s conquest was the diffusion of the Greek language across the continent. As the greek culture diffused throughout the empire so did its language.

This allowed Greek to become the “lingua franca”, or unifying language, of the empire. This is important because it allowed for a vast number of different cultures and people to communicate and understand one another. One effect was the transcribing of various texts into different languages. For example n places like Alexandria, where Jews had stopped speaking Hebrew and had adopted greek as their native language due to Hellinization, Greek translations of the bible appeared. This allowed Jewish theology, the basis of Christianity, to be readily available throughout the empire and to the world.

This simple occurrence helped spread the idea of monotheism throughout the world, which had been unheard of until this time. Directly or indirectly, intentionally or unintentionally, Alexander’s life provided the catalytic changes which resulted in the end of paganism and the rise of Christianity and Islam. One culture – stopped persian expansion Had Alexander failed at Issus, Granicus, or any number of other critical battles, it is entirely possible that Persians rather than Athenians would have dictated Western thought.

Moreover, until his premature death – set up stage for rome The Hellenistic age – which literally means the dissemination of Greek culture although it was in fact a fusion of Greco-Asian cultures – lasted until the final years of the Roman Republic. Nevertheless, the influence of Hellenism on the Romans continued because the Greek gods had over time been absorbed into the Roman pantheon. This lasted until the accession of Roman Emperor Constantine l, who ruled rom AD 306 to 337 and adopted Christianity as the official imperial religion for reasons of political expediency.

Though he had conquered Egypt, Alexander was not interested in imposing his own ideas of truth, religion, or behavior upon the people as long as they willingly kept the supply lines open to feed and equip his troops (an important aspect of his ability to rule vast areas which was to be neglected byhis troops married Persian women to help create one culture allowed for the diffusion of greek andpersion culture. The western world, for better and for worse, became almost a single place, united by common culture that left its mark on language, literature, and politics.

Hellinistic period

This period was the pinnacle of Greek influence in the ancient world; the Hellenistic period was the time after Alexander’s death when Greeks, Persians and Alexander attempted to merge elements of the Greek and Persian cultures together, “notably that ofproskynesis, a symbolic kissing of the hand that Persians paid to their social superiors, but a practice of which the Greeks disapproved”. In addition he recruited the local peoples into his army, something which created hostility from the Greek and Macedonian soldiers.

Greek the lingua franca

He had a huge impact on world history spreading the seeds of western culture and philosophy across the world and has legends and stories about him in over 80 languages. The influence on other cultures in the effected areas was profound. In the period after Alexander’s death Judea was annexed by the Ptolemy dynasty, as a result there were Greek government officials and merchants in every Judean village while the region was surrounded by Greek cities. This started to ‘Hellenize’ the Jews, although not to the degree of other peoples.

In addition to the previous many Jews were Dispersed’ as in the Hellenistic Kings moved Jewish families across their empires, sometimes by force. Syria had the largest Jewish population caused by emigrants fleeing the crisis-ridden region, with many also moving to the Tigris river cities, Egypt and into Asia Minor. Many eventually took up Greek clothing and learning to speak and write in Greek, even adopting a Greek name (Alexander being popular) in addition to their Hebrew name.

This situation continued to the point that many Jews no longer spoke Hebrew, so the “Jews of Alexandria had begun the translate their own writings into Greek. Most important of all was the Greek translation of the Bible”. The Hellenistic world even had an influence on the spread of Christianity. Saint Paul (ACE 64) was a Jew from the Hellenized city of Tarsus who spoke and wrote in Greek, who upon his conversion to Christianity adopted some Hellenistic elements to the message, making it more palatable to the Greeks and other gentiles.

Greek became the lingua franca that allowed mass communication and exchange of ideas. It was in Alexander’s city of Alexandria By Egypt on the offshore island of Pharos, that the first translation of the old testament was made from Hebrew to Greek. Although this translation called, The Septuagint, was made for Jews who had so long resided in foreign land that they could no longer read Hebrew, it made Jewish theology, the basis of Christianity, at once available to the entire world and promulgated the idea of monotheism which had been on the fringe of Greek philosophy since Anaxagoras in the 5th century BCE.

Directly or indirectly, intentionally or unintentionally his life was the catalyst which provided the changes which resulted in the end of paganism showed power o f unifying ruler/legacy Moreover, until his premature death, Alexander held in his hands a power than no an, before or since, has known: the power to bring peace and stability to the known world, uniting it under one banner. This notion traveled forward through time, from Greeks to Romans, and from Romans to Europeans.

His lessons of organization, acceptance, and political integration have informed the decisions of countless leaders since, His lessons of organization, acceptance, and political integration have informed the decisions of countless leaders since, and, most notably, his image has carried forward through time to become one of the most memorable fgures in history: – d say that Alexander had a part to play in Rome becoming an empire. GJC worshiped Alexander that he even visited his statue. I can definitely see GJC power hunger coming from the accomplishments of Alexander.

Lead from the Front

Alexander was admired by his troops. He rode and walked in front of them; he didn’t ride behind them in a golden carriage. He ate the same rations and drank the same amount of water that his troops had. Alexander knew exactly how far and how fast his army could march, and he knew their physical and emotional state before battle. Set up the archetype of heroic ruler charging into battle.

The Roman and Han Empires were the most powerful empires among the Classical Empires. The Han Dynasty and Roman Empire were similar in their falls because they both fell to nomadic invaders, and because they both fell because of a decline in economic trade. The Han and the Roman Empires were different in their falls because the Han suffered from serious revolts whereas the Romans did not; also the effects of their falls were different because China was able to make a fairly quick comeback whereas Rome was never able to do so. The Roman and Han empires were similar in their falls because of they both fell to nomadic invaders.

Nomads attacked the empires to try and conquer them. The Romans were attacked by Germanic tribes and Han China was attacked by the Huns. Because both empires borders were so large, they were unable to fully protect their borders making it easy for their invaders to defeat them. The Han and the Roman Empires failing due to nomadic invaders is similar to the fall of the Gupta because one of the main reasons they fell was because of nomadic invaders conquering them and then splitting them up into regional kingdoms. The Roman and Han empires falls’ were similar because of their decline in economic trade.

Trade was extremely important for the Romans and Chinese so when it began to decline, so did the rest of the empire. As both empires borders expanded, they had to take more of the military to defend the borders rather than the trade routes, so the trade routes became compromised. People began stealing goods from merchants making the routes extremely dangerous. Because their was much less trade, the taxes to the government were greatly reduced so they had to tax the people more. Most people could not afford the hike in taxes so the government was still unable to get all of their money, thus resulting in decline.

This is similar to the decline of the Qin Dynasty because the Qin Dynasty had to raise taxes on peasants to try and support the government, causing it to decline as well. The fall of the Han Dynasty and the Roman Empire are different because the Han fell to revolts whereas it was not a major cause in the fall in the Roman Empire. The Han Dynasty had many revolts; an example is the Yellow Turban Revolt, caused by frustration in the government. In Rome there were not many revolts because the government provided the peasants with bread and circuses in order to boost morale and keep them loyal to the government, which worked fairly well.

The effects of the falls of the Han and the Roman Empires are different because China was able to make a comeback whereas Rome was not. After the Han fell, China was able to pull together, largely due to the economic and culture unity, whereas Romans were unable to do so. The Roman empire fell separately so the people in the eastern and western halves were very different, along with the economies. They were so different they could not come together, the government was far to fractured and the people were no longer united.

The history of the world is hitherto marked by the antagonisms in the economic aspects of the society. Since the existence of hierarchical orders in societal relations in political and economic relations were conceptualized, the contradictions between and among the decisive forces in the production process have long been made brutal and more explosive than any other points in human history. Hence, the development of the capitalist mode of production and its dominance as the world’s economic system gave way for the advancement of nation-states into imperialist powers of the modern world.

Contradictions among the classes in the society, between the industrialized countries and industrialized versus the colonies and semi-colonies, only intensified the differences and irreconcilable economic interests of the nations. These contradictions gave way for most of the world’s major catastrophic events like the First World War and the Second World War, being, in reality, war between imperialist and industrialized powers secure their insatiable interests for the control of the market.

Such nature of class antagonisms reflected the exploitation and oppression that the motive forces experienced in the light of these economic restrictions in the present economic condition (Lenin 1916: IX). This essay would settle on the issues raised by the presence of the United States’ vast economic, political, and social sphere of influence on most regions of the world. As the world’s only remaining superpower, the United States of America, maintains its structure in presenting and directing the course of global diplomatic, military and economic affairs.

US imperialist expansion would be studied in order to come up with the particular nature of the hegemony and provide necessary clarifications on the nature of imperialism, super-imperialism and inter-imperialism and if ever these terms are applicable and politically relevant in today’s discussion of global relations. After the terror attacks become the focus of regional diplomatic and military roadmaps, United States role in overseas affairs became even more directed towards armed resolution of conflict as essential appendage of its imperialist hegemony (Stivachtis, 2007).

Marxist analysis of the society in general and political economy in particular could mainly present the foundations of this discourse by which we would draw the explanation for such concepts of imperialism and monopoly capitalist hegemony in the economic, political, cultural and other societal structures that are essentially intertwined with this. To Marxists, “imperialism” is not simply the “trend towards expansion” or the “conquest of foreign lands,” as it is defined by most political scientists and sociologists.

The word is used in a much more precise sense to describe the general changes which occurred in the political, economic and social activity of the big bourgeoisie of the advanced capitalist countries, beginning in the last quarter of the 19th century. These changes were closely related to alterations in the basic structure of this bourgeoisie (Germain 1955). With this definition, there are still varied interpretations of imperialism even among Marxists.

Vladimir Lenin’s theoretical exposition on this subject has long been accepted widely after the Soviet Union molded a formidable economic and military superpower and directly/indirectly influenced the outcomes of revolutions in third world countries. The first and second world wars were the major eruption of these antagonisms and the world experienced an imperialist war over territories for the acquisition of raw materials for the industries and market for the surplus products of the capitalist western powers. A polarized global atmosphere boiled into wars that in reality, wars of expansion.

The United States benefitted greatly from the war. It made the nation accumulate more neo-colonies after the defeat of the Axis powers in Europe and Asia. Hence, a conclusion can be derived from these events: the United States, after its economy faced a major crisis in the 1930’s, needed war in order to boost its military industrial complex, obtain new territories as sources of industrial needs and market for overproduced goods, propel its strategic military positions overseas and contain the Soviet union’s growing power and influence.

Kautsky and Luxemburg, famous Marxists in Europe, clarified imperialism and presented yet another perspective on imperialist stage of the bourgeois capitalist system. Kautsky stated that imperialism is an absolute terminology to be applied to the interests of an industrial nation to expand its commercial realm by arguing that precisely an industrialized nation cannot sell all its products within industrialized nations so it has to look for nations with backward economies that do not have the technology and capacity to produce similar goods or products (Germain 1955).

Cox stipulated the mechanics of how the United States was able to control foreign markets and flooded with surplus goods. He argued that the ‘Empire’ dominated these backward or lagging economies through intimidation by use of the military, alliance with the local elite thus assuring an elite’s government friendly, if not servile, to United States’ imperialist interests (Cox 2004: 309). The reality of the economic basis of imperialist hegemony has not really subsided at the turn of the 21st century and even after the Socialist block has collapsed in the 1990’s.

In fact, the same contradictions n the political economy of the world, however, significant alterations have pervaded since and the resulting events are what the current United States’ ruling class faces. Robert Cox noted the events which shaped the present international order as end products of centuries of societal evolutionary and revolutionary processes. First, he refreshed what French diplomacy baptized as ‘hyper-power’ of the United States of America due to the collapse of the Soviet Union and the disintegration of a bipolar world.

Second, environmental concerns have taken the center stage of international affairs because of unstable conditions in the biosphere, biotechnology and genetically modified organisms. Along with these, there is the economic dilemma which suggests that capitalism continues to contain a tendency of widening the gap between the rich and the poor; ethnic, national, religious and other reason for polarization have been reaffirmed and; the emergence of ‘irregular’ activities pertained to as terrorism and other organized crime.

Hence, in the light of the authority’s inaction regarding these concerns, the public developed skepticism towards established institutions (Cox 2004: 318). Further delving on this particular reasons for the establishment of a new international order, Cox asserted that with all these, there must be a ‘power’ holding all these things completely so that this ‘power’ could set forth the destruction or the genesis of an established reason.

This ‘power’ poses a dilemma as to what nature does this power hold that even Cox tried to provide an acceptable definition. Power… [Is] in a very general sense to mean whatever force can intentionally bring about change in the behavior of any of the diversity of agents in world political economy. States are obviously to be included among the agents. Military strength and the capacity for economic coercion are obviously to be included among the relevant forces.

The problem is to infer from observation of what has happened what the key forces are and what agents are capable of wielding those forces (Cox 2004: 308). Current international scene is dominated by the United States but the economic and diplomatic influences are fast rescinding because of US hegemony in many aspects of world affairs. The US led war on terror and its coalition of the willing is a manifestation of an inherent crisis in a monopoly capitalist system.

Military power now assumes the greatest role in preserving the existing order while its continued intervention in domestic and regional conflicts only isolates US hegemony from the collective of nations. This fragile condition of artificial harmony in a US controlled international scene radiated greater conflicts and majority of the nations initiated their independence from the economic influence of the US through the formation of a regional economic and political cooperation.

The euro for example, attempted to present an alternative to the US dollar. Even if this attempt did not gain head on with the US dollar, its presence already showed that economic regionalism was developing into more stable formations and poses formidable challenge to US unilateralism (Cox 2004:314). The war on terror has unveiled the nature of US imperialism that it is an ‘Empire’ that sought to expand its influence and domination wherever necessary and possible.

Conflicts in the Middle East and the terror attacks in the US re-opened the debating floors to the concerns of terrorism and the ‘dialectic’ relation of ‘terrorism’ and ‘war on terror’. As Robert Cox puts it: …terrorism is a violent reaction to ‘Empire’; and for dominant power the response to ‘terrorism’ is an expansion of ‘Empire’. The two are joined in dialectic without end since the two contestants are not of the same order… The physical elimination of ‘terrorists’ by police and military action does not eliminate ‘terrorism’.

It encourages more people to take up the role of terrorist. The only way this quagmire dialectic could end would be by transcending the conflict in a reestablished legitimacy (Cox 2004: 318). Accumulating the economic, political, cultural and ideological crisis of the United States’ monopoly capitalist empire, various thinkers attempted to explain the nature of this ‘Empire’. The most common of these terminologies used to refer to US imperial structure are ‘super-imperialism’, ‘ultra-imperialism’ and ‘inter-imperialism’.

Super-imperialism is more concerned with the mechanics of the economy and that evolution from classical imperialism to super-imperialism was caused by a reverse in the international scene where US surpassed its preeminent creditor status to a debtor status, hence, the worsening crisis of finance capital under the capitalist system. Ultra Imperialism is a term coined by Karl Kautsky as a theoretical conception of imperialism in the September 1914 issue of Die Neue Zeit. Kautsky articulated that capitalist could exist without wars and these industrialized nations need not to divide territories and markets rather form a cartel.

Lenin quickly repudiated this assertion and stressed that ultra-imperialism understates the class antagonisms in an imperialist system and the contradictions were disregarded. Inter-imperialism on the other hand does not really offer a new conception of imperialism but only an earlier term used by Hobson to what Kautsky referred to as ultra-imperialism. In broadest sense, US imperialism maintains the exploitative conditions at present, the contradiction between and among industrial nations and between industrial nations and third world.

Advanced Placement World History Course Syllabus 2012-2013 Ms. Rebecca Layton Friendly High School Fort Washington, MD 20744 301-449-4900 Rebecca. layton@pgcps. org Course Description: The Advanced Placement World History (APWH) course is an intensive, year long, examination of global history from the period of 8000 B. C. E. to the present. The purpose of APWH is to develop a greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies.

The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. This course also builds an understanding of cultural, institutional and technological precedents that, along with geography, set the human stage. The course is broken down into five major periods of study. They are: ? Foundations: 8000 B. C. E. to 600 C. E. ? 600 C. E. to 1450 ? 1450 to 1750 ? 1750 to 1914 ? 1914 to the present APWH Course Themes: The APWH course is guided by six themes which will receive equal attention throughout the course: . The dynamics of change and continuity across the world history periods covered in this course, and the causes and processes involved in major changes of these dynamics. 2. Patterns and effects of interaction among societies and regions: trade, war, diplomacy and international organizations. 3. The effects of technology, economics and demography on people and the environment (population growth and decline, disease, labor systems, manufacturing, migrations agriculture and weaponry. ) 4. Systems of social structure and gender structure (comparing major features ithin and among societies, and assessing change and continuity). 5. Cultural, intellectual and religious developments, including interactions among and within societies. 6. Changes in functions and structures of states and attitudes towards states and political identities (political culture), including the emergence of nation-state (types of political organization). APWH Habits of Mind or Skills: The APWH course addresses habits of mind or skills in two categories: (1) those addressed by any rigorous history course, and (2) those addressed by a world history course.

Four habits of mind are in the first category: ? Constructing and evaluating arguments: using evidence to make plausible arguments. ? Using documents and other primary data: developing the skills necessary to analyze point of view, context and bias and to understand and interpret information. ? Assessing issues of change and continuity over time, including the capacity to deal with changes as a process and with questions of causation. ? Understanding diversity of interpretations through analysis of context, point of view and frame of reference.

Three habits of mind belong in the second category: ? Seeing global patterns and processes over time and space while also connecting local developments to global ones and moving through levels of generalization from the global to the particular. ? Comparing within and among societies, including comparing societies’ reactions to global process. ? Being aware of human commonalities and differences while assessing claims of universal standards, and understanding culturally diverse ideas and values in historical context. Required Materials: ? Bentley, J. and Ziegler, H. 2003). Traditions and Encounters: A Global Perspective on the Past. (3rd Ed. ). Boston: McGraw-Hill. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume I: to 1700. (5th Ed. ). Boston: Houghton Mifflin Company. ? Andrea, A. and Overfield, J. (2005). The Human Record: Sources of Global History, Volume II: Since 1500. (5th Ed. ). Boston: Houghton Mifflin Company. ? Laden, J. and Whelan, P. (2009). Kaplan AP World History . Kaplan Publishing Grading Criteria: Quarter grades will be computed according to the following factors: ?

Tests/Quizzes/Essays/Projects50% ? Homework25% ? Classwork/Participation25% Conduct: Students are expected to follow all rules in this class that correspond to those stated in the Prince George’s County Code of Student Conduct. Punctuality is a necessity and tardiness to class will result in loss of participation points. Work missed because of an unexcused absence may not be made up. Work missed because of an excused absence must be made up within the week the student returns to school. It is the responsibility of the student to arrange for make up work.

All assignments must be handed in on time; late work will not be accepted. Methodology: This course is conducted using a variety of methods: lecture/discussion, simulations, cooperative learning activities, presentations and independent study/research. All students are responsible for reading the assignments before coming to class so that they may actively participate. A variety of film clips and videos are also used throughout the course. Unit I: Foundations 8000 B. C. E. to 600 C. E. Week One Topics: Agricultural Revolution World Geography Geographic Determinism- Jared Diamond Discussion/Debate

Readings: Course Introductions/Overview, Chapter 1 (Bentley) Major Assignments: Comparative Graphic Organizer: Early Civilization Assessments: Quiz: Chapter 1 Timed Writing: Comparative Essays on Early Civilizations Jared Diamond Take-Home Essay Weeks Two and Three Topics: Civilization Discussion/Debate Early Civilizations (Complex Societies) Economic Specialization/Trade Bantu/Aryan Migration Religion Readings: Chapter 2 (Bentley) Chapter 3 (Bentley) Chapter 4 (Bentley) Chapter 5 (Bentley) Chapter 6 (Bentley) Major Assignments: Annotated Timeline/Companion Essay Vocabulary Building Exercises (Ancient Civilizations)

Assessments: Quiz: Chapters 2-5 Foundation Exam, Part 1: Chapters 1-6 Weeks Four and Five Topics: Classical Societies/Empires Economic Specialization/Development of Long Distance Trade Belief Systems (Religions of Salvation) Readings: Chapter 7 (Bentley) Chapter 8 (Bentley) Chapter 9 (Bentley) Chapter 10 (Bentley) Chapter 11 (Bentley) Major Assignments: Annotated Map: Greek/Roman Mediterranean Comparative Graphic Organizer: Classical Societies/Empires Comparative Graphic Organizer: Belief Systems Assessments: Quiz Chapters 7-11 Timed Writing: Document Based Question: Buddhism Weeks Six and Seven

Topics: Cross-Cultural Interactions/Migrations Long Distance Trade Spread/Diffusion of Religion Spread/Diffusion of Disease Collapse of the Classical Societies/Empires Readings : Chapter 12 (Bentley) 1. 1-1. 15 (Andrea/Overfield, Vol. I) 1. 46-1. 54 (Andrea/Overfield, Vol. I) 1. 18-142 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes) Assessments: Foundations Exam, Part II: Chapters 7-12 Unit II: 600 C. E. to 1450 Week 8 Topics: Byzantium: A Survivor Society Islam: Rise and Expansion Economy and Society: Urbanization, Hemispheric Trade Readings: Chapter 13 (Bentley)

Chapter 14 (Bentley) Major Assignments: Map Activity: Dar al Islam Vocabulary Building Exercises: Byzantine and Islam Assessments: Quiz: Chapter 13-14 Week 9 Topics: Restoration of Imperial Rule in China Islamic and Hindu Kingdoms Economic Development and Trade Culture and Society Readings: Chapter 15 (Bentley) Chapter 16 (Bentley) Major Assignments: Continuity-Change Over Time Graphic Organizer: Chinese Dynasties Assessments: Quiz: Chapters 15-16 Timed Writing: DBQ-The Silk Roads Week 10 Topics: Political Stability Economy and Society The Papacy Regional States and Expansion The Crusades

Readings: Chapter 17 (Bentley) Chapter 20 (Bentley) Major Assignments: Comparative Graphic Organizer: European and Japanese Feudalism Mini-DBQ: The Crusades Assessments: Quiz: Chapter 17 and 20 Unit II Exam, Part I: Chapters 13-17 and 20 Week 11 Topics: Turkish Migrations and Expansion Mongol Expansion and Empire Building Readings: Chapter 18 (Bentley) Major Assignments: Annotated Timeline (AP Themes) Vocabulary Building Exercises: Asia/Middle East Map Building Exercise: Turkish/Mongol Assessments: Quiz: Chapter 18 Timed Writing: CCOT Essay: The Mongols Weeks 12 and 13 Topics: West African Kingdoms/Empires

Islamic Kingdoms/Empires Long Distance Trade: Trans-Saharan Trade/ Indian Ocean Trade Culture and Society Mesoamerican Empires Readings: Chapter 19 (Bentley) Chapter 21 (Bentley) Major Assignments: Persuasive Essay: Why/ Why Not Build Long Distance Trade Routes? Presentation: Empire Building Assessments: Quiz: Chapter 19 and Chapter 21 Quiz: Vocabulary/Map Week 14 Topics: Cross-Cultural Interactions Long-Distance Trade Crisis and Recovery Exploration and Colonization Readings: Chapter 22 (Bentley) 1. 55-1. 113 (Andrea/Overfield, Vol. I) Major Assignments: ASPIRE Chart Annotated Timeline (AP Themes)

Assessments: Quiz: Chapter 22 Unit II Exam, Part II: Chapters 18-22 (Excluding Chapter 20) Unit III: 1450 to 1750 Week 15 Topics: Exploration: Navigation and Motivation Colonization: Europeans to the Americas/South Asia Exchange: Transoceanic Trade Readings: Chapter 23 (Bentley) Major Assignments: Map Activity Vocabulary Building Exercises Annotated Timeline/Corresponding Essay (AP Themes) Assessments: Quiz: Chapter 23 Quiz: Vocabulary/Map Skills (Renaissance Europe) Week 16 Topics: Reformation/Counter Reformation Revival of Empire Capitalism-Expansion of Trade-Labor Systems

Readings: Chapter 24 (Bentley) Major Assignments: Vocabulary Building Exercises (Reformation) Essay: Transformation of Europe Assessments: Quiz: Chapter 24 Timed Writing: DBQ-Christian and Muslim Attitudes Towards Trade Week 17 Topics: The Spanish in the Americas Colonial Society European Expansion into the Pacific Readings: Chapter 25 (Bentley) Major Assignments: Annotated Timeline Colonization Map Assessments: Quiz: Chapter 25 Timed Writing: Comparative Essay on Labor Systems Week 18 Topics: Labor Systems in the New World-Triangular Trade African Diaspora (Demographic Impact) Abolition of Slavery

Readings: Chapter 26 (Bentley) Major Assignments: Essay: The Growth of Plantations Assessments: Quiz: Chapter 26 Timed Writing: DBQ on the Abolition of Slavery Week 19 Topics: Political Stability in China (Post Mongols) Economic and Social Changes “New” Cultural Influences/Traditions Unification of Japan Readings: Chapter 28 (Bentley) Major Assignments: Comparison Graphic Organizer: Japanese and Chinese Social/Political Changes Vocabulary Building Exercises: East Asia Map Activity: East Asia Assessments: Quiz: Chapter 27 Quiz: Vocabulary/Map: East Asia Week 20 Topics: Islamic Empires Islamic Society

Empires in Transition Readings: Chapter 28 (Bentley) 2. 3-2. 58 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Annotated Timeline Middle East Map Activity Assessments: Quiz: Chapter 28 Unit III Exam, Chapters 23-26 Unit IV: 1750 to 1914 Week 21 Topics: Enlightenment and Revolution (American/French) Impact of Revolution – Latin America – Abolitionism – Women’s Rights Nationalism and the Formation of National States (Italy/Germany) Readings: Chapter 29 (Bentley) Major Assignments: Vocabulary Building Exercises: Political Upheaval Comparative Graphic Organizer: American/French Revolutions

Comparative Graphic Organizer: Italian/German Nation Building Assessments: Quiz: Chapter 29 Quiz: Vocabulary Week 22 Topics: Industrialization Changing Industrial Society-Urbanization and Migration Global Impact Readings: Chapter 30 (Bentley) Major Assignments: Annotated Timeline Assessments: Quiz: Chapter 30 Timed Writing: CCOT Essay on the Roles of Women in East Asia, Latina America, Sub-Saharan Africa and Western Europe, 1750-1914 Week 23 Topics: The Americas State Building Economic Development Society and Culture Readings: Chapter 31 (Bentley) Major Assignments: Annotated Timeline Map Activity: U. S. Growth

Assessments: Quiz: Chapter 31 Essay: Immigration and Change in the Americas Week 24 Topics: Declining Empires Ottoman’s -Russian-China Readings: Chapter 32 (Bentley) Major Assignments: Map Activity: Russia Annotated Timeline/Companion Essay: Growth and Change of Russia Assessments: Quiz: Chapter 32 Weeks 25-26 Topics: Imperialism: Building of Global Empires Motives for Empire The Scramble (Africa and Asia) New Imperial Powers Impact of Imperialism Readings: Chapter 33 (Bentley) Major Assignments: Map Activity: Imperialism Comparison Graphic Organizer: European Imperialism Assessments: Quiz: Chapter 33

Week 27 Topics: Review/Reflect/Recover Readings: 2. 40-2. 80 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Vocabulary Building Exercises: Imperialism Assessments: Timed Writing: DBQ- Asian Indentured Labor in the 19th Century Unit IV Exam, Chapters 29-33 Unit V: 1914 to Present Week 28 Topics: World War I Global War Total War Impact of Versailles Readings: Chapter 34 (Bentley) Major Assignments: Map Activity: Europe WWI Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWI Assessments: Quiz: Chapter 34 Weeks 29 and 30 Topics: Global Depression and Political Challenges

Rise of Totalitarian Movements (Fascism, Communism, National Socialism Nationalism and Political Identity –Asian Autonomy –Colonial Africa Latin America Readings: Chapter 35 (Bentley) Chapter 36 (Bentley) Major Assignments: Comparative Graphic Organizer: Totalitarian Movements Comparative Graphic Organizer: Asia/Africa/Latin America Vocabulary Building Exercises: Political Systems Assessments: Quiz: Chapters 35-36 Timed Writing: CCOT Essay on Attitudes Towards Political Structures Week 31 Topics: World War II Causes and Consequences Total War Holocaust Atomic Bomb Readings: Chapter 37 (Bentley)

Major Assignments: Annotated Timeline/Companion Essay: Causes, Impact and Fall Out of WWII Map Activity: Europe WWII/Asia Holocaust Writing Perspective Assessments: Quiz: Chapter 37 Week 32 Topics: The Cold War Emergence of Super Powers Hot Spots: Korea/Cuba/Vietnam End of Cold War Readings: Chapter 38 (Bentley) Major Assignments: Comparative Graphic Organizers: Hot Spots Annotated Timeline: Cold War Vocabulary Building Exercises: Post War Map Activity: South East Asia Assessments: Quiz: Chapter 38 Quiz: Vocabulary/Map Week 33 Topics: De-Colonization Asia-Africa-Latin America Readings: Chapter 39 (Bentley)

Major Assignments: Map Activity: Africa Map Activity: Latin America Comparison Graphic Organizer: Independence Africa/Asia/Latin America Assessments: Quiz: Chapter 39 Timed Writing: DBQ-Nationalism Among Muslim Leaders Week 34 Topics: The Global Economy Cross-Cultural Exchanges and Communication Global Problems-Demography and Environment Readings: Chapter 40 (Bentley) 2. 100-2. 123, 2. 87-2. 98 (Andrea/Overfield, Vol. II) Major Assignments: ASPIRE Chart Presentation: Global Economy, Cultural Interactions, Global Threats, Rights of Women or Migration Assessments: Quiz: Chapter 40 Unit V Exam, Chapters 34-40

“Every empire tells itself and the world that it is unlike all other empires and that its mission is not to plunder and control but to educate and liberate” is a quote by Edward W. Said. During the 19th century, Western nations started expansion into territorial imperialism to collect resources from colonies to benefit economically, politically, and socially. Jules Ferry, a former French prime minister, created a colonial policy to colonize territories for France’s benefits and to civilize the people in those territories. His biased views may affect the historical impact and people should not believe everything they hear.

One should analyze a document and take past knowledge on the issue into consideration before making any decisions. “The French Colonial Expansion” is a modernized text of the “Speech Before the French Chamber of Deputies” by the former French prime minister, Jules Francois Camille Ferry, on March 28, 1884. Jules Ferry made this speech to show his support for imperialism and that it was the only way, at the time, for a nation to be powerful. He believed that the colonial expansion policy consisted of economic ideas, the most far-reaching ideas of civilization, and ideas of a political and patriotic sort (Watts, Int. ).

He backed his argument up with some statistics of how other nations, like Germany or the United States of America, have outlets, or colonies to export goods to, and this helped expand their market. Colonial policy will allow for France to compete against other powerful nations and help solve problems like the freedom of trade and supply and demand (Arkenberg, Int. ). Not only did Ferry want to maintain France’s power, he also believed that Europeans were the “superior race” because they were civilized. A social issue he wanted to overcome was to civilize the “inferior races” because it was the higher races’ duty to do so (Arkenberg, Int. . In addition, Ferry made a good point that France needs colonies to support its navy with harbors, defenses, and supplies that can only be obtained overseas. Ferry was for imperialism because it had many benefits to the nation. However, many socialists and conservative critics were against his policy for different reasons (Jules, Int. ). He was addressing his speech to those that opposed imperialism and the French Chamber of Deputies. His motivation was to spread the ideas of imperialism and point out the benefits of it to the people of France. Obviously, he has a lot of pride in his country because he believes that they are the superior race,” so he wants to spread the feel of nationalism by gaining power to France (Watts, Int. ). The power of a nation is gained by the amount of land it has. The colonial policy led France to annex Tunis, Madagascar, Indo-China, and explore the Congo and the Niger region (Jules, Int. ). Based on all of the exploration done by France, one can conclude that France is a powerful nation and its colonial policy went into effect. They were great competitors with other Europeans and the United States because they took over many rich African and Asian countries.

With all of their new territories, they would have a better market because they would have raw materials sent to them from those countries, and they would sell them back (Arkenberg, Int. ). In addition, the French have a lot of pride in themselves because they believe that they are the “superior race,” so they would try to civilize the people in many of their territories. Therefore, the local culture of those countries probably went down and there was a lot of hatred towards the French for the change of their way of living, style, and religion.

Because Jules Ferry believed that the Europeans were a “superior race,” this proves that he was biased because he only looked at the European view of imperialism. He only sees that the colonial policy will benefit and solve France’s economic, social, and political problems. However, he doesn’t look at the view of the African and Asian countries being claimed. To them, imperialism is a horrible thing because their way of life is being taken away and replaced by a different life style.

Also, imperialism would stop their learning curve and affect their nation’s development. New problems would arise as well. For example, after the division of African territory between each European nation, African tribes were moved and this created more fights between them. Ferry also leaves out the conflicts between the European nations and the U. S. Imperialism is not always beneficial to a nation because there would always be arguments between two or more nations over land, and war would erupt if the issue is non-negotiable.

Edward W. Said’s quote, “every empire tells itself and the world that it is unlike all other empires and that its mission is not to plunder and control but to educate and liberate” shows that Jules Ferry is biased because he is only presenting the benefits to France and not the problems that it could do to the colonized territories or to Western nations all together. One should never completely believe everything they hear and analysis is needed to see both sides of a story.

Western Roman Empire | A map depicting the separate empires of Rome| Mediterranean Society: The Roman Phase From Kingdom To Republic The Etruscans and Rome (Previous Wiki notes) There are many different versions on how Rome started the ones told to kids are very simple with very few names: . Ancient Rome for Kids The story of Romulus and Remus for adults have dates, more names and details: Wolf Country, Myth and Stories You can find many versions of myths, however the version the text book talks about Aeneas, a refugee from Troy who migrated to Italy when Greek invaders destroyed his land.

Tow of his decedents, twins; Romulus and Remus, almost didn’t survive infancy because and evil uncle abandoned them by a flooded Tiber River. A she-wolf found them and nursed them back to health. When the boys grew older, Romulus founded the city of Rome and established himself as its first kind in 753 B. C. E. However scholars tell a different story. Some Greek historians believe that Aeneas settled at Rome, which was a small city-state. In the fourth century B. C. , Rome began to expand and Romans came into greater contact with the Greeks, which suggest that Aeneas has a role in the creation of the great city.

In the first century B. C. , the Roman Poet Virgil developed the Aeneas myth in his epic poem the Aeneid, which talked about Aeneas’ journey to Rome. Augustus, the first Roman emperor and emperor during Virgil’s time, and Julius Caesar, his great uncle and predecessor as the Roman ruler, were known to be decedents of Aeneas. ( Information founded in the article: This Day in History: Rome founded) The text book talks about how Indo-Europeans migrated crossed the Alps and settled through the Italian peninsula, including the future site of Rome. The Roman Republic and Its Constitution

The Romans got rid of the last Etruscan king in 509 B. C. E. The republican constution had two consuls; military and civil. These consuls were elected by an assembly that was dominated by the high class, or patricians. There was also a senate which advised the consuls and helped ratify major decisions. Because both the senate and consuls represented only the interests of the patricians there were many conflicts between the patricians and the lower class, or plebeians. To solve these conflicts, the patricians gave the plebeians tribunes, or people the plebeians could elect to speak for them.

The tribunes had the power to intervene and veto decisions. The plebeians began to gain power, by the early third century B. C. E the plebeians’ tribunes dominated Roman politics. From Republic To Empire Imperial Expansion and Domestic Problems During the second and first centuries B. C. E, the relations between the classes were so strained that there was much conflict and violence. Two brothers, Tiberius and Gaius Gracchus worked to spread the land possesion and tried to limit the ammount of land a certain person could hold. Unfortunately though, they were both assasinated for fear of gaining influence over Roman affairs.

The people that were in control of the political power, were of a small class that used the power to only help themselves and their class. In 87 B. C. E Marius marched on Rome and during the first century B. C. E, Rome was in civil war. When Marius died the next year, Sulla planned to take power and soon did in 83 B. C. E. Many conservatives supported Sulla because he imposed many conservative legislation. The Foundation of Empire Julius Caesar seized Rome in 49 B. C. E by being a very popular public figure. He believed strongly in social reform and conquered Gaul.

He was responsible for a lot of social reforms and changed the gonvernment to centralized control. Caesar claimed the title “dictator for life”, which earned him his assasination in 44 B. C. E. After Caesar was killed, his adopted son, Octavian, after defeating Mark Antony, took over Rome and brought civil conflict to an end. The senate bestowed the title “Augustus,” to him in 27 B. C. E. He ran a monarchy disguised as a republic. While he was in power, a new standing army was created and the imperial institutions began to take root. Continuing Expansion and Integration of the Empire

The two centuries following Augustus’s rule, the Romans conquered lands in the Mediterranean basin, western Europe, and down the Nile to Kush. For two and a half centuries into the third century a long era of peace was prevelant among economic and political integration, this was called pax romana, or “Roman peace”. Another important Roman advance was the road and highway system. The new road systems created were very well engineered and allowed for extremely quick and urgent travel, which improved the postal system extremely. Also during this time, Romans began developing a system of written law at about 450 B. C. E.

They developed a system called the Twelve Tables, which was a basic law code for citizens for the early republic. Economy and Society In the Roman Mediterranean Trade and Urbanization Latifundia owners grew various crops to export in North Africa, Egypt, and Sicily. Ships carried several hundred tons of crops to cities for consumers. Other cities and regions could now focus on cultivating fruits and vegetables or manufacturing goods. Archaeologists have uncovered a pottery factory north of Rome that probably employed hundreds of workers and had a mixing vat that could hold more than 10,568 gallons (40,000 liters) of clay.

The Mediterranean lake became an essential lake for the Romans because it linked many cities and was used for trading. They called the lake mare nostrum which means “our sea. ” The Roman military and navy kept the seas mostly free of pirates to ensure that cargoes could move freely over long distances. The city of Rome received taxes, tributes, booty and other wealth from military expansion. Rome also received most of the profit from Mediterranean trade. The money was used for urban development. In the first century C. E. , there were about 10,000 statues, 700 pools, 500 fountains, and 36 monumental arches.

The state financed the construction of temples, bath houses, public buildings, stadiums, and aqueducts. The aqueducts were very important because they brought fresh water to Rome. They used concrete (invented by Roman engineers) to build the aqueducts because it is very strong. The population increased dramatically because construction employed hundreds of thousands of workers. Family and Society in Roman Times The eldest male was usually the head of the common Roman family and ruled as Pater Familias, or “father of the family”.

As the pater families, the father could do anything he wanted with his children, like planning weddings or even executing them. Despite Roman law, women could hold high influence within the family. The women also would help plan weddings and even help with family finances by finding loopholes in Roman Law. As time went on, new classes of people accumulated lots of private wealth for themselves. The wealthy would live in palaces and eat exotic dishes with animal tongues in them. If there are wealthy people, there are lots of poor people, who became a big problem in Rome.

The poor would often riot, but the government used a technique called “Bread and Circuses” where they would supply the poor with subsidized grain and spectacular public entertainment. One big part of Roman society was the slaves. About one third (Two sixths, three ninths, etc. ,) of the population were slaves; most of which worked on Latifundia, while others worked mines. During the second and first centuries, slaves would often revolt. One of the more serious revolts being in 73 BCE where 70,000 slaves rebelled was led by Spartacus. City slaves had a much less difficult life.

Female slaves worked as servants, whereas educated or talented male slaves could lead comfortable lives, such as Epictetus, who became a Stoic philosopher. Some slaves hoped for manumission, so they could leave the slave life behind. This was not mandatory for owners, so they slaves still had to work under the owner’s command until they might be set free. The owners could do anything they wanted to with the slaves. The Cosmopolitan Mediterranean Greek Philosophy and Religions of Salavation The Romans believed in Gods and Goddesses who intervened in human affairs, and tutelary deities who looked after the welfare of families.

As the Roman empire grew, they experienced more cultures, which lead to them adopting deities from other people and adapted them to their own purposes. As well as using other cultures’ deities, they also borrowed religious practices, like animal sacrifices. The Greeks inspired the Romans in ways like rational thought and philosophy. One example is the Stoicism. The Stoics “sought to identify a set of universal moral standards based on nature and reason that would transcend local ethical codes”. Marcus Tullius Cicero (106-43 b. c. e. ) was a Roman thinker who adopted the Stoic values.

In adapting Hellenistic thought to Roman needs, Cicero drew heavily from Stoics’ moral and ethical teachings. Cicero believed that the pursuit of justice is a person’s duty and was against those who sought wealth and power through immoral ways. The majority of people believed in religions of salvation because it gave them a promise of future existence. Religions of salvation became key features of Mediterranean society in the Helenistic times. The roads of the Roman empire not only served as trade routes, but as openings for the word of religious salvation to spread. Mithraism started as a cult for Mithras, a god for the sun and light.

Soldiers in Anatolia adapted the cult to their own interests, and related it to strength and courage rather than the sun and light. The cult of Mithras did not allow women, but cults for goddesses like Isis spread. The cult of Isis was the most popular before Christianity spread. All of these religions spread through the Mediterranean basin. Judaism and Early Christianity In an attempt to encourage political loyalty, emperors often created state cults to worship the emperors as gods. The Jews believed that the creation of these cults was totally outside of the belief of their religion.

Jews often refused to pay taxes to the emperors who had claimed themselves to be gods. As the Romans began to spread into the eastern Mediterranean region the relations between the Romans and the Jews became more and more tense. Between the third and first centuries B. C. E. the Jews mounted several rebellious attacks against the Romans but ultimately failed. The Roman forces outfought the rebels during the Jewish War of 66 to 70 C. E. Some Jews actively fought the Romans and others founded new sects that looked for saviors. They observed a strict moral code and participated in rituals designed to reinforce a state of community.

They also looked for a savior who would take them away from Roman rule and lead them to establish a community in which they could practice faith without interference. The early Christians probably had little contact with them but had many of the same concerns. Christians formed their community around Jesus of Nazareth. | Jesus of Nazareth| The Fall of the Roman Empire Internal Decay in the Roman Empire Although it is perceived that the collapse of the Roman empire only had one cause, there were actually multiple causes that caused the fall of the empire.

The combination of internal problems and external pressures proved deadly for the civilization. Internal political problems included internal opposition, which was mostly the work of the 26 claimants. The claimants were successors to the imperial throne, and were nicknamed “barracks emperors. ” Their deaths were violent, often times because of one another, and held their power for short periods of time. The shear size of the Roman empire also proved problematic for the future of Rome. Central governments were difficult to control over large areas, and epidemics soon spread like wildfire over the uncontrolled region.

Eventually, self-sufficient economies took the place of a large central government. Diocletian, who reigned from 284-305 CE, attempted to solve the problem of size by dividing the empire into two administrative districts. Two co-emperors ruled the districts, with the aid of lieutenants and 4 officials, or tetrarchs. Only these officials were allowed to minister. Diocletian was a skilled administrator who brought Rome’s armies under control, and strengthened the imperial currency. Although his war strategies were more effective than his economic ones, this helped stabilize Rome’s economy.

His retirement later resulted in civil war. Constantine was the son of Diocletian’s co-ruler Constantius became the emperor. Constantine wanted to become the sole emperor of Rome, so he reunited the Eastern and Western districts of Rome. Constantine wanted a new capital for the new united empire, so he built the city of Constantinople. Old problems of centralized government arose from this reunion, as both the population and economy of reunited Rome declined. There were no resources left to protect the new empire and its people, ending the reign of Constantine.

Germanic Invasions and the Fall of the Western Roman Empire Military threat from migratory Germanic peoples and Germanic invasions brought an end to Roman authority in the western half of the empire, while the eastern half survived another millennium. The Visigroths, the most famous of this group of migrants, adopted Roman culture and laws, but were advised to settle outside of the imperial boundaries. The Huns, who migrated from Central Asia, were brilliantly led by the warrior-king Atilla, who organized the Huns into a nearly unstoppable military unit. They attacked Germanic peoples living on Roman empire boundaries.

The Huns disappeared after Atilla’s death, but the Germanic peoples had such an effect from their violence that they began to seek refuge in Rome. They scattered in settlements throughout the Western Roman empire, and later overthrew the governments they were living under. The Visiogroths, under the leadership of Alaric, sacked Rome in 410 CE. Odovacer, a Germanic ruler, deposed Romulus Agustulus, ending the Western Roman empire. Cultural Change in the Late Roman Empire Germanic peoples governed and organized society with their own traditions now that they lacked the guardianship of the Romans.

They adopted some Roman influence, mostly Roman laws which resonated deeply within their systems. Roman and Germanic traditions later blended to form Medieval Europe. Christianity survived the Roman empire collapse, and it became a huge influencer in the region. Constantine promulgated the Edict of Milan, which allowed Christians to practice their faith openly in the Roman empire. Constantine himself converts to Christianity, and the later emperor, Theodosius, makes Christianity the official religion of the Roman empire.

Christianity historically resonated with the lower classes and women because of its equal nature, but during the 4th century CE, that began to change when intellectual elites began to take more interest in Christianity. St. Augustine (354-430 CE) was he most important and influential figure in the spread of Christianity after the collapse of the Western Roman empire. He was a bishop of Hippo, (a town in Northern Africa) and worked to reconcile Christianity with Greek and Roman philosophical traditions, and to articulate Christianity with the upper classes.

Controversy arose within the religion, putting tension between people who interpreted the Christian doctrine in different ways. The foundation of the institutional church formed shortly after these disputes began to arise. The bishop of Rome, known as the Pope, and 4 patriarchs, were the church officials. Bishops and patriarchs would assemble in church councils to solve disputes, often times over the interpretations of Christine doctrines. In the meantime, missionaries converted Germanic peoples to Christianity.