Lesson 5: Classical Societies of Africa, Americas, and Asia-Pacific PDF

CLASSICAL SOCIETIES AFRICA AMERICAS ASIA-PACIFIC LESSON 5 Saint Jude Catholic School | Junior High Schoo...

CLASSICAL SOCIETIES AFRICA AMERICAS ASIA-PACIFIC LESSON 5 Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  A F R I C A Considered by Modern humans scientists as the are said to have origin of the early lived in the humans. eastern region of sub-Saharan The Egyptian civilization Africa. flourished in north Africa. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  KINGDOMS OF KUSH The city-state of The city-state of The city-state of KERMA NAPATA MEROE ▪ Its economy ▪ The center of ▪ Became the consisted of Kush during the center of Kushite agriculture, period of New civilization hunting, herding, Kingdom in Egypt ▪ Had fertile lands making ceramics ▪ Near gold and and metal bronze mines products ▪ Had ports used as trade routes Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  KINGDOM OF AKSUM The Aksums reigned in the present-day nations of Ethiopia, Eritrea,Djibouti, and Somalia in East Africa. Their livelihood consists of farming, herding, and trade. They exchange gold and ivory for products. The sub-Saharan state to have its own currency and the first to embrace Christianity. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  THE GHANA EMPIRE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  GHANA The Soninke built a robust community and established the Ghana Empire with Kumbi Saleh as the capital. Kumbi Saleh – one part was business center populated by Muslim majority; other part is the king’s residence and the center of Soninke culture. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  GHANA The Soninke people began to act as agents for traders of both salt and gold. Their ruler, or ghana, became known as the “King. of Gold”. They controlled how much metal was mined or sold. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  GHANA They taxed the jewelry, metalwork, and other goods produced in Ghana. Tax funds supported officials and provided a lavish lifestyle of the royalty. The king was considered a god and the people’s spiritual guide. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  The Story of Kumbi Saleh: Gold, Salt, and Islam GHANA The kings recognized the Muslims’ contributions in trade and government. However, the kings did not accept Islam. Muslims from northern Africa invaded Ghana in 1054. The Soninke recaptured the capital in 1076. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  GHANA Warfare disrupted trade and agriculture. Merchants moved from Kumbi Saleh to other trading towns. The Mandingo group from North Africa began conquering Ghana and established the Mali Empire. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  THE MALI EMPIRE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MALI Ghana was taken by the Mandingo, people of Mali. The Islam faith spread during the Mali reign. The empire founded the famous city of Timbuktu which became the center of Islamic trade and culture. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MALI Sundiata became a king and expanded the kingdom. During his reign, he established the territorial base of the empire and laid the foundations for its future prosperity and political unity. Mali gained control of the caravan trade routes and the revenues from trade. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MALI Abu Bakari II, ruler of Mali, dreamed of reaching the sea and exploring the world beyond it. He ordered a fleet set sail with orders not to return until they reached the end of the ocean. He led a second expedition, headed west and was never heard from again. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MALI Mansa Musa, brother of Abu Bakari, a devout Muslim who led Mali to reach the peak of its power. He made a pilgrimage across the Sahara to Mecca, where he displayed wealth with 12,000 slaves and 50,000 ounces of gold. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  THE SONGHAI EMPIRE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  SONGHAI Songhai grew stronger as Mal was weakened by internal rivalries. Sunni Ali led the capture of Timbuktu. Askia Mohammed. 1493. seized the throne, Territories in an Islamic empire was united by launching wars. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  SONGHAI Timbuktu became famous as center of Muslim studies and culture. Songhai was the last great Sudanic empire.. The Songhai Empire was greater in extent than either Ghana or Mali. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  SONGHAI Internal rivalries and disorder weakened Songhai. The sultan of Morocco invaded the state. The Moroccans remained in Sudan but never established a new empire. The Songhai never recovered; no new power replaced it. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  1. What continent is second biggest in terms of land area? AFRICA Africa is also home to a great ancient civilization – the Egyptian Civilization. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  2. What river helped the Egyptian civilization particularly in agriculture? NILE RIVER “Grace of the Nile” Every year, the Nile river overflows, flooding its riverbanks and leaving mud which fertilized the soil. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  3. In the beginning, what two kingdoms existed in Egypt? UPPER EGYPT AND LOWER EGYPT Lower Egypt is in the northern part of the land or where the Nile flows to the Mediterranean Sea. Upper Egypt is in the southern part from the Libyan Desert, to Abu Simbel. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  4. Who was the pharaoh who united these two kingdoms? KING MENES Menes, the king of Upper Egypt, started the long string of dynasties by conquering Lower Egypt. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  5. What was the capital of the Old Kingdom? MEMPHIS Menes unified the regions and built his capital city at Memphis, near the border of these two kingdoms. Because Memphis was located on an island in the Nile, it was easy to defend. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  6. Aside from being kings, how were the pharaohs regarded by the people? THEY WERE REGARDED AS GODS The pharaoh was the absolute ruler in the whole of Egypt. Pharaohs led the government and the army and wielded unlimited power. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  7. What was the kingdom’s capital during the Middle Kingdom? THEBES The Middle Kingdom began as the Egyptians nobles grew strong in power; it was during this period that the kingdom’s capital was moved to Thebes. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  8. What group conquered Egypt during the Middle Kingdom? THE HYKSOS The Hyksos used horses, chariots, and bronze weaponry. The Egyptians learned how to use these and drove out the Hyksos. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  9. What did the Egyptians build as burial places of the pharaohs? THE PYRAMIDS Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  10. What was the system of writing of the Egyptian civilization? HIEROGLYPHICS Hieroglyph, meaning “sacred carving,” is a Greek translation of the Egyptian phrase “the god's words” Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  11. What process did the Egyptians use in preserving dead bodies? MUMMIFICATION The doctors of ancient Egypt were experts in the use of antiseptics. They also gained vast knowledge in anatomy due to their custom of preserving the dead. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  12. What is the dominant faith in ancient Egypt? POLYTHEISM Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  A. European explorer Jules-Sebastien- Cesar Dumont d’Urville categorized the communities in the Pacific into: 13. MELANESIAN 14. MICRONESIAN 15. POLYNESIAN Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MELANESIA - “BLACK ISLANDS” ▪ Vanuatu ▪ Fiji ▪ Solomon Islands ▪ Papua New Guinea Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MICRONESIA - “SMALL ISLANDS” ▪ Federated States of Micronesia ▪ Kiribati ▪ Marshall Islands ▪ Nauru ▪ Palau ▪ Guam Northern Mariana Islands ▪ Wake Islands Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  POLYNESIA - “MANY ISLANDS” ▪ New Zealand ▪ French Polynesia ▪ Wallis and Fotuna ▪ Tokelau American Samoa ▪ Tonga ▪ Tuvalu ▪ Samoa ▪ Hawaii ▪ Easter Islands ▪ Cook Islands Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  B. The economy of the Pacific Islands is composed of: 16. AGRICULTURE 17. FISHING 18. MARITIME TRADE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  TEOTIH OLMEC MAYA AZTEC INCA UACAN Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Established communities along the coasts of Gulf of Mexico, with its primary center in San Lorenzo and La Venta in Mexico. ▪ The Olmec culture is called “Mother Culture of the Americas” and recognized as the foundation of the succeeding communities in Mesoamerica. ▪ The term “olmec” means “Rubber People” because they were the first to use rubber trees for the sap it contains. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  CORN BEANS SAP FROM RUBBER TREE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  POK A TOK Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  CASCAJAL BLOCK ▪ Excavated rock containing the earliest example of written language found in the Americas. Saint (para Jude Catholic sa panloob naSchool | Junior gamit lamang) High School –©Basic Karapatang-ari Saint Education Department Jude Catholic | 2021-2022 School, SY Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Head image of their leader ▪ It reaches 14 ft in height and weighs 18 tons ▪ The head is believed to be the part where the human soul resides One of the Olmec's livelihoods was sculpting and trading COLOSSAL HEADS JADE jade Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Served as main place of worship. OLMEC’S PYRAMIDS ▪ Adapted to the shape of the mountains because of the belief that it is closer to God. ▪ Performed rituals such as offering products, animals, humans (often slaves). Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  OLMEC GODS DRAGON JAGUAR FEATHERED SERPENT FISH MONSTER BIRD MONSTER BANDED-EYE GOD Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  OLMEC DRAINAGE SYSTEM CALENDAR DESIGNED BY OLMECS Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  TEOTIHUACAN Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Teotihuacan established the first city in Mesoamerica. ▪ Established the largest trading center in Mesoamerica. ▪ Groups from the north attacked and burned the city and the Teotihuacanos had to evacuate. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  CARVED FIGURES Artisans were able to mold figures and create masks from polished CARVED MASK stone, usually obsidian. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  COLORFUL POTTERY They also made pottery with colorful designs. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  QUETZALCOATL ▪ The meaning of the word Teotihuacanos is “where the gods live”. ▪ The Teotihuacanos believed in many gods, but the most important god was Qeutzalcoatl (The Feathered Serpent). ▪ Quetzalcoatl is known as the god of peace and humility. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  TEMPLE OF QUETZALCOATL Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Established in the Yucatan Peninsula between Mexico and Guatemala. ▪ They were led by the so-called “halach uinic” or “true man” ▪ They believed that the world is divided into Upperworld (abode of gods), Middleworld (human world), and Underworld (home of the dead). ▪ They reached the regions of five countries: Mexico, Guatemala, Belize, Honduras, at El Salvador Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MAIS BEANS CASSAVA ▪ Corn, beans, squash and cassava were the main crops. ▪ They exchanged products with other provinces in central America and other tribes. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  SOCIAL DUTIES OF MEN AND WOMEN Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  HUNAHPU HUN at HUNAHPU XBALANQUE YUM KAAX ▪ God who cared for forests and fields. His name means “Lord of the Forest” ▪ Hunters and farmers greatly worshiped him. They pray to him before planting MAIZE MAYA HEROGOD TWINS and hunting. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Make sure the ceremonies are performed on time ▪ Consulted about a person’s destiny ▪ Sets the time of marriage, trade, MAYAN cultivation, war, etc. PRIEST ▪ Has the ability to communicate with the gods. ▪ Teach children to read and write. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  CONTRIBUTION OF MAYA IRRIGATION AND FIELD TERRACES NUMERAL SYSTEM Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MAYAN TEMPLE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MAYAN CALENDAR HAAB TZOLKIN Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MAYAN CODICES Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Originated from the dry land of Aztlan and where the term Aztec came from ▪ A nomadic group that established a settlement on an island in Lake Texcoco located in Mexico, the capital was called Tenochtitlan ▪ They created artificial islands called chinampa to increase the arable land ▪ The cities of Texcoco and Tacuba joined forces, and the Aztec Empire was formed Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Good at agriculture and trade ▪ Corn, beans, squash, potatoes, tomatoes, and avocados are the main crops ▪ Ornament making and textile weaving AZTEC Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History SOCIETY FOR INTERNAL USE ONLY  CHINAMPA Artificial islands made from layered soil and tree roots on which to grow crops. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Moctezuma is recognized as the "Father of the Aztec Empire" and the best warrior-leader in the history of the classical American civilization. LEADER OF THE AZTECS ▪ Recognized as head of state and military. He is also the religious leader. He also decides on economic activities. MOCTEZUMA Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  HUITZILOPOCHTLI God of war and symbol of the sun. According to the belief, his anger will cause darkness and the death of all people. TEMPLO MAYOR Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  OFFERINGS TO HUITZILOPOCHTLI Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  HERNAN CORTES ARRIVAL OF THE SPANIARDS Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Made up of the present-day countries of Peru, Chile, Ecuador, Bolivia, and Argentina that are part of the Andes region (Andes Mountains) ▪ The center of government was established in the valley of Cuzco ▪ The empire was called Tawantinsuyu or Land of the Four Corners and their official language was Quechua ▪ Corn, squash, sweet potatoes, potatoes, beans, and quinoa are common foods ▪ Conquered by the Spanish in the 1530s. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  As a show of appreciation to the god, they pray, fast, and sacrifice animals. The most important offering is people, especially young people. CORICANCHA “TEMPLE OF THE SUN” Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  MACHU PICCHU ▪ City built on top of the Andes Mountains in Cuzco, Peru. ▪ It has buildings of households, baths, and temples. Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  WEAVING FABRIC HOUSES MADE OF ADOBE Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ROAD SYSTEM Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  ▪ Recording of agricultural products ▪ Measuring road projects ▪ Birth and death registration, trade, and soldier QUIPU counts Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  NAZCA LINES GEOGLYPHS giant shape carved into the ground Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY  FRANCISCO PIZARRO Saint Jude Catholic School | Junior High School – Basic Education Department | Social Studies 8 | World History FOR INTERNAL USE ONLY