More On Classical India (Textbook questions)

According to the passage on page 225, explains the importance of zero

The Indian invention of the concept of zero is important to understanding the sophistication of Indian education.  Though mathematical reasoning was by no means out of the ordinary, the Indians ventured into uncharted mathematical territory.  The mathematic principles they came up with served to be very important not only to their society, but also to modern computational sciences.  It is for this reason that Indian reasoning remains the integral basis of computational sciences in the contemporary world.  The invention of the concept of zero enabled the Indians to adopt a system of place-value notation, in which different symbols with the same number and type of characters could represent different numerals.  This significantly improved calculation speed and efficiency, enabling Indians to carry out advanced algebraic calculations and anticipate the invention of calculus.  This new, efficient number system with the use of zero spread from India to its neighboring societies, eventually impacting the entire world of mathematics.   

How do these reflections on cast duties and detachment in the Bhagavad Gita compare and contrast with the moral and ethical teachings of Zarathustra and Confucius discussed in earlier chapters?

The reflections on cast duties and detachment in the Bhagavad Gita are similar to, yet different than the ethical teachings of Zarathustra, the Persian religion of salvation.  One main difference between the the teachings of Zarathustra and the Bhagavad Gita is the way in which each viewed pleasure.  According to the Zoroastrianism faith, the teachings of Zarathustra allowed human beings to enjoy the world and it's fruit, including wealth, sexual pleasure, and social prestige.  Contrastingly, the Bhagavad Gita explains that the state of mind that consists in firm understanding regarding steady contemplation does not belong to those who are strongly attached to worldly pleasures and power.  Another difference between the faiths taught by Zoroaster and the Bhagavad Gita is that the Bhagavad Gita places importance on self righteous behavior, according to social status, even if it means death.  In contrast, the teachings of Zoroaster state that one must place decisions on the basis of moral belief, not according to society or social status.  Yet another difference between the two is regarding the afterlife.  In Zoroastrian faith, people are judged based on their actions upon their death and are placed in heaven or hell.  In contrast, the Bhagavad Gita teaches that people are born and reincarnated.  One similarity between the two faiths is that both glorified strength and associated weakness with shame.  The teachings of Zoroaster state that the ancient Persians glorified strength, and depicted those who were weak as incapable.  Similarly according to the teachings of the Bhagavad Gita, one who does meet obligations and shows weak character has abandoned his duty and fame, "falling down to littleness."  In fighting and showing strength, one can gain respect.  Therefore, the teachings of Zarathustra and the Bhagavad Gita are similar, yet different in many ways.  

How Would you Save the Han Dynasty?

The main factors that contributed to the fall of the Han Dynasty were

• Revolts due to the problem of land distribution
• Factions at court paralyzed the central government 
• Bureaucratic corruption
• Foreign attacks 
• War and the high taxes that followed
• Population growth

To fix the problems of the Han Dynasty, I would...

• Prevent NEW land distribution.  I would instead expand the empire and distribute land that was newly conquered.  Instead of brutally, I would lead China in a peaceful way.  Distributing land equally over the empire would prevent the attacks from the outside...so that no area of China would be totally uninhabited. 
• I would create bureau that would reinstate the power in the country and prevent subordinate kingdoms from fighting with each other
• I would create a group of advisors who would voice the opinions of the people of the towns they represented.  This would make everyone satisfied.  
• I would build a powerful army that would prevent foreign invasions from crumbling the empire and to strike down rebellions. 
• Would make subordinate kingdoms weak,  by controlling natural resources.  
• Introduce Confucian and Daoist beliefs and education.  
• Increase economic trade and appeasement 

China Pocket Map

What is Daoism in One Sentence?

Daoism, a religious belief that revolves around the concept Dao, a colorless, intangible, empty yet full idea, is known as "The Way" one should live life - by simplicity and ambition, like water, which flows through nature in harmony with its surroundings.
~Shivesh Shah

The Analects: Analysis Questions

     1. Is this a religion? Why do you think so/think not?

A religion can be defined as “an interest, a belief, or an activity that is very important to a person or group” (http://www.merriam-webster.com/dictionary/religion).  The main aspects of a religion are: religious beliefs in God, sacred texts, rituals/symbols, ethical principles/guiding behavior, and spirituality.  In both Book One and Book Two, many of these aspects are explained, therefore substantiating the existence of Confucianism as a religion. 

In Book One, the “Master” is referenced, possible representing a god or god-like figure.  This is the first clue that Confucianism is in fat a religion.  The ethical principles that Confucians adhere to (referred to in the book) include perseverance, virtue, application, hard work, and faith.   These principles provide the foundation for the whole religion of Confucianism. 

Another reason why I believe Confucianism is a religion is that the ethics focused on in this book impact society.  Just as a religion dictates the events and daily life of a society, Confucianism may have dictated life of Ancient China.  In Book Two, the author writes, “If the people be led by laws, and uniformity sought to be given to them…” (Chapter III, Line1-3) implying that society of Ancient China may have been based on the religious principles described in the Analects.  Not only was society based on the context of the Analects, but punishments and daily life may have been dictated by the religion of Confucianism as well. 

Lastly, since this book, the Analects, is a text focusing on the principles of Confucianism, it can be considered a sacred text, thus providing evidence that Confucianism is a religion. 

   

2. Does this reading support the idea that people are born good/bad/neutral?  Refer to three examples (using the book, section, and line number as the citations) that support your point of view.  

This reading supports the idea that people are born neutral and are given the decision to either become good or bad. 

In Book One, the author states, “he should overflow in love to all, and cultivate the friendship of the good.” (Chapter VI, line 5-7)  It can be inferred by the reader that the subject of the matter “He,” has been given a choice without external influence, to become friends with the “good” or the “bad”.  It is up to the man to make this choice.  In this way, this example may be reflecting how the author of this text believed that everybody is born neutral, but sways towards the positive or negative side as a result of decisions. 

Also in Book One, the author states that the superior man “bends his attention to what is radical.” (Chapter II.I, line 9-11).  Since the man who is described in the passage is “bending his attention,” the reader can conclude that his attention was at one point “straight,” but due to a “radical” influence, his attention was “bent.”  This further supports the claim that the author is insinuating that everyone is born neutral, but sways when impacted by outside factors. 

Lastly at the end of Book One, the author writes, “As you cut and then file, as you carve and then polish,” which can be interpreted in many ways.  One way in which the reader can interpret this is the way factors change a human being.  According to this theory, a person is born neutral, but his soul or ethics are metaphorically cut, filed, polished, or carved.  In this way, a person who was born neutral can be shaped into either a “good” or “bad” character based on his or her decisions.

Persia Pocket Map

Gathas Analysis Homework

Yasna 30:

This Gatha conveys that a person should live his or her life with morals.  The first stanza of this Gatha brings up the "Sacred Truth," that one must be truthful to another to live a moral life.  The second stanza serves to persuade the reader to heed the warnings of Ahura, the almighty creator.  The rest of the poem then serves to tell a story of the Twin Spirits, Good and Evil.  While Evil performed tasks and was in constant denial, Good performed positive actions, which pleased Ahura.  In life, the  people who do good will  be rewarded by Ahura, while the people who do bad will be punished.  Ultimately, the people who represent Good will arise and go to heaven, in contrast to evil-doers.


Yasna 18:

The main focus of the second Gatha is retribution and consequence.  When Ahura creates the "Kingdom of Heaven," those who followed the footsteps of Good will be rewarded and sent to the Kingdom of Heaven, while the evil-doers will be punished. Gods and divine spirits will be there to help people achieve the prospect of going to the "Kingdom of Heaven," but only if they speak the truth.  The speaker then mentions to the reader that following the words of the "Wise Lord" will result in both happiness and pain.  The speaker then re-stresses the fact that doers of "Evil and bliss" will endure long suffering, while followers of the Truth will achieve salvation.

Yasna 33:

The third Gatha seems to stress the methods by which people will be ultimately judged.  The Ratu, or the judge, will "deal perfect justice to all".  Rather than addressing what will happen to those who support Good, the speaker states that those who "oppose Evil by thought or word" will make a worthy offering to the god Ahura Mazda.  The speaker then brings up the concept of social status, and states that those who have a "Good Mind" will be either a "noble, or a peasant, or a dependent".  To keep evil away is important, because it will impose a negative influence on a person.  The speaker lastly says to the reader that Sraosha, or Inspiration, will be one's "greatest aid," signifying the importance of Inspiration and creativity in ancient Persia.

Yasna 25:

In the final Gatha, the speaker implores Ahura Mazda to accept their prayers and therefore be blessed by Ahura Mazda.  The speaker then speaks to Mazda, praying for perfection, immortality, promotion or truth, and the "most exalted Abode".  The reader after praises Ahura Mazda, crediting him with "all the felicities of life." The speaker proceeds to mention all the good he has done do deserve the blessings of Ahura Mazda.  Lastly, the speaker pleads to Ahura Mazda that their prayers result in their souls being pure, and they, therefore, going to the "Kingdom of Heaven."  Zarathustra, the creator of the religion of Zoroastrianism, has even dedicated his life to the almighty Ahura Mazda, so there is no reason for all not to dedicate themselves to Ahura Mazda.

Engineering an Empire: Persia Questions

1. What is the order of Persian leaders?

The Achamenid dynasty was the founding empire of the Persians, and it was first ruled by Cyrus the great.  Cyrus was politically a genius, and was the undisputed ruler of Persia.  However, he died in battle in 530 BC, and his son, Darius took over for him.  Darius was too a successful king, who is credited with linking together the Persian empire by the use of one massive, stone highway.  

2. What is a qanat?  How does it work?

A qanat was an underground water well, which was developed and used by the Persians.  Due to the arid climate of Iran, where the Persian Empire was located, it was necessary for the Persians to take advantage of this technology.  When they found sources of water, they constructed underground tunnels to Cary the water to their civilization. The water flowed in the general direction from mountain tops to the Persian gulf.  The qanat was made by digging down horizontally, and then digging vertically.  Every so often, another well was dug.  These qanats channeled vast set of water over long distances 30-40 km. 

3. What is Cyrus’ tomb like?

In one aspect, Cyrus's tomb mirrored himself in his method of lifestyle, stylistic simplicity and elegance.  The tomb was built out of stone and was very durable.  I was built in a western style, which was common to architecture at the time.  He might have made his tomb so simple to dissuade others from robbing his tomb.

4. What interaction does Cyrus have with the Jews?

For awhile, the Jews had been living under the control of Babylonians and their king Nebuchadnezzar.  When Cyrus conquered them, he did not enslave them, however.  Instead, he freed them from the control of Nebuchadnezzar.  I is for this reason that Cyrus is the only foreign king mentioned in the bible to be mentioned as the Messiah.  

5. What did Darius build?

King Darius built a massive stone highway that would weave the empire together.  The road consisted of miles of pavement, and it was called the Royal Road.  located within the road were rest stations and inns, which came up every 11 miles.  Watchmen were posted along its length to ensure the safety of the travelers.  

Project Critiques

TO ARVIND (MESOAMERICA)

Hey Arvind,

Nice job on your project as a whole!!! One thing that especially stood out to me about your project was your explanations.  They were thorough and completely answered why and how each of the pictures within the head represented the life of an average Mesoamerican citizen.  However, I thought that it may have beneficial for you to have included the description of the actual picture in your explanations.  Because you did not include the description of the pictures in your overall write up, it was hard to read the description without looking back at the picture.  Another area on which you could have improved was creativity.  Though you accurately answered the questions and included relevant pictures, the poster was a bit bland.  Sparkles would have helped.  What I  liked about the poster was the size and boldness of the pictures.  The pictures were large enough to be seen without problem, but were small enough to fit on the head.  The numbers were in bold Sharpie, making them easily discernible.  I looking at your project, one similarity that I noticed was the social hierarchy.  As depicted in your project, slaves were the lowest class, as they were in China also.  A difference I noticed was that Mesoamericans constructed pyramid-shaped altars and temples, whereas the Chinese did not.  Did the Mesoamericans make use of slave labor to construct these Ziggurats an other large monuments?  All in all, I think you did a wonderful job. Next time please use sparkles. 

Sincerely,

Shivesh 

TO ASHSAY (INDIA)

Hey Ashay!

Nice job on your project overall! The one part of your project that stood out to me was your descriptions.  Your descriptions looked at the way Indian society reflected the Five Themes of AP World History in a different way.  For example, instead of talking about how Indians settled in India based on their surroundings and environment, you related, conversely, to how the Indians affected the environment.  In your case, it was deforestation.  However, I would have changed one thing about your writing.  Though you thoroughly explained how the pictures reflected and were relevant to the Five Themes of AP World History, you didn't explain as much how the individuals of Indian society were impacted by the pictures.  Another area on which you possibly could have slightly improved is the layout of the poster.  The poster, though it was constructed very well, could have been fine-tuned a little bit (ex. gluing the pictures to the paper instead of using tape).  Besides that, I thought you did a great Jon on your project.  One more thing that I forgot to point out - I liked your creativity with the title, written in Hindhi (I believe?).  One similarity that I observed between Chinese society and Indian society is that both societies consisted of city-states at one point.  Both Chinese and Indian city-states warred with each other and fought for control over each other.   In China, the Period of the Warring states was representative of the wars among city states.  One difference between Indian and Chinese society was the religious differences.  There was a concept of Karma in India, in which people believed in the afterlife and reincarnation, whereas there was no afterlife in Chinese culture that was stressed.  What I found most interesting sour your project was the mixing of Dravidian and Aryan values, and how that influenced the social hierarchy of India, the caste system.  I have just one more question...what actually led to the Aryans being the higher varnas and the dravidians being the lower varnas? All in all, I think you did an awesome job on your project!

Sincerely,

Shivesh

Summer Reading Test and Essay Reflection

The summer assignment for AP World History was to read Germs, Guns, and Steel, as well as read chapters 1-6 in the AP textbook and prepare for an assessment during the first week of school.  The first AP World History test covered chapters 1-6 inclusive in the textbook and consisted of 70 multiple choice questions.  The contents of chapters 1- 6 were fairly evenly represented throughout the test, though I felt as though the test focused heavily on content pertaining to China, India, and Mesopotamia.  Most of the questions on the test were fact-based and pertinent to the ancient societies as an entity, rather than focusing on specific cultural traditions or agricultural practices.  Though most of the questions were fact-based, there were a few analytical questions for which I  had to analyze maps and use factual information based on the maps to arrive at the correct answer.  Chronology appeared to also be quite important on the test.  The order in which species and societies arose in the ancient world played an important role on the test, as there were many chronology-related questions.  The most challenging aspect of the test was the passage-based questions, which required the application of facts in tandem with critical thinking.  These questions were the most time-intensive.  Timely review of the material facilitated the studying process.  Though I felt as though I was adequately prepared for the test, the test was still difficult.  By studying for the test, I was inadvertently preparing for the essay.   Though the essay was a format completely different from the test, the material was the same.  I chose to outline the major distinguishing characteristics, which enabled me to properly compare and contrast the two societies.  Because we were not given the prompt ahead of time, I did not know on which societies I would be tested; therefore, I found it necessary to study all seven of the ancient societies.