They were given the authorization of taking attention of the public assistance of the people of the Earth. This phenomenon had the greatest influence on the ulterior societal and philosophical developments in the Chinese civilization like Confucianism and Taoism.
Mesopotamia v.s. Egypt
The Indus Valley Civilization is though every bit singular as the antediluvian Chinese one but without the reading of its books and Hagiographas. The largely found spiritual artefacts are the seals and statues of a female divinity and a bull. Fortunately both these are widespread and good known in the Mediterranean and Western Asian part. The female cult is the divinity of birthrate while the bull is the normally worshiped since the Neolithic period in assorted parts. Though there are no temples excavated from the full Indus vale country the Great Bath of Mohenjo-daro was surely used for spiritual intents.
Cleanliness and bathing was an of import pattern non merely because of wellness grounds but besides because of spiritual importance. Many seals of different natural beginnings like trees particularly the pipal tree suggest that idolizing nature was besides a common pattern.
The major influence of faith on the Indus Valley people is evident in the signifier of covered drains and Great Bath and proper planning of their metropoliss. Mesopotamian and Egyptian Civilization: The Mesopotamian faith was besides polytheist in nature and their were several Gods and divinities. An God of the celestial spheres and Enlil the God of air etc.
In Mesopotamia each metropolis has its ain God or goddess. Each metropolis has a temple which has a tower called Ziggurat. This tower is believed to move as a connexion between the Earth and the celestial spheres. The most powerful and supreme God was Enlil the God of air. The dwellers were besides expected to offer congratulations. The people believed that maintaining the God pleased will do them prosper while if the God is angry or annoyed it will do their life miserable.
Most of the priests of the early Mesopotamian metropoliss were their several priests. The Egyptian faith is besides polytheist in nature and has several Gods.
Comparing And Contrasting The Ancient Civilizations Of Egypt And China
Like the Mesopotamian faith every metropolis has its ain God and divinity which controlled and regulated the personal businesss of the metropolis. These Gods and divinities were represented in the signifiers of animate beings. The people of the several metropoliss make offerings and forfeits to these divinities in order to delight them and achieve their approvals.
- the debate of same sex marriage - essay.
- essay smoking should be banned in public places.
- Having doubts about how to write your paper correctly?;
These offerings were made in temples situated in every metropolis. Soon these Gods and divinities were given human properties and qualities and signifiers. But the Sun God remained supreme and the male monarch as his boy acted on his behalf as an mediator between the God and his people. Comparison: There are several singular similarities in the both the western and the eastern civilisations.
However, beneath the external appearance lies the truth. Capturing the true identity requires one to analyze physical, spiritual, and emotional features. Like a twin, ancient civilizations exhibit a body and soul, however, in various ways they contrast. Ancient Egypt and Greece display similar characteristics in the ways in which they practiced religion, advanced and developed technology, and the transported goods, both import and export.
Ancient Egypt religious practices began as each village worshiping their own gods, each God adapting an animal symbol, such as the bull, the crocodile, and the scarab beetle. Soon, numerous Gods were worshiped throughout Egypt, including Amon-Re, the ultimate creator, Iris, the goddess of the royal throne, and Osiris, the judge of people after death. Unlike Ancient Egypt, Greeks celebrated all of their gods and goddesses; they even dedicated the Olympic Games to Zeus, the supreme ruler of Mount Olympus.
Greeks worshiped Hera, the wife of Zeus, Athena, the goddess of wisdom and war, and many other gods and goddesses.
Both Ancient Egypt and Ancient Greece believed in the afterlife, life after death. In contrast to ancient Greeks, ancient Egyptians developed a process in which they preserved and prepared the human corpse for the afterlife. This process is known as mummification. Ancient Egyptians were very prosperous in terms of technological advancements. Egyptians fabricated pyramids, practiced mummification, and used the initial forms of hieroglyphics.
Several intellectual individuals also developed antibiotics, established canals by means of irrigation, constructed ships, and created black ink. Also, the Egyptians developed a calendar based on moon movements, as well as two different clocks- a water clock and a sundial. Ancient Greeks made little advances in technology, allowing manual labor to flourish. Eventually, a few advances began to arise in Greece, such as roads and tools. Greeks were also famous for their temple designs.
Egyptians primarily traded with their neighbors. Egyptian merchants traveled along the Nile River in seagoing ships and exchanged surplus goods with Western Asia and Africa. It would be helpful if students are experienced with reading and interpreting primary source documents, though it is not assumed that they will be. This module could be used to frame a thematic approaching to teaching India, Rome, and China, with the teacher framing and filling in the materials with direct instruction and other strategies to provide balanced coverage.
The module could also be split into parts, with the brainstorms and geography pieces used before the classroom teacher introduces the student of each civilization.
With this approach, the research piece would come at the end of the module and could serve as a wrap-up and assessment. Depending on the teacher preference and intent, prerequisite knowledge will vary. The additional worksheets and other materials for this module appear in both the module narrative and are listed at the end of the module for the convenience of teachers wishing to use all or part of these digital materials. How might we compare and contrast civilizations to better understand their history and legacy?
Show some or all of these quick clips to give students a quick look at what they will learn about in this module. Use Handout 1, Comparing Historical Maps. The handout contains questions for students, content on the relationship between cartography and culture, and three early maps: one of the world, one of Rome, and one of China. Students will describe what they see, look for similarities and differences and evidence of different world views and priorities.
Students start by thinking about their own home town to describe the ways in which geography might shape a place and determine how people live. They will use Handout 2, Setting the Stage with Maps , for better understanding of the relationship between geography and culture. Students will then start working on early empire maps China Early Empires , India Early Empires , and Roman Empire AD from the website PHSchool by labeling the cities, bodies of water, mountains deserts, provinces, countries, and continents provided in a list on the student handout.
They will then write captions for the italicized items that describe their significance and impact on the early empires. On the fourth and last map of the world , students will create a key and lightly shade the territories of the empires on one map to see them in relation to each other. After the labeling, coloring, and captioning is complete, students will revisit the initial brainstorm questions and connect this work to the first map activity. Historical Borders of China in Four Periods.
Compare& contast essay
Students needed prompting to think specifically about the ancient world given our class is rooted more in the present, however they were much better prepared to think about geography and its impact. They noted location could determine weather and the likelihood of natural disasters like earthquakes, physical features can encourage or limit interactions with other people, it will shape the economy, it relates to safety, it determines architecture, clothing, as well as health and diet.
First distribute Handout 3 entitled Analyzing Historical Artifacts to the class. Before viewing, they should complete two questions, while viewing, they complete several others, and when finished, they use the Creative Questions Visible Thinking routine to examine objects from each of the three civilizations. This activity will provide students with an opportunity to use three museum webpages to look for answers to their questions and to the complete an activity where they will choose a question to imaginatively explore by playing out its possibilities by writing a story or essay, drawing a picture, creating a play or dialogue, inventing a scenario, or conducting an imaginary interview.
Class Nos. In the final comparative civilizations work, students conduct further research on early China, India, and the Roman empire. Estimated fifteen to twenty minutes: minutes in partners, up to a whole class period if the options are projected and the two activities are completed with group participation and explanation of reasons behind proposed rankings.
Using Handout 4, Student Research Handout , students will work in pairs to read and discuss a list of innovations and developments so they will be able to rank them in order of their importance to the world. Here students can search by category, by civilization, or by keyword. The timline results include short passages that should provide students with some context to further research the items they have chosen.
Similarly, the Directory of the Smith College Museum of Ancient Inventions can provide students with a brief description, time periods, and associated empires for the artifacts that appear in the museum collection which include several from the list of choices.