bab 2 tg4 sejarah

7/14/2019 BAB 2 TG4 sejarah

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OBJEKTIF PEMBELAJARAN1. Menyatakan latar belakang tamadun Yunani, Rom,

India dan China.

2. Mengenal pasti aspek-aspek yang membawa kepadapeningkatan tamadun.

3. Menghuraikan sumbangan tamadun Yunani, Rom,India dan China.

4. Merasionalkan kepentingan agama dan ajaran utamadunia dalam perkembangan tamadun manusia.


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YUNANI

ROM

CHINA

INDIA


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KEDUDUKAN TAMADUN

DALAM PETA DUNIA


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ASPEK PENINGKATAN TAMADUN: PEMERINTAHAN & PENTADBIRAN PERUNDANGAN PERLUASAN KUASA

PENINGKATAN EKONOMI PENINGKATAN SOSIAL

PENDIDIKANFALSAFAH

SAINS DAN TEKNOLOGISENI BINABAHASA & SASTERASISTEM SOSIAL

TUKE

SAHDAPATFULUSTAPI

BUATSAMPAHSARAP


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MONARKI

OLIGARKI

ARISTOKRASI

TIRANI/DIKTATOR

DEMOKRASI


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DEWAN PERHIMPUNAN

TERBUKA KEPADASEMUA LELAKI

KEAHLIAN 6 BULAN 1TAHUN

BERSIDANG 3 XSEBULAN

BOLEH KEMUKACADANGAN TENTANGDASAR KERAJAAN

LANTIK - AHLI MAJLIS,MAJISTRET, JURI

MAJLIS

KENDALIKANKEPUTUSAN DEWAN

KEAHLIAN AHLIMAJLIS, MAJISTRET,JURI


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PERBEZAAN DEMOKRASI

ATHENS

PENYERTAAN LANGSUNG

WARGANEGARA LELAKITERLIBAT BENTUK KERAJAANMELALUI UNDIAN

JADI ANGGOTA DEWAN

PERHIMPUNAN

MALAYSIA

PENYERTAAN TIDAK LANGSUNG

PERWAKILAN LELAKI DANWANITA

WAKIL DIPILIH MELALUIPILIHANRAYA

WAKIL ANGGOTA DEWANRAKYAT


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UNDANG-UNDANG DIGUBAL

OLEH DEWAN PERHIMPUNAN

NEGARA HARUS DIPERINTAHOLEH AHLI FALSAFAH KERANA

HANYA MEREKA FAHAMIUNDANG-UNDANG

(PLATO)


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RAJA PHILIPS II

SATUKANMACEDONIA

DENGAN YUNANI

ALEXANDERTHE GREAT

* LUASKANEMPAYAR KE PARSI,MESIR, TURKISTAN,

ARMANISTAN

* SEBAR BUDAYAHELLENISTIK KEJAJAHAN TAKLUK


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PENYATUAN MACEDONIA DENGAN YUNANI

OLEH PHILIP II


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Telah menyebarkan kebudayaan Hellenistik ke negara-negara

Jajahan takluknya.


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Hellenistic civilization thus represents afusion of the Ancient Greek world with that

of Asia, and a departure from the traditionalGreek attitude to "barbarian" cultures. Theextent to which a genuinely hybrid Greco-

Asian cultures emerged is contentious;consensus tends to point towards pragmatic

cultural adaptation by the elites of society;

for the mass of the population, life wouldprobably have continued much as before[1].
http://en.wikipedia.org/wiki/Alexandriahttp://en.wikipedia.org/wiki/Alexandria


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During the Hellenistic period the importanceof Greece proper within the Greek-speakingworld declined sharply. The great centers of

Hellenistic culture wereAlexandria andAntioch,capitals ofPtolemaic Egypt and Seleucid Syria

respectively. Cities such as Pergamon, Ephesus,Rhodes and Seleucia were also important, and

increasing urbanization of the EasternMediterranean was characteristic of the time.
http://en.wikipedia.org/wiki/Hellenistic_periodhttp://en.wikipedia.org/wiki/Hellenistic_civilizationhttp://en.wikipedia.org/wiki/Alexandriahttp://en.wikipedia.org/wiki/Antiochhttp://en.wikipedia.org/wiki/Ptolemaic_Egypthttp://en.wikipedia.org/wiki/Seleucid_dynastyhttp://en.wikipedia.org/wiki/Pergamonhttp://en.wikipedia.org/wiki/Ephesushttp://en.wikipedia.org/wiki/Rhodeshttp://en.wikipedia.org/wiki/Seleuciahttp://en.wikipedia.org/wiki/Seleuciahttp://en.wikipedia.org/wiki/Rhodeshttp://en.wikipedia.org/wiki/Ephesushttp://en.wikipedia.org/wiki/Pergamonhttp://en.wikipedia.org/wiki/Seleucid_dynastyhttp://en.wikipedia.org/wiki/Ptolemaic_Egypthttp://en.wikipedia.org/wiki/Antiochhttp://en.wikipedia.org/wiki/Alexandriahttp://en.wikipedia.org/wiki/Hellenistic_civilizationhttp://en.wikipedia.org/wiki/Hellenistic_period


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Hellenistic culture. The name derives from the fact that Greek culture spreadthroughout the area in the last 3 centuries before the common era.

In the Hellenistic period, It was in the cities that the descendants of the Greco-Macedonian conquerors became a professional class of rulers and soldiers and

merchants,which provided a cultural and economic bond throughout the area,even though political unity did not survive the death of Alexander.

As the administrators and the merchants of their world, in spite of being in theminority, they had an influence out of proportion to their numbers.

The city of Alexandria, founded by Alexander, located on the Mediterranean at

the mouth of the Nile, became the most prominent center of commerce andlearning. The library in Alexandria became the depository for recording manyof the literary and scientific achievements of the time.

Although women continued to have a subordinate status, some lucky few ofthe wealthy and ruling classes, would have the opportunity to become involved

in commerce or in intellectual activities. For the most part, however,women

had no part in public life.Slavery,which had been a commonly accepted practice throughout the history

of ancient civilization, remained a prominent part of Hellenistic culture.


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Serba sedikit tentang riwayat hidup dan perjuanganAlexander The Great meluaskan empayar


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PERTANIANKURANG

DIJALANKAN

MUKA BUMIBERGUNUNG

GANANG

PERDAGANGAN PERIKANANAKTIVITI


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PENINGKATAN SOSIALPENDIDIKAN

ATHENS - UTK LAHIRKAN

MANUSIASEIMBANGROHANI &JASMANI

TITIKBERATKANSUKAN, MUZIK,SASTERA, SENIPIDATO

SEKOLAHFALSAFAH

SPARTA

LATIHAN FIZIKAL KETENTERAAN

FALSAFAH

ISUPERBINCANGANAHLI FALSAFAH INDIVIDUALISME,KEHIDUPANMANUSIA,

DEMOKRASIAHLI FALSAFAH-

HERODOTUS,SOCRATES, PLATO,ARISTOTLE

SENI BINA

ACROPOLIS PARTHENON


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PENINGKATAN SOSIAL

BAHASA & SASTERA

BAHASA YUNANI BAHASA LATIN

HOMER ILIAD, ODYSSEY

HESIOD THEOLOGY, WORKand DAYS

SISTEM SOSIAL

ATHENS 1. WARGANEGARA- miliki hak

politik negara kota

2.BUKAN WARGANEGARAtiada hak politik

3. HAMBA tiada hak politik SPARTA

Kelas 1. WARGANEGARATULEN

Kelas 2. PEKERJA, ARTISAN,PEDAGANG

Kelas 3.HELOT PENGUSAHATANAH (MAJORITI)


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The Iliad(Greek: [ilis] (Ancient), [ili'aa] (Modern)) is, togetherwith the Odyssey, one of two ancient Greekepic poems traditionally attributedto Homer. However, the claim of a single author is disputed, as the poems show

evidence of a long oral tradition and hence, possible multiple authors.Many scholars believe the poem to be the oldest extant work of literature in the

ancient Greek language.The poem concerns events during the tenth and final year of the Trojan War,

the siege of the city ofIlion or Troy, by the Greeks. The plot centers on theGreek warriorAchilles and his anger toward the king ofMycenae,

Agamemnon, which proves disastrous for the Greeks.[2] It provides many of theevents that the later poems of the Epic Cycle build on, including the death of

the Trojan captain Hector.

Written in dactylic hexameter, the Iliadcomprises 15,693 lines of verse. Laterancient Greeks divided it into twenty-four books or scrolls, a convention thathas lasted to the present day with little change.

The word Iliadmeans "pertaining to Ilios" (in Latin, Ilium), the city proper, asopposed to Troy (in Greek, , Troa; in Latin, Troia, Troiae, f., in Turkish

Truva), the state centered around Ilium.
http://en.wikipedia.org/wiki/Odysseyhttp://en.wikipedia.org/wiki/Odysseyhttp://en.wikipedia.org/wiki/Odysseyhttp://en.wikipedia.org/wiki/Ancient_Greecehttp://en.wikipedia.org/wiki/Ancient_Greecehttp://en.wikipedia.org/wiki/Epic_poetryhttp://en.wikipedia.org/wiki/Epic_poetryhttp://en.wikipedia.org/wiki/Homerhttp://en.wikipedia.org/wiki/Odysseyhttp://en.wikipedia.org/wiki/Ancient_Greecehttp://en.wikipedia.org/wiki/Epic_poetryhttp://en.wikipedia.org/wiki/Homerhttp://en.wikipedia.org/wiki/Troyhttp://en.wikipedia.org/wiki/Greek_peoplehttp://en.wikipedia.org/wiki/Trojan_Warhttp://en.wikipedia.org/wiki/Achilleshttp://en.wikipedia.org/wiki/Achilleshttp://en.wikipedia.org/wiki/Greek_peoplehttp://en.wikipedia.org/wiki/Mycenaehttp://en.wikipedia.org/wiki/Achilleshttp://en.wikipedia.org/wiki/Mycenaehttp://en.wikipedia.org/wiki/Agamemnonhttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Epic_Cyclehttp://en.wikipedia.org/wiki/Hector_(mythology)http://en.wikipedia.org/wiki/Hector_(mythology)http://en.wikipedia.org/wiki/Dactylic_hexameterhttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Turkish_Languagehttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Turkish_Languagehttp://en.wikipedia.org/wiki/Turkish_Languagehttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Greek_languagehttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Dactylic_hexameterhttp://en.wikipedia.org/wiki/Hector_(mythology)http://en.wikipedia.org/wiki/Epic_Cyclehttp://en.wikipedia.org/wiki/Latin_languagehttp://en.wikipedia.org/wiki/Agamemnonhttp://en.wikipedia.org/wiki/Mycenaehttp://en.wikipedia.org/wiki/Achilleshttp://en.wikipedia.org/wiki/Greek_peoplehttp://en.wikipedia.org/wiki/Troyhttp://en.wikipedia.org/wiki/Trojan_Warhttp://en.wikipedia.org/wiki/Homerhttp://en.wikipedia.org/wiki/Epic_poetryhttp://en.wikipedia.org/wiki/Ancient_Greecehttp://en.wikipedia.org/wiki/Odysseyhttp://en.wikipedia.org/wiki/Greek_language


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Boys were taught at home by their mothers until they were 6 or 7 yearsold. In Athens the education was left up to the father. Students were

taught by private schoolmasters. The boys from wealthy families weretaken to school by a trusted slave. The students learned to write on

wax-covered tablets with a stylus. Books were very expensive, so theywere rare. The students in Athens learned to add, subtract, multiply,

and divide. They also learned about fractions. Students learned thewords of Homer and how to play the lyre. Boys were trained in sports.

Wealthy children learned to ride horseback. Other sports includedwrestling, using a bow and a sling, and swimming. At age 14 boys

attended a higher school for four more years. At age 18 boys went tomilitary school. They graduated at age 20.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


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Spartan SchoolsWhen babies were born in Sparta, Spartan soldiers would come by the house to

examine them. If the baby did not look healthy, it was taken away and left to die ortrained as a slave. If the baby was healthy, it was assigned membership in a

brotherhood or sisterhood.The boys in Sparta were sent to military camps of their brotherhood when they

turned 7. They learned how to read and write until they were about 14. The Spartangovernment wanted to make the boys tough. To do this they were given little clothing

and no shoes. They slept on hard beds made of reeds and were not given any covers.They were not given enough food. They were trained in survival skills and how to be a

good soldier. Reading and writing were taught as secondary skills.

Between ages 18 to 20 each boy had to pass a fitness test. If he did not pass the test,he became a perioidos. This was a person of middle class who had no political rights

andwas not even considered a citizen. If the boy passed he served in the military andcontinued to train as a soldier. Military service lasted until the boyreached age 60.

The girlswere trained in the school of their sisterhood. They were taught physicaleducation. Classes include wrestling, gymnastics, and combat training. The Spartans


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WARGA SPARTA


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ACROPOLIS


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PARTHENON RUMAH IBADAT

(TUHAN ATHENA)


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SISTEM DEMOKRASI

BINAAN ACROPOLIS, PARTHENON

KARYA SASTERA

BAHASA LATIN

FALSAFAH MODEN

SUKAN OLIMPIK


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The most famous games held at Olympia, South- West of Greece, which tookplace every four years. The ancient Olympics seem to have begun in the early 700

BC, in honour of Zeus. No womenwere allowed to watch the games and onlyGreek nationals could participate. One of the ancient wonders was a statue ofZeus at Olympia, made of gold and ivory by a Greek sculptor Pheidias. This was

placed inside a Temple, although it was a towering 42 feet high.The games at Olympia were greatly expanded from a one-day festival of athletics

and wrestling to, in 472 BC, five days with many events. The order of the events isnot precisely known, but the first dayof the festival was devoted to sacrifices. On

the Middle Day of the festival 100 oxen were sacrificed in honor of a God.Athletes also often prayed and made small sacrifices themselves..On the second day, the foot-race, the main event of the games, took place in the

stadium, an oblong area enclosed by sloping banks of earth.At Olympia there were 4 different types of races; The first was stadion, the oldest

event of the Games, where runners sprinted for 1 stade, the length of thestadium(192m). The other races were a 2-stade race (384 m.), and a long-distance

run which ranged from 7 to 24 stades (1,344 m. to 4,608 m.).The fourth type ofrace involved runners wearing full amor, which was 2-4 stade race (384 m. to 768m.), used to build up speed and stamina for military purposes.

On other days,wrestling, boxing, and the pancratium, a combination of the two,were held. In wrestling, the aim was to throw the opponent to the ground threetimes, on either his hip, back or shoulder. In ancient Greek wrestling biting and

genital holds were illegal.


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Boxing became more and more brutal; at first the pugilistswound straps of soft leather over their fingers as a means of

deadening the blows, but in later times hard leather, sometimes

weighted with metal, was used. In the pancratium, the mostrigorous of the sports, the contest continued until one or theother of the participants acknowledged defeat.

Horse-racing, in which each entrant owned his horse, wasconfined to the wealthy but was nevertheless a popular

attraction. The course was 6 laps of the track, with separateraces for whereupon the rider would have no stirrups. It was onlywealthy people that could pay for such training, equipment, and

feed of both the rider and the horses.So whichever horse won it was not the rider who was awardedthe Olive wreath but the owner. There were also Chariot races,that consisted of both 2-horse and 4-horse chariot races, with

separate races for chariots drawn by foals. There was also a racewas between carts drawn by a team of 2 mules, which was 12 laps

of the stadium track.


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OLIMPIK upacara sembah

Tuhan Zeus di Athena


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Peserta Olimpik.. Hanya lelaki.

Mengapa?


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TAMADUN ROM


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Jelaskan ciri-ciri demokrasi di Athens.

(8 markah)


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PENDIDIKANFALSAFAHSAINS DAN TEKNOLOGISENI BINABAHASA & SASTERASISTEM SOSIAL

TUKE

SAHDAPATFULUSTAPI

BUATSAMPAHSARAP

PEMERINTAHAN & PENTADBIRAN ROM


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SEBELUM 509

S.M

DIPERINTAHOLEH RAJA2EUTRESCAN

SELEPAS

509 S.M

SISTEM REPUBLIK

PEMERINTAH=2 KONSUL

DEWAN SENAT

DEWAN PERHIMPUNAN


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PERUBAHAN PENTADBIRAN PEMERINTAHAN ROM

DIAMBILALIH OLEH JULIUS CAESAR

DIKTATOR

GELARAN MAHARAJA

EMPAYARPENYATUAN WILAYAH KERAJAAN PUSAT

JULIUS CAESAR


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UNDANG2 PAPAN DUABELAS/TWELVE TABLES

UNDANG2SIVIL

UNDANG2RAKYAT

UNDANG2NATURAL


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1

2

3

4

SEMUA MANUSIASAMA DI SISIUNDANG2

SESEORANG TIDAKBERSALAH SEHINGGATERBUKTI BERSALAH

KEADILAN UNTUKSEMUA INDIVIDU

KONSEP UNDANG-

UNDANG

SEMUAMANUSIA

SAMA DI SISIUNDANG-

UNDANG

SESEORANGTIDAK

BERSALAHSEHINGGA

TERBUKTIBERSALAH

KEADILANKEPADASETIAP

INDIVIDU

HUKUMANBERASASKANBUKTI YANG

CUKUP


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AUGUSTUSCAESAR

SISTEM EMPAYAR

PENTADBIRANWARISAN

PEMERINTAHANDIKTATOR


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EMPAYAR ROM di bawah pentadbiran AUGUSTUS CAESAR


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ILMU PRAKTIKAL penyediaan infrastruktur& kemudahan awam rakyat

SEMANGAT SETIA KEPADA ROM

PUSAT PENDIDIKAN

lahirkan jurutera bina sistem pengairan,bangunan & jalan raya

- Lahirkan ahli falsafah dan sejarawan ttgkegemilangan Rom

PENDIDIKAN DI ROM


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EKONOMI ROM

RUJUK NOTA BUKU TEKS SEJARAH PERADABANDUNIA YANG LAMA


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KONSEP

ADIL TANGGUNGJAWAB BERANI KEMANSUSIAAN

HUBUNGAN DENGAN ALAM

BERASASKAN FALSAFAH STOIK/STOISISME

BAHAGIA NASIB

FALSAFAH ROM

DIAMBIL DARI YUNANI

FALSAFAH ROM


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SAINS DAN TEKNOLOGI

ILMU MATEMATIK DIKAITKAN DGN

MUZIK, GEOMETRI & ASTRONOMI TOKOH: BOETHIUS

PENYERAPAN UNSUR YUNANI


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SENI BINA

AQUEDUCT PANTHEON COLLOSEUM


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PERTARUNGAN GLADIATOR ROM

DI COLLOSEUM


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BAHASA & KESUSASTERAAN ROM

CICERO

106 S.M - 43 S.M

VIRGIL

70 S.M 19 S.M

MENINGKATKAN SEMANGATPATRIOTISME


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SISTEM SOSIAL

WARGANEGARA ROM RAKYAT ROM

BUKAN WARGANEGARA rakyat jajahan takluk

WARGANEGARA ROM RAKYAT ROM

BUKAN WARGANEGARA ROM

PENDUDUK NEGARA TAKLUKAN

HAMBA


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If you had lived in ancient times, you could have applied to become aRoman citizen. Not everyone who applied was accepted, but anyone could

apply. Would you have wanted to become a Roman citizen? You mighthave. The ancient Romans invented more games than any other ancient

civilization.The ancient Romans were very different from the ancient Greeks. The

ancient Romans were down-to-earth realists, not idealists. You can seethis in their statues. The Greeks made statues of perfect people. The

Romans created real life statues. A statue of one of the Roman emperors isa good example. His nose is huge! The ancient Greeks would never have

done that.The Romans were fierce soldiers and wonderful builders. They built

roads all over the empire, and all roads led to Rome. The ancient Greekshad roads, but they were not built nearly as well, and the Greek's roads did

not connect in any particular order. Connect to what? Each Greek city-state was its own unit. In ancient Rome, Rome was the heart of the empire!


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TAMADUN INDIA


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PENDIDIKANFALSAFAHSAINS DAN TEKNOLOGI

SENI BINABAHASA & SASTERASISTEM SOSIAL

TUKESAHDAPATFULUSTAPI

BUATSAMPAHSARAP


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PEMERINTAHAN DAN PENTADBIRAN INDIA

AWAL PEMBENTUKAN(600 320S.M)

KERAJAANKECIL

# KEPUAKAN

# TIADA RAJA

KERAJAAN

BESAR# RAJA

# KUASA

MUTLAK


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KERAJAAN BESAR INDIA

RAJA

RAJA SUCI

HARUS

DIHORMATI UPACARARITUAL

BRAHMIN

KETUAUPACARA

PENASIHAT

KSYATRIA

PEMERINTAHTERINGGI

GOLONGANDOMINAN

MAHARAJA


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KERAJAAN BERPENGARUH EMPAYAR MAURYA

PEMERINTAH AGUNG

CAPAI TAHAPKEGEMILANGAN

PERANG KALINGA UBAHCARA PEMERINTAHAN

SEBAR AGAMA BUDDHA MEMBENTUK BIROKRASI

ASOKA


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Peta Empayar Maurya


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PERUNDANGAN INDIA

KITAB UNDANG2 TERTUA

ABAD 6 2 S.MKITAB

DHARMASASTRA

PELIHARA KESUCIAN UNDANG2

KESALAHAN DIKENAKANDENDA

RAJA

DOMINAN URUS UNDANG2

MAHIR HUKUM HAKAMBRAHMIN


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UNDANG2 DINASTI MAURYA

TITAH PERINTAHRAJA

DIUKIR PADATIANG BATU

DIKENALITIANG ASOKA

UNDANG2


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TIANG ASOKA


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PERLUASAN KUASA INDIA PASUKAN TENTERA YANG BESAR

600 EKOR GAJAH 1000 TENTERA BERKUDA 10 000 INFRANTRI

KUASAI INDIA UTARA

CHANDRAGUPTAMAURYA

LUASKAN EMPAYAR KE MYSORE (SELATAN INDIA)

BINDUSARA

PENEKANAN KEPADA AGAMA BUDDHA

DASAR LEBIH LEMBUT TAKLUK SELURUH INDIA SETELAH PERANG KALINGAASOKA


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FAKTA tentang Perang KalingaASHOKA

The Kalinga War a Change of Heart During Ashoka's grandfather's time the Kalinga army hadonly 60,000 infantry, 1,000 cavalry and 700 elephants. During Bindusara's reign and at the

beginning of Ashoka's reign Kalinga must have improved its armed forces considerably.The mighty Magadha army marched towards Kalinga. Ashoka himself went at the head of his vast

army.The Kalinga army resisted the Magadha army and fought bravely. They were not afraid even ofdeath. But their valor and sacrifices were in vain. Every thinner and finally it accepted defeat.

Ashoka won a glorious victory.'What Have I done!

True, Ashoka was victorious and Kalinga was his.What was the price of this victory?

One of Ashoka's own inscriptions describes it:One and a half people were taken prisoners. A lake was killed during the battle. Many more died as

a result of the war.'Ashoka who led the army saw the battlefield with his own eyes.

As far as his eye could see he saw only the corpses of elephants and horses, and the limbs of

soldiers killed in the battle. There were streams of blood. Soldiers were rolling on the ground inunbearable pain. There were orphaned children. And eagles f lew about to feast on the dead bodies.

Not one or two but hundreds of terrible sights greeted Ashoka's eyes. His heart was broken withgrief and shame.

He felt unhappy over the victory, which he had won at the cost of so much suffering. 'What adreadful deed have I done! I was the head of a vast empire, but I longed to subjugate a smallkingdom and caused the death of thousands of soldiers; I widowed thousands of women and

orphaned thousands of children. With these oppressive thoughts in his minds he could not staythere any longer. He led his army back towards Pataliputra with a heavy heart.


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PENINGKATAN EKONOMI INDIAPERDAGANGANDALAMAN

- TEKSTIL

- KAINKAPAS

- SUTERA

- EMAS- MUTIARA

- BATUPERMATA

PERDAGANGAN

LUARAN

INDIAMACEDONIA

INDIA SRI LANKA

INDIA - ASIATENGAH

INDIA ASIATENGGARA

- rempah, minyakwangi, gading gajah

-tembikar, tekstil,barang kaca, minyak

wangi

PELABUHANPENTING

TAMLARIPTI

GHANTASHALA

KADURAKALYAN

CAMBAY

SISTEM CUKAI

HASIL

TANAMAN

HASILPERDAGANGAN

HASILBUAH-

BUAHAN

SARA ANGGOTATENTERA,

PENTADBIR, RAJA


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KEMAJUAN EKONOMI

STRESTHIN

WUJUD DI SETIAP BANDAR

PERSATUAN TUKANG KAYU.TUKANG LOGAM, TUKANG KULIT

TUJUAN

KAWAL HARGA

KAWAL KUALITI BARANGAN

KAWAL GAJI PEKERJA


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PENDIDIKAN DI INDIA

ZAMANVEDIK

PELAJARAN AGAMA DOMINASI LELAKI PEMBELAJARAN KITAB2 VEDA KAEDAH HAFALAN DI ISTANA, DI RUMAH

BAHASA SANSKRIT SBG BAHASA PENGANTAR SEDIAKAN HIDUP SELEPAS MATI PENDIDIKAN TINGGI KOLEJ BRAHMAN UNIVERSITI NALANDA -CAPAI TARAF BRAHMIN HAFAL

RITUAL, MNTERA, LAGU2 AGAMA


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FALSAFAH INDIA

KITAB VEDA

RIG VEDA

YAJUR VEDA

SAMA VEDA

ATHARVA VEDA

MENOLAKALIRAN VEDA

AJARAN CARVAKA

JAINISME

BUDDHISME


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SAINS DAN TEKNOLOGI

CABANGPENGETAHUAN

VEDIK

ILMUASTRONOMIBERASASKAN

RIG VEDA

ILMUMATEMATIK

BERKEMBANGPADA ZAMAN

GUPTA

- ANGKABRAHMIN

- ANGKA

KHAROSTI

ILMUPERUBATAN

- FISIOLOGI &

YOGA


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SENI BINAGREAT BATH Tempat mandi awam

KOMPLEKS KUIL

Gua Ajanta

Gua Ellora

STUPA

Pengaruh Buddha di Sanchi


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BAHASA DAN KESUSASTERAAN

DRAVIDIA

- Telegu-

INDO-ARYA

DUAKELOMPOK


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DRAVIDIA

TELEGU

MALAYALAM

KANNADA

INDO-ARYA

HINDI

URDU

PUNJABI

KASMIRI

BAHASA


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KESUSASTERAAN

VEDIKMAHABHRATA

RAMAYANA

EPIK SAJAK


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SISTEM SOSIAL

BRAHMIN

KSYATRIA

VAISYA

SUDRA

SISTEM KASTA


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TAMADUN CHINA


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FEUDAL PENTADBIRAN BERPUSAT

RAJA MAHARAJA

BIROKRASI AWAM

PERUNDANGAN


80/105

PERUNDANGANLEGALISME HAN FEI TZU

HUKUMANBERAT

KOLEKTIF

TUJUAN

KAWAL TINGKAH LAKU MANUSIA

PERUNDANGAN


81/105

CONFUCIUS (DINASTIHAN)

RAJA BERPEKERTIBAIK

JAGA KEHARMONIAN

MANUSIA

PERUNDANGAN

PERLUASAN KUASA


82/105

PERLUASAN KUASA

LUASKAN KUASA

KE JEPUN &TURKISTAN

WUJUDKANKEAMANAN DANKEMAKMURAN

HAN

WU

TI

SATUKAN SELURUH

KERAJAAN KECIL PEMERINTAHANAUTOKRATIK

HAPUSKAN GOLONGANBANGSAWAN

BINA TEMBOK BESAR UNTUKMEMEPERTAHANKAN CHINA

SHIHHUANG

TI


83/105

PENINGKATAN EKONOMIPERUSAHAAN TEMBIKAR

LOGAM

SUTERA

PERTANIAN

TENGGALA

KOLAR KUDA

TANAMANBERGILIR

TANAMANBERTERES

SISTEMPENGAIRAN

PERDAGANGAN

JALAN SUTERADARAT

PERSATUANPERDAGANGAN


84/105

JALAN SUTERA DARAT


85/105

PENDIDIKAN

MATLAMATLULUS PEPERIKSAAN

AWAM KERAJAAN

PERINGKAT PENDIDIKAN


86/105

PERINGKAT PENDIDIKAN

RENDAH KENAL, HAFAL TULISAN IDEOGRAM KENAL, HAFAL 9 BUKU SUCI

MENENGAH

KARANGAN

SASTERA

TINGGI

TERJEMAH BUKU SUCI


87/105

TAHAP PEPERIKSAAN AWAM CHINATAHAP PERTAMA

Hsiu Tai

KEDUA Chun-Jen

KETIGA

Chin Shih

TARAF

Ijazahpertama

Sarjana

DoktorFalsafah

Berpeluangjadipendidik

TEMPAT

Daerah

Ibu kota

daerah

Ibu kotaempayar-

istana

MASA

2 kali/3tahun

1 kali/3

tahun

1 kali/3tahun


88/105

FALSAFAH

CONFUCIANISME TAOISME MO TZU


89/105

SAINS DAN TEKNOLOGI

ASTRONOMI

- ILMUSAINS

NEGARA

PERUBATAN

- YIN YANG


90/105

SENI BINA

TEMBOKBESAR

KOTALARANGAN

KUIL DANPAGODA


91/105

BAHASA & KESUSASTERAAN

SSU MA CHIEN- KARYA SHIH CHISASTERA

TOKOH: TU FU, LI PO, PO CHU-IPUISI

MANDARIN WU

HUNANISDIALEK


92/105

HINDUBUDDHAKRISTIAN

ISLAMCONFUCIANISME

TAOISME


93/105

HINDU3 FUNGSI TUHAN

BRAHMAN

- MENCIPTA

VISHNU

-MEMELIHARA

SIVA

-

MEMBINASA


94/105

HINDU

ALIRANAGAMAHINDU

SAIVISME

VAISHANAVISME

SAURA

GANAPATHIYAM

KAUMARAM

SAKTHAM


95/105

KEPERCAYAAN DALAM AGAMA HINDU

HUKUM KARMA KELAHIRAN SEMULA SELEPAS MATI

TUJUAN HIDUP CAPAI MOKSYA (KEBEBASAN MUTLAK)


96/105

BUDDHA


97/105

ASPEK-ASPEK PENTING AGAMA BUDDHA

SIDDHARTAGAUTAMA

PENGASAS

TRIPITAKA

-bahasa PaliKITAB

4 KEBENARAN

MULIAAJARAN


98/105

DUKKA

(PENDERITAAN)

SAMUDAYA

(SEBAB PENDERITAAN)

MARGA

(CARA MEMADAMKAN

NAFSU & KEINGINAN)

NIRODHA

(NAFSU YANG MEMBAWA

PENDERITAAN)

4 KEBENARANMULIA


99/105

8JALAN

KEPERCAYAAN

YANG BETUL

TUJUAN YANGBETUL

PERTUTURAN

YANG BAIK

PERBUATANYANG BAIK

HIDUP

YANG BAIK

USAHA

YANG BAIK

FIKIRAN

YANG BAIK

RENUNGANYANG BAIK


100/105

KRISTIAN

JESUS CHRISTPENGASAS

BIBLEKITAB


101/105

ISLAM


102/105

ASPEK-ASPEK PENTING AGAMA ISLAM NABI MUHAMMAD

S.A.WPENYAMPAI

RUKUN IMAN

RUKUN ISLAMKEPERCAYAAN

AL QURANKITAB


103/105

CONFUCIANISME

CONFUCIUSPENGASAS

REN (KEMANUSIAAN)

LI (KESUSILAAN)

XIAO (KETAATAN KEPADA IBU BAPA)AJARAN

PENDIDIKAN

PENEKANAN


104/105

TAOISME

LAO TZEPENGASAS

TAO (JALAN)AJARAN

TAO TE

CHING

BUKU


105/105

TERIMA KASIH

bab 2 tg4 sejarah

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