ANJURAN JPN SELANGOR TEMPAT HOTEL ROSA PASSADENA, CAMERON HIGHLANDS KUMPULAN 3 KASMAIDI BIN AB.KADER (SMK KG.SOEHARTO) HANITA SAMADI (SMK SEKSYEN 24 SHAH ALAM) ROZEE BT.
Download ReportTranscript ANJURAN JPN SELANGOR TEMPAT HOTEL ROSA PASSADENA, CAMERON HIGHLANDS KUMPULAN 3 KASMAIDI BIN AB.KADER (SMK KG.SOEHARTO) HANITA SAMADI (SMK SEKSYEN 24 SHAH ALAM) ROZEE BT.
ANJURAN JPN SELANGOR TEMPAT HOTEL ROSA PASSADENA, CAMERON HIGHLANDS KUMPULAN 3 KASMAIDI BIN AB.KADER (SMK KG.SOEHARTO) HANITA SAMADI (SMK SEKSYEN 24 SHAH ALAM) ROZEE BT HJ.RUSLANI (SMK BDR TUN HUSSEIN ONN 2) NOR AZLINA ZAINAL ABIDIN (SMK TAMAN SEA) NORPISHAH BT MD.REJAB (SMK DENGKIL) OBJEKTIF PEMBELAJARAN Menyatakan latar belakang tamadun Yunani, Rom, India dan China. 2. Mengenal pasti aspek-aspek yang membawa kepada peningkatan tamadun. 3. Menghuraikan sumbangan tamadun Yunani, Rom, India dan China. 4. Merasionalkan kepentingan agama dan ajaran utama dunia dalam perkembangan tamadun manusia. 1. YUNANI ROM CHINA INDIA KEDUDUKAN TAMADUN DALAM PETA DUNIA ASPEK PENINGKATAN TAMADUN: PEMERINTAHAN & PENTADBIRAN PERUNDANGAN PERLUASAN KUASA PENINGKATAN EKONOMI PENINGKATAN SOSIAL PENDIDIKAN FALSAFAH SAINS DAN TEKNOLOGI SENI BINA BAHASA & SASTERA SISTEM SOSIAL T U K E S A H DAPAT FULUS TAPI BUAT SAMPAH SARAP MONARKI OLIGARKI ARISTOKRASI TIRANI/DIKTATOR DEMOKRASI DEWAN PERHIMPUNAN • TERBUKA KEPADA SEMUA LELAKI • KEAHLIAN 6 BULAN – 1 TAHUN • BERSIDANG 3 X SEBULAN • BOLEH KEMUKA CADANGAN TENTANG DASAR KERAJAAN • LANTIK - AHLI MAJLIS, MAJISTRET, JURI MAJLIS • KENDALIKAN KEPUTUSAN DEWAN • KEAHLIAN – AHLI MAJLIS, MAJISTRET, JURI PERBEZAAN DEMOKRASI ATHENS MALAYSIA • PENYERTAAN LANGSUNG • WARGANEGARA LELAKI TERLIBAT BENTUK KERAJAAN MELALUI UNDIAN • JADI ANGGOTA DEWAN PERHIMPUNAN • PENYERTAAN TIDAK LANGSUNG • PERWAKILAN LELAKI DAN WANITA • WAKIL DIPILIH MELALUI PILIHANRAYA • WAKIL –ANGGOTA DEWAN RAKYAT UNDANG-UNDANG DIGUBAL OLEH DEWAN PERHIMPUNAN NEGARA HARUS DIPERINTAH OLEH AHLI FALSAFAH KERANA HANYA MEREKA FAHAMI UNDANG-UNDANG (PLATO) RAJA PHILIPS II SATUKAN MACEDONIA DENGAN YUNANI ALEXANDER THE GREAT * LUASKAN EMPAYAR KE PARSI, MESIR, TURKISTAN, ARMANISTAN * SEBAR BUDAYA HELLENISTIK KE JAJAHAN TAKLUK PENYATUAN MACEDONIA DENGAN YUNANI OLEH PHILIP II Telah menyebarkan kebudayaan Hellenistik ke negaranegara Jajahan takluknya. Hellenistic civilization thus represents a fusion of the Ancient Greek world with that of Asia, and a departure from the traditional Greek attitude to "barbarian" cultures. The extent to which a genuinely hybrid GrecoAsian cultures emerged is contentious; consensus tends to point towards pragmatic cultural adaptation by the elites of society; for the mass of the population, life would probably have continued much as before[1]. During the Hellenistic period the importance of Greece proper within the Greek-speaking world declined sharply. The great centers of Hellenistic culture were Alexandria and Antioch, capitals of Ptolemaic Egypt and Seleucid Syria respectively. Cities such as Pergamon, Ephesus, Rhodes and Seleucia were also important, and increasing urbanization of the Eastern Mediterranean was characteristic of the time. Hellenistic culture. The name derives from the fact that Greek culture spread throughout 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 GrecoMacedonian 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 the minority, 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 and learning. The library in Alexandria became the depository for recording many of the literary and scientific achievements of the time. Although women continued to have a subordinate status, some lucky few of the 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. Serba sedikit tentang riwayat hidup dan perjuangan Alexander The Great meluaskan empayar… MUKA BUMI BERGUNUNG GANANG AKTIVITI • PERTANIAN KURANG DIJALANKAN • PERDAGANGAN • PERIKANAN PENINGKATAN SOSIAL PENDIDIKAN • ATHENS • UTK LAHIRKAN MANUSIA SEIMBANG ROHANI & JASMANI • TITIKBERATKAN SUKAN, MUZIK, SASTERA, SENI PIDATO • SEKOLAH FALSAFAH • SPARTA • LATIHAN FIZIKAL • KETENTERAAN FALSAFAH • ISU PERBINCANGAN AHLI FALSAFAH – INDIVIDUALISME, KEHIDUPAN MANUSIA, DEMOKRASI • AHLI FALSAFAHHERODOTUS, SOCRATES, PLATO, ARISTOTLE SENI BINA • ACROPOLIS • PARTHENON PENINGKATAN SOSIAL BAHASA & SASTERA • • • • BAHASA YUNANI BAHASA LATIN HOMER – ILIAD, ODYSSEY HESIOD – THEOLOGY, WORK and DAYS SISTEM SOSIAL • ATHENS • 1. WARGANEGARA- miliki hak politik negara kota • 2.BUKAN WARGANEGARA – tiada hak politik • 3. HAMBA – tiada hak politik • SPARTA • Kelas 1. WARGANEGARA TULEN • Kelas 2. PEKERJA, ARTISAN, PEDAGANG • Kelas 3.HELOT – PENGUSAHA TANAH (MAJORITI) The Iliad (Greek: Ἰλιάς [iliás] (Ancient), Ιλιάδα [ili'aða] (Modern)) is, together with the Odyssey, one of two ancient Greek epic poems traditionally attributed to 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 of Ilion or Troy, by the Greeks. The plot centers on the Greek warrior Achilles and his anger toward the king of Mycenae, Agamemnon, which proves disastrous for the Greeks.[2] It provides many of the events that the later poems of the Epic Cycle build on, including the death of the Trojan captain Hector. Written in dactylic hexameter, the Iliad comprises 15,693 lines of verse. Later ancient Greeks divided it into twenty-four books or scrolls, a convention that has lasted to the present day with little change. The word Iliad means "pertaining to Ilios" (in Latin, Ilium), the city proper, as opposed to Troy (in Greek, Τροία, Troía; in Latin, Troia, Troiae, f., in Turkish Truva), the state centered around Ilium. Boys were taught at home by their mothers until they were 6 or 7 years old. In Athens the education was left up to the father. Students were taught by private schoolmasters. The boys from wealthy families were taken to school by a trusted slave. The students learned to write on wax-covered tablets with a stylus. Books were very expensive, so they were rare. The students in Athens learned to add, subtract, multiply, and divide. They also learned about fractions. Students learned the words of Homer and how to play the lyre. Boys were trained in sports. Wealthy children learned to ride horseback. Other sports included wrestling, 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 to military school. They graduated at age 20. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Spartan Schools When 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 or trained 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 Spartan government 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 and was not even considered a citizen. If the boy passed he served in the military and continued to train as a soldier. Military service lasted until the boy reached age 60. The girls were trained in the school of their sisterhood. They were taught physical education. Classes include wrestling, gymnastics, and combat training. The Spartans WARGA SPARTA ACROPOLIS PARTHENON – RUMAH IBADAT (TUHAN ATHENA) SISTEM DEMOKRASI BINAAN ACROPOLIS, PARTHENON KARYA SASTERA BAHASA LATIN FALSAFAH MODEN SUKAN OLIMPIK The most famous games held at Olympia, South- West of Greece, which took place every four years. The ancient Olympics seem to have begun in the early 700 BC, in honour of Zeus. No women were allowed to watch the games and only Greek nationals could participate. One of the ancient wonders was a statue of Zeus 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 is not precisely known, but the first day of 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 the stadium(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 of race involved runners wearing full amor, which was 2-4 stade race (384 m. to 768 m.), 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 three times, on either his hip, back or shoulder. In ancient Greek wrestling biting and genital holds were illegal. Boxing became more and more brutal; at first the pugilists wound 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 most rigorous of the sports, the contest continued until one or the other of the participants acknowledged defeat. Horse-racing, in which each entrant owned his horse, was confined to the wealthy but was nevertheless a popular attraction. The course was 6 laps of the track, with separate races for whereupon the rider would have no stirrups. It was only wealthy 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 awarded the 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 race was between carts drawn by a team of 2 mules, which was 12 laps of the stadium track. OLIMPIK – upacara sembah Tuhan Zeus di Athena Peserta Olimpik….. Hanya lelaki. Mengapa? TAMADUN ROM Jelaskan ciri-ciri demokrasi di Athens. (8 markah) ASPEK PENINGKATAN TAMADUN: PEMERINTAHAN & PENTADBIRAN PERUNDANGAN PERLUASAN KUASA PENINGKATAN EKONOMI PENINGKATAN SOSIAL PENDIDIKAN FALSAFAH SAINS DAN TEKNOLOGI SENI BINA BAHASA & SASTERA SISTEM SOSIAL T U K E S A H DAPAT FULUS TAPI BUAT SAMPAH SARAP PEMERINTAHAN & PENTADBIRAN ROM SEBELUM 509 S.M SELEPAS 509 S.M SISTEM REPUBLIK DIPERINTAH OLEH RAJA2 EUTRESCAN PEMERINTAH= 2 KONSUL DEWAN SENAT DEWAN PERHIMPUNAN PERUBAHAN PENTADBIRAN PEMERINTAHAN ROM DIAMBILALIH OLEH JULIUS CAESAR JULIUS CAESAR EMPAYAR PENYATUAN WILAYAH KERAJAAN PUSAT DIKTATOR GELARAN MAHARAJA UNDANG2 PAPAN DUA BELAS/TWELVE TABLES UNDANG2 SIVIL UNDANG2 RAKYAT UNDANG2 NATURAL KONSEP UNDANGUNDANG 1 • SEMUA MANUSIA SAMA DI SISI UNDANG2 2 SEMUA MANUSIA SAMA DI SISI UNDANGUNDANG SESEORANG3 TIDAK BERSALAH SEHINGGA 4 TERBUKTI BERSALAH • SESEORANG TIDAK BERSALAH SEHINGGA TERBUKTI BERSALAH • KEADILAN UNTUK SEMUA INDIVIDU KEADILAN KEPADA SETIAP INDIVIDU HUKUMAN BERASASKAN BUKTI YANG CUKUP • SISTEM EMPAYAR • PENTADBIRAN WARISAN • PEMERINTAHAN AUGUSTUS DIKTATOR CAESAR EMPAYAR ROM di bawah pentadbiran AUGUSTUS CAESAR PENDIDIKAN DI ROM 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 ttg kegemilangan Rom EKONOMI ROM TIADA REKOD FALSAFAH ROM FALSAFAH ROM DIAMBIL DARI YUNANI BERASASKAN FALSAFAH STOIK/STOISISME BAHAGIA NASIB HUBUNGAN DENGAN ALAM KONSEP ADIL TANGGUNGJAWAB BERANI KEMANSUSIAAN SAINS DAN TEKNOLOGI ILMU MATEMATIK DIKAITKAN DGN MUZIK, GEOMETRI & ASTRONOMI TOKOH: BOETHIUS PENYERAPAN UNSUR YUNANI SENI BINA AQUEDUCT PANTHEON COLLOSEUM PERTARUNGAN GLADIATOR ROM DI COLLOSEUM BAHASA & KESUSASTERAAN ROM CICERO VIRGIL 106 S.M - 43 S.M 70 S.M – 19 S.M MENINGKATKAN SEMANGAT PATRIOTISME SISTEM SOSIAL WARGANEGARA ROM • RAKYAT ROM WARGANEGARA ROM – RAKYAT ROM BUKAN WARGANEGARA ROM • PENDUDUK NEGARA TAKLUKAN BUKAN WARGANEGARA – rakyat jajahan takluk HAMBA If you had lived in ancient times, you could have applied to become a Roman citizen. Not everyone who applied was accepted, but anyone could apply. Would you have wanted to become a Roman citizen? You might have. 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 see this in their statues. The Greeks made statues of perfect people. The Romans created real life statues. A statue of one of the Roman emperors is a 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 Greeks had 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 citystate was its own unit. In ancient Rome, Rome was the heart of the empire! TAMADUN INDIA ASPEK PENINGKATAN TAMADUN: PEMERINTAHAN & PENTADBIRAN PERUNDANGAN PERLUASAN KUASA PENINGKATAN EKONOMI PENINGKATAN SOSIAL PENDIDIKAN FALSAFAH SAINS DAN TEKNOLOGI SENI BINA BAHASA & SASTERA SISTEM SOSIAL T U K E S A H DAPAT FULUS TAPI BUAT SAMPAH SARAP PEMERINTAHAN DAN PENTADBIRAN INDIA AWAL PEMBENTUKAN (600 – 320S.M) KERAJAAN KECIL # KEPUAKAN # TIADA RAJA KERAJAAN BESAR # RAJA # KUASA MUTLAK KERAJAAN BESAR INDIA RAJA BRAHMIN KSYATRIA • RAJA SUCI • HARUS DIHORMATI • UPACARA RITUAL • KETUA UPACARA • PENASIHAT • PEMERINTAH TERINGGI • GOLONGAN DOMINAN MAHARAJA KERAJAAN BERPENGARUH – EMPAYAR MAURYA ASOKA • PEMERINTAH AGUNG • CAPAI TAHAP KEGEMILANGAN • PERANG KALINGA – UBAH CARA PEMERINTAHAN – SEBAR AGAMA BUDDHA • MEMBENTUK BIROKRASI Peta Empayar Maurya PERUNDANGAN INDIA KITAB DHARMASASTRA RAJA BRAHMIN • KITAB UNDANG2 TERTUA • ABAD 6 – 2 S.M • PELIHARA KESUCIAN UNDANG2 • KESALAHAN DIKENAKAN DENDA • DOMINAN URUS UNDANG2 • MAHIR HUKUM HAKAM UNDANG2 DINASTI MAURYA • TITAH PERINTAH RAJA • DIUKIR PADA UNDANG2 TIANG BATU • DIKENALI “TIANG ASOKA” TIANG ASOKA PERLUASAN KUASA INDIA CHANDRAGUPTA MAURYA • PASUKAN TENTERA YANG BESAR • 600 EKOR GAJAH • 1000 TENTERA BERKUDA • 10 000 INFRANTRI • KUASAI INDIA UTARA • LUASKAN EMPAYAR KE MYSORE (SELATAN INDIA) BINDUSARA ASOKA • PENEKANAN KEPADA AGAMA BUDDHA • DASAR LEBIH LEMBUT • TAKLUK SELURUH INDIA • SETELAH PERANG KALINGA FAKTA tentang Perang Kalinga ASHOKA The Kalinga War a Change of Heart During Ashoka's grandfather's time the Kalinga army had only 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 of death. 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 in unbearable pain. There were orphaned children. And eagles flew about to feast on the dead bodies. Not one or two but hundreds of terrible sights greeted Ashoka's eyes. His heart was broken with grief and shame. He felt unhappy over the victory, which he had won at the cost of so much suffering. 'What a dreadful deed have I done! I was the head of a vast empire, but I longed to subjugate a small kingdom 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 stay there any longer. He led his army back towards Pataliputra with a heavy heart. PENINGKATAN EKONOMI INDIA SISTEM CUKAI PERDAGANGAN PERDAGANGAN DALAMAN LUARAN PELABUHAN PENTING HASIL TANAMAN - TEKSTIL - KAIN KAPAS - SUTERA - EMAS - MUTIARA - BATU PERMATA INDIA – MACEDONIA INDIA – SRI LANKA INDIA - ASIA TENGAH INDIA – ASIA TENGGARA - rempah, minyak wangi, gading gajah -tembikar, tekstil, barang kaca, minyak wangi TAMLARIPTI GHANTASHA LA KADURA HASIL PERDAGANGA N HASIL BUAHBUAHAN KALYAN CAMBAY SARA ANGGOTA TENTERA, PENTADBIR, RAJA KEMAJUAN EKONOMI • WUJUD DI SETIAP BANDAR • PERSATUAN TUKANG KAYU. STRESTHIN TUKANG LOGAM, TUKANG KULIT TUJUAN • KAWAL HARGA • KAWAL KUALITI BARANGAN • KAWAL GAJI PEKERJA PENDIDIKAN DI INDIA ZAMAN VEDIK • • • • • • • • • 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 FALSAFAH INDIA KITAB VEDA • • • • RIG VEDA YAJUR VEDA SAMA VEDA ATHARVA VEDA MENOLAK ALIRAN VEDA • AJARAN CARVAKA • JAINISME • BUDDHISME SAINS DAN TEKNOLOGI CABANG PENGETAHUAN VEDIK ILMU ASTRONOMI BERASASKAN RIG VEDA ILMU MATEMATIK BERKEMBANG PADA ZAMAN GUPTA - ANGKA BRAHMIN - ANGKA KHAROSTI ILMU PERUBATAN - FISIOLOGI & YOGA SENI BINA GREAT BATH • Tempat mandi awam KOMPLEKS KUIL • Gua Ajanta • Gua Ellora STUPA • Pengaruh Buddha di Sanchi BAHASA DAN KESUSASTERAAN DUA KELOMPOK • DRAVIDIA - Telegu• INDO-ARYA BAHASA DRAVIDIA • TELEGU • MALAYALAM • KANNADA INDO-ARYA • • • • HINDI URDU PUNJABI KASMIRI KESUSASTERAAN VEDIK EPIK MAHABHRATA RAMAYANA SAJAK SISTEM SOSIAL BRAHMIN KSYATRIA VAISYA SUDRA SISTEM KASTA TAMADUN CHINA FEUDAL PENTADBIRAN BERPUSAT RAJA MAHARAJA BIROKRASI AWAM PERUNDANGAN LEGALISME – HAN FEI TZU HUKUMAN BERAT KOLEKTIF TUJUAN KAWAL TINGKAH LAKU MANUSIA PERUNDANGAN CONFUCIUS (DINASTI HAN) RAJA BERPEKERTI BAIK – JAGA KEHARMONIAN MANUSIA PERLUASAN KUASA SHIH HUANG TI HAN WU TI • SATUKAN SELURUH KERAJAAN KECIL • PEMERINTAHAN AUTOKRATIK • HAPUSKAN GOLONGAN BANGSAWAN • BINA TEMBOK BESAR UNTUK MEMEPERTAHANKAN CHINA • LUASKAN KUASA KE JEPUN & TURKISTAN • WUJUDKAN KEAMANAN DAN KEMAKMURAN PENINGKATAN EKONOMI PERUSAHAAN • TEMBIKAR • LOGAM • SUTERA PERTANIAN • TENGGALA • KOLAR KUDA • TANAMAN BERGILIR • TANAMAN BERTERES • SISTEM PENGAIRAN PERDAGANGAN • JALAN SUTERA DARAT • PERSATUAN PERDAGANGAN JALAN SUTERA DARAT PENDIDIKAN MATLAMAT LULUS PEPERIKSAAN AWAM KERAJAAN PERINGKAT PENDIDIKAN RENDAH MENENGAH • KENAL, HAFAL TULISAN IDEOGRAM • KENAL, HAFAL 9 BUKU SUCI • KARANGAN • SASTERA • TERJEMAH BUKU SUCI TINGGI TAHAP PEPERIKSAAN AWAM CHINA TAHAP • PERTAMA • Hsiu Tai • KEDUA • Chun-Jen • KETIGA • Chin Shih TARAF • Ijazah pertama • Sarjana • Doktor Falsafah • Berpeluang jadi pendidik TEMPAT • Daerah • Ibu kota daerah • Ibu kota empayar• istana MASA • 2 kali/3 tahun • 1 kali/3 tahun • 1 kali/3 tahun FALSAFAH CONFUCIANISME TAOISME MO TZU SAINS DAN TEKNOLOGI ASTRONOMI PERUBATAN - ILMU SAINS NEGARA - YIN YANG SENI BINA TEMBOK BESAR KOTA LARANGAN KUIL DAN PAGODA BAHASA & KESUSASTERAAN SASTERA PUISI DIALEK • SSU MA CHIEN- KARYA SHIH CHI • TOKOH: TU FU, LI PO, PO CHU-I • MANDARIN • WU • HUNANIS HINDU BUDDHA KRISTIAN ISLAM CONFUCIANISME TAOISME HINDU 3 FUNGSI TUHAN BRAHMAN - MENCIPTA VISHNU SIVA MEMELIHARA MEMBINASA HINDU SAIVISME SAKTHAM VAISHANAVISME ALIRAN AGAMA HINDU KAUMARAM SAURA GANAPATHIYAM KEPERCAYAAN DALAM AGAMA HINDU HUKUM KARMA – KELAHIRAN SEMULA SELEPAS MATI TUJUAN HIDUP – CAPAI MOKSYA (KEBEBASAN MUTLAK) BUDDHA ASPEK-ASPEK PENTING AGAMA BUDDHA • SIDDHARTA PENGASAS GAUTAMA KITAB AJARAN • TRIPITAKA • -bahasa Pali • 4 KEBENARAN MULIA DUKKA SAMUDAYA (PENDERITAAN) (SEBAB PENDERITAAN) 4 KEBENARAN MULIA MARGA NIRODHA (CARA MEMADAMKAN (NAFSU YANG MEMBAWA PENDERITAAN) NAFSU & KEINGINAN) KEPERCAYAAN YANG BETUL RENUNGAN TUJUAN YANG YANG BAIK BETUL 8 JALAN FIKIRAN YANG BAIK USAHA PERTUTURAN YANG BAIK PERBUATAN YANG BAIK YANG BAIK HIDUP YANG BAIK KRISTIAN PENGASAS KITAB • JESUS CHRIST • BIBLE ISLAM ASPEK-ASPEK PENTING AGAMA ISLAM PENYAMPAI KEPERCAYAAN KITAB • NABI MUHAMMAD S.A.W • RUKUN IMAN • RUKUN ISLAM • AL QURAN CONFUCIANISME PENGASAS AJARAN PENEKANAN • CONFUCIUS • REN (KEMANUSIAAN) • LI (KESUSILAAN) • XIAO (KETAATAN KEPADA IBU BAPA) • PENDIDIKAN TAOISME PENGASAS AJARAN BUKU • LAO TZE • TAO (JALAN) • TAO TE CHING TERIMA KASIH