Download chapter 4 – iran, india, and inner asia to 200 c

CHAPTER 4 – IRAN, INDIA, AND INNER ASIA TO 200 C.E.
GLOBAL PERSPECTIVES

In what ways did the imperial rule that developed in Iran and India during this period
contribute to civilizations in and beyond these regions?

Why did this period see a significant increase in cross-cultural contacts? How were these
contacts manifested? Who participated in these increased contacts?
CHAPTER 4 LEARNING OBJECTIVES
IRANIAN LANDS: Ancient History
What were the main teachings of Zoroaster, and how did Zoroastrianism influence other
traditions?

Identify and recognize the origins and main features of ancient Iranian civilizations

Explain the key features of Zoroastrian thought, and understand its legacy in the
development of later Near Eastern religions such as Judaism, Christianity, and Islam, as
well as Buddhism
IRANIAN LANDS: The First Persian Empire in the Iranian Plateau (550–330 B.C.E.)
What were the chief achievements of the Achaemenid Empire?

Trace the origins, growth, and development of the Achaemenid state and empire

Understand the importance of Achaemenid civilization as a conduit for economic and
cultural transmission between the Near East and Asia
INDIA AND SOUTH ASIA: The First Indian Empire (321–185 B.C.E.)
How was the Mauryan Empire created?

Understand the origins and development of the Mauryan state

Identify and explain the significant features and legacies of the reign of Ashoka
INDIA AND SOUTH ASIA: The Consolidation of Indian Civilization (200 B.C.E.–- 300 C.E.)
What roles did Buddhism play in post-Mauryan Indian culture?

Recognize the key features and characteristics of the post-Mauryan period in northern and
central India

Describe and explain the development of the Buddhist and Hindu traditions
INNER ASIA: The Seleucids and the Indo-Greeks
How did Hellenistic Greek culture influence Iranian and northern Indian civilization?

Identify the key features of the Seleucids

Understand the nature and extent of the Indo-Greeks and their influence
INNER ASIA: Steppe Peoples
How did the steppe peoples act as vehicles for cultural exchange?

Identify key features of the Parthians, Sakas, and Kushans

Understand the key roles played by these peoples within the Eurasian commercial and
cultural system
KEY POINTS AND VITAL CONCEPTS
1. Zoroastrianism: The evolution of the Zoroastrian faith was part of the older Iranian culture and
religion associated with the Vedic Aryans. Zarathustra, who probably lived before 1000 B.C.E., was
the leader of this movement and preached a message of moral reform. Zoroastrianism probably
influenced not only the Jewish, Christian, and Muslim ideas of the Messiah, angels, devils, the last
judgment, and an afterlife but also certain Buddhist concepts as well. It was wiped out as a major
force by Islam in the seventh and eighth centuries C.E., but its tradition continues in the faith and
practice of the Parsis in western India.
2. Indo-Iranian Empires: The Achaemenids, Mauryans, Parthians, Sakas, and Kushans developed
similar characteristics of complex empires. These included good administration, professional
armies, effective communications, and stability. These developments created opportunities for
interaction between China and the Greek world through Buddhism and increased trade. The
contributions of these empires created a dynamic opportunity for the steppe people to influence
humankind. The assimilation of various cultures created a “high culture” of lasting importance in
India.
3. The Merging of Cultures: Because of imperial development during this period, two distinct
cultures merged together: Mesopotamia and Iran, and the subcontinent of India. Thus, central Asia
remained a cultural melting pot with cross-cultural contacts that affected the Mediterranean, western
Eurasia, India, and China. These contributions included steppe–nomad languages, arts, religious
practices, and techniques of government. Even though the Iranian and Indian cultures remained
distinct, the development of contacts had a lasting impact on humankind.
PRIMARY SOURCE: DOCUMENTS IN WORLD HISTORY DVD-ROM
Text Sources

Kautilya, from Arthashastra, “The Duties of Government Superintendents”

Excerpts from The Questions of King Milinda

The “Cyrus Cylinder”: The First Declaration of Religious Freedom

Emperor Asoka, from The Edicts of Asoka
INTERNET RESOURCES

India: http://www.ancientindia.co.uk/. An excellent and well-illustrated introduction to
India.

India: http://www.fordham.edu/halsall/india/indiasbook.html has a section on the Vedic
age that provides links to substantial translations of the Vedas and the Upanishads, as
well as other helpful texts.

Persia: http://www.fordham.edu/halsall/ancient/asbook05.html provides a fine collection
of primary sources and links.

Islam: http://www.fordham.edu/halsall/islam/islamsbook.html contains many links to
sites concerning pre-Islamic and Islamic Arabia.
PRENTICE HALL ATLAS OF WORLD HISTORY, SECOND EDITION
Suggested Maps

States and Empires in South Asia 300–1550
SUGGESTED FILMS

GloryTthat Remains No. 1 – The Sudden Empire (Persia). British
Broadcasting Corporation. 30 min.

Glory That Remains No. 5 – Sermons in Stone (India). British
Broadcasting Corporation. 30 min.

Ancient World Inheritance. Coronet. 11 min.

Iran: Land Made in the Desert. University Film Library Holder. 28 min.

The Past in Persia. National Educational Television Inc. 29 min.

Turkey: Crossroads on the Ancient World. Film Library. 27 min.

Zoroastrianism and the Parsis. Doubleday Multimedia Division. 7 min.

Lost Civilizations. (510 minutes). Discovery Channel series that includes
Mesopotamia, Egypt, the Aegean world, Greece, China, Rome, Maya, Inca, Africa, and
Tibet.

Ancient India. (50 minutes). Kultur.

Asoka. (150 minutes). First Look Entertainment. A dramatic recreation of the
emperor’s life produced and shot in India with English subtitles.

Sumer, Babylon, Assyria: The Wolves. FHS.

The Phoenicians (52 minutes). FHS.