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
1. 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.
YUNANI
ROM
CHINA
INDIA
KEDUDUKAN TAMADUN
DALAM PETA DUNIA
ASPEK PENINGKATAN TAMADUN:
PEMERINTAHAN & PENTADBIRAN T
U
PERUNDANGAN
K
PERLUASAN KUASA E
PENINGKATAN EKONOMI S
A
PENINGKATAN SOSIAL
H
PENDIDIKAN DAPAT
FALSAFAH FULUS
TAPI
SAINS DAN TEKNOLOGI BUAT
SENI BINA SAMPAH
BAHASA & SASTERA SARAP
SISTEM SOSIAL
 MONARKI

OLIGARKI

ARISTOKRASI

TIRANI/DIKTATOR

DEMOKRASI
PERBEZAAN DEMOKRASI
UNDANG-UNDANG DIGUBAL
OLEH DEWAN PERHIMPUNAN

NEGARA HARUS DIPERINTAH

OLEH AHLI FALSAFAH KERANA
HANYA MEREKA FAHAMI
UNDANG-UNDANG
(PLATO)
PENYATUAN MACEDONIA DENGAN
YUNANI OLEH PHILIP II
Telah menyebarkan kebudayaan Hellenistik ke
negara-negara
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 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 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
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
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…
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
WARGA SPARTA
ACROPOLIS
PARTHENON – RUMAH IBADAT
(TUHAN ATHENA)
 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 T
U
PERUNDANGAN
K
PERLUASAN KUASA E
PENINGKATAN EKONOMI S
A
PENINGKATAN SOSIAL
H
PENDIDIKAN DAPAT
FALSAFAH FULUS
TAPI
SAINS DAN TEKNOLOGI BUAT
SENI BINA SAMPAH
BAHASA & SASTERA SARAP
SISTEM SOSIAL
PEMERINTAHAN & PENTADBIRAN ROM
PERUBAHAN PENTADBIRAN PEMERINTAHAN ROM
DIAMBILALIH OLEH JULIUS CAESAR
UNDANG2 PAPAN DUA
BELAS/TWELVE TABLES
EMPAYAR ROM di bawah pentadbiran AUGUSTUS CAESAR
EKONOMI ROM
TIADA REKOD
FALSAFAH ROM
SAINS DAN TEKNOLOGI
ILMU MATEMATIK DIKAITKAN DGN
MUZIK, GEOMETRI & ASTRONOMI
TOKOH: BOETHIUS
PENYERAPAN UNSUR YUNANI
SENI BINA
PERTARUNGAN GLADIATOR ROM
DI COLLOSEUM
 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
city-state was its own unit. In ancient Rome, Rome was the heart of the
empire!
ASPEK PENINGKATAN TAMADUN:
PEMERINTAHAN & PENTADBIRAN T
U
PERUNDANGAN
K
PERLUASAN KUASA E
PENINGKATAN EKONOMI S
A
PENINGKATAN SOSIAL
H
PENDIDIKAN DAPAT
FALSAFAH FULUS
TAPI
SAINS DAN TEKNOLOGI BUAT
SENI BINA SAMPAH
BAHASA & SASTERA SARAP
SISTEM SOSIAL
MAHARAJA
KERAJAAN BERPENGARUH – EMPAYAR MAURYA
Peta Empayar Maurya
TIANG ASOKA
 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

HASIL
PERDAGANGA
N

HASIL
BUAH-
BUAHAN

SARA ANGGOTA
TENTERA,
PENTADBIR, RAJA
KEMAJUAN EKONOMI
PENDIDIKAN DI INDIA
FALSAFAH INDIA
SENI BINA
BAHASA DAN KESUSASTERAAN
BAHASA
SISTEM KASTA
 TUJUAN

KAWAL TINGKAH LAKU MANUSIA

PERUNDANGAN
JALAN SUTERA DARAT
 HINDU
BUDDHA
KRISTIAN
ISLAM
CONFUCIANISME
TAOISME
HINDU
HINDU
TERIMA KASIH