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
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