2. 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.

3. YUNANI
ROM
CHINA
INDIA

4. KEDUDUKAN TAMADUN
DALAM PETA DUNIA

5. 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

8. MONARKI
OLIGARKI
ARISTOKRASI
TIRANI/DIKTATOR
DEMOKRASI

9. DEWAN PERHIMPUNAN MAJLIS
• TERBUKA KEPADA • KENDALIKAN
SEMUA LELAKI KEPUTUSAN DEWAN
• KEAHLIAN 6 BULAN – 1 • KEAHLIAN – AHLI
TAHUN MAJLIS, MAJISTRET,
• BERSIDANG 3 X JURI
SEBULAN
• BOLEH KEMUKA
CADANGAN TENTANG
DASAR KERAJAAN
• LANTIK - AHLI MAJLIS,
MAJISTRET, JURI

10. PERBEZAAN DEMOKRASI
ATHENS MALAYSIA
• PENYERTAAN LANGSUNG • PENYERTAAN TIDAK LANGSUNG
• WARGANEGARA LELAKI • PERWAKILAN LELAKI DAN
TERLIBAT BENTUK KERAJAAN WANITA
MELALUI UNDIAN • WAKIL DIPILIH MELALUI
• JADI ANGGOTA DEWAN PILIHANRAYA
PERHIMPUNAN • WAKIL –ANGGOTA DEWAN
RAKYAT

11. UNDANG-UNDANG DIGUBAL
OLEH DEWAN PERHIMPUNAN
NEGARA HARUS DIPERINTAH OLEH
AHLI FALSAFAH KERANA HANYA
MEREKA FAHAMI UNDANG-
UNDANG
(PLATO)
RREPUBLIC

13. ALEXANDER THE
RAJA PHILIPS II GREAT
SATUKAN * LUASKAN EMPAYAR KE
MACEDONIA PARSI, MESIR, TURKISTAN,
DENGAN YUNANI ARMANISTAN
* SEBAR BUDAYA
HELLENISTIK KE JAJAHAN
TAKLUK

14. PENYATUAN MACEDONIA DENGAN
YUNANI OLEH PHILIP II

15. Serba sedikit tentang riwayat hidup dan perjuangan
Alexander The Great meluaskan empayar…

16. Telah menyebarkan kebudayaan Hellenistik .

17. 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].

18. 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.

19. 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.

21. MUKA BUMI • PERTANIAN
BERGUNUNG KURANG
GANANG DIJALANKAN
• PERDAGANGAN
AKTIVITI
• PERIKANAN

22. PENINGKATAN SOSIAL
PENDIDIKAN FALSAFAH SENI BINA
• ATHENS - • ISU • ACROPOLIS
• UTK LAHIRKAN PERBINCANGAN • PARTHENON
MANUSIA AHLI FALSAFAH –
SEIMBANG INDIVIDUALISME,
ROHANI & KEHIDUPAN
JASMANI MANUSIA,
• TITIKBERATKAN DEMOKRASI
SUKAN, MUZIK, • AHLI FALSAFAH-
SASTERA, SENI HERODOTUS,
PIDATO SOCRATES, PLATO,
• SEKOLAH ARISTOTLE
FALSAFAH
• SPARTA
• LATIHAN FIZIKAL
• KETENTERAAN

23. PENINGKATAN SOSIAL
BAHASA & SASTERA SISTEM SOSIAL
• BAHASA YUNANI • ATHENS
• BAHASA LATIN • 1. WARGANEGARA- miliki hak
• HOMER – ILIAD, ODYSSEY politik negara kota
• HESIOD – THEOLOGY, WORK • 2.BUKAN WARGANEGARA –
and DAYS tiada hak politik
• 3. HAMBA – tiada hak politik
• SPARTA
• Kelas 1. WARGANEGARA
TULEN
• Kelas 2. PEKERJA, ARTISAN,
PEDAGANG
• Kelas 3.HELOT – PENGUSAHA
TANAH (MAJORITI)

24. 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]

25. 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.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

26. WARGA SPARTA

32. 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.

33. 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
wanted girls to be strong so that they would have healthy children. At age 18 the Spartan
girl had to pass a fitness test. She was then assigned a husband and allowed to return
home. If she failed the test, she became a perioikos.

34. ACROPOLIS

35. PARTHENON – RUMAH IBADAT

36. SISTEM DEMOKRASI
BINAAN ACROPOLIS, PARTHENON
KARYA SASTERA
BAHASA LATIN
FALSAFAH MODEN
SUKAN OLIMPIK

37. 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.

38. 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.

39. OLIMPIK – hormati Tuhan Zeus di Athena

40. TAMADUN ROM

41. Jelaskan ciri-ciri demokrasi di Athens.
(8 markah)

45. 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

46. PEMERINTAHAN & PENTADBIRAN ROM
SEBELUM 509 SELEPAS
S.M 509 S.M
SISTEM REPUBLIK
DIPERINTAH PEMERINTAH=
OLEH RAJA2 2 KONSUL
EUTRESCAN
DEWAN SENAT
DEWAN PERHIMPUNAN

47. PERUBAHAN PENTADBIRAN PEMERINTAHAN ROM
DIAMBILALIH OLEH JULIUS CAESAR
JULIUS CAESAR
EMPAYAR
PENYATUAN WILAYAH KERAJAAN PUSAT
DIKTATOR
GELARAN MAHARAJA

48. UNDANG2 PAPAN DUA
BELAS/TWELVE TABLES
HUKUM
KANUN 12
KOD UNDANG2
ROM
UNDANG2
JUSTINIAN

49. KONSEP UNDANG-
UNDANG
1
• SEMUA MANUSIA
SAMA DI SISI
UNDANG2
• SESEORANG TIDAK
2 BERSALAH SEHINGGA
TERBUKTI BERSALAH
SESEORANG3 • KEADILAN UNTUK
SEMUA SEMUA INDIVIDU
TIDAK KEADILAN HUKUMAN
MANUSIA
BERSALAH KEPADA BERASASKAN
SEHINGGA 4
SAMA DI SISI
SETIAP BUKTI YANG
UNDANG-
TERBUKTI INDIVIDU CUKUP
UNDANG
BERSALAH

50. • ANAK SAUDARA JULIUS CAESAR
• SISTEM EMPAYAR
• PENTADBIRAN WARISAN
• PEMERINTAHAN DIKTATOR
• EMPAYAR MELIPUTI BRITANIA,
SEPANOL, MACEDONIA, SG RHINE,
AUGUSTUS DANUBE, LAUT HITAM, ATLAS AN
CAESAR PALESTINE

51. EMPAYAR ROM di bawah pentadbiran AUGUSTUS CAESAR

52. 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

53. EKONOMI ROM
 RUJUK NOTA BUKU TEKS SEJARAH PERADABAN
DUNIA YANG LAMA

54. FALSAFAH ROM
FALSAFAH ROM
DIAMBIL DARI YUNANI
BERASASKAN FALSAFAH STOIK/STOISISME
BAHAGIA NASIB
HUBUNGAN DENGAN ALAM
KONSEP
ADIL TANGGUNGJAWAB BERANI KEMANSUSIAAN

55. SAINS DAN TEKNOLOGI
 ILMU MATEMATIK DIKAITKAN DGN
MUZIK, GEOMETRI & ASTRONOMI
 TOKOH: BOETHIUS
 PENYERAPAN UNSUR YUNANI

56. SENI BINA
AQUEDUCT PANTHEON COLLOSEUM

57. PERTARUNGAN GLADIATOR ROM
DI COLLOSEUM

58. BAHASA & KESUSASTERAAN ROM
CICERO VIRGIL
106 S.M - 43 S.M 70 S.M – 19 S.M
MENINGKATKAN SEMANGAT
PATRIOTISME

59. SISTEM SOSIAL
WARGANEGARA ROM
• RAKYAT ROM
WARGANEGARA ROM – RAKYAT ROM
BUKAN WARGANEGARA ROM
• PENDUDUK NEGARA TAKLUKAN
BUKAN WARGANEGARA – rakyat jajahan takluk
HAMBA

60. 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!

61. TAMADUN INDIA

63. 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

64. PEMERINTAHAN DAN PENTADBIRAN INDIA
AWAL PEMBENTUKAN
(600 – 320S.M)
KERAJAAN
KERAJAAN
BESAR
KECIL
# RAJA
# KEPUAKAN
# KUASA
# TIADA RAJA
MUTLAK

65. KERAJAAN BESAR INDIA
RAJA BRAHMIN KSYATRIA
• RAJA SUCI • KETUA • PEMERINTAH
• HARUS UPACARA TERINGGI
DIHORMATI • PENASIHAT • GOLONGAN
• UPACARA DOMINAN
RITUAL
MAHARAJA

66. KERAJAAN BERPENGARUH – EMPAYAR MAURYA
• PEMERINTAH AGUNG
• CAPAI TAHAP
KEGEMILANGAN
ASOKA • PERANG KALINGA – UBAH
CARA PEMERINTAHAN –
SEBAR AGAMA BUDDHA
• MEMBENTUK BIROKRASI

67. PERUNDANGAN INDIA
KITAB • KITAB UNDANG2 TERTUA
DHARMASASTRA • ABAD 6 – 2 S.M
• PELIHARA KESUCIAN UNDANG2
RAJA • KESALAHAN DIKENAKAN
DENDA
• DOMINAN URUS UNDANG2
BRAHMIN
• MAHIR HUKUM HAKAM

68. UNDANG2 DINASTI MAURYA
• TITAH PERINTAH
RAJA
• DIUKIR PADA
UNDANG2
TIANG BATU
• DIKENALI
“TIANG ASOKA”

69. TIANG ASOKA

70. PERLUASAN KUASA INDIA
• PASUKAN TENTERA YANG BESAR
CHANDRAGUPTA • 600 EKOR GAJAH
MAURYA • 1000 TENTERA BERKUDA
• 10 000 INFRANTRI
• KUASAI INDIA UTARA
BINDUSARA • LUASKAN EMPAYAR KE MYSORE
(SELATAN INDIA)
• PENEKANAN KEPADA AGAMA
ASOKA BUDDHA
• DASAR LEBIH LEMBUT
• TAKLUK SELURUH INDIA
• SETELAH PERANG KALINGA

71. 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.

72. PENINGKATAN EKONOMI INDIA
SISTEM CUKAI
PERDAGANGAN PERDAGANGAN PELABUHAN
DALAMAN LUARAN PENTING
HASIL
TANAMAN
- TEKSTIL
INDIA – HASIL
- KAIN MACEDONIA PERDAGANGAN
KAPAS INDIA – SRI TAMRALIPTI
LANKA
- SUTERA INDIA - ASIA GHANTASHALA
TENGAH
HASIL
- EMAS INDIA – ASIA KADURA BUAH-
TENGGARA
BUAHAN
- - rempah, minyak KALYAN
wangi, gading gajah
MUTIARA -tembikar, tekstil, CAMBAY
barang kaca,
- BATU minyak wangi SARA ANGGOTA
PERMATA TENTERA,
PENTADBIR, RAJA

73. KEMAJUAN EKONOMI
• WUJUD DI SETIAP BANDAR
• PERSATUAN TUKANG KAYU.
STRESTHIN TUKANG LOGAM, TUKANG KULIT
• KAWAL HARGA
• KAWAL KUALITI BARANGAN
TUJUAN • KAWAL GAJI PEKERJA

74. PENDIDIKAN DI INDIA
• PELAJARAN AGAMA
• DOMINASI LELAKI
• PEMBELAJARAN KITAB2 VEDA
• KAEDAH HAFALAN
• DI ISTANA, DI RUMAH
• BAHASA SANSKRIT SBG BAHASA PENGANTAR
• SEDIAKAN HIDUP SELEPAS MATI
ZAMAN •
•
PENDIDIKAN TINGGI – KOLEJ BRAHMAN
UNIVERSITI NALANDA -CAPAI TARAF BRAHMIN –
VEDIK
HAFAL RITUAL, MNTERA, LAGU2 AGAMA

75. FALSAFAH INDIA
KITAB VEDA MENOLAK
• RIG VEDA ALIRAN VEDA
• YAJUR VEDA • AJARAN CARVAKA
• SAMA VEDA • JAINISME
• ATHARVA VEDA • BUDDHISME

76. SAINS DAN TEKNOLOGI
ILMU
MATEMATIK
BERKEMBANG
ILMU PADA ZAMAN ILMU
CABANG GUPTA PERUBATAN
ASTRONOMI
PENGETAHUAN
BERASASKAN - ANGKA - FISIOLOGI &
VEDIK
RIG VEDA BRAHMIN YOGA
- ANGKA
KHAROSTI

77. SENI BINA
GREAT BATH
• Tempat mandi awam
KOMPLEKS KUIL
• Gua Ajanta
• Gua Ellora
STUPA
• Pengaruh Buddha di Sanchi

78. BAHASA DAN KESUSASTERAAN
• DRAVIDIA
DUA
KELOMPOK
• INDO-ARYA

79. BAHASA
DRAVIDIA INDO-ARYA
• TELEGU • HINDI
• MALAYALAM • URDU
• KANNADA • PUNJABI
• KASMIRI

80. KESUSASTERAAN
VEDIK EPIK SAJAK
MAHABHRATA
RAMAYANA

81. SISTEM SOSIAL
BRAHMIN
KSYATRIA
VAISYA
SUDRA
SISTEM KASTA

82. TAMADUN CHINA

83. FEUDAL PENTADBIRAN BERPUSAT
RAJA MAHARAJA
BIROKRASI AWAM – HON KAO SU & PEPERIKSAAN AWAM

84. PERUNDANGAN
LEGALISME – HAN FEI TZU
HUKUMAN
KOLEKTIF
BERAT
TUJUAN
KAWAL TINGKAH LAKU MANUSIA

85. PERUNDANGAN
CONFUCIUS
(DINASTI HAN)
RAJA
BERPEKERTI BAIK –
JAGA KEHARMONIAN
MANUSIA

86. PERLUASAN KUASA
• SATUKAN SELURUH
KERAJAAN KECIL
SHIH • PEMERINTAHAN
AUTOKRATIK
HUANG • HAPUSKAN GOLONGAN
BANGSAWAN
TI • BINA TEMBOK BESAR
MEMEPERTAHANKAN
CHINA
HAN • LUASKAN KUASA
KE JEPUN &
TURKISTAN
WU • WUJUDKAN
KEAMANAN DAN
KEMAKMURAN
TI

87. PENINGKATAN EKONOMI
PERUSAHAAN PERTANIAN PERDAGANGAN
• TEMBIKAR • JALAN SUTERA
• LOGAM • TENGGALA DARAT
• SUTERA • KOLAR KUDA • PERSATUAN
• TANAMAN PERDAGANGAN
BERGILIR
• TANAMAN
BERTERES
• SISTEM
PENGAIRAN

88. JALAN SUTERA DARAT

89. PENDIDIKAN
MATLAMAT
LULUS PEPERIKSAAN
AWAM KERAJAAN

90. PERINGKAT PENDIDIKAN
• KENAL, HAFAL TULISAN IDEOGRAM
RENDAH • KENAL, HAFAL 9 BUKU SUCI
• KARANGAN
MENENGAH • SASTERA
• TERJEMAH BUKU SUCI
TINGGI

91. TAHAP PEPERIKSAAN AWAM CHINA
TAHAP TARAF TEMPAT MASA
• PERTAMA • Ijazah • Daerah • 2 kali/3
• Hsiu Tai pertama tahun
• Sarjana • Ibu kota • 1 kali/3
• KEDUA daerah tahun
• Chun-Jen • Doktor
Falsafah • Ibu kota • 1 kali/3
• Berpeluang empayar- tahun
• KETIGA
jadi • istana
• Chin Shih
pendidik

92. FALSAFAH
CONFUCIANISME TAOISME MO TZU

93. SAINS DAN TEKNOLOGI
ASTRONOMI PERUBATAN
- ILMU - YIN YANG
SAINS
NEGARA

94. SENI BINA
TEMBOK KOTA KUIL DAN
BESAR LARANGAN PAGODA

95. BAHASA & KESUSASTERAAN
SASTERA • SSU MA CHIEN- KARYA SHIH CHI
• TOKOH: TU FU, LI PO, PO CHU-I
PUISI
• MANDARIN
• WU
DIALEK • HUNANIS

96. HINDU
BUDDHA
KRISTIAN
ISLAM
CONFUCIANISME
TAOISME

97. HINDU
3 FUNGSI TUHAN
VISHNU SIVA
BRAHMAN
- -
- MENCIPTA
MEMELIHARA MEMBINASA

98. HINDU
SAIVISME
SAKTHAM VAISHANAVISME
ALIRAN
AGAMA
HINDU
KAUMARAM SAURA
GANAPATHIYAM

99. KEPERCAYAAN DALAM AGAMA HINDU
HUKUM KARMA – KELAHIRAN SEMULA SELEPAS MATI
TUJUAN HIDUP – CAPAI MOKSYA (KEBEBASAN MUTLAK)

100. BUDDHA

101. ASPEK-ASPEK PENTING AGAMA BUDDHA
• SIDDHARTA
PENGASAS
GAUTAMA
• TRIPITAKA
KITAB
• -bahasa Pali
• 4 KEBENARAN
AJARAN
MULIA

102. DUKKA SAMUDAYA
(PENDERITAAN) (SEBAB PENDERITAAN)
4 KEBENARAN
MULIA
MARGA NIRODHA
(CARA MEMADAMKAN (NAFSU YANG MEMBAWA
NAFSU & KEINGINAN) PENDERITAAN)

103. KEPERCAYAAN
YANG BETUL
RENUNGAN TUJUAN YANG
YANG BAIK BETUL
FIKIRAN 8 PERTUTURAN
YANG BAIK
JALAN YANG BAIK
USAHA PERBUATAN
YANG BAIK YANG BAIK
HIDUP
YANG BAIK

104. KRISTIAN
PENGASAS • JESUS CHRIST
KITAB • BIBLE

105. ISLAM

106. ASPEK-ASPEK PENTING AGAMA ISLAM
PENYAMPAI
• NABI MUHAMMAD
S.A.W
• RUKUN IMAN
KEPERCAYAAN
• RUKUN ISLAM
KITAB • AL QURAN

107. CONFUCIANISME
PENGASAS • CONFUCIUS
• REN (KEMANUSIAAN)
• LI (KESUSILAAN)
AJARAN • XIAO (KETAATAN KEPADA IBU BAPA)
PENEKANAN • PENDIDIKAN

108. TAOISME
PENGASAS • LAO TZE
AJARAN • TAO (JALAN)
BUKU
• TAO TE
CHING

109. TERIMA KASIH