...The Aztec people had a rich and diverse culture that burned bright and quick. From the years 1100 to 1525, the Aztec empire rose and fell, leaving behind one of the greatest and well known legacies of all time. During this period, advances had been made in government, agriculture, warfare, food, textiles jewelry, and religion. Farmers used new methods of planting crops to provide themselves and their families with more food while keeping the land fertile. Prisoners of war were often sold into slavery or sacrificed to the gods. Nobles often times kept themselves in a life of luxury while riding on the broken backs of workers that are under their control. Recipes were concocted by the Aztec people that have not only continued to be eaten in Mexico,...
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...The Maya, Aztec, and Inca were three civilizations that lived in Latin America during the middle ages. It is hard to overlook the fact that they had remarkable similarities, but also some differences.(castletown) Their class structures were similar, and they all valued religion. However, when it came to the roles and expectations of men and women, there are differences between the three races. Each civilization has similarities and differences socially, culturally, economically, politically, militarism, and diplomatically(castletown). In the Mayan civilization, kings, priests, and hereditary nobility were at the top of the social pyramid. Merchants were also relatively high status. However, the majority of people were peasants or slaves. The...
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...Aztec Questions and Statements - 1 Statements 1) Positive – Statement - SS 2) Positive – Statement - SS The Aztecs ruled over 500 small states and their population was over 5 to 6 million people. They expanded by conquest or commerce. Conquest is when you take over people by force. Commerce is when you take over people by negotiation/deals. The city of Tenochtitlan at its peak had over 140 000 people and the city was the most populated city in Mesoamerica. The Aztecs, the Texcobans and the Tacubans formed an alliance to conquer the Tepanecs’ city, Azcapotzalco. Tepanec is later then taken over by the Spanish to form their new colony of Cuba. 3) Positive – Statement - SS The Aztecs had a legend. The Aztecs believed that Huitzilopochtli,...
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... Both of them asserted that the Spanish sovernty rested upon aboriginal people. Also meant their protection and guidance. This would emphasize Spanish brutallty and igore other major factors which wold play a major in the conquest itself. Included indigenous allies. Grandson Ferdenan Isabella asserted that indigenous people cannot be held in slavery and their own governments and recognize apart from Spanish empire. Also considered as wards of Spanish monarchy. Spanish crown stepped in governing any future conquest of indigenous people were to be conducted. This concluded the introduction of The Reconquista requirement. The White legend was able to acquire Christianity and was civilized. Got rid of human sacrifice by the Aztecs. The Spanish used indigenous people’s administrative records. Because indigenous people were integrated into governments. Republicas Deindios only priest can occupy these societies. Under the white legend it was believed all of their cultural practices were wiped out and human sacrifice. -Not really Issues of Hybridization and Syncretism (blending of two belief systems)....
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...Canada book. On page 241, it says “During the 1500’s two viceroyalties were established in Latin America…” The land(s) that Viceroyalty of Spain include Mexico and Latin America. I got this from the Latin America and Canada book.On page 242 On page 242 in the map. According the encyclopedia britannica it says”....upper and lower California, the area that is now the central and southwestern portion of the United States, and territory eastward along the Gulf of Mexico to Florida.” Three things that the Viceroyalty of Spain did was they held Inca and Aztecs people as slaves. The also had missions to convert people into christianity and had Encomiendas...
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...DEFINING THE MODERN WORD The early modern era is said to have been between the years 1500 and 1800. It's held to have begun during the Late Renaissance period and ended about the time industrialization changed the face of the world. It was an amazing time of scientific discovery, an age of exploration and a time where the very boundaries of knowledge were expanded since the end of the Roman Empire. One of the first things a student of the time is struck by is how similar the arguments at the dawn of this age are with the ones faced by contemporary people. Before analyzing that, it may be a good idea to get an idea of what the world was like, how people thought and what the hopes and dreams of the people of the time were. To do this, we first need to understand how that Europe came to be. The Black Death was the pivotal event of the High Middle Ages. In the span of a few short years the entire face of Europe changed. The plague began with the end of the Medieval Warm Period, which ran from the tenth century to the fourteenth. This shift to colder weather in Europe leads to widespread famine and years of uncertainty. Up until this time, Europe had enjoyed a rising population as well as a rising standard of living. People will increase their population to the limit of their food production. When people can no longer expand food production, then a day of reckoning will occur. Most good arable farmland was under cultivation and most of the marginal farmland was cultivated...
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...The ancient Mesoamerica cities of Maya There are 10 annotated bibliographies about the development of ancient Maya sites and each article focuses on different development and origin of the Maya cities. The structure of the political and empire of ancient Maya and the climate atmosphere of the Maya sites were discussed within the articles. The understanding of Maya cities through public building structures along with changing political powers. There were articles about the religions significance of mosaic mirrors and jadeite are also examined throughout the paper. The origin of Maya sites was identified through textile and Nahuatl languages that were found on the architecture walls. The issues of collapse in Maya cities are also identified and discussed in the paper. Blainey, M. G., & Healy, P. S. (2011). Ancient Maya Mosaic Mirrors: Function, Symbolism, and Meaning. Ancient Mesoamerica, v 22, n 2, p 229-244. The article examines the meaning of the mosaic mirrors in ancient Maya through the process of how the mirrors are made and what it is made out of. As mentioned in other article, ancient Maya were creative at art and artifacts. Also, their community were hierarchically organized. Therefore, these well made lithic reflectors were used for ceremonial artifacts and mostly used by elite individuals. These mirrors were flat, shiny objects with highly polished plaques and it has been described as luxury goods which indicate high status for the owner. Furthermore, the...
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...similar cultural changes from hunting and gathering to an agricultural way of life. Between the years of 8000 BCE and 2000 BCE known as the Archaic Period, the people began to become more settled and hunted small animals and cultivated different crops mostly maize, beans, and squash. After 2000 BCE huge groups of civilizations started to become more developed and distinct. Called the formative period, villages combined into urban centers, monumental architecture as erected, and craft specialists developed. Two distinctive areas of civilization are Mesoamerica (Mexico and Central America) and Andean Region of South America. Found in the Formative Period are the Olmec’s. Found mostly in the low lands of Mexico’s Gulf Coast. They had public buildings, extensive pavements, a drainage system, and a major Mesoamerica ball court. These people also created massive basalt stone heads said to be portraits of their rulers. They were believed to have been carved 65 miles away and brought there on rafts. In the Classic Period were the Teotihuacán’s. They had huge city that rivaled the largest in the world at the time. At its height in500 CE the...
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...Medical services in pre-industrial America were very different. During the civil war, Medicine and science were not grounded in science (Cutter, 1922). Primitve medical procedures were often used. People relied on family members, neighbors and publications for remedies for ailments. Physicians were usually paid by personal funds. The first hospital built in North America was in 1524 by Hernan Cortez (Cutter, 1922). It is said that Cortes had a medical facility alongside a congregation which aided poor local Mexicans and the Aztec troopers who were injured in the wake of battling with the Spanish. It was also the first hospital to do autopsies, which helped to teach anatomy to medical students. As the years progressed, . In the 1700s, cities started building isolation almhouses were were used to tend to the sick and infirm. However, these almhouses were not used strictly for medical reasons. They were also used to care for...
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...Migrate to the Americas * Paleo-Indians – first humans to live in the Americas (believed to have come from Siberia) * Ice Age – a time lasting thousands of years during which the Earth was covered with ice and glaciers * The Paleo-Indian hunters had a favored prey of immense mammals such as mammoths, mastodons, and giant bison * The first people to arrive in the Americas arrived in small boats Paleo-Indians Adapt to Climate Change * The warming climate and the spread of the skilled Paleo-Indian hunters killed off the mammoths and other large mammals * Paleo-Indians adapted to the climate change by relying less on hunting large mammals and more in fishing and gathering nuts, berries, and roots * Developed tracking techniques needed for hunting small, mobile animals such as deer, antelope, moose, elk, and caribou * More food sources led to population growth Diverse Culture Emerge * Indians became culturally diverse as they adapted to their varying local climates and environments * Over time, languages, rituals, mythic stories, and kinship systems became more complex and varied * By 1492, American Indians spoke at least 375 distinct languages (Athapaskan, Alogonquian, Caddoan, Siouan, Shoshonean, and Iroquoian) * Each language group divided into many ethnic groups called tribes or nations (subdivided into many smaller groups that identified with a particular village or hunting territory) * Each group was headed by a chief, who was usually...
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...The skull represents the Mexican holiday Dia de los Muertos, or Day of the Dead. Day of the Dead is a significant holiday in Mexican culture and is celebrated across the country. This is a way of Frida paying homage and appreciation to her native country. The two statues she has painted appear to be similar to ancient Aztec sculptures. Her way of showing how Mexico has retained its historical structure unlike America which has less regard for its past. Below these three things is an assortment of plants. The plants are painted colorfully and vibrantly. The plants are connected to the generator of the American side of the painting. Again, her way of showing how America takes from others. It may represent how Mexico values its nature unlike America that values industrialism. The plants also give life to this side of the painting unlike on the right that seems...
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...The Age of Exploration A Resource to Accompany History Alive! The United States Through Industrialism Brings Learning Alive! Teachers’ Curriculum Institute 1 Introduction I n this reading, you will learn about the Age of Exploration. This period of discovery lasted from about 1418 to 1620. During this time, European explorers made many daring voyages that changed world history. A major reason for these voyages was the desire to find sea routes to east Asia, which Europeans called the Indies. When Christopher Columbus sailed west across the Atlantic Ocean, he was looking for such a route. Instead, he landed in the Americas. Columbus thought he had reached the Indies. In time, Europeans would realize that he had found what they called the ”New World.” European nations soon rushed to claim lands in the Americas for themselves. Early explorers often suffered terrible hardships. In 1520, Ferdinand Magellan set out with three ships to cross the Pacific Ocean from South America. He had guessed, correctly, that the Indies lay on the other side of the Pacific. But Magellan had no idea how vast the ocean really was. He thought his crew would be sailing for a few weeks at most. Instead, the crossing took three months. While the ships were still at sea, the crew ran out of food. One sailor wrote about this terrible time. “We ate biscuit… swarming with worms…. We drank yellow water that had been putrid [rotten] for days... and often we ate sawdust from boards.” Why did explorers...
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...An Introduction to the topic of GMOs Ruby Gutierrez Adventist University of Health Sciences Abstract GMOs are a promising and exciting revolution in agriculture. The technology, if safe, could allow humanity to make hunger a thing of the history. On the other hand a technology as powerful as GMOs also has the potential of changing our lives and ecosystems irreversibly. This paper is a basic introduction into the topic of genetically modified organisms and the concerns consumers and advocates around the world have about this technology, its approval, and future impact in the environment and societies around the world. Keywords: GMOs, FDA, agriculture, Monsanto, patents, corruption, environment. GMOs: An Introduction We live in an area where the acquisition of knowledge is only a few keystrokes away for any given subject. The pace at which new technologies are developed and become obsolete is unprecedented. Each new invention brings the hope and promise of a better tomorrow, an improved tomorrow. One of these revolutionary technologies are genetically modified organisms (GMOs). Companies that produce GMOs offer the technology as the answer to at least two of our most pressing issues, sustainable agriculture and world hunger. Both issues speak to one of humanity’s most basic biological needs, food. In effect, anything that affects this need should be treated with importance and urgency, because of the essential nature of food for human existence. ...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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