...The Crusades Through Arab Eyes: Part I The Crusades Through Arab Eyes, by Amin Maalouf, originally published in 1983, takes a new approach to telling an old history from the point-of-view of Muslim historians. Throughout the text, Maalouf focuses on how Muslims perceive the nearly 200-year-long slaughters by Western religious zealots that took Arab cities and holy grounds, regardless of how violent the means and how those perceptions have lead to contemporary ideological wars in the Middle East. Through Arab Eyes presents a compelling history of the series of wars by European Christians that sought to seize holy places under Muslim control between the 11th and 13th centuries. Maalouf tells the story of the seizure of Muslim people and their lands. Between the two disparaging accounts —the Arab view, a bloody slaughter from the historical accounts of exclusively Muslim experts and the same events portrayed as dignified religious conquests by Western historians — Maalouf pulls off not only a convincing argument but one that explores the breach of the Islamic nations by Christian crusaders. Part one, “Invasions” reveals that the Muslim people’s incomprehension of the crusades themselves and the lack of organization among their ranks, lead to their devastation during the invasions. To understand the Muslim perspective from which this book is told, it’s worth knowing a thing or two about its author, Amin Maalouf. Maalouf is perhaps the best-fit person to construct a book like...
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...The Knight: Pilgrim Analysis In the general prologue of the Canterbury Tales, the Knight is the first of the pilgrims to be described because he is of the highest rank. Therefore, it is only fitting that he goes first. In Chaucer’s work, he “. . . creates his knight in such a historical detail that we can easily explore the specific kind of knight he might have been . . .” (Calabrese 3). Chaucer describes his knight as “. . . a most distinguished man . . .” (Coghill 4). The narrator illustrates the Knight to be a man who “followed chivalry, truth, honor, generousness and courtesy” (4). Furthermore, the Knight presents himself in a polite fashion, never speaking insensitive words about anyone. Through Chaucer’s words and descriptions, it...
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...Vocabulary: Goal 1 1. Historical narrative 2. Temporal structure (beginning, middle, end) 3. Time line 4. Historical succession 5. Historical duration (continuity) 6. Primary sources 7. Humanity 8. Historical passage 9. Historical perspective 10. Historical context 11. Literal meaning 12. Historical fact 13. Historical interpretation 14. Historical data 15. Hhistorical analysis 16. Cause-and-effect relationship 17. Value-laden 18. Moral convictions 19. Critique 20. Hypotheses 21. Historical inquiry 22. Eyewitness account 23. Statistical compilations 24. Journals 25. Census 26. Artifacts 27. Economic indicators Goal 2 28. Sustainability – supported,upheld ,of confirmed 29. Fertile Crescent – an area in the middle and near east: formerly fertile, now partly desert 30. Migration - a number or body of persons or animals migrating together. 31. Environment – the aggregate of surrounding things,conditions,or influences;surroundings; milieu 32. Human interdependence – all humans rely on each other. 33. Natural barriers – a natural limit or boundary of any kind. 34. Drought – a period of dry weather that whithers or kills the crops 35. Famine – extreme hunger or scarce amount of food. 36. Trade interactions -the influence of buying or selling trade with other countries. 37. Resources – a source of supply,support,or aid when specificity needed 38. River valley -a natural stream of water flowing in a valley...
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...AS History: Enquiry Paper Guidance Question (a) – The Comparison. In question (a) the focus is on the direct comparison of two sources. Without explicit comparison candidates will not get above Band IV. A substantial number of candidates still adopt a sequential approach, and others limit themselves to a low Band III by confining their comparisons to a brief conclusion after a sequential analysis of the two Sources. A continuously comparative approach is required. Candidates should, however, not assume that a comparison is established simply by the introduction of comparative words and phrases such as ‘whereas’, ‘on the other hand’, ‘by contrast’, or by setting points from the Sources alongside each other. Similarity or difference of content has to be demonstrated in relation to a point which is genuinely comparable, either because both Sources refer to it or because one draws attention to it but the other ignores it. Likewise comparison of qualities other than content requires assessment of the same qualities in both Sources. Another common weakness is a failure to realise that comparisons are only relevant if they relate to the issue raised in the question. * Sequencing is a major problem. There is a reluctance to select issues and themes from the two Sources and build the comparison around these. Many candidates, often able, prefer paraphrase. Two separate accounts are provided with perhaps a final paragraph making a few belated comparisons. * Not focusing...
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...Jew, around the time of Jesus’ ministry. Many know John as a non-divine apocalyptic preacher who claimed baptism would help one get into heaven, and it would be disadvantageous to ignore baptism. John is relevant to understanding historical Jesus not only because he baptized Jesus but because of their conflicting similarities. John and Jesus were both apocalyptic preachers, in the Essene Jewish sub-group, and popular during antiquity. Many scholars actually believe John was more popular in antiquity. Because of his greater popularity, many argue who kick started Christianity John or Jesus? One can see this argument through artistic paintings of John. Art was an important media for communication during antiquity. As Professor Boccaccini mentioned in lecture, most people in antiquity could not read; therefore, they used paintings to communicate. Painters use symbolic elements in their paintings to portray a message. These symbolic elements, such as red for matador, acted as stories or religious instruction (Boccaccini). Just as a written source, one can extract information from these paintings to find out about the historical character John. The first popular painting of John the Baptist originated in the 12th Century, right after the fourth crusade. During this time, medieval churches rushed to get their hands on relics of saints. One popular relic was the head of John the Baptists. Once the Amiens Church claimed to have found the skull of John in 1204, popularity of John...
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...Muslims face persecution by Americans as a result of the country’s present state of affairs. In their own communities Muslims are forced to defend themselves against their enemies. To be a Muslim is not just an individual activity it is a community identity and responsibility. Islam is considered a total way of life for the religious community. For many in America who are raised with the idea of the separation of church and state and the sense that religion is a private affair, Islam can seem confusing, especially since Islam does not have a “church” to preserve and promote its beliefs. There is a great diversity among Muslims as there is among other religious communities in America. Because America is predominantly Judeo-Christian it is sometimes easier for Christians and Jews to practice their faith. American schools do not recognize Muslim holidays. Even such a simple task as attending Friday congregational prayer and taking a break to perform the salat during working hours are often difficult. Muslim culture has become prominent in coutries other than Islam. Countries that have a large Muslim following include Australia, Canada, India, Indonesia, Malaysia, Pakistan, Saudi Arabia, Singapore, South Africa, Thailand, United Kingdom and United States. Accepting Cultural Differences in Muslims Since the tragedy of 9-11 a portion of American citizens are under the beliefs that all Muslims are terrorists. There are extremists in every religion but it appears that it is the Muslim...
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...most popular sports in France are football (soccer), rugby league and rugby union. Handball and basketball are also popular in many parts of France. * Well known sporting events held annually in France are the Tour de France (the best known road bicycle race in the world) and the French Open (one of the four Grand Slam tennis tournaments) * French literature is very popular and well known. Charles Perrault was one of France’s most influential children’s writers. He wrote books such as Cinderella, Sleeping Beauty and Puss in Boots. * The French healthcare system was ranked number one in the world back in 1997. Average life expectancy in France is currently 79.73 years. * 54% of French people identify themselves as being Christians, while 31% of people stated that they were not religious. Islam, Buddhism and Judaism are all practised by a minority (just over 1%) of the population * It is estimated that there are between 200,000 and 1 million illegal immigrants in France * France has an estimated population of 64.5 million, making it the 19th largest country (in terms of population) in the world. * France is the most popular tourist destination in the world. Nearly 82 million people traveled to France for holidays in 2007. Spain was the second most popular tourist destination with 58.5 million visitors. * In 2004, only 68.8% of French people aged 15-64 were working. This is a major contributor to the relatively low GDP per capita in France compared...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...This essay is based on the 2007 book The Black Swan: The Impact of the Highly Improbable by Nassim Nicholas Taleb (1960 - ). It is hardly an obscure tome, having been on the New York Times bestseller list for several weeks. Before I get to the essence of this essay I believe explaining what the term “Black Swan” means and saying a few words about the author would be in order. It was once thought in the Old World that only white swans existed. Then from Australia came the realization that there were black swans. And no, they were not white swans made black by bootblack or any other artificial coloring medium. After millennia of observations in the West of millions of white swans, the sighting of one black swan was enough to invalidate this long and firmly held belief. In a broader sense then A Black Swan is a sudden, monumental, and completely unexpected event. WWI, WWII, and 9/11 were Black Swans. If one were to win a multi-million dollars lottery that would be a personal Black Swan (Black Swans are not all negative, although given the troubles experienced by some of these huge lottery winners, this might also be negative). But a Black Swan is more than this – it goes to the heart of and challenges the putative acceptance of Gaussian probabilities. Least you think Gaussian or bell shaped probability functions are theoretical only and not important in real life, then consider that not only mathematics, but engineering, medicine, social sciences, economomics, the insurance...
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...Religious background of Holocaust 1. Introduction Anyone who bothers to investigate in any depth the Holocaust, and its many involved attendant subjects, inevitably encounters intellectual and emotional difficulties not usually met in other fields under examination. When studying the Holocaust, it is extremely difficult to maintain the same level of professional distance and objectivity that one practices with other subjects. Obviously, the magnitude of the destruction and suffering, the millions of lost lives and their untold stories, their unfulfilled hopes and dreams can be overwhelming. Furthermore, thoughtful and honest investigators will occasionally find that they have encountered an area of the Holocaust wherein are found agonizing personal ramifications. That is to say, the scholar is studying an event or a complex of issues that share key components of one’s personal background, beliefs, and values. It is highly unlikely that the scholar will be able to maintain absolute objectivity, feeling completely uninvolved in what is being examined. Instead, the person will most likely be compelled to ask some rather pointed personal questions, or probe into realms in which the investigator has close personal ties. When this occurs, it can be very distressing and painful. 2. A short insight on the background of Jews in Poland, Germany and Russia Several Polish noblemen of the middle ages showed special favour to Jews who immigrated because of persecution in Germany...
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...Training Analysis Paper An Evaluation of the training program of Foundations for Christian Leadership -------------------------------------------- A Paper Submitted to Dr. Steve Hoke ------------------------------------------------- In Partial Fulfillment of the Requirement for Doctor of Ministry Class LE812 ------------------------------------------- By Sarlito A. Sampan International Graduate School of Leadership Metro Manila, Philippines January 8, 2009 Training Analysis Paper An Evaluation of the Training Program of FCL TABLE OF CONTENTS Introduction 2 Brief History of FCL 4 Analysis using Holland’s Two track Analogy 6 The FCL Analysis based on the 4 Components of Holland’s Model 8 The Input 8 The In-Ministry experience 9 The Cross-Ties dynamic Reflection 10 The Ballast Formation 11 Training Analysis: Which Components should be in Focus 12 Incoming participants 13 Total Training Process 14 Summary 16 Selected Bibliography 18 Appendix 19 Training Analysis Paper An Evaluation of the training program of FCL Introduction I choose to evaluate the program use by the Foundations for Christian Leadership or more known as FCL for I work directly with this organization. I have been with this program...
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...First Wave Feminist Movement Introduction Feminism is considered a political concept. It is an analysis of why and how women are oppressed. It is a vision of a society where women are liberated and sex role stereotypes are no more. It is also a conviction that oppression of women is a contradiction in society. Women feminists fought for their right to not be property, rights to their inheritance, rights to an education and to a religion that was not patriarchal. Even though feminism had been seen for quite some time, the actual term "feminist" was not first used until 1912. "The modern feminist movement began a as result of sweeping social, political and industrial changes in Europe and the United States" (Conger). Many suffragists did not refer to themselves as feminists. They advocated only for voting rights, not complete equality. Oppression as an Obstacle for Women Women advocated against a mindset, an entire system of socialization. "Women were socialized, both in their minds and in the minds of men, that their sole role in society was reproduction" (Fisher). "The average married female gave birth to seven children" (Conger). If a woman was engaging in public activities then "she was ignoring her biological weaknesses - a smaller brain and a more fragile physique - which she was supposed to protect in order to ensure her reproductive abilities" (Krolokke, 5). Women had little control over their life. Women were considered...
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...MEDIEVAL WEAPONS Other Titles in ABC-CLIO’s WEAPONS AND WARFARE SERIES Aircraft Carriers, Paul E. Fontenoy Ancient Weapons, James T. Chambers Artillery, Jeff Kinard Ballistic Missiles, Kev Darling Battleships, Stanley Sandler Cruisers and Battle Cruisers, Eric W. Osborne Destroyers, Eric W. Osborne Helicopters, Stanley S. McGowen Machine Guns, James H. Willbanks Military Aircraft in the Jet Age, Justin D. Murphy Military Aircraft, 1919–1945, Justin D. Murphy Military Aircraft, Origins to 1918, Justin D. Murphy Pistols, Jeff Kinard Rifles, David Westwood Submarines, Paul E. Fontenoy Tanks, Spencer C. Tucker MEDIEVAL WEAPONS AN ILLUSTRATED HISTORY OF THEIR IMPACT Kelly DeVries Robert D. Smith Santa Barbara, California • Denver, Colorado • Oxford, England Copyright 2007 by ABC-CLIO, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data DeVries, Kelly, 1956– Medieval weapons : an illustrated history of their impact / Kelly DeVries and Robert D. Smith. p. cm. — (Weapons and warfare series) Includes bibliographical references and index. ISBN-10: 1-85109-526-8 (hard copy : alk. paper) ISBN-10: 1-85109-531-4...
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...| 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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills...
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...| 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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills...
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