...During the 15th century there were three Islamic Empires who used their tactful skills to build and spread their territories all throughout the Middle East and India. These empires which included the Ottoman Empire, the Mughal Empire, and the Safavid Empire were both similar and different in their own ways, but the two empires that are going to be compared and contrasted in this essay are the Ottoman and Safavid Empires. More specifically their religious systems will be compared and contrasted throughout the essay. Within the Ottoman and Safavid Empires it would seem as if the two had nothing in common regarding religion, but upon further research it seems as if they had more in comparison than one would think. Yes, they were practiced different types of Islam, and one empire was more tolerant to other religions, but religion was intertwined into each of their government systems and those who...
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...21 Compare & Contrast - Ottomans and Safavids During the Renaissance, many Asian empires also rose, becoming powerful threats to one another. An empire that can be said as one of the most powerful empire during the time is the Islamic-Based Ottoman Empire. Another Muslim empire that also built an empire around the same time is the Safavid Empire. Although both empires are Islamic-based empires, they still have many differences among them. Their section of religion, social structure, as well as economy has many similarities, as well as differences between the two empires. First of all, religiously the Ottomans and Safavids follow the same religion, though through different section of it. The Ottomans are Sunni Muslims, where they were more open minded, compared to the Safavid Shiite (Shia) Muslims. Ottoman Empire’s location was close to Constantinople, so there were lots of Christians around. As their empire slowly expanded, Christians slowly emerged into their empire. The Ottomans soon captured young Christian boys and converted them into Islam, making them to fight for the Ottoman Empire. These young Christians who became Muslims and were trained to fight as soldiers are called the Janissaries. Also, the Ottoman’s government started their military with the goal of conquering more places, protecting themselves from nearby threats such as people from Constantinople. After the Ottomans took over Constantinople and some other European countries, the empire is now...
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...structures that tribes would embrace. Which will lead to a better military structure. Compare and contrast the organization of the Arabian tribes with that of the Turko-mongolian tribes of inner asia? The Arabian and turk0- monoglian had some similarities but they also had many differences I will first start with their similarities. Both the Arabian tribes and turko-mongolian consisted of nomadic people, they were a stateless society, with no formal government. Now let me talk about their differences the Arabian tribes were endxomous meaning they were intermarried this made the tribe very cohesive and insulated. Through this intermarriage created their social stricter which was called egalitarian meaning there was little difference among people no matter rich or poor everyone was on the same level. This made it very difficult to have a ranking system in the military. The Turko-Monoglian tribes were exgoumous meaning they married outside of the family this was very important especially with building political alliances. There social structure was hierarchical which made a ranking system in the army very important. How did this difference affect the patter of state formation in pre modern middle east-? These difference affect the pattern of state formation in the pre modern middle east because of having a hieracalce social structure it made it much more easy to create a state or even an empire because of the inside and outside power, along with rankings in the military systems...
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...8. Safavid Empire (460-461) Ismail, the ancestor of Safi al-Din, founded the Safavid Empire and used Persian methods of ruling. He expanded his region over regions such as the Iranian plateau, Caucus, and central Asia. Ismail established his political base at the tomb of Safi al-Din. In an attempt to find favor in the eyes of Turkish in the region, the Safavids decided to convert to a form of Shiism - he forced the Sunnis to convert to the religion, Twelver Shiism. Twelver Shiism was a religion where it was believed that there were twelve religious rulers after Muhammad, but the twelfth hid. Believers thought that the 12th would come back one day, and many even believed that Ismail was the 12th. The followers of this religion wore red hats...
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...American knowledge and ideals on the Ottoman, Russian, Qing, and Tokugawa states in the nineteenth century. Why would these states be both attracted to and repelled by these influences? The Tokugawa, Ottoman, Russian, and Qing states were slower with acquiring technological advancements than Western Europe and America, which made it quite complex while competing with others. The Tokugawa, Ottoman, Russian, and Qing societies (states) developed flexible cultures that were unable to compete with America or Western Europe. 46. Not surprisingly, losses in wars often are more important than victories. How were the Ottoman, Russian, Qing, and Tokugawa states affected...
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...Essay #1: Outline the reforms initiated in the Ottoman Empire by Selim III and how they were related to the reforms followed during the reign of Mahmud II? The reign of Selim III was a period of time of state-sponsored reforms. Some of the most important reforms was military reforms in which the Ottoman Empire tried to transform their armed forces in the image of many of the European countries. This was because when Selim became the sultan, the Ottoman Empire was fighting another losing war with Austria and Russia. For the sultan and his advisers, the lessons from the war was, if the military doesn’t improve the Ottoman Empire will crumble. Thus Selim III started a “series of reforms designed to reorganize the existing armed forces along European lines”. However one group was suspicious of the reforms, the Janissaries. The Janissaries were the most efficient military unit in the empire. The Janissaries were a slave army that numbered around 40,000 troops. They are known for their discipline, morale, and professionalism. And during times of peace they were used to maintain domestic law and order. So to appease the Janissaries and convince them to accept the new methods, Selim raised their salaries and rebuilt their barracks. However, that just made them more suspicious, and they “successfully resisted his moves toward reform”. Frustrated by this, the sultan tried to sidestep them by creating a new military unit called the Nazam-i Jedid to replace the Janissaries. They were trained...
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...Requirements for the Course Humanities in the World since 1300 at The University of Akron. March 5, 2015 Introduction This is an analysis of slavery based on two stories: The History of Mary Prince and Semsigul. In addition, there is comparison and contrast of the two stories along with supporting or dissenting arguments offered in the Overfield readings with regards to slavery in the Spanish colonies. The perspective of this analysis looks at the following aspects of coerced labor: 1. The relationship between the master and the slave 2. The struggle of the slaves against the slavery system 3. The impacts of the slavery system on the health of the slaves The Mary Prince account is autobiographical hence, although in her own voice, there may be some liberties given to the facts and conflicts of interest when delivering details of her story objectively. In addition, there may be some instances where she would have a limited perspective. By contrast, Semsigul’s story is her testimony within a police report –just facts and answers to questions. Alonso Zorita speaks on behalf of the indigenous in his account of Indian forced labor in the Spanish colonies. His accounts will be used to further compare and contrast the two main perspectives. The Relationship of the Master and the Slave In the slave society, the master was the ultimate ruler and slaves were chattel...
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...Jon Gjebrea WRIT 1010 / 50 April 25, 2012 Dr. Lydia Wazir Comperative essay Compare two countries In this essay I am going to concentrate on clear contrasts between Albania and Italy- one of the countries from central Europe. These countries have different population, food, area. However, one may find their natural environment similar- in both countries there are politics, seas, and other components. When you think about the two countries- Albania and Italy, you may find them completely different at the first glance. During World War II beside Nazis, Albania was also under Italian regime and I might say that there everything started. Every single citizen of Albania as a second language has Italian, they are also into Italian fashion, and they mostly prefer Italian food rather than Albanian one. Due to the strategic geographical position Albania was always seen as a country that everyone could benefit from. Albania is quite a small country with a population of 4.1 million, basically equal to one main city of Italy. Albania officially is known as the Republic of Albania, it is situated in Southern Europe. It borders with Montenegro to the northwest, Kosovo to the northeast, the Republic of Macedonia to the east and Greece to the south and southeast. It has a coast on the Adriatic Sea to the west, and from the Ionian Sea to the southwest. It is less than 72 km (45 mi) from Italy, across the Strait of Otranto which links the Adriatic Sea to the Ionian Sea. Meanwhile Italy...
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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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...Comparison and Contrast between the Evolution of Democracy in Iran and Turkey, from 1900 to the Present. Name: Institution: Date: Please write on top of each of your exams its exact title as its appear below, making sure your answers are itemized (i.e., answer the points ONE BY ONE, and not combine them). ITEMIZE YOUR ANSWERS Mid Term Exam Compare and contrast the evolution of democracy in Iran and Turkey, from 1900 to present. In process of writing your exam, you must provide the following A history of democratization process in (1) Iran (two pages) Comparison and Contrast between the Evolution of Democracy in Iran and Turkey, from 1900 to the Present A History of Democratization Process in Iran Iran has had some important movements that lead towards democracy from the year 1900 to present. At the beginning of the twentieth century, Iran experienced protests and disagreements against the foreign intervention and Qajar. Patriotic opinions of the religious classes established a Constitutional Movement that took place from 1905 to 1911. An alliance consisting of ulama bazaaris and fellow thinkers forced Qajar Shah to pass a constitution to enact a parliament 1906. The introduction of the constitution limited the absolutist rule powers. After the discovery of oil in 1908 in Britain, Qajar Shah Position and military power weakened. Some artists were in Europe to study and master academic paintings and upon their return; they found fine arts academies (Arjomand, 2008). During the...
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...This page intentionally left blank An Introduction to Islamic Law The study of Islamic law can be a forbidding prospect for those entering the field for the first time. Wael Hallaq, a leading scholar and practitioner of Islamic law, guides students through the intricacies of the subject in this absorbing introduction. The first half of the book is devoted to a discussion of Islamic law in its pre-modern natural habitat. The author expounds on the roles of jurists, who reasoned about the law, and of judges and others who administered justice; on how different legal schools came to be established, and on how a moral law functioned in early Muslim society generally. The second part explains how the law was transformed and ultimately dismantled during the colonial period. As the author demonstrates, this rupture necessitated its reinvention in the twentiethcentury world of nation-states. In the final chapters, the author charts recent developments and the struggles of the Islamists to negotiate changes which have seen the law emerge as a primarily textual entity focused on fixed punishments and ritual requirements. The book, which includes a chronology, a glossary of key terms and lists for further reading, will be the first stop for those who wish to understand the fundamentals of Islamic law, its practices and its history. w a e l b . h a l l a q is James McGill Professor in Islamic Law in the Institute of Islamic Studies at McGill University. He is a worldrenowned...
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...A Cup of Coffee with the Linovamvaki Reviving ethnic and cultural integration on the island of Cyprus Michael Apicelli IRP-601 Dayton 18 December 2006 The island-nation of Cyprus, although small, serves as the location of the most long-standing UN Peace-keeping mission in the world. The UN-established “green line” divides Cyprus into two parts, the lower 2/3 of the island known as the Cypriot Republic, is almost exclusively populated by denizens whose ethnic identification is classified as Greek. The northern third of the island, occupied by self-avowed Turkish Cypriots, recognizes itself as the Turkish Republic of Northern Cyprus. The only other country in the world that recognizes the TRNC is Turkey, while the Republic of Cyprus is recognized internationally. While the international community recognizes the Republic of Cyprus as having jurisdiction over the island as a whole, in fact the Republic’s authority stops at the green line, a fact which has led at a number of confusing international issues, including Cyprus’ and Turkey’s EU accession bids. The Beginnings of Cypriot History Cyprus is an island state that has only recently achieved sovereignty. Inhabited for well over two thousand years, it has a four hundred year colonial history of shared culture, language, and mores between the Turkish and Greek Cypriots that populate its scenic mountains, plains, and beaches. These shared mores and sense of culture will prove...
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...Chapter 13 Breaking Up is Hard to Do: Nations, States, and Nation-States A. Logistics Students’ Time Requirements Activity 1: The Rise of Nationalism and the Fall of Yugoslavia Readings 60-90 minutes Fill in the blanks 75-90 minutes Activity 2: Iraqaphobia Readings 60-90 minutes Fill in the blanks 75-90 minutes The fill-in-the-blanks activity works very well as an in-class group project. It helps for students to be able to discuss the questions and readings with other students. If so, it is absolutely essential that students read the assigned articles in advance of the discussion. They will need to consult the readings to find pertinent passages, but if they are reading it for the first time during group work, they will either not finish or not contribute. I remind my students of this fact several times in the days leading up to the project. If students don’t finish during class, they can finish at home. If done in groups in class, you may wish to suggest that a different student act as recorder for each block of questions. Also, assign a different student to be the discussion leader/gatekeeper to keep the discussion on track and prevent any single individual from dominating the discussion. A third student could function as timekeeper. See Chapter 11 and 14 role-playing activities for further discussion of these tasks. Remind students that Balkan and Middle East politics are always changing and can get...
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...Holocaust Midterm Dana Bob Mercy College 1. Explain the origins and development of modern anti-Semitism Throughout history the Jewish community has been subject to a violent history which can be traced as far back as their expulsion from Carthage in 250 C.E. For centuries, Jews have endured slavery, land confiscations, massacres, pogroms, blood baths, mass arrests, public torture, banishments, inquisition, slaughter, mass murders and finally, the Holocaust in the 20th century (Grossman, 2014). The Holocaust by far has been the most odious experience that the Jewish community has endured and yet there are many who deny it even took place. The rise of anti-Semitism in early 20th century Germany surely did not begin with Adolf Hitler; however, he was the fulcrum on which it intensified. This hatred for the Jews was not always the case as prior to World War I Jews in Eastern Europe “enjoyed a period of comparative peace, tranquility and the flowering of Jewish religious life” (Jones, 2011). It was after the defeat and subsequent peace settlement at Versailles in 1919, which was followed by a period of depression and burdensome reparations, that nation began to look for a scapegoat. The Jews were seen as the leaders of the parties which had surrendered and ‘stabbed’ Germany in the back by agreeing to the peace accord. Germany slipped into a great depression in the early 1920’s with widespread unemployment and rampant inflation. Hitler and the Nazi party began...
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