...1) Why does Chasteen believe that Latin-Americans come to the United States? Chasteen believes that Latin Americans wanted to be able to live and work in conditions similar to the United States middle class, along with poverty and proximity. 2) Who was Hernán Cortez? Cortez was a Spanish explorer and conquistador that led an expedition to overthrow the Aztec empire of Tenochtitlan. 3) Who was Bartolomé de las Casas? What is he best known for? Bartolome de las Casas was a university-educated, fortune-seeking young man. By the age of 40, he preached against Spanish exploitation of encomiendas to protect indigenous Americans from the system. He is best known for protection of the Indians and the famous writing “A Brief Account of the Destruction of the Indies”. 4) What is the “encomienda”? A system that started in Spain where the conquerors were rewarded with people. Indigenous people were assigned to each conqueror, who had the responsibility of Christianizing them and using them for labor. 5) What does “mestizo” mean? “Mestizo” is a person of mixed race, such as indigenous and European heritage. ESSAY QUESTIONS 1. Give three examples of things that all Latin-Americans have in common according to Chasteen. According to Chasteen, Latin Americans are interpreted as “Hot-blooded Latins” with too much “nonwhite blood”. He mentions that as...
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...differences? Are some places caught in a poverty trap despite decolonization? The relationship between Spain and Venezuela has changed among the centuries. All began in October 12 of 1498 when Christopher Columbus arrived in what he would call later; it’s little Venice comparing this early town with the Italian city (see maps 1 and 2 on the anexus). Over time, Spain took away most of the mineral richness of Venezuela, installing kingdoms and creating small cities around the mainland. However, not all that Spaniards left in the Latin American countries were poverty, inequality and corruption. The Iberic Empire brought a whole knowledge in economy, religion, education, culture and industrialization. In this essay I would like to explain the economics systems in Spain as well as Venezuela and their neighbors of Latin America. How was Venezuela’s society build? Which are the differences between Spain and Venezuela in the economy field? Before the colonization, different types of tribes like Caribes, Yanomamis, Wayuus, Caracas, etc populated Venezuela. They had a rudimentary economy based on trades: each family was in charged of the collecting of a different type of plants, fruits or animals. Each item had a value in references with the rest of them, for example a watermelon had the same value as ten limes. Primitivism was all over the place, starting on the language passing through alimentation and finishing on the medical attention. With the arrival of the Spaniards, all this economic...
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...Foreign Policy Essay American History Kyle Scott 2-16-16 In 1793, George Washington issued his proclamation of neutrality saying that the United States should pursue a conduct friendly and impartial toward the belligerent Powers. He did not feel that the United States should put themselves in the affairs of Europe. The United States should try to remain neutral at all times. The United States did not always follow these ideas though and began to get involved in Europe's problems. By 1794, relations with England had began to worsen. Washington sent John Jay to London to try to solve some of the problem issues with England. Since the revolution tension had been building up over many issues including British occupation of western ports and the failure of England to honor clauses of the peace treaty of 1783 such as the interference with American neutral shipping and impressments of American seamen. The treaty John Jay came home with resolved almost none of the problems. England agreed to vacate the western posts, but not before the first day of June 1796. This was a year away, and England also demanded access to the fur trade on American Soil of the Great Lakes. The British would not offer guarantees against the future impressment of American seamen. Perhaps most importantly, England refused to compromise on the issue of neutral rights, declaring that it would decide what America's rights would be. The United States was outraged by the treaty that Jay brought...
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...Essay Vietnam and the 20th Century Experience Introduction This paper analyzes the sociopolitical, cultural, and economic characteristics of European nations that drove them to establish policies of overseas colonization. Societies developing within the constraints of the European landmass had many incentives to move beyond their own borders into other regions, areas often occupied by another culture. European nations have a long history of being competitive with one another. Cultural and religious pride and arrogance, and an intolerance of differing cultures and religions, were used to justify imperialistic policies of domination and suppression of local peoples. Europeans, of necessity, would bring along their economies of technology and infrastructure to support their control of the local population. This would also include their Latin-based language and educational systems. Attempts to assimilate local culture into the European culture were often a source of conflict within the overseas colonies. European Cultural Characteristics Religion, and particularly the evangelical mission of Catholicism, has strongly influenced European cultures since the Middle Ages. The French utilized Catholic Missionaries as a way to access many overseas regions, including that part of Asia later to be known as “French Indochina.” Missionaries are typically non-violent and non-threatening. They often could enter a foreign country and merge with the local culture without opposition...
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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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...Literature College of Arts and Sciences HUS 254 Latin America Today Tues, Thurs 10:00-11:20, Humanities 1003 This course satisfies the DEC category J This course satisfies the SBC category GLO, HCA Course Instructor: Joseph M. Pierce Section: 01 Office Hours: Tuesday & Thursday 1:00-2:00 PM, or by appointment Instructor contact information: Melville Library N3013, joseph.pierce@stonybrook.edu COURSE DESCRIPTION An introduction to a continental perspective of 20th-century Latin American culture. Latin America's political, historical, and cultural developments of this century are studied. Latin America | Today This course proposes to study the events of today by tracing the social, political and economic structures of the past. On the one hand, the region under study is comprised of a dramatic variety of cultures, geographies and politics. On the other, it shares a history of colonization from “discovery” to independence to modernity based on its particular geographic and historical location. In order to interrogate this conjunction, we will pay special attention to the social groups that are often marginalized from the pages of “the official history”: Indigenous communities, Afro-Latin organizations, gay, lesbian, and trans activism, immigrant groups. We will pay special attention the discourses of belonging and identification that mark their relationships with the region, as well as the ways in which “Latin” America becomes a concept in relationship with these...
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...Cultural Interaction Essay There are many complexities involved in the interaction between two cultures. The article, “A Battle of Cultures”, by K. Connie Kang, discusses the hostile relationship that formed between Korean-Americans and African-Americans due to their differing social customs. Another prominent text that covers the topic of cultural interaction is the book Things Fall Apart by Chinua Achebe. Achebe focuses the story on a protagonist named Okonkwo who lives in Umuofia, one of the nine Nigerian clans; Okonkwo resists the Christian religious practices that are rapidly replacing the original Nigerian traditions. Undesirably, cultural interaction can create hostility between peoples if one culture is deemed superior to the other. Still, cultural interaction can be positive in the sense that it promotes understanding and acceptance between the two cultures and encourages the development of constructive relationships between members of the two cultures. Thus, despite there being both benefits and detriments cultural interaction generally has a favorable effect. Opposition between peoples comes about when one culture is perceived to be better than the other. In Things Fall Apart by Achebe, he writes, “Three [Christian] converts had gone into the village and boasted openly that all the gods were dead and impotent…The [converts] were seized and beaten until they streamed with blood” (154). Previously, the Christians did not have much interaction with the...
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...Abstract Over the past hundreds of years our world went through many social and economical changes. After the birth of the industrialized society, our world economical growth was fast. Many scholars and researchers have been trying to understand why the developing nations are still under developed. The modernization and Dependency theories will explain some of our world socio-economic differences between the developing and developed countries. This essay discussed about the major differences between Modernization and Dependency theories, and their impact on the developing nations. Modernization Theory A theory designed to explain the process of modernizing societies. The theory considers the internal factors of development of any country, based on the installation, that the "traditional" countries may be involved in the development the same way as are the developed countries. According to Gavrov (2005), modernization theory endeavors to recognize the social variables, which add to social development and expansion of society, and will attempt to elucidate the procedure of social development. At the same time Gavrov (2005) stated that none of the scientists does not deny the process of modernization of society (the transition from traditional to industrial society), the theory itself has undergone considerable criticism from both Marxists and the representatives of free-market ideas, and supporters of the theory depend on the reason that is a simplified representation of...
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...judging the past through the eyes of the present. But this is not true and it’s actually the opposite looking at the ideological forces that have shaped North (First World) and South (Third World) countries relations for half a century. In this essay one will be looking at the question of to what extend can the process of colonialism be blamed for the problems being experienced by developing countries today? Also matters pertaining to African migration, the spread of Islam, gold and slaves will be included in this essay as they are central to the process of colonialism. Towards the end of the last century, with a long history already behind it European colonization branched out in quite different forms according to the place and the interests of the metropolis. According to Thirlwell (1994:60) it was “a transitional period in which brutal power relations existed alongside paternalist feelings of responsibility towards natives who needed to be civilised” thus, great powers put the then dominant ideas into practice opening up the way to the so called “development” (Thirlwell, 1994). According to Rist (1997:100) “colonialism is a practice of domination, which involves the subjugation of one people to another”. The term colony comes from the Latin word colonus, meaning farmer. Thus, one believes that this root reminds us that the practice of colonialism usually involved the transfer of population to a new territory, where the arrivals lived as permanent settlers while maintaining political...
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...017 General subject catalogs • 018 Catalogs arranged by author & date • 019 Dictionary catalogs • 020 Library & information sciences • 021 Library relationships • 022 Administration of the physical plant • 023 Personnel administration • 024 Not assigned or no longer used • 025 Library operations • 026 Libraries for specific subjects • 027 General libraries • 028 Reading, use of other information media • 029 Not assigned or no longer used • 030 General encyclopedic works • 031 General encyclopedic works -- American • 032 General encyclopedic works in English • 033 General encyclopedic works in other Germanic languages • 034 General encyclopedic works in French, Provencal, Catalan • 035 General encyclopedic works in Italian, Romanian, Rhaeto-Romanic • 036 General encyclopedic works in Spanish & Portuguese (Latin American) • 037 General encyclopedic works in Slavic languages • 038 General encyclopedic works in Scandinavian languages • 039 General encyclopedic works in other languages • 040 Not assigned or no longer used • 041 Not...
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...the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture...
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...Exhibiting the Human Body: Carnivalistic Primitivism at the World’s Fair of 1893 Aimée L. Arcoraci-Davies HAVC 191P: The Image of Time Final Paper June 12, 2014 The World’s Columbia Exposition of 1893, also known as the Chicago World’s Fair, was a vibrant hub of exhibitions showcasing the latest in technological innovation and ethnographic inquiry of “primitive” and pre-modern ‘Others’. The Chicago World’s Fair was held to celebrate the 400th anniversary of Columbus landing in America, but was held a year later than planned. The World’s Fair symbolized progress and the idealized society as portrayed through the “White City” and neoclassical architecture. This essay will be analyzing the display of peoples participating in the Midway Plaisance section at the World’s Fair as contrasted with fairgoers and their sideshow managers, the exoticization imposed upon the bodies of the participants through the spectator gaze, and the association with the rationalization of time relative to the turn of the century period of colonialization, mechanization of power and shift in time consciousness. Viewing the fair using symbolical and rational measurements of time through a contemporary lens, I plan on examining the ways colonialism, entertainment, and hegemonic ideologies led to socially engrained hierarchical prejudices and racial stereotypes in United States popular culture. I plan on analyzing the correlation between the World’s Columbian Exposition’s founding principles of industrial...
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...language because it was the only way to communicate between them. From the moment two cultures are in contact, there are exchanges of ideas, information, goods… and vocabulary. In ancient times, the Greeks created the concept of democracy, and the word that designates it, was borrowed later by the Latin before being used in English. English draws several words from the vocabulary of French cookery (chef, menu, entrée); the French borrowed musical vocabulary from the Italian (allegro, concerto), but with the birth of industrialisation and of new technologies, most other languages now borrow from English. In countries where more than one language is spoken, the phenomenon of borrowing is very frequent. Those different languages are spoken in very close territories, so that their speakers have contact with each other and by hearing the language of the others, they end up by integrating some words of the other language. Borrowings or loanwords, less numerous than words of the mother language (except with the Creoles) though, are extremely common in the vocabulary of many languages: this is an unconscious process and a constituent factor in the life and evolution of languages. In my essay I will show how necessary are the lexical borrowings to fill the gaps in a native lexicon. To do so I will focus on the reasons that pushed the languages to use loanwords instead of native words and the processes that are used to integrate those new words to a defined vocabulary. I will also discuss...
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...NOTES IN LIT II Literature under Spanish Colonialism (1893) 1565 * When Spain established their first permanent settlement in the Philippines. They place upon the on the Filipino people the Spanish Monarch and Roman Catholic Religion. Pueblos * (taga-bayan) Filipinos who settled where they were within easy reach of the power of the church and State. Hinterlands * (taga- bukid or taga bundok) are the Filipinos who kept their distance from colonial administrators and their native agents, staying close to the sources of their livelihood in the mountains. * The distinction were beyond indicating mere geographic origin and took an overtones of cultural snobbery as the effect of colonization seeped deeper into the consciousness of lowland Filipinos. Filipino * This name was reserved for Spaniards born in the Philippines, and everybody else who had only native ancestors was an “Indian”. Parish Priest * It was practically the only Spaniard who had direct contact with the Filipinos. * Became the embodiment of Spanish power and culture among the colonized populace, though their contact with him and the beliefs and values he carried, religion exerted a pervasive influence on the minds of Christianized Filipinos. Medieval Catholicism * These were presented by Friar began to be challenged by Filipinos who had by virtue of university education and come into the orbit of liberal minds in the 19th century Spain and Europe. * Also the literature of...
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