...lacking a protestant work ethic. Americans also pictured Latin Americans to be lazy individuals. •Modernization Theory: Once the previous idea was settled, it came to the reality that the Latin American countries had to go through modernization, such as the United States, and their feeble network on which their society rested upon was that being criticized. •Dependency Theory: Students were sure that these two previous explanations were merely methods to blame the victims of abuse. They believed that Latin American economies stood in a dependent position relative to the world’s industrial powers. Therefore other nations took their overpowering stand, and forestalled Latin America’s industrialization. “Economic dependency” is why the nation did not follow the path it was supposed to follow. •Social Constructionism: The way race, gender, class, and national identities are “constructed” in people’s minds. Discuss Michel Rolph Trouillot’s theory of historical narratives •History understood as the distinction and overlap of the socio-historical process (“what happened”) and the narratives about it (“what is said to have happened”). •Three capacities people have within socio-historic processes: actors, agents, subjects a) Agents: or occupants of the structural positions. (b) as actors in constant interference without a context. (c) as subjects, thats is...
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...1. Which of the following states did not become a colonial power in the period 1450–1750? a. Italy b. Russia c. Spain d. France FEEDBACK: Italy was not a unified state in the period 1450–1750 and thus did not have colonies. (See the chapter introduction in your textbook.) 2. Which of the following statements most accurately describes Europe’s global position in 1450? a. Europe had climbed to relative equality in Eurasian commerce. b. Europe had little trade contact with Africa or Asia. c. Europe remained marginal in Eurasian commerce. d. Europe had come to dominate Eurasian commerce. FEEDBACK: The determination of European elites to progress beyond their marginal position in Eurasian commerce was a main incentive for European exploration after 1450. (See section “The European Advantage” in your textbook.) 3. What was the single most important factor that aided the European conquest of the Americas? a. Gunpowder b. Disease c. Horses d. Superior organization FEEDBACK: The peoples of the Americas had no immunity to European disease and up to 90 percent of the population died after contact with the Europeans, greatly easing the process of conquest. (See section “The Great Dying” in your textbook.) 4. Which of the following is an old-world crop that was soon established in Europe’s American colonies? a. Tobacco b. Potatoes c. Corn d. Rice FEEDBACK: Rice is a Eurasian product that soon became an agricultural staple in many locations in the...
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...pencil. Friday: students will go to their scheduled discussion sections and take the second part of the exam. Format: 3 mini-essay answer; 40-60 multiple-choice questions; 5-10 fill-in-the-blank questions; and 5-10 two-sentence answers. Short-essay answer: concisely answer the following questions. Be prepared to answer all of them. ACTUAL QUESTIONS FOR THE EXAM 1) Consider what you learned in lecture and from the readings by Rohter, Guimarães, Goldstein, Vaughan, and Stout. Discuss how people are racialized in Brazil and Cuba. Be sure to cover the following issues: a. What historical conditions explain the high level of inequality in these countries? Why are socio-economic conditions connected to race? (10 pts) b. Provide one concrete example from the readings that shows how constructions of race in Brazil and Cuba are similar, and one concrete example from the readings to show how they are different (10 pts) c. Discuss why identities are mediated and how media is used as part of the process of racialization (10 pts). Use one example provided in class to explain your argument (10 pts). 2) Considering the movie “Even the Rain” and from the readings by Barron, Thomson, Spronk, and Monasterios discuss the connections between extraction process, natural resources and social movements in Bolivia. a. Explain what the connections are between the extraction process, natural resources and social movements in Bolivia? Use one example from the movie and...
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...efficient techniques for controlling new colonies. The conquistadores left a trail of destruction by attacking native villages and killed or captured the inhabitant since they preferred seeking gold and slaves to creating permanent settlements. In 1519, some Spanish soldiers landed on the coast of Mexico. Three years later, these Spanish soldier conquered Aztec empire. The three factors of Spanish victory were technological advantages, division within the Aztec empire, and disease. Later, some other Spanish soldiers conquered a richer empire, Inca empire. By 1550, Spain’s New World empire, which stretched from the Caribbean through Mexico to Peru, was administered from Spain by the Council of the Indies. The council enacted laws for the empire and supervised an elaborate bureaucracy to maintain political control and extract wealth from the land and its people. Then, two expedition went to north America to find gold and silver but they did not find any gold and silver. So Spain stopped to extend its empire and just maintained two precarious footholds in north of Mexico. By a large number of gold and silver flowing into Spain, it became the richest and most powerful state in Europe. However, these American treasure undermined Spanish predominance. Many leading merchants who refused to become Christian was expelled from Spain. The remaining Christian merchants, awash in American riches, had no desire of trading. Consequently, Spain’s economy eventually stagnated. French began to...
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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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...Panama - The city's semi-official history - A History of Panama City, put out by the Panama City Public Library [5] - gives an account of how it gained its name: The original name of the town was Harrison. Its developer, George Mortimer West, gave the town its present name because it was on a direct line between Chicago and Panama City, Panama, in Central America. The name change took place during the building of the Panama Canal, as a way to link the area to an ongoing media interest, in hopes of promoting real estate development in Bay County. Major Cities: Panama City, Panama San Miguelito, Panama Alcalde Diaz, Panama Tocumen, Panama David, Panama | Arraijan, Panama Colon, Panama Las Cumbres, Panama La Chorrera, Panama Pacora, Panama | Santiago, Panama Chitre, Panama Vista Alegre, Panama Chilibre, Panama Kusapin, Panama | Paraguay- is a landlocked country in South America, bordered by Argentina to the south and southwest, Brazil to the east and northeast, and Bolivia to the northwest. Paraguay lies on both banks of the Paraguay River, which runs through the center of the country from north to south. Due to its central location in South America, it is sometimes referred to as Corazón de América ("Heart of America"). Major Cities: Asuncion, Paraguay Ciudad del Este, Paraguay San Lorenzo, Paraguay Luque, Paraguay Capiata, Paraguay | Lambare, Paraguay Fernando de la Mora, Paraguay Limpio, Paraguay Nemby, Paraguay Encarnacion, Paraguay | Mariano Roque...
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...The Positive and Negative Effects of Religion During the Fifteenth and Sixteenth Centuries By Frank Taranto, Jr. & Glenn Machado HSS 212-003 Dr. Priscilla Oguine October 17, 2002 The undeniable power, force, and influence of religion stand out throughout history. However, according to J. Michael Allen and James B. Allen in World History from 1500, in the fifteenth and sixteenth centuries, religion was exceptionally important, because it had a great influence on everything from government to social order and family relationships (16). Hundreds of years may separate these two time periods and the modern world, but the same positive effects of religion such as unity, security, and a social order are still basic ideals in today’s world. This is also true for the negative effects such as the conflicts that result in war and bloodshed, the separation of social classes, and the corruption throughout the church, especially the recent sex scandal in the Catholic church. In order to appreciate the impacts of religion during the fifteenth and sixteenth centuries the positive and negative effects of this era must be understood. During the fifteenth and sixteenth centuries, religion gave people a sense of belonging. Belonging to a church was important during this time because it gave people a sense of security and support. This was important because it made it much easier to deal with everyday problems and issues. For instance, diseases and death were...
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...Jose Beltan Beltran 1 Dr. Karanovich History 100 August 2007 Mesoamerica: The land that witnessed it all, the peoples, the culture, and the conquest. The land referred to as Mesoamerica runs west from a point on the Gulf coast of Mexico above what today is the port of Tampico, then expands south to the central desert of highland Mexico, meeting the Pacific coast. On the southeast, the land extends from northwestern Honduras on the Caribbean across to the Pacific shore in El Salvador. About half of Mexico, all of Guatemala and Belize, and parts of Honduras and El Salvador are included in Meso-America. This land has great history to it, it is the land that fostered great civilizations and cultures, it is the land where great artifacts were built, where agriculture flourished to support thousands of civilians, and where a brutal and macabre conquest took place. This land witnessed it all. It is important that we understand the history of this land, because if we do, we can understand who founded its cities, who dominated this region, and what Gods influenced its peoples, and who explored it, invaded and colonized this land. It is very uncertain when we speak about the Mexica (people of Mesoamerica) people, because we know very little about them. Much of the information that has been gathered about them comes from large scale excavations, and archeological endeavors that have found ancient ruins, sculptures, temples and the like. But, the things that we...
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...He is a recipient of a MacArthur Foundation Fellowship and was awarded a 1999 National Medal of Science. He is also the author of The Third Chimpanzee. SUMMARY The book asks and attempts to answer the question, once humankind spread throughout the world, why did different populations in different locations have such different histories? The modern world has been shaped by conquest, epidemics, and genocide, the ingredients of which arose first in Eurasia. The book’s premise is that those ingredients required the development of agriculture. Agriculture also arose first in Eurasia, not because Eurasians were superior in any way to people of other continents, but because of a unique combination of naturally occurring advantages, including more and more suitable wild crops and animals to domesticate, a larger land mass with fewer barriers to the spread of people, crops, and technology, and an east-west axis which meant that climate was similar across the region. The book is well written and contains not only information about the history of cultures around the world, but excellent descriptions of the scientific methodologies used to study them, from how archeologists study the origin of agriculture to how writing evolved to how linguistics can trace the movements of peoples across huge geographic areas. There are useful examples, maps and charts throughout, which make principles discussed in the body easy to visualize and compare. The appendix includes a chapter by chapter list of further...
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...declined • Arab and Middle Eastern traders lose ground: European merchants began to exercise control of their turf and challenge the Arabs in other parts of the Mediterranean. Still, Arab and Persian commerce remained active in Indian Ocean. • The emerging Ottoman Turks expanded into southeastern Europe, and the power (both politically and militarily) was frightening to other people in other areas, such as western Europe. A Power Vacuum in International Leadership • Turkish rulers unable to reestablish Islamic position in international trade. Turks scornful of Arabs (though both were Muslim), did not promote trade, especially maritime trade, as vigorously as in past. • Turkic expansion was important well into 17th century, but real focus was on conquest and administration • Mongols developed first alternative international framework with influence in central Asia, China, Russia, Middle East, south Asia. Trade encouraged many opportunities for exchange of technology and ideas – western Europe was primary beneficiary. • end of Mongol empires turned attention to sea-born trade, as overland Asian trade routes disrupted Chinese...
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...WESTERN CIVILIZATIONS Western Civilization HMS 301 1 WESTERN CIVILIZATIONS Main Topics The Black Death The Effects of the Black Death The Rise of Constitutional Monarchy The Hundred Years’ War The Decline of the Church The Renaissance Italy: Birthplace of the Renaissance Italian Renaissance Humanism Machiavelli and Power Politics Leonardo Da Vinci Global Travel and Trade The African Cultural Heritage West African Kingdoms The Europeans in Africa Native American Cultures Maya Civilization The Empires of the Incas and the Aztecs The Spanish in the Americas and the Aftermath of Their Conquest The Impact of Technology Christian Humanism and the Northern Renaissance Luther and the Protestant Reformation The Spread of Protestantism The Catholic Reformation 2 WESTERN CIVILIZATIONS The French Revolution Napoleon Bonaparte The Industrial Revolution Advancing Industrialism Colonialism China and the West Social and Economic Realities Nineteenth-Century Social Theory: conservatism, liberalism & socialism The Radical View of Marx and Engels Picasso and the Birth of Cubism Futurism, Fauvism and Non Objective Art The Birth of Motion Pictures Freud and the Psyche Total War and Totalitarianism The First World War The Russian Revolution Nazi Totalitarianism The Second World War Identity and Liberation: Gandhi, Martin Luther King and Malcolm X 3 WESTERN CIVILIZATIONS The Black Death ...
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...Spring Break Work Ch. 13 Section 1 1) Sui Wendi: First emperor of the Sui dynasty centralized government, restored order, created a new legal code, reformed Bureaucracy Tang Taizong: The founder of the Tang Dynasty, he expanded China to include all that the Han had had and more. Wu Zhao: The only woman to ever declare herself empress, she was a member of the Tang Dynasty. Grand Canal: The 1,100-mile waterway linking the Yellow and the Yangzi Rivers. It was begun in the Han period and completed during the Sui Empire. Zhao Kuangyin: Founder of Song dynasty; originally a general following fall of Tang; took title of Taizu; failed to overcome northern Liao dynasty that remained independent. Li Bo: Most famous poet of the Tang era; blended images of the mundane world with philosophical musings. 2) tributary state: A country that pays tribute in money or goods to a more powerful nation Pagoda: Buddhist temples with many-storied towers; this was adapted from the Chinese 3) The dynasties returned the Middle Kingdom back to its old glory. a) Under the Tang and Song dynasties the emperor ruled over a splendid court filled with aristocratic families. The two main classes of society were the gentry, wealthy landowners, which valued scholarship more than physical labor, and the peasantry, who worked the land and lived off of what they produced. Then the merchants had a lower status in society. Merchants had such a low status in society because according to Confucianism their...
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...others. For example, enslaved African labor was used in South American plantations to sell cheap sugar to Europe. Silver from Mexico bought loans for Spain, and that same silver ended up in China to buy silk or porcelain for Europeans. And so on. A new global system emerged, forged of uneven relationships, in which a small part of the world, Europe, successfully exploited the world’s human and natural resources to its advantage. This was Globalization 1.0. Historians disagree on exactly when European empires began to “rise” and Asian empires began to “fall.” But most see it happening gradually over centuries of the early modern era. Just Before the Turning Point: 15th Century World Empires In the shadow of the 21st century wealth and influence of The West, we often forget that in the 15th century, powerful non-European empires...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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