...For Japan and europe, it was time of trouble. In the late 400 the conditions that led to the development of feudalism in western europe and japan were that the roman empire fell then divided among weak kingdoms. Were the samurai and knights similarities greater than differences? The similarities between samurai and knights were greater, than the differences. This can be shown by looking at three areas social problems, training and armor, and code of honor, life, and death. The first area of important similarities was social problems. According to Document A social order in feudal Japan and Europe were very similar. In Japan they had emperor, shogun, daimyo, samurai, peasant farmers, Artisans, trade people, and merchants. The social order in...
Words: 921 - Pages: 4
...Samurai and Knights DBQ Imagine two places in different parts of the world doing almost exactly the same thing and none of them know of the customs. This is what happened in Europe and Japan with their armor,codes,and the feudal society. “Knighthood lies above eternity; it doesn't live off fame, but rather deeds”(OI). The similarities between the knights and samurai can be seen in their armor,training, and the feudal society of both Europe and Japan. First of all, the armor of the knights and samurai was similar. In both cases, it was used to protect the body (Doc.D). They both had helmets that covered the whole face (Doc.D).The samurai and the knights had their armor made out of 8 to 12(Doc.D). The weapons were similar too they both use...
Words: 287 - Pages: 2
...Knight and Smamurais were the similarities greater than the differences Are the similarities or differences greater between a samurai and a kights. It all started in 1000 to 1600 CE Europe and Japan had a weak government and an even weaker army. It took place in feudal Europe and feudal Japan. They're completely different in the way they fight to the way they trained.They're a different soldier in so many ways. Feudalism that's how it started when a lord acquires a large piece of land and gives some of it to a lesser noble exchange for military services,food,and farm land.They trained these lesser nobles into soldiers,in Europe they were called Knights and in Japan they were called Samurais. They were different by what they called their leaders and by the way they were brought up. They were different by what they believed in. (Background Essay) There leader was called by a different names in Japan they were called Daimyos and in Europe they were called Lords. As the Samurai worked for the Daimyos the Knights worked for the Lord's. Both were taught differently and both started at different times for their training. They were both started at different times. As a Saumiras, when he or she hit the age of 14 they were called a Genpuku. When a Knight became 14 they were called a Squire a Squire continued with weapon...
Words: 628 - Pages: 3
...When you think of Japan and Europe during feudalism, there’s a good chance you probably think of two very different environments. While that isn’t necessarily a false statement, feudal Japan and Europe were more similar than you think. What they say is true great minds think alike. While warriors in feudal Japan and Europe had their similarities, they also had their differences. European warriors were known as “knights”, while Japanese warriors were “samurai.” Both knights and samurai had a code of ethics they were to follow; the codes that the knights had to follow was chivalry, and the samurai were bound by bushido. Both European and Japanese warriors wore armor. However, their armor had very many differences. For example, knights typically...
Words: 515 - Pages: 3
...that were very alike such as: following social systems that brought order in their societies, participating in time-consuming training, and adhere to a certain Code of Honor that shared both similar rules and punishments. Starting with Social Order in Feudal Japan and Feudal Europe, both countries had quite comparable Social Pyramids. In Japan the pyramid went along the lines of : “Merchants, Artisans, Warriors, Daimyos or Feudal Lords, Shogun, and lastly the Emperor.” (Document A) In Europe the Social Pyramid was very similar going in the order as follows: “Peasant Serfs, Artisans, Knights, Lords, King, and lastly the Pope” (Document A), which was the main ruler...
Words: 700 - Pages: 3
...Japan and Western Europe both went through feudal societies, just at different times. Western Europe had them in the 800s while Japan began to have them in the 1100s. Although both had similarities such as being self-sufficient, weak central government, and few rights for women, Japan had things like only one dynasty and no religious influence, while Europe had multiple dynasties and a main religion. Europe and Japan both had self-sufficient economies with little trade. Feudalism/ manorialism was based mainly on agriculture and fishing. Although both fish and have agriculture, Europe based more on farming with low key fishing while Japan had more fishing. Fishing was much easier in Japan since it is completely surrounded by the ocean. Because both Japan and Western Europe had such a weak central government, they lacked the amount of trade they needed to grow. Japan and Western Europe could not get what they needed from just their natural resources, therefore trade was needed. The lack of a strong government was caused by their weak leaders. Although they were very similar in a political aspect, there were differences. While Japan had an Shogun as their leader, Western Europe had their king. In Japan, the Shogun had the real power while...
Words: 432 - Pages: 2
...Cool by Douglass McGray. The Wealth of Nations was published in 1776 and will represent the earliest of the works being examined here. Smith explains economic principles such as self-interest, supply and demand, and free marketplace. From this work we see the unraveling of capitalism and the paradigm of free trade. This work set the premise for many works to follow, including The Communist Manifesto. The Communist Manifesto is an influential political manuscript that outlines the problems with capitalism and the struggles between classes. Communism is trumpeted here, as well as conditions necessary for a transition to communism. This work was written in 1848 and represents a stark contrast to The Wealth of Nations in principle and in theory. Much has resulted from this manuscript and its ideas as can still be seen in the world today. Lastly, Japan’s Gross National Cool represents modern economic thought. Written in 2002, its basic thesis is that Japan is becoming a superpower again, but it is not becoming a military superpower (being kept out of the Security Council) or an economic superpower (having the same credit rating as Botswana). Instead, it's becoming a superpower of mass culture, an arena where the United States has reigned supreme for the past few decades. This article reflects globalization and the...
Words: 3008 - Pages: 13
...swordplay film genre evolved quite differently in respective of their produced countries. In Europe, and later Hollywood, Swashbuckling was a product of Romanticism a movement in art and letters started in the 18th century. It was popularized and revived during the silence era of films. It drew on a spectacle feel and the grace and agility of the main characters, as well as the footwork. In Japan, the “chanbara” and the different samurai sub-genre, gave a voice to its cultural traditions, which seemed forgotten after the feudal period. Most films have a recurring plot such as a roaming masterless samurai or work seeking. In China, the “Wuxia Pian” evolved into a much more energetic, acrobatic and choreographed sub-genre. With the three sequences we have watched, I will focus first on the visuals, and editing choices to then draw a comparison of composition, choreography of the action, and aural sound (including soundtrack when applicable) of the three clips to differentiate the three main sub-genre of the swordplay style. The first sequence in Captain Blood (1936) is the first scene of one-on-one “swashbuckling” in film history. The movie is set in the 17th century, as the costumes would suggest. Much like swashbuckler novels (e.g. The Three Musketeers by Alexandre Dumas.) the two protagonists, Peter Blood and Captain Lavasseur, are fighting for a woman. The two men fence to death in what appears a very energetic fight. The duel finishes with Lavasseur losing the fight. The intensity...
Words: 1260 - Pages: 6
...those specialized studies of the conflict that do exist deal primarily with such matters as diplomacy; politics; mass mobilization; and, in more recent years, Japanese atrocities and public memory. Indeed, as the editors of the volume under review attest, “a general history of the military operations during the war based on Japanese, Chinese, and Western sources does not exist in English” (p. xix). In 2004, Japanese, Chinese, and Western scholars gathered to remedy this situation and in the belief that such a close study of the operations and strategy of the Sino-Japanese War would “illustrate that, in this period, warfare drove much of what happened in the political, economic, social, and cultural spheres in China and Japan.” They further recognized that because “much of the best scholarship on WWII in East Asia is naturally produced in China and Japan,” there was a need to “bring the fruits of Chinese and Japanese work to the attention of a wider public” (p. xx). Granting that the resulting volume is not exhaustive, the editors seek to bridge the inevitable gaps with “a general overview of the military campaigns, an accompanying chronology, and introductions to the several sections into which the chapters are grouped” (p. xxi). With that caveat behind them, coeditors...
Words: 3443 - Pages: 14
...Lucy Edmond HIST 1040-02 Unfree labor systems were widely used for agricultural production in the period 1450 to 1750. Analyze the major similarities and differences between Caribbean Slavery and the Russian Serfdom. History has its random ways of recreating itself in which individuals themselves cannot explain why. Between the era of the 1450’s and the 1750’s, history establishes a devastating way of making the lives of certain individuals easier while making lives of others back breaking, cruel, and unethical. Though slavery may have occurred in some small areas of the world, it became popular after the benefits of owning a slave were established. With the dominating countries of Portugal and Spain, historians began to identify their excellence in economy, wealth, and prosperity throughout this era. With their vast migration of slaves from one part of the world to another, the beginning of a new culture was created. Under their free-will, Africans were widely spread out through the western hemisphere of the world. With the Mongols in power, peasants in Russia were considered as free farmers that had legal positions that were high than serfs in the Medieval era. But, it all changed once the peasants soon gained debt after the fall of the Tatar, thus leaving them no choice but to accept a submissive status under the lords ruling. The beginning of the serfdom class was than created as a way to formally help the peasants with their large debt to the government. An individual...
Words: 2152 - Pages: 9
...Name: ____________________ Period: _____ APWH WORKBOOK Unit Four: 1450 to 1750 CE “The Early Modern Period” Due Date: _________ Score: ____/30 [pic] This packet will guide you through the fourth unit in AP World History and prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on January ___, 2010 You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet. Unit 4 Vocabulary Terms Quiz #1 1. Scientific Revolution (p. 410) 2. heliocentrism (p. 410) 3. sacrament (p. 396) 4. Renaissance (p. 405) 5. bourgeoisie (p. 413) 6. republic (p. 422) 7. Protestant Reformation (p. 406) 8. Jesuit (p. 409) 9. joint-stock companies (p. 415) 10. mercantilism (p. 468) Quiz #2 1. caravel (p. 384) 2. conquistadors (p. 394) 3. Columbian Exchange (p. 431) 4. maritime (p. 402) 5. manumission . (p.467) 6. coerced labor systems (p.475) 7. plantation cash crop (p.470) 8. tariffs (p.469) 9. indigenous (p.393) 10. encomiendas (p. 439) 11. serfs (p.529) 12. mestizo (pp. 442 – 45) Historical Thinking Skills: Periodization, Causation, Contextualization Timeline Exercise: Annotate the timeline with two facts about the important effects of each event Unit 3: 1450–1750 (Early Modern) 1453 Ottomans captured Constantinople;...
Words: 8917 - Pages: 36
...| 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. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
Words: 16161 - Pages: 65
...| 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. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
Words: 16161 - Pages: 65
...The Bill Blackwood Law Enforcement Management Institute of Texas _________________ Applying the Lessons of History to Modern Police Leadership Training _________________ A Leadership White Paper Submitted in Partial Fulfillment Required for Graduation from the Leadership Command College _________________ By Kenneth W. Sidenblad Bee Cave Police Department Bee Cave, Texas Date Submitted (month year) ABSTRACT Law enforcement continues to move in the direction of a profession and away from being only a vocation. Police officers of today are better trained and educated than at any time in the past. This demands police leaders be up to the challenge to lead them. Law enforcement leaders must enhance their knowledge and incorporate training ideas in use by other professions. Applying lessons from academic subject material is an important part of leadership development in many professions, and should be emphasized in training future police leaders. This will enable law enforcement leaders to develop as leaders in a profession. One academic subject used in other professions to develop leaders is the study of history. History provides a wealth of material from which valuable insights and examples of leadership may be drawn from. Lessons drawn from history are used by other professions to enhance the quality of leadership within those professions. Leadership lessons from history should be incorporated into modern police leadership...
Words: 4976 - Pages: 20
...Running head: GLOBAL BUSINESS CULTURAL ANALYSIS: JAPAN Global Business Cultural Analysis: Japan Albert G. Rodriguez Liberty University Abstract Japan is very similar and very unlike the US. It was amazing to research so many different aspects of one country. The major elements of this country are its culture and how these affect the country itself. How the people process these elements is very important and this is how the Japanese culture develops. From here we move on to see how this compares to US. We look to see how the US compares in their culture when brought next to Japan. Finally we will see how the US manager can be an international manager in Japan. This is mainly done through sensitivity to the other’s culture. This sometimes includes changing the way we act, and other times it is being sensitive to the other culture that is before us. Global Business Cultural Analysis: Japan Japan is an island cluster off the coasts of Russia, South Korea, and China. It is specifically located to the east of the Sea of Japan. It is composed of four major islands and over six-thousand minor ones. The four major islands are: Hokkaido, Honshu, Shikoku and Kyushu. It has thousands of shrines, national parks and even imperial palaces. The country of Japan is often called the Land of the Rising Sun. It has one of the largest populations in the world by country despite being such a small country. It has the highest life expectancy in the world (83.10). The islands are also...
Words: 9351 - Pages: 38
