...Archaeological Anthropology TOPIC: Human evolution and the bow & arrow Summary Archaeologists study the material remains left by our ancestors in order to interpret cultural variation and changes in the past, more over it focuses on how human evolution. Human beings construct niches by inventing ways of using their relationships with on another and with the physical environment to make a living. As an example, referring to the subsistence strategies, we may tell that it can be divided into 2 different subtopic, food collectors and food producers. And in this case bow and arrow belongs the category of the tools of foragers. The tools allowed hunters to shoot prey more accurate than with spear. Archeologist argues that the innovation is more than a technological revolutions; it had a social consequences. Conferring to the scientific paper, there are two main major theories of criteria for falsification. One is Social-coercion theory; it’s an explanation for the rise of social complexity from Stony Brook University biologists Paul Bingham and Joanne Souza states from the new article. The primary prediction is when local subsistence capacity permits; local introduction of the bow will rapidly be followed by increases in social scale and economic intensifications. Another theory is Warfare theory, and the primary prediction is the local introduction of elite bow will result in increased interpolity warfare, with increases in social complexity and economic intensification resulting...
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...the Valley of Mexico, led by Hernán Cortés. Also known as Western Historians. Cahokia- Near modern day St. Louis, one of the largest urban centers by Mississippian people with 30,000 residents in 1250. Settlement based on agriculture. Great League of Peace and Power- Confederation of five nations, formed in the fifteenth century to stop conflict and gain strength against enemies. Songhai Empire- Powerful West-African state that flourished between 1450 and 1591, when it fell to Moroccan invasion. One of the highest empires of their time. Reconquista- Long struggle that ended in 1492, which Spanish Christians reconquered the Iberian Peninsula from the Muslim occupiers. Protestants- Europeans...
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...The Origins of the Chinese Empire, to 220 C.E. these cities, built by rulers to move troops and supplies, were traveled by traders transporting such items as metal tools and utensils, lacquered wood plates and boxes, silk, pottery, gems, salt, and lumber. A money economy emerged, using copper coins called cash, with center holes for stringing them together for counting and carrying. China's towns and cities were likewise linked into a large economic system . Trade between China and distant lands A metal bell from the Zhou era. was difficult and dangerous, but by the era's end commerce was conducted by sea with Southeast Asia and by land routes crossing Central Asia. The Central Asian Connection Central Asia, a vast expanse to China's north and west where the climate was too dry for farming (Map 2), was home mainly to pastoral nomads who grazed herds on its plateaus and plains. Skilled on horseback, the nomads occasionally attacked Chinese settlements to carry off goods and supplies, but they also spread commerce and useful knowledge. Some nomads, for example, exchanged their Central Asian nomads connect China with other cultures Nomads and Chinese adopt horse riding and crossbows from each other Iron tools and weapons spread to China, enhancing farming and warfare hides, wool, and horses for Chinese silk, pottery, metalware, and wood products and then traded these items with other societies across Central Asia. Over time, connections with the...
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...Early European Exploration 1. Spain (new Spain) Reasons for exploration o God, Gold and Glory Area claimed o South and Central America without Brazil. Florida and New Mexico in North America Importance of Hernando de Soto, Hernán Cortez, Christopher Columbus o Columbus began first permanent contact between Europeans and the Americas o Hernando De Soto discovered the Mississippi o Francisco Cortes explored the SW (Grand Canyon), brought horses to Native Americans, 2. French (new French) Reasons for exploration o Fishing and Fur Trade Area claimed o All along the Saint Lawrence River and later the Mississippi River to Louisiana Importance of Verazzano, Cartier, Champlain, de la Salle. o Verazzano was first to discover New York and claim it for France; has a bridge named after himself o Jacques Cartier sailed up the Saint Lawrence River and founded Montreal (but was considered a failure by the French) o Samual de Champlain founded Quebec City and is known as the father of New France o de la Salle sailed down the Mississippi, founded Memphis and claimed Louisiana (named after Louis XIV) for France 3. English Reasons for exploration o Mercantilism – more land and raw resources for land-starved English, along with the creation of new markets for goods Lost colony of Roanoke (story) o (2nd voyage to Roanoke 1st hitched a ride back with Sir Francis Drake) Sailed to Roanoke and ran out of supplies. John White then sailed back to England for supplies...
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...Honors Study Guide 1.) Analyze the political climate, issues, and stakeholders in the Cobo/Edwards mayoral election campaign of 1949. Relate this election to the specific outcomes in the city of Detroit over the next decade and detail what you see as the lasting effects today. Edwards backed by auto union, supposed to win because he was black and pro public housing. Cobo won the election, even though he was white and for private housing. Edwards took side with the Brewster housing projects, declaring that he backed public housing policy and that he had the back of the black people. Cobo took 60% of the votes. Black Bottom appeared, where there was a terrible segregation of white middle class and poor blacks. Pg 163 Martelle 2.) By the 1980s (if not earlier), one could argue that Detroit as a city had collapsed economically and socially and those problems remained until its current bankruptcy. What are the 3 biggest events/people/ideas/problems that contributed to Detroit’s collapse? Suburbanization, or creation of suburbia; people moving out of the city and into surrounding areas. 3.) Contrast the European, or Old World, relationship a person had with the “city” with the American one, specifically with respect to the choices regarding its functionality —that is, of “beauty” or “profit.” Next, what does your analysis suggest about what Americans prioritize, as evidenced in our typologies. City Profitable - Functionality = Rybczynski. City turned from a place to live...
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...Collapse- book is about a history topic about how societies choose to fail or survive. The main characters are historical people and unknown kings of Mayan cities or Easter Island villages. Jared Diamond tells the story of the Viking explorer Erik the Red, who discovered Greeland and Vinland (Terranova, in Canada). Another character is captain Olafsson, a norse sailor who wrote the last news about Greenland in 1410. Another main character is Christopher Columbus, who arrived at Hispaniola in 1492, but now this island is two countries, the Dominican Republic and the Haiti. Diamond studied the politics of two presidents. the dominican Rafael Trujillo, who protected the enviroment and the dictator François, Papa Doc, Duvalier, who decided on politics of deforestatation of his country, Haiti. The author considered the bad politics of another main character, king George II, who was interested in sending merinosheeps from Spain to Australia, an idea which was succesful from 1820 to 1950 but then the farmers understood their lands lost fertility. Another main character is Tokuwaga Jeayasu, a shogun of Japan in 1600, who prohibited Christianity in 1600 and protected his country againt deforestation. The book takes us to a lot of places around the globe: Mayan cities, Rwanda, Viking colonies of Vinland or Greenland, Haiti and Dominican Republic, Easter Island and Polynesian colonies in Pacific, and the Chaco villages in New Mexico (United States). The time period was from 800 AC, when...
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...UNIT I DEFORESTATION CHAPTER 1 What is deforestation? Deforestation is the removal or damage of vegetation in a forest to the extent that it no longer supports its natural flora and fauna. In other words, deforestation can be defined as the transformation of forest land to non-forest uses where forest land includes lands under agro-forestry and shifting cultivation, and not simply closed canopy primary forests (FAO/UNEP, 1982). However, this definition does not include “logging”. More inclusive was Myers’s 1980 definition, where deforestation refers, “generally to the complete destruction of forest cover through clearing for agriculture … [so] … that not a tree remains, and the land is given over to non-forest purposes … [and where] very heavy and unduly negligent logging … [result in a] … decline of biomass and depletion of ecosystem services … . So severe that the residual forest can no longer qualify as forest in any practical sense of the world.” Alan Graigner (1980, AS quoted in Saxena and Nautiyal, 1997) asserts that selective logging does not “lead to forest clearance and does not constitute deforestation”, whereas Norman Myers (1980, 1993) thinks that logging is crucial because, although it may only affect a small proportion of trees per hectare, it damages wide areas and is the precursor of penetration by the forest farmers. For the purpose of this study, the FAO’s latest definitions (1993) will be used. The FAO defines forests as “ecosystems with a minimum...
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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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...COLLAPSE HOW S O C I E T I E S CHOOSE TO FAIL OR S U C C E E D JARED DIAMOND VIK ING VIKING Published by the Penguin Group Penguin Group (USA) Inc., 375 Hudson Street, New York, New York 10014, U.S.A. Penguin Group (Canada), 10 Alcorn Avenue, Toronto, Ontario, Canada M4V 3B2 (a division of Pearson Penguin Canada Inc.) Penguin Books Ltd, 80 Strand, London WC2R ORL, England Penguin Ireland, 25 St. Stephen's Green, Dublin 2, Ireland (a division of Penguin Books Ltd) Penguin Books Australia Ltd, 250 Camberwell Road, Camberwell, Victoria 3124, Australia (a division of Pearson Australia Group Pty Ltd) Penguin Books India Pvt Ltd, 11 Community Centre, Panchsheel Park, New Delhi—110 017, India Penguin Group (NZ), Cnr Airborne and Rosedale Roads, Albany, Auckland 1310, New Zealand (a division of Pearson New Zealand Ltd) Penguin Books (South Africa) (Pty) Ltd, 24 Sturdee Avenue, Rosebank, Johannesburg 2196, South Africa Penguin Books Ltd, Registered Offices: 80 Strand, London WC2R ORL, England First published in 2005 by Viking Penguin, a member of Penguin Group (USA) Inc. 13579 10 8642 Copyright © Jared Diamond, 2005 All rights reserved Maps by Jeffrey L. Ward LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Diamond, Jared M. Collapse: how societies choose to fail or succeed/Jared Diamond. p. cm. Includes index. ISBN 0-670-03337-5 1. Social history—Case studies. 2. Social change—Case studies. 3. Environmental policy— Case studies. I. Title. HN13. D5 2005 304.2'8—dc22...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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