...class. What made Europe or European civilization unique in the perspective of some authors? It went from ‘marginal’ status to powerful region in a few hundred years. What did this process look like? Be sure to address this at the various levels (ideological, behavioral, institutional, material etc.). Are there reasons for this dominance that are more important than others? Looking back at the world in the past few hundred years, it would have been difficult to imagine that one day, majority of Western Europe would come to dominate the world in global economy (Landes, European Exceptionalism: A Different Path, 1998). Frank (2001) described the process of which the western society overcame pre-modern growth restraints and risen during the 19th century as the most powerful and wealthy region, as ‘The Great Divergence’ (Also commonly referred to as ‘the European miracle’ (Jones, 2003)). This essay will explore the development of European civilization through examining the revolution of commercial, industrial, agricultural, scientific, and the beginning of colonial empires. Also, we will look at various works of many authors and their theories regarding how and why the process of Great Divergence occurred. This includes the change in economical effects, the role of government, culture, the technological development, and innovation. In addition, we will briefly explore the previously developed areas; such as China and compare them to European civilization. The approximate beginning of...
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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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...life today is consumed with at least one type of energy. Without the movement or conservation of energy no activity of any kind can take place. Energy has played an important role in early civilizations, starting with human power and animal power to the fossil fuels that power the world today. Everything that people now possess today has been influenced by energy. It has brought about culture, religion, and new technologies. All types of energy have limits on how much it can produce and when supplies will run out. Since energy has limits it changes the way people view society and the culture people have grown to love. There are many different kinds of energy. Energy is everywhere and is apart of everything. All the different forms have one thing in common, that they have the ability to work but have limits. Energy is not just part of life, it is life. Every single person has used energy to think and to do. Some people have had different forms of energy as part of their lives, but it all comes down to how energy has influenced how humans became a society. “From the beginning of history energy has been used by the heat from bodies, and natural energy from sunlight were the first sources. Then came fire, animals, water and wind power until the discovery of fossil fuels.” (Cottrell) Humans in early societies used energy mostly through thinking and learning how to do things with their bodies. It takes energy to think about how things are going to play out, through the process of...
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...Communist Manifesto Karl Marx was a philosopher that lived in the early nineteenth century, a time of great change and advancement of industry. During this timeframe, he wrote the Communist Manifesto as a way to explain the Communist's agenda as well as to address the hostility between the classes of the time; the Bourgeoisie and Proletariat. Within the Communist Manifesto, he claims that the history of most past civilizations as the history of ongoing conflicts between classes and uses examples and rhetorical techniques as a way to gather support for his statement. These techniques are the use of allusion, cause/effect, and his choice of words and manner of speaking. Marx uses allusion as a way to inform others of how class struggles and antagonisms has always been present throughout history. While the names of such societal classes have changed over time, they have effectively remained very similar, if not the same. Rome's social classes consisted in order of power as, "patricians, Knights, Plebeians, slaves", while later in the Middle Ages, these classes were replaced by, "feudal lords, vassals, guild-masters, journeymen, apprentices, serfs" (paragraph 2). These...
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...The history of civilization has seen improvement and development become essential principles for all humans. Whether this originate in new inventions, changing ideas and theories, or government activism, several periods of time have illuminated what our species knows and furthered knowledge. One headlining time period, the Industrial Revolution, seems to come to the forefront. Originating in Britain from the mid 18th century until the early to mid 19th century, the Revolution affected the economic and social areas of production, urbanization, and labor that continue to have an impact on the daily lives of people all over the world, even today. Before the Industrial Revolution, the world maintained a small size. Rural communities thrived on...
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...Aubrie Harmon Amanda Crawford English 12B 2, February 2017 Shift in Imperialism From the sixteenth to the early nineteenth century the world was overrun by what is now known as Old Imperialism. European nations sought trade routes with the Far East, explored the New World, and established colonies in North and South America, as well as in Southeast Asia. Some nations even set up colonies on the coast of Africa and China, peacefully trading with the locals. The New Age of Imperialism , beginning in the 1870s, set up the administration of the native areas for the benefit of the colonial power. Great European nations implemented aggressive expansion policies and suddenly the idea of imperialism took on a whole new meaning. This New Age Imperialism...
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...HISTORY AND CIVICS SAMPLE QUESTION PAPER Class: IX Time duration: 2hrs General Instructions: Attempt all the question of Part I Answer any 5 question of Part II The intended marks for questions or parts of questions are given in brackets. PART I (30marks) Question 1 a) How is Harappan Civilization extended b)Name four Vedas c)What is Rigid System d) What is taxation system e)Which metal is used to make coin f)What is writ g)Mention any two function of the self government h)Name two all Indian national political parties i)What is the election symbol of BJP j)What do you mean by single citizenship Maximum Marks: 80 No of pages:2 m co Attempt all questions from this part [1*10=10] Question 2: a)What were eight fold Path b)State two cause for Muryan Downfall c)What was the importance of Ajantha caves d)What are Fundamental rights and duties of citizen e) What are function general council f)Name the three tiers of Panchayati Raj g)What are election Petitions h)How is Indian national congress i)what are advantage of nyaya panchayat j)Why are seats reserved for minority PART II (50marks) Question 3: a)Name the crop grown by Harappans b)How was the early vedic society c)List any 5 difference between early vedic period and later vedic period Question 4: a) What was the importance of Sangam Literature .e du rit e. [2*10=20] w w w [1m] [4m] [5m] [4m] b)What is Tamil brahmi c)Why is Sangama literature importance for understanding of ages Question5: a)What was the...
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...THE AMERICAN UNIVERSITY OF CENTRAL ASIA FALL SEMESTER 2014 History of Art Dr Raymond-Josef Hoffmann Description: This course is an introduction to art as the embodiment of cultural, social, and political values, ranging from ancient civilizations to the modern period. The class examines painting, sculpture, and architecture , and both domestic and ornamental artifacts of Near Eastern, Mediterranean and Western civilisations. Various historical periods will be considered through an examination of creative practices, themes, and visual forms. Examples of the work of representative artists and movements, from Praxiteles in ancient Greece to recent artists will be explored. The course will also consider cultural and artistic exchanges between societies of Europe, the Americas, Asia (including central Asia), and Africa, when appropriate. Human beings have been culture-makers and illustrators from the beginning: the history of our species on earth can be traced from early cave drawings and implements for eating and hunting to decorative arts, gothic cathedrals, skyscrapers to non-cognitive forms of expression that defy interpretation. This course is an exploration of an essential aspect of our attempts to shape the world and to create an environment in which self-expression, pleasure, ideology and aspiration can thrive. 1. Structure: The course comprises two 80 minute discussion/seminars based on specific works of art each week. The topics and readings are given...
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...EVOLUTION AND SELF-INTEREST Richard Dawkins argues that at its most fundamental level, the genetic level, life is self-interested.1 Genes do only one thing; they replicate themselves. These replicators reside in and are carried around by biological vehicles (trees, animals, humans, fungus, etc.). The resources that support these biological vehicles are finite, so the process of life has become a competition among genes to create vehicles that can successfully compete for limited resources and survive to pass on their genetic code. Dawkins coined the term ‘selfish gene’ to emphasize the single, focused object of a gene’s existence. What he means is that the sole purpose of a gene is to make copies of itself using the Darwinian selection process; very selfishly ignoring the consequences this pursuit may have on other living entities. Self-interest is a requirement for survival. This does not mean, of course, that animals and humans cannot be altruistic sometimes, in certain activities.2 It does mean that no living entity can survive for long if it is only purely altruistic. On the other hand, survival is not necessarily jeopardized when an organism is purely self-interested. Altruism, in the absence of self-interest, is not evolutionarily stable in the biological world; it leads to extinction. It is for this reason that all extant life forms must be selfish. Humans, like all creatures, are self-interested; not because it is good to be selfish but because we would not be here if...
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...Printing press is a machine that transfers lettering or images with the contact of various forms of inked surfaces onto papers or similar kind of material into different ways. Printing press is used for printing many copies of a text on papers to form a book or similar kinds of reading material. Around 1446 several print masters were on the process creating effective technology of printing with movable metal type. The rapid cultural change in Europe fueled a growing need for the rapid and cheap production of written documents. A number of people had previously attempted to make a metal type movable printing press, but it was not until a method was invented for producing metal type in large quantities that printing with movable type became economically practicable. Johannes Gutenberg, the son of a noble family of Mainz, Germany was the first person to demonstrate the practicability of movable type printing machine. Gutenberg, who was a stonecutter and goldsmith, invented an alloy of lead, tin and antinomy that would melt at low temperature, cast well in the die, and is durable in the press (Kreis, 2011). As long as the metal in which they were cast did not wear down, it was possible to use and reuse the separate pieces of type, simply by arranging them in the desired order. The innovation of type from an alloy was durable and produced high quality printed books and was suitable for printing than the clay, wooden or bronze types which were already invented in East Asia. The mirror...
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...THE CLASH OF CIVILIZATIONS AND RADICALISM Dr. M. LAL GOEL Also known as Dr. Madan Lal Goel University of West Florida lgoel@uwf.edu Abstract. The notion of a clash of civilizations has gained notoriety since the terrorist attack on WTC on 9/11/2001. Professor Samuel P. Huntington has popularized the view that the coming global conflict will be among major civilizations, not among different political ideologies. He identifies eight major civilizations: the Western (Europe and North America), Slavic (Russia and Eastern Europe), Islamic, Confucian, Hindu, Japanese, Latin American, and the African. Of particular focus in the present paper is the threat to civilization from radical Islam. Three factors that foment radicalism are described: the Islamic theology of exclusiveness, the nostalgic memory of a Muslim empire that lasted nearly 1,000 years, and the consequences of oil boom in the Middle East. Population estimates for different civilizations are provided at the end. Introduction The theory of a clash of civilizations has been with us for some time. British historian Arnold Toynbee used the term in a series of lectures he delivered in 1953. The Middle East specialist Bernard Lewis wrote in 1990 that the Muslim rage against the West is “no less than a clash of civilizations” (Lewis, 1990, p 60). Samuel P. Huntington, a Harvard University political science professor, has given new currency to the notion of a clash of civilizations. His 1993 article in Foreign...
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...Importance of the culture of science Scientific development, prosperity and welfare are dedicated to all men of all nations. The culture of science is inevitable as one of the tools of gradual development of civilization in fields, like food, cloth home, medical treatment, education, industrial mills, conveyance and transport, communication and exchange of information, information – management, the extraction of natural wealth and preservation space – research etc. During the middle of the 18th century new industrial mills were established in England with the help of newly discovered machines, steam engine and various kinds of machines. As a result production increasing manifold. This new era of industry is called a industry revolution It has been possible to goods and their sale increased. The following that below: 1. a. The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and all other products of human work and thought. b. These patterns, traits, and products considered as the expression of a particular period, class, community, or population: Edwardian culture; Japanese culture; the culture of poverty. c. These patterns, traits, and products considered with respect to a particular category, such as a field, subject, or mode of expression: religious culture in the Middle Ages; musical culture; oral culture. d. The predominating attitudes and behavior that characterize the functioning...
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...| 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...
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...| 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...
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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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