...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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...Religions of Ancient Origin 22 indicative hours The focus of this study is the response of religions of ancient origin to the human search for ultimate meaning and purpose. The five religious traditions of Buddhism, Christianity, Hinduism, Islam and Judaism are NOT to be studied. Syllabus Outcomes: P1 describes the main characteristics of religion and belief systems P2 identifies the influence of religion and belief systems on individuals and society P6 selects and uses relevant information about religion from a variety of sources P7 undertakes effective research about religion, making appropriate use of time and resources P8 uses appropriate terminology related to religion and belief systems P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms Content: Students are to select TWO religions of ancient origin to study from the following: - Aztec or Inca or Mayan - Celtic - Nordic - Shinto - Taoism - an Indigenous religion from outside Australia |Students learn about: |Students learn to: | ...
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...When comparing two different cultures, art may be used to bridge gaps as well as solidify separation between the two cultures. Cultures express themselves through the art they produce. In specific, Japan and South America share many similarities and differences in the historical context, symbolism, form, and content of their artworks. The Japanese respected nature, disciplined themselves mentally and religiously, and practiced a specific religion, Shinto, collectively as a country, and their art displays those things. The South Americans were made up of several different subcultural societies, who practiced their own religions and were very rhythmic with the natural and supernatural worlds. The forms of art used by these two cultures shed light...
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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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...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 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...
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...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 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...
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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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...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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...‘Assess the significance of the leadership of Cortes for the conquest of Mexico and its immediate consequences’ Cortes is a man who historians have studied for a long time and there is a vast amount of evidence about him and the conquest that he led to Southern America. The evidence clearly indicates that Cortes was the driving force behind the conquest of Mexico. In 1519 Hernan Cortes and his men landed in Tenochtitlan in search of power and wealth. Word quickly spread to the king, Montezuma. He heard that men had arrived from a faraway land with ‘sticks that spit fire and deer as big as houses’ had landed on the coast. This panicked the Aztec people as they believed in a fatalistic religion that predicted that Quetzalcoatl, the Aztec god of war, would return in that exact year to punish them. This set up an instant tension between the two oppositions that meant Cortes would have to lead his men if they were going to conquer this land in the name of God. It’s obvious that Cortes was a very confident and cunning man, as he disobeyed the rulings of the Governor of Cuba and went unbeknownst to the current ruler of Spain, Charles V. This put a huge amount of pressure on Cortes because he either succeeded in his campaign for power or he would be sentenced to death. Leading a group of five hundred men into a strange and unknown land was never going to be a simple task but the characteristics of Cortes’ leadership were a driving force in the conquest of Mexico. This becomes evident...
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...also states that, in example, New Guineans who were raised in remote villages and were unschooled may seem stupid to Westerners in large cities. In contrast, when Westerners who visit remote villages in New Guinea seem stupid to the local population (20). The varying definitions and types of intelligent make it unreasonable to compare intelligence of genetically varying people, especially from different environments. Another commonly espoused answer is the differences in climate stimulate human energy and creativity to develop technology. Cold climates encourages one to build a warm home and clothing, while in hotter climates, simpler homes and less clothing(22). Diamond, however, states that, also in example, the people of northern Europe did not create anything important to the Eurasian civilizations until the last couple thousands of years, and simply had the luck to live in an environment that would receive...
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...The Spanish Empire The Spanish Empire is one of the largest empires to be established in history. It stretched over many continents and had many islands. Spain expanded its territories over four centuries, starting in 1492 and ending in 1892. One of the influences from the Spanish Empire today is that the United States was founded under Spanish control. The motivating force for Spanish exploration, both on land and overseas, was the spread of Catholicism and the unearthing of natural resources and precious metals such as gold and silver by taking over other empires such as the Aztecs and Incas. The Origins of the Spanish Empire begin with the Reconquista. The Reconquista was a period of about 750 years during which many Christian Kingdoms...
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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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...XXXWHAT IS THE QUESTION?XXX Europeans did not respect Native Americans, as they were known as savages, and pathetic, yet semi-meaningless footnotes to American history. However, without Indians the Pilgrims would have died in that first winter, they would have not figured out trade specification, various healing medicines, or route passages. If the Caribbean, Central and South America was unpopulated the Spaniards would have not found mines leaving tons of gold and silver un-discovered, along with the knowledge and labor of the Indians would have been almost impossible without the indians labor and knowledge of the land for the mines would have never been discovered.XXXXDOES NOT MAKE SENSE-PLEASE RE-WRITEXXXXXX. The Spanish would have stumbled...
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...dominated the Valley of Mexico in the fifteenth and sixteenth centuries. All the Nahua-speaking peoples in the Valley of Mexico were Aztecs, while the culture that dominated the area was Tenochca. At the time of the European conquest, they called themselves either "Tenochca" or "Toltec," which was the name assumed by the bearers of the Classic Mesoamerican culture, stated in Manuel Aguilar-Moreno’s book, Handbook to Life in the Aztec World. Sadly, many of the Aztec didn't survive after the arrival of the Europeans. But during the earlier years, the Aztec became one of the most advanced civilizations because of their religion, war, and agriculture. The Aztecs gained an infamous reputation for their bloodthirsty human sacrifices with explicit tales of the beating heart being ripped from the still-conscious victims, decapitation, skinning and dismemberment. All of these things did happen but it is important to remember that for the Aztecs the act of sacrifice was a strictly ritualized process that gave the highest possible honor to the gods and was regarded as a necessity to ensure mankind’s continued prosperity. The Aztecs were not the first civilization in Mesoamerica to practice human sacrifice; human sacrifice was practiced to some extent by many peoples in Mesoamerica and around the world for many centuries. But it was the Aztec empire that really took the ritual to new heights. Although early reports undoubtedly exaggerate the number of human sacrifices that happened during the Spanish...
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...Decline of the Roman/Han/Gupta Empires Diverse Interpretations Assignment COMPARISONS TO FOCUS ON: * The causes for the decline of the Roman, Han and Gupta Empires * Understanding of how and why the collapse of the empire was more severe in Western Europe than it was in the Asian Empires. * Comparison of the role that religions played in the declines * The impact of missionary outreach of the Christians and Buddhists in these empires RESOURCES * Upshur – “The Decline of Empires” * Stearns - Decline of Empires. * Frank Smitha - “Decline and Fall” * Johnson and Johnson – “Why Don’t Empires Last?” * Spodek – “China and Rome: How do they compare?” * Bulliet pages 168-170 and 186-189. ASSIGNMENT 1. Construct a Venn comparing and contrasting the causes for decline of the Roman, Han and Gupta empires. Information will come from the documents and not the lecture…you already wrote the lecture notes once, why write them again? Rome Han similarities Gupta 2. Write 3 comparative analytical mini-paragraphs about the decline of empires. (generalization, facts, analysis…) Remember that analysis answers the question “why?” Example: The AP World History teachers have very different tastes in beverages. Ms. Forswall likes tea while Ms. Patch likes cola. Green tea and Earl Grey are Ms. Forswall’s favorites; they taste nothing like Pepsi or Coke because soft drinks are much sweeter. Ms. Patch usually chooses a diet style of...
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