...is to be independent, have order, and a polite behavior. Both the Aztecs and Spanish were civilized, but the Spaniards were less civilized because they tortured non-catholics, slaves were treated poorly, and the individual was the most important. Aztecs on the other hand were hardworking, organized their lives with calendars, and citizens were able to climb the social hierarchy. The Spanish wanted everyone to be catholic and did anything, including torture to convert non catholics. The Spaniards used a variety of torture methods and machines, keeping in mind that they cannot draw blood. One of the torturing methods used was the rack, which is a stretching device that stretched a victim's body until the bones were shattered. Another device used was the Tablilla, this torturing device has 5 holes made for 5 toes, which would soon be shattered after they're bashed with a hammer. The Spaniards used another method called water boarding, the method is supposed to simulate drowning when the victim's face is covered with a piece of cloth and water is poured over its mouth. The Spanish donkey is a triangular shaped, sharply angled device where a victim was placed on it as you are riding a horse with weights tied to its feet to increase the agony and prevent the victim from falling off. There are several other devices the Spanish used...
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...The conquest of the Aztec empire was a world-changing phenomenon that led to Spanish colonization and what know is known as modern day Mexico. Spanish conquistador Hernan Cortez led the expedition in 1519 with his men in search for new territory to conquer. This event in history is significant because it brings history of past civilizations that went extinct after the terrorization of the Spanish conquest. To begin with, the Spanish had made several trips to Yucatan in 1517 with tales of gold and the Mayan civilization. These rumors gathered interest in the Spanish colonists, which made it all the way to Spanish governor of Cuba Diego de Velasquez. Diego de Velasquez provided Hernan Cortez with two or three ships and...
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...Aztec Vs Spanish (Comparison Essay) The Aztecs and the Spanish were both dominant groups in their region, and both had very long and prosperous civilizations. But when the two groups met up, who would prevail?? It was in 1519 that the clash of the century occurred. Spanish conquistadors led by Hernan Cortes met up with the Aztecs in Tenochtitlan, and ultimately conquered the city and empire, leaving the Aztecs as slaves working their own land to benefit the Spanish Crown. Even though the Spanish obviously seemed much more powerful, the Aztec people actually had many similarities to their conquerors. Firstly, both civilizations relied heavily on religion and made most decisions based on their religious beliefs. Yet there were also many differences in the worldviews of these people. I think that the biggest elements we can compare between the Aztec and Spanish civilizations are how their societies functioned. In many ways, their social hierarchies were similar, but also quite different. Lastly, it is important to take a look at the education received by people in each group, to better understand their societies. First, it is crucial to recognize how these two societies operated, which brings our focus...
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...Identifications: 1. Indio’s- the Pre-Columbian inhabitants of North and South America. Also known as Pueblos, they are Spanish speakers and usually indulge in hunting and gathering as their tradition. 2. Creoles- an American-born Spaniard in Spanish colonies, descended from the original French settlers of the southern United States, especially Louisiana. II. General Identifications: 1. Conquistadors- A conqueror, the 16-century Spanish soldiers who defeated Indian civilizations of Central America. 2. Sapa Inca- the Inca was the powerful emperor and leader of the Inca people, which basically means emperor. 3. Cannibal Law 1503- In 1503 Queen Isabella of Spain, created a law that prohibited the arrest or capture of her new children stating further that, no harm or evil was permitted against their person or possessions. 4. Royal Fifth- An old royal tax that reserves to monarch for metals acquired by subjects as treasure or extracted mining, instituted in Muslim states. III. Specific Identifications: 1. Hernan Cortes- Spanish conquistador, who defeated the Aztecs and conquered Mexico, led an expedition and brought large portions of mainland Mexico. 2. Hernando De Soto- Spanish explorer and conquistador while leading the first European expedition into territory of the modern-day United State. 3. Montezuma II- Last Aztec emperor in Mexico and was overthrown and killed by Hernando Cortés. 4. Francisco Pizarro- who conquered the Inca Empire...
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...Compare and Contrast the Maya, Aztec & Inca The following Essay must be a minimum of 5 paragraphs of 10-12 sentences each (a sentence is 10 words or more) . It must contain location, time periods, and capitals for each civilization. You must compare and contrast at least three of the following five topics ( Economy, Religion, Social System, Government, Technology). You will also describe the end of each civilization and it contributions. INTRO The Maya, Inca, and Aztec all have different things in common.The comparisons and differences about the 3 different groups. The comparisons and differences that will be throughout the essay is the Economy,technology and lastly government. Economy First the differences for the Maya is that they had their own prized possession. The possession that the Mayans traded was called Jade, they also carved humans (like gods and animals).The gods helped the Maya trade. Jade was a rare gemstone. The Maya traded goods with people living to the South for jade. Also The economy was based on trade. They participated in long distant trade. Wealthy merchants traveled further. What the Aztecs difference is that they fished a lot more than the other two groups. They fished for abundant crayfish. Lastly...
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...native peoples prior to European contact. * Pre-Colonial Native American groups. * Determine how various groups resolve conflict. * Identify Native American groups in Tennessee and the Western Hemisphere before European expansion. * Reasons for European exploration and settlement. * Understand how to use maps, globes, and other geographic representations, tools, and techniques to acquire, process, and report information from a spatial perspective. * Identify routes of explorers of the Americas. * Identify cultural groups who inhabited North America in the 17th century. * Reasons settlements are founded on major river systems. * Read and interpret facts from a historical passage about an early American Spanish mission. * Describe the immediate and long-term impact of Columbus’s voyages on native populations and on colonization in the Americas. * Accomplishments of significant explorers and their impact on...
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...Romans did not?) 11. What is obsidian and what did the Maya use it for? 12. Who was "Pacal the Great"? He was king of the Maya kingdom of Palenque. Analysis Stage (3-5 sentence minimum response) 1. Briefly describe the term epigraphy. identifying graphemes clarifying their meaning classifying their uses according to dates and culture context. 2. Who was Linda Schele and what was her contribution to Mayan epigraphy? Linda Schele was an expert in the field of maya epigraphy. 3. Who is David Stuart and what was his contribution to Mayan epigraphy? David Stuart was an archaeologist and epigrapher he was specialized in the study of ancient mesoamerica especially maya civilization 4. Were the Maya conquered by the Spanish? Why or why not? 5. The classic Maya and the post-classic Maya lived in two very different and distinct locations in Mesoamerica. Where were the...
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...with the resistance to cultural change that westerners experienced in China and India. These encounters have left many legacies of change and differences in the culture today. Had syncretism not occurred or if syncretism had taken root during earlier encounters in China or India the world today would be different. Various cultural factors in would affect the outcome of syncretism tremendously. Compare/ Contrast Cultural Syncretism Cultural syncretism was active in some societies but not in all; syncretism was not affective in more cultures because some cultures were simply more developed. With the expansion of cultural syncretism, it was easier for Africa and the Americas to adapt than China and India Westerners. Africa and the Americas separated into different tribes which caused them to be weaker than China, India, and the Westerners who created a nation (Sayre, 2013). An example of this cultural syncretism is the Aztec tribe, which was a fairly large tribe; the Aztecs had so many neighboring enemies because of war. As a result, when an attack by the Spanish was launched on the Aztecs, the other tribes were happy to help (Sayre, 2013). If the tribes would have come together in unity then they would have been able to protect themselves from invaders. Other aspects of cultural syncretism that both the Americas and Africa had in common was their defense; neither of these groups had any advance...
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...Requirements for the Course Humanities in the World since 1300 at The University of Akron. March 5, 2015 Introduction This is an analysis of slavery based on two stories: The History of Mary Prince and Semsigul. In addition, there is comparison and contrast of the two stories along with supporting or dissenting arguments offered in the Overfield readings with regards to slavery in the Spanish colonies. The perspective of this analysis looks at the following aspects of coerced labor: 1. The relationship between the master and the slave 2. The struggle of the slaves against the slavery system 3. The impacts of the slavery system on the health of the slaves The Mary Prince account is autobiographical hence, although in her own voice, there may be some liberties given to the facts and conflicts of interest when delivering details of her story objectively. In addition, there may be some instances where she would have a limited perspective. By contrast, Semsigul’s story is her testimony within a police report –just facts and answers to questions. Alonso Zorita speaks on behalf of the indigenous in his account of Indian forced labor in the Spanish colonies. His accounts will be used to further compare and contrast the two main perspectives. The Relationship of the Master and the Slave In the slave society, the master was the ultimate ruler and slaves were chattel...
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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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...Media in Mexican National Identity: The use of Mexican national symbol “La Virgen de Guadalupe” to unite the country. Nowadays, Mexico is facing one of its hardest periods of all times. As the drug war is taking control over the whole country, other major problems such as insecurity, unemployment and poverty are taking part of Mexicans lifestyle. This had lead to a series of internal problems that have caused the population to distrust the government and try to find a solution to all these problems from a different source: faith. Mexico’s national identity has always been recognized as being one of the strongest and most distinguished identities in the world, with a united and rich culture, full of beliefs, memories, history and symbols; Mexican culture was something Mexicans always felt very proud about. But with such problems affecting the country, Mexico needs more than ever maintain this feeling of feeling proud about being Mexicans, to start being positive about things getting better and continue improving in order grow and share their culture they are very proud about. The media is always playing an important role in Mexican’s lifestyle. In this case, we choose to make the example of Mexican Television and how it has played an important role reinforcing national identity with a known Mexican symbol “ The Virgin of Guadalupe”, a symbol that is full of history and which has united Mexicans before. We will analyze the way that the media in Mexico has taken this religious...
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...Language Learning ISSN 0023-8333 Attention to Form and Meaning Revisited Ronald P. Leow Georgetown University Hui-Chen Hsieh Wenzao Ursuline College of Languages Nina Moreno University of South Carolina The present study revisited the issue of simultaneous attention to form and meaning from a methodological perspective that addressed several potential methodological issues of previous research in this strand of inquiry. Seventy-two second-semester-level participants were randomly assigned to one of five experimental groups, including a control, and requested to read a Spanish text and also circle one of four targeted forms (10 occurrences each) in the input. To measure comprehension, a 10-item multiple-choice test was administered immediately after the reading. Both qualitative (think-aloud protocols) and quantitative analyses were conducted to address the following research question: Does type of attentional condition have a differential effect on adult second language reading comprehension? The quantitative analysis revealed no significant difference in comprehension among all five groups. To explicate the findings, the quantitative and qualitative data and analyses are discussed with regard to the issues of modality, depth or level of processing, and research methodology. Keywords simultaneous attention; levels of processing; form vs. meaning; hybrid design; input processing; The Primacy of Meaning Principle; think-aloud protocols There are several theoretical...
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...U.S. History and Constitution HIS120 Student Learning Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S....
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...YUM! BRANDS, PIZZA HUT, AND KFC Teaching Note Overview This case describes the evolution of the global fast-food industry and Yum! Brands, Inc.’s development of the Pizza Hut and KFC franchises worldwide. It focuses on international business risk assessment and develops a model of country evaluation that students can use to analyze international business and market entry decisions in a variety of industries, regions, and countries. Teaching Objectives 1. Develop skills in industry analysis 2. Develop skills in global industry analysis. 3. Develop knowledge of franchising and the costs and benefits of expanding globally using franchises versus company-owned stores. 4. Develop skills in international business risk analysis. 5. Develop skills in country portfolio evaluation and assessment. Suggestions for Using the Case This case has been used successfully in undergraduate, MBA, and Executive MBA classes in strategic management, marketing management, and international business. It can be used in undergraduate courses to develop student skills in industry structure analysis, strategy analysis, and international business risk assessment. The teaching note is designed to give students practice in each of these three areas. Instructors may choose to use the case to discuss only one of these three areas during a single class period or to cover all three areas over two class periods. The case can be also...
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