...Question: Explain the development and the nature of the Byzantine institutions (church and state), social and urban life, and cultural achievements? Answer: Byzantine art is the term commonly used to describe the artistic products of the Eastern Roman Empire from about the 5th century until the fall of Constantinople in 1453. (The Roman Empire during this period is conventionally known as the Byzantine Empire.) The term can also be used for the art of states which were contemporary with the Byzantine Empire and shared a common culture with it, without actually being part of it, such as Bulgaria, Serbia or Russia, and also Venice, which had close ties to the Byzantine Empire despite being in other respects part of western European culture. It can also be used for the art of peoples of the former Byzantine Empire under the rule of the Ottoman Empire after 1453. In some respects the Byzantine artistic tradition has continued in Greece, Russia and other Eastern Orthodox countries to the present day. The finest work, the most elegant, and the most accomplished technically, was, naturally enough, associated with the Byzantine capital, Constantinople, which was the very hub of the civilized world from the foundation of the city as capital around 330 till its conquest by the Turks in 1453. But there were other great centers too. In Rome, Milan, Ravenna, and elsewhere in the West works of the greatest importance that were in no way provincial were executed in the early years of Christendom...
Words: 3391 - Pages: 14
...artifacts were built, where agriculture flourished to support thousands of civilians, and where a brutal and macabre conquest took place. This land witnessed it all. It is important that we understand the history of this land, because if we do, we can understand who founded its cities, who dominated this region, and what Gods influenced its peoples, and who explored it, invaded and colonized this land. It is very uncertain when we speak about the Mexica (people of Mesoamerica) people, because we know very little about them. Much of the information that has been gathered about them comes from large scale excavations, and archeological endeavors that have found ancient ruins, sculptures, temples and the like. But, the things that we do know Beltran 2 about the Mexica come from discoveries that have been well preserved, and are ranked as reliable sources of information by historians, archeologists and anthropologists. One ethnicity that has a tremendous impact in the history of Mesoamerica are the people referred to as the Aztecs, which were the Nahualt speaking people who founded and settled the...
Words: 1466 - Pages: 6
...Analysis on Open Veins of Latin America History is a subject most people tend to disregard and see it as only the class they needed to pass in school. Most individuals don't take the time to reflect how history has had an impact on them, their family and even their culture. By studying and understanding history and why events happened they way they did it can help us analyze our current situation and even help predict future events. This is what Eduardo Galeano tries to do in his book Open Veins of Latin America: Five Centuries of the pillage of a Continent. He discusses the events in history that have led to Latin America be in the state it currently is in. Galeano argues that because of both European and U.S intervention, Latin America has been led down a path which has caused damage to its politics, its society and most importantly its economy. The book begins with the arrival of Christopher Columbus, the Spaniard who tried to find a faster passage to Asia but instead would discover by accident the Americas. Columbus would get started with his voyage after asking the Queen and King of Spain to fund his expedition so he could bring wealth to the Spanish Empire. During this time, the Spanish had been fight a war to expel the Moors out of its Kingdom and all those who were not of catholic faith. This included people of Islamic religions and Jews. But the cost of this war was increasing by the day and the Spanish crown was running out of funds to continue this war. But...
Words: 1446 - Pages: 6
...A Horrific 19th Century Slavery: The Afro-Americans’ Unrevealed Truth (The Long Song and The Known World) A Term Paper Submitted to: Marie Anne Balanni English Teacher Submitted by: Nikka Ocampo Student INTRODUCTION Why most people in the ancient times are slave victims? Why do slavery happens in the past? This is what I wanted to discover in my research. When we talk of slavery, it refers to a condition in which individuals are owned by others, who control where they live and at what they work. Slavery had previously existed throughout history, in many times and most places. The ancient Greeks, the Romans, Incas and Aztecs all had slaves. To be a slave is to be owned by another person. A slave is a human being classed as property and who is forced to work for nothing. Andrea Levys’ novel entitled “The Lost Song” and Edward T. Jones’ “The Known World” revealed to us the plight of being a slave rooted from their ancestral family and own personal experience as a slave. The two books have the same plot that unraveled the world of human existence happened in 19th century where forced labor centered in the sugar cane plantation. The main characters have a slight difference because the first one is directly the slave victim and the latter is born slave but became a slaver, owning a slave he bought. The Lost Song is set in the time of slavery and it is a story about a person’s life and the times they lived through. July a black house slave, is the main character that tells her...
Words: 2007 - Pages: 9
...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...
Words: 16161 - Pages: 65
...webs.bcp.org Early Modern Empires (1500-1800) Introduction Before we learn about the unlikely and apparently rapid rise of The West during the 19th and 20th centuries, it’s important to understand the powerful empires of the early modern world between 1500 and 1800. Some readers may be surprised to learn about the wealth, thriving global trade, and dominant manufacturing production in Asia that held sway until at least the end of the 18th century. Throughout much of this era, Europe was, in contrast to Asia, an unimpressive backwater of small countries and kingdoms. But Europe’s “discovery” of the Americas and an ocean route to Asia, just before the year 1500, changed all that. The West gradually worked its way into the global economy and planted the seeds for its imperial rise and eventual dominance over most of the modern world. After 1500, world regions—such as West Africa, East Asia, and South America—fused together into one global trade system. For the first time in history, each region of the world now interacted with the others. For example, enslaved African labor was used in South American plantations to sell cheap sugar to Europe. Silver from Mexico bought loans for Spain, and that same silver ended up in China to buy silk or porcelain for Europeans. And so on. A new global system emerged, forged of uneven relationships, in which a small part of the world, Europe, successfully exploited the world’s human and natural resources to its advantage. This was Globalization...
Words: 1604 - Pages: 7
...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...
Words: 16161 - Pages: 65
...Spring Break Work Ch. 13 Section 1 1) Sui Wendi: First emperor of the Sui dynasty centralized government, restored order, created a new legal code, reformed Bureaucracy Tang Taizong: The founder of the Tang Dynasty, he expanded China to include all that the Han had had and more. Wu Zhao: The only woman to ever declare herself empress, she was a member of the Tang Dynasty. Grand Canal: The 1,100-mile waterway linking the Yellow and the Yangzi Rivers. It was begun in the Han period and completed during the Sui Empire. Zhao Kuangyin: Founder of Song dynasty; originally a general following fall of Tang; took title of Taizu; failed to overcome northern Liao dynasty that remained independent. Li Bo: Most famous poet of the Tang era; blended images of the mundane world with philosophical musings. 2) tributary state: A country that pays tribute in money or goods to a more powerful nation Pagoda: Buddhist temples with many-storied towers; this was adapted from the Chinese 3) The dynasties returned the Middle Kingdom back to its old glory. a) Under the Tang and Song dynasties the emperor ruled over a splendid court filled with aristocratic families. The two main classes of society were the gentry, wealthy landowners, which valued scholarship more than physical labor, and the peasantry, who worked the land and lived off of what they produced. Then the merchants had a lower status in society. Merchants had such a low status in society because according to Confucianism their...
Words: 8724 - Pages: 35
...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...
Words: 7121 - Pages: 29
...Chapter 15 Study Guide In 1200, the Middle East and north Africa were dominated by two powerful empires: Byzantine and Islamic caliphate. By 1400, this structure was in disarray: • Byzantine was in decline, pressed by invading Ottoman Turks. Constantinople fell to Turks in 1453, ending empire. • By 1200s, the Muslims had fallen to Mongols. Arabs never able to unite the entire region again. Decline of Islamic caliphate: decline of caliphate and its economy was gradual and incomplete – not at all like the dramatic fall of Rome • authority of caliphate declined, landlords seized power, peasants became serfs on large estates • agricultural productively declined, tax revenues declined • Arab and Middle Eastern traders lose ground: European merchants began to exercise control of their turf and challenge the Arabs in other parts of the Mediterranean. Still, Arab and Persian commerce remained active in Indian Ocean. • The emerging Ottoman Turks expanded into southeastern Europe, and the power (both politically and militarily) was frightening to other people in other areas, such as western Europe. A Power Vacuum in International Leadership • Turkish rulers unable to reestablish Islamic position in international trade. Turks scornful of Arabs (though both were Muslim), did not promote trade, especially maritime trade, as vigorously as in past. • Turkic expansion was important well into 17th century, but real focus was on conquest...
Words: 1693 - Pages: 7
...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 ...
Words: 16933 - Pages: 68
...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...
Words: 18516 - Pages: 75
...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...
Words: 14132 - Pages: 57
... in order to keep the economy running smoothly. BREAKING DOWN 'Inflation' As a result of inflation, the purchasing power of a unit of currency falls. For example, if the inflation rate is 2%, then a pack of gum that costs $1 in a given year will cost $1.02 the next year. As goods and services require more money to purchase, the implicit value of that money falls. Monetarism theorizes that inflation is related to the money supply of an economy. For example, following the Spanish conquest of the Aztec and Inca empires, massive amounts of gold and especially silver flowed into the Spanish and other European economies. Since the money supply had rapidly increased, prices spiked and the value of money fell, contributing to economic collapse What Causes Inflation? We can define inflation with relative ease, but the question of what causes inflation is significantly more complex. Although numerous theories exist, arguably the two most influential schools of thought on inflation are those of Keynesian and monetarist economics. ------------------------------------------------- Different Types of Inflation Inflation means a sustained increase in the general price level. However, this increase in the cost of living can be caused by different factors. The main two types of inflation are 1. Demand pull inflation – this occurs when the economy grows quickly and starts to ‘overheat’ – Aggregate demand (AD) will be increasing faster than aggregate supply (LRAS)....
Words: 4390 - Pages: 18
...Individualism: People sought to receive personal credit for achievements, unlike medieval ideal of “all glory goes to god” Names Ideas o Renaissance: Began in Italian city-states, a cause de invention of the printing press, laid way for Protestant Reformation Events Books/Texts Italy: City states, under HRE (Holy Roman Empire) o For alliances: old nobility vs. wealthy merchants FIGHT P-Prussia Popolo: third class, “the people”, wanted own share of wealth/power R-Russia A-Austria Ciompi Revolts: 1378 Florence, Popolo were revolting [eew], brief period of control over government B-Britain Milan taken over by signor (which is a tyrant) • o Under control of the Condottiero (mercenary) Sforza- Significant because after this, a few wealthy families dominated Venice (e.g. Medici) Humanism: Francesco Petrarch (Sonnets), came up with term “Dark Ages”, began to study classical world of rhetoric and literature Cicero: Important Roman, provided account of collapse of Roman Republic [like Edward Gibbon], invented Ciceronian style: Latin style of writing which humanists followed • [Even though they weren’t in Rome, Humanists did as the Romans do] Despite being accused of following Pagan culture, Petrarch talked a lot about universality Civic Humanists: Politicians/ diplomats, utilized public education for common good Plato: Studying Greek allowed enlightened people to observe platonic ideals [also, big fat...
Words: 17289 - Pages: 70
