...The purpose of this paper is to Describe how European global exploration, particularly the Portuguese and Spanish, from 1500-1700, changed the character of both old and new societies. In the fifteenth century, European global expansionism was the driving force that kept the English motivated to expand. Europeans set out on a cycle of overseas voyages that would lead to the organization of European trading posts and colonies in both the Americas and the East. Colonialism is defined as a structure in a colony with a specific linkage; meaning economic, political, cultural, and social ideologies. The colonies linked England to the United States. England, being the mother country, also had a very important role play. The mother country was responsible for providing money for supplies for voyages such as ships, food, soldiers, and weapons etc. Also, England was responsible for the processing and manufacturing of raw materials. Settlers of the colonies needed markets to sell their goods and labor. They also needed a source of labor for the production of raw materials. This new labor force was made up of Native Americans, indentured servants (white slaves who served terms of up to seven years as slaves), and Africans. Columbus and his crew stated that when they arrived in the Americas they found Africans already there. In 1502, the Spanish were the first Europeans to enslave Africans in the Americas. Yet the local population died from European diseases like smallpox...
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...Urban Indian North America Mourning Wars – When Europeans came over and started interaction and trades with Indians, they affected Indians by brought diseases, which resulted in deaths of large amounts of Indians. Those deaths were devastating for Indians and resulted in mourning wars. When Indian communities lost members to disease or warfare, they often kidnapped neighboring enemies in mourning wars, adopting the women and children into their own community and torturing the men, enacting a ritual form of grief. As an example of a mourning war might be “Beavers Wars” (17 century - about 1640). The smallpox brought by Dutch and English killed huge amounts of Indians ( probably more than a half of the population of Iroquois). The lost of such a big amount of people set the Iroquois with other tribes on a warpath and resulted in a war between Huron and Iroquois. Columbian Exchange – when Christopher Columbus discovered the Americas it set in motion a movement of people between Old and New World. Europeans got interested in Americas and its goods. Columbian exchange was a transfer of people, plants, animals, and disease between the Americas and the rest of the world that began during the time of Columbus ( XV century- about 1493). The Columbian Exchange had an impact on European and Indian life. Many unknown goods were exchanged between colonialists and Indians, such as plans (corn, potatoes), animals (ships, lamas, horses), tools (weapons), which changed life for...
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...RATIONALE In this module, we will discuss the historical context of the Rizal Law. Before we tackle Jose Rizal’s life and works, it is important discuss its legal basis and the issues surrounding it for us to understand why we need to study this course and what we must achieve in studying it. Historians agree that every historical actor is a product of his time, therefore it is equally important and beneficial for our study to learn the historical context of Jose Rizal – the social, economic and political milieu of his time in order to contextualize our study of his life and works. Doing away with historical context, might mislead us from a genuine reading and understanding of Jose Rizal’s life and works. In order to achieve this, we will start our study by having a glimpse of the 19th century Philippines or the last century of Spanish colonial regime in the Philippine. LEARNING OUTCOMES The following are the learning outcomes we are expected to achieve at the end of the lesson: Understand the historical background and rationale of the Rizal Law and the Historical context of 19th Century Philippines • Explain the rationale of the Rizal Law • Discuss the historical context of the Rizal Law • Describe the Spanish colonial government by reading excerpts from selected works of propagandists • Relate the passage of Rizal Law to nation-building, patriotism and nationalism. • Examine the economic and socio-political milieu of the 19th century Philippines • Compare the reactions of Filipinos...
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...Week 6 “Hispanization” of the Natives * The Encomienda System (New World) * Definition of terms: * Encomienda – land trust * Encomendero – land trustee * Repartimientas – Indians granted to the land trustee * It can be traced in American colonies (particularly the South & Central America) which were later turned as Spanish permanent settlements * “New Spain” * Spanish explorers conquered the New World (feudalism) * Modified type of feudalism – encomienda system * It was established on May, 1493 by the Crown in Castle * Crown – had the power to entrust/ remove the land trust to the encomendero * Scope of the encomienda system: land +inhabitants * Spanish authorities justified their dominion over the New World by stating that their main responsibility was to propagate Catholic faith * Law of Burgos * Tribute * They believe that they could bring civilization to the New World * Rampant exploitation and abuse * The estates were still in the possession of inhabitants: an encomendero had no political authority * The Crown reluctant expressed his desire to abolish the encomienda system * It was overruled because the Royal Crown of Spain was threatened of rebellion and anguish cries of the Spaniards in America (New World) * Causes of the degeneration of the encomienda system in America: * Drastic decline of indigenous population * Transition from mercantile economy to industrial economy * The Encomienda System...
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...1983 2.Caribbean story Bk. I and II By Claypole, W Longman (new edition) 1987 3. Development to Decolonization by Greenwood R, Macmillan, 1987 4.Caribbean people Bk.I by Lennox Honeychurch. Nelson, 1979 The Migration of the Indians to the New World. It is believed that the people who Columbus saw when he came to the New World were nomadic hunters from central and East Asia who followed the buffalo and deer. When the herds moved, people moved after them because they were dependent on the animals for food. It is therefore suspected that the herds led the people out of Asia by the north-east, across the Bering Strait and into North America. They crossed the sea by an ice –bridge when it was frozen over during the last Ice-Age. They did not know that they were crossing water from one continent to another. Map 1 Amerindians migration from central Asia into North America. The Amerindians settled throughout North America and were the ancestors of the many Red Indian tribes we know today, as well as the Eskimos in the far north. In general, they were nomadic but some followed settled agricultural pursuits and developed civilizations of their own like the Mayas in South America (check internet reference for profile on this group, focus on level of development, structure of society, religion). The migration continued south through Central America into South America from where the Arawaks and Caribs migrated to the West Indies. The Arawaks and the Caribs can be traced by...
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...The Commercial Revolution “The Moneylender and His Wife,” Quentin Metsys (1514) AP European History J.F. Walters (2010) 1 Commercial Revolution: Essential Questions 1. How did developments in the late Middle Ages impact the Commercial Revolution? 2. What contribution did Luca Pacioli make to the Commercial Revolution? 3. What was the nature of banking in the Commercial Revolution? 4. What was a joint-stock company? 5. What was the Domestic System” in England? 6. What was the Price Revolution and what were its results? 7. What were the principles of mercantilism and what impact did it have on economics and politics? 8. In what ways did the Commercial Revolution sow the seeds of capitalism? 9. What was “Tulip Mania” in the Netherlands? AP European History • The Commercial Revolution • J.F. Walters & G.W.Whitton 2 The Commercial Revolution Journal 12/A: What important economic changes in the early modern centuries does the term “Commercial Revolution” signify? ––Palmer Chapter 12 • pp. 106-114–– Directions; Using sentences or detailed bulleted notes, identify & explain the evidence Palmer uses to support the thesis listed above. AP European History • The Commercial Revolution • J.F. Walters & G.W.Whitton 3 Background to the Commercial Revolution • Commercial Revolution basics ✓ ✓ ✓ ✓ • change from a town-centered (medieval manorial) to a nation-centered (early modern European) economic system in spite of name, the...
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...country's problems, who understand the basic solution to these problems, and who care enough to have courage to work and sacrifice for their country's salvation. Nationalism in Education In recent years, in various sectors of our society, there have been nationalist stirrings which were crystallized and articulated by the late Claro M. Recto, There were jealous demands for the recognition of Philippine sovereignty on the Bases question. There were appeals for the correction of the iniquitous economic relations between the Philippines and the United States. For a time, Filipino businessmen and industrialists rallied around the banner of the FILIPINO FIRST policy, and various scholars and economists proposed economic emancipation as an intermediate goal for the nation. In the field of art, there have been signs of a new appreciation for our own culture. Indeed, there has been much nationalist activity in many areas of endeavor, but we have yet to hear of a wellorganized campaign on the part of our educational leaders for nationalism in education. Although most of our educators are engaged in the lively debate on techniques and tools for the improved instructions, not one major educational leader has come out for a truly nationalist education. Of course some pedagogical experts have written on some aspects of nationalism in education. However, no comprehensive educational programme has been advanced as a corollary to the programmes for political and economic emancipation. This is a tragic...
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...crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution of heretics increase during the high and later Middle Ages...
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...Rizal’s Nationalist Project: An Analysis of his Major Works Alvin Campomanes University of the Philippines-Diliman University of Asia and the Pacific This study guide aims to: provide a historical background of Rizal’s major works – (Noli Me Tangere and El Filibusterismo, his Annotation of Sucesos de las Islas Filipinas, Sobre la Indolencia de los Filipinos and Filipinas Dentro de Cien Años; critically analyze the content of these works; explain the relationship of the ideas contained in these works in order to understand Rizal’s concept of nation, nationhood, and nationalism But before we proceed, here is an overview of Rizal’s life-history 1861-1882 birth, childhood in Calamba, studies in Biñan and Ateneo, execution of the GOMBURZA, imprisonment of Doña Teodora, encounter with police brutality, discrimination in the literary competition of the Liceo Artistico-Literario (where he won first prize for his El Consejo de los Dioses) 1882-1887 trip to Europe, education at the Universidad Central de Madrid, growth of his nationalism, El Amor Patrio (1882), brindis (speech) in honor of Juan Luna and Felix Resureccion Hidalgo (1884), publication of the Noli Me Tangere (1887). 1887-1888 According to historian Floro Quibuyen, the Calamba Hacienda Case was a turning point in Rizal’s life – it marked the beginning of his radicalization; a critical examination of his correspondences reveals a subversive Rizal – a separatist 1888-1892 second trip...
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...for a certain goal that will benefit its members (Buttermilch, 2014). Fraternities typically have some professional development and service opportunities. It offers support network for college students. Its core elements are brotherhood and social interaction. But the social demands and time commitments of fraternities may be destruction to academic studies and other personal goals of students in school (Kokemuller, 2014). Fraternities and sororities exist outside North America, most notably in the Philippines and in some European countries, but for the most part they are a decidedly American institution. Some types of fraternities emphasize service to the community, professional advancement, or scholastic achievement. Fraternities or sororities often have a so-called hazing. According to graceful1 (2008) in her article “Hazing Issue in Fraternities”, hazing has been around for more than a century, one cannot expect the practice of hazing to stop all together. Possible solutions that may decrease, and eventually put a stop to hazing, include better education about fraternity hazing, and more intervention from college administrators. Through this, fraternities can be restored to their intended purpose: providing moral and social support for college students. According to Melanie Gueco (2010), the Philippines’ very first brotherhood was the Kataastaasan Kagalang-galangang Katipunan ng mga Anak ng Bayan or KKK, a group formed to defend the country from the Spanish conquerors, also...
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...“The Slave Power Conspiracy and Latin America” Throughout the course of America’s history there have been events that are so unbelievable and lack sufficient evidence to back them up, thus they become known as conspiracies. One of these conspiracies is the idea of Slave Power. The Slave Power Conspiracy, to most American’s this conspiracy is probably unknown, but it relates to an idea which is a topic of debate among scholars and historians. The Slave Power Conspiracy is an idea that came to be in the 1840’s and lasted till the end of the Civil War. As was stated this idea is a conspiracy as there is no direct evidence to give it a strong foundation or validity in our time. The term “Slave Power” coined in 1864 in a book written by John Smith Dye entitled “History Of The Plots And Crimes Of The Great Conspiracy To Overthrow Liberty In America.” The term started off simply as the Slave Power (conspiracy was added in the modern era). In the book Dye alleges that since the time of Independence, the aristocrats of the South and politicians from the South have had an agenda to extend slavery to the Western United States and Latin America and thus increase their power, wealth, and influence in the United States.[1] There are certain events that happened in Dye’s time that can show this idea was real. They can also prove the legitimate and real threat Slave Power posed, to Latin America. By examining all angles...
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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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...insurgencies urged during the Marcos regime. Consequently, the initial stages of the implementation process of CARP was met with apparent complications, expectedly so given that such a policy entailed a wide scope, whilst rural landlords provided staunch opposition in seizing their ownership to government. However, as the years passed and administrations would change, the promises of sweeping agrarian reform have remained unfinished, otherwise, significantly watered down. Such arbitration would be considered a detrimental factor to the current pitfalls that have hindered the development of Philippine political economy. In that, this paper questions what led to this failure of comprehensive agrarian reform and in pronouncing these mistakes, did other countries experience who also employed land reforms if they experienced similar dilemmas. We argue that deeply seated class structures have inevitably played a role in this development policy outcome, particularly elite groups and landlords who have established themselves in the political arena. The...
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...Bicol University College of Social Sciences and Philosophy Daraga, Albay Philippines: It’s Cultural Elements Prepared by: Christian M. Baleta Lyka A. Madrid Jhomarisse Mijares AB English 4-A A. Introduction Official Flag Comprehensive Maps (Philippines at Day, Night and Political maps) FACT FILE ABOUT THE PHILIPPINES | OFFICIAL NAME | Republic of the Philippines | FORM OF GOVERNMENT | Republic with two legislative bodies (Senate and House of Representatives) | CAPITAL | Manila | AREA | 300, 000 sq.km (115, 830 sq.miles) | TIME ZONE | GMT + 8 hours | POPULATION | 92,681,453 (2008 estimate) | POPULATION DENSITY | 264.5 per sq.km (685 per sq.mile) | LIFE EXPECTANCY | 70.8 years (2008 estimate) | OFFICIAL LANGUAGES | Filipino, English | OTHER LANGUAGES | About 87 indigenous languages | LITERACY RATE | Total 96.3 percent (2005 estimate) Female 96.2 percent (2005 estimate)Male 96.3 percent (2005 estimate) | RELIGIONS | Roman Catholic (83%), Protestant (9%), Muslim (3%), Buddhist and Other (3%) | ETHNIC GROUPS | Malay (95.5%), Chinese (1.5%), Other (3%) | CURRENCY | Philippine Peso | ECONOMY | Services (48%), Agriculture (42%), Industry (10%) | GNP Per Capita | US$1,050 | GROSS DOMESTIC PRODUCT (GDP in U.S.$) | $117.6 billion (2006) | CLIMATE | Tropical with wet season June to November | HIGHEST POINT | Mount Apo (2, 954 m, 9, 692 feet) | LARGEST CITIES (BY POPULATION) | Quezon City 2,390,688 (2005 estimate)...
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