...Discuss these reasons. There were multiple reasons the Spanish conquered the Aztecs. Due to Aztec mythology, Cortes, the Spanish conquistador, was god. The main reason for the Aztecs’ loss was the huge difference in weaponry. While the Spanish had cannons, the Aztecs were still using clubs, spears and arrows. Therefore, the Aztecs were clearly outmatched. How did the Cortes, with only 600 men, 16 horses and a few cannons conquer the Aztec empire with millions? Cortes had an Indian woman who became his interpreter, and on the way he fought into Tenochtitlan, he allied with the local tribes Montezuma had oppressed. Later, he formed an army of thousands. However, Cortes did not directly attack the empire, instead, he was welcomed into the heart of Tenochtitlan by Montezuma because he was believed to be a god. Cortes was given gold and silver jewellery when he was welcomed, but one week later, he repaid the generosity by chaining Montezuma up in his palace. In addition to this, the Aztec sacrificed approximately 20,000 people each year, and that was a cost of huge numbers who could have...
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...what they called the ”New World.” European nations soon rushed to claim lands in the Americas for themselves. Early explorers often suffered terrible hardships. In 1520, Ferdinand Magellan set out with three ships to cross the Pacific Ocean from South America. He had guessed, correctly, that the Indies lay on the other side of the Pacific. But Magellan had no idea how vast the ocean really was. He thought his crew would be sailing for a few weeks at most. Instead, the crossing took three months. While the ships were still at sea, the crew ran out of food. One sailor wrote about this terrible time. “We ate biscuit… swarming with worms…. We drank yellow water that had been putrid [rotten] for days... and often we ate sawdust from boards.” Why did explorers brave such dangers? In this reading, you will discover some of the reasons for the Age of Exploration. Then you will learn about the voyages of explorers from Portugal, Spain, and other European countries. You will also learn about the impact of their discoveries on Europe and on the lands they explored. 2 © Teachers’ Curriculum Institute Reasons for the Age of Exploration hy...
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...Included on the cloak are circles that most likely symbolize regions controlled by Powhatan. In the middle of the cloak is a person that most likely is Chief Powhatan and animals surrounding it that probably symbolize deer. Analyze: Because, they had shells, it meant they had lived near a body of water. Also there were deer nearby because the cloak was made of this. Evaluate: Being in the middle, it shows his importance and people could perceive that Powhatan could take over the colony because they control so many regions. This could make the European colonists...
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...James Cameron’s movie Avatar was a major discussion amongst my friends when it came out. All of them had seen it at midnight opening, while I was stuck home doing errands and work. For weeks they would talk about how amazing the scenery was and how epic the fights were between the Na’vi and humans. I was completely lost during each discussion we had when we hung out at Starbucks or each other’s houses. I hated not knowing what the movie was about and finally I decided to watch it online. Now I know the reason why people thought it was awesome. I was just like every other viewer who thought the scenery was breathtaking and the story was amazing. Although I have seen Avatar about a hundred times now, I never once thought there were hidden messages occurring behind the movie. I had to watch it again so I could see why people seemed to view Avatar as being an environmental or political issue. The movie seems able to predict how our future will turn out, a type of religion being practiced, and show us acts of imperialism being displayed throughout the story. I was so distracted by the technology used to create Avatar’s scenery; and how amazing the creatures and characters looked that I never once noticed how it could be possibly be allegory of our own world. The movie seems to predict that our future will become miserable. That we will gradually fall short of supplies and that Earth will end up dying. So far this seems to be true because the earth is already fighting back for...
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...right or wrong, and there is no doubt in your beliefs being false. On a morning just like any other, you take to your hunting trail. It is very common land and you can walk this with your eyes closed without running into vegetation. The birds whistle a common tune, and you can feel and understand what kind of mood they are in. It is quite, but you can still hear and comprehend so many things as the world talks to you. Movement catches your eye and suddenly a great whitetail bucks jumps across the ravine in a non challant manor chasing does. This buck is known in the tribe, and a kill would bring great spiritual power to the people. The buck pauses as he encounters a new scent, thus creating a opportunity to srike. The crisp red oak bow bends to a rate of optimal power, the arrow which took a day to create is perfection as it sits on the stand. The release is smooth and the feathers cut through the air speeding to the target. It is a clean kill, a sacrificed to be made that does not go un appreciative. The 180lb animal of dead weight promotes a challenge, being three miles away from the village, but no doubt haunts the mind. You begin your decent and happiness is the only feeling that emerges as one takes on the grueling task. You feel comfort in knowing the spirits are happy with you, and peace resides within. Upon entering the village cheers, dances, and celebration take place. It is a good day, and your...
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...Name: ____________________ Period: _____ APWH WORKBOOK Unit Four: 1450 to 1750 CE “The Early Modern Period” Due Date: _________ Score: ____/30 [pic] This packet will guide you through the fourth unit in AP World History and prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on January ___, 2010 You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet. Unit 4 Vocabulary Terms Quiz #1 1. Scientific Revolution (p. 410) 2. heliocentrism (p. 410) 3. sacrament (p. 396) 4. Renaissance (p. 405) 5. bourgeoisie (p. 413) 6. republic (p. 422) 7. Protestant Reformation (p. 406) 8. Jesuit (p. 409) 9. joint-stock companies (p. 415) 10. mercantilism (p. 468) Quiz #2 1. caravel (p. 384) 2. conquistadors (p. 394) 3. Columbian Exchange (p. 431) 4. maritime (p. 402) 5. manumission . (p.467) 6. coerced labor systems (p.475) 7. plantation cash crop (p.470) 8. tariffs (p.469) 9. indigenous (p.393) 10. encomiendas (p. 439) 11. serfs (p.529) 12. mestizo (pp. 442 – 45) Historical Thinking Skills: Periodization, Causation, Contextualization Timeline Exercise: Annotate the timeline with two facts about the important effects of each event Unit 3: 1450–1750 (Early Modern) 1453 Ottomans captured Constantinople;...
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...average for the first semester grade. Read the background essay to gain more knowledge about these men. Answers should be typed. Plagiarized responses will receive no credit. Document D Questions: 1. What non-violent tactic is being threatened by Gandhi to protest the salt tax? 2. What is civil disobedience? 3. Provide an example of civil disobedience. 4. Inference: Why did Gandhi write the letter to Lord Irwin, telling him in advance what he intended to do? 5. What are the risks of civil disobedience to society? Document E Questions: 1. What is a lunch counter sit-in? 2. Is a lunch counter sit-in an example of civil disobedience? Why? 3. Explain the difference between a strike and a boycott? 4. How does King justify breaking the law at his trial? Examine the Picture 5. What can you tell me about the sit-in and the times from Blackwell’s photo? Explain. a. b. c. Document F Questions: 1. Does the document provide evidence that Mandela supported civil disobedience? Explain. 2. Did Mandela believe that acts of civil disobedience must be non-violent? 3. Under what circumstances might have Mandela supported violence? 4. Think: What does Mandela mean when he says that non-violence is a practical option rather than a moral necessity? Document G, H, I 1. Identify the idea that is common to all three documents? 2. Would you have been able to maintain total...
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...a 5% loss of class average for the first semester grade. Read the background essay to gain more knowledge about these men. Answers should be typed. Plagiarized responses will receive no credit. Document D Questions: 1. What non-violent tactic is being threatened by Gandhi to protest the salt tax? 2. What is civil disobedience? 3. Provide an example of civil disobedience. 4. Inference: Why did Gandhi write the letter to Lord Irwin, telling him in advance what he intended to do? 5. What are the risks of civil disobedience to society? Document E Questions: 1. What is a lunch counter sit-in? 2. Is a lunch counter sit-in an example of civil disobedience? Why? 3. Explain the difference between a strike and a boycott? 4. How does King justify breaking the law at his trial? Examine the Picture 5. What can you tell me about the sit-in and the times from Blackwell’s photo? Explain. a. b. c. Document F Questions: 1. Does the document provide evidence that Mandela supported civil disobedience? Explain. 2. Did Mandela believe that acts of civil disobedience must be non-violent? 3. Under what circumstances might have Mandela supported violence? 4. Think: What does Mandela mean when he says that non-violence is a practical option rather than a moral necessity? Document G, H, I 1. Identify the idea that is common to all three documents? 2. Would you have been able to maintain total discipline at Dharsana...
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...Notes for Exam 5- Geography North America Tuesday, November 16, 2010 Physical Geography * Latitude is very important –broad range * Western climates- Mountains (change the climate of the region) * Example: Sierra Nevada and Rockies * Deserts and dryness- Because the mountains are so tall they absorb the precipitation * Further west- very wet * Louisiana- very close to the equator, nothing to stop the storms -2 of the largest countries in the world include (Population)- 1. Canada- 1/10th of the US- 33 million * Lots of empty land in this area 2. The US- 300 million pop * Highly urbanized (D): Megalopolis- Applies to the US and Canada, very big *PROS OF North America 1. -Farming and Ranching and Agriculture * Used to be dominate * 1790: employed 90% of the work force * 1880: dropped down to 50%- because of industrialization * Today: less than 2% * In the US only 1% of population are farmers * Farm populations fell by 2/3 in the beginning of the 20th century * Farms are consolidating * 20% drop in the number of farms * Agriculture has become more meganized (more industrial) More money to keep it going, more land and more machines * Farms are still critical in the US and Canadian economy * 2000: US Alone, $216 billion dollars in farming alone * Land use, agriculture remains dominant * Varies by region * Dairy farming in the east * Live Stock...
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...Guns, Germs and Steel Page 1 GUNS, GERMS, AND STEEL: The Fates of Human Societies By Jared Diamond, 1997 About the Author: Jared Diamond is a professor of physiology at UCLA School of Medicine. 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...
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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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...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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...The tomato is the edible, often red fruit/berry of the nightshade Solanum lycopersicum, History Etymology The word "tomato" comes from the Spanish tomate, which in turn comes from the Nahuatl word tomatotl,. It first appeared in print in 1595. A member of the deadly nightshade family, tomatoes were erroneously thought to be poisonous by Europeans who were suspicious of their bright, shiny fruit. Native versions were small, like cherry tomatoes, and most likely yellow rather than red. The tomato is native to western South America and Central America. Mesoamerica Aztecs and other peoples in Mesoamerica used the fruit in their cooking. The exact date of domestication is unknown: by 500 BC, it was already being cultivated in southern Mexico and probably other areas. The Pueblo people are thought to have believed that those who witnessed the ingestion of tomato seeds were blessed with powers of divination. The large, lumpy tomato, a mutation from a smoother, smaller fruit, originated in Mesoamerica, and may be the direct ancestor of some modern cultivated tomatoes. Unique varieties were developed over the next several hundred years for uses such as dried tomatoes, sauce tomatoes, pizza tomatoes, and tomatoes for long term storage. These varieties are usually known for their place of origin as much as by a variety name. For example, Pomodorino del Piennolo del Vesuvio is the "hanging tomato of Vesuvius". Five different varieties have traditionally been used to make these "hanging"...
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...Imperial America EDGE Fall Quarter 2003 Tim Chueh Ambert Ho 12/5/03 What Is Imperialism? “Imperialism is the highest stage of capitalism…characterized by monopoly corporations and the compulsion to export capital abroad for higher profits. Unlike capitalism in the earlier stages, in the imperialist stage, capitalism has no more progress to bring the world…the cause of contemporary militarism” – Lenin “The policy, practice, or advocacy of seeking, or acquiescing in, the extension of the control, dominion, or empire of a nation, as by the acquirement of new, esp. distant, territory or dependencies, or by the closer union of parts more or less independent of each other for operations of war, copyright, internal commerce, etc.” – Oxford dictionary The word imperialism derives from “empire.” As such, it is useful to spend a bit of time to define the word. In working towards a minimal definition, Stanford Professor of Archaeology J. Manning in his first lecture on Ancient Empires starts with: “An empire is a territorially extensive hierarchically political organization.” Unfortunately this definition is too vague. All states encountered in human history are by definition hierarchical, and many nations today are vast compared to the...
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