Powerpoint lecture based on Strayer's 3rd edition Ways of the World for AP-Honors World History students. Covers WWI, Great Depression, Rise of Fascism, WWII and aftermath.
Chapter 11 Mongol Monument Empire - Ways of the World AP World History BookS Sandoval
Summary of Chapter 11 from AP World History book, Ways of the World by Robert W. Strayer. Chapter 11 Pastoral peoples on the global stage: Mongol Monument 1200-1500
AP WORLD HISTORY - Chapter 18 colonial encounters in asia and africa 1750 1950S Sandoval
AP WORLD HISTORY: Book: Ways of the World by R. Strayer.
Summary of Chapter 18: Colonial Encounters in Asia and Africa 1750-1950. The European moment in world history 1750-1914.
Powerpoint lecture based on Strayer's 3rd edition Ways of the World for AP-Honors World History students. Covers WWI, Great Depression, Rise of Fascism, WWII and aftermath.
Chapter 11 Mongol Monument Empire - Ways of the World AP World History BookS Sandoval
Summary of Chapter 11 from AP World History book, Ways of the World by Robert W. Strayer. Chapter 11 Pastoral peoples on the global stage: Mongol Monument 1200-1500
AP WORLD HISTORY - Chapter 18 colonial encounters in asia and africa 1750 1950S Sandoval
AP WORLD HISTORY: Book: Ways of the World by R. Strayer.
Summary of Chapter 18: Colonial Encounters in Asia and Africa 1750-1950. The European moment in world history 1750-1914.
1. What factor led the English to attempt to kill off entire Native .docxmansonagnus
1. What factor led the English to attempt to kill off entire Native American peoples?
A. The English relied on black slaves and wanted Native Americans' land.
B. Native Americans provided a good labor source for the Spanish.
C. Native Americans had vast wealth to exploit for tribute.
4. What Old World product became widely popular in Eurasia only once it was cultivated in the New World?
A. Tobacco
B. Cacao
D. Sugar
5. One of the most effective forms of resistance that slaves employed against their masters was
B. earning money to buy their freedom.
C. working slowly.
D. not having children.
7. The Treaty of Westphalia of 1648
A. ended the wars of religion through a policy of tolerance.
C. came close to establishing the power of the Roman Church in England.
D. gave rulers the right to impose their religion upon their subjects.
8. For most people, the religious revival of the eighteenth century focused on
A. individual study of the scriptures.
B. feelings and enthusiasm.
C. a scientific and reasoned approach to faith.
11. Which of the following European land empires expanded its territory most aggressively in the sixteenth and early seventeenth centuries?
A. Mughal India
B. Russia
C. China
13. What common trend occurred in most regions from the mid sixteenth century to the late seventeenth century?
B. A decrease in wealth in the world
C. Extension of land exploitation
D. A decline in the slave trade
14. Although Chinese emperors were theoretically unlimited in their authority, during the reign of the emperor Zhengde his administration
A. went on strike.
B. insisted that he go on a military campaign.
D. deposed him.
17. What was the main motivating factor for European maritime expansion in the sixteenth and early seventeenth centuries?
A. To spread Christian values
C. To increase economic opportunity
D. To seek out new lands for increasing populations
18. Peter the Great's decision to move the capital of Russia to St. Petersburg reflects the shift of power in Europe to the
A. east.
B. south.
C. north.
.
Exploration and ConquestI. European ExplorationWhy.docxelbanglis
Exploration
and
Conquest
I. European Exploration
Why Explore?
Wealth from direct trade with Asia
Spread the faith
3. Spirit of Renaissance exploration and discovery
4. New technologies
Caravel- long distance ship with triangular sails
Compass -navigational tool
Astrolabe- using the stars to find position
II. Conquistadors
A. Conquistadors- Spanish conquerors of Americas
B. Why conquer the Americas?
1. god, glory, gold
C. Able to conquer because of their newness, modern weapons (horses, steel, and gunpowder), and diseases
The Aztecs and Incas
I. Aztecs (1200-1500)
A. Middle Central America - (Mexico)
B. Capital -Tenochtitlan
1. Located on an island in Lake Texcoco (now Mexico City)
2. Biggest city in the world at the time
3. Chinampas-
floating farms
C. Warrior society but also very educated
E. Human sacrifice
II. Incas (1400 – 1550)
West coast of South America
B. Centrally government controlled economy, religion, and class system
C. Cities
1. Cusco (Captiol)
2. Machu Picchu
D. Extensive road network
E. No writing but recording system (quipu)
Islamic Gunpowder Empires:
Safavid and Mughal
II. Safavid Empire (1500-1722)
A. Located: Persia (modern day Iran), Shi’a Muslim
B. Persecuted the Sunni, came into conflict with the Ottomans and other Muslims
C. Traded silk, carpets, and ceramics along the Silk Road to the West
D. Decline: British and Dutch controlled Indian Ocean trade, raids from tribes along borders
III. Mughal Empire (1526-1750)
A. Islamic conquerors (using gunpowder) took India
B. Achievements
1. Significant population growth with heavy agriculture
2. Taj Mahal- built by Shah Jahan as tomb in memory of his wife
C. Religion
1. Muslims ran the government but allowed religious tolerance
2. Sikhism- religion that blended elements of both Islam and Hinduism
D. Decline
Later rulers persecuted Hindus and Sikhs leading to rebellion
European merchants (especially the British) gained more influence in India through local leaders
Late Chinese Dynasties:
Ming and qing
IV. Ming Dynasty (1368-1644)
A. Peasants defeated the last of the Mongol armies and claimed the mandate of heaven
B. Restored culture based on Confucianism and civil service
C. Ruled from Forbidden City complex in Beijing, Emperor became isolated from his people – WHY?!?!
D. Foreign Relations
1. Admiral Zheng He extended Ming influence by leading a huge fleet to collect tribute from around the Indian Ocean
2. After, China became isolated but had limited trade with Europeans
V. Qing Dynasty (1644-1911)
A. Manchu (NE China) invaded and started a new dynasty
B. Economy prospered with export of tea
C. Chinese believed that their goods and culture were superior to Europeans
D. Isolation prevented them from keeping up with European advancements
Late Chinese Dynasties:
Tang, Song, & Monogls
I. The Chinese Gol ...
Exploration
and
Conquest
I. European Exploration
Why Explore?
Wealth from direct trade with Asia
Spread the faith
3. Spirit of Renaissance exploration and discovery
4. New technologies
Caravel- long distance ship with triangular sails
Compass -navigational tool
Astrolabe- using the stars to find position
II. Conquistadors
A. Conquistadors- Spanish conquerors of Americas
B. Why conquer the Americas?
1. god, glory, gold
C. Able to conquer because of their newness, modern weapons (horses, steel, and gunpowder), and diseases
The Aztecs and Incas
I. Aztecs (1200-1500)
A. Middle Central America - (Mexico)
B. Capital -Tenochtitlan
1. Located on an island in Lake Texcoco (now Mexico City)
2. Biggest city in the world at the time
3. Chinampas-
floating farms
C. Warrior society but also very educated
E. Human sacrifice
II. Incas (1400 – 1550)
West coast of South America
B. Centrally government controlled economy, religion, and class system
C. Cities
1. Cusco (Captiol)
2. Machu Picchu
D. Extensive road network
E. No writing but recording system (quipu)
Islamic Gunpowder Empires:
Safavid and Mughal
II. Safavid Empire (1500-1722)
A. Located: Persia (modern day Iran), Shi’a Muslim
B. Persecuted the Sunni, came into conflict with the Ottomans and other Muslims
C. Traded silk, carpets, and ceramics along the Silk Road to the West
D. Decline: British and Dutch controlled Indian Ocean trade, raids from tribes along borders
III. Mughal Empire (1526-1750)
A. Islamic conquerors (using gunpowder) took India
B. Achievements
1. Significant population growth with heavy agriculture
2. Taj Mahal- built by Shah Jahan as tomb in memory of his wife
C. Religion
1. Muslims ran the government but allowed religious tolerance
2. Sikhism- religion that blended elements of both Islam and Hinduism
D. Decline
Later rulers persecuted Hindus and Sikhs leading to rebellion
European merchants (especially the British) gained more influence in India through local leaders
Late Chinese Dynasties:
Ming and qing
IV. Ming Dynasty (1368-1644)
A. Peasants defeated the last of the Mongol armies and claimed the mandate of heaven
B. Restored culture based on Confucianism and civil service
C. Ruled from Forbidden City complex in Beijing, Emperor became isolated from his people – WHY?!?!
D. Foreign Relations
1. Admiral Zheng He extended Ming influence by leading a huge fleet to collect tribute from around the Indian Ocean
2. After, China became isolated but had limited trade with Europeans
V. Qing Dynasty (1644-1911)
A. Manchu (NE China) invaded and started a new dynasty
B. Economy prospered with export of tea
C. Chinese believed that their goods and culture were superior to Europeans
D. Isolation prevented them from keeping up with European advancements
Late Chinese Dynasties:
Tang, Song, & Monogls
I. The Chinese Gol.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. What Will We Learn?
1. The Ming & Qing Dynasties
2. The Voyages of Zheng He
3. Ming Relations with Foreign
Countries
4. Contact with Japan
4. 1. Setting the Stage
a. East Asia was a hot spot for luxury goods
b. Many Europeans were looking to trade with China and Japan
The Age of Exploration
5. 2. Ming & Qing China
a. The Chinese people had rebelled and driven out their Mongol (Yuan) rulers and had
established the Ming Dynasty (1368-1644)
b. The Ming government had ruled for 200 years and was weakening
c. Later, the Manchus, people from Manchuria, invaded China and established the Qing
Dynasty which ruled for 260 years
The Age of Exploration
6. 3. The Ming Dynasty & The Voyages of Zheng He
a. Emperor Hongwu and son Yonglo were curious about the outside world
and launched voyages of exploration
b. Chinese Admiral Zheng He led seven voyages
c. Purpose of Voyages: Show of China’s might and power
The Age of Exploration
7. 3. The Voyages of Zheng He & The Ming Dynasty
d. Voyages ranged from Southeast Asia to eastern Africa
e. From 40 to 300 ships sailed on each voyage
f. Some ships were 400 feet long (p. 537)
The Age of Exploration
9. 3. The Voyages of Zheng He & The Ming Dynasty
g. Voyages included sailors, soldiers, carpenters, interpreters, accountants, doctors and
religious leaders
h. After 7th voyage and Zheng He’s death, China withdrew into isolation and destroyed the fleet
The Age of Exploration
11. 4. Ming Relations with Foreign Countries & Rules
a. China’s trade policies in the 1500s reflected isolation
b. If foreign states wanted to trade with China, they would have to follow Chinese
rules because the Chinese did not want Europeans threatening the peace and
prosperity the Ming had brought to China.
c. China had a long history of being self-sufficient as well
The Age of Exploration
12. 4. Ming Relations with Foreign Countries & Rules
d. Rules
a. Only the government was allowed to conduct foreign trade
b. Trading was only allowed at certain ports
c. China expected Europe to pay tribute to Ming leaders;
d. Tribute is a peace tax
e. Kowtow ritual: kneeling in front of the emperor and touching forehead to ground 9 times
f. The Dutch accepted these restrictions and were allowed to trade
The Age of Exploration
14. 6. Japan
a. In 1467, civil war shattered Japan’s feudal system and the country became chaotic
b. Warrior chieftains called daimyos became lords in a new Japanese feudalistic system
The Age of Exploration
15.
16. 7. Contact Between Europe and Japan
a. Europeans began coming to Japan in the 16th century and were welcomed
b. Within a century, the aggressive Europeans had worn out their welcome
c. The Portuguese brought clocks, eyeglasses, tobacco, and firearms
d. By 1600, European missionaries had converted 300,000 Japanese to Christianity
e. After peasant rebellion (most were Christian) the shoguns ruthlessly persecuted
Christians and led to the formation of an exclusion policy
The Age of Exploration
17. 8. The Closed Country Policy
a. 1639 the shoguns sealed Japan’s borders and excluded merchants and missionaries
b. Only port of Nagasaki remained open but only to Dutch and Chinese traders
c. Lasted for more than 200 years
d. Why???
a. Japanese were forbidden to leave so as to not bring back foreign ideas
b. Japan wanted to continue to develop as a self-sufficient country
The Age of Exploration
18. Result: Europeans begin to explore west across the Atlantic Ocean to the New World.
The Age of Exploration
