This document provides an outline for a chapter that will discuss the history of various peoples from around the world prior to 1500 CE. It is divided into multiple sections that will cover: the Cherokee creation myth; early cultures that developed in North America, Mesoamerica, South America, Africa, and Europe; transformations that occurred in Europe between 1400-1600 CE; European exploration and encounters with Native Americans beginning in 1420 CE; and the effects of contact between different populations from across the Atlantic. The conclusion notes that while differences existed, many groups in the Americas had organized societies by 1450 CE, setting the stage for both cultural sharing and conflicts upon meeting Europeans and Africans.
Chapter 13 political transformations : Empires and encounters 1450-1750S Sandoval
AP WORLD HISTORY - CHAPTER 16 WAYS OF THE WORLD.
The Early Modern world, 1450 to 1750- Political transformations of empires and encounters. (sorry for the grammar mistakes)
Chapter 13 political transformations : Empires and encounters 1450-1750S Sandoval
AP WORLD HISTORY - CHAPTER 16 WAYS OF THE WORLD.
The Early Modern world, 1450 to 1750- Political transformations of empires and encounters. (sorry for the grammar mistakes)
Evolution of the world population 1950 2050 - the case of asia (1)GRAZIA TANTA
Summary
1 - Asia, once cradle of civilization, reassumes itself as the new center of the world
1.1 - The predominance of Europe through colonization and capitalism decays after 1945
1.2 - Europe, again an Asian peninsula?
2 - Demographic profile of Asian geopolitical areas
2.1 - Demographic trends in the Near and Middle East
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
Exchange Program Opportunity for Secondary School Educators (T.docxcravennichole326
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
Evolution of the world population 1950 2050 - the case of asia (1)GRAZIA TANTA
Summary
1 - Asia, once cradle of civilization, reassumes itself as the new center of the world
1.1 - The predominance of Europe through colonization and capitalism decays after 1945
1.2 - Europe, again an Asian peninsula?
2 - Demographic profile of Asian geopolitical areas
2.1 - Demographic trends in the Near and Middle East
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
Exchange Program Opportunity for Secondary School Educators (T.docxcravennichole326
Exchange Program Opportunity for Secondary School Educators (Teachers).
The U.S. Embassy is pleased to announce the competition to select highly qualified candidates for summer 2019 Study of the United States Institutes (SUSI) for Secondary School Educators. These institutes are for secondary school teachers. Please note that the Institutes for teachers focus on content and materials about the US rather than teaching methods and pedagogy. Prospective applicants are encouraged to visit the link exchanges.state.gov/susi to obtain general information about the Institutes.
The program is designed to provide foreign secondary educators the opportunity to deepen their understanding of U.S. society, culture, values, and institutions. The ultimate goal of these Institutes is to strengthen curricula and to enhance the quality of teaching about the U.S. in secondary schools and other academic institutions abroad.
Candidates are requested to provide in English a curriculum vitae with contact information as well as a one page (250 words) personal statement describing their interest, what they expect to gain from the program, what qualities they bring to the program, and how they plan to use the knowledge acquired.
Page | 368
10The AmericasEugene Berger
10.1 CHRONOLOGY
18,000 – 15,000 BCE First humans migrate to the Americas
c. 13,000 BCE Big game hunters inhabit the Great Plains
c. 10,000 BCE Mesoamericans begin to cultivate squash
10,000 – 3,500 BCE Paleo-Indian Period
5600 – 3000 BCE Early Plains Archaic Period
2000 BCE – 250 CE Preclassic or Formative period in Mesoamerica
c. 1900 BCE Mesoamericans begin to make pottery
1800 – 800 BCE Late Initial Period in Peru
1500 – 400 BCE Middle Formative Period in Mesoamerica. Peak of Olmec statue carving
c. 1000 BCE Maize becomes widespread in North America
400 BCE – 100 CE Late Formative Period in Mesoamerica
200 BCE The Moche begin their conquest of Peru’s north coast
200 BCE – 400 CE The Hopewell culture flourishes in North America
100 BCE – 600 CE The Nazca culture flourishes in Peru
400s CE Tiwankau founded
550 CE Teotihuacán reaches 125,000 residents
700 CE The Huari Empire reaches its height
700 – 1400 CE Cahokia
750 CE Tikal reaches 80,000 residents
800 CE The Toltec city of Tula reaches a population of 35,000
1000 CE The Chimu establish the capital city of Chan Chan
1050 CE The population of Chaco Canyon’s five great pueblos reaches 5,000
inhabitants
1325 CE Tenochtitlán founded
1471 CE Death of Inca Pachacuti
Page | 369
CHAPTER 10: THE AMERICAS
10.2 INTRODUCTION
This city has many public squares, in which are situated the markets and other places
for buying and selling. There is one square twice as large as that of the city of Salamanca,
surrounded by porticoes, where are daily assembled more than sixty thousand souls,
engaged in buying, and selling; and where are found all kinds of merchandise that the
world affords, embracing the necessaries of life, as for instance ar.
CH S 245 WEEK 1 NOTES1) Pre-Contact and settlement of the .docxcravennichole326
CH S 245
WEEK 1 NOTES
1) Pre-Contact and settlement of the Americas
2) Racial foundations in the Americas
3) The colonial period in the Americas and its legacy
4) Reform and Revolution in the Americas
5) Social movements of the National Minorities in the United States
6) The war on drugs, the Cold War, and The end of history
What is History?
‘There is no document of civilization which is not at the same time a document or barbarism.” Walter Benjamin
History?
Interpreting the past
Understanding the present
The study of people across time
A knowledge production process
Primary Source
1) A document or physical object which was written or created during the time under story
2) These sources were present during an experience or time period and offer an inside view of a particular view
Secondary Source
1) Interprets and analyzes primary sources
2) These sources are one or more steps removed from the event
3) Secondary sources may have pictures, quotes or graphics of primary sources in them
Week 2
Pre-Colombian Societies-
Before the Coloumbian Moment
1) First inhabitants migrated from Aisa
2) Migration through the Bering Straight
3) 40,000 BCE
4) Formed nomadic semi-sedentary, and sedentary social groups
5) Three prominent civilizations; Mayas, Aztecs, and Incas
Mayas:
1) Intense exploitation of the extremely inhospitable lowland forests
2) Overcame extraordinary ecological challenges to create a very sophisticated and productive agriculture, key to their development
Aztecs and Incas:
1) Developed at high altitudes and by harnessing of waters from lakes, mountain streams and rivers.
2) Empires were culmination of centuries of agricultural and cultural developments
Some common features:
1)Highly sophisticated irrigation and farming
1) Complex social and cultural organization
2) Sophisticated calendar and astronomical knowledge
3) Highly developed religions
4) Militant ideologies of the conquest and empire building
Mesoamerica:
1) In what is now southern Mexico and Central America
2) Rain forests cover the region
3) Fertile soil made this a good area for farming
4) People first appeared in this area around 12,000 BC
5) Maize (corn) being grown around 3,500 BC
The Maya:
1) Developed in Mesoamerica around 1,000 BC
2) Lived in area of thick forests making framing hard
3) Grew to more than 40 cities of 5,000 to 50,000 people each during the classic age from AD 250 to 900
4) Spread throughout the Yucatan Peninsula
5) Traded good to different areas Mesoamerica
Maya Society:
1) Complex class structure
2) Upper class included kings, priests, warriors, and merchants
3) Lower class included most of the Maya
4) Farmers had to give crops to ruler and serve in the army
5) Slaves held the lowest position in society
6) Slaves included orphans, slaves’ children, and people who owed money
Maya Achievements:
1) Art and architectural achievements
2) Scuplture and jade and gold jewelry
3) Built cities using metal tools
4) Mayan cities larg ...
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
His 121 chapter 1 outline e companion (5)
1. CHAPTER 1 OUTLINE OUT OF OLD WORLDS, NEW
I. Introduction: The Cherokee Creation Myth
When different peoples tell stories to explain their origins,
sometimes the stories seem fantastical or heretical. Often, as in
the Cherokee myth of creation, certain themes sound familiar
to listeners or readers because different cultures share certain
views of the world. Most of these myths are not historical
accounts of migrations, lives of kings, or daily affairs. But they
are more than mere fictions intended to entertain people. Over
the centuries the Cherokee retold and reshaped the details of
their creation myth, putting in order the component parts of
the world and giving words to physical and psychological
phenomena as they understood them. The evolving myth gave
names and causes to what they experienced in their everyday
lives and collective expression to core values and what each
person might imagine as his or her reason for existence.
II. The First Americans, to 1500
A. Earliest North Americans
1. The Paleo-Indians
2. Climatic Change and Adaptation
3. The Agricultural Revolution
B. North American Cultures
1. Eastern Woodland Cultures
2. Adena and Hopewell Cultures
3. Mound-Builders of the Mississippi River Valley
4. Southwestern Cultures
a) The Hohokam
b) The Anasazi
c) The Pueblo
5. Algonquian
a) The Chesapeake Tribes
b) The Eastern Coastal Tribes
6. The Iroquoian
a) The Five Nations of the Iroquois
b) Hiawatha and the Great League of Peace
2. C. Mesoamerican and South American Cultures
1. The Olmec
2. The Toltec
3. The Maya
4. The Mexica (Aztec)
5. Early Andean Cultures
a) The Chavin Mountain Culture
b) The Mochicans
c) The Tiwanaku
6. The Incas
III. Old World Peoples in Africa and Europe, to 1500
A. West African Cultures and Kingdoms
1. West African Social and Community Structures
2. Ghana
3. The Songhai Empire
B. Traditional European Societies
1. European Social and Community Structures
a) Peasant Families
b) Peasant Relationships to the Land
c) Laws and Social Customs
2. The Economic Expansion of Europe
3. The Black Death
4. Commercial Expansion and Early Voyages of Exploration
IV. Europe’s Internal Transformation, 1400–1600
A. Agriculture and Commerce
1. Impact of Recurring Plagues on European Agriculture
2. Urban Development and an Expanding Middle Class
3. New Technology and Transoceanic Travel
4. Markets and Fairs
5. Changing Relationships to the Land
6. New Social and Legal Arrangements
7. Urban Expansion
8. Changing Commercial Relationships
B. The Nation-State and the Renaissance, 1400–1600
1. The Formation of the Nation State
a) Portugal and Spain
b) France
c) England
2. The Renaissance
3. a) Greco-Roman Influences
b) The Renaissance Impact on the Arts and Sciences
(1) Galileo Galilei
(2) William Shakespeare
(3) Machiavelli and The Prince
C. The Reformation, 1517–1563
1. Martin Luther and the 95 theses
Image 1: Martin
Luther who, in
attempting to reform
the Catholic Church,
set off the
Reformation.
2. The Impact of the Reformation
a) Germany
b) France
c) England
3. The English Puritans
V. From Across the Seas, 1420–1600
A. Portuguese Exploration and African Slavery
1. Old World Slavery
2. The Portuguese Slave Trade
3. Sugar and Slaves
B. Christopher Columbus
1. Columbus’ First Voyage and Early Native American
Encounters
a) The Arawak
b) The Taino
2. The Treaty of Tordesillas
3. Columbus’ Later Voyages
C. The Spanish Century
1. The Conquistadors
2. Hernan Cortes and the Aztec
4. Image 2: Aztec
religion practiced
human sacrifice
3. Pizarro and the Incas
4. Juan Ponce de Leon and Florida
5. Alvar Nuñez Cabeza de Vaca and Texas
6. Hernando de Soto and the Mississippi Valley
7. Francisco Vasquez de Coronado and the Search for
Cibola
D. The Effects of Contact
1. The Columbian Exchange
2. New World Slavery and the Middle Passage
3. European Cultural Adaptations
4. Native American Cultural Adaptations
VI. Conclusion
Native American, African, and European peoples had all been
experiencing centuries of profound changes before they
encountered each other. By the time Africans and Europeans
came to the western hemisphere, most peoples of the
Caribbean and the coastal mainland lived in sedentary villages
or semi-permanent encampments. They had organized
themselves into clusters of families and hierarchical
communities that were recognizable to Europeans, and they
identified among themselves leaders, servants, and specialists
of many kinds. From Aztec and Inca, to Pueblo and Seminole,
the Native Americans who experienced the most contact with
the first Europeans were sometimes closer culturally to the
strangers from across the Atlantic Ocean than they were to
nomads or hunter-gatherers who lived in high altitudes or
remote regions of their own American interior.
But differences ran deep as well. Long before peoples of
different continents mixed, thousands of different North
5. American cultures rose, flourished, and profoundly changed—
sometimes repeatedly—in dynamic interaction with each other.
Peoples of Africa and Europe, too, underwent significant
changes that laid the foundations for both cultural sharing and
cultural conflicts when they did finally meet.
Portuguese and Spanish explorers pushed aside Islamic
commercial supremacy with a burst of energy in the 1400s, and
went on to conquer islands and empires stretching over
thousands of miles in the New World. As we have seen, by 1450
medieval technological, agricultural, and commercial
innovations had changed living conditions dramatically within
Europe. Religious and political turmoil had uprooted huge
numbers of Europeans, many of whom became migrants in the
explorations westward to come. But changes were just as
momentous in the city-states and villages in the Americas, and a
rich and fluctuating heritage accompanied African peoples
forcibly removed from their homelands. These dynamic
conditions set certain parameters for the blending among
cultures in the New World.
Initial European dreams of glory and gold gave way quickly to
the reality of difference, disappointment, and sharpening
tensions among strangers. The first crude toeholds of Europeans
in the Americas contrasted sharply with the great Native
American city-states of Mound Builders, Aztec, Inca, and
southwestern peoples. And yet, within only a short period of
time, the demographic tables reversed. While life was no doubt
difficult for European colonizers, who experienced starvation,
death, and disease in the first years of each settlement,
millions of Indians and Africans throughout the Americas
perished by the steel weapons, harsh work regimens, oppressive
political authority, and especially the diseases of migrating
European strangers. As Spain extracted shiploads of hides and
precious metals from new lands, deadly diseases took a greater
toll on Native Americans than Europeans had ever experienced
in the bloodiest of wars. At the same time, Spanish and
Portuguese explorers and settlers required greater and greater
replenishment of slaves from Africa who, by the early 1500s,
performed an array of tasks as forced labor. This pattern, as we
6. shall see, repeated itself when other European empires arose in
the coming generations.