Persiart me matrix
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This document presents a matrix for comparing the political, economic, religious, social, intellectual, artistic, technological, migratory, and environmental aspects of civilizations. It will be used to analyze and contrast key elements of different societies, including their systems of government, trade practices, belief systems, social hierarchies, education levels, architectural styles, relationships with other groups, innovations, population movements, and interactions with the natural world.
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This document outlines categories for comparing the political, economic, social, intellectual, artistic, technological, environmental, and migratory aspects of different civilizations, including their political structures, economic practices like trade, prevailing religious beliefs, social hierarchies, education systems, architectural styles, relationships with other societies, innovations, population movements, interactions with the environment, and important terminology. It provides a framework for analyzing and contrasting key elements of civilizations during a given time period.
budaya dan masyarakatTopic 1 (1)
Culture refers to the complex set of knowledge, beliefs, arts, laws, customs and habits that are acquired by people as members of a society. This is passed down through generations as values and beliefs are learned through interaction with others in a society. Enculturation is the process by which people learn the requirements and norms of their surrounding culture and acquire the necessary values and behaviors. It teaches people to become acceptable members of society through both conscious and unconscious learning. A key characteristic of culture is that it is shared, learned, influences behavior, changes over time, and helps unify members of a society by permitting some behaviors and dismissing others. People are social beings influenced by the society they live in through daily interactions where they learn about the
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This document discusses cultural studies and defines some key aspects of culture. It introduces cultural studies as an emerging field that analyzes everyday activities like films, media, communities, and education that shape people's lives. It then provides exercises for students to define culture based on listing words and meanings. Finally, the document defines characteristics of culture, stating that culture is learned, shared, cumulative, changes over time, ideational, and diverse.
Max
Society is defined as an extended social group with a distinctive cultural and economic organization that shapes individuals. Culture refers to the values, arts, beliefs, and technologies that bind a society together. An individual's identity and ability to interact are shaped by the society and culture they are a part of, as well as the physical and social environments. Time is a constant that all societies use to measure the past, present, and future, while power, authority, gender roles, and technology also influence how a society is organized and functions.
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Empty persiart me chart
This document outlines categories for comparing the political, economic, social, intellectual, artistic, technological, environmental, and migratory aspects of different civilizations, including their political structures, economic practices like trade, prevailing religious beliefs, social hierarchies, education systems, architectural styles, relationships with other societies, innovations, population movements, interactions with the environment, and important terminology. It provides a framework for analyzing and contrasting key elements of civilizations during a given time period.
budaya dan masyarakatTopic 1 (1)
Culture refers to the complex set of knowledge, beliefs, arts, laws, customs and habits that are acquired by people as members of a society. This is passed down through generations as values and beliefs are learned through interaction with others in a society. Enculturation is the process by which people learn the requirements and norms of their surrounding culture and acquire the necessary values and behaviors. It teaches people to become acceptable members of society through both conscious and unconscious learning. A key characteristic of culture is that it is shared, learned, influences behavior, changes over time, and helps unify members of a society by permitting some behaviors and dismissing others. People are social beings influenced by the society they live in through daily interactions where they learn about the
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The document discusses the role of social animators in promoting social change and development in communities. It explains that communities have interconnecting cultural dimensions, including technological, economic, political, institutional, aesthetic, and conceptual dimensions. The social animator acts as a social change agent and must understand how these cultural dimensions interconnect in order to effectively introduce new ideas or technologies without disrupting the community. The animator should see the community as a superorganic system and consider how changes in one cultural dimension will impact other dimensions.
General Introduction to Culture
This document discusses cultural studies and defines some key aspects of culture. It introduces cultural studies as an emerging field that analyzes everyday activities like films, media, communities, and education that shape people's lives. It then provides exercises for students to define culture based on listing words and meanings. Finally, the document defines characteristics of culture, stating that culture is learned, shared, cumulative, changes over time, ideational, and diverse.
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Society is defined as an extended social group with a distinctive cultural and economic organization that shapes individuals. Culture refers to the values, arts, beliefs, and technologies that bind a society together. An individual's identity and ability to interact are shaped by the society and culture they are a part of, as well as the physical and social environments. Time is a constant that all societies use to measure the past, present, and future, while power, authority, gender roles, and technology also influence how a society is organized and functions.
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The document discusses mobilities, inequality, and related policies. It defines key concepts like social stratification, social inequality, and different forms of mobilities. It examines how mobilities are structured by inequality in terms of access, competence, and appropriation. It also looks at how mobilities can structure inequality and the relationship between the two. Multilocal living and its relationship to inequality is explored, as well as the tensions between mobility and sustainability. The document concludes by proposing some mobility-related policy options like limiting mobility, higher taxes on personal transport, and promoting more eco-friendly transportation.
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2013 belief systems matrix
This document is a matrix for comparing multiple belief systems by listing key details about each system, including the name, approximate founding date, whether it was missionary, sacred texts, divinities, leaders, rules, concepts, sects/divisions, appeal, role of priests, symbols, architecture/art, spread, present status, contributions to and reactions with other systems, and important terms. The matrix allows for systematic analysis and comparison of various aspects of different religions and belief traditions.
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This document discusses the concept of "total war" and world wars in the 20th century. It makes three key points:
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2. Advances in technology in the 20th century, like machine guns, tanks, airplanes, and later nuclear weapons, increased destruction and the potential for total war.
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2) The establishment of different forms of republican governments around the world and questions around who truly holds power.
3) Processes of decolonization, political and social change, and the varying degrees to which change was violent or non-violent.
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This document summarizes two of the earliest civilizations in Central and South America - the Olmec in Mexico and the Norte Chico in Peru. The Olmec civilization flourished between 1400 BCE to 400 BCE, developing advanced mathematics, calendars, writing systems, and constructing pyramids, aqueducts and drainage systems while practicing intensive maize and cacao agriculture. The Norte Chico civilization arose earlier between 3000 BCE to 1800 BCE and centered around religious and trade centers, practicing cotton agriculture and trading it for fish with coastal groups, without developing pottery or writing systems like the Olmec. Both civilizations laid the foundations for later Mesoamerican and Andean cultures.
2013 belief systems matrix
This document is a matrix for comparing multiple belief systems by listing key details about each system, including the name, approximate founding date, whether it was missionary, sacred texts, divinities, leaders, rules, concepts, sects/divisions, appeal, role of priests, symbols, architecture/art, spread, present status, contributions to and reactions with other systems, and important terms. The matrix allows for systematic analysis and comparison of various aspects of different religions and belief traditions.
Student syllabus 2014 2015 aug 5 2014
This syllabus outlines the expectations and requirements for Mrs. Pareja's AP World History class. Students will study world history from earliest migrations to the 21st century, with an emphasis on patterns, generalizations, and developing historical thinking skills. Successful students will improve their study habits, participate actively, and prepare for the AP exams in May. Mrs. Pareja expects students to be respectful and work cooperatively to create a positive learning environment.
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World War 1 was caused by rising tensions in Europe due to competition over colonies. The war involved two main fronts - the Eastern Front against Russia and the Western Front through France. It was a bloody war of attrition characterized by trench warfare and new military technologies. The US entered the war on the side of the Allies in 1917. The resulting Treaty of Versailles imposed harsh terms on Germany, including war guilt and large reparations payments. This contributed to the rise of the stab-in-the-back myth in Germany and set the stage for future conflicts.
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This document contains focus questions about human migrations from presentations in 2014 and 2013. The questions cover topics like the motivations for migration, reasons migration occurred incrementally, options for migrating groups who encountered existing populations, evidence for migrations like the Indo-Europeans and Bantu, cultural diffusion, the Bantu homeland and migrations, economic differences between Australia and New Guinea, Austronesian language group and technology used to settle Oceania, and the Lapita people and where they settled.
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This document discusses the concept of "total war" and world wars in the 20th century. It makes three key points:
1. Total war involves the complete mobilization of a nation's resources for war, including total participation from civilians and converting industries to support the war effort. This results in more casualties and makes civilians legitimate targets.
2. Advances in technology in the 20th century, like machine guns, tanks, airplanes, and later nuclear weapons, increased destruction and the potential for total war.
3. Total war involves mass propaganda and hatred of the enemy, with no distinction between combatants and civilians. Whole populations become involved with no time off, resulting in immense human costs and loss
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The document summarizes the religions of ancient Rome, including the original Roman religion, foreign mystery religions, Judaism, early Christianity, and the roles of key figures like Jesus and St. Paul. The original Roman religion was based on Greek deities but became less popular as mystery religions and new belief systems emerged. Mystery religions like Mithraism, the Cult of Isis, and Cybele offered salvation and community to the masses. While Judaism and early Christianity faced persecution for refusing to worship emperors as gods, mystery religions were tolerated if they added to Roman society.
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This document provides an overview of major events and developments in Europe, Africa, and the Americas between 1450 and 1750. It discusses the age of exploration led by Portugal and Spain in the 15th-16th centuries, including Prince Henry the Navigator, Vasco da Gama's voyage to India, and Columbus' voyage to the Americas in 1492. It then covers the establishment of colonies in the Americas by Spain, Portugal, England, France, and the Netherlands. The document also summarizes the introduction and impacts of slavery, the rise of the sugar and silver economies, and the development of the mercantilist economic system between 1450-1750.
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The Inca civilization spanned from 1438 BCE to 1533 CE in Peru and surrounding areas. Some key points:
- The capital was Cuzco and the population was around 300,000 people in the 1400s.
- The divine ruler, called the Sapa Inca, ruled jointly with his wife and was believed to be the son of the sun god Inti. The ruler owned all property.
- The Inca had a bureaucracy and nobility system as well as a professional army led by the Sapa Inca to help the ruler conquer new lands and live on in eternity.
- Notable rulers included Pachacuti, Yupanqui, and Viraco
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Classical Greece was shaped by migrations into the region starting around 2000 BCE, including the Minoans and Indo-European groups like the Dorians and Ionians. Greece's mountainous geography promoted coastal trade and cultural diffusion but lacked good farmland, leading to Greek and Phoenician colonization across the Mediterranean from 750-550 BCE. Notable city-states like Athens and Sparta developed different political systems, with Athens becoming a direct democracy in the 6th century BCE. The Persian Wars of the 5th century BCE resulted in a Greek victory that increased Athenian power and cultural influence. However, tensions between Athens and Sparta later erupted into the Peloponnesian War, weakening both and allowing Macedon
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The document provides an overview of classical Persia and the Achaemenid Empire. It describes the harsh geography and social hierarchy of Persia, with mining and irrigation supported by slave labor. It highlights the innovations of Cyrus the Great in establishing a centralized hereditary monarchy and tolerant policies. The empire prospered under Darius I through bureaucracy, infrastructure like the Royal Road system, and cultural diffusion across its vast territories. However, the empire eventually declined due to overexpansion and was conquered by Alexander the Great.
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The industrial revolution led to massive social and economic changes across Europe and North America. New machines and technologies transformed agriculture and manufacturing, leading many farmers to migrate to cities in search of work. This urbanization increased the population of cities dramatically and created new social classes. While some prospered, many workers faced difficult conditions including long hours, low pay, child labor, and unsafe environments. Reformers pushed for changes to protect workers and regulate the excesses of industry.
2014 summer eastern hem map
2014 Signature School AP World History Summer Assignment and Western Hemisphere Map - remember to also download the Eastern Hemisphere Map!
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1. Russia developed a strong sense of identity separate from Europe due to 250 years of Mongol rule which isolated it, as well as its Orthodox Christian religion.
2. Under Ivan the Great and Ivan the Terrible, Russia expanded rapidly through conquest and centralized political power under an autocratic czar.
3. Peter the Great modernized Russia through selective adoption of Western cultural and institutional models like a standing army but maintained an autocratic monarchy and serfdom.
Ancient civ in americas ,2013
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The document summarizes the nomadic invasions of Eurasia between the 11th and 15th centuries by Turkic and Mongol tribes. It discusses:
1) How nomadic tribes like the Turks and Mongols transformed regions like Persia, Anatolia, India, and China through conquest and migration. The Turks unified under figures like Tughril Beg and Mahmud of Ghazni while the Mongols were led by Genghis Khan.
2) The Mongols created the largest contiguous land empire in history through their advanced military tactics and organization. Under Kublai Khan, the Mongol Empire included the Yuan Dynasty in China.
3) Though the nomads disrupted societies
Christendom ii
This document provides an overview of political, social, and economic developments in post-Classical Western Europe from 1000-1450 CE. Key points include:
1. Politics were decentralized, with the Holy Roman Empire in decline and independent states like France and England emerging. England was unified under the Norman conquest in 1066.
2. A new merchant class, or bourgeoisie, developed in growing cities and towns, challenging the traditional feudal hierarchy. Guilds and increased trade connected regions across Europe.
3. The Catholic Church remained powerful but faced challenges to its authority from secular rulers over issues like appointments and taxation. Events like the Magna Carta curbed royal power in England.
Christendom i
The document provides an overview of early medieval Europe following the fall of Rome from 500-1000 CE. It discusses several key developments:
1. The early Middle Ages was a period of instability as Germanic tribes expanded and powers like the Caliphate and Byzantines threatened Europe. Monasteries helped spread Christianity and revive learning.
2. Vikings emerged as a formidable military power, using advanced longships to raid across Europe and beyond. They settled in places like Iceland and Greenland.
3. The Franks rose to power in Gaul/France under Clovis and the Carolingian dynasty. Charlemagne expanded the Frankish kingdom and was crowned Holy Roman Emperor in 800 CE.
Post classical focus questions january 5 2015
This document provides guiding questions and reading assignments for a unit on the post-classical period from 500-1450 CE. It asks how order was achieved after classical civilizations fell, and what changed and stayed the same in terms of religions, gender roles, and technologies. Students are assigned to read about the rise of Islam and the worlds of European Christendom, as well as the Mongol Empire and the 15th century world. They are given key terms and people to learn, along with focus questions about political developments, cultural exchanges, and innovations during this time period.
Post class islam spreads
This document provides an overview of the spread of Islam in several regions following the decline of the Abbasid Caliphate in the 13th century. It discusses:
1) The Umayyad conquest of Spain and the establishment of Al-Andalus, a prosperous Muslim civilization that lasted until the 15th century reconquista.
2) The Delhi Sultanate's rule over northern India from the 13th-16th centuries, which introduced Indo-Muslim fusion of culture and established Urdu.
3) The conversion of Anatolia to Islam after the 11th century due to Sufi missionaries and its role as the heart of the Ottoman Empire by 1500.
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A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
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