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Grito De Independencia De Granaditas Grito De Independencia 16 De Septiembre De 1810
Toma de la AlhóndigaGrito de Independencia de Granaditas Grito de Independencia 16 de septiembre de 1810 INTRODUCCIÓN. Con la abdicación de Carlos IV, al trono de la corona española, a favor de los franceses, en 1808, se generó en la Nueva España un sentimiento de vacío de poder, al desaparecer la autoridad legítima del rey español. Este hecho hizo que las autoridades de la Nueva España, como el Ayuntamiento de la Ciudad de México, declararan que correspondía al pueblo la formación de un gobierno temporal y provisional, que ante la falta de monarca y de gobierno, la soberanía residía en la propia Nueva España, principalmente en los cuerpos que llevaban la voz pública, como el mismo Ayuntamiento. Sin embargo, la Audiencia de México no fue de ese parecer; ésta estaba a favor de que se declarara al Virrey como la autoridad suprema, en lo necesario, y se creara una junta permanente que contrapesara su poder. El Ayuntamiento solicitó se formara la junta con todas las autoridades, y el Virrey Iturrigaray la convocó; a esta reunión asistió el propio Virrey, la audiencia, los alcaldes de corte y fiscales, el Arzobispo, la Inquisición y el Ayuntamiento. Se discutió la necesidad de un gobierno provisional y el desconocimiento de las Juntas Peninsulares. Iturrigaray simpatizó con las ideas del Ayuntamiento, lo que derivó en la convocatoria de un Congreso Nacional. Radicalizadas las ideas y polarizadas las fuerzas, el Ayuntamiento estaba integrado en Rey Carlos IV 1 Grandes Batallas su mayoría por criollos que aspiraban que la Nueva España se gobernarse libremente, a través de un congreso que representara a la nación y designara a las autoridades que fueran necesarias. -
CHICAS: Discovering Hispanic Heritage Patch Program
CHICAS: Discovering Hispanic Heritage Patch Program This patch program is designed to help Girl Scouts of all cultures develop an understanding and appreciation of the culture of Hispanic / Latin Americans through Discover, Connect and Take Action. ¡Bienvenidos! Thanks for your interest in the CHICAS: Discovering Hispanic Heritage Patch Program. You do not need to be an expert or have any previous knowledge on the Hispanic / Latino Culture in order to teach your girls about it. All of the activities include easy-to-follow activity plans complete with discussion guides and lists for needed supplies. The Resource Guide located on page 6 can provide some valuable support and additional information. 1 CHICAS: Discovering Hispanic Heritage Patch Program Requirements Required Activity for ALL levels: Choose a Spanish speaking country and make a brochure or display about the people, culture, land, costumes, traditions, etc. This activity may be done first or as a culminating project. Girl Scout Daisies: Choose one activity from DISCOVER, one from CONNECT and one from TAKE ACTION for a total of FOUR activities. Girl Scout Brownies: Choose one activity from DISCOVER, one from CONNECT and one from TAKE ACTION. Complete one activity from any category for a total of FIVE activities. Girl Scout Juniors: Choose one activity from DISCOVER, one from CONNECT and one from TAKE ACTION. Complete two activities from any category for a total of SIX activities. Girl Scout Cadettes, Seniors and Ambassadors: Choose two activities from DISCOVER, two from CONNECT and two from TAKE ACTION. Then, complete the REFLECTION activity, for a total of SEVEN activities. -
Biografía De Fray Juan De Torquemada
BIOGRAFÍA DE FRAY JUAN DE TORQUEMADA MIGUEL LEÓN-PORTILLA OS NO MUY NUMEROSOS INVESTIGADORES QUE se han ocu pado con cierto detenimiento de la obra de Torquemada coinciden en reconocer que sigue echándose de menos una adecuada biografía de éste. La explicación que aducen de tal carencia es la relativa pobreza de noticias acerca de la vida de fray Juan en las fuentes al alcance. Así, buscando apoyo en lo que sobre Torquemada escribieron estu diosos como Mariano Beristáin de Souza, José Fernando Ramírez, Joaquín García Icazba1ceta, Hubert H. Bancroft y Luis González Obregón,l se han reiterado varias veces los mismos testimonios citados por ellos y aun hipótesis muy parecidas a las que dichos autores se forjaron para esclarecer lo que a punto fijo no se ha podido precisar. Por mi· parte no me ufano de haber reunido testimonios capaces de iluminar cabalmente la persona y la actuación de Torquemada. Pienso, sin embargo que, examinando con más detenimiento las fuen tes ya antes conocidas y otras hasta ahora no tomadas en cuenta y que he podido reunir, resulta posible intentar una nueva forma de acercamiento a lo más sobresaliente en la vida de nuestro autor. Con sidero, por tanto, necesario -antes de ofrecer este esquema biográfico acerca de Torquemada- enumerar y valorar cuáles son los testimo nios primarios que, en este trabajo, habrán de servirnos de base. 1 José Mariano Beristáin de Souza, Biblioteca Hispano-americana septentrional, 5 V., México, Fuente Cultural, 1947, t. 5, p. 37-38. José Fernando Ramfrez, "Fray Juan de Torquemada", Obras, México, Biblioteca de autores mexicanos, Imprenta. -
ISSUE 6: May 2021 to Worry About
and allow yourself time to adjust. Being in person Q: What are things to avoid zoom burn out? will be more distracting and social, which is import- iFeel A: Try not to multitask while on ZOOM. Try not ant, so need to maintain discipline. By Diamante Cameron to have too many windows opened. Actually have the camera on--you’ll engage more. Then turn off Q: What are things you do to help your mental There is no denying that school is very tax- the computer at the end of classes and do some- health? ing on one’s mental health, from approaching due thing non-digital. I cook or read or garden. A: Walk and watch Netflix. Go to the beach. dates to asking for help there is always something ISSUE 6: May 2021 to worry about. I reached out to our high school Q: What are things you do to help your mental Lynne Nirattisai (she/her): 9/10th Math facilitators to ask them questions on how to stop health? procrastinating, stay focused, and how we can A: I love to cook, garden, read--I also have a guilty Q: What is your advice for how to avoid being make their lives easier. Here are some of the an- TikTok habit. overwhelmed? swers that I got from 7 facilitators and highschool student support. Yoonhee Aprahamian (she/her): Art A: Have a partner. A best friend, a parent, a sibling, even an online buddy. This should be someone who Q: We all have days where we just can’t, what is your teammate. -
Mexico - the Country 1
Mexico - The Country 1. 758,278 square miles in size. 2. 1,100 miles long ••••• 1,900 miles wide. 3. One-Fourth the size of the United States. 4. 2,000 miles of border with the United States. 5. Two-Thirds of the country is mountains or desert: A) The geography has created some bad \ economic problems. B) It has created difficulties in transportation. C) It has created difficulties in communication. 6. Also has: A) Fertile plains. B) Tropical areas. C) Rivers••••• Etc. 7. Highest point in the country••• Mt. Orizaba: A) 18,700 feet high. ( 8. Annual average temperature••••• 62 degrees. / \, 9. Primary Barrier to••••• Economic "Well-Being"••••• Absence of sufficient moisture: A) Northern Mexico••••• Parched - "Water Hungry." B) Central Mexico••••• Barely enough moisture to sustain plant life: I. Rains are seasonal! C) Southern Mexico••••• Saturated with water. 10. Rain: A) One-Half of the country: I. Insufficient rain year-round. B) 130/0 of the country: I. Sufficient rain year-round. 11. Permanent Snow Line: A) Between 14,600 and 15,000 feet. 12. Is a country of small villages: A) 940/0 of these villages have less than 500 people. 13. Capital ••• Mexico City••• 7 ,650 feet above sea level: A) Largest city. B) From Mexico City to Veracruz ••• 265 miles. 14. 2 nd largest city••• Guadalajara. 15. 3 rd largest city••• Monterrey. 16. 4th largest city••• Puebla. 17. 21 cities ••• Population of 25,000 or more. 18. Population: A) Density is over 27 per square mile. B) 70% live above 3,000 feet sea level. C) 29% live above 6,000 feet sea level. -
Cinco De Mayo
Cinco De Mayo Mexico’s most famous military victory took place on the morning of May 5th, 1862. On that day, about 4,000 Mexican soldiers fought off and drove back the much larger French army at the village of Puebla, Mexico. The French, along with Spanish and English troops, landed in Mexico to help collect debts from President Benito Juarez. The English and Spanish made deals and left, but the French stayed because they had designs on the Mexican empire. They marched from the port of Vera Cruz,, intending to attack Mexico City to the west. The Calvary, led by Colonel Diaz, who would later become Mexico’s president and dictator, went out to meet the French, who were unable to overcome them. The French militia tried to overcome the Mexican militia who were on foot, but a serendipitous thunderstorm frightened hundreds of cattle in the area, who started to stampede, helping to drive the French away. Cinco de Mayo is an annual holiday celebrating that victory, as well as Mexican freedom and liberty. Cinco de Mayo is celebrated throughout Mexico, as well as in parts of the United States. States with large populations of people with a Mexican heritage, like Texas and Southern California, frequently celebrate Cinco de Mayo. Fun Facts: • Cinco de Mayo means 5th of May in Spanish. It is the anniversary of a battle that took place between the Mexicans and the French in 1862. • Mexico had many rich natural resources and gold, which made them vulnerable to other nations that wanted to take advantage of these riches. -
Stear Dissertation COGA Submission 26 May 2015
BEYOND THE FIFTH SUN: NAHUA TELEOLOGIES IN THE SIXTEENTH AND SEVENTEENTH CENTURIES By ©Copyright 2015 Ezekiel G. Stear Submitted to the graduate degree program in the Department of Spanish and Portuguese and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ________________________________ Chairperson, Santa Arias ________________________________ Verónica Garibotto ________________________________ Patricia Manning ________________________________ Rocío Cortés ________________________________ Robert C. Schwaller Date Defended: May 6, 2015! ii The Dissertation Committee for Ezekiel G. Stear certifies that this is the approved version of the following dissertation: BEYOND THE FIFTH SUN: NAHUA TELEOLOGIES IN THE SIXTEENTH AND SEVENTEENTH CENTURIES ________________________________ Chairperson, Santa Arias Date approved: May 6, 2015 iii Abstract After the surrender of Mexico-Tenochtitlan to Hernán Cortés and his native allies in 1521, the lived experiences of the Mexicas and other Nahuatl-speaking peoples in the valley of Mexico shifted radically. Indigenous elites during this new colonial period faced the disappearance of their ancestral knowledge, along with the imposition of Christianity and Spanish rule. Through appropriations of linear writing and collaborative intellectual projects, the native population, in particular the noble elite sought to understand their past, interpret their present, and shape their future. Nahua traditions emphasized balanced living. Yet how one could live out that balance in unknown times ahead became a topic of ongoing discussion in Nahua intellectual communities, and a question that resounds in the texts they produced. Writing at the intersections of Nahua studies, literary and cultural history, and critical theory, in this dissertation I investigate how indigenous intellectuals in Mexico-Tenochtitlan envisioned their future as part of their re-evaluations of the past. -
Symbol of Conquest, Alliance, and Hegemony
SYMBOL OF CONQUEST, ALLIANCE, AND HEGEMONY: THE IMAGE OF THE CROSS IN COLONIAL MEXICO by ZACHARY WINGERD Presented to the Faculty of the Graduate School of The University of Texas at Arlington in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY THE UNIVERSITY OF TEXAS AT ARLINGTON August 2008 Copyright © by Zachary Wingerd 2008 All Rights Reserved ACKNOWLEDGEMENTS I offer thanks to Dr. Dennis Reinhartz, Dr. Kenneth Philp, Dr. Richard Francaviglia, and Dr. Joseph Bastien who agreed to sit on my dissertation committee and guide my research and writing. Special thanks are given to Dr. Douglas Richmond who encouraged my topic from the very beginning and as the committee chair actively supported my endeavor. May 1, 2008 iii DEDICATED TO MY LOVING WIFE AND SONS Lindsey, Josh, and Jamie iv ABSTRACT SYMBOL OF CONQUEST, ALLIANCE, AND HEGEMONY: THE IMAGE OF THE CROSS IN COLONIAL MEXICO Zachary Wingerd, PhD. The University of Texas at Arlington, 2008 Supervising Professor: Douglas Richmond The universality of the cross image within the transatlantic confrontation meant not only a hegemony of culture, but of symbolism. The symbol of the cross existed in both European and American societies hundreds of years before Columbus. In both cultures, the cross was integral in religious ceremony, priestly decoration, and cosmic maps. As a symbol of life and death, of human and divine suffering, of religious and political acquiescence, no other image in transatlantic history has held such a perennial, powerful message as the cross. For colonial Mexico, which felt the brunt of Spanish initiative, the symbol of the cross penetrated the autochthonous culture out of which the independent nation and indigenous church were born. -
Permanent War on Peru's Periphery: Frontier Identity
id2653500 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com ’S PERIPHERY: FRONT PERMANENT WAR ON PERU IER IDENTITY AND THE POLITICS OF CONFLICT IN 17TH CENTURY CHILE. By Eugene Clark Berger Dissertation Submitted to the Faculty of the Graduate School of Vanderbilt University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in History August, 2006 Nashville, Tennessee Approved: Date: Jane Landers August, 2006 Marshall Eakin August, 2006 Daniel Usner August, 2006 íos Eddie Wright-R August, 2006 áuregui Carlos J August, 2006 id2725625 pdfMachine by Broadgun Software - a great PDF writer! - a great PDF creator! - http://www.pdfmachine.com http://www.broadgun.com HISTORY ’ PERMANENT WAR ON PERU S PERIPHERY: FRONTIER IDENTITY AND THE POLITICS OF CONFLICT IN 17TH-CENTURY CHILE EUGENE CLARK BERGER Dissertation under the direction of Professor Jane Landers This dissertation argues that rather than making a concerted effort to stabilize the Spanish-indigenous frontier in the south of the colony, colonists and indigenous residents of 17th century Chile purposefully perpetuated the conflict to benefit personally from the spoils of war and use to their advantage the resources sent by viceregal authorities to fight it. Using original documents I gathered in research trips to Chile and Spain, I am able to reconstruct the debates that went on both sides of the Atlantic over funds, protection from ’ th pirates, and indigenous slavery that so defined Chile s formative 17 century. While my conclusions are unique, frontier residents from Paraguay to northern New Spain were also dealing with volatile indigenous alliances, threats from European enemies, and questions about how their tiny settlements could get and keep the attention of the crown. -
Efemérides Jurídico-Históricas Del 09 Al 15 De Septiembre
0Sxsasc n . Efem érides Jurídico-Históricas del 09 al 15 de Septiembre EFEMÉRIDES JURÍDICO-HISTÓRICAS DEL 09 AL 15 DE SEPTIEMBRE Septiembre 09 1) 1551. Por real cédula en Valladolid, España, el rey Carlos I de España (y V del Sacro Imperio Romano-Germánico), concede categoría de Ciudad al pueblo de Tescuco, hoy Texcoco, Estado de México, considerada entonces, después de Tenochtitlan, la ciudad más importante. 2) 1731. Nace en Veracruz Francisco Javier Clavijero quien fuera uno de los grandes catedráticos jesuitas, profesor en varios colegios, como los de Valladolid y Guadalajara. Desde su cátedra expuso una filosofía racional y moderna, además de atacar la filosofía peripatética. En las innovaciones filosóficas compartió créditos con los padres Diego José Abad y Francisco Javier Alegre, junto con quienes emprendió la revisión de autores modernos como René Descartes, Isaac Newton, Francis Bacon y hasta el americano Benjamín Frankiln, pues también tenía conocimientos en los campos de las ciencias físicas, exactas y naturales. Igualmente, su ya de por sí amplia cultura se enriqueció con su interés por la historia patria; tomó gran aprecio a las culturas prehispánicas al revisar los textos originales de Carlos de Sigüenza y Góngora, así como varios códices precolombinos, que lo llevaron a pensar que la herencia de los pueblos indígenas era tan importante como la de la España del Siglo de Oro. Debido a la expulsión de los jesuitas emigró a Bolonia donde fundó una academia literaria que llegó a ser llamada Casa de la Sabiduría. Fue en ese lugar donde se dio a la tarea de escribir la Storia antica del Messico, tomando como guía a Sigüenza y Góngora, obra historiográfica que le daría fama universal misma en la que puso en relieve el valor de la cultura prehispánica, a la que prácticamente colocó a la altura de las antiguas culturas occidentales de Grecia y Roma. -
By John P. Schmal
By John P. Schmal 1 Northern Uto-Aztecan Southern Uto-Aztecan (13 Languages) – (48 Languages) of primarily U.S.-based (Hopi, Comanche & México: Paiute 2. Aztecan/Náhuatl Sonoran (19 Languages) of 1. (29 Languages) – northeastern México (Mayo, These languages are Opata, Yaqui, Cora, Huichol, spread through many Tarahumara & Tepehuán – states of México, in groups in Sonora, Sinaloa, particular the central Nayarit, Chihuahua and and eastern sections. Durango) Lewis, M. Paul (ed.), 2009. Ethnologue: Languages of the World, Sixteenth edition. Dallas, Texas: SIL International. Online version: http://www.ethnologue.com/16. 2 } Nueva Galicia and Nueva Vizcaya were north of the area that made up the Aztec Empire (which was conquered by the Spaniards in 1521). The Aztecs had no military influence in these northern areas before 1521, but they did have trading relationships with some of the indigenous groups. Source: University of California at Irvine: https://eee.uci.edu/programs/humcore/images/Conquest/1-Aztec_Empire_Map.png Copyright © 2013 by John P. Schmal. All Rights Reserved. 3 Copyright © 2013 by John P. Schmal. All Rights Reserved. 4 Source: http://www.city-data.com/forum/illegal-immigration/1449547-mexicans-native-americans- 5 5.html 6 Copyright © 2013 by John P. Schmal. All Rights Reserved. 7 The Spanish province of Nueva Galicia embraced 180,000 kilometers and included most of present-day Jalisco, Nayarit, Aguascalientes and Zacatecas. Across this broad range of territory, a wide array of indigenous groups lived during the Sixteenth Century. Domingo Lázaro de Arregui, in his Descripción de la Nueva Galicia - published in 1621 - wrote that 72 languages were spoken in the Spanish colonial province of Nueva Galicia. -
Rethinking the Conquest : an Exploration of the Similarities Between Pre-Contact Spanish and Mexica Society, Culture, and Royalty
University of Northern Iowa UNI ScholarWorks Dissertations and Theses @ UNI Student Work 2015 Rethinking the Conquest : an exploration of the similarities between pre-contact Spanish and Mexica society, culture, and royalty Samantha Billing University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©2015 Samantha Billing Follow this and additional works at: https://scholarworks.uni.edu/etd Part of the Latin American History Commons Recommended Citation Billing, Samantha, "Rethinking the Conquest : an exploration of the similarities between pre-contact Spanish and Mexica society, culture, and royalty" (2015). Dissertations and Theses @ UNI. 155. https://scholarworks.uni.edu/etd/155 This Open Access Thesis is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Dissertations and Theses @ UNI by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Copyright by SAMANTHA BILLING 2015 All Rights Reserved RETHINKING THE CONQUEST: AN EXPLORATION OF THE SIMILARITIES BETWEEN PRE‐CONTACT SPANISH AND MEXICA SOCIETY, CULTURE, AND ROYALTY An Abstract of a Thesis Submitted in Partial Fulfillment of the Requirements for the Degree Master of Arts Samantha Billing University of Northern Iowa May 2015 ABSTRACT The Spanish Conquest has been historically marked by the year 1521 and is popularly thought of as an absolute and complete process of indigenous subjugation in the New World. Alongside this idea comes the widespread narrative that describes a barbaric, uncivilized group of indigenous people being conquered and subjugated by a more sophisticated and superior group of Europeans.