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The Diffusion of Maize to the Southwestern United States and Its Impact
PERSPECTIVE The diffusion of maize to the southwestern United States and its impact William L. Merrilla, Robert J. Hardb,1, Jonathan B. Mabryc, Gayle J. Fritzd, Karen R. Adamse, John R. Roneyf, and A. C. MacWilliamsg aDepartment of Anthropology, National Museum of Natural History, Smithsonian Institution, P.O. Box 37102, Washington, DC 20013-7012; bDepartment of Anthropology, One UTSA Circle, University of Texas at San Antonio, San Antonio, TX 78249; cHistoric Preservation Office, City of Tucson, P.O. Box 27210, Tucson, AZ 85726; dDepartment of Anthropology, Campus Box 1114, One Brookings Drive, Washington University, St. Louis, MO 63130; eCrow Canyon Archaeological Center, 23390 Road K, Cortez, CO 81321; fColinas Cultural Resource Consulting, 6100 North 4th Street, Private Mailbox #300, Albuquerque, NM 87107; and gDepartment of Archaeology, 2500 University Drive Northwest, University of Calgary, Calgary, Alberta, Canada T2N 1N4 Edited by Linda S. Cordell, University of Colorado, Boulder, CO, and approved October 30, 2009 (received for review June 22, 2009) Our understanding of the initial period of agriculture in the southwestern United States has been transformed by recent discoveries that establish the presence of maize there by 2100 cal. B.C. (calibrated calendrical years before the Christian era) and document the processes by which it was integrated into local foraging economies. Here we review archaeological, paleoecological, linguistic, and genetic data to evaluate the hypothesis that Proto-Uto-Aztecan (PUA) farmers migrating from a homeland in Mesoamerica intro- duced maize agriculture to the region. We conclude that this hypothesis is untenable and that the available data indicate instead a Great Basin homeland for the PUA, the breakup of this speech community into northern and southern divisions Ϸ6900 cal. -
Machc19-05.4
19th Meeting of the MesoAmerica – Caribbean Sea Hydrographic Commission Regional Capacity Building Update of Brazil on its Regional Project International Hydrographic Organization Organisation Hydrographique Internationale Capacity Building in the Caribbean, South America and Africa - Hydrography Courses Brazil/DHN has been expanding its Capacity Building Project towards other countries in the Amazon region and in the Atlantic Ocean basin. COURSE DESCRIPTION DURATION C-Esp-HN Technician in Hydrography and Navigation (Basic Training) 42 weeks C-Ap-HN Technician in Hydrography and Navigation (IHO Cat. “B”) 35 weeks CAHO Hydrographic Surveyors (IHO Cat. “A”) 50 weeks 2018 – 1 Bolivian Navy Officer (IHO Cat “A”). 2019 – Confirmed: 2 students from Saint Vincent and the Grenadines (IHO Cat “A”). Confirmation in progress: Angola (6), Mozambique (4), Bolivia (1), Colombia (1) and Paraguay (1) (IHO Cat “A” and “B”). 2020 – In the near future, Fluminense Federal University (UFF) and other Brazilian universities and governmental institutions in cooperation with DHN will develop a Hydrography Program and a Nautical Cartography Program. International Hydrographic Organization Organisation Hydrographique Internationale 2 Capacity Building - IHO Sponsored Trainings/Courses Work Program Training/Course Date 2018 Maritime Safety Information (MSI) Training Course 16-18 October 18 participants from 12 different countries Argentina (2) Brazil (6) Bolivia (1) Colombia (1) Ecuador (1) El Salvador (1) Guyana (1) Liberia (1) Paraguay (1) Peru (1) Uruguay (1) -
A Glance at Member Countries of the Mesoamerica Integration and Development Project, (LC/MEX/TS.2019/12), Mexico City, 2019
Thank you for your interest in this ECLAC publication ECLAC Publications Please register if you would like to receive information on our editorial products and activities. When you register, you may specify your particular areas of interest and you will gain access to our products in other formats. www.cepal.org/en/publications ublicaciones www.cepal.org/apps Alicia Bárcena Executive Secretary Mario Cimoli Deputy Executive Secretary Raúl García-Buchaca Deputy Executive Secretary for Administration and Analysis of Programmes Hugo Eduardo Beteta Director ECLAC Subregional Headquarters in Mexico This document was prepared by Leda Peralta Quesada, Associate Economic Affairs Officer, International Trade and Industry Unit, ECLAC Subregional Headquarters in Mexico, under the supervision of Jorge Mario Martínez Piva, and with contributions from Martha Cordero Sánchez, Olaf de Groot, Elsa Gutiérrez, José Manuel Iraheta, Lauren Juskelis, Julie Lennox, Debora Ley, Jaime Olivares, Juan Pérez Gabriel, Diana Ramírez Soto, Manuel Eugenio Rojas Navarrete, Eugenio Torijano Navarro, Víctor Hugo Ventura Ruiz, officials of ECLAC Mexico, as well as Gabriel Pérez and Ricardo Sánchez, officials of ECLAC Santiago. The comments of the Presidential Commissioners-designate and the Executive Directorate of the Mesoamerica Integration and Development Project are gratefully acknowledged. The views expressed in this document are the sole responsibility of the author and may not be those of the Organization. This document is an unofficial translation of an original that did not undergo formal editorial review. The boundaries and names shown on the maps in this document do not imply official endorsement or acceptance by the United Nations. Explanatory notes: - The dot (.) is used to separate the decimals and the comma (,) to separate the thousands in the text. -
1. Presentación. 2.Fundamentación
1 UNIVERSIDAD VERACRUZANA INSTITUTO DE INVESTIGACIONES HISTORICO-SOCIALES INTRODUCCION A MESOMERICA Y NUEVOS DESCUBRIMIENTOS PROFR. DR. PEDRO JIMENEZ LARA I.I.H-S 1. Presentación. El presente curso pretende ofrecer una visión de los elementos y períodos culturales que identifican al México Antiguo. Las regiones son: oasisamérica, aridoamérica y mesoamérica Los horizontes que la componen son: arqueolítico, cenolítico inferior, cenolítico superior, protoneolítico, oasisamérica, aridoamérica, mesoamérica y los primeros contactos en el s. XVI: Planteamiento que se hace de esta manera para una mejor comprensión del curso y entender la evolución de los grupos asentados en territorio mexicano. 2.Fundamentación. Las área culturales del México Antiguo no solo se reduce a Mesoamérica como el período de máximo florecimiento que le antecedió a la conquista. En otros tiempos, antes de conocerse esta macroárea cultural, llegaron diversos grupos de cazadores-recolectores nómadas. El proceso evolutivo de estos grupos fue largo y lento, permitiendo avanzar e ir tocando diferentes niveles de desarrollo y los conocimientos necesarios para el cultivo y domesticación de las plantas como uno de los descubrimientos mas importantes durante esta fase que cambio el curso de la historia. Otra de las regiones es la llamada Oasisamérica localizada al sw de E.U. y norte de México, compuesta por grupos sedentarios agrícolas pero con una complejidad similar a la Mesoamericana. El área denominada mesoamérica, espacio donde interactuaron y se desarrollaron diversos grupos culturales, fue la “…sede de la mas alta civilización de la América precolombina. (Niederbeger, 11, 1996), se desarrollo en la mayor parte del territorio mexicano. Mesoamérica, definida así por Kirchhoff en 1943, es punto de referencia no solo para estudiosos del período prehispánico, en el convergen diversos especialistas amparados en diferentes corrientes ideológicas y enfoques: antropólogos, geógrafos prehistoriadores, historiadores, sociólogos, arquitectos, biólogos, sociólogos, por mencionar a algunos. -
The Americas and Oceania Ben06937.Ch21 538-563.Qxd 8/9/07 3:36 PM Page 539
ben06937.Ch21_538-563.qxd 8/9/07 3:36 PM Page 538 Worlds Apart: 21 The Americas and Oceania ben06937.Ch21_538-563.qxd 8/9/07 3:36 PM Page 539 States and Empires in Mesoamerica States and Empires in South America and North America The Coming of the Incas The Toltecs and the Mexica Inca Society and Religion Mexica Society Mexica Religion The Societies of Oceania Peoples and Societies of the North The Nomadic Foragers of Australia The Development of Pacific Island Societies In November 1519 a small Spanish army entered Tenochtitlan, capital city of the Aztec empire. The Spanish forces came in search of gold, and they had heard many reports about the wealth of the Aztec empire. Yet none of those reports prepared them adequately for what they saw. Years after the conquest of the Aztec empire, Bernal Díaz del Castillo, a soldier in the Span- ish army, described Tenochtitlan at its high point. The city itself sat in the water of Lake Tex- coco, connected to the surrounding land by three broad causeways, and as in Venice, canals allowed canoes to navigate to all parts of the city. The imperial palace included many large rooms and apartments. Its armory, well stocked with swords, lances, knives, bows, arrows, slings, armor, and shields, attracted Bernal Díaz’s professional attention. The aviary of Tenochti- tlan included eagles, hawks, parrots, and smaller birds in its collection, and jaguars, mountain lions, wolves, foxes, and rattlesnakes were noteworthy residents of the zoo. To Bernal Díaz the two most impressive sights were the markets and the temples of Te- nochtitlan. -
Quantitative Dynamics of Human Empires
Quantitative Dynamics of Human Empires Cesare Marchetti and Jesse H. Ausubel FOREWORD Humans are territorial animals, and most wars are squabbles over territory. become global. And, incidentally, once a month they have their top managers A basic territorial instinct is imprinted in the limbic brain—or our “snake meet somewhere to refresh the hierarchy, although the formal motives are brain” as it is sometimes dubbed. This basic instinct is central to our daily life. to coordinate business and exchange experiences. The political machinery is Only external constraints can limit the greedy desire to bring more territory more viscous, and we may have to wait a couple more generations to see a under control. With the encouragement of Andrew Marshall, we thought it global empire. might be instructive to dig into the mechanisms of territoriality and their role The fact that the growth of an empire follows a single logistic equation in human history and the future. for hundreds of years suggests that the whole process is under the control In this report, we analyze twenty extreme examples of territoriality, of automatic mechanisms, much more than the whims of Genghis Khan namely empires. The empires grow logistically with time constants of tens to or Napoleon. The intuitions of Menenius Agrippa in ancient Rome and of hundreds of years, following a single equation. We discovered that the size of Thomas Hobbes in his Leviathan may, after all, be scientifically true. empires corresponds to a couple of weeks of travel from the capital to the rim We are grateful to Prof. Brunetto Chiarelli for encouraging publication using the fastest transportation system available. -
Texto Completo (Pdf)
LA FRONTERA CULTURAL MESO-ARIDOAMERICANA: CONSTRUCCIÓN DE IMAGINARIOS NACIONALISTAS EN LA HISTORIA MEXICANA MESO-ARIDOAMERICAN CULTURAL FRONTIER: CONSTRUCTION OF NATIONALIST IMAGINARIES IN MEXICAN HISTORY Adriana Gómez Aíza PhD en Análisis de Discurso por la Universidad de Essex. Profesora investigadora adscrita al Área Académica de Historia y Antropología, Instituto de Ciencias Sociales y Humanidades, Universidad Autónoma del Estado de Hidalgo. [email protected] Sergio Sánchez Vázquez Doctor en Antropología por la Escuela Nacional de Antropología e Historia. Profesor investigador adscrito al Área Académica de Historia y Antropología, Instituto de Ciencias Sociales y Humanidades, Universidad Autónoma del Estado de Hidalgo. [email protected] Nota. Una primera versión de este trabajo se presentó en la Memoria del VI Congreso de la Gran Chichimeca: 1-13. Instituto de Investigaciones Humanísticas, UASLP. México. 2007 Resumen La noción de frontera valida ciertas interpretaciones sobre la historia de una nación: lugar donde se nace y comparte con los demás una identidad, un modo de entenderse a sí mismo en relación con otros, con los que pertenecen a ese entorno y los que son ajenos o viven más allá de los confines que los dividen y separan. Aquí se discute la pertinencia de aplicar el término frontera cultural a la presunta división regional entre grupos sedentarios agrícolas mesoamericanos y grupos chichimecas seminómadas de los desiertos del actual norte de México. Para ello se aborda el papel jugado por Mesoamérica y la Gran Chichimeca en la conformación de imaginarios étnicos y nacionalistas, especialmente el nahua-centrismo impuesto por la conquista española, y la reivindicación del pasado prehispánico como constitutivo de la historia de México, enfatizando el contraste entre la reivindicación oficial del mestizaje a partir de la derrota militar de Tenochtitlán y la exégesis chicana que invoca su pasado en Aztlán, tierra mítica de origen de los mexicanos. -
Reconstructing the History of Mesoamerican Populations Through the Study of the Mitochondrial DNA Control Region
Reconstructing the History of Mesoamerican Populations through the Study of the Mitochondrial DNA Control Region Amaya Gorostiza1,2,Vı´ctor Acunha-Alonzo3,Lucı´a Regalado-Liu1, Sergio Tirado1, Julio Granados4, David Sa´mano5,He´ctor Rangel-Villalobos6, Antonio Gonza´ lez-Martı´n1* 1 Department of Zoology and Physical Anthropology, Faculty of Biology, Complutense University of Madrid, Madrid, Spain, 2 Laboratorio de Identificacio´n Gene´tica, GENOMICA S.A.U. Grupo Zeltia, Madrid, Spain, 3 Laboratorio de Gene´tica Molecular, Escuela Nacional de Antropologı´a e Historia, Mexico City, Mexico, 4 Divisio´nde Immunogene´tica, Departamento de Trasplantes, Instituto Nacional de Ciencias Me´dicas y Nutricio´n Salvador Zubiran, Mexico City, Mexico, 5 Academia de Cultura Cientı´fica – Humanı´stica, Universidad Auto´noma del Estado de Me´xico, Mexico City, Mexico, 6 Instituto de Investigacio´n en Gene´tica Molecular, Centro Universitario de la Cie´naga, Universidad de Guadalajara, Ocotlan, Mexico Abstract The study of genetic information can reveal a reconstruction of human population’s history. We sequenced the entire mtDNA control region (positions 16.024 to 576 following Cambridge Reference Sequence, CRS) of 605 individuals from seven Mesoamerican indigenous groups and one Aridoamerican from the Greater Southwest previously defined, all of them in present Mexico. Samples were collected directly from the indigenous populations, the application of an individual survey made it possible to remove related or with other origins samples. Diversity indices and demographic estimates were calculated. Also AMOVAs were calculated according to different criteria. An MDS plot, based on FST distances, was also built. We carried out the construction of individual networks for the four Amerindian haplogroups detected. -
A. the Aztecs Built an Empire Through Warfare and Trade and Created an Impressive Capital City in Mesoamerica
The Aztec Empire 15.1 • The Aztecs built a great empire in central Mexico but were conquered by the Spanish in 1521. A. The Aztecs built an empire through warfare and trade and created an impressive capital city in Mesoamerica. • The first Aztecs were farmers, but when they arrived in Central America, all the good farmland was taken. To survive, they had to hire themselves out as warriors. B. The Aztecs’ Rise to Power • War was the key factor in the Aztecs’ rise to power. • The Aztecs built alliances, or partnerships, to build their empire. • The Aztecs made the people they conquered pay tribute, or give them cotton, gold, or food. • The Aztecs controlled a huge trade network. Markets drew buyers and sellers from all over the Aztec Empire. • By the early 1500s the Aztecs had the most powerful state in Mesoamerica. C. Tenochtitlán • Tenochtitlán was the capital of the Aztec Empire. It was built in the middle of a lake, on an island. • The Aztecs built causeways, or raised roads across water or wet ground, so people could access the city. • The Aztecs built stone canals to bring water to the city and floating gardens to raise food and flowers. • The city had huge temples, a busy market, clean streets, and magnificent palaces. • It was the greatest city in the Americas during the time of the Aztecs. D. Hernán Cortés conquered the Aztec Empire. • In the late 1400s Spanish explorers and soldiers arrived in the Americas. The soldiers, or conquistadors, came to explore new lands, search for gold, and spread the Catholic religion. -
State Building in the Americas C. 1200 – C. 1450
State Building in the Americas c. 1200 – c. 1450 Olmec, Mayan, Aztec, & Inca Empires Mound Building in N. America The Civilizations of America …advanced societies While classical civilizations were developing in were developing in the isolation in the Americas Mediterranean & Asia… During the Neolithic Title Revolution, these nomads settled into ■ Text farming villages; Some of which became advanced civilizations During the Ice Age, prehistoric nomads migrated across the land bridge between Asia & America The Olmecs The Olmecs are often called the “mother culture” because they influenced other Mesoamerican societies The first American civilization were people known as the Olmec in an area known as Mesoamerica The Olmecs developed a strong trade network in MesoamericaThe Olmecs that brought them great wealth The Olmecs used their Olmec trade allowed wealth to build large stone them to spread their monuments & pyramids to culture to other honor their leaders & gods Mesoamericans For unknown reasons, the Olmec civilization declined by 400 B.C. but their cities & symbols influenced later cultures, especially the Mayans Government: Mayans While theEconomy Olmecs: were in were divided intoThe MayansdeclineThe Mayan around economy 400 B.C., individual city-states thewas Mayans based were on trade evolving & & ruled by king-gods borrowedfarming many maize, Olmec beans ideas Society: (1) Kings (dynasties) The Mayans (2) Nobles, priests (3) warriors (4) Merchants, artisans (5) Peasants The Mayans Religion: Mayans were polytheistic & offered their blood, food, & sometimes human sacrifices to please the gods Technology: Mayans invented a writing based on pictures called glyphs, an accurate 365-day calendar, & advanced temples Tikal Chichen Itza The shadow of a serpent appears on one side of the pyramid stairs only on the equinox. -
2021-22 AP World History Summer Assignment Mr. Le Clainche Hello
2021-22 AP World History Summer Assignment Mr. Le Clainche Hello everyone, Click on the link below to watch a presentation about the AP World History course. You will have to complete a small task on Loom after watching the video. Then, proceed with the rest of your summer assignment. https://www.loom.com/share/2fe7877bd1b04215b2da85b912f3ea60 2021-22 AP World History Summer Assignment Mr. Le Clainche Welcome to AP World History! The redesigned course in 2019-20 is a college level course that will cover over 800 years of human history. It is designed to develop your critical thinking and reading skills in preparation for not only the AP Exam but also for other AP and college courses you will take throughout your academic career. With this class comes a great deal of responsibility including maintain rigorous reading habits schedule, preparing for several challenging quizzes and tests, retaining knowledge throughout the year, and learning from critique so that you can improve your skills. If you do not think you are ready for these responsibilities, then I would encourage you to look for an alternate course. Our drop-add period is the first two weeks of school, August 31st - September 11th. During this period you will have opportunity to drop this course if you feel it is in your best interest. I would encourage you to at least wait out the first week and to speak with both myself and your academic advisor before you make the decision. For this class, you will need a laptop and Microsoft Word. You will use pen/pencils on the AP quizzes and tests in class. -
Final Social Studies
Minnesota Department of Education May 15, 2004, 9:45 p.m. Minnesota Academic Standards in History and Social Studies HISTORY AND SOCIAL STUDIES If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be . .I know of no safe depository of the ultimate powers of the society but the people themselves. And if we think them not enlightened enough to exercise their control with wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. - Thomas Jefferson Public education in Minnesota must help students gain the knowledge and skills that are necessary to, in Jefferson’s view, protect and maintain freedom. The Social Studies Standards on the following pages attempt to do just this by specifying the particular knowledge and skills that Minnesota students will be required to learn in the disciplines of U.S. History, World History, Geography, Economics and Civics as required by Minnesota statutes. These standards are written with the recognition that additional academic disciplines, Psychology, Sociology, and Anthropology, have strong traditions of instruction in Minnesota schools. Schools may choose to continue teaching in these academic disciplines as local traditions, interest, and school priorities dictate. 1 Minnesota Department of Education May 15, 2004, 9:45 p.m. Minnesota Academic Standards in History and Social Studies HISTORY What is History? The study of History (Minnesota, U.S., and World) helps students to see how people in other times and places have grappled with the fundamental questions of truth, justice, and personal responsibility, to understand that ideas have real consequences, and to realize that events are shaped both by ideas and the actions of individuals.