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The Sweep of History
STUDENT’S World History & Geography 1 1 1 Essentials of World History to 1500 Ver. 3.1.10 – Rev. 2/1/2011 WHG1 The following pages describe significant people, places, events, and concepts in the story of humankind. This information forms the core of our study; it will be fleshed-out by classroom discussions, audio-visual mat erials, readings, writings, and other act ivit ies. This knowledge will help you understand how the world works and how humans behave. It will help you understand many of the books, news reports, films, articles, and events you will encounter throughout the rest of your life. The Student’s Friend World History & Geography 1 Essentials of world history to 1500 History What is history? History is the story of human experience. Why study history? History shows us how the world works and how humans behave. History helps us make judgments about current and future events. History affects our lives every day. History is a fascinating story of human treachery and achievement. Geography What is geography? Geography is the study of interaction between humans and the environment. Why study geography? Geography is a major factor affecting human development. Humans are a major factor affecting our natural environment. Geography affects our lives every day. Geography helps us better understand the peoples of the world. CONTENTS: Overview of history Page 1 Some basic concepts Page 2 Unit 1 - Origins of the Earth and Humans Page 3 Unit 2 - Civilization Arises in Mesopotamia & Egypt Page 5 Unit 3 - Civilization Spreads East to India & China Page 9 Unit 4 - Civilization Spreads West to Greece & Rome Page 13 Unit 5 - Early Middle Ages: 500 to 1000 AD Page 17 Unit 6 - Late Middle Ages: 1000 to 1500 AD Page 21 Copyright © 1998-2011 Michael G. -
Lecture 17 Tradition and Change in East Asia in the Early Modern Period
Lecture 17 Tradition and Change in East Asia in the early modern period Thursday last lecture Islamic Gunpowder Empires Reading for Thursday Please read the whole thing: Chapter 2: The Ottoman Empire from its Origins Until 1685 Missing pages Shi'i Rituals and Power: Pages 139 - 156 Shi'i Rituals and Power: Pages 157 - 177 What is “being modern”? Experimental Empirical Technological perception Efficient Precise Rational/rationalization Europe and the “rest” Capitalist modernity Republic modernity Scientific and Technological modernity -------------------------------------- Colonial modernity From 16th to 18th centuries Colonial Latin America Colonial North America Colonial Pacific Islands Colonial Africa Colonial India East Asia China (1839) Japan Islamicate empires (Not colonized) Colonial Latin America African and Creole languages (cultures) African slaves: speaking their own language, though mixed with European languages. Combined different cultures and created syncretic faith, though hardly these traditions became established religions (popular religion). South Carolina and Georgia. Capoeira Plantation Societies Tropical and subtropical regions. 1516 island of Hispaniola (Haiti and Dominican Republic). Brazil and the Caribbean. Products: a) Sugar; (b) tobacco; (c) cotton; (d) coffee. Plantations: a distinct culture. Atlantic Zone Rise of African Slavery as a source of labor Not the natives: disease and not sedentary cultivators. ● Portuguese plantation managers imported slaves as early as 1530s. ● 1580s height of Portuguese slavery. ● Average age of a slave at a planet: 5 to 6 years. Trans-Atlantic Slavery: “The Middle-Passage” Enslaved passengers Travelled below Decks in the worst conditions Imaginable. ● Sick slaves: thrown off the vessel. Colonial North America Slavery in North America 1619 Virginia. 1661 Virginia law recognized all blacks as slaves. -
In a Ctional Feudal Province of Japan, the Uneasy Balance Between
In a ctional feudal province of Japan, the uneasy balance between secrets and subplots remained quietly—albeit delicately—settled until the day the regional Daimyo discovered the Geisha’s secret. For these many long years the Daimyo had coveted, consulted, and trusted the Geisha. However, during that time she had secretly despised the Daimyo and loved his most loyal samurai in secret. ey bore a child 20 years ago, who has now grown into a formidable young man. Upon discovering the Geisha’s secret relationship, the Daimyo raged and dishonored the samurai, ordering him to kill the Geisha and commit seppuku. e samurai refused and fought his way free, helping the Geisha escape. e samurai was declared a ronin and both were declared fugitives. In hiding, the Geisha’s son began to spread many of the secrets the Daimyo shared with his mother over the years and the Daimyo’s honor began to come into question by the city nobles. Now the Shogun is on his way to the city to consult the Daimyo and uncover the truth. e Daimyo has called all his noble allies and the ronin’s main rival to hunt for the Geisha and the ronin in hopes of exposing the conspiracy against him. Setup 1.Place the Shogun Board in the center of the play area and place the Shogun Track marker on the Shogun Track’s rst space. 2.Place the “Temple” Establishment Board in the center of the play area and place the Rival and Daimyo tiles on it. 3.Separate the Role Cards out by type and build the Role deck according to the number of play- ers (see chart on bottom of next page), returning any unused Role cards to the box. -
Grade 6 State Goal 14
Grade 6 State Goal 14 State Goal 14: Understand political systems, with an emphasis on the United States. 1 ILLINOIS LEARNING STANDARDS: STATE GOAL 14: GRADE 6 LEARNING STANDARD/OUTCOME SAMPLE ASSESSMENT CONNECTIONS Critical to Understand and Master at Choose two countries that have Language Arts: In small groups, Grade 6: political systems that are different from discuss the pros and cons of different 6.14.01 the political systems of the United political systems. Support your Compare information you already States. Make a Venn diagram viewpoint with reasons and examples. know about political systems of the comparing and contrasting the different United States to political systems of political systems. other countries. (14A) 6.14.02 Working in pairs, debate whether Technology: Use the Internet or library Explain the importance of governments national, state, or local governments resources to research images of other having written constitutions. (14A) could exist without written constitutions government constitutions and charters. or charters. Establish pro and con Create a display that shows how other arguments, and present your debate to countries’ governments operate and your classmates. govern. Share your display with classmates. 6.14.03 Use the Internet or library resources to Math: Use the Internet or library Describe how social classes were research America during the resources to research population data generally formed and how they Jacksonian era. Write a paragraph to from different years in United States influenced public policy in their nations. describe how voting laws changed history. Use this data to make pie (14D) during that time and how those graphs, showing how the population changes affected the social classes was divided into different social and government of United States. -
Some Observations on the Weddings of Tokugawa Shogun╎s
University of Pennsylvania ScholarlyCommons Department of East Asian Languages and Civilizations School of Arts and Sciences October 2012 Some Observations on the Weddings of Tokugawa Shogun’s Daughters – Part 1 Cecilia S. Seigle Ph.D. University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/ealc Part of the Asian Studies Commons, Economics Commons, Family, Life Course, and Society Commons, and the Social and Cultural Anthropology Commons Recommended Citation Seigle, Cecilia S. Ph.D., "Some Observations on the Weddings of Tokugawa Shogun’s Daughters – Part 1" (2012). Department of East Asian Languages and Civilizations. 7. https://repository.upenn.edu/ealc/7 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ealc/7 For more information, please contact [email protected]. Some Observations on the Weddings of Tokugawa Shogun’s Daughters – Part 1 Abstract In this study I shall discuss the marriage politics of Japan's early ruling families (mainly from the 6th to the 12th centuries) and the adaptation of these practices to new circumstances by the leaders of the following centuries. Marriage politics culminated with the founder of the Edo bakufu, the first shogun Tokugawa Ieyasu (1542-1616). To show how practices continued to change, I shall discuss the weddings given by the fifth shogun sunaT yoshi (1646-1709) and the eighth shogun Yoshimune (1684-1751). The marriages of Tsunayoshi's natural and adopted daughters reveal his motivations for the adoptions and for his choice of the daughters’ husbands. The marriages of Yoshimune's adopted daughters show how his atypical philosophy of rulership resulted in a break with the earlier Tokugawa marriage politics. -
Contents Africa
People and Culture . .65 VI. The Games . .89 Provincial Administration . .65 ARENA COMBAT . .90 CONTENTS AFRICA . .66 History of the Games . .90 Cities and Landmarks . .66 Combat in the Colosseum . .90 People and Culture . .66 INTRODUCTION . .3 Status and Cost of Living . .39 The Gladiators . .91 Mithradates’ Massacre . .66 Other Gladiator Venues . .92 About the Author . .3 Starting Wealth . .39 EGYPT . .67 About GURPS . .3 Money . .39 A Gladiator’s Life . .93 Cities and Landmarks . .67 Extracurricular Activities . .93 I. Life in Rome . .4 JOB TABLE . .40 People and Culture . .67 The Colosseum, Rome . .93 ROMAN SOCIETY . .5 EQUIPMENT . .42 THE DANUBIAN Men and Beasts . .94 The Family . .5 Common Items . .42 PROVINCES . .67 Spartacus’ Rebellion . .94 Common Roman Housing . .42 Adventure Seeds . .67 Gladiator Classes . .95 Greetings . .5 WEAPONS AND ARMOR . .43 Cities and Landmarks . .68 A DAY AT THE ARENA . .96 Roman Virtues . .5 Legionary Weapons People and Culture . .68 Royal Gladiators . .97 Suicide . .6 and Armor . .43 GREECE AND MACEDONIA . .68 Adventure Seeds . .98 Roman Social Classes . .7 Gladiatorial Weapons Cities and Landmarks . .68 Athletes . .100 Roman News Services . .7 and Armor . .44 People and Culture . .68 Blind Fighters City Encounters . .8 ASIA MINOR . .69 and Exotic Skills . .100 Patrons and Clients . .9 Cities and Landmarks . .69 Fighting vs. Animals . .100 The Legal System . .11 People and Culture . .69 CHARIOT RACING . .101 CITY LIFE . .12 THE NEAR EAST . .69 Dangers of City Administration . .12 Cities and Landmarks . .69 Charioteering . .101 The Streets . .12 People and Culture . .70 A Day at the Races . .102 Shops . .13 BRITAIN . .70 Dirty Tricks . -
Hybrid Identities of Buraku Outcastes in Japan
Educating Minds and Hearts to Change the World A publication of the University of San Francisco Center for the Volume IX ∙ Number 2 June ∙ 2010 Pacific Rim Copyright 2010 The Sea Otter Islands: Geopolitics and Environment in the East Asian Fur Trade >>..............................................................Richard Ravalli 27 Editors Joaquin Gonzalez John Nelson Shadows of Modernity: Hybrid Identities of Buraku Outcastes in Japan Editorial >>...............................................................Nicholas Mucks 36 Consultants Barbara K. Bundy East Timor and the Power of International Commitments in the American Hartmut Fischer Patrick L. Hatcher Decision Making Process >>.......................................................Christopher R. Cook 43 Editorial Board Uldis Kruze Man-lui Lau Syed Hussein Alatas: His Life and Critiques of the Malaysian New Economic Mark Mir Policy Noriko Nagata Stephen Roddy >>................................................................Choon-Yin Sam 55 Kyoko Suda Bruce Wydick Betel Nut Culture in Contemporary Taiwan >>..........................................................................Annie Liu 63 A Note from the Publisher >>..............................................Center for the Pacific Rim 69 Asia Pacific: Perspectives Asia Pacific: Perspectives is a peer-reviewed journal published at least once a year, usually in April/May. It Center for the Pacific Rim welcomes submissions from all fields of the social sciences and the humanities with relevance to the Asia Pacific 2130 Fulton St, LM280 region.* In keeping with the Jesuit traditions of the University of San Francisco, Asia Pacific: Perspectives com- San Francisco, CA mits itself to the highest standards of learning and scholarship. 94117-1080 Our task is to inform public opinion by a broad hospitality to divergent views and ideas that promote cross-cul- Tel: (415) 422-6357 Fax: (415) 422-5933 tural understanding, tolerance, and the dissemination of knowledge unreservedly. -
The Calendars of India
The Calendars of India By Vinod K. Mishra, Ph.D. 1 Preface. 4 1. Introduction 5 2. Basic Astronomy behind the Calendars 8 2.1 Different Kinds of Days 8 2.2 Different Kinds of Months 9 2.2.1 Synodic Month 9 2.2.2 Sidereal Month 11 2.2.3 Anomalistic Month 12 2.2.4 Draconic Month 13 2.2.5 Tropical Month 15 2.2.6 Other Lunar Periodicities 15 2.3 Different Kinds of Years 16 2.3.1 Lunar Year 17 2.3.2 Tropical Year 18 2.3.3 Siderial Year 19 2.3.4 Anomalistic Year 19 2.4 Precession of Equinoxes 19 2.5 Nutation 21 2.6 Planetary Motions 22 3. Types of Calendars 22 3.1 Lunar Calendar: Structure 23 3.2 Lunar Calendar: Example 24 3.3 Solar Calendar: Structure 26 3.4 Solar Calendar: Examples 27 3.4.1 Julian Calendar 27 3.4.2 Gregorian Calendar 28 3.4.3 Pre-Islamic Egyptian Calendar 30 3.4.4 Iranian Calendar 31 3.5 Lunisolar calendars: Structure 32 3.5.1 Method of Cycles 32 3.5.2 Improvements over Metonic Cycle 34 3.5.3 A Mathematical Model for Intercalation 34 3.5.3 Intercalation in India 35 3.6 Lunisolar Calendars: Examples 36 3.6.1 Chinese Lunisolar Year 36 3.6.2 Pre-Christian Greek Lunisolar Year 37 3.6.3 Jewish Lunisolar Year 38 3.7 Non-Astronomical Calendars 38 4. Indian Calendars 42 4.1 Traditional (Siderial Solar) 42 4.2 National Reformed (Tropical Solar) 49 4.3 The Nānakshāhī Calendar (Tropical Solar) 51 4.5 Traditional Lunisolar Year 52 4.5 Traditional Lunisolar Year (vaisnava) 58 5. -
Living on the Edge: Buraku in Kyoto, Japan
Nataša Visočnik: Living on the edge: Buraku in Kyoto, Japan Living on the edge: Buraku in Kyoto,- Japan Nata{a Viso~nik University of Ljubljana, [email protected] Abstract This article deals with the two districts in the southeast of the Kyōto city, which are known to have been settled by people who are marginalised for various reasons. The research is based on a short fieldwork focuses on two main groups living in the Kyōto buraku and near it: burakumin (eta people) and zainichi Koreans. It also presents their ways of living as marginal communities and the ways they cope with discrimination. The article also considers in greater detail the developments within the life in buraku, focusing particularly on the critical role of machi-zukuri in liberation movements over the course of the 20th to the 21st century. KEYWORDS: marginality, buraku, burakumin (eta people), zainichi Koreans, machi- zukuri Introduction As we move into the 21st century, we might ponder the pithy and insightful epigram by Talleyrand, who asserted that the more things changed, the more they remained the same (in Dennis 2005), which means that despite the ideological and social structural tendencies of the evolving 21st century, where many of the inequities against the weak would weaken or disappear, not much has changed since previous centuries. In this fractured world, many remain unprotected or semi-protected: members of oppressed ethnic groups, women, the young, the old, the impoverished, the lower castes, outcastes or members of suppressed religions, and those who are otherwise persecuted. Marginalised communities face problems all over the world, including in Japan. -
Samurai Life in Medieval Japan
http://www.colorado.edu/ptea-curriculum/imaging-japanese-history Handout M2 (Print Version) Page 1 of 8 Samurai Life in Medieval Japan The Heian period (794-1185) was followed by 700 years of warrior governments—the Kamakura, Muromachi, and Tokugawa. The civil government at the imperial court continued, but the real rulers of the country were the military daimy class. You will be using art as a primary source to learn about samurai and daimy life in medieval Japan (1185-1603). Kamakura Period (1185-1333) The Kamakura period was the beginning of warrior class rule. The imperial court still handled civil affairs, but with the defeat of the Taira family, the Minamoto under Yoritomo established its capital in the small eastern city of Kamakura. Yoritomo received the title shogun or “barbarian-quelling generalissimo.” Different clans competed with one another as in the Hgen Disturbance of 1156 and the Heiji Disturbance of 1159. The Heiji Monogatari Emaki is a hand scroll showing the armor and battle strategies of the early medieval period. The conflict at the Sanj Palace was between Fujiwara Nobuyori and Minamoto Yoshitomo. As you look at the scroll, notice what people are wearing, the different roles of samurai and foot soldiers, and the different weapons. What can you learn about what is involved in this disturbance? What can you learn about the samurai and the early medieval period from viewing this scroll? What information is helpful in developing an accurate view of samurai? What preparations would be necessary to fight these kinds of battles? (Think about the organization of people, equipment, and weapons; the use of bows, arrows, and horses; use of protective armor for some but not all; and the different ways of fighting.) During the Genpei Civil War of 1180-1185, Yoritomo fought against and defeated the Taira, beginning the Kamakura Period. -
Student's Friend World History & Geography 1
STUDENT’S World History & Geography 1 Essentials of World History to 1500 Ver. 3.1.12 - Rev. 7/1/16 WHG1 The following pages describe significant people, places, events, and concepts in the story of humankind. This information forms the core of our study; it will be fleshed-out by classroom discussions, audio-visual materials, readings, writings, and other activities. This knowledge will help you understand how the world works and how humans behave. It will help you understand many of the books, news reports, films, articles, and events you will encounter throughout the rest of your life. from: www.studentsfriend.com The Student’s Friend World History & Geography 1 Essentials of world history to 1500 History What is history? History is the story of human experience. Why study history? • History shows us how the world works and how humans behave. • History helps us make judgments about current and future events. • History affects our lives every day. • History is a fascinating story of human treachery and achievement. Geography What is geography? Geography is the study of interaction between humans and the environment. Why study geography? • Geography is a major factor affecting human development. • Humans are a major factor affecting our natural environment. • Geography affects our lives every day. • Geography helps us better understand the peoples and places of the world. CONTENTS: Overview of history Page 1 Some basic concepts Page 2 Unit 1 - Origins of the Earth and Humans Page 3 Unit 2 - Civilization Arises in Mesopotamia & Egypt Page 5 Unit 3 - Civilization Spreads East to India & China Page 9 Unit 4 - Civilization Spreads West to Greece & Rome Page 13 Unit 5 - Early Middle Ages: 500 to 1000 AD Page 17 Unit 6 - Late Middle Ages: 1000 to 1500 AD Page 21 Copyright © 2016 www.studentsfriend.com The Student’s Friend: World History & Geography 1 may be freely reproduced and distributed by teachers and students for educational purposes. -
Narratives of Privilege
NARRATIVES OF PRIVILEGE An Ethnographic Study of Colombian- Born Women Living in Melbourne, Australia By Viktoria Adler This thesis is presented for the degree of Doctor of Philosophy. Centre for Urban Transitions Faculty of Health, Art & Design Swinburne University of Technology 2019 ABSTRACT This thesis investigates the research question: how do Colombian-born women who identify as white, and middle or upper class, and are therefore privileged in Colombia, experience their privilege living as migrants in Melbourne? I do so by analysing their life story narratives. These narratives show how the women experience privilege as stemming from their belonging to the socially dominant culture, race and class in Colombia, and how their embodied privileges shape their experiences in Australia. My study is ethnographic and involved two years of fieldwork among the Colombian- born community in the inner suburbs of Melbourne. I conducted life story interviews and I carried out participant observation at women’s workplaces, cultural events in Colombian and other Latin American communities, recreational activities, and gatherings with family and friends, as well as by spending time with each of the women on other occasions. Interviews were conducted in English or Spanish, audio- recorded, transcribed and examined using thematic analysis. I conceptualise privilege as the product of intersecting and at times contradictory social locations such as race, ethnicity, gender and class a person occupies in a particular context, in relation to others. I argue that these women have been able to transfer key aspects of their privilege to Australia although they are not white and upper class in an Australian context.