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The Great Wall of China the Great Wall of China Is 5,500Miles, 10,000 Li and Length Is 8,851.8Km
The Great Wall of China The Great Wall of China is 5,500miles, 10,000 Li and Length is 8,851.8km How they build the great wall is they use slaves,farmers,soldiers and common people. http://www.travelchinaguide.com/china_great_wall/facts/ The Great Wall is made between 1368-1644. The Great Wall of China is not the biggest wall,but is the longest. http://community.travelchinaguide.com/photo-album/show.asp?aid=2278 http://wiki.answers.com/Q/Is_the_Great_Wall_of_China_the_biggest_wall_in_the_world?#slide2 The Great Wall It said that there was million is so long that people were building the Great like a River. Wall and many of them lost their lives.There is even childrens had to be part of it. http://www.travelchinaguide.com/china_great_wall/construction/labor_force.htm The Great Wall is so long that over Qin Shi Huang 11 provinces and 58 cities. is the one who start the Great Wall who decide to Start the Great Wall. http://en.wikipedia.org/wiki/Great_Wall_of_China http://wiki.answers.com/Q/How_many_cities_does_the_great_wall_of_china_go_through#slide2 http://wiki.answers.com/Q/How_many_provinces_does_the_Great_Wall_of_China_go_through#slide2 Over Million people helped to build the Great Wall of China. The Great Wall is pretty old. http://facts.randomhistory.com/2009/04/18_great-wall.html There is more than one part of Great Wall There is five on the map of BeiJing When the Great Wall was build lots people don’t know where they need to go.Most of them lost their home and their part of Family. http://www.tour-beijing.com/great_wall/?gclid=CPeMlfXlm7sCFWJo7Aod- 3IAIA#.UqHditlkFxU The Great Wall is so long that is almost over all the states. -
Teacher Answer Packet
TEACHER ANSWER PACKET 1 Global Studies 9 – First Half Review Directions: Use your knowledge from our class discussions and your midterm review packets to answer the following questions about the first half of the year. Historical Thinking / Beginning of Civilizations 1. The Neolithic Revolution was a change from what to what? hunting and gathering to farming 2. As a result of the Neolithic Revolution, people began to form: civilizations 3. What are the characteristics of a civilization? a government, social classes, job specialization, a food surplus, writing, and religious beliefs 4. Other than farming, name something else people began to do as a result of the Neolithic Revolution? domesticated animals, built permanent civilizations 5. Name features that would be found on a physical map. topography - mountains, rivers, deserts, lakes 6. Name features that would be found on a political map. show countries, their borders, and capital cities Early Civilizations 7. What two rivers make up Mesopotamia? Tigris and Euphrates Rivers 8. What early civilization was based around the Nile River? Egyptian 9. What major river did early Indian civilizations build around? Indus River 10. The early civilizations in China were built around what river? Yellow River / Huange He, Yangzi River 11. Why did early civilizations develop in river valleys? Fertile soil, irrigation, transportation 12. Identify two writing systems developed by early civilizations: hieroglyphics, cuneiform 13. What was the first set of laws to be written down? Code of Hammurabi 14. Who developed grid pattern cities? Harappan Civilization 15. Were most early civilizations monotheistic or polytheistic? polytheistic 16. Name two types of irrigation systems used by the river valley civilizations. -
Shang Dynasty
misterfengshui.com 風水先生 History of China ANCIENT 3 Sovereigns and 5 Emperors Xia Dynasty 2100–1600 BC Shang Dynasty 1600–1046 BC Zhou Dynasty 1122–256 BC Western Zhou Eastern Zhou Spring and Autumn Period Warring States Period IMPERIAL Qin Dynasty 221 BC–206 BC Han Dynasty 206 BC–220 AD Western Han Xin Dynasty Eastern Han Three Kingdoms 220–280 Wei, Shu & Wu Jin Dynasty 265–420 Western Jin 16 Kingdoms Eastern Jin 304–439 Southern & Northern Dynasties 420–589 Sui Dynasty 581–618 Tang Dynasty 618–907 ( Second Zhou 690–705 ) 5 Dynasties & 10 Kingdoms 907–960 Liao Dynasty 907–1125 Song Dynasty 960–1279 Northern Song Xi Xia Southern Song Jin Yuan Dynasty 1271–1368 Ming Dynasty 1368–1644 Qing Dynasty 1644–1911 MODERN Republic of China 1912–1949 People's Republic of China (Mainland China) 1949–present Republic of China (Taiwan) 1945-present from Wilkipedia [email protected] Fax: 852-2873-6859 misterfengshui.com 風水先生 Timeline of Chinese History The recorded history of China began in the 15th century BC when the Shang Dynasty started to use markings that evolved into the present Chinese characters. Turtle shells with markings reminiscent of ancient Chinese writing from the Shang Dynasty have been carbon dated to as early as 1500 BC.[1] Chinese civilization originated with city-states in the Yellow River (Huang He) valley. 221 BC is commonly accepted to be the year in which China became unified under a large kingdom or empire. In that year, Qin Shi Huang first united China. Successive dynasties in Chinese history developed bureaucratic systems that enabled the Emperor of China to control increasingly larger territory that reached maximum under the Mongolian Yuan Dynasty and Manchurian Qing Dynasty. -
"Computers" Abacus—The First Calculator
Component 4: Introduction to Information and Computer Science Unit 1: Basic Computing Concepts, Including History Lecture 4 BMI540/640 Week 1 This material was developed by Oregon Health & Science University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number IU24OC000015. The First "Computers" • The word "computer" was first recorded in 1613 • Referred to a person who performed calculations • Evidence of counting is traced to at least 35,000 BC Ishango Bone Tally Stick: Science Museum of Brussels Component 4/Unit 1-4 Health IT Workforce Curriculum 2 Version 2.0/Spring 2011 Abacus—The First Calculator • Invented by Babylonians in 2400 BC — many subsequent versions • Used for counting before there were written numbers • Still used today The Chinese Lee Abacus http://www.ee.ryerson.ca/~elf/abacus/ Component 4/Unit 1-4 Health IT Workforce Curriculum 3 Version 2.0/Spring 2011 1 Slide Rules John Napier William Oughtred • By the Middle Ages, number systems were developed • John Napier discovered/developed logarithms at the turn of the 17 th century • William Oughtred used logarithms to invent the slide rude in 1621 in England • Used for multiplication, division, logarithms, roots, trigonometric functions • Used until early 70s when electronic calculators became available Component 4/Unit 1-4 Health IT Workforce Curriculum 4 Version 2.0/Spring 2011 Mechanical Computers • Use mechanical parts to automate calculations • Limited operations • First one was the ancient Antikythera computer from 150 BC Used gears to calculate position of sun and moon Fragment of Antikythera mechanism Component 4/Unit 1-4 Health IT Workforce Curriculum 5 Version 2.0/Spring 2011 Leonardo da Vinci 1452-1519, Italy Leonardo da Vinci • Two notebooks discovered in 1967 showed drawings for a mechanical calculator • A replica was built soon after Leonardo da Vinci's notes and the replica The Controversial Replica of Leonardo da Vinci's Adding Machine . -
Suanpan” in Chinese)
Math Exercise on the Abacus (“Suanpan” in Chinese) • Teachers’ Introduction • Student Materials Introduction Cards 1-7 Practicing Basics Cards 8-11 Exercises Cards 12, 14, 16 Answer keys Cards 13, 15, 17 Learning: Card 18 “Up,” “Down,” “Rid,” “Advance” Exercises: Addition (the numbers 1-9) Cards 18-28 Advanced Addition Cards 29-30 Exercises: Subtraction Cards 31-39 (the numbers 1-9) Acknowledgment: This unit is adapted from A Children’s Palace, by Michele Shoresman and Roberta Gumport, with illustrations by Elizabeth Chang (University of Illinois Urbana-Champagne, Center for Asian Studies, Outreach Office, 3rd ed., 1986. Print edition, now out of print.) 1 Teachers’ Introduction: Level: This unit is designed for students who understand p1ace value and know the basic addition and subtraction facts. Goals: 1. The students will learn to manipulate one form of ca1cu1ator used in many Asian countries. 2. The concept of p1ace value will be reinforced. 3. The students will learn another method of adding and subtracting. Instructions • The following student sheets may be copied so that your students have individual sets. • Individual suanpan for your students can be ordered from China Sprout: http://www.chinasprout.com/shop/ Product # A948 or ATG022 Evaluation The students will be able to manipulate a suanpan to set numbers, and to do simple addition and subtraction problems. Vocabulary suanpan set beam rod c1ear ones rod tens rod hundreds rod 2 Card 1 Suanpan – Abacus The abacus is an ancient calculator still used in China and other Asian countries. In Chinese it is called a “Suanpan.” It is a frame divided into an upper and lower section by a bar called the “beam.” The abacus can be used for addition, subtraction, multiplication, and division. -
An EM Construal of the Abacus
An EM Construal of the Abacus 1019358 Abstract The abacus is a simple yet powerful tool for calculations, only simple rules are used and yet the same outcome can be derived through various processes depending on the human operator. This paper explores how a construal of the abacus can be used as an educational tool but also how ‘human computing’ is illustrated. The user can gain understanding regarding how to operate the abacus for addition through a constructivist approach but can also use the more informative material elaborated in the EMPE context. 1 Introduction encapsulates all of these components together. The abacus can, not only be used for addition and 1.1 The Abacus subtraction, but also for multiplication, division, and even for calculating the square and cube roots of The abacus is a tool engineered to assist with numbers [3]. calculations, to improve the accuracy and the speed The Japanese also have a variation of the to complete such calculations at the same time to abacus known as the Soroban where the only minimise the mental calculations involved. In a way, difference from the Suanpan is each column an abacus can be thought of as one’s pen and paper contains one less Heaven and Earth bead [4]. used to note down the relevant numerals for a calculation or the modern day electronic calculator we are familiar with. However, the latter analogy may be less accurate as an electronic calculator would compute an answer when a series of buttons are pressed and requires less human input to perform the calculation compared to an abacus. -
GREAT WALL of CHINA Deconstructing
GREAT WALL OF CHINA Deconstructing History: Great Wall of China It took millennia to build, but today the Great Wall of China stands out as one of the world's most famous landmarks. Perhaps the most recognizable symbol of China and its long and vivid history, the Great Wall of China actually consists of numerous walls and fortifications, many running parallel to each other. Originally conceived by Emperor Qin Shi Huang (c. 259-210 B.C.) in the third century B.C. as a means of preventing incursions from barbarian nomads into the Chinese Empire, the wall is one of the most extensive construction projects ever completed… Though the Great Wall never effectively prevented invaders from entering China, it came to function more as a psychological barrier between Chinese civilization and the world, and remains a powerful symbol of the country’s enduring strength. QIN DYNASTY CONSTRUCTION Though the beginning of the Great Wall of China can be traced to the third century B.C., many of the fortifications included in the wall date from hundreds of years earlier, when China was divided into a number of individual kingdoms during the so-called Warring States Period. Around 220 B.C., Qin Shi Huang, the first emperor of a unified China, ordered that earlier fortifications between states be removed and a number of existing walls along the northern border be joined into a single system that would extend for more than 10,000 li (a li is about one-third of a mile) and protect China against attacks from the north. -
The Nature and Linkages of China's Tributary System Under the Ming
Working Papers of the Global Economic History Network (GEHN) No. 21/06 The Nature and Linkages of China’s Tributary System under the Ming and Qing Dynasties Giovanni Andornino © Giovanni Andornino Department of Economic History London School of Economics March 2006 This paper was originally written and submitted as a dissertation in partial fulfilment of the MSc Global History (LSE), and was a winner of the McKenzie prize (2004-05) awarded for outstanding performance in MSc/MA/MPhil/PhD examinations. For more information about the participants and activities of GEHN, go to http://www.lse.ac.uk/collections/economicHistory/GEHN/Default.htm Department of Economic History London School of Economics Houghton Street London, WC2A 2AE Tel: +44 (0) 20 7955 7860 Fax: +44 (0) 20 7955 7730 The Nature And Linkages Of China’s Tributary System Under The Ming And Qing Dynasties Giovanni Andornino Abstract. The current landscape of Global History literature appears dominated by a rather asymmetrical dichotomy between Eurocentric analyses of the cumulative emergence of the West and global history which reduces the significance of this transition by blending it into very long-term perspectives. This ‘synecdoche syndrome’ – whereby a part and the whole are often equated and compared – belies the real nature of human history, which, up to the XIX century at least, was grounded in the presence of a plurality of coexisting world-systems. Each of these systems revolved around a multilayered cultural, economic and political relationship between centre(s) and peripheries. It is through both a synchronic and diachronic comparative study of such systems that the theory of structural systemic transformations may be refined. -
Conservation in China Issue, Spring 2016
SPRING 2016 CONSERVATION IN CHINA A Note from the Director For over twenty-five years, it has been the Getty Conservation Institute’s great privilege to work with colleagues in China engaged in the conservation of cultural heritage. During this quarter century and more of professional engagement, China has undergone tremendous changes in its social, economic, and cultural life—changes that have included significant advance- ments in the conservation field. In this period of transformation, many Chinese cultural heritage institutions and organizations have striven to establish clear priorities and to engage in significant projects designed to further conservation and management of their nation’s extraordinary cultural resources. We at the GCI have admiration and respect for both the progress and the vision represented in these efforts and are grateful for the opportunity to contribute to the preservation of cultural heritage in China. The contents of this edition of Conservation Perspectives are a reflection of our activities in China and of the evolution of policies and methods in the work of Chinese conservation professionals and organizations. The feature article offers Photo: Anna Flavin, GCI a concise view of GCI involvement in several long-term conservation projects in China. Authored by Neville Agnew, Martha Demas, and Lorinda Wong— members of the Institute’s China team—the article describes Institute work at sites across the country, including the Imperial Mountain Resort at Chengde, the Yungang Grottoes, and, most extensively, the Mogao Grottoes. Integrated with much of this work has been our participation in the development of the China Principles, a set of national guide- lines for cultural heritage conservation and management that respect and reflect Chinese traditions and approaches to conservation. -
On Popularization of Scientific Education in Italy Between 12Th and 16Th Century
PROBLEMS OF EDUCATION IN THE 21st CENTURY Volume 57, 2013 90 ON POPULARIZATION OF SCIENTIFIC EDUCATION IN ITALY BETWEEN 12TH AND 16TH CENTURY Raffaele Pisano University of Lille1, France E–mail: [email protected] Paolo Bussotti University of West Bohemia, Czech Republic E–mail: [email protected] Abstract Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathe- matics education is framed changes according to modifications of the social environment and know–how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of math- ematical analysis was profound: there were two complex examinations in which the theory was as impor- tant as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth–month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and math- ematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of “scientific education” (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by “maestri d’abaco” to the Renaissance hu- manists, and with respect to mathematics education nowadays is discussed. -
Official Colours of Chinese Regimes: a Panchronic Philological Study with Historical Accounts of China
TRAMES, 2012, 16(66/61), 3, 237–285 OFFICIAL COLOURS OF CHINESE REGIMES: A PANCHRONIC PHILOLOGICAL STUDY WITH HISTORICAL ACCOUNTS OF CHINA Jingyi Gao Institute of the Estonian Language, University of Tartu, and Tallinn University Abstract. The paper reports a panchronic philological study on the official colours of Chinese regimes. The historical accounts of the Chinese regimes are introduced. The official colours are summarised with philological references of archaic texts. Remarkably, it has been suggested that the official colours of the most ancient regimes should be the three primitive colours: (1) white-yellow, (2) black-grue yellow, and (3) red-yellow, instead of the simple colours. There were inconsistent historical records on the official colours of the most ancient regimes because the composite colour categories had been split. It has solved the historical problem with the linguistic theory of composite colour categories. Besides, it is concluded how the official colours were determined: At first, the official colour might be naturally determined according to the substance of the ruling population. There might be three groups of people in the Far East. (1) The developed hunter gatherers with livestock preferred the white-yellow colour of milk. (2) The farmers preferred the red-yellow colour of sun and fire. (3) The herders preferred the black-grue-yellow colour of water bodies. Later, after the Han-Chinese consolidation, the official colour could be politically determined according to the main property of the five elements in Sino-metaphysics. The red colour has been predominate in China for many reasons. Keywords: colour symbolism, official colours, national colours, five elements, philology, Chinese history, Chinese language, etymology, basic colour terms DOI: 10.3176/tr.2012.3.03 1. -
Portfolio Investment Opportunities in China Democratic Revolution in China, Was Launched There
Morgan Stanley Smith Barney Investment Strategy The Great Wall of China In c. 220 BC, under Qin Shihuangdi (first emperor of the Qin dynasty), sections of earlier fortifications were joined together to form a united system to repel invasions from the north. Construction of the Great Wall continued for more than 16 centuries, up to the Ming dynasty (1368–1644), National Emblem of China creating the world's largest defense structure. Source: About.com, travelchinaguide.com. The design of the national emblem of the People's Republic of China shows Tiananmen under the light of five stars, and is framed with ears of grain and a cogwheel. Tiananmen is the symbol of modern China because the May 4th Movement of 1919, which marked the beginning of the new- Portfolio Investment Opportunities in China democratic revolution in China, was launched there. The meaning of the word David M. Darst, CFA Tiananmen is “Gate of Heavenly Succession.” On the emblem, the cogwheel and the ears of grain represent the working June 2011 class and the peasantry, respectively, and the five stars symbolize the solidarity of the various nationalities of China. The Han nationality makes up 92 percent of China’s total population, while the remaining eight percent are represented by over 50 nationalities, including: Mongol, Hui, Tibetan, Uygur, Miao, Yi, Zhuang, Bouyei, Korean, Manchu, Kazak, and Dai. Source: About.com, travelchinaguide.com. Please refer to important information, disclosures, and qualifications at the end of this material. Morgan Stanley Smith Barney Investment Strategy Table of Contents The Chinese Dynasties Section 1 Background Page 3 Length of Period Dynasty (or period) Extent of Period (Years) Section 2 Issues for Consideration Page 65 Xia c.