Are you smarter than a 9th Grader?

This map (below) contains the locations of places, persons, and events discussed during the semester. Can you match the icons on the map with the correct description provided in the list that follows? Give it a shot.

World History II Map Review

1. From Tenochtitlan, located in this area, did the Mexica (Aztec) rule over their empire.
2. This is the city from where the Emperor Justinian (Corpus Juris Civilis) and Alexius I (1st Crusade) ruled the Byzantine Empire.
3. This area encompasses much of the Mughal Empire.
4. The Grand Canal, the oldest man-made structure still used for it’s original purpose, is located here.
5. The location of Portugal and Spain since they became ‘nations’ during the Renaissance.
6. This became an Ottoman ‘lake’ after the decline of Venice in the 15th – 16th C.
7. The defeat of the Spanish Armada (1518) at the hands of Queen Elizabeth I’s English Navy occurred here. England was primed to challenge the Spanish Empire in the open seas.
8. Cahokia, the greatest ‘Mound Builder’s’ (Mississippian) city was here.
9. The great cities of Jenne, Timbuktu, and Gao reflected the wealth and political strength of the ‘trade’ empires that developed here.
10. It was to this island that the Mongols attempted to invade, but were repulsed, twice, by a force that came to be known as ‘Kamikaze’.

Pu04b_The European Renaissance

Pu04b_European Renaissance

East – West 

3. 95 formal statements attacking the “pardon-merchants”. Nailed on the door of Castle church in Wittenberg. (2 words)
5. The exclusion of religious considerations from civic affairs. Additionally, the social movement toward a greater emphasis on the non-religious elements of human existence.
7. An Italian author of a famous political text that modeled its protagonist on King Ferdinand II of Spain. It was written in the vernacular.
9. A person faithful to the Roman Catholic religion, but compelled to express his views not in accord with papal policy. (2 words)
12. Benefactor, supporter, or role model for an artist.
13. A movement spearheaded by an office of the Catholic Church. Its purpose was to address the spread of heresy within Catholic Europe.
17. Sculptor and painter. Great works include “David”, “Moses”, and the Sistine Chapel.
19. This is also known as the “Catholic Reformation”. This movement was inspired and led by the Reforming Popes. It’s goal was to address the excesses of Church officials. (2 words)
21. A painter, sculptor, and scientist. Credited with such works as “The Last Supper”, the “Mona Lisa”, and the “Sforza Horse”.
22. This pope was a patron of the Arts. He commissioned works by artists like Raphael and Michelangelo. (2 words)
23. Philosophical and artistic movement emphasizing the centrality of humanity (Man).
24. A priest with a zeal to establish a fundamental Christian lifestyle in Florence. He successfully led a rebellion to overthrow the Medici. He was the organizer of “The Bonfires of the Vanities”.
25. Spanish novelist credited with writing one of the greatest novels of all time- Don Quixote.

North – South 

1. Italian author of The Divine Comedy.
2. This four-armed, four-legged drawing of a man represents the Renaissance’s obsession with measuring (quantifying) nature. (2 words)
4. Author of “In Praise of Folly”.
6. An artistic technique that creates the illusion of a three-dimensional space on a two-dimensional surface.
8. This movement, accelerated by the Protestant Reformation, resulted in the establishment of non-Catholic Christian churches.
10. A category of painting employing wet plaster as a medium.
11. Patriarch of the most powerful banking family in Florence and Europe in the 15th C.
12. A category of painting whose subject and emphasis is an individual.
14. A period in European History distinguished by the reinvigorated interest in the arts and sciences of the Classical period.
15. This pope issued a papal bull endorsing the authority of the Vatican to sell indulgences. (2 words)
16. This Florentine banking family is credited for funding much of the creativity of Italian Renaissance artists and thinkers.
18. Pardons from the Pope, often in the form of a certificate, that released the holder from performing the penance prescribed for a sin.
20. A literary form focusing on the life and exploits of its author.

Pu04a_Native American Civilizations

Pu04a_Native American Civilizations

Pu04a_Native American Civilizations

Pu04a_Native American Civilizations-Clues2

Pu03c_Early and Feudal Japan

Pu03c_Early and Feudal Japan

Latitudinal

6. A social, political, & economic system based on land ownership.
7. Japan’s 1st shogunate. Repelled Mongols that reached Japan.
11. ‘Human-like’ or ‘Man-like’, but not necessarily in form or physical appearance.
13. Marks the gateway to a Shinto Shrine. Often found near or in a body of water.
14. ~80% of Japan is covered by this.
17. A literary (poetic) form marked by a 5-7-5 syllabic structure. Reached it’s height during the Heian Period (8th-12th C.).
18. The title of one who is entrusted with the responsibility of acting as a ‘conduit’ between the natural and supernatural worlds.
20. “Divine Wind”. Protector of Japan and mortal enemy of the Mongols.
22. One expression of Japan’s geologically active nature.
23. Families related to one another via a common ancestor.
24. A clan that has historically and traditionally been dedicated to a particular Kami. One responsibility for this type of clan is to maintain a shrine dedicated to that Kami. This tradition dates back to the prehistoric period in Japan (before 7th C).
25. The ethical code of the Samurai warrior.
26. In times of peace, the Samurai warrior becomes this for his Daimyo. It is an administrative role.
27. Capital city of the Tokugawa Shogunate.

Longitudinal

1. Having originated, or occurring naturally, in a region or environment.
2. The watery result of an oceanic earthquake.
3. Japanese feudal warrior.
4. Capital city of modern Japan.
5. A Samurai (land-owning) lord.
8. A category of faiths that view the natural world as having a spiritual element.
Objects in nature are generally infused with a spiritual force.
9. Overall military commander of feudal Japan. Traditionally, appointed by the Emperor, but is the ‘actual’ day-to-day ruler of the state.
10. Images and/ or objects of religious reverence. Hint: Revisit the differences between the Eastern Orthodox and Roman Catholic Church during the Early Middle Ages.
12. A Samurai without a lord.
15. The “Divine Sun”. The top entity within Shinto’s pantheon of divine forces.
16. Japan’s indigenous religion.
17. Japan’s cultural golden age.
19. This form of Buddhism was imported from China ~6th C. It became central to the Samurai ethic for its dependence on meditation (focused thought) and self-discipline.
20. Japanese word literally translated as “divine” or “spirit”. They’re anthropomorphic forces within nature.
21. A group of islands.

Pu03c_The Mongols

Pu03c_The Mongols

East – West
2. Lacking a tomb culture, this was a form of burial for peoples living on the steppes. (2 words)
4. A government whose top political figure is a ‘Khan’. Initially, these were sections of the larger Mongol Empire. Eventually, they broke away and became independent.
6. The ‘given’ name of the 12th – 13th C. unifier of the nomadic peoples of the steppes.
8. An action meant to be of short duration for the purpose of stealing property from a neighboring people. Historically common among nomadic peoples of the world.
9. Mongol for “Leader” or “Ruler”.
12. Served as a physical dividing line between the nomadic lifestyle of the North and West, and the sedentary lifestyle of the South. (2 words)
13. Stretches of dry (arid) grasslands in central and eastern Asia. Often the homes of nomadic peoples who depend on the grasslands to raise livestock (sheep, horses, camels, goats, etc…).

North – South
1. Her life is example of the influence and authority women exerted in Mongol society.
3. Today, it identifies a Turkic ethnic group in Russia. Formerly, and erroneously, extended to include nearly all Central Asian, Turkic, and Mongolian ethnic groups.
5. Mongol for ‘Meeting’ or ‘Assembly’ of tribal chieftains. This is a cultural trait of Central Asian steppe peoples.
6. Mongol ‘Sky’ god.
7. The lifestyle that dominated the steppes north and west of the Great Wall.
10. This animal was absolutely pivotal to the peoples of the steppes. Though not often a food source, it was indispensable for survival.
11. Though not a food source, this creature was important as a pack-animal. Another species of this creature roams the arid areas of the Middle East and North Africa.

R03c_Bushido, Warrior Code of Conduct

Bushido Origins
By Cheryl Matrasko

Bushido is the unwritten code of conduct of the Samurai. Literally, Bushido means “warrior – samurai – ways”. Bushi is a term for warrior, but directly infers a more prestigious or higher class warrior. The “ways” or “way” is a term used by most “do-martial arts” (such as: Judo, Kendo, Aikido, and Iaido), which means “the way to … “

Bushido is comprised of a system or standards of moral principles that became the soul of the Samurai, during the feudal periods of Japan. It developed over the centuries from the influences of Zen Buddhism, Confucianism, Shintoism, and the expression of these affectations, had their medium in the visual and literary arts such as painting, poetry, and living the way of life (Bushido) they chose to take. Each of these gifts molded and shaped Bushido, as a moral standard of conduct to follow.

Influencing Bushido, Zen Buddhism lent to the Samurai a very Stoic disposition. This Stoicism was realized out of a genuine respect for life and also for death. Death, an inevitable eventuality of our own lives, is as much a part of nature as is life. It gives us an added level of thought and meaning to our existence. With the advent of death, there is the introduction of life. There are strong human emotions of anger, remorse, and detachment, etc., that are associated with death that complicate its understanding. However we are gifted by these very same feelings, that allow us to appreciate life and the things we enjoy and love. We most notably appreciate the things we take for granted once they are gone forever. The Samurai trust and faith in nature was because of the great admiration and respect for both life and death.

In tune with this level of consciousness, Shintoism also influenced the Bushido of the Samurai. To seek honor by first looking inside the soul and confront the intimate fears that we hide from ourselves, and that plague our psyche in everyday life. This is the purification of one’s soul — “… to know thyself “. In addition, Shintoism brought a sense of filial piety and loyalty to the family and homeland. When you “… know yourself, you know your weaknesses and strengths, and most of all – you know where you belong.” This sense of belonging has been attributed to the patriotic and nationalistic culture of Japaneven to this day.

Another factor in the backbone of the code of Bushido was Confucianism. It bonded community and family relationships. These relationships had several different moral priorities or qualities to them. In feudal Japan, the samurai served various different lords and their loyalty was given to them. This association was that of servant and master. The samurai himself was the head of his family. The safety and well-being depended upon him. His role was that of head of the house, husband, father, brother, or son.

The Bushido of the samurai had very deep roots in the philosophies of Zen Buddhism, Confucianism and Shintoism. With such historical origins, it is understandable why Bushido was not just a mere belief, but a culture that became the hallmark of the samurai for centuries. And this lifestyle was not forced on the samurai, but was chosen of free will. It was a serious choice to be sure, and one that they were very proud to follow.

© 1999, C. A. Matrasko. All rights reserved.

Author Sources:
– J. Sasamori, G.Warner. This is Kendo, the Art of the Japanese, 1989
– I. Nitobe. Bushido: The Warrior’s Code. 1979.
– T. Deshimaru. The Zen Wayto the Martial Arts. 1982.
– M. Musashi. The Book of Five Rings.
– I. Takahashi. Class sessions and private talks about the Samurai and Bushido. 1965 – 1971

About the Author:

Cheryl Matrasko started Aikido in 1965, studying under Isao Takahashi as her first instructor. She enjoyed working out under many well known Aikido instructors during her tenure with Takahashi Sensei and thereafter following his death in 1971. Cheryl has dedicated time with instructors in Northern Shaolin Long-Fist, Seven Stars Praying Mantis, and Daito-Ryu Aikijujitsu. Currently, she is instructing Aikido at NorthwesternUniversity’s Chicago Campus, Associate Instructor at NorthShore Aikido in Skokie, and supporting Aikido World Journal.

Teacher Note:
This text was edited for brevity and clarity for classroom use by Mr.V.

Source:
http://www.aikido-world.com/articles/Bushido-Code%20of%20the%20Warrior-Origins%20of%20Bushido.htm accessed for classroom use by Mr. V on 29 April 2004.

Ponder:

1. What has contributed to the development of the Bushido Code?
2. Which principle or value did each contribute to this code?
3. Why would “knowing oneself” be an important part of a warrior’s training?

R03e_Medieval European Jews and Muslims

Note: This document should be read and analyzed in conjunction with R03e_Jean Venette and The Black Death. Mr.V has edited the document for clarity and brevity.

Reading #1
Many of Europe’s Jews lived in the growing towns. Because Jews were forbidden to hold land, they had never been part of the feudal system. Jews were also barred from many businesses, and so, they often did work that Christians could not or would not do. Being literate, Jews sometimes worked as business managers for large landholders. The Church forbade Christians to lend money at interest, yet many people still needed to borrow money. As a result, some Jews became moneylenders. From here, it was a short step to all types of banking. When trade began to revive in the later Middle Ages, Jews were often active in long distance trade. Jewish communities in different cities had the links necessary to arrange credit and transfer of money.

Reading #2
Expelling the Jews and Muslims made Spain a religiously united nation, but it hurt the country economically. Many of Spain’s leaders in business and trade had been Muslims or Jews.

Source:
Reading #1: World History: Perspectives on the Past, p.224-5.
Reading #2: World History: Perspectives on the Past, p.264.

R03e_The Black Plague and Labor (14th C., Scotland and England)

R03e_The Black Plague & Labor (14th C., Scotland & England)

Note: This document should be read and analyzed in conjunction with R03e_Jean Venette and The Black Death. Mr.V has edited the document for clarity and brevity.

[1] ‘In the same year there was a great plague of sheep everywhere in the realm, so that in one place there died in one pasturage more than 5,000 sheep and so rotted that neither beast nor bird would touch them. And there were small prices for everything on account of the fear of death, for there were very few who cared about riches or anything else. A man could have a horse which before was worth 40s. for 6s. … .. Sheep and cattle went wandering over fields and through crops, and there was no one to go and drive or gather them, so that the number cannot be reckoned which perished in the ditches of every district for lack of herdsmen; for there was such a lack of servants that no one knew what he ought to do…. Many crops perished in the fields for want of someone to gather them. . .

[2] The Scots, hearing of the cruel pestilence of the English, believed it had come to them from the avenging hand of God, and – as it was commonly reported in England – took for their oath when they wanted to swear, “By the foul death of England.” But when the Scots, believing the English were under the shadow of the dread vengeance of God, came together in the forest of Selkirk with purpose to invade the whole realm of Englandthe plague () came upon them and the sudden and awful cruelty of death winnowed them, so that about 5,000 died in a short time. Then the rest, some feeble, some strong, determined to return home, but the English followed and overtook them and killed many of them….

[3] At the same time priests were in such poverty everywhere that many churches were. . . lacking the divine offices, masses, matins, vespers, sacraments, and other rites. . . Within a short time a very great multitude of those whose wives had died in the pestilence flocked into orders, of whom many were illiterate and little more than laymen except so far as they knew how to read, although they could not understand.

[4] Meanwhile the King sent proclamation into all the counties that reapers and other laborers should not take more than they had been accustomed to take, under the penalty appointed by the statute. But the laborers were so … obstinate that they would not listen to the King’s command, but if anyone wished to have them he had to give them what they wanted and either lose his fruit and crops, or satisfy the … wishes of the workmen..

[5] Afterward, the King had many laborers arrested and sent to prison; many withdrew themselves and went into the forests and woods; and those who were taken were heavily fined. Their ring-leaders were made to swear that they would not take daily wages beyond the ancient custom then they were freed …….

[6] After the aforesaid pestilence many buildings, great and small, fell into ruins in every city, borough, and village for lack of inhabitants; likewise many villages and hamlets became desolate, not a house being left in them, all having died who dwelt there; and it was probable that many such villages would never be inhabited again.’

Question:

How is The Black Death weakening feudal bonds?

Source: The Human Adventure: Readings in World History Vol.1, 5. Eisen and M. Filler, edu., New York, Harcourt, Brace, Javanovich, 1964, pp.148-149.

FilmQ03e_Revival of European Commercial Centers and Civic Pride

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the screen. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.

Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide the sheet of paper where your responses will go. On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

When made available, contribute your response, comments, criticism, and questions (in complete sentences) to the class via the Verso application (rather than on paper). The goal is to have everyone contribute at least once in preparing a review sheet of this video. The content you share now will be required on future quizzes and exams.

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. The focus of the films will be the Northern Italian city of Sienna. This city will provide a case-study to investigate the origins and development of civic pride and citizenship. The city will also provide a vantage point from which to identify the feudal bonds (socio-economic, political) that are straining under the weight of ‘change’ spreading throughout Western Europe. Southern Europe (particularly Northern Italy), unlike Northern Europe, is fast becoming a nursery for municipal rivalries and “one-upmanship”.

SOURCE: Millennium Video Series, The 12th Century: Century of the Axe. CNN Productions, Inc. 1999. (8 Min. total)

Context: 12th C., Northern Italy

1. How is modern ‘civic pride’ connected to the past?

2. Naturally, one’s pride in town/ city would lead to competition with neighboring towns/ cities.
a. Offer two examples of how these Medieval municipalities compete.
b. Can you offer other methods of competition that Northern Italian towns/ cities of the High Middle Ages might pursue?

1. Consider your own situation as a ‘New Yorker’ when responding to these questions.
a. Why would Northern Italian cities, like Sienna, be proud to be called ‘citizens’ instead of ‘subjects’?
b. How would this ‘feeling’ threaten the livelihood of feudal landholders like the Pope (Church)?

Pr03de_Europe of the High Middle Ages: Change and Turmoil (Slide by Slide Description)

To view the presentation that accompanies the slide descriptions below, please navigate to Pr03de_Europe of the High Middle Ages: Change and Turmoil

Slide 01 (Cover Slide): The map is of Europe mid-way through the 12th C. Each colored area and the cities (Stars) that dot the map is representative of the places listed in the upper-left corner.

The map is a visual representation of the violence that permeates Medieval Europe and the resulting ‘fracture’ of political entities. Unlike the relatively stable era of the Frankish Kingdoms centuries before, this Europe has become destabilized despite the qualities of a Feudal system.

Slide 02: A description of ‘Change’. It’s not a force of some kind. Instead, ‘Change’ is the result of a force or forces.

Slide 03: On a smaller scale, the Church is changing, and continue to do so, in this era. The forces acting upon the Church leaders are many, and will have connections to those forces that affect greater Europe.

Slide 04: Since the heyday of the Frankish Kingdom, Europe has subject to growing feudal organization. However, it’s not until the 10th C. and beyond, that the Feudal Europe many students have a vague notion of undeniably emerges. That system instituted and refined, over two centuries, a hierarchy meant to rigidly organize society. But, signs of societal instability are everywhere to be seen in this society- which was structured to be stable.

In our upcoming investigations, we will take a look at several ‘forces’ that may be causing Europe to ‘Change’.

Slide 05: First up, in our search for an explanation of Europe’s instability is Food Production.

After reading R03e_Growth of Urban Centers, you should be asking yourself “What was a primary mover for changes described in the text?” Several developments are described in the reading, but they leave a gap where you and I can ask “Why?”

A rising population number can begin to explain the movement to towns. That population growth is a product of other ‘forces of Change’ that were contributing to an Agricultural Revolution.

The steady increase in food production contributed to (or if you’re Robert Malthus: ’caused’) a rapid growth in population. {see Malthusian Theory of Population at https://goo.gl/E9hCOU}

What’s causing food production to jump?

The image is representative of the agricultural portion of a feudal Manor. Fields are divided into segments for crops and livestock. Fallow fields are necessary to allow for soil rejuvenation. This is the way it’s been done for centuries in Europe.

But, what if we alternate crops that are planted each growing cycle in these fields, and introduce other crops that enrich the soil while avoiding fallow (unproductive and eroding) fields? Enter: CROP ROTATION & THREE-FIELD SYSTEM.

This innovation introduced a ‘cover’ crop (Ex.: Clover) to diminish wind erosion on fallow fields while providing plants for cattle grazing.

Legumes, a nitrogen-fixing plant species (Ex.: Peas), were planted and thus the soil was enriched as the land produced a nutritious food.

The introduction of Beans added a protein source lacking in the diets of Serfs and Free Peasants.

Better land management. More food. Better quality food. You get more people.

Slide 06: This image is not of an actual ‘ancient’ plow. However, it is an example of an early plow. Crudely constructed and unable to break the clumps of soil that existed in parts of Europe North of the Mediterranean basin. This type of plow dominated the Classical period of Greece and Rome.

These types of plows could not sustain farming communities in the Northern regions of Europe which left that area relatively unpopulated.

Slide 07: This image represents a sturdier, metal-blade, plow that was introduced into Europe during the High Middle Ages. This technology would make the rapid occupation of the Northern, forested, areas of Europe since farmers can now till that soil.

This plow and the previously mentioned land management changes is an example that the Medieval Period was not devoid of innovation and technology- as some textbook sources might imply.

Slide 08: Another innovation targeted the harnessing of animal power for agricultural work.

Common for many centuries in Europe was the use of Oxen to pull plows and carts. Teams of two, joined together by a yoke, are depicted here pulling a cart.

Slide 09: Here is a wooden yoke made for Oxen. It rests on top of the animal’s shoulders and the loops encircle the neck. This yoke would be for a team of two Oxen.

A few things to consider: Oxen are very slow, stubborn in temperament, low stamina, and very strong.

A horse, on the other hand: Very fast, responds well to commands, high stamina, strong- but not as strong as an Ox.

Slide 10: Horses were not commonly owned during the Medieval Period because they have a major drawback: the expense to maintain and feed them. Horses must be have ‘shoes’, groomed, and fed high quality fodder (Ex.: Oats). This is one reason why horse ownership becomes a status symbol in this era. If you owned one or more, you had to be wealthy. Knights would be on a horse, Peasants would use and ride Oxen.

Innovation and technology was needed to employ the horse as a work animal; targeting it’s attributes toward food production. Enter: THE HORSE HARNESS.

This harness, unlike the Ox’s yoke, transferred the animal’s power to the plow/ cart via a harness that rested on its back and strapped along its chest. If a yoke was used instead, the horse would choke whenever it attempted to pull something.

Additionally, the efficiency a farmer gains from doing his work faster with an animal that tires less-frequently, more food could be produced to feed the horse the high-quality grains it needs (Ex.: Oats). The spare time the farmer earns can be partially used to groom the animal and put ‘shoes’ on its hooves.

More work. Less Time. More efficient. More food and more people.

Slide 11: The innovations and technology I’ve briefly described here did not originate in Europe. These ‘ideas’ traveled TO Europe and were modified, once there, by Europeans to suit their needs and fuel and agricultural revolution.

Therefore, where did they come from and why did it get to a Europe that lived under a feudal system that endorsed ‘self-sufficiency’?

Enter: THE CRUSADES

The Crusades provided a reason to venture far from feudal Europe and then the powerful engine of cultural diffusion did the rest. This crusading era will be a topic of future investigation.

Slide 12: Citations