Term
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Definition
| A long stick with a spear, axe, and hook. |
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Definition
| Jointed wood that could launch spears further than by hand. |
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Definition
| A club that could cut like a knife but was not very strong against hard surfaces. very heavy |
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Definition
| A weapon that would shoot wooden arrows far distances go through armor |
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Term
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Definition
| Long rifle guns that you shot from your shoulder |
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Definition
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Definition
| A person who can speak two languages and translate to allow two people who don't speak each other's language to talk. Like an interpreter. |
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Term
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Definition
| A bunch of languages spoken in Central America and Mexico |
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Term
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Definition
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Term
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Definition
| books that contained information about the Aztecs society. |
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Term
| What was Cortes like as a child |
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Definition
| he was mischevious which led to his attitude as a conquistador |
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Term
| What happened when Cortes arrived in the Caribbean |
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Definition
| When Cortez arrived in the Caribbean he did not get gold. He was given a large farm. |
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Term
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Definition
| to want to destroy a national, ethnic, racial, or religious group |
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Term
| What happened in Cuba Why did he leave and Where did he go |
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Definition
| He was asked to help 300 men conquer Cuba. They were successful with their regular 5 step formula. Cortes became second in command in Cuba but he soon grew restless. Expeditions to Yucatan found a civilization. He got finances for 11 ships, men, sailors, slaves, and horses. Before Cortés was about to leave, Velázquez tried to cancel the expedition. He was worried that Cortés would get all the glory. But Cortés ignored the governor and continued on his way. |
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Term
| What did the Spanish and the Aztecs have in common? |
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Definition
| Both were warlike, used trading, were greedy, and quick to resort to force. Both believed they had a divine mission to rule the world. |
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Term
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Definition
| Flower wars were wars that the Aztecs engaged in with their neighbours. They were ritual battles aimed at getting victims to sacrifice to the Aztec gods. |
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Term
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Definition
| Malinche was a Tabascan born slave, who converted to Christianity and changed her name to Dona Marina. She could speak both Mayan and Nahuatl, so she became Cortes's advisor and spy. |
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Term
| When Moctezuma heard the Spanish were making their way into Tenochtitlan, what did he decide to do? |
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Definition
| He chose to sit back and wait, and to give himself time to see what the Spanish will do before deciding what to do himself. |
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Term
| What happened after Cortes left Cuba |
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Definition
| He established a town called Veracruz. He sent one ship back to Spain with the treasure and things he had collected. He sunk the other ten so that they could not sail back. |
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Term
| What happened after Cortes and his men exchanged gifts with the Aztecs and they were shown around Tenochtitlan. |
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Definition
| They placed Moctezuma on house arrest and looted the palace for gold. Gov Veláquez came to arrest Cortez. Cortes defeated him and took his men.Alvarado killed dancers. Tenochtitlan was in an uproar. Cortés returned and attacked Tenochtitlan with a stronger force about six months later, Spanish told Moctezuma to calm down his people where he was either stoned or strangled to death. the smallpox epidemic had killed off 25 percent of the Aztec population. Spanish cut the aqueducts and in 80 days the Aztecs were defeated. |
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Term
| What happened after the Spanish defeated the Aztecs? |
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Definition
| The Spanish destroyed Tenochtitlan and built a new city in which Cortes was governor of. All remaining Aztecs were sold into slavery. |
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Term
| What happened when the Spanish met Aztec ambassadors |
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Definition
| Cortes was going to use the muskets and cannons as soon as possible. The ambassadors brought sketchers to record the meeting with the Spanish . When they arrived Cortés acted like he wanted to speak to them and then fired the cannons. The ambassadors were frightened but the painters recorded this so that Moctezuma could see. |
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Term
| What were some things the Aztecs did not know of and how did they describe them |
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Definition
The Spanish brought muskets ( long rifle like guns), and cannons. They were common in Europe but unheard of in Mexico. They thought these loud bangs were thunder and lighting.
They also brought horse which the Aztec thought were large deer and described them sweating a lot, making loud noises while they run, and destroying the ground that they run on. Spanish were also very skilled on the horses |
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Term
| What were the three Spanish advantages |
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Definition
Weapons (more advanced and stronger and armour)
Disease (they had immunity but the Aztecs did not which took out a lot of them)
Strategy (they acted first and were very manipulative. They also had a specific 5 step method) |
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Term
| What was the conquistador's formula (shortened) |
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Definition
1. An expedition would set out from a recent colony.
2. the Spanish would try to meet peacefully with the Indigenous people to discover which group in the area was the most powerful.
3. The Spanish would invite the leader of that powerful group to exchange gifts. They then would seize the leader and threaten to kill him unless his followers obeyed their orders.
4. Their horses and skills on the horses, armour, and weapons gave them a huge advantage if they had to fight
5. The leader of the expedition would be governor of the new colony. The Indigenous peoples would be forced into slavery. |
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Term
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Definition
| He led Spanish troops to conquer the Aztecs |
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Term
| How old was Cortes when he set sail |
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Definition
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Term
| Why was Tenochtitlan an important place to conquer |
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Definition
| They were very powerfuyl and it was in themiddle of mexico so if they conquered that it would be easier to conquer around them |
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Term
| Who would take govern the new colony and who wound go explore |
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Definition
| the leader would govern the new colony and the second in command wound go explore |
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Term
| Why did they show off their muskets and powerful weapons |
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Definition
| to instil feel and show that they were powerful |
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Term
| Why was Dona Marina considered a traitor |
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Definition
| because she was helping the Spanish defeat her people the Aztecs. |
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Term
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Definition
| sharper lighter and stronger. They could hold it in one hand so that they could hold the reins of the horse or a shield |
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Term
| WHat was the Aztecs relationship with their neighbors |
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Definition
| They were making enemies with their neighbors because they would conquer everyone around them. They did not care though because it meant they were most powerful |
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Term
| Why was the smallpox epidemic so deadly |
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Definition
| The Aztecs had no immunity to this disease and they also spread it very quickly. It killed many many Aztecs. |
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Term
| WHy did Malinche name change and what did it change to |
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Definition
| It changed to Dona Marina |
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Term
| Why did Mochtezuma chose to wait and see what the wanted intead of war |
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Definition
| He heard from the ambassaders that they had powerful weapons and he did not want to fight them in case he lost. |
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Term
| WHy did Malinche name change and what did it change to |
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Definition
| It changed to Dona Marina because she converted to Christianity |
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Term
| What was the Opening Story about with the Aztecs trek to Tenochtitlan? |
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Definition
| The opening story was about how there God told the Aztecs to find a new home and to look for sign (an eagle perched on top of a cactus.) When they reached the area after 150 years and saw the sign it was in a swampy island. They made the best of this and built one of the greatest cities the world had ever seen. |
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Term
| What were the mountains good for and what were they bad for. |
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Definition
| The mountains were good because they gave the Aztecs a sense of security like walls and also protected them from intruders. The mountains were bad because they were steep and could cause floods, but could also kept clouds out which could cause droughts from lack of rain. The mountains are also important because they were tall and brought them closer to their gods. |
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Term
| How, Why and what did they made on Chinampas. |
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Definition
| They made chinampas by sticking stakes in the ground and putting reed mats and dirt layered on top of each other until they got above the surface They did this because they were running out of room in Tenochtitlan on land so they built them in the water. They grew vegetables, flowers and medicinal herbs on the Chinampas. |
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Term
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Definition
| Large wall that control the amount of water that enters. |
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Term
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Definition
| Aqueducts were large open tubes that ran around the city to distribute freshwater. They usually were fed it to a large fountain in the middle of the city. |
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Term
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Definition
| Coswayss were large land bridges built up using stakes and layers. These helped the Aztecs bring stuff to and from their island and the mainland. There were also smaller bridges in the middle of the cosways that could be raised in case of invaders. |
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Term
| What do you know about Lake Texcoco |
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Definition
| Lake Texcoco surrounded the city and protect the city. No clouds came in so it became a saltwater lake. It was part of five lakes. |
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Term
| How was their religion and gods different from the renaissance and now |
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Definition
| The Aztec society believed more in their gods than the Renaissance and now. They went to more extreme measures like human sacrifice to please their gods. They also had several God instead of just one. Nowadays and in the Renaissance you didn't have to believe in a religion. Most of the population of Aztecs believed in all their gods very strongly. |
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Term
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Definition
| Codices says we're books that recorded all about the Aztec society |
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Term
| What were the two calendar and how did they work together |
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Definition
| The Aztecs had the solar calendar and the spiritual calendar. The solar calendar there had 365 days and the sacred calendar had 260. Every 52 years the two aligned |
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Term
| WHat happened when Cortes came and had an interaction with Moctezuma |
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Definition
| Cortes was a Spanish Explorer. Moctezuma the Aztec Emperor invited him to see the statues of their gods the Spanish found the statues soaked in human blood and told Moctezuma that his gods that he had worshipped were evil things called devils. |
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Term
| How was their relationship with their neighbors. |
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Definition
| The Aztecs did not conquer all the people all the neighbors that they had they actually had a very good trading relationship with most of their neighbors. |
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Term
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Definition
| Tributes were things that the Aztecs took from places that they had conquered |
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Term
| What does the Opening Story about with the Aztecs trek to Tenochtitlan tell us about their beliefs. |
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Definition
| The opening story tells us that the Aztecs believe so highly in their gods that they settled in a swampy island unfit for an empire all to please their gods. |
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Term
| What adaptations did they have to make because of the mountains |
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Definition
| Because the mountains were causing droughts they build aqueducts to bring fresh water to the city. They also built a dam across the lake to prevent flooding |
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Term
| Why were codices destroyed |
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Definition
| The Spanish destroyed almost all the Aztec codices when they conquered the Aztecs |
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Term
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Definition
| Later the codices is were being remade by Aztecs but they were under this Spanish supervision which could have influenced the information on them. |
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Term
| What happened when the two calendars realigned. |
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Definition
| When the sacred and solar calendar relined every 52 years the Aztecs let their in-house fires burnout. They lit a giant fire in the middle of the city and went around igniting all of the house fires with the same fire from the center. It was a time of rebirth |
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Term
| What roles did the slaves have in the trading. |
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Definition
| The Aztec traders brought a bunch of slaves with them to carry what was to be traded and to carry back what they had traded with their neighbors |
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Term
| How was the bettering the war aspect of their empire building. |
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Definition
| The traders acted as spies because when they were trading they got into their neighbor cities which they would then map them out and make a plan if they were to conquer them |
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Term
| What was the Aztecs idea of the world? |
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Definition
| Aztec philosophers believed the earth was round and flat. They thought that it was divided into four sections and in the middle was Tenochtitlan. That the gods had assigned them a special place in the world. Tenochtitlan was also divided into four sections. The city was a model of the world and the Great Temple was at the very center. |
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Term
| What did the Aztec trade with their neighbors? |
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Definition
| They wanted tropical fruits, coloured feathers from tropical birds, and gold or silver. |
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Term
| How did they feel about poetry? |
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Definition
| The Aztecs liked to write poetry. Most of their poetry would teach a lesson. |
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Term
| WHat happened when a boy was born? |
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Definition
| When the boy was born they put a tiny bow and shield in his hands which symbolize that he would protect the Aztecs |
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Term
| What were Aztec men required to do? |
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Definition
| They were required to serve in the army. they did not want to show weakness or be a coward. |
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Term
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Definition
| a member of a civilization in Mexico |
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Term
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Definition
| the original things from the past. |
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Term
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Definition
| things written about things that happened in the past. |
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Term
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Definition
| also primary sources. They are any object from the past. |
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Term
| What were the bad omens that were seen or heard? |
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Definition
| Moctezuma looked in the sky for bad omens. His decisions were influenced by the heavenly bodies. Many people heard the sound of a mother wailing for her children. The lake water turned red like blood one day. There was a comet in the sky that foretold death and destruction. |
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Term
| What was the social structure? |
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Definition
Emperor - considered a god council voted on the next leader
Nobility and Priests - 15% of the population were nobles. Priests were nobles. Noblemen were scribes, government officials, and teachers. Commoners - Anyone who was not a noble -Merchants, Artisans, Soldiers - Farmers Fishers, Women - Slaves [image]
There were two main classes, nobles and commoners. You were generally born into a class but you were able to work your way up to a higher level. |
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Term
| What were the privileges of the Emperor |
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Definition
| They Aztecs Treated the Emperor as if he was a God. They would obey without a question and gave every privilege and luxury. He lived in an enormous house with gardens and a private zoo. Servants would carry him on a screened platform draped with ocelot skins through the streets. Other servants would sweep the streets ahead for him. |
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Term
| What were the responsibilities of the emperor |
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Definition
| He was commander of the army so he had to be a good warrior himself. He needed to know military strategy and how to lead people. He needed to look for bad omens and he made all the decisions. If he had an important decision he would gather a council of nobles and priest. The decision was ultimately his though. |
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Term
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Definition
| The Aztec Society was organized into units called calpollis. People in the same calpolli would live in the same neighbourhood and go to worship in the same temple. |
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Term
| How were calpollis organized |
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Definition
| This was sometimes based on their profession or work and sometimes if they were family. |
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Term
| What were the responsibilities of the councils in the calpollis |
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Definition
| They assigned land and houses to its residents and collected taxes. It also had the important responsibility of keeping the neighborhood clean, washing the streets, and painting and scrubbing the buildings. |
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Term
| What were the different calpollis explain each |
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Definition
There were three calpolli groups -
merchants - richest calpolli. went on trading expeditions brought back goods acted as spies. valuable help plan attacks for war. sold the goods in market paid taxes
artisans - decorated fans, headdresses, tunics, and shields.
Mask makers, goldsmiths, and feather workers were most respected
farmers. - grew crops but also hunters and fishers. sold stuff at the market paid tax most important part of citizenship. might be expected to donate hours of labour. They main thing that was harvested was corn. |
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Term
| What was the market why did they have so much pride in it and what did the Spanish think of it |
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Definition
| his was the largest market in the Aztec empire. It could hold up to 60 000 people and there was an estimated 25 000 that visited the market in a day. You could buy fabric, clothing, weapons, pottery, jewellry, and food. It was run using the barter system. Cacao beans were very valuable. It was also a social place to go. You could also hear the latest news, listen to some music, and buy a snack. The market had its own police force as well as 20 judges where thieves would be brought. Vendors who cheated customers were sold into slavery and all of their goods were confiscated. They took great pride in the market as this was one of the first places they showed the Spanish. A Spanish soldier said that he had never seen a market so well laid out, so large, so orderly, and so full of people. |
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Term
| What were the signs of your status |
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Definition
Clothes - quality of cloth as well as the pattern on it as well as if it had feathers
Nobles - cotton
Commoners - cactus fibre
Jewellery
House - size and location |
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Term
| What were clothing and housing laws |
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Definition
You would be killed if a common person wore cotton clothing ( only allowed cactus fibre)
Great noblemen and chieftains were only allowed a second story house or you would be killed. |
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Term
| How could a warrior move up in status what was war about for aztecs |
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Definition
| War for the Aztecs was not about killing their enemies, it was about taking them prisoner for sacrifice. If a warrior got 4 enemies he could move up in status. If he was a commoner he could move up to nobility. |
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Term
| What was education like as a child |
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Definition
| Aztec children were educated from home until the were able to go to school (10-15) They were punished after the age of three if they were not being hard-working and obedient. To punish children who misbehaved, some Aztec parents threw handfuls of hot chili peppers into a fire and forced them to inhale the fiery smoke. They were trying to turn them into citizen with a stone heart and a stone face. School was free and everyone could go |
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Term
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Definition
| Calmecac was a school for nobles These were usually attached to a temple. They studied codices and religious training was important. learned reading and writing |
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Term
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Definition
| They learned lessons orally and had to memorize Aztec history, religion and citizenship duties. They learned to play musical instruments and dance. The boys did physical labour. |
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Term
| What was the military service like |
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Definition
All boys trained as warriors. Once they learned how to fight they served a soldier. At age 15 they became warriors and took a role in the battles. Jaguar and eagle were prestigious military orders.
All boys trained as warriors. Once they learned how to fight they served a soldier. At age 15 they became warriors and took a role in the battles. Jaguar and eagle were prestigious military orders. In the Aztec society military was mandatory which is called a conscription. There are ‘draft dodgers’ who are people who flee or hide to avoid having to join the military. |
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Term
| What was the ducation and jobs availiable for aztec women |
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Definition
| Aztec Women had very little political power but it was very important for girls to have a good education. At 16 women were married and moved in with their husbands. They went into the Army as doctors and healers. They could be priestesses or matchmakers as well as midwives. They homeschooled their kids. |
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Term
| WHat was an important thing for aztec citizenship |
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Definition
| it focused on citizens who contributed to society by taxes |
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Term
| What were lessons in citizenship |
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Definition
| They had to memorize lessons on religion and good behavior. (respect your elders and treat others the way you want to be treated.) |
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Term
| What were virtues citizens had to show |
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Definition
Courage - Show courage and deal with hard stuff without complaining
Self-sacrifice - The group is more important than the individual
Modesty - no one would boast about personal accomplishments
Clean Living - They had to be healthy or would be harshly punished
Obedience - Had to obey superiors without question |
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Term
| What was the process of law was everyone judged fairly |
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Definition
Aztecs rights were protected by laws. Every citizen had to obey laws. Nobles were expected to set a good example so they were judged more harshly You could move up from lower court to higher court or even the emperor if you were not happy with the decision.
Judged on evidence
lesser crimes - fined or sentenced to slavery
serious crimes - (including theft) no prisons punishment was often death. |
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Term
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Definition
| Slaves had rights. If a noble beat a slave to death they could be executed. If a slave being sold in the marketplace could run 1.5k to the emperors palace without being caught they would become free. did not think it was shameful to be a slave, just bad luck. They could keep property and have their own slaves until their debts were paid. Children of slaves were freed |
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Term
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Definition
|
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Term
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Definition
| a wild cat from mexico with a spiritual meaning to the aztecs |
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Term
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Definition
| a group that people that had family ties or of the same profession who lived in the same area. |
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Term
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Definition
| a skilled worker who makes art by hand. |
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Term
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Definition
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Term
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Definition
|
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Term
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Definition
| making military service mandatory |
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Term
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Definition
| a system of communication using pictures that they used instead of letters. |
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Term
|
Definition
| people who do something wrong are punished |
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Term
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Definition
| people who so something wrong must make that mistake better. |
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Term
| What was Spain's main religion? |
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Definition
|
|
Term
| What happened with the Muslims and why? |
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Definition
Internal struggles like weak rulers made it vulnerable to attack.
The Muslims conquered almost all of Portugal and Spain. |
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Term
| What did the new rulers do and what happenned as a result? |
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Definition
| The new rulers made a large mosque as a new national identity. Many Christians converted to Muslim |
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Term
| What did the Muslims think about religion |
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Definition
| They were tolerant of other religions |
|
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Term
| What did they think of arts |
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Definition
Rulers and rich merchants supported arts
they did not show humans or animals that could be idolized |
|
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Term
| What was their learning like |
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Definition
They wanted good education. The first university was established in 971. Cordoba, Seville, Granada good centers of learning. Learned Medicine and science. Translated books and essays from ancient greeks. Knew lots about natural science.
And knew more and earlier than Europe |
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Term
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Definition
| the recapturing of Spain by the Christians |
|
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Term
| Where did they take it back first and going where |
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Definition
| They started norht and went south towards grenada the most populated area which was the lastplace to be captured. |
|
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Term
| What was the Christian fighting style |
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Definition
| Large numbers of men with same weapon in tight formation. It became to deadliest fighting force in europe. They brought this to the americas. |
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Term
| Who helped them reclaim Spain |
|
Definition
|
|
Term
When was Spain recaptured and how long were they fighting
for? |
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Definition
|
|
Term
| What was the Spanish Inquisition |
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Definition
| King Ferdinand and Queen Elizabeth said that people of other religions like Jews and Muslims than Christianity would convert or be exiled. |
|
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Term
| What would families do if they were exiled? |
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Definition
They could not bring gold out of the country so they bought
other goods that they did not necessarily want. |
|
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Term
|
Definition
| a religion that worships one god |
|
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Term
|
Definition
| a religion that worships multiple gods |
|
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Term
| What was the negative impact on Spain from the Inquistion |
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Definition
| The people affected by the inquistion were from middle class and were artisans. this affected these pain of economy this caused Spain to going to a depression. |
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Term
| What are the religions in Spain now |
|
Definition
|
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Term
| Why did they care about the spread of the Islamic faith and what did they do |
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Definition
| They thought that it was threatening Christianity. SO the started to explore to convert people. |
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Term
| What was the Jubilee and what did they do to related to this time. |
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Definition
| The year 2000 was a Jubilee year for Christians which happens every 25 years. Pope John Paul called upon acts committed by Christians during the Crusades and the Spanish Inquisition and sought forgiveness on behalf of Roman Catholics for the forced conversion of Indigenous peoples. |
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Term
| What did they need gold for? |
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Definition
| Your country's wealth was based on your supply of gold and silver. They enabled you to buy natural resources pay for wars to protect border and keep out foreign powers as well as buy ships and fund wars for other territories. |
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Term
| Why did the King and Queen decide to explore |
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Definition
| The wars that they had to pay for left them with little money. They hoped for Gold where they explored |
|
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Term
| What did Columbus write back from his voyages and what was the result |
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Definition
| When he reached the America there was not that much gold. He talked it up though in a letter to the King and Queen. They approved another voyage immediately that would be well stocked and many times larger than the first. |
|
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Term
| What was the code of chivalry |
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Definition
| It was a code that Christian knights had to follow based on el cid. military success loyal Fairness Faith In god |
|
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Term
|
Definition
| the Muslim religion, with one God, based on the teachings of Muhammad |
|
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Term
|
Definition
| a small area like a district |
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Term
|
Definition
|
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Term
|
Definition
| A fighter in a medieval Christian military expedition to recover the Holy Land from the Muslims |
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Term
|
Definition
| When Muslims and Jews were forced to convert to Christian or be exiled from Spain. |
|
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Term
|
Definition
| people sent to promote their religion and convert people |
|
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Term
|
Definition
| A lower class of nobles who had never owned land. |
|
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Term
|
Definition
| To try to manipulate or convince you to do something that is often misleading |
|
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Term
| 4 Gs (geography god gold glory) |
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Definition
|
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Term
|
Definition
| The Muslims landed in Spain |
|
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Term
| What was the story about the shogun and the ronin |
|
Definition
| Lord Asano was meeting with a representative of the emperor. Lord Kira was teaching him how to behave. Asano did not pay him enough so Kira insulted him in front of the other nobles. Asano got angry and cut off his arm. He had to take his own life for what he did. The 47 samurai that were his, now became ronin. They wanted to avenge his death and killed Kira in the night. The all had to kill themselves. They are buried beside each other and are considered heroes. |
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Term
| What does the story about the shogun and ronin mean |
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Definition
| They now what is right and wrong, they are very loyal to their leaders, and honour is a big part of their society |
|
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Term
|
Definition
|
|
Term
|
Definition
|
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Term
| What were three things shoguns used to maintain power |
|
Definition
Alternate Attendance - He made daimyo alternate between their land and edo every other year. This costed a lot so they could not accumulate money to challenge the shogun.
Sharing power - Bakuhan system shogunate was the federal government that dealt with important things like trading and daimyo controlled local things in their area
Strict Laws - He also had very strict rules about how the could dress and who they could marry. They wouldn't have enough money to attack the shogun because he also made them pay for projects like roads |
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Term
| Did the emperor or sogun have more power |
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Definition
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Term
| Why did they have marriage laws |
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Definition
| if two people with a bunch of power marry they would be even more powerful and and wealthy |
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Term
| What werent peasants aloud to have |
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Definition
Soap
Weapons
Smoke tobacco
Rice wine |
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Term
| Why did they have secret police? |
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Definition
| The society was so controlled that you could not scheme or plan to take down the shogun because there were always secret spies watching. |
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Term
| How did you get put into certain classes |
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Definition
| It was hereditary so you were born into a class and could not move up or down but if you worked hard you could be treated better within that class |
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Term
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Definition
| Were respected. Had a large sword to cut enemy in half and small sword to cut off head |
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Term
| What happened when there was nothig for the samurai to fight |
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Definition
| They acted as officers and other odd jobs. They collected taxes and surveyed the land. They also wrote poetry. |
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Term
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Definition
| Samurai had to commit seppuku or ritual suicide to avoid humiliation if they let down the group |
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Term
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Definition
| Were very important because they provided food. |
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Term
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Definition
| Had a lower status than peasants because they didnt produce a main thing. Made high quality items. Children had to become artisans as well as the specific craft |
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Term
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Definition
Stored and shipped food specifically rice. Like bankers because rice was used as a currency. Bottom becauser they didnt produce anything
Could not show wealth |
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Term
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Definition
| They were born into classes. As well, her children would go into her class Women who lived in rural areas had more freedom than upper class women. They would work in homes + work in the fields with husbands. Always considered lower than men. No legal existence and could not own property. |
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Term
| What was common with outcasts + who else |
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Definition
All associated with death
Leprosy
Certain entertainers
Ainu |
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Term
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Definition
| Confucius a Chinese scholar whose taught for moral living. Confucianism also taught that everyone had a place in society. |
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Term
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Definition
| men would work overtime and owmne would be entirely in charge of taking care of kids now women are choosing to stay single and men are choosing jobs with more freedom |
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Term
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Definition
Lower class group of five families
If one missbehaved everyone would be punished |
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Term
| What did they call the Portuguese and why |
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Definition
| Soutern barbarians they saw they came from the south and they were not super disciplined and the japanese werent used to that. |
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Term
| What happened between the Japanese and the portuguese |
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Definition
| They began trading and thought the portugues were oky but as it progressed the did not like the portuguese |
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Term
| What happened with the missionaries |
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Definition
Francis Xavier converted upper class to christianity
Franciscan priests worked with lower class
created more religious diversity |
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Term
| Why were Cortes men upset and why because of that |
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Definition
| They were upset because Cortes promised them gold and silver from the Aztecs but saw it being sent back to Spain. |
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Term
| What changed in the Aztecs religious views after the Spanish victory. |
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Definition
| Aztec priests thought that During the war Aztec priests had told the people that if they kept praying the gods would bring them to victory. When this did not happen the people thought that their gods had abandoned them. |
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Term
| What did the Spainsh change about the Aztecs? |
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Definition
Religion - Franciscans and other Missionaries converted many of the Aztecs that survived to Christian. They destroyed Aztec temples and burnt the codices. They took Aztec chiefs children and taught them to read, write, and chant. Poorer kids were brought to the courtyard and taught Catholic faith. They wanted no trace of the Aztecs to remain.
Economic system - The Spanish changed their system to the encomienda system that they set up in all of their colonies.
With each piece of land there was a number of Aztec workers
These workers were not paid but they had legal rights. They had to be treated well and taught christianity. Some landowners abused the workers. There were laws to stop this but since spain was so far away they had little effects of the colonies. ladder with the Spanish at the top and the Aztecs at the bottom |
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Term
| What was the marriage law? |
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Definition
| forced soldiers to to bring over there wifes within 6 months or marry and aboriginal woman. If not they would lose their encomienda |
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Term
| What happened when Cortes was kicked out and why was he kicked out |
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Definition
King Carlos took the governorship of New Spain away from Cortes. He gave the job to Don Antonio de Mendoza. Mendoza became the first viceroy in New Spain. (royal representative)
Scholars think that he might have been a little too good at what he did. The king may have feared that Cortés would say he was king of the colony and separate from Spain.
Or at least that he would look after his own interests first and those of the king second. |
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Term
| Was New Spain still under control of King Carlos and what did this result in? |
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Definition
King Carlos made it clear that the colony was under the direct control of the Spanish Crown.
The colony had to keep giving tribute (gold, silver, and farm products) to Spain to pay for the king’s European wars.
Settlers began to think that what was being done was good for the king was not necessarily good for them.
It was making Spain extremely wealthy, but New Spain itself was lacking in good roads, schools, and housing |
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Term
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Definition
| A metal plate fixed to a wall to commemorate a certain person or event. |
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Term
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Definition
| a set of beliefs or principles |
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Term
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Definition
| An unfortunate event that causes a lot of damage |
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Term
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Definition
| A religion with missionaries founded by St. Francis of Assisi |
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Term
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Definition
| a system where soldiers received a piece of land and with each piece of land there was a number of Aztec workers assigned. |
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Term
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Definition
| A mixed race of Spanish and Indigenous descent. |
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Term
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Definition
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Term
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Definition
| A mixed race of European and Black descent, |
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Term
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Definition
| A Mexican celebration to pray for spirits. |
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Term
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Definition
| Visual description mostly in literature. |
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Term
| Who were the divine beings and what did they do |
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Definition
| The male Izanagi and the female Izanami stood on the bridge of heaven and churned the ocean with a spear to make a small island of curdled salt. (Japan) |
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Term
| Who was Izanagi and Izanami's daughter and what happend to her |
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Definition
| According to legend, Izanagi, had a daughter named Amaterasu, the sun goddess. Amaterasu went into a cave, closed the entrance with a boulder, and refused to come out. The world was plunged into darkness. The other gods eventually tricked her into coming out, which brought back light and hope to the Japanese people. |
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Term
| What do they call their country and what does their flag look like and symbolize |
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Definition
The land of the rising sun. It is a symbol of the sun and symbolizes unity with the circle
[image] |
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Term
| How were the emperors treated and what is said about them |
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Definition
| Treated very well because they were godlike in the eyes of the Japanese. They were thought to be descendants of the sun goddess. |
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Term
| Why did they make Japan look bigger than it actually looks? How is the population in relation to Alberta and what about the space |
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Definition
They didn't know how big they were in compared to the rest of the world. The population in Alberta is much smaller than the population in Japan but Japan is a much smaller place. It would be very crowded.
[image] |
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Term
| Why was most of the population along the coast? |
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Definition
| The rest of Japan was mountains so they had to live on the coast |
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Term
| What were the places and seas like around Japan? |
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Definition
| In between China and Japan is very rough waters and on the other sides, there was a lot of inlets to put lots of places like places and settlements. Most of the places are on the west side. |
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Term
| What did the Japanese adopt from the Chinese |
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Definition
| Their religion and their language/symbols |
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Term
| Why were the cherry blossoms so important and what did they symbolize |
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Definition
| They were a big part of their culture as was all nature and symbolized new beginnings, beauty, and the shortness of beauty and life. |
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Term
| WHat was extremely important to the Japanese |
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Definition
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Term
| Who were the Ainu and what were the connections to the people in Canda |
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Definition
| Indigenous tribe of Japan. Indigenous people in both places were both forced to assimilate. Japan with the Ainu and Canda with Jacques Cartier and the first nations. |
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Term
| What was the Shinto culture and the main focus |
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Definition
| The sacred spirits that took form in objects in nature called kami. They loved nature. |
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Term
| Why were there so many natural disasters in Japan? |
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Definition
| It is along the edge of a tectonic plates which makes it susceptible to typhoons earthquakes tsunamis volcanos, and monsoons |
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Term
| What has all the natural disasters made the Japanese people? |
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Definition
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Term
| What was the legend about the giant catfish? |
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Definition
| There is a giant catfish living in Earth's mud that thrashes and causes earthquakes. It was so unpredictable so Kashima a god went to get it. It continued to thrash and cause many major earthquakes |
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Term
| Why were the thriving when they had such a small area to farm |
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Definition
| The land was very fertile (ARABLE) |
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Term
| What are the things they do to provide for themselves |
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Definition
They survived by farming and fishing
They used wood from forests as fuel and building.
Silkworms and cotton for clothing |
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Term
| What was their main food sources |
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Definition
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Term
| Why were monsoons so important |
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Definition
| They were very wet winds and they need lots of water for them to grow |
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Term
| What does a rice field look like |
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Definition
| a bunch of tiers on a mountain with strips of almost ponds that the rice grew in |
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Term
| WHat was wealth dependant on |
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Definition
| How much rice you had and how much you were able to produce |
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Term
| WHy did they have the sumo wrestlers carry the bales of rice ton the ships |
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Definition
| They wanted to look as if they were powerful |
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Term
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Definition
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Term
| What helped them stay a homogenous society and how |
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Definition
| The sea helped them travel to different places in Japan and communicate and stay close with the different areas. |
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Term
| What happened with the assimilation of the Ainu? |
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Definition
| Japan began to take over Ainu land. Ainu fought back but were defeated. It officially became part of Japan. The Japanese assimilated the Ainu. They could not speak their language practice their customs and could only live in certain areas. They were given farming land even though they were hunters and fishers. |
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Term
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Definition
| Japanese word for god or spirit part of the Shinto culture |
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Term
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Definition
| A large storm sent by the gods to defend the land |
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Term
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Definition
| Spaced out, not near anything else |
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Term
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Definition
| A ceremonial event to honor something |
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Term
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Definition
| Indigenous people in Japan |
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Term
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Definition
| Ainu gods that relate to nature. |
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Term
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Definition
| Festivals held to please and celebrate the kami |
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Term
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Definition
| Large storms with big waves that cause great damage |
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Term
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Definition
| To adapt and be resilient |
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Term
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Definition
| A piece of fertile land that can be farmed |
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Term
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Definition
| A huge wind that brings rain |
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Term
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Definition
| The japanese word for cooked rice or a meal |
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Term
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Definition
| To make something similar |
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