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| 1861, from Ger. Neanderthal "Neander Valley," gorge near Düsseldorf where humanoid fossils were identified in 1856. The place name is from the Graecized form of Joachim Neumann (lit. "new man," Gk. *neo-ander), 1650-1680, Ger. pastor, poet and hymn-writer, who made this a favorite spot in the 1670s. Adopting a classical form of one's surname was a common practice among educated Germans in this era. |
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| Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence |
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| Magna Carta influenced the idea of limiting the monarch's power. The English Bill of Rights and Declaration of Independence had that idea of limiting the power of the monarchy. |
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| the first of the great Biblical patriarchs, father of Isaac, and traditional founder of the ancient Hebrew nation: considered by Muslims an ancestor of the Arab peoples through his son Ishmael. |
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| the mother-in-law of Ruth and the great-grandmother of David |
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| : religious leader, lawgiver, and prophet, to whom the authorship of the Torah is traditionally attributed |
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| one of the tannaim, an important Jewish sage in the era of the Second Temple, and a primary contributor to the core text of Rabbinical Judaism, the Mishnah |
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| Second king of Israel, reigned c1010–c970, successor to Saul: slayer of the Philistine giant Goliath. |
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| Moabite woman who married Boaz and became an ancestor of David: the daughter-in-law of Naomi. |
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| religion, originated in India by Buddha and later spreading to China, Burma, Japan, Tibet, and parts of southeast Asia, holding that life is full of suffering caused by desire and that the way to end this suffering is through enlightenment that enables one to halt the endless sequence of births and deaths to which one is otherwise subject |
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| homeland of the Israelites (ancient Hebrews) |
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| How did the prophets play a role in Hebrew politics? |
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| the prophets played a large role in Hebrew politics; "often emerging in times of social distress and moral confusion |
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| Roman Republic: Written Constitution |
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One of the changes that were made in the Roman Republic as a result of the
plebeians’ demands was the writing down of laws. At the beginning of the
Roman Republic, only consuls and senators, all representatives of the patricians,
had knowledge of the laws. The plebeians thought that this was unfair. If the
patricians wanted to change the laws to favor them, they could do so very easily
since the laws were not written down. About 450 B.C., the plebeians’ demands for written laws were met. The
patricians wrote the Roman laws down on 12 bronze tablets. These tablets are
called the Law of the Twelve Tables. Everyone in the republic―patricians and
plebeians alike―was subject to follow the same set of written laws. |
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| Roman Republic: Tripartite Government |
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There were three parts of the Roman government that shared the power to rule.
The Senators were from the wealthy class called the patricians. The senators
elected two consuls from their group. Then there was a third group, an assembly
of Roman citizens. In time, the plebeians had representation in the assembly
and representatives that were equal to the senators, called tribunes. Tribunes
could prevent laws proposed by the Senate from being passed. After a while,
plebeians also were able to elect one of the consuls. |
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Something that is “tripartite” is divided into three parts or made up of three parts.
The Roman Republic was a tripartite government. |
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| Roman Republic: Checks and Balances |
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Definition
In ancient Rome, the tripartite
government kept any one person or group from taking control of the Republic.
The Senate gave the aristocracy a voice in government. The consuls had to be
elected by senators and so were dependent on them for their power. The
assemblies provided representation for regular citizens. Even today, we value
the system of checks and balances. In the United States, we have three
branches of government. Power is distributed among the president, the
lawmakers, and the courts so that nobody has too much control over
government. |
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A system of checks and balances in government prevents any one
part of a government from becoming too powerful. |
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| Roman Republic: Civic Duty |
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The structure of the Roman Republic demonstrates that its people valued the
concept of civic duty. In Rome, people could not rely on a king
or dictator to rule them and make decisions for them. Instead, they had to take
an active role in their government. People also participated in other ways.
Citizens were expected to defend the Republic when required. Citizens like
Cincinnatus served the Republic when enemies threatened its existence and the
citizens helped defend it. Because the people of Rome took their civic duties
seriously, the Republic remained strong and stable for a very long time. |
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refers to the types of responsibilities that
citizens have to their nation or country. |
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| Scientific Method improved by Bacon |
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| Moreover, like Roger Bacon of the 13th century, Francis Bacon argued that the use of empiricism alone is insufficient, and thus emphasized the necessity of fact-gathering as a first step in the scientific method, which could then be followed by carefully recorded and controlled (unbiased) experimentation. Bacon largely differed from his sixteenth century counterparts in his insistence that experimentation should not be conducted to simply “see what happens” but “as a way of answering specific questions.” Moreover, he believed, as did many of his contemporaries, that a main purpose of science was the betterment of human society and that experimentation should be applied to hard, real situations rather than to Aristotelian abstract ideas. His experimental method of fact-gathering largely influenced advances in chemistry and biology through the 18th century. |
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| Scientific Method improved by Descartes |
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| Descartes believed that mathematics should be improved in the scientific method. He wanted 4 laws of reasoning. |
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| How did the success of the Scientific Revolution influence Enlightenment thinkers? |
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| realized that the things that they had always been told to believe in can be questioned, and proven to be wrong. From the examples of Newton, Galileo, and Copernicus, Italian philsophes realized that they could think for themselves. |
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| How did the Scientific Revolution change peoples' views on religion? |
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| Things were proven wrong through experimentation. The "Reformation" occured because of it. |
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| The Scientific Revolution opened the way for religious and political liberty; for untrammelled evolution on the basis of self-reliance; for a higher standard of morality; for the advancement of science — in short for everygood thing that has come into the world since the Reformation. |
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| Mayflower Compact has Protestant democratic ideas |
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| The Mayflower Compact illustrates another Protestant idea that influenced democratic thinking. This was the idea that the authority of governments rests on covenants, or solemn agreements. |
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| How/when did the Aztec empire start? |
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| It originated in 1427 as a Triple alliance between the citystates Tenochtitlan, Texcoco and Tlacopan who allied to defeat the Tepanec state of Azcapotzalco, that had previously dominated the Basin of Mexico. Soon Texcoco and Tlacopan became junior partners in the alliance which was de-facto lead by the Mexica of Tenochtitlan. |
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| Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Comentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization. |
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Definition
Sources: Tanakh, Talmud, Abraham (Ten Commandments), Torah, Zohar
Western:
(Texts above included) One God, community, equality under the law,virtuous lifestyle, morality, self-improvement
reflected in lifestyle, faith, equality,ethics |
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| When did the Inca Empire start and end? |
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| How/when did the Aztec Empire end? |
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| The Aztec empire came to an abrupt end on 13 August 1521 when Hernan Cortés and his Spanish conquistadors took the Aztec capital and its emperor Montechzuma (Montezuma) II. |
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| expansion of the Inca Empire began with Viracocha's son Pachacuti. |
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| How did Pachacuti start Inca Empire? |
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| Plan of attack. The Aymara-speaking rivals in the region of Lake Titicaca, the Colla and Lupaca, were defeated first, and then the Chanca to the west. The latter attacked and nearly captured Cuzco. After that, there was little effective resistance. First the peoples to the north were subjugated as far as Quito, Ecuador, including the powerful and cultured kingdom of Chimú on the northern coast of Peru. Topa Inca then took over his father's role and turned southward, conquering all of northern Chile as far as the Maule River, the southernmost limit of the empire. His son, Huayna Capac, continued conquests in Ecuador to the Ancasmayo River, the present border between Ecuador and Colombia. |
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| How did the Inca Empire be defeated? |
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| After years of preliminary exploration and military skirmishes, 182 Spanish soldiers under Francisco Pizarro and their native allies ambushed the emperor of the Inca Empire and captured him in the 1532 Battle of Cajamarca during Spanish Conquest. |
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| Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people. |
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| The Exodus refers only to the departure from Egypt described in the Book of Exodus; more widely, it takes in the subsequent law-givings and wanderings in the wilderness between Egypt and Canaan described in the books of Leviticus, Numbers and Deuteronomy. The Exodus is the story of the departure of the Israelites from ancient Egypt described in the Hebrew Bible. |
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| Influence of Julius Caesar in Rome's transition from republic to empire. |
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| Julius Caesar had changed the nature of the Roman empire, he had swept away the old, corrupt system of the late Roman republic and had set an example to future Roman emperors as well as other future European leaders to live up to. |
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| Influence of Augustus in Rome's transition from republic to empire |
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| Augustus expanded the Roman Empire, secured its boundaries with client states, and made peace with Parthia through diplomacy as leader. |
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| Trojan hero, the reputed ancestor of the Romans: protagonist of the Aeneid. |
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| sons of Mars and Rhea Silvia, Remus and his twin brother Romulus were abandoned as babies, suckled by a she-wolf, and brought up by a shepherd; Remus was finally killed for mocking the fortifications of Rome, which Romulus had just founded. |
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| Roman statesman who according to tradition was twice called away from his farm to assume the dictatorship of Rome (458 and 439). |
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| Roman general, statesman, and historian who invaded Britain, crushed the army of his political enemy Pompey, pursued other enemies to Egypt, where he installed Cleopatra as queen , returned to Rome, and was given a mandate by the people to rule as dictator for life |
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| Roman statesman, orator, and writer |
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| the ancient Roman state from 509 BC until Augustus assumed power in 27 BC; was governed by an elected Senate but dissatisfaction with the Senate led to civil wars that culminated in a brief dictatorship by Julius Caesar |
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| Trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans' restrictions on their right to live in Jerusalem. |
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| They moved from the East to the West because the Romans had conquered Jerusalem, the Jew’s home territory; the Romans taxed heavily and so the Jews rebelled, but during one of these rebellions in Babylonia, the Romans destroyed the Jew’s Holy Temple and burned it. This whole event led to the Jewish Diaspora, or Jewish Exile, out of Palestine. |
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| Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan economies, trade, and development of urban societies. |
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| Southern Mexico to Central America (Mexico Peninsula); astronomy as well as developed a calendar; kings and city states; pyramid-shaped temples for worship; hieroglyphics as a writing system; made 0; human sacrifices; social class by birth; polytheistic. The highlands had many volcanic mountains while having fertile soil that helped the agriculture. Some places included: Guatemala, Belize, Honduras, and El Salvador. They used a slash-and-burn technique to clear and fertilize farming land. Their main crop was maize—or rather, corn. They pretty much invented chocolate. They traded squash, cocoa beans, pottery, decorated and colorful weaved clothing, maize, and more. Most lived in small towns and traded from family to family or to longer distances as towns grew into larger cities. |
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| Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Aztec economies, trade, and development of urban societies. |
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| Central Mexico; Tenochtitlan was capital which was located on an island in the middle of a lake because the emperor was told by the Gods to build the capital where there was an eagle with a snake in its claws—the only way to get there was by boat or causeways/bridges; human sacrifices thus, warfare was important; emperor in empire; same writing system as Mayans; polytheistic; 365 day calendar; irrigation for crops; social class: Ruler, priests and nobles, warriors, merchants and artisans, farmers, then slaves; the Spanish defeated the Aztecs because they wanted their gold; other Natives helped the Spanish because they hated the Aztecs because of the human sacrifices. |
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| Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Incan economies, trade, and development of urban societies. |
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| South America, by Pacific Ocean (Chile); much in Andes Mountains; roads and bridges; emperor; terraces for farming, thus can have surplus crops; llamas; gold; polytheistic; all tribes turned into slaves for Spanish. |
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| Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how the cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492). |
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| Spanish Inquisition banned Jews and Muslims and while it happened, many tried to convert themselves to Christianity; those who didn’t fled. The ones who fled to Turkey were lucky; those who fled to Portugal were unlucky because the King married one of the daughters, Isabella of the Spanish monarch, and thus decided to also ban the Jews and Muslims there. Some of those who failed to escape were thrown onto a ship and thrown overboard, in the middle of the ocean. Then there was a rumor that went around that the Jews and Muslims had eaten gold and diamonds, so many went around cutting them up in hopes to find the gold or diamonds in their stomachs. During the Islamic Golden Age, ceramics, glass, metalwork, textiles, illuminated manuscripts, and woodwork flourished. Ali Baba is a popular part of the literature area. The lute and guitar was invented. However, soon after the Crusades, a threat by the name of “Genghis Khan” came to exist. |
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| Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of God who sets down moral laws for humanity |
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| Jews consider Judaism to be the expression of the covenantal relationship God developed with the Children of Israel—originally a group of twelve tribes claiming descent from the Biblical patriarch Jacob—and later, the Jewish people. According to most, God revealed his laws and commandments to Moses on in the form of both the Written and Oral Torah. |
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| Know the life and moral teachings of Buddha and how Buddhism spread in India, Ceylon, and Central Asia |
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| The religion Buddhism is on the teachings of Siddhartha Gautama. Buddhism mainly teaches about karma (the laws of cause and effect), rebirth; how one does not stay in a soul permanently (as taught in Hinduism and Christianity), and the cycle of saṃsāra (ones pleasures and cravings come in a cycle as indifferent to life and death). |
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| Explain how the main ideas of the Enlightenment can be traced back to some movements of the Renaissance, the Reformation, and the Scientific Revolutions t the Greek, Romans, and Christianity |
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| The Enlightenment did not have a specific time span and can often be traced back to the Scientific Revolution and the when Isaac Newton’s Principia Mathematica was published, and marked the end of the French Revolution. The Enlightenment is often held to be the start of critical ideas; freedom, democracy, and reason of society. These ideas also lead to the arguments of market mechanism, capitalism, scientific method, religious tolerance, and self-government. |
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| Understand the significance of the new scientific theories and the the significance of new inventions of Newton |
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| the reflecting telescope in 1668; uses reflecting mirrors to form an image in the sky. |
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| Understand the significance of the new scientific theories and the significance of new inventions of Newton |
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Definition
| the reflecting telescope in 1668; uses reflecting mirrors to form an image in the sky. |
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| Understand the significance of the new scientific theories and the significance of new inventions of Copernicus |
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| regarded the start of modern astronomy and defining epiphany in the scientific revolution. |
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| Understand the significance of the new scientific theories and the significance of new inventions of Galileo |
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| : improved the telescope, observations of Jupiter and the phases of Venus. Invents the thermometer, and helped improve the barometer. |
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| Understand the significance of the new scientific theories and the significance of new inventions of Kepler |
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| improves the refracting telescope. |
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| Discus how Judaism survived and developed despite the continuing dispersion of much of the Jewish populations from Jerusalem and there of Islam after the construction f the Temple in AD 70. |
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Definition
| Throughout the whole Jewish history, Jews have been harassed and persecuted, (the destruction of the Jewish empire by the Romans and the violation of the Holocaust). Judaism was able to survive because of the Jews faith to God, a morality of an individual with the society, the practice of ceremonies and practices, the law to obey and enforce a sacred text, the institution for people to unite religiously and socially, and the people of Israel. |
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| a system of economy where private businesses determined a country’s profit and businesses. Competition brought out the best of people. |
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| a system of economy considered to be a form of economic nationalism; depending on the supply of the capital. |
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Definition
| an economy where the creation of products and services are home-based and not manufactured/ factory based. |
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| 17th Century significance |
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| This century created strong centralized European states entered into worldwide international competition for wealth and power, accelerating the pace of colonization in America and Asia. |
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| Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration). |
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| Scientific Revolution was a period of growth in physics, astronomy, biology, human anatomy, chemistry, and other sciences; that led the rejection of Ancient Greece through the middle Ages, and established modern science. The Renaissance was a cultural movement that took place though 14th-17th century. It based on classical sources, perspective painting, and educational reforms; the period was dominated by the migration of Greek scholars. |
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considers as one of many religions of Hinduism
practices: worship of the Deity, study of the Vedas, and giving to the charity. In exchange, the Brahma would receive their charity, (their live-hood). |
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| Geography of Ancient Hebrews |
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| originated from Israel; first when Abraham left Mesopotamia to Canaan. (Palestine) Abraham and his descendents were known to be nomadic, and were then called Hebrews. |
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