G/H Final
G/H Notes Aztec
History
The name Aztecs comes from William H. Prescot in 19th C (a historian)
The name Aztec comes from the term Aztlan which means the people
The Aztecs lived in Tenochtitlan a swamy island surrounded by salt water in today Mexico
They had the largest empire in North America in 1519
The spanish conquered them in 1519
They had a 200 year rule in Tenochtitlan
Geography
Tenochtitlan was surrounded by mountains, also known as holy sites as they connected the physical and spiritual world together
Mountains caused…
-Flash floods
-Droughts
-Protection against attacking enemies
Lake Texcoco surrounded Tenochtitlan
-Prevented access to the city
-Built three causeways linking the lake to the mainland
-The causeways were linked to the island by bridges
-Lake Texcoco was a part of 5 lakes that were connected to each other
-No rivers for the water from the lakes to flow out of the lakes
-Most of the water was salty and undrinkable
-Tenochtitlan was divided into 4 sections and the Great Temple was in the center
-They believed that the earth was flat like a disc
-They were 2000 meters above sea level
Demographics
They had a few thousand people, the population boomed to a several hundred thousand
-They had a 200 year reign in Tenochtitlan
Ideas
The Aztecs built adequate to bring in fresh water from underground springs
Chinampas: Manmade, floating islands used for farming
Values
Poetry was an important form of art
-Imitation of Ometeot: God of the Universe
-A commoner could note read or write, so a scribe wrote the poem they made
-Warrior usually wrote poems when they were were not fighting
-Poetry was often recited or sung and usually taught a type of lesson
- Poetry was made to praise the gods, to share stories, and to celebrate the beauty of the natural world
Society
They believed the group was more important than the individual
Nobles: Emperor, priest , and nobility
Commoners: Merchants, artisans, soldiers, farmers, fishers, women, and slaves
They were urban people
Nobles
-Also known as pipiltin
-10/15% of Aztec population
-Held the most wealth and power
-Worked as scribes, government officials, and teachers
-Priest had their own hierarchical system
-Could read and write
-Went to a school called Calmecac
Commoners
-Were about 85/90% of the population
-Included merchants, soldiers, artisans, farmers, fisherman and slaves
People could move up their social rankings, by being a good citizen/warrior
Emperor
-Emperor was elected by a council of nobles
-The Emperor was nobility until he was voted into a new class
- Also known as the “Huey Tlatoani” meaning “Great Speaker”
-Commander in-chief of the military
-Lived a life of luxury
-He and his council of nobles made the decisions for Tenochtitlan
Callpolli
-Family clans assigned based on class and work the people did
-They all lived in the same neighborhood and prayed together
-Each Callpolli had a captain who assigned land, collected taxes, kept the neighborhood clean, and gave them some political power.
Merchants
-Made the richest callpolli
-Sold goods in markets
-Acted as spies to other regions
-Had geographical knowledge of foreign cities
-Paid taxes on their goods
Farmers
-Grew crops, hunted and fished
-Sold what they made in markets for additional money
-Gave a part of their crops as taxes
-Grew food for everyone locally
-Worked on projects of labor for emperor
Artisans
-Also known as craftspeople
-Made headpieces, gowns, fans, headdresses, decoration, and tunics
-Usually used Quetzal feathers (hummingbird) associated with the god Quetzalcoatl
Clothing
-Nobles wore cotton clothing
-Commoners wore cactus fiber clothing
-Clothing, jewelry, and the pattern on ones clothing were a sign of wealth
-The commoner warriors wore loincloth and the the noble warriors wore the uniform of a jaguar
-The more prisoners you captured the more official your uniform would be
Religion
-Had many temples which were in the pyramid shape
-They were polytheistic meaning they believed in more than one god
-God was in the center of their lives, just like how the Great Temple was in the center of Tenochtitlan
-They had a sacred calendar which had 260 days a year (great stone calendar)
-Every 52 the sacred and solar calendar would catch up making the New Fire Ceremony
-The sacred calendar was dedicated to Huitzilopochtli (one of the gods)
-Jaguars, hurricanes, fiery rain, flood were the four era’s before the present which had been destroyed, the next is Earthquakes
-The sacrificed people as it was believed to nourish the gods
-They also bloodletted as a sign of dedication and thanks to the god for their sacrifice to create the present world
Trade
-They had many trade alliances with different groups of indigenous
-They could not grow certain crops including tropical produce: Avocados, papayas, and cacao
-The also didn’t have gold or silver deposits
-They received tributes from the places they conquered
-Cacao beans were really important as they were a source of energy, they were also a form of currency
Boys
-Were born into warriors
-They were pampered until the age of 3
-Military Service was compulsory for boys
-The boys were committed to protect the Aztec people
-When an Aztec boy was born, his umbilical cord was buried in a battlefield
Education
-School was from the ages 10-15
-Religion was a key part of their education
-There was a Universal Education
-Schooling was free
Medieval Ages Notes
Society
-Based on a hierarchical system called Feudalism
-Feudalism was based on land, loyalty and duty
-There was 2 types of peasants:
-Freemen: Rented the land, and were free to come and go with the lord’s permission
-Serf: Were bound to the land and were under the lord's command (Were like slaves)
-The lord owned land and had knights who swore fealty and protected the land while the peasants worked the land
-Peasants gave their lord a portion of what they produced and had to do any work the lord ordered
Manorialism vs. Feudalism
-Feudalism: Land was granted in exchange for service and loyalty, was focused around the relationship between the lord and the vassal
-Monarlism: Economic counterpart to feudalism, in which lords controlled and profited from the land while the peasants provided labor. It concentrates on the relationship between the lord and the peasants working the estate
Fief
-Land granted by a lord to a vassal in exchange for services.
-Included land with attached unfree peasants to support the vassal and ensure service to the lord.
Town Life
-Town were dirty and crowded
-They grew around castles, monasteries and churches
-Offered opportunities and freedoms against feudalism
-Trade and production of goods was organized by the guilds
-Consisted of a Master, Journeyman, and apprentice
Role of Women
-Women had less power and rights than men
-They could not own property and their closest male relatives made decisions for them
-Worked alongside their husbands, and were responsible for childcare and food preparation
-They could inherit their husbands business and guild membership upon his death
-Noble women had the least amount of freedom and had to marry at a young age for political reasons
-Ran the houshold
Religion
-The idea of life after death was important
-Churhces gave a feeling of community
-Members of the church paid a tithe, which was 10% of what they eaerned in a year to the church
-Some people devired their whole life to god and became nuns or monks
-They were deeply religious
-They spent their life studying, praying, working
-They grew food, taught children, and cared for the sick and poor
-Nuns worked in nunneries or convents
-Monks worked in monasteries
-The church also had a hierarchy
-God
-Pope
-Bishop, Cardinals, Archbishop
-Priests and Monks
-Believers
-Nuns
-Monastaries became centres of learning, since people were not well educated
-They read religious texts, and translated Greek and Latin texts
-Universities grew up around religious schools
-In 15th C there were 80 universities in Europe
Crusades
-Holy wars in which Christian Europeans attempted to win back the Holy Land (Jerusalem) back from the Muslims
-They fought for adventure, glory, wealth, salvation, and their belief that it was Chrisian Duty
-They dehumanized and demonized the Muslims so it was easier to kill them
-By the Fourth Crusade the crusades became a quest for material wealth
-The Crusades led to contact to Muslim civilization (More advanced) and trade
-The Europeans learned more about medicine, astronomy, philosophy, mathematics, and ancient literature
Trade
-The Silk Road was an overland route used by merchants to trade goods between Europe and asia (originally the Roman Empire and China)
-It was re-established during the Crusades and led to cultural contant by the Europeans
-Marco Polo attempted to purchase large quantities of valuable goods and return to sell them in Venice for a profit
-He travelled the silk road to Cathay
-He wrote his adventures in Asia called: The Travels of Marco Polo
-His book was translated into 150 languages
-Pepper was extremely valuable and was worth more than gold
-Gold, Ivory, cotton, slaves, cinnamon, silks, drugs and perfumes were traded
-There was also trading in Europe called Internal Trade
Black Death
-The bubonic plague hit Europe between 1345-1350
-It killed 30-60% of Europes population
-Made many people question God and the power of the church
-It increased the demand for peasants
-The Dance of Death and The Cult of Death
-People understood that no one could escape death
- Was vizualized in different art forms
-Death is personified into a skeloton
-Everyone is equal in the eyes of Death
Peasents’ Revolt
-Caused by tax and rent increase due to the Hundred Years’ War between France and Britain in 1337
-Peasents formed bands, killed nobles, and burnt homes
-Put down by the authorities (Knights, guilds, lords)
-The root causes of the unrest were not resolved
Wealth in Society
-By the end of the Middle Ages towns were coming to an end
-Led to less ridgid society meaning people could move up social levels by learning new skills
-Birth of the new merchant class
-Sumptuary laws became in use: controlled what you can consume/purchase/own
Italian City-States
T and O map
-Used in the 8th century
-T stood for “terra” Earth and O means “Orbis” and ring of water
-Jerusalem was in the centre of th emap
-Aoa was as twice as big as Europe and Africa
Tabila Rogeriana map
-Created by Arab geographer Muhammad al-Idrisi in 1154 under commission of King Roger II of Sicily
-Most accurate map of the world for 3 centuries
-The map has North on the top instead of bottom
-It was presented as a sphere with a circumference of of 37, 000 kilometers (Within 10% accuracy)
Physical Regions
-Divided into four regions: Western Uplands, North European Lowland/Plain, Central Uplands, and Alpin Mountain
-The North European Plain was densely populated due to it’s abundant rivers and fertile land
-Centreal Uplands was heavily forested and was less densely populated except in river valleys
-Europe had 50 rivers over a dozen islands, and 11 mountain ranges
-During the Renaissance the Mediterranean sea was the most important physical feature
-Mountains provided resources and protection
-Rivers were used for trade, transportation, food, water, irrigation
Demographics
-Life expectancy in the Renaissance was 35 years
–The population of Paris boomed from 220,000 to 440, 000 from 1328 to 1650 despite the plague
-Europe population went from 65 million to 127.5 million from 1500-1750
City States
-Politocally independent cities surrounded by hinterlands were known as City-states
-Italy unlike the rest of Europe (kindoms, monarchies, empires or principalities) was made up of city states
-City-States were on the northern half of Italy and were located to become the wealthiest cities in Europe
-They had 4 key reasons to success:
-Geography: Italy was close to Northern Africa and the eastern Mediteranean sea which allowed less expensive transport of goods for merchant and traders
-Climate: Italy had an extremely mild climate which allowed long growing season to help produce olives and grapes
-Leadership: Northern Italy had it’s own government, armies, and controlled their own affairs in each city state allowing cities such as Venice, Milan, Florence, and Genoa to become wealthy trading, banking and business centres in Europe
-Social Organization: Feudalism wasn’t strong in Italy and people such as nobles could move up the social ladder to become involved in politics and business
Competition
-Each city state wanted control of sea routes in the Mediterranean to expand trade and business causing rivalries between the city-states
Venice
-Found during the Roman Empire
-Was a great trading centre
-It had the largest ship building centre in Europe (Venetian Arsenal) with thousands of ships and employees (16 thousand employees)
Battle of Chioggia
-Between Venice and Genoa for control over the Mediteranean
-Was a naval battle in 1380 in the lagoon off of Chioggia, a port city
-Venice won and Genoa was never as strong again
Merchants
-Bought goods from the East and sold them for a profit in Europe
-Mostly purchased goods that were ready to sell, but also bough and sold resources that still needed to be manufactured (wool)
-Buissnes Model A vs. B
-Buisness Model A was based on the Chrisitan Priniciples meaning that the worker receives enough money to live and support their family and didn’t make a profit
-Buisness Model B was used in the end of the Middle ages and profited the master which used the money to expand his business
Ciompi Revolt
-Led by Ciompi who were poor day laborers or wool cardeners
-The Ciompi wanted to form their own guild but were denied
-Took place in Florence and the government was briefly taken over
-There was high unemployment rate among workers who didn’t belong in a guild
Bankers + Merchants
-Usury: Charging an interest on loans, was considered a sin by the Church unless high risk
-There was many banking houses in Florence which competed with other city-states
-Bankers travelled around Europe for business which led to cultural contact and the spread of Italian values
-Bankers and Merchants supported strong leaders who promised stability
-Everyone wanted political power which constantly interfered with bankers and merchant buisnesses
Black Death Depression
-Italy didn’t recover until early 1500’s
-Merchants and bankers still grew through trade and commerce
-Wealthy people spent their money on making their city beautiful which encouraged loyalt and pride
The Renaissance
Humanism Summary:
- Michelangelo and David: Michelangelo was commissioned by Florence's new leaders to sculpt David, symbolizing the city's struggle for freedom from Medici control.
- Emergence of Humanism: Humanism, an intellectual movement, focused on ancient civilizations like Rome and Greece.
- Renaissance Scholars: Scholars revisited classical writings, applying their ideas to various aspects of life such as society, politics, history, and the arts.
- Petrarch and Humanist Ideals: Humanists like Petrarch admired antiquity and aimed to revive its values and ideas.
- Spread of Humanist Ideas: Manuscripts from Greek and Roman antiquity were collected, translated, and copied by humanists, making them accessible to a wider audience.
- Humanism and Education: Emphasized education, history, and the balance between mind and body, drawing from classical writers like Plutarch, Aristotle, and Juvenal.
Humanist Beliefs:
- Humanists were intellectuals including scholars, philosophers, teachers, public officials, writers, and scientists, influencing various aspects of society.
- Central belief in the dignity and potential of individuals, aligning with Christian worldview of developing talents given by God.
- Emphasis on open-mindedness, curiosity, questioning, and the importance of education.
- Advocated for individuals to be skilled in various areas and believed in the power of reason to find truth.
Civic Humanism:
- Inspired by Cicero's idea of public service, emphasizing everyone's duty to improve society.
- Responsible citizenship involves educating oneself about history and political issues.
Humanism and Religion:
- Despite being rooted in classical texts predating Christianity, religion remained important in humanists' lives.
- Figures like Petrarch and Erasmus maintained devout Christian beliefs.
Education:
- Humanism stressed "educating the whole child," incorporating physical and mental development.
- Renaissance education expanded to include Greek and Roman writings, physical training, ethics, history, and eloquence.
Information Age:
- Renaissance marked an information age, with new ideas spreading through universities, traveling celebrities, and royal courts.
- Invention of the printing press by Gutenberg in 1450 facilitated the spread of ideas, making books more accessible and increasing literacy rates.
Renaissance Painting:
- Patronage: Wealthy individuals, government officials, and the Church commissioned artists for works.
- Inspirations: Artists drew inspiration from ancient Greek and Roman art, incorporating religious themes alongside portraits and landscapes.
- Aim: Art aimed for naturalism and beauty.
Sculpture:
- Status of Sculptors: Initially seen as craftsmen, sculptors gained recognition as artists, particularly with the rise of the merchant class.
- Signature: Artists began signing their sculptures, reflecting their newfound status.
Literature:
- Humanist Influence: Humanism influenced writers to express thoughts and emotions more freely.
- Prominent Figures: Petrarch was a leading poet, and Christine de Pisan, a humanist writer, advocated for gender equality in her works.
The Trial of Galileo:
- Galileo's Trial: Galileo was tried for challenging the Church's geocentric view of the universe, advocating for a heliocentric model.
- Outcome: Despite house arrest, Galileo stood by his beliefs, highlighting the clash between scientific inquiry and religious authority.
The Scientific Method:
- Curiosity and Experimentation: Renaissance thinkers embraced curiosity and experimentation, leading to the development of the scientific method.
- Process: The scientific method involved observation, experimentation, and drawing conclusions, fostering scientific progress.
Astronomy in the Renaissance:
- Shift in Understanding: Traditional geocentric beliefs gave way to heliocentric ideas supported by astronomers like Copernicus, Kepler, and Galileo.
- Contributions: Copernicus proposed heliocentric theory, Kepler discovered elliptical orbits, and Galileo's observations supported Copernican ideas.
Copernicus' Preface:
- Defense: Copernicus defended his astronomical work to Pope Paul III, seeking validation and emphasizing astronomy's importance.
Medicine:
- Limited Knowledge: Renaissance doctors had limited understanding of anatomy and disease, relying on astrology, humoral theory, and bloodletting.
- Advancements: Adoption of the scientific method led to increased medical knowledge.
Anatomy:
- Legalization of Dissections: Dissections, controversial and discouraged by the Church, became legal in many Italian cities.
- Contributions: Andreas Vesalius's dissections and writings, like "De Humani Corporis Fabrica," advanced anatomical knowledge.
Mathematics in the Renaissance:
- Rediscovery: Renaissance thinkers revisited Euclid's geometry and al-Khwarizmi's algebra, emphasizing mathematics' role in understanding the universe.
- Importance: Mathematical proofs became integral to the scientific method.
Architecture:
- Influence of Vitruvius: Renaissance architects drew inspiration from Vitruvius' writings, integrating classical elements into their designs.
- Innovation: Linear perspective, pioneered by Brunelleschi, revolutionized spatial depiction in art and architecture.
Isabella D’Este:
- Prominent Figure: Known as "the first lady of the world," Isabella D’Este was highly admired for her intelligence and leadership.
- Education: Educated by humanist scholars and artists, she actively participated in political life and ruled effectively even after her husband's death.
Nicholo Machiavelli:
- Views on Leadership: Machiavelli emphasized pragmatism in leadership, focusing on results rather than moral considerations.
- Influence: His work "The Prince" was controversial and led to the coining of the term "Machiavellian" to describe cunning political tactics.
Religious Upheaval:
- Corruption in the Church: The Catholic Church faced criticism for corruption, including the sale of indulgences.
- Reform Efforts: Figures like Girolamo Savonarola and Martin Luther protested against Church corruption, leading to the Protestant Reformation.
- Council of Trent: Pope Paul III convened the Council of Trent to address corruption and reform the Church, resulting in new religious orders like the Jesuits.
Exploration Notes
Geography
- “La geographia manda”= Geography controls everything (Spanish)
-Italy looks like it is being pulled to the east: Has a strong trading relationship with the east
-Spain looks like it is being pushed to the Atlantic ocean and is between Europe and Africa: large influence on religious history
Muslim Spain
-Spain was Christian at the beggining of the Middle Ages
-Spain was ruled by the Visigoths until the Muslims conquered Spain in 711
-Spain was coquered by a Muslim force called Strait of Gibraltar (Tariq ibn-Ziyad was the leader)
-Created a Mosque in Cordabo to create a national identity
-Muslims discouraged idolatry
-Education was greatly valued: Understand the universe and live an ethical life
-Muslims were more tolerant of religious minorities
-Supported arts (often in designs or written script)
-Caliphate was the land ruled under a Caliph
-Spain was under control of al-Andus for 500 years unitl the early 1000’s
-The power of the Caliphate was in decline
The Reconquista
-Muslims had left a small strip of the northern coast of Spain Christian in which the Spanish used the expand their rule south
-The Reconquista became a war based on religious differences
-By the 1269 Granada was the only Muslim area in Spain (Took 300 years)
-Christian Spain developed a new fighting technique
-Gathered the group of soldiers with the same weapon together
-Granada was captured in January 2 1492 (Spain was Christian)
Pogroms: Organozed massacare of a group or religion that is enforced by law
-1391: Pogroms were instigated against Jewish in Spain
-Jewish would either be killled or forced to convert to Catholicism
-Pogroms led to the Spanish Inquisition
Expulsions
-Jewish people were forced to leave Spain in July of 1492
-Those who didn’t leave were forced to convert
-Expulsion was inacted against the Muslims in 1609 by King Philip III
-Around 275, 000-300, 000 Muslims left between 1609-1614
-People were not allow to keep their possesions and high prices were needed for boat rides
Conversion
-Conversos: Those who chose to convert to Christianity
-Many conversos didn’t actually convert to Christianity (Crypto-Jews or Crypto-Muslims)
-Crypto Jews/Muslims lived in fear and discrimination of their Catholic neigbours
Spanish Iquisition
-Prosecuted those who falesly practiced Christianity
-Conversos faced false accusations (Kidnapping children, plague, poisoning water)
-Inquisitors would come to a town and announce their presence by listing possible heresies.
-Confessing to heresy within a certain time might reduce punishment from death to a pilgrimage or whipping.
-People were encouraged to report suspected heresy
-Accused individuals were forced to confess. -Those who didn't confess were tortured and usually burned alive
-Accused had no right to confront accusers, legal counsel, and often faced false accusations.
Christopher Colombus
-Converted millions of indigenous people to Christianity (using missionaries)
-His expedition was supported by the Catholic monarchs (religious duty)
-The spread of Islam in the Middle East and Asia was a threat to Catholics
-Christophers expedition was rejected by Isabella and Ferdinand the first time
Gold
-A country’s wealth was based in the amount of gold and silver in the Renaissance
-With gold, countries could support wars, trade, and ships
-Wars would protect the country, trade would supply resources and ships would expand the empire
-Spain ran out of gold resources in 1492 due to the Reconquista
-Colombus found gold in Hispaniola which led to greater and more expeditions
Hidalgos (Lower class of nobles)
-Spanish nobles supported themselves through war and owning land unlike Hidalgos
-Hidalgos thought is was below their status to farm or trade
-Moved to the Americas to seek their fortune due to the shortage of farmland from the Reqonuista
Key People
-Ibn-Rushd was an Muslim philosopher (Classical Greek Philosphers)
-Maimonides was a Jewish scholar (Medicine, religion and philosophy)
Reasons For Exploration
-People explored for curiosity, religion, economic and adventure
-Exploration supported the hummanist idea of human being and confidence
-Monarchs supported exploration (Christopher supported by Spanish monarchy)
-Christians believed exploration was fulfilling the wishes of Jesus by converting people to christianity
Here's a simplified version of your exploration notes:
Geography:
- Geography influences everything ("La geographia manda").
- Italy's strong trading ties with the east pull it in that direction.
- Spain, positioned between Europe and Africa, is pushed toward the Atlantic Ocean and plays a significant role in religious history.
Muslim Spain:
- Spain was Christian until the Muslim conquest in 711.
- The conquest, led by Tariq ibn-Ziyad, established a Muslim rule known as al-Andalus.
- Muslims built the Mosque in Cordoba to create a national identity.
- They valued education, art, and were more tolerant of religious minorities.
- The decline of the Muslim rule began in the early 1000s.
The Reconquista:
- Christians gradually reclaimed Spain, starting from the northern coast.
- It became a religious war, lasting about 300 years.
- Granada was the last Muslim stronghold, captured in 1492.
Pogroms and Expulsions:
- Pogroms against Jews in 1391 led to forced conversions or killings.
- Jews were expelled from Spain in 1492; Muslims were expelled in 1609.
- Forced conversions resulted in Crypto-Jews and Crypto-Muslims living in fear and discrimination.
Spanish Inquisition:
- Persecuted those who falsely practiced Christianity.
- Forced confessions, torture, and executions were common.
- Accused had no rights, faced false accusations, and were encouraged to report suspected heresy.
Christopher Columbus:
- Converted indigenous people to Christianity during his expeditions.
- Supported by Catholic monarchs due to religious duty and geopolitical concerns.
Gold:
- Gold and silver were vital for a country's wealth in the Renaissance.
- Spain's wealth depleted due to the Reconquista but replenished with gold from Hispaniola.
Hidalgos:
- Lower nobles who didn't farm or trade; sought fortune in the Americas due to land shortages.
Key Figures:
- Ibn-Rushd and Maimonides were influential Muslim and Jewish scholars, respectively.
Reasons for Exploration:
- Driven by curiosity, religion, economics, and adventure.
- Supported humanist ideals and monarchic interests.
- Christians believed exploration fulfilled Jesus' wishes by spreading Christianity.
The Fall of the Aztec Empire
Hernan Cortes
-Lead the Spanish to conquer Tenochticlan
-Raised in Spain during the time of great change (the defeat of the Muslims)
-At the age of 19 he set out for New Spain and forever embodied the Spanish worldview
-He persuaded the governor of Cuba to make him a commander to a expedition to Mexico but he changed his mind
-He defied the orders of the Govener and still left for Mexico
-Cortes was removed from power by King Carlos and became a marque in Spain
The Secret Formula
-Was the formula Cortes used to conquer Cuba in 1511
An expedition would set out
Meeted “peacefully” with indigenous groups to try to find the most powerful group
He would invite the leader to exchange gifts and take him hostage unless his people obeyed him
If they had to fight, they would fight in open ground (indegenous was weak in open ground”
The leader of the expedition would remain as governor and the indigenous were forced into slavery
Events in order
-Cortes arrives in Hispaniola
-Cortes conquers Cuba with Govener Velazquez
-Cortes defies orders and leaves for the Mexico
-Cortes scuttles the remaining Spanish ships (He burned the others except for one)
-Soon after establishing Veracruz, the Spanish March to Tenochtitlan
-Cortes meets Malinche who helps him conquer indigenous groups
-Cortes makes allies with other indigenous groups
-Moctezuma welcomes the Spanish to Tenochtitlan with a gift exchange
-Moctezuma is put under house arrest
-Spanish force under Narvaez arrives to Mexico
-Cortes leaves to try to convince Narvaez’s men to help him conquer Tenochticlan
-Cortes puts Pedro in charge of Tenochticlan
-The Final Massacare is held
-Cortes returns to try to stop the fighting
-Moctezuma is killed
-The Night of Sadness is held
-Moctezuma retreats to his indegenous allies
-The Aztecs are dying due to diseases such as smallpox
-Cortes gains more allies and comes back to Tenochticlan
-Cortes put Tenochticlan under a three month siege
-Cortes destroyed everything
-They held a final battle in the marketplace in August 13 1521 and the Aztecs surrendered
-Franciscan monks arrived in Mexico to convert the indigenous (Aztecs) to Catholocism
-The enconmedia was introduced, but failed to project the indegenous
-The marriage law was introduced to the spanish
-A new group called the Meszito who were a mix of Spanish and Indegenous
-King Carlos I took Cortes’ position away from him
-Don Antonio de Mendoza became the first viceroy of Spain
-Mexican war of Independence was held
-In 1812 Mexico became independent from Spain
Advantatge of Spain
-The Spanish brought muskets and cannons with them which was unknown to the Aztecs
-The Spanish used horses as an advantage (the biggest animal Aztecs had was a deer)
-Cortes had more than 400 Spaniards and 6000 indegenous warriors
-An epidemic of smallpox broke out in Tenochticaln after the Night of Sadness which was brought by the Spanish
-The Spainyards destroyed the aqueducts to remove any source of water
Malinche
-Was from a Noble Mayan family
-She was sold into slavery after the death of her father
-She was used as a spy and helped Cortes defeat the Cholulans by overhearing their plans
-She was called two faced
-She converted to Christianity and was known as Dona Marina
Allies
-The Totoabcs invited Cortes to their capital cities
-The Tlaxcalans fought the Spanish but failed and gave 1000 more warriors to them
-The Cholulans were planning to attack the Spanish but were conquered
After the Conquest
-Cortes asked King Carlos for gold so he could pay his Spainiards for their services
-Many of the Spainiards had followed Cortes for the promise of gold
-Cortes installed the marriage law and encomeidia system
-The marriage law helped develop the colony as it would tie them to the colony
-King Carlos I banned the encomedia system but Cortes didn’t enforce it in his colonies
-The encomedia supported the Spanish, the indigenous were “free”, the indigenous didn’t have to sacrifice people
-Indegenous children from noble families were sent to school were they read the bible and studied reading/writing
-Lowerclass Indegenous were forced to break temples, calenders, and codices
-Indegenous were not paid for their work, and didn’t have the legal rights they were alleged to
-Indegenous were treated poorly and barley had any food or shelter
-The Franciscan were treated with high respect, despite their clothing, weight, and barefoot feet
Vocab:
Conquistadors Secret Formula: Used by conquistadors to take over indigenous groups
Muskets: Early firearms used by the Spanish to takeover the Aztecs
Smallpox: Tenochticlan had an epidemic of smallpox which killed many of the Aztecs giving an advantage to the spanish
Intermediary: Someone from the colonies who made contact with the mainland (Spain)
Encomedia Systerm: Settlers received land and a few indigenous slaves and slaves were supposed to recieve legal rights and a education
Viceroy: A royal represententive for Spain in New Spain
Marriage Law: Every spaniard had to bring their wife from Spain or marry a indigenous women under 6 months or else his land would be taken
War of Attrition: A war in which both sides attempt to wear eachother down
Nahautl: The native language of the Aztecs
Key People:
Don Antonio de Mendoza: First viceroy of New Spain
Bernal Diaz: A spanish conquistador who assisted Cortes in conquering Tenochticlan
Panfilo de Narveaz: Had been sent to arrest Cortes under the orders of govener Velazquez
Creoles: Descendents of the Spanish
Japan Feudal System
Geography
-Made up of 4 main islands: Honushu, Hokkaido, Shikoku and Kyushu
-Mountaneous landscape, unavigatble rivers, forest, and steep vallies
-Less than 20% of the land is farmable
-Many continental planes meet up in Japan: Earthquakes, volcanoes, and natural hot springs
–Climate is extremely mild, meaning long growing seasons
-Japan is divided into 8 regions and 47 prefectures (Similar to cities)
-Capital of Japan is Tokyo
-97% of the population is Japanese
-Japanese refer to themselves as homogeneous (worldview)
-Population is around 100 million people in 2015
-Largest flat area of land is 200km
-People live closer to the coast, where the elevation is less
Origin Story
-Izgani (male) and Izanami (female) had a daughter Amaterasu
-Amaterasu was known as the Sun Godess (flag of Japan)
-Emperors were thought to be descended from Amaterasu and were considered god-like or divine
Borrowing Culture
-Borrowed Chinese characters
- Switched to using the Kanji to write in Japanese
-Japanese is a mix of Kanji and Kana (Syllabograpic characters)
Nature
-Natrual beauty is a source of pride
-Seasons are separated by celebrations/rituals
-Cherry blossoms are symbolized by new beginnings, beauty, and importance of life (Hanami Festival celebrates cherry blossoms)
-Seasons in Japan are predictable and distinct
-Nature also brought earthquakes and tsunami
-People of Japan learned to adapt to to violent nature behaviours
Ainu
-Group of indigenous that arrived on northern Hokkaido
-Believed everything has a a soul: animism
-Fire, water, thunder, wind, etc. are considered gods that visit the earth in those forms (Kamuy)
-Lived in Japan for thousand of years in the north of Ezochi
-Assimilations was forced on the Ainu by the Japanese (First Nations)
-Have a population of 20, 000 people
Religion
-Shinto celebrates deep love and respect for nature
-After death Japanese are thought to become Kami
-The main belief in Shito is that everything in nature has a spirit (Kami)
-Shinto has NO founder or religious rules
-Japanese usually have a shinto and buddhist altar
Self-Sufficency
-People of Japan adapted to their environment while thriving
-Reasons for prosperity:
-Japan fished and farmed most of their food
-Artisians used available resources
-Forest provided a variety of foods
-Japan had very fertile land and long growing seasons
-Rice, seaweed and fish became common sources of food
-Rice was used as a currency: Land was valued primarily for the amount of rice it produced
Honnor
- The story of the 47 Ronin is a story that displays honnor
-Took place after the Edo period
-Edo peried was full of warfare
Hiearchy
-Was not created by the Tokugawa Shogunate
-Social controls were used to maintain order
-Emporer: Leader of the country (doesn’t affair with smal problems in Japan)
-Nobles
-Shogun: Someone who deals with affairs around the country of Japan (second in command)
Daimyo: Powerful land owners that fight for territory within each other
-Samurai: Soldier like people who protect the people and the daimyo is their leader
-Peasents
-Artisians/Craftsmen
-Merchants
-Eta: The untouchable (touched dead people/thing)
-The first shogun was Tokugawa Ieyasu who worked his way up to shogun through military strength
-Tokugawa created a showgunate so his bloodline would remain in power
-Three ways to control daimyo:
-Alternate attendance
-Sharing power
-Strict laws
-Without a master Samurai become Ronin
-You were born into your class
-Upper class taxed peasants, in trade for protection
-There were rules about houses, clothing and possessions
-Postation: To show respect by bowing (The deeper you bow, the more respect)
Samurai
-Highly trained and respected warriors
-Were usually on a military campaign or preformed tasks
-10% Japans population
-Served a daimyo
-Did not pay taxes due to no business interactment
-Female samurai: Oma-bugeisha
-Trained to protect the family and sometimes fight
-Seppeku: Suicide done by Samurai when they lose their honnur (failed their master, avoid getting captured) it is preformed in a ritual
-Samurai organized lower class into groups: gonigumi
-Each gonigumi members were supposed to help each other and were responsible for every members behaviour
Peasents
-Largest class (90%)
-Farmers or fiermans
-Owned their own land but payed tax to daimyo
-Were controlled by a st of laws (Couldn’t have weapons, etc.)
-Honnured as they fed the nation
-Lived in wood framed houses
Craftsmen and Artisians
-Craftsmen created cooking implements, farm tools, weapons, etc.
-Respcted for superior craftsmenship
-They lived in cities but were usually segregated from other classes
-Sons were expected to follow in the footsteps of their craftsmen/artisians fathers
-Artisians (below craftsmen) created art (painting/pottery)
Merchants
-Considered lowest class of commoners
-Were not respected for their work as they lived of other peoples work
-Weren’t allowed to mix with other classes (other than business)
-Could not flaunt their wealth or speak out the government when travelling
Women
-Were born into their role and responsibilities
-Noble women had less freedoms than peasant women
-They had no legal existence (couldn’t own property)
-Peasent women worked in homes, fields, harvested, planted, gathered wood an raised silkworms
Eta (mass of filth)
-Worked in jobs related to death (executioners, tanners, undertakers, butchers)
-Lived away from the rest of society
-Were not allowed to change jobs, be in the city after 8pm, or enter a peasants house
-Not even considered part of the hierarchy
Confucianism
-Created by Confucius who was a chinese scholar who was a buddhist monk
-Taught that everyone had to learn how to accept their place in society
-If everyone accepted their role and duties = Peace and order
-Modesty, hardwork, rituals, compassion and proper behaviour was important
-He believed that there was 5 basic relationships in society
-Samurai and commoner schools taught confucian principle (especially duty and filial piety)
Vocab:
Isolated: Separated from others
Kana: Syllabographic characters, used to write in Japanese
Kamuy: Spiritual creatures in Ainu culture
Kami: Human are thought to become Kami upon death in Shinto culture
Kamidana: Shinto altar for kami
Arable: Used or suitable land for crops
Assimilation:
Daimyo: Feudal lords, who had samurai, and were under the control of the shogun
Bakuhan: System of two level government (Shogun and Bakuhan: Daimyo)
Peasants: Part of the commoner class
Eta: Mass of fielth (untochables)
Gonigumi: Groups of people that are organized into groups by the Samurai
Archipelago: An island countries
Rituals: Special ceremonies
Ainu: a group of indegeounas that lived in Hokkaido
Matsuri: A festival celebrated at shinto shrines
Tsunami: A large wave
Monsoon: A season of rain and wind
Shogun: The unoficial leader of Japan who has control over the daimyo
Samurai: Warriors that serve a daimyo
Herediatry: Social roles are passed down from generation
Craftsmen and Artisians: Creators who paint or create items
Outcasts:
Filial Piety: Respect for elders (part of confucius idea)
Kanji: Chinese characters
Haiku: A poem of 5-7-5 written by the Japanese
Shinto: The main religion of Japan
Butsudan
Stoic: Calm (no reaction)
Homogenous: Considered as one
Ronin: What samurai become after their master died
Shogunate: