Civilizations of the Americas - Essay Example

Compare and Contrast the Civilizations of the Americas (Aztecs v. Ming China) Social order among the Aztecs is based on their social structure whichis rigid and stratified (Huascar, 2003). Social order was upheld by the lords or the ruling class called by the tecuhtli. Tecuhtli were assigned to different regions in the community and they were responsible for harmony in their regions, as well as responsible for staging sessions and mediating debates (Huascar, 2003). High-priests were also assigned to regions in order to ensure that human reverence was appropriated to their gods. On the other hand, Ming China was a society which was governed by a former peasant Hongwu, who largely favored the use of violence in order to keep order in society (MNSU, n.d). However, as former peasant, he was still sympathetic to the plight of the poor and so he kept taxes low and the granaries stocked in order to be prepared to meet famine (MNSU, n.d). He also established military superiority over the civilians both as a means of control over the people and as a means of defense against the Mongols continually threatening its territories. Hongwu also sought to control all aspects of government and he was able to keep the social order through the military and through his rigid administrative process (MNSU, n.d). Based on their values, the Aztecs maintained a socially stratified society and the family were considered the most important unit in that society (Rodriguez, 1994). They also emphasized on women or girls learning feminine duties like cooking, cleaning, and sewing. They also valued personal discipline, respect for the law, diligence, honesty, and respect for others (Rodriguez, 1994). Ming China, on the other hand, valued change within tradition, one which was “stable but lacked dynamic development” (Reich & Cunningham, 2005, p. 374). This resulted to economic decline among the people as the rulers also became corrupt; they also faced growing unrest among the people who were highly inclined to participate in rebellion and banditry (Reich & Cunningham, 2005). On an economic plane, the Aztecs and Ming China more or less experienced flourishing economies during their era. The Aztecs mostly bartered their wares with each other through marketplaces which were bustling areas of economic exchange. The currencies used were mostly cacao beans and cotton capes and through these currencies, the Aztecs experienced economic progress (Microsoft Corporation, 1999). Economic progress was also seen in China during the Ming Dynasty through increased food supply on account of the agricultural revolution (Hooker, 1996). Through these developments, urbanization and foreign trade also emerged. China also made its mark in technological advancement with the building of the Great Wall, the production of silks, cotton, and porcelain (Hooker, 1996). These economic developments however all came to a halt as the threat of war with the Mongols became ominous and was later fought over many years. The cost of battling the war against the Mongols cost the dynasty an enormous amount of money and resources (Think Quest, 1998). The Aztecs also had their own wars to fight with their neighbors as they used war to conquer other territories. The Aztecs had a habit of first sending messengers into areas they wanted to conquer in an attempt to talk these areas into joining their group. And when these areas did not agree to the Aztec’s terms, war was launched against these territories (Mexica, n.d). The religion of the Aztecs is based on a debt owed to the gods which they often appeased through sacrifice and bloodletting. It is also based on agricultural fertility and worship of the sun which they believed was created by their gods (Microsoft Corporation, 1999). The Ming Dynasty on the other hand practiced Buddhism. Under the leadership of their Buddhist emperor, the people under the Ming Dynasty were devout in their Buddhist beliefs (Hooker, 1996). And the emperors which followed Hongtwu’s regime espoused their own religious beliefs which ranged from Taoism to Islam (Hooker, 1996). Elizabeth The film Elizabeth which stars Cate Blanchett has many liberties for dramatic purposes and these liberties have created diversions from the actual events of Elizabeth I’s life. Firstly, the movie portrayed Elizabeth as an unsure politician who lacked the necessary confidence to capably rule England. The truth of the matter was that Elizabeth was already a hardened and practiced politician who did not fear power and the use of such power to rule the country (Gillett, 1999). Although she was indeed raised away from main political scene, she experienced enough travesty in her life as the daughter of Anne Boleyn, whom everyone labeled as “the Great Whore,” to harden and fortify her spirit. Her intelligence and confidence served her well not only in her early years, but also in the succeeding decades of her reign. She spoke several languages which gave her much advantage in her dealings with other countries (Spielvogel, 2009). The film also depicted that Robert Dudley was one of her closest friends and was also allegedly his lover. Undoubtedly, the accounts of Elizabeth and Dudley’s friendship has been detailed many times, however, speculations of their intimate relationship was pure speculation; the most trusted historical accounts set forth that the relationship between Elizabeth and Dudley was never consummated (Briscoe, 2009). Thus maintaining and supporting the belief that Elizabeth I was indeed the “Virgin Queen.” The film also shows Elizabeth I being courted by Henri, Duke of Anjou when in truth, Henri and Elizabeth never met and the proposal of marriage actually came from Henri’s brother Francois (Pollock, 2003). The film also seemed to depict Henri as bisexual or homosexual; however, many historians do not support this as they point out Henri’s many female sexual encounters (Pollock, 2003). The film also portrayed William Cecil as an elderly man; in actuality, William Cecil was in his 30s when Elizabeth I started her reign. He did not retire in the Queen’s service, but he served as one of her most trusted advisers until his death (Creighton, 2009). The film also portrayed the conspiracy as set-up by the Duke of Norfolk to wed Mary, Queen of Scots and then claim the throne of England. The reality was that the Duke of Norfolk was imprisoned for trying to wed Mary, Queen of Scots without Queen Elizabeth’s permission. He was later released from prison. He was tried and convicted three years later because of a second attempt at supplanting Elizabeth in favor of Mary, Queen of Scots (Lancelott, 1859). We also see in the movie that Francis Walsingham had something to do with the death of Mary of Guise. The truth was that Mary of Guise died of dropsy about a year into Elizabeth I’s reign (Wormald, 2001). Bishop Stephen Gardiner was also mentioned in the film as a part of the Ridolfi plot. In fact, he died even before Elizabeth I came into the throne. He served mostly under Henry VIII’s reign and never had anything to do with the Ridolfi plot (Jokinen, 2009). The film also depicts that Elizabeth shaved her head and wore a wig in order to put up an appearance of a virgin or an innocent. Elizabeth never actually shaved her hair, nor did she cut it short. She wore it long for a long time and took to wearing a wig when her hair thinned as a result of smallpox. She also wore heavy make-up and rouge in order to hide her smallpox scars and aging skin (Weatherly, 2006). The movie was also not historically accurate in its costumes. Authors point out that there are many portraits which could have been used as basis in recreating the costumes of this period, and so the liberties taken by the costume designer could hardly be justified (Gillett, 1999). The costumes used fit the Edwardian period, not the Elizabethan era. This was unfortunate considering the fact that Elizabeth favored opulence and elegance in her clothes (Gillett, 1999). The Elizabethan clothing was elegant and very intricate and this was chosen by Elizabeth herself in order to maintain a powerful and imposing image to the world. Global Impact of Imperialism, War, and Economic Crisis (1870-1945) One of the most prominent events in 1870 was seen in Italy’s invasion of Rome. Their attack and subsequent invasion supplanted the Pope as Rome’s political head and marked a time when Rome and Italy were united as one state (Howe, 2007). This period marked a difficult time for Rome and for the Roman Catholic Church which somehow retained its strength and solidarity under the spiritual support of their Pope. The trend set by Italy was duplicated by other countries in a bid to increase their power and territories. Britain, in the 1800s had a strong grip and control over parts of Africa; France had control over some territories in Africa; and Russia was also exerting its dominance in many parts of Asia (Howe, 2007). These nations’ imperialistic activities were hardly favored and were in fact resented by other nations like Italy, Germany, and by the territories which they were controlling (Howe, 2007). These three nations (Russia, France, and Britain) even resented each other for the territories and the powerful advantages they held over the other. This situation created disunity and global division as these three powerful nations was eager to establish their global dominance over the other (Howe, 2007). In the years leading up to the First World War, disunity in Europe would gradually get worse, especially with the powers being exerted by Germany and Italy (Howe, 2007). Russia also continued to exert its dominance in Asia, and countries like China and Japan were buckling under its power. “The end of the first decade of the 20th century thus saw trends developing in Europe. Rival groups inside the various countries were challenging one another for larger shares of national wealth and power” (Howe, 2007, p. 351). However, just as these powerful nations overlooked the concerns of the territories they were dominating, the sense of nationalism among these territories often built to a crescendo and triggered unrest and violent uprisings from the people (Howe, 2007). There was now a sense of disquiet and disunity among the people in these conquered territories, and revolutions in Mexico and China did succeed in taking back their independence (Howe, 2007). Inexplicably, towards the end of the nineteenth century, Britain started to lose its economic prowess and dominance as an Empire. The European unrest did not help matters for Britain. As Europe continued to be in disarray and as the different European nations were in a state of tension with each other, it was inevitable that the First World War would break out. The war would not be resolved immediately and would drag on for four long years (Ruggiero, 2003). In its infancy as a nation, America too was dragged into the war as Americans were horrified by the news they were receiving of the atrocities of the war in Europe (Ruggiero, 2003). After the First World War, most of Europe and America entered into the Great Depression. These nations fought a costly war and were now feeling its economic consequences (Higgs, 2006). Europe and America tried to rebuild themselves from the ravages of the war and their rebuilding efforts were slowed down by limited financial capabilities. Moreover, Germany was again starting to gain power and was starting to extend its dominance over its European neighbors. With its leader, Adolf Hitler, who was preoccupied with annihilating Jews and expanding the power of Germany, Germany invaded Poland and started the second war in Europe. And with Japan’s attack on Pearl Harbor, America was again dragged into the war. Thus, followed the Second World War (Higgs, 2006). The Second World War caused more destruction for many parts of Europe. Although, Germany, Japan and their allies lost the war, the impact of the war did not spare any nation at all. The economic impact of the war was felt by all nations (Hardach, 1977). The end of the war now started a new era in imperialism and global dominance as Britain lost its edge as a political and economic superpower and America would now emerge as a new superpower. Works Cited Azteca Warfare (n.d) Mexica.net. Retrieved 16 February 2010 from http://www.mexica.net/nahuatl/warfare.html Aztec Culture (1999) Microsoft Corporation. Retrieved 16 February 2010 from http://www.socialpc.com/Anthropology/Aztec-Culture.html Briscoe, A. (05 November 2009) Elizabeth I: An Overview. BBC News. Retrieved 16 February 2010 from http://www.bbc.co.uk/history/british/tudors/elizabeth_i_01.shtml Creighton, M. (2009) The Age of Elizabeth. New York: Biblio Life Publishing Empires Past: China: Ming Dynasty (31 August 1998) Think Quest. Retrieved 16 February 2010 from http://library.thinkquest.org/16325/c-min.html Gillett, K. (1999) E L I Z A B E T H: Too Much Fiction in This "Historical" Tale. Britannica. Retrieved 16 February 2010 from http://www.britannia.com/history/reviews/elizreview.html Hardach, G. (1977) The First World War, 1914-1918. California: University of California Press Higgs, R. (2006) Depression, war, and cold war: studies in political economy. New York: Oxford University Press Hooker, R. (1996) Ming China: Ming Philosophy. Washington State University. Retrieved 16 February 2010 from http://www.wsu.edu/~dee/MING/PHIL.HTM Hooker, R. (1996) Ming China: Commercial Revolution. Washington State University. Retrieved 16 February 2010 from http://www.wsu.edu:8080/~dee/MING/COMM.HTM Howe, Q. (2007) A World History of Our Own Times from the Turn of the Century to the 1918. New York: Read Books Publishing Company Huascar, X. (26 February 2003) Political and Social Structure. Ancient Worlds. Retrieved 16 February 2010 from http://www.ancientworlds.net/aw/Post/111040 Jokinen, A. (2009) Bishop Stephen Gardiner. Luminarium.org. Retrieved 16 February 2010 from http://www.luminarium.org/encyclopedia/gardiner.htm Lancelott, F. (1859) The queens of England and their times, Volume 2. New York: Appleton & Company Ming Dynasty (n.d) Minnesota State University. Retrieved 16 February 2010 from http://www.mnsu.edu/emuseum/prehistory/china/later_imperial_china/ming.html Pollock, F. (2003) Senior English outcomes: stage 6. New South Wales: Pascal Press Reich, J. & Cunningham, L. (2009) Culture and values: a survey of the humanities. California: Cengage Learning Rodriguez, J. (1994) Our Lady of Guadalupe: faith and empowerment among Mexican- American women. Texas: University of Texas Press Ruggiero, A. (2003) World War I. New York: Benchmark Books Spielvogel, J. (2009) Western Civilization: Alternate Volume: Since 1300. California: Cengage Learning Weatherly, M. (2006) Elizabeth I: Queen of Tudor England. Minnesota: Compass Point Books Wormald, J. (2001) Mary, Queen of Scots: politics, passion and a kingdom lost. 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