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outline must include introduction, body, and conclusion sections in outline format. should include topic sentences (for each section) and paragraph transitions that help tie your major points together. APA Outline: INTRODUCTION HISTORY CULTURAL CONTEXT - Represented in US -Individualistic/Collective -Artistic -Values -Religion SEX AND GENDER ROLES ACCULTURATION CONCLUSION USE THE TEMPLATE INFO BELOW & SEE EXAMPLE OUTLINE AS WELL Signature Assignment Topic Selection Name: 1. What is your topic 6. What are some of the artistic values? 2. What is the history 7. The values of the culture 3. Cultural Context 8. The Religion 4. Representation in the US 9. Sex and Gender Roles 5. Individualistic or Collective 10. Acculturation of the culture 1. What is your topic The Aztec culture 2. What is the history When Cortez and his conquistadores arrived on the same shore, that mythology had lasted for generations and had become part of the Aztec civilization. Around 1300 A.D., the Aztecs came in the Valley of Mexico as nomadic wanderers. They arrived in the area north of the Gulf of California. The Aztecs extended their dynasty through armed conquests and kept it going by levying tributes on conquered lands. The Aztecs required new slaves to pay tribute to Tenochtitlan every 80 days. The Aztec society was extremely complicated. There existed a social gap between the nobles and the common people. 3. Cultural Context Tenochtitlan, Mexica or Tenochca city-state; Texcoco; and Tlacopan, once part of the Tepanec kingdom, whose main power was Azcapotzalco, became the Aztec Empire in 1427. The Aztecs culture was primarily a militaristic and agricultural civilization. Huitzilopochtli, the deity of battle, and Tlaloc, the lord of rain, were their two most prominent deities. The Aztec economy depended on the combination of military and agriculture. 4. Representation in the US The Aztecs were newcomers to Mexico's Valley of Mexico. South America and Central America were inhabited as far north as the Valley of Mexico during the first migration. When the glaciers in northern North America receded around 12,000 BCE, the second migration occurred. It was responsible for the population of what is now Canada and the United States. 5. Individualistic or Collective The topic is based on a collective and holistic view of the Aztec community culture in the country 6. What are some of the artistic values Human sacrifice to their gods was one of the Aztecs' most prized possessions. The Aztecs thought that the gods required to be given human blood in order to maintain the universe's integrity. It was critical to obtain human sacrifices since they need it. 7. The values of the culture  Morality was emphasized by Aztec philosophers as a means of achieving equilibrium. With the ever-changing teotl, the world was perceived as continuously altering. Morality was concerned with finding a way to live a balanced existence that would give stability in an ever-changing environment. They produce petals before withering and dying. 8. The Religion Like other Mesoamerican cultures, the Aztecs possessed a large number of God or goddess. As a result, they were a polytheistic culture, which meant they worshipped numerous gods, each of whom represented various aspects of the universe to the Aztecs.  9. Sex and Gender Roles Men and women in Aztec society played vastly distinct roles. In general, males were required to undertake more physically demanding work, whilst women were supposed to stay at home and care for their families. Women were entrusted with caring for small children, making meals, and mending clothing, for example. 10. Acculturation of the culture ** Write how you would fit into the Aztec culture*** 1 Signature Assignment Outline Sharleen Yang West Coast University HUM 370: Cultural Pluralism Professor Nicole Crook Jul. 12, 2020 This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ 2 Signature Assignment Outline I. Introduction A. The Tokugawa or Edo period in Japan marked significant cultural and historical events in Japan as it would mark the final rule of the Tokugawa Shogunate (feudal military government). The culture and strong economy eventually paved the way for future Imperial rule for the Country. II. History A. Edo (Jokamachi) was the capital of Japan from 1603 under Tokugawa Shogunate. At the time, this capital proved to be one of the largest cities in the world and served as the center of political power in Japan. 1. The Edo period existed between 1603 and 1868 and idealized an era of no war based on isolationist strategy of the feudal military government. B. Shogun is the title of the military official or dictator in power before Japan transitioned into Imperial rule. 1. The start of the period was marked by the ruling shogun of Tokugawa Ieyasu and eventually his son Hidetada. 2. Shogun along with daimyo (feudal military lords) held national and regional authority in this time period to create the feudal structure. a. Daimyo were further broken down into different classes that were r regulated by a set of codes and laws including marriage, types of weapons, etc. C. Japan was influenced much by this feudal military state that reflected on its culture, traditions, and customs. This was reflected in assets of life including art, societal classes, religion, etc. as This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ 3 urban populations grew and cultivated the ability for leisure time. III. Cultural Context A. Represented in U.S. 1. The United States had interactions with Japan during the later phases of the Edo period. Commodore Matthew C. Perry had sailed into the Edo Bay in 1853. a. This appearance resulted in much conflict as the U.S. expected the shogunate to be more open toward negotiations. Perry attacked many of the Japanese ships as a result creating conflict that would spill over into high tensions against the Japanese. 2. U.S. constant attempts at infiltration and trade with Japan created a divided government on trade policy as the emperor wished to keep the U.S. out of Japan completely, while the feudal daimyo wished to engage in war with the U.S. a. Abe Masahito compromised and allowed for Japan to trade with the U.S. along with civil treatment towards U.S. sailors. B. Individualistic/Collective 1. The individual cultural context in Japan during this period was defined by the fashion, popular entertainment, and increasing awareness of individual aesthetic. a. Individuals began to realize their elegance and refinement in this period, that was influenced by a stable economy. 2. The collective cultural context during the Edo period was reflected by Neo- Confucianism, a moral Chinese philosophy (stemming from This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ 4 Confucianism, but more secular). C. Artistic 1. The Edo period contributed many artistic works including, music, literature, and art. a. One type of art that emerged from this period was woodblock prints called ukiyo-e. 1. Many people can attribute Japan to one of the most well-known pieces of art that emerged out of this era, the painting The Great Wave off Kanagawa which was a color ukiyo-e woodblock print. D. Values/Religion 1. Due to influence of Neo-Confucianism, the people of this era valued a powerful government, but also a very humane one at the same time. 2. Another value the people of the Edo period displayed was the growing ideas of secularism and rationalism. The people of Japan although spiritual, wanted to really emphasize logical and reason when making choices instead of ones based off pure religious beliefs. 3. The people of the Edo period created a way of life called chonindo, which is roughly translated to way of the townspeople. Chonindo was valued as it created desired qualities to have such as diligence, honesty, honor, loyalty etc. 4. Buddhism and Shinto still existed alongside Neo-Confucianism, but more so with the upper classes. This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ 5 E. Sex and Gender Roles 1. The samurai class the existed to serve under the feudal government was comprised of both men and women. Samurai women also were expected to fight and die, even though the Edo period was virtually free of war. 2. The townsmen class of people valued education for both boys and girls. Literacy was very widespread during this era. While men became actual merchants, women were expected to be literate and assist their husbands and the family business. a. Men of the townspeople needed to read, write, learn arithmetic and ethics, while Samurai men focused more on honor. 3. Clothing was especially important to women in this era. Women were defined by their clothing since it usually indicated what profession and status that woman held. 4. Peasant women’s role was to help the family farm usually, as each farm strived for independence without outside help. IV. Acculturation A. In order to assimilate into the Edo Period, one would first need to be able to define which class they could exist in. 1. One must exist as either an individual a part of the feudal government, including shogun and samurai, the working-class townsmen, or the peasant class farmers. a. Depending on which class, the modern 21st century individual must also be aware of what gender role they will undertake depending on their sex. This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ 6 Women will be expected to fight, die, and be honorable in the samurai class for example. 2. This culture also requires the knowledge of fluent Japanese, and to follow one of the dominant religions (Neo-Confucianism, Buddhism, or Shinto). 3. People of this era are culturally distinct from the current Japan that we associate with in our mind’s today. The Edo period had high respect for military figures in government versus the current state of constitutional monarchy. V. Conclusion A. The Edo period of Japan is one with many defining moments that span beyond just a samurai warrior that is portrayed in the American media. The people, the art, the religion, etc. are overlooked, despite their inherent importance on current Japanese culture. B. The world is full of eras just like the Edo period filled with a dense history of people, culture, and way of life that some of us have little knowledge of in the grand scheme of things. C. The end of the feudal military state is just one example of how people and culture can begin to change and influence new eras and new ways of thinking. It is important to recognize the past changes in other societies to hopefully aid is in recognizing what is important what should change in our current one. This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ 7 References A brief history of the arts of Japan: The Edo period (article). (n.d.). Retrieved July 13, 2020, from https://www.khanacademy.org/humanities/art-asia/art-japan/japanese-art/a/a-brief- history-of-the-arts-of-japan-the-edo-period Edo Period (1603 - 1868). (n.d.). Retrieved July 13, 2020, from https://www.japan- guide.com/e/e2128.html Kincaid, C., Pawasarat, C., Mcdonald, R., & Andee. (2016, June 12). Gender Expectations of Edo Period Japan. Retrieved July 13, 2020, from https://www.japanpowered.com/japan- culture/gender-expectations-of-edo-period-japan Life During the Edo Period. (n.d.). Retrieved July 13, 2020, from https://www.ushistory.org/civ/10e.asp Shogunate Japan: Religion. (n.d.). Retrieved July 13, 2020, from https://libguides.stalbanssc.vic.edu.au/shogunate-japan/religion This study source was downloaded by 100000764757725 from CourseHero.com on 09-15-2021 13:19:54 GMT -05:00 https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ Th is stu dy re so ur ce w as sh ar ed v ia C ou rs eH er o. co m Powered by TCPDF (www.tcpdf.org) https://www.coursehero.com/file/66253954/HUM-370-Signature-Assignment-Outlinedocx/ http://www.tcpdf.org