Dessert Best

Dessert
WHAT MAKES A SUCCESSFUL CIVILIZATION

By Eva Geitheim
Geitheim, Evakareena Wednesday, June 4, 2014 9:24:59 AM Pacic Daylight Time 70:56:81:af:f2:19
Survival is the main objective. There are going to be some awful days, I know that
from my background in the sport.
-David Millar
SECTION 1:
1
Introduction
Section I: Descriptive Paragraph
Across the boiling hot, 120 weather
through the plains lies a small desert
terrain thats unbearable just to walk on.
The sky is crisp blue and the sun is
always shining bright and hard on the
valley, and the only thing keeping this
place survivable is the the only thing
keeping this place survivable is the clear
blue river that lies in the center, reecting
the boring, sandy hillside with few greens
that lie on the riverside. The greens
include lush, pine green shrubs that sway
to-and-fro the way that the river goes,
containing berries, (possibly poisonous,)
and then there are some faded-brown
almost tan palm trees containing
chestnut-colored coconuts. On the other
side of the river is a cluster of brush
standing over more sand that is covered
in brown spots. Throughout the day the
river ows softly and at night the river
ows a pinch harder. During the night
the warm air cools down to a soft chill
and the area darkens to a blackness,
where nothing can be seen except the
glisten of the river reecting the glow of
the moonlight. The trees and brushes
sway a tiny bit in unison while the rest of
the area calms down as the brush stays
still and the sand cools down, the desert
calmly falls to a sleep.
2
If you have a positive attitude and constantly strive to give your best effort,
eventually you will overcome your immediate problems and nd you are ready for
greater challenges. -Pat Riley
PART 1:
3
Analysis of the Problem
In order to obtain a successful civilization
there has to be enough food and water to
thrive and prosper. Based on the location
in the desert of Dessert, Dessertions will
have to be able to make soil to farm and
control the water supply from the river.
1. A problem faced in the hot desert val-
ley when trying to keep a steady food sup-
ply is being able to farm and grow crops.
The only ground is really just 120sand
that barely any good crop could last on.
There is no good soil to plant on that has
the proper nourishments and fertileness
to support a plants growth. As well, the
plains are also hot and crops could dry
out or die from the heat. Also there
wouldnt be any meat to get enough of
our daily protein needs. The land of Des-
sert wasnt the only land that had farm-
ing troubles, Their land [Mayans]
2. The main problem with the water situa-
tion is controlling the water so there are
no oods. The hot, dry desert environ-
ment is very harsh When the rain
comes, it often falls as violent storms,
sometimes causing ash oods, (Frey
77).
If there is too much rain because of the
amount of evaporation the water might
not have anywhere to go, but up the hill-
sides, which could result in such things
4
Adapting is a common natural way for people to adapt to their environment.
-Joe Barton
PART 2:
5
Proposed Solutions
For civilizations to survive all problems
must be solved by modifying and adapt-
ing to the area of
land.
1. A way for Desser-
tions to adapt to the
land to get food
would be to rely on
coconuts, berries,
and seafood until
they nish modica-
tions. A modication
would be to experi-
ment to see if the Des-
sertions could make
soil with some of the components from
the surrounding area. For crops berry
bushes and coconuts would thrive in the
heat and camels would be great for do-
mestication, Cam-
els could survive for
days without water,
eat almost anything,
and carry heavy
loads for long dis-
tances (Frey 77).
The camels would
also help be a main
source of transporta-
tion and carry trades.
Another modica-
tion for food would
be to build a berry
garden and a coconut workshop. The co-
conut workshop could make coconut wa-
6
An aqueduct to provide water
Gallery 3.1 Lorem Ipsum dolor amet, consectetur
ter and milk, coconut soaps and sham-
poos, blankets from coconut skins, and
the food from the coconuts, which would
all make great trade products. These are
just a few of the ways Dessertions could
adapt and modify the desert to get food.
7
The greatest advances of civilization, whether in architecture or painting, in science
and literature, in industry or agriculture, have never come from centralized
government. -Milton Friedman
CHAPTER 4
8
Chapter 3: Law and Government
Lessons On Democracy:
Some of the rst successful govern-
ments came from the ancient Greeks and
Romans. One of these was Spartas oligar-
chy. In an oligarchy a few wealthy share
the power. Unlike most oligarchies Sparta
gave more rights to the people including
women. Women werent allowed to be
citizens, but they were allowed to own
property if their husband was gone, and
girls had to take gymnastics because they
wanted everyone to be tough. Another ad-
vantage for the lesser citizens in the oligar-
chy is they actually had a say in the gov-
ernment. The council of elders consisted
of two kings who shared power and 28
other men over 60 years old who got to
suggest laws for the assembly. The assem-
bly consisted of all Spartan citizens. Citi-
zens of Sparta were 28 years old, served
in the military, and were men. The assem-
bly had very little power over the govern-
ment, they could vote yes or no on sug-
gested laws, but it was still more rights
than most oligarchies. An important les-
son to pull from Spartas oligarchy is a
successful civilization is they gave
enough rights to people, but the kept the
control and power between a few to keep
things in line.
A new idea of giving rights to the peo-
ple came from Athens that was called a
democracy. There are two types of democ-
9
racy, a representative democracy where
the people vote on a representative to
make laws, or a direct democracy, which
Athens had where anyone can go up to
the government and suggest laws. In Ath-
ens the lawmakers were the Council of
500 and partially the Athenian Assembly.
The Council of 500 was made up of 500
randomly picked Athenian citizens that
were at least 30 years old. The Assembly
was made up of all citizens and there had
to be at least 6,000 citizens to be able to
get together. To be an Athenian Citizen
you had to be 18 and a free man. In Ath-
ens laws were made by the Council of 500
or Assembly and then brought up to the
entire assembly and council together to
then decide if the law suggested should
be passed or fail. This new idea of govern-
ment gave every citizen a chance to take
part in the government and have lots of
rights, but maybe too many rights.
The citizens of Athens could come up
with any laws, pass or fail laws that could
be benecial or not so benecial. They
had too much power and too much con-
trol over the government, which couldve
lead to ghts and arguments. Too many
people had power rather than a few peo-
ple, and with so many different opinions
there isnt enough control over the gov-
ernment.
In another land a ways away lay there
were two Etruscan Kings who ruled over
Rome. There were the rich and wealthy
10
Patricians who were also landowners and
had much power. These Kings and Patri-
cians made up the upper class. The lower
class, which took up 95% of the popula-
tion, was the Plebeians, the poor who
worked and had barely any rights. Un-
happy with the Etruscan Rule, the patri-
cians overthrew the kings in favor of a
new government called a Republic,
which is meant to serve the people. From
509 BCE to 494 BCE Patricians ran the
government. In this time one of the main
sources of the Roman Republics govern-
ment was the Senate, who was made up
of 300 men the Patricians elected to serve
for life. Of the senate there were two lead-
ers called the consuls who shared the com-
mand of the army. Another of the Senates
jobs was appointing government ofcials.
They also served as judges.
Their most important job was to make
laws. Their decisions were treated as
laws, but since laws werent written
down the Patricians would change and re-
interpret them to benet themselves. This
eventually led to the Conict of Orders
in 494 BCE. The conict of orders was the
big argument between the Patricians and
Plebeians when the Plebeians started to
demand they wanted more rights. The
Plebeians would leave without more
rights because the republic government
wasnt serving them and they didnt like
living in Rome. The patricians decided to
give the plebeians rights, so they set up a
11
council for the plebeians called the Coun-
cil of the Plebs who were only allowed to
make laws that affected the plebeians.
They also set up the Tribunes of the
Plebs, which consisted of 10 people who
represented the plebeians at the senate
and were the plebeian ofcials. The patri-
cians and plebeians both became pleased
with these laws and they nally made a
rm code of laws called the Twelve Table.
An important lesson from all three of
these ancient civilizations is that to be suc-
cessful there has to be order in a civiliza-
tion and rights to the people to make eve-
rything controlled and the people happy.
A civilization needs a form of govern-
ment that everyone can be happy and
peaceful with. Most importantly the peo-
ple need rights and should be able to help
with government decisions and not be
based on their wealth. Those are just a
few of the lessons learned from Sparta,
Athens, and The Roman Republic to keep
the civilization successful.
12
Code Of Laws:
The laws and penal-
ties in my civilization
will create a success-
ful civilization be-
cause these laws will
prevent violence and
everyone has a bene-
cial job that people in
the community. Un-
like Hammurabis
eye for an eye laws
our civilization does
not have a death pen-
alty or will chop peoples body parts. In-
stead a less harsh penalty is making a citi-
zen go to jail or become a slave for certain
amount of time. The laws in our civiliza-
tion are to make sure
the civilization is
peaceful, but fair. We
also dont want to
have to worry about
danger or disease in
the civilization. Also
in our civilization the
laws give more
rights to all the peo-
ple, while in Babylo-
nia there was only
rights to the men in
the civilization. Un-
like the twelve tables our laws focus on
education, keeping the community safe,
The aqueduct that provides water for the crops
Gallery 4.2 Modications
A view of my wooden Roman roads, The Romans were the greatest
builders of roads, bridges, and aqueducts in the ancient world, Frey 367
13
and rights to all citizens, while the twelve
tables focus on smaller things like if some-
one doesnt show up to court, a women
cannot cry at a funeral, or a child may not
lived because they were born deformed.
Furthermore our laws are differ from the
Code of Hammurabi by being less violent
and not believing in harsh punishments,
as well as focusing on different problems
from the twelve tables such as taking on
big matters for the community, while the
twelve tables takes on small matters in
the civilizations.
One law that is meant to help keep the
community in good shape is Law #1 no
murders, robberies, or beating, and the
penalty being jail for life because we do
not want danger or people being harmed
in our civilization or in another, so were
not in danger. Another law to keep the
community in good shape is Law #3 is all
citizens must be treated for sicknesses
and injuries because if a citizen isnt
treated a plague could start to go around,
or if a warrior doesnt get treated for an
injury we could lose an important battle.
Lastly an important law is Law #5 men
and women should have equal right be-
cause men and women both can help
throughout the civilization like in farm-
ing, educating, etc. These are three laws
that are important to keep the civilization
safe and in order and utilize what we
have as best as we can.
14
Law #1: No murdering, robberies, or beat-
ings to one another
-Penalty- Jail for life, if you robbed
someone their items will be return
Law #2: All citizens must have a job that
benets the society and work for at least
15 hours a week
-Penalty- If a citizen does not work at
least 15 hours you must serve as a slave
for 25 hours a week for 3 months and if a
citizen does not have a job they can either
start military training or be exiled.
Law #3: All citizens must be treated for in-
juries or sicknesses. If citizen is not able
to pay off their bill they have 5 years to
pay the bill.
Penalty- If a citizen is not treated than the
doctor that refused to treat the patient
will be put to jail for at least a year de-
pending on how severe the sickness or in-
jury was and will be replaced by another
doctor. If patient doesnt pay their bill
they will become the doctors slave for
the amount of time that equals the cost of
the treatments to the injury or sickness.
Law #4: All citizens born in Dessert must
attend school for 13 years. Born citizens
will start school at age 7, but before start-
15
ing school all citizens must be able to
read, write, and be able to do basic math
(addition, subtraction, multiplication, di-
vision.) At the age of ten students based
on their abilities can choose to go to ap-
ply to a school where once they graduate
at the age of 20 will decide their career
type.
-Penalty- if a student at the age of ten or a
student who has not graduated does not
want to get a benecial job they will be
forced into the army training or will be ex-
iled.
Law #5: Men and Women shall have
equal rights
-Penalty- failing to give each other equal
rights results in being a slave with no
rights for a year
-Law #6: If a person not born in our civili-
zation would like to join our civilization
they must be 20 years of age or older and
go to school for 3-5 years so they can
study for a benecial job.
-Law #7: The government meets once a
week, but citizens at the age of 20 or older
are only allowed to attend at the monthly
meet up. If a citizen is called to trial they
will go to the closest weekly meet up.
meet up.
Law #8- No citizen shall be treated as a
slave unless they are made a slave by law
penalty.
16
Law #9- If a citizen were to offend or use
verbal violence to another citizen they
will pay a ne of $50 and a 300 word apol-
ogy letter to the person.
Law #10- If there are not enough citizens
in the military we will then take volun-
teers and then if there is still not enough
we will take people by force.
Law #11- If a citizen is sick they must
spend the day at home. If a citizen shows
no sign of progression in 3 days they
must be taken to the hospital to be
checked out.
Political Leadership of Julius Caesar:
An important lesson from Ju-
lius Caesar as a political leader is to make
sure everyone is pleased with the way
youre running things. Julius Caesar
made all the lower class and workers
happy, but the wealthy and the upper
class wasnt pleased with the way things
were being run. In my civilization to
avoid this I will make sure everyone is
pleased with the way the representative
leader is running things by letting people
make suggestions to what they like and
dislike. For example a good reason to
make sure everyone is happy because the
wealthy and upper class werent happy
with Julius Caesar, so they plotted to kill
him, The aristocrats of Rome and many
Senators feared that if Caesar's power con-
tinued, the republican government would
17
never be restored and Caesar would hand
down his leadership to an heir. Thus,
Sixty Senators plotted to kill him, (frey)
Furthermore, To keep my civilization
pleased I will make sure everyone can
make organized suggestions that will
benet our community and everyone is
pleased with our representative and gov-
ernment so no one gets killed. Overall, I
will let everyone have a say and try to
make everyone happy so our community
can be peaceful and happy and not have
our ruler killed like poor Julius Caesar.
Political Leadership of Augustus Caesar:
A Lesson from the politi-
cal leadership of Augus-
tus Caesar is that you cant be too strict to
please everyone even if it means you
cant have everything that you want in
your civilization. For example Augustus
Caesar practically made men and women
get married and have kids, by giving re-
wards to married couples and couples
with kids. Unmarried women had to pay
punishment, unmarried childless
women had pay a special tax on any prop-
erty they owned (Frey). Even though he
had some strict moral laws he was very
smart in protecting himself and making
himself a popular ruler. He protected him-
self by making his soldiers swear alle-
giance to him and have 9,000 Praetorian
Guards go with him everywhere so he
was safe. Another smart thing he did was
18
build infrastructure like a re and police
departments and aqueducts. He was also
smart to let his senators make some deci-
sions so he wasn't doing everything him-
self and he also took criticism, which
helped him make decisions that everyone
liked. Overall, some lessons to be learned
from Augustus Caesar is how to protect
yourself and be a good leader, but not to
be too morally strict.
The Decline of Western Rome:
During the decline of morals and values,
there were crimes and moral problems
that caused the Romans empire to fall.
First, emperors could have outlawed pros-
titution so that women couldve been able
to get a job and make a living to improve
Rome instead of ruining it. Rome wasnt
safe, A rise in crime made the empires
cities and roads unsafe (Frey 8). The City
of Rome had become immoral and dan-
gerous because the roads. Emperors
should have been more responsible be-
cause they had the most power over what
went on in their civilization and their im-
maturity was one of the biggest reasons
that Rome fell apart. People should have
realized that Rome was falling apart and
protested against the government be-
cause there were a lot more citizens than
members of the government and they
would have had to give in anyway. This
protest could have stopped the decline be-
19
cause having a different government sys-
tem and the emperors could have made
more jobs for the people living on the
streets. To stop the wars and ghts, the
government should have stopped the
ghts instead of just sitting back and
watching it happen. Those morals and val-
ues that kept together the Roman legions
and thus the empire could not be main-
tained towards the end of the empire.
Crimes of violence made the streets of the
larger cities unsafe. The problem was
choosing a new Emperor for Rome. Since
Rome was falling apart, a new emperor
was denitely something they needed so
they could prevent things like ghts and
people homeless on the street.
The biggest problem in Rome that I
would like my civilization to avoid was
the decline in morals and values. In my
civilization to prevent these crimes there
will be strict laws against prostitution
and immoral acts. To make sure these
laws are active my civilization will have
police ofcers watching the city for im-
moral values and crime, making sure to
arrest those who are committing these
crimes, helping our civilization stay safe
and morally inclined. Citizens in my civili-
zation will learn about the problems of
losing morals and values as well as learn-
ing the time that would be served as pun-
ishment for critically losing morals and
20
values and affecting the community with
their behavior. They will know how to
keep Rome safe and why we need to keep
each other in our civilization to be mor-
ally well. Furthermore, to help keep my
civilization safe the most important law
to activate is to strictly ban immoral do-
ings and behavioral problems that affect
the community. Overall, in my civiliza-
tion we will have a focus on avoiding de-
clines in morals and values so our civiliza-
tion will be able to thrive and prosper for
a long time.
21
Just as a candle cannot burn without re, men cannot live without a spiritual life.
-Buddha
CHAPTER 5
22
Systems of Belief
A civilization without a belief system
would be like never cleaning your room.
It would be a chaotic mess. A life without
purpose or understanding of whats right
or wrong. Without a belief system in a
civilization, the citizens would have no
knowledge of whats right or wrong in a
civilization. In a society without beliefs or
moral values, a civilization would not
thrive or be successful because people
would most likely be out of control. Par-
ents might not take care of their kids, peo-
ple might hurt each other and make no
friends. People could steal each others
things and get away with it because it
isnt wrong. A civilization with a common
belief system can thrive much easier be-
cause the people are controlled and treat
each other better. People understand the
importance of helping each other and get-
ting jobs to make money and live with a
real purpose. With moral values they
know a better purpose of how to live
nicely without hurting or affecting others
and trusting each other to make friends
and live life together as a civilization. A
civilization without people helping and
trusting each other and having a belief
would be disorderly and the civilization
would not last long. Without moral val-
ues or a belief system any civilization
would not be capable of thriving or last-
ing long.

In order to further understand the impor-
23
tance of a belief system on society, and
their inuence on their followers, ac-
knowledge the moral dilemma below:
Joe is a fourteen-year-old boy who
wanted to go to camp very much. His fa-
ther promised him he could go if he
saved up the money for it himself. So Joe
worked hard at his paper route and saved
up the $40 dollars it cost to go to camp,
and a little more besides. But just before
camp was going to start, his father
changed his mind. Some of his fathers
friends decided to go on a special shing
trip, and Joe's father was short of the
money it would cost. So he told Joe to
give him the money he had saved from
the paper route. Joe didn't want to give
up going to camp, so he thinks of refus-
ing to give his father the money.
If Joe and his father were Buddhists,
based on the four noble truths and the
eightfold path, they would use the
money for important items and things
like food, water, or give the money to
those in need. For Buddhists to end all of
their sufferings and reach enlightenment,
they need to follow the eightfold path
and the four noble truths by giving up all
cravings, desires, and going on to live a
life of selessness. Joe and his father
would realize the shing trip and the
camp were simply things they wanted
and not needed, and using the money
would not be the right purpose, Right
24
purpose, live a life of selessness (not self-
ishness), love and nonviolence (Frey
159). Instead they would unselshly use
the money for importance and possibly
even donate it to people who need it.
They shouldnt spend too much time wor-
rying about the money, because focusing
on the money wouldnt be the right con-
centration or right mindfulness because
they wouldnt be practicing meditation
and would be focusing a lot on their
thoughts and feelings on the money. As
Buddhists, Joe and his father should do-
nate the money or save it for important
uses.
For Joe to be a good Confucian, he
should give the money to his father that
he needs and keep the extra money. Joe
would do this as a Confucian because he
has to obey and respect those above him,
so he would give most of the money to
his father. He would not give the father
all of the money because his father set a
bad example by taking back his promise.
For a kid like Joe to respect those above
him, those above him must set a good ex-
ample, In return, those with authority,
such as rulers, fathers, husbands, and
older siblings, must set a good example
(Frey 208). To set a positive example he
would let Joe keep some of the money, so
that Joe knows it was wrong for him to
take back his promise, and therefore Joe
doesnt get a complete negative example.
Overall, so Joe can get a good example
25
from his father and for Joe to be a good
Confucian, he would the give most of the
money to his father. By doing this he
would be respecting those above him, but
also keeping some of the money, showing
his father he shouldnt take back his
promise.
If Joe and his father followed the ways
of Hinduism, Joes father would let Joe
go to camp. Joes father should let Joe use
the money and go to camp because Joe
had completed his Dharma by working
as a paperboy and saving up money to go
to the camp. Dharma is important to Hin-
duism because to do your Dharma means
to fulll your obligations and duties that
youre supposed to complete, which Joe
completed. For Joes father to take the
money and use it on his shing trip
would not be good for his Dharma or
Karma because he would not have done
his duty to work and get his own money.
He would also be taking back his prom-
ise, which would be bad Karma for him.
According to Hindu traditions, if a per-
son has bad Karma, in their next life they
will be reincarnated into a lesser status
than their current status. If Joes father
were to go back on his promise and not
do his proper Dharma, he would have
some negative Karma, which could affect
his status in the next life. Joes father
would let Joe go to camp, because Joe had
correctly completed his Dharma, while
his father had not completed his Dharma.
26
Now you can see the importance of hav-
ing a belief system and moral values be-
cause without moral values or a belief sys-
tem people wouldnt know what to do.
Moral values are a part of every decision
you make whats the right thing to do
and whats the wrong thing to do. People
all believe and follow different things like
Judaism, Buddhism, Hinduism, Christi-
anity, etc., but everyone has a sense of
whats right and wrong, which helps eve-
ryone live peacefully and get along to
make friends even if they have barely any-
thing in common. They enjoy getting to
spend time with someone peaceful and
nice. In conclusion, belief systems and
moral values are important because then
people can cooperate together and live to-
gether peacefully.
My Civilizations 3 Morals:
The rst moral value in my civilization is
Tatoop. Tatoop means that everyone
should work together and help each
other. Tatoop is important in my civiliza-
tion because to thrive and be successful,
our civilization needs to work together
and help each other succeed as a great
civilization. In my civilization people will
use Tatoop in everyday life. Some exam-
ples of using Tatoop in our everyday lives
would be when we have to ght a war
27
and someone needs help, or something as
simple as getting a bandage for some-
ones scraped knee
from a fall. Tatoop re-
lates to the eightfold
path of Buddhism of
living a life of seless-
ness. Tatoop relates
to living a life of self-
lessness because if
people in my civiliza-
tion help each other
and work together
they are being self-
less. Tatoop will
make everyone in my
civilization under-
stand the importance of helping one an-
other and believe in teamwork within a
community. Furthermore, Tatoop will
help our civilization
and be used in every-
day life for everyone
to help each other
and thrive success-
fully in our civiliza-
tion working to-
gether as a team.
28
This is one of my sacred places. It is a zen area on top of a hill with a wa-
terfall.
29
of Popia is to do kind acts like a good
deed. Popia will bring benets to everyone
by giving each other the good feeling of
sharing and accepting a good thing. Popia
will also make the civilians better people in
that they will respect each other as well as
spread kindness throughout so everyone
can be peaceful and happy. Overall, Popia
is a great moral value for my civilization to
become better people spread acts of kind-
ness so our civilization can be a kind civili-
zation.
The third moral value in my civilization is
Geva. In my civilization Geva means to be
honest and true so everyone can trust each
other. Geva is important in my civilization
because if everyone is honest and can trust
The second moral value in my civilization
is Popia. Popia stands for kindness, in
that everyone should be nice and kind to
each other. Popia is an important moral
value in my civilization because when eve-
ryone is kind to each other there are no
ghts or arguments and everyone is peace-
ful and wont mind living with one an-
other. Popia is an easy moral value to use
in our everyday life. Some ways to have
Popia to our civilization would be to give
acts of kindness to one another such as
complements, doing Tatoop, doing a good
deed, and much more. Popia can relate to
the right action of Buddhism in which peo-
ple perform good deeds instead of bad
ones. Popia relates to this because part of
30
each other than our civilization can get
along knowing there are no lies or ru-
mors getting spread around. Geva can
easily be used on a daily basis by not ly-
ing in any of the words you speak and al-
ways being able to trust one another.
Geva relates to right speech of Buddhism
because youre always supposed to be
careful and truthful in what you say.
Geva can relate because youre always
supposed to be honest and truthful like in
the right speech of Buddhism. Geva will
help my civilization thrive because when
everyone is honest and truthful everyone
will trust each other and give everyone a
real sense of working together with peo-
ple you know and trust to build a great
civilization. Overall, the third moral
value of Geva is an important moral
value in my civilization because with
Geva everyone is truthful and people
have a good sense of trust for everyone in
my civilization.
Sacred Space Paragraph:
My sacred space will embody my moral
value to stay calm and content by having
a waterfall and a Zen area at the top of
my hill to represent calmness. The area
will be a happy area that represents the
rst area of my civilization that was
founded. This area will be a place where
people can relax and sit in the sun to en-
joy the day go by. People can watch the
31
the sunrise or sunset and just enjoy a
calm and peaceful area. This moral value
relates to Buddhisms right mindfulness,
right mindfulness, be aware of but not at-
tached to your emotions, thoughts, and
feelings (Frey 159). It relates to staying
calm, peaceful, and content because you
want to be happy, but not overly ener-
getic or angry. This will be important for
my citizens to be able to have a peaceful
place to calm down and enjoy themselves
without having to worry. Overall, this
moral value will be important for my civi-
lization to be able to have a sacred place
to remember our civilization and have a
calm and peaceful resting place.
Middle Ages and Feudalism
The fall of Rome and threat of Barbarians
lead to the rise of the Catholic Church for
people who felt the need for protection.
When Rome fell there was no longer a ma-
jor government system to protect people
and people needed order, so the idea of
feudalism was built for the idea of protec-
tion and an order in civilization, To pro-
tect themselves and their property, they
gradually developed the system we call
feudalism (Frey 21) In the feudal system
monarch lived in a castle and the castle
with a protective wall made people feel
safe that they had a place to go to be pro-
tected. The Roman Catholic Church
started to rise, as people needed some-
thing to believe in.
32

The system of feudalism also rose
through Charlemagne, who worked to-
gether with Pope Leo III to unite all the
Christians lands into a single empire. The
empire ran through a feudalism system.
In feudalism the manor was all the land,
some parts of the manor included the cas-
tle, manor house, farms, serfs and peas-
ants houses, and more. The most power-
ful person in feudalism was the Pope,
and then came the king. The king kept a
lot of land to himself, but he gave some of
his efs to the lords. The lords could give
land to the free peasants. Feudalism was
a new sense of order and for Europeans
to get protection. Overall, feudalism rose
through the need for protection and order
and the Catholic Church.
Three major events that lead to the de-
cline of feudalism included the Hundred
Years War, the bubonic plague, and ma-
jor political changes. All of these events
had huge effects on all the feudalistic peo-
ple that lead to the end of feudalism in
Europe.
The bubonic plague was a huge reason
feudalism started to decline. The disease
is believed to have started in central Asia,
and spread throughout India, China, the
Near East, and Europe. The disease was
helped spread throughout Europe be-
cause of dirty conditions that people
33
lived in. The bacteria that caused the
plague were carried through eas that
fed on infected rodents, for instance rats.
When rats died, the eas jumped onto
other animals and people. The plague
was nicknamed Black Death because of
the black and blue sores on your body
and you would die. The plague helped
lead to the decline of feudalism because
so many people died, the social structure
of feudalism broke down because there
werent enough peasants to work and
people went to seek better opportunities.
Political developments also became a big
reason for the decline of feudalism. One
change started from King Henry II was
the Habeas Corpus, which meant ac-
cused people needed to go to court before
they were accused guilty. This strength-
ened the power of the royal courts. Other
political changes mainly came from
Henrys son, John, who became king.
Johns kingdom lead them to many ene-
mies and losing control over parts of Eng-
land, so barons forced a meeting with the
king, In June 1215 angry barons forced a
meeting with King John in a meadow call
Runnymede, beside the River Thames.
There they insisted that John put his seal
to the Magna Carta (Frey 55). The Magna
Carta was the idea that the king could con-
tinue to rule, but not have as much power
and do his part in society. This helped con-
tribute to the decline of feudalism because
it gave more power to other people in soci-
34
ety.
The last main reason that contributed to
the decline of feudalism was the Hun-
dred Years War. It was a war between
England and France over the control of
the land of France. The English won
many of the early battles, and the French
were starting to lose some territory. The
French started to come back with the in-
spiration of 17-year-old Joan of Arc. She
claimed she heard voices of saints urg-
ing her to save France. She lead the
French through the war and after her
death they nally drove the English out
of France. The Hundred Years War
helped contribute to the decline of feu-
dalism because it helped shift power
from the feudal lords to the peasants and
commoners.
Overall, the three main reasons that lead
to the decline of feudalism was political
changes, the bubonic plague, and the
Hundred Years War.
The biggest effect in preparing to the Age
of Enlightenment and the Rise of Hu-
manism was The Political Change in Eng-
land. This helped lead to the Renaissance
because the politics in England changed
so the people had more rights and the abil-
ity to learn more. One of these things was
the Magna Carta, In June 1215 angry bar-
ons forced a meeting with King John in a
meadow call Runnymede, beside the
River Thames. There they insisted that
35
John put his seal to the Magna Carta
(Frey 55). The Magna Carta was the idea
that the king could
continue to rule, but
not have as much
power and do his
part in society. This
was because King
John was losing
parts of England,
making enemies,
and bad political de-
cisions. This gave
the people of Eng-
land more freedom
and power, so they wouldnt have to be
controlled by a bad king, and also they
changes in England, which gave the peo-
ple more power and rights to learn and un-
derstand the world.
My medieval manor house
Great minds discuss ideas; average minds discuss events; small minds discuss
people.
-Eleanor Roosevelt
CHAPTER 6
36
The Power of Ideas
European society changed in multiple
ways from new questions and ideas from
the humanist mindset. A humanist mind-
set is a mindset that believes in worth
and potential for everyone, they balanced
religious faith with belief in the power of
mind, and people took interest in human
society and the natural world. People
with humanist mindsets started thinking
on their own and using their own minds,
rather than those of the Church. People
started getting educated, especially in lit-
erature, science, math, and art. The arts
changed in many ways such as being
more realistic looking and less based on
the Church, one key advance made by
Renaissance painters was the discovery
of perspective, (Frey 326). Other ad-
vances came in math and science when
people relied less on old theories and ex-
periments and started testing their old
theories. Humanists were advancing soci-
ety and this changed Europe because
more people were
educated and relied
less on what edu-
cated people and the
Church told them.
Throughout the mid-
dle ages, most peo-
ple relied on the
Church to learn a few things and go to
heaven later, but the humanist mindset
had people challenging the Churchs
ideas, and the old theories. One person
who did this was Galileo Galilei, he
37
wrote a book that went against the
Church and Aristotles ideas that the
Earth was the center point of the uni-
verse. Overall, a humanist mindset af-
fected Europe by lessening the power of
the Church and giving people more rights
to learn and get educated.
Humanist Ideas In My Civilization:
A humanist mindset would change
my civilization, by having people be
more creative and expressive. People
with humanist mindsets challenge ideas
and use their own mind to express their
own ideas and thoughts. Humanists were
encouraged to learn more, scholars from
all over Europe traveled to Italy to learn
about the new ideas inspired by classical
culture (Frey 320). Scholars will be al-
lowed and encouraged to come to my civi-
lization to share the humanist mindset
with my civilians. In my civilization we al-
ready have a school, so everyone is wel-
come to go and learn in the school. There
are also many areas to explore and learn
about our history and how are civiliza-
tion was formed. Like the European schol-
ars, people in my civilization will be en-
couraged to explore and learn to their
own extent as long it doesnt go against
any laws or moral values in my civiliza-
tion. Humanists could change my civiliza-
tion for the better by creating new inven-
tions that could benet the way our civili-
zations run and also have people not
afraid to go out and challenge and share
38
ideas to make our civilization even better.
If someone using a humanist mindset felt
they had a benecial idea, they could
come present it to the town hall with the
pros and cons, and how it could benet
our civilization. If some of these ideas
were passed, they could help our civiliza-
tion be the best civilization, allowing the
people of our civilization voice their opin-
ions and share their ideas to advance our
civilization. Overall, humanists mindsets
could change my civilization by allowing
people to think creative ideas and share
them to advance our civilization.
The Protestant Reformation:
There were numerous teachings and prac-
tices of the Catholic Church that lead peo-
ple to think the Church was corrupt. Two
of these practices that were main contribu-
tors were the Great Schism, simony, and
indulgences. Simony was when the
Catholic Church appointed people
Church ofcials like bishop for money. In-
dulgences were when people could buy
cards to let them commit sins without get-
ting punished. The Great Schism was
when France and Italy both wanted a
pope, so they both had a pope and
claimed God had appointed them pope
and had wars over who was pope. Many
people thought the Church was corrupt
and became Protestants so they could
break away from the Church. Overall,
39
these three things lead to make people
think the Church was corrupt and lead to
a reformation, so people could live in a
place that wasnt corrupt.
Ideas and questions from reforms such as
Jan Hus, John Wycliffe, and Martin Lu-
ther differed from the traditional beliefs
of the Catholic Church and threatened its
power. All three of these people had her-
esy that went against the doctrine. Jan
Hus questioned the wealth and spoke
against the authority of the Pope. Jan Hus
believed that Jesus should be the central
gure of the Church. John Wycliffe went
against the Church by translating the bi-
ble so people could read what the bible ac-
tually said. Martin Luther challenged the
ideas of the Church by putting his ninety-
ve theses on the Church when they were
about to build a bigger cathedral. His
ninety-ve theses were ninety-ve rea-
sons that the Church was bad. Overall,
these three people threatened the ideas of
the Church by showing people what the
Church was really doing and speaking
out against the Church.
The Catholic Church tried using a strat-
egy to deal with Martin Luther, but Mar-
tin Luther was able to still speak his mind
and inuence people. Even though Mar-
tin Luther threatened the power of the
Church, they did not burn him because
he was so popular. After he put his
ninety-ve theses on the cathedral, many
people liked his ideas, many people
40
were excited by his ideas, while the
Church condemned them (Frey 352).
The Church made him go on trial for
these ideas and he was told he could no
longer preach. For a while he went into
hiding, but after a bit he starts the Lu-
theran Church. He eventually sided with
the nobles and princes and got enough
money from them to ght the Catholic
Church. Overall, the Catholic Church
tried to shut him out and
not let his ideas get out,
but Martin Luther
was able to make a
successful Church that
still runs today.
Famous Renaissance Figures:
Queen Elizabeth I was the daughter of
King Henry VIII and his 2nd wife Ann Bo-
leyn. She was trained by an English
scholar who educated her to possibly be-
come a future queen. Elizabeth never mar-
ried, she feared a husband would take
her power. She said she was married to
the people of England (Frey 341). Her de-
cision to claim she was married to the peo-
ple of England showed her devotion to
41
the people of England and ruling people
well. She was able to rule for 45 years un-
til her death. She was known for being a
great queen who supported the people
and economy of England.

Queen Elizabeths ideas and achieve-
ments advanced the ways of life in
Europe. She was able to balance the differ-
ent ideas of the many ideas from different
court members. She was also popular for
supporting culture, she supported thea-
ter, fashion, literature, dance, and educa-
tion (Frey 341). Since she supported
these things the English economy rose be-
cause people were more successful and
making more money. She also encour-
aged trade, which helped give more
money to the traders who were sent on
more trade routes. Queen Elizabeth was
so successful that by the time she died
England was one of the richest countries.
Her long reign of Queen was so success-
ful it was called Englands Golden Age.

ments would benet my civilization in
many ways. Our government could
thrive would thrive with her as she
would listen to the ideas of everyone and
not only her own. This would give my
civilization a balance of ideas and
thoughts from the government to take
into consideration. Also, the people
would be happy and the economy would
rise because she would help support the
42
arts, literature, science, and more. The
people in my civilization would be able
to be supported for their talents and be
able to thrive and prosper. Overall,
ments would help our economy thrive
and prosper and make our civilization
successful.
43
CHAPTER 7
44
Bibliography and Images
Bibliography
Frey, Wendy. History Alive!: The Ancient World. Palo Alto, CA. Teachers Curriculum
Institute, 2011. Print.
Frey, Wendy. History Alive!: The Medieval World and Beyond. Palo Alto, CA. Teach-
ers Curriculum Institute, 2011. Print.
45
46
Images:
ournomadicways.blogspot.com
global-lab.org
saharadesert.weebly.com
www.adamhabibi.com
exhibitions.shakespeare.yale.edu
www.newworldencyclopedia.org
jeanbakula.hubpages.com
news.rice.edu
www.biography.com
bjws.blogspot.com
venetianred.net
www.jerrysartarama.com

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