Ibookchillapi With Video

Chillapi
Lauren Canepa
Canepa, Lauren Wednesday, June 4, 2014 10:35:41 AM Pacic Daylight Time 70:56:81:af:c8:0f
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1
Introduction
I walk onto the soft, marshmallow-like
snow. I take my rst step and my feet sink into
the deep white blanket. I suddenly smell the
strong scent of pine trees come into my nose.
There is a crisp scent in the air. I smell the re
that I made last night. Its the strong scent of
burnt wood. I love that smell. It almost smells
sweet and I smell a faint scent of honey. My lips
are so chapped; I taste the blood from my lips
dripping into my mouth. The pine tree scent is
so strong, I can even taste it. I hear the chirping
of birds ying around. I also see woodpeckers
picking on the wood of a tree. The wind is howl-
ing, almost like a wolf calling for its pack. The
squirrels are running around in the snow. I
bend down and touch the snow; it feels like cot-
ton candy. My hands are so cold that I feel them
tingling, like someone is poking needles into
my skin. I quickly shove them into my pockets.
I feel the light snowakes falling on my head,
and then melting. I look around me and I cant
believe how many trees there are. The ground is
covered with snow. Its almost like when your
room gets very messy and you cant even nd
your oor. It feels like I am in the North Pole. I
expect to see Santas workshop in the distance,
working with his little elves. That is not what I
see; I just see snow and trees, thats all.
2
CHAPTER 1
3
Modifications
You can now modify the genes of large animals, and the largest animal we are concerned with is the hu-
man. -Robert Winston.
SECTION 1
The rst step in building a successful civiliza-
tion is to secure basic human needs such as food
and water. Due to its geography, the major chal-
lenges the civilization of Chillapi faces in achiev-
ing a basic food and water supply include the fol-
lowing:
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Human Changes to the Land
4
Part I- Analysis of the Problem
Never doubt that a small group of thoughtful, committed, citizens can change the world. In-
deed, it is the only thing that ever has. -Margaret Mead.
1. The snowy mountains are very hard to survive
in because it is very difcult to farm. We are like
the Arabs because farming was not easy in the
mountainous land. Farming wasnt easy in that
mountainous land. Even in the plains and valleys,
the land was rocky and water was scarce (Frey
249). The ground is all snow and it has no soil to
grow vegetables and fruits. There are many chal-
lenges to making tools. Since there is baring
weather and freezing temperatures make it
harder, we must nd a solution or else our civiliza-
tion will crumble and be destroyed.
2. The next challenge of living in the snowy moun-
tains is drinking sanitary water. Water is all
around us in the mountains, but what we need
to nd is water that is clean. Most of the snow
has dirt and maybe even animal scatter. We
would have to nd a way to make the snow ster-
ile. Even though we could just melt the snow, it
is very hard to build a re since the weather is
bitterly cold. Sticks and wood, pile around us
but how would we get the ames? Another
question we have is how and where are we go-
ing to store our water? Until we nd a way to
have puried water it is going to be very dif-
cult to live in these conditions.
5
Part II - Proposed Solutions
If we want our civilization to survive, Chil-
lapi has to be able to modify to the environ-
ment. We must nd a way to nd clean water
and food to eat. A modication is a change
made to the physical environment to suit a civi-
lizations needs. An example of modication is
instead of going hunting, we farm plants and
domesticate animals. Hunting is very hard and
it is sometimes really hard to nd animals. If
you have a good environment it is easier to
farm and domesticating animals is much easier.
Even though the snowy mountains are a very
hard place to live in, there are some ways we
can x our food problems. Instead of cattle,
which need lots of at land for grazing, [the
Greeks] raised sheep and goats, which can
graze on the side of mountains (Frey 249). This
is a good way to get a source of food in the
mountains.
Since there is no possibility of farming, we
have to nd another way to eat a meal. An eas-
ier way to eat is to domesticate animals. It
would be easier to domesticate animals because
instead of spending hours to nd a source of
food, we could just domesticate living things. It
is very difcult to make tools; it is also hard to
even nd materials to make tools. A way to
make a utensil is to take a part of a tree branch
6
and sharpen it with a rock to make a spear. A
different devise that could help us with grasp-
ing animals is to make a catapult and ll it with
rocks or ice which could help us catch our food.
Hopefully some of these ideas would help our
civilization thrive.
Even though we have all the water that we
could ask for in the Chillapi Mountains, some
of the water we cannot drink because it isnt
sanitary. [The Arabs] conserved rainwater [in
the coastal plains] in canals and reservoirs
(Frey 78). This passage is similar to our civiliza-
tion because this is a way we can receive water.
We could always build a re and melt the snow,
which makes it sanitary. It would be very tough
and it would take a lot of work because the
branches are frozen and its hard to make a
ame. An easier to get a sterile water source is
to look through the mountains until we nd a
creek that is lled with a fresh, cold drink.
Where do we store water? We could build a
small shed out of wood that we have cut down
from the trees and store our fresh water in the
storage compartment. Water is a must-have in
any environment; if we dont have water, we
dont survive.
7
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CHAPTER 2
8
Law & Government
Nothing is more destructive of respect for the government and the law of the land than passing laws
which cannot be enforced. -Albert Einstein
SECTION 1
Part I - Lessons on Democracy
There are many important lessons that we
can learn from Athens. They taught us many
things; one of those things was how to main-
tain a successful government. Athens used a Di-
rect Democracy. In this democracy it is ruled
by the people, everyone can vote, and laws are
frequently changed. When the Athenian As-
http://upload.wikimedia.org/wikipedia/en/thumb/f/ff/Senate_Meeting.jpg/350px-Senate_Meeting.jpg
Maintaining Civil Order
9
We're not going to baby sit a civil war. -Barack Obama
sembly met they discussed and debated new
laws. Proposed laws had to be approved by a
much larger group, the Assembly, (Frey, 261.)
Mostly everyone could vote on laws and debate
whether or not some the laws were fair.
There are many things that we can learn
from Sparta to help our civilization thrive.
They used the form of government called Oli-
garchy. Oligarchy has a few things that are
good but I think most of their ideas are poor.
Something that I do like about oligarchy is that
people have a small say in making laws. They
had 2 kings and 28 other Spartan citizens. The
kings made the laws and the 28 men could only
vote yes or no on the laws. That was called the
Council of Elders. Like Athens, Sparta had an
assembly. But the important decisions were
really made by a much smaller group called the
Council of Elders, (Frey, 265.) Other than the
Council of Elders no other citizens could have a
say in laws. I do not like how they make the
rich richer and the poor poorer because I think
that is unfair. I like the idea of The Spartan As-
sembly because everyone can talk about the
new laws that are being made.
The Romans had smart ways to form the
government. Their form of government was a
Representative Democracy, which means to
have just a few people represent the rest of the
citizens and most people could have a say in
10
making a law. The Plebeians, (lower class citi-
zens of Rome), had 10 Plebeian ofcials who
represented Plebeians interests in the Senate.
That was called the Tribunes of the Plebs. The
tribunes spoke for the plebeians to the Senate
and the consuls. (Frey, 320.) The Tribunes of
the Plebs could veto or forbid any laws they felt
were unfair to the Plebeians. I like this because
even though the Plebeians were the lower class
citizens they could still have a say in what is go-
ing on in their lives. They had something called
the Citizens Assemblies. The citizens assem-
blies were made up all Roman males. They
passed laws that affected the Plebeians (lower
class) and the Patricians (upper class). They dis-
cussed about the Consuls; the consuls were
made up of 2 leaders of the senate, who com-
manded the army and ran day-to-day affairs of
Rome. They also talked about the members of
the Senate; the senate was made up of 300 men
who ran the government in Ancient Rome.
They also debated about the Tribunes of the
Plebs. I think Romes government had really
great beliefs and most of their laws were pretty
fair.
11
Part II - Code of Laws

The laws that we have compared to the
Hammurabis Code and the 12 Tables are simi-
lar in some ways but they are also very differ-
ent. Many of Hammurabis code had to do with
a very severe punishment. Here is an example;
If a son strike his father, his hands shall be
hewn off. This is very different from Chillapi
because our consequence would be very less se-
vere. An example that Hammurabis code that
is much more realistic is this law; if anyone
nds a runaway male or female slave in the
open country and bring them to their masters,
the master of the slaves shall pay him two shek-
els of silver. This law is the fairest out of the
list we were given because even though they
have slaves, I do not approve of that, they re-
warded the person who is trustworthy and who
brought back their slave instead of just keeping
the slave. The laws of the 12 Tables are a bit
more just. A law from the 12 Tables that I nd
12
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p-content/uploads/2013/05/law.jpg
That old law about 'an eye for an eye' leaves everybody
blind. The time is always right to do the right thing.
-Martin Luther
King Jr.
unjust is this law; a dreadfully deformed child
shall be quickly killed. Our civilization would
never create this kind of law because we believe
that there should not be inequality and even if
people are unalike they should be treated the
same and denitely not killed. This law I nd
fairer; If you are called to go to court, you
must go. If you dont show up, you can be
taken to court by force. I like this law because
if people do something wrong they should be
sent to court to testify themselves and if they
dont go just because they dont want to you
should be taken to court by force.

Part III- My Civilizations Code of Laws
There are many threats to our civilization;
here are some examples. One problem that we
might have in our society is that people might
treat people poorly if they look different or act
different. Another problem that we might face
is murder. Some people might rebel and hurt or
even kill people. We will try very hard to pre-
vent this from happening but we will not be
able to stop it completely. Another complication
that might happen is abuse to humans or ani-
mals. If there is any abuse their will denitely a
punishment.
13
It is written that all people shall follow these
laws:
I. If you abuse any living thing you will be sent
to jail for 5-10 years depending on how severe
the case is.
II. Everyone has equality. If someone treats
someone badly the aggressor will be sent to
court.
III. If you murder anyone intentionally you will
be killed.
IV. Burglars will pay or the damage done and
you will be sent to jail for 2 years.
V. If you bribe you should be punished by be-
ing sentenced to court.
VI. Leaders will give citizens protection if they
do not their power will be limited.

14
Part III - Political Leadership Lessons
from Julius Caesar.
Julius Caesar has taught the citizens a lot
of important things. For example he did many
things to help the poor. I like how he did many
things to help the poor. For example he
gave jobs to the poor, he staged gladiator con-
tests they could watch for free, and he halted the
extensive use of slavery in rural areas. He was
popular among the citizens because he was fair
and created good laws.
Even though Julius Caesar did many good
things to the people he also got a little caught up
in his power. For example when he rst started
out as a ruler he wore purple. That indicates he
was their ruler. He also wore red sandals which
made people think he had the most power over
everyone and everything. Caesar did not remain
in power very long because the aristocrats of
15
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ustou_Louvre_MR1798.jpg
These are photos of Julius Caesar.
Even though Augus-
tus did many great
things for
his citizens he also cre-
ated a few unfair laws.
People
who had no children or
were living together but
they
weren't married had to pay more taxes then people
who were married or had kids. It even got to the point
where you couldnt inherit property or money. (The
state offered rewards-such as political privileges and
tax relief-to couples who stayed together and had
many children, while unmarried adults and childless
married couples lost the right to inherit money and
is fair because some people do not want children
or cant have children.
There are many things we can learn from
Augustus Caesar because he did a lot of things
for the citizens like build police stations and re
departments to ensure safety. He even built a li-
brary so people had a place to learn. I think those
are great ideas because it would help the commu-
nity a lot. I would not like to use the law about
the higher taxes on the unmarried couples and
the people who have no children will not be
taxed higher. Augustus Caesar was very smart
and had many great ideas about how to have a
successful civilization.
This is Augustus Caesar
Rome and many Senators feared that if Caesar's
power continued, the republican government
would never be restored and Caesar would
hand down his leadership to an heir. I think
that Caesar should have payed more attention
to his citizens rather than his looks.
Part IV: Political Leadership of Augus-
tus Caesar.
Augustus was a much better ruler than Ju-
lius Caesar because his laws were much more
fair. The citizens of Rome for the most part re-
spected Augustus Caesar.
17
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mmons/2/2d/Invasions_of_the_Roman_E
mpire_1.png
The picture below is a map of the Roman Empire
Augustus didnt want to reach the fate of his
adopted father (Julius Caesar) so he decided to
please the citizens as much as he could. One of
the ways he pleased the people of Rome was in-
stead of calling himself Romes leader he would-
call himself the rst citizen so the people would
know that he wasnt too caught up in his
power. (Romans feared the power of king, he
never asked for that title. Instead, he referred to
himself as First Citizen.) Augustus built 82
temples and building new statues, theaters,
and a large outdoor arena so people could en-
joy shows such as (Chariot races, animal shows,
gladiator shows, and more.) Augustus wanted the
citizens of Rome to be safe so to make sure that
they were he established a re department and
a police station. He also made sure that the wa-
ter system was were constructed and clean by
building aqueducts. Augustus arranged gover-
nors to have a longer term in ofce to let them
expand in better policies and programs.
Part V: Decline of the Western Roman
Empire:
18
There were many reasons why the Roman
Empire crumbled but in my opinion there are
only three main reasons. The three reasons why
Romes government failed was because there
was a decline in morals and values, political
corruption, and unemployment. A decline in
morals and values was very bad because crimes
and violence increased drastically and there
was also 32,000 prostitutes in Rome. Some of
their emperors wasted money on expensive par-
ties where guests ate and drank until they be-
came ill. Those were big problems because the
crime rate when up and they wasted money on
parties instead of using that money for people
who really needed it. Since people ate so much
at those parties they misused the food which
could have been used for people who didn't
have food and were poor. Political corruption
was also a big problem because Romans never
created an effective system to determine how
new emperors would be selected. Since they
didn't know how to choose an emperor they
usually would just sell the throne to the highest
bidder. They also had a problem with assassina-
tion. Rome had 37 emperors - 25 of whom were
killed. Choosing leaders by seeing how much
they would pay for the throne is very stupid
cause they might not know how to rule. The
people wouldnt even know how to lead so
there government would fall apart. Since most
19
of the time the rulers were assassinated the
leaders were paranoid and would make deci-
sions to protect themselves and not their city.
The last reason why they had difculties con-
trolling their government was the unemploy-
ment. Many farmers could not compete these
low prices and lost or had to sell their farms.
The cities were lled with unemployed people.
Since the unemployment rate grew the crime
rate did also. Many of the citizens were farmers
so when they lost their farms they were very
poor and couldnt afford food. The crime rate in-
creased because the people couldnt afford
things like food, clothing, and water. If they
couldnt buy them they would steal.
Chillapi could learn a lot from Ancient
Romes mistakes. We could prevent crimes if
we make fair and strict laws that will stop pros-
titution and violence. We will carefully choose
emperors and make sure they are loyal. If we
have leaders like Nero and Caligula who
wasted money and food then our government
will collapse just like Ancient Rome. Romes
way of choosing an emperor was very ineffec-
tive. The steps Chillapi will take to prevent po-
litical corruption are to make sure we have a
good way to pick an emperor and make sure he
makes the best choices for the citizens. We will
also make sure that he is armed with security so
he will be safe.The steps Chillapi will take to
20
prevent unemployment are to give people in
our city the jobs they need and that the farmers
are growing crops for a good price and that
their good at their job. If they are not good at
their job they will lose their farms and unem-
ployment will start to form. If we make sure we
do all of these things we can have a successful
government and it will not fall apart like Rome.
21

22
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Belief creates the actual fact. -William James
CHAPTER 3
23
Belief Systems
Impact of Belief Systems

To create a successful civilization you need
a belief system. Many Different places in the
world have unalike belief. One reason why hav-
ing a belief system is very important to society.
Hindus believed in karma and dharma. Karma
is the belief that your actions will come back to
you in your afterlife. If you are a good person
you might be a higher status in your next life. If
you did something bad you might be an animal
or a lower class citizen in your next life.
Dharma is to perform your duties according to
your obligation. For example if you make a
promise to do something and you don't do it
you would have done bad dharma. They also
believed in no violence, traditional marriages,
and sharing. In Hinduism, the cow is respected
as the source of food and symbol of life and
may never be killed.
Buddhas believed in the Four Noble Truths
and the Eightfold path. The Four Noble Truths
states that life is fought with suffering, we suf-
24
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/2014/03/measuring-spirituality-religion.jpg
fer because we grasp for things, we end this suf-
fering it is not inevitable, and the way to do this
is to follow the eightfold path. The Eightfold
Path is: Right understanding, Right purpose,
Rights speech, Right action, Right way to earn a
living, Right effort, Right mindfulness, and
Right concentration. If one does not follow the
Eightfold Path your suffering will never end.
The goal of Confucianism was a just and
peaceful society. Confucius taught that society
worked well when all people acted properly
based upon their roles and their relationships
with others. Confucius taught people that there
were ve basic relationships: ruler and subject,
husband and wife, father and son, older sibling
and younger, and friend and friend. He also
taught people to be kind, honest, wise, and
faithful. Conscious would say do not do to oth-
ers what you would not want done to you.
25
Moral Dilemma Scenarios
In order to further understand the impor-
tance of a belief system on society, and their in-
uence on their followers, acknowledge the
moral dilemma below:
To Tell or not to Tell:
Judy is a twelve-year-old girl. Her mother
promised her she could go to a special rock concert
coming to her town if she saved up her baby-sitting
money so she could buy a ticket to the concert. She
managed to save up the fteen dollars the ticket cost
plus another ve dollars. But then her mother
changed her mind and told Judy that she had to
spend the money on new clothes for school. Judy was
disappointed and decided to go to the concert any-
way. She bought a ticket and told her mother that
she had only been able to save ve dollars. That sat-
urday she went to the performance and told her
mother that she was spending the day with her
friend. A week passed without her mother nding
out. Judy then told her older sister, Louise, that she
had gone to the performance and she had lied to her
mother about it. Louise wonders whether to tell their
mother what Judy did.
Hindus would believe what Judy did was
totally wrong and that she would have some
sort of punishment. Since Karma is the belief
that your actions will somehow come back to
you in your later life they would think that
26
Judys penalty will come back to her. They also
believed in Dharma. Judy did not follow
Dharma since she did not do what she told her
mother something she didn't do. Judy would
get what she deserved since she lied.
Buddhists would also believe that what
Judy did was wrong because they believed in
the Four Noble Truths and the Eightfold Path.
To never experience suffering and enjoy life you
have to be honest. There would be a sort of pun-
ishment for not following the Path.
Confucius would not approve of Judys ac-
tions. He wanted to teach good character and to
be honest and fair. The goal of Confucianism
was a just and peaceful society. Confucius
wanted to teach men of good character to work
as honest and fair government ofcials.Judy
did not follow Confuciuss laws by being un-
truthful to her mother.
Overall I talked about how Hindus,
Buddhas, and Confucianism's beliefs. I talked
about Karma, Dharma, the Four Noble Truths,
the Eightfold Path, and Confucianism. I dis-
cussed how they would react and about what
Judy did.
27
Belief System of Chillapi
In an effort to create a successful civiliza-
tion, the people of Chillapi have established
their own belief system. It shares similar relig-
ious beliefs and teachings with other world re-
ligions and helps the people of Chillapi live
with strong moral values. Here are some exam-
ples:
Our religion, Shanti, represents equality. All
members of our religion are considered as
equal. Equal in their status in society, equal in
their rights as a person, and equal in the possi-
ble opportunities for success and happiness. In
our society people are allowed to be themselves
without punishment or scorn. In our religion
we believe that people should be treated the
same and loved the same. The other religion
that had the same idea as Shantis belief is Con-
fuzi. He taught his citizens Do not do to others
what you would not want done to you. (Frey
208, Chapter 21) Equality will improve our soci-
ety because if everyone is treated the same, peo-
ple will want to be themselves, there will be
less war, and more peace in Chillapi.
Another religion we practice is Coley. Coley
represents non-violence. The citizens of Chillapi
will be made to follow the rule of non-violence
because that way we can have a peaceful soci-
ety. We will try to prevent behavior involving
28
physical force intended to hurt, damage, or kill
someone or something. We will practice this to
be as peaceful as possible and to increase happi-
ness of our citizens. Another religion that was
similar to Coleys belief was Hinduisms opin-
ion. Hindus believe that all life forms have a
soul, so Hindus respect all life forms of life and
avoid doing them harm. (Frey 148, Chapter
15.) This will improve Chillapis society be-
cause less people will be hurt, there will be
more happiness, and less war.
Our last religion is called Ooshma. Ooshma
represents respect. The citizens of Chillapi will
have to respect their elders, their peers, and
their teachers. Respect is a feeling of deep admi-
ration for someone or something and learn
from their abilities, qualities, or achievements.
We practice this so that people will have some-
one to look up to and have admiration for. Not
only do we think respect for each other is impor-
tant but also respect for yourself. A different re-
ligion that was similar to Ooshmas religion is
Confuzi. He taught his citizens ve basic rela-
tionships: ruler and subject, husband and wife,
father and son, older sibling and younger, and
friend and friend. He showed that each people
should respect and care for each other. Respect
will help our society thrive because we need it
to work together, have a peaceful world, and
29
when people respect each other they tend to get
a long better.
Impact of Belief Systems in Medieval
Europe
How did theRoman Catholic Church in-
uence people's beliefs and lives in Me-
dieval Europe?
The Roman Catholic Church did many
things to inuence peoples beliefs and lives in
Medieval Europe. One of the things they did
that helped inuence people were explain ques-
tions they had about life or god. If someone
wanted to know why it was raining someone at
the Church would explain to them that God
30
was mad and made it rain. They wouldn't say
that exactly but they would say anything they
believed in. The Church owned 1/3 of all the
land because it was, and still is, so important.
They also collected a tithe, 1/10 of the peoples
income. Church teaches you how to get to
heaven and says if you are a bad person and
didt follow the 7 Sacraments you will go to
Hell. They said if you follow the 7 Sacraments
and live a good life you will most likely go to
Heaven. The 7 Sacraments are Babtism, Conr-
mation (belief in God and Church), Eucharist
(eat bread and drink wine), Marriage (optional),
Holy orders (optional), Penance (confession),
and Extreme Unction (blessing when sick or dy-
ing). Church is a very signicant thing in the
medieval times because it taught and showed
us many great and essential things we would
need to know.
31
Sacred Space of Chillapi
Our three moral values are equality, non-
violence, and respect. We represent equality by
allowing our citizens to be themselves without
punishment. We represent non-violence by en-
forcing laws against weapons. We represent re-
spect by praying to the people who died and ad-
mire our fellow citizens. Hindus believe in re-
spect also. Hindus believe that all life forms
have a soul, so Hindus respect all life forms of
life and avoid doing them harm. (Frey 148,
Chapter 15.) This sacred space will help enforce
equality because it is a big room where people
can talk to each other and work out their differ-
ences. It helps enforce respect because there is a
place where you can pray for anyone or any-
thing you would like to pray to.
32
Gallery 4.1 This is my sacred space. People go here to relax and
you can also pray.
CHAPTER 4
33
Ideas
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A man may die, nations may rise and fall, but an idea lives on.
-John F. Kennedy
SECTION 1
Advancing Ideas Within a Civilization
The European society changed because of
many reasons. It changed because Humanists
looked at the world with fresh eyes, they asked
many questions, and they believed everyone
should be treated with respect. Humanists al-
ways asked questions. The questions they
would ask in the European society they would
The Power of Ideas
34
ask things like why do we need to do this? Is it
fair? Why do we need a church? Humanists be-
gan to create a philosophy based on the impor-
tance and dignity. They believed that all people
had the ability to achieve greatness. Humanists
wanted to focus more on justice and reason
than religion. The wealthy donated money to
schools and artists who had very different style
than mediaeval artists. Instead of expression-
less, colorless, paintings which only focused on
holy gures the Renaissance brought new
styles of art. The Renaissance added expres-
sion, vivid color, and realistic everyday peo-
ple. (Frey 316.) The church was also no longer
treated as part of the government and had less
inuence over soci-
ety. Overall Hu-
manists changed the
European Society be-
cause they looked at
the world differently,
believed in their own
things, and thought everyone is able to be apart
of the civilization.
Everyone should be apart of government
and treated equally. Humanism promoted new
ideas and traditions within my civilization to
make it more successful by questioning many
things, treating people fairly, and creating many
new ideas. There should be no ranking of high,
35
This is a logo for humanism.
middle, and lower class. There were many im-
portant developments in the government sys-
tem during the Renaissance period. The city
state is an independent state consisting of a city
and its surroundings. We believe that everyone
should have the right to practice religion. The
Renaissance got its got its name from art and
learning. Humanists believed that everyone
should have rights and potential. The people
tried to balance religious faith with believing in
each other. Humanists looked at human society
with questions. We should explain why we
should paint or build this. We should also have
enough money to fund art. The scholars were in-
uenced by ideas, education, architecture and
art. Architects added their own special touches
and ideas to building things. The Renaissance
studied Greek and Roman ruins. They also mod-
eled their own buildings based on what they
just learned. Humanists inspired public spaces.
Architects designed buildings where citizens
could talk. They used Roman inspired, roofed
porches, called logia to join buildings and pla-
zas. In the Renaissance the art was inuenced
by the classical culture and the spread of Hu-
manism. Real looking backgrounds and paint-
ers discovered perspective. Artists used many
different techniques to point to depth. Science
and math helped artists make other advances. It
helped to make advances because the use of ge-
36
ometry allowed artists to divide the space in a
painting to make scenes appear more as they
would in real life.
The Danger of New Ideas
The Catholic Church had many practices
and beliefs, some that led to something good
but there were other questionable ideas that
caused the people to think that the church was
corrupt. Some of these questionable things in-
cluded indulgences, simony, and tithing. By the
1300s, many Catholics felt that the church had
become very corrupt. People were anxious by
the way church ofcials tried to get money to
support the church. One practice was called in-
dulgences. An indulgence is a grant by the
church that released a person from punishment
for sins. In the Middle Ages, the church allowed
indulgences in return for gifts to the church and
37
other good works. People who received indul-
gences did not have to perform good deeds to
make up for their sins. Popes and bishops be-
gan selling indulgences as a way for raising
money. This caused corruption because many
people believed they could buy
forgiveness for their sins in-
stead of working to make their
sins go away. Many Catholics
were deeply disturbed by the abuse
of indulgences. (Frey 348). The
church also sold ofces, or lead-
ership positions. This practice is called simony.
Instead of being chosen for their merit, buyers
just paid for appointments. Many people were
obtained multiple ofces in different places
without going there to do their obligations. An-
other practice that caused corruption was called
tithing. People had to pay tithes to the roman
church and taxes to their own government.
The ideas and questions of Reformers such
as Martin Luther differ from the traditional
teachings of the Catholic Church and threaten
its power because they disagreed on many
things. They fought with the pope over church
property and the right to make appointments to
church ofces. Popes also became entangled in
other political conicts. These debates added to
the questioning of the popes authority. At
times they led to wrongdoing that damaged the
38
This is Martin Luther
churchs reputation. For nearly 40 years, the vari-
ous lines of popes denounced each other as impos-
tors. Catholics were divided and confused. (Frey
348.)
The Catholic Church did many things to
deal with Martin Luther. Luthers views
brought him into conict with the church over
indulgences. Luther was outraged when he
found out about how they were using indul-
gences. He felt that the church was selling false
salvation to uneducated people. When Luther
created his 95 theses it caused great contro-
versy. Many people were excited by his ideas,
while the church criticized them. He was drawn
into more serious arguments with the church
authorities. In the eyes of church leaders, Luther
was attacking fundamental truths of the Catholic re-
ligion. (Frey 353.)
We have many strategies for our civiliza-
tions to deal with the people whose ideas
threaten our civilization. One of our strategies
will be to listen to their ideas and if the ideas
will not do anything good to our society and
not a lot of people agrees with them we will
nicely tell them we cannot use their concept.
There might be a few people who come up with
ideas that will threaten our civilization. It de-
pends on what their ideas are. If their thoughts
put our citizens in danger we will denitely not
use it and if they rebel they will have to have a
39
punishment which depends on what they did.
The ideas that we will accept are the ones that
we know will help our civilization a lot. We of
course will talk with our people to see what
they think, but if most of the citizens agree with
this then we will take it into consideration. If
someone has an idea that is good but might
need improvement we will compromise with
them. We will have a town meeting and people
will give suggestions and make their idea even
better. If someones idea will hurt or put our soci-
ety in danger we will not use it.
These strategies will make for a more suc-
cessful civilization. There will be less argu-
ments and our society will be more peaceful.
There will be less arguments because contro-
versy will be handled efciently and produc-
tively. Instead of shooting down an idea that we
dont like we will talk over it to the people so
they are not offended. It will be more peaceful
because people will not be upset by what we
are doing with the ideas because they will be
voting on whether they like them or not.
40
Isaac Newton
Isaac Newton
was a great scien-
tist that will al-
ways be remem-
bered. He discov-
ered many things that we still remember today.
He had many ideas, mostly about science and
math. Newton discovered many of the laws
and theories that not only gave us understand-
ing of the future, but also gave future scientists
the tools to discover how to enter space. He dis-
covered gravitational force and established the
three Universal Laws of Motion. His discover-
ies in mathematics were just as important. He
came up with the Binomial Theorem and was
one of the two creators of calculus. He opened
humanitys eyes to new possibilities and even
though his work is over three hundred years
old it still helps to guide the advance of technol-
ogy and our scientic understanding of the
earth and the universe around us. Isaac Newton
threatened the society because he was a short-
tempered man so when people questioned his
theories he would not agree. But he also ad-
vanced society because of all of his great
achievements and discoveries.
41
This is Isaac Newton
Newtons ideas will make my civilization
more successful because of his amazing achieve-
ments. He will give my society many new im-
provements with math and science. My society
would also
advance
way faster
than if I
didn't have
someone
like Isaac
Newton.
We know
that his
ideas are
important because we still use many of them to-
day. He is one one of the smartest men known
today and to have him be in my civilization
would be an honor.

42
http://resources.prufrock.com/Portals/0/Bl
ogImages/science.jpg
xliii
BIBLIOGRAPHY
Frey, Wendy. History Alive!: The Ancient World. Palo Alto, CA: Teachers Curricu-
lum institute, 2011. Print
Frey, Wendy. History Alive!: The Medieval World and Beyond. Palo Alto, CA.
Teachers Curriculum Institute, 2011. Print

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