Aquí crea tu carátula

INTRODUCTION

This monographic work deals with or contains abridged information on our

universal history between the 19th and 20th centuries, which are

remembered to this day for their impressive impulses and the consequences

they achieved, leaving humanity a legacy of unforgettable memories that to

this day it remains in practice; wrong or not, it still remains in force, despite

the fact that this modern era with its technological advances wanted to

overshadow it. They are still impressive.

I hope that this brief description of each of the selected chapters will meet

your expectations.

1
CONTENTS:

Introduction ………………………………………………………………….1

Contents: ………………………………………………………………….2

CHAPTER 1: The Literary Movements during XIX AND XX Centuries...3

CHAPTER 2: Post Second World War Context……………………………3

CHAPTER 3: The National Patrimony………………………………………4

CHAPTER 4: Faith and Religious Traditions……………………………….5

CHAPTER 5: Traditional Games ……………………………………………6

Linkographic References……………………………………………………..8

2
CHAPTER 1:

THE LITERARY MOVEMENTS DURING XIX AND XX CENTURIES.

Literary movements are a way of dividing literature into categories of similar

philosophical, topical, or aesthetic characteristics. Some of these movements
(such as Dada and Beat) were defined by the members themselves, while
other terms (for example, metaphysical poets) emerged decades or centuries
after the periods in question. There are four main literary movements
applicable to the study of modern short fiction: romanticism, realism,
naturalism, and modernism. Modernism fostered a period of experimentation
in the arts from the late 19th to the mid-20th century, particularly in the years
after World War I. In a broader sense, Expressionism is one of the main
artistic currents of the late 19th and early 20th centuries, and its qualities of
highly subjective, personal and spontaneous self-expression are typical of a
wide range of modern artists and art movements.

CHAPTER 2:

POST SECOND WORLD WAR CONTEXT.

The aftermath of World War II ushered in a

new era for all countries involved, with two
superpowers emerging simultaneously: the
Soviet Union (USSR) and the United States
(USA).

In Western usage, the phrase postwar era (or

postwar era) generally refers to the time that
has elapsed since the end of World War II. ... A
postwar period can turn into an interwar or
interwar period, when a war between the same
parties is resumed at a later date (such as the
period between World War I and World War II).
After the Second War there were important
world events such as:
• The Berlin Wall was built in 1961.

3
• End of the Cold War 1992.
• The Soviet Union invades Czechoslovakia in 1968.
• The Cold War of 1945.
• The Berlin Wall fell in 1989.
• Terrorist attack at the 1972 Munich Olympic Games.

CHAPTER 3:
The National Patrimony

The national patrimony is the deposit of

wealth or accumulated reserves of a
national economy. In addition to
monetary reserves and other financial
participations, the national heritage also
encompasses the wealth or non-
monetary reserves of a nation, such as
its national monuments, gastronomy and
artistic heritage. Cultural heritage includes all the cultural expressions of a
society, both past and current, which are transmitted from generation to
generation. For example: legends, folk music, indigenous pottery.

In total, there are 11 sites of cultural and natural importance in Peru that are
part of this important list.
• City of Cusco.
• Historic sanctuary of Machu Picchu.
• Huascarán National Park.
• Archaeological site of Chavín.
• Chan Chan archaeological zone.
• Manú National Park

4
CHAPTER 4
Faith and Religious Traditions
Faith, inner attitude, conviction or confidence that relates the human being to
a supreme God or final salvation. In religious traditions that emphasize divine
grace, it is the inner certainty or attitude of love bestowed by God Himself. In
Christian theology, faith is the divinely inspired human response to God's
historical revelation through Jesus Christ, and consequently has crucial
significance. No definition allows the identification of "faith" with "religion."
Some inner attitude has its part in all religious traditions, but it is not always
of central importance. For example, the Vedic words of ancient Egypt or India
that can be roughly translated with the general term "religion" do not allow
the translation of "faith", but rather connote duties and acts of worship.

Religious Tradition:

Religious traditions are constellations of beliefs, practices, and institutions

that are used to describe a common type of religiosity. Religious traditions
are broad understandings of the supernatural produced in societies and
practiced by groups and individuals. Traditions embrace distinctive
explanations and, in contemporary religious traditions, these are encoded in
texts considered sacred by individuals and institutions that adhere to and
produce that form of religion. Contemporary religious traditions include
Bahá'í, Buddhism, Christianity, Confucianism, Druze, Hindu, Islam, Jain,
Judaism, Mormon, Sikh, Sufism, Taoism, and Zoroastrianism. In the history
of religious traditions, the most distinctive supernatural explanations have
been extirpated as many cultures were destroyed through conquest; in fact,
even in fairly recent history, we have minimal knowledge of what religious
traditions were like in many societies, such as the indigenous populations of
the United States. America and Australia, the non-Christian religions of early
Europe or the traditions we now call Hindu. Many traditions are formed by
adding to the sacred explanations of an existing tradition. Social scientists
define these movements as cult movements or new religious movements
(Stark and Bainbridge, 1985, 1987), so Christianity, Islam, and Mormons
emerged as new traditions of Judaism, and Buddhism was a distinctive

5
branch of Judaism. Hindu. Other new religious movements are syncretic and
combine explanations of the supernatural from two or more traditions (eg,
Sikhism fuses Islam and Hindu, and Baha'i and the Unification Church are
syncretized from many traditions).

CHAPTER 5:
Traditional Games.

Traditional games weren't just games, they were designed so that one can
develop many skills like logical thinking, building strategy, concentration,
basic math, aiming and much more. Today we develop these skills by paying
money to centers that offer personal development courses.

Traditional games act as learning aids. They teach us many things while we
play, such as learning to win and lose, develop sensory skills, count, add,
improve motor skills, identify color, improve hand-eye coordination and finally
have fun.

Some traditional games played are:

1. Hopscotch (Cascayu) • There can be any number of players, and a stone

is the only object you need to play it. You draw a figure with eight squares on
the floor with a piece of chalk. You throw the stone inside square 1 and hop
into it. After that, you have to hop into each square ending in square 8. If
there are two squares together, you jump landing with one foot in each
square; but if there is only one square, you must hop on one foot. When you
reach squares 7 and 8, you have to turn back jumping again until square 1.
Then you continue playing the next level. This time you begin by throwing the
stone into square number 2. In the next level, you throw it into square
number 3. You continue until level 8. The first player who does all the levels
is the winner.

2. Hide and seek (El escondite)

3. Relay Games (Juegos de relevos) • You need two equal teams. Each child
needs a toothpick. (You can also use a spoon with an egg or ping pong ball)
The toothpick is held in the mouth. Each team needs one "lifesaver" candy
6
with a hole in the middle. Each child must pass the lifesaver candy from her
toothpick to the toothpick in the mouth of the next child on her team. No
hands allowed! The toothpicks wiggle. The lifesaver slips. The children make
really funny faces! It is funniest when children line up girl-boy-girl-boy.

4. Musical Chairs. • The game starts with any number of players and a
number of chairs one fewer than the number of players; the chairs are
arranged in a circle facing outward, with the people standing in a circle just
outside of that. A non- playing individual plays recorded music or a musical
instrument. While the music is playing, the players in the circle walk in unison
around the chairs. When the music controller suddenly shuts off the music,
everyone must race to sit down in one of the chairs. The player who is left
without a chair is eliminated from the game, and one.

5. Pin the tail on the donkey • It is played at birthday parties. There is a

poster of a donkey that has no tail. There is a numbered tail for each child.
The children line up. Each child gets a turn. For his turn, he puts on a
blindfold. All the children make sure he cannot see! He is turned around one
time. Then he tries to find the poster and pin his tail in the right place.
Everyone laughs! It is funny to see a donkey with tails on its nose, back, and
ears. Some tails are not even on the poster! The tail closest to the right spot
wins!

6. Simon Says • Simon says is a game for three or more players. One of the
people is Simon. The others must do what Simon tells them to do. The magic
phrase is "Simon says". If Simon says "Simon says jump.", you jump (if you
don't jump, you're out). However, if Simon says simply "jump", without first
saying "Simon says", you don't jump (if you do jump, you're out). It is Simon's
task to try to get everyone out as quickly as possible, and it is everyone
else's job to stay "in" for as long as possible. The last of Simon's followers to
stay in wins (although the game is not always played all the way through).

7
LINKOGRAPHIC REFERENCES:

 "National patrimony." Definitions.net. STANDS4 LLC, 2021. Web. 5

Nov. 2021. <https://www.definitions.net/definition/national+patrimony>.

 http://catedraunesco.usmp.edu.pe/el-patrimonio-cultural-del-peru/

 https://www.loc.gov/classroom-materials/united-states-history-primary-
source-timeline/post-war-united-states-1945-1968/overview/

 https://www.sciencedirect.com/science/article/pii/B0080430767001558

 https://folklorethursday.com/childlore/traditional-games-england-
scotland-ireland/