Jack's+World

Welcome to Jack's wikispace. I hope you don't give me bad grades.

Class 19

Comparing the maps: Looking at the original map, it shows the basic map of Europe, and how are the allied power are in 1914. But in the cartoon map, it shows me a lot of things. It also has different allied power. Assuming the Clankers are central powers, and Darwinist as allied powers, it shows lots of difference. It does not only show the powers, but where they are attacking too. The allied forces are quite different too. Example, the Portugal is in the Darwinist forces. Also, they put the Bulgaria, Romania and Greece at the war zone, along with the Clankers and Darwinist. The names are special too. The Darwinist countries are really Darwinists. They follow the Darwin's philosophy. Clankers, the central powers had massive power of firearms. The author of this Picture named forces nicely. There are more things that I know by this picture. Example,I can know which country is attacking which country. Russia is trying to get rid of Austria Hungary, and Austria Hungary is trying to get rid of Serbia. Serbia can't do anything about it. The author shows that by drawing Serbia as a skull. Also, as you see the Russia closely, there are some flies with guns. this could mean that Russia had a powerful, or many air forces. This is kind of a political cartoon.

10/10

Class 15 work



Types of National Movements

1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words. Unification: An unification of nation, or a political group that has similar culture. This happens because Separation: The state or land tries to break away, or not merged in to a nation, because it has clearly different culture. State-building: A different cultured groups unite into one culture to form a new one state.

2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism? I think it would be merged into one. A state building process.

Italy: 1. The author uses a boots to symbolize it. 2. Garibaldi is portrayed as a helper to fit the boots. 3. The author thinks that Italy is to early to be a nation.

Germany:

1) Create a flow chart that shows the key events that led the unification of Germany. 2) Looking at the map on page 263, answer the two geography skill builder questions. Location:The territory's form was a bit odd, because the lands were separated. Movement: The 1871 expansion was the biggest. They took over French land and also united the force between Prussia and Austria.

3) Design a national symbol for the newly formed Germany. Include symbols that best represent the spirit or values of the German people at this time. Write a short paragraph explaining your symbol and its significance.



This symbol represents their passion and the organized united following groups. Since they won lots of lands, they should have a self-esteem of their nation, and the fist means the united groups of Prussia. So basically, it means, if we do it, we win.

The cartoon is not well or completely analyzed, but the rest of this is well done. 18.5/20

Class 14 Work.

Vocab terms

Sepoy: They are the native soldiers that caused the Sepoy mutiny. Some were Hindus, some were Muslims. Sepoy mutiny: This is a mutiny caused by the Sepoy. This happened because they thought Britain violated their religions. This caused the direct control of the Britain to the India. This caused many influence in Indian living. Congress Party: This is the party made by people that discussed equal rights, but became large, and promoted self- Indian government. Mohandas K.Gandhi: A revolutionary thinker that lead the peaceful revolt against Britain. He was involved with the congress party. Muhammad Ali Jinnah: He changed the Muslim League to the major political grup. He also leaded the Pakistan when the Nation split. He tried to unite Hindu and Muslim, but he failed, and went to England.

Main Ideas:

1. 4 factors that contributed to the Britain's conquest to India.

3/20 Incomplete

Class 13 Work

Task 1:

The first cartoon was published in France, and the French word for China is //Chine//. I do not understand what you mean by "drawn radically"? All the figures are cartoons, thus with exaggerated physical features that would have made them individually recognizable to viewers at the time. Your third cartoon does not deal with the subject of imperialism, but of Black, Latino and Native American minorities within the USA.

1) Feudalism and mercantilism were two economic systems that preceded capitalism. Review and summarize (in your own words) how they generated wealth. How does capitalism DIFFER from these two systems?

2) According to this lecturer, what forces drive capitalism?

Assignment is incomplete. 14/20

media type="file" key="Jae Hyun P & Jack J's Task 1_Imperialism Discussion.mp3" width="240" height="20"
 * Task 1:**
 * Jack & Jae Hyun P - Age of Imperialism Table Discussion:**

1) Which countries controlled the largest sections of Africa in 1914? The French and Britain were having almost same size of land in 1914. 2) Why do you think these countries had the largest area of Africa? It might be that these countries had a lot of power, or it had arrived at Africa first, or it could be that they needed more resources for their factories, which means that they were further developed than other countries.
 * Task 2:**

1) What was the Berlin Conference? The Berlin Conference was where US, France, Britain, Germany, Portugal, Belgium, Italy, and Spain met up to discuss about dividing Africa into pieces. 2) What were the three outcomes of the conference? a. They agreed on that the Nation who is trying to occupy a territory should inform other Nations in order to 'maintain control' b. The extra parts should be proved on the accuracy of one's job. c. The African rulers are considered to have a 'supreme power'
 * Task 4:**

1. I think this is anti imperialism by the fact that the painter draw the picture as if the Englishman was taking over Africa greedy. There it says gold mines, which helped me to understand that this is anti-imperialism. If it was pro imperialism, they wouldn't draw themselves so greedy. 2. They are looking Africa as there are some valuable sources. The gold mines. 3. The role to them as imperialists in this picture is that they are taking over Africa. They are talking role as a invader. 4. The author is telling that by invading Africa, the invaders can be richer.
 * Task 5:**
 * 1st Image**

2nd Image 1. This image is pro imperialism. The man is standing in front of the black kids, and the light is shining to the Englishman's face. This makes me feel 2. They re watching the Africans as childish, don't know anything, got to be lead- people. 3. Leading uncivilized people to the light, imperialism is what he was trying to say. 4. The author just draw one white man and many black people. He did this to apply the thinking of one leading many. It will cost them, but it is their duty as a civilized people to lead black people to the light

3rd Image: 1. This image is anti-imperialism by drawing the snake, meaning something bad, as a white people's king, and drawing black person as victim. We also can see the black person's family are fearing the snake. 2. They are watching (illustrating) the black man as the victim that is attacked by Belgium King. 3.The view of the author implies that the white man are killing black people. 4. The author wants us to know that the King of Belgium is squishing the Congo's people until they don't leave a single drop of goods. He will kill them and eat them.

4th Image: 1. This is pro imperialism. I can know that by knowing that this is a letter teaching book. They are describing natives as really bad people, describing India as 'their land', and praising themselves. 2. They are watching the other people as uncivilized, half salves, the people whom should be dead. 3. They are thinking that they are the most powerful ones, and also, they are looking themselves as men whom can do everything they want. 4. I think this author is trying to brain wash kids, so they can grow up thinking what they are doing is obvious, and nothing wrong.

5th Image: 1. I think this is anti-imperialism, because of several facts. The black kids are representing the countries that America took, and the teacher, 'uncle Sam', is looking down on them, which doesn't feel really good when a teacher does that. The black kids look like they are mad, and want to be not here. This means that they are not really pleasured to be here. And looking back there is this black kid who seems like to cleaning the window. This means that not every black people are educated. 2. In US's perspective, they are watching us like a savage, someone whom has to be educated. When we think opposite. 3. The uncle Sam here represents US, and he is a teacher. This can mean that they are watching themselves, in a teacher who has to lead the 'uncivilized people. 4.The author is telling people that not all black people are educated and want to be educated. I think he also might me telling us that US is doing something completely bad.

6th Image: 1. This is also anti-imperialism. They drew the black eagle, which represents the Germany. The name is 'On the swoop', which could represent the meaning that German people are treating people harshly. 2. In German's perspective, they are watching us as the prey. 3. They are looking themselves as the prayer. Wanting to eat us and satisfy themselves. 4. The author wants to tell us that imperialism for German is looking at us like a prey.

7th Image: 1. This is anti-imperialism, because the justice woman's scales is tilted in just one way, and the Englishman is watching the map not caring about the dead people. The scales tilted in one way means that this is not justice. 2. They see us as the victims. I can say that they didn't kill themselves, because just by looking at the man hanging at the tree, his hands are tied, and if your hands are tied, then you can't suicide. 3. The English mans is pretending as if nothing happened. He is shown as the attacker. 4. I think the author is trying to tell us that Imperialism is far away with justice, so it is not a right thing to do.

Your analysis of the cartoons needs to be developed. You are not looking carefully enough at each image to determine all the meaning that is contained in it. 25/30

- Hoping to get some profit and something valuable. - To make people into mostly, christians. - The larger lands would grantee their position in future. - Wider base of secured markets - Food supply - Competition among nations - Warfare among each other, what human developed.
 * Reasons and Justifications of Imperialism**

- Korea - Taiwan - Egypt - Africa - India - Oceania - China
 * Areas that were colonized**


 * Impact of Imperialism (Positive and Negative)**

- Big merchants gained political power - Mass discontent - Development of powerful nations - Development of science and machines - More goods - Development of medications - Trade time shortened, route expanded. - The wide spread of spices.

Which of these are justifications, and which are reasons? Which are positive, and which are negative impacts?

Darwin's Theory question answered:

This also applies to our society, because looking at us, we are the part of nature and animals. As he said, the humans struggle for existence, for the sacrifice of the other species, but cannot specifically see how it is done. He also mentioned about Natural selection and the fittest surviving. I usually think of these questions in my spare time. What I thought was that the humans were the most powerful in the whole planet. This is obvious, but thinking again, that means that we don’t need any extra things that block us from evolving. Such as the other animals, except for the meats humans eat, are just blocking us from it. Since we are the ones whom were the most fittest, we have a chance to spare them, or not. People exaggerate when they hear that a species gets extinct, but it doesn’t make any influence in their lives. As a firefly, example, even it went extinct, I would be carrying out my normal life. What I want to say is that, since we were the fittest, we deserve whatever we wish. It is a bit selfish, I know. I have to think more about the other negative problems though.

Oh Jack, this is a very disturbing answer. If everyone felt like you, with such an arrogant and cavalier attitude towards the environment, I would despair of humanity's ability, or right, to survive. Your answer does not consider, however, the implications of Darwin's theory as a justification for imperialism. If might IS right, then it is "natural", good and right for stronger countries to eliminate the cultures of weaker countries, to assimilate them and erase them from the world. Is that REALLY what you think? 6/10

1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?

I was confused of this poem. I couldn't understand it very well. I think what he meant by burden is either slaves, or the white men that conquered the Philippines. Looking at first passage, it seems like it is white people, by looking at the passage 'Go send your sons', but in a way, it seems like the slaves, by looking at the passage reap his old reward. Now, looking at the other questions, it could be imperialism.

2. Do you agree or disagree with Kipling’s characterization? Why or why not?

If it is imperialism, than I partly agree with him, because it is true that big countries uses small countries, BUT, if the small countries had brains to think, they could overcome the problem. As always, majority wins minority.

3. What does this say about the attitude of Europeans and Americans toward the rest of the world during the mid 1800 - early 1900’s? Use specific examples from the poem.

They saw the rest of the world as a resource for their factories.To seek another’s profit, and work another’s gain.

4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?

I think it is not, in a way.

Well, I'm not sure how you could even attempt to answer #4 without understanding what the "white man's burden" IS! I hope you understand this better after my explanation in class. 6.5/10

324 Jan/31th/2012 Class-8

1. Why would Andrew Carnegie and Friedrich Engles disagree about the effects of industrialization?

Carnegie talks about the profits the middle classes can make, and Engles talks about the poor class. There is nothing bad with those two. The difference is that they just think big and small. Carnegie thinks as the whole nation, the profits and the benefits they could get, but he didn't care about the small individuals like Engles. Engles, even though he owned a factory, he thought about small individuals and how they had to work hard and badly. If they talked together, one would be communism and one would be socialism, by different thinking that small individuals can be sacrificed for something bigger, and the other opinion, which could say that individuals are what makes big events.

2. What might be resons for 16 year old Mary Paul's satisfaction with her job and life in Lowell?

There are several reasons she can be satisfied with her job place. The factory could have good air condition, minor working time, higher wage, and more time to rest. From her passage, it also could be the encouragement and the friendship of other people beside her. She also had enough food, which means enough money. From here, I could know that she probably went to the factory after several strikes changed the condition, or she could come in after the law was passed.

3. Why might the political cartoon by Walter Crane be useful in getting workers to rally to the cause of socialism?

The picture is another form of words, said anonymous. In the picture, angel is blowing the trumpet, which is hanging the socialism flag, and the bat, or devil, the capitalism is biting a person which seems to be a really tired labor looking by the shovel, face and the pickaxe beside him. The capitalism is showing bad act, by biting the labor. A kindergartner could even see that the capitalism is doing something bad to the labors. Angel blowing the trumpet with socialism flag is suppose to look good, by the fact that it is an angel, meaning blessing, good, is socialism. I think this picture is saying 'Socialism will protect you from the communism'. This helped other people to strongly go for the socialism, by showing that the capitalism is killing the labors, which makes labors angry, and angel coming to save him, which gives them the thinking that socialism is more justifying and better than the communism.

Where are your Cornell Notes for pp 304-306, 308? 0/10 Questions 1-3: 9.5/10

January 30th 2012

1. Would Marx have agree that these countries were "communist"? Marx wouldn't agree that those countries are communist. The communist is when everyone owns equally everything, and the goods are shared among people. Those countries are just dictatorship rapped up in the box called 'communism'. The powerful politics own everything.
 * 4 Questions Assignment**

2. What has happened to the "communist" world? At first, all communism country could begin with a good meaning, but the communist world began to change little by little. People still needed someone to be in the overall charge. Than the power got bigger, bigger and the rich powerful people got united, and they did whatever they liked. It was not communism anymore, but a dictatorship.

3. Why do you think this has happened? I think, this has happened because the logic fact that everyone had to get equal and has to share goods couldn't stop the human's nature. The greed, wanting for more. The temptation of power and money broke people's logical thinking, and made them go insane.

4. What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized and reform laws? Because if the worker's condition gets better the factory owner gets less profit because the workers could work for shorter time. So I guess the factory owners, the rich ones, the capitalists strongly disagreed to the good laws involving workers.

Wednesday 18, Jan, 2012 Photo Essay assignment

I saw many children and young people working on the factory, or doing factory-related job. Most of them were working in a bad condition. Also, by looking at the cloth they are wearing, I could know that they not enough money to buy cloths. First, most of the kids had no shoes. Second, they were wearing ripped cloths. From the ripped cloth, I could think that the kid had been wearing the cloth so many times, or he got the cloths from his brother. I can also know that the mothers had no time fixing the cloth, which means the adults worked hard. There was no difference between the adult working and the children working. Even the 5 year old went to the work if they could. I could see the risks and the dangers of children working in the factory by looking at the picture. If they fall down, or get stuck in the machine, or have any hurts, no factory owner was going to help, or pay for that. So the children had to care them themselves. Even if they get sick because of the factory air, the factory owner was sure going to not care about it, because there were more people to work. There was a picture that protested about the slavery at page 71. Two girls were at the front hanging the banners that said 'Abolish the slavery' But looking closely, I could see the earrings and the necklace hanging on her, which told me that she must be rich, or rich enough to buy jewelries and enjoy life. Even her cloths were good. Around her, the people who seemed to be protesting together wore fine cloths and hats. Looking at the cloths closely, I could know that the style of cloths were different than the 17th century. This meant that the people's thinking in cloth and style could have developed along with the Industrial revolution. In conclusion, I can know that the children worked hard, in bad condition, earning little money, doing hard jobs, and living poorly, risking their own lives, and working like machines. So did they tried to change the situation but I am not sure if they will succeed for I haven't read the full story.

1. The Industrial Revolution, and the urbanization that accompanied it, have been described as a mixed blessing. To what extent to you agree with this statement?

I agree with this statement in various conditions. First, the Industrial Revolution provided much profitable work for the capitalists, but the majority of people were poor. The capitalists wanted more money, and there were many people who wanted to get a job, so they lowed the hiring price. People knew it wasn't fair, but they had to live, so they accepted the unfair price. Once again, there were people everywhere whom wanted to work, so the capitalists had no problem of giving people low price. Second, the manufacturing rate got faster, and the rate of machine knowledge increased rapidly, but in return, many people lost job, and they had to work like slaves. The slaves were treated more harder and cruel. Third, the kids had to work in the factories too, as the textile work needed small, complicated hands. The good thing was that, education increased. People knew that the knowledge were the desperate thing their children needed. The school began to rise, and it became valuable. So the bad thing and good thing happened along with the Industrial Revolution.

__Speed dating Assignment__ http://youtu.be/RiAoGMyfrn4

__Nov/10/2011__ Class 35 Questions A.K.A.- Absolutism

1. Absolutism is a theory which explain that the king or queen has a absolute monarchy to rule a country or a city, cannot opposed by a humankind, or a law but those whom are above the sky.

2. The justification for absolutism is often referred to as the 'divine right of kings,' because the absolutism could be justified by the divine right of kings which means that the rulers, (monarchies) got the power directly from God, when the absolutism says that only God can judge the rulers.

3. List of the causes for the rise of absolutism in Europe. a. By a bishop called Bossuet.He said that the absolutism could be justified by the divine right of kings. Since the King is the representative of God in earth, challenging him his challenging God. b. By Thomas Hobbs. leaning on the reality more, saying that the ultimate power is what makes the nation in the order. c. By citizens. They were willing to accept the absolutism monarch if he or she will fix the problems they couldn't fix.

4. Explain briefly how absolutism developed in
 * Spain:** The absolutism developed in Spain due to a marriage that expanded 'Loyal' family Hamburg's territory largely, but it eventually disappeared in the Dutch Revolt, and the absolutism never was reborn, because his successors were to weak.
 * France:** The most common monarchism, we could say. French monarchism was naturally made due to the revolt of nobles. The King took the whole control, which was King Louis XIV. He followed the basic rules of monarchy, but who questioned his moves got punished. He was successful at war, power, and governing. It lasted long, until the revolution took place after a couple centuries.
 * England:** Collaboration between the parliament and King. The monarchy cooperated with parliament, to make the civilians live better. They had struggles between them, but at last, the parliaments won, and got more power, but they didn't change the monarchism, because part it was useful to them, and part that it was just there as a symbol.
 * Russia:** We can say that the Russia had the most successful, and strong monarchism.The monarchism in Russia had overpowered the church, therefore, the church had a little influence in the politic. Its monarchism was originally there since long time ago, and the monarchies weren't bad too. They actually improved Russia generation by generation, by expanding the territory, making people's life better, and so on.


 * Who was "the Bald Rat"?**

The bald rat was Toyotomi Hidiyoshi, who restored order in Japan. A lot of power fighting was going in Japan that time. He inceased the profit of Japan, and the livings. He loved spectacle.


 * Where did Japan hope to build its empire?**

They hoped to build its empire on Niko.


 * What stopped it from building its empire as planned?**

First it was all good by invading Korea in 20 days, but then, The invasion to Korea failed miserably by their secret weapon, the turtle boat, Ko Buk Sun.


 * Why didn't they try again?**

The lose to Korea Generals of Japan came back with a shame, and they got scared. Hiditoshi’s wife and son killed themselves. (actually, the generals ordered them to kill themselves)

__Oct/19/2011__ PORT 2

SEE THINK WONDER question

I see God. I see angels I wonder why are angels trying to drag way God. I think God just created mankind I think the man is on the mountains according to the terrain behind him. I wonder why is he not wearing any boxers. I wonder why are there cracks at wall. I think this is an art. I wonder why is God’s finger almost touching mans finger. I see a hand under the man. I see a green and pink scarf with the angels.

6/Sep/2011

1.__**China Zheng-He Ship vs Santa Maria**__ I noticed that the China's ship was way more developed then Europe ship, Santa Maria. If Columbus used that ship to have a long hard journey and found America, then we can think that China could travel anywhere in the world with that huge ark.

2. __**Europe_1400**__ Well, according to this image, I can say that in 1400, almost every country in Europe was Kingdom or independent small countries.

3.The question below the __**Europe 1400**__ image- If the the Holy Roman Emperor(A), the Emperor of Byzantium(B), the Doge of Venice(C) and the kings of England(D), France(E), Castille(F) and Portugal(G) did came to China, they would have come from the Europe. A came from Germany Kingdom, B would have come from the Kingdom of Naples, C would have come from the Venice, D would have come from the Kingdom of England, E would have come from the Kingdom of France, F would have come from the Kingdom of Castille, and G would have come from the Kingdom of Portugal.

4. __**Territories_of_Dynasties_in_China**__ These multiple images are showing me the constant change of each different rulers territory in China over time.

5.Question of the Silk Roads. The Silk Road went through the Islamic world. Arabic Empire, and maybe India.

6. __**mapSilkRoad**__ This image shows me the Silk Road Path, but it doesn't tell me the exact Nation, but it shows the cities.

7.__**European_city_populations**__ This image shows me the European population change between 1400 and 1600.

8.__**Beijing_city_wall_map**__ This image is showing me the map of the Beijing city.

9.The question below __**Beijing_city_wall_map**__ I can barely see where was the temple located by watching the lake that they made; at the right side. It got more confusing. Much more complicated roads, places, and I can't see the exact location of the wall. I just can barely predict where it was.

10.__**beijing-map-overview**__ This image is showing the current map around and inside the Beijing temple

11.Question below __**beijing-map-overview**__ I think that if the wall did really stretched to, it would reach somewhere in Syria.

12.__**Great_wall_map1**__ This Image is showing me the locations of the walls and who built it.

13.__**PrimeMeridianThm**__ This image is showing me where is the prime meridian, and which city is located exactly there.

14.__**grand-canal-map1**__ This image is showing me the water path that the Chinese used to move the supplies faster.

30 August 2011

__**Renaissance Questions**__


 * 1. How did the cities of Italy help create the Renaissance?**

There are three main reasons which the Italy’s city is the starting point of the Renaissance. First, there were thriving cities. Second, there were wealthy merchant class. Third, Italy’s cities were the classical heritage of Greece and Rome.


 * 2. What is your opinion of the Medici family?**

My opinion of the Medici family is that they were successful. Becoming a great ruler from a poor merchant, developing on each generation. I also think that taking the control of Florence for lots of time isn’t that bad at all, because if they had problems, the merchant family would be kicked out, have bad reputation, etc. But since they didn’t, we can tell that they ruled pretty well.


 * 3. How did Humanism influence Renaissance ideas?**

The Humanism influenced Renaissance in many ways. But there are some influence that did a big change at the Europe. For me, the most impressive influence was to change various peoples perspective. The novel, rich ones. They wore plain cloth and ate plain food to show their pity, but then, the Humanists told them that they had to enjoy life, so they did. The other influence was the Classics. Education, surgery, art, philosophy are the main.


 * 4. Why did church leaders and wealthy merchants support the arts?**

They support the arts to demonstrate their own importance.

They equally have to be humble They should know all classics
 * 5. What were the similarities and differences between upper-class Renaissance men and women?**
 * Similarities:**

No great power woman had on politics. Women couldn’t draw art. The Renaissance men had to be perfect at sports, intelligence,
 * Differences:**


 * 6. After reading the "Analyzing Primary Sources" box, respond to this question: Do the qualities called for in the ideal Renaissance man and woman seem to emphasize the individual or the group? Give evidence in the documents to back up your answer!**

It emphasizes the individual, because each single individuals have to master their own topic, even though they are same. and the book also says ‘the ideal individuals strove to master...’


 * Class assignment - Class 9**

The first map is talking about the Expansion of Muslim. The lands are large. and the second map is talking about the spreading of Muslim knowledge.

Please date each assignment, and give it a title. "Vocab" is not a word.


 * Vocab**

Heretical - a person believing in or practicing religious heresy Faggot - A bundle of sticks Eucharist - the Christian ceremony commemorating the Last Supper, in which bread and wine are consecrated and consumed Abstain - restrain from doing or enjoying something Penance - Self punishment for what he/she did wrong Beseeching - urgently asking to do something Source - Place, person, or a thing which something comes or can be obtained


 * The many hats of a historian**

1.In section 1, Heretical Beliefs, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article? Hogflesh had to carry a bundle of faggots to say that he was guilty of heretical beliefs at the market platform(because he did), and he was forced to do it 4 times. If not, he would be burn to death on the bundle of faggots. I think the main point of this is that the power of church was strong and no one could ignore it in that time.

Not the main idea.

2.What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles? The roles of a historian defined by John Arnold is that he or she was not just reporting what did the records say, but also a interpreter who is individually thinking. I agree with his assumptions, because, thinking, I, too will interpret to deliver the message. But he missed few important roles too. Such as - Archeologist, Teacher, or Detector.

Arnold actually identifies 9 roles of the historian. I'm glad you added some of your own.

3.What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references? Treating their sources with fidelity is that we have to see the source directly and truthfully. not changing a thing about it. Nor interpreting it. Or unless the source could be twisted, and nor correct.

NOT interpreting it? Didn't you just say, in your answer to question 2, that that is exactly what an historian MUST do?

4.How can a single event be interpreted in more than one way? Can you think of an event in your life that historians could interpret with differing points of view?

Let me tell my story first.

When I woke up, I saw the low celling of camper van. I walked outside, and stretched. My parents would come soon. I’m in Las Vegas, United States. I saw a note on the desk when I came back. My parents went to play some casino games, and they wrote the location on the note. They’ve went early, because they expected less people at morning. They never did it too much, or loose the money too much. They knew how to enjoy. Well, I knew where they were, so off I went.

In this short story, historians could interpret this in several ways. One of them could say that in US, parents often went to the casino, because they even knew the exact location The other could say that the parents at US had self control, because all they could say is that it is really hard to end the casino games.

The point is that, they have different perspective and interests on my story. Some of them could be a philosopher and be interested on how I lived my daily life, or some of them could be a archaeologist that was interested in Casino games we played.

Good answer!

5.Talk to a family member or friend about something that happened to you both a long time ago. Examine how you both remember the incident and write about it. With that in mind, when attaching meaning to history, is it possible for a historian to be completely objective? Use examples from the incident you just discussed to reinforce your response. My brother and I, remembered the farm that we went long time ago, at Europe. Mostly, he was remembering playing with the several animals they had, and I was remembering the kind people we met there. Attaching this to mind, it is not possible for a historian to be completely objective, because when you remember of the first impression the object gave us, the memory itself could interpret by the mood that it had.

Good answer.

6.What problems may arise when historians practice subjective history? In what ways may subjective history be beneficial to the study of history? Think back to the incident you just discussed with your family member or friend. Why did it make sense for you to remember the event the way you did and for the other person to remember it the way he or she did? What does this tell us about history? Practicing subjective history could cause some problems, because since it’s based on the feelings, or thought, the story or the object might change by the person’s mood. Twisted. Not accurate. Also, they will tilt or think one way, limited.

Subjective history is not necessarily inaccurate.

7.Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not? Every historian is a story teller, because- they discover things, and think individually, and make a prediction- or a story about it. If there are myriad versions of every story, we will certainly not trust every one of them, EXCEPT, there have very similar situation, story, or event.

Mis-uses "-". Hmm... so is history democratic -- the majority view is correct?

8.How did your view of history and historians change based on this reading? How will you approach history now that you have explored these views? I will approach history with careful and without being too emotional.