Jae+Hyun+P's+World

=//**Welcome to Jae Hyun P's Wiki! (A-Block)** //=
 * __Due dates__ are underlined.
 * Digital copy of an assignment could be available.**
 * Recent assignments are at the top. Please scroll down to examine previous assignments.**

May 28, 2012 [Class 51]
Jae Hyun & Hannah & Amy's Timeline: Wars in Afghanistan
 * Digital Copy:**

Good job. 10/10

Unit 7 Oral Debate Test
Jae Hyun (Con)
 * Partner: Ms. Boyle (Pro)

media type="custom" key="18523688" http://www.youtube.com/watch?v=OXOXtFfsvfM
 * Link:**

media type="custom" key="18549548" http://www.youtube.com/watch?v=ENzaF5YJrjs
 * Part II**
 * Link:**
 * Please note that due to time constraints, the last portion of the video (Jae Hyun's summary along with an additional argument) is uploaded.

Five Underlying Causes of Cold War

 * 1) A new communist regime took over Russia in 1917; Russia exited the war, settled peace with Germany, and made drastic changes which led to the civil war between its soldiers and the White Army, which the United States and other allies supported.
 * 2) The Soviet Union annexed many neighboring countries during the inter-war period and was increasingly seen an intimidating European power for the United States.
 * 3) The Soviet Union was essentially left to fight Germany alone until 1944; the Allies, namely the United States, did not open a second front against Germany, to which the USSR was outraged.
 * 4) There were numerous ideological, economic, and political differences between the two nations: the USSR was a one-party, authoritarian, state-controlled economy, whereas the United States was a democratic and free-market economy; both countries resented such differing values and systems.
 * 5) There were signs of rivalry and struggle for power between the two countries following the surrender of Germany; both powers sought to take charge of or “gain the support” of many countries as possible.

**The Goals of Key Institutes, Plans, and Alliances**

 * Digital Copy:[[file:Jae Hyun P's Goals of Key Institutes, Plans, and Alliances.pages]]**

**Most Significant Historical Event**
Following the East German official’s statement of free circulation of movement within Germany, the Berlin Wall fell in November 1989. This event was indeed a signal event for Germany, but also a turning point for the world. In the first place, Berlin and Germany were reunified. In regards to the economy, polarization between both countries were alleviated. Furthermore, the Cold War practically ended with the fall of the decades-long barrier. The USSR and its supportive regimes, namely Poland and Hungary, in the Eastern European Bloc soon crumbled or dissolved. This meant that the iron curtain between the capitalist, free-market economies and socialist, state-controlled economies was no more. That is to say, a new era of mutual respect and peace, if not joint cooperation and harmony, had begun. Not only that, many countries became liberalized, and no longer were citizens stripped of their fundamental rights. Consequently, the Berlin Wall breakdown initiated democracy in Europe. All things considered, unlike other events which only exacerbated the post-war anger and tension, the fall of the Berlin Wall brought about hope to the a large portion of the world.
 * Out of the Berlin Wall, fall of the Berlin Wall, space race, and moon landing, pick the most significant historical event and explain why.**

**Cold War: Ban the Bomb!**
1. **Describe in your own words what happened to this house.** The whole house is hit by a powerful heat wave, which nearly “fries” the house. Then, it is blasted by the shock wave from the nuclear explosion. This is followed by a sweeping wind that tears the house apart and blows all remnants away. 2. **Use your imagination to describe what would happen if a whole town was hit by an explosion like this.** To begin with, all pedestrians, bicyclers, and passengers in any and all transportation means would be instantaneously burned or vaporized. Then, the whole town would tremble as if hit by an earthquake; street-lamps would fall, posters and road signs would be blown away, and buildings would crumble violently. Parts of all buildings would be blown away in a hurricane-like wind, and roads would split.
 * A: Look at the photographs opposite.**

1. **Why do you think these people wanted the government to ‘ban the bomb’?** These people were not merely pacifist; they realized the complete foolishness of these nuclear weapons. Recognizing the catastrophic power of a single nuclear bomb that could devastate people, infrastructure, and the natural environment, these protestors demanded that the government simply root out all weapons of mass destruction. 2. **The picture shows that men and women, young and old, wanted to ‘ban the bomb’. Why do you think there was such a wide range of people in CND?** The bomb was something that would affect civilians as well; that is to say, people of both gender and all ages are vulnerable to the horrendous power of atomic weapons. The participation of children, elderly people, and women clearly suggested that the nuclear weapons could destroy innocent, unprotected lives. Particularly, the membership of children called to leaders to ensure a safe world for the next generations.
 * B: Look at the photograph above.**

First of all, in line with Eisenhower's idea of nuclear deterrence, the only plausible means by which the United States could protect itself and contain the USSR would be the buildup of more nuclear weapons. Also, the United States and USSR were in fear of its enemy building many more bombers or missiles than itself. In fact, the balance of nuclear weapons would lead to a balance of terror, which naturally assured that both nations won’t assault each other. Overall, both governments were very concerned, from their overestimation of the other, about their capacity and card within Europe.
 * C: Look back to Chapter 7 on pages 16-17. What arguments were there** __**against**__ **banning nuclear weapons?**

10/10

**Venn Diagram: Aftermath of WW II in Europe and Japan**

 * -//Turned in as hard copy.//**

War Crime Trials for Allies
No, in every respect, it was unfair and unjustifiable for the Allies to escape the investigation or prosecution of the war crimes; officials and soldiers from the Allies should have been alongside those from the Axis Powers. In the first place, it was clear that the Soviet Union committed certain crimes against humanity. A totalitarian state under Stalin’s grip, the Soviet Union exploited its human resources to the full extent; for instance, the death marches exhausted and killed numerous soldiers. Not only that, the Soviets wrongfully annexed Eastern Poland; it also executed or imprisoned many Poles. Overall, it was a common sight for the Red Army to trample upon the basic human rights. Not only that, there were other Allies, namely the United States, that committed similar crimes. The form of their crimes could have been less severe and clear than that of the USSR. However, we must bear in mind that even the seemingly insignificant crimes should not be left unpunished. For instance, the Allies often frequently and systematically carried out air raids on Nazi Germany and the Empire of Japan to an intolerable extent; that is to say, many civilians died. Even worse, countries such as the United States directly repressed and violated the basic rights that captured enemies deserved. The U.S. soldiers ruthlessly suppressed Japanese prisoners of war in the Pacific theater of the war. Also, following the invasion of Sicily in July 1943, a U.S. military official ordered its troops to shoot at surrendered Italian civilians for looting in factories, thereby killing nearly ten innocent people. Besides this Canicatti massacre, there were other unethical and inhumane deeds committed by the Allies. That being said, I believe that we must focus our lens on every belligerent of the war; the winners are not always the righteous saviors.
 * "Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking."**

__**[]**__**ì+massacre**

**10/10**

**Responses to Holocaust Videos**
__**Twins**__ I felt very angry that the twins were merely used as laboratory rats which even made some of them infertile. Also, I was enraged at the Nazi principle of “survivor of the fittest.” Simply said, the Nazis would take away the weak, “useless” people and vaporize them. As the twin sisters said, I recognized that the experiences of the Holocaust must be strikingly memorable and should be kept clandestine for their abhorrence.

__**Brothers**__ I felt depressed by the dissolution of families. Women and children, those that should be more protected than anyone else, were exterminated. Moreover, it was quite unbelievable that the Nazi soldiers repeatedly and continuously hit some prisoners until they passed out. Finally, I realized the true damage that the Holocaust incurred upon the surviving victims - it took away their emotions. It left dry, cynical and downtrodden creatures that only breathed.

__**Mordecai Eldar**__ Anger filled me as I learned about the rough treatments of prisoners and Jews by the Nazis. In addition, I could not believe my eyes as I saw the photographs of the living prisoners that resembled skeletons. How terrible it must have been to live under constant fear of death, and struggle desperately for life every single day!

__**Zanne Farbstein**__ I felt injustice at the fact that the Nazis deprived the prisoners of everything, and instead planted trepidation within them. It was even understandable that some resorted to suicide rather than to live under such fearful space. I was slightly heartened by the survivors’ reintegration into normal lives, but soon realized that they have dealt with the remnants of the Holocaust.

__**Yaakov Hollander**__ I was utterly horrified by certain actions such as the camp commander “hunting” the prisoners as preys in the forest. I also recognized how the concentration camps may have made the prisoners self-centered and instinctive, not reasonable. However, I did feel a dash of hope as the survivors, like Hollander, tried to live a new, spirited life.

__**Sophie Engelsman**__ Life would have been terrible being constantly transferred from one camp to the other, and receiving demands to bury the dead. I would miss my family if I could not see them for more than a month; how grieving it must have been for these Jews to permanently lose all of their dear, beloved family members! Not only that, I realized that the liberation still left many in vanity. However, I was happy to see some survivors, including Engelsman, seeking a happy new life.

__**Eva Brown**__ I learned that the Holocaust was a common experience in all Axis-controlled territories, whether it was committed in Warsaw or Budapest. Furthermore, I was very shocked when I learned that all imprisoned Jews had numbers or codes engrained into their arms. It was lamentable that these prisoners were treated no longer as individual entities. Last of all, I learned that the survivors tried to cope with the experience by recounting their experiences.

10/10

May 11, 2012 [Class 45]

 * __//Updated// Guided Reading__**
 * Digital Copy:**



__**Costs of World War II: Allies and Axis**__ 1. **Which of the nations listed in the chart suffered the greatest human costs?** The USSR suffered by far the greatest human costs and casualties; by the end of the war, millions of civilians and soldiers were dead. 2. **How does the U.S. spending on the war compare with the spending of Germany and Japan?** The U.S. spent more money than the two of its key enemies, Germany and Japan, combined. It directed little, if not much, more financial resources in the war than Germany. However, it spent more money than Japan by sevenfold.

__**Military Casualties, World War I and World War II**__ I believe that a significant increase in the casualties was caused by a number of factors. First of all, more advanced and devastating tools of war were used. These included the atomic bombs and warplanes. People were killed more systematically, quickly, and “effectively.” Not only that, the belligerents were more heavily involved in World War II than in the First World War. They utilized more troops and human resources. Even worse, governments committed numerous genocides, namely the Nazis' extermination of millions of Jews. All things considered, the tremendous advancement of killing weapons, greater war involvement, and genocides led to a much larger number of deaths in World War II over World War I.
 * What factors may have contributed to the increased number of deaths in World War II over World War I?**

__**Civilian Cost - DBQs**__ The Polish refugees were displaced from their hometowns. They had to leave nearly everything behind including personal items and belongings. Also, they were at risk of separating from their family members or relatives due to a sudden displacement. Not only that, these moneyless refugees were without a proper shelter. Finally, their basic physiological needs were often unfulfilled.
 * Under what conditions did the Polish refugees flee from the Germans?**

The U.S. government felt that it should guard and keep vigil on the Japanese-Americans from a distance, but neither too hostile nor abusive. The Japanese Americans were viewed as potentially dangerous, and needed to be grouped together and sent to the internment camps, which were essentially prisons. Moreover, there was a confrontation between these civilians and American soldiers, as suggested by each group directly facing each other as they board the train.
 * Judging from the photograph, what was the government’s attitude toward Japanese Americans?**

10/10

May 9, 2012 [Class 44]
The clip “Saving Private Ryan” depicts the D-Day landings from a soldier’s perspective. The emotions and feelings of the combatants are more emphasized. On the other hand, the documentary portrays the history from a general standpoint. There are no actual fighting scenes; instead, it includes many separate clips. I believe that the Hollywood dramatization is more “true” in spite of the actual footages in the documentary. In the movie, many Allied soldiers are seasick, make short prayers, and shiver in fear. Not only that, the movie seems to capture the general mood of the battle, namely an air of unpredictability and chaos. In that sense, the Hollywood movie more realistically and vividly depicts the experience of a soldier during the D-Day landings. Therefore, I think the dramatized version is more “true.”
 * Guided Reading - The Allied Victory **
 * Digital Copy:**[[file:Jae Hyun P's Guided Reading_Allied Victory.pages]]
 * Different Conveyance of History **
 * //How is the same history conveyed so differently in these two videos? Which do you think is more "true": the Hollywood dramatization or the documentary?//**

10/10

**Japanese Internment: Fair or Unfair?**
Overall, I believe that the Japanese internment after the bombing of was unfair. First of all, the internment camps were tolerable, but still quite hostile to many Japanese. Their living accommodations were quite unsuitable. For instance, Jeanne Wakatusuki recounts that her family was given a shabby shack with an uncovered floor. Also, these Japanese-Americans were served food quite unfamiliar to the Japanese. Rationing rice with sweet foods is an example of cultural disrespect that the Americans had. Not only that, the Japanese internment forced a large number of Japanese-Americans, including the first generation of immigrants called //esay// to be sent to these camps. The camps, therefore, were essentially inescapable fenced prisons. Finally, these Japanese-Americans were blamed without a justifiable cause. The majority of these Japanese-Americans were American citizens with a Japanese ancestry. They may have been imbued with Japanese cultural values. Nonetheless, it is wrong to assume that they possessed the same imperialist mind-set as some people in their mother country had, or that they were affiliated with the attack in any way. All things considered, the Japanese internment was discriminatory and inhumane.

**Wartime Propaganda**
To begin with, I recognize the grandiose march of soldiers with trumpeters and glorious images of their leaders. Also, I recognize the alliance between Italy, Japan, and Germany. Not only that, certain figures, particularly Adolf Hitler, are lionized in both public and private places. Furthermore, the laborers are constantly oppressed and brainwashed. Any voice of dissension would be quelled instantaneously; therefore, civilians simply keep their mouths shut. Moreover, the citizens hide and secretly use certain luxury goods, which should be contributed to the war effort. In addition, many civilians are utilized at the Home Front in places such as the ammunition factories. Finally, these workers are given a very superficial and temporary vacation. Most of the time, they are expected to work beyond their full capacity. This cartoon conveys some messages, among them the reality that the citizens themselves are not truly motivated to dedicate themselves to the country. This could be shown in Donald Duck’s hiding of banned goods, as well as his regular complaints to himself. Also, the workers during wartime could be driven to a state of insanity, as well as imprisonment. To add, it is suggested that the Nazis use swords and guns to manipulate their nationals. All of these brutal practices are but nightmarish dreams; on the other hand, it is shown that there are liberties and comfort in the United States of America. American film studio companies such as Disney and Warner Brothers produced these cartoons to undermine the very nature of the Axis Powers, particularly Nazi Germany. It purposely portrayed their enemies in a horrifying and inhumane way, so that viewers would be disgusted by their ruthless actions and ridiculous ideologies. Overall, these American cartoons were used to rally support for the American cause.
 * What wartime images do you recognize from your study of the war?
 * What are some of the messages of this cartoon?
 * Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?

**Political Cartoon**
Uncle Sam is putting bundles of scrap papers into a processing machine; he is also in a box named “U.S.A. Salvage Program.” This symbolizes the American effort to support the war effort at home. The scrap-papers represent the endless inputs, and the boxes symbolize the supplies sent to American soldiers abroad. For instance, a missile named “Mission Adolf” held by a male worker represents American arsenal sent abroad. The boxed contained things that may include, but not limited to: ammunition, guns, letters, and even some Christmas treats to provide a sensation of home in these foreign countries. The cartoon conveys that the Americans have incessant support for the American soldiers fighting abroad. These workers of the Home Front will not only provide ammunition and other necessary arms, but also furnish material aid and boost the American morale. Simply said, the Americans have nothing to fear because everyone at home is there to support them.
 * What is in the cartoon? Explain the symbolism you see.
 * What is the intended message of the cartoon?

**Life on the Home front in Britain**
 * __Children at war__
 * Millions of evacuee children were rather excited and very willing to leave their homes and schools for an air raid shelter.
 * Many British children were housed in foster homes, whether hospitable or not.
 * War left an irrevocable physical and mental damage on many children.
 * __Rationing__
 * The British government adopted the rationing system in January 1940, a few months before the Battle of Britain.
 * The British were given barely sufficient amount of food supplies.
 * People had to purchase clothing with a predetermined number of coupons.
 * __Women at war__
 * Many women worked in both agriculture and the industries to support the war effort.
 * Women’s Voluntary Service (WVS) had over a million of women that carried out various tasks at home.
 * Some women in the Auxiliary Territorial Service (ATS) directly supported the soldiers by building infrastructure and operating machinery.
 * __Messages of war__
 * People must conserve and share things and become more economical during wartime.
 * Everyone should contribute to the war effort regardless of gender.
 * Hitler was what turned the world into a horrendous and fearsome place.

10/10

**Guided Reading: Japan's Pacific Campaign**

 * Digital Copy: [[file:Jae Hyun P's Japan's Pacific Campaign Guided Reading.pages]]**



**Perspectives**
The League of Nations believes that the U.S. intervention in the China-Japan conflict is essential. The Japanese Empire is not necessarily viewed as a cruel invader, but a mere belligerent of the armed conflict between China and Japan.
 * Let Sam Do It**

The United States and European powers are portrayed as opportune and exploitative in Asia; although not shown in the diagram, Japanese imperialism is justified. The title implies that Japanese expansion is an essential and righteous self-defense considering that it would be the only way to escape the horrendous fate that other Asian nations have faced.
 * Let Others Sweat and Toil**

A Japanese arm seizes two past treaty documents - Nine Power Treaty, in which the League of Nations ensured the sovereignty of the Republic of China in 1922, and Kellogg-Brand Pact of 1928, which condemned war as a solution for controversies. Japan cannot accept or tolerate any “legal” order or convention from an international organization that it had once followed; Japan is now firm about its stance. //Nine Power Treaty & Kellogg-Brand Pact:// [|__http://www.infoplease.com/ce6/history/__]
 * Japan Seizes Treaties**

The Australian army, along with Allied forces, is anxious about Japan’s swift destruction and annexation in Southeast Asia; it is about to take over New Guinea. The Allies keep vigil as Japan rapidly and boldly advance southward. Japanese expansion is viewed as a destructive, gathering force.
 * Japan and New Guinea**

**Japanese and US Actions**

 * Why did Japan attack the United States of America? Provide evidence from the source below in your answer.**

The Japanese government thought it a justifiable act to assault the United States of America. In the first place, the United States cut off Japan from all trade and economic interaction in the international arena. For instance, when the United States declared a full-scale oil and trade embargo against the Japanese Empire, its resources became drastically limited. Second of all, Japan was intimidated by the growing military force of the United States; for example, the United States had vastly expanded its navy by 1940. Last but not least, the United States had technically declared a war on Japan prior to the bombing of Pearl Harbor, since American soldiers fought against the Japanese in China. All things considered, the Japanese thought it was inevitable to attack the United States; its very survival was at risk by economic sanctions and limitations, the United States military was a growing danger to both Japan and its colonial islands in the Pacific, and the United States had shown armed hostilities since the Mukden Incident of 1931.


 * Read this** [|__**article**__] **about Pearl Harbor. Briefly summarize the key events of the attack (before, during and after).**

When Japan failed to negotiate with the United States, it schemed to attack Pearl Harbor to get rid of potentially dangerous U.S. fleet. This was the root of the Pearl Harbor attack. At dawn on December 7, 1941, the first wave of Japanese warplanes approached Hawaii. They were undetected and thus began bombing the parked ships within less than half an hour. The U.S. aircraft were unable to fight the incoming Japanese planes efficiently and quickly. This was followed by a second wave of planes. In the end, the United States had suffered greater casualties and destruction of their armed forces. The United States was utterly outraged; consequently, the Congress immediately declared war against Japan on the following day. Soon, the Axis Powers, Germany and Italy, declared war on the United States on December 11. The United States would become a key belligerent of one of the most tragic wars in human history.

10/10

May 2, 2012 [Class 42]
Accomplishment in 35 Minutes
 * I nearly finished both the textbook reading and guided reading packet.**

May 1, 2012 [Class 41]
=**The Battle of Britain**=


 * Podcast Notes:**

It was the German invasion of Britain following the defeat of France.
 * Podcast Questions:**
 * 1. What was Operation Sea Lion?**

The Royal Air Force had far less aircrafts compared to the Luftwaffe; they were not ready.
 * 2. Why did the battle not look good for Britain?**

First of all, the British were determined and maintained a high morale. Also, they benefitted from many volunteers all over the world to be part of the British air crew. In the third place, Britain utilized radar to track incoming planes and effectively eradicate them beforehand.
 * 3. What advantage did Britain have?**

Germany did not realize that the bombing of cities such as London would lead to tenacious defense from the British army; in fact, the German air forces were ruthlessly shot.
 * 4. What was Germany's mistake?**

The bombing of London causes hundreds of casualties and the destruction of many homes. The resulting outrage added to further war effort. When civilians and their homes were being destroyed, every British was truly linked together to fight against Germany to the last.
 * 5. What was the impact of the bombing of London? How did the bombing of London aid Britain's cause?**

The British victory gave tremendous hope to other Allies; the Battle of Britain proved that Hitler’s actions could be checked.
 * 6. Why was the outcome of the battle of Britain significant for the Allies?**


 * Short Paragraph:**
 * Why were the British able to hold off the German invasion when they were militarily weaker?**

Despite being inferior to Nazi Germany in terms of military, Britian was able to hold off throughout the Battle of Britain. To begin with, the British had made some technological breakthroughs. For instance, although they were outnumbered, they utilized radar to effectively destroy many incoming German planes. Not only that, Britain involved everyone for contribution. Full-scale collaboration was visible; the Home Front Army, Observer Corps, WAAF’s Fighter Command, the Royal Air Force, and numerous volunteers and fund-raisers supported the war effort. Finally, the British were determined and motivated to fight. This could be attributed to a headstrong and brilliant Prime Minister Winston Churchill, who consistently boosted the British morale and supposedly told the nation to “never, ever, ever give in.”

Podcast notes? 8/10

April 30, 2012 [Class 40]
//**Digital Copy: **//
 * Hitler's Lightning War Assessment: #2 & #8**

10/10

April 26, 2012 [Class 39]

 * Hitler's Germany Notes: pp. 21 - 25**


 * Digital Copy: [[file:Jae Hyun P's Notes pp. 21-25 (Hitler's Germany).pages]]**


 * 10/10**

April 24, 2012 [Class 38]
//**Digital Copy: **//
 * Hitler's Germany Notes: pp. 2 - 5**

10/10

April 20, 2012 [Class 37]
Oral Quiz #4: Fascist Regime in South Korea media type="custom" key="15035448" Yes, you seem to have grasped the implications for Korea if there were a Fascist takeover. 10/10

April 18, 2012 [Class 35]
Oral Quiz #3: The Global Nature of the Great Depression *Taken in Class 36 media type="custom" key="14674414"

Clear and well organized. 10/10

**Station 1:**

 * Organizer (//Digital Copy//): [[file:Jae Hyun P's Causes and Solutions for Great Depression Chart Revised.pages]]**

**Station 2:**

 * //Depressing America: On the Verge of a Cliff//** (//International Herald Tribune)//

__Thesis Statement__: The impact of the economic failure of the United States has been inconceivable in both the city and countryside; urban residents have become jobless and self-insufficient, and the situation is worse for undernourished rural inhabitants. Topic Sentence 1: The stock market has collapsed entirely since October 29, 1929; the American financial arena, once fairly stable, is now torn into pieces. Topic Sentence 2: Unemployment rate continues to soar; people in the city scramble for jobs and seek for governmental relief programs. Topic Sentence 3: Migrants and rural dwellers have been devastated by, inter alia, catastrophic dust storms; destitution and starvation are prevalent everywhere.


 * //The Specter of Communism and National Fury//** (//New York Times//)

__Thesis Statement__: As the depression continues to consume the country, far-left or communist groups gain wide popular appeal; veterans demand prioritized aid, and numerous blue-collar workers resort to strikes. Topic Sentence 1: Demagogues of the Communist Party USA (CPUSA) do not stop to denounce the incompetent incumbent president, lead the labor movement, and incite people to rise up against the government. Topic Sentence 2: Veterans of World War I are increasingly demanding financial assistance and social services from the state. Topic Sentence 3: Industrial unions of major corporations have been on an all-out strike; nonetheless, their collective bargaining is disregarded.

**Station 3:**
Notes for different sections will be clearly distinguished within the document.
 * Notes:**
 * Please note that the notes for "29 Minute Overview", "A Teacher's Summary" and the documentary are all combined into one document.

That's fine. Thanks for the explanatory note! 10/10

April 12, 2012 [Class 34]
media type="custom" key="14146212" Yup, you nailed this one too. 10/10
 * Oral Quiz: World War II Started in Asia (Manchuria)**

April 9, 2012 [Class 32]
media type="custom" key="14027960" Exceptionally clear and articulate. 10/10
 * Oral Quiz: The Russian Revolution**

**Station 1: Imperial China Collapses**
Contrary to expectations, China was forced to forfeit parts of their land at the end of World War I. It was the Japanese Empire, an ally in the Great War, that demanded at the Treaty of Versailles that the concessions of China be transferred from Germany to Japan. For Japan, this would serve as an impetus for future dominance, as can be seen in its control of Manchuria in 1931. During the Qing Dynasty and the early years of the Republic of China, the Chinese people had already suffered enough from a series of Unequal Treaties. The Chinese government would have no control on the economy, politics, infrastructure, or even people's lifestyles of these semi-colonies. Even worse, China was fraught with horrendous domestic problems such as political instability and famine. At this time of turbulence, China as a whole could not handle all those problems, which were worsened by the Treaty of Versailles.
 * How did the Treaty of Versailles add to China's problems?**

**Station 2: Korean History Textbook: Japan's Role in Asia**
**The Effects of Japanese Militarism on Asia**

By the mid-nineteenth century, the isolationist Japan was forced to open up in a series of Unequal Treaties. Outraged at the incompetent shogun, the Emperor Mutsuhito and his adherents overthrew the Tokugawa bakufu in 1867. This would signal a transformation from a feudal society into modern Japan. The Meiji period, or enlightened rule, had begun.
 * Meiji Restoration**

Emperor Meiji set the groundwork for Japan to rise as an influential power. He proactively adopted foreign administrative, educational and military system. In addition, Japan vastly improved the infrastructure and established powerful enterprises. Japanese economy was stabilized and solidified. Emboldened by the inconceivable growth, Japan was involved in the First Sino-Japanese War (1894-5) and the Russo-Japanese War (1904-5). Surprisingly, Japan ruthlessly defeated both powers, and thus found no barrier in its scheme of empire-building. The Japanese Empire gradually crawled over our peninsula. Since there was no country to contain the ambitions of the imperialist Japan, it boldly annexed Korea without any conscience. The early years of Japanese occupation saw the beginning of resistance movements, notably the March 1st Movement. Things would only deteriorate for the colonies.
 * A Rising Power**

Following the Stock Market Crash of 1929, the Japanese Empire experienced an economic downturn as well; politicians were distrusted, and citizens were anxious. Consequently, the voices demanded that Japan resort to territorial expansions. The Japanese government claimed that it was unable to control a population surge due to harsh immigration policies of foreign nations and their limitations on Japan’s access to world market; as a result, they would have no choice but to establish the Japanese capital and labor in other ‘undeveloped’ parts of the world. True to their words, Japan annexed Manchuria in 1931. The Manchu State was supposedly a new, brilliant empire and friend of Japan; nonetheless, it was essentially a puppet state with a nominal emperor, the exiled Puyi. Manchuria was under the flawless governance of Japan, which effectively used the South Manchuria Railway Company to do so. For Japan, Manchuria would be both a great natural asset and a tool to check Chinese nationalist forces. Anachronistic as it is, the Empire of Japan argued that it would bring about happiness to the aboriginal inhabitants by helping to make full use of their hidden natural resources; their justification was identical to that of other imperialist nations of the West. Japan was still unsatisfied.
 * Birth of Militarism**

From the late 1930s to early 1940s, Japan intended to build the so-called ‘The Greater East Asia Co-Prosperity Sphere.’ **1) Map of the scope of the Japanese Empire in Asia at the height of its militarism in 1940. [Caption:** __**Japanese Empire-Building in Asia, 1940**__**]** Not only did they control Korea and Manchuria, but also stepped its foot on parts of China, Burma, French Indochina, and so on. This led to Japan’s involvement in World War II. Meanwhile, the colonized peoples of Asia were utilized to support Japan’s war effort. People of both gender and all ages were abused and terrorized. Millions of Koreans and Chinese were forced to transport to foreign factories. Even worse, the Japanese government exercised a thorough cultural assimilation process in its colonies, particularly Korea. **2) Photograph of Korean people bowing their heads in front of the Japanese imperialist flag in a public ceremony. [Title:** __**No Longer Korean**__**]** The Korean language was banned. Their family names changed. Every owner of a business or establishment was Japanese. Absolute loyalty to Japan was mandatory. This also polarized the Koreans into two main factions: pro-Japanese and anti-Japanese. A tragedy occurred when a Korean would interrogate another fellow Korean. Many Koreans were deprived of even their fundamental rights to physiological needs. The Korean independent movement was bound to spring up. **3) Photograph of an actual diary of an anti-Japanese Korean activist during the Japanese occupation that highlights the wrongful, brutal abuses committed by the Japanese against Koreans. [Caption:** __**Diary of Independence Fighter**__**]** The argument continues until today on whether Japan’s role on Asian colonies was beneficial in the long run or not. Some conservative groups still argue that the Japanese occupation was an epoch of growth, one that brought our ancestors into light from an incompetent monarchy. However, let us bear in mind that the Koreans did not consent to Japan’s annexation, nor were they truly delighted to work as subjects of the Emperor.
 * Tightening Grip**

//[Seoul High School]//

Chairman Mao Zedong was a leader no better than Joseph Stalin; perhaps, he was a worse leader in some aspects. First of all, the Great Leap Forward from 1958 to 1961 caused greater atrocities than Stalin's Five-Year Plan; in terms of number, far more people starved. He introduced the collectivization and rationing system, and thus led more than 38 million people to death. This was a complete failure, yet Mao Zedong was still uncaring towards his government businesses. In the second place, Mao Zedong staged the Cultural Revolution from 1966, in which he sought to solidify his power and purge dissenting politicians, intellectuals, and so on. He would burn books, inculcate the children, and wipe out any and all opponents against Mao Zedong. Countless people were either killed or sent to an exile. Finally, he practiced a more striking cult of personality than Stalin. Party officials and civilians alike carried the Little Red Book, wore red badges, and chanted Mao's name. Families even had portraits of Mao in their houses. All things considered, Mao would be a worse, if not equally competent, leader than Stalin in that he was apathetic and ruthless.
 * Station 3:**
 * Was Mao a better or worse national leader than Stalin?**

Very good. Your "textbook article" is especially well done. 10/10

==April 8, 2012 [Class 31] ==

Station 1) Overview of Russian Revolution
There were indeed a number of factors that caused a revolution in the Russian Empire in year 1917. In the first place, rapid and unregulated industrialization, along with the country's defeat at the Russo-Japanese War in the early 1900s, led to poor working and living conditions of the workers, including children. This caused the Revolution of 1905; however, the Russians felt more victimized and outraged when the czarist government vigorously repressed their movements. Even worse, the Great War led to tremendous casualties in the army, hyperinflation, food crises, and abuse of human rights. All of these were mostly attributed to tsar Nicholas II, who demonstrated military incompetence after taking personal command of the army and heeded the often senseless advices of an Orthodox monk named Grigori Rasputin. Thus, the February Revolution of 1917 was staged; Nicholas II abdicated, and hopes seemed to flourish for a while. Nonetheless, the liberal Provisional Government led by Alexander Kerensky could not fulfill the requests of the downtrodden; rather, they encouraged Russia's war involvement. This led to the formation of the soviets across the country. Under the heartening leadership of Vladimir Lenin, people of all socio-economic backgrounds fought to disband the interim government. In conclusion, the October Revolution came about due to a gradual accumulation of hatred and anger; the voices calling for peace, land, and bread finally exploded in an uprising.
 * Why did Russia have a revolution in 1917?**

Station 2) Primary and Secondary Sources: Video
Podcast: Evaluation of Joseph Stalin media type="file" key="Jae Hyun P's Evaluation of Joseph Stalin.mp3" width="240" height="20"

Station 3) Tools to Persuade and Motivate- Propaganda
[]
 * Please note that the original poster does exist in []; a larger copy of the poster was found in another website.

The propaganda poster, designed by Viktor Koretsky in 1932, is conveying that if every Soviet, regardless of race or nationality, is united under the same banner of Leninism, they shall triumph over the enemies. The translated version of the caption reads “With Lenin’s banner we were and will be victorious.” The illustrator is urging the Russian people to reach solidarity under a common ideology in order to make the country strong and stable.
 * 1. What is the message that this poster is trying to get out to the Russian people?**

I do find the poster itself to be captivating and somewhat righteous. The poster is visually appealing; red, the symbolic color for revolution, is used throughout the poster. Also, as each one of the people representing a distinctive ethnic group is holding the same flag, I feel as if the Soviet Union is an egalitarian superpower. In addition, Lenin’s charismatic face on the banner and soldiers in the background holding red flags altogether arouse veneration and excitement.
 * 2. Do you find this piece of propaganda to be compelling? Why or why not?**


 * 3. Make your own propaganda poster: __//Turned in as hard copy.//__**

**April 4, 2012 [Class 30]**
**Evaluative Question on the Treaty of Versailles (pg. 428)**


 * How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I?**

The Treaty of Versailles, the most notable result of the Paris Peace Conference of 1919, certainly revealed the differences between the delegates as in their personal character and actions that each of them sought to carry out. Specifically speaking, the Big Four varied in their personalities and agendas. In the first place, President Woodrow Wilson of the United States proposed the Fourteen Points to be included in the final treaty. Each point originated from his faith in national self-determination and dream of international peace. For instance, the unprecedented idea of forming an international pacifist organization named the League of Nations showed how much of a peace-oriented person Wilson was. He was a true visionary of his time that pursued a more worthwhile goal than mere material benefits. On the other hand, Georges Clemenceau of France argued that the treaty should be targeted primarily at Germany. The war guilt clause, demilitarization, demobilization, and territorial losses all suggested that Clemenceau not only ensured that Germany would be weakened, but also demanded as many things from Germany as possible. Unlike Wilson, Clemenceau was a headstrong and revengeful leader. Similarly, Prime Minister David Lloyd George of Great Britain agreed to thoroughly prevent Germany from committing the same crime in the future; he wanted security and stability. Furthermore, Italy, represented by Prime Minister Vittorio Orlando at the conference, was disappointed at the petty outcomes of the Great War. Orlando had expected a bigger reward from Italy's opportune involvement in World War I; his sole aim had been to gain territory. In the end, the Treaty of Versailles reflected the fairly large, if not tremendous, differences between the prominent leaders.

**Comparisons Between Maps**

 * Comparison Between the European Alliances Map and Leviathan Grand Map**

In the map of the European Alliances, the identifiable Allied Powers include the United Kingdom, France, Russia, Serbia, Montenegro and Corsica; the Central Powers are Germany, Austria-Hungary and the Ottoman Empire. This objective map is strikingly contrastive to the ‘Leviathan Grand Map.’ First of all, many of previously neutral countries on the first map are labeled as “Darwinist” on the second map; these include, but not limited to: Portugal, Albania, Greece, Sardinia and Romania. In addition, it is implied that the neutral state of Italy is about to attack Austria-Hungary through its depiction as some baby monster, whereas other neutral states, including the trolls and a ticking clock, are solely observant. Furthermore, unlike the first map, the second map shows wild, monstrous beasts of various kinds like a wolf and a pig as countries; to add, Bulgaria is portrayed as a weak, fearful skeleton. It is suggested that some of these imperialist nation-states of the Allied Powers are ferociously and unrelentingly trying to “eat” the Central Powers. On the other hand, the Clanker, or the Central Powers, possess tanks, guns, swords about to stab Serbia, and other systematic, powerful modern armaments. It is clearly visible that these “Clanker Powers” would readily and ruthlessly destroy the brown, dirtied, and untamed beasts of the Allies. All things considered, the European Alliances Map impartially depicts the belligerents of the First World War; on the other hand, the other map, most likely created by one of the Central Powers, attaches some subjective quality, exaggerating certain attributes or historical situations involved with the belligerents.


 * Comparison Between the Balkan Peninsula Map and the European Alliances Map**

The two maps both show the same geographical boundaries between some European nation-states; however, the Balkan Peninsula Map indicates the presence and blend of different ethnicities, most commonly the Slavs, in various countries.

**The Balkan Peninsula Map Questions**

 * Why might Serbia have staked a claim to Bosnia and Herzegovina?**

Bosnia and Herzegovina primarily consisted of the Slavic population. Serbian nationalists wanted to make territorial expansions and gain access to the Adriatic Sea to benefit from increased trade and fisheries. Not only that, Serbia also desired to unify the neighboring Slav-populated regions into a single state. Serbia thought it was a justifiable claim to absorb all Slavs that shared similar languages, cultures, and historical backgrounds.


 * Why might Russia have been interested in helping further that claim?**

In the first place, Russia wanted to reassure its friendship with Serbia; in addition, Russia had a large Slavic population as well. Moreover, Russia may have looked forward to potential armed conflicts that would rise as a result of tension between Serbia and Austria-Hungary; in that case, Russia would be opportunistic to claim further territories itself and undermine the Triple Alliance.


 * Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary?**

Austria-Hungary feared its national sovereignty would be damaged by complying with Serbian request. Also, Bosnia and Herzegovina proved a great asset; it was a large chunk of land directly east of the Adriatic Sea. More importantly, Germany and Austria-Hungary alike had areas that were occupied by some, if not most, Slavs; they predicted that the secession would serve as a precedent for future uprisings in these territories. Thus, both nation-states tried their utmost to resist Bosnian secession movements.

10/10

Impact of Nationalism
__**Positive and Negative Results of Imperialism**__

Definition of //ethnic cleansing//: __[]__
 * **Positive Results** || **Negative Results** ||
 * * overcome local/regional differences under common goals
 * independence from colonial powers
 * rise of democracies
 * intra-national competition yielding technological/scientific developments || * acculturation of minority groups
 * ethnic cleansing (elimination of unwanted groups by genocide or forced migration)
 * rise of chauvinist movements
 * intra-national competition causing wars ||

__**General Impact of Imperialism**__ I believe that nationalism has had a far more negative influence on various parts of the world because the minority groups were trampled, certain ethnic groups were nearly eradicated, and disastrous wars occurred. In the first place, the voices and the rights of Manchus, Uyghurs, and Tibetans to autonomy are ignored by the Chinese government. That is to say, forceful assimilation of minor ethnicities happens in nationalist states. Furthermore, Serbia and the Bosnian Serb forces massacred and exploited Muslim Bosniaks in Bosnia and Herzegovina in the early 1990s. In brief, ethnic cleansing accompanied the rise of ultranationalism. Finally, the highly reactionary nation-states including Hitler’s Germany and Mussolini’s Italy were responsible for the outbreak of World War II. On the pretext of nationalism, countries waged wars against one another. By and large, I think nationalism has had some indelible impact on the world including the wrongful assimilation of minorities, ethnic cleansing, and large-scale wars. Despite some temporarily positive effects of nationalism such as independence, the propagation of democratic ideas, and scientific developments were mostly followed by various unpleasant occurrences.
 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with** __**evidence**__**.**

Genocide in Bosnia: __[]__

__**Types of Nationalist Movements**__ Unification nationalism combines separate yet culturally similar territories. Separation nationalism seeks to divide a culturally different group from a nation-state. State-building nationalism unites culturally different groups into one.
 * //1. Using the table above, explain the characteristics of each type of Nationalistic movement in your//** __**//own words//**__**//.//**

I think the very existence of these empires was threatened by nationalism and its separatist movements throughout their dominions. Since these empires consisted of culturally diverse nationalities, different groups may have shown discord or initiated insurrections for political independence.
 * //2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?//**

Nationalism promotes the territorial conquests and unification of different neighboring areas; thus, the relatively small states are consolidated under the rule of a single state.
 * __Case Study: Italy and Role of Nationalism in Nation-Building__**

__**Analyzing Political Cartoon: “Right Leg in the Boot at Last”**__ Italy is portrayed as a boot, which resembles Apennine Peninsula, of King Victor Emmanuel II of Sardinia - it is an attachment to the territories of Piedmont-Sardinia. Garibaldi is shown as very dedicated and sincere nationalist; he is willing to dedicate the southern Italian regions he unified to the king, and thus contributing to the betterment of the single Italian state. The cartoonist expresses support of the Italian unification by using the phrase ‘at last’; the unification is a deserving reward after some strenuous efforts of people like Garibaldi.
 * 1. What symbol does the cartoonist use for the soon-to-be nation of Italy?**
 * 2. How is Garibaldi portrayed?**
 * 3. What does the title of the cartoon say about the cartoonist’s view of Italian unification?**


 * __Case Study: Germany__**

**1. Create a flow chart that shows the key events that led the unification of Germany.**
media type="custom" key="12500172" width="80" height="80" The eastern and western parts of the Prussian Kingdom are not joined but separated from each other by a few hundred kilometers; there are foreign territories in the space between. In the single year of 1871, Prussia accumulated the greatest amount of lands since 1865. Image: //Turned in as hard copy// The **National Emblem of the German Empire** consists of a lyre surrounded by five hands holding each other, as well as an eagle carrying a banner that reads the official name of the new nation: "Zweites Reich", or the Second Empire. The lyre represents ultimate harmony among the people. The connected hands represent the solidarity and unity of the new nationals of the German Empire. The eagle expresses the fierceness of the new nation, ready to snatch any prey that dares to impede with the great nation.
 * 2. Looking at the map on page 263, answer the two geography skillbuilder questions. **
 * 1. What was unusual about the territory of Prussia as it existed in 1865?**
 * 2. After 1865, what year saw the biggest expansion of Prussian territory?**
 * 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.**

20/20

Case Study: India and Britain
__Terms & Names__


 * Explain the importance of each of the following terms and names to India’s independence from Great Britain.**


 * 1. sepoys**

Feeling lackadaisical and unmotivated due to the absence of common interests with their commanders, Indian sepoys fought against the British and thus sowed outrage among many Indians that eventually inherited the spirit of sepoys.
 * 2. Sepoy Mutiny**

By causing the dissolution of the East India Company, beginning of the British Raj, further British acquisitions of lands, and consolidation of British rule in India, the Sepoy Mutiny induced conflicts between the mother country and its colony. In addition, as India’s First War of Independence, the Sepoy Mutiny inspired future nationalist independence movements.


 * 3. Congress Party**

Consisted of forward-thinking, western-educated Indian intellectuals, the Congress Party advocated equal rights for Indians and even independence in the later years. As a fulcrum of nationalist movements in later years, the Congress Party successfully won many concessions.


 * 4. Mohandas K. Gandhi**

Mohandas Karamchand Gandhi’s personal philosophy planted national consciousness among numerous Indians. In addition, his strategy of nonviolent noncooperation converted the British and greatly undermined their control.


 * 5. Muhammad Ali Jinnah**

Despite some temporary success as the “ambassador of Hindu-Muslim unity”, Jinnah ultimately failed to promote collaborative participation of both Hindus and Muslims in independence movements; therefore, his incapability and discord with Gandhi created a huge setback in achieving independence.

__Main Ideas__
 * 1. What were four factors that contributed to Britain’s conquest of India?**

The superiority of the British army, local chaos among Indian kingdoms, systematic organization of the consolidated British, and the stable British political system led to Britain’s subjugation of India.
 * 2. What was the cause of the Sepoy Mutiny and what was its main result?**

The anger of sepoys due to an absence of cultural and religious understanding or respect by the British sparked the revolt; the Sepoy Mutiny led to Britain’s direct rule of the Indian Empire.
 * 3. Which groups and ideas promoted the Indian independence?**

The Indian Congress Party and the Muslim League promoted independence; the ideological underpinning of these coalitions was nationalism, or loyalty and devotion to one’s country. In addition, Gandhi’s idea of “nonviolent noncooperation” and violence-oriented ideas from other figures promoted the Indian independence.


 * 4. What were the four general principles of Gandhi’s philosophy?**

Gandhi believed that human beings should live simply, tolerate others’ religious beliefs, give service to others altruistically, and fight against injustice without resorting to violence.
 * 5. What role did Jinnah play in the partition of India?**

As a great advocate for Muslims throughout independence movements, Jinnah formed a separate nation called Pakistan after a clash with the Congress Party; Jinnah became the first Governor-General of this Muslim state.

__Documents__
 * 6. Which of the documents are pro-British in nature? Which ones are pro-Indian?**

Documents B, C, E, I are pro-British in nature; on the other hand, documents A, D, F, G, H, J, K, and L are pro-Indian in nature.


 * 7. How would Indians in the lowest levels of their society benefit from India’s Constitution as stated in Document H?**

Some primary benefits may include: fair treatment as an equal citizen and no longer as the “untouchable”, accessibility to unions to improve their working conditions, limitless opportunities to climb up the social ladder, and absolutely no discrimination based on their former caste.


 * 8. Using only the information contained in the documents, answer the following question: How would British colonization have a lasting impact on the people of India? Use examples from the documents to support your answer.**

Although a mere justification, document C argues that Indians would be freed of their restraining, orthodox ideas and become imbued with new, 'advanced' western ideas along with 'true education' which would benefit Indians forever. Another positive impact was the 'modernization' of India that enriched the lives of some, but not all, Indians; document J depicts a plane in the background, which symbolizes the advent of technologies that the British have introduced to some well-to-do Indians. On the other hand, document J primarily shows a negative impact of the British colonization: social polarization. In addition, document D points out the gradual and eternal loss of indigenous or local customs and work ethic in many regions of India. Furthermore, document F highlights that the British-owned industries would utilize labor and resources of India without Indians partaking in the ownership or the operation of such activity. This suggests that India would face long-term struggle amidst transitioning from the British-dependent economy to a self-sufficient one. Finally, document K suggests that conflicts between Pakistan and Indian over territory and other matters are still ongoing. The British colonization ultimately created an environment that gave rise to two distinct, adversarial nationalist groups from groups that coexisted fairly well.

__Critical Thinking__
 * 9. What were the causes of the cultural conflict between the British and the Indians?**

Such cultural differentiation arose because of massive differences in customs, religion, language and sets of values of these two countries with very different socio-cultural backgrounds. In addition, at the root of this cultural clash were the racist British notion of the inferiority of the Indian race and the British tactic to use such segregation for further consolidation of the British rule.


 * 10. Identify both positive and negative effects of British Rule in India.**

Other than the vast improvement of technology and infrastructure, the British Raj also brought about political stability in India by adopting the British administrative and legal system; furthermore, the Indian intelligentsia imbued with liberal, western values emerged. On the other hand, the British colonization resulted in the socio-economic and political inequality of Indians; moreover, many Indians were exterminated or sacrificed to harden the British rule.


 * 11. How were Gandhi’s four general principles effective in dealing with a much more powerful nation?**

The principle of living simply led many Indians to detest the materialistic British society within India; the idea of tolerating others’ religious beliefs encouraged the Hindus and Muslims whose beliefs had been threatened by the Anglican authorities to stand up; the concept of dedicating yourself to others stimulated many Indians to sacrifice their lives for the betterment of the lives of the poor and the downtrodden of India; last but not least, the principle of fighting against all injustice without violence roused Indians to take effective action by making the opponent lethargic and renounce itself.


 * 12. For what reasons did Muslims demand a separate nation?**

Out of fear that the new independent, urbanized India under the influence of the Congress Party and Nehru would not guarantee equal rights for the relative minority of Muslims, many Muslims demanded a new state designated only for themselves.


 * 13. Why did the colony of India break up into four separate nations?**

Religious conflicts caused the partition of the British Indian Empire: Pakistan broke away from India due to its distrust toward pro-Hindu post-colonial government, East Pakistan turned into Bangladesh due to continued coups and the lack of unity with West Pakistan that was geographically remote, and Ceylon became Sri Lanka due to a combination of cultural and religious factors, but predominantly due to religious tensions between Buddhists and Hindus.

20/20

**__Task 1: Reactions to Imperialism Notes__**
**__Digital Copy: __**

**__Task 2: Imperialism in China, Korea, and the United States: Political Cartoon Analysis__**
1) Is this image pro or anti imperialism? How do you know? 2) What views of the native peoples are being communicated in each of the illustrations? 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? 4) What is message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

__**Image 1: Imperialism in China**__

[]

1. This image is anti-imperialist because an unhappy man representing China is tied with chains from different imperialist nations. 2. The Chinese are portrayed as immobile and languid; they cannot escape the massive, heavy influence of these imperialist countries. 3. The Japanese and the Europeans including the British, the French, Germans and Russians are seemingly doing a favor for China, but each country is in fact exerting inescapable influence on certain parts of China. 4. The illustrator conveys that during the Age of Imperialism, China was dominated by different spheres of influence.

__**Image 2: Imperialism in Korea**__ []

1. This image is anti-imperialist because the man with a horsehair hat representing Korea is pulled by Russia on one side and Japan on the other side; Korea is strangled in between the two nations. 2. The Koreans are portrayed as suffocating amidst the avid battle between Russians and Japanese to take over Korea; as the caption below reads "//The Korean Government has decided to preserve a strict neutrality in the event of war between Japan and Russia.//", Korea is equally struggling to side with which one of the two. 3. The imperialist nations of Russia and Japan are pulling Korea to their own side for greater control which could mean annexation. 4. The author expresses the view that imperialism involves heated conflicts between colonial powers, and the main scapegoat is always the colonized people.

__**Image 3: Imperialism in the United States**__

[]

1. This image is pro-imperialist because the United States, represented by a tall, proud-looking Uncle Sam, is preparing to wear a new suit made up of different fabrics labeled mostly with names of Latin American countries, which symbolize all the countries the United States may expand to. 2. These native Latin American countries are portrayed as inanimate fabrics with no response that can be readily sewn to Uncle Sam's new suit: they are almost "destined" to become part of the United States. 3. It is expressed that President McKinley wishes to expand the territories of the United States by adopting a new foreign policy of imperialism; the only thing left is for the tailor to simply grab another fabric. 4. The author expresses the view that imperialism will naturally happen and further "decorate" the United States by adding new territories to it.

**__Task 3: Economic Imperialism__**
At a time when land was the equivalent of wealth due to its productivity, feudalism generated "money" by each class granting land to the social class below it, provided it provided labor or protection or even money. Mercantilism generated money by having more exports than imports, which leads to the surplus of gold in the country's treasury. On the other hand, capitalism generates money primarily through a free market; unlike feudalism and mercantilism, no one particular social class or government may largely intervene in free trade, investment, or competition.
 * 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?**

The lecturer points out three primary driving forces of capitalism: free market, colonialism or imperialism, and fossil fuels. To elaborate on the first attribute, the speaker claims that innovation, creativity, and production that could be found in an unregulated competitive system will further drive capitalism. Furthermore, the lecturer argues that the immense growth of capitalism is also caused by the brutal appropriation of resources in colonies. Simply said, the extraction or use of resources, labor, and markets will greatly benefit the economy of the mother country. Finally, humankind's unprecedented capability to extract fossil fuels such as coal and natural gas increased the availability of energy reserves, which propelled the operation of certain means of production. Overall, the lecturer believes that a combination of these three factors will drive capitalism.
 * 2) According to this lecturer, what forces drive capitalism?**

Your definition of mercantilism does not differentiate it from capitalism. You have missed the implications, in cartoon one of China being "weighed down" by the imperialist demands of other nations. For the second cartoon, you have used the term "scapegoat" incorrectly.

18/20

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

**__Task 2__: "Scramble for Africa"**
In terms of landmass, Britain controlled the largest areas of Africa as of 1914 - this was followed by France. In my opinion, these colonial powers either began to colonize Africa systematically from a comparatively earlier period than other nations, or successfully claimed these territories from other colonizers.
 * 1) Which countries controlled the largest sections of Africa in 1914?**
 * 2) Why do you think these countries had the largest area of Africa?**

**__Task 3__: Colonialism Video and Notes**

 * The Age of Imperialism Table is re-posted below.**
 * Darwin Excerpts Document-Based Question is posted under Class 11.**
 * Digital Copy: [[file:Jae Hyun P's Age of Imperialism Table.pages]]**



**__Task 4__: The Berlin Conference Questions**
Held from November 1884 to January 1885 in Berlin, Germany, the Berlin Conference established an agreement pertaining to colonization for its participants; in addition, these European colonial powers along with the United States virtually divided Africa among themselves. In the end, each colonial power firmly established and clarified its African colonies, agreed to fully occupy a country prior to its annexation in order to prevent conflicts, and recognized the Congo Free State as a private colony of King Leopold II of Belgium.
 * 1) What was the Berlin Conference?**
 * 2) What were the three outcomes of the conference?**

**__Task 5__: Images of Imperialism**
1) Is this image pro or anti imperialism? How do you know? 2) What views of African and Asians are being communicated in each of the illustrations? 3) What views are being communicated about the British/ Americans in their role as imperialists? 4) What is message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?
 * Each image has four responses that correspond to these questions above.**

1. This image is anti-imperialist because a particular an imperialist nation is represented by a obese, voracious man trying to “grab” or take over Africa; its lethal shadow is gradually crawling over Africa. 2. The vulnerability and powerlessness of Africans are expressed; they cannot protect their own homeland from the white imperialist. 3. Like the man shown, it is implied that the citizens of such imperialist nation are opulent, mighty, and ambitious - they are driven by the greed for further expansion of the market under capitalism. 4. The author wishes to convey that imperialism leads to forceful, unilateral appropriation of Africa’s natural resources, namely gold.
 * 1. Reaching For African Gold Fields**

1. This illustration is pro-imperialist because a calm white colonizer is leading a large group of African children to light. 2. Africans are portrayed in a generalizing way: wandering, hungry, ignorant, physically inferior to Europeans, surrounded by fear and darkness, and immature like the children shown. 3. The British clearly play an invaluable role of leading Africans to give hope and save them from poverty and darkness. 4. The author conveys that imperialism does not take any effort on Africans' part; they could simply follow the altruistic leadership of the British to escape from former hardships.
 * 2. White Man’s March With Children**

3. **African Wrapped By Imperialist Snake** 1. This image is anti-imperialist because Britain, represented by a pernicious snake with a crown, wraps around an African’s body; in addition, another frightened African runs away. 2. Africans are portrayed as the scapegoats of the imperialist Britain; they are completely immobile before British colonizers. 3. Britain is expressed as a carnivorous snake that can suffocate and destroy an African quickly and easily. 4. The author indicates that any African is bound to undergo suffocation and extermination as a result of British occupation.

4. **An ABC for Baby Patriots** 1. This illustration is pro-imperialist because Britain is portrayed as an almighty superpower, and its citizens as patriotic and civilized. 2. Asians are generally viewed as submissive foreigners that serve the needs of the British; for instance, an Indian marvels at the British ships, and another Indian fans the British hunter. 3. The British are depicted as citizens of a great military power; the colony is portrayed as a "summer house" in which the British receive service from Indians, and the British use a gentlemanly way to occupy its colonies. 4. The author indicates that imperialism will "as a matter of fact" allow Great Britain to enrich the lives of the British.

1. This image is pro-imperialist because the white teacher is having difficulty teaching a combined group of students from Latin American countries; the imperialist nation (British or American) is doing its utmost to tame the "children". 2. Latin Americans are considered as untamed, unsettling children that clearly need strict guidance. 3. The British or the Americans are portrayed as teachers that have a moral duty to teach its immature students in the classroom in spite of the childishness of Latin Americans. 4. The author expresses that imperialism requires a difficult yet necessary process of “domestication” of the colonized people.
 * 5. White Man’s Classroom**

6. **On the Swoop** 1. This image is anti-imperialist because the British eagle behalf of the Crown is rapidly moving downward to attack or snatch the helpless African villagers. 2. Africans are depicted as being very prone to foreign attack; they may become the prey of the imperialist nations despite some resistance. 3. This image represents the British as keen and powerful like the eagles; they snatch the lives of the indigenous people. 4. The author makes it clear that brutal, predatory imperialist nations may exterminate the local people.

7. **Lady Justice** 1. This image is anti-imperialist because the goddess of Justice expresses unjustness by holding an unbalanced scale next to an American imperialist of the Philippine Islands; on the other side, many Filipinos are being suffocated or hanged. 2. Filipinos are portrayed as victims that are ruthlessly murdered by American imperialists. 3. It is indicated that Americans are greedy imperialists that only seek their own profits and disregard the value of natives' lives. 4. The author conveys that imperialism is a highly unfair dominance relation; the imperialists fulfill their desires, but the local inhabitants are sacrificed at a large scale.

Cartoons are well analyzed. You do a good job interpreting them and understanding their symbolism, and it is clear you recognize the ironic tone present in many. 30/30

**Darwin Excerpt Document-Based Question:**
Generally speaking, Darwin’s theory of natural selection does apply to the culture and society of humankind. Not bearing in mind the presence of certain mechanisms such as the United Nations, both past historical incidents and current phenomena indicate that mankind has underwent a similar phenomenon as described by Charles Darwin. To begin with, Adolf Hitler of the Socialist German Workers Party would have deeply agreed with Darwin’s theory of natural selection. For instance, Hitler believed in the necessity of eradicating the “inferior” races, including Jews, in order to establish a world ruled by the predominant race of ‘tall, muscular, and blond men with light-blue eyes.’ Many believe that this anachronistic notion led to a genocide, but some conservatives or social scientists justify Hitler’s action with the phrase “survival of the fittest” (//Chapter IV: Natural Selection; Or the Survival of the Fittest//). For another example, Chinua Achebe’s book //Things Fall Apart// highlights the changes that the indigenous Nigerian tribes experienced along with the wave of British colonizers. The spread of Anglicanism and westernization invariably led to the extinction of the ancient, long-honored customs of the Ibo tribe. This relates to Darwin’s idea that extinction of a species, or a tribe in this context, is inevitable. In the third place, intraspecies competition //(Chapter III: Struggle For Existence)//, equivalent to the competition between nations today, will lead to the victory of a particular species, or a nation. As fossil fuels are being depleted at an uncontrollable rate, experts predict that a few decades from now could only internationally authoritative and well-to-do nations claim the resources amidst the desperate competition. Overall, Darwin’s various theories, including that of natural selection on the basis of the “universal struggle for life” (//Chapter III: Struggle For Existence//), greatly resonate with the workings of our society and the characteristics of human culture.
 * Do Darwin’s theories apply to culture and society?**
 * Why or why not? Use the excerpts above and strong examples to support your points.**

**The Age of Imperialism Table**

 * Digital Copy: [[file:Jae Hyun P's Age of Imperialism Table.pages]]**

Why "not bearing in mind the presence of the UN"? Hopeful the in-class discussion made this issue more clear -- that Darwin's theories WERE used to justify imperialism, and yes, Nazism, but both are now considered "dark marks" on the pages of human history. Taking scientific theories out of context, and applying them to society, has promoted heartlessness, and terrible abuses of human rights, and is not in keeping with modern ideas of the universal human dignity, or national sovereignty. 9.5/10

==

The White Man's Burden Questions
According to Kipling, "the white man’s burden" is a moral responsibility of the white, or “well-developed” nations, to rightfully assist other non-white, or “underdeveloped” nations. Judged by the tone and the description of the poem, Kipling’s notion is based upon the idea that the white race is preeminent: powerful, educated, and civilized.
 * 1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?**

I undoubtedly disagree with this imperialist poet’s racist ideal. In a global era in which social scientists are mindful of the use of phrases such as “undeveloped countries”, I cannot tolerate Kipling's bigoted assumption that a particular group of people is unparalleled due to a skin color. In fact, a nation’s value is not determined by an external force or indicators such as per capita GDP; rather, it is decided among the inhabitants themselves. In addition, as the United Nations dictates with its principle of national sovereignty, unilateral colonization and even "assistance” as described by Kipling must not occur without the consent of that country. Overall, I think the “white man’s burden” is a mechanism to conceal the horror behind imperialism.
 * 2. Do you agree or disagree with Kipling’s characterization? Why or why not?**

Amidst the fervent competition for colonization, the nationals of imperialist states felt that they should send an army along with missionaries and colonial officers in order to save the captives, or the indigenous people from poverty and ignorance, as highlighted in the first four lines of the first stanza: ‘Take up the White Man’s burden— / Send forth the best ye breed— / Go send your sons to exile / To serve your captives' need.’ In addition, many Europeans and Americans were aware that they had to “veil the threat of terror” from colonization. Also, “the white man’s burden” was driven by a motive to expand the market and utilize both the human and natural resources in the colonies, as nations “seek another’s profit” and “work another’s gain.”
 * 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.**

KIS may or may not be the “white man’s burden”, depending on different contexts. As Y.B. Min, the founder of KIS, is quoted as saying: “//... fondest wish is that one day a student going forth from KIS would become the Secretary-General of the United Nations//”, I believe that Korea International School values leadership and the motivation to assist and empathize with the unprivileged. In that sense, we the educated students of KIS have a fundamental moral duty to make contributions within the Korean society as well as the world. Nevertheless, this is not to say that we must naturally become the future ‘power elites’ of Korea, simply because we were given more social advantages. In today’s Korean society, this opportunity is open to anybody.
 * 4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?**

Your answer to #4, while true, gets a little off topic. How does this relate to the ideas expressed by Kipling? 9.5/10

__[]__
 * Citation**

Differing Views on Industrialization: Document-Based Questions

 * MWH Textbook pg. 307

1. **Why would Andrew Carnegie (Source B) and Friedrich Engels (Source C) disagree about the effects of industrialization?** Andrew Carnegie, an industrialist who helped build American steel industry, believes that further growth of industries would place America ahead in the competitive international market. Carnegie points out that formidable domestic manufacturers would increase foreign trade, which could be achieved by rapid industrialization - a blessing. On the other hand, the progressive German scholar Friedrich Engels would disagree that there were only positive effects. In fact, Engels, the witness of the lives of these working class people, would describe the trash of industrialization - homeless or hopeless workers that are downtrodden and neglected by the prosperity of industrialization. Thus, Carnegie and Engels would have conflicting opinions.

2. **What might be reasons for 16-year-old Mary Paul’s (Source A) satisfaction with her job and life in Lowell?** Although the workload in mills would have been burdensome, teenaged workers like Mary Paul could have enjoyed social lives, as well as feeling a new sense of independence that they had not felt in their homes. Most importantly, mills generally offered higher wages for their workers; thus, many workers like Mary Paul could have fulfilled all of their physiological needs such as adequate food and clothing. Overall, working in Lowell might have been a valuable opportunity for Mary Paul.

3. **Why might the political cartoon by Walter Crane (Source D) be useful in getting workers to rally to the cause of socialism?** The analogy between capitalism and vampire bat denotes that this particular economic system drains the blood of the laborers both physically and mentally. The workers are not only physically exhausted and confused in the midst of a capitalist nation, but also mentally dispirited and lackadaisical. This creates outrage among workers who themselves feel like the worker shown in the image. In contrast, socialism is described as a kind-hearted and judicious angel, one that will triumph over capitalism and save the dying workers. Therefore, workers may instinctively fight for socialism.

Consider who Mary Paul was writing TO. Might she have wanted to make her situation sound better than it actually was? Why? 10/10

Where are your Cornell Notes pp 304-306, 308? 0/10

Communism in Today's World: Four Questions
Karl Marx would have invariably disagreed that all of these states were related to pure communism, or even socialism. Considering the political and socio-economic aspects of these states as of January 2012, these “communist” countries clearly do not embody some of Marx’s ideologies: communal ownership, classless society, and perfectly equal distribution of wealth. In fact, the majority of the countries shown no longer identify themselves as “communist” states or workers’ states.
 * 1. Would Marx have agree that these countries were "communist"?**

The majority of the so-called “Second World” countries have undergone numerous structural changes. The former “communist” states have now dissolved into partially or fully democratic, multi-party system. For instance, the former Soviet Union collapsed in 1991; as a result, many post-Soviet states abruptly adopted the free-market system. In addition, even a few of the five formal “communist” states today have transformed in the past few decades. To give an example, China is slowly making an impression as the world’s proactive superpower; such change was caused by the establishment of the Special Economic Zones, privatization of state enterprises, and so forth. The ideological underpinning of these countries may be “communist” or “progressing toward communist” as stated in their constitutions, but their actual systems bear much resemblance with those of capitalist nations.
 * 2. What has happened to the "communist" world?**

I believe that in most states, such transition took place naturally along with the wave of neoliberalism and globalization in the twenty-first century, and less due to internal uprisings or instability. For example, Deng Xiaoping Theory stated that as long as the people of China were rich and well-fed, it did not matter that the government was either capitalistic or socialistic. In addition, the succeeding leaders have made efforts to open an era of China, as some call it Pax Sinica, which has been partly based upon foreign investment, the rise of private sector, significant reduction in governmental curbs, and so on.
 * 3. Why do you think this has happened?**


 * 4. What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized because of the Union movement and reform laws?**

I generally, but not entirely, agree with this statement. Today’s industrialized nations do not mirror Marx’s anticipation; that is to say, they do not have incessant, uncontrollable competition and inhumane, brutal exploitation of workers. The immense gap between the landlords and the peasants in feudal societies is now greatly reduced.

One contributory factor for this phenomenon was governmental support for labor unions and a variety of reform laws. For example, many welfare-oriented European countries such as Finland and Norway guarantee the workers’ livelihood. Having been fully industrialized a long time ago, it is widely considered that these European socialist states ensure the decent working and living conditions of the workers.

On the other hand, there are countries that underwent fervent, unplanned industrialization within a comparatively brief period. Despite some sacrifices, these countries turned out to have overcome the setbacks much easier than earlier countries had. Still and all, many of them face social polarization today. For example, the Four Asian Tigers in the late twentieth century - Hong Kong, Singapore, South Korea, and Taiwan - are facing deepening income disparities in the social ladder. There may be two causes for this phenomenon. In the first place, structural factors may be the cause. This may include lack of governmental solid enforcement of reform laws, as well as the absence of laborers partaking in ‘organization, collective bargaining, and strike’, as guaranteed in many modern constitutions. Another cause may be the financial crises in the 1990s and early 2000s. Such uncertainty in global financial market may cause the contraction of middle class and deterioration of income distribution.

Overall, I believe that the Union movement and reform laws prevented an exponential social gap - both in nations that have statistically low social gaps and in those that experience more gap at a slow rate. Indeed, the industrialized world did not turn out to be as extremely segregated as Marxist scholars thought. Nonetheless, further gap seems to be inevitable as of now.

Photo Essay Comment
From a series of paintings, engravings, and photographs in coupled with an informative text, I realized the miserable, hopeless fates of numerous children. Indeed, I was dazzled because children seemed to occupy all sections of the city: factories, mines, smaller workshops, streets, and so forth. Bearing in mind that children are neither fully mature nor well-behaved, how were they expected to be only servile and productive? I previously learned that children were merely considered as miniatures of adults during the pre-Enlightenment period; therefore, they worked at a young age. Needless to say, such child labor conditions deteriorated even after the Enlightenment. During the Industrial Revolution, the fundamental physiological needs of children were left unfulfilled - how could they ever work in such dark, crowded, and either extremely hot or cold workplaces? Such images strongly defied my moral sense and religious doctrine. I noticed that machines produced detrimental effects on children in two ways. In the first place, the machines greatly affected their health. For example, according to page 70, children were vulnerable to white lung disease from the cotton dust in textile mills. Second of all, machines devalued children. For instance, the engraving on page 66 with children in the center going to the distant brick factory gave me an impression that the children merely worked //for// machines. All things considered, I thought that the campaign to abolish such enslavement of children as portrayed on page 71 was righteous and worthwhile. My visual observation was followed by great empathy and sympathy for these children who lost the fulsomeness of their youth. In addition, I was reminded of increasingly industrialized nations today; the toll on child misery is great in these Asian or African states. Consequently, I thought that governments should not only imprison the perpetrators of child exploitation, but take structural reforms and adhere to the international covenants or documents such as the Universal Declaration of Human Rights (UDHR) and the Convention on the Rights of the Child (CRC).

**Opinion on the Impact of the Industrial Revolution**

 * 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?**

Generally speaking, I believe that the term ‘mixed blessing’ is mostly inapt to the Industrial Revolution coupled with the urbanization; in the long run, their advantages outweighed the disadvantages. The Industrial Revolution, first initiated by Britain in the mid-1700s, involved the use of machinery to mass-produce goods and facilitate certain processes; thus, it impacted the socio-economic aspects of a society. Urbanization refers to the growth of cities and people’s migration into them; it contributes to an exponential population growth. To start with, factory workers gradually, if not abruptly, earned higher wages and shortened working hours through the solidarity of labor unions. As a result, the severity of polarization between social strata was greatly reduced compared to that of the pre-industrialization era. In addition, the industrialized nations sought to create educational opportunities and social welfare programs. As governments gained tax revenues from lucrative industries, many members of the new generations escaped the fates of workers. Last of all, both the middle class and the working class enjoyed healthy and nourishing diets, better housing and purchased materials that were considered luxury goods in the past. The blend of industrialization and urbanization vastly improved the general standard of living. In spite of some temporary downsides, such rapid industrialization accompanied by urbanization have yielded numerous benefits since their commencement, as one can notice in many parts of today’s world.

**December 9 [Class 45]**
The French Revolution and Napoleon Review Questions

There were some explicit and underlying factors that contributed to the collapse of the Napoleonic Empire, including weakened economy, a series of costly wars, and failed diplomacy. The Napoleonic Empire, generally regarded as the post-revolutionary government, was ruled by Napoleon Bonaparte from 1804 to 1815. His military success was indispensable in expanding the empire, but at the same time, detrimental to his own position and thus the fate of his empire. For instance, the Continental System carried out a large-scale embargo on Great Britain. This in return resulted Britain's blockade, significantly deteriorating the financial situation of the French Empire and its neighboring states. For another example, Napoleon lost tens of thousands of soldiers during the invasion of Russia. A series of costly wars meant that he lost an invaluable human source. Last of all, Napoleon's imperialistic approach received a lot of criticisms, as can be seen in the alliances of other nations. Napoleon was certainly not qualified as a good diplomatic leader. Overall, in accordance with various examples, the Napoleonic Empire failed due to his ambitions - which harmed the empire's economy, drained the military source, and received arrows from other nations.
 * 4. Why did Napoleon's empire collapse?**

The Congress of Vienna intended to achieve certain goals, namely preventing further French invasions, preserving balance of power within Europe, and restoring the traditional governments - monarchy. The Congress of Vienna, which lasted from 1814 to 1815, was an attempt to reach the "age of European peace". It was chaired by Klemens Von Metternich, the then foreign minister of Austria, with the intention of creating a peace plan after Napoleon's exile. First of all, the Quadruple Alliance of 1815 purposefully contained the imperialistic ambitions of France. Thus, one of the first and foremost goals of the Congress of Vienna was to halt potential assaults by France. For another example, numerous weak German states were consolidated, but not unified, under the German confederation. Such organization did not allow any particular nation to be stronger than others. In the third place, the Holy Alliance tried to restore monarchy in Europe. Metternich believed that it was legitimate for traditional monarchy to revive, considering the national security and stability it would bring. All things considered, the Congress of Vienna aimed to prevent further contagious military campaigns, maintain a balance of power between nations, and allow European nations to return to the state of pre-revolutionary government.
 * 5. What were the goals of the Congress of Vienna?**

Explanation for the Image on Poster
I chose a drawing of one bare, rough hand taking off the silk glove from the other hand to express the quote "You cannot make a revolution with silk gloves"; only when we remove such feeling of untouchedness and apathy and fight tenaciously using violence, can we truly make practical changes.

http://jhpark15.edu.glogster.com/peter-i-the-great-campaign-poster/
 * November 16**
 * Link to Glog:**


 * November 13**

**Speed Dating**
media type="custom" key="11286206"

**Absolutism Questions**
Questions: (Decide whether each should be answered as a sentence or as a paragraph) Absolutism is an idea that a single monarch should lawlessly possess complete, unchallenged authority over the whole nation. The ‘divine right of kings’ grants monarchs the power as God’s representative on Earth, thus justifying absolutism. Absolutism is a type of national monarchy in which an absolute monarch has centralized control over his or her state. Although absolutism could be justified either in terms of politics or religion, the ‘divine right of kings’ uses the Bible for the justification. To give an example, French bishop Bousset believed God allowed monarchs to make any decisions on behalf of God Himself. This implies disobedience to the monarch is equivalent to insubordination to God. For another example, Philip II, an absolute of Spain, believed neither God nor himself could make a mistake. This suggests he was a firm believer in the divine right of kings - that God had appointed him as king. As Bousset and Philip II believed, the divine right of kings, a religious justification for absolutism, positioned monarchs as God’s representatives and thus gave indefeatable power. Absolutism became a predominant theory in Europe due to various reasons. Absolutism is a system of ideas which necessitates an absolute monarch to rule the state. Absolutism in Europe particularly arose due to certain historical events and the rise of new ideas or theories. For example, Europe had fallen into a whirlpool of chaos after the disatrous plague in the 1300s and had to be saved. This meant that someone mighty had to normalize the country by bringing order; simply said, an absolute was in desperate need. Moreover, the Protestant Reformation in the 1500s limited the eccleasitical authority. This naturally led to the rise of secular authority, preferably maintained by a strong ruler. Last of all, states sought to gain as much wealth as possible under mecantilism in the 1400s. Accordingly, one monarch was needed to control and preserve a state’s flourshing economy. All things considered, the most significant causes for the rise of absolutism in Europe were the end of the so-called Dark Ages, the Protestant Reformation and the rise of mercantilism. As Spain expanded its territories in the 1500s, a single ruler with the help of bureaucrats needed to control and protect the territoral holdings. As French aristocracy had produced negative impact, the king began to assert absolute power with the “divine right of kings”. The Tudor monarchs originally used absolute power to help meet people’s needs, but once James I became an absolute with different intention, the Parliament tried its utmost to eradicate absolute power. Although absolutism arose since the 1400s, it became even more firmly established in the 1700s as Russia expanded and advanced in areas of military and industries.
 * 1) What is absolutism?**
 * 2) Explain the justification for absolutism referred to as the 'divine right of kings'.**
 * 3) List the causes of the rise of absolutism in Europe.**
 * 4) Explain briefly how absolutism developed in**
 * **Spain**
 * **France**
 * **England**
 * **Russia**

**Works Cited** "Phillip II - the man." //History Learning Site//. N.p., n.d. Web. 13 Nov. 2011. <[|__http://www.historylearningsite.co.uk/Phillip_II_the_man.htm__]>.

= Port 4 [Class 28 (October 27)] =

//**Source Analysis 1: APPARTS_Eddicts**//

**APPARTS On Eddicts For 1635 Ordering the Closing of Japan**

Tokugawa Ieyasu (1543 - 1616) created this source. As a long-lived late bloomer, Ieyasu united Japan based on the endeavors of previous two shoguns, Nobugana and Hideyoshi. He deftly managed to bring about stability to the country through establishment of new institutions and hard-line policies. As a ruler already too concerned with the domestic affairs and internal conflicts within Japan, Ieyasu takes a standpoint of being unreceptive toward interaction with foreign nations. To clearly emphasize his point, he issues a list of edicts, or laws, that order to Japan to be closed.
 * Author:**

The source was very likely to have produced within the castle located in Edo, the then capital of Japan, since Japanese rulers rarely left the country. The warning about not traveling to foreign countries has its legitimacy because the very law was declared in Japan. The source was produced in year 1635. The early-mid seventeenth century was the pinnacle of Japan’s internal stablity, as well as near the peak of Japan’s period of isolation. Therefore, based on this specific time period, we can infer that the edicts are meant to be harsh, intimidating warnings.
 * Place and Time:**

Oda Nobugana, Toyotomi Hideyoshi, and Tokugawa Ieyasu are the most well-known three heros in Japanese history. After Tokugawa Ieyasu united all of Japan, isolationism became the primary diplomatic policy. There were two reasons that Bakufu, the shogunate or Japan’s feudal government that ruled Japan for centuries, placed strict restrictions on trade. Such restraint began in the early 1600s. One of them was to restrain //daimyos// in the Tokugawa period. Daimyos were feudal lords belonging to the Knight class. They possessed administrative power, judirsdiction, and even collectorship in their particular region. The Shogun was fearful of these daimyos becoming wealthy through foreign trade and raising an army against him from the profit. The daimyos could arm the peasants with muskets and lead a coup with cannons. That is why foreign trade was only limited to Ming Empire and Chosun for daimyos. The Dutch were the only Europeans allowed to come to Japan. Other diplomacy and foreign trade were allowed only to the Bakufu, which had absolute authority. On the other hand, the Bakufu was alert when hundreds of thousands of Japanese had converted to Christianity, disregarding Zen Buddhism or worship in Denno, the Japanese emperor. The missionaries also intervened with local politics. The growing religious conflicts eventually led to the eradication of Christianity in Japan and the exclusion policy. By 1639, Japan had fully embraced the “closed country policy”.
 * Prior Knowledge:**

As laws, the source was created for and applied to the general public. Nevertheless, as mentioned previously in the historical background, the edicts targeted one social stratum - the daimyos. Still and all, the source does not mention any specific social group within Japan. Accordingly, the laws keep their neutrality, at least superficially.
 * Audience:**

The source was produced to frighten people and strongly discourage any foreign interaction by declaring a set of legal laws banning certain actions. Due to growing religious conflicts and signs of disorder in the rigid class system after the introduction of foreign cultures, the bakufu was determined to wipe out and prevent further traces of foreign ideas.
 * Reason:**

The source is conveying to the audience that there shall be absolutely no interaction with foreign culture or ideas with the exception of few countries under surveillance. This includes physical movements such as exiting the country and actions such as engaging in forbidden trade or following the teachings of Christianity. Moreover, it stresses that Japan should adhere to its aboriginal sets of values, as can be seen in the ban on loyal, faithful samurais to buy any foreign goods.
 * The Main Idea:**

The source is significant in understanding the powerful dictatorship of the Tokugawa period, an era of isolation. These edicts serve as a steppingstone toward complete isolation. In addition, its indirect, implied significance is that this source demonstrates the power struggle between the shogunate and local feudal lords, daimyos. The trade between peasants or powerless merchants and foreigners would not matter too much. Nonetheless, the trade between powerful daimyos and foreingers could cause a whirlpool, as daimyos may take advantage of it and use the wealth and army to topple the government. More generally and obviously speaking, the source is a photograph of Japan's isolation in the seventeenth century.
 * Significance:**


 * //*World History Textbook pp. 111-113 and personal knowledge were used.//**

__**Video Questions**__ The “Bald Rat” was Toyotomi Hideyoshi.
 * 1) Who was "the Bald Rat"?**

Japan wanted to establish a worldwide overseas empire, its capital specifically set in China.
 * 2) Where did Japan hope to build its empire?**

Japan’s defeat at its invasion of Korea in 1592, the growing narrowness of Hideyoshi’s vision, and the ordered death of Hideyoshi’s successor, Hideyori, halted the expansion of its empire into the world.
 * 3) What stopped it from building its empire as planned?**

They were too concerned with the domestic affairs and internal battles within Japan, and nobody dared to question or challenge the isolationist policies of the succeeding //bakufu,// Japan’s feudal government.
 * 4) Why didn't they try again?**

//**Source Analysis 2: APPARTS_Qianlong Emperor**// **APPARTS On Qianlong on Chinese Trade with England**

Qianlong Emperor (1711 - 1799), the sixth emperor of the Qing Dynasty (1644 - 1911), created this source. With consolidated imperial power, his reign was the most prosperous period of Qing Dynasty. However, he became more narrow-minded in his old years. In addition, he did not tolerate unprofitable trade with foreign nations, in this case England.
 * Author:**

This letter was very likely to be produced in the capital of China, where the emperor abided. It is presumed that he wrote this letter to King George III of England in 1793, right after the petition by the British diplomat. This means that Qianlong Emperor did not wish China to change from being a closed economy to developing an active trade relationship with England.
 * Place and Time:**

Qianlong Emperor is deemed one of the most prosperous emperors in all of the dynasties in China. His reign also marked the peak of feudalism in China. This led to the creation of a multiethnic state. Qianlong Emperor was also a great patron of arts and literary works. More importantly, he expanded the Chinese empire to an unprecedented size; China’s political, military, and cultural impact stretched to states in East Asia. His influence, however, did not reach all the way to Europe. Looking further backward, Zhu Gaochi (Hongxi Emperor) banned maritime expeditions and foreign trade after Zhu Di's authority has weakened. For more than three centuries, China had experienced a very slow progression, if not regression, in terms of technological advancements. There may have been brief periods of restoration such as during the regimes of Kangxi Emperor or early regimes of Qianlong Emperor, but the general picture was a negative, downward slope. Nevertheless, Qianlong Emperor did not oppose restricted foreign trade in the ports of Guangzhou. He simply denied requests to open up more ports and expand the trading zones.
 * Prior Knowledge:**

This letter is addressed to King George III of England. Nevertheless, in a general sense, the letter could refer to leaders of all European nations who have similar interests and requests like England. By the emperor directly writing a letter to the king, it is implied how much China disliked and wanted to avoid such "opening" of the economy.
 * Audience: For whom was the source created and how might this affect the reliability of the source?**

The source was produced to politely yet precisely warn of the consequences of engaging in forceful, further economic activities with China. Moreover, it urges the king, as the leader of the kingdom, to discourage such ideas or beliefs that trade with China leads to material success.
 * Reason: Why was this source produced at the time it was produced?**

The source tries to convey that there should be no more further expansion from the ports of Guangzhou. Qianlong Emperor states that the fundamental needs of Europeans for basic commodities such as tea and silk could be fulfilled by Guangzhou alone. Qianlong points out that if further expanded from Guangzhou, many other European nations will participate and this may cause a whirlpool of chaos. Also, instant expulsion will be the result of proceeding to other coastal cities. Most importantly, China's point behind all this is that China simply cannot benefit from trading with European nations including England.
 * The Main Idea: What point is the source trying to convey?**

This source is significant in a way that it is a sign of the “closing of the mind” during the decline of the Qing Empire, the last years of Qianlong Emperor. China is once again avoiding international relations and foreign trade, and taking a similar path they once did three centuries ago. It foreshadows the a series of upcoming events, where European nations would forcefully "open" up China during what is known as period of unequal treaty in the nineteenth and twentieth centuries.
 * Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.**

**Works Cited**

Hearn, Maxwell. "The Kangxi and Qianlong Emperors." //Visual Media Center | Columbia University in the City of New York//. N.p., n.d. Web. 27 Oct. 2011. <[|__http://www.learn.columbia.edu/nanxuntu/html/emperors/__]>. "Qianlong Emperor in Qing Dynasty, Qing dynasty in China's History, History of Ancient China." //History of China, China History, ancient China, Chinese history//. N.p., n.d. Web. 27 Oct. 2011. <[|__http://www.history-of-china.com/qing-dynasty/qianlong-emperor.htm__]>.

//MLA formatting by BibMe.org.//

=Explorer’s Journal [Class 25 (October 18) ~ Class 27 (October 25)]=

__ //**Declaration of Collaboration**// __
Since there are too many screenshots to put directly on the wiki page, a Pages document containing the screenshots is attached. The discussion was held on October 26, 2011. File Attached: Skype Chat Discussion Evidence
 * Below is the evidence showing that we had active, thorough discussions on the questions/topics.

Port 1
File Attached: Cornell Notes pp. 92-101
 * Cornell Notes pp. 92-101**

//What possible rewards might come from exploring the seas for new lands?// After explorations, one may benefit in various ways: increased wealth through payment and trade, and an irresistible sense of pride or glory. This particularly relates to the sea explorations intended to find new lands. For one example, explorers may be paid from their respective supporters in the loyal family who paid the costs of the trip. These patrons would reward successful explorers with money. Moreover, explorers could earn a vast amount of money by setting up new trade posts in new lands. This is one way for explorers to utilize the new land independently as a source of wealth: continuous income through trade of goods. Additionally, Columbus’s voyage from 1492 to 1493 allowed the Spanish Empire to be in an advantageous position in the race of explorations with Portugal. Such explorations could honor the name of your country. In summary, explorations for new lands could be rewarded by more wealth by getting paid and or trading, as well as bringing about glory to him/herself and the country.
 * Discussion Questions: Would you go?**

//What are the risks involved in embarking on a voyage into the unknown?// The major risks involved in venturing out into the unknown include failure to find new lands, dangers on the way, and setbacks in that unknown place. Such risks may range from being as unimportant as losing small amount of money to losing the whole crew. For instance, there is at least an infinitesimal chance of not reaching the destination in any voyage. When the destination is especially unknown, there is greater risk of failure. Also, there could be icebergs or hailstorm on the way. These underlying dangers including natural calamities is always a potential risk in embarking on a voyage. Thirdly, the local inhabitants may be very protective and assault you. An explorer must consider that the indigenous people may be less open-minded and friendly. In conclusion, there are always risks of never finding the land, facing critical dangers on the way and on the new lands.

//What will you do if you actually run into other people?// We would attempt communication and negotiation if we happen to see other people. Explorers often come across other similar or different people in new lands, and their may approaches may differ from person to person. For example, we will use body language if their vernaculars are unfathomable. The universality of hand gestures and physical motion would allow us to get our ideas across to them. Next, we will give them some of our possessions, specialties or objects to reach a consensus or earn promise of no violence. This means we will negotiate so that both parties will benefit from each other. To end, we will try communicating and negotiating if we run into other people.

//Sextant//: A sextant is a navigational instrument that determines one’s location, specifically the vessel’s latitude, by measuring celestial objects relative to the horizon.
 * Navigational Instrument**

To use the sextant, measure the angle of elevation of celestial bodies, or the height of the stars above the horizon. Any celestial object will be located directly over a particular position, and its location can be determined by referring to mathematical tables. You must read off the scale, the angle between one object and the horizon.

Its impact on the European Age of Exploration was huge; as it was considered effective and thus replaced the astrolabe in the mid-1700s, the sextant began to allow explorers to sight the sun at noon and estimate the position of the ship with a fair accuracy. This would mean more efficient, accurate journeys to certain destinations.

**Works Cited**

"How to use a sextant - Instructions." //Nautical Brass, Ship's Lamps, Sextants, Compasses, Telescopes - Everything Nautical//. N.p., n.d. Web. 24 Oct. 2011. <[|__http://www.robinsdocksideshop.com/how_to_use_a_sextant.htm__]>. Reyment, W. J. "The Age of Exploration." //InDepthInfo: Information Delivered In-Depth//. In depth [|__info.com__], n.d. Web. 27 Oct. 2011. <[|__http://www.indepthinfo.com/history/age-of-exploration.htm__]>.

Port 2

 * Map** (handed in as //hard copy//)


 * Voyage Chart**

**Works Cited** Minster, Christopher. "Biography of Amerigo Vespucci - Amerigo Vespucci Profile." //Latin American History//. About.com, n.d. Web. 26 Oct. 2011. <[|__http://latinamericanhistory.about.com/od/latinamericatheconquest/a/09vespucci.htm__]>. Subramanyam, Sanjay. "Professor Subramanyam: Vasco da Gama." //colaco.net//. N.p., n.d. Web. 26 Oct. 2011. <[|__http://www.colaco.net/1/vascosanjay.htm__]>. "Vespucci Challenges Columbus." //The Age of Exploration//. N.p., n.d. Web. 26 Oct. 2011. <[|__www.watertown.k12.ma.us/cunniff/americanhistorycentral/03ageofexploration/Vespucci_Chall.html__]>. //MLA formatting by BibMe.org.//

Port 3

 * Three Essential Topics**

//Identify the causes of African slavery.// African slavery was caused by Europe’s desperate need of laborers, and because Africans were deemed the most suitable slaves in few ways. African slavery has existed for centuries. Nevertheless, a more cruel version of slavery occurred in the colonies in the Americas starting from the sixteenth century. To begin, European nations including England, Spain, Portugal needed a multitude of cheap laborers. As colonies and their industries grew, more laborers were crucial. Furthermore, Africans were immune to European diseases. Since they could work in areas with Europeans, Europeans much preferred to enslave Africans. Last of all, Africans were more manipulative and less rebellious. Accordingly, colonists had no problem with enslaving them. The three primary factors that brought about African slavery in the colonies in the Americas from 1500s were demand for laborers and the fitting characteristics of Africans: their immunity to contagious diseases and servility.

//Explain the Triangular Trade Route.// The Triangular Trade Route refers to the routes of continuous, interdependent trade of different items between three regions or ports. Out of all the forms or systems of triangular trade, the primary one is the Triangular Trade Route during the seventeenth and eighteenth centuries between Europe, Africa, and the West Indies. To further clarify, the matters each region sent to the next destination were determined by matters received from the previous place. For example, manufactured goods moved from Europe to coastal regions of Africa. This was the payment for the middleman dealers who caught slaves for Europeans. In addition, slaves were transferred from Africa to the West Indies. With slaves, the colonies in the Americas had enough labor force to prepare raw materials. Lastly, raw materials such as sugar, cotton, coffee, tobacco and molasses were transported from the West Indies to Europe. This provided the necessary substances to manufacture products in Europe. To sum up, the Triangular Trade Route was three effective, mutual trade routes that benefited all three regions in most cases.

//Identify the consequences of the slave trade//. The slave trade not just affected Africa adversely, but also left an economic and cultural impact on the Americas. The trans-Atlantic trade from the 1500s to the 1800s was a period in which numerous Africans living in West Africa and Central Africa were forcibly transported to the colonies in the Americas. To give an example of the consequence, Africa lost generations of the fittest people. A huge loss of working population meant that the majority of people with the potential of contributing to Africa disappeared. On the other hand, cotton and tobacco plantations as well as other industries started to flourish. With the help of a massive, hard-working labor force, the colonies were able to prosper. Finally, African music, arts, food, and religious customs and so forth. Not only did the slaves determine the fate of the economy of the colonies, but they brought an influx of their aboriginal culture. All things considered, the consequences of the slave trade were loss of Africa’s future and inevitable impact on economy and culture of the colonies in the American continent.

File Attached: Cornell Notes pp. 137 - 141
 * Cornell Notes pp. 137 - 141**

**See, Think, Wonder**
__**21st Sep. 2011**__

I see a muscular, fully naked man lying on some place, his hand rested on his knee. I see an old bearded man surrounded by countless creatures, reaching out a finger to the man on the left. I see the index fingers of both men nearly touching each other.

I think this is a well-known Renaissance painting called //The Creation of Adams//, as I have seen it in a museum in the Vatican Palace. I think this pertains to one of the first stories or texts in the Bible, which states that God created Adam and Eve to start the human species. I think the man on the left is on land, as it is green and brown like mountain and soil, whereas the old man is in midair, since the background is white and blue like clouds in a sky. I think the naked man represents Adam, who in Christianity is believed to be the very first man on Earth. I think the old bearded man represents the omnipotent God in Christianity, bringing about the energy of life into this man.

I wonder what or who those crowded people near the old man are. I wonder what the closeness of two index fingers of each figure symbolizes. I wonder how people during the time period of this painting viewed and reacted to this religious painting.

= China's Golden Ages II - Directed Reading = __**9th Sep. 2011**__


 * Picture 1: Muslim Populations Around the World**

This map immediately makes us think that there are countless Muslims in the modern world. China has 21.7 million Muslims, which is a mind-blowing number, considering the population of South Korea is 50 million people. This suggests that Islam was spread to China since a long time ago; presumably the fifteenth century, when China began interacting with the original Islam culture of countries in the Middle East.


 * Picture 2: Voyages of Zheng He**

The admiral Zheng He ventured throughout the world from 1405 to 1422. The given map indicates that Zheng He not only traveled to nearby Southeast Asia, but also the Arabian Peninsula and Africa. With limited technology, other country except China would have been capable of such long journey over a long period of time. Once again, this convinces me that China was undergoing the Golden Age. It also implies that Zheng He was a crucial figure in Ming Dynasty, and that eunuchs could have enormous power.


 * Video: Forbidden City**

The video discusses about the Forbidden City, an indispensable site in China for more than 500 years. It is divided into sections: the inner court and the outer court. The emperor and his concubines lived in it. Zhu Di had built this massive and significant "city" in his new capital Beijing. Although it cost great amount of money and the lives of many workers, it would continue symbolize China as superpower for the regimes of twenty-four emperors. Therefore, I believe the construction of Forbidden City was one of the key accomplishments of Zhu Di.

=China's Golden Ages I - Directed Reading= __**6th Sep. 2011 ~ 8th Sep. 2011**__


 * Picture 1: Chinese Ship vs. Santa Maria**

I am utterly surprised by the overwhelming power of Ming Dynasty back then. Zheng He's ship is approximately three times longer and nine times wider than Santa Maria. The Chinese ship is incomparably more sturdy and sophisticated; it can not only house many people, but also invulnerable to storms. This picture also convinces me that China established diplomatic relationships with numerous countries, since fleets of such magnificent ship could access and conquer anywhere in the globe.


 * Picture 2: Europe in 1400**

This map portrays Europe that is separated into countless kingdoms. There is obviously a division of power, but it makes me wonder how all those different regions were able to cope with each other. Unlike China in Asia, there was no single powerful, unifying country in Europe. Therefore, I think there may have been constant power struggles between kingdoms, initiating frequent wars.

If many European rulers had been invited to Beijing on February 2, 1421, they would have come from the following places. I have used the given map and the map on our textbook (pg. 45) to identify which empires or kingdoms they may have come from. I have used the knowledge of geography to identify which geographical region they may have come from.
 * Question**:

The Holy Roman Emperor would have come from Holy Roman Empire, or the German Kingdom in North-West Europe. The Emperor of Byzantium would have come from the Byzantine Empire in Constantinople in the Bosphorus. The Doge of Venice would have come from Venetian Republic in Appennie Peninsula. The king of England would have come from Kingdom of England in Northern Europe. The king of France would have come from Kingdom of France in Western Europe. The king of Castille would have come from Kingdom of Castille in center of Iberian Peninsula. The king of Portugal would have come from Kingdom of Portugal in western Iberian Peninsula.


 * Picture 3: Territories of Dynasties in China**

I am surprised by the huge number of dynasties in China. It is also interesting to observe the gradual process of a comparatively small territory transforming into a unified country that is the third (or fourth) largest in the world in size. Since China’s territory changes drastically intermittently, I believe China has a very turbulent history, full of collapse and revival.


 * Picture 4: Silk Road**

At a time when transportation was limited, it is amazing that there was continuous flow of goods from Far East all the way to the Arabian Peninsula. It must have taken painstaking effort and time for merchants to venture through harsh geographic landforms such as mountains and deserts. Since Silk Road connected the Islamic Empire and China that were both at their pinnacles of advancement, the Silk Road could have served as a steppingstone from Middle Ages to a more developed era.

I compared the given map with a map on our textbook. I tried to find exact correspondence between countries in the modern map and the given map. The silk road went through the following modern countries: Turkey, Syria, Jordan, Iraq, Iran, Afghanistan, Pakistan, China (including Xinjiang Uighur Autonomous Region), Turkmenistan, Uzbekistan, Tajikistan, Kyrgistan, Kyrgistan, and Saudi Arabia.
 * Question**:


 * Picture 5: European City Populations**

Although not an exponential surge, the location of the majority of urban population has shifted from 1400 to 1600. In 1600, there are many city-dwellers in Italy and England. This is different from 1400, where much of urban population was in present-day France and Germany. In my opinion, this suggests that these cities and city states of Italy and England were the key centers of the Renaissance. This is because the environments of cities allowed the influx of past ideas and values, unlike in the rural areas.

Using the key, there were approximately 50,000 inhabitants in London. To relate this to China, Beijing had as many as fifty times as that of London's population. Therefore, there must have been roughly 2,500,000 people in Beijing. This indicates that Beijing was a huge, populous capital city; the heart of Zhu Di's ambitious plans.


 * Picture 6: Zhu Di's Beijing City Wall Map**

Even when I was living in Beijing, I did not realize that this city was a very well-planned one. Chinese people built cities within cities. They also built tens of “//men//”, or gates, with different meanings attached to each one. Different temples are dedicated for different parts of the religion, such as the moon and sun. It is intriguing how different parts of the city serve different roles in worshipping God.


 * Picture 7: Beijing Modern Map**

This modern map resembles a typical metropolis. It seems very well-planned with straight roads and expressways. There is no indication of a section of the city that is more significant than others. The temples and gates that used to hold important meaning are next to hotels and restaurants.


 * Comparing Between Zhu Di's Map and Beijing Modern Map**

On the map designed by Zhu Di, the Forbidden City accounts for a large area in the total area of the city. Also, each temple has a huge size. On the other hand, those places have the same area as any other large gymnasium, museum, or department store. The details of the modern map of the city are very thorough and precise. To conclude, places like temples and the Forbidden City do not seem to hold much significance in present-day Beijing.


 * Picture 8: The Great Wall Map**

I think the Great Wall of China provided a strategical advantage to China throughout its dynasties. The armies of countries that could only attack China by land must have deeply struggled with this artifical geographic barrier. The wall built during Ming Dynasty particularly surrounds areas near Beijing. I think this implies how the capital was able to remain unconquerable for a long time.

If the Great Wall had extended straight from Hushan near Yalu River toward the direction of west of Beijing for roughly 6,400 kilometers, it is estimated to end in present-day Iraq. According to the atlas in our textbook, 2.7 centimeters on the screen represents the actual distance of 1,000 kilometers. Therefore, 6,400 kilometers would be equivalent to 17.28 centimeters on this digital map. Using a ruler, I have stretched a straight line going west from Hushan near Yalu River for 17.28 centimeters. That is how I ended up in present-day Iraq.
 * Question**:


 * Picture 9: Prime Meridian**

Prime Meridian is the meridian, or the line of longitude at which the longitude is 0º. It is interesting how humans thought of exactly pinpointing the prime meridian to one place. in one region of England. Zhu Di had wished to set the new capital, Beijing, to be set as the prime meridian. Nonetheless, his attempts were failed. Instead, Greenwich, a London borough, is selected centuries later. This suggests that England was the leading country of the world at the time it was selected as the “center” of the world.


 * Picture 10: The Grand Canal Map**

As the name suggests, the Grand Canal must have been a remarkable breakthrough back in the fifteenth century, as it stretches a long way from Beijing to Hangzhou. I think it enabled efficient transportation of goods and food supplies, which may then allowed cities to prosper. Also, it could have reduced the damage Chinese people were suffering from the flooding of the nearby river, Yellow River.


 * __30th Aug. 2011__**


 * Two Concluding Sentences From Three Maps**

After the fall of the Roman Empire, the Islamic Empire expanded its territories from Arabia into parts touching Europe. Not only did the religion itself spread, but also the classical ideas and values they had acquired from ancient Greece and Rome.

Jae Hun, does the MAP tell you this (last sentence)? 2/3

**__24th Aug. 2011__**
= **Unit One Family History Assignment** =

1. **Wedding Photo (Unwritten)**

Although this is an unwritten source, there are two pieces of white paper on either side of the couple, written in Chinese characters. Translations are provided just in case.

__Translations - Left Paper__ Congratulations Marriage

Bridegroom Jeong Nam Kang

Bok Rae Won Wedding Hall October 5, 1969

__Translations - Right Paper__ Congratulations Marriage

Bride Yang Moo Choi

Bok Rae Won Wedding Hall October 5, 1969

***A single red letter on a big circle only means: “Congratulations”**

It is a __primary source__. The photograph was taken on October 5, 1969, at the time of the event (marriage/wedding). This is a colored wedding photo of the bridegroom Jeong Nam Kang and the bride Yang Moo Choi standing next to each other arm-in-arm. Dressed neatly even at that time, they seem to be tightly bonded together. This photograph was taken during the wedding ceremony. By looking at this source, we do not have to create our own imaginary wedding of Mister Kang and Miss Chang and how they look like. Through the use of photography, this wedding photo indisputably captures a very “realistic” image of the couple; their physical appearance, as well as the setting of that time period. Not only does this single photograph depict the very moment when Mister Kang and Miss Choi were spiritually and ceremoniously wedded to each other, but it also serves to immortalize their marriage. This way, even their descendants after decades can visualize how their grandparents were like.
 * This pertains to source #1, unwritten source of wedding photo.**
 * __//Description//__**:
 * __//Significance//__**:

The following is the translation for this wedding invitation.
 * 2. Wedding Invitation (Written)**

Wedding Invitation Chang Soo Kang - //Oldest Son// Mister **Jeong Nam Kang** Mal Nam Kim - //Fourth Daugther// Miss **Yang Moo Choi** The two above have a wedding. Please come to give them your blessings.

Date: October 5, 1969, 10 a.m. (August 24 on the lunar calender) Time: Jeonju City Bok Rae Won Wedding Hall (New building 1st floor) Officiant: Dr. Yoo Young-dae (People who created this invitation letter): Ki Hong Song, Jae Myun Choi

Sincerely, Please bring your wife, too.

It is a __primary source__. As most wedding invitations acknowledge the recipient of the wedding ceremony few weeks before the actual day, this is also assumed to be produced only several weeks before October 5, 1960. Therefore, it can be seen as "produced at that time". __**//Description//**__: This is a printed wedding invitation, a letter asking the recipient to attend the wedding of Jeong Nam Kang and Yang Moo Choi as a guest. It contains basic information about the wedding ceremony, such as, but not limited to: the bride and groom, the date, the place and the conductor (or officiant) of the marriage. __**//Significance//**__: Although this source is not an official record, it still has validity. As with most wedding invitations, it was probably sent several weeks before the actual wedding date in order to let the guests know earlier. It is formally written in third-person language like a marriage certificate, and also contains nearly all essential information about the couple and their marriage. Consequently, this wedding invitation could serve as an undoubtable evidence that the marriage of Mister Kang and Miss Choi actually took place.
 * This pertains to source #2, written source of wedding invitation.**

It is a __primary source__. The event is described through an interview format by Mister Kang, the person directly involved in this event. __**//Description//**__: A short oral, face-to-face interview was conducted on Saturday August 20, 2011 in Shinsege Department Store in Jukgeon, Kyoengki Province, South Korea. The interviewee was Mister Kang, already mentioned throughout the previous two sources. The interviewer was the grandson of Mister Kang, Jae Hyun Park. Jae Hyun Park asked Mister Kang a simple question about Mister Kang’s marriage and how he met Miss Kang. Mister Kang said that he met Miss Choi by chance at a Buddhist temple, naturally went out on a date walking in the snow, and gave up his bar exam to marry her. __**//Significance//**__: This interview is significant in the way that it is a brief story of love and marriage told directly from that bridegroom Mister Kang, about forty years after the event. Although memories can slip, this is a trustworthy source in that Mister Kang thought deeply about the event in an attempt to tell the story to his own grandson. In addition, this interview allows us to gain great understanding of the marriage - not just the factual information of the wedding ceremony itself, but the process that led to the marriage.
 * 3.** **Interview**


 * I apologize for the slow loading. Please wait for at least half a minute.**

//**Interview with Jeong Nam Kang**// media type="file" key="A-Jae Hyun P's Interview with Maternal Grandfather.m4v" width="530" height="556" align="center"

There were numerous significant events in my family history over a span of nearly eighty years. Among them is the meeting and marriage of my maternal grandparents. If they were not married, my mother would not have been born, and therefore I would not exist now if it weren’t for my grandparents’ marriage. Before talking about the wedding ceremony itself, let me introduce how they met. It is a story that I uncovered in a recent __interview__ with my grandfather. My grandfather was studying diligently for a bar exam at a Buddhist temple - so he may have felt lonely. One day, after hiking at a nearby mountain, my grandmother visited that same temple to take a rest. There, she met my grandfather. On a frigid and snowy day, the two walked in the snow. They talked, and love bloomed like a flower. Eventually, they decided to depend on each other for the rest of their lives. But it was difficult for a jobless student to marry, given that marriage cost some money. Therefore, my grandfather abandoned being a law student and entered Korea Exchange Bank. The year after that, they were married, as promised. A __wedding invitation__ sent several weeks before the marriage reveals many details about their wedding. First of all, the wedding was taken place in Jeonju, a large city in Jeollabuk-do, (province) South Korea; specifically in a newly built Bok Rae Won Wedding Hall. Furthermore, the date of the wedding was October 5, 1969 - 42 years ago from 2011! The conductor was an influential man in Jeonju, Dr. Yoo Young-dae, the then president of Chonbuk National University. A __wedding photo__ taken that day during the ceremony clearly helps me to form a general image of the marriage. As portrayed in the photo, my grandparents are standing next to each other, arm-in-arm. From the look of their eyes, I realize they are hinting how truly they love each other. media type="file" key="A-Jae Hyun P's Oral Recording of Recount of Event.m4a" width="300" height="50"
 * 4. Oral & Written Recordings of Recount of the Event**
 * Written**:
 * Oral**: //*if you prefer me speaking about this event in a dramatic voice, it is here for you to play.//

Jae Hyun P. and Jack J. (Partner)
 * __22nd Aug. 2011__**
 * Turning Points in the Pre-Renaissance**

Digital Copy:

**Application of “APPARTS”** //“The Black Death, 1348”//

__**Author**__**:** Giovanni Boccaccio (1313 ~ 1375) -Italian writer thought of as one of the **4**founders of the Renaissance (rebirth of art and literature from 14th century to 16th century) and Humanism (Renaissance movement in which interest in ancient Roman and Greek thought revived) through his contributions -his most well-known and influential literary work is **3**//The Decameron//; a fictional prose in which a group of ten young people tell hundred tales in ten days about their experience of fleeing from the plague-stricken city of Florence, Italy in 1348 -he loses nearly all of his beloved family members and friends during the //Black Death// (epidemic of plague); therefore, it is assumed that plague means a horrifying event to Boccaccio, described very graphically

__**Place and Time**__ 1) **6**__Forlì__, where Boccaccio resided at the court of Francesco Ordelaffi, exchanging sonnets and //carmina// with the grammarian Checo di Meletto Rossi around 1348 2) **7**__Florence__, where Boccaccio claimed to have lived in 1348 when the plague started in Italy
 * Place:** __uncertain__; probably one of the four following cities in Italy, but not limited to:
 * 1) **2**__Ravenna__, where Boccaccio spent most of his time seeking for a literary patron after 1347
 * 2) **6**__Certaldo__, where Boccaccio retired to around 1371 and wrote the revised version; also, the past tense and the voice of recalling the past seem to imply that it is written some time after the peak of the plague in 1348
 * Time**: the very first version of this introduction was probably composed anytime between **3**1349 (some critics say 1350) and 1351 (some critics say 1353); however, its revised version appeared as manuscript form around 51370

__**Prior Knowledge**__**:** the late 1340s and early 1350s were times of the outbreak of the Black Death in Europe (Italy, in this context) and Boccaccio’s direct or indirect experiences with the plague provided insights for him to write //The Decameron// -for an uncertain cause, the Black Death spread from Asia to Italy in the spring of 1348 -the plague, spread either by the infected fleas or close contact with infected patients, killed more than one-fourth and up to half of the whole European population -the shock or bitterness Boccaccio felt from the deaths of his father, step-mother and numerous friends and countless other people probably served as insights for Boccaccio to write //The Decameron//

__**Audience**__**:** the general public; probably written for a commercial purpose since Boccaccio had to make a living, it was available in manuscript form to anyone who purchased it starting from 1370 -since //The Decameron// was a source of entertainment in the sense it was a fictional story and available to anyone who bought it, it is assumed that this excerpt from the book is neither argumentative nor biased

__**Reason**__**:** in order to provide some background knowledge to the readers so that the readers could be familiar with the context behind the fictional part of //The Decameron//

__**The Main Idea**__**:** in 1348, Florence was completely and ruthlessly ravaged by the plague -the plague was incurable, extremely infectious and deadly; predictable by certain symptoms -nearly all people avoided the sick, including their own kith and kin; but had different ways to deal with this abrupt tragedy -the whole country turned into an anarchical whirlpool of chaos -people struggled to deal with decaying bodies laid everywhere

__**Significance**__ -Three steps of the thinking process were used to reach how this text was significant. 1. //The Decameron// claimed popular support by the middle class and is believed to have inspired numerous writers. (among them is 2Geoffrey Chaucer, English poet who wrote //Cantenbury Tales//) Boccaccio is commonly referred to as “**1**father of Italian prose”, mainly due to his monumental work //The Decameron//. Moreover, //The Decameron// founded and served as a catalyst to further the Renaissance and Humanism that have just started in Europe. 2. It is uncertain if the book earned its fame from its fictional portion or this factual portion. One of the aspects of the book that made it popular would be those vivid, intriguing descriptions of the plague and the way that it affected the society. Many of the unparalleled descriptions present in the fictional part of the book must have come from this introductory portion we are examining now. 3. Consequently, we can conclude that this source is significant in two ways. First, it is a written, primary source; one of the early accounts of the plague that is helpful in understanding how the plague affected Florence, Italy in 1348. 3//The Decameron// was first composed only shortly after the year 1348, which can help people to form trustworthy and vivid visualizations of what the society was like during the plague. In the second place, this introductory portion helped to found several literary movements, among them the Renaissance, to a certain extent; as it was a necessary part of //The Decameron//, an influential work during early Renaissance.

**Works Cited**

//MLA formatting by BibMe.org.//
 * 1**1902 Encyclopedia (Encyclopaedia Britannica, 9th and 10th Editions). "Giovanni Boccaccio, Italian author and poet (1313-75)." //1902 Encyclopedia (Encyclopaedia Britannica, 9th and 10th Editions)//. N.p., n.d. Web. 21 Aug. 2011. <[|__http://www.1902encyclopedia.com/B/BOC/giovanni-boccaccio.html__]>.
 * 2**Carr, Dr. Karen. "Boccaccio - History for Kids!." //Kidipede - History for Kids - Homework Help for Middle School Social Studies//. Kidipede, 3 Mar. 2011. Web. 19 Aug. 2011. <[|__http://www.historyforkids.org/learn/medieval/literature/boccaccio.htm__]>.
 * 3**Dr. Fidel Fajardo-Acosta. "The Decameron." //Fajardo-Acosta.com//. Fidel Fajardo-Acosta, n.d. Web. 19 Aug. 2011. <[|__http://fajardo-acosta.com/worldlit/boccaccio/decameron.htm__]>.
 * 4**"Giovanni Boccaccio." //Middle Ages//. The Middle Ages Website, n.d. Web. 19 Aug. 2011. <[|__http://www.middle-ages.org.uk/giovanni-boccaccio.htm__]>.
 * 5**"Giovanni Boccaccio The Decameron Criticism." //eNotes - Literature Study Guides, Lesson Plans, and More.//. eNotes.com, n.d. Web. 21 Aug. 2011. <[|__http://www.enotes.com/classical-medieval-criticism/decameron-giovanni-boccaccio__]>.
 * 6**Italian Studies Department's Virtual Humanities Lab. "Decameron Web | Boccaccio." //Brown University//. N.p., 12 Mar. 2010. Web. 19 Aug. 2011. <[|__http://www.brown.edu/Departments/Italian_Studies/dweb/boccaccio/life1_en.php__]>.
 * 7**"The Black Death of 1348 to 1350." //History Learning Site//. historylearningsite.co.uk, n.d. Web. 19 Aug. 2011. <[|__http://www.historylearningsite.co.uk black_death_of_1348_to_1350.htm__]>.

Digital Copy:
 * __19th Aug. 2011__**
 * The Many Hats of a Historian**

“The Many Hats of a Historian” Vocabulary**
 * **heretical**: defying religious beliefs
 * **faggot**: a bundle of sticks that a convicted heretic must carry
 * **Eucharist**: holy bread in Christian ceremony representing Christ’s body
 * **abstain**: to restrain something you enjoy for religious reason
 * **penance**: religious atonement for wrongful behaviors
 * **beseeching**: begging eagerly
 * **source**: something that gives you information

John Hogsflesh is convicted for heresy; thus he is forced to carry out the penance. He must go from market to market, carrying along his faggot. Then, he must proclaim himself a heretic and remind the public never to defy the religion. The historian’s main point of this article is that in the sixteenth century religion-dominated England, authorities thoroughly shut all heretics out or purified them. The historian’s “story” is that of a heretic who defied the infallible religion and now performing a series of unpleasant actions for the sake of his life.
 * Questions**
 * 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?**

Not the main idea of the article.

John Arnold believes that a modern historian is not just a “record keeper” who organizes events chronologically, but an “interpreter” who faithfully addresses the incompleteness and contradictions of historical records. I definitely agree with his two assumptions, but he seems to have missed some other roles of a historian. A historian is indisputably a “teacher”. He or she can either give face-to-face history lecture to people, or indirectly teach the general public through textbooks, essays and other writings. In addition, a historian is an “explorer”. Any historian can physically attempt to discover new pieces of historical data, just like the all-time favorite archaeologist //Indiana Jones.// To sum up our assumptions, a historian is flexible enough to be dedicated to different jobs: a record keeper, an interpreter, a teacher, or an explorer.
 * 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?**

Arnold identifies at least NINE roles of a historian. I like the historian-as-Indiana-Jones reference!

If you “treat a source with fidelity”, you truthfully examine the source with an impartial and unimpassioned eye; your prior opinions or beliefs should not change the way that you understand and interpret that source. This is an indispensable attitude we must take when reading historical references. Through this approach we can prevent ourselves from being fixed to a certain knowledge or perspective, and it makes us receptive to new ideas and viewpoints.
 * 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?**

Good answer.

One’s prior knowledge, beliefs or interests often affect his or her interpretation of an event. Different characteristics or details of a certain event appeal to different interpreters through different ways. Let me show how a single event can produce various possible interpretations. In 2009, after spending four years in Beijing, China, I moved back to my homeland: Seoul, South Korea. I felt as if I totally wasted those four precious years playing and playing. Therefore, out of a strong feeling of incompetence and ignorance, I voluntarily attended the so-called hagwon, a private educational institute, until my new school would start in August. A big shuttle bus came to the station and picked me up. Inside the bus, a new world laid in front of me. It seemed to be the total opposite of a comparatively freewheeling educational environment of Beijing. On the front of the bus were students whose noses were literally stuck to their books, their eyes fiercely rolling between indecipherable vocabulary words and their definitions. Then there were those proud-looking high schoolers sitting on the very back of the bus. Their legs stretched in midair, kicking an innocent boy sitting in front of them. The boy showed no response, his eyes struggling to focus on his classic novel. After what was a minute, he finally turned back and said: “Don’t kick me.” The high schoolers smirked and yelled: “Use the honorific form! How dare you look at a high schooler like that?” I quickly turned my head in nervousness. Then, I heard two students sitting in front of me talking. “Hey, I scored 98 on the Chinese character test and guess what my class rank is?” said one boy rhetorically, then answered: “Twenty-third. Ten got a hundred and twelve got 99. How sad is that?” By now I had a gaping mouth. ‘Is studying this tough and competitive in Korea? How will I survive in my new school?’ I thought.
 * 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?**

Historians may interpret my experience at the bus on the first day of hagwon differently.

One historian might make a point that year 2009 was the peak of educational competition and private education in South Korea, as the government would soon try to reduce private education expenses and have more progressive superintendents of education (of Seoul and Kyeongki Province) in office.

Another historian might point out that there are roots for the older exercising authority over the younger in Korean society - citing some sources like //The Three Bonds and Five Relationships in Confucianism//. (//the relationship between elder and younger is one of order and discipline//)

Somebody who is solely interested in my particular experience might talk about how this experience would be the first contact I made with the strict Korean educational system. That historian might expand and conclude that this experience served as a catalyst and probably the first motivational factor for me to work harder.

Great answer! Awful story though -- I mean awful how the teenagers on the bus acted.

I talked about my childhood experience with my mother. It was back in 2000, on the first day when I went to a child day care center (pre-kindergarten). During my conversation, I was able to recall that I cried that day; because I got some kind of paper cut. I remembered my teacher blowing over my finger, as if it would magically alleviate the pain. Then, I somehow came out of the room and stood in front of the elevator, and I embraced my mother in tears. My mother said that it was true that I sobbed and hugged her, but she claimed that instead of crying due to a paper cut, I cried simply because I missed her. Out of embarrassment, I denied such childish behaviors of mine. It is possible for a mathematician to remain completely objective and say: “1+1 = 2”. On the other hand, it is impossible for any historian to do so when attaching meaning to history. Just like I unconsciously altered the reason behind my crying, a historian is vulnerable to favor one perspective even if it is to a very slight degree. Historians may control obviously biased statements, but they cannot erase their own opinions deep inside their minds; accumulated unknowingly over time.
 * 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.**

Good answer.

When practicing subjective history, historians gear toward one side of the argument or a particular perspective. This will only portray a single, limited way to look at a certain historical account, and moreover, does not allow the audience to form their own opinions. Nevertheless, sometimes subjective history can be advantageous for teaching people lessons and conveying messages. For instance, when a historian entitles a former president as “dictator” and describes how he ruthlessly stamped the lower social stratum, a strong message is given: current rulers should never forget the raison d’etre of the government, and the people should rise up when necessary. This relates back to my dialogue with mother about my childhood experience. My memory was inaccurate not only because it was a long time ago, but because I unconsciously distorted it in the way it sounded both reasonable and in favor of me. This tells us an important fact about history: history can be distorted.
 * 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?**

A historian learns about past record through various sources, and makes up a story called “history” based on it. History includes nearly all basic elements of a story. It has numerous characters with “protagonists” and “antagonists” depending on the historian’s view, an interesting plot, setting and so forth. Historians then tell this whole “story” to the general public and in this sense, they closely resemble storytellers. It is my opinion that no boundary between “right” and “wrong” exists in history. There can be versions that are as numberless as sand for a single story, but we should not decide which one is “truer” and “more right” than the others. Although there are many generally accepted historical “facts”, history varies depending on which angle you look at it from. As long as a historian tells a story about an event with supportive evidence and convincing argument or observation or inference, he or she is trustworthy and deserving to listen to.
 * 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?**

Before reading this article and listening to the first lecture of the class, history only held superficial meanings within me. ‘Columbus discovered America in 1492? That’s history. Industrial revolution in 19th century Britain? That’s history. Japanese occupation from 1910 to 1945? That’s history.’ I thought. A historian seemed to be no better than a professor boringly organizing past events and writing textbooks. Now, such beliefs are completely eradicated and I have formed new views toward history. First of all, there is no absolutely “true” or “right” history, and that any current historical document or data are prone to change. In the second place, that as a historian there are multiples of roles to assume: detective, interpreter, storyteller, teacher, judge, and explorer... Third, //I// can also be involved in contributing to a better knowledge of history. Lastly and most importantly, that it is crucial to //at least// attempt to be objective, and recognize the importance of being open-minded and try to look at things from many different perspectives!
 * 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?**


 * 1) 6-8 All great answers! 9.5/10


 * __16th Aug. 2011__ Application of APPARTS on Pope Gregory VII's Letter**
 * Digital Copy: [[file:A-Jae Hyun P's Application of APPARTS On Pope Gregory VII'S Letter.pages]]**

-the head of the Roman Catholic Church from 1073 to 1085 -a reforming pope who redefined the role of the Catholic Church in the Middle Ages -had firm convictions that God founded the Church, the Church is supreme over all human structures including the secular state, and that all power of every kind belongs to the pope
 * Author:** //Pope Gregory VII// (1015 ~ 1085)


 * Place and Time:** assumed to be written in Rome, Italy and written circa 1075

-Pope Gregory VII was the first of a series of popes who challenged the secular authority of European monarchies (the then Holy Roman Emperor, Henry IV) -Pope Gregory VII claimed only the pope himself has control over appointments of abbots and bishops (the beginning of what is known as //Investiture Controversy//) -Pope Gregory VII led other reformations such as introducing clerical celibacy; forbidding clergymen to marry
 * Prior Knowledge:** there were conflicts between secular and ecclesiastical authority throughout the Middle Ages; particularly during the 11th and 12th century


 * Audience:** unknown, but assumed to be the general public; this set of papal propositions is either directly or indirectly aimed at the emperor, and therefore clearly denotes the dogma of Pope Gregory VII


 * Reason:** in order to state certain canonical doctrines and axioms; but mainly to reestablish a certain set of powers that the pope possess, including the power to appoint church officials

-God founded the Roman Catholic Church and the Church is never wrong -the pope not only has absolute power over all Catholics, but also over all secular emperors
 * The Main Idea:** the pope is in the center of Roman Catholic Church, the divine institution, and therefore the pope righteously claims certain powers over the secular emperor
 * -the pope, not the emperor, has the authority to appoint church officials**
 * -the pope can depose all church officials and secular emperors**
 * -the pope decides on a general council and canonical texts**
 * -the pope can annul any decree**
 * -the pope can free any subject from an unjust emperor**
 * -all Catholics must conform with the Roman Church and the pope**

Significance:
 * -a reliable, written primary source directly produced by Pope Gregory VII**
 * -Pope Gregory VII explicitly declared precedence over secular emperors and asserted he himself is the emperor of all the land inhabited by Catholics**
 * -suggests that the late 11th century was the beginning of a great struggle for power between the pope and the emperor and the start of //Investiture Controversy//**

Bibliography**

Oestereich, Thomas. "Pope St. Gregory VII." __The Catholic Encyclopedia.__ Vol. 6. New York: Robert Appleton Company, 1909. 15 Aug. 2011 <[|__http://www.newadvent.org/cathen/06791c.htm__]>.
 * A site was used to research about Pope Gregory VII under “Prior Knowledge” section.