Lisa's+World


 * Vann Diagram**
 * Due 5/23/12**



10/10


 * Unit 7 Final Assessment**

[]
 * Lisa and Carol**


 * Class 48**


 * Questions A, B, C**

1. **Describe in your own words what happened to this house.** The whole house has exploded due to fist by a searing blast of heat, then by a shock wave with a force of around 200 tones, the by a 300 km-per-hour wind. 2. **Use your imagination to describe what would happen if a whole town was hit by an explosion like this.** If a whole town was hit by an explosion like one on the picture, people will all burn or vaporize. All the buildings, houses, transportation would burn too. Then, the whole town would tremble; streetlights would fall and posters and road signs would be blown away. When the buildings burn, the pieces of it will scatter around it.
 * A. Look at the photographs opposite.**

I think these people wanted to 'ban the bomb' because they knew how powerful the atomic bomb was. They wanted the government to ban the bomb to protect themselves. Through the bombs of Hiroshima and Nagasaki, they knew the growth of nuclear weapons. They knew the consequences of bombing can bring about and the future where nuclear weapons are kept formed.
 * B. Look at the photograph above.**
 * 1. Why do you think these people wanted the government to 'ban the bomb'?**

I think there was a wide range of people in CND because atomic bomb is something that can affect anyone, not regarding their age nor gender. It was obvious for men, women, and child to go against the bombs because it could affect their lives.
 * 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?**

There were many arguments against banning nuclear weapons. First, both U.S and and USSR needed to increase the number of production of bombs and missiles to show their power off. For them, more weapon was more power. Also, they needed to be ready when one of them attacked another. The United States created lots of missiles to close the 'missile gap' between them and USSR. They had thought that they should have equal amount of power with USSR, therefore they had to go against banning nuclear weapons.
 * C. Look back to chapter 7 on pages 16-17. What arguments were there against banning nuclear weapons?**


 * Chart of Goals**


 * The United Nations**: protect the nations from International aggression, to keep peace within nations.
 * Marshall Plan**: provided food, machinery, and other materials to Europe, many nations joined the Allies.
 * Warsaw Pact**: URRS created Warsaw Pact to form its alliance with other countries such as East Germany, Czechoslovakia, Poland, Hungary, Romania, Bulgaria, and Albania.

I think the most significant historical event out of four is the fall of the Berlin Wall. The wall had been like a symbol of division between the Communist and the Democratic systems. The fall of that wall meant that the West Berlin and the East Berlin were united. The unification led to rebel and rebel led to a revolution. The size of the rebels was unexplainable. After the fall of Berlin wall, Communist governments in countries such as Czechoslovakia fell. From the fall of Berlin wall, the Communist and Democratic world became united and I think that's why this is the most significant historical event.
 * __Most Significant Historical Event__**

10/10


 * HW due May 18th, 2012**


 * Vann Diagram**




 * Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking.**

In my opinion, it was right for the Allies to try only Nazi and Japanese leaders for war crimes because Nazi and Japanese leaders were the ones who were responsible for most of the war crimes. During WWII, Nazi committed a huge crime by trying to eliminate all the Jewish population. They sent them to concentration camps, abused, and experimented on them. The Japanese also played a big part in war crimes, that they used the method of suicide pilots, and breaking peace after WWI. The punishment for the Nazi and Japanese leaders showed the world what was the cost for committing such a huge crime: putting on a trial. I think the leaders of Nazi and Japan definitely deserves this punishment.

10/10


 * Class 46**


 * My thoughts about stories of the few who survived.**


 * Twins**

The first thing I felt about the twins was an anger that they were experimented just because they were twins. People who were subjected to an experiment were disposable, that they were killed when they were no longer useful. It was a little bit of relief when this twins were able to have babies, while most of the women who were experimented couldn't. It was happy to see their family pictures. It is awful to imagine what kind of experiments they did to twins.


 * Brothers**

I felt really sad for the moment when Uri Chanoch said he was separated from his mother and sister in a train and he regrets that he didn't kiss nor hug them. I wasn't really surprised at how they beat up some prisoners until they passed away. Lastly, I realized what the Holocaust really did to prisoners not only physically, but mentally, they took away their emotions.


 * Mordecai Eldar**

I was angered by the Nazis' harsh treatment of the prisoners and Jews. It was really hard for me to hear about detailed treatments that Mordecai Eldar told. It was unbelievable the picture of skeletal prisoners. Finally, I can't imagine how to live under conditions like where you don't know when you can die.


 * Zanne Farbstein**

Zanne Farbstein's description of her experience during the Holocaust was really heartbreaking. More than her explanation, I could feel the pain from the frown she made while talking about her experience. Also, it is unbelievable how a human can go through all of these.


 * Yaakov Hollander**

I was horrified by how the Camp Commander, Goeth, walked around like a hunter and shot people. The picture of him angered me, that he was wearing nothing on his top, and it makes him look like he's just shooting people like if its nothing. Also, Hollander's worst memory, when he felt really bad that he couldn't share his cake with his brother, it touched my heart and reminded me of my own sibling.


 * Sophie Angelsman**

Angelsman's tone of talking about her experiences almost made me cry. She was about to cry while she was remembering her old memories. Her dream, becoming a nurse, shows me how much she was sick of deaths and how desperate wanting to see something opposite: births.


 * Eva Brown**

I was shocked when all imprisoned Jews had numbers engrained into their arms. Eva Brown says, that she lost her identity and it made me feel really upset for the reason that humans were not treated as humans.

9.5/10


 * Class 45**


 * //Skill-builder/Interpretation and Document based questions.//**


 * 1. Which of the nations listed in the chart suffered the greatest human costs?**

Russia suffered the most human costs during the war.


 * 2. How does U.S spending on the war compare with the spending of Germany and Japan?**

U.S spent much more on the war than Germany and Japan.


 * What factors may have contributed to the increased number of deaths in World War II over World War I?**

One of the factors that may have contributed to the increased number of deaths in WWII over WWI would be the development in technology. During the WWI, planes were made out of canvas instead of metallic material. Also, in WWII, U.S had an atomic bomb, which caused tremendous number people to die. Another reason is that more countries participated in WWII than WWI, which made sense for WWII to have more deaths. The fact that civilians were attacked directly may also be one of the factors because in WWI, fights were done in the trenches by the soldiers, but in WWII, civilians were attacked.


 * Under what conditions did the Polish refugees flee from the Germans?**

Polish refugees were in the worst condition while fleeing from the Germans. Attacks by the German soldiers resulted in the loss of homes, jobs, money, and lands. They had to somehow go through this situation without life necessities. Not only the life necessities were gone, but families were frequently separated. There was no hope at all for these Polish refugees. Their minds were filled with grief of family separation, bunch of questions how they had to go though these conditions and what will happen in the future. Therefore, Polish refugees had to leave Germany without a such plan.


 * Judging from the photograph, what was the government's attitude toward Japanese Americans?**

Judging from the photograph, the government's attitude toward Japanese Americans was very strict and harsh. It could be shown from the lined soldiers, they always kept their eyes on Japanese-Americans to make sure they don't stay or return. The government is showing no respect at all to the Japanese Americans and not considering them as Americans.

10/10


 * Class 44**


 * GUIDED READING PDF DONE IN HARDCOPY DUE TO OVERLAPPING OF SAME NAMED FILES**


 * 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?**

The history conveyed in the first clip (Hollywood Dramatization) is more of emotional view of WWII. It focuses more on what soldiers could've possibly seen and and felt during the D-day landings. It was a lot of dramatization, meaning it had some exaggeration, Allied veterans' groups have said that it is the most realistic depiction of the real D-day landings. The second video clip, I would say that it was more for the presentation for variety of people of how soldiers felt. It was made as if WWII is not as monstrous as soldiers said it was. I personally think that the Hollywood dramatization is more true. Although there was little bit of exaggeration, if i were a soldier, I would agree more with the first clip. I think audience was able to realistically experience the horror of WWII.

10/10


 * Class 43**


 * Fairness or unfairness Japanese internment**

In my opinion, the Japanese internment was definitely unfair. After the attack on Pearl Harbor, U.S. citizens were angered and they pressured the government to 'do something' to the Japanese who were living in America. Citizens of U.S. descent were accused that they were spying for the Japanese and were sent to the internment camps. However, not a single Japanese-American or a Japanese-Canadian were found guilty for spying U.S. for Japan. Also, the Japanese citizens who were sent to internment camps suffered from mental stress as well as physical hardships.


 * 1. Wartime Propaganda**


 * What wartime images do you recognize from your study of the war?**

Some of the wartime images I recognize from my study of the war are Nazi Swastika, Hitler's face, and Mein Kampf that was given to Donald. Also, Donald working in factory that produces weapons tell me that it was the life for most of the civilians.


 * What are some of the messages of this cartoon?**

This cartoon was a propaganda against Germany's Nazi government. It was better to live in the United States of America than in Germany due to forced labor and loyalty that laid upon Germans.


 * Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?**

I think companies like Disney and Warner Brothers produced there cartoons during the war because it was very appealing to anyone. It was a very powerful tool to influence people's minds.

In the cartoon, I recognize Uncle Sam, representing United States, collecting papers in a crate labeled 'U.S.A Salvage Program.' I also see civilians in the American home front packing things to send to the the soldiers, it shows their support for them.

**What is the intended message of the cartoon?**
The intended message of the cartoon is that civilians, including women participated in the war. It reminds us that it is a total war, where not only people who fight is involved within the war, but also people in their home fronts. Their happy faces tell us that it is their duty to help the soldiers and they're happy to help them.

=
3. Life on the Home front in Britain exploration... Go to [|this site] and click on each topic area to learn about life in Britain during the war. For each of the following topics, write down 3 significant pieces of information. You may do this on your gallery page, or as a hard copy. ======

Children at war

 * over 3,500,000 children, women, and elderly were evacuated to escape German bombing raids
 * many children did not know where they were going; they were just happy for the new places
 * some children faced worse bombing in the “safe places” than at home

Rationing
 * there was an exact food rationing system
 * each family could only shop in the store they registered in
 * new clothes were purchased with coupons

Women at war
 * the Women’s Voluntary Service (WVS) was the largest women’s wartime service
 * WVS carried out many different tasks, including helping evacuees, driving ambulances, running canteens and rest centers, nurseries
 * in the Auxiliary Territorial Service (ATS), women were allowed every duty except for combat

Messages of war 10/10
 * some posters used the scary figures to deliver the message
 * many of them were directed towards civilians to change their lifestyle
 * it was very appealing


 * Class 42**

Read pp 497-501 (online or new textbook) or pp 447-450 (old hard copy) on Japan's Pacific campaign, and complete the guided reading in place of Cornell notes. You can print this off, or make your own chart using this template. You must complete parts A and B.

__DONE IN HARDCOPY__


 * Description of Perspectives presented in Political Cartoons. What does each cartoon highlight about how Japanese expansion was viewed?**

1. Let Sam Do It
 * The League of Nations wanted U.S to solve Japan and China's conflict.
 * Japanese expansions were viewed as a negative thing since it is drawn like they were messing up the world.

2. Let others swear and toil
 * The cartoon is showing how Japanese thought about Western nations: that they were benefiting from their imperialized countries.
 * Japanese expansions are viewed as something that is absolutely okay to do since Western nations did it too to benefit their countries.

3.
 * Japan is saying that the League of Nations will not do anything to stop Japan from expanding their territory.
 * Japanese expansions are viewed as necessary. It will help Japan to become more powerful.

4.
 * It is shown in this cartoon that Japan wanted to take New Guinea, but Australia will not just stay still if Japan tried to invade New Guinea.
 * Japanese expansion is viewed as a negative thing, as it is shown that other countries tried to stop Japan from keep invading other countries.


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

Japan attacked the United States of America for several reasons. First, America stopped shipping war materials to countries at war and later put a trade embargo on Japan so that it would cut off 80% of Japan's supply of materials that could be used to build weapons. Second, America sided with China's Nationalist government which was against Japan. The U.S. expanded its army, which put Japan into hard situation where they had to quickly get over with problems with U.S. Also, Japan was angered by U.S who kept irritating them by moving the Pacific Fleet nearer Japan to Pearl Harbor in Hawaii and demanding Japan's immediate withdrawal from Indochia and China.


 * Key Events of Pearl Harbor**

In early 1941, Japan had a two-pronged strategy: making negotiations with America regarding the Japan's desire for expansion in Asia, and at the same time, developing plans for an attack on the United States if the negotiation fails. When the negotiation eventually failed, Japan bombed the Pearl Harbor on December 7th, 1941. Angered by this, America declared war on Japan on the next day. On December 11th, 1941, Japan's allies, Germany and Italy declared war on the United States.

10/10


 * Classwork 5/1/12**

As we listen to this [|podcast] on the Battle of Britain, take notes about the key events.


 * Key Events**

(Royal Air Force Museum)
 * Germany invaded European countries during summer of 1940.
 * On June 18, 1940, Germany invaded the Great Britain. (Operation Sea Lion commences)

Britain lacked:


 * weapons
 * small air force and soldiers compare to Germany

Britain had:


 * Good leader, Prime Minister, Winston Churchill
 * Volunteers
 * radar: transmitted radio actives reflected from coming aircraft
 * female operators reported to pilots (women had some roles in WWII)
 * factories were busy producing aircrafts

August, 1940- RAF bombed Berlin; Hitler got angry and attacked London and other cities of Britain for a revenge. September, 1940- civilians, homes, and factories were destroyed due to bombing of London and other cities. - destruction of many German aircrafts even though Germany had much more aircrafts.

German invasion plans eventually fails.

> **Questions (post answers on your gallery page):** > > **1) What was Operation Sea Lion?** Operation Sea lion is the German invasion of Britain.

> **2) Why did the battle not look good for Britain?** The battle did not look good for Britain because it had smaller air forces, army than Germany.

> **3) What advantage did Britain have?** The Great Britain had several advantages. First, British had high morale, resulting many volunteers all over the country to participate in the British air force. Also, they had a tool called radar, that helped British to figure out where the plane were.

> **4) What was Germany's mistake?** Germany's mistake was attacking London and other cities of Britain as retaliation of the bombing of Berlin.

> **5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause?** The air raids of London killed hundreds of civilians and destroyed homes and factories. The bombing of London aid Britain's cause because it fired British heart to fight against Germany. Also, the bombings gave the RAF time to rebuild damaged airfields and produce more aircrafts.

> **6) Why was the outcome of the battle of Britain significant for the Allies?** The outcome of the battle of Britain significant for the Allies because it proved once again, that Allies had powerful country. Also, if gave other countries morale that it was possible to go back to before Germany invaded other countries.


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

Even though the Great Britain was militarily weaker than Germany, it was able hold off the German invasion because it had several advantages that were stronger than any other factors. First of all, Britain had to face Germany by itself, therefore, they were desperate to win over Germany. Every British were willing to do whatever that was necessary to help protecting their country. Also, even though German planes outnumbered the British planes, British had better quality for technology, such as radar. Radar allowed British planes to know where German planes were and this gave them an advantage in battle. Lastly, they had a strong, brilliant leader named Winston Churchill.

10/10


 * HW due 5/1/12**

Read textbook p 492-496 and use this and your previous reading from the chapter to complete Section 1 Assessment #2 (a chart of turning points for the Allies) and a paragraph answering #8 (comparing Hitler and Napoleon's invasions of Russia).


 * 2. Turning points for the Allies**


 * First blitzkrieg-** "lightning war," involved using fast-moving airplanes and tanks, followed by massive infantry forces, to take enemy defenders by surprise and quickly overwhelm them. It was used for annexing Poland, and it was successful.


 * Allies stranded at Dunkirk**- When Germans had trapped the Allied forces around the northern French city of Lille, the Allies retreated to the beaches of Dunkirk, a French port city. They were trapped with their backs to the sea. This would be considered as a turning point to the Allies due to the fact that the Great Britain prevented Germany from having total domination over France.


 * Lead-Lease Act-** Great Britain did a better job in wars. Hitler started sinking any cargo ships they met.


 * 4. How were Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union similar?**

The Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union are similar in ways that they were both done by a dictator. The dictators expected a quick victory and they both thought they should rule the entire world. Also, both invasions were eventually defeated by lack of preparation for Russia's winter. Stubborn Russian defense made them to turn back. Napoleon and the German troops both made it through Moscow and conquered territory along the way. Lastly, both used scorch-earth strategy where they would destroy all the useful materials that would benefit their enemy.

10/10


 * Classwork 4/26/12**


 * Pg. 21-25 of Hitler's Germany**


 * A. Hitler's foreign policy aims**

1. The Treaty of Versailles

- ended WWI - blamed Germany for starting the war - took away huge amounts of land, money, and materials

2. The Union of all Germans in Germany

- Hitler wanted all the Germans in Austria, Czechoslovakia, Poland to be brought under his control

3. The Conquest of Lebensraum

- Lebensraum: living space - Germany was too small for its population, had not enough materials - solution: to take over the rich farmlands and mines of countries to the east, particularly Russia and Poland

(all three aims could only be achieved when Germany rearms her army forces.)


 * B. Hitler's rearmament of Germany**

- In 1934, Hitler gave top secret orders for Germany's army to expand (all of these were forbidden by the Treaty of Versailles) - In 1935, Hitler announces about his army - countries around Germany started to panic and create allies - Britain, France, and Italy signed an agreement condemning Hitler's announcement.
 * treble the army from 100,000 to 300,000
 * build two 'pocket battleships' and six submarines
 * create an air force


 * C. The remilitarization of the Rhineland, 1936**

- In 1936, Hitler ordered his army to march into the Rhineland, which was forbidden by the Treaty of Versailles - Even though Britain and France had an agreement that they would use their armies to stop German troops from entering Rhineland, the British refused to help the French, and the French did not want to fight Germany by itself - German army was able to build up a great line of forts on the border with France and Belgium - This 'West Wall" would prevent France and Britain to take military action against Germany if Hitler broke the Treaty of Versailles again


 * D. Hitler's alliances**


 * Rome- Berlin Axis**: agreement with Benito Mussolini, dictator of Italy that they would work together in foreign affairs (gave Hitler a powerful ally in Europe)
 * Anti Comintern Pact**: agreement with Japan, gave him an ally on the other side of the world.


 * Help for Franco in the Spanish Civil War**

- Hitler sent his best air force unit to fight on the side of the nationalist General Franco - Gives alliance with Italy when General Franco wins - Also gave toe Condor Legion the chance to try out methods of bombing towns from the air


 * E. The Anschluss with Austria, 1938**

- By 1938, Hitler felt strong enough to plan a union, or anschluss, with Austria, aiming uniting all German-speaking people in on country - Hitler began by ordering the Austrian Nazi Party to make as much trouble as it could, then when the Austrian government banned them because of this, Hitler held a meeting with the Austrian leader. - Hitler threatened Schuschnigg to make Austria join Germany. - Schuschnigg eventually accepts this and asked Hitler to send the German army into Austria to 'restore order' - Austria's Jews were made to get down and scrub streets with their hands and knees before they would all be in concentration camps


 * F. The take-over of Czechoslovakia, 1938-9**


 * 1. The Sudentenland Crisis, 1938**

- the shape of Germany after its union with Austria made Hitler decide to make part of Czechoslovakia in part of Germany - most of the people in part of Sudentenland, a land that is close to Germany supported a Nazi-style party called the Sudeten Germany Party - the leader of this group, Konrad Henlein was in Hitler's pay - Hitler instructed Henlein to stir up trouble in Sudentenland so that he could invade Czechoslovakia - Hitler's plan went wrong: the Czechs found out about this and immediately got ready to fight - Neville Chamberlain, the Prime Minister of Bratian, thought that the Sudentenland should belong to Germany and persuaded French to agree with them - also, he would no anything to stop a war (appeasement)


 * 2. The Munich Conference, 1938**

- Chamberlain asked Hitler if he could meet him in Germany to discuss a peaceful solution= 3 conferences - The third and las meeting was in Munich, leaders of France, Italy, Britain, and Germany, where they agreed upon Germany having the Sudentenland, instead Germany promised not to invade any other countries in Europe

however Hitler's promise breaks within 6 months, Hitler invades more of Czechoslovakia.
 * 3. The invasion of Czechoslovakia, 1939**


 * G. The Nazi-Soviet Pact, 1939**

- Until Hitler had the 'Polish Corridor', he would never stop - The British and French agreed that they would fight to protect Poland - Because if Germany attacked Poland, Germany herself would be attacked by three powerful countries (Britain, Russia, France), he made an agreement with Russia that GErmany and Russia would not fight each other and to attack Poland and divide it between them - Nazi-Soviet Pact- meant Hitler could invade the Polish Corridor without worrying about Russia

10/10


 * Classwork 4/20/12**

http://www.youtube.com/watch?v=DgSqe5w7LSE&feature=youtu.be You seemed to have more trouble with this one. 8/10


 * Classwork 4/19/12**

http://www.youtube.com/watch?v=f-fmTvCDA6Y&feature=youtu.be
 * 3rd oral quiz**

This was better! 10/10


 * Classwork 4/13/12**


 * 2nd oral quiz**

http://www.youtube.com/watch?v=nWijaDQQFX4&feature=youtu.be Just because you KNOW something, doesn't mean that it belongs in the answer to the question. How can you organize what you know to support your thesis? 8.5/10

Station 1
Read the "Chapter in Brief" section on "Postwar Uncertainty" and "A Worldwide Depression" and annotate focusing on the underlying problems in the US and world economy which CAUSED the Depression AND how different countries attempted to SOLVE the problems. Create an organizer for your information (digital or hard copy).

Hard Copy

Station 2
Look at this [|Photo Essay on the Great Depression], carefully reading the captions and examining the images. Talk about what you see as a group, then write 2 newspaper headlines, one from the //International Herald Tribune//, and one from the //New York Times// might run __if these pictures were taken today__. Think about how headlines use strong, attention-getting words. Once you have your headlines, write the thesis statement and three paragraph topic sentences for each article (i.e. what's the main point, and what are 3 points that support that thesis).

__"WWI Veterans, Assemble In Washington. What Are They Doing?"__

Thesis Statement: WWI veterans who are seeking early payment of a bonus assembled in Washington to pressure Congress and the White House.

1. On July 5, 1932, WWI Veterans block the steps of the Capital during the Bonus March. 2. President first resisted the demand, however, he secretly ordered that its members must given tents, cots, army rations, and medical care. 3. When the Senate rejected the bill, the veterans set up a Shantytown and and held daily parades to pressure the Congress.

__"Let's All Sit Down-The Best Way to Strike"__

Thesis Statement: Workers in Flint found a way to keep their jobs: a sit-down strike.

1. Hearing rumors that General Motors was moving work to factories where the union was not as strong, workers in Flint began a sit-down strike on December 30, 1936. 2. The sit-down is a very effective strike because when workers just walked off from their work, the management would find other workers, however, if the workers stayed in the plant, management could not replace workers. 3. The U.A.W (United Automobile Workers of America) will do anything to keep their work.

**Station 3**
Watch these short videos and take notes.

[|29 Minute Overview]

Herbert Hoover declared that U.S. was near to triumph over poverty, but failed to do so due to bubble economy. Millions of people became jobless, homeless, and hopeless.

Black Tuesday- start of the Great Depression

- People committed suicides, banks failed. - 10 men could eat, 10 million suffered from hunger. - Soup kitchens & bread line become common. - 2 million became hobos; began living in shanty towns, makeshift houses. (Hoovervilles) - Migration into the countryside, 400 million farms closed. - Schools closed, diseases spread. - People believed that recovery will be coming soon.

Federal Government of Hoover - Low interest rates. - Little government regulations. - Hawley-Smoot Tariff Act. - Hoover's oppressed actions toward WWI veterans in Bonus March when they demanded for early bonus payments.

First New Deal- helped only business owners who were already wealthy & gave too much power to government.

The Second New Deal- FDR's wife Eleanor Roosevelt played major role

During the year of 1939, American was on path to economic recovery.

[|A teacher's summary, with an international focus] (no need to watch the summary) and this [|documentary] (you can start from 0:40 and watch to the end)


 * A teacher's summary**

The Roaring Twenties (1920s) Period of excitement due to industrial growth

The Great Depression (1929-) - massive unemployment - destroyed world-peace hopes Wall Street Crash of 1929- depression for returned loans - Japan & Italy invaded weaker nations, Britain and France couldn't afford war


 * Documentary**

- new prosperity until the stock price's crash - people were dying to have jobs to earn money - Black Tuesday- bank withdraw funds - people become bankrupt

Another Great Depression...Today?
We have never heard more references to the Great Depression than today. Many are calling the current economic crisis, the Great Recession, because we learned so much about the Great Depression that we can hopefully keep the most terrible aspects of it from happening again, but not enough to correct the problem very quickly. You may already know something about the current economic crisis, but this [|short article] will help explain some of it.

Very well done. 10/10


 * Classwork 4/10/12**

http://www.youtube.com/watch?v=yS8BcIDdZEk&feature=youtu.be

Good first effort, but you need to organize your thoughts to present a clear picture. 9.5/10

__**Station 1: Read "Imperial China Collapses" from the Chapters in Brief and answer #4 on your gallery page.**__


 * 1) 4. How did the Treaty of Versailles add to China's problems?

China's main problem was that foreign nations had a great control over their economy. They thought joining the World War I would help them. However, the Treaty of Versailles instead of giving China freedom from foreign influence, they merely changed masters. The parts of China that had been in control of Germany were handed over to German which made Chinese angry. Rebels began taking place for a solution to China's problems.

__ **Station 2:** **Japan's role in Asia in the first half of the 20th century: History Textbook** __


 * Chapter 1:Modernization in Japan **

When Japan finally started making contacts with the United States and some European nations, it went under an incredible speed of modernization. For the first time in centuries, the emperor Mutsuhito ruled Japan directly. The 45 years he reigned was called the Meiji era which means "enlightened rule." During this era, the emperor sent government officials to Europe and the United States. They modeled their government after Germany, patterned the army after Germany and France, and adapted the American system of education. Also, Japan's economy developed through building railroads, mined coal and constructed factories. Just in few years, Japan's economy wasn't lower than any in the world. Japan started to gain confidence and to demonstrate its power, Japan started to expand its territory.

 __//two bar graphs that are comparing Japan's economy before and after Meiji Era.//__

//__<Emperor Mutsuhito>__// URL:http://www.nndb.com/people/326/000131930/


 * Chapter 2: Japan Invades Our Land**

After becoming modernized like other Western nations, Japan started to look for more lands. In the years 1894 and 1895, when China broke an agreement not to send armies into Korea, Japan went to war with it. China was driven out of Korea, and Japan gained Taiwan and some other islands as new colonies. Japan attacked our country, and by 1910, it had won complete control. They shut down Korean newspapers and changed schools so that only Japanese language and history were taught. They even took away the land of our farmers and distributed it to Japanese settlers. Our people were not allowed to start new businesses and resented these actions.


 * Chapter 3: Never Ending Japan's Expansion**

In 1904, Japan and Russia fought a war over China Manchurian territory. The world was surprised by the result. Japan had defeated Russia, a country with a larger power that was supposed to be stronger, over Manchuria. In 1937, Japan invaded China and French-Indo-China. They also attacked the United States and United Kingdom bases in 1941.

 __//One map of Japan before its expansions, another map of Japan after its expansions, including Korea and Manchuria.//__

__ **Station 3: Videos Mao vs. Stalin** __

Mao and Stalin were both harsh and cruel dictators and they both did damage to mankind as much as Hitler. However, out of those two, I would say Mao is the worse national leader. When Mao became the leader, he planned the Great Leap Forward, which was a movement to modernize China. However, this was a start of horrific suffering for the Chinese. Just for his project, Mao said that half of the China population would have to die, also it is good for the land when dead bodies fertilize the lands. He cared about China's economy and his happiness more than his citizens. Although Stalin did bad things as much as Mao, he was a psychopath. However, Mao, even though he was a normal person who could judge which actions are bad or not, he was cruel as much as Stalin and Hitler.

"Textbook" article is well done although you were not supposed to actually FIND the images you would use. 10/10


 * Classwork 4/6/12**

__**Station 1) Overview of Russian Revolution**__

Read the "Chapter in Brief" section on the Russian Revolution and then explain, on your gallery page, why Russia had a revolution in 1917. The Russian Revolution occurred due to the poor ruling of new czar named Nicholas II, the son of Alexander III. When Nicholas II became the new czar after his father, he continued the strong rule. He launched a program that was to build up Russia's industry. His plan worked for somewhat, because Russia became a leading producer of steel in the world. However, this rapid industrial growth brought problems. Working conditions were poor, wages were very low, and child labor. This made the workers angry and led them to often go on strike. They also did this when Russia was defeated at the hands of Japan in a war. Russian army killed hundreds of hungry workers who had peacefully gathered to ask for relief. Finally, in a very short period of World War I, Russia had hour million soldiers killed, wounded, or captured. Soldiers and citizens intensely protested, eventually putting the royal family down, and establishing a new government.


 * __Station 2) Primary and Secondary Sources: Video__**

Now, upload a podcast on your gallery page in which you explain whether Stalin was a good guy or a bad guy, and why.

media type="file" key="9D-Lisa Lee-Joseph Stalin.m4a" width="300" height="50"

__**Station 3) Tools to Persuade and Motivate- Propaganda**__



1. What is the message that this poster is trying to get out to the Russian people?

The message that this poster is trying to get out to the Russian people is that Tsar's dictatorship should be stopped. The laborers are on the very bottom carrying the priest and Tsar, meaning that it is doing all the work. Tsar has the whip, a symbol for dictators and cruel rulers. Priests are on the laborers but they have their bodies under the Tsar.

2. Do you find this piece of propaganda compelling? Why or why not?

I think this piece of propaganda is pretty compelling because it clearly shows the characteristics of each level. For example, Tsar is holding a whip, showing its dictatorship. If I were in Russia during this period, and looking this propaganda poster, I would have thought Tsar is bad and supporting Marxism, that the working class would over throw the Tsar.

http://www.internationalposter.com/poster-details.aspx?id=RUL07096


 * Homework 4/6/12**


 * 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 certainly reflected the different personalities and agendas of the victors. However, out of those countries who participated in the Paris Peace Conference, the Big Four, the United States, France, Great Britain, and Italy, especially varied in personalities and agendas. For example, Georges Clemenceau, a representative of France were angry, and demanded a lot from Germany for several reasons. Since most of the wars had been fought in France's territory, there were tremendous damages. Also, they didn't like Germany who wasn't defeated. On top of the France's agenda, there were taking away German territories, restricting the military in to one tenths, and requesting money. Great Britain also agreed to France's idea. However, what Woodrow Wilson of the United States of America visioned was very different form France's. He brought up the Fourteen Points, which was a series of proposals that is a plan for achieving a peace after WWI. They included banning secret treaties, freedom of seas, free trade, and reduced national armies and navies. He also thought we need a self-determination. People should be allowed to decide for themselves under which government they belong. Each of the countries had different agendas for this conference and they wanted make clear of their plans.


 * Classwork 3/8/12**

http://todaysmeet.com/worldwartotalwar-discussionDblock
 * With Raina, Jin, and Jason**


 * Classwork 2/29/12**


 * With Jee Lee**


 * 2. Compare the message of each poem.**

"In Flanders Fields", it describes a strong responsibility or duty that soldiers had even after their death. "Dulce et Decorum" explains even though the reality of the war is devastating and miserable, it is a honor to fight and die for a country.


 * The Rise of Nationalism**
 * Date: 2/17/12**

__//Positive and Negative Impacts of Nationalism//__ 2. The overthrow of colonial rule. 3. Democratic governments in nations. 4. Nations compete with each other, spurring scientific and technological advances. || 1. Extremely strong nationalistic feelings sometimes can lead a group to turn against outsiders. 2. Minority cultures diminish and nation's majority culture everywhere. 3. Ethnic cleansing. 4. Competitions between nations, resulting wars. ||
 * Positive Results || Negative Results ||
 * 1. People in a nation overcome their differences and share common good.

__//Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.//__

I think nationalism had a more positive impact on the world than a negative impact. To support my idea, first, we have nationalism in modern society, which we can tell from hundreds of different countries out there. When something doesn't get changed or lasts for a long time, it's usually because most people think that it's good, or even best. There are countless positive results that nationalism brought to us. One of them is unity. Nationalism brought all those different colonies with different cultures together, and created one nation under same goals. Also, nationalism created democratic governments to the world. Moreover, the competition among nations spurred scientific and technological advances.

__**Types of Nationalist Movements**__

__//1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.//__

The three types of Nationalistic movements are unification, separation, and state-building. First, unification is when lands are politically divided, but share similar cultures to form one nation, such as Germany in 19th century. Separation is when culturally distinct groups refuse to become one nation, and tries to break away. Lastly, state-building is when culturally distinct groups 'compromise' to become one nation.

__//2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?//__

Since empires are under the example of separation, I think they failed to become one nation. They probably couldn't accept single culture because each of them wanted to keep their culture so badly.

__**Key Skill: Analyzing Political Cartoons**__ Look at the cartoon on page 261 and complete the questions.

__//1. What symbol does the cartoonist use for the soon-to-be nation of Italy?//__

The cartoonist uses a boot for the symbol ofsoon-to-be nation of Italy. It is being put on a let of the king of Sardinia, him trying to make 'Italy' as a one nation.

__//2. How is Garibaldi portrayed?//__

Garibaldi is portrayed as a very powerless man. He is helping the king of Sardinia to put on his boots of Italy, and his sword is put down.

__//3. What does the title of the cartoon say about the cartoonist's view of Italian unification?//__

The cartoonist expresses 'pro' of Italian unification by using words "at last." It sounds like the right thing has been finally done.

__**CASE STUDY: Germany**__ On your own, read about the unification of Germany (online textbook pgs 261-263). 1) Create a flow chart that shows the key events that led the unification of Germany. 2) Looking at the map on page 263, answer the two geography skillbuilder questions.

__//1. What was unusual about the territory of Prussia as it existed in 1865?//__ The original territory of Prussia was separated each other. There are other territories in between the East and West side of the original territory of Prussia. __//2. After 1865, what year saw the biggest expansion of Prussian territory?//__ When South German States was added to Prussia, during the year of 1871, it brought 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.




 * First, I included a main symbol of Germany, an eagle. On its wings, there are two stars and they have two different meanings. One has the meaning of Nationalism and the other one is a symbol for unity since star is made of connected lines. Also, on its head, I put a crown on it, showing that Germany is now a one nation, under one crown, one power.**

Image found URL: http://www.arthursclipart.org/silhouettes/animals.htm http://www.clker.com/clipart-24033.html http://www.123rf.com/photo_4695295_celtic-wedding-band-or-corporate-unity-symbol--abstract-vector-geometry-illustration.html

I like your image, and your explanation of why you chose each element is clear. For your cartoon analysis, be careful to not just describe what you see, but to explain the meaning of it (eg. the sword on he ground, the fact that Garibaldi is kneeling, etc.)

19.5/20


 * Case Study 1: India and Britain**
 * Date: 2/15/12**


 * Terms & Names**

Sepoys are Indian soldiers who started Sepoy Mutiny. They were the first ones rose up in front of the British to protect their religious laws and customs. Their actions inspired later nationalists.
 * 1. Sepoys**

Sepoy Mutiny is an action that was taken by Sepoys in 1857, where Indian soldiers feared that the British were violating their religious customs, revolted. This resulted in establishment of direct rule by Britain. This action was like an "engine" of Nationalism.
 * 2. Sepoy Mutiny**

Congress Party is the political group that was formed to gain independence of India. They were first concerned with equal rights for Indians and at the same time, loyalty to the British crown. However, they became really nationalistic by 1900 and strong in front of Britain.
 * 3. Congress Party**

Ghandi spread the idea of nationalism to ordinary people. He came up with something called satyagraha, meaning nonviolent and noncooperation, which was very successful.
 * 4. Mohandas K. Ghandi**

Jinnah is the man who joined the Muslim League and worked hard to win independence by the unity of Hinduism and Islam. This was a strong movement since it made Britain to grant the independence of India.
 * 5. Muhammad Ali Jinnah**


 * Main Ideas**


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

First of all, British military forces were technologically advanced than the Indians, which allowed them to defeat Indians. Second, Indian kingdoms were engaged in a fierce power struggle, resulting chaos. Moreover, when the British were well organized and knew well what their goal was, Indians were disorganized. Lastly, the British brought political stability, and efficient government, and a system of law.


 * 2. What was the cause of the Sepoy Mutiny and what was its main result?**

Sepoy Mutiny was caused because of the threat they felt that their religious laws and customs were being violated. The mutiny resulted in establishment of direct rule by Britain. However, it fueled nationalism as in long term effect.


 * 3. Which groups and ideas promoted the Indian independence?**

The Indian National Congress Party and the Muslim League promoted the Indian independence. The Congress Party was together for Indians' rights. The Muslim League was organized in concern that the Congress Party would reflect only the views of the Hindu majority. The idea that the Indians should be equal to the British promoted the Indian independence.


 * 4. What were the four general principles of Ghandi's philosophy?**

One of the four general principles of Ghandi's philosophy is that live as simply as possible, never striving for material reward. Moreover, be tolerant of the religious beliefs of others and devote one's life to the service of others. Finally, battle injustice in all its forms, but never by resorting to violence.


 * 5. What role did Jinnah play in the partition of India?**

Jinnah thought that the unity of Hinduism and Islam would help India to gain independence. However, his efforts to unify Hindu and Muslim concerns consistently failed. He was frustrated that he could not get the Congress Party to agree to greater rights for minorities and the gap between Hidus and Muslims got wider. When the Congress Party's leader, Nehru rejected Jinnah's pleas for joint Congress-Muslim League governments in some provinces, the clash between the two groups eventually led to the partition of India.


 * Documents**


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

Documents B, C, E, I, J, and K are pro-British and documents A, D, F, G, H and L are pro-Indian.


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

The Indians in the lowest levels of their society would benefit from the India's Constitution because it states that "the state shall not discriminate against any citizen on grounds only of religion, race, caste, sex, place of birth..." also, it states that untouchability is abolished. Lastly, this document states the right all citizens should have which will definitely make their life better than before.


 * 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.**

British colonization have both positive and negative impacts on the people of India. For example, in document H, it states about right to equality and right to freedom which means all mankind deserves equal amount of freedom once they are born. This would benefit Indians who were in the lower classes.


 * Critical Thinking**


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

The difference in customs between Britain and India is the cause of the cultural conflict between the British and the Indians. Like it was mentioned, even though they were living in India, they tried to live exactly as they had lived in England. Also they did not socialize with Indians. What bigger than that, is the British assumption that Indians were an 'inferior race." They thought that the Indians' confidence in British rule would be weakened in they mixed too much in Indian society.


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

One of the positive effects is that India was in exposure of European culture and education. It developed a democratic and nationalist government. To add more, the British brought many technological advances into India and helped to be more organized. Some of the negative effects are that Indians weren't treated as equal as British and couldn't hold the top places in the civil service. For example, even though one Indian and the British worked the same, they won't earn the same; British will earn more. Moreover, India was split into four parts after the independence: India, Pakistan, Bangladesh, and Sri Lanka.


 * 11. How were Ghandi's four general principles effective in dealing wth a much more powerful Great Britain?**

First, one of the Ghandi's four principles was that no violence. If there was a violence, India would definitely lose to Great Britain since they got much more advanced technologies than Indians do.


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

Muslims demand a separate country of their constant conflict with Hinduism. Whenever there was independence being discussed, Muslims were afraid that they would exclude Muslims. They were the minority, and they could not get the Congress Party to agree to greater rights for them. This is why the gap between Hindus and Muslims to widen and eventually it made Muslims demand a separate nation.


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

The colony of India broke up into four nations because of various reasons. First was because of the clashes between Muslims and Hindus which made Muslims feel excluded in the way of independence and made them want a separate nation. First, Pakistan and India split and later, East Pakistan declared itself a separate nation- Bangladesh. Also, the island of Ceylon that was part of India become a one nation named "Sri Lanka."

20/20


 * 2/9/12 Classwork**


 * Task 1**
 * (Taking notes on table after watching a video)**

- Chinese officials attempted to ban it, however, they couldn't because British declared a war. - Britain won the 'Opium War.' - China was subjected to a series of unequal treaties. - Later, China had Taiping rebellion, trying tomake Utopia. - Even though there were some of them trying to modernize China, they failed because many clung to traditional values. - This failure led to many other countries trying to take over China. - U.S. was long trade partner with China, therefore, did not want other countries to take over china. - This led to open door policy. - Boxer Rebellion- rebellion about extraterritorial rights. || - Japan agreed to open their trade. - People got angry about this and new emperor Mutsuhito took control of the government. - Mutsuhito sent people to foreign countries to modernize Japan. - Japan's modernization was successful and they gained power. || - Conflict of jingoists vs. Isolationism. - America's new economy needed new markets. - A yellow journal. - The Spanish-American War, which signaled the emergence of the United States as a global power and the demise of Spain's empire. - Isolationism--> Imperialism. ||
 * //Reactions to Imperialism//**
 * **China** || **Japan** || **United States of America** ||
 * - Britain found a way to open China's trade, a drug called opium.


 * 2) Find one political cartoon for the impact of imperialism in China, one for the impact on Korea and one for American Imperialism. Include these cartoons in your notes and answers the following questions:**

http://www.defence.pk/forums/general-images-multimedia/85735-political-empires-cartoon-you-gotta-love.html
 * Imperialism in China**

__**1) Is this image pro or anti imperialism? How do you know?**__

I think this image is a pro-imperialism since it is showing that you can take over weak nation (China) and make it into your nation.

__**2) What views of the native peoples are being communicated in each of the illustrations?**__

Native peoples (China) are being viewed as a weak dragon that lost its power. It is surrounded by strong nations trying to take over their nation.

__**3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**__

Europeans/Japanese are fighting for China. They are represented by animals, each holding a weapon.


 * __4) What is message is being conveyed by the author about the benefits //OR// costs of imperialism?__**

I think this image is talking about benefits of imperialism since China is shown as a weak country, needing other nations to lead it.

https://wikiwillows2011.wikispaces.com/Imperialism
 * Imperialism in Korea**

__**1) Is this image pro or anti imperialism? How do you know?**__

I think this image is an anti imperialism since it looks like Korea is being forced by Japan to permit them to cross over their territory.

__**2) What views of the native peoples are being communicated in each of the illustrations?**__

The native peoples (Koreans) are being viewed as the "bridge" for Japanese which allows them through their territory, but because they were forced to. By his face expression, we can see Korea's opposition to Japan crossing over them.

__**3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**__

The Japanese man stepping over Korea seems very rude and it shows them they mistreated Korea.

__**4) What is message is being conveyed by the author about the benefits //OR// costs of imperialism?**__

This image is conveying the message that it is not fair to use other countries for their benefits.

http://sheg.stanford.edu/?q=node/33
 * American Imperialism**

__**1) Is this image pro or anti imperialism? How do you know?**__

I think this image is anti imperialism. The way how Americans and British are drawn doesn't tell us what important roles they were playing, but just the suffering faces of people from weak countries catch more attention.

__**2) What views of the native peoples are being communicated in each of the illustrations?**__

Native peoples seems like they are suffering from Americans / Europeans. Their faces seem like they're in a pain, carrying them.


 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**

Americans and Europeans are viewed as the evil ones who are just on Africans and doing nothing. They are just providing pain for Africans.

__**4) What is message is being conveyed by the author about the benefits //OR// costs of imperialism?**__

This image is conveying a message that the only thing imperialism gives is a pain for Africans, perhaps, little bit of nationalism for Americans /Europeans.

Economic Imperialism

 * 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?**

Feudalism generated wealth by higher class granting a land to lower class and as a return, lower class would work in the lands and give part of the products they earned to the higher class. Mercantilism generated money by exporting more than importing. However, unlike these two economic systems, capitalism is a free market, where no particular government or social class is involved.


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

According to this lecturer, there are three forces that drive capitalism: a free market, colonialism and imperialism, and fossil fuels. The lecturer emphasizes that a creative, innovative and productive system of market drives capitalism. Moreover, colonialism and imperialism allowed to extract resources and goods from the imperialized territories and these benefitted economies of imperialist countries. Finally, extraction of fossil fuels such as coal and natural gas created profit in Capitalism by increasing amount of the production.

I'm not sure you are clear what mercantilism is -- please review. Cartoon images are still not well understood. 17/20


 * 2/8/12 Classwork**

= Task 1: = Discuss table from the Reading on Imperialism with a partner.



__Task 2: Scramble for Africa__
Take a look at the map below! Britain and French controlled most sections of Africa in 1914. I think these countries had the largest area of Africa because British/Americans were the powerful ones who were able to take the lead of other countries.
 * 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: = //Watch the video below and continue to add to your notes. Make sure that you include the long term impacts of Colonization as well.//


 * Reasons and Justifications for Imperialism**

Basically for wealth, power, trade, resources. 1. Belief that only powerful nations leading weak countries can improve their society. 2. Industrialization increased economic and political tensions between Europe countries. 3. They wanted raw materials and more resources. 4. To have wider base of markets. 5. For their national pride. 6. Europeans to enjoy new products from trade.


 * Areas That Were Colonized**

1. Korea 2. Egypt 3. Africa 4. India 5. East Africa 6. Uganda 7. Rwanda


 * Impact of Imperialism**

1. Imperialism brought wealth to imperialists. (+) 2. Europeans took the ideas of artwork and styles from the colonies and brought to their countries. (+) 3. Some people in colonies took western culture. (+) 4. People from colonies were educated in Western styles. (+) 5. Relationship between imperialists and people in colony were bad. (-)

= Task 4: = For more information read [|**European Imperialism in Africa (Overview)**] on ABC Clio (user id is **kis**, pw is **welcome**) and answer the questions below The Berlin Conference was a conference where the great European powers- France, Great Britain, Germany, Portugal, Berlin, Italy, and Spain and the United States gathered together in Berlin, Germany and discussed about the division of the African Continent. The Conference agreed upon that any sovereign power that wanted to claim any territory should inform the other powers, annexation should be validated, and lastly, treaties with African rulers were to be considered a valid tittle to sovereignty.
 * 1) What was the Berlin Conference?**
 * 2) What were the three outcomes of the conference?**

= Task 5: = __**Key Skill: Analyzing Political Cartoons (ask the teacher for the handout)**__ Look through the 'Images of Imperialism' handout. For //__**each**__// of the images answer the following questions //__**using evidence from the image**__// to support your ideas.
 * //NOTE: You really need to analyze why an Artist has used certain images or words. Remember: a picture is worth a 1000 words!!!//**

__**Image 1**__ The image is a pro imperialism because in the picture, a man with a hat that looks like British is trying to take over the lands of Africa. Since Imperialism is an idea that it is duty for strong nations to take over the weak nations and dominate, this image is expressing the idea of Imperialism. //**2) What views of African and Asians are being communicated in each of the illustrations?**// Africa is viewed as a wealth, since it says "Gold Fields." Good=Money=Power //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British is taking the land of Africa and it is shown by the big, fat hands reaching towards the "Gold Fields." //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// I think the author is trying to convey benefits of imperialism since it says "Gold Fields" on the lands of Africa. However, it is also possible to say that the author is trying to convey the bad side of imperialism since the face expression and hand of the British seems evil.
 * //1) Is this image pro or anti imperialism? How do you know?//**

__**Image 2**__ The image is a pro-imperialism because of the big English/American man is standing in front of Africans who are "half devil, half child." //**2) What views of African and Asians are being communicated in each of the illustrations?**// Africans are viewed as small, thin, and weak people behind one strong, well-nourished British. Their bodies indicate their miserable lives under strong nations. Their bodies also describe "half devil, half child." //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British/Americans are viewed as strong, powerful man, leading the whole group of weak Africans. //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// The image is telling the benefits of imperialism since it shows the power British/Americans can have when they imperialize other countries.
 * //1) Is this image pro or anti imperialism? How do you know?//**

__**Image 3**__ This image is an anti-imperialism image because a crowned snake is curling up the body of African, almost trying to kill. Also, it is easy to see that African is feeling pain from it. //**2) What views of African and Asians are being communicated in each of the illustrations?**// Africans are viewed as the suffering ones from the harsh society since the man looks like he's in pain. He is also trying to get away from it, however, the snake is too tight, not letting him to escape. //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British/Americans are viewed as a crowned snake. A crowned snake represents their power and also their strong side where they won't let anyone go against them. //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// The author is trying to convey the costs of imperialism by putting monstrous face of imperialists.
 * //1) Is this image pro or anti imperialism? How do you know?//**

__**Image 4**__ This image is pro-imperialism because it is explaining all the powers strong nations (Britain and American) get when they imperialize other countries. //**2) What views of African and Asians are being communicated in each of the illustrations?**// Africans and Asians are being viewed as people who would have do the following: to be afraid of their navy, accept whatever they are doing because they are the "better" ones, and alway listen to them. //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British and Americans are being viewed as the powerful ones who are able to enjoy their lives by having more power than Africans/Asians. //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// I think the author is showing the benefits of imperialism by listing all the powers strong nations can have if they imperialize other countries.
 * //1) Is this image pro or anti imperialism? How do you know?//**

__**Image 5**__ I think this image is anti-imperialism because it doesn't seem like African kids and American kids are treated equally. The teacher is pointing at African kids and seems like he's mad at them. //**2) What views of African and Asians are being communicated in each of the illustrations?**// African kids are being viewed as stupid, uneducated ones who are getting the same education as the English kids. However, they are the only ones who are getting troubles from the teacher. //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British and Americans are viewed as the educated ones who are better than Africans. The difference of how they feel about being educated between British/American kids and African kid is clearly shown from the way they sit. //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// The author is trying to convey the costs of imperialism by showing how British/American kids are treated differently from African kids.
 * //1) Is this image pro or anti imperialism? How do you know?//**

__**Image 6**__ This image is pro-imperialism by strong nations being represented by a crowned eagle. If strong nations dominate weak nations, they are way above the weaker ones and have the power to control them. //**2) What views of African and Asians are being communicated in each of the illustrations?**// Africans and Asians are being viewed as the people who are under the rule of powerful nations. They will be controlled by the strong nations once they imperialize them. //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British/Americans are viewed as the powerful crowned eagle above everyone in Africa. If they decide to imperialize, the whole African nation would be theirs. //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// This image is showing the benefits of imperialism since it is expressing how much power they would earn.
 * //1) Is this image pro or anti imperialism? How do you know?//**

__**Image 7**__ Even though I can barely tell what the image is showing, I think this image is anti-imperialism because there is a black man hanging on the tree. There are also many dead bodies on the ground. //**2) What views of African and Asians are being communicated in each of the illustrations?**// Africans in this image are all dead. From this, I can infer that once strong nations imperialize weak nations, there is nothing that people from weak nations can do. //**3) What views are being communicated about the British/ Americans in their role as imperialists?**// British/Americans are being viewed as the ones who caused all the death for Africans. //**4) What is message is being conveyed by the author about the benefits OR costs of imperialism?**// I think the author is trying to tell the negative effect of imperialism by showing the death of Africans. Death is always a bad thing.
 * //1) Is this image pro or anti imperialism? How do you know?//**

Tasks 1-4 are well done. Task 5 needed more careful consideration and thought. Analyzing cartoons is something you will want to practice and improve. 25/30


 * Darwin**
 * Date: 2/8/12**


 * Do Darwin's theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points.**

Darwin's theories of struggle for life and natural selection completely apply to culture and society that humans experience. By the words of Darwin, "we do not always bear in mind, that though food may be now superabundant, it is not so at all seasons of each recurring year," Darwin is saying that not all the time, you'll be supplied with abundant supplies. Therefore, we should be keep fighting for our supplies. This is a solid fact because people are born with natural eager that want more money, profits, and goods than the others. The idea of natural selection was expressed by the statement, "Natural selection also leads to divergence of character." Out of the diversity, there are always some of them who 'fit' more than the others. They are the ones who survive in this harsh society and are able to enjoy their lives.

Missing imperialism chart. It would have been good if you had applied Darwin's ideas to both countries and individuals (if you think it is appropriate). We've been talking about imperialism. Do you think that imperialists have the RIGHT to dominate other nations because they are stronger? 5/10


 * The White Man's Burden & Questions**
 * Date: 2/6/12**


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

Based on Rudyard Kipling's description of this poem, "The White Man's Burden" means that it is imperializing nations' obligations to bring western culture and sensibility to the savage native populations. It is an idea that the stronger groups will replace the weaker ones to make the world a better place.


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

I completely agree with Kipling's characterization because I think it is a right action for strong countries to take the lead of weak countries and transform them like them. Nothing bad will happen to the countries getting imperialized except some of them just hate other nations taking lead of their countries.


 * 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.**

From this poem, I can see that the attitudes of Europeans and Americans toward the rest of the world during the mid 18 - early 1900's were kind of looking down on them. It is clearly shown that Europeans and Americans thought they were the best, leading countries of the world by listing all the goods that will come to undeveloped nations if they take up "The White Man's Burden". For example, the last line of 4th stanza, "The judgement of your peers!" is saying that their judgement is better than any other judgements because 'peer' means a member of the nobility in Britain or Ireland, comprising the ranks of duke, marquess, earl, viscount, and baron.


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

I can say that KIS is an example of "The White Man's Burden" in modern Korean society because the students of KIS speak English very well, which is the world language and therefore, might be helpful in leading Korea. However, KIS is not a 100% example of "The White Man's Burden" because people of KIS don't look down on people nor judge them.

Really? I'm very surprised that a modern person would agree with Kipling! So you agree that Japan SHOULD have taken over Korea and drained it of wealth for it's own benefit?! Imperialism isn't really about good healthy competition and the winner takes the prize after a fair contest. You have misunderstood the word "peer" in your answer to #3. In this context it means "those who are our social equals", in other words, others like us (think of "peer pressure"). Your answer to question #4 is really more about racism than about the "white man's burden" you were asked about. Of course the two are connected, but they are not synonymous. 7/10


 * 4 Primary Sources - Document-Based Questions**
 * Date: 2/2/12**


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

First of all, their views of industrialization are totally different. Andrew Carnegie views industrialization with optimism while Friedrich views it with sufferings of the workers. Carnegie says about the industrialization that it is a great advantage which America's industry will grow and can soon outsell the foreign producer. On the other hand, Engels states in his book titled 'The Communist Manifesto' that the poor struggle in the modern industrial life. He keeps on stating miserable lives of workers.


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

Mary Paul's satisfaction with her job and life in Lowell might be because of the compliments that the overseer tells her and all the girls who are in the same situation as her. However, all of them are because of her characteristics that fits well in that situation and her skills of spinning.


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

If the cartoon is showing the vampire bat of Capitalism attacking a laborer and Socialism as an angel, it is basically telling workers that Capitalism is a bad thing for them and Socialism is a good thing in general. Workers would obviously take the good side, which is socialism, and leave Capitalism.

WHY might Engels and Carnegie have such different perspectives? 9.5/10


 * 4 Questions of Communism**
 * Date: 1/31/12**


 * 1. Would Marx have agree that these countries were "communist"?**

I think Marx would have both agreed and disagreed that these countries were "communist" because "communism" in his terms and what was really happening in these countries had similar ideas, but also different ideas. First, Marx argued that communism is the stage after feudalism and capitalism. These communist countries' ultimate goal was also communism through the process called socialism. However, Marx also argued that communism should be all about equality, and to make this happen there should be no government at all. This contradicted with the reality because it is very hard for one country to have an equality and no government at all.


 * 2. What has happened to the "communist" world?**

Communism wasn't able to be reached. First, communism has to have an equality but it is almost impossible there to be an equality for every single person. It was a society where people thought was possible; but in reality, not. It was just a dream society where equality could exist with no government. Instead of decreasing the gaps between the rich and poor, it got bigger. Therefore, it was much harder to fix it. Moreover, these countries who tried to reach the communist world actually failed and had to go back through the history.


 * 3. Why do you think this has happened?**

I think this happened naturally because nothing can go against human nature. Even though they tried to decrease the gaps between the rich and poor, rich people would not give their wealth away easily and this is human nature where people want good things more than the others. It is the money they earned through their original wealth and brain, too bad for the stupid ones who didn't realize that. Also, communism is a 'theory' that some people have thought was perfect. However, theory and reality aren't same. They have a huge difference which theory can be wrong and reality is what is actually happening and will be considered as fact.


 * 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 think it would decrease the gaps, however, it is impossible to be equally balanced. Like I mentioned, rich wouldn't want to lost their money just to keep their balance. To them, money is more important than balance, where for poor, balance of classes is the most important thing and the only thing that could save them.


 * Photo Essay: A Childhood at Work**
 * Date: 1/20/12**

Children as young as five years of age labored in various kinds of factories throughout the world during the Industrial Revolution. They had numerous characteristics that made them an effective workers such as small hands and that they were cheaper than adult workers. Even though the U.S Congress passed the first federal legislation prohibiting the employment of children, children had to continue to labor in dangerous and unhealthy conditions. I can see that they were under very harsh conditions and were very mature as in both physically and mentally.


 * Industrial Revolution Question**
 * Date: 1/20/12**

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?

Although the Industrial Revolution and the urbanization had both positive and negative effects, I think there were more positive effects. It is true that people suffered a lot during the Industrial Revolution, but good things don't just fall from the sky. Meaning that there are always some problems you have to deal with in order to achieve success as just as we study to become a successful person. First, the Industrial Revolution created jobs for workers. It also contributed to the wealth of the nation which was a big effect on Britain. Moreover, the Industrial Revolution fostered technological progress and invention and increased the production of goods. Most importantly, it provided the hope of improvement in people's lives.


 * Invention Mindmap**
 * Date: 11/18/12**

media type="custom" key="12119564"


 * Congress of Vienna Questions # 4-5**
 * Date: 12/12/11**


 * 4. Why did Napoleon's empire collapse?**

- There are several reasons for Napoleon's empire to collapse. First was because of his desire to crush Britain. In 1806, Napoleon tried to stop all trade between Britain and the lands he controlled in the means of hurting British economy. However, this failed for some of the Europeans secretly bringing in British goods and at the same time, the British put their own blockade around Europe. Secondly, Napoleon's mistake was to make his brother king of Spain in 1808. With help from Britain, Spain and Britain fought back against Napoleon for five years. His last and worst mistake was to conquer Russia. When he got as far as Moscow with his troops, they found no food or supplies and winter was coming. As soldiers tried to leave Russia, cold weather, hunger, and attacks from Russian troops killed thousands. When other leaders saw this, they started to attack France and in 1814, Napoleon finally gave up his throne.


 * 5. What were the goals of the Congress of Vienna?**

- There were mainly three goals of the Congress of Vienna Klemens von Merrernich insisted. One of them was to make sure that France would not attack any other countries. Second goal was a balance of power in which no one nation was too strong. Third was to put kings back in charge of the countries from which they had been removed.


 * Image For the Quotation**
 * Date: 11/28/11**

I chose the image of fist for my quotation because we make changes with our own hands and those changes lead to a Revolution.


 * Glog Poster**
 * Date: 11/16/11**


 * [|Lisa Lee_Fredrick]**


 * Absolutism Questions**
 * Date: 11/15/11**


 * 1) What is absolutism?**
 * A theory of kingship whereby the monarch rules a centralized state with absolute sovereignty.


 * 2) Explain the justification for absolutism referred to as the 'divine right of kings'.**
 * The theoretical justification for absolutism were mainly religious and political. The divide right of kings was affirmed by a French bishop Jacques-Benigne Bossuet, who claimed that monarchs were the representatives of God on Earth. Therefore, their power was not to be challenged.
 * 3)** **List the causes of the rise of Absolutism in Europe.**
 * Political chaos and the Protestant Reformation made it necessary for many countries to have one strong ruler. Catholicism had lost its power as a unifying force and secular affairs needed guidance from a powerful ruler.

Absolutism appeared in Spain due to Habsburg royal families and their marriages. Afterwards, through conquests and expansions the monarchs power continued to strengthen. Absolutism emerged in France due to a need to suppress the rebellious nobles and drive away internal conflicts. Unlike the other countries, in England the Absolutist rulers worked hand-in-hand with the Parliament to their advantage. Absolutism had already existed in Russia since the 15th century. This was entrenched by ambitious and liberal rulers like Peter I and Catherine II.
 * 4) Explain briefly how absolutism developed in**
 * **Spain**
 * **France**
 * **England**
 * **Russia**


 * Speed Dating: Denis Diderot**
 * Date: 11/9/11**


 * Citation**

[|Speed Dating]

**The Age of Exploration** **Date: 10/26/11**

Members: Lisa Lee and Jee Lee

**Port 1**
 * Cornell Notes**

http://todaysmeet.com/P1JeeLisa
 * Discussion**

A navigational compass is an instrument that shows directions that is relative to the earth surface. It has four cardinal directions: North, South, East, and West. It was first invented by scholar of the China. I will use this compass to guide me and my men on the right direction.
 * Navigation Technologies**
 * Compass**

A Caravel is a ship with distinctive and admirable qualities. It was developed by Portuguese in the late 1400s and used for next 300 years. It can sail very fast and also sail well into the windward. The size is about 65 feet long and I will use it to carry cargos as much as I want and my men.
 * Caravel**

**Port 2**
 * Map of Voyages (Hard copy)**


 * Voyage charts**

**Port 3** **Journals** There are several causes for African slavery. First, Europeans and Americans wanted a larger number of people to work for them. Africans were perfect because they were immune to the European diseases and very cheap. They also had farming experiences and were less likely to flee because of their skin colors and they were unaccustomed to the routes. Over one of the Triangular Trade Routes, the Africans were transported across the Atlantic ocean and foods were brought. Also, merchants exchanged their goods for Africans then transported the Africans to the West Indies and sold them for sugar and molasses. Lastly, they sold these goods to New England. The Atlantic slave trade had impacts on both Africa and Americas. In Africa, multitude number of cultures were lost and countless African families were separated. Without Africans' labor, America's economy would not have been the same. Lastly, the population of African-Americans and the culture of America was influenced.
 * ** Identify the causes of African slavery. **
 * **Explain the Triangular Trade Route.**
 * **Identify the consequences of the slave trade.**
 * Cornell Notes**


 * Port 4 **


 * APPARTS (Edicts for 1635 ordering the closing of Japan) **

**Video Questions** “The Bald Rat” is Toyotomi Hideyoshi, who was a daimyo general during Sengoku period and controlled most of the country by combining brute force with shrewd political alliances. Japan hoped to build its empire in China, so they invaded Korea in 1593. Japan losing in the battle with Korea and Korea's turtle boat stopped it from building its empire as planned. After losing to Korea in the battle, Hideyoshi closed Japan's door from other countries just like China did.
 * 1) Who was "the Bald Rat"?**
 * 2) Where did Japan hope to build its empire?**
 * 3) What stopped it from building its empire as planned?**
 * 4) Why didn't they try again?**


 * APPARTS (Qianlong)**

**China's Age of Exploration**
 * Date: 9/23/2011**

It can be learned from this picture about how much Islam is widespread religion over the world. It shows us clearly that most of the countries have Islam as part of their religion. Indonesia has the most Muslims with the number of 202.9 million and Pakistan with the second greatest number. It also tells that China has some muslims, although there aren't many. It can be predicted Muslims in China might have come from western part of its territory.
 * Picture 1: Countries with more than 1 million Muslims**

This map briefly shows that Zheng He not only travelled to Asia but most of the continents. It also shows the greatness of China's ship since they could travel for long distances. Lastly, it tells that each voyage took few years.
 * Picture 2: Voyages of Zheng He**

This movie tells us that Zhu Di moved the capital to what is known as Beijing now, and built the Forbidden city. The accuracy of Chinese was shown in the Forbidden City and how much they put a thought into it. Furthermore, the movie clearly shows that the creation of the Forbidden City was one of the greatest accomplishments by Zhu Di.
 * The Forbidden City**


 * SEE, THINK, WONDER**
 * Date: 9/21/2011**

I see a man surrounded with women. I think they are trying to communicate something. I wonder why they are being separated.


 * Guideline Reading for 1421: The Year China Discovered the World**
 * Date: 9/7/2011**


 * Image that is comparing China Zheng He's ship and the Santa Maria.**

I can tell how huge the China's ship was comparing to Santa Maria.

In 1421, China had created over 800 ships of various sizes which could carry more than 30,000 men. However, Columbus, even though he was an important person at his time, had travelled the world with small ship which was only about 150 ft long and 20ft wide. Also, even though Santa Maria was created much later, they were worse than the China's ships that were created 80 years ago. This shows that China was advanced than any other countries.


 * Map that shows Europe in 1400.**

By looking at this map, I can learn where the countries were in the Europe.

By using these maps, the Holy Roman Emperor and the Emperor of Byzantine would have come from southwest part of the Europe. The Doge of Venice would have come from West of Italy and the king of England from Southern England. Furthermore, the king of France would have come from Northern France where capital city Paris is located. Lastly, the king of Castille would have come from the center of the Iberian Peninsula and the king of Portugal from the West of the Iberian Peninsula.


 * Map that shows territories of dynasties in China.**

It can be learned from the map that the territories of China and the dynasties changed over time. Also, the territory was the biggest during Yuan Dynasty(1294).


 * The Silk Road Map**

This map tells which areas the silk roads went through and the specific cities that it went.

The silk roads went through modern Turkey, Syria, Iraq, Iran, Afghanistan, Pakistan, India, Nepal, and China which were a huge part of the Asian countries.


 * Map that shows population of European cities**

The map tells the France had the most population in 1400 and Italy had the most population in 1600. Both of them had a population of about 250,000.


 * Image of Beijing City Wall**

This image shows how well and organized the Chinese constructed the building. We can tell that Chinese put a much thought when building the city wall.

Comparing the map of the great walled capital to the modern map of China, even though modern China still has all the temples, there are other buildings inside it. Streets, universities, hotels, and hospitals were more built in modern China.


 * The Great Wall**

This image shows how Zhu Di extended the Great Wall and how the walls were developed by Zhu Di as time went on. Also, we can definitely tell the improvement in the wall's length.

The Great Wall would probably have end up in Pakistan of Afghanistan if the wall really extended 6,400 kms long due west of Beijing.


 * The Prime Meridian**

This image shows that China was too far from "0" degree and proves that Greenwich is the center. Therefore, Zhu Di's hope Beijing becoming the center of the world failed.


 * The Grand Canal**

This map of the Grand Canal shows one of the greatest accomplishments by China. It can be learned that Zhu Di was very intelligent, planning to make the water to flow down which was a new idea. It also tells how much work was done by the Chinese and planned by Zhu Di.


 * Map Inferences**
 * Date: 9/5/11**

The maps show the spread of Islam as time passes. Also, they show the Umayyad Empire changing into the Abbasid Empire, then it is divided into three parts: Islamic world under Muhammad, Territory added by first four caliphs, and Territory added by Umayyad caliphs.


 * Resources for The Family History Project**
 * Date: 8/22/11**
 * 9D**


 * Event: My father received a PhD degree from Yonsei University.**


 * Written Source:**

This is a written source of my father receiving a PhD degree. This source clearly shows that my father had received a PhD degree and it is a primary source since it is the actual copy that my father got from the Yonsei University. This degree gives my father a little pride as a doctor. Also, this source is significant since it shows and proves my father's skills to his patients.

This is a picture of my father and his parents when my father received a PhD board from the Yonsei University. This picture is a primary source since we took it at that time, at the Yonsei University. If you look at this photo, you can see my father wearing a graduation uniform with some flowers. He was congratulated by many people, including our family. It was the most meaningful event for my father in his whole life. This unwritten source briefly shows how was it like when he finally received a PhD degree.
 * Unwritten Source:**

media type="file" key="interview with my dad lisa lee.m4v" width="300" height="300"
 * Oral Interview:**

This is an interview with my father. I asked him several questions about receiving a PhD degree. This is a secondary source since he is talking about what happened in the past. This source is significant because my father, an actual person who received a PhD degree is talking to me.

Please see my comments below:


 * The Many Hats of a Historian**
 * Date: 8/18/11**
 * 9D**


 * Vocabulary**


 * heretical- likely to believe in or practice religious heresy
 * faggot- bundle of sticks
 * Eucharist- Christian ceremony which is for remembering the Last Supper.
 * abstain- trying to get away from enjoying something
 * penance- self punishment as an expression of having done wrong something
 * beseeching- asking someone repeatedly to do something; begging
 * source- person, place, or thing which produce facts

Please fix the numbering problem!


 * 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?**
 * Hogsflesh was carrying out the penance for a punishment. He had to read out a statement declaring that he had been convicted for heretical beliefs at the marketplaces. If he had refused to carry out the penance, he might have burnt to death. By this, we can know that the historian’s main point of the article is that you get punishment if you are against to the beliefs at that time.

Not the main point of the article.


 * 1) **What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles?**
 * The role of a historian is to read records, report on what he or she finds there, and thus inform the wider world about the past. They also have to act as an interpreter. Yes, I agree with his assumptions. Since ‘history’ is a story of what led us up to here now and you need to understand it, you should read the records and report the source of it.

Did Arnold only talk about ONE role of the historian?


 * 1) **What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references?**
 * “Treating their sources with fidelity” means that you have to be honest in front of the source. You can’t tell any untruths about it nor make up the stories. Also, you do not ignore records that contradicts your argument. This is important because sources give us new information and helps to reshape our wrong thought.

Good answer.

- A single event can be interpreted in more than one way by the time period, what a historian is interested in, and what happened in that specific time period. Historians could interpret my move to Kansas in several ways. Some of them might think that I moved to Kansas to go to American universities, or some of them might think that I just moved to learn English more.
 * 1) **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?**

Good answer.

- __Me and Nayeon__ **Nayeon and I** first went to KIS at the same day. I was so nervous that day and I didn’t know where to go. KIS was such a big place for me and I had no idea what was going on. I couldn’t talk to anyone since they were all new to me and I waited until they talked to me first. Nayeon said she felt the same thing with me. However, she didn’t wait for the people to talk to her first like me, but she talked to them first, trying to get close with them. No, it is not possible for a historian to be completely objective because if the event is not that important, it is usually not objective.
 * 1) **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


 * 1) **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?**
 * One problem that may arise when historians practice subjective is that they can take a particular line of argument. Subjective history would be beneficial to the study of history because we can know about what happened in the past. I remembered the incident the way i did because it was a hard time for me and I can’t never forget about it. Nayeon remembered the incident in the way she did because it was a hard time for her too and going to a brand new place is not an easy thing.

Good answer.

Every historian is “a storyteller” because they have to make it available to a wider audience. Even if all historians are storytellers and there are myriad versions of every short story, it doesn’t mean that we can’t trust them. Each historian has their own opinion and they all have different point of views.
 * 1) **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?**

Good answer.

- Before reading this article, I thought history had to matter with only proved facts and that it’s just a list of events that happened before. I also thought historian was just a job where you memorize all the events and find if there’s any new sources. However, after reading this article, I found out that there are subjective histories and historians are not just memorizing-events people but actually thinking with the sources they have, recording, reading the records, and putting the records in nice order.
 * 1) **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?**

Okay. 9.5/10