Joonyon's+World

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Class 51: Timeline of Afghanistan (5/24/2012)


Well done. 10/10

Class 49: Unit 7 Debate (5/21/2012)
Joonyon: Con Side Wonjune: Pro Side media type="youtube" key="yQWKKh1V7uk" height="315" width="420" //(*It seems to be that there were slight audio and video errors throughout the video. For better quality, please view Wonjune's video.)//

__A Comparison Between the Korean War and the Vietnam War__

10/10

Class 48: The Cold War (5/17/2012)


10/10

Class 47: Europe and Japan in Ruins (5/16/2012)
10/10

Class 46: The Holocaust (5/11/2012)
I realized how twins could be used for experiments and be treated so harshly, especially to women which could limit their ability to give birth. Such abuses of human rights to young twins just confuses my mind. Do people really think baby twins should be used for horrible scientific purposes? I can't imagine how tragic the mother would've felt when her daughters had to leave. Anyway, I'm glad these twin sisters could miraculously have children later on.
 * Twins**

The brothers, the older one being Uri Chanoch (the interviewed man), were both sent to the camps, and Uri narrates his experience of protecting his younger brother. I seriously can't understand why an adult would want to abuse a child just to know where another child hid. I was personally stunned when Uri said that when he finally found his younger brother, they didn't even hug each other. Uri states that they, Nazis, "tore out of us the ability to love, to cry, to laugh". I believe this is an evident proof of how the Holocaust dramatically hurt numerous people physically and mentally.
 * Brothers**

Mordecai Eldar explains his painful experience in a camp, watching his companions die. He watched people fall into the abyss and lived along dead people. Mordecai says how he even used a dead person's clothes to stay warm. The horrible conditions of the camp is explained, and I can't believe what these men went through. What I can't believe even more is the fact that all these men were being themselves and were abused because of their own identity. This is nonsense!
 * Mordecai Eldar**

Zanne Farbstein worked as a slave laborer in Auschwitz, and transports kept on arriving. The line that made me squint was when she said that children were thrown into pits and burned alive. If that happened in front of me, I would be severely mentally damaged for the rest of my life. Her story with her sisters and the days she spent waiting for death, living with immense fear, describes a real-life experience of the Holocaust's awfulness.
 * Zanne Farbstein**

How is he alive right now? Seriously, 33 kilograms when set free? What would he have looked like? I can also feel his misery about his difficult experience, not being able to share the Christmas cake with his brother. Such daily obstacles would really make life painful to live in. However, noticing that he found optimism to his life via music, I could also see how some people overcame their tragedies with stuff like music.
 * Yaakov Hollander**

"The liberation meant nothing for me." This quote really struck me in my mind, how some people were still ill and how no one was left to live with anymore. Even if I somehow survived from the Holocaust, I wouldn't feel any happiness when all my family members are dead. There would be not much of a point to the liberation. On the other hand, it's great to see that she achieved her goal of being a midwife, and how life could continue even after such a horrific experience.
 * Sophie Engelsman**

Eva Brown narrates her detailed experience throughout the Holocaust and her life after the Holocaust. I think she's one of the people that live rather successful lives after the gruesome experience. One thing I never saw before was the engraved "identity" on her left arm. This was new for me, and I felt the Holocaust a bit closer to reality. Despite the Holocaust's inhuman characteristics, Eva Brown still stood up for the rest of her life. Her father's quote rings in my heart, "If you save one life, you save the whole world."
 * Eva Brown**

//*I do realize how many times I've repeated myself being despondent and disgusted about the Holocaust. I also think most of the students also repeated themselves in such phrases like "a dreadful experience" and "a gruesome abuse to human beings". However, restating our sympathy towards these people will not change the past. I believe the only way we can actually make use of our compassion would be to remember the Holocaust and make sure such an event never reoccurs. We should learn from our mistakes and do whatever we can to improve as a humanity.//

Very thoughtful and well-written responses. 10/10

Class 45: The Allied Victory in the Pacific (5/10/2012)


10/10

Class 44: The Allied Victory (5/8/2012)


10/10

Class 43: War On the Home Front (5/4/2012)
10/10

Class 42: Japan Seeks to Build an Empire (5/2/2012)
10/10

Class 41: 1940 Battle of Britain Questions (5/1/2012)
// 1) What was Operation Sea Lion? // Operation Sea Lion, commencing from 1940, was the name of Hitler's planned invasion against Great Britain.

// 2) Why did the battle not look good for Britain? // Britain was heavily outgunned and militarily weaker; the aircrafts of Germany outnumbered the one's of the RAF, and Britain left most of its weapons behind in the previous war.

// 3) What advantage did Britain have? // One huge advantage of Britain was the radar, being able to detect and locate all the enemy aircrafts.

// 4) What was Germany's mistake? // Germany's mistake in 1940 was when RAF aircrafts bombed Berlin, and Hitler was uncontrollably enraged and ordered various bombings in British cities, commencing the blitz.

// 5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause? // The impact of London's bombing was devastating, hundreds of civilians and homes being annihilated via widespread flames. However, the raids on the cities allowed Britain to develop its airfields and RAF aircrafts.

// 6) Why was the outcome of the battle of Britain significant for the Allies? // Germany lost 60 aircrafts while Britain lost 13; the Germans were stunned by Britain's unexpectedly strong air force and postponed the invasion. This also increased the morale of Britain, alongside with Winston Churchill's determined speeches.

// Why were the British able to hold off the German invasion when they were militarily weaker? // The British were able to hold off the German invasion because of the ambitious visions of Winston Churchill and the invention of the radar. From the start, Britain was never going to give in and fight until their end. This deep determination overwhelmed the military forces of Germany. In fact, Britain did have a decent air force, their very own RAF, to withstand the German aerial attacks. In addition, Britain's advantageous radar system detected all enemy aircrafts, efficiently informing the commanders to decide on future attacks. With this support, during the climax of the Battle of Britain, Britain lost 13 aircrafts while Germany lost 60. All in all, Britain shocked Germany with its surprisingly strong resistance and made Hitler postpone this invasion ever since.

Podcast notes? 8/10

Class 40: Hitler's Lightning War Assessment (4/30/2012)


10/10

Class 39: Hitler's Germany Notes (4/25/2012)
10/10

Class 38: Hitler's Germany Notes (4/24/2012)
10/10

Class 37: Fascism in Korea (4/20/2012)
[]
 * I'm speaking in a way so that we are already living in a Fascist country.

An interesting approach to this question, placing yourself IN the time of Fascism in Korea! 10/10

Class 36: A Global Depression (4/18/2012)
[]

Needs better organization to make sense of this, though you have hit most of the major points. 9.5/10

Class 34: The Great Depression (4/12/2012)
// International Herald Tribune (October 30th, 1929) // __Stocks Crash! A Global Economic Crisis! People Lose Millions and Billions!__ Thesis: The United States suffers from a severe crash of stocks, and numerous people lose all their money. Topic Sentences: 1. Until previous years, the United States flourished monetarily, aided with its international loans and new innovations. 2. The Great Depression, is what we call it, generalizing the whole depression for the failures of unreturned loans from banks and stock markets. 3. This whole international economic crisis occurred partially due to unsuccessful financial relationships with America and Europe.
 * Station 1 **
 * Station 2 **

// New York Times //// (October 31st, 1929) // __The Great Depression: Where's My Job?__ Thesis: Along with millions of dollars vaporizing into thin air, innumerable men faced the hugely increased unemployment rate. Topic Sentences: 1. Within the Wall St. Crash, particularly on Black Tuesday, we now see bankrupt people without properties. 2. The economy is simply a disaster: banks withdraw funds, companies collapse, and men are unoccupied. 3. Finally, as many people lost their money and jobs, families soon result in starvation.


 * Station 3**

Very well done. 10/10

Class 34: WWII Starts in Asia, 1931 (4/12/2012)
http://youtu.be/b5sFilOKIhU

Glad that you place the annexation of Korea in its correct historical context. Organization is a little rough at first, but improves as you go on. 10/10

Class 33: Chinese Revolution and Japanese Imperialism (4/9/2012)
__Station 1__ // How did the Treaty of Versailles add to China's problems? // China, even before the Treaty of Versailles, was suffering from various dilemmas. China was already in a state of economic and political instability from foreign powers' controls. As in terms of internal problems within China, such a group called the Kuomintang, or Nationalist Party, led by Sun Yixian. Sun rose to the throne becoming king of a new republic that defeated the Qind Dynasty in 1912. Despite his goal to regain control over themselves and the people's rights in politics and economy, a civil war broke out in 1916, resulting in notable casualties and wide-spread famine. Then, the Treaty of Versailles after WWI simply changed China's "owner" from Germany to Japan. Enraged, the Chinese mutinied under the leader of Mao Zedong, via the Communist Party. However, China had more conflicts, such as the Japanese invasion of Manchuria in 1931, causing China to ultimately fight Japan. Overall, the Treaty of Versailles was no help in the troubled status China was already in.

__Station 2__ //Chapter 100: Japanese Expansionism// Japan has been an isolated country for a few centuries until the mid-1800s, until when American naval ships entered Japan's seas. Then, Emperor Mutsuhito gets to take control over Japan without the shogun, now known as the Meiji era. Emperor Mutsuhito rather successfully managed to modernize and industrialize Japan. Japanese government, culture, military, education, and transportation improved, following the Western methods. Now with its confidence over foreign powers and its developed socioeconomic status, it was time for Japan to expand its territory further. //"Japan's Improvement"// //(A statistical chart regarding Japan's Westernization, industrialization, and modernization; information on its economical change.)//

Soon enough, Japan commenced its actions regarding expansionism. In the early 1900s, Japan defeats China to gain Taiwan over Korea, and also defeats Russia for the Chinese Manchurian territory, via the Battle of Tsushima in 1905. With increasing morale, Japan rapidly expands its territory over East Asia. It is not long later when the Japanese Kwangtung Army invades Manchuria in 1931, Japan's major attempt in taking over a whole province of China. This, called the Manchurian Incident, changes Japan's international relationships and its addition of Korea, in order for Japan to equally compete its sturdier empire with other standing world powers. //"Map of Japanese Expansion"// //(A simple map comparison including a map before the territorial expansions of Japan, and one after the gained lands. The map should locate the involved countries of East Asia.)//

By 1910, Japan completely invades Korea without any reconciliation over the people. Japan unquestionably changes Korea's culture and industries, such as making schools teach in Japanese and farmlands, with factories, given to Japanese settlers. The Japanese Empire also forced Koreans to quit its media and businesses. Japan also displaced 4,000,000 Koreans and Chinese for Japanese purposes, like war efforts and labor forces. Then, Koreans soon started to revolt in nationalistic movements against Japanese control. //"A 'Korean' School"// //(An image of a Korean school of Korean students, but speaking Japanese and learning Japanese history. The teacher would be writing in Japanese on the chalkboard.)//

__Station 3__ // Was Mao a better or worse national leader than Stalin? // In terms of being a national leader, I truly believe that Mao Zedong was a worse one that Joseph Stalin. No one can deny the fact that both of these men were apathetic and horrifyingly cruel to achieve their main goals. No one can deny the immense casualties of innocent people that suffered under the rule of these men. It is true Stalin was a psychopathic leader who got rid of anyone to achieve his goals, as with the Great Terror and the Five Year Plans. He randomly exiled people to camps and treated them inhumanely, resulting in innumerable deaths. Mao was not any better, he had his own harsh and rather absurd ways in accomplishing his goals. Including the Great Leap "Forward", Mao was responsible for millions of deaths due to food shortages, since Mao traded all the food for the building of the atomic bomb. Furthermore, Mao manifested senseless actions such as governing on his bed, hanging out with women, and declaring that people should eat less and that death has benefits. Looking at what Chinese people think of Mao right now, he really utilized propaganda in masking his immoral acts as if this was all for the people, founding the People's Republic of China. All in all, although both Mao and Stalin were despicable leaders of the past, I believe Mao's actions portrayed a worse national leader than those of Stalin.

Very well done. 10/10

Class 32: Russian Revolution Oral Video (4/9/2012)
http://youtu.be/X9GH7We2EDo You needed more time, but an excellent first effort! 10/10

Class 31: The Russian Revolution (4/5/2012)
__Station 1) Overview of Russian Revolution__ //Why did Russia have a revolution in 1917?// Russia did not have a revolution just because of one cause. There were various factors regarding the commencement of the Russian Revolution in 1917. After Czar Alexander III's oppressing control, Czar Nicholas II began, and persisted, his rather illogical rule. With the unreliable assistance of Rasputin, his plan to industrialize Russia turned out to be disastrous. Workers and revolutionary groups protested due to the poor working conditions and low wages, including Lenin's group of the Bolsheviks. Another factor towards the revolution was the defeat in the Russo-Japanese War. In the early 1900s, Russia killed numerous innocent workers, eventually forcing Nicholas II to slightly alter his regulations. Furthermore, the failure of Nicholas II during WWI truly brought the Russian people to mutiny. The czar ultimately abdicated after Russia's massive casualties and furiously protesting workers. Soon after the execution of the royal family, a new government was built by Kerensky. All in all, the Russian Revolution occurred due to various factors regarding Czar Nicholas II's unsuccessful rule.

__Station 2) Primary and Secondary Sources: Videos__ media type="file" key="Bad Stalin (Joonyon Park A Block).mp3" width="240" height="20"



__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 conveyed message within this poster would be the benefits of the Five Year Plans, via the Avtodar Society (founded 1927) to improve the auto transport within Russia. The man, drawn by Soviet Constructivist graphic illustrators, holds up automobiles and boats, even riding on trucks himself. The poster is trying to propagandize the growth of industrialization, aided with the use of developed transportation; it's stating that people should advocate and fund such actions to improve roads, driving schools, etc.

//2. Do you find this piece of propaganda to be compelling? Why or why not?// Yes, I do find this propagandizing poster quite convincing. Aided the confident and calm smile of the man's face, I'm looking at all the advanced transportation options in the boxes with hope. I somewhat believe that industrialization via these vehicles will enhance the nation's socioeconomic status. It is also visually appealing, quite simple and creative.

//3. My Own Propaganda Poster// (Turned in hard-copy.)

==

Class 30: Treaty of Versailles Question (4/3/2012)
I believe the Treaty of Versailles truly reflected the selfishness within various nations' leaders. The Treaty of Versailles was a treaty between the Allies and Germany, concerning the favored consequences of the Great War. To briefly state the primary points within the treaty, Germany unquestionably admitted their war guilt, suffered territorial losses (including the demilitarized zone and Alsace-Lorraine), and greatly reduced its army, increasing unemployment in Germany. These rather illogical punishments against Germany manifest the ruthless and unsparing minds of various nations, like France's. Nevertheless, the different leaders in the Big Four had varying opinions and goals. For instance, U.S. President Wilson brought up the Fourteen Points for a new world of self-motivation and global peace within the League of Nations. Despite the results of Wilson's plans, it is apparent that the war meant differently for international leaders.
 * How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I?**

Class 23: BBC WWI Group Discussion (3/7/2012)
http://todaysmeet.com/totalwar/transcript
 * __Today's Meet Transcript__**
 * Joonyon Park, Jae Hyun An, & Sunpyo Hong**

Class 19: Map Comparisons (2/26/2012)
// European Alliances vs. Cartoon Map // The European Alliances map show the Central Powers (purple), the Allied Powers (green), and the neutral nations (gray). The Quite similarly, the cartoon map depicts the same region with different labels and figures. In the cartoon map, the Central Powers (gray), the Allied Powers (brown), and the neutral nations (pink) are all shown, being consisted of various animals and figures. The Central Powers are illustrated with machines and guns, representing their industrialized state of war. However, all the other Allied Power countries are drawn with fierce predators, trying to surround and attack the Central Powers.

// Now compare this map of the Balkans to the map of European Alliances. Why might Serbia have staked a claim to Bosnia and Herzegovina? Why might Russia have been interested in helping further that claim? Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary? //

Due to the fact that Bosnia and Herzegovina were mainly consisted of Slavs, just like Serbia itself, Serbia wanted to basically annex the surrounding Slavs for more land and power. In addition, the unity of a ethnic group really brings together the Allies, gaining more land, growing geographically and mentally. Russia, in fact, was also mainly covered by Slavs, meaning that the ethnicity of Russia, Serbia, and Bosnia & Herzegovina being similar. Russia also wants to spread its power over more land, over more people of the identical ethnic group. On the other hand, Germany and Austria-Hungary primarily resisted the separation of Bosnian because their national pride/power would fall with a huge chunk of land being lost. This significant secession would shake the Central Powers' political and economic stability, probably causing more disputes over land.

Class 15: The Rise of Nationalism (2/14/2012)
__Positive and Negative Impacts of Nationalism__ // Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence. // I believe that nationalism has had a more positive impact on the world. Rather, I believe nationalism was almost inevitable through the process of human history, where the federal government should be based on popular sovereignty, represented by the people. As most revolutions declare the equality of human rights, I believe nationalism have brought humanity a step closer to its goal. Instead of smaller regions and societies of different cultures/political ideas, national attachment via a common pride brings similar people together. With culturally, religiously, linguistically, and historically alike people, the nation has a stronger force of unity, being able to overcome various challenges that miniature states encountered. Although I have to admit that the rise of nationalism had negative impacts, I believe its positive impacts were more significant in terms of human development.

__ Types of Nationalist Movements __ // 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words. // There are three types of nationalist movements. The first type is "Unification", which basically means people of contrasting political views and culturally alike join together. On the other hand, "Separation" is the attempted secession of culturally different groups. Finally, "State-building" describes a new state being formed by people culturally contrasting that compromise to a single culture.

// 2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism? // Such empires like the Austrian Empire, the Ottoman Empire, and the Russian Empire, technically were composed of different ethnic groups, directly causing disruptions and the separation of these long-lived empires. Then, after disagreements between these groups including the ruling people, nationalism within ethnic groups developed. For example, Russification, coercing Russian culture into various ethnic groups, gradually divided up the Russian Empire. The rise of nationalism have truly shown its magnificent power over these powerful empires, weakening these empires, then breaking them apart.

__ Key Skill: Analyzing Political Cartoons __ "Right Leg in the Boot at Last" (p.261)

1. //Clarifying// What symbol does the cartoonist use for the soon-to-be nation of Italy? The cartoonist uses an ordinary boot (mostly due to Italy's actual geographic shape), being put on Count Camillo di Cavour, or Victor Emmanuel II, Sardinia's king.

2. //Making Inferences// How is Garibaldi portrayed? Garibaldi is rather illustrated as this lower-class man, conveying polite obedience, and assisting the king in putting on the boots with both hands. In a factual sense, Garibaldi gained land for the power of Victor Emmanuel II, basically serving the king Italy.

3. //Analyzing Bias// What does the title of the cartoon say about the cartoonist’s view of Italian unification? The title, "Right Leg in the Boot at Last", implies the feeling that Italy is finally controlled under Victor Emmanuel, as if the cartoonist predicted this moment to occur. In addition, the cartoonist seems to be in favor of Italian unification.

__Case Study: Germany__ 1) Create a flow chart that shows the key events that led the unification of Germany.



2) Geography Skillbuilder Questions (p.263) 1. //Location// What was unusual about the territory of Prussia as it existed in 1865? The two large portions of land owned by Prussia were bizarrely separated by a thick line of land (which is annexed by Prussia in 1866), which is rare for kingdoms/countries to be detached.

2. //Movement// After 1865, what year saw the biggest expansion of Prussian territory? After 1865, the largest expansion for Prussia was in 1871, when southern German states joined and a part of French land was dominated. This created the German Empire, as in 1871 (border lines shown in map).

// 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. // Die neue Gewerkschaft. This is German for "The New Union". The new union has been born. This is my freshly-made national symbol for Germany (in 2012), as a nation made up of miniature regions together. I chose bees to represent Germany's new coat of arms because bees usually symbolize cooperation and working together over a single beehive. I believe each bee represents the 39 states that formed the German Confederation, all eventually joining together as a single society of bees within Germany. Additionally, the color yellow symbolizes some sort of activeness, showing that Germany went through quite a lot of conflicts to achieve its unity. Die neue Gewerkschaft!

20/20

Class 14: Case Study Assessment Questions (2/13/2012)
__Terms & Names__ 1. //sepoys//: The sepoys, or native Indian troops under Britain, were responsible for the Sepoy Mutiny, in which the British abused Indian customs. 2. //Sepoy Mutiny:// The Sepoy Mutiny was a significant rebellion by the sepoys, after the accumulating violence between Britain and India. The cultural, social, political, and financial gap increased between the two nations, and further promoted the rebellious atmosphere within India. 3. //Congress Party//: As a political group of members exposed to Western ideas, concerned themselves with the equality of Indian citizens, still being under British control. This eventually allowed the Congress Party turn more nationalistic. 4. //Mohandas K. Gandhi//: Gandhi, a prominent figure of great sage thoughts, played a key role in protesting to the British in a "nonviolent noncooperation". This truly secured the potential independence of India, as well as the rather successful outcomes. 5. //Muhammad Ali Jinnah:// Jinnah, a Muslim expanding the Muslim League as a political party, also attempted in negotiating between Hindus and Muslims. However, as the Congress Party didn't allow such minorities' rights, Jinnah played an important role in separating from India, and declaring their own independence alongside India.

__Main Ideas__ 1. To simply list the four factors that supported Britain's conquer over India, Britain already possessed well-balanced socioeconomic factors via political stability, Britain's military (especially the navy) was globally superior, preceding various Indian internal conflicts of power struggle, and Britain rather had a unified beneficial goal via imperialism contrasting to India's disorganized state.

2. The main cause of the Sepoy Mutiny would be the irritation of sepoys due to Britain abusing Indian religious laws and customs, mistreating Indians quite disturbingly. On the other hand, the result of the mutiny was that Britain manipulated India directly via the East India Company.

3. To be general, the Muslim League and the Congress Party were the opposing controversial groups that gradually promoted separate nations with different religions. Thus, eventually leading into the independence of India and Pakistan. In addition, the westernized ideas from the Indian elite brought new ideas from previous international revolutions into India.

4. Gandhi's four general philosophical principles: -Live as simply as possible, never striving for material reward. -Be tolerant of the religious beliefs of others. -Devote one's life to the service of others. -Battle injustice in all its forms, but never by resorting to violence.

5. Muhammad Ali Jinnah, temporarily called the "best ambassador of Hindu-Muslim unity", played a significant role in the separation of India by standing up for the Muslims (the minority). After the Congress Party disagreed to Jinnah's requests, he eventually declared to separate into a new Muslim nation, now known as Pakistan.

__ Documents __ 6. I believe that rather all documents are pro-Indian in various justifications and explanations, except for documents B, C, E, and I.

7. Document H simply lists all the laws within the Constitution of India, in its sections of the Right to Equality or the Right to Freedom. In the section of promoting equality, number 17 states that "Untouchability" shall be abolished, or basically any form of persecution against lower class members. In this way, the Untouchables, or he lowest levels of the society, would benefit significantly.

8. I believe British colonization would have a lasting impact on the people of India both positively and negatively. In terms of positive impacts on India, document G narrates the independence of Indian and Pakistan, showing the religious separation as a solution to all previous problems. Also, due to the British dominance over India, India could come up with a proper Constitution as in document H, proving the democratic view of equality and freedom. In addition, document L shows the long-term impact that Britain has left for India, specifically 50 years after independence. The overall passage proves the positive outcome and modifications that India went through (less poverty and longer life span.) In terms of negativity, the British also had lasting impacts such as the eternal modification of Indian culture, as shown in document J, contrasting the “artificial” difference between modern intrusions in a traditional region. In addition, in document F through the words of Mahatma Gandhi, we can see that the British conquered India solely for its own benefits, massive exploitations of Indian supplies.

__ Critical Thinking __ 9. The primary causes of the cultural conflict between the British and the Indians date all the way back to when the British first arrived in India, and the harsh abuses on the sepoys. After the Sepoy Mutiny and the British taking direct rule over India by force, cultural and social differences soon increased. Also, the Indians were considered second-class and subordinate under the British, which gave the British racial discriminations and conflicts with the Indians.

10. Some of the main positive effects of British rule in India would be the advancement of modern technologies that benefitted for Indian urbanization. This includes the building of infrastructures in India, as well as the modern long-term benefits for India, which allowed them to improve financially and socioeconomically. On the other hand, a few of the various negative effects of British rule would be that the British manipulated the competition of Indian industries, for the dependence of India. Also, the thought that Indians were inferior races supported the British in harshly mistreating Indian values.

11. In this particular case of a helpless nation going against such a powerful nation, physical or violent protests would be pointless- the Indians would inevitably fail. Britain’s military was irrepressible for the Indians, and there had to be another form of striking. Gandhi’s four main principles were, to live as simply as possible, be religiously tolerant, serve others, and fight peacefully for justice. As these principles state, one should fight without violence, so called “nonviolent noncooperation”. Rather quite peacefully, the Indians could achieve what they sought for by simply and patiently not obeying the British.

12. The Muslims demanded a separate nation from the Hindus, because Muslims were the insignificant minority of India. With the fact that the Congress Party was dominated by Hindus, the Muslims suffered in representing a voice within the government. Via the support of Muhammad Ali Jinnah, and the Congress Party neglecting Muslim requests. Then, Jinnah, irritated, demanded a separate nation just for Muslims.

13. India, consisting of different perspectives of religion (Hindus and Muslims) with different cultures, could not negotiate harmoniously under British rule. After various clashes between the Congress Party and the Muslim League, added with the failure of Jinnah’s unification, both the Congress Party and the Muslim League demanded independence separately. Independence was guaranteed for both India and Pakistan. Later, due to the dilemma of the Muslim border between Hindu nations, East Pakistan declared independence as Bangladesh, as Ceylon declared independence as Sri Lanka.

20/20

Class 13: Global Impact of Imperialism (2/9/2012)

 * 1) Reactions to Imperialism**

__Impact of Imperialism in China__ 1) Is this image pro or anti imperialism? How do you know? // This image is Anti-Imperialism from China's perspective because the joyful foreigners outside are "playing" around the smalle ball of China. // 2) What views of the native peoples are being communicated in each of the illustrations? //The Chinese are being portrayed as a powerless "toy", in which international nations share its fascination with each other.// 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? // The Europeans and Americans, as imperialists, are being shown as untroubled people, dancing and laughing, meaning that they are strong nations that used China. // 4) What is message is being conveyed by the author about the benefits or costs of imperialism? //The central message that is implied through this cartoon, about the negative side of imperialism, would be that China was helpless and powerless in being shared by strong international countries.//
 * 2) Three Political Cartoons (Impact of Imperialism in China, Korea, & USA)**

__Impact of Imperialism in Korea__ 1) Is this image pro or anti imperialism? How do you know? // This image is Anti-Imperialism because a Japanese soldier is harshly stepping on a Korean as a bridge to enter Korean territory. // 2) What views of the native peoples are being communicated in each of the illustrations? //The powerless natives, or the Koreans, are viewed to be oppressed and roughly treated under the Japanese imperialists.// 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? // The Japanese, as imperialists, are viewed as apathetic, strong, and despotic when manipulating Korean natives. // 4) What is message is being conveyed by the author about the benefits or costs of imperialism? //The message that's intended on the costs of imperialism is that Japan, so impudently, used Koreans and oppressed them in their territories.//

__Impact of Imperialism in the United States of America__ 1) Is this image pro or anti imperialism? How do you know? // This image is Pro-Imperialism because the eagle (a dominant American symbol) spreads its wings to protect other American colonies, ten-thousand miles from the wings' tip to tip. The eagle is also facially exhausted from holding out its wings for other territories, as its duty. // 2) What views of the native peoples are being communicated in each of the illustrations? //The colonies under American imperialists are viewed to require protection from their mother country and helpless on their own.// 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? // The American imperialists are viewed to be on task by guarding and taking care of the native colonies, for a positive cause. // 4) What is message is being conveyed by the author about the benefits or costs of imperialism? //The implied message on the benefit of imperialism is that the duty of American imperialists is to help, guard, and protect its territories under the extended eagle's wings.//

// 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, being a popular system where the society's hierarchy functioned with nobles' lands for military service, basically generated wealth locally and agriculturally. This was through the owned lands under the nobles, involving aristocracy throughout the system. In addition, mercantilism was the system stating that trading will produce wealth towards nations' power. It was able to generate wealth by the extraction of wealth, rather than the creation of more wealth. On the other hand, capitalism differs from these two economic systems in various ways. Capitalism, the most productive system that's modern normalized, provided us with all the material needs through its significant expansion of economic growth. Realizing the profit was capitalism's primary goal, privately owned property was the key to capitalists, while social relationships were the key to functioning feudalism. Also, while capitalism provides a competitive economic market for huge companies (consumers spending more money), mercantilism focuses on restraining the amount of money consumers use. All in all, feudalism and mercantilism were economic systems differing greatly from capitalism in terms of their primary financial goals.
 * 3) Economic Imperialism**

// 2) According to this lecturer, what forces drive capitalism? // According to this lecturer, capitalism is mainly driven from two sources. Before any other features, the origins of colonialism and imperialism, in which "massive amounts of violence" were utilized for productivity, pointed various powerful countries to core capitalist economies. Despite the significance of creative inventions that initiated industrialization, the real necessities in driving capitalism was the international exploitation of such markets and natural resources, particularly fossil fuels. This incredibly large reserve of energy allowed the first phases of industrial capitalism, throughout eventually to the modern productive system.

Your definition of mercantilism does not differentiate it from capitalism. In cartoon #2, you have missed the author's reference to Korean collaboration in Japan's imperialist aims! 18/20

Class 12: The Scramble for Africa
Pair: Joonyon Park and Sunpyo Hong URL for Discussion Evidence: http://todaysmeet.com/TheScrambleForAfrica/transcript
 * Task One: Discussion On Imperialism**

1) Which countries controlled the largest sections of Africa in 1914? In 1914, the British and the French had control over the largest sections of Africa.
 * Task Two: The Scramble for Africa Questions**

2) Why do you think these countries had the largest area of Africa? I believe Britain and France dominated the largest areas of Africa basically because they reached and claimed the lands earlier than other nations. This would be due to the fact that industrialization and urbanization took place in Britain first, then spreading to France. However, most importantly, their strong navies and overwhelming powers on land allowed them to maintain their border lines throughout.


 * Task Three: Video Notes**

1) What was the Berlin Conference? The Berlin Conference was basically a meeting to finalize colonial divisions within Africa, between powerful European nations and the United States, without any African representation throughout.
 * Task Four: European Imperialism in Africa Questions **

2) What were the three outcomes of the conference? There were three terms to the conference: any sovereign power over an African colony should be validated and informed prior to others; treaties with African rulers were valid. Additionally, after the conference, Leopold II was the sovereign of the Congo Free State.

__ 1. White Man Grabbing African Gold Fields __ 1. Anti-Imperialism. The greedy, chubby, white man is shown to be reaching over the gold fields of Africa with monstrous hands and shadows, providing a negative feel of imperialism. 2. Through the illustration, the Africans' lands are shown to be just a "pot of gold" that greedy white men can take home. The Africans themselves seem powerless and helpless under the imperialists. 3. The white imperialists are just viewed as apathetic, gluttonous, and plump men searching for gold to satisfy their greed. 4. The author illustrates the costs of imperialism by implying the message that Africa’s gold fields and other natural resources are simply used by imperialists.
 * Task Five: Analyzing Political Cartoons (Images of Imperialism)**

__ 2. White Man Leading Children __ 1. Pro-Imperialism. The leading white man in front is illustrated serenely, marching with the children as if there weren’t any violent actions nor negative intentions. 2. Although this image is probably pro-imperialist, the African children behind are still illustrated to roam around without a chosen goal, looking feeble and immature. 3. The white imperialist leads the African children towards a positive goal, a role of white men’s duties, to pull the children into a hopeful future. 4. The feeble African children marching behind, should continue following the leadership of the white imperialists, because these children need to be taken care of.

__ 3. African Fighting the Snake of Leopold II __ 1. Anti-Imperialism. A vicious-looking snake, with the face of Leopold II (the king of the Congo), wraps itself around the African man and tries to squeeze him. After the squeeze, the snake would probably eat the "prey". Out front, another African runs away from the scene with horror. 2. The illustration is trying to show the tight control Belgium and white imperialists possessed over these African people; Africans looking helpless and horrified under imperialists. 3. Britain, illustrated as the savage snake, is powerful, detrimental, and unmanageable for the Africans, the white imperialists possessing absolute power over the workers. 4. The implied message on the cost of imperialism is that the imperialists asphyxiate and painfully manipulate the Africans.

__ 4. ABCs for Baby Patriots __ 1. Pro-Imperialism. The illustrations are using the concept of imperialism and Britain’s strict powers to show that British people are patriotic hard-workers. 2. The Asians, as Indians in this case, are shown to be workers and “supplies” for the British, shooting Indian tigers and making them fan behind you. 3. The British are portrayed as courteous and patriotic people that respect Asian and African supplies, such orderly imperialists that works in peace with others. 4. Through the illustrations, the author is conveying the message that the benefits of imperialism are apparent in patriotic British imperialists.

__ 5. White Teacher's Classroom __ 1. Anti-Imperialism. The white teacher, Uncle Sam, is frightening the Latin-American “children”, who are rather terrified to even learn. On the other hand, the white children at the back are quietly reading, following directions. 2. The Latin-American “children” are shown to be helpless people, under the authoritarian control of America, opposing to the calm white students in the back. 3. The white imperialists, or as illustrated as horrifying teachers with canes, are shown to be powerful with negative intentions towards Latin-American colonies. 4. Through this image, the author is trying to imply racism and the unpleasant view of Americans toward Latin-Americans.

__ 6. On the Swoop! __ 1. Anti-Imperialism. A black eagle, with an intentional German identity, prepares itself to snatch the African natives in the village, and the indigenous people are trying to defend themselves. 2. The powerless African tribe members are basically the “prey” of British imperialists, being snatched and then “eaten”. 3. The British imperialists are shown in a negative and discourteous way, but still strong, being able to capture Africans at ease. 4. The implied message is that the British imperialists are powerful and raptorial, while Africans are helpless, eventually used for the eagle's benefit.

__ 7. Civilization Begins at Home __ 1. Anti-Imperialism. The scale of justice is tilted, while depicting a scene of a white imperialist of the Philippines suffocating numerous victims outside, hanged and tortured. 2. The Asians, or Filipinos, are viewed as vulnerable victims, being harshly controlled by the white imperialist. 3. Despite the injustice of the situation, the white imperialist is illustrated as apathetic, gluttonous, and powerful. 4. The central message of this image is that Asians are tortured and massacred under the white imperialists for their own greed and benefits, and that civilization should actually begin in America first in order to "civilize" the colonies.

Some cartoons (eg. #7) are misinterpreted. Look at all labels carefully, and practice interpreting what symbols represent. 28/30

Class 12: Imperialism Homework Assignments (2/6/2012)
__** Darwin's Excepts: Document Based Question **__ I strongly believe that Darwin's theories do really affect the culture and society we live in. Darwin's theory basically states that after organisms struggle for existence, the fittest will survive, summarized into 'natural selection'. Despite its religious controversies, such as those having creationist views against Darwinism, the fact that the fittest will survive is inevitable, correlating to the world's current powerful/feeble nations. This was also stated in Natural Selection I, //"...assuredly individuals thus characterized will have the best chance of being preserved in the struggle for life;...".// In addition to the global society, theories of natural selection impact our cultures, gradually allowing stronger groups to take control over weaker groups. This concept eventually leads to imperialism, as concluded in Struggle for Life II, //"We can dimly see why the competition should be most severe between allied forms, which fill nearly the same place in the economy of nature; but probably in no one case could we precisely say why one species has been victorious over another in the great battle of life."// All in all, I believe that Darwin's theories were applied to our cultures and societies.
 * Do Darwin’s theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points. **

__**The Age of Imperialism Chart**__ (Imperialism in the Modern Age) Which of these are reasons, and which are justifications? I hope after the class discussion that you understand that while Darwin's theories, taken out of context, WERE used to justify imperialism, and even Nazism and Fascism, they are not appropriate for a modern world which values the dignity of ALL people, whether weak or strong, and is based on the equality of sovereign nations. 9.5/10

Class 11: The White Man's Burden Questions (2/2/2012)
The White Man’s Burden is emphasizing on the general duty and responsibility due to the controlled lands, via imperialism. He actually puts the manipulated people in a negative position, by conveying the main idea that there are hardworking white men. Such a burden of these white men, that highlights the attempt in ironically supporting these lands under the empire. Just as the title "Kipling's Hymn to U.S. Imperialism" shows, he's weighing the white's disadvantages over the sufferings of dominated people.
 * What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?**

I overall disagree with Kipling's characterization. Although there might be a partial "burden" to being responsible for these dominated lands, he was too prejudiced on the perspective of white men. Basically, his interpretation was that the purpose of "sponsoring" these vanquished lands was to help by "serving their captives' need". I find this quite annoying, because I started to wonder if Kipling actually realized the truth but utilized sarcasm within the poem.
 * Do you agree or disagree with Kipling’s characterization? Why or why not?**

This poem manifests the basic arrogance between the Europeans and Americans toward the rest of the world. During mid-1800s to early 1900s, particularly alongside with the effects of industrialization, the international financial gap between these dominant nations and subjugated parts were expanding. Throughout the poem, Kipling uses such phrases like "to serve your captives' need" to put themselves already superior and "Your new-caught, sullen peoples, Half devil and half child" to oppress the weak lands. Above all, Europeans and Americans thought their actions of imperialism were essential for such other parts of the world to survive.
 * 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.**

Yes, KIS can be a slight example of how a "White Man's Burden" can begin to spread in Korea. Contrasting from public Korean schools, KIS's educational system is overwhelmingly based on an American system of education. Imperialism over other countries do not suddenly break out from a phenomenon or a war. I believe the dominances we observed especially in the mid-1800s to the early 1900s did not end, and will probably never end. Although the modernization of Korea in terms of global stretches can be seen in a optimistic side, I personally think if this consistently continues, Korea will start to have societies similar to those of America. The American influence on Korea, for instance, schools like KIS, are the foundations to a domination not only over language, but over power.
 * Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?**

Very thoughtful and articulate understanding and application of the ideas in the poem. 10/10

Class 10: Document-Based Questions (1/31/2012)
Just by recognizing what their social reputation was like, we can notice the prejudices that these words are based on. Carnegie, a multimillionaire favoring America's grown industry, basically states that America's national home market is the best, dominating foreign productions. He really received the full benefits industrialization could've brought to a man. On the other hand, Engels, coauthoring the Communist Manifesto with Marx, really knows what the slums are like, the other side of industrial life. Engels seems to understand the impacts of industrialization quite well, relative to Carnegie's affluent atmosphere. It is obvious that these two men will disagree in the positive and negative effects of industrialization.
 * 1. Why would Andrew Carnegie (Source B) and Friedrich Engels (Source C) disagree about the effects of industrialization?**

Mary Paul, as a young female teenager within this industrialized era, is basically not experienced enough to realize what her opportunities are outside. Despite all negative aspects, Mary Paul seems to truly enjoy her life working in Lowell. However, this is all because of her awareness of other occupations for children. In comparison to breathing in cotton dust everyday without satisfying her material requirements, this spinning room looks adequate.For instance, getting well with companions and having her material needs is not actually something to commonly expect out of most working conditions for children.
 * 2. What might be reasons for 16-year-old Mary Paul’s (Source A) satisfaction with her job and life in Lowell?**

Political cartoons, like this one by Walter Crane, are useful to spread the message intended by the cartoonist quickly. In this case, the cartoon shows a vampire (a symbol of Capitalism) attacking a laborer, in which an angel (a symbol of Socialism) enters with pure holiness. This diagram does a fine job of making workers to believe in socialism as a savior for their current harsh conditions, eventually getting laborers to agree to the positive cause of socialism. Just by observing the cartoon, we suddenly get this detrimental view of Capitalism being overwhelmed by the hopeful view of Socialism.
 * 3. Why might the political cartoon by Walter Crane (Source D) be useful in getting workers to rally to the cause of socialism?**

Good answers to the DBQ, showing thoughtful consideration of the documents. Who is Mary Paul writing to? Might she have presented her situation as being more rosy than it actually was? Why? 10/10

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

Class 9: Questions on Karl Marx (1/30/2012)
No, Marx would not have completely agreed to these countries' concept of communism. As stated through his Communist Manifesto, his own definition of a communist state was an absolute form of socialism, in which products and properties are spread equally. Based on the current conditions of such countries like China and North Korea, the leaders simply adapted Marxism for their own terms and requirements. Considering the fact that Marx predicted pure communism in the future, we can now disagree with present attempts of democratic amendments via the government. In addition, various other aspects on top of economical factors, like religions, have truly shown that current "communist" countries were not as expected from Marx.
 * Would Marx have agreed that these countries were "communist"? **

The "communist" world, as shown in the news, is gradually decreasing in size, eventually having some sort of democracy leak in. Most of the "communist" countries declined in this modern world, except for China, North Korea, Vietnam, Laos, and Cuba. These countries, are theoretically communist as in the constitution, but are actually reforming their political position, inevitably seeking for capitalism. As we can see in the "Democratic People's Republic of Korea", communism has already given a negative impression on numerous people, considering its inadequacy for reality. It is inevitable that there will be a financial gap between the rich and the poor, between the First World and the Third World. As we can see right now, true equality like an utopian society is only possible in virtual communities.
 * What has happened to the "communist" world (once called the "Second World", to distinguish it from the "First World" -- wealthy capitalist countries, and the "Third World" -- poor countries)? **

I believe the "communist" world degenerated because the concept of complete socialism was perfect in theory, but different in actual practice. This is because communism's description of "from each according to ability, to each according to need" is flawed. It is by nature that human societies will reform themselves, since people are innately born with different talents and the need of competitions. Do people working 5 hours a day deserve the same, the equal qualification as those of working 12 hours a day? I believe it is inexorable that communism, or an absolute form of socialism, is only successful hypothetically, especially in this global era.
 * Why do you think this has happened? **

The fact that the financial gap between the rich and the poor decreased eventually actually pleases my human morality, thanks to such refining movements, with the Union movement and reform laws. The significant presence of unions and reformers truly improved the working conditions for laborers, via various successful strikes. This generally prevented the normal abuses of workers in factories of the industrialized world, impeding the expanding economical gap between the capitalists and proletariats. In a way, Marx was partially correct in predicting that a revolution of workers will bring a better stage of human development. Looking at the community today, I wouldn't say the world's conditions are extremely savage and barbarous, rather logical and quite balanced. Overall, despite the unavoidable separation between the affluent and the impoverished, we as a humanity is attempting to bring out the best out of us.
 * What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized (see p. 270) because of the Union movement (the formation of trades unions who unite to demand better working conditions for workers) and reform laws (to improve conditions for workers, eg. safety requirements, limits on the length of the working day, minimum wages)? **

Class 6: A Childhood at Work (1/19/2012)
All the images tackled my own philosophy; what makes children during the Industrial Revolution different from children these days? For instance, isn't the young boy in page 67 supposed to be in elementary school, with shoes on? I was utterly terrified and appalled to observe adults, hungry for money, use unsophisticated souls for profit. I believe the Industrial Revolution chose an unnecessary path to accomplish its main goal, the inessential abuse of juvenile rights towards industrialization. Children are not meant to be standing barefoot on spinning frames, rather receiving the education they deserve by learning at school. Looking at the dirty, hot, and dangerous conditions of the workplaces, the workers' health is obvious- especially for the group of boys in the Catawba Cotton Mill. The boys, being manipulated by ruthless men taking advantage of their innocent minds, have their lungs filled up with cotton dust. However, I cannot say with my own mouth that child labor ceased. Children are still used in various places as working laborers. Laborers who naively obey to cruel conditions with almost no salary.

Class 6: Industrial Revolution Question (1/18/2012)
I believe the Industrial Revolution via urbanization was a "mixed blessing" of some sort, but with more disadvantages overwhelming certain advantages overall. The Industrial Revolution was a non-violent revolution during the mid-1700s which brought drastic change to the socioeconomic life. In addition, urbanization is the process of people moving to prospering cities. This revolution went through various unnecessary paths to achieve its main goal; the use of children as cheap labor sources, the non-support from the government for sanitary uses, and horrific working conditions truly show the disadvantages. Due to numerous negative reasons, especially workers suffered to find a job to pursue, causing the first urban slums. Also, it's pivotal that we look at the factories from a realistic perspective, considering its extreme pollution to nature, dangerous workplaces, and enlarged class conflicts. Realizing these aspects with the epidemics, the process was more of a chaos than a truly advantageous revolution. However, there were numerous positive impacts, most importantly improving people's lives with better conditions, such as advancing in technological inventions and developing the nation's accumulating wealth. Moreover, the explosion of population and decreased prices were beneficial for all classes of people eventually. Although the Industrial Revolution possessed positive outcomes, I believe that the revolution took an injudicious route towards its goal, with its disadvantages.
 * 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? **

Class 5: An Invention's Impact, Mind Map (1/17/2012)
The Impact of Facbook media type="custom" key="12121352"

Class 45: Questions on Napoleon and the Congress of Vienna (12/9/2011)
Napoleon's empire collapsed due to various military mistakes he committed that enfeebled the French Empire. Napoleon Bonaparte (1769-1821) was a supreme ruler in France, declaring himself an emperor in 1799. One of his mistakes was the Continental System in 1806 to stop Britain trading with other lands; this loose blockade failed to block Britain's trading system. This was mainly because smugglers brought cargo out, and Britain's much robust navy later responded by stopping neutral ships on sea. His next mistake would be the Peninsular War, in which he invaded Spain to reach Portugal, put his brother on Spain's throne, and was defeated by guerrillas. By losing 300,000 men, this war really weakened the empire's foreign relationships other than Spain, including Germany and Italy. The Invasion of Russia in 1812 was Napoleon's worst mistake; Napoleon's Grand Army advanced into Russia through the worst conditions ever, due to the scorched-earth policy. This campaign significantly weakened the French Empire as well as its army, losing about 400,000 soldiers. Then, after more unsuccessful military defeats, Napoleon's generals exile him, then is exiled again after the Hundred Days. Due to these mistakes of Napoleon, his empire gradually declined and eventually collapsed.
 * 4. Why did Napoleon's empire collapse?**

The goals of the Congress of Vienna were to basically seek for stability and secularity within Europe's governments. The Congress of Vienna (1814-1815) was a series of meetings for tranquility throughout all of Europe's countries, with five representatives including Prince Klemens von Metternich of Austria. The Congress of Vienna's first goal was to fortify countries around France to impede further international conflicts, such as combining German states and forming the Kingdom of the Netherlands (Austrian Netherlands and Dutch Republic). This was done to protect weaker nations in Europe, eventually pointing towards stability within foreign relationships. The second goal of the Congress of Vienna was to reinstate "balance of power" throughout Europe to eliminate threatening countries. This goal's intention was to revoke overwhelming countries, similar to the first goal, by belittling French domination. Lastly, the Congress of Vienna wished to reestablish monarchy via royal families, proclaiming legitimacy. For political firmness, a ruling monarch seemed less dangerous and equitable enough to maintain peace for a long period. These goals were essential for the Congress of Vienna to find contentment in every part of Europe.
 * 5. What were the goals of the Congress of Vienna?**

Class 40: Explanation of the Quotation's Image (11/28/2011)
My quote was "You can kill a revolutionary but you can never kill the revolution." by Fred Hampton; I drew an uninterrupted marching army (a continuous revolution) leaving behind a dead soldier (one revolutionary killed).

Class 36: Glogster Poster (11/16/2011)
http://joonyon.edu.glogster.com/peter-i-the-great/
 * Link to Glogster (Peter I the Great):**

Class 35: Absolutism Questions (11/10/11)
//1) What is absolutism?// Absolutism is a belief in which a monarch governed with limitless power, simply a dictator.

//2) Explain the justification for absolutism referred to as the 'divine right of kings'.// Absolutism, somewhat originating the Bible, the 'divine right' to kings by believing that the monarch was an earthly spokesperson from God. The word 'divine' can be described with such words like 'religious' and 'absolute', with the word 'right' as 'power'. Bishop Bossuet plays a main role in building this phrase, supported with the thinking that the monarch's authority was directly provided by God. This shows the justification for absolutism, in which the monarch possesses the 'divine right' by God. Also, sovereigns like James I (Scottish) and Philip II (Spanish) utilized this theory of 'divine right of kings' throughout absolutism. During this period, rulers owned all the rights to change the laws, never being challenged. Thinking the monarch was representing God, absolutism applied the 'divine right of kings' theory.

//3) List the causes of the rise of absolutism in Europe.// Absolutism, generally commencing in the 15th century, arose due to diverse causes within European history. Absolutism was an ideology in which the monarch had unchallenged authority. First, one early reason to the rise of absolutism can be from a plague annihilating Europe's order. Through this period, Europeans wanted an absolute monarch to restore lawfulness. Also, bureaucrats collected taxes from people, as well as enforcing royal orders. The concept of bureaucracy supported the ruler's power by a hierarchic system that pointed towards the monarch. Lastly, extreme wealth arose due to commercial policies that made European nations' economies self-sufficient (15th century). With this successful economy, the monarch handled mercantile businesses for power to continue this process. All in all, absolutism arose due to various causes as explained above.

//4) Explain briefly how absolutism developed in...// Spain: Philip II controlled the expanded Spanish territory with bureaucrats, along with the 'divine right of kings'. France: King Louis XIV personally used the 'diving right of kings' to solely control France, caused by an unsettled aristocracy. England: The Tudor monarchs used its authority to support the people progress, with the help of the British Parliament. Russia: Peter I, along with Russia's expansion, applied absolutism for the nation's industrial fields, in addition to degrading the Church's power.

Speed-Dating Video (11/13/2011): David Hume
(Sources are cited under the video's description.)

media type="youtube" key="tzhrPz1EnLc" height="315" width="560"

Class 29: Port 4 (10/28/2011)
1) Who was "the Bald Rat"? //"The Bald Rat" was Toyotomi Hideyoshi, a peasant soldier.//
 * CNN Millenium Video (4 Questions):**

2) Where did Japan hope to build its empire? //Japan, under Toyotomi Hideyoshi, planned to build its empire in China.//

3) What stopped it from building its empire as planned? //The invasion of Korea, with the Turtle Boat, blew Japan's navy away from its dream empire in China.//

4) Why didn't they try again? After their embarrassing defeat, Toyotomi Hideyoshi's heart was broken, and his vision turned from global to local.

Author: Who created the source? What do you know about the author? What is the author’s point of view? //The author is the Tokugawa Shogunate, founded by Tokugawa Ieyasu. Ieyasu, as Hideyoshi's strongest daimyo, united Japan in its final state, eventually being a shogun of Japan. Within the Tokugawa Shogunate, the author's perspective is based on their supreme authority, limiting the amount of contact with foreigners.//
 * APPARTS on Edicts for 1635 Ordering the Closing of Japan:**

Place and Time: Where and when was the source produced? How might this affect the meaning of the source? //As for the time, the source was created in 1635, as stated in the title. Although the exact place of this edict’s production cannot be known, it must have been produced in the empire of Ieyasu (Edo, Japan) by the shogunate. Due to the place of this source’s origination, the shogunate’s clear words can be read directly. This means that the source would probably be biased against European countries.//

Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? //Without this source, I previously knew that Tokugawa Ieyasu was a great leader, winning battles and completing the unity of Japan. I also know about Toyotomi Hideyoshi, another great ruler with magnificent dreams to build its empire in China. However, after their defeat with the Korean navy before even reaching China, Toyotomi Hideyoshi quietly minimized his vision to his single son.//

Audience: For whom was the source created and how might this affect the reliability of the source? //This source was created to the officials that were managing the port of Nagasaki. Nagasaki, at the time, was considered to be an extremely busy port with foreign goods and ideas. First, this increases its reliability of the subject itself, because it’s written for the actual people that held foreign contact. We can also see the power of the shogunate, absolutely in control of all foreign contact.//

Reason: Why was this source produced at the time it was produced? //These edicts were produced to emphasize the the jurisdiction of the shogunate’s ruling, as well as their decreased need for commercial contact with Europe. Right after their control over Japan’s Christian missionaries, they disliked European ideas in Japan.//

The Main Idea: What point is the source trying to convey? //The main idea that this source is trying to tell is to simply forbid all interactions with foreign countries, Japan closing the port gates and standing alone as to being self-sufficient.//

Significance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked. //The significance of this source should be the supreme authority, or even dictatorship, of the Tokugawa Shogunate in controlling the country. Within this time of isolation, this source is a direct example in the process of revolutionizing Japan’s international relationships.//

//Additional Source: Online Textbook Chapter 3 Section 3 "Japan Returns to Isolation"//

Author : Who created the source? What do you know about the author? What is the author’s point of view? //The author of this source was Qianlong Emperor (6th Emperor of the Qing Dynasty), during China’s isolation with international contact. The emperor had a very arrogant perspective towards European countries because of their previous contact with them before 1421.//
 * APPARTS on Qianlong.pdf:**

Place and Time: Where and when was the source produced? How might this affect the meaning of the source? //This source was produced in China, with a high possibility of Beijing, the capital where Qianlong Emperor would’ve stayed in his empire. In addition, the time of this source was the year 1793, when the British diplomat visited Qianlong Emperor. China’s economy and culture was very isolated during this period, after its shutdown of commercial contact in 1421.//

Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? //Before this source, I knew that China was experiencing an unprogressive period after 1421; however, the emperors and the people still possessed a confident opinion on foreign countries. This would be because of China’s global status before its closure. I also know that Europe was advancing extremely rapidly during this period due to the Renaissance, the Age of Exploration, and the Scientific Revolution. On the other hand, China was just using its same old tools.//

Audience : For whom was the source created and how might this affect the reliability of the source? //Along with the British diplomat, this source was written for King George III of England. In fact, Qianlong Emperor was also probably thinking about other European countries with Britain. This direct primary source for the king of England shows the emperor’s sincere hatred towards opening the gates once more.//

Reason : Why was this source produced at the time it was produced? //The direct reason to this source is to show King George III that China doesn’t need an open international trading system to improve its economy. It also conveys the feeling of Qianlong Emperor wanting to state that China is superior anyway, comparative to Europe.//

The Main Idea: What point is the source trying to convey? //The main idea that this source is trying to emphasize is the ban of further expansion than Guangzhou’s ports, or the simple “opening” of China’s public trading system. Also, Qianlong Emperor is conveying a significant subliminal message that China is more advanced than Britain.//

Significance : Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked. //The significance of this actual source can be explained by its primary source directly from Qianlong Emperor. The rather long quote from Qianlong Emperor shows his courageous perspective of the world: China is still too superior for these European nations. This ‘foolish’ voice of Qianlong Emperor surprises Britain, explaining this source’s historical significance.//

[|//http://www.history-of-china.com/qing-dynasty/qianlong-emperor.htm//]

Classes 25-27: Port of Call Journal (10/27/2011)

 * Joonyon Park, Eric Kwon, Sunpyo Hong**

Our Precious Journal: https://docs.google.com/document/d/17KbkVxnx7R3uwdjY7knYOGDjQj3CJhOMiJDdT9sYgRE/edit

Our Formal Affidavit: http://todaysmeet.com/joonyonsunpyoeric/transcript

Joonyon Park: //"I, Joonyon Park, sincerely affirm the collaboration with the group: questioning and elaborating on others' thoughts."// Sunpyo Hong: //"I, Sunpyo Hong, formally declare that all assignments in our journal were discussed as a group."// Eric Kwon: //"I, Eric Kwon, solemnly swear that this assignment was done and discussed completely within our group as one."//

See, Think, Wonder (9/21/2011)
I see... an undressed muscular man on the left, extending his left arm's index finger toward the center. I see... an old white-bearded man on the right extending his right arm's index finger to touch the young man's. I see... numerous bare people behind the old man, such as several women and children. I see... their index finger not actually touching each other (barely).

I think... the young man is Adam and the old man is God. I think... Adam represents Earth's presence, when God represents heaven, with angels behind him. I think... God is trying relatively harder than Adam attempting to touch each other's fingers.

I wonder... why Adam is so relaxed when he's about to touch God. I wonder... why everyone is naked except for God himself. I wonder... who people at the back are, accompanying God.

Class 14: China's Age of Exploration II (9/9/2011)

 * ===**Diagrams**=== || ===__**Ideas**__=== ||
 * [[image:kisworldhistory/map-of-muslim-countries-with-more-than-1-million5.gif width="231" height="185"]] || I think the population of Muslims in such countries show the distribution of religion Islam throughout the world in an interesting way. Obviously, the Middle East represents a high number of Muslims (over 150 million), including Pakistan and India. ||
 * [[image:kisworldhistory/voyages-of-zheng-he-map-0604.jpg width="428" height="162"]] || Personally, I was amazed by Zheng He's diverse routes of such voyages. They reach all the way from Africa to Indonesia the Pacific ocean! Its long distances make me wonder how many men and supplies were required to satisfy these voyages. Zheng He surely was an ambitious traveler at the time! ||

Classes 10~13: China's Golden Age (9/6/2011)

 * ===**Diagrams**=== || ===__**Ideas, Questions, and Comparisons**__=== ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/ChinaZhengHeShip1405vsSantaMaria500pxw.jpg width="240" height="147"]] || As a ship from Zheng He, we can see the humongous size of the fleet. The tall masts display its reputation and its importance. According to the book, it says that this ship carried 30,000 men.

__Comparison of 2 Ships__ The "tiny" Santa Maria (Columbus's vessel) actually seems to be one-fourth of Zheng He's. This is obviously true, because Santa Maria is 150ft long and Zheng He's is 480ft in length. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/europe_1400.jpg width="216" height="228"]] || This map from Europe in 1400 shows Europe's previous formation in terms of territories. I didn't realize that Europe used to be so diverse and separated.

__Imaginary Invitation to Beijing (2 February 1421)__ If all these emperors and kings visited Beijing at the time, //Holy Roman Emperor:// German Kingdom (west of Crown of Bohemia) E//mperor of Byzantium//: Ottoman Empire (south of the Black Sea) //Dog of Venice//: northern Venetian Republic (north of the Adriatic Sea) //King of England//: Kingdom of England (south of the Kingdom of Scotland) //King of France//: Kingdom of France (north of Kingdom of Aragon) //King of Castille//: Kingdom of Castille (north of Kingdom of Granada) //King of Portugal:// Kingdom of Portugal (west of Kingdom of Castille) ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/Territories_of_Dynasties_in_China.gif width="263" height="237"]] || This animation of the territories of previous dynasties in China displays China's expansion toward today's shape. As it commences from 1000BCE in the Zhou Dynasty, it continuously separates and unites, until after 1892 in the Qing Dynasty. I think China possesses a relatively long history, in its growth over numerous dynasties. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/mapSilkRoad.gif width="340" height="111"]] || The silk road is amazing long (as shown in the diagram), as it covers mostly Asia and the Middle East. Although the Silk Road is known for its trading benefits within many cities, I also think it connected the people's opinions due to shared products.

__Through what MODERN countries did the silk roads go?__ The Silk Road of the time went through modern countries like Turkey, Iran, Iraq, Kazakhstan, India, and China. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/European_city_populations width="306" height="186"]] || This diagram displaying Europe's urban population from 1400 to 1600 shows interesting data, in my opinion. The blue squares represent the region's population density (bigger square = more people). As we can see, the population in today's France has decreased in 1600, as where the population in southern Italy increased over time. This map shows how Europe changed in time in terms of the number of people. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/Beijing_city_wall_map.jpg width="261" height="319"]] || Zhu Di's work in this city is quite surprising, of such structure at an early stage. As the Inner City contains the Imperial City, which contains the Forbidden City, I think Zhu Di and his men used a lot of effort to build this city. It deserves to be visited by various people from foreign countries.

__Comparing the Old and Modern Cities (2 Maps)__ The map on the left was at Zhu Di's time, and the map on the bottom displays Beijing's current structure. As we can see, the lakes at both maps are identical, allowing us to locate the Imperial City on the modern map. Previously, the cities and temples were consisting of traditional works, but today's Imperial City is right next to a department store and a grand hotel. This shows China's significant developments. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/beijing-map-overview.gif width="327" height="151"]] || This complex and sophisticated view of Beijing shows us the development of China's capital. As the Forbidden City and its beautiful works are now in a museum, I can see how modern China kept its history well-preserved with pride. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/great_wall_map1.png width="319" height="176"]] || This particular map shows the Great Wall's expansion and its current length within China. It actually covers the whole northern region of China, all the way from Hushan to Yumenguan. I can imagine how many lives were sacrificed to build this colossal wall, for protection against the Mongols. I am still amazed by Zhu Di's ambitions and determinations.

__If it WAS, where would it reach, if it began at the Yalu River?__ If the wall really extended to the west of Beijing for 6,400 kilometers, I would say it will end at approximately today's Kazakhstan (according to the atlas). Wow! ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/PrimeMeridianThm.jpg]] || The Prime Meridian, or the honorable 0º degree in the Earth, could not be in Zhu Di's favor, but in Greenwich's favor. Although Zhu Di thought about this a few centuries before Greenwich was approved, I think it doesn't really matter for today's world. No one really emphasizes the Prime Meridian in many cases, and I think anywhere in the globe was decent. ||
 * [[image:http://boylehist9.phoenix.wikispaces.net/file/view/grand-canal-map1.png width="140" height="328"]] || Zhu Di's significant works of wonder can be described as the Forbidden City and the Grand Canal. This diagram on the left shows the Grand Canal's long path, starting from Beijing all the way to Hangzhou. How can such a canal be this long, covering the length of one of the biggest countries in earth? I think this canal is more of its brilliant reputation than its actual function. This shows us how Zhu Di was a really ambitious emperor. ||

Class 9: The Spread of Islam (8/30/2011)
Based on these three distinct maps, I can conclude that the Umayyad Empire was replaced by the Abbasid Empire over time. Although the territory itself did not expand significantly, previous regions like the Byzantine Empire and the Frankish Kingdom were replaced by the Abbasid Empire (Map of 750-1258).

In-Class 6: Pre-Renaissance Orders
Joonyon & Sunpyo

Class 4: Let's Examine What Historians Do!

 * __Many Hats of a Historian__ (8/18/2011)**

__Vocabulary__
 * //heretical//- (n) contradicting to a common belief
 * //faggot//- (n) a collection of twigs (for burning heretics)
 * //Eucharist//- (n) bread in a Christian ceremony
 * //abstain//- (v) refrain or restrain from enjoying something
 * //penance//- (n) self-punishment due to religious sins
 * //beseeching//- (v) imploring, ask urgently
 * //source//- (n) origin of information obtained

__Questions__ 1) In section 1, //Heretical Beliefs//, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article?

John Hogsflesh was a heresy in terms of his religious beliefs, and he his holding a public penance to announce his guilt. He repeated this penance for 3 times, and joined the religious procession at Chichester Cathedral on his 4th time. Also, he carries a faggot at all times, resembling his conviction for heresy. If he denies to proceed in this penance in any circumstances, he will be burnt on faggots as another punishment. I think the historian's main point he was trying to convey through this particular article was the idea of penancing. The exceptionally religious period of time, in which such a heresy would be in such punishment due to his false opinions previously.

Not the main point of the article.

2) What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles?

John Arnold, the author of this article, define the roles of a historian in many various ways, proving that this occupation is not quite simple. First, he implies that a historian is a reporter, by reading and recording, then finally reporting it to the wide world to expand in its knowledge. He also states that historians hold their trustworthiness strictly, by not exaggerating certain events or taking out negligible parts because it contradicts the historian's perspectives. Lastly, historians can also be interpreters, interpreting facts in the best way they can. Yes, I do mostly agree with his assumptions. He summarized the role of a historian quite well in a few paragraphs. For my personal opinion, I'd say a historian can also be a detective, searching for new evidences and took place in the past. Also, they can be teachers, by actually teaching other people what they discovered.

Good. You've found several of the NINE roles Arnold identifies. He does say that "detective" is one of them.

3) What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references?

The phrase "treating their sources with fidelity" can basically be simplified as "treat sources accurately". This means the facts and evidences they discovered shouldn't be varnished in any way, and to be told just as the way it is. In fact, this also takes its meaning when a historian is biased in a certain perspective. The historian might slightly change the interpretation of the event in favor of his personal point of view. This is rather important when reading such historical references; we must realize who the author is and judge our reliability for this source.

Good answer.

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

It is actually quite common for other historians (or just regular people) to misinterpret such events in history. Everyone has a different educational background, thus different perspectives. For example, an extremely rare sculpture, in its sophisticated shape, could be found underground one day. A historian interested in science might interpret this event as evidence to prove that ancient people actually used certain chemicals. On the other hand, a historian interested in arts might relate to the artwork's beauty, its specific form, and the sculptor's intention. One event from my own life could be when I first rode a roller coaster at the age 7. Although I was just trying out a new ride in an amusement park for entertainment, some historians in the future (that are not familiar to roller-coasters) might say that I was planning to commit suicide.

Good answer.

5)Talk to a family member or friend about something that happened to you both a long time ago. Examine how you both remember the incident and write about it. With that in mind, when attaching meaning to history, is it possible for a historian to be completely objective? Use examples from the incident you just discussed to reinforce your response.

I still remember the day when I almost lost my parents in a local park when I was approximately 6 years old. After time passed in the park, I spent some time observing beautiful flowers and plants. Then, I realized that I couldn't find my parents anymore nearby. I was really shocked, and when I eventually found my parents, I blamed everything against them. On the other hand, my mom remembers this event quite differently. She states that she was keeping track of my location, and was playing with my sister. When she turned back, she said that I wasn't there, and she apparently panicked a lot when this happened. Although she didn't blame everything on me, the story was still different from two separate perspectives. Just like this, I don't think such a historian could be completely (as in perfectly and exactly) objective. They are all humans also, and they surely do possess their personal views on politics and religions. Even their education would mostly differ from everyone else. With an identical incident, one historian would view it in terms of his own eyes. Even though he might not intentionally be biased, such analyses can't take place without being based on opinions.

Good answer.

6) What problems may arise when historians practice subjective history? In what ways may subjective history be beneficial to the study of history? Think back to the incident you just discussed with your family member or friend. Why did it make sense for you to remember the event the way you did and for the other person to remember it the way he or she did? What does this tell us about history?

Several problems that may arise when historians practice subjective history would be the inaccurate analysis of history. Certain events might be varnished or exaggerated to fulfill the subjective historian's opinion. We cannot study history accurately from an impartial point of view. On the other hand, being subjective might be beneficial in some ways. For example, my answer to Question #5 states that I viewed the incident differently from my mom. This is normal, and makes sense, because we seem to tell the story in favor of our feelings, usually to state that we're innocent and the others aren't. This seemed to be proven within the previous story, between two people viewing the story. This example shows us that history will never be completely objective. Of course, the authors of a book would slightly defend their own country even unintentionally. Especially wars throughout history prove this point: different countries support their own nation when writing the war down in text.

Good answer.

7) Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not?

A historian can be a storyteller because a historian basically uses an event to interpret it, and then to tell it to others that don't know yet. This is their main job, as in recording and reporting what they analyze within history. The problem is, there are numerous historians around the world, and each of them would tell contrasting stories. Then, as a reader, we would get extremely confused, since there are hundreds of different interpretations of one single incident. Which one is actually reliable? Can we trust them? Personally, I'd read various version of the incident and decide for myself. If most sources stated one main idea, I would just depend on that one. If these historians are well-educated and reputable, they would have good reasons for interpreting the event in a certain way. Without proof, they still hold the best theories.

Great answer!

8) How did your view of history and historians change based on this reading? How will you approach history now that you have explored these views?

I learned a lot about history through this assignment and the reading. Before this assignment, I used to trust any source that I read about an incident. Now, I realized it's exceptionally important to judge the reliability of the particular source, and to encounter history a bit more vaguely in terms of reading various historians' interpretations. Only reading one might not provide me with its full details. From now on, I'll approach history as a serious subject, in which I should understand that historians can be prejudiced some times, especially when the topic is related to their own country. I found out it's essential that I become a historian myself in judging primary/secondary sources.

A worthwhile goal.

9.5/10