Kaitlin's+World

=Timeline= (done by myself because I was not in class)

1. **1980**- Babrak Karmal (Communist ruler) fights US, Pakistan, China, Iran, and Saudi Arabia. They supplied money and arms to countries to oppose the Communists.

2. **1988**- USSR, Afghanistan, the US, and Pakistan sign peace accords

3. **1998**- Tension between the Taliban and US gov. after US launched missiles at predicted bases of Osama bin Laden.

4. **2001**- bombings in the US after bombings in Afghanistan

5. **2012**- Arsala Rahmani shot in Kabul. (Arsala Rahmani - important member of High Peace Council) = disturbs relationship even more between US and Afghanistan

Descriptions could be more detailed. What is meant by "bombings in the US after bombings in Afghanistan"? Who bombed whom and why? Is the shooting of Arsala Rahmani a key event in Afghanistan's modern history? 8/10

=Class 49=

= = =

= =WWII Debate Test=

media type="youtube" key="hErKQ0dN_Jc" height="315" width="420" (If you can't see it on here, click here!)

=

= =Class 48= ==

__Historical Event__ I think the Berlin Wall was the most important event out of the 4. It split up Berlin between East and West. The west was outraged. They had nowhere to go, they couldn't step into the USSR's section of Germany, which they were in. They could not go anywhere, and they were stuck. Almost like being held captive. //The creation of the Berlin Wall was a symbol that the world was dividing//. Friends and relatives were split, and both sides of Berlin was shocked. =

Incomplete. 7.5/10

= =Class 47= = =

// Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking // Although the Nazi and Japanese leaders were a major part of the war, and of course they should be tried for their actions, I think every country that contributed was guilty of war crimes. Yes, they are guilty of creating a genocide, but other countries didn't speak up. They didn't try to prevent this from happening. So in a way, everyone is as guilty as the Nazi and Japanese leaders.

Venn diagram?

5/10

= =Class 46=


 * Twins**- I was surprised that they had a different section for twins. However I think that the twins might've been treated better (at least a little bit), because they had to perform experiments on them... maybe not though.... It was beautiful that they were able to have children, and that they are happy, even after all the nightmare in Auschwitz
 * Brothers**- I think this man was very loyal to his family and especially to his brother. Although he was getting hurt, he thought about how he would explain this to his mother, and did not tell where his brother went. I liked how he stated "the fact that they tore out our feelings, you tore us out from the ability to love, to cry, to laugh" I feel that this is the correct depiction of what the concentration camps did to people (emotionally).
 * Mordecai Eldar**- I think Mordecai Eldar's story shows us how the German guards were not afraid to kill. They were not afraid of losing people, because they knew plenty more would be coming in, and more would be replaced. The guards pushed the feeble, defenseless, weak, and barely-alive Jewish workers to amuse themselves. How inhumane could you get? They were literally laughing in the face of the other's death. When the picture of the men came up, I was shocked by how you could clearly see the ribs, I was shocked by the fact that they were still on their feet.
 * Zanne Farbstein**- When the crematoria was filled, they started pushing people into pits and burned them. People were burned alive, infront of millions. Zanne Farbstein said that the fear was the worst part. And I could see how it's true. Everyday, you see people dying, and that makes you wonder when you'll die. The concentration camps cause death. It's filled with fear.
 * Yaakov Hollander**- Throughout all of his experiences, Yaakov tell us vividly, the time he couldn't share his cake with his brother. This shows how much family mattered, family was all they had left. I found it very optimistic how he focused on the present and future.
 * Sophie Engelsman**- Although her family was gone, she held on. She forced herself to move forward, to live her life. Currently, she has 21 grandchildren, and she loves her life right now. I find that absolutely beautiful.
 * Eva Brown**- Eva Brown also had a fulfilling life after the concentration camp. Yes, she was permanently scarred (both physically and emotionally), but she found a husband, and lived the life she wanted.

=9/10

= =Class 45=

__**Comparing World War I and World War II**__

//1. Which of the nations listed in the chart sufferedd the greatest human costs?// USSR. with 7,720,000 civilians killed...

//2. How does U.S. spending on the war compare with the spending of Germany and Japan?// U.S. spent 288.0 billion dollars whilst Germany spent 212.3 billion, and Japan 41.3 billion. U.S. spent a lot more than Japan, obviously. But I think U.S. and Germany spent almost equally.

//3. What factors may have contributed to the increased number of deaths in World War II over World War I?// I think technology had a major part. With the increased and improved technology, many more were killed. Also, because war is basically fighting with weapons and technology. With improved weapons, casualty rates significantly went higher.

//4. Under what conditions did the Polish refugees flee from the Germans?// The Polish refugees were upset and scared. They lost their homes, work, goods, and almost everything including their family. They left in unsanitary conditions, in crowds. Many were confused, they were waiting for answers, and lived in poor conditions.

//5. Judging from the photograph, what was the government's attitude toward Japanese Americans?// The government (represented by the soldiers in uniform) were suspicious of the Japanese-Americans. They were keeping their eyes on them, and had safety in numbers (many soldiers) maybe because they thought people would fight back?

Incomplete 7/10

= =Class 43=

//Opinion on Japanese Internment// This was when people were wary of the Japanese-American or Japanese-Canadian. I don't think it was 'fair'. They were suspicious of spies, and refused to intern them. They even moved the Japanese from their homes to camps. Another reason it wasn't fair is because they were only wary of the Japanese. No German-Americans or German-Canadians. How come? Germany was a big threat as well, not just Japan.

1. Wartime propaganda [|cartoon by Walt Disney]. As you watch, record your answers to the following..
- what wartime images do you recognize from your study of the war? nazi sign, uniformed people, the Japanese, weapons, image of Hitler and Mussolini, Mein Kampf book, "Heil Hitler" after everything, - what are some of the messages of this cartoon? One of the obvious message is that America is opposing Hitler Germany. They think Nazism is bad and cruel. It shows that citizens of America have more right and freedom, and that people appreciate America more (Donald Duck was in Germany, moved to USA, dreamt about Germany, got sad and scared :( and then woke up, was in America, and was happy:) - why do you think companies like Disney and Warner Brothers produced these cartoons during war?  because Disney and Warner Brothers were American, they were against Hitler and wanted to show why it is bad (age-appropriate though). It can also be used as propaganda.

2. *It says I do not have access to the cartoon* :(

=
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
1. Over 3,500,000 children, women and old people evacuated to unknown 'safe places' to escape German bombing raids 2. Many children were separated from their family members 3. Children seemed happy to be going somewhere else

Rationing
1. Food rationing came by force 2. Each person gets a specific list of food per week 3. food and clothes rationed

Women at war
1. By 1943 there were 77,000 women working in the Land Army 2. shortages of workers in factories. Women took the spots. 3. Women's Voluntary Service carried out different tasks, group for the elderly (couldn't do anything else)

Messages of war
1. posters to get people to volunteer (we can do it!) 2. posters on what to do (car-sharing club, no careless talk) 3. propaganda (Germany/Hitler is bad, maneater, He's watching you)

10/10

=Class 42=

//1. Bombing of Pearl Harbor// a) Japan dropped bombs on Pearl Harbor. U.S. helped countries resist Japan. Also cracked their code which helped them know what was coming next. b) U.S. brought into the war //2. Fall of Southeast Asian colonies// a) Japan took over many countries in the southeastern side b) Allies threatened by Japan //3. Doolittle's raid on Japan// a) Doolittle bombed Japan out of revenge b) U.S. found out Japan was vulnerable to attack //4. Battle of the Coral Sea// a) U.S. and Japan fight with airplanes b) Allies lost, but stopped Japan's southward advance //5. Battle of Midway// a) U.S. was ready for the attack from Japan. They blocked the attack and destroyed Japan's aircrafts and ships b) Yamamoto withdrew on June 7, 1942. Turning point for Allies. //6. Battle of Guadalcanal// a) Allies and Japanese fought in Guadalcanal b) The Japanese left the island.
 * __Japan's Pacific Campaign (p797-501)__**

Isoroku Yamamoto was Japan's greatest naval strategist. He led the battles of WWII. He led the attack in Hawaii. McDouglas MacArthur was the commander of the Allied land forces in the Pacific. He ordered to take Japanese strongholds, and the weak islands near them.
 * B) Identify Isoroku Yamamoto and Douglas MacArthur**

Write a short description of the perspectives presented in the political cartoons below. What does each cartoon highlight about how Japanese expansion was viewed? A. This cartoon shows China and Japan fighting, and the League of Nations commenting on China and Japan, hinting Uncle Sam (America) to fix it. It views the Japanese expansion negatively, because the League of Nations is allowing Sam (who looks pretty reluctant actually..) to stop the fighting. Meaning they don't want Japan to expand. B. This shows the Japanese carrying Uncle Sam and John Bull on their shoulders, and they're sweating and having a hard time, while America and Britain are leisurely relaxing in a luxurious cart. This is pro Japan expansion, because it's saying that it's time for Japan to stop sweating underneath American and Britain. They should stop suffering because of them, and Japan should have more power so they don't have to lift them up anymore. C. This shows a strong grip of Japan proudly holding up a burning agreement/treaty/paper of the League of Nations. This shows that Japan thinks they don't have to follow the League of Nations anymore because they are strong enough. D. This shows Japan advancing towards New Guinea, and how Australia is defending the territory. Australia is also against Japan expansion. They want to stop them from advancing toward their country.

// 1. Why did Japan attack the United States of America? Provide evidence from the source below in your answer. // The U.S. was against most of Japan's actions, and backed up the other side. For example, America sided with China. And supported China's Nationalist government against Japan. They also helped as volunteers in China's war against Japan. Moreover, they froze all Japanese assets in the USA. They also demanded that Japan leave Indochina and china. Overall, the USA was in Japan's way of gaining China, and Japan wanted to get rid of it, therefore, attacking USA. // 2. Pearl Harbor before, during, after // Before: Japanese diplomats tried to negotiate with America on Japan's extension on Asia. They also developed a strategy to attack the U.S. if the negotiation failed. Japan attacked Pearl Harbor on December 7th. During: America could barely defend themselves. Thousands died. America was furious. After: America joined the Allies and declared war on Japan. =

10/10

= =Class 42= I read pages 497-501 and working on the guided reading = = =Class 41= > //1) What was Operation Sea Lion?// > Hitler's planned invasion against Great Britain > //2) Why did the battle not look good for Britain?// > heavily outnumbered and weaker military > //3) What advantage did Britain have?// > radar: locate enemy aircrafts > //4) What was Germany's mistake?// > bombed major cities in Britain after Royal Air Force bombed Berlin > //5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause?// > great fires and hundreds of civillians lost their lives. But the bombings allowed Britain develop its air forces > //6) Why was the outcome of the battle of Britain significant for the Allies?// > Britain held off Germany = hope for allies. People joined British military to go against Germany.

// Why were the British able to hold off the German invasion when they were militarily weaker? // The radars were a major invention that helped Britain. It helped Britain track the enemy air force, which was a big advantage. With the radar along with the vision of Winston Churchill, and the patriotism that rised with it, Britain never planned to give in. Because of the visions of Winston Churchill, people volunteered for their country. Men volunteered for the military, while the women volunteered to serve in units. With these factors combined, Britain was determined and successfully fended off Germany. = Notes on podcast? 8/10



10/10

=Class 40= 10/10

=**Class 39**= 1) born 1899 in Austria left school at 16 art academy rejected him lived in hostel for tramps hated socialist parties and foreign races (especially Jewish people) - thought they ruined life and culture of his country 1913: left to German army - received high medals and bravery awards - when Germany surrendered in 1918 (WWI): blamed the Jews and socialists leader of Nazi party and tried to overthrow government - Hitler put in prison wrote //Mein Kampf// (My Struggle) 1929: economic depression people without jobs started to listen to Hitler January 1933- Hitler became Chancellor of Germany
 * A. Adolf Hitler**

2) His ideas = Mein Kampf Germany ruled by single leader Germans need more land Some races better than others Jews must be destroyed Communism must be destroyed France must be destroyed (The Treaty of Versailles is unfair)

3) His appeal- seem to hypnotise audiences during speeches

Election March 1933, Communist caught with matches and fire lighters, the Reichstag caught on fire. Hitler said this was start of Communist plot to take over country. Asked president Hindenburg to make the //Law for the Protection of the People and State// which banned communists and socialists from taking part in the election campaign. = Hitler and Nazis won the new Reichstag agreed to an //Enabling Law// on March 23, 1933. It let Hitler make laws without asking the Reichstag for consent. //Law against the Formation of New Parties:// Nazi party- only party allowed in Germany = one party state //Ernst Roehm//- wanted to make people part of German army (would make Roehm most powerful man in Germany) = Hitler arrested and ordered them to be killed Hitler took over presidency after Hindenburg died. Gave himself the title "Fuehrer and Reich Chancellor" and officers and army swore under oath = 10/10
 * B. How Hitler Established His Dictatorship**

= =**Class 37**= media type="file" key="Kaitlyn oral quiz fascism.m4a" width="300" height="50"

8.5/10
=**Class 36**= media type="file" key="the great depression kaitlyn 9A.m4a" width="300" height="50"
 * The Great Depression**

9/10
= = =**Class 34 HW**=

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).

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).

__**International Herald Tribune** __ We Were Doing Well... What Happened?

Trade between the United States drops 1. The United States is suffering from economic disaster 2. Their sales increased between trade, and trade drops 3. Other parts of the world are suffering too! We should collaborate and get through together, instead of raising prices against each other!

__**New York Times **__ Unemployment Hits Us Hard, Yet Again.

Unemployment kicks families out of their homes 1. Panic of the people are causing a stampede 2. Majority of the population are jobless 3. Who can help America now? Who will bring America out of the dumps?

Notes taken :)
 * Station 3**

VERY WELL DONE. 10/10
=**Class 34**=


 * Oral Quiz #2**

media type="file" key="Kaitlyn oral quiz numero dos.m4a" width="300" height="50" = = SORRY, AGAIN, NO VIDEO. YOU NEED TO ORGANIZE YOUR THOUGHTS BETTER. 7.5/10

= =**Class 32**=

How did the Treaty of Versailles add to China's problems? China wanted support from the Allies, and therefore declared war on Germany. Instead of giving China freedom from foreign influence, the Treaty of Versailles only changed the masters of the land that was controlled by Germany to Japan. In addition to that, Japan invaded Manchuria of China, and they continued to invade other, larger, parts of China after. However, this conflict brought Jiang and the Communists together to fight the Japanese.
 * Station 1**


 * Station 2:**

Manchurian Incident- 1931: Japanese Kwangtung Army attacked Chinese troops in Manchuria. It was their first attempt to gain control over all of East Asia. About 4,000,000 Koreans and Chinese were displaced from their homes and shipped to factories and mines in Manchuria, northern Korea, and Japan.

//// Koreans and Chinese laboring in factories

Japan was isolated from the early 1600s to the mid 1800s. However in 1854, Japan opened trade with the United States and European nations. Many Japanese were upset with this, and the Emperor Mutsuhito gathered support and managed to overthrow the shogun. The emperor ruled from 1867-1912, in the Meiji era. Soon after, Japan's industrial economy rose up, and it also had the strongest military power in Asia. Japan drove China out of Korea when they broke an agreement. Japan defeated Russia over the China's Manchurian territory. And it also attacked China. By 1910, Japan had absolute control over Korea.

//// Japan's Military Power Compared To Korea and China

Japan taught Japanese history and language in Korean schools. They shut down Korean newspapers. They took land away from Korean farmers and gave it to Japanese settlers. Koreans began a nationalist movement and protested against Japanese rule.

__Japanese Justification__ Too many people - emigration - advance into world markets - expansion of territory

Japan could not emigrate due to the anti-Japanese immigration policies of other countries Japan could not advance into world markets because of commercial treaties They believe they followed their only hope, and was reasonable in doing so. - were not excessively violent - did good to Manchuria

//// Growth of Japan's Control

I believe Mao Tse Tung was a better national leader than Stalin. In modern days, many people seem to respect him. They believe that without Mao Tse Tung, there would have never been the "New China". Many places are dedicated to him, and his portrait is everywhere around China. People are moved to tears by his philosophies and actions. However, many are aware that Mao made mistakes. These mistakes were severe, and were similar to Stalin's motives. Due to Mao, millions died of starvation and overwork. Thousands of red army soldiers were sacrificed, and Mao expected this. Mao knew the sacrifice he had to make to carry out his motive. He actually expected half of China to die for his projects. Usually, it was to pay for the technology to build the atomic bomb. In order to receive more money, he sold food to Russia and Eastern Europe, and people in China starved. Mao was very intelligent, and outsmarted many people throughout his ruling. When he had to cross 6,000 miles with 80,000 soldiers to receive supplies, Mao was carried the whole way in a bamboo litter. He was bored, and he read. However, he burned books. He tortured party officials, and raged through houses. I don't believe Mao Tse Tung was a good leader. But, I think he is better than Stalin.
 * Station 3**

VERY WELL DONE. 10/10

= =**Class 32**= media type="file" key="Kaitlyn Han 9A Russian Revolution.m4a" width="300" height="50" = KAITLYN, SORRY, BUT I HAVE TO TAKE A MARK OFF BECAUSE THIS DOES NOT INCLUDE A VIDEO OF YOUR FACE AS REQUIRED. 9/10
 * Russian revolution**

= =**Class 31**= In Russia, working conditions poor, wages were low, and children worked. Many workers were angry. And Russia suffered even more from World War I. Nicholas lost control of Russia. Soldiers refused to fight, prices went up, and people starved. The czar stepped down from power. In conclusion, Russia started a revolution for change and better lives. = = media type="file" key="Joseph Stalin.m4a" width="300" height="50"
 * Station 1**
 * why did Russia have a revolution in 1917?**
 * Station 2**


 * Station 3: propaganda**

**1. What is the message that this poster is trying to get out to the Russian people?**
I think this is trying to convey that Joseph Stalin is a great leader and will bring more honor and pride to Russia. Although that was obviously not the case, Stalin looks like an important role in the poster. He is in the center and he is big. The poster is also red and black, which looks strong and powerful. The sun is over his head and he is holding a flag. He has followers behind him who is cheering and agreeing, and they are also holding flags. I think this poster is trying to show that Stalin will make the right choices and will lead Russia into a successful future (although that is not true).

2.Do yo **u find this piece of propaganda to be compelling? Why or why not?**
Although I know the background of Joseph Stalin, I do believe this poster has me intrigued. Stalin looks like a powerful leader with the flag and the crowd behind him. and he looks very, patriotic.


 * 3. Make your own propaganda poster designed to make viewers adopt your viewpoint on one of the following issues: school uniforms; freedom of speech; hagwons** (done on paper)

= =**Class 30**= The Treaty of Versailles mostly surrounded United States, France, Great Britain, and Italy. They were known as the Big Four. Whilst Woodrow Wilson of the United States was developing the Fourteen Points which was to achieve justice and lasting peace, France was pointing out different negotiations that would "justify" the issues between France and Germany. Japan and Italy were unhappy about what they gained from the war. Many countries were bitter about the peace treaty. However, they did come into conclusion together that Germany must be punished. In the end, the United States rejected the treaty and solved their problems separately. I think this reflects the United States as the independent, selfish country that does not want to get involved with other things except their own problems. France as the vengeful, naive country who does not seem to grasp when to stop and what will happen if they do go on. And Japan and Italy as the countries which should've gotten more for their contribution in the war. =
 * How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I?**

= =**Transcript: War in the Air and the Sea**=
 * With Min, Hannah, and Kaitlyn**

[]

=

= =Comparing Maps=


 * 1st Comparison: **

The European Alliances map is made up of central powers, allied powers, and neutral/unsigned countries. The 1914 Great War map (cartoon) is made up of the same countries with the same division, but they are called Darwinists, Clankers, and neutral countries. The 1914 Great War map seem as if the neutral countries are ready to attack. They look curious and is looking into the countries around it. The Clankers are made up of machines, and the Darwinists are surrounding the Clankers, giving them the aggressive look and making it seem as if they are attacking the Clankers.

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?
 * 2nd Comparison: **

Serbia might have staked a claim to Bosnia and Herzegovina to prevent Russia from further expansion. By claiming Bosnia and Herzegovina, the Allied Powers would be connected. It would increase its population and power. Russia might have been interesting by helping Serbia claim Bosnia and Herzegovina, because Russia was Serbia's army. It would strengthen their power and alliance (through helping each other). Germany and Austria-Hungary might have resisted any moves for Bosnian secession from Austria-Hungary, because Austria-Hungary would lose its land to the Serbians. It would make the competing group stronger. And since Germany was an ally of Austria-Hungary, it would become a disadvantage to both Germany and Austria-Hungary.

10/10

= Class 15 A: 2/14 = // Positive and Negative Impacts of Nationalism // - Nations began to advance scientifically and technologically through competition among each other - Use of democratic governments || - cultures had to become assimilated to create the major culture in the nation - elimination of ethnicity - too much nationalism (such as Nazism) - Too much competition = war || // Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence. // Negative: I think nationalsim had a negative impact on the world, because the country's pride pushed down the other languages, cultures, ethnicities, and the other countries itself. The reason being that the nationalistic country is so sure they are the best. Nazism is an example of nationalism, because wanted to rid of the jewish people and start a new german country. Also, many cultures must've been forgotten, or blended with different cultures to create the major culture in the nation. Therefore, I believe nationalsim had a more negative impact on the world.
 * Positive Results || Negative Results ||
 * - People in a nation united to create something better (things achievable by working together)

__ **Types of Nationalist Movements** __ // 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words. // Unification: The divided lands have similar culture but different political views Separation: The culturally different group does not want to be part of the nation, and/or tries to break away from it. State-building: The different cultured groups accept to a single culture and create a new state
 * [[image:http://timeline.phoenix.wikispaces.net/file/view/Types_of_Nationalist_Movements.jpg/193917634/526x257/Types_of_Nationalist_Movements.jpg caption="Types_of_Nationalist_Movements.jpg"]] ||
 * Types_of_Nationalist_Movements.jpg ||

// 2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism? // These empires would have probably lost much territory and power, because they were governed by a single leader. The regions would have demanded for separation, due to persuasion from other lands which had successful rebellions.

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

1. The cartoonist uses a boot as the symbol of Italy. I think the cartoonist used a boot, because Italy is shaped significantly like a boot. It is being put on the king of Sardinia.

2. Nationalist Garibaldi is being portrayed as a poor shoe fitter who is helping the king put on his boots. It shows that Garibaldi was willing to serve the king. 3. The title, "Right Leg in the Boot at Last" shows that the cartoonist was waiting for the Italian unification to occur. He sounds content and at rest, and he is in favor of the unification.

= = __ **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. The East and West parts of Prussia were separated by a river, and were not joined, and it's strange for the territories to be separated if they are one kingdom/country 2. The year 1871 was the biggest expansion. Prussia added the south German states and the region gained from France to its 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. = = The national symbol above for Germany includes a black eagle in the center, two swords in the back, and the word "Deutschland" (Germany in German) in black, red, and yellow. I added the black eagle to represent the people of Germany. They are the main focus of Germany, therefore, in the center. The eagle looks proud and it is flaunting its wings, which shows that the people of Germany were, too, "flaunting its wings" because they are proud of their country. Likewise, the "Deutschland" is in those colors because it shows the spirit of the people in Germany. I had to take something original from the genuine flag (modern time) to show the patriotism. The two swords in the back show the determination and strength of Germany, and relates to Bismarck's phrase "by blood and iron"

20/20

= Class 14 A 2/10 =

__Terms and Names:__ Sepoys: Indian soldiers who were //angry// at their British rulers and felt that the British were //violating their religious laws and customs//. Sepoy Mutiny: The //rebellion// of Sepoys throughout India. Sepoy regiments killed British women and children. Congress Party: members who gradually became more //nationalistic// Mohandas K. Gandhi: spread the idea of //non-violence to reach nationalism.// Played a major role in //securing Indian Independence// Muhammad Ali Jinnah: thought it would be better for Muslims if they worked with Hindus to gain Indian nationalism. In congress party and Muslim League, two organizations agreed on a plan for constitutional reform in India.

//1. What were four factors that contributed to Britain's conuest of India?// - Britain's military forces are big - Many Indian kingdoms were engaged in a fierce power struggle (British controlled the chaos) - British in India were well organized and united, unlike the Indians - The British brought political stability, an efficient government, and a system of law

//2. What was the cause of the Sepoy Mutiny and what was its main result?// Cause: educated Indians knew they were second class citizens in their own land, and the top places of the Indian Civil Service were reserved for Britons only, and the Indian workers with the same jobs as Britons received a fraction of the latter's wages, and much of the wealth for British India found its way into back accounts in Britain= created restlessness Also feared that the British were violating their religious customs. Result: establishment of direct rule by Britain, but the nationalist movement started budding

//3. Which groups and ideas promoted the Indian independence?// Through Western education, ideas of democracy and nationalism became exposed, and they believed they should be entitled the same rights as the British. The first meeting of the Indian National Congress with the Congress Party discussed equal rights for Indians. The Muslim League and the Congress Party working together promoted self government and independence.

//4. What were the four general principles of Gandhi's philosophy?// - 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. What role did Jinnah play in the partition of India? Jinnah tried to get both the Muslim League and the Congress Party to reach an agreement that would satisfy both. After struggling and finding out that separation was inevitable, India divided with its independence.

6. Which of the documents are pro-British in nature? Which ones are pro-Indian? Pro Indian: A D F G H L Pro British: B C E I J K

7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H? The Constitution gave the Indians in the lowest levels of their society equality in India. They could benefit from India’s Constitution because they will not be discriminated based on their castes. They could also get employed from any office under the state.

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 would have a lasting impact of the people in India, because the British changed the world of India by introducing industrialized objects, such as railroads, safe water, new health standards, etc. Sir Alfred Lyall predicted how India's society would be affected based on what he observed. He observed the changing of our thoughts, religious ideas, and the morals of the whole country. The indian peasant wrote that their necessities of life were becoming an abundance to villagers. Their life has been more conflicted because of the different laws, regulations, taxes and the increased revenue on land. Mahatma Gandhi believed that the British made India more helpless than she ever was, politically and economically, especially because of the Rowlatt Act and the severe punishments.

9. What were the causes of the cultural conflict between the British and the Indians? Imperialism: the British thought of themselves better than the Indians. They would probably refuse to get "downgraded" into their culture, even though they are the visitors. They bring their education, religion, and culture down to India and spread it. But the Indians were protective of their own culture, so there is the cultural divergence between the British and the Indians.

10. Identify both positive and negative effects of British Rule in India Positive: India established democracy and modernized its economy. There were railroad tracks, water, health standards, and their world became a better place to live in. Negative: Britain prohibited India from developing competing industries, so they would not have to compete, and automatically get the profit. It kept them dependent and under progressed.

11. How were Gandhi's four general principles effective in dealing with a much more powerful Great Britain? - Live as simply as possible, never striving for material reward: live as you would, do not ask for more, do not work for less. Live as if you aren't bothered by the Europeans. - Be tolerant of the religious beliefs of others: try to understand and be patient with the Britons. Do not reject them because of their beliefs. - Devote one's life to the service of others: Help each other out. Britons to Indians. Indians to Britons. - Battle injustice in all its forms, but never by resorting to violence: if you feel like you've been treated unfairly, make it right. But do not go against it with violence. These principles would make a calm, peaceful, and understanding country. Where they would sort inequality, and make their land a better place.

12. For what reasons did Muslims demand a separate nation? Muslims demanded a separate nation because the Congress Party (Hindus) did not agree or work with them. The Muslims in India were concerned that the Congress Party would only reflect the views of the Hindu majority (nearly 70%, only 20% being Muslims). The conflict grew between these two religious groups until they demanded a separate nation.

13. Why did the colony of India break up into four separate nations? After Pakistan and India divided, and after Jinnah died (leader of Pakistan), military men seized power and created another diversion, East Pakistan. Decided to become a new nation, Bangladesh. Also, the Island Ceylon became Sri Lanka after winning independence in 1948

20/20

= Class 13 A 2/9 = = Global Impact of Imperialism = - British sold opium drug; China wanted to stop trade but British refused = Opium war - Great Britain won and China opened trade - Taiping rebellion led by Hong Xiuquan = create Utopia -Dowager Empress Cixi tried to modernize China but China still had many traditional values -Failure of China's modernization influenced the other countries to try to take over China - U.S doesnt want China to be taken because they are trading partners = Open door policy = open trade with all merchants -Boxing rebellion = extraterritorial rights || - Japan opened trade because U.S threatened Japan - People were angry about open trade = Meiji era (enlightened rule) and Mutsuhito tried to modernize Japan which was successful || - The First Media War: yellow journalists provoked the congress to acquire war - The Spanish/ American War: U.S. defeated Spain. It signaled the emergence of the United States as a global power and the demise of Spain's empire. -U.S. acquired a Pacific empire - U.S looked for more room to grow - Wanted access to world markets - believed only the strongest nations would survive - desire to educate and Christianize groups || 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:
 * China || Japan || United States of America ||
 * -opening China's trade was difficult because China was self sufficient

// 1) Is this image pro or anti imperialism? How do you know? // anti imperialism: As the many countries are dividing up China, they are ignoring China himself in the back and focusing on the land. China has no say in this debate against division of China // 2) What views of the native peoples are being communicated in each of the illustrations? // China is powerless against the discussing countries who seem to be ignorant of China's presence. // 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? // the Europeans are debating on which piece they will get, and ignoring the efforts of China itself while it tries to make presence in the back. They seem to be only caring for what THEY will end up with, and not China. // 4) What is message is being conveyed by the author about the benefits __ **OR** __ costs of imperialism? // Cost: lose land, you dont have a say in the matter
 * CHINA **

// 1) Is this image pro or anti imperialism? How do you know? // Anti imperialism: Japan is stepping over Korea, using it as a "bridge". // 2) What views of the native peoples are being communicated in each of the illustrations? // They are helpless yet obliging as Japan steps over them. Korea helps Japan, but Japan does not help Korea. // 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? // Japan is stepping over Korea. They think of themselves as better than Korea, and does not look like they are pitying them as it steps on its face. // 4) What is message is being conveyed by the author about the benefits __ **OR** __ costs of imperialism? // Japan used Koreans to take over the Korean territory. Korea allows them to trespass.
 * KOREA**


 * AMERICA**

// 1) Is this image pro or anti imperialism? How do you know? // Anti imperialism: Uncle Sam (representing America) is using an African man as a table, and the man seems to be starving (bony). The "table" is nicely decorated... which represents that although it may look like America is doing something brilliant and so kind-hearted, the man is starving and Uncle Sam is the one who is eating off of the starving man. // 2) What views of the native peoples are being communicated in each of the illustrations? // They are forced to oblige as they become used for something useless (such as a table, because you can always build a table, a person does not, should not have to kneel down and become used as a table) // 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? // Although the appearance of their imperialism might look great, the building blocks of imperialism involves using the native people for something they do not want to do. // 4) What is message is being conveyed by the author about the benefits __ **OR** __ costs of imperialism? // The natives are forced into doing something they do not want to do, just to make the appearance of imperialism look great.

// 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 locally and agriculturally. Mercantilism was a system where trade generated wealth for a country. Capitalism is a mix of both of these economic systems, because it's all about trading, agriculture, and any other form of creating wealth, to make a country more wealthy!!

2) According to this lecturer, what forces drive capitalism? Capitalist countries are creative, innovative, and productive, which makes them even more wealthy, which even further drives capitalism. Europeans conquered the world for resources, especially fossil fuels, which allowed them to go through the industrial capitalism.

Please answer incomplete sentences and explain your thinking more fully. Your analysis of the cartoons shows improvement. Your definition of mercantilism does not differentiate it from capitalism. 18/20

Class 12 Feb/7

Hannah and I discussed that the reason for imperialism was mostly for land and power. We also concluded that it had negative effects. (racism, colonies fighting)

*PROOF IS ON HANNAH KIM'S PAGE

The British controlled most of Africa in 1914, then the French. They were more advanced than the many other countries, due to the industrial revolution.

Imperial European power caused the "scramble for Africa". The scramble for Africa = race for Africa because it was the process of invasion/colonization by the Europeans colonization motivated by european hunger for african resources Britain = Cairo to Cape town + nigeria (biggest pieces of Africa) slave labor took over 5 million lives politicization of the two cultures led to genocide

1) What was the Berlin Conference?

held from November 15, 1884 to January 20, 1885

France, Great Britain, Germany, Portugal, Belgium, Italy, and Spain (the European countries which held the greatest powers)—and the United States met in Berlin, Germany to divide the African continent into colonial holdings, although there were no Africans who attended the meeting

2) What were the three outcomes of the conference?  1) any sovereign power that wanted to claim territory should inform the other powers 2) any such conquest should be validated by effective occupation  3) treaties with African rulers were to be considered a reasonable title to power

__Picture 1__ 1) Anti Imperialism: because the man has big hands which is grabbing down Africa/ gold. He also has a glum face. 2) Africa is the only continent available. African views are being communicated because Africa is the only continent that is labeled on the globe and it also signifies it by saying "Gold Fields". 3)Selfish and greedy, one man is trying to grab all of Africa with his hands.

4) Africa has gold, and many countries are trying to take it away from them

__ Picture 2 __ 1) Pro imperialism: the white man has wealthy clothes, and is being followed by small black children who are not wearing clothes 2) Africa is less fortunate. They cannot afford the clean clothes that the white man is wearing. They are also not educated, because they are all children, and is following the white man as the leader 3) The British man is seems intellectual. He is sharp, he looks determined, and he has his hat off, which shows respect toward the other country (hat off = politeness). He is also leading a parade of african children, which means he can be trusted. 4) Benefits: gain other land's trust, and leads them to whichever way they want them to take. (they have the choice to decide the future of their country)

__ Picture 3 __ 1) anti imperialism: the african man is wrestling and is being strangled by a snake wearing a crown (snake is a bad omen, crown = importance) and the snake is ready to attack the man. Snake represents Belgium (snake has king's features) and it is strangling Congo. It represents that Belgium first squeezes whatever they can out of Congo, and then devours it. 2) They are being tricked by evil things (imperialists) and is not ready to defend themselves 3) The British/Americans are wicked, and they are unwelcomed in the country. They are poisonous and they are pompous of themselves. (crown) 4) The Africans are struggling to be free of the poisonous minds of Europeans/ Americans.

__ Picture 4 __ 1) Pro imperialism: For N, the European navy keeps away other foreigners (danger)  For I, they share the food of India  For W, they keep their word  2) The African and Asian people are thankful toward the British/ Americans because they keep them safe from danger (other foreigners and animals) 3) They are protective and keeps their words. They are again, superior compared to the other country, because it is the British/ Americans who keep them from danger 4) Benefits of imperialism: the Africans/ Asians have the British/ American's word, and they will protect them from danger and harm

__ Picture 5 __ 1) Anti imperialism: the front row african kids are being treated differently from the white kids in the back. There is also a black child cleaning the window in the background. And the black children all looked scared and frightened. The African "students" are not getting the same education as the rest of the white kids. They do not have books or desks. 2) The Africans don't want to be educated by the Americans (based on their facial emotion = scared, wanting to get away). They are not getting treated the same. They are getting educated into how to make themselves "useful" like the child in the back who is washing the windows. 3) They are brutal and cruel and will treat a group of people differently based on the color of their skin. 4) Costs: the Europeans/British must punish the African/Asian kids for them to understand that they are learning from superior members and must be grateful.

__ Picture 6 __ 1) anti imperialism: the village of african people look threatened when they see the vulture (Germany). The vulture wearing the crown looks threatening, and a vulture's symbol is pride and honor. The vulture has too much pride because it's wearing a crown with it. 2) They live the low life (village hut, spears, in the middle of nowhere, not wearing much clothes, no technology) 3) They are free and proud and is swooping down for prey 4) benefits: the British/ American have the ability to pick out their prey from above, and they think of themselves as keen and powerful

__ Picture 7 __ 1) Anti imperialism: Lady Justice reveals the curtain which the Americans have been covering and ignoring, to display the many torment and death of Africans/ Asians. There is also a map that seems as if the Europeans/Americans have been keeping a track of, and it might reveal the fact that they only do it for the money and the outcomes. 2) They are helpless, and are being killed for their resources 3) Ignorant and wrong, they ignored the fact that they killed thousands and only focuses on the money 4) The imperialist countries are being questioned on their ethics. They only look forward to becoming rich and wealthy.

It would be helpful if you organized your work with headings, eg. "Task 2" etc. Your analysis of political cartoons needs development, as you have misunderstood several of these. 26/30

Class 12 A: 2/3 **Classwork**

//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 speaks of natural selection being the “survival of the fittest”. I do think Darwin’s theories apply to culture and society, because if you suppose “natural selection” as wealth; then yes, the survival of the fittest depends on their wealth. They will be more prosperous and in a better health than those who do not have money. Darwin also mentions natural selection leading up to divergence of character. Once more, I agree, because the difference between those who have money and those who do not have completely different lives. Having completely different lives must affect their character someway, and it can also be taken as culture! If there are two different cultures, the people in those two different cultures would not act the same, eat the same, and speak the same. Lastly, Darwin states “thus the small differences distinguishing varieties of the same species, steadily tend to increase, till they equal the greater differences between species of the same genus, or even of distinct genera.” Basically, put in society-terms, if the differences start to increase, and remain to change, the differences will be too great, so that either a culture gets split into two cultures, or a class (wealth) gets split into two classes.

Age of Imperialism chart: The "Areas colonized" portion of this chart is incomplete. Which of these are reasons, and which are justifications? Hopefully your understanding of why Darwin's theories, while used to JUSTIFY imperialism, are no longer applied to the social context has been improved after our class discussion? 7.5/10

__ Class 11 A: 2/3 __** __ The Rise of Imperialism __ **

//1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?// Through Rudyard Kipling's description, I think the burden is sacrificing one's self for the need of one's country. They are doing what they are told, because the land is ruled by empiricism. Some orders are more negative than others, such as sending their own people to serve for the natives.

//2. Do you agree or disagree with Kipling’s characterization? Why or why not?// I disagree with Kipling's characterization, because although imperialism is ruling over the land, one is not conceited enough to send their own people to serve for someone else. I think Kipling overemphasized his point.

//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.// The attitude of Europeans and Americans were condescending toward the rest of the world. It says lines such as "Your new-caught, sullen peoples Half devil and half child" which is obviously negative toward other nations. They were pompous and thought of themselves as the best. Probably because of the industrial revolution; they were probably more confident in themselves.

//4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?// I do think KIS is an example of "The White Man's Burden" in modern Korean society, because we are taught another culture and language. We chose to get taught from an international school, so we can be educated outside of Korea after our high school years. It's significant because it shows that Korea is preparing to spread success outside of Korea.

Careful, "empiricism" is not the same thing as "imperialism". Also, do you think this idea of "sacrificing one's self for the needs of one's country" is a "white man's" thing? If not, can this be what is meant by "the white man's burden"? Your answer to question 4 does not consider what this "burden" might be, and therefore does not answer the question well. 7.5/10


 * Class 10: 2/1**

__ Document Based Questions: __

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

Andrew Carnegie is a multimillionaire industrialist, who probably believed that the industrialization should have remained capitalist. He is part of the small, wealthy group who liked the way things were. He would not have preferred communism. Friedrich Engels coauthored “The Communist Manifesto”. He is in favor of communism and equality. Therefore, he has a different view on the effects of industrialization. He knows the troubles of the modern industrialized life and felt better with communism than capitalism.

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

Mary Paul might be satisfied with her job in Lowell, because she doesn't expect more from a woman's life in the mid 1800s. Most woman would've been satisfied too, if they were in her shoes. She had a job, and she was good at her job. She had a place to stay, and enough to eat, which is far better than the environment many people were living in during the 1800s.

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

The political cartoon advises that socialism is the opposite of capitalism (good vs. evil), and it shows how socialism is saving the human from the brutality of capitalism.

//Labor unions and reform laws:// //Cornell notes// Don't forget to highlight the 3-5 MOST important ideas. Turn titles and sub-titles into questions. No notes on Visual Summary, p 308. 8.5/10

When considering Mary Paul's "rosy" view of her working conditions, consider to whom she was writing. Might she have tried to make things sound better than they actually were? I'm very pleased that you did consider WHY Engels and Carnegie might have held such different views! 9.5/10


 * Class 9 1/31**

__ Would Marx have agree that these countries were "communist"? __ Marx's definition of communism revolved around the idea that all goods and services would be served equally. The map provided assumes that the states included are communist states. The states include North Korea Korea, China, Vietnam, Cuba, and Lao. Yes, I would think that Marx would agree that these countries were "communist". Maybe not everyone asked for communism, maybe not everyone is happy, however, the goods and services are served as equally as possible in these countries. And I believe that this is as closest as we can get to communism.

__ 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 that the communist world is stuck between the first world and the third world. The first world countries are developed and industrialized, and the third world are poor yet developing. The communist world is industrialized, but it still needs the emphasis to become a first world country.

__ Why do you think this has happened? __ I think there is a difference between the communist world, the first world, and the third world, because people do not put enough effort in a communist country. In communist states, everyone is equally paid, everyone gets fed, and everyone is treated the same. Why would human beings put more work into something if they do not get recognized for it? The idea of communism gathered the people together, and treated them the same. The outcomes are that the crowd of people, become one person. They all put in the same, less, amount of work. For they know that it would not make a difference if they worked harder. Therefore, they are not getting enough work done. Consequently, the communist countries do not have enough money to give itself its extra boost, and they are stuck in this stage for awhile.

__ 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)? __

I think the gap between the rich and the poor worlds stayed the same, because they both equally aimed for the better. They try new ideas, they change so they can make themselves better, and they are growing at the same time. But since the first world is ahead by a large amount, there will always be that gap between the rich and the poor. Nevertheless, the gap will usually not change, because they are working equally hard for the better. They try to improve the conditions for the community by reforming laws, and they form trades unions so the country will improve and the people will be happier and safer.


 * Class 7 1/19 **

// (Chapter begins p. 65, read until the end of the chapter p. 72) look at the pictures, and then write one paragraph commenting on what you've seen/read on your gallery page. //

The most important thing I've noticed about this chapter is that the distinguish between child and adult were indistinct. They worked in the same environment, faced the same (or even worse) punishments, and even wore the same work outfits. As seen in the second picture, the five boys are carrying the same bucket as the crowd of adults around them. Hinting, that they carried the same work as the adults, and was expected to act the same as the adults. Which is profoundly untrue. Children are differentiated from adults for a reason. Childhood is a time of joy, goodness, naiveness. Also, as a response to the caption "two young boys in the Cumberland glassworks in Bridgeton, New Jersey, in 1909. Their job was to work for hours at a time holding the molds into which experienced adult glass blowers blew into the molten glass. The workshop is cramped and relatively dark". A job, in which you had to hold the molds for hours and hours. A few questions come to my mind; children are standing, confused as to why they are holding molds of glass that possibly NO ONE will buy (for the majority was poor, and probably could not afford glass balls). Why do people have to suffer? Of course, in history, sadly at least one group of people had to suffer for the other to achieve high goals, but the one group should not, and never have been, children. Children are innocent, and during the Industrial Revolution, even at the age of 9 or 10, they have felt hopelessness; taken aback as to how they got into this position. Child labor caused sickly diseases, loss of body parts, and sorrow for the whole family. No one should have to suffer, but if we come to a position in which we have to sacrifice, children should never have to be the ones to be chosen.

// 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 6 A: 1/19 __**

The Industrial Revolution caused the growth of the population in England. Although urbanization is not usually a bad term, in the 1800s, the streets of England were bombarded with starving families, labored children, and sick members. True, the machineries improved the quality and time of manufactures, and even though the Industrial Revolution was the first step into our great technology and machines, the fact that millions starved and lives were sacrificed is not acceptable in any circumstances. "Workers lived in dark, dirty shelters, with whole families crowding into one bedroom. Sickness was widespread." (page 290). I believe that the Industrial Revolution distracted us from the needs and calls of the people. The majority of the population was barely making a living, and even children had to work to get their fill. Also, working with machines itself was dangerous work. Many workers lost an arm or a leg on the way. Coal mining was a particularly dangerous job, which even further shortened the lives of the miners. But something that I approve out of the Industrial Revolution, is the education that is acquired for the children. And although I hate to admit it, it brought us to where we are today. In a world full of great technologies and science, a mostly educated population, and many jobs and options. The Industrial Revolution is indeed a mixed blessing.

Write one sentence on your gallery page explaining why you chose the image you did for your quotation.
 * Class 40 11/27 **

I drew a family of 4. 3 out of 4 are thinking the same thing, while the 4th one is thinking of his own thought and has a better response to it than the 3 who are thinking of the same things.

I chose this image to match my quote "The revolution is carried out by means of one's thought, not through one's family background" because the image represents a family, but the members of the family are not instructed to think the same. And the idea that an individual comes up with may be better than the idea of those who think alike. The idea of revolution is different, therefore, the individual must think differently from others to make his own choice.


 * Class 36 November 16**

Glog: Catherine the Great

[|Catherine II]


 * Speed Dating: Montesquieu**

[]


 * Class 35 November 10th**

//1) What is absolutism?// Absolutism is when the monarch rules with absolute power in his country.

//2) Explain the justification for absolutism referred to as the 'divine right of kings'.// Absolutism is also known as the "divine right of kings." Absolutism is a monarchy which has no limit to its powers, except the laws of God. The divine right of kings is an authority given to monarchs directly by god. Bishop Jacques-Benigne Boussuet viewed monarchs as Gods who walked on Earth, everything the monarch said was accepted. Basically, he declared that anyone who disagreed with the monarch disagreed with God. King Louis XIV believed that he was the substitue for God on Earth. He behaved as a monarch (whom he was), but he showed no pity to those who questioned his authority. He forced order he had the right to presume death upon a questioning minder, for he was "the substitute for God". Overall, these two figures show that the divine right of kings viewed monarchs as God's representatives.

//3) List the causes of the rise of Absolutism in Europe.// There are many reasons why Absolutism rised in Europe. Europe viewed Absolutism as order and control. They needed guidance from a powerful ruler. Thomas Hobbes of England stated that "absolute monarchy was the only system of government capable of maintaining order among the unruly masses." He was one of the few who viewed Absolutism politically, instead of religiously. Others, such as Bishop Jacques-Benigne Boussuet of France viewed monarchs as representatives of God. Although the two views are different. They both state that Absolutism was rising in Europe. Hobbes wanted absolutism because he wanted order and control. Boussuet wanted absolutism because he wanted to follow and listen to God. People chose Absolutism because they believed it would be for the better.

4) Explain briefly how absolutism developed in Absolutism appeared in Spain because of some dynastic marriages that significantly increased the territorial holdings of the Habsburg royal family Louis XIV declared the "divine right of kings" to gain absolute power. He did not want people questioning his authority. The Tudor monarchs used absolute power to improve their lives of their countrymen. After Russia established Absolutism, Russia advanced and improved their military and industries.
 * Spain:
 * France:
 * England:
 * Russia:


 * Class 28 October 27** __Port 4__




 * Class 25 October 18** //Ports of Call//

Kaitlyn H. Hannah K. Sundos G.
__Port 1:__ The age of exploration Cornell notes: > From exploring the seas for new lands, you could find land that you can use to build civilization, to use for agriculture, and then the land could hold minerals that you can put to use (such as metal, gold, steel) > The risks would include battling for the land with the people who have already been living there. Also, there is risk of getting infected with unknown disease that could've spread around the land. > We would probably try to negotiate into sharing the land, and if they don't agree, we would go back to our own lands and discuss whether to leave the new land alone, or bring many more people to battle with the people who have already been living there. But we don't think it would be wise to instantly battle out for the land, because we would not know about the advantages the other people might have. proof of discussion: we all signed the affidavit
 * //What possible rewards might come from exploring the seas for new lands?//
 * //What are the risks involved in embarking on a voyage into the unknown?//
 * //What will you do if you actually run into other people?//

//Before you leave:// navigation technology- sextant a sextant is used to measure the distance between two objects based on the horizon. It can be used both during the night and during the day. It can be used to navigate through the seas using the celestial bodies (sun, moon, stars). How it is used: The sextant has 2 mirrors, one is used to see the horizon. And the other reflects off light (moon, sun, stars), it can also move, so the angle between one mirror and the other can be translated into a scale which can be used in navigation. During history, the sextant became useful to find the altitudes in navigation. cite: @http://www.robinsdocksideshop.com/how_to_use_a_sextant.htm

__Port 2:__ Starting the voyage


 * circumnavigate = sextant (I got the two confused in the chart)

our map is done on the paper.

__Port 3:__ Impacts of Europe's Age of Exploration

During Europe's age of exploration, slave trade in the triangular trade route caused a lot of good and bad things to happen. The Triangular Trade Route is a trading network where slaves, sugar, coffee, and other things were carried all throughout Africa, England, West Indies, and the Americas. However, slaves were the main trading items. Africans were being traded as slaves because they had knowledge in farming and were good at plantation work. Also, the Islamic religion spread into Africa, but because of this, lots of cultures were lost in as well. If slaves wanted to escape, it was very hard for them because they couldn't escape since they didn't know what was around them and the roads. Their skin color also made it easy to find. Even though cultures were lost in Africa, a lot of the slaves brought it back to the Americas. It was a great grant to the economic and cultural development to the Americas. Not many slaves died because they were already immune to those diseases that the Europeans exposed to them long ago. The Triangular Trade Route had a big impact on the Americas because they improved farming with the help of slaves and also traded goods with other countries like Africa and England.




 * Class 13 9/9** //classwork//

The map that shows us how many parts of the north eastern world are Muslims. I found it very surprising that they surround Africa and Asia, and how it is more populated with Muslims than the United States.

The map of Zheng He's voyages indicate how complicated but how successfully developed Zheng He and China were on navigating. They traveled to every country around China, therefore, we know they had good communication with other lands.

The paragraph about the destruction of the heavens shows the shock of Zhu Di and all of China. From this experience, Zhu Di concludes that he should no longer have the throne. The page shows us how the people reacted to Zhu Di's shock. They took advantages of him and started rebellions and planned attacks. In the end, he lost all control, and people were looking for the new king. China fell apart, for they had no more funds and many ministers had died. From the growing surprises and shocks, Zhu Di died at the age of sixty four. The edict shows Zhu Gaozhi's personality as a coward and how he did not continue his father's brilliant plans. It shows how Zhu Gaozhi treated his father's ideas and knowledge as trash. His works were all gone, and China fell into its own "dark ages". The video shows us the modern China, (forbidden city) and talks about China's history. It shows the location of the buildings. I was surprised to hear the term "golden cage" because I never thought that they would rarely be able to leave the Harmonic palace. I also learned that the animals on the roof guarded against fire. The Palace was opened to public in 1991, which was not long ago. //have a good break Ms. Boyle!//


 * Class 11 9/6 //__1421__//** //__up to page 71__//

From the picture of Zhu Di's ship compared to the Santa Maria (Columbus), we see how more powerful and successful Zhu Di is. The picture of Europe in 1400's demonstrates how most Kingdoms/dominions/territories were about the same size.

Since the countries of England, France, Rome, Castile, and Portugal are as equally big to each other in the 1400's (but not to China of course,) I should assume they would be important guests to Emperor Zhu Di. I think the success of one's country depends on size. From the map, England, France, Rome, Castile and Portugal seems important compared to the other little countries surrounding, but I could not find Byzantium, and Venice seems pretty small. Therefore, I predict that Zhu Di would not have minded if they had not come to his homage. But all the countries of Europe would have come from the western side of China.

From the map of the territories in China, I realized how small China started with. It became bigger and bigger, it got separated by different Dynasties, became whole again, and still improved with size. I found that incredible. That after China has been separated by different dynasties, one could bring it back into a whole again. They must have been successful and very powerful.

The Silk Road passed through (in modern map) China, Mongolia, and Afghanistan.

The map of the Silk Road showed how far the Chinese men could travel in the early time period. It connects to how far they would go to become successful.

The map of the European population indicates the rounded population of China in 1400's. Gavin Menzies states that the new walled capital was to be "fifteen hundred times the area of walled London at that time and housing fifty times the population" and it gives us an approximate vision of how big Zhu Di expected China to be.

The map of the city wall presents us the the different temples and the location of the imperial city, which is in the center, representing its significance. Also, the imperial city contains most of the river which would've helped in agriculture.

The modern map of the capital is now far more complicated, and it seems like every important building is surrounding the museum, which was the forbidden temple in ancient China. The capital grew and there is many buildings there, because I think there are many tourists who are curious about Zhu Di and wants to experience the Palace museum.

If the wall really extended 6,400 km, then it would've reached Turkey. Near Izmer.

The map that compared the walls built in different dynasties showed that Ming, or Zhu Di built most the Great Wall we see today. He also did it more thoroughly (without big gaps in between).

The globe indicates where the Prime Meridian and the Greenwich are. It shows how Zhu Di could've failed in locating the Prime Meridian. The reason being, is that Zhu Di built his temple to the north of the equator, when the Prime Meridian is to the south. But the distance of both from the equator seems similar.

The pages from 59 to 64 shows the success of Emperor Zhu Di, and how prosperous China is compared the the world. It tells us what he's traded, what he's gained, how he's become known and how he showed himself to the world as rich and successful.

The map of the Great Canal shows how great Zhu Di's achievements are, and although it was a huge victory for one ruler to achieve, he has had bigger accomplishments. This shows how successful Zhu Di was.


 * Unit 2**
 * Class 9 3 maps (classwork)**
 * 8/30/11**

From these maps, we see that the Ummayyad Empire/ Abbasid Empire is changing and getting smaller. In the end, the Umayyad Empire has spread around its local destination, and is no longer in control of Jerusalem; and the Islamic world is in charge of Jerusalem, the 3rd most holy place to the muslims.


 * Kaitlyn Han 9A**
 * Date: 8/23/11**
 * Family History Project**


 * Event:** Han Jung-Geun becomes a pilot in the air-force.

The reason of why this is so important, is that it has affected the main character, Mr. Han Jung-Geun, his family, and my family. Mr. Brendan Han, my father, grew up looking up to his dad, Mr. Han Jung-Geun, and respecting his job as the pilot's captain in the air force. Therefore, Mr. Brendan Han was so familiar with aircrafts and flight, that he wanted to include it in his future. Currently, he is a businessman who travels overseas. 7 years ago, his job required him to move to America. And his whole family decided to go with him. It dramatically changed our lives. Because of the fact that my grandfather had become a pilot, my sister is now attending an American university, and I am going to an international school in South Korea. I thought it was incredible, that what happened more than 50 years ago, could personally affected me to this day. Also, we have found a newspaper article about Mr. Han Jung-Geun (#2), in 2007. 57 years later, people still remember them! This signifies that people keep memories which are important to them, such as the picture below (#1). Mr. Brendan Han and I reviewed these memories together through the interview (#3), and I have learned a lot about how this event affected our decision to move to America.
 * Recount of the event:**

This picture was taken in 1953, which makes it a primary unwritten source. //Description:// This is a picture of Han Jung-Geun and his pilots. //Significance:// This picture is an important memory to all of us, because it contains our grandfather and our respect to him. By keeping this photo through all these years, it shows that we are proud of him and his success on joining the Air Force.
 * 1. Primary unwritten source:**

This is a picture of a Korean newspaper article that was written in 2007, many years after the event has happened. Therefore, it is a secondary written source. //Description:// This newspaper talks about how there's still planes that do dangerous stunts. It mentions Han Jung-Geun being in the air force, and what he and the other pilots did. //Significance:// Even though it has been 57 years, Mr. Han Jung-Geun and his pilots are still remembered and admired.
 * 2. Secondary written source:**


 * 3. Interview:**

media type="youtube" key="hE0zoVev--M?rel=0" height="345" width="560"

This is a primary source because it is an interview with someone who has an account of the event. //Description:// This is my interview with Mr. Brendan Han, the son of Mr. Jung-Geun Han. He talks about how it was like to have a father who was in the Air Force, and how it affected him and his family to this day. //Significance:// These are personal responses from Mr. Brendan Han, and it reviews how this event influenced our decision to move to America 7 years ago.

Kaitlyn, I've removed your surname -- wikis are not private! Please include a date for every assignment. Please number the questions.

Kaitlyn 9A "The Many Hats of a Historian"

In this event, Hogsflesh is being punished for believing things against the church. The story of this article was that if Hogsflesh didn't do what he was told to do, he could've been burned to death with the sticks he was carrying on his back during the punishment.
 * In section 1, //Heretical Beliefs//, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article?

Not the main idea.

John Arnold states that a historian plays the role of a detective, judge, or a political analyst. I agree with him because a historian discovers history like a detective, has to have the ability to judge if the story is true or false, and analyzes the politics and the decisions made during that time period. I would think a historian would also be a teacher and a writer, since he teaches others by publishing his discovery.
 * 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?

Good, you've identified several of the roles Arnold outlines, though you've missed others.

In other words, historians do not give out false information. They can only believe what the sources say unless something else is proven to be correct. It's important to remember this, because some historians might not agree to treat their sources with fidelity, and you might end up reading the false information.
 * What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references?

Good answer.

Because we weren't there when history happened, a single event can be interpreted in more than one way. Primary, or written sources provide us with unbelievable detail and more concise information than secondary sources. And because items can't explain to us what they were used for, we can't be 100% sure if the historians are correct or not. An example of misinterpreted history can include an event from my life. When I learned how to bike, one could see it as a little girl learning how to ride an equipment of transportation. The other could see it as a level of maturity and take it as a clue that the little girl is now ready to venture out and live by herself!
 * 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

From what i experienced, I think it is possible for a historian to be objective. If my sister was a historian, she would deny that she was wrong about a recent argument we had. Since we are both not clear about the sides we took. If we don't have precise memory, we will be tempted to say what is better for ourselves.
 * 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

Subjective is to side with emotion. When a historian practice subjective history, they tend to choose what is right and what is wrong based on their own opinions. It is not the true fact, because it is mixed with opinions. Subjective history may benefit the study of history by connecting modern life to history. For example, when i brought up the argument between my sister and I, i sided with the fact that i was right, as she also did. We did this because we both wanted the history to be our way, the way we want it. This tells us that history can change when we view it from our own perspective.
 * 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?

Good answer.

Historians are storytellers because they share their discoveries to the public. We can usually trust historians because their versions only appear to be different because they added their own "story-like" opinions.
 * 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?

Okay. After this reading, __i__ **ARGH!** decided to approach history carefully and focus on what __i__ am reading to decide if the article is appropriate for me.
 * 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?

Please avoid "text English" like using "i" instead of "I". This is academic English. I'm not quite sure what "appropriate for me" means.

9/10