Justin's+World

Chris Kang and Justin Kang Afghanistan timeline 5/25/2012

1979 December - Soviet Red Army invades and props up communist government.


 * The invasion marks the beginning of the start of a communist government in Afghanistan

1986 - US begins supplying mujahideen with Stinger missiles, enabling them to shoot down Soviet helicopter gunships. Babrak Karmal replaced by Najibullah as head of Soviet-backed regime.


 * As soldiers of Afghanistan start gaining power by using Stinger missiles, they now have the power to revolt against Soviet’s control and gain independence. Also, US is involved in the incident now that it is supporting mujahideen

1999 - UN imposes an air embargo and financial sanctions to force Afghanistan to hand over Osama bin Laden for trial.


 * Osama bin Laden, the leader of Taliban, which is the group that took over most of Afghanistan, is now and enemy to US and is put into a forced trial by UN, the biggest power globally.

2005 September - Afghans vote in first parliamentary elections in more than 30 years.


 * Afghans start to be more like US, voting its own president through a parliamentary election. The nation’s government starts to become more organized.

2012 February - At least 24 people are killed in protests about the burning of copies of the Koran at the US Bagram airbase. US officials reportedly believed Taliban prisoners were using the books to pass messages.

- To burn a holy book of another nation’s religion is a great disgrace to the country. Protestants were automatically killed without mercy. This caused more tension between Afghanistan and US.

10/10

Graphic organizer of Vietnam and Korea war 5/22/2012


 * **Vietnam** || **Similarities** || **Korea** ||
 * # Liberated itself from France before
 * 1) Duration: 1957-1973 = gradually building up power
 * 2) United Nations did not approve to help the war in Vietnam
 * 3) There wasn’t much support in the war || # Conflict over ideology
 * 4) One side Communist and the other weak democracies
 * 5) Both democratic governments supported by US
 * 6) Both conflicts occurred shortly after
 * 7) Both conflicts occurred shortly after each country gained its independence from Imperialist nations (Japan & France)
 * 8) The Americans were heavily involved in both conflicts || # Liberated itself from Japan before
 * 9) Duration: 1950-1953 = a short intense fight
 * 10) United Nations approved to help the War in Korea
 * 11) 300,000 Chinese troops intervened to help the North Koran army
 * 12) Outcome: Stalemate because North and South are still technically in war with the territory divided in the 38º line ||

10/10

unit oral assessment 6/18/2012

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Class 48 hw 5/18/2012

I think the Allies should not have tried only Nazi and Japanese leaders for war crimes. Because even though the Nazis and Japanese did commit crimes, I don't think the Allies were being fair with Japan and Nazi because there were others that committed war crimes. It is true that the Nazis and Japanese leaders attacked other nations for the expansion of their own nation. However, some of the inactive leaders may not be guilty. Also, the Allies were busy recovering from the war, which was not a good moment to try leaders of other nations
 * "Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking."**

Venn diagram? 5/10

class 46 hw 5/16/2012

Twins

Because the twins were not aware of what is going to happen to them, the experiments were fearsome to them. As they tell us that most of the people that went through the experiments were unable to bear children, we can see how severe the experiments were to the children.

Brothers

Families were separated because of the Nazis. It made me sad that they had to be beaten while seeing their relatives getting beaten until they passed out, but what made me sadder was the fact that they found each other, alive, but they had no emotions towards each other as if they were strangers.

Mordecai Eldar

The people taken by the Nazis were not given enough food. The photo with people's bones showing because they were not fed with enough nutrients caused the most sympathy from me i this video. Also, the fact that even children had to strip fresh corpses for warmth was very disturbing because I can hardly look at a corpse, and touching them is almost impossible for me.

Zanne Farbstein

The fact that Nazis burnt children alive for fuel gave me horrifying and painful imaginations. The Nazis did not respect human lives at all. The fear of waiting for the day to die, to burn alive, was unimaginable for me.

Yaakov Hollander

The saddest part of the story Yaakov is telling is the part where Yaakov had to forcefully eat the whole cake with a full belly when his brother was starving in a tent. For such a young child to go through such experience that made him feel so selfish, sorry and impotent, this was no doubt a traumatic memory for him.

Sophie Engelsman

Graves of the ones killed by the nazis were buried by people from the concentration camps. Little children to look at corpses, move them, and bury them into durt. This should have been too trajic for them to withstand. Helplessly watching people killed, and burying their body after they are killed... it is not a task a regular child would want to do.

Eva Brown

It was sad for me how the people in the concentration camp were called by numbers, and their identity was gone while they were in the camp. Also, people had to travel for two and a half days and I am sure they were not treated and fed well.

When your computer underlines things in red, it means there's an error that needs to be fixed. Use this feature to improve the quality of work you turn in for grading. 8/10

hw due May 10th + Class 45 HW 5/10/2012

1. Battle of El Alamein


 * October 23rd of 1942, the battle between Germany and Britain
 * Germany loses and moves west

2. Operation Torch


 * Allied forces attack German territory in North Africa and Rommel’s power is extremely decreased

3. Battle of Stalingrad


 * 1942-1943 Battle between Russia and Germany
 * Russia had many casualties, but won in the end
 * Push Germany further to west

4. Invasion of Italy


 * 1943, Britain and America invaded Italy
 * Italy could not support Germany so Germany was weakened drastically

5. Propaganda campaigns on home fronts


 * Propagandas encouraged citizens to support their nation in wars by working in factories or fighting in the battle front

6. D-day invasion


 * 1944, June 6th, A war of Canada, Britain, and America against Germany in Normandy
 * Again Germany’s power decreased and the Allies’ power increased

7. Battle of the Bulge


 * 1944, Germany attacked America
 * Allied power supported America and decreased Hitler’s power even more

Incomplete 6/10

//**__Class 45 HW__**//

8. Battle of Leyte Gulf


 * October 1944, a battle in the Philippines
 * Japan lost and was unable to support Germany like they used to

9. Battle of Okinawa


 * A fight between America and Japan in Japan
 * Japan lost too many men while America did not lose much

10. Bombing of Hiroshima and Nagasaki


 * 1945, August 6th, America bombed Japan with an atomic bomb
 * Japan surrenders to America

__**//Bernard Montgomery://**__ General Montgomery was a British army officer who led the Balle of El Alamein and pushed Rommel’s power away from the North African region. Also, he was the leader that had contributed a lot in strengthening the power of the Allied Powers. His invasion in Normandy on D-Day was another great victory he has accomplished throughout WWII bringing great news for the Allied Powers, liberating France, Luxembourg, and Belgium.

__**//Dwight Eisenhower://**__ Dwight Eisenhower was a right ranking General in the US. Eisenhower lead in making the D-Day plans and took part in the Operation Torch where he had to fight against Rommel. His name was well-known for his achievements and eventually he became the 34th president of the United States from 1953 to 1961.

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

Skill builder: interpreting charts

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

The Union of Soviet Socialist Republics (USSR)

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

Japan and Germany took great part in the war, but U.S. must be the nation that used up the most expense for the second World War. It is true that U.S. made the weapons of great quality and quantity, and this must have caused U.S. to use up a lot of its money, but another factor that made U.S. use up so much money is that U.S. is not in or even near the European continent. There fore, U.S. needed much more transportation taking a lot of their expenses for transporting weapons to the Allied Powers and sending troops all the way to the other side of the planet.

Skill builder: interpreting graphs

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

WWII had much more casualties than WWI. In WWII, there were technologies and weapons developed in an unimaginable speed since the first World War. Aerial bombing and atomic bombing were terrifyingly destructive and caused the high-rate of casualties. Also, by the time of WWII, leaders that did not care about the citizens’ life and thought that sacrifice is inevitable were increasing in many nations in Europe and in nations in the vicinity of the European continent. Because of the development and some ruthless leaders, the casualties in WWII was larger than that of WWI.

Incomplete. 8/10

HW due May 9th 5/9/2012

__//Was the Japanese Internment fair or unfair?//__

The Japanese Internment was a very unfair action in the Japanese people’s perspective. U.S. was afraid there would be Japanese spies in their nation, so all Japanese-American citizens were put into an internment camp. Also, Japanese people in the camp had no chance of freedom as they would be executed if they attempt to flee from the camp. It is true that Japan had done too much threat to the U.S. By bombing Pearl Harbor, but the people that were in U.S Were mostly irrelevant to the bombing incident. Innocent people were dragged and treated badly for what they’re mother nation has done.


 * 1) Wartime propaganda [|__cartoon by Walt Disney__] . As you watch, record your answers to the following…

In the cartoon, I first saw the Mein Kampf. And then, I started seeing many Nazi signs. Also, Hitler himself was illustrated in the cartoon quite often.
 * What wartime images do you recognize from your study of the war?**

The cartoon showed through Donald Duck how hard working under a dictator was. In this case, the work was making shells with nazi signs on, and Donald Duck seemed very tired and irritated of the job. Later as he became an American, he was free and joyful that he does not have to go through hard work like he used to.
 * What are some of the messages of this cartoon?**

A cartoon propaganda is very efficient in many ways. Motion always grab the most attention from the audience, and people learn easily through visual displays. Therefore, this cartoon allowed the audience to easily learn what Hitler had done and what opinion they should hold.
 * Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?**

//__**Political Cartoon for the home front**__//


 * What is in the cartoon? Explain the symbolism you see.**

The political cartoon seems to tell how U.S. Told the Japanese-American citizens in the Japanese Internment that they were being treated better than dictators like Hitler while U.S. was in fact preparing to fire missiles to Japan, the home country of the Japanese-Americans.
 * What is the intended message of 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 - About 3,500,000 children, women, and old people evacuated to 'safe places' to evade German bombing raids - Children were not aware of the situation - Many of the children thought they were leaving the house to go travel somewhere for a holiday Rationing - Each British citizen in the Home Front could have: + Meat for 8 people + 3 pints of milk + 8 ounces of sugar + 4 ounces of butter + 4 ounces of bacon + 2 ounces of tea + 1 ounce of cheese + 1 egg - Families were limited to buy supplies from only one store Women at war - Shortage of industrial workers caused Government to stop recruiting women to battle front so that women could do the factory work - Some women became Air Raid Wardens who would report any bomb damage detected Messages of war - Various propagandas persuaded men to take part in the war - Children were inspired as they read propaganda posters in the streets

Incomplete. 8/10

HW due May 7 5/7/2012

//Short Descriptions of the Cartoons//


 * Picture 1**

This political cartoon depicts how the League of Nations was helpless to the world and only depended on US, symbolized with Uncle Sam. The League of Nations isn’t contributing any help to what is happening outside in the world. The League of Nations that was supposed to be reliable was rather dependent to one nation, US.


 * Picture 2**

This one was drawn in Japan’s point of view. The imperialism of western nations such as the United States and Britain aren’t doing anything but money is on their side while the asian people are lifting the westerns up but money is not on their side.


 * Picture 3**

Japan is holding burning papers in its hands in this political cartoon. The paper reads Nine Power Treaty and Kellogg Pact. The Nine Power Treaty was a treaty signed by nine nations including Japan and China that there will be no territorial integrity in China and the Kellogg Pact was an agreement to not use war as a solution to conflicts. Japan, however, went against both of these agreements by invading Manchuria. The image shows how had made the agreements into nothing but ash.


 * Picture 4**

In this last cartoon, Japan and Australia are fighting over New Guinea. The kangaroo symbolizes Australia and the weapon behind it is probably symbolizing the weapons Australia prepared to fight Japan. This shows how some nations were prepared to fight with Japan and stop it from taking over their own territory.

//1) Why did Japan attack the United States of America? Provide evidence from the source below in your answer.// US was the main obstacle of Japan’s expansion. When Japan wanted to invade Manchuria, the US strongly supported China. A good evidence is that Doctrine. Also, US kept on interrupting Japan’s expansions in other invasions as well. To Japan, US was the primary obstacle in need of annihilation. Also, US was in a neutral state so Japan was convincing US to join the Allies.

//2) Read this// [|__//article//__] //about Pearl Harbor. Briefly summarise the key events of the attack (before, during and after). (User ID is kis, PW is welcome)// In December 7, 1941, Japanese pilots surprise attacked the US naval base in Pearl Harbor, which is now called Hawaii, causing an undeclared war. The Japanese government wanted to expand its territory throughout Asia, but US was in their way every time and so Japan thought that attacking US and stopping it from interrupting Japan’s expansion before moving on would be faster. Under the leadership of Isoroku Yamamoto, Japan started attacking the Pearl Harbor in order to disable a portion of the US fleet. On the very day of the bombing, US radar was able to detect the Japanese fleet, but the thought the fleet were allied ships. Hurrying, the Japanese bombed Hawaii without any declaration. US reacted quickly to the bombs flying towards their territory, but efforts to stop the bomb were all futile. Dozens of aircrafts and 21 ships were blown up due to the bombing, drastically weakening the US army.

10/10

6 Qs on textbook 5/3/2012

The Operation Sea Lion was Germany’s plan to invade Britain. Due to Germany’s defeat against Britain, the Operation Sea Lion was “postponed”, but was not started again.
 * 1) What was Operation Sea Lion?**

Germany’s victory over France left Britain alone against Germany, leaving Britain not so advantageous anymore. Moreover, the German army outnumbered Britain’s army.
 * 2) Why did the battle not look good for Britain?**

Britain invented radars which detect German aircrafts within a certain range. They had the Enigma to decode secret German messages as well.
 * 3) What advantage did Britain have?**

Germany made a big mistake when he went ahead and attempted to bomb Britain instead of facing them in the front. Hitler thought that bombing would be the best way to obtain overwhelming victory. Britain, however, resisted strongly, causing Hitler to retreat.
 * 4) What was Germany's mistake?**

The bombing of London killed great portion of the population of Britain and caused some economic loss due to the explosion damage on buildings. The bombing was supposed to make Britain view of Hitler as an un-defeatable man, but instead The British resisted which caused many casualties. Britain’s resistance was successful as they successfully caused Hitler to retreat.
 * 5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause?**

Hitler’s failure in invading Britain caused his Operation Sea Lion to fail and caused Germany to change their target into Soviet Union.
 * 6) Why was the outcome of the battle of Britain significant for the Allies?**

Read the newspaper below about the Battle of Britain, and watch the two videos, then write a short paragraph that explains why the British were able to hold off the German invasion when they were militarily weaker. Use evidence to support your ideas. Post your work on your gallery page.

Britain’s Royal Army Force was definitely weaker than the German army but Britain managed to win Germany. The British was able to resist against Germany persistently thanks to Winston Churchill’s speech. It is true that the resistance was done by all the people determined to resist to Germany, but the speech of Winston Churchill ignited the people with potential idea to resist against Germany. Germany’s poor judgement also took part in Britain. Germany's failure in their plan, the Operation Sea Lion, was one factor of Britain's victory. Hitler planned on only persuading Britain, but of course the message was not conveyed well. The misinterpreted purpose of the invasion was a huge factor the British people to resist against Germany without a question.

9/10

Comparison of the invasion of Napoleon and Hitler (answering #8) 5/1/2012

Napoleon and Hitler had many aspects in common in the attempt to invade Russia and Soviet Union (named differently in each of their times). First of all, they both failed in conquering Russia or the Soviet Union because of the severe winter of the land. Soldiers kept dying from coldness and the two stubborn leaders both tried their best to go on with their plan to conquer over the vast land and take ultimate power until their ambitions would collapse and retreat. Surprisingly, their strategies were very similar as well. Both Napoleon and Hitler burned down the enemy’s crops so that the Russian soldiers would starve to death while Napoleon and Hitler would be continuously supported with the food supply from their motherland. They both had great ambitions but failed in the land of what is now called Russia.

Cause and Effect table 5/1/2012


 * Cause || Effect ||
 * First Blitzberg || - Other countries were not able to quickly react to German’s invasion of Poland ||
 * Allies stranded at Dunkirk || - Great Britain sends amateur armadas to rescue their army that were in France ||
 * Land-Lease Act || - Hitler ordered submarines to sink cargo ships and the US becomes involved in an undeclared naval war with hitler ||

10/10

Notes on first two chapters of the book Hitler's Germany 4/26/2012

A. Adolf Hitler

1. his life until 1933

+ 1889-1909


 * Born in 1889 in Austria
 * His parents put him into a special High School but he failed and left the school at 16

+ 1909-1913


 * Rejected by Vienna Art Academy
 * Blamed socialists and minorities, esp. Jews for the corrupt culture of his nation

+ 1913-1918


 * Joins German Army in 1913
 * Blamed Socialists and Jews for Germany’s surrender in WWI

+ 1918-1923


 * Hitler spied on political parties to see if they were dangerous
 * He saw the German Workers Party and liked it, so he joined
 * Hitler became the leader of the Party and renamed it National Socialist German Workers Party a.k.a. Nazi Party
 * Organized Storm Troopers to annihilate people disagreeing
 * Claim that Germany needed stronger leader
 * Thought that Jews and communists were “germs”

+ 1923-1933


 * Attempt to overthrow the government
 * Put in prison
 * Wrote the //Mein Kampf// a.k.a //My Struggle//
 * Economic depression came and people were desperate for a revolutionary leader like Hitler
 * Finally Hitler becomes the Chancellor of Germany in 1933

2. His ideas

- His Mein Kampf state that:
 * Germany is ruled by a single ruler and it needs more land
 * Some ethnic races are inferior to others
 * Jews and the Communism the idea itself should be destroyed
 * France must be destroyed for leading the Treaty of Versailles

3. His Appeal


 * Hitler seemed to be able to hypnotize the audience’s minds with speeches

B. How Hitler Established his Leadership

1. The election campaign of March 1933

- March 1933, The general election was held with hope that the Nazi Party would win the vote and gain a majority of the seats in the Reichstag - Marianus van der Lubbe, a communist, was caught having matches and fire-lighters in his pockets
 * Hitler convinced President Hindenberg to make “The Law for the Protection of the People and State” which banned Communists and Socialists from taking part in the election campaign

2. Results of the election

- Hitler and the Nazis won just under half the vote. Enabling them to persuade the new Reichstag to agree to an Enabling Law which let Hitler make laws without asking the Reichstag for its consent - Hitler could do whatever he wanted to do with his opponents without worrying about what Hindenburg thought of his actions

3. The Enabling Law, March 1933


 * Hitler used the power of the Enabling Law to get rid of anything that limited his authority.

4. The take-over of local governments


 * April 7, 1933, Hitler put Nazi officials in charge of the local governments

5. The banning of trade unions

- May 2, 1933, Hitler closed down trade unions, took away their funds and put their leaders in prison - July 14, 1933, made Law against the Formations of New Parties- Nazi Party was the only party allowed to exist in Germany. Domination and monopoly were clearly occurring

6. The 'Night of the Long Knives', 1934

- Germany turned into a one party state, but soon Hitler started to have problems with the Nazi Party itself - Ernst Roehm was a man in charge of two million of the Storm Troopers. Hitler feared Roehm becoming the strongest man in Germany - Hitler killed Roehm for the safety of his position and replaced the SA with the new SS force

7. Hitler becomes Fuehrer, 1934


 * Hitler took over President Hindenburg's place and named himself 'Fuehrer and Reich Chancellor'

8. The army’s oath of loyalty

- August 2, 1934, the officers and men of the army swore that they will follow Adolf Hitler and listen to his words. - Germans with the power to oppose Hitler such as soldiers, had sworn their lives away

10/10

oral quiz 4 4/20/2012

media type="file" key="9D-JustinKang-oral quiz 4 korea fascism imagination.mp3" width="240" height="20"

sorry for continuously posting mp3 files... I'm having a loaner right now and the camera is weird... sorry

Okay, I understand. I will not penalize this one then. 10/10

oral quiz 3 4/19/2012

media type="file" key="9D-JustinKang-oral quiz 3-global impact of GD.mp3" width="264" height="22"

You needed to show me your face on this, so unfortunately I can't give you full marks for this. 9/10

3 stations of the Great Depression 4/16/2012

__Station 1__


 * **What caused the Great Depression** || **Solutions to the Great Depression** ||
 * * Unstable European governments
 * Too many governments that it was hard to make policies among them
 * Germany had massive debts to US and could not recover its economy
 * In US, the workers’ salaries did not increase with the sudden economic growth and the production decreased as well.
 * Every country raised tariffs for their economy, only causing a decrease in trading between countries || * Government request companies to sale more
 * In France, the Moderates and Socialists combine into a single government
 * Britain made a new multiparty government which decreased unemployment subtly
 * Norway, Denmark, and Sweden made the Public Works Project in which workers pay tax which will be used to support those without a job
 * US made a program called New Deal which created millions of jobs, improving the economy slowly ||

__Station 2__

Headline #1 (//International Herald Tribune//) : Rise of economy but same wage? Workers on strike.

Thesis : The workers went on a strike because laborers are replaced by machines, millions lost shelters to live in and Workers' wages are not rising with the economy.

Topic: More efficient machines are taking the position of laborers, causing mass unemployment Topic: The companies won't increase their workers' salary despite the jump of the economy Topic: Millions of men lost their lands, shelters, or even farms and are barely affording their food.

Headline #2 (//New York Times//) : The ones in the worst situation: ethnic minorities.

Thesis: Ethnic minorities are now wandering US as migrants without a proper shelter or food.

Topic: Racial segregation makes it harder for them to find jobs. Topic: Most ethnic minorities do not have a reliable person or group Topic: Government does not fully support ethnic minorities with their trouble in life.

__Station 3__

Did you do the notes? Good thing I'm not grading that! 10/10

oral quiz 2 4/13/2012

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Yup, you nailed this one. I especially like that you recognized the difference between the theory of communism and the practice. 10/10

homework class 30 4/11/2012

__Station 1__

4. How did the Treaty of Versailles add to China’s problems?

China was in a political crisis during the beginning of 1900s, but The Treaty of Versailles made the situation even worse. Before the treaty, China was under too much of foreign control. However, China could not revolt against the foreign nations controlling them such as the German control over some part of China because they were not modernized yet and were impotent. Citizens were hungry and civil war occurred. After the Treaty of Versailles, the piece of land Germany owned was given to Japan. Because Japan would take this piece of land as their first step to conquering China, China got into a serious hazard. Treaty of Versailles did not help China in anyhow, but only harmed China dangerously.

__Station 2__

(A photo that shows how the textbook in Japanese characters looked like)

Imagine that you are learning Korea’s history in Japanese characters. Not only will it be hard to read and you will feel unfair, but also the information written in the textbook would be information advantageous to Japan. In the 20th century, Japan was the nation with great ambition to take over a great amount of land in Asia to compete with other vast countries such as US and the Soviet Union in terms of geopolitics. Japan always wanted to take over the vast territory of China. Japan thought that Manchuria was a good piece of land to start the invasion, so they attempt to take over Manchuria in 1931 and succeed.

(A map of Manchuria, Korea, and Japan and an arrow indicating the path Japan had to take)

However, Korea was in the way to Manchuria and Japan had to bypass the neutral nation. Japan, however, did not simply bypass our nation. They tried to take over Korea as well. They taught Korean students Japanese, taught them //with// Japanese language, taught them Japanese culture, and taught histories advantageous to Japan. The invaders manipulated the amount of tax, massacred citizens, and tortured those that protested against them. Most of the population was enslaved to work for Japan for a lifetime. Korea's identity was taken as their language, people, and natural human rights were taken away.

(Photo of Koreans being tortured by Japanese men)

__Station 3__


 * Was Mao a better or worse national leader than Stalin? Answer on your gallery page.**

Comparing Stalin and Mao and considering which is worse and which is better is not a simple task. However, I found out that Mao was a worse leader than Stalin as I directly compared the two leaders. In fact, Stalin himself found various similarities in his idea and Mao’s idea and so did Mao. Mao also sacrificed many of his citizens during his reign, just like Stalin did, and most of the deaths were due to starvation. The key point that makes Mao a leader even worse than Stalin is that he was planning to sacrifice half of the Chinese population from the beginning unlike Stalin who had to sacrifice lives casually. He never thought he was ruling the nation in a wrong way, but only convinced his people to believe his way and get used to his way of ruling. While you can see how Stalin cared about his peoples’ lives even though it was only for the good of the nation, not out of empathy, Mao has no intention of letting them live to see the change of the nation. There is evidence that Stalin provided some properties to the peasants so that they would survive and work for the nation, but Mao did not have the slightest generosity to his citizens. Mao got rid of any possibility of a revolution against him. Stalin and Mao are very similar, but I think the level of evilness was the difference between them. Considering the fact that Mao intentionally killed millions of his citizens, he was a worse national leader than Stalin.

Small point, but you can write "how it looked" or "what it looked like" but not "how it looked like". 10/10

Oral Quiz 4/10/2012

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Very articulate and complete. 10/10

why Russia had a revolution 4/5/2012

__Station 1__

Read the "Chapter in Brief" section on the Russian Revolution and then explain, on your gallery page, why Russia had a revolution in 1917.

When Nicholas II ruled Russia, Russia started to have many major problems in the economy and the government. He industrialized Russia and produced massive amount of steel, but the working condition was bad and workers often went on strike with dissatisfaction. Revolutionary groups decided to follow Karl Marx's idea. Japan defeated Russia in 1904 and the Russian army killed hundreds of innocent workers in 1905, causing more of distrust to their motherland among workers. There were stronger protest from citizens and Nicholas had to allow some reforms they suggested.

Along with the distrust of the citizens, Russia had taken too many casualties from World War I and the prices rose. Moreover, soldiers stopped fighting for their nation in anger. Even worse, hundreds of thousands of workers protested against high prices. Soldiers joined the protest and the czar was kicked out. Alexander Kerensky became the new leader after this revolution.

Station 2

explain whether Stalin was a good guy or a bad guy, and why media type="file" key="9D-JustinKang-Stalinpodcast.mp3" width="264" height="22"

__Station 3__

I chose the second propaganda from the website

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

The message is claiming that Lenin's Red Army is much better than the fat capitalists and priests. Also, the tall and muscular image of the Red Army men caused the young men of Russia to think of the Red Army with a very positive view. On the other hand, the capitalists seem very greedy, gluttonous and extravagant in this propaganda.

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

The way how this propaganda poster made the Red Army look manly and muscular interested me whereas the capitalists in the poster do not seem so reliable compared to the strong Red Army of Lenin. The statement of this poster is strong and believable while it does not force people to join them, but suggest them to join at the same time. I thought the simpleness of this propaganda and the strong statement made me fine this poster compelling.

textbook question from class 30 4/5/2012

__**1. How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I?**__

The Treaty of Versailles reflected the unique personalities of the powerful leaders as selfish and greedy. Leaders of all of the nations involved in the war strongly asked for large amount of resources and land that their nation needed. The treaty of Versailles was basically and agreement the allies and Germany made that Germany will listen what the Allies have to say. Because the Allies requested for so much of German land and the decrease of the size of German army. It was not only the Allies that wanted resources and land from Germany. US does not ask for any land or resources because their economy was only improving. What US requested was unexpected: the president of US, Woodrow Wilson, made 14 points that could make a world without another disastrous war. The 14 points, however, were too idealistic and did not function the way Wilson wanted. Moreover, Wilson did not have the power to suggest such system: the congress did.

Last Question discussion from BBC web article 3/8/2012

Justin Kang & Jessica Oh (Lizzie Jeon was absent because of MUN) http://www.todaysmeet.com/homefront


 * 1) What was the reaction in Britain to the declaration of war?

Britain was eager and excited to recruit soldiers to fight for their nation as a patriotic duty. Also, ones enlisted to fight for their nations were respected and admired by others and they could gain glory through the war. As war was declared, Britain started recruiting soldiers regardless of gender until they reached 780,000 volunteers.

2. What might inspire you to answer the call of your nation and go to war?

The Patriotism, New Opportunity (especially women), and preservation of culture could have inspired one to answer the call of his or her nation to go to the field.

3. How did the reality of war differ from the image presented to people before the war?

The reality was much more devastating and was less glorious than the images presented to recruit soldiers. Also, because of Pal Battalions,

4. What is propaganda? How was it used in WW I?

A propaganda is a piece of information that is used to persuade or force people to think their way. Propaganda was used to recruit more people willing to enlist and generate more volunteers on the home front who have talents in driving, making weapons, cooking, etc. Mainly persuaded people to willingly help their country anyhow with patriotism.

5. Analyze the WW I propaganda posters. What image of war is presented? Is this the reality? Why would the government choose to present images of war that was different to the reality?

The first two posters directly tell the people that the country needs them to volunteer to fight for their country.

The third posters encourage those who want adventure to come out and have one.

Enemy is shown as a dragon or monster in some of the posters which are usually illustrated as an evil being and the Britain seems to be the good guy. So the poster is saying that you are in the good side of this war, and you shall go and fight the evil.

The reality was that the people volunteering had never had a war before so the propaganda that told them that this was a good opportunity for adventure were telling them the reality.

Propagandas do not tell the exact truth most of the time for persuasion and advertisement. The government told some facts that were not quite true because their prime goal was to bring in more people to volunteer to be enlisted.

Justin Kang & Chris Kang poem analysis 02/29/2012

In Lieutenant McCrae's opinion, the dead could not rest in peace because they miss the days when they were still alive.

The poem Dulce Et Decorum Est shows how mad and chaotic war is and how war takes many things away.

Both of the poems illustrate the responsibility and loyalty of the soldiers in war.

Impact of Nationalism 02/17/2012


 * Positive and Negative Impacts of Imperialism**
 * Positive Results || Negative Results ||
 * * Citizens understanding each other despite differences for the sake of the nation
 * Overthrowing imperialist countries
 * Democratic system more common in nations world-wide
 * Competition on improvement of science and technology between nations cause nations to advance in science and technology rapidly. || * As people agree with the majority culture, minority culture vanishes.
 * Ethnic groups with unwanted religion violently eliminated
 * Rise of extreme nationalistic movements
 * Competition among nations cause war ||

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

I think nationalism brought more positive impacts than negative impacts to us. It is true that some minority groups had to go through hardship of following the majority’s way forcefully. However, nationalism proved to be successful in various ways with the idea of loyalty towards the citizens instead of a monarch or any sort of leader. Nationalism brought competitions among nations which caused major conflicts, but also allowed nations to advance in science and technology in a surprising speed. Competition is probably the best energy source for improvement in many subjects. In conclusion, I believe that there were more positive impacts than negative impacts, and that the positive impacts are bigger than the negative impacts in size as well.

__**Types of Nationalist Movements**__

//1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.// **Unification** Merging nations that are separated in boundaries but are similar in terms of culture into one. **Separation** Dividing a nation due to two or more groups that disagree in culture. **State-building** Culturally distinct groups merging into one nation.

//2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?// The empires would have been afraid that nationalism would cause a revolution from colonized countries. The more the idea nationalism grows, the smaller the empires become.

__**Case Study: Italy**__

//1. What symbol does the cartoonist use for the soon-to-be nation of Italy?// The Italian land is illustrated as a long boot in the cartoon because of it’s geographic shape//.// The illustration of Garibaldi fixing the king of Sardinia's boot indicates that the soon-to-be nation of Italy is joining the Piedmont-Sardinia kingdom.

2. How is Garibaldi portrayed? Garibaldi's kneeling position shows a bit of loyalty towards the king of Sardinia. Garibaldi seems like a servant in one way as he is doing the minor work for the king of Sardinia, but the nationalist is only willing to help.

//3. What does the title of the cartoon say about the cartoonist's view of Italian unification?// The title of the cartoon "Right Leg in the Boot At Last" depicts how the unification of Italy was waited for so long. It sounds as if Italy took more time than expected in uniting its little pieces.

__**Case Study: Germany**__

__**1) Create a flow chart that shows the key events that led the unification of Germany.**__

__ **2) Looking at the map on page 263, answer the two geography skillbuilder questions.** __ **a) What was unusual about the territory of Prussia as it existed in 1865?** In 1865, Eastern and Western Prussia were divided by other nations in the middle, making unification of the two boundaries impossible. **b) After 1865, what year saw the biggest expansion of Prussian territory?** After 1865, the biggest expansion of Prussian territory happened in 1871. By the time, South German Sates merged with Prussia in order to establish the German Empire.

Missing German nationalist symbol.

18/20

case study on India 02/15/2012

Terms & names

// **1. sepoys** // Sepoys were Indian soldiers that were the first to physically revolt against Great Britain in Indian history. //** 2. Sepoy Mutiny **// The Sepoy Mutiny was the revolt from the Sepoys against Britain in 1857. The mutiny was ignited as Britain seemed to violate the religious rules of India. // **3. Congress Party** // This political group formed initially only established to gain equal rights for every Indian man, but later attempt to establish a self-government and gain total independence. The only problem was that the group was formed with mostly Hindus, which meant almost no ideas from Muslims were able to be passed if the Hindus disagreed. // **4. Mohandas K.Gandhi** // Gandhi was a unique person who believed that non-violence cooperation was the strongest protest. Unexpectedly, this belief turned out to be successful in improving many factors through revolt such as wage improvement, tax reductions, and working conditions for workers. He was acknowledged as an influential person and // **5.Muhammad Ali Jinnah** // Although Jinnah was known as "the best ambassador of Hindu-Muslim unity," he brought failures in unifying the two: Hindu and Muslim. Therefore, he wasn't able to win independence and rights for people.

Main Ideas // **1. What were the four factors that contributed to Britain's conquest of India?** // One of the four factors that led Britain to conquer India was that Britain's military was much stronger than that of India. Also, Indian Kingdoms were mostly very small, controlled by minor princes, making Britain’s conquest much easier. In addition, Britain planned out their wills so that they can achieve for sure. Finally, Britain modified India’s government into a more stable government, which did a major help in decreasing conflicts in between the two distinct religious beliefs. // **2. What was the cause of the Sepoy Mutiny and what was its main result?** // Britain did not respect the religion of India and therefore did not follow any rules of the religion, which caused anger among the Indians. The anger ended up as the Sepoy Mutiny, which only ended up with direct rule of Britain. // **3. Which groups and ideas promoted the Indian independence?** // The Congress Party and the Muslim League were the two political groups that led India to independence. To add, Western education unintentionally ignited ideas of democracy and equal rights. // **4. What were the four general principles of Gandhi's philosophy?** // The four general principles of Gandhi's philosophy were: 1) living as simply as possible, 2) tolerating and understanding others religion(s), 3) battling injustice in non-violent ways, and 4) focusing on being selfless. // **5. What role did Jinnah play in the partition of India?** // Jinnah's ultimate goal was to unite Hindus and Muslims of India, but Hindus and Muslims had very distinct opinions toward independence, which did not let a union to be formed. Therefore, India had to be split into two pieces: Pakistan, and India. Jinnah then became the first leader of Pakistan

**Documents** // **6. Which of the documents are pro-British in nature? Which ones are pro-Indian?** // Documents B, C, E, I contain pro-British contents. A,D,F,G,H,J,K,and L contain pro-Indian contents. // **7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H?** // As stated in document H, the constitution gives equality to everyone, meaning the lowest levels of the castes of India would not be looked down on again as soon as this system is applied. Indians of the lowest level will gain the basic rights that everybody else has, meaning they gain more advantage in life. // **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 in India had positive and negative effects. For example, document J shows the advanced technology that India learned from Britain’s teaching (Positive). In the other hand, Document D shows how Britain used India as a tool to take advantage over other strong countries through India’s traded resources (Negative).

**Critical Thinking** // **9. What were the causes of the cultural conflict between the British and the Indians?** // Most of the cultural conflicts between Britain and India because none of the two countries understood or accepted each other’s culture, religion, philosophy, and so on. The conflict later becomes more fierce and ends up bringing independence to India. // **10. Identify both positive and negative effects of British Rule in India?** // First of all, Indians were open to new technologies from Britain as the British men bring and introduce devices (Positive). Also, Britain provided India a much more stable and efficient government system (Positive). However, as Britain had done all the work to improve India’s status, India started to rely too much on Britain (Negative). As Britain had controlled India with its own will, Indians were unsatisfied with the little freedom they had (Negative). // **11. How were Gandhi's four general principles effective in dealing with a much more powerful Great Britain?** // Gandhi's principles were very persuasive to Indian citizens despite being a unique and brand new idea. His belief in the power of fighting with non-violence brought multiple success in revolts. Gandhi’s non-violent method was considered as peaceful and effective, and thus became famous among Indians. // **12. For what reasons did Muslims demand a separate nation?** // Muslims argued that they need a separate nation from the Hindus as Muslims and Hindus would never agree to each other, but the Hindus are the majority of the population, resulting in unfair decisions that ignore Muslim ideas. Also, the Muslim League’s power was very minor compared to the Congress Party. // **13. Why did the colony of India break up into four separate nations?** // Religious conflicts were the main reason that India broke up into four different nations in the end. The Muslims established a nation named Pakistan because they wanted to be independent from the domination of Hindus, while Hindus, who were the majority of the population, kept their territory’s name as India, Ceylon turned into Sri Lanka as a Buddhist nation, and the Eastern part of Pakistan became Bangladesh due to military coups.

20/20

note taking from audio-visual sources 02/13/2012 - GB (Great Britain) export opium to China forcefully even though China did not want to import. - GB refused to stop - Opium War: China lost, open trade forced - Taipin Rebellion led by Hon Xiuquan - Try to change China with the Dowager Empress Cixi, but fail because of traditions - Sphere of influence (ignited due to the Dowager Empress Cixi) - Open door policy from the US, meaning open trade for all merchants - Loss of power - Attempt to change China again, but fails - The attempt only sparked the Boxer rebellion (extraterritorial rights asked) || -U.S. Asks Japan for open trade with a letter of threat -Japan agreed to open the trade eventually -People disagree with the open trade system - Emperor Mutsuhito takes over the government, his time of reign of Enlightenment called Meiji - Successfully modernize Japan (followed by power) || - Jingoism stand up against isolationism- The press causes war - Some people sees the truth behind their actions (for more money) - the war ends with the Spanish-American treaty -US had passed the Teller Amendment, freeing Cuba -Took over Philippines, Guam, Hawaii, and Puerto Rico after the war. -U.S. Believed that only the strongest nations will survive and that competition is inevitable - ideas of Christianity spread ||
 * China || Japan || United States of America ||
 * - China was a self-sufficient nation, so it rejected all requests of trade from European countries

1. The Imperialist rulers of European countries and Japan are dividing the Chinese territory, not caring if the Chinese Emperor is against it or not. The Chinese Emperor is outrageous, but he does not do physical harm to the Imperialists, meaning that he could do nothing in reality.

2. The Chinese Emperor is showing a great deal of anger and hatred towards the Imperialist rulers. It also seems, however, that China could not do any protection of itself from the Imperialists’ invasion.


 * 3.** In this image, European countries and Japan are being communicated as selfish people. To explain, they are discussing and fighting about the territories of China. However, even though Chinese emperor is trying to stop them, imperialists do not care about the native people.

4. In this drawing, the author is telling us that the Imperialists were very careless and irresponsible about the Chinese Emperor’s feelings and arguments.



This illustration anti-Imperialism as a japanese soldier is walking over the Korean man in order to enter China and conquer the large land as well. In reality, Japan took over Korea and later attempted to conquer China as well. The word “Manchuria” is seen on the little sign above the Korean man’s feet. Korea is being used as a bridge of the way to Manchuria.
 * 1) Is this image pro or anti imperialism? How do you know?**

The illustration shows how Japan have stepped on Korea mercilessly in order to enter the Chinese territory. The Korean man seems very painful holding that pose but he seems to permit Japan to enter according to the sheet of paper he is holding in his hands.
 * 2) What views of the native peoples are being communicated in each of the illustrations?**

The Japanese soldier is only looking forth towards the end of its ambition. Even though the Korean man has a message to tell him, he does not care and move on towards his goal.
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**

Korea is being used as a tool used to enter China by Japan. Japan harmed Korea only to go into the more vast area and conquer all. Korea was simply a sacrifice for Japan to walk towards its goal.
 * 4) What message is being conveyed by the author about the benefits //OR// costs of imperialism?**



IMAGE #3 (America) As the old man in the illustration seems to be generous in teaching the little child, probably representing Philippines. The old man, or US, is slowing Philippines down for it was rushing a little. The image is pro-Imperialism.
 * 1) Is this image pro or anti imperialism? How do you know?**

The Philippines is running towards a self-government, but US is slowing him down, telling him that he needs to have perfect education system and start to be more efficient before having a self-government. The Philippines is like an overjoyed student, wanting to finish his learning as soon as possible so that he could learn more.
 * 2) What views of the native peoples are being communicated in each of the illustrations?**

The US seems to be helping it’s colony by showing the right procedure for developing more and becoming stronger.
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**

The illustration suggests that the strong Imperialist countries know more than the colonized countries, and the Imperialist countries simply want to teach the impotent countries how to be stronger.
 * 4) What message is being conveyed by the author about the benefits //OR// costs of imperialism?**

This exercise was well done! 20/20

02/08/2012

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

discussion

__Task 2: Scramble for Africa__
Take a look at the map below (or online text pp 343) 1) Which countries controlled the largest sections of Africa in 1914?

France and Britain had taken the largest section of Africa in 1914.

2) Why do you think these countries had the largest area of Africa?

France and Britain were the strongest European countries of the time, thus they had the chance of colonizing African countries first, giving them great advantage in the amount of land available when disembarking.



= Task 3:  = //Watch the video below and continue to add to your notes. Make sure that you include the long term impacts of Colonization as well.//

- European countries start colonizing for resources and food - Industrial Revolution made the competition between European countries more fierce. - A more vast base of markets available after colonization - Massacres occur multiple times without reason - Culture identity of countries lost

= Task 4:  = For more information read [|**European Imperialism in Africa (Overview)**] on ABC Clio (user id is **kis**, pw is **welcome**) and answer the questions below 1) What was the Berlin Conference?

The Berlin Conference was a meeting of a group of powerful European countries for deciding territories of each country’s colonization. No african attended this first discussion of dividing lands in between European countries.

2) What were the three outcomes of the conference?

The three outcomes of the conference are: 1) new resources gained in European countries, 2) African countries rebel against European countries for freedom, 3) African lands distributed to each powerful European country eventually

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

1) Is this image pro or anti imperialism? How do you know? 2) What views of African and Asians are being communicated in each of the illustrations? 3) What views are being communicated about the British/ Americans in their role as imperialists? 4) What is message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

__IMAGE 1__

1. This image is definitely anti-imperialism. The fat man in the political cartoon is John Bull, the character that represents Britain. His fatness represents his greed, and his hands are hovering over the African continent as if he has gained control over it. In the image, the African land is labeled with the word “gold field”, showing how Britain only thought of Africa as the source of more gold.

2. The Africans seems very impotent in this image as John Bull, or Britain, is taking control over their land forcefully. They may despise Britain, but they do not have much force to fight against them.

3. The image shows Britain attempting to take over the “Gold Field” even though they are quite prosperous (shown as fat in the image). They seem powerful and prosperous, but they want more resources and they are scheming to take gold from Africa with force.

4. Africans are forcefully controlled in this image by the greedy Britain. Many lives of the African continent will revolt, but only their heads will be gone. Many lives would be taken away, and Britain takes the gold away.

__IMAGE 2__

1. This image is pro-imperialism. The white man who represents imperialist countries is leading the children in the dark to the light he is standing on. As said in Kipling’s poem “The White Man’s Burden”, all africans here are portrayed as children in the devilish dark. The Imperialist man seems to be helping the children to walk in the light and become like him, pure and grown.

2. In this image, the Africans seem to agree to the white man as they follow him silently with careful footsteps. The white man is showing the way to purity, and the children are willingly following his footsteps.

3. The picture tells us that the white men are wise and have the right to teach and lead those who are not as wise as they are, which are the Africans. It is the responsibility of a white man to spread his knowledge to everyone of the world.

4. The white people leading the black people into the light are causing the world to be more enlightened in general. The goal of the white men is to have everyone in the world have the well-developed industrial technology, believe in one religion (Christianity), and respect each other.

__IMAGE 3__

1. The snake already explains the evilness of Imperialism in the image. The image is anti-Imperialism. Interestingly, the snake in the image looks like King Leopold, the king who ruled over congo with cruelty. The snake that resembles the king is strangling an African man, showing the cruelty of colonization.

2. The man in the image is strangled hardly by the snake. While the man is dying, those who can run away from this terror are fleeing with all the force they have. This clearly shows how the Africans were suffering with fear from the Imperialists.

3. Imperialist countries are harming the Africans by hurting them, and taking whatever they want from the black men. They were illustrated as a snake for a reason: snakes drain your life away little by little, painfully just like how the Imperialist countries harmed little by little, and took the goods little by little.

4. The illustrator of this image claims that Imperialists take take away the native citizens’ lives for their own good. Only leaving fear and destruction in their wake, the Imperialists torture the Africans.

__IMAGE 4__

1. There are three images as a group and the group seems to be pro-Imperialism. The first image shows the power of the naval power of the Imperialist countries. The second image shows how colonized civilizations have merged with handy equipments from the Imperialist countries. The third image shows a black man willing to learn from the white man’s orders. These all show the positive results of colonization fro mImperialist countries.

2. Asians and Africans are shown as weak and dependent races in these images. The third image shows how the black people would gladly learn from the Imperialists. The image shows how black people are in need of Imperialist to help make their lives easier.

3. These images show the white men as protectors and teachers. The white men supervise the black men, taking care over the weak and vulnerable beings. Thus the white men sometimes act highly with pride, looking down on the black men.

4. African and Asian countries can learn so much from the Imperialist countries with their technological and medical knowledge. In terms of learning and getting the opportunity to use inventions from Imperialist countries, Africans and Asians can benefit from colonization.

__IMAGE 5__

1. This image is definitely anti imperialism. The teacher who seems to be Uncle Sam, the character that represent US, is terrorizing the little black kids. However, the students that seem more mature and white in the back study silently. Each child in the front is labeled with the nation that were colonized by Imperialist countries. The author shows discrimination of the colonized African countries through this illustration.

2. It is hard to see, but there is another black child in the background cleaning the window. This probably indicates that the black children will only learn how to do such minor jobs while the white students in the back will learn to do major jobs. The black children in the front row shows how terrorized the countries that were colonized are and how uncomfortable they feel about such forceful actions.

3. The black children in the front don’t have proper equipments and are being looked down by the white teacher while the white students are studying with proper equipments such as books, chairs, and desks. This discrimination shows how the white men think lowly of the black men who have done no harm to them. The innocent black children will only be looked down.

4. The illustrator shows how discriminated the black people that were colonized were from the white people of the Imperialist countries. Black men were looked down on, unable to do anything about it. The black men have lost their natural human rights and are hated for no reason.

__IMAGE 6__

1. The violent looking crowned eagle can explain why this illustration is anti-Imperialism. The giant eagle is hovering in the sky preparing for swooping on its prey, the Africans. Quite the contrast, the black people are horrified and vulnerable, waiting for the eagle to come down and harm them. The one-way harassment depicts that this illustration is anti-Imperialist.

2. The small Africans have no idea what to do against this giant eagle preying on them. All they could do is shout at the eagle, pointing at it so that everyone can see it. But no action in particular for protection is shown in the illustration.

3. The giant eagle is probably one of the European Imperialist countries. The illustration indicates that European countries prey on Africans with the predator’s eyes, all mighty and superior with the crown. They have the technology and power. All they need is the right time to swoop and feed on the prey.

4. The illustrator of this image wants to tell us that Imperialist countries looked at the Africans as preys, as food, and as the source of raw materials. Africans will be harmed for the greed and hunger of the European Imperialist countries.

__IMAGE 7__

1. This picture seems to be anti-Imperialist as the woman with the symbol of fairness is facing away from the dying black men, meaning that nothing was fair for the black men as laws did not apply. The woman with the symbol of fairness and law is facing towards the white man analyzing the map. Cruel deaths of the black men of Africa is shown with disgust, showing that the image is anti-Imperialist.

2. Africans in the illustration are bleeding, crawling with pain impotently. The woman of fairness and the white man are facing away from the cruel reality, showing how they thought of the deaths and suffering of the black men as if it was nothing.

3. White people of the illustration are facing away from the cruelty they have done. They do not feel responsible or guilty about the men they have killed. The white people in this illustration are portrayed as merciless people.

4. The illustrator tells us that the white people thought their own businesses were much more important than the loss of many lives if the lives were that of black men. This also shows that Imperialist countries wanted the materials and goods from the continent more than they desired to teach the men of the land.

Tasks 1-4 are done well. You have put effort into task 5, but need to work on your skills of analysis more as some are not correctly understood. 27/30

Qs based on the Charles Darwin excerpt 02/08/2012

Many political theories have applied to the current culture of human beings and this is just another kind of theory that applies to our culture. Ass expected of the “Father of Evolution”, his excerpt included information about developing of humans and Imperialism probably involves a lot of human development. European countries started to take over African lands for resources, food, and goods that they did not care about until the Industrial Revolution. It was like a win-win system where Africans would learn Industrial informations and Imperialists would take resources they need. Charles Darwin claimed in the excerpt that the fittest animals “will have the best chance of survival of being preserved in the struggle for life.” Darwin’s theory of Natural Selection, or the “survival of the fittest”, somehow can explain the human culture as well if we consider human talents as traits that determine whether we survive or not. Countries that had talented rulers in the history that completely changed the system of the country into a more efficient one, such as United States of America and Spain had been dominating over many countries. In every culture, one’s talents are admired and thus the ones with quality talents or ones with various talents would be successful if enough supplies of food, money, time, etc. would support the talents. We can clearly see how Darwin’s theory of Natural Selection can relate to our culture.

Missing imperialism chart. 5/10

Qs on "The White Man's Burden" 02/06/2012

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

The poem claims that it is a white man’s duty to take over uncivilized areas and make the people of the region to obey to him. This can also mean that non-white men are inhuman before they are educated by white men.

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

I do not agree with Kipling’s view at all. His words are definitely bias and selfish. The people that he thinks are “uncivilized and undeveloped” are none of his business. He should let the people be and discover more things by himself. One should think of everyone else as equals and treat them so. If one is intending to teach people what they do not know and oneself does, then it should not be forcefully done.

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.

In the poem, Americans and Europeans viewed black people as demonic creatures. The poem has a part where black people are called: “Your new-caught, sullen peoples, half devil and half child”. Europeans and Americans have thought that black people were devils that had to be domesticated and were not worthy of natural human rights.

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

KIS is not a example of “The White Man’s Burden” because we do not attempt to teach others forcefully and make them think like us. KIS would rather stay with itself, not bothering other schools or people from other schools.

Try and answer these types of questions in more depth after considering all the implications of the question. Question 4, in particular, would benefit from more careful consideration. 8/10

3 Document Based Questions 02/02/2012

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

The two men have completely different points of views. Andrew Carnegie views industrialization from the upper class’ view while Friedrich views from the lower class’ view. Carnegie claims that the industrialization is a great help to America's industry’s development and is able to surpass producers from other nations. Quite differently, Engels states that the industrial life as a lower class person is painful. Engel’s statements sound more like complaints compared to Carnegie’s

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

Mary Paul is probably satisfied with her job because the job simply fits her well, and she seems to be talented in such jobs according to compliments from others. She seems to get along with her comrades in work, which must have given her fascinating working days.

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

The cartoon shows evil and unfair Capitalism and the kind and merciful Socialism. This would attract people to think that Capitalism is not treating them what they deserve, and Socialism would. This cartoon would eventually attract more people to join the group arguing that Socialism should be the system instead of the unfair Capitalism.

But WHY do Carnegie and Engels hold such different views? For number 2, do you really think her her work in the textile factory would have been "fascinating"? What do you already know about work in such mills? 7/10

2012/01/31 4 Qs of communist states and Karl Marx


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

Marx wouldn’t even realize that these countries are supposed to be communist at first glance. All of these communist countries HAVE the government that leads the citizens. In Marx’ theory, the government is supposed to vanish after helping their country to have the system of communism.


 * 2. 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)?**

Leaders have taken so much wealth, power, and honor away from citizens. The fact that there is a leader already makes the system unfair. Another problem is that all the people earn the same amount of money however hard they work. Worker A would work for 5 straight hours and earn $100 while worker B sleeps 5 hours straight and earn the same amount. Industrial labor is another unfair factor of current communist countries.


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

Karl Marx’ dream is extremely hard to come true. Marx’ idea is similar to the idea “utopia” as they both refer to ideal worlds. However, attempts to create a utopia (communist world, in this case) only result in a “distopia”

The main reason communist countries fail to reach the ideal state of Marx’ imagination is because leaders do not come off their position. They linger for too long that citizens start to think that it is obvious for a communist country to have a leader. Even one sole leader means unfairness as he or she would have much more privilege than regular citizens.


 * 4. 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 have to agree that the reform laws and Union movement did not let the gap between the rich and poor grow. The reform laws and Union movement gave more rights to the workers and thus decreased the power gap between the rich and poor as well. Money = Power, meaning as the power of the rich is not that high compared to the poor, the wealth gap shrinks as well.

Photo-essay 2012/01/20

about pg. 64-71 of "The Industrial Revolution"

When the Industrial Revolution was ignited, various factories and industries were born. Urbanization accompanied the Industrial Revolution as many people from rural areas moved into the cities. Factory owners urged to have children working for them because they were not only capable of going into small gaps and do complicated jobs, but also require relatively cheap salaries. Children working in factories barely had any break time to relax and were harassed violently all the time while they had to go through the same hazards adult laborers had to go through because of the pollution and dust. Child labor was not illegal by the time, though there were people who disagreed with the cruel system. Some countries still tolerate child laboring, and it is heartbreaking to know how these children are treated. Human lives should not be used as a tool, but as a helper. I hope this tragedy ends as soon as possible.

One question 2012/01/20

Q: 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?

A: The Industrial Revolution and the urbanization are involved in many common factors and are therefore considered as mixed blessing. I do agree to the idea that Industrial Revolution is a mixed blessing with the urbanization. I think they could be mixed because the revolution was done without violence

Jean Jaque Rousseau 2011/12/07

Sorry, Ms. Boyle. I uploaded the video on facebook because my youtube account wasn't working at that time. So now I uploaded it, and you should be able to see it now.

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Image Explanation 11/28/2011


 * I have drawn an image of a short man attempting to fight against a giant.

This resembles how Revolution is so big and a revolutionary is a tiny part of it that only symbolizes it; one may make scratches on the Revolution by killing some revolutionaries like the small man in the image, but the giant, or the revolution, will not perish completely.

Glog for Enlghtened Despots 11/16/2011

Frederick the Great:

http://jkang15.edu.glogster.com/glog/

Absolutism questions and answers 2011/11/15

1. What is absolutism?

Absolutism is the idea in which the monarch takes absolute sovereignty over a centralized government. Also, there is no limit in the monarchs’ power and rights.

2. Explain the justification for absolutism referred to as the 'divine right of kings'.

‘Divine right of kings’ refers to the sources from the bible that give kings rights; legally defined by Jaques Benigne Bossuet.

3. List the causes of the rise of Absolutism in Europe.

An absolute monarch had to organize the ruined society and nation lest the nation falls. Development until today required great tension on the society.

Innovations of modernity and medieval continues lead to confusion and tension.

People look to monarch to solve problems. Jaques Benigne Bossuet and Hobbes wrote political treaties that give out justification for what absolutism is to kings. Also, King Jean-Baptiste Colbert express absolutism as a required system in order to create and maintain a strong nation which is essential to monarchs. Firstly, during the 1400s, European nations started to gain remarkable wealth through a mercantile and self-sufficient economy. Lest the economy collapses, the kings had to take better control over the economical system. Secondly, around the 15th century were the years of utter disorganization. Foreign invasions, loos of power of church, start of Protestant Revolution, etc. Caused people to urge for stable government. Corresponding, the monarch created a vast bureaucracy system to prevent the nation from falling into chaos. Lastly, the Protestant Reformation took in a big role in the start of absolutism. As the church started to lose power over the nation, people of the European nations needed a new leader that could take over power equal to the papal power, leaving them only one choice: absolutism. These incidents have mainly caused absolutism to start in many European nations.

4. Explain briefly how absolutism developed in

Spain:

With the pope backing him up, Charles V takes most of the European land while withholding the Holy Roman Empire territory as an emperor. Protestant Reformation threatened to divide his very own kingdom, so charles V, with his son Phillip II, gained power to defend against enemies of the church and spain.

France:


 * Absolutism emerged as a way for the monarch to control rebellious nobles. King Louis XIV, who took personal control, thought he was the lieutenant of God, and he stabilized the government. The Fronde Revolts in the 17th century.

England:


 * England monarchs never became utter absolutists.
 * Stuart Kings declared that they themselves were absolutists while charles I dissolved the Parliament.
 * Stuart's absolutism causes parliament and the English citizens to uproar in the English Civil War.
 * Tudor Kings began to gain great control over their own power but they still had some job left to do with the parliament.

Russia:


 * Peter I entrenches absolutism by importing western European political ideas and copying western governments. Also he suppresses the Church, expands the army, and starts a national economy.
 * Ivan III centralizes power and expands russian land.

Jean Jaque Rousseau Speed-dating 2011/11/9

http://www.facebook.com/video/video.php?v=1879595170018

CNN Millennium #6-3 Japan & the Rise of the Tokugawa Dynasty in the 16th Century 1500s 2011/10/26

1. Who was "the Bald Rat"?

“The Bald Rat” refers to Hideyoshi, who was a ruler of Japan.

2. Where did Japan hope to build its empire?

Japan hoped to build its empire in Korea since it was the closest land to their original land.

3. What stopped it from building its empire as planned?

Koreans were prepared for battle with the turtle-boat fleet that were technologically more advanced than the Japanese fleet

4. Why didn't they try again?

Hideyoshi died and there could not be any military movement without the leader.

Research of Justin Kang and Ethan Song before the voyage 2011/10/26

Port 4

ap parts: Edict of 1635:

Author: The //Tokugawa shogunate// was the one to issue these edicts. The shogunate wanted all Japanese people to stay in their homeland and not interact with other nations

Place and Time: The source was produced in 1635 in Japan. By the meantime, Europeans such as Dutch and Portugal were desperate for direct trade with Asian traders.

Prior Knowledge: By this time, Japan was already invaded by the Mongols a long time ago. Japan would have nearly demolished if it wasn’t for the advantage of wind and yet they do not feel the need to accept foreign technology and knowledge. They strongly believe that they are in a state where no further development is needed.

Audience: The source was issued to the officials of the //Nagasaki// port and was applied to all citizens of Japan.

Reason: The Edicts were written so that citizens will not interact with foreign aspects in any way. Japanese rulers by the time thought that they were perfectly fine by themselves and isolated their nation from others by writing these edicts.

The Main Idea: The source is trying to convey that Japan does not want any interaction with foreign nation. Foreign religion was banned also, isolating Japan from any foreign ideas.

Significance: This source sheds light on the specific extent in which Japan has isolated it self from foreign country in the 1630s. Japan has completely isolated itself from foreign people, foreign religion, and foreign technology/ideas.

Qianlong's letter to King George III

Author: Qianlong himself is writing the letter. Qianlong is the emperor that declined the multitude of request to trade silks, spices, etc. from Europe. Qianlong thought China was in perfect state and did not need any help from trading with other nations which would only cause China to fall in his opinion.

Place and Time: Qianlong is writing this letter in his home country China, but in which city is not mentioned. The year when this letter was written is not mentioned either, but we could estimate that the time was around 1700 and 1800.

Prior Knowledge: After going through a golden age in the Middle Ages, China is being arrogant, thinking that the European countries are not much of difference from the medieval times when they were collapsing from the Black Death. This causes China to think that trade with Europe is useless, or possibly harmful.

Audience: The source was created for the English king of the time, King George III. Qianlong looks down upon England and shows rude attitude towards the king in the letter except the introduction.

Reason: The letter had to be written at this time so that King George III will learn to keep away from China and probably warn other European countries to not attempt trade with China.

The Main Idea: Qianlong displays clear distaste towards trade with Europe in the letter. China wanted to be isolated from other nations because it was in its best state in their opinion.

Significance: The letter from Qianlong to King George III shows how much China despised Europe, still thinking that they are the ignorant empty-minded people. China thought the trade with Europe would not have been beneficial to them at all and decided to isolate themselves from other nation.

Port 1

Cornell:



Discussion: Ethan: When you explore different seas for new lands, you can discover different routes that can benefit you and your country. The routes that people discover can be faster and/or safer.
 * **What possible rewards might come from exploring the seas for new lands?**

Justin: When there is an overflow of population, a new land is essential for the population to split up so that overpopulation does not occur. New settlement in the new land would also mean additional resource.

Ethan: The risks involved in embarking on a voyage into the unknown is that you can lose some of your ship mates, or even lose the goods that you might be carrying on the ships. It is very ignorant to explore into parts of the world that you know nothing about.
 * **What are the risks involved in embarking on a voyage into the unknown?**

Justin: Also, it is possible that the new land is not arable, meaning no agricultural benefit to the settlers. This could be a brutal problem as agriculture is what all civilizations have to go through in the very beginning.


 * **What will you do if you actually run into other people?**

Justin: If my country people were to run into another foreign group, I might try my best to take over the land if it was fertile and vast. If it was not an arable land, or if it was too small, then I would not take over. I might share some of the land with others since the land was not yet declared as ours.

Ethan: I would try to avoid them, all it would bring is more conflict and issues to deal with, in my opinion.

Port 2


 * **Name of Explorer** || **Country** || **Date of Voyage(s)** || **Size of Fleet** ||
 * Amerigo Vespucci || Portugal || 1501 ||  ||
 * Vasco Da Gama || Portugal || 1497 || Able to contain 170 men ||
 * Juan Ponce de Leon || Spain || 1493 || Able to contain 200 men ||

Juan Ponce de Leon information: http://www.enchantedlearning.com/explorers/page/d/deleon.shtml

Vasco da Gama information: http://www.enchantedlearning.com/explorers/page/d/dagama.shtml

Port 3

A lot of different countries and places were using people as slaves. For example, England and America wanted cheap people to use as slaves. Also, Africans and Muslims were trading slaves amongst themselves. The people from England and America started to get greedy and went to central and Western Africa for more slaves.
 * Causes of African slavery**

The people from America and England promised the Africans that they would give them cotton and gold. Corn and potatoes arrived in America which increased the population because of how cheap and efficient it was. Other foods such as yams, bananas, and black-eyed peas were introduced as well. A lot of other things were brought from the Europeans like pigs, cattle, horses, and even guns.
 * Explain the Triangle Trade Route**

When the slave trade was over, after 300 years, the slaves went America and brought many diseases with them. Also, because of the migration of the Africans, the two cultures (American and African) came together and blended.
 * Consequences of the Slave Trade**

HW for class 13-16 9/23/2011


 * Countries with more than 1 million Muslims:**

This picture portrays the general information of Muslim population in each regions. Africa, Asia, and the Middle East continent show a high population of Muslims in the map. I observed that there is a large number of Muslims residing in India, which is where I thought was predominated by Hinduism. The image conveys an idea that Muslim had spread widely, and brought much of impact to various nations than we thought.


 * Voyages of Zheng He:**

Sailing around Peninsulas and Islands is hard with a ship, but Zheng He seems to have tried his best to find land as much as he could under his limits. The fact that he had reached Africa as well as Asia is revealed in the image. 17 years have taken for this trip, and this shows a strong sense of faith in between Zheng He and Zhu Di as they had to trust each other and work for each other for this trip.

See, Think, Wonder 9/20/2011

I see... a man, and another man supported by many people I think... the two men are trying to reach each other I wonder... why it is so hard for them to reach

Map analyzation (All maps) 9/7/2011

1. The image of a large Chinese Zheng He ship and Santa Maria in front of it, both on top of a timeline, is more than enough to see the capability of chinese men in building ships. The truth is, even Santa Maria is shorter that the width of one of Zheng He's ships. Zheng He's ships were built long before Santa Maria had, and this proves that china was in a remarkably better state than the Europeans were in during the Middle age.

2. Kings and envoys from Asia, Arabia, Africa, and the Indian Ocean had all gathered in china for the celebration of New Years. Knowing that most of the emperors of these kingdoms in the image of a European map in 1400 had to bow to the emperor of China and ship the emperor of china their own goods, the power of China is well shown. However, I can also see that the tribute system is not as efficient to the European kingdoms and empires as it is for Asian kingdoms and empires.

3. Some of the oldest dynasties of China were relatively small according to the third map in which the growth of China is shown. As time goes by, in the Yuan dynasty and the Qing dynasty, the territory of what is now China was remarkably vast. The modern China territory maintains most of the territory of the Qing dynasty, remaining as one of the largest countries in the world.

4. The great trade route "Silk Road" is shown in the fourth image. According to what is shown in the map, the Silk Road goes through modern China, Russia, and multiple Arabian countries

5. The fifth image sheds light on the population difference of European countries in the 1400 and the 1600. There is a remarkable growth of population in Europe according to this map. Moreover, the excerpt of 1421 that we have read notes that China had fifteen hundred times the area and fifty times the population of England. China's population and the size of the territory overwhelms that of any european country's.

6, 7. the sixth and seventh image both display The Forbidden City, but in a different point of view. The sixth image contains the information of the location of each gate for The Forbidden City while the seventh image contain the information of what museums are in The Forbidden City.

8. From the eighth image in which the development of The Great Wall of China is shown as the dynasties have changed, I believe the Wall would reach near the Yumenguan if the Wall was to be connected and straight, starting from the Yalu River.

9. The ninth image shows how the Greenwich had chosen England as the 0 degree, the prime meridian. China's chinese name is Zhongguo, meaning that it is the middle of the world. China believed that hey were the center of all issues, but have failed to be the center of the world in terms of geography.

10. The tenth image, which is the last image, shows The Great Canal that was built in 2 decades. The Great Canal is modified so that it would let the water flow through most of the important cities of China, or at least flow near the important cities. For one man to lead laborers to build this essential water source in two decades, this shall be recorded as one of the greatest achievements China had accomplished.

Map analyzation (2 maps) 9/4/2011

The maps displays the fact that the attempt was a huge progress and they had risen in a well-being state. The images show how fast the Muslim empires had risen by utilizing Greek and Roman ideas.

APPART of The Black Death 8/20/2011


 * Justin, please answer in complete sentences.**

Author: Giovanni Boccaccio, an Italian author of the Decameron, a story of seven men and three women escaping from the effects of the plague.


 * Book titles are italicized.**

Place and Time: Italy, 1348 (During the Bubonic Plague)


 * This was not written in 1348. Can you be more specific about the place?**

Prior Knowledge: The Black Death, originally named the bubonic plague, was once of the most disastrous epidemic in history. Europeans did not know how to cure this cruel curse and they eventually came up with useless solutions that only left them discomfort and pain.

Audience: Those who want to know more of The Black Death
 * You can be more specific.**

Reason: the experience of the plague had inspired him to write this story
 * This is not his reason for writing this as an introduction to //The Decameron//.**

The Main Idea: The idea of this text is to show the


 * Incomplete.**

Significance: This source is important for historians searching for information of The Black Death because these are words from a person who had witnessed the scene. He could give dramatic details to the reader, or the historian.


 * You seem to still be having trouble with APPARTS. Please see me. U.**

Family History of Justin Kang 8/23/2011

Unwritten Primary Source: Photo of Mother and Fathers' Marriage

Written Secondary Source How Mother and Father had met and married in father's perspective

===There was one woman that had known both my wife’s family and my family. The woman had introduced us to each other, asking for me to come to korea from US during the summer vacation. And then, we fell in love in first sight. By the end of summer, I proposed for marriage with Gina (wife). After marriage, I had to go to US again to finish my remaining masters degree. Gina (wife) had left her job behind to go see father who still had work to do in US.===

===After I had been employed as an asset manager to a securities firm in US, Justin was born at November 11th, the veterans day which was the closest break that I had enough time to help Gina give birth to Justin.===

Oral Interview

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The many hats of historians

Vocabulary
 * Heretical - opinions and beliefs opposing the Orthodox beliefs
 * Faggot - A set of sticks for fuel
 * Eucharist - christian ceremony in memory of the last supper
 * Abstain - to restrain oneself from pleasurable action
 * Penance - Voluntary self-punishment
 * Beseeching - to beg another to do something
 * Source - the origin of a certain fuel or information


 * 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?

In the media text, Hogsflesh lucidly shows that he opposes heresy by penancing once on the 14th of November, another on the 19th, and a final one on the 21st. The author, a historian, is conveying how strict the entrance of the Orthodox religion was in the 16th centuries.

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, defines that historians’ role is to read historical records, record what he or she has found from the source, and inform this other people about his or her discovery. I agree to this assumption as most of the modern historians take this procedure, but John Arnold has to consider that those that find those historical records are also historians. Historians also have the role of a detective, an analyzer, an interpreter, and a storyteller.

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

“Treating their sources with fidelity” means that historians are to not change any detail from historical sources when spreading the information discovered from the source to others. This is important to recall when reading historical references because we have to consider the reference as a discovered fact, not an opinion about a discovery.

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?

With differing circumstances and cultures, historians from different nations will interpret information differently. If historians were to interpret my daily life, some of them would probably interpret my use of private computer all day and see me as a premature child who has much of job to do.

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.

It is impossible for anyone, including historians, to be completely objective especially when the story is from one's experience or when a certain history has a stereotyped or biased ideas. Also, when the history is related to the historian somehow, the historian will most likely be viewing the topic as a first-person's perspective instead of a third-person's perspective. For example, when I and two of my past 6th grade Korean classmates had discussed who and who were in the class, we sometimes had disagreement about who was in the class and who was not.

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?

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?

Historians that are telling the story directly from the source are reliable. The historians that have heard orally from other historians are not as reliable as the first historian that found the source.

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?

Now that I know that not all historians are trustworthy, I will have to view history in various point of views. For accuracy of knowledge, I will have to try to find information from a third-person's view discovery.