Linda's+World

=Timeline Assignment= May 25, 2012 Assignment completed with Soo jin Lee **1979** December - Soviet Red Army invades and props up communist government. - This marks the beginning, initiative act of the Soviet Red Army towards the conflict between Russia and other idealism (democracy and Islam).

**1980** - Babrak Karmal installed as ruler, backed by Soviet troops. But anti-regime resistance intensifies with various mujahideen groups fighting Soviet forces. US, Pakistan, China, Iran and Saudi Arabia supply money and arms. - This shows how the democracy side is aware of the issue of conflict between democracy and communism.

**1989** - Last Soviet troops leave, but civil war continues as mujahideen push to overthrow Najibullah. - Although Russia left the conflict, the political fight continues.

**1998** - US launches missile strikes at suspected bases of militant Osama bin Laden, accused of bombing US embassies in Africa. - Conflict is triggered between the U.S. and Osama bin Laden.

**1999** - UN imposes an air embargo and financial sanctions to force Afghanistan to hand over Osama bin Laden for trial. - UN shows open support for conflicts by supplying war materials and trying to create peace by bringing Osama bin Laden for trial.

**2002** January - Deployment of first contingent of foreign peacekeepers - the NATO-led International Security Assistance Force (ISAF) -It marked the start of U.S.‘s conflict against the Taliban.

**2006** October - NATO assumes responsibility for security across the whole of Afghanistan, taking command in the east from a US-led coalition force. - This shows how the U.S. had characteristics of imperialism. Just like WWII, US thought it was their responsibility to take over issues that was happening worldwide.

**2008** July - Suicide bomb attack on Indian embassy in Kabul kills more than 50. - It created an impact on the U.S. by having their soldiers sent over to foreign countries.

**2010** July - Whistleblowing website Wikileaks publishes thousands of classified US military documents relating to Afghanistan. - Wikileaks can lead to suspicion on each other for plans on attacks---especially top secret information.

**2012** March - US Army Sgt Robert Bales is accused of killing 16 civilians in an armed rampage in the Panjwai district of Kandahar. - This event shows that the office established in Dubai by Taliban, which its purpose was to initiate peace talks between U.S. and the Afghan government did not work.

10/10

=Proxy Wars Comparison= May 22, 2012 10/10

=Unit 7 Debate= May 22, 2012 media type="custom" key="18572434"

=The Five Underlying Causes of the Cold War= May 20, 2012 (orders do not matter) 1. Truman Doctrine signified U.S.'s rejection towards communist countries. 2. President Truman succeeding Former-President Roosevelt. 3. America's and world's first atomic bomb explosion in Japan. 4. Constant military actions between conflicting political differences (communism and democracy). 5. Post-Yalta signified Russia's willingness to expand communism and expansion of the Soviet empire.

=The Most Significant Historical Event---Moon Landing= May 20, 2012 Look at each of the following and decide which was the most significant historical event. Explain your decision in a paragraph on your gallery page. [|Berlin Wall] [|Berlin Wall Comes Down]  [|Space Race]  [|Moon Landing] To me, the word "significant" means that something is very rare and noteworthy. Following the definition of "significant," I believe the moon landing was the most significant historical event, because of three reasons. First, the event played a huge role in turning science fiction into reality. Many science fiction writers who wrote fantasy stories based on the moon now changed their stories based on Mars, places where no one else has been to. Second of all, it gave children inspiration. Imagining families in America watching Neil Armstrong setting his feet on moon at their homes through T.V. could have given children the aspire to grow as someone inspiration like Neil Armstrong. Those who grew up during the 1960s in America would have felt depressed on Kennedy's assassination and "tuck and covering" everyday until they saw the first man landing on the moon. Lastly and most importantly, the moon landing proved that the Americans' comeback was a victory to the space race they had with the Russians. This was also world's first time on sending a man to the moon. Therefore, the moon landing may have been the most significant event of all the others.

=Answers to Questions A, B, and C on //The Cold War//= May 20, 2012 __A. Look at the photographs opposite.__ The house made out of brick was 5 km away from the nuclear explosion test site. The house was first hit by the nuclear explosion after 11 seconds by a blast of heat, then 200 tonnes of shockwave following after, and finally, 300 km/hour wind completely destroyed the presence of the house. It was like dust in the wind.
 * 1. Describe in your own words what happened to this house.**

I think the level of damage can be depended on the distance of the buildings from the explosion site, but I think the damage would somehow resemble the brick-built house like described above. All houses that are around 5 km away from the explosion site would undergo the same process of elimination---there could be hundreds of replicas of the damage. However, according to the diagram on page 14, I think buildings that are closer to the explosion site could melt without a trace by 1 million degrees of fireball. Everything would be wiped out, leaving nothing but destruction that would last for years and years.
 * 2. Use your imagination to describe what would happen if a whole town was hit by an explosion like this.**

__B. Look at the photograph above.__ I think these people wanted the government to 'ban the bomb,' because essentially, they knew what would happen if they were damaged by the risks of nuclear bomb. However, what really drived these people to create a group of people who were against the nuclear weapon was because of fear. Most of the members of the group feared that the nuclear weapon between two fighting countries could kill millions and millions of lives. They also knew that testing these bombs would also create somewhat similar damage. Either it was for testing or fighting, these people would always go for 'banning the bomb' because fo their fear.
 * 1. Why do you think these people wanted the government to 'ban the bomb'?**

I think there was a wide range of people in CND, because if there were only one particular gender or one range of age, for example, during the protest, then the government is most likely not to listen to whatever it is that they are protesting. One gender or particular age is weak. However, in unity, there's strength. In unity, people are also able to show that it is not just one gender or age that thinks in a certain way, but most of the people with wide range of age and gender believe in such way together. Therefore, all men and women and even children may have decided to come together to unite their feelings of fear towards nuclear weapon to show how devastating it is.
 * 2. The picture shows that men and women, young and old, wanted to 'ban the bomb'. Why do you think there was such a wide range of people in CND?**

__C. Look back to chapter 7 on pages 16-17. What arguments were there against banning nuclear weapons?__ There were several arguments that were against banning nuclear weapons on pages 16-17 of chapter 7. Eisenhower's 'new look' defense policy which promoted massive production of nuclear weapons that the U.S. could respond to any Soviet Union threat with 'massive retaliation'. More production would discourage Soviets from attacking U.S.---this was also known as nuclear deterrence. Kennedy's policy of MAD, where U.S. can have a 'balance of terror' with Soviet Union in terms of number of bombs available could give the ability on both sides to destroy each other. Nuclear Utilization Targeting Strategy (NUTS) would hit missile launch sites that could allow one country to win the war without having cities destroyed undermines MAD and is also against banning nuclear weapons.

=Goals of Establishment= May 20, 2012

10/10

=My Opinion on Allies Trying Nazi and Japanese Leaders for War Crimes= May 16, 2012

The Allies were right for trying only the Nazis and Japanese leaders for war crimes because of the fact that both have committed crimes against humanity. What really distinguished the Nazis and Japanese leaders from the Allies was that the Nazis and Japanese leaders were the ones who dreamed of a world where they dominated the world, and as a result, thought that they should wipe out all the countries and kill people---including civilians who were innocent---who hampered their process of spreading their power around the world. They have also broken promises of world peace, being blind for world domination. Wiping out all countries and ruthlessly killing people for the sake of control is considered as going against humanity. Allied forces, on the other hand, were the ones who tried to keep the promise of world peace by stopping the two violent world power wannabes. An example that supports the fact that Germany broke promises on world peace was the Munich Conference. Despite the fact that Hitler agreed to only annex Sudetenland and none other places in the world, he annexed the whole Czechoslovakia. Chamberlain, in an attempt to stop Germany from invading further more, had the only choice to declare war on Germany. This shows how Germany lacks of humanity---breaking promises that were officially made. Another example that supports the fact that the two are responsible for charge was when the bombing of Pearl Harbor occurred. Fuel was essential for World War II---from economy to aircrafts, fuel was definitely beneficial to any country fighting during World War II. For the Japanese, fuel was crucial to them during the war, especially when they were invading countries for power. However, because U.S. was blockading their fuel creation process, they have unexpectedly killed many lives of the U.S. navy. This proves how Japanese leaders were desperate for their power---but because the Americans were blocking their way to earning power, they chose to initiate their fight with U.S. by going against humanity. The final example which proves how Germany (and Japan which aided Germany) went against benevolence was Hitler’s ideas (Fuehrer principle, Lebensraum, anti-semitism, freeing Germans from Treaty of Versailles etc...) from the first place. If it weren’t for Hitler’s effort to make his ideas happen in reality, then the Japanese would have not joined them, and most importantly, the Nazis and the Japanese leaders may not have been accused for war crimes. Thus, the Nazi’s and the Japanese leaders’ ambitions, therefore, are what makes Allies’ accusation on the two reasonable.
 * Write a paragraph on your gallery page answering the question, "Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking." **

=Aftermath of the War in Europe and Japan Comparison= May 16, 2012 10/10

=Stories of Those Who Survived the Holocaust= May 13, 2012 **The Inseparable Twins (Twins)** I was terrified with the fact that twins were the target of the Mengele experiment. Out of curiosity, I have searched what the Mengele experiment was all about, hoping that it was nothing dangerous nor violent. However, it was the exact opposite of what I was expecting---dissecting twins, integrating amputated limbs (this totally reminded me of Frankenstein)---one word: horrifying. When the twins referred to the time when they kept pinching their cheeks so that they look healthy, I thought, 'how were they all able to survive all these inevitable events?' Despite the fact that families were almost unable to reunite again inside camps, I felt like the twins' mother was very faithful to her children---I was moved by her actions and all that she has done to the two. Finally, I thought it was very interesting that the twins spoke at the same time, with same answers at once. I wonder what it would have been like to be called "twins" inside the camp.

**Brotherly Love (Brothers)** Being the oldest of all children in a family is not easy---especially when you're in a situation like Uri Chanoch. Having the responsibility to take care of his younger brother, Danny, it sure have not been easy to get beaten up by soldiers for hiding his brother somewhere. I thought soldiers were too cruel with children. 'Can't they just at least have some mercy to children? What have they done that makes them guilty?' I thought. Then the time when Uri described that his last time seeing his mother and sister was when they were getting off the train, I could imagine how depressing that is. What's more depressing is that I thought it was really sad to get separated without a hug or at least a "good bye." What he was only left with was a piece of photo---a photo of his mother. When Uri got reunited with Danny, I was quite shocked when he said that he didn't hug or kiss each other on the cheeks. But it was very comprehensible with the fact that his emotional feelings were "uprooted" by the holocaust. Another depressing fact made my heart sink.

**From a Little Boy to National Security of the State of Israel (Mordecai Eldar)** Food is one of the life necessities that we can never live without. I can never think myself working on my MacBook without food. While Eldar described his daily food provided by the camps, I was shocked. 'Only a crust of bread?' 'Is that really enough?' I thought. When he described that people were alive but looked dead, I understood the situation, because they are doing labor almost throughout the day with only a crust of bread. Surely they would never look energetic---only realizing that they are losing weight day by day. I felt awfully sorry for Eldar when he asked himself this question: 'I am not the blessed one, but why did I survive?' I wonder what it feels like to be the only one alive after the holocaust. I think Eldar was very faithful to his country though, considering that he joined the security force in Israel.

**Waiting for Death with Fear (Zanne Farbstein)** From this video, I learned how cruel concentration camps can get. I never expected all sorts of people---from women to children---to get burned alive in the crematories. I thought crematory was a room of place where there is only fire, not an "oven" that fit the size of a human. What's more shocking is that the video showed me a picture of crematories---I felt the chill running down my spine as I imagined myself being thrown into one of these crematories with no space, no air, no comfort, and certainly no help. If I found my dad's shawl while sorting out bags, I would certainly want to keep it with me no matter what circumstances there were. Although Farbstein was able to give birth to generations, I certainly couldn't help myself imagining that all these generations being gone if Farbstein was shot to death in the camp, for example. The fact that she waited for death with fear reminded me of hide-and-seek. Whenever I played hide-and-seek as a little girl, I remember that I used to hide in a really good hiding spot---just because fear would make me do so. I feared that the tagger would find me in one second. It's like expecting something bad constantly with alertness.

**No Sharing for the Sake of Living (Yaakov Hollander)** The video certainly tickled my pathos when it came to the part where Hollander described the time when he received a Christmas cake from a coalminer. Although---as he recalls---he did not remember crying except for this story, I certainly knew why he had to cry. Children of young age---like the time when Hollander was taken to concentration camps---prefer crying when they are taken to a situation where they know they have done something wrong or they do not know what to do. Children who came of age at concentration camps, I thought, came of age in a very unwelcoming way. For example, Hollander was brought to a situation where he had to decide if he were to share the cake with his brother, Beno, or just eat it all by himself. This, if I were him, is definitely a great dilemma. I totally understood him when he, as a young child, sobbed as he confessed that he ate the whole cake. The fact that he even considered sharing the cake tells me that Hollander was such a great brother to have. However, because he knew that the cake will help him to survive, he had to eat it. There was no other choice.

**Liberation, to a Nurse, Means Nothing (Sophie Engelsman)** When Engelsman said that because she has seen many people dying, giving life to babies were an indescribable joy, my head was nodding with that moment of agreement. Holocaust, I thought, is not just about Jews dying in large numbers, but it also affected those who worked for the concentration camps. I wonder how workers of concentration camps---besides nurses like Engelsman---thought when they saw Jews suffering inside gas chambers and being shot to death, for example. This also applies to Engelsman---what could have she possibly thought while she was burying dead people? I sincerely thought Holocaust was a monster that just made liberation a useless, meaningless word, not a word that can be danced or sang about with joy. When Engelsman held one of the new born babies inside the hospital with care and with a gentle, sweet smile on her face, I couldn't resist myself from making the same smile she was making---how wonderful could that moment be to her, if she was forced to bury dead people everyday for 27 months?

**Not a Human, No Nothing---Just a Number (Eva Brown)** I was shocked that Jews were tattooed with a number that completely erased their identity. I can imagine how German soldiers used these identification numbers to identify Jews---just like items that we see everyday at marts and stores. Although Brown had a wonderful love story after the holocaust, what really made me happy along with her was that she was able to continue the family tree with her husband. I wonder if that continuation of family tree is what makes her really proud. When I realized that the video was used for promoting her book, //If You Saved One Life//, I realized how experienced and interesting her choices of words were. I guess that was what really distinguished her from other survivors---the ability to engage the viewer with choice of words, and intensity of her tone and pace. Nevertheless, I am very happy that she was able to carry the family tree on after surviving the deadly, horrifying holocaust.

VERY well done! Thoughtful and well-written. 10/10

=Comparing World War I and World War II=

May 12, 2012

1. Out of all the nations listed in the chart, USSR suffered the greatest human costs.
 * 1. Which of the nations listed in the chart suffered the greatest human costs?**

The U.S.'s spending on the war, comparing to the spending of Germany and Japan, is greater. However, despite the fact the U.S. spent more money on war, United States had significantly less number of people who died or is missing in the military, comparing to the other two countries. Also, there were no civilians killed, whereas the other two countries had vast number of civilians who died because of the war.
 * 2. How does U.S. spending on the war compare with the spending of Germany and Japan?**

2.

**What factors may have contributed to the increased number of deaths in World War II over World War I?**Newly introduced weapons, such as atomic bombs and aircrafts, is one of the factors. During World War I, weapons were less advanced and aircrafts were made out of canvases instead of metallic material. Also, the fact that World War II involved more direct attacks on civilians (e.g. German soldiers shooting on British civilians) may have also been one of the contributing factors, because during World War I, fights were mostly done in trenches from soldier to soldier. However, they did not directly involve civilians as their target to attack. Not only did civilians suffer from bombings and direct attacks from soldiers, but also those who did not die as a result of attack suffered from loss of their homes, resulting with a life that was unsanitary and deadly, due to lack of life necessities. Therefore, the two may have been the contributing factors to the increased number of deaths in World War II over World War I.

3. image/civilian_cost.jpg

The Polish refugees fled from the Germans under conditions, such as being the direct victims of their attack, and attacks by the German soldiers resulted with loss of their homes, jobs, money, food, and even lands like farm. All life necessities were gone after experiencing bombings that essentially destroyed most of households' lives and lifetime goals. Not only were life necessities gone, but also families were easily separated as a result of chaos. When necessities and those who they loved were mostly gone, there were terrifying questions that lingered in most of the Polish refugees' minds: what is the purpose of life, when everything that we owned are gone now? How will we survive without them? Do I have any ultimate goal for the future? Therefore, Polish refugees fled from the Germans without basics of life, and not knowing what is ahead of them in the future.
 * Under what conditions did the Polish refugees flee from the Germans?**

Judging from the photograph, it seems as if the government's attitude could be represented by the soldiers who are lined up along the line of Japanese, who are waiting to get on the train. The fact that these soldiers are facing the Japanese and are limiting their space seems like the government is expressing unwelcomeness towards the Japanese. It also seems like the soldiers are lined up for a particular reason---if any of these Japanese Americans try to stay or return, they would either get attacked by the soldiers or they can also be excluded from society. The government is showing no respect and is treated the Japanese as if they were destined to leave their homes and properties. The unfriendly, cold blockade created by the soldiers suggest that the government wants to get rid of these Japanese Americans with order and organization.
 * Judging from the photograph, what was the government's attitude toward Japanese Americans?**

10/10

=The Allied Victory in the Pacific (A7-A10+B)=

May 12, 2012



=D-Day War Video Response (Hollywood V.S. Documentary)= May 7, 2012

How is the same history conveyed so differently in these two videos? Which do you think is more "true": the Hollywood dramatization or the documentary? The same history has been conveyed so differently by the fact that the Hollywood dramatization focused more on raising pathos, whereas the documentary focused more on raising logos. Both elements of delivery---whether it was Hollywood movie or documentary---had somewhat similar level of ethos. Because Hollywood dramatization was clear on high level of pathos, I was able to fit myself into the old war veteran's shoes. The Hollywood movie made me feel like I was actually going through the war---witnessing heads being shot, missiles here and there, different noises being heard when my head is inside water and when it's outside---everything that evoked me to feel in a certain emotional way. In contrast, the documentary, having to deal with analyzation and explanation of what happened over the course of history---specifically D-Day and liberation of Europe---had a high level of logos. Rather than stimulating one's emotional feelings, the documentary was more informative. Although the documentary did have real footages of the war and post-war, the atmosphere of the documentary didn't really convince me to fit into the soldiers' shoes. If I were to compare which one's more "true" than the other, I'd choose Hollywood dramatization, because although it was not as informative as the documentary, it had the ability and power to evoke the viewer of the movie to think or feel in a certain way. For example, when the soldiers from the beginning of the movie were being shot to death, I felt scared, as I knew that D-Day was not a decent nor a pure war without violence. Although the documentary included primary sources, what didn't really make it as real as the Hollywood movie was that it only gave facts and information, not sympathy. Therefore, I think fitting one into another's shoe is the most important factor when it comes to truthfully understanding if something was real or not. 10/10

= Guided Reading //The Allied Victory// (Worksheet) = May 7, 2012 =image/9F-Linda_Park-Victory_in_Europe_GR.png=

= War on the Home Front Exploration = May 6, 2012

1. Wartime propaganda [|cartoon by Walt Disney]. As you watch, record your answers to the following...

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

=
Wartime images that I recognize from my study of the war include: the Nazi symbol, Adolf Hitler's face, Benito Mussolini's face, and a Japanese leader's face (I don't specifically know his name)---all "cartoonized" in a form that evokes laughter. One of the actions that I also recognized was when Donald Duck kept raising his right arm and shouting, "Heil Hitler!" to show respect towards Hitler. I knew that countries were represented by leaders of the country, marching in a form of line (and parade), carrying instruments that let loud music out.======

I think the messages of this cartoon include: (in my own words) "be thankful that you live in U.S.A.!" or "Hitler is a bad guy that drives people nuts" or "when you're part of the Nazi, you get limited freedom on what you eat!" and "it is a very difficult job to be a part of the Nazi." Because this cartoon is from the perspective of the U.S., the view on Hitler and his Nazi party is very negative.
 * What are some of the messages of this cartoon?

I think companies like Disney and Warner Brothers produced these cartoons during the war, because because cartoons produced by Disney and Warner Brothers were usually targeted towards children of young age, maybe they wanted to let children in America to understand what's going on through cartoons like "Der Fuehrer's Face" to give them a general idea of what the other country America is fighting against is like. Also, impressions that children get from cartoons at an early age can impact them long term; when they are growing up. For example, if a child watched "Der Fuehrer's Face" and grew up as an adult, that person may still think that Hitler is a bad guy, and that he should also be thankful to be an American.
 * ======Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?======

2. Political Cartoon for the home front

I see that Uncle Sam symbolizes U.S.A., and "Christmas packages for 1944" sign symbolizes December---the same month that Germany declared war on U.S.. Also, I can tell that the paper processing plant symbolizes scrap paper evolving into boxes that can come in handy when packaging presents for christmas. Perhaps the missile that is labeled "pass on to Adolf" suggests that the U.S. is planning for an attack towards Germany. Another symbolism that I see is the "U.S.A. Salvage Program," which suggests that paper was considered to be precious, since the definition of salvage is retrieving something from loss.
 * What is in the cartoon? Explain the symbolism you see.

I think the intended message of the cartoon is that evolution of paper from scrap to boxes is what makes paper valuable. Or perhaps, just like what one of the propaganda posters from Britain suggests "waste helps the enemy. Conserve material" it could mean that paper should be conserved, or else it would help the enemy of the U.S., and therefore there is U.S.A. Salvage Program, where it converts scrap paper into something useful.
 * 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. 1. There were children who refused to evacuate and chose to stay at home instead. 2. There were about 3,500,000 people who evacuated from German bombing raids---not knowing where they're going, and if they were going to come back or not. 3. Some children who stayed at homes learned that "there is no place like home."
 * Children at war

1. Only registered shop or store was the only place for families to shop for food. 2. There were ration books that recorded the amount of food and number. 3. Clothes that were worn by people were controlled by the government.
 * Rationing

1. Women had the choice to choose between working at Armed Forces or working at factories. 2. Women's Voluntary Service (WVS) was the biggest women's wartime service organization. Their duties included: helping evacuees, driving ambulances, and more. 3. Women, as part of the Auxiliary Territorial Service (ATS) most of the back-breaking jobs like: road-digging, and filling up sandbags.
 * Women at war

1. Hitler was depicted as "maneater" by the British, meaning that he was just cruel as a cannibal. 2. The British thought recruiting children was wrong---therefore, they've created a poster that reads, "leave this to us, Sonny---YOU ought to be out of London." 3. This allowed me to finally understand the real meaning of the political cartoon above when I read this poster---"waste helps the enemy. Conserve material"---meaning that all raw materials that can get into the hand of the enemy may be helpful to them. Therefore, keep raw materials out of their hands.
 * Messages of war

10/10

=My Opinion on the Fairness or Unfairness of Japanese Internment=

May 6, 2012 In my opinion, I think Japanese internment was very unfair. According to Manzanar National Historic Site website, it is said that President Roosevelt have signed Executive Order that authorized Secretary of War to remove anyone who can become a threat to the war effort. The "threat to the war effort" was targeted at Japanese Americans---those who lived in West coast America. The Japanese Americans had a few days of choice to make on what they would do with their belongings. Most families are said to have sold their precious belongings at a significant loss. This was a result of racial prejudices, and fear of potential sabotage that the Japanese American could take on Americans. However, I oppose to President Roosevelt's decision on Japanese Americans for three reasons. First of all, I do not agree with the fact that all Japanese Americans were considered to be a threat to Americans. I would have agreed if they have only taken those who specially and really gave a threat to Americans sent to internment camps. Jeanne Wakatsuki Houston, however, was not one of those potential harm that could damage the American government. She was only a seven-year-old kid who did not know anything about what was going on. Why should harmless people like her be considered as a potential threat? Second of all, I do not agree with the fact that Japanese internment involved most of the families undergoing significant loss of their belongings. Why should the American government choose to take a revenge on Japanese American families, and also blaming them on the Pearl Harbor damage, when really, it was the military force of Japan that did all the damage? I think innocent families do not deserve this type of unnecessary loss. Finally, I do not agree with the fact that Japanese internment was also a form a racism. It is very unfair for Americans to exclude the Japanese just because of their race. Thus, I believe that Japanese internment is one of the greatest injustice in all Japanese Americans' history.

Work cited "Manzanar National Historic Site." U.S. National Park Service - Experience Your America. N.p., n.d. Web. 6 May 2012. < [] >.

=Answers to Questions on Japan and U.S. Relationship= May 3, 2012 1) Why did Japan attack the United States of America? Provide evidence from the source below in your answer. Japan attacked the United States of America, because they thought all of the actions taken by the United States of America hampered their process of expanding their country. For example, from 1932 to 1937, while Japan was working on their expansion in North China and was in need of war materials, U.S.A. launched their Neutrality Acts in 1935 which suggested that U.S.A. will not ship war materials to countries at war. Another example is when Japan's invasion of China in 1937 was taking place. While this was happening, the U.S.A. sided with China's Nationalist government. The final example is when Japan's occupation of Indochina was taking place in 1940. While this was happening, U.S. President Franklin Roosevelt demanded Japan's withdrawal from Indochina and China, hoping that this could stop their expansion. For those evidence, Japan thought the only way to keep their expansion going was to attack the United States of America.

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) The key events of the Pearl Harbor attack can be divided into three subsections: before, during and after. Before the Pearl Harbor, such key events include: first, Japanese diplomats in Washington, D.C. negotiated towards Japan's desire for expansion in Asia. Finally, under Admiral Isokoru Yamamoto's order, the Japanese planned for an attack on Pearl Harbor that can hamper U.S. fleet from stopping Japanese invasions into Southeast Asia and Pacific islands. During the war, the key events are as follows: first, in 25 minutes of the first attack, four of the docked battleships were hit by torpedoes, and second, Japanese aircraft bombed U.S. aircraft parked at the airfields. Finally, the second attack suffered more casualties, further damaged already-damaged U.S. ships, and made the overall attack a complete surprise attack. Lastly, after the war, the key events are as follows: the U.S. Congress agreed to declare war on Japan on Dec. 8, 1941; this brought neutral America into war. In the same year, Japan's allies, Germany and Italy, declared war on U.S.

=Political Cartoon Responses= May 3, 2012 Write a short description of the perspectives presented in the political cartoons below. What does each cartoon highlight about how Japanese expansion was viewed?

This cartoon is viewed in the United States' perspective. In this cartoon, Japanese expansion is viewed negatively, considering that the League of Nations is hoping and making (they're really pointing towards the entrance to where Japan and China is having a fight) the United States to somehow interrupt the fight between Japan and China, and also to use Japan's bombing of Pearl Harbor as an excuse to fight with Japan. By doing so, China's resistance group will be much supported by Uncle Sam, and the U.S. will also be able to prevent Japanese expansion from happening.

This cartoon is drawn in the perspective of the Japanese towards the West. In this cartoon, Japanese expansionism is rather encouraged, because it seems as if the westerners think that they are much better than Asians and therefore Asians deserve to be their slaves (the skinny Asian slaves who are carrying Uncle Sam and John Bull, who are sitting on the sedan chair), including the Japanese. For this reason, the Japanese think that Asians must not live their lives for westerners (also for the sake of Anglo-Saxon imperialism), but instead, the Japanese must reverse their position of "slaves of westerners" to "Japan ruling European countries" by taking Japanese expansion to action.

This cartoon is drawn in the perspective of the Japanese. This cartoon suggests that Japanese expansion is something that can be viewed positively. The large hand that is clutching onto a wrinkled piece of paper with smoke arising on the top suggests that Japan will not listen to the League of Nations, and Japan is more superior in terms of power. The burning of the document suggests that it will be burned under Japan's "hold" of the League of Nations.

This cartoon is drawn in the perspective of Australians. Australians, as read in textbook, are known for aiding America throughout the process of preventing Japanese expansion. Therefore, Japanese expansion is viewed negatively here. This cartoon suggests that if Japan takes a step on New Guinea to threaten the whole country, then no matter what condition Australia was in, for example, playing their traditional game (like what is drawn on the cartoon with a bat and a ball, with bars that suggests where the ball goes through), Australia (the kangaroo) will always be ready for a fight against them. The man inside the kangaroo's pocket suggests that America will always be teamed up with Australia in order to stop them from anything---but most importantly, expansion.

10/10

=Guided Reading //Japan's Pacific Campaign// (Worksheet)= May 3, 2012 A. **Drawing Conclusions** As you read this section, answer the questions about the war in the Pacific. a. What happened? Because the Japanese wanted to attack U.S.’s colonial territories and even European’s surprisingly, they surprise attacked Pearl Harbor and other European territories like: Hong Kong, Java, Burma, India, and other Asia-Pacific regions. The Pearl Harbor surprise attack enrages U.S., and therefore U.S. declares war on Japan. This was when U.S. started to get involved in World War II, and tried to stop Japan from conquering all over Asia.

b. What is the significance of the battle or attack? (Please refer to the table below for the answer to this question).

B. **Summarizing** On the back of this paper, identify Isoroku Yamamoto and Douglas MacArthur. Admiral Isoroku Yamamoto was Japan’s greatest naval strategist who called for an attack on the U.S. fleet in Hawaii, because he thought U.S. fleet in Hawaii was like “a dagger pointed at Japan’s throat.” Therefore, he thought it had to be destroyed. General MacArthur was the commander of the Allied forces in the Pacific, who suggested the idea of “island-hopping” past Japanese strongholds for the Battle of Guadalcanal. 10/10

= Why the British Were Able to Hold Off the German Invasion when they were Militarily Weaker = May 3, 2012

The British, although militarily weaker, were able to hold off Germans from invasion, because everyone---regardless of gender---worked together. They say there’s strength in unity, and the British have done a great job on just demonstrating this. First of all, the ground crews---consisted of men and women---helped replacing, repairing damaged parts, refueling and getting each airplane into top condition, so that the planes are ready for every fight. Second of all, the eye of Britian, also known as observation posts were almost constructed everywhere---from playing fields, open areas, towns, cities and to rooftops of large buildings like factories, this helped observers to easily identify planes in a short span of time. Also, because observers were available 24 hours, they were able to use their equipment (that estimates height of aircraft) in order to communicate findings through telephones to the control centers. Finally, those who fought in the home front were able to donate pans and pots for the sake of raw materials that the Royal Air Force could use in order to create planes. Also, the home front people were also able to donate money to the Spitfire Fund of Royal Air Force. Therefore, the British were able to fight off Germans without losing.

=Battle of Britain Questions= May 3, 2012

> 1) What was Operation Sea Lion? Operation Sea Lion was the plan planned out by Germany on invading Great Britain in 1940.

> 2) Why did the battle not look good for Britain? The battle did not look good for Britain, because Britain had barely 750 fighter planes, and thought that it would be obvious that Britain was going to lose in terms of number of planes available, comparing to the German air force---Luftwaffe---having about 1500 bomb aircrafts and 1000 fighter planes.

> 3) What advantage did Britain have? The advantage that Britain had was the system of radar. With radar, RAF was able to figure out distances of where planes were, detecting speed and height of the aircraft as well. Information was vital for pilots and fighters to plan out attack plans.

> 4) What was Germany's mistake? In late August 1940, RAF bombers raided Berlin. Infuriated by RAF bombers' actions, Germany's mistake was that it attacked London and other cities back for a payback, and so the blitz began.

> 5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause? The impact of the bombing of London were: homes and factories were damaged, many British civilians were killed, and fire all over the city could be seen up to 18 miles away. However, the bombing of London was also aid Britain's cause by the fact that it gave time for the RAF to rebuild their air fields. Therefore, aircraft production continued on without stopping. Enhanced tactics and better aircraft also raised expectancy of RAF, and RAF constantly improved.

> 6) Why was the outcome of the battle of Britain significant for the Allies? The outcome of the battle of Britain was significant for the Allies, because when 60 Luftwaffe were shut down, only 13 British air crafts were shut down. This concluded that more German aircrews were lost, comparing to British aircrews. The reason why it is significant is that the Allies proved Germany's opinion on RAF (that they are weak, and therefore will be defeated in a short amount of time) wrong.

=Royal Air Force Podcast on Battle of Britain=

May 3, 2012
 * Summer 1940 - Germany overran Poland, Denmark, Norway, and France.
 * Hitler’s operation Sea Lion = for invading Britain
 * Britains' RAF to defend themselves from German Luftwaffe
 * 18 June 1940 - Winston Churchill “Battle of France is over, but Battle of Britain is the beginning”
 * Radar - used for determining height, speed, and distance of a plane.
 * After much demand with planes and pilots, Britain attacked Berlin in late Aug. 1940 -> makes Hitler infuriated by their action
 * 7 September 1940 - payback by Germans and damaged London. (British morale was saved, however)
 * 15 September 1940 - shock for Germans that there were more planes left for Great Britain than them.
 * Invasion plans postponed due to loss of so many aircraft & crew
 * RAF managed to keep Britain strong, but war wasn’t over yet

10/10

=Chapter 16, Section 1 Assessment Questions= May 1, 2012



In my opinion, I believe that the "Allies stranded at Dunkirk" event---among all the other listed events---should be considered as a turning point for the Allies, because Great Britain did a heroic act, where they rescued the Allied forces from Germany's capture. Throughout the rescue process, there has been many ships that supported the rescue effort, such as: Royal Navy ships, and even civilian crafts. All ships went through heavy bombings from Germans, and yet still managed to send 338,000 battle-weary soldiers back and forth from Britain to Belgium. In other words, this event is very significant and rare enough to be considered as a turning point.
 * 2. Which of the listed events might be considered a turning point for the Allies? Why?**

Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union were similar, because first of all, the Russians used scorched-earth tactic to both troops, by destroying and burning the path taken by its enemy. Second of all, Napoleon's and Hitler's troop could not bear the harsh weather conditions of Russia. Lastly and third of all, in the end, Napoleon and Hitler gained nothing but cost of thousands and thousands of lives.
 * 8. How were Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union similar?**

10/10

=Cornell Notes on Pg. 488-492= Apr. 29, 2012

=Hitler and Europe (Notes on Two Chapters)= Apr. 29, 2012

10/10

=Adolf Hitler's Road to Dictatorship (Notes on Two Chapters)= Apr. 24, 2012

10/10

=Facism: Agree/Disagree= Apr. 23, 2012 media type="custom" key="15395768" align="center"

Clearly the sexist aspect of Fascism struck home with you, and this kind of dominated your presentation, preventing you from dealing with other aspects of Fascism. 7.5/10

=How the Great Depression Manifested Itself= Apr. 19, 2012 media type="custom" key="14897270" align="center"

Good clear explanation of how the Depression affected different countries, and how each dealt with it. 10/10

=Station 3: Notes on Short Videos= Apr. 16, 2012
 * 1928 Herbert Hoover--- Republican nomination for president position
 * Promised to put poverty to an end
 * He only made America’s condition worse (start of the Great Depression)
 * 1926 --- house production decreased
 * Black Tuesday --- collapse of stock market
 * High tariffs only decreased trade
 * 1/4 workers = unemployed
 * Jobless became the homeless
 * Shanty towns = people called themselves “Hoovervilles”
 * Hobos increased.
 * No mortgages = bank takes the land back
 * Bonus Army = war veterans are provided with life essentials (giving them what they want)
 * Roosevelt (FDR) = optimism for the people & the New Deal
 * Federal Security act allowed people to cautiously trust the banks again
 * various other acts were passed to reform U.S.
 * 3 contributions of Depression for WWII- destroyed hopes for world peace, Britain & France couldn't afford new wars, and helped Hitler get power.
 * Britain, France, Germany borrows money from US for jobs and wealth (recovery from WWI) -> US demands loan afterwards -> causes Depression elsewhere -> Japan and Italy invades other weak countries.
 * 1929- start of Great Depression

=Station 2: Outline of Articles from 2 Different Perspectives= Apr. 16, 2012 The “Get Rich Quick” Era is Over Now || __Headline__
 * === The International Herald Tribune === || === The New York Times === ||
 * __ Headline __

A Farmer is More Depressing than the Great Depression ||
 * __Thesis__

The crash of 1929 at the trading floor of New York Stock Exchange is what causes most countries' people to become unemployed. || __Thesis__

Failure with production of farm products exacerbates destitution. ||
 * __Topic Sentences__


 * 1) Most of the people’s savings are all wiped out.
 * 2) Consumers being unable to buy as much goods as before slows purchases down.
 * 3) Unemployed men now crave for any available jobs. || __Topic Sentences__


 * 1) Poverty has vastly increased the death rate of farmers for the last few months.
 * 2) Droughts and storms have further prevented farmers from nurturing their agricultural lands.
 * 3) Farmers constantly search for an item to sell and earn money---all for the sake of food. ||

=Station 1: Annotation of Important Info= Apr. 16, 2012



I'm not quite sure what your headline "A Farmer is more Depressing that the Great Depression" means, since this suggests that farmers depress other people? I think it's a language use issue. 9.5/10

="Why China Has Not Always Been the Greatest Power of the World" Oral Quiz= Apr. 16, 2012

media type="custom" key="14401670" align="center"

Very articulate and comprehensive. Be careful -- the Cultural Revolution occurs 1966-76 -- LONG after Mao comes to power. It would also have been good to consider times other than the post-war period when China was divided or weak. 9/10

=Station 3: Answer to Video Question= Apr. 11, 2012 Mao was a worse national leader than Stalin because of the negative impacts that he gave to Chinese. There are three evidence that will prove Mao to be worse than Stalin. First, Mao is responsible for 38 million death during the Great Leap Forward period. Unaware of the fact that about half of the population of China died, Mao remained stubborn of his (supposedly) modernization idea for China's future. However, it turned out to be an atomic bomb that all these half-of-million population died for. Second, despite the hardship and back-breaking effort that the Chinese have provided for Mao, he did not let them eat what they produced in farmlands. Instead, he ordered that all agricultural products that the Chinese farmers have made for themselves should be sold to Russia and Eastern Europe. Mao once said that dead bodies (that come from those who died of famine) benefitted fertilization, which proves that he is unsympathetic of death of his people. Finally and most seriously, Cultural Revolution is what makes Mao even worse than Stalin, because those who were enlightened by Western or classical texts were arrested or even executed. Cultural Revolution almost resembled the Middle Ages, because those who had the tendency to innovate and further develop China into a powerful country with their knowledge and enlightenment were banished or even executed---similarly during the Medieval times, those who questioned or challenged the church authority with scientific, intellectual ideas (like what Galileo did with his heliocentrism theory) had their life put to an end. These examples justify how Mao has no humanity towards his people, no sense of justice, and no hope for further development. Mao's influence over China, therefore, is what made him the second worse leader after Stalin.
 * Was Mao a better or worse national leader than Stalin? **

=Station 2: Japan's Role in the First Half of 20th Century= Apr. 11, 2012 ***Anything in this gray-highlighted format indicates the type of photo/chart/map that I want for a particular purpose (described in description).

Japan's Mimicry of European Powers Influence Korea

Rising Enlightenment in Japan
While many Japanese were unhappy of the military dictator or shogun (SHow-ghin) for constantly making treaty agreements with European nations, Emperor Mutsuhito called for a change. From 1867 to 1912, 45 years of Emperor Mutsuhito's reign had a special name---the Meiji era. The name Meiji meant "enlightened rule." Emperor Mutsuhito took several steps to enlighten the Japanese and Japan itself by sending government officials over to European countries and the United States. When the government officials came back with collectable information, Japan was soon to become enlightened. Based on the data collected from observation by the government officials, Emperor Mutsuhito modeled Germany's strong government. He enforced military systems that were inspired by Germany and Britain. He launched American curriculum of education for young children. Furthermore, he supported Japanese economy by building railroads and factories, and mining coal. Japan was now enlightened.

For "Rising Enlightenment in Japan," I want to have a map that shows all the routes that the Japanese government officials took in order to enlighten themselves. Preferably, a world map will help students to understand how far the Japanese went overseas and got inspired by the Western lifestyle. The routes should be specified with red. Title this map: "The Route of Japanese Government Officials Around the World"

Changes in Japan
When enlightenment took place in Japan, there were positive results. At a short span of time, not only did Japan level up to the point where they had equal industrial economy as other exemplary countries around the globe, but also they have become the most powerful military country in Asia. As the Japanese felt very proud to be equal to European powers, they thought it was now the time to prove their power.

Japan Takes Control of Korea
Out of all places defeated by the Japanese---China, Taiwan, and even Russia---Korea was one of them. By 1910, Japan was in complete control of Korea by establishing harsh rules. Korean press was shut down, and education system was no longer taught in Korean, but instead, Japanese. They replaced Koreans who owned farmlands with Japanese settlers. They provided jobs that were exclusively run by Japanese. In response, Koreans' hostility towards the Japanese grew day by day. Korea in 1910 was not urbanized, but more agricultural than Japan. The comparison of these two photos will allow students to realize the difference between Japan in 1910 and Korea in 1910---which one's more industrialized, and which one's not. ||
 * Photo 1 || Photo 2 ||
 * For Photo 1, I'd like to have a photo of Tokyo, Japan during 1910. It cannot be after or before 1910. It MUST be 1910. Here's the caption for this photo:Japan in 1910 was more urbanized and industrialized than it was in Korea. (Compare with right) This photo will allow students to get a grasp of how developed Japan was, comparing to the neighboring country Korea. Also, this photo must help students to realize the effect of enlightenment, and the significance of Meiji era. || For photo 2, which is right next to the photo where it shows industrialized Tokyo, I want to have a photo where it shows how rural and agricultural Korea was in 1910, comparing to Japan. Here's the caption for this photo:

Japan Invades Manchuria
As Depression takes place in Japan in 1929, the Japanese willed army forces to assist them out of economic trouble, rather than relying on weak politicians. Army force's generals, in response, suggested that Japan should win new colonies for industry exploitation. In 1931, the Japanese invasion over Manchuria was soon becoming beneficial to them, as Manchuria was useful in many ways. The war mobilization effort allowed Japan to soon become powerful enough to compete with other world powers. Through the invasion, the Japanese were also able to prevent Chinese nationalist forces from threatening their interest towards Asia. They also used Manchuria to bring natural resources and raw materials to their motherland Japan. Above all, Manchuria came to be further functional when mobilization of labor made about 4,000,000 Koreans and Chinese to work in factories and mines to exploit goods---all for the sake of Japan's war efforts.

For "Japan Invades Manchuria" section, I'd like to have two charts (bar graphs)---one chart that shows statistical information on what resources and raw materials were exploited through the efforts of 4,000,000 Koreans (and if Chinese too, if there is information about them), and the other chart that shows statistical information on exploitation of resources and raw materials before 4,000,000 Koreans and Chinese were taken to labor camps. That way, students will be able to understand how the effort of Koreans and Chinese contributed to the process of Japanese industrialization. Group these two charts together, and name together as: "Resource Exploitation Before and After Slave Labor for Japan"

Japan Justifies Japanese Expansionism
Between 1920s through 1930s, the world powers criticized Japan's expansion over the Asian continent. After all the countless efforts of Koreans and Chinese, the Japanese has turned the expansion fault over to the Western powers, by claiming three "doors" that helped them to escape pressure from population surplus. The first door that was shut down by the Westerners, as the Japanese government proclaims, was that anti-Japanese immigration policies prevented the Japanese from travelling other parts of the world. The second door was shut down by tariff barriers and nullification on commercial treaties. The third door---after having two out of three shut down---was open for territorial expansion, which allowed the Japanese to free themselves from "the oppression of the white race." Despite all the cannon and machine guns they have thrown over to Manchuria, the Japanese government claims that "action taken by Japan was not in the least a selfish one." They have also claimed that this has only set the "establishment of the splendid new nation of Manchuria" which also "consolidat[ed] its foundations with the aid of its friend, Japan." Whether Koreans should blame Western powers or Japan over imperialism still remains a question.

__Works cited__
 * 1) Beck, Roger B.. "Transformations Around the Globe, 1800-1914."//Modern World History//. Evanston, IL: McDougal Littell, 2005. 49, 50. Print.
 * 2) Hanes, William Travis, Toyin Falola, and Theodore K. Rabb. "Growing Aggression and World War II." //World history: Continuity And Change//. Teacher's ed. Austin, TX: Holt, Rinehart and Winston, 1997. 203, 204. Print.
 * 3) "Japan invades Manchuria: 1931." //Then Again. . .//. N.p., n.d. Web. 11 Apr. 2012. .

=Station 1: Chapters in Brief: "Imperial China Collapses" Question= Apr. 11, 2012 4. **Analyzing Causes and Recognizing Effects:** How did the Treaty of Versailles add to China's problems? The Treaty of Versailles was added to China's current problems by the fact that the treaty required lands that were controlled by the Germans now had to be controlled by the Japanese. Ever since the 1929 Depression hit Japan, army generals thought that this was the time for Japan to conquer colonies and exploit industries there (Manchuria). Therefore, it is possible that the Japanese thought that China was a great destination for industry exploitation to take place (this suggests imperialism, where the motherland takes it all), and at the same time, invading other parts of China to further expand their land of industry exploitation---just for the sake of Japanese economy. Thus, not only was China politically challenged, but also, they were challenged with having Japan taking control of them.

__Works cited__ "Japan invades Manchuria: 1931." // Then Again. . . // . N.p., n.d. Web. 11 Apr. 2012. .

EXCEPTIONALLY well done. 10/10

=Russian Revolution Oral Quiz= Apr. 10, 2012

media type="youtube" key="FZytqLr0sfo" height="315" width="420" align="center"

Very clear and well argued (with the exception of the forgetting the second purpose of the March Revolution -- provide better conditions for urban workers and land reform for rural "serfs"). 9.5/10

=Station 3) Propaganda Poster Answers to Questions & Creation= Apr. 9, 2012

Work cited: "Vintage Soviet Posters & Propaganda | International Poster Gallery." Vintage Posters | International Poster Gallery. N.p., n.d. Web. 9 Apr. 2012. .

The message that this poster is trying to get out to the Russian people is that railway workers are at a good pace for railway constructions, and if this condition is maintained, a bright future is ahead of Russia (judging by the worker who is looking forward drawn at a huge scale and has some light casted on his face---I assumed that the worker was looking towards a bright future).
 * 1. What is the message that this poster is trying to get out to the Russian people?**

I find this piece of propaganda compelling, not just only because of the colors that attract my eyes, but also the man who is drawn at a full scale that almost fills up half of the poster. It is perhaps his clothes that attracted me, since today's construction workers wear different clothes and gear to protect themselves from danger. The construction site below also seemed interesting, because it showed what it meant to have "fast pace" while industrialization was taking place at that time.
 * 2. Do you find this piece of propaganda to be compelling? Why or why not?**

I have completed a propaganda poster on hagwons, and have also successfully turned it in during class.
 * 3. Make your own propaganda poster designed to make viewers adopt your viewpoint on one of the following issues: school uniforms; freedom of speech; hagwons**

=Station 2) "Was Stalin a Bad Guy or Good Guy?" Podcast= Apr. 9, 2012 media type="file" key="9F-LindaP-StalinPodcast.mp3" width="240" height="20"

=Station 1) Why Russian Revolution Happened= Apr. 9, 2012 When the Great War took place in Russia, citizens became the witness and the victim to major damages that Russia received---all the crops that grew for agricultural industry died, cities with vast amount of population died; furthermore, infrastructure was interrupted as well. As those conditions were aggravating, Russians started to anger over sense of injustice, and there were three components that support the reason for anger over injustice: first, Russians were unhappy with the King---mainly because he was crazy and foolishly sought advices from a snob named Rasputin. Second, Russians were not happy with the war, because it took place in their land, and they had to suffer major damages. Finally and most seriously, peasants had not moved from feudalism to capitalism, and this prevented industrialization from happening. As soldiers were dying, prices were increasing, and Russians were suffering from famine, Russians realized that this sense of injustice had to come to an end---with a revolution. Therefore, Lenin, with his slogan, "Peace, Land, and Bread" soon took control of the revolution by persuading workers and peasants of soviets to overpower the government, which promoted revolution to take place in Russia. Thus, these are the main reasons that support the cause of Russian Revolution.

=Reading Assignment Question= Apr. 5, 2012 At the end of World War I, the Treaty of Versailles reflect the different personalities and agendas of the men in power by depending on the difference of demands, whether or not their country belonging to the category of being "great powers" of Europe, and the desire to become independent. There are three examples that support how the Treaty of Versailles reflected different personalities and agendas of the men. First, Asians and Africans were unhappy of how their demand for independence was not listened by world powers, which suggests how indifferent the world powers were. Furthermore, Asians' and Africans' land for colonialism was disguised as mandate system. Second, hostility towards Germany during the meeting of Treaty of Versailles left the representative a bitter feeling. However, some other countries' representatives also felt the same bitter feeling, because they were betrayed by peace treaties. Finally, the Treaty of Versailles proved how Woodrow Wilson was a man with an ambitious mind, who also wanted to make this world we live in a better place by introducing League of Nations, where all countries meet together to discuss about how peace can be maintained among countries---unlike Clemenceau, who did not show much care towards international peace and only desperately hoped to punish Germany. Thus, the meeting for Treaty of Versailles allowed men with power to express their feelings through agendas, which reflected their personality.
 * Evaluating Decisions**: **How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I?**

=Trench Warfare Discussion With Patricia and Philip= Mar. 7, 2012 http://todaysmeet.com/fblock_trench_warfare

=Question on Maps of Europe in 1914= Feb. 26, 2012 Serbia may have staked a claim to Bosnia and Herzegovina, because they had a strong nationalism. Because nationalism was strong in Serbia, the country wanted to bring all ethnic groups together. Since Bosnia and Herzegovina had some Serbians living in there under Austrian rule, they could have thought that Serbians living under Austrian rule was not right, and they must live under Serbians' rule instead, because Serbia is where they belong, and under nationalism, they must unite. Because Russia was as powerful as Austria-Hungary, it would have been natural for Russia to consider its neighbor (Austria-Hungary) as a rival, and therefore, wanted them to collapse in any way. Since the Russians knew that if a Slavic state was created, then Slavic population living in Austria-Hungary would ignite rebellion, they thought supporting a Slavic state like Serbia would drive Austria-Hungary to disaster. Therefore, Germany and Austria-Hungary would have resisted any moves for Bosnian secession from Russia and Serbia, because first of all, if a Slavic state was created, then Slavic population among Austria-Hungary would start a rebellion, and second, Germans thought that this should be a matter between the Ottoman Empire (Turkey) and Austria-Hungary, not others to interfere. If others interfered, then the Germans predicted that there could be a war that involves other countries.
 * Why might Serbia have staked a claim to Bosnia and Herzegovina? Why might Russia have been interested in helping further that claim? Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary? **

10/10

=Impact of Nationalism=

Feb. 16, 2012 __**Positive and Negative Impacts of Nationalism**__

Nationalism has had a more negative impact on the world, because extreme degrees of nationalistic minds cause trouble. Nationalism is feeling of loyalty and pride to a nation. For example, War of 1812 was a war that happened between Americans and British. Because this war happened after Americans underwent series of victories in major battles, they were starting to feel more nationalistic. From this extreme pride of the nation, there were thousands who died as a result from this battle itself. Another example is the Cultural Revolution of China, were the Red Guards would listen to the orders of Mao Zedong and carry them out publicly. The Cultural Revolution was infamous for the Little Red Book, where the Red Guards were able to take notes on who were going against the rules that are written by Mao Zedong inside the Little Red Book. The book had the power to turn teachers or adults in and get them shot by the government, or they were sent to jail. Since the Red Guards thought Mao Zedong was the best, they obeyed to what they were supposed to do and arrested many people. The final example is Nazism. Nazism is a white-nordic movement that believed that traits of a German (white) man were the most superior, and other races inferior. However, since Jews were part of the German population at that time, the Nazis believed that the race of Jews must be exterminated. A cruel extermination of Jews done by the Nazis was later known as the holocaust. Nationalistic thinking, therefore, leads people to the direction of becoming inhumane and ruthless.
 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence. **

**__ Types of Nationalist Movements __**

Among the three characteristics of National movement, unification is one of the types where politically divided but similar by land unites together into one. The next characteristics of National movement is separation. Separation is when groups that distinct themselves with culture resist themselves from being added to a state to break away. The last characteristic that is part of the types of Nationalist movements is state-building, where groups that distinct themselves with culture are formed in a new state that accepts single culture.
 * 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words. **

During the rise of nationalism, I think the empires would have broken off, because either the nation is reluctant of being added to the state or there could have been internal conflicts that kept them separated (e.g. culture, values, etc...).
 * 2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?**

= = __**Key Skill: Analyzing Political Cartoons**__ The symbol that the cartoonist uses for the soon-to-be nation of Italy is a boot, because Italy resembles a boot when looked at the map.
 * 1. Clarifying** What symbol does the cartoonist use for the soon-to-be nation of Italy?

Garibaldi is portrayed as a man who is trying to fit the boot in to the king of Sardinia’s foot. From this picture, we can infer that Garibaldi is taking the final step of the unification of Italy seriously, where if the boot fits on the king’s foot, it means that the unification is successful, but if it does not fit, then it is a failure.
 * 2. Making Inferences** How is Garibaldi portrayed?

The title of the cartoon, which is “Right Leg in the Boot at Last” says that the cartoonist’s view of Italian unification is something that has just begun, and will require Garibaldi some work to deal with Italian unification.
 * 3. Analyzing Bias** What does the title of the cartoon say about the cartoonist’s view of Italian unification?

= =

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



2) Looking at the map on page 263, answer the two geography skillbuilder questions. What is unusual about the territory of Prussia is that the land has one small portion of Prussia to the west and larger portion of land to the east. In other words, the two portions of land seem isolated from each other.
 * 1. Location** What was unusual about the territory of Prussia as it existed in 1865?

After year 1865, year 1871 saw the biggest expansion of Prussian territory.
 * 2. Movement** After 1865, what year saw the biggest expansion of Prussian territory?

3) Design a national symbol for the newly formed Germany. Include symbols that best represent the spirit or values of the German people at this time. Write a short paragraph explaining your symbol and its significance. = =

The National Symbol of Germany has a flat, round surface of red ink that is circumscribed by a circular iron edge. Inside iron edge is a picture of a lion that is also made out of iron. The colors of red and iron-gray represents how Bismarck conquered Germany and Europe "by blood and iron." The lion's face symbolizes faithfulness and pride, which is the spirit of the German people at this time for being prosperous economically. The significance of this overall symbol is that it ties Bismarck and Germany together like a knot.

Pictures used for the symbol: [] [|http://www.by-the-sword.com/acatalog/Celtic_Boar_Necklace_21-2223.html] = = Generally well done, although the cartoon still needs to be more thoroughly interpreted. What is the significance of Garibaldi's sword lying on the ground beside him? What is the significance of the fact that he is placing the boot on the king's foot, rather than the king putting it on himself.

The symbol is well explained.

19.5/20

=Case Study 1 Assessment Questions= Feb. 14, 2012

__Terms & Names__
Together, they were fearsome and almighty (e.g. Sepoy Mutiny). Sepoys protected company officials' interests from danger and damage. Sepoy regiments were able to rise up in rebellion.
 * 1. sepoys**

Considered to be a turning point for British rule in India, where the cultural, political, and religious division got more worse between the British and Indians. It was a starting bud for a nationalist movement.
 * 2. Sepoy Mutiny**

Very nationalistic, and promotes self-government and independence.
 * 3. Congress Party**

Became the leader in securing Indian independence, and converted millions to the nationalist cause who were against the British rule, using his tactic of "nonviolent noncooperation" (satyagraha).
 * 4. Mohandas K. Gandhi**

The leader who turned the Muslim league into a huge political party, and experienced in both Congress Party (working out with Hindus for Indian nationalism) and Muslim League (became Pakistan's first leader).
 * 5. Muhammad Ali Jinnah**

__Main Ideas__
The four factors that contributed to Britain's conquest of India were: first, during between 1740 to 1780, numerous Indian kingdoms were in a fight for power, and this chaotic situation allowed the British to pave their way through for control, second, the military forces of Britain were more developed in terms of technology, and therefore defeated the Indians easily, third, the British brought stability towards politics, an efficient government, and a system of law, and finally, fourth, the British were better well-organized and better at achieving goals, whereas the disorganized Indians were always out of control.
 * 1. What were four factors that contributed to Britain's conquest of India?**

The cause of the Sepoy Mutiny was the British who were violating Hindus' and Muslims' religious customs and laws. As 85 sepoys refused to prepare their weapons with cartridges at a military camp near Delhi, the British accused the sepoys of mutiny. The main result of Sepoy Mutiny was that the British government took direct control over India through the East India Company. This caused the cultural, religious, and political division to grow bigger between the British and Indians.
 * 2. What was the cause of the Sepoy Mutiny and what was its main result?**

The Congress Party and Muslim League promoted the Indian independence, where both groups promoted self-government and independence from Britain by becoming more nationalistic. Another idea that promoted the Indian independence was satyagraha, where people would simply refuse to what the British officials had to say, instead of using violence.
 * 3. Which groups and ideas promoted the Indian independence?**

The four general principles of Gandhi's philosophy were: first, living as simply as possible, never craving for any materialistic reward, second, to be open to other religions that others believe in, third, to devote life into service for others, and fourth, to fight against injustice, but never by using violence.
 * 4. What were the four general principles of Gandhi's philosophy?**

Jinnah's role in the partition of India was a person who desperately requested for joint Congress-Muslim League government in some areas in India, in which, later on allowed him to become the first leader of Pakistan.
 * 5. What role did Jinnah play in the partition of India?**

__Documents__
In nature, documents that are pro-British are: B, C, E, and J. Documents that are pro-Indian are: A, D, F, G, H, I, and L.
 * 6. Which of the documents are pro-British in nature? Which ones are pro-Indian?**

Indians in the lowest levels of their society would benefit from India's Constitution by abolishing "Untouchability" and forbidding it, and those who do not abolish "Untouchability" would be punished in "accordance with law" as stated in Document H. We can draw an inference from this document that although the class system signifies that the untouchables were considered to be not purified, they would be still considered as part of the Indian society according to India's Constitution.
 * 7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H?**

British colonization would have a lasting impact on the people of India by "changing the habits of thought, the religious ideas, the moral level of the whole country..." as stated in //The Rise of British Dominion in India// by Sir Alfred Lyall, where this document elaborates upon how the Indians are pushed towards the direction of becoming like the British, instead of having their own conventional tradition and culture. In other words, the Indians would have their culture and tradition gone for a long time. Another example that supports the lasting impact on the people of India comes from //India Emerges// by Steven Warshaw, where Mohandas Gandhi explains, "I came reluctantly to the conclusion that the British connection had made India more helpless than she ever was before, politically and economically." Along with this example, Gandhi also provides an example within the example he has stated himself by stating, "The cottage industry, so vital for India's existence, has been ruined by incredibly heartless and inhuman processes as described by English witnesses." This example supports the idea that the lasting impact on India's economical status has been proven through the damage of the cottage industry. Another example that Gandhi provides for political lasting impact reads, "A disarmed India has no power of resistance against any agressor if she wanted to engage in an armed conflict with him..." stating that the general will not have power against "agressor(s)" who are armed, whereas the general of India are not armed.
 * 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.**

__Critical Thinking__
The causes of the cultural conflict between the British and the Indians are because: first, both have different religions that differentiate one another, and second, they both have different languages that differentiate one another. When both have different religious beliefs, they both have different sets of mind based on the principles of the religion. Therefore, there could be some misunderstandings going on while the two (British and Indian) are trying to communicate with each other. When different language was apparent between the two, the British thought that they were superior in every terms, and they probably could have tried to fix the Indians towards to the direction where it leads them to a thinking where English is better than the Indian language. The conflict that can be seen here is miscommunication, because miscommunication is a result of having two different languages that are not exactly the same trying to understand each other.
 * 9. Analyzing causes: What were the causes of the cultural conflict between the British and the Indians?**

The positive effects of the British Rule on India was that the British brought system of laws that allowed India to become more organized than before, and also prevented them from being chaotic like they used to be. This brought an efficient government. Another positive effect of the British Rule in India is that the British taught the Indians how to be more organized in order to achieve more goals in less time. This allowed Indians to perhaps achieve more goals in a short amount of time than before. However, the negative effects that came within the British Rule were: loss of culture and tradition, and poverty.
 * 10. Recognizing effects: Identify both positive and negative effects of British Rule in India.**

I think Gandhi's four general principles were effective in dealing with Great Britain, because first of all, his principles signified how being silent can still be threatening to the British, because it was disobedience while being quiet. Second of all, because there was no violence present, it would have been more easy for the Indians to efficiently carry out movements for the cause. If there was violence present, then the fight would revolve around and around for years and years.
 * 11. Drawing conclusions: How were Gandhi's four general principles effective in dealing with a much more powerful Great Britain?**

There were at least two reasons that Muslims demanded for a break-off from the nation: first, the urbanization of India, and second, their constant fighting with Hindus. Because India was becoming more urban, the tension developed. Because the belief system between the two religions are completely different, there could have been miscommunication like the way how India's religion system belief and British religion system belief differs.
 * 12. Analyzing motives: For what reasons did Muslims demand a separate nation?**

The colony of India broke up into four separate nations, because since India was known for its unique blending of culture (mainly because of numerous battles and conflicts that happened over the course of India's history), there was more chance that was likely for people to think differently, with different cultures and traditions. Therefore, because of this distinction, it could have been more likely for Indians to break off into four different nations to prevent internal conflict and miscommunication between different cultures and traditions.
 * 13. Making inferences: Why did the colony of India break up into four separate nations?**

20/20

=Global Impact of Imperialism=

Feb. 12, 2012 =__Task #1:__= = = =__Task #2:__= Political Cartoon Interpretation



** 1) Is this image pro or anti imperialism? How do you know? ** This image is pro imperialism, because although the Chinese man on the left seems more powerful with his chubby body, this cartoon shows how the English man on the right actually has more power over him, because he seems like he has control over an army that is ready to aim and fire towards the Chinese man, who looks scared and afraid of the English man. There is also a Chinese person lying on the floor, where we can assume that the men on the back who are armed shot them dead. The English man seems like he is trying to extend his country’s power through military influence, and by looking at this cartoon, we can infer that the impact of imperialism on China was that they were forced to be weakened in terms of power and obedience towards the British.

** 2) What views of the native peoples are being communicated in each of the illustrations?** The views of the native peoples that are communicated through this illustration is that they are people, though looking strong on the outside (appearance), who are actually weak and has no significant power than the British, who are armed and seems like they are prepared for a battle. Even strong-looking man like the one on the left can be scared of a skinny, British man shows how the Chinese are being viewed as people who are not frightening like the British.  ** 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? ** The British man, in his role as an imperialist, is being viewed as a person who is almighty. Because he has a well-armed army on his back and pride shown upon his face, nothing seems to be afraid to him. Looking at his face facing towards the sky and having his finger pointing towards the crate that reads, “opium,” it seems as if he is being disrespectful and belittling the Chinese man, thinking that an inferior hand gesture like the one shown above suits the Chinese man. ** 4) What is message is being conveyed by the author about the benefits //OR// costs of imperialism? ** The message that is being conveyed by the author about the benefits of the impact on China is that the British are able to gain economic stability through smuggling opium from India to China, and respect from the Chinese as a result, which also shows that this is also a bad impact towards the Chinese, because they were forced to be humble towards the British.



** 1) Is this image pro or anti imperialism? How do you know? **  This image is anti imperialism, because just by looking at the description on the top that reads, “so obliging,” we can infer that this political cartoon is reminding Koreans how they should not be “so obliging” towards the Japanese soldiers, and how they should not let imperialism happen over them. The impact that the Japanese gave Koreans through imperialism is that they have forced Koreans to become a “bridge” for them, and to be respectful towards them, allowing them “to traverse Korean territory.”

** 2) What views of the native peoples are being communicated in each of the illustrations?** The views of the native peoples that are communicated through this illustration is that Koreans are considered as “bridges” towards the Japanese, where they can just “step” on them and trespass Korean territories. Koreans are also viewed as an obliging mass, where they do whatever the Japanese tell them to do. They are degraded by the Japanese.

** 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? ** The Japanese soldier, in his role as an imperialist, is being viewed as a person who is a burden to Koreans who have to oblige them every time. The soldier also seems to be taking the “shortcut” from China to Korea, trying to expand his imperialist power within his neighboring countries.

** 4) What is message is being conveyed by the author about the benefits //OR// costs of imperialism? ** The message that is being conveyed by the author about the costs of the impact on Korea is that the Japanese soldier is able to gain access everywhere he’d like to, and Korea is supporting this accessibility. Koreans are also being very obliged towards the Japanese soldier, which belittles themselves more. The impact from the Japanese soldier on the Korean makes Korea’s helpfulness to rather look like helplessness.



** 1) Is this image pro or anti imperialism? How do you know? ** This image is pro imperialism, because the illustration shows how significant the power of the Americans are. The “ten thousand miles from tip to tip” description of measurement also signifies how immense the possession is, and how proud it is to have the eagle (which symbolizes United States of America) at the center of attention, standing on top of the globe and being as big as the amount of possession they have got.

** 2) What views of the native peoples are being communicated in each of the illustrations?** The views of the native peoples that are communicated through this illustration is that every island that are illustrated on the globe---from Manila to Puerto Rico---are all significantly smaller than the eagle, which means that they have significantly small amount of power, compared to the eagle that is humongous than any other islands that are shown on the illustration. However, another view that can be shown from this illustration is that because the native peoples’ islands are now a part of the U.S., they are worthy of attention, just like the eagle.

** 3) What views are being communicated about the Europeans/Japanese in their role as imperialists? **  The Americans, with their role as imperialists, is being viewed as people who are further motivated to expand their ethos of imperialism. Because they succeeded in battles and won many possessions from South America, they were able to receive an impact where it gave them pride and fervor of of loving their own country.

** 4) What is message is being conveyed by the author about the benefits //OR// costs of imperialism? **  The message that is being conveyed by the author about the costs of the impact on the United States is that they were viewed as desperate imperialists, who hungered for land towards island inhabitants and South Americans. Also, their tendency of greedy expansion was shown towards the native people.

=__Task #3:__= __Economic Imperialism__ Where the King owned everything and the Barons were in charge of the land possessed by kings, there were serfs from the working class who were forced to work on the rented lands, and they were protected by their lords in return of their effort. Through this system of feudalism (though very concisely explained), tax payed by serfs and fief that generally produced profit out of it (as a result of serfs’ intensive labor) were the two main sources that created wealth in feudalism. On the other hand, mercantilism generated wealth by seeking gold in two ways: first, by establishing colonies in other countries and exploiting from the established colonies, and second, establishing a balanced trade between one’s country with the rival country. However, capitalism differs from the other two systems in several ways: first, capitalism focuses on individual (or private) wealth, rather than focusing on the general wealth of the people like the other two systems, second, capitalism’s productiveness spurred economic growth (productiveness was rarely seen in the two systems, where in feudalism, the labor had no efficiency within, and in mercantilism, instant establishment of colonies took time to make profit), and third, markets that were created within capitalism gives what the general people wants (when looking at both feudalism and mercantilism, there was no other system like markets that could do the job of giving what the people wanted).
 * 1) Feudalism and mercantilism were two economic systems that preceded capitalism. Review and summarize (in your own words) how they generated wealth. How does capitalism DIFFER from these two systems? **

The forces that drive capitalism are: violence, subsidy of fossil fuels, markets, labor, creativity, innovation, and productiveness.
 * 2) According to this lecturer, what forces drive capitalism? **

Still having issues with the cartoons, although #2 was done particularly well. Your definition of mercantilism does not clearly differentiate it from capitalism. 17/20

=The Scramble for Africa Tasks= Feb. 8, 2012 = __ Task 1: __ = __ **Imperialism in the Modern Age Table Notes Discussion** __ Please click here for the transcript of our discussion.

__Task 2:__
__ **Colonies of Africa in 1914 Questions** __ 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 were the two major countries that controlled the largest sections of Africa in 1914.

2) Why do you think these countries had the largest area of Africa? I think France and Britain had the largest area of Africa, because the two countries were considered as remarkably powerful countries of Europe and had strong imperialist views. They needed profit from the colonies of Africa, and therefore to strengthen their pride of imperialist views as well.



= __ Task 3: __ =

__ **"The Scramble for Africa" Video Notes** __

= __ Task 4: __ =

__ **European Imperialism in Africa Article Questions** __ The Berlin Conference was a meeting between powerful European countries (e.g. Germany, France, Britain, etc...) in Berlin, Germany to discuss about how the African continent was going to be divided upon the countries as colonies that they would possess. The meeting did not allow any Africans to join this discussion.
 * 1) What was the Berlin Conference? **

The outcomes of the conference were: first, if any of the powerful European countries wanted to claim any territory, they must inform the other powerful European countries, so that they "make good any claim of their own." Second, in order to prove that there has been some annexation going on, such sovereign power must prove it by having effective occupation going on as well. Finally, third, having treaties with African rulers can be considered as a part of the sovereignty.
 * 2) What were the three outcomes of the conference? **

= __ Task 5: __ = __**Analyzing Political Cartoons**__

image/chart

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This suggests you need a little more practice analyzing cartoons. 26/30

=Imperialism in the Modern Age Chart Notes= Feb. 7, 2012

=Document Based Questions on Excerpts of "On the Origin of Species"= Feb. 7, 2012 Darwin’s theories apply to culture and society, because his theories are based on the battle of life. The battle of life is based on allowing one to survive and to do a better job than the species of the same genus. For example, Darwin states that “as species of the same genus have usually...some similarity in habits and constitution...the struggle will generally be more severe between species of the same genus, when they come into competition with each other...” implying that struggling for existence is one of the basics of the battle of life, and will therefore be present in societies. In societies, species of the same genus will struggle to fit in and be part of the surviving list of species. Another example would be sexual selection, where a certain species’ culture can affect how the society view them. If the species is culturally and behaviorally acceptable to the opposite gender, then it is very likely for the species to win the battle of life, because they will be able to have offspring that will inherit beneficial genes from their parent. Better genes are able to allow the offspring to do a great job with surviving later on when they mature. The final example that supports the notion that Darwin’s theories are relevant to culture and society is Natural Selection, where it is always going to be the survival of the fittest. Since natural selection pushes a population’s gene pool towards the beneficial direction, it is very likely that the population--where it has culture and society behind it--will be affected as a result and respond to Natural Selection. The two necessities of a population--culture and society--therefore, will show how Darwin’s ideas affect a population.

Which are justifications, which are reasons? Your discussion of Darwin's theory is good, but misses it's implications as a justification for imperialism. 9/10

=The White Man's Burdens Question Response= Feb. 4, 2012 According to Rudyard Kipling’s poem, “The White Man’s Burden” is the responsibility of white men (European and American), who had more power to take care and act for improvement on those who were not like them. Because Rudyard Kipling had a notion and also had an imperialist view that white men were better than those of other people in the world (with different races), he thought that white men were too upper-class to be helping them out, and therefore it was their “burden” to enhance the unfortunate.
 * 1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?**

I disagree with Kipling’s (racist) characterization, because if I compare this situation with today (as an example), it would be something like rich businessmen who owns a company and has a great deal of money writing a poem that degrades and undermines the lower class of a society. If one was looking at a lower class citizen’s perspective from this example, then it would be infuriating, offensive, and distasteful. The same effect applies to Kipling’s characterization, where Kipling is considering white men (European and American) as superior beings (probably because of industrial revolution), whereas those who are not white would be considered as a “burden” that the white men have to take responsibility of. I do not agree with what Kipling thinks, because he has failed to realize that different races of people in different countries could have also had the chance to become more superior than he used to be, back in the old days through different revolutions.
 * 2. Do you agree or disagree with Kipling’s characterization? Why or why not?**

Europeans’ and Americans’ attitude towards the rest of the world during mid 1800 to early 1990s was unacceptable, because they considered the outside world as a “burden.” For example, on first stanza, Kipling wrote, “Take up the White Man’s burden/ Send forth the best ye breed/ Go send your sons to exile/ To serve your captives’ need,” meaning that it was Europeans’ and Americans’ duty to help the other countries, and that it was also a huge hardship for them. Another example is shown on the seventh and eighth line of the first stanza of the poem. Kipling wrote, “Your new-caught, sullen peoples / Half devil and half child,” meaning that those who were considered as a burden were evil, stupid, and crazy. The final example would be when Kipling remarks, “Take up the White Man’s burden/ And reap his old reward/ The blame of those ye better/The hate of those ye guard/ The cry of hosts ye humour,” justifying that those who got help from Europeans/Americans were ungrateful, and not realizing how those who were belittled by them could have felt.
 * 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.**

I do not believe that KIS is an example of “The White Man’s Burden” in our society, because just because students of KIS have advantages, such as: being able to speak fluent English, being able to afford MacBooks, tuition, and adapting to the American education curriculum system, it does not completely mean that KIS is better than any other Korean schools or international schools in Korea. KIS may have disadvantages that other Korean schools or international schools in Korea does not have, and all that glitters may not be gold. If you think about a Korean school with kids who have grown in the same town with same financial background, some students from that school may have talents that KIS students do not possess, and some KIS students may have talents that Korean school students may not possess. Therefore, rather than saying which case is definitely better than the other case, I believe that there is always disadvantages and advantages on both sides.
 * 4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?**

9/10

=Pg. 307 Document-Based Questions= Feb. 1, 2012 1. Why would Andrew Carnegie (Source B) and Friedrich Engels (Source C) disagree about the effects of industrialization? First of all, Andrew Carnegie would have disagreed to the effects of industrialization in Friedrich Engels' point of view, because in financial terms, Carnegie is obviously richer than Engels, which leads to a conclusion that this different financial background may have affected their aspect of the effects of industrialization. Andrew Carnegie seems optimistic and sees hope in America, because he has not seen the bad perspective of the industrialization, just as Friedrich Engels did. Because he is a multimillionaire and does not have to worry about what Friedrich Engels had to, he has his own way of viewing industrialization. Second of all, Friedrich Engels would have disagreed to Andrew Carnegie's point of view, because he is living in a world where he has to worry about his own financial standing, and how the industrialization caused it. Having his own pessimist views, he seems like he is not in the case of praising industrialization as being optimistic like the way how Andrew Carnegie is, and therefore comes up with a decision of drafting the //Communist Manifesto// to bring down people who have more money than he does to the same social standing.

2. What might be reasons for 16-year-old Mary Paul's (Source A) satisfaction with her job and life in Lowell? For 16-year-old Mary Paul, reasons for her satisfaction with her job and life in Lowell could be the fact that the overseer compliments her of her laboring skills, and the environment that she is very well adapted to (e.g. getting along with other girls who work there as well). Also, she is provided with "good boarding place" and "[has] enough to eat."

3. Why might the political cartoon by Walter Crane (Source D) be useful in getting workers to rally to the cause of socialism? The political cartoon by Walter Crane is capable of getting workers to rally to the cause of socialism, because just by looking at the cartoon, the angel connotatively suggests safety and rescue- that is, socialism-and on the other hand, the demon connotatively suggesting danger and cruelty-capitalism. The graphics in this cartoon suggest that socialism is what people must be dependent on for their safety, and it also promotes the idea that socialism is better than capitalism, and therefore, must be favored by many people.

Good answer to number 1. Number 2 would be improved by relating this particular document to what you know about conditions in the textile mills - i.e. NOT good.

9.5/10

=Pg. 304-306 & Pg. 308 Cornell Notes= Feb. 1, 2012

=Four Answers to Four Questions on Article & Image= Jan. 31, 2012 Considering all the countries shown on the map, Marx would have not agreed that they were all “communist.” First of all, there is a variety of definition in the word “communist” itself that is different from the original definition of communism defined by Marx. For example, rather than being purely communist at the first place, countries (e.g. Vietnam and Cuba) have changed Marx’s definition of “communism as an achieved socialism,” to a country that is working to become more socialist before becoming communist. The preamble to the Socialist Republic of Vietnam states that Vietnam is only considered to be standing in the transition stage between capitalism and socialism. Also, Republic of Cuba’s 1992 Constitution stated that being one of the communist countries is to “guide the common effort toward the goals and construction of socialism.” Second of all, workers are supposed to get paid according to their needs and abilities. However, most of the communist countries do not follow Marx’s definition on getting paid according to their needs and abilities. Instead, people who live in communist countries (shown on the map) would most likely to be used for labor, but rarely for their ability and need accordances of payment.
 * 1) **Would Marx have agree that these countries were "communist"?**

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)?** I believe that the “communist” world has blended into a part of the “Third World,” because although communist states are supposed to provide equality among people, it actually in some ways seems more like a modified version of the feudal system. For example, the ruling class would take most out of wealth in the country, and with the remaining money, they would redistribute the money to the working class at an equal amount, just to make the working class realize how happy they should be for being equal in distribution and to live with the given money. As this revival of somewhat “feudalism” is happening, the gap between the ruling class and the working class eventually increases, which also eventually leads the Second World to disappear and become a part of the Third World.

3. **Why do you think this has happened?** I think this has started from the greed of ruling class, and not paying a close attention to the definition of the word “communism” by Marx, which is to pay workers according to their ability and needs. Instead of investing money on the general welfare of the people and not “listening” to Marx’s definition of “communism,” the ruling class has been naturally greedy enough to take most out of the wealth of their country and do something they want to spend with, and because this is happening, they do not have enough money to support the remaining population by paying them by their needs and ability.

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)?** In my opinion, I think that the industrialized world would never stand unless it has the two pillars supporting it: Union movement and reformation of laws, because without Union movement, the industrialized world would have a low chance of having workers with the happy will for working under such working conditions. Also, without reforming laws, the industrialized world would less likely to have workers who are happy with their lives, because if the laws are not modified, then workers will be unhappy about the law being rigid. Low number of workers with unhappy faces mean no thrive in industries that creates the industrialized world. Therefore, I believe that the industrialized world stands because of the Union movement and reformation of laws.

=Answer to Question After Reading (Pg. 289-294, online textbook)= Jan. 25, 2012 The Industrial Revolution and the urbanization that accompanied it is not a mixed blessing, because it was rather a mixture that brought disaster. The Industrial Revolution was the time when there were advancements to development in technology and economics, but in another way, it served as a hateful factor for the majority of people. Urbanization that was associated with this time brought people from rural areas who searched for jobs and eventually grew cities. One of the examples for the disaster that has been brought through a combination of Industrial Revolution and urbanization is the fact that cities had no sanitary codes, and therefore, caused the spread of disease cholera. This epidemic had brought a relatively huge loss of population, and it also served as one of the reasons for the lifespan being only 17 years long for an average workman. Another example that proves this mixed “blessing” wrong is the growth in class tensions. Having middle class responsible for what was going on with urbanization and their effect of power over Industrial Revolution, the working class, which consisted of laborers (both adult and children), were forced to adjust their lives according to change in agricultural economy to machine economy. A radical named Ned Ludd spoke up on behalf of this change as a rebel, and decided to destroy weaving machinery and soon had followers who were called “Luddites.” The replacement of agricultural society to industrial society, where machine did all the work, was an infuriating factor to many working men and children. A final example that explains that urbanization and the Industrial Revolution, together, created a disaster, was the change in daily life. In order to become more urban in characteristics, children had to change their daily routine as waking up at 5 A.M. and working for 16 hours to increase production. For these long and busy hours, they took coal dust or cotton remains floating in the air into their respiratory system that later, as a result, decreased 10 years of their lifespan. The fact that children were victim to these happenings makes both Industrial Revolution and urbanization twin devils. A combination of two troublesome problems, therefore, deserves to be called a tragedy, but not benediction. = =

=Industrial Revolution Image Paragraph Comment (Pg. 65)= Jan. 20, 2012

After taking a look at all the pictures shown on the book about the Industrial Revolution, I was stunned. Kids with ragged clothes, bare-footed, unhappy faces, intensive labor, gloomy workplaces, and being the center of an engraving was truly not the case for most 21st century children that we see today. From a caption that read that a little boy who had a wooden box strapped to his neck to children who caught the white lung disease from working at a cotton factory, it was totally understandable for children to speak up at a parade held in New York City by holding onto a sign that read, “Abolish Child Slavery” in English and in Yiddish. Comparing the difference in time spent everyday and their health status in the picture to children of today, I realized how children in the past did not obtain freedom that allowed them to hang-out with friends or play games, and the necessary medical treatment whenever hurt or injured. Children’s life during the industrial revolution, therefore, would have given them such a painful and distressful life.

="Revolutions" Poster Bibliography= Dec. 12, 2011 = =

=Congress of Vienna Review Questions= Dec. 10, 2011 Napoleon took steps to make the French empire larger, but could not realize that it only led to an empire's collapse. Napoleon was considered as a savior of the French Republic, as he drove out French royalists who attacked the National Convention. However, soon his irreplaceable mistakes made everything come to its own end. The first mistake that Napoleon made was from an attempt of putting Britain to an end. In 1806, Napoleon stopped all trades between his empire and Britain. In counter-reaction, Britain put their borders around Europe, and this caused the economy of France to become weaker. The second mistake was that Napoleon made his brother the king of Spain in 1808. Since the Spanish were royal to their king, they have fought back France with a help from Britain. This contributed to a huge loss of Napoleon's troops. Last but not least, Napoleon's third mistake surely ended everything. As Napoleon's attempt on conquering Russia was coming near in 1812, his soldiers and himself got as far as Moscow, where it was deserted and was on fire. Because of this, Napoleon and his soldiers were unable to find any food sources, and were attacked by Russian troops that killed thousands of his soldiers. This single mistake made people view Napoleon as a leader with weak leadership. Like a chain, other enemies like Germany contributed towards defeating Napoleon as well. Great leader, therefore, can bring his own empire to an end with ridiculous mistakes.
 * 4. Why did Napoleon's empire collapse?**

The goals of the Congress of Vienna was to establish a peace plan for Europe that could last for many years, along with peace conditions. The key person who contributed to the goals of the Congress of Vienna was a foreign minister of Austria, named Klemens von Metternich, who insisted on three goals: first, French would not attack any other countries again. Second, a fair, balanced power among nations, and third, putting kings back into charge, although they were removed. These goals were soon to be opening the age of European peace.
 * 5. What were the goals of the Congress of Vienna?**

=Quotation Image Explanation for the Revolutionary Poster= Nov. 22, 2011 The star and multicolored firework represents the different thoughts of those who were oppressed, and expressing it widely by stretching out like sparks of the firework show.

= = =The American Revolution Cornell Notes= Nov. 21, 2011



=Most Enlightened Despot of the 1700's=

Nov. 16, 2011 Cited sources: St. Petersburg: http://www.tripadvisor.com/Tourism-g298507-St_Petersburg_Northwestern_District-Vacations.html Expansion map: http://blue.utb.edu/paullgj/geog1303/lectures/russia.html Cross: http://www.stjohnchurch.co.uk/funerals-1.htm Peter I: "Peter I." Image. Library of Congress. World History: The Modern Era. ABC-CLIO, 2011. Web. 16 Nov. 2011. Music: Sleeping Beauty Waltz by Peter Tchaikovsky

** Click [|here] for the glog. **

= = ="Power and Authority (Absolutism in Europe)" Questions= Nov. 11, 2011

1) What is absolutism?
Absolutism is a system of kingship where the monarch had the complete sovereignty.

2) Explain the justification for absolutism referred to as the 'divine right of kings'.
The justification for absolutism is referred as the ‘divine right of kings.’ Absolutism is when the monarch has the complete power. Today, we refer absolute monarchs as dictators. From the 17th century, Bishop Jacques-Benigne Bossuet affirmed that monarchs, who are God’s representative on Earth, get their obligations directly by God. Since kings were directly related to God, everything they decided to do became laws. If anyone challenged the laws made by the King, they were challenging God as well. Political theorist, Thomas Hobbes, justified in Leviathan that absolute monarchy was the only way to maintain their orders among the unruly general. Everything said by the King was what people believed to be the message of the God. In order to have an organized system of government, the only way to do so was to believe in what the King told the residents to do. If they did what the King told them to do, they had two benefits: first, they were showing respect towards not only the King, but also to God, and second, they were able to be satisfied with what the King was trying to do in order to keep everything controlled. Philip II was the King who sought divine right theory and took it into action by strengthening bureaucracy of his land. Theoretical claims on absolutism came mostly from the Bible and the practices of early civilizations. Philip II intended to seek absolutism by referring to the Bible (where everyone believed what was written on the Bible were correct), to get advice on how he could get his territory under control. Absolutism seen through political theories, literary works, and early beliefs, therefore, makes it necessary to be also known as divine rights.

3) List the causes of the rise of Absolutism in Europe.
There were many causes for absolutism arising in Europe. Absolutism was a system where Kings would have powers that was equivalent to God. Bishop Jacques-Benigne Bossuet claimed that authority from King was like authority from God. If there were anyone who questioned the King, that would be equal to questioning the God. Bossuet’s claim was a contribution to the rise of absolutism, because in France, bishops, like kings, were important figures when absolutism prevailed. Bishops like Jacques-Benigne Bossuet were like kings’ counselor, which made kings to often believe in what they suggested. Thomas Hobbes’ famous work named Leviathan affirmed that absolute monarchy was the only way to have an unruly body of population under control. Hobbe’s Leviathan was popular at the time it was published because of theories that were proven point by point in a geometrical way. To those proven theories, monarchs could have been able to be persuaded by his articulate point of divine rights. The Bible also suggested that absolutism was the righteous way to control the region. The Bible was the holiest book that was the root in mostly everyone’s thinking process. People would base the Bible as their basis of reasoning, and therefore would have profoundly believe that absolutism was the best way to keep everything in order. The bishop’s claim, a famous writer’s effective work of writing, and the holy book, in fact, were the reasons for the rise of absolutism.

Cited source: "Thomas Hobbes." World History: The Modern Era. ABC-CLIO, 2011. Web. 12 Nov. 2011.

4) Explain briefly how absolutism developed in...
a. Spain Dynastic marriage increased the Habsburg royal family’s territorial holdings, and at that time, Philip II utilized the divine right theory to supervise his territories.

b. France As King Louis XIV believed that he was God’s representative on Earth, he ruthlessly performed his monarchial and religious jobs when people questioned him; moreover, Louis’ ministers have spread the King’s monarchial and ceremonial power all over his kingdom.

c. England The Tudor era (1485-1603) monarchs associated with the British Parliament to improve their overall power and lives of residents of England.

d. Russia In 18th century, Peter I expanded Russia and has established absolutism, which in a short time brought the power of the Church to an end to improve the nation's industries and military service.

=Speed Date: Mary Wollstonecraft= Nov. 9, 2011

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=The 21st Century Enlightenment TE3L Paragraph= Nov. 3, 2011 = =

= = =Explorer’s Journal= Linda Park and Soo Jin Lee Oct. 18, 2011

"Before You Leave" Task
1. What is sextant? An instrument used for measuring any distance between angular two points, usually for navigating and surveying.
 * Sextant**

2. How do we use sextant? A person holds onto the sextant so that the graduated arc is vertical and the horizon glass shows the horizon. Then, the person would look through the telescope at the horizon glass and will have to move the index arm until the image of the sun or a certain star that is reflected in the index glass touches the horizon line. The person can figure out the altitude of the sun or star by reading the graduated arc. The person will have to compare this altitude at various degrees of latitude to find the ship's latitude.

Cited Work: Scheina, Robert L. "Sextant." //World Book Advanced//. World Book, 2011. Web. 17 Oct. 2011.

**--AFFIDAVIT--** Port of Call #1 tasks has been collaboratively done BOTH by Linda Park and Soo Jin Lee.

= =

**We have used the hardcopy version of map to label expeditions and oceans. Therefore, we cannot upload the map here. However, we have the cited works here that we used for labeling routes.**
Cited Works: 1. "Magellen." Tabetan Baicao Tea. N.p., n.d. Web. 17 Oct. 2011. . 2. Pope, Peter E. "Cabot, John." World Book Advanced. World Book, 2011. Web. 17 Oct. 2011. 3. Townsend, Camilla. "Cortés, Hernán." World Book Advanced. World Book, 2011. Web. 17 Oct. 2011.

=**Chart of Exploration Race**= image/Screen_shot_2011-10-27_at_9.18.20_PM.png

Cited Works: "Cabot." Who Goes There: European Exploration of the New World. Bartlett Elementary School, n.d. Web. 24 Oct. 2011. .

Dunnell, Tony. "Hernan Cortes 1519 Expedition: Conquistador Numbers & Inventory | Suite101.com." Tony Dunnell | Suite101.com. N.p., 11 Oct. 2010. Web. 24 Oct. 2011. .

"Ferdinand Magellan Ships." ELIZABETHAN ERA. Elizabethan Era Privacy Statement. Web. 23 Oct. 2011. . Townsend, Camilla. "Cortés, Hernán." World Book Advanced. World Book, 2011. Web. 23 Oct. 2011.

Fredrick, Hans. "What Are the Four Effects of the Magellan Voyage? | EHow.com." EHow | How to Videos, Articles & More - Discover the Expert in You. | EHow.com. Demand Media, Inc., 17 Apr. 2011. Web. 24 Oct. 2011. .

"John Cabot: Explorer - EnchantedLearning.com." ENCHANTED LEARNING HOME PAGE. N.p., n.d. Web. 24 Oct. 2011. 

Mr. Ham. "페르디난드 마젤란(Ferdinand Magellan, 1480~1521)." CHOL 홈타운 - 더 이상 홈페이지에 제약이란 없다. Www.boatclub,pe,kr. Web. 23 Oct. 2011. .

**--AFFIDAVIT--** Port of Call #2 tasks has been collaboratively done BOTH by Linda Park and Soo Jin Lee.

Cornell Notes for MWH Textbook pp. 137-141: [[file:9F-The Columbian Exchange and Global Trade-Linda&Soojin.pages]]
**--AFFIDAVIT--** Port of Call #3 tasks has been collaboratively done BOTH by Linda Park and Soo Jin Lee.

"Edicts for 1635 Ordering the Closing of Japan" APPARTS Analysis
__Author__ The shogunate of Nagasaki has created the source. Although the shogunate’s name is not specified, he or she has addressed the edicts of the Tokugawa Shogunate to the officials who administers the port of Nagasaki. The edicts ordered the closing of Japan. The way how the author thinks that Japan must be separated from other countries is his or her’s point of view.
 * Who created the source? What do you know about the author? What is the author’s point of view?**

__Place and Time__ I think somewhere between 1630 to 1639 in Nagasaki was when the source was produced. The place and time of historical context reflects the mood of the era and culture.
 * Where and when was the source produced? How might this affect the meaning of the source?**

__Prior Knowledge__ Knowing the fact that Japanese limited their contact with foreign countries somewhere between late sixteenth century and early seventeenth century would help me to further understand this primary source, because that was when shogunates had the power to make public addresses, as well as enacting a series of social, economic, and political reforms that made the closing of Japan possible.
 * Beyond information about the author and the context of its creation, what do you already know about the era/topic that would help you further understand the primary source?**

__Audience__ This source was issued towards officials who administered the port of Nagasaki. Since the issue was addressed by a shogunate (who was in a high position), and the shogunate was addressing towards the officials, this may be considered authoritative, and therefore, shows a good reliability.
 * For whom was the source created and how might this affect the reliability of the source?**

__Reason__ Japan could have thought that they no longer possessed the power to “dominate” the world as they wished, because they killed all the successors and they were defeated by Korea. Also, by having contact with the outside world, there might be outbreaks of conflict happening between the two countries. When Japan thought that they were too weak to dominate the world, they knew that it was best to just stay isolated from other countries, because if they have sudden conflicts, they might lose everything they possessed.
 * Why was this source produced at the time it was produced?**

__The Main Idea__ The source conveys that Japan must be closed and shut down from trading and any contact with other countries.
 * What point is the source trying to convey?**

__Significance__ This source officially remarks the shutting down of Japanese trades and interactions with other countries from an authoritative person. Inferences, such as ‘maybe this is one of the reasons why it was not Japan that got to dominate all over the world!’ and ‘only living in your own world can cause isolation with the outside world’ can be drawn from this document.
 * Why is this source important? What inferences can you draw from this document?**

"CCN Millennium 1500s" Questions
1) Who was "the Bald Rat"? Toyotomi Hideyoshi was the Bald Rat, who was also a true architect of building Japan as a whole.

2) Where did Japan hope to build its empire? Japan hoped to build its empire at China. First, they used Korea as their stepping stone to intrude China. However, they were defeated.

3) What stopped it from building its empire as planned? Restless tides of Sea of Japan hampered their progression of building the empire, and their defeat from Korea (their secret weapon "Turtle Ship") has stopped them from moving onto China.

4) Why didn't they try again? Hideyoshi's generals who were defeated by the Koreans broke all the succession. Hideyoshi's interest in his wife and Hideyori was no longer of existence.

Qianlong on Chinese Trade with England APPARTS Analysis
__Author__ Qianlong created the source. Qianlong was the emperor who did not really want England to trade with Guangzhou. Qianlong’s unwillingness in trading between Europe and China was the point of view.
 * Who created the source? What do you know about the author? What is the author’s point of view?**

__Place and Time__ The source was produced somewhere around 1790 to 1793 nearby Guangzhou. This affects the mood and era of historical context, which overall changes the meaning of the source.
 * Where and when was the source produced? How might this affect the meaning of the source?**

__Prior Knowledge__ I think having an earlier knowledge that 1793 was after the Renaissance can help me to further understand the primary source, because this proves that China was on its stage where it was less advanced than Europe.
 * Beyond information about the author and the context of its creation, what do you already know about the era/topic that would help you further understand the primary source?**

__Audience__ The source was addressed towards King George of England. This increases the reliability, because it is a letter that is written from a very authoritative person to another very authoritative person. When comparing to a source that has been made by a non-authoritative person (non-educated) to an authoritative person who is well-educated, the source is more official, and this increases reliability.
 * For whom was the source created and how might this affect the reliability of the source?**

__Reason__ The source was to show Qianlong’s point of view of China trading with England towards King George of England, and to suggest to stop the interaction.
 * Why was this source produced at the time it was produced?**

__The Main Idea__ The main point here is that the Chinese will not (especially remarked “mark of favor” for England and decided that Guangzhou is allowed) allow barbarians to trade in Guangzhou, and barbarians will not be welcomed.
 * What point is the source trying to convey?**

__Significance__ This marks the similarity between Japan and China, where they are building a wall between themselves against the world. One can infer that the Chinese King showed a bad attitude towards the King of England, and therefore wrote unfriendly lines, saying, "In that event your barbarian merchants will have had a long journey for nothing. Do not say that you were not warned in due time!"
 * Why is this source important? What inferences can you draw from this document?**

= = = = Descriptions to Images on __1421: The Year China Discovered the World__ Sep 21, 2011


 * Image || Description ||
 * image/Map1Lin.gif || While Europe was in their "Dark Ages," Muslims were way advanced than Europe. Just as developed as the Muslims were, Chinese were way ahead of Europe as well. However, I think the hidden meaning behind this diagram is that if Europe was advanced much earlier than the Muslims and Chinese were and were able to set out explorations, then there could have been a chance that this map of countries with more than 1 million Muslims could have been called "Countries with more than 1 million Christians," because the spread of Christianity may gradually spread all over the world, just like the Muslims who started the spread of religion around 661-75 A.D. with Ummayyad Empire and gradually increased the population of Muslims, as shown on the present-day map (I can assume that the map is present-day because of the map of China.) Based on this hypothetical assumption, Zheng He could have been a Christian where his ***family believed in** Christianity instead of **Islam.**


 * Citation**: Tsai, Shih-shan Henry. "Zheng He." //World Book Advanced//. World Book, 2011. Web. 22 Sept. 2011. ||
 * [[image:Map2Lin.jpg width="473" height="250"]] || Although tragic events throughout the exploration that the Chinese faced were unexpected, such as: "...hurricanes... tsunami... rocky coasts and razor-sharp coral reefs to the ice-strewn oceans of the far north and far south," it is incredible how China proved themselves to be ahead and way advanced than Europe by "every single respect - construction, cargo capacity, damage control, armament, range, communications, the ability to navigate in the trackless ocean and to repair and maintain their ships at sea for months on end" (Menzies, 70) ||

= = Seeing, Thinking, and Wondering = =

Sep. 20, 2011

See
I see a man with gray hair and beard with white tunic on. Behind the man are men who have expressions on their faces. The man on the left is naked, having an index finger contact that barely reaches the man on the right. The image below shows the close-up view of the two's finger contact with space between them.

Think
I think the men behind the man with white tunic on is trying to resist him from reaching the man on the left. I think the man on the left does not care whether they are separated or not, but attempts to reach him by reaching his arm out to the man on the right.

Wonder
I wonder why the man on the left has such solemn face expression. I wonder why the man on the right is getting pulled by men behind him.

Guided Reading Questions and Ideas on __1421: The Year China Discovered the World__ Sept. 5, 2011

Questions
1. In 1421, China launched a fleet of over 800 ships of various sizes and carried more than 30,000 men. The fleet included over 300 leviathan "treasure ships," which were 480 ft long and 180 ft wide. Compare with the Santa Maria (Columbus' vessel), which was 150 ft long and a mere 20 ft wide. The two ships similarly depict that there must have been an important purpose (such as battling or trading) for the existence of ships. However, the Chinese ship portrays wealth of the overall land, whereas the Santa Maria may have not been as wealthy as China was (therefore the size is smaller than the Chinese ship).

2. Read the first paragraph of p. 45 Use this map, and the one in MWH p35, to identify where "the Holy Roman Emperor, the Emperor of Byzantium (also called Constantinople), the Doge (ruler) of Venice, and the kings of England, France, Castille and Portugal" would have come from had they been invited to Beijing on 2 February 1421. If the **Holy Roman Emperor, the Emperor of Byzantium, the Doge of Venice and the kings of England, France, Castile and Portugal** were invited, then first of all, the Holy Roman Emperor would have came from the German Empire, Kingdom of Burgundy, Kingdom of Bohemia, Kingdom of Italy, Corsica, Sardinia, and Kingdom of the Two Sicilies which are to the west of Kingdom of Hungary and east to the Kingdom of France.

The Emperor of Byzantium would have came from northwest of Ottoman Sultanate of Rome, where Roman Empire is, including small portion of the west of Roman Empire, and where the Roman Empire is, which is to the west of St. John.

The Doge of Venice would have came from east of Milan, south of Austria, south of Zeta, west of Arta, northeast of Duchy of Athens, and southeast of the Byzantium Empire that is specified as "Roman Empire."

The kings of England may have came from south of Kingdom of Scotland, north of Leinster, small portion of land that is west of Kingdom of France, and northeast of Navarre, including north of Thur-Meissen.

The kings of France would have came from Duchy & County of Burgundy.

The kings of Castile would have came from west of Kingdom of Aragon.

And finally, the kings of Portugal would have came from west of Kingdom of Castile.

3. Through what MODERN countries did the silk roads go? Silk road goes through present-day Iraq, Iran, Kazakhstan, China, and India.

4. Compare the map of the great walled capital Zhu Di built, to the map of modern China. Both capital that Zhu Di built and map of modern China has the Bei River preserved. However, the modern city does not have the inner and outer city, whereas the ancient city did once have it.

5. On p. 54, Menzies writes that Zhu Di extended the Great Wall (which is actually many separate sections of wall created over hundreds of years) from 5,000 kms to 6,400 kms. You'll notice, that doesn't mean that the wall was 6,400 kms long. If it WAS, where would it reach, if it began at the Yalu River? Use the map in MWH Atlas p A18-19 to estimate where you would end up if the wall really extended 6,400 kms due west of Beijing. The Yalu River would have reached present-day Taiyuan, Lanzhou, Urumuqi, Kyrgyzstan, Kazakhstan, and in my estimation, end up at Uzbekistan.

Description for each image

 * Picture || Description (What does it tell you?) ||
 * [[image:LindaP1.jpg width="225" height="138"]] || Chinese were faithful to their duty of creating gigantic ships like the photo shown, giving a possibility of winning sea battles with the ship's overall sturdiness and huge capacity of life necessities that men carried aboard. ||
 * [[image:LindaP2.jpg width="309" height="249"]] || Power of Emperor Zhu Di must have been overwhelming enough for all the people to come from far-away distances and respect him publicly. ||
 * [[image:LindaP3.gif width="294" height="288"]] || Though Zhu Di may have proved his wise skill of banishing Mongols to take over the Ming dynasty, he was not quite wise with harassing adults and prisoners who had not reached puberty. ||
 * [[image:LindaP4.gif width="370" height="270"]] || The "web" of trade and communication between a variety of people with different beliefs and cultures may have exchanged foreign ideas and items throughout their journey. ||
 * [[image:LindaP5.gif width="410" height="333"]] || If the new walled capital was to be "fifteen hundred times the area of walled London" and housed "fifty times the population" on page 53 as noted by Menzie, then the size of the wall would be overwhelmingly similar to the number of urban European population from 15th century to 17th century. ||
 * [[image:LindaP6.jpg width="341" height="359"]] || This immense size of city wall may have not only scared enemies away, but also would have shown Zhu Di's leadership and remembrance of Qin Shi Huangdi, the first Chinese emperor who came up with the idea to build the Great Wall of China. ||
 * [[image:LindaP7.gif width="338" height="290"]] || Though some features of the palace are destroyed, I can assume that the map is trying to tell me that the ancient Forbidden City may have been immense, possibly covering the whole area that used to be the ancient city. ||
 * [[image:LindaP8.png width="360" height="281"]] || Zhu Di's plan of rebuilding the walls was a huge ambition to him, and proves that he not only owned leadership, but also had the strong motivation to undergo "stupendous" tasks. ||
 * image/LindaP9.jpg || Zhu Di's interest of astronomy could've lead him to a whole new discovery (however it fails) that was very similar to the knowledge of Greenwich in 1851. ||
 * [[image:LindaP10.png width="281" height="412"]] || The emperor's achievement of establishing the Grand Canal may have been the branch that could have possibly lead to his citizens' success in trading and communicating. ||

= = Analysis of the Three Maps Sept. 2, 2011

They are showing areas on the map where the Muslims conquered. Belief of Islam is spread throughout a several empire or kingdom. = =

Turning Points in Pre-Renaissance World Aug. 25, 2011



Applying APPARTS on "The Black Death, 1348" Aug. 24, 2011 Who created the source, and what do you know about the author? An Italian writer who lived through the bubonic plague in the city of Florence and inspired his experience to write The Decameron was named Giovanni Boccaccio.
 * Author**

What is the author’s point of view? Giovanni Boccaccio’s point of view is the detailed general graphic description on consequence, reaction, and progress of the bubonic plague.

Where and when was the source produced? The source is assumed to be produced around 1349 to 1353 (Lansing, 1), because it usually takes several years to be completed. I think the source was produced in Florence, Italy, because Florence is the city where Boccaccio could have been able to gather events that he can write a fictional story about, and it is the place where bubonic plague was taking place. Work cited: Lansing, Richard H. "Boccaccio, Giovanni." World Book Advanced. World Book, 2011. Web. 24 Aug. 2011.
 * Place and Time**

How might this affect the meaning of the source? The location as to where the source could have been produced in affects the meaning of the source by the fact that the more the closer to the location as to where the plague broke out, the more inspection and experience one may happen to have. The time when the source was produced affects the meaning of the source by the fact that the overall information mentioned in the fictional book may not be as accurate as he would write this book right after seeing or witnessing such consequences from the black plague in the same year, because the year Boccaccio wrote his book was 1349, which is an year after the plague broke out, as told by Richard Lansing, a Professor of Italian and Comparative Literature (MLA citation cited above).

Beyond information about the author and the context of its creation, what do you already know about the era/topic that would help you further understand the primary source? (In this case, I think it should be secondary source, because the book was made an year after the bubonic plague took place in Florence.) Beyond the information of the author and place and time, I already knew that the cause of bubonic plague was a cycle- it can start off with any step, but it can first start the cycle with fleas feeding bacteria with solutions from diseased rats. Fleas on rats then hitchhike a ride to Europe from Asia. In the meantime, bacteria clogs and doubles its quantity up. During the hitchhike, there is not that much of food supply available for the flea, so the flea starts starving. Then, when they arrive in any part of Europe, they settle their hunger by easily biting on people. People who were bitten by fleas get infected and spreads the plague by coughing or sneezing. When they die, rats eat parts of dead body, and therefore repeats the cycle by carrying the solution of death on and on, where fleas are the messagers of the solution of death. This information will help me to further understand the secondary source, because if the reader knows not just only the story of what happened itself but also knows the cause as to why such stories were possible to be written, then the connection between understanding the story and knowing the reason why this story could have been written can be deeply understood.
 * Prior Knowledge**

For whom was the source created and how might this affect the reliability of the source? I think the source was created for anyone who had the interest to examine what the consequence, reaction, and progress of the bubonic plague was at that time. This may affect the reliability of the source by increasing it, because if Boccaccio continued to be detailed with his other stories as he did to his introduction on The Decameron, I think it could have been very likely for him to be known as the “detailed writer” throughout his writing career.
 * Audience**

Why was this source produced at the time it was first made? I think this source was produced along with the rest of the story as it was first made for the very first time, because the introduction of the story may build background information on black plague details, such as consequence, reaction, and progress. If this information is set on reader’s mind, it might make a connection to vivid imaginations when the reader is reading the actual story based on this mishap.
 * Reason**

What point is the source trying to convey? I think the main idea (point) that this source is trying to convey is that black plague is not just about the plague that is devastating, but this seed of plague can grow into branches of misfortune, such as symptoms, reactions, breakdown of social order, and mass burial.
 * The Main Idea**

Why is this source important? What inferences can you draw from this document? This source is important, because this extract of introduction from the story assumably tells me that religion has played a role of altering reactions and causes as to why the black death occurred. For example, from the source, reactions and causes that had to do with their religious beliefs was like, “God's wrath in punishing men's wickedness with this plague would not follow them but strike only those who remained within the walls of the city...” (Aldington, 3), which means based on their assumption that God’s fury has caused this plague, they were able to react by leaving the city. This may lead to inferences like ‘a wide number of population could have died through suffer and agony,’ and ‘there must be many downsides in terms of consequences to a contagious disease.’
 * Significance**

**Family History Assignment** Aug. 23, 2011

Oral recount of the event with direct reference to all of the sources: media type="file" key="Fblock-Linda Park-Recount of the event with direct reference to all sources.mp3" align="center" width="240" height="20"




 * Type of History Source: || Picture/Podcast/Video || Source Type || Description || Significance ||
 * Written || [[image:Fblock-Linda_Park-Future_Science_Imagination_Art_Contest.jpeg width="221" height="313"]][[image:Fblock-Linda_Park-Award_Translation_.jpg width="242" height="310"]] || Secondary || Picture shown on left is the award that was received after “Future Science Imagination Art Contest.” || Shows how such turning point of my life was able to bring a proud accomplishment. ||
 * Unwritten || media type="youtube" key="51uKS_nOUoA?hl=en" height="349" width="425" align="center" || Primary || Video shown on left is filmed at the moment on our visit to Minnie Mouse’s House located in Disney World. || This video allows me to play historians' roles: discovering new facts, creating a new story that is understandable, and building a close relationship between writing and history by watching this video. ||
 * Interview (Oral Source) || media type="file" key="Fblock-Linda Park-Interview with Jenny.mp3" align="center" width="240" height="20"

|| Secondary || This is a podcast interview on Jenny (my sister) who recalls her memory of our second trip to Disney World. || This podcast increases the credibility of the event by having my sister to recall her memories she stored from her point of view. ||

**The Many Hats of a Historian** Aug. 18, 2011