Cindy+Li's+World

//Afghanistan Timeline//
 * Class 51: May 24th, 2012**

Did you have a partner for this? I had asked you to choose the top FIVE events on Tuesday. How could the "US -led bombing institgat (cause) the 9-11 attack" in October? ("9-11" means the bombing of the World Trade Center occurred in SEPTEMBER) 8/10

//Unit 7 Debate// Side: Con Partner: Jae Hyun A. media type="youtube" key="T2Tm-d9gD34" height="315" width="420"
 * Class 49: May 21st, 2012**

//The Korean and Vietnam Wars//

10/10

//The Cold War//
 * Class 48: May 17th, 2012**

__Causes of the Cold War__ 1. Communist Regime - the policies of the Communist regime in the USSR went against those of the Allies 2. Growing Power - the USSR was becoming a threat when it expanded its territories before and in the beginning of WWII 3. Grudge - the USSR was displeased with the Allies' tardiness in opening another front and relieving some of its burden during the invasion of USSR 4. Economic Differences - free market Capitalism and government-run economy clashed with each other 5. Rivalry - the arms race that began around the ending years of the war sparked a rivalry between the two already weary countries

__"The Cold War" p.19 Questions__ A. Look at the photographs opposite. 1. Describe in your own words what happened to this house. The house was first hit by heat; its side was covered with thick black smoke, then the whole house was soon set ablaze. While it was burning, its form was also being shaken and distorted by a powerful wind. Then, the house blew up in flames and exploded in pieces by the wind at the same time. 2. Use your imagination to describe what would happen if a whole town was hit by an explosion like this. The whole town would simply disappear. All buildings and infrastructure would be burnt and torn apart and reduced to splinters and ashes. Trees, grass, and plant life will instantly die due to the heat. Any bodies of water will be evaporated, there will be craters in the ground, and all human population will be decimated either by direct contact or the aftermath of radiation.

B. Look at the photograph above. 1. Why do you think these people wanted the government to "ban the bomb"? As long as any side had a bomb, it meant that it could be used against the other any time. They did not want anyone's and their homes to suffer the same fate as Hiroshima or Nagasaki, especially after seeing the impact of the bombs. 2. The picture shows that men and women, young and old, wanted to "ban the bomb". Wy do you think there was such a wide range of people in CND? The bomb would effect everyone living in the area where it hit, no matter their age. They were all driven by mutual fear of having their homes and lives destroyed.

C. Look back to chapter 7 on pages 16-17. What arguments were there against banning nuclear weapons? Banning nuclear weapons didn't mean the enemy would, and the US and the USSR were in a tense face-off with nuclear weapons. Backing down would make it vulnerable to nuclear attacks by the other, which would ensure total destruction. The MAD policy which called for fewer nuclear weapons was seen as absurd because the threat of national security was so great; banning it altogether would expose the country to even more danger.

__Chart of Goals__
 * United Nations || protect member nations from aggression and keep peace ||
 * The Marshall Plan || rebuild Western Europe and assist countries that opposed Communism ||
 * Warsaw Pact || Soviet Union's response to NATO; a defensive alliance ||

__Most Significant Historical Event__ I believe that the fall of the Berlin Wall was the most significant event. The wall had been like a symbol of division between the Communist and Democratic worlds, and also a symbol of a tight Communist regime. With the fall of the wall, Soviet-controlled east Berlin and free west Berlin were united, which I see as a symbol of unity between the Communist and Democratic world. In fact, in short time after the fall of the Berlin Wall, Communist governments in countries behind the Iron Curtain also fell, like in Czechoslovakia. It also foreshadowed the end of the Cold War.

10/10

//Aftermath of the War//
 * Class 47: May 15th, 2012**

__Venn Diagram__

__Paragraph on Question__ Q: Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking. I do believe that trying only Nazi and Japanese leaders was right for the Allies. Although the leaders were not the only ones guilty of war crimes in WWII, going after them was the best course of action. Tracking down every single individual or lesser officers that abused human rights, took parts in mass killings**,** and participated in the Holocaust would have been impossible; punishing the leader figures was the most practical way in dealing with these crimes, although it would not have quenched many people's anger. I also believe that the Allies were not right in trying only the Nazi and Japanese for war crimes**.** Although the Nazis and Japanese were the aggressors of the war and committed a major part of the war crimes - such as the Holocaust**,** there is a possibility that Allied soldiers and even some leaders abused POWs or civilians. The Allies should have examined records of their officers and punished those who did commit war crimes.

10/10

//The Holocaust//
 * Class 46: May 11th, 2012**

__Survivors Video Responses__ Twins Twins were subject to experiments in concentration camps. They were treated like disposable specimen and killed when they lost use. Women, especially, had experiments performed on them that prevented them from giving birth later. It is appalling to treat people - treat anything - like their lives are expendable, and to experiment on twins just because they are twins. It's even more sick to imagine what kinds of experiments they could have done to women that might have hindered their later life.

Brothers Uri Chanoch mainly describes the emotional pain and suffering he went through during the Holocaust. He was separated from his mother and sister, never to see them again. When he was united with his brother after the war, he said that they did not hug or kiss, that "something had been uprooted" between them. He also said that his greatest resentment towards the Nazis was taking emotions, and the ability to cry and laugh, away from the victims. Enduring so much pain that you become devoid of emotions is a horror just as great as physical torture, and I cannot imagine how distressed the detainees were.

Mordecai Eldar The fact that human lives were regarded as "fun" disgusts me; especially when Eldar said the officers would occasionally push prisoners off the cliff for their amusement. I also feel bad for the survivors as much as the dead; they probably bear the guilt of surviving when those around them have died, and they might still question why the others died instead of them.

Zanne Farbstein I truly agree with her when she said the worst part was the fear. I can't imagine staying sane when surrounded by death every day, and having no outlet or escape. Is it really possible to live as a normal human being, like Farbstein said, after going through all that?

Yaakov Hollander The story about the cake and his brother touched me. Again, the feeling of helplessness from not being able to help one's family would be devastating to go through. Hollander also reminded me that there were countless concentration/extermination camps other than Auschwitz, and equally horrible as well.

Sophie Engelsman Learning that she was able to find a little consolidation from being a midwife after the war was very heartwarming. Nothing can make her family come back, but it puts me at ease thinking that people were able to recover from the pains of the war.

Eva Brown When Brown told about the tattoos and how everyone lost their identity and became numbers, that truly chilled me. Becoming and feeling like just another face in the countless groups of victims would have been so easy, and I can only imagine the despair as some people would have struggled to remember who they were while others just gave up.

10/10

//The Allied Victory in the Pacific//
 * Class 45: May 10th, 2012**

__Guided Reading Part 2__ Bernard Montgomery: British general that led the frontal attack in the Battle of El Alamein and caused German forces in North Africa to fall back Dwight Eisenhower: American general that commanded the forces in the D-Day invasion; eventually was victorious over the German barricade on Normandy
 * B. Recognizing Facts and Details** Identify the following people and the role each played in WWII.

__SkillBuilder: Interpreting Charts__ 1. Which of the nations listed in the chart suffered the greatest human costs? The USSR suffered the greatest human costs, in both soldiers and civilians.

2. How does US spending on the war compare with the spending of Germany and Japan? The US spent the most in the war, more than Germany and Japan combined.

__SkillBuilder: Interpreting Graphs__ Q: What factors may have contributed to the increased number of deaths in World War II over World War I? The technology was developed even further than in World War I, including areal bombs, atomic bombs, and tanks, which were very efficient in causing casualties. The war was fought in a more expanded theater; the two main theaters of WWI were both in Japan, while in WWII, they were in Europe and the Pacific. Also, participants were much more heavily involved, most of them joining in the beginning of the war.

__Displaced Persons - DBQ__ Q: Under what conditions did the Polish refugees flee from the Germans? The refugees were either not allowed or did not have time to pack their belongings. Many were separated from their families, and did not have proper food or accommodation. The journey was grim and exhausting, mentally and physically.

__Internment Camps - DBQ__ Q: Judging from the photograph, what was the government's attitude toward Japanese Americans? The soldiers are stiff and formal-looking, and are watching the Japanese Americans closely. The government's attitude was mostly distrust and dislike, and probably regarded them as dangerous.

10/10

//The Allied Victory in Europe//
 * Class 44: May 8th, 2012**

__Guided Reading__

__Video Comparison__ The Hollywood film is from the point of view of a soldier in the midst of battle, and shows the pain, suffering, and gruesome details of war. The documentary, on the other hand, is much more relaxed and is in a third-person point of view. There is sharp contrast between the two footage even when they are depicting the same scene; for example, when the soldiers are approaching the coast in ships, the Hollywood version shows fear, tension, silence, and a stormy weather while the documentary shows the relaxed, cheerful, carefree soldiers in amiable weather. I believe both videos are "true" in their own aspect. Each are not completely reliable on their own; the Hollywood film is obviously dramatized and the documentary does not show scenes of direct battle. However, there must have been elements of both easygoing and brink-of-death moments in the D-Day invasion. Therefore, both clips are true.

10/10

//War on the Home Front// 10/10
 * Class 43: May 4th, 2012**

//In-Class Progress// I read all the textbook pages assigned and completed the guided reading chart up to #5.
 * Class 42: May 2nd, 2012**

//Japan Seeks to Build an Empire & Pearl Harbor Classwork// 10/10

//HW Due: Hitler's Lightening War//
 * Class 41: May 1st, 2012**

//Classwork: 1940, The Battle of Britain//

__Battle of Britain Podcast Questions__ 1) What was Operation Sea Lion? Operation Sea Lion was Hitler's plan to invade Britain.

2) Why did the battle not look good for Britain? The Royal Airforce was heavily outnumbered and out-equipped by the luftwaffe.

3) What advantage did Britain have? Britain had the advantage of radar, which could detect the location, speed, and altitude of incoming enemy aircrafts.

4) What was Germany's mistake? Germany's mistake was that they raided Britain's major cities in retaliation to their provoking, which was raiding Berlin.

5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause? Infrastructure was destroyed, great fires happened, and hundreds of civilians lost their lives. However, the bombing aided Britain's cause because it gave them time to rebuild their aircrafts and strengthen the RAF with better strategies.

6) Why was the outcome of the battle of Britain significant for the Allies? The fact that Britain had held off Germany gave hope to the Allies, boosting their confidence. Also, it inspired soldiers from around the world that were against Hitler to join Britain's army, enlarging the military.

Q: Why were the British able to hold off the German invasion when they were militarily weaker? Britain was able to hold her ground against the Nazi’s relentless attacks, long enough so the Nazis gave up on invasion, despite the fact that she was militarily outnumbered. This success is mainly due to two reasons: radar, and the unity and patriotism of Britons. The radar technology was Britain’s “secret weapon”, which allowed radar station officers to detect enemy aircrafts. This early notice helped the pilots prepare for battle, and save fuel because it pinpointed which direction they should go. The use of radar allowed Britain to engage in efficient combat, compensating for their lacking resources. The unity and patriotism of the people played a large role in defending Britain as well. Men and women volunteered to serve in units such as the Air Raid Warden, Women’s Voluntary Service, Local Defense Volunteers, and Home Guard to help their country. They worked together to increase factory production, and maintain or fix airplanes. Also, residents in London during the bombing developed a sense of duty, staying to help the less fortunate rather than fleeing. For example, journalist Phillus Warner went through the bombing herself, and after a few weeks she wanted to be in London more than anywhere else to help the victims of bombing. With the help of radar technology and unity of the country, Britain successfully held off Germany.

Podcast notes? 8/10 Okay, I see them. 10/10

//Fascism Quiz// media type="file" key="9A-Cindy-Fascism.mov" width="300" height="300" Another great job. I really like how you organize your thinking so that you generally don't repeat yourself. You should consider a career in law! 10/10
 * Class 37: Apr. 20th, 2012**

//The Great Depression Oral Quiz// media type="file" key="9A-Cindy-GreatDep.mov" width="300" height="300"
 * Class 36: Apr. 18th, 2012**

You are really good at this, Cindy! 10/10

//The Great Depression//
 * Class 35: Apr. 16th, 2012**

__Station 1) Organizer__

__Station 2) Photo Essay and Headlines__ //International Herald Tribune// Rise of the Fallen: Surfacing Old Conflicts Thesis: The Great Depression does not stop from being simply an economic crisis; it is bringing back a trend of political problems the world has definitely seen before. Topic 1: Veterans of World War I are pressuring the White House for early payment of their bonuses. Topic 2: Tension between employees and employers are escalating, especially within General Motors and the United Automobile Workers of America (UAW). Topic 3: The American Communist Party is slowly but steadily gaining support, with tripled members and thousands of sympathizers.

//New York Times// Americans Backtrack in Development from the Great Depression Thesis: The terrible economic impasse is forcing Americans to go back in time in terms of their living conditions. Topic 1: Men fight with wild desperation to get hold of any kind of job to support themselves and their families. Topic 2: People are reduced to living in tents, makeshift huts, and freight cars. Topic 3: More and more hit the road away from their homes as the depression goes on, and some travel to camps.

Yes, well done. 10/10

//WW2 Started In Asia? Oral Quiz// media type="file" key="9A-Cindy-JapChina.mov" width="300" height="300" Yup, you nailed it. 10/10
 * Class 34: Apr. 12th, 2012**

//Russian Revolution Oral Quiz// media type="file" key="9A-Cindy-RussRev.mov" width="330" height="330" A good job after a little bit of a rough start. 10/10
 * Class 32: Apr. 9th, 2012**

//The Chinese Revolution and Japanese Imperialism//

__Station 1) Reading and Question__ 4. How did the Treaty of Versailles add to China's problems? China's main problem was that foreign nations held power and control over it, which spawned other troubles as well. A revolt led by the Kuomintang, or the Nationalist Party, added to chaos while a civil war in 1916 made the Chinese people suffer from famine and attacks. The Treaty of Versailles only added to China's problems by giving previously German-controlled parts of the country's territory to Japan, a much more ambitious power that later invaded Manchuria in 1931.

__Station 2) Chapter for History Textbook__

Japan developed at an incredible speed under Emperor Mutsuhito’s rule from 1867 to 1912. //*short informative box on Emperor Mutsuhito's life*// During this period, called the Meiji era - or “enlightened rule”, Japan adopted admirable aspects from leading world powers such as Germany, Britain, and the United States to incorporate them into its own system. By 1890, Japan emerged as a whole new presence, with advances in everything from infrastructure to public services and military and economic powers to match those of the world powers.

// two bar graphs comparing economic, military, educational, industrial growth before and after the Meiji era//

Naturally, Japan began to expand its influence through territorial expansion, just like the Western powers had done. In 1894 to 1895, Japan went to war with China when it invaded Korea against an agreement, and emerged victorious, gaining Taiwan and other island as new colonies. In 1904, Japan started the Russo-Japanese war. To the world’s surprise, Japan emerged victorious; it was the first time in modern world history when an Asian power had defeated an established European power. The next year, Japan attacked Korea and won complete control over it by 1910. Japan ruled harshly over its colony of Korea: it forbade the use of the Korean language and history, imposing Japanese language and history instead. It limited opportunities for Koreans by taking away individuals' land, and restricting businesses. These actions caused bitter resentment in Koreans who later began a nationalist movement.

// from map showing Japan’s acquisition of territory from 1890 to 1910*//

In the period of the Great Depression, which was from 1929 to the early 1930’s, Japan looked to create an empire, “The East Asia Co-Prosperity Sphere”. This was largely due to restricted access to world markets, as the world had split into trading blocks without Japan. When the Depression hit Japan, the suffering Japanese population started to doubt the abilities of the civilian government and politicians. They turned towards the military and supported their solution to acquire other territories to exploit their markets and alleviate Japan’s economic state.

// 222pictures of life in Japan during the Great Depression (of common people and military movements)*//

Japan began its war mobilization efforts by invading Manchuria in 1931. It invested vast amounts of money into its economy. This marked a significant change in Japan’s foreign policy, especially regarding Korea. Japan chose to take over Manchuria for several reasons: to compete in a geopolitic struggle with the world powers, to curb the advances of Chinese nationalist forces, to make use of the natural resources and raw materials, and to mobilize its labor force across the world. Japan invaded China once more in 1937, and after France collapsed, acquired bases in French Indo-China. These actions slowly led to war in the Pacific, eventually commencing World War II.

__Station 3) Videos + Mao vs. Stalin__ Mao and Stalin were both harsh and cruel dictators, and both were not very admirable national leaders. They had much in common; in fact, Stalin supported Mao and the Communist Party's rise to power in China. However, I would choose Mao as the worse national leader. According to historians, Mao did as much damage to mankind as Hitler or Stalin. Yet, his demeanor and personality was what made it worse. Mao and Stalin both started large-scale projects to improve the country's economy: the Five-Year Plan and the Great Leap Forward. They both came at an enormous cost of life, but Mao was the one who openly announced his heinous nature. He said that half the population's sacrifice might be needed for the project to succeed, and he actually said that death of the peasants had benefits because their bodies could fertilize the soil. While some people now know and can rationally think about Stalin's acts, the majority of China are still brainwashed to such a level that they are reduced to tears in Mao's home. I believe a good national leader should be open and honest to its people, and although both Mao and Stalin may not have done so, Mao was definitely the more deceitful of the two.

Very well done, especially the "textbook" article. 10/10

//The Russian Revolution//
 * Class 31: Apr. 5th, 2012**

__Station 1) Overview of Russian Revolution: Why Russia had a revolution in 1917__ The Russian Revolution occurred because of political incompetence. Czar Nicholas II, son of the oppressive Alexander III, continued his strong rule; however, he made bad decisions that angered the Russian people. First, he launched a program to industrialize Russia. However, the rapid industrialization produced problems such as poor working conditions, which led to frequent strikes and the appearance of revolutionaries. Also, defeat from the war with Japan left even more people in anger and caused them to go on strikes. Finally, poor leadership and decisions in World War I that cost countless lives sparked the revolution. Soldiers and citizens protested, eventually ridding the royal family, and a new government was established.

__Station 2) Primary and Secondary Sources: Video Watching and Podcast__ media type="file" key="9A-Cindy-Podcast.mp3" width="240" height="20"

__Station 3) Tools to Persuade and Motivate: Propaganda__

[]

1. What is the message that this poster is trying to get out to the Russian people? This poster was created during the Bolshevik Era, when the Bolshevik party was striving to keep their principles alive and was in need of public support. The title reads “Only the Red Army can provide us with bread", which was one thing the Russian people desperately wanted at that time. This poster is trying to say to the Russian people that the Red Army is the only one that is capable of giving food to the people; ultimately, it is asking for their support.

2. Do you find this piece of propaganda to be compelling? Why or why not? Yes, I do find this compelling. The abundant use of the color red in the poster emphasizes the Red Army. Also, the definite contrast between the first and second pictures conveys the thought that life will be drastically changed for the better under the Bolshevik party, shown by the fat tyrant turning skinny and the family looking wealthier and happier.

3. Make your own propaganda poster. //*turned in as hard copy//

//p. 424-427 Reading and Evaluating Decisions Question//
 * Class 30: Apr. 3rd, 2012**

2. How did the Treaty of Versailles reflect the different personalities and agendas of men in power at the end of World War I? The victors' desires reflected the personalities and agendas. Georges Clemenceau of France was very bitter and demanding towards Germany, as the majority of the war had been fought on France's territory and Germany was the most powerful out of the losers. Taking away Germany's territory, restricting its military, and requesting money showed that Germany's destruction was on top of the Allies, or France's agenda. David Lloyd George of Britain was also similar to Clemenceau. However, Woodrow Wilson of the US had different visions. He did not desire much from Germany, unlike Britain and France. Instead he proposed the Fourteen Points, with the idea of self-determination for countries behind them, and which were designed to ensure lasting peace in the new world. For example, the proposal for a League of Nations, that would act as an international decision-making body to ensure security in the world. What the empowered men wanted to get out of the Treaty of Versailles was a clear indication of their plans.

//Group Project Discussion//
 * Class 23: Mar. 7th, 2012**
 * today's meet link on Sarah's page*

//Map of European Alliances Questions//
 * Class 19: Feb. 23rd, 2012**

Q: 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?

Serbia might have wanted Bosnia and Herzegovina because Serbia was occupied by Slavs, and so was a good portion of Bosnia and Herzegovina. It wanted to absorb all the Slavs in neighboring regions, and increase its power by adding populace. Also, annexing Bosnia and Herzegovina would have connected the lands of the Allied Powers, and decrease the land of the Central Powers. Russia might have been interested in helping because Russia was also occupied by Slavs, and Russia would have wanted contact between the Alliances to become easier. Germany and Austria-Hungary would have resisted any moves for Bosnian secession from Austria-Hungary because first, it would have caused unrest and instability in the country, and also that would have meant losing land and people (especially since the people were of the same ethnic groups as their enemies) and thus decrease in power.

10/10

//Impact of Nationalism - extended classwork from class 15//
 * Class 16: Feb. 16th, 2012 (HW due)**

__Positive and Negative Impacts of Nationalism__ - overthrow of colonial rule - democratic government throughout the world - competition among nations pushing technological and scientific advances || - forced assimilation of minority culture into majority culture - ethnic cleansing (banishment or genocide) - rise of extreme nationalistic movements (ex. Nazism) - competition among nations starting wars || Q: Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence. I think that nationalism has had a more positive impact on the world. Nationalism is a sense of pride, belonging, or an emotional attachment to one's country. Although this concept is actually relatively young, it is driven so deeply into our minds and is so common that it is hard to envision the world today without it. While a synonym to patriotism, nationalism includes and can be used to denote the negative side of this sense of pride, which has happened often like shown in World War II. However, the idea of nations and nationalism has brought more good. For example, nationalism made people overcome their differences and united them, when any other incentives might have failed to do so. This also decreased disputes within different ethnic groups in the region, leading to more stability and peace. Also, this unification led to easier and greater advances and achievements, such as more power and wealth. Individual city-states of Italy, for example, would never be able to accomplish as much as the nation Italy because of their size that limits their influence. Apart from the size, the sense of pride became source of competition among nations that spurred more technological advances.
 * **Positive Results** || **Negative Results** ||
 * - citizens overcoming differences for a common good

__Types of Nationalist Movements__ 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words. The three types of Nationalistic movements are unification, separation, and state-building. Unification is when lands that are politically divided but culturally similar join to form a nation, such as the Italian states. Separation is when the Nationalistic force of a cultural group causes it to break away from or resist assimilation into another. Finally, state-building is when culturally different groups from a new state by accepting a single culture, such as the United States.

2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism? The empires probably lost much their territories and power, because empire were simply groups and regions under the rule of a single authority. Rising Nationalism in the annexed regions would have led to demand for independence and separation, and constant resistance would have weakened the authority and militaries of the empires.

__Case Study: Italy__ Political Cartoon "Right Leg in the Boot At Last" Questions 1. What symbol does the cartoonist use for the soon-to-be nation of Italy? The cartoonist uses a boot, the actual shape of Italy, as its symbol. It is being put on a leg of Victor Emmanuel II, king of Sardinia, who was annexing other Italian states and unifying Italy.

2. How is Garibaldi portrayed? Garibaldi is portrayed as rather lowly-looking, who is helping the king put on his boot. He has also laid his sword down, which gives him an impression of a defeated, no longer fighting man.

3. What does the title of the cartoon say about the cartoonist's view of Italian unification? The phrase "at last" in the title indicates that the cartoonist was anticipating the unification of Italy, and is either expressing approval or his correctness.

__Case Study: Germany__ 1) Flow Chart - Unification of Germany 2) Geography Skillbuilder Questions (p.263) 1. What was unusual about the territory of Prussia as it existed in 1865? The east and west parts of Prussia's territory were not joined, which is strange because usually territories are in one undivided clump.

2. After 1865, what year saw the biggest expansion of Prussian territory? The year 1871 was the biggest expansion, in which South German states and a small region conquered from France was added into Prussian territory.

3) Germany National Symbol The national symbol for the new Germany consists of an eagle, crossed swords, red ribbons, and the German word for "Germany". The eagle represents Prussia, who united Germany by war and conquest just like the bird of prey. The crossed swords and the blood-red color of the ribbons symbolize the violence involved to achieve the unity.

Works Cited Eagle Silhouette: [] Crossed Swords: [] Vector Ribbons: []

20/20

//India & Britain Case Study + Document Packet - extended classwork from class 14//
 * Class 15: Feb. 14th, 2012 (HW due)**

__Terms & Names__ 1. sepoys Sepoys were Indian soldiers that started the Sepoy Mutiny. They were the first to rise against the British to protect their own religious customs, which was the first nationalistic movement by the Indian people.

2. Sepoy Mutiny The Sepoy Mutiny was the revolt led by sepoys. Its occurrence itself serves as a symbolic act of the first tangible nationalistic movement, but its consequence also was a stimulating factor of nationalism. This rebellion caused the British government to control India directly, resulting in stricter regulations. The resentment of the Indians caused by this added to the nationalistic movement that was starting to grow.

3. Congress Party The Congress Party was the organized form of nationalistic and independence movements that was much more powerful than mutinies and reflected more Indians’ views. The party strove first for Indian rights, then self-government and independence, and later became very influential so the British government could not ignore its demands.

4. Mohandas K. Ghandi Ghandi spread the idea of nationalism to ordinary people, something political parties could not easily do. He did not simply raise awareness either; he made the people act in non-violent movements on behalf of nationalism, which were largely successful.

5. Muhammad Ali Jinnah Ali Jinnah empowered the Muslim League, and tried to work alongside the Hindu-based Congress Party for Indian independence. Although he failed to do so, both parties had the same objective, and the tension for independence and between the two parties grew so great that Britain had to grant India independence, albeit a separated one.

__Main Ideas__ 1. What were four factors that contributed to Britain's conquest of India? First of all, Britain had a more technologically advanced military that was much more effective than Indian militaries in combat, allowing easy victory. Also, India was going through chaos caused by two problems, which were internal conflict caused by warring kingdoms and political disorganization. The British were organized and united in their goals, which also allowed easy victory. Finally, Britain brought an efficient government system and laws, which allowed them to keep firm control over India and colonize it successfully.

2. What was the cause of the Sepoy Mutiny and what was its main result? The cause of the Sepoy Mutiny was the sense of threat the Indian soldiers - sepoys - felt about their religious customs being violated by the British. The immediate main result was tighter control by the British, but this was an important factor that fueled nationalism in the long term.

3. Which groups and ideas promoted the Indian independence? The Indian political elite educated in Western ideas and politics were the ones that promoted Indian independence, because they were the first ones to learn about the idea of equality such as democracy, and concluded they could have the same rights. They were the ones that formed political parties like the Congress Party and Muslim League that actively worked towards independence. Ironically, they were educated by their oppressors, the British, to aid them in their governing of India.

4. What were the four general principles of Ghandi's philosophy? One of Ghandi’s four general principles was to live as simply as possible, and staying away from material comfort. Another was to tolerate others’ religious beliefs. Yet another stated to always serve others, and the last was to battle injustice but in a non-violent way.

5. What role did Jinnah play in the partition of India? Jinnah became the leader of the Muslim League, which represented the minority of the Indian population; majority was Hindus, represented by the Congress Party. Although Jinnah tried, the two parties could not reach an agreement to satisfy the concerns of both. They ended up demanding different types of independence, and the Muslim League wanted partition. The British decided separation was inevitable and India divided with its independence.

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

7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H? The Constitution of India ensures equality to citizens of all classes, establishes rights, and abolishes “untouchability”. Indians of the lowest class would now have enjoyed human rights they did not have before, and not have to face discrimination anymore.

8. Using only the information contained in the documents, answer the following question: How would British colonization have a lasting impact on the people of India? Use examples from the documents to support your answer. British colonization would have both positive and negative impacts on the people of India. For example, as document H shows, the new constitution of India liberated Indians from the bindings of social classes, and guaranteed equality for all. Also, in document L, the standard of "poverty" rose a great amount after India's independence from Britain, and stated many Indians were "particularly proud of the persistence of their democracy", which was a political concept brought in by the British. However, there were negative impacts as well. Indian culture and economy was forever altered by British influence; it changed the native Indian cultures and customs, as shown in document J. Also, the independence and partition caused by oppression by the British led to further hostility between Hindus and Muslims, creating a dangerous environment like in document I.

__Critical Thinking__ 9. What were the causes of the cultural conflict between the British and the Indians? The sheer difference in British and Indian customs caused cultural conflict, especially because the British kept strictly to their own way of living as if they were in Britain. However, a greater cause was the Britons’ condescending attitude towards Indian culture. They assumed Indians were inferior, and refused to assimilate with them.

10. Identify both positive and negative effects of British Rule in India. Some positive effects of British rule were improved technology and living conditions. Britons built railroads and other infrastructure to expand transportation, and improved health standards and water systems. However, the negative effect was that India was exploited to meet Britain’s needs. The British changed the economy of India so it benefitted them; it produced finished products from raw materials that India supplied, then sold it back to Indians. Meanwhile, they prohibited Indians from developing competing industries, to keep them dependent and under-progressed.

11. How were Ghandi's four general principles effective in dealing wth a much more powerful Great Britain? Ghandi’s philosophies were effective in dealing with Britain because they were the exact opposites of the traits of Britain. India was no match for Britain in terms of material things, for example, such as wealth or weapons. Therefore, Ghandi’s philosophies nullified the advances Britain had by not combating them with India’s own. An example is one of his philosophies, which was to keep away from material pleasure. If Indians proclaimed a boycott on British goods, then Britain would earn less profit than they used to, and will eventually have to give in to the protestors’ requests.

12. For what reasons did Muslims demand a separate country? Muslims demanded a separate nation because the Congress Party, which was composed of Hindus, refused to reach an agreement nor work together. Muslims were the minority, and they could not get the Congress Party to agree to greater rights for them. The conflict between the two religious groups grew deeper and deeper until they wanted to be separate nations.

13. Why did the colony of India break up into four separate nations? India was split into two nations with its independence, Pakistan and India. Jinnah had been the leader of Pakistan, but after his death, East Pakistan declared itself a separate country - Bangladesh - as a result of military coups. Also, the island of Ceylon that was part of India became Sri Lanka.

20/20

//Global Impact of Imperialism - classwork extended as homework//
 * Class 13: Feb. 9th, 2012**

__Reactions to Imperialism__ Part 1: Table Notes - loss in the Opium War with Britain forced China to open its doors to trade met by Taiping Rebellion that aimed to make Utopia - empress Dowager Cixi’s efforts to modernize China failed due to the people’s unwillingness - this failure caused China to become a sphere of influence and attract more western nations aiming to imperialize - US urged the imperialist powers to pursue an Open Door policy in China to guarantee equal trading rights for all of them - foreign presence and influence sparked the Boxer Rebellion - the ultimate failure of this rebellion ensured opening of China’s markets || - complied to US’s threat to open its trade - new emperor Mutsuhito took over the previous one who had earned the anger of the Japanese people - new emperor tried to modernize Japan in his new reign, Meji Era (enlightened rule) and sent out missionaries to learn - successful modernization; new technology and won wars || - Spanish-American War caused by sympathy for Cuba, national assertiveness, need for a new market, and the encouragement of the media (jingoism) - USA’s victory in this war signified emergence of US as a global power and end of the Spanish empire - gained a Pacific empire - went from isolationism to imperialism for further growth and power, Protestant ideals ||
 * **China** || **Japan** || **United States of America** ||
 * - tried to keep a closed door policy

For Each Image: 1. Is this image pro or anti imperialism? How do you know? 2. What views of the native peoples are being communicated in each of the illustrations? 3. What views are being communicated about the Europeans/Japanese in their role as imperialists? 4. What is message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

China 1. This image does not have a stance, because neither China nor the imperialist countries are portrayed in a negative way. Rather, it is a simplified depiction of what is going on. 2. The Chinese are angered by the foreign nations claiming control over their nation but are helpless about it. 3. Again, there are no particular views about the imperialists; they are simply doing what they did in history but in the metaphor of cutting a pie. 4. There is no particular message of the author, maybe except for the fact that it caused the Chinese great anger.

Korea 1. This image is anti imperialism, because the suffering Korean man and the words "so obliging." criticizes the actions of the Japanese. 2. The view towards the natives, or Koreans, is rather sympathetic as it shows the distorted face under the Japanese man's boots and the feeble presentation of the treaty. 3. The view towards the Japanese is critical because they "stomped" through Korea during their imperialist presence. 4. The author is trying to convey that imperialism can come as an excuse of honoring a treaty and that it can cause suffering to the natives.

USA 1. This image is anti imperialism because it presents the personification of the imperialist western countries in a pompous way, and shows suffering Pacific countries. 2. It shows the view that the natives suffered under the western countries and imperialism was like their "burden", an irony to Kipling's poem "The White Man's Burden". 3. The view that America, Britain, and other European countries exploited the Pacific islands is shown. 4. The author is trying to say that imperialism was in fact a burden on the natives, not the imperialist countries'.

__Economic Imperialism__ 1. Feudalism and mercantilism were two economic systems that preceded capitalism. Review and summarize (in your own words) how they generated wealth. How does capitalism DIFFER from these two systems? Feudalism was a system of hierarchy in which the higher class provided land for the lower class, who in return worked the land and gave a percentage of the product to the higher class. Mercantilism was a system where a country earned profit by exporting more than importing. Capitalism is different from these two systems because it is a free market, where no government or social class is involved; companies are owned by individuals.

2. According to this lecturer, what forces drive capitalism? There are three forces that drive capitalism - free market, colonialism and imperialism, and the ability to use fossil fuel. The lecturer emphasizes that a creative, innovative, and productive system of market drives capitalism. Also, the efficient extraction of labor and resources from the acquired territories through colonialism and imperialism helped the fast economic growth of the imperialist countries. Finally, fossil fuel was a crucial part in running the machinery used to create profit in capitalism, because it was an energy source that could provide immense power in a short time unlike muscle power or fire.

Your analysis of cartoons is still somewhat superficial. Keep asking yourself "what else?" to dig deeper. Your definition of mercantilism does not differentiate between it an capitalism. 17/20

//Classwork: The Scramble for Africa// Task 1
 * Class 12: Feb. 7th, 2012 (HW due & Classwork)**
 * discussion ichat photos on Stella's page*

Task 2 1. Which countries controlled the largest sections of Africa in 1914? Britain and France controlled the largest sections of Africa in 1914.

2. Why do you think these countries had the largest area of Africa? They probably controlled the largest area of Africa because they were the first to claim and colonize them. They might also have been the most powerful out of all the countries that coveted Africa, and were able to defend their claim.

Task 3 (for the colonized) creation of tension and separation between ethnic groups that later led to civil wars and massacres
 * addition updated on chart below*

Task 4 1. What was the Berlin Conference? The Berlin Conference was where the great European powers and the U.S. met to divide Africa into colonial sectors among themselves.

2. What were the three outcomes of the conference? The three decisions made from the conference were: any sovereign power that wanted to claim territory had to inform other powers, any such annexation had to be validated by effective occupation, and treaties with African rulers were counted as sovereignty over that land.

Task 5 For Each Image: 1. Is this image pro or anti imperialism? How do you know? 2. What views of African and Asians are being communicated in each of the illustrations? 3. What views are being communicated about the British/ Americans in their role as imperialists? 4. What is message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

__Image 1__ 1. This image is anti imperialism, because Britain countries are portrayed as John Bull, its national personification, with a malicious expression and greedy hands across Africa. 2. Africa is viewed as a continent of resources; it has the words “Gold Fields” written over it. 3. The British are greedy people who only care about the profit Africa brings. 4. The author believes that imperialism is all about money, and the noble causes they talk about are all pretense.

__Image 2__ 1. This image is pro imperialism, because the British man is calm, dignified, and appears as a leader of the Africans behind him leading them into the light. 2. All the Africans in the picture are children, which implies the view that they were immature and undeveloped. 3. The British, as imperialists, are actually leaders who will bring a better future for the “lesser” people of Africa. 4. The author is implying that imperialists are doing this for the Africans, not for their own benefits, and that imperialism is a noble cause.

__Image 3__ 1. This image is anti imperialism, because it shows Leopold II, the king of Belgium, as a snake wearing a crown and an angry face. 2. The African who is being squeezed by the snake represents Congo, which conveys the view that they suffered greatly under the violent governing of Leopold II. 3. The view that Leopold II "squeezed" everything he could from Congo with ruthlessness is conveyed through the snake squeezing the man. 4. The author is conveying that imperialism is based on exploitation and cruel treatment of the natives.

__Image 4__ 1. This image is pro imperialism, because it indicates British superiority and pride such as in the second picture, and verses such as “It’s a sight that makes foreigners / Wish they were dead” and “W is the Word / Of an Englishman true”. 2. Africans and Indians are shown as frienTdly, obedient slaves who are aiding the Englishmen in their conquest. 3. The British are shown as more superior and intelligent than Indians and Africans, and depicted more as guides and tourists. 4. The author is trying to say that being an imperialist as a British is almost something taken for granted, and is encouraging imperialism.

__Image 5__ 1. This image is anti imperialism, because the it portrays the teacher - Uncle Sam - in a menacing manner, and shows elements of inequality for the Pacific countries. 2. The Pacific countries are depicted as dark-skinned children who are unhappy and worse-equipped than the white students in the back, which symbolizes their discontent about imperialism and unequal treatment from the whites. There is also an image of a dark-skinned man in the corner washing the windows, which shows that any education - or benefits in real life - is not going to benefit them after all in the long term. 3. The Americans seem strict and demanding, and sometimes use punishments and cruelty - the stick the teacher is holding - to handle the nations it imperialized. 4. According to the author, imperialism is essentially an unfair system where any benefits to the conquered countries will not aid them in their development.

__Image 6__ 1. This image is anti imperialism, because Germany, an imperialist country, is depicted as a menacing eagle wearing a crown, with its talons ready to grab the Africans below. 2. The view that Africans are protesting and clearly against imperialism is being communicated in the picture. 3. The Germans seeking to benefit themselves just like an eagle looking for prey. 4. The author is trying to say that imperialism is clearly not for the imperialized, but where imperialist countries satisfy their own wants.

__Image 7__ 1. This image is anti imperialism because the Americans are depicted as a businessman with obviously no interest in Lady Justice and the dying and suffering Philippinos. 2. The view that Philippinos are the victims of imperialism is apparent in the illustration. 3. The captions "civilization begins at home" emphasizes the underlying view that the US should start taking care of issues in its own land - namely slavery - before it tries to lead other nations, and that the Americans are not really civilized. 4. The author is implying that imperialism is conducted at the cost of justice, or the lives of innocent natives.

Several of the cartoons have been misinterpreted, so this is something you will want to continue to work on. 27/30

//Homework: Extended Classwork from Class 11// __Darwin Document Question__ Q: Do Darwin’s theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points. Yes, they perfectly apply to culture and society; humans are a type of species, so we inevitably have equal fundamental behaviors and qualities as other species. His explanations of natural selection is easily applicable to diversity of culture. According to Darwin, each individual organism is modified to better survive in its surroundings, and they are able to pass on those characteristics to their offspring. Is it not true, that as people adapt to their surroundings they develop particular habits or customs that are passed down, and become their unique culture later? Also, Darwin explains how in the struggle of all species to increase in number, the more diverse each individual becomes. One species - humans - also become more diverse in culture, which keeps them separated; but one difference is that humans sometimes fight due to the sheer existence of this difference, while the differences keep other species away from each other’s attention. In “Struggle for Existence”, Darwin’s theories are more applicable to Imperialism. In “Struggle For Life I”, Darwin states that we only observe the beauty and desirable traits and either forget or ignore the darker sides, using the example of songbirds that appear pleasing to human eyes but actually feeding on other life and becoming prey in reality. This could be applied easily to imperialism. The conquerors would be in favor of imperialism because they only see the glory of the successful soldiers, economic profit, and the increased power of their nation. However, they forget that much slaughtering and mistreating of the natives and suffering of their own soldiers was the process of the conquest. Another correlation is shown in “Struggle For Life II”, where Darwin explains that similar species compete more severely, constantly taking over one another. The species can be seen as nations during the era of imperialism. Different nations were in intense competition for imperialism, claiming every worthy piece of land to themselves in order to become more powerful than others more quickly.
 * survival of the fittest: the most fit race survives, namely the white people

__Age of Imperialism Notes Table__ - competition with other nations for political power - food and raw material - larger market
 * **Reasons and Justifications for Imperialism** || **Areas That Were Colonized** || **Impact of Imperialism** ||
 * __Reasons__

__Justifications__ - resources in more capable hands - indigenous people needed benefits of advanced culture - stimulation of national pride || Africa, Asia, Latin America || __Positive__ (for conquerors) development of their own culture based on their colonies (for the colonized) development of architecture and art based on their conquerors’ (for the colonized) development of sophisticated political parties and organizations

__Negative__ (for conquerors) more difficult and expensive to control their colonies later on due to their advancements (for the colonized) impoverished, mistreated, oppressed, and exploited by conquerors (for the colonized) creation of tension and separation between ethnic groups that later led to civil wars and massacres ||


 * Well done. I just would have liked you to notice that Darwin's theories do not fit with MODERN ideas of the equality of human dignity, or national sovereignty. They certainly WERE used as a justification for imperialism, and should be in your table as such. 9.5/10**

//"The White Man's Burden" Questions// 1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem? “The White Man’s Burden” was the white people’s duty to enlighten and civilize the “savages” living in their colonies. The first verse shows this; “send forth the best ye breed / go send your sons to exile / to serve your captive’s needs” is referring to the white people to send their best men to the colonies for a long time - or exile - to conquer and serve the “needs” of the natives to be enlightened. “Your new-caught, sullen people / half devil and half child” is the condescending view of the natives that the white people had.
 * Class 11: Feb. 3rd, 2012 (HW due)**

2. Do you agree or disagree with Kipling’s characterization? Why or why not? I disagree. It is true that the more technologically advanced European culture have benefits; longer and easier lives due to better medication and various machines. However, it is definitely not their duty to civilize these “savages”, especially when they don’t want it, and also wrong to judge them as being savage when they have found their own way of living and structuring society. Difference does not mean inferiority.

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. They were supremacists; they thought of themselves superior of everyone else, especially dark-skinned people. Once again, it is shown in the first verse, and also the last verse “have done with childish days / the lightly proffered laurel / the easy, ungrudged praise / comes now, to search your manhood / through all the thankless years / cold, edged with dear-bought wisdom / the judgment of your peers!” has a haughty feeling, perhaps what the conquerers might be feeling after the successful colonization.

4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not? No, it is not an example of the White Man's Burden, although there are striking similarities. The American and European teachers at KIS lacks the sense of duty, which is the principle that makes "The White Man's Burden" what it is; they are here because they are paid for their job, not because of some sense of patriotic duty. However, the white teachers are at KIS to "raise up" mostly non-white students, just like what Kipling stated what the duty of the British were.

Good answers! 10/10

//Textbook Questions on the Effects of Industrialization// 1. Why would Andrew Carmegie and Fredrich Engles disagree about the effects of industrialization? Camegie is in favor of industrialization, because he sees the economic benefit that it brings. Industrialization has provided America with the best home market, and puts it in the lead of the competition in the international market. On the other hand, Engles is opposed to the “side effects” of industrialization. He recognizes the social problems, such as people being mistreated and being forced into horrible poverty. Although they are looking at different aspects of the effect of industrialization, they will definitely disagree with each other’s views.
 * Class 10: Feb. 1st, 2012 (HW due)**

2. What might be reasons for 16-year-old Mary Paul's satisfaction with her job and life in Lowell? Paul may be satisfied with her job and life because she has suffered or observed worse conditions earlier. She might have witnessed children burdened with the same workload as adults, starving, or being abused in their workplaces. After those experiences, she will know that her life is not the best - since she does not sound entirely enthusiastic - but will be grateful for what she currently has, unlike some who are in worse situations than her.

3. Why might the political cartoon by Walter Crane be useful in getting workers to rally to the cause of socialism? This political cartoon is very straightforward; it blatantly depicts the suffering of the working class in a rather radical analogy of a bat sucking a laborer’s blood. This image will stir up accumulated anger in the worker’s minds, and maybe satisfaction as well at their views being depicted so clearly. Socialism is seen as the angel coming to rescue them from the horrors of capitalism; the workers would be more than willing to fight for a cause that will free them.

You have not explained WHY Engels and Carnegie would have viewed things so differently! 8.5/10 Where are your Cornell Notes pp 304-306, 308? 0/10

//Four Questions on Communism// 1. Would Marx have agree that these countries were "communist"? No, Marx would not see these countries as communist. His view of communism was a classless, perfectly equal society. Most of these countries are characterized by tyrannical governments, and a huge economic and social gap between the few select elites and majority of citizens.
 * Class 9: Jan. 31st, 2012 (HW due)**

2. What has happened to the "communist" world? Many of the countries that have identified themselves as communist are no longer so; only China, Cuba, Vietnam, Laos, and North Korea are still self-proclaimed communist states. However, even these countries are undergoing significant change. They are no longer entirely dictatorial and are adopting new political and economic reforms and plans; for instance, China. It is now a rising world power and economic leviathan, and some people even do not see it as a communist state anymore.

3. Why do you think this has happened? The theory of communism is just a theory; it cannot function as planned in the real world. For it to work, the people have to be without greed nor visions - “from each according to ability, to each according to need” -. It would be difficult for communist states to undergo significant growth, and that would be a disadvantage especially in the modern world where technology is developing rapidly and the countries are competing against each other in the international market.

4. What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized because of the Union movement and reform laws? First, there definitely was a gap between the rich and poor, it just did not expand to the critical point to where Marx had predicted. However, the Union movement and reform of laws helped greatly to reduce this gap, and form a better society. I believe that these reforms shaped a more “civilized” industry; the brutal working hours and conditions, even towards children, low payments, and lives ruled by the machine was starting to become more like slavery. I am thankful to these changes because the world would not have developed this fast without them.

//Photo Essay Comment// The pictures and information did and did not surprise me at the same time. Due to my prior knowledge of the Industrial Revolution, I was aware that women and children were forced to work in factories and became the supporters of their family. Also, I understood that the factory owners would prefer cheaper labor sources as to maximize their gains. What surprised me was the extend of this greed and its results. Children that should be outdoors playing or receiving educations are cramped in hot, unsanitary spaces and forced to work the same amount of time as adults. The picture showing two boys working on the spinning frame really showed me that these children were too young to undergo what they did. Also, they were under abuse - and they probably could not voice it, due to the fear of losing their jobs. It reminded me that the Industrial Revolution did benefit humanity greatly, but at a price.
 * Class 7: Jan. 25th, 2012 (HW due)**

//Industrial Revolution Reading & Question// //The Industrial Revolution, and the urbanization that accompanied it, have been described as a mixed blessing. To what extent to you agree with this statement?//
 * Class 6: Jan. 19th, 2012 (HW due)**

I believe that the Industrial Revolution has indeed been a mixed blessing, but the benefits outweigh the costs. The Industrial Revolution was the change in goods production from handmade to machine-made, which began in England in the 18th century. Along with the urbanization - or the formation of highly populated cities -, it was an event that completely changed the way of life. First and foremost, it contributed to the welfare of the entire nation. It promoted technological progress and more inventions, and increased the efficiency of production of goods, and as a result, brought England great wealth. Also, it increased the standard of living for every class, allowing them to live in greater “wealth and health”. Members of the middle class enjoyed lives as luxurious as those of landowners and aristocrats, and although the working class labored in atrocious conditions for a long time, they eventually won higher wages, shorter work hours, and better conditions. Finally, the urbanization that accompanied the Industrial Revolution resulted in the creation of more highly populated, specialized, and cleaner cities. Urban areas underwent enormous multiplication in size, and in the process, suburbs also developed as some left the crowded cities. Many cities specialized in one industry to maximize profit and efficiency. The living conditions were horrible in the beginning; due to the sudden population rush, there was no time to organize sanitary systems or building controls, and many people died due to epidemics and lack of clean housing or water. However, eventually, as lives of workers improved, living conditions improved as well. Although many suffered and died in the period of development of the Industrial Revolution, it was a movement that forever changed the ways of living, and the beginning of modern technological advancement.

//Invention Mind Map// media type="custom" key="12127742"
 * Class 5: Jan. 18th, 2012**

=**FIRST SEMESTER ** =

//Congress of Vienna Questions// 4. Why did Napoleon’s empire collapse? Napoleon’s empire collapsed because of the mistakes he made. He wished to expand his empire by invading other countries and crushing his enemies, but in the process, he made poor strategic decisions that weakened his empire. His first mistake was banning all trade between his empire and Britain. The block was unsuccessful; smugglers imported British goods around the blockade. Also, Britain set up its own barrier around Europe using its powerful navy, and the French economy grew weak as a result. Another mistake was that he made his brother the king of Spain. The Spanish people were strongly opposed to this; it provoked their nationalism, causing them to fight back. The Spanish were also afraid that their Catholic Church might lose its power under Napoleonic rule. Napoleon lost many troops to the Spanish guerilla fighters. His last mistake was that he invaded Russia. As napoleon advanced deeper into the country, the Russians conducted the scorched-earth policy, leaving no food nor water behind. When Napoleon’s army reached Moscow, the city was barren. He headed back to France after five weeks in November, and the cold killed most of his army. Napoleon’s empire fell due to his poor political decisions.
 * Test Prep Class: Nov. 14th (HW due)**

5. What were the goals of the Congress of Vienna? The central goal of the Congress of Vienna was to establish collective security and stability in whole of Europe. During the Congress, Klemens von Metternich, the foreign minister of Austria, proposed three goals to achieve peace. The first was to surround France with powerful countries to contain France’s power. The former Austrian Netherlands and DUtch Republic united to form the Kingdom of the Netherlands, German states joined together in the German Confederation, and the Kingdom of Sardinia was strengthened by the addition of Genoa. The next goal was to restore a balance of power between the nations. The other nations did not punish France so severely because they feared revenge and a possibility of a stronger nation. Therefore, France was left as a major but diminished power of Europe. The final goal was to restore the royals back to power, which was called the principle of legitimacy. Ruling families of France, Spain, and several states of Italy and Central Europe regained their throne. The members of the congress believed that former monarchs would stabilize political relations. The goals of the Congress of Vienna was to create collective peace in Europe by surrounding France with strong nations, implementing balance of power, and restoring former monarchs to their thrones.

//Revolution Poster Image Choice Explanation// I chose the outline of a soldier with a read heart for the quotation "You can kill a revolutionary but you can never kill the revolution." because the outlined soldier represents the people who died for the cause of the revolution, but the red heart symbolizes the spirit of the revolution that stays alive.
 * Class 40: Nov. 29th (HW due)**

//Most Enlightened Despot Glogster: Peter I The Great// media type="custom" key="11338368" width="120" height="120" Link: []
 * Class 37: Nov. 17th (HW due)**

//Absolutism Questions//
 * Class 36: Nov. 16th (HW due)**

1. What is absolutism? Absolutism is a political system in which a monarch rules with absolute and limitless power over his state.

2. Explain the justification for absolutism referred to as the 'divine right of kings'. Absolutism was justified by the ‘divine right of kings’, which stated that monarchs had the right to complete power, as they were God’s representatives on Earth. Since they were God’s representatives, challenging them would be like challenging God, which made the monarchs subject to no earthly law. Bishop Bousset of France, for example, was a key figure in explaining the divine right of kings. He stated that since the monarch was God’s terrestrial representative, their decision became law, just like God. Another strong supporter of the divine right was King Louis XIV of France. He firmly believed that he was God’s lieutenant on Earth, and although he performed his job as king well, he was ruthless to anyone who questioned his authority. His reaction towards doubt of his power is a clear demonstration of the divine right. The divine right of kings asserted that monarchs had undivided power, and was supported by important political figures such as Bishop Bousset and King Louis XIV.

3. List the causes of the rise of Absolutism in Europe. Absolutism became a dominant political theory in Europe due to many reasons. Mainly, however, absolutism rose because people supported it, seeing that it was the most beneficial option. After the 14th century, which was an age of conflict and turmoil, people opted for a dominant monarch, because it would help to restore order quickly. Also, the Protestant Reformation contributed to the popularity of absolutism. Papal influence on politics had weakened, which left secular matters less stable than before; a powerful ruler was needed to guide politics effectively. Furthermore, merchants contributed to the spread of absolutism; autarky - or self sufficiency - brought incredible wealth and success, and the merchants regulated the entire economy and industry to maintain that flow of wealth. Absolutism became popular in Europe due to multiple reasons, as stated above.

4. Explain briefly how absolutism developed in... Spain: King Philip II mainly practiced absolutism in order to manage the vast territory of the kingdom.

France: Absolutism was offered as a replacement for an aristocracy that had previously sent the country into internal conflict.

England: The Tudor dynasty, although absolutist, worked with the British Parliament to improve their power and living conditions of their citizens.

Russia: Absolutism had existed in Russia before, but was enforced by King Peter I, who used it to fight expansion wars and improve industries.

//Speed Dating Video// media type="youtube" key="T0vsF6x1m4o" height="315" width="560"
 * Class 35: Nov. 14th (HW due)**

//The Explorer's Journal: Port 4// __Edicts: APPARTS__ Author: The author of this text - the Sakoku Edict of 1635 - is Tokugawa Iemitsu, the shogun of a feudal regime established by Tokugawa leyasu and ruled by the Tokugawa family. Tokugawa lemitsu’s views will probably reflect the views of Tokugawa Ieyasu, and he would have been opposed to most of Hideyoshi’s ideas because he refused to respect his successor. Therefore, he would be going for closing the doors of Japan and focusing on their own matters. Place and Time: This Sakoku Edict was issued in 1635. It was most likely issued in the capital of Tokugawa shogunate, which is Kyoto, Edo. Prior Knowledge: Tokugawa Ieyasu, the founder of he Tokugawa shogunate, was a general that was defeated by Korea and was returning home during Hideyoshi’s plans to conquer China. He refused to let down his dignity by following the orders of the little boy Hideyori, who was Hideyoshi’s only successor. He defeated the group supporting Hideyori, then claimed the seat of the shogun, the commander of the army. The era they ruled is known as the Edo period. The Japanese was introduced to European merchants and technology in the early 1500’s, and welcomed the Europeans. Shortly after, missionaries began arriving and converted many Japanese into Christians. Tokugawa Ieyasu was upset by this and expelled missionaries out of the country, as well as persecuting Christians. Later, following shoguns realized that completely closing Japan’s doors could effectively keep out the further spread of Christianity, and started the closed country policy. Audience: This was written for the two bugyōs - or commissioner - of Nagasaki, a port city in southwest Japan. Clearly, this text is formal, so it would not have included any lies or misconceptions; just the straightforward laws Japan would follow, written by Tokugawa Iemitsu. It was also probably for the Europeans who were trying to come in contact with Japan, since it was sent to officials in a port city. Reason: The main reason why this was written is to show anyone who tries to be involved with Japan that Japan will not respond. It was also to teach the two commissioners about what new seclusion laws will be imposed and what they should do. The Main Idea: The main point of this source is that Japan will separate themselves from the world, preventing foreign goods, people, and religion from entering the country. Significance: This source is important because it is proof that Japan chose to isolate itself, not forced to. Also, Japan chose to isolate itself not because of trade, but religion. The shoguns felt threatened not by the merchants, but by the spread of Christianity, and was scared that Japan’s traditions would die out. //Works Cited// http://www.youtube.com/watchv=l3YD5BZqF0I&feature=player_embedded Modern World History Online Edition p. 111~113 Video Questions
 * Class 28: Oct. 27th (HW due)**
 * Port 4 **

__Video Questions__ 1. Who was "the Bald Rat"? The “Bald Rat” was Toyotomi Hideyoshi, the ruler who brought Japan under one unified government. 2. Where did Japan hope to build its empire? Japan hoped to build its empire in China. 3. What stopped it from building its empire as planned? Japan’s unexpected defeat in the war against Korea, the loss of Hideyoshi’s global vision, and the ordered death of Hideyoshi’s successor stopped its plans of building an empire in China. 4. Why didn't they try again? They did not try again because Hideyoshi was devastated by the failure of his plan and could not bring himself to attempt it again. Also, after Hideyoshi, the new government adopted an isolationist stance.

__Qianlong: APPARTS__ Author: The author of this text was the Emperor Qianlong of China, the sixth emperor of the Qing Dynasty. He reigned during the 1700's, and had a condescending attitude towards Europeans because of their status in the 1400's. Place and Time: This letter was written in 1793 in response to King George III of England's request for trade privileges. It was probably written in Beijing, the capital of the Qing Dynasty. Prior Knowledge: In the early 1400's under Emperor Zhu Di, China experienced its Golden Age. It was the strongest power in the world, and dominated the sea as well. Meanwhile at that time, Europe was still in its dark ages, and was far behind in technology, art, studies, and many more aspects. Zhu Di considered them unworthy of invitation to his royal party, but after his reign, China remained isolated for about 300 years and was fairly stagnant in its development. During that time Europe experienced its Renaissance, Scientific Revolution, the Reformation, and more advances. When Europe returned to China after 300 years to request trade, Europe was actually more advanced than China. Audience: This was written for King George III; therefore, it has a formal look but the text is actually quite offensive and disrespectful, shown from phrases such as "...including your country's barbarian merchants..." and "our Celestial Empire". Although it was written for one specific king, it probably reflects Qianlong's response to other countries that requests the same things. Reason: The reason why Qianlong wrote this letter is to express to European countries that China will not accept the British ambassador's request for free trade and opening of further ports beyond Guangzhou. The Main Idea: The main idea of this source is that China will not consider England as equal trading partners, and defiance of this view will result in immediate banishment of the ships and merchants. Significance: This source is important because it shows that the reason why China did not want association with European nations was because it thought of itself to be the most superior nation, and trading as equal partners with European nations was condescending. //Works Cited// http://www.history-of-china.com/qing-dynasty/qianlong-emperor.htm

//The Explorer's Journal: Ports 1, 2, 3 (Partner: Alissa)// __Cornell Notes__
 * Class 25-28: Oct. 20th-Oct. 27th**
 * Affidavit turned in as hard copy
 * Port 1 **

__The Age of Exploration: Would You Go?__ 1. What possible rewards might come from exploring the seas for new lands? We might find resources and riches like gold, jewels, and exotic native materials that will benefit us. We might also find territory placed in good locations for trade or war, or organisms we have never seen before, and new sea routes. Also, if we are lucky enough to meet people living in the new lands to guide us, we might be able to gain more information from them.

2. What are the risks involved in embarking on a voyage into the unknown? There is a huge risk in going into the unknown. We might get lost on the sea, face violent storms, and never see our families again. Even if we made it to land safely, there might be hostile people already on the new lands that will attack us, or dangerous creatures. Also, because of the foreign land, we might get trapped in valleys or mountains, or eat poisonous things accidentally. The primary danger is that we don’t know what’s coming and we can’t prepare for it.

3. What will you do if you actually run into other people? If we run into other people, we will try to communicate with them and convince them to let us explore the new lands. If they don’t welcome us we will fight to take over the new land. Also, if we run into ships of rivaling countries going for the same land, we will fight and chase off that ship as well.

__Before You Leave__ Tool: sextant A sextant is a instrument for measuring the angle of elevation of natural objects visible in the sky (sun, moon, stars) to determine one's location on the ocean in terms of latitude and longitude. Invented in the 1700’s, it could also be used to measure the angle between any two objects.

__Mapping Voyages__
 * Port 2 **
 * turned in as hard copy

Works Cited http://www.ianchadwick.com/hudson/hudson_overview.htm http://www.robinsonlibrary.com/geography/geography/discoveries/magellan.htm http://www.englishare.net/World%20Lit/WL1--Lesson27-Lecture.htm

__Voyages Information Chart (citations included)__

__Atlantic Slave Trade Questions__ 1. Identify the causes of African slavery. There were three main reasons why Europeans started African slavery. A cheap and extensive labor source was needed for plantations, but Native Americans were not an option for the Europeans because most of the population had died during the conquest. Therefore, Europeans turned to Africa, and discovered that Africans met the requirements for such a work source. Africans were immune to European diseases; they have been exposed to some before and have developed a resistance. Most Native Americans had died from diseases, but now the Europeans would not have to worry about majority of their laborers perishing from illnesses. Africans also were experienced in farming. This meant that plantation work could be taught to them easily, increasing the effectiveness of plantation businesses. Furthermore, Europeans speculated that Africans would have difficulty escaping. The land outside Africa were completely new to them, so they would not know the geography nor native tribes to shelter them. Also, their distinctly dark skin color would make identification and capture easy, if they should escape. Africans were enslaved because Europeans found their characteristics suited to the job: immunity to European diseases, experience in farming, and difficulty in escaping.
 * Port 3 **

2. Explain the Triangular Trade Route. The Triangular Trade was a system of three-way trading between the Americas, Europe, Africa, and the West Indies that exchanged specialized goods produced from each region. It is not a single fixed route, but a system of different routes that all connect the three regions listed above. There two major routes to the Triangular Trade. One was where Europeans transported manufactured goods to Africa, merchants there exchanged those goods for African slaves, and slaves were then transported to the West Indies to be sold. Merchants bought goods like sugar, coffee, and tobacco in the Indies and carried them back to Europe. Another was where merchants carried rum and other products from the Americas to Africa, where they exchanged those for African slaves. Then then merchants transported the Africans to the West Indies, sold them for molasses, and sold them again to rum producers in the Americas. Another detail about the Triangular Trade was that slave trade was a significant part of it. The route that carried captured Africans to the West Indies came to be called the middle passage. It was described as extremely cruel and brutal, and many died on the journey. The significance of the triangular trade was that it benefitted all of the three regions involved in it, and contributed to the accumulation of their wealth. Europe received crops and raw resources, Africa received manufactured goods, and the West Indies and the Americas received slaves. Overall, the Triangular Trade was a network of trading between four regions with slavery being an important component, and benefitted the economy of all participants - except for the slaves!

3. Identify the consequences of the slave trade. The slave trade dramatically changed many things of part of the world. It had consequences on both the regions they were sold to and their homeland, Africa. Generally, its result in Africa was negative, while in the plantations it was beneficial. The slave trade reduced the population in Africa because so many were taken away as slaves, and weapons traded for the slaves to the remaining Africans were used in civil wars between tribes, killing significant numbers. In the places where the slaves settled, they made plantation owners incredibly wealthy. They brought agricultural techniques, and provided intense and cheap labor. Finally, Africans left a mark on the long-term population of their residences. Most were unable to return to Africa; thus, they settled there, and influenced the African population living in those areas today. The slave trade’s impacts include population reduction in Africa, increase of wealth of plantation owners, and influence of the long term populations in their residences.

__Cornell Notes__

//See, Think, Wonder// I see a man floating, surrounded by many others. I think the man in the air is a god and the naked man is a human. I wonder why their fingers are not touching yet.
 * Class 14: Sep. 19th, 2011**

//China's Age of Exploration II// Image 1: Countries with More than One Million Muslims From this diagram, I learned that some countries where I thought the number of Muslims would be extremely little actually have more than a million. Some of the countries I did not expect were Russia, China, the UK, and Egypt.
 * Class 13: Sep. 9th, 2011**

Image 2: Zheng He's Voyage Zheng He's fleets traveled a surprising distance and to a surprising number of regions. I had not known that the exploration reached places like the Persian Empire, Arabia, and Africa. China's naval technologies were once again astonishingly advanced during the golden age.

The Forbidden City Video The imperial palace was actually more detailed and bigger than I had imagined. There were numerous gates leading to even more gates before they reached the main gate, and there were so many buildings inside the palace itself. Now I am able to imagine how much and how long the workers would have toiled to finish the construction.

//China's Age of Exploration Guided Reading//
 * Classes 10-12: Sep. 2nd~Sep. 8th, 2011**

Image 1: China's Treasure Fleet vs. Santa Maria This image made me re alize to the full extent how massive China's treasure fleets were, which was hard to visualize from the text. It showed me how developed China's naval technologies at the time compared to Europe.

Image 2: Map of Europe in 1400 If the rulers were invited, they would have come from western Europe; specifically, from the German Kingdom, the Roman Empire, Kingdom of Naples, and the Kingdoms of England, France, Castille, and Portugal. They would have sailed westward and across the Atlantic Ocean to China.

Image 3: Territories of Dynasties in China This map clearly shows the series of kingdoms in China's history in each dynasty or period of time**.** It showed me that the size of the empires grew almost continuously, excluding the periods of war.

Image 4: The Silk Road The Silk Road passes through the following present-day countries: Turkey, Syria, Jordan, Iraq, Kazakhstan, Iran, Turkmenistan, Uzbekistan, Afghanistan, Pakistan, Tajikistan, Kyrgyzstan, and China.

Image 5: European Urban Population Map The population of London in the 1400's was about 250,000, and the soon-to-be-built city of Beijing would hold fifty times of that population, which is about 12,500,000. This made me realize how massive Beijing was and how grand Zhu Di's visions were.

Image 6 & 7: Beijing City Map & Modern Map of China Beijing has changed a great deal since Zhu Di's rule. The Forbidden City has now changed into the Palace Museum, but still exists; also, The Temple of Heaven is still preserved. The body of water west of the Forbidden City is still there. However, the walls that Zhu Di constructed are now gone and is replaced by numerous road systems. Also, the path of the water seems to have changed; in Zhu Di's time, the river skirted the city walls; but now, there are no rivulets but numerous lakes and ponds instead.

Image 8: The Great Wall If the Great Wall extended 6,400km due west of Beijing, it would end on a point about 300 km above Baghdad, Iran.

Image 9: Prime Meridian If Zhu Di had been successful in this aim, all the maps in the present would look very different. It is hard to imagine how atlases would look like.

Image 10: Grand Canal The Grand Canal sped up the construction of the Forbidden City, and was incredibly advanced for that time; I was very surprised by the technologies China had to built this canal. However, in my opinion, Zhu Di's greatest achievement is the collection of knowledge. He advanced China's technology and knowledge to an incredible extent. It would not have been easy to create and organize an archive with so much information; yet Zhu Di accomplished it and turned Beijing into a capital of knowledge.

//The Muslim Empire and the Renaissance in Europe//
 * Class 9: Aug. 30th, 2011**

The Muslim World grew enormously in size, while Europe was going through "The Dark Ages". This shows that the Muslim Empire was extremely powerful, and was indeed able to hold and share the knowledge with Europeans later on. = =

=Family History Project =

**Written Secondary Source **

 * Description:** The first photo is a copy of an article from a music magazine (title unknown) about Chong-Pil Lim written by the president of The Korean National University of Arts at that time, shortly after Lim's success in the 7th National Horugel Piano Competition. This article is a secondary source because it was not written at the time of the competition.
 * Significance:** This article is not about the Horugel Piano Competition, but is praising Lim's talent in another concert given after the competition, which proves that Lim continued on pursuing his musical career after the competition. There is also a portion in the third column that talks about his period of depression, and the fact that he was able to overcome it.

**Unwritten Primary Source**

 * Description:** This is a photo of Chong-Pil Lim (my father, middle) with his grand prize at the 7th National Horugel Piano Competition Awards Ceremony with his brother's family. It is a primary source because this photo was taken at the day of the ceremony.
 * Significance:** This photo proves that Lim actually won and was present at the awards ceremony for the competition that was a final stabilization of his determination to pursue his career in music.

**Oral Secondary Source (Interview)**
media type="youtube" key="X6B8KOZIJek" height="345" width="560"
 * Description:** This is an interview with Chong-Pil Lim's older brother, Chong-Ryul Lim. He talks about what state of mind Chong-Pil Lim was in before he won the Horugel Competition, and how the winning impacted his family history. This interview is a secondary source because the event is being recounted by another person other than Chong-Pil Lim.
 * Significance:** This interview with Lim's close family member proves that he went through a period of depression in which he thought to give up piano. This interview also allows viewers to examine what the impact of the event was like to Lim directly, and also to his family which would come later.

Written Recount of the Event
Chong-Pil Lim was a student from a poor household who learned to play the piano from sympathetic teachers who offered free lessons. Around 1977, he was going through a period of depression for several reasons; he felt like his skills were being underrated, and felt frustrated that his financial challenge prevented him from receiving better lessons, as inferred from the interview with his older brother, Chong-Ryul Lim. During that time period, he even considered finding another path for his future. Then he won the grand prize in the 7th National Horugel Piano Competition, as shown in the second photo, which erased all thoughts of quitting music and he decided to pursue his career in piano further. The picture of an article about a concert in which he made his debut later on is provided above, as proof to the fact that he continued studying music.

//Turning Points in Pre-Renaissance World// Partner: Alissa
 * Class 7**

//The Many Hats of Historian//
 * Class 4**

Cindy, please do not use surnames on the wiki! It is not private.

Please post all work directly on the wiki, rather than uploading as a pages document please, as this makes grading easier.

As we took this up in class, it should be clear what you needed to improve. 8/10