Patrick's+World


 * Afghanistan Timeline-Patrick, Michael, Peter, 5/25/12**



10/10


 * Vietnam and Korean Wars Venn Diagram, 5/22/12**



10/10


 * Patrick and Michael World War II Debate, 5/22/12**

media type="youtube" key="yCa-nBlz0Hs" height="315" width="560"


 * Five Underlying Causes of the Cold War, 5/18/12**

1. Disagreement between Soviet Union, USA, and Britain on how they should run countries. Soviet union favored communism, Britain and USA favored democracy. 2. Distrust between Soviet Union and it's allies. 3. Death of Roosevelt, Truman replacing him as president. 4. USA creating atomic bomb 5. Soviet Union expansion feared by other countries


 * Most Significant Historical Event, 5/18/12**

The Space Race was the most significant historical event because it shaped a major portion of the world that we live in right now. The advanced weapons, communication, knowledge, and technology that we have right now are due to the Space Race between USA and the USSR which allowed more knowledge to be discovered. Also, due to the Space Race, we now have two important subjects, science and mathematics emphasized in schools. By boosting the level of our technology, communication, and education, the Space Race was the most significant event, for it is something that was definitely needed to shape our world right now.


 * Goals of Establishment Chart, 5/18/12**


 * **Establishments** || **Goals** ||
 * United Nations || To ensure security to world wide nations as well as keeping peace among them ||
 * The Marshall Plan || To help rebuild the European economy and to help Europe recover after WWII. Also, to reduce the support of communism by those people by giving them jobs, money, food, and homes so that they didn't need communism. ||
 * Warsaw Pact || For Soviet Union to match up against the NATO alliance formed by USA, Canada, West European nations ||


 * Cold War, Page 19 Questions ABC, 5/18/12**

A. 1. Due to the intense heat, shock wave, and wind caused by the nuclear weapon, the house was completely incinerated and obliterated. There would not be any trace of it left at all.

2. If a whole town was hit by an explosion like this, there would not be any trace of it left except for the ruins left behind by the nuclear weapon. Almost everything would either be destroyed, or melted due to the intense heat. People would be incinerated, or if they survived, barely recognizable as a human being. From the point of the explosion, the force of the nuclear weapon will radiate out to a far distance, leaving a huge circle with barely any traces of the town left.

B. 1. I think that these people wanted the government to 'ban the bomb' because they were afraid of what the bombs might bring them. As information about the effects of the atomic bomb spread, people began to fear of what might happen to them if they were targeted. To exacerbate the situation, their fears grew even more when they learned that countries were working on making even stronger nuclear weapons. The idea of destroying a city, or even a country in a matter of minutes with these weapon terrified people. The reason these people wanted the government to ban the bomb was for their own safety.

2. I think that there was such a wide range of people in the CND because the nuclear weapons would effect everyone, regardless of age and gender. These people already learned about what happened to Japanese citizens when the atomic bombs were exploded in Hiroshima and Nagasaki, therefore knew that if they were targeted by a nuclear weapon, every single citizen would be in danger.

C. The USA needed to defend against the USSR if they went to war. The USSR were also building their own weapons, and developing them to higher levels. The people of the USA were worried that there would be a 'bomber gap' and a 'missile gap' between them and the Soviet Union. Therefore, the USA could not allow the USSR to have better weapons than them because it would put the Americans at a huge disadvantage. Instead of banning nuclear weapons, USA had to develop them faster than the USSR, so that they would have an advantage against the Soviet Union.

10/10


 * WW2 Aftermath Paragraph, 5/16/12**

"Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking."

No, I do not think that it was right for the Allies to try only Nazi and Japanese leaders for war crimes. This is because I think that if people should be tried for war crimes, then all major supporters of the war responsible for the deaths of many people should be tried. The Nazis and the Japanese weren't the only main leaders of the Axis forces. There was also Italy led by Mussolini. The Italians led by Mussolini were also responsible for the deaths of many people, and were also fascists just like the Nazis. Therefore I do not think that it is justifiable to say that it was right for the Allies to try only Nazi and Japanese leaders for war crimes, when there were others out there who were also responsible for the deaths of many people.

Venn diagram turned in hard copy. 10/10


 * Thoughts on Holocaust Videos, 5/15/12**

__Twins__

I knew that victims of the Holocaust were killed and never came back. However I was shocked by this video when I learned that the victims also had their bodies experimented on very painfully. This goes against the sense of basic human rights, and I don't think that anyone had the right to experiment on two little girls the way they did.

__Brothers__

I felt really sad that the person in the video had to take all the beating to protect his brother. This is one of those situations when one family member decides to take the suffering for the sake of another. The Holocaust separated many family members of the victims, however I didn't know that family members were separated by heart, and that their bonds were broken until I watched this video. In the end, the person in the video said that he will never forgive the Nazis because they broke the natural family bond between him and his brother. The fact that two close family members could be separated from each other by heart in this way really shocked me, and I think that it is one of the most painful things that could ever happen to people. Hearing that those brothers were torn apart this way made me feel sad, painful, and thankful for the bond between me and my family members that I have.

__Mordecai Eldar__

From watching this video, I could tell that many people including Mordecai Eldar experienced lives almost no different than slaves. They were treated with poor sanitation, barely any food, and under harsh working conditions. Each of these people knew that more and more of them died each day, and soon it would be their turn. They were overjoyed to survive for even one day, even if they did not know what would happen next. One of the reasons I feel sorry for this survivor is that he survived, however lost his mother and father. He said so in the video that he didn't know why he survived out of all his family members, until he found his path and went into the army in Israel. I think that if I was in this guy's situation, and only I survived out of my friends and family members, I would ask the same question, "why me?" I would have felt scared, lonely, and even guilty that I'm the only one who survived. Eldar and many other victims of the Holocaust experienced huge pain from the Nazis and the survivors had no choice but to live with it for the rest of their lives. However I was relieved to hear that Eldar found his path into the army in Israel to build a strong country so he could prevent others from suffering the same thing he did.

__Zanne Farbstein__

I can't bear to think how humans could be so inhumane after I watched this video. Burning little children alive like little pieces of meat isn't what a normal human should do at all, and goes against basic human nature. I am sad that the Nazis failed to realize this fact when they treated the Jews the way they did. I can't even come close to imagining the pain that Farbstein felt after losing her sister, and the hopelessness inside her mind at that time which made her almost give up the life of a normal human. She was one of the lucky ones to survive, and regained a normal life, however it pains me to think that the lives of the victims of the Holocaust had to come to an end this way.

__Yaakov Hollander__

I am astonished at how people segregate and treat others badly because they are different. I was shocked when the event of the Christmas cake was mentioned. The worker who gave the cake was too afraid for himself saying that he'll get into trouble if anyone finds out he brought Mr. Hollander a cake. Even though they were the same humans, Mr. Hollander was treated very differently like someone who normal people should not get involved with. I don't blame the worker because every human struggles to live, and most of the time, everyone is driven by fear in order to survive. However I am extremely sympathetic for Mr. Hollander who was forced to eat the whole cake and live the rest of his life with the guilt that he could not even give his sick brother half a cake.

__Sophie Engelsman__

I don't want to imagine being in a situation like Mrs. Engelsman when I would see so many people and children die everyday. I feel sad for her because she lost people who she held most dear. However, I am happy on the other hand because she emphasized that there is also new life to be brought to this world, and showed that seeing death isn't what stops a person. Mrs. Engelsman said that she saw people and children die so often, that delivering babies was the path to bring her back to life. She seemed really happy that she was able to be a midwife. Looking at how she solved her problem and found another happy life is what made me happy.

__Eva Brown__

I'm happy because this video shows that everyone has a chance to live happy lives even if they experienced gloomy ones in the past. However I was also disgusted when I heard about the tattoo numbers being given on the arms. When the tattoos were given to the Jews, nobody called them by their names, just by their numbers which they were known for. As the video said, they lost their identity. I think that losing my own identity would put me in a state of mental confusion, not knowing what to do next. I am sorrowful to all the victims of the Holocaust who had to suffer the pain of other people not recognizing them for who they truly are, and instead recognizing them by the numbers on their arms.

10/10


 * Civilian Cost Document Based Questions, 5/11/12**



__Displaced Persons__

The Polish refugees basically lost everything when fleeing from the Germans. They barely were able to carry anything with them during their escape, and many people had been separated from their family members. People lost their homes, jobs, families, money, and more. These people were also threatened by mental uncertainty and fear while fleeing. Individuals separated from their family members had no way to know if they were safe or not. With their home land taken by the Germans, these people had no idea for their future or what they should do next. They were completely lost and barely had any plan for their survival in the future.

__Internment Camps__

Judging from the photograph, it is clear that governments did not view Japanese Americans as equals with other Americans. Racism might have been one factor for this problem since the Japanese Americans were ethnically Asians. In the photograph, soldiers are rounding up Japanese Americans, which clearly tells that the government does not see Japanese Americans as Americans. Policemen should be used to help citizens, and soldiers are used for enemies. However, in the photograph the soldiers that should be used for enemies are rounding up Japanese Americans. This tells that Japanese Americans were not viewed equally with other Americans at all.

10/10


 * War Dead Skill Builder Questions, 5/11/12**



Several factors may have contributed to the increased number of deaths in World War II over World War I. First, World War II involved the use of more advanced technologies and weapons than World War I. World War II also involved new methods of fighting that were different than World War I. For example, in World War I, air crafts were mainly used for patrolling and spotting enemies, however in World War II, they were used for shooting and bombing enemies that were far away. World War I involved trenches with both sides sitting on their spots, while World War II involved more active tactics which got more soldiers on the battlefield. Another very important factor is that unlike World War I, World War II had impacts on the citizens of the countries involved in the war. There were many raids and attacks on cities, resulting in the deaths of many civilians. World War II was a fight for everyone in the countries, not just the soldiers. These are factors that have contributed to the increased number of deaths in World War II over World War I.


 * Cost of WWII Skill Builder Questions, 5/11/12**

1. Russia suffered the greatest human costs 2. The U.S. spent more money on the war than Germany or Japan. However, the U.S. lost less soldiers than Germany and Japan, and also had no civilians killed while the other two countries had over 900,000 civilians killed.

10/10


 * Completed Guided Reading Parts A-B, 5/11/12**


 * Two Videos Question, 5/9/12**

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 event in the video for Saving Private Ryan is more focused on the American soldiers that are trying to get to Omaha, while the documentary tells things from a wider view. The Saving Private Ryan video is more dramatic and realistic than the documentary, and has no narrations and shows D-Day as a day of chaos for American soldiers. We see many men get shot, and end up dying or losing a part of their body such as a leg. Meanwhile, the documentary has narrations, and is more calm, peaceful, and quiet while telling the same history. We don't see men losing a leg in this video. I think that the Hollywood dramatization is more true because people will not be able to feel the pain and suffering of the soldiers as clearly as the dramatization if they only watch the documentary. Looking at the Hollywood dramatization allows us to feel how it was like for men at the war front at D-Day, while the documentary only tells how it was like for them, and does not visualize it. Therefore, I think that the Hollywood dramatization is more true than the documentary in conveying the same history.

10/10


 * Guided Reading Sections A1-A7, 5/9/12**


 * Life on the Home Front, 5/7/12**

=
3. Life on the Home front in Britain exploration... Go to [|this site] and click on each topic area to learn about life in Britain during the war. For each of the following topics, write down 3 significant pieces of information. You may do this on your gallery page, or as a hard copy. ======

Children at war

 * More than 3,500,000 women, children, and old people evacuated to other places due to the German bombing raids.
 * Many children sent to homes of people who were reluctant to have children in their houses.
 * Many children separated from their family members, many of the family members killed.

Rationing
 * Each family required to register with only one shop or store they were allowed to buy food from.
 * Adults, children, even babies all had ration books to keep track of their rations.
 * Clothes also affected by rationing.

Women at war
 * Women worked in factories and Women's Voluntary Service where they performed various tasks such as nursing, helping evacuees, droving ambulances, and more.
 * Air Raid Wardens another job for women. Their job was to patrol the streets to make sure all windows were black with no light, and to report damage of bombs.
 * Auxiliary Territorial Service also an option for women. They were not allowed to participate in combats, however helped with driving trucks, managing weapons, digging roads, operating radars, and more.

Messages of war
 * Posters to get workers to work in factories to support war cause.
 * Posters to raise optimism of citizens on the outcome of the war.
 * Posters to make people black out their windows, and evacuate their homes.

10/10


 * Home Front Political Cartoon, 5/7/12**

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

Uncle Sam represents the United States of America. The workers represent the American citizens, men and women supporting war cause. The container labeled, 'Christmas Package for 1944' represents the gifts that the citizens will send to the war front to American soldiers in order to support them. The scrap paper processing with the box factory represents the creation of materials for supporting war cause using all the resources gained from the citizens. The scrap paper came from the citizens to make boxes to send materials to the war front. The missile labeled, 'Adolf' in the hands of one man represents the weapons that will be sent to the war front to take out enemies. The box holding the scrap papers labeled, 'U.S.A. Salvage Program' which Uncle Sam is inside represents the supporting of war cause by American citizens in order to help their country.

What is the intended message of the cartoon?

The intended message of this cartoon is that in order for the U.S. to survive, everyone must support the war for them to win. Just because one is home, does not mean that one can't do anything to help his/her country.


 * Cartoon by Walt Disney, 5/7/12**

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

I recognize the swastika, the symbol of the Nazis. I also recognize the uniform of the S.S. members. There is also an image of Hitler in the cartoon as well.

What are some of the messages of this cartoon?

Some of the messages of this cartoon is that living under Nazis is a bad and tiring life, and that people should live free like the citizens of the United States of America. This cartoon may also be saying that people should support the U.S. because if the U.S. loses the war, then all citizens will become like the citizens living under the Nazis.

Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?

I think that companies like Disney and Warner Brothers produced these cartoons during the war because they wanted to support the war cause in their own way by using propaganda. By creating these cartoons, they unified the thought of American citizens into one. Creating these cartoons was their own way of fighting the war. 10/10


 * Japanese Internment Paragraph, 5/7/12**

Japanese internment was not a fair action taken by the U.S. and Canada. Even though no Japanese-American or Japanese-Canadian was accused of spying after the war, another fact is that no German-Canadian was interned in the U.S. or Canada. Japan bombed Pearl Harbor, and the reason that the U.S. interned Japanese-Americans is because they saw those people as a threat. Then, it only seems unfair that no German-Canadians were interned when Germany was one of the biggest threats to the Allies during the war. Extreme racism towards Asians is a major fact that caused Japanese-Americans to be interned, and not German-Canadians or any other European-Americans. Therefore, Japanese internment was not a fair action taken by the U.S. and Canada.


 * Japanese Attack Pearl Harbor, 5/4/12**

1) Why did Japan attack the United States of America? Provide evidence from the source below in your answer.


Japan attacked USA because they wanted the influence of the Americans to be removed from the Pacific and from China. The Japanese wanted the Pacific and China, however as the source says, USA was supporting China's nationalist government against Japan, and later were allowing their own fighter pilots to serve as volunteers to go against Japan. Furthermore, USA expanded their own navy and moved their Pacific fleet to Pearl Harbor. The U.S president also demanded that Japan withdraw from China and Indochina. There were also trade embargoes that did not please Japan. Due to all these actions by the U.S., the Japanese came to attack the U.S. in Pearl Harbor, hoping that the success of the attack would make Americans step out of China and the Pacific to allow Japan to mind their own business.

2) Read this [|article] about Pearl Harbor. Briefly summarize the key events of the attack (before, during and after). (User ID is kis, PW is welcome)

The Japanese government developed a strategy against the U.S in early 1941. The Japanese diplomats in Washington were to try to negotiate with the Americans on Japan's expansion in Asia, and the Japanese navy were also planning to attack the U.S. in case the negotiation failed. The negotiation failed, and Japan launched it's first wave of attack at Pearl Harbor at dawn on December 7th. Due to the inexperience of the technicians with radars, the U.S. were not warned of the Japanese attack. The first wave included 51 dive bombers, 40 torpedo bombers, and 43 escorting fighters. The code "tora tora tora" was used for initiating the attack on the U.S. Only 38 U.S. fighters were able to take action. There was a second wave at 8:45 AM, however this one was not as effective as the first one. The Americans were outraged with the attack of Pearl Harbor which killed their people, destroyed their fighters and ships, and also injured their pride. The Americans declared war on Japan on Dec. 8, 1941, and Germany and Italy followed by declaring war on the U.S three days after.


 * Political Cartoon Descriptions, 5/4/12**

__Let Sam Do It Cartoon__

This cartoon is saying that the League of Nations should allow the U.S., Uncle Sam to intervene the fight between the Japanese and the Chinese, helping the Chinese by stomping on the Japanese since they bombed Pearl Harbor. This cartoon views Japanese expansion negatively. The fact that the League of Nations is allowing the U.S. to step in the fight between the Chinese and the Japanese, knowing that the U.S. would go for Japan in revenge for bombing Pearl Harbor means that they want Japanese expansion to stop.

__Japanese Views of the West Cartoon__

This cartoon shows the Japanese perspective of the west. Uncle Sam and the other man, possibly John Bull are being carried by Asians on a palanquin labeled Anglo-Saxon Imperialism. The Japanese perspective of the west is that the people of the west think that they are at a higher position than Asians, and live comfortably while using forced labor from Asians. With this, Japanese expansion is viewed positively in this cartoon. Japan is saying that Asians should be free from the western people, and that the Japanese expansion will be their savior towards their new lives.

__Japan and League of Nations Cartoon__

This cartoon is saying that the mighty and powerful Japan illustrated with a big and thick human arm, will not bow down to orders from the League of Nations that have little power over them. The weak League of Nations is illustrated by the paper that is being burned. Japanese expansion is being viewed positively in this cartoon. The Japanese are saying that they will expand to bring themselves better lives, and the League of Nations will not be able to stop them, as their orders are nothing more than little pieces of papers that could be burned by the Japanese hands anytime.

__Japan in New Guinea Cartoon__

This cartoon is telling that Australia illustrated with the kangaroo, is now viewing the Japanese as a real threat and is getting ready to join the Allies and fight them if they come any further. The Japanese man in the cartoon is taking a step towards New Guinea, while the kangaroo and another soldier in it's pocket are holding guns ready to fight. This views Japanese expansion negatively and is saying that further expansion will not be allowed. 10/10


 * Japan Guided Reading, 5/4/12**

a. What happened? b. What is the significance of the battle or attack? b. This attack enraged the U.S. and drew them into participating in WWII. || b. Most of Southeast Asia had come under Japanese control, and the Japanese confidence in the war grew after achieving so many victories. || b. Showed that Japan was not well protected against attacks, in other words vulnerable. Also decreased the confidence of the Japanese. || b. Allies stopped Japan from advancing further south. Japanese failed to gain a territory that would have allowed them to easily attack Australia. || b. A turning point of the war, now turned the tide to the Allies' benefit. || b. Japan forced to abandon a soon to be great air base, both sides suffered huge loss of men. || //**B. Summarizing**// Identify Isoroku Yamamoto and McDouglas MacArthur.
 * A . //Drawing Conclusions//** As you read this section, answer the following questions about the war in the Pacific
 * 1. Bombing of Pearl Harbor || a. Japanese launched an surprise attack on the Americans at Pearl Harbor, killing more than 2,300 Americans, and injuring more than 1,100.
 * 2. Fall of Southeast Asian colonies || a. Japan seized many colonies in the southeast part of Asia such as Philippines, Thailand, Hong Kong, Burma, and more.
 * 3. Doolittle's raid on Japan || a. Doolittle led 16 B-25 bombers to bomb Tokyo and other Japanese cities
 * 4. Battle of the Coral Sea || a. Allies stopped Japanese forces from taking Port Moresby. New naval warfare used. Aircrafts sent from carriers attacked ships instead of ships attacking each other.
 * 5. Battle of Midway || a. In the central Pacific, Allied forces beat the Japanese and stopped them from taking Midway Island. Japanese suffered huge loss of 322 planes, four aircraft carriers, and one support ship.
 * 6. Battle of Guadalcanal || a. Allied forces kicked Japanese out of Guadalcanal

Isoroku Yamamoto was Japan's strongest naval strategist who led Japan through many battles in WWII, and the one who called for the attack on the U.S. saying that. "a dagger pointed at [Japan's] throat must be destroyed." McDouglas MacArthur was a general commanding the Allied forces in the Pacific who called for seizing Japanese strongholds, and then taking weak islands near them one by one. Both leaders were great strategists that developed huge plans to seize enemy territories. 10/10


 * Battle of Britain Paragraph, 5/2/12**

The British were able to hold off German invasions even though they were militarily weaker. The British had the Royal Air Force which were their most skilled and loyal fighters. They also had the radar which could easily detect the height, distance, and size of the enemy aircrafts. In other words, the British were able to read the movements of Germans and be prepared very soon for the attacks. The great communication system between the radar stations and the RAF fighters was the key factor which allowed this to be. Every British citizen participated in the war in their own way. Not only men, but women were also helping out at information centers to support the British fighters. Citizens donated their money and some of their belongings to help produce aircrafts and other materials needed for war. Needless to say, the citizens also were prepared to be hit and had evacuation systems. The British were able to hold off German invasions due to the great communication and cooperation of everyone in Britain.


 * Battle of Britain Questions, 5/2/12**

1. What was Operation Sea Lion?

Operation Sea Lion was the operation for Germans to invade Britain.

2. Why did the battle not look good for Britain?

The battle did not look good for Britain because their armies were pushed out of Europe and left most of their weapons behind. The Germans had about 1500 bomber aircrafts and about 1000 fighter planes, while the British barely came up with 750 fighter planes. The British were at a huge disadvantage in terms of numbers and weapons.

3. What advantage did Britain have?

Britain had the advantage of radar. The radio waves from the radar allowed the British to tell the distance, speed, and height of the enemy aircrafts. They had radar stations set up for transmitting valuable information.

4. What was Germany's mistake?

Germany’s mistake was that Germany attacked London and other British cities.

5. What was the impact of the bombing of London? How did the bombing of London aid Britain's cause?

The impacts of the bombing of London were that many people died, and homes along with factories were either damaged or destroyed. However, the bombing of London aided Britain’s cause by giving the British time for rebuilding their damaged or destroyed air fields.

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 it showed that the British were still strong even though they seemed to be weak at times, and it also showed that it was possible to stop Germany’s massive attacks.


 * Battle of Britain Podcast Notes, 5/2/12**


 * Poland, Denmark, Norway, France overrun by Germans by summer 1940
 * Operation Sea Lion was operation to invade Britain
 * British army forced out of Europe, left weapons behind
 * German air force with 1500 bomber aircrafts, 1000 fighter planes, however Royal Air Force with 750 fighter planes
 * Radar used by British to tell distance and speed, also height of enemy aircrafts
 * Factories in Britain worked hard to produce aircrafts during summer
 * Great demand for pilots in Britain
 * Germans ordered to attack radar stations, and air fields
 * RAF attacked Berlin in late August 1940
 * Late August 1940, Hitler ordered soldiers to attack London and other British cities starting from Sept 7.
 * Many British civilians killed, homes and factories destroyed or damaged
 * Raids on cities gave Royal Air force time for rebuilding air fields
 * Sept. 15, 60 German aircraft shot down, however only 13 British aircraft shot
 * Germans astonished seeing British air force’s strength
 * Germans postponed invasion plans for Britain

10/10


 * Section 1 Assessment Numbers 2 and 3, 4/30/12**

2. Which of the listed events might be considered a turning point for the Allies? Why?


 * Cause || Effect ||
 * First blitzkrieg || Western part of Poland taken by Germany, eastern part of Poland taken by Russia. France and Britain declare war on Germany two days after the first blitzkrieg. ||
 * Allies stranded at Dunkirk || Great Britain sent all kinds of ships including civilian crafts and fishing boats to rescue people at Dunkirk. About 338,000 soldiers on the Allies' side saved. ||
 * Lead-Lease Act || U.S. were able to lend arms to any important country to itself. However Hitler ordered the sinking of all cargo ships including the United States' in response, leading to an undeclared naval war between the U.S. and Hitler. ||

Allies being stranded at Dunkirk might be considered a turning point for the Allies. The Allies suffered an unexpected blow from Germany when their forces were defeated and stranded at Dunkirk, clearly surrounded by the enemies. It took a huge amount of effort from Great Britain to rescue soldiers from Dunkirk, that they even had to use civilian crafts and fishing boats. Despite all their efforts, still many people died. The Allies might have not seen Germany as this scary before they suffered this unexpected blow which made them take Germany very seriously. Therefore, this event might be considered a turning point for the Allies.

8. How were Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union similar?

Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union both were not meant to take long. Napoleon and Hitler both planned to take their targets before winter. However, both leaders failed to do so, and their soldiers who were unprepared for changes in severe weather conditions suffered huge casualties while advanced deep inside Russia. In the end, the armies of both leaders were forced to pull out. Napoleon and Hitler both were crushed by the toughest winter of Russia.

10/10


 * Page 488-492 Notes, 4/26/12**


 * *Blitzkrieg-Making surprise attacks on enemies with fast tanks, airplanes, large army, and crushing them quickly


 * Map on page 489 tells that the Axis control had extended almost all of Europe between 1939 and 1945 || __**Hitler's Lightning War**__


 * Hitler moved in to Rhineland, Austria, and Czechoslovakia
 * Demanded return of Polish Corridor to Germany in 1939

__Germany Sparks a New War in Europe__
 * Non-aggression act signed between Russia and Germany
 * Russia and Germany secretly agreed on dividing Poland between them, USSR allowed to take Finland with Baltic countries Lithuania, Latvia, and Estonia
 * Hitler attacked Poland in September 1, 1939
 * France and Britain declared war on Germany in September 3, 1939, however too late to save Poland
 * West half of Poland with lots of German population taken by Germany
 * Germany's new military strategy called blitzkrieg*
 * Russia gained Latvia, Lithuania, and Estonia, however Finland resisted a few months before surrendering
 * French and British put troops on Maginot Line, however neither side attacked, resulting in event being called "phony war"
 * Denmark and Norway suffer surprise attack by Germany in April 9, 1940
 * Denmark surrendered few hours after attack, Norway surrendered two months after
 * Germans started building bases along Norwegian and Danish coasts to attack Britain ||


 * Hitler's Germany Notes-pp 21-25, 4/26/12**
 * **A. Hitler's foreign policy aims**

__1. The Treaty of Versailles__ __2. The union of all Germans in Germany__ __3. The conquest of lebensraum__
 * Hitler aimed to tear up Treaty of Versailles
 * Treaty of Versailles blamed Germany for start of war, took money, land, other materials, shrunk the military
 * Hitler's second goal was unification of Germans in one country
 * Many Germans lived in Austria, Czechoslovakia, and Poland, Hitlers goal was to gain control of these countries
 * Third goal of Hitler was to give Germany living space
 * Hitler reasoned Germany was overpopulated, needed to take over countries to the east such as Russia and Poland
 * Countries conquered would provide mines, and farmlands


 * B. Hitler's rearmament of Germany**
 * Hitler ordered secretly for army to expand from 100,000 to 300,000 men in 1934
 * Battleships and submarines to be created, air force to be created and pilots to be trained
 * These actions went against Treaty of Versailles
 * Announcement made in public in 1935 by Hitler, saying army would be at 550,000 men
 * Countries neighboring Germany terrified, started making alliances with each other
 * Britain, France, Italy signed agreement disapproving announcement made by Hitler
 * No country used military to stop Germany


 * C. The remilitarisation of the Rhineland, 1936**
 * Hitler ordered army to march into Rhineland in 1936, was challenge to Treaty of Versailles
 * British did not help French, French didn't want war with Germans
 * German army able to build 'West Wall' while staying in Rhineland
 * Britain and France couldn't press Germany with military easily if Treaty of Versailles was broken again


 * D. Hitler's alliances**

__1. The Rome-Berlin Axis, 1936__ __2. The Anti-Comintern Pact, 1936__ __3. Help for Franco in the Spanish Civil War, 1936-9__
 * Gave Hitler Italy as ally in Europe
 * Allied Germany with Japan
 * Aided Franco in Spanish Civil War, since if Franco won, Hitler gain Spain as ally
 * Spanish Civil War also gave opportunity for Germans to try bombing towns from air


 * E. The Anschluss with Austria, 1938**
 * Hitler's confidence led him to plan union with Austria
 * First ordered Austrian Nazi to create as much trouble as possible
 * Austrian gov. banned Nazis
 * Hitler threatened Austrian leader to invade unless Nazis held all important jobs in gov.
 * Austrian people not allowed to vote and have opinion of joining Germany
 * Australian Nazi called Seyss-Inquart took Australian leader's place, Hitler able to send army without fight
 * SS and Gestapo also came to punish enemies such as Jews


 * F. The take-over of Czechoslovakia, 1938-9**

__1. The Sudetenland Crisis, 1938__
 * Hitler decided to take Czechoslovakia in 1938
 * Started the take over with Sudetenland, ordered leader Henlein to make trouble
 * Hitler planned to invade Czechoslovakia, with excuse to stop riots, however plan failed
 * Czechs discovered Hitler's plan, got ready to fight, had large army, good defense, France as ally
 * Prime Minister of Britain, Neville Chamberlain persuaded French to agree that Sudetenland belonged to Germany
 * Chamberlain adopted appeasement to avoid war with Germany
 * Henlein made more trouble, Czech police shot Germans as result
 * Czechs threatened with war by Hitler

__2. The Munich Conference, 1938__
 * Meeting with Chamberlain, Hitler, leaders of France and Italy to discuss peaceful solution
 * Four leaders agreed Sudetenland should be part of Germany, Hitler promised not to threaten any more countries

__3. The invasion of Czechoslovakia, 1939__
 * Germany invaded western half of Czechoslovakia in March 1939, Hungary and Poland ate the rest
 * Clear to everyone that Hitler would not keep his promise, next target would be Poland to unite the divided Germany
 * British and French decided to fight to protect Poland
 * Germany would be attacked by Russia, French, and British if Germany invaded Poland

10/10
 * G. The Nazi-Soviet Pact, 1939**
 * Nazi-Soviet Pact made in August 1939
 * Germany and Russia promised not to fight each other, to smash Poland and divide it between them
 * German tanks went across Polish frontier in September 1, 1939
 * Britain and France declared war on Germany ||


 * Hitler's Germany Notes-Chapters 1 and 2, 4/25/12**


 * **Adolf Hitler**

__Life up to 1933__
 * Born in Braunau on 1933
 * Left school at age of sixteen
 * Went to Vienna to be art student, however failed
 * Eventually had to live in hostel for beggars
 * Interests in politics grew during 5 years in Vienna
 * Came to hate socialist parties, supported nationalist parties
 * Came to hate Jews, and other foreign race people, thinking they were destroying his country’s culture and life
 * Left Austria in 1913, quit doing national service for army
 * Went to Munich, Germany, volunteered to join army in beginning of WWI
 * Won six medals for courage, also won Iron Cross First Class
 * Said ‘war was greatest of all experiences,” enraged with Germany’s surrender in 1918, blamed Jews and socialist politicians
 * Joined German Workers Party in 1919
 * Became leader of National Socialist German Workers Party, the Nazi Party
 * Designed crooked cross symbol called swastika, set ‘Storm Troopers’ to assault any enemies such as Socialists or Communists
 * Made powerful speech stating Germany had to obtain revenge for defeat in WWI, also Jews and Communists had to be gone, for they were ‘germs’
 * Tried to overthrow gov. in Munich in 1923, failed and Hitler sent to prison
 * Wrote book called Mein Kampf-My Struggle while in jail, released in a year
 * Depression in Germany boosted fame of Hitler’s ideas, Nazis gradually gained power
 * Hitler made Chancellor of Germany in 1933 January

__Ideas__
 * Fuehrer Principle, stated Germany needed powerful leader with great power to rule
 * Lebensraum(living space), suggested Germans require more land to live and work, must get lands from countries to Germany’s east such as Poland and Russia, by force if necessary
 * Germans had to keep pure to be master race, since they belong to ‘Aryan’ race
 * Jews must die, communism must be gone
 * France must be crushed, Treaty of Versailles must be rejected, land must return to Germany

__Hitler’s Appeal__
 * Audience easily attracted by Hitler’s speech
 * Hitler’s speeches made people think there was new, bright solution to Germany towards economic recovery and improvement


 * How Hitler established his dictatorship**

__Election Campaign of March 1933__
 * Election arranged in 1933, Hitler wished Nazi party to take most seats in Reichstag
 * Reichstag building burned a week before voting day, Communist Marianus van der Lubbe caught with lighters and matches
 * President Hindenburg asked to establish Law for the Protection of the People and State
 * Law for Protection of People and State forbid Communist and Socialists from participating in election campaign
 * Many Communists and Socialists jailed, newspapers shut, supporters pummeled by Nazi Storm Troopers

__Results of the election__
 * Hitler and Nazis claimed victory under half the vote

__The Enabling Law, March 1933__
 * Half the vote enough to make Reichstag accept Enabling Law on March 23, 1933
 * Enabling Law allowed Hitler to make laws regardless of consent of Reichstag

__The take-over of local governments__
 * Nazi officials put in charge of local gov. on April 7, 1933
 * Law against Formation of New Parties only allowed Nazi Party and no other

__The banning of trade unions__
 * Closed trade unions, took funds, jailed leaders on May 2, 1933

__The ‘Night of the Long Knives,’ 1934__
 * Roehm wanting to make Storm Troopers part of German army terrified Hitler
 * Roehm plus other SA leaders arrested and shot on June 30, 1934, 3 a.m.
 * About 400 people executed same way as Roehm few days after

__Hitler becomes Fuehrer, 1934__
 * Hitler took over presidency after death of Hidenburg
 * Hitler named himself ‘Fuehrer and Reich Chancellor’

__The army’s oath of loyalty__ 10/10
 * On August 2, 1934, officers plus men of German army swore oath: “‘I will render unconditional obedience to the Fuehrer of the German Reich and people, Adolf Hitler, the supreme commander of the armed forces, and will be ready as a brave soldier to stake my life at any time for this oath.”
 * Armed soldiers, and Germans with power to go against Hitler required to swear oath ||


 * Oral Quiz on Fascism, 4/23/12**

media type="youtube" key="yCyfc-emYaM" height="315" width="560" Demonstrates a clear understanding of Fascism. 10/10


 * Oral Quiz on the Great Depression, 4/19/12**

media type="youtube" key="Sz80I1mEIXM" height="315" width="560"

Yup, you nailed this. 10/10


 * Station 2: Great Depression Newspaper Headlines, 4/16/12**

NY Times Headline: Unemployment Tears Everyone Down

Thesis: Unemployment is resulting in many people having to suffer living unsatisfied and embarrassing lives in poverty.

1. Bank failures are destroying peoples’ savings. 2. Many people are being forced to abandon their homes to seek jobs elsewhere. 3. People living in the streets are common due to poverty.

International Herald Tribute Headline: Depression Injures Uncle Sam; Who’s Next?

Thesis: The crash of the proud economy of the United States in 1929 is bringing chaos to working and living conditions to the world.

1. Farmers cannot afford to buy necessities from other countries. 2. More and more workers are going on strikes because they are unsatisfied with job security and their working conditions. 3. Factories cannot produce much products as they had been producing in the past.


 * Station 1: Organizers for Depression in Countries, 4/16/12**


 * Causes for Depression and Attempts for Improvements in Countries ||
 * __ Causes: __
 * World War I which brought disaster to European economy
 * Unstable governments with many political parties formed in European countries
 * United States economy boom in 1920s which brought deflation

__ Attempts to improve in Germany:__
 * American bank loans used in order for German economy to strengthen again.

__Attempts to improve in Britain:__
 * Multiparty government took control and gradually improved the economy and decreased unemployment.

__Attempts to improve in France:__
 * Moderates teamed up with Socialists and formed a government. The government passed laws that were meant to help workers, however due to companies raising prices, there were many people remaining that were unemployed.

__Attempts to improve in Sweden, Norway, and Denmark:__
 * Government taxed people who had jobs to help pay and improve conditions for unemployed people.
 * Government made jobs by hiring unemployed people to build roads and buildings.

__Attempts to improve in United States:__


 * Program called New Deal created by Roosevelt. New Deal helped create jobs for many people, and helped many farmers and businesses improve. ||

Notes for Station 3? Of course I'm not grading these this time! 10/10


 * Interwar Period Asia Quiz, 4/16/12**

media type="youtube" key="7jJV62AaSVQ" height="315" width="560"

I really like how you organize your thinking, Patrick. Your presentation has a logical flow that is very effective. 10/10


 * Mao and Stalin, 4/11/12**

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

Mao was a better leader than Stalin. Yes, it is indeed true that there were many deaths due to his reign to modernize China. However, there are some differences between Mao and Stalin which sets them apart. First, it is how the people of their countries view them today. In Stalin's case, Russians have a very negative view of him today. Many mention the harsh deaths and tortures that he brought, and in fact, many say that he brought barely any progress to Russia at all. In Mao's case, there are indeed sayings of how people suffered extremely under his rule. However, some Chinese people say that he was indeed a good leader, and that they like his policies. Mao protected the independence of China and was able to lead China out of the problems it was facing back during his rule. Some Chinese people say that China wouldn't be how it is today if Mao didn't help them back then. Restaurants sell his favorite foods, and gift shops sell badges with his face on them. As for Stalin, he failed to protect Russia from the troubles it was facing during his rule, and even made it worse than it was before. Also, Mao had the 4 leaders with him during his rule, so the responsibility of the sufferings weren't all his. As for Stalin, he barely had anyone to blame but himself because due to his paranoid fear, he killed people he thought to be smarter than him. Thus, Mao was a better leader than Stalin who was able to leave his name with some positive views until today.


 * Japanese Role in Asia, 4/10/12**

Chapter 1: Japan and Asia

Japan had gone through modernization during the Meiji era which was from 1867-1912. It had adopted many things after the U.S. and Europe. The Japanese army was arranged after Germany, the navy was created after Britain, and the American schooling system was made for children. The economy also shot up after building railroads, coal mining, and constructing factories. Japan’s economy matched most of those in the world, and the Japanese had the strongest military in Asia by the time of 1890. They proved themselves to be a threat, and the whole world was astonished when they defeated the Russians in a war over the Manchurian territory in 1904.

Image: I would have a picture of Emperor Mutsuhito to further add to telling about Japan's background, just how our online textbook has images of people who led certain countries to development. Caption: After the shogun was overthrown, Emperor Mutsuhito was the first emperor in centuries to have direct rule in Japan, and was responsible for modernizing Japan in the Meiji Era. The name "Meiji" for the Meiji era during the time of his leadership means "enlightened rule."

By the early 20th century, Japan was developed and advanced enough to show off it’s power to the rest of the world. Japan was also severely damaged by the Great Depression which struck them in 1929, and the people of Japan relied on the strength of the army to solve their problems rather than the politicians.

Japan’s goal was to rule over East Asia, and their ambitions along with their actions eventually led them into World War II. They were eager to compete for geopolitical domination with the U.S., the Soviet Union, and other European countries that were hungry for colonies in Asia. Japan invaded Manchuria in an event known as the Manchurian Incident in 1931, and the League of Nations took the blame for this happening. Japan had a lot of money invested into the economy of Manchuria that was controlled by the South Manchurian Railway Company, and also made the “puppet state of Manchukuo” in order to control Manchuria. More parts of China were invaded by Japan in 1937, and soon after, the bases of French Indo-China was also attacked.

Image: I would have an image of a map showing the amount of territory Japan had in 1890 with the amount of territory gained between 1890 and 1942. This would allow people to compare the size of Japan's territory between 1890 and 1942. Caption: Japan invaded many countries and took many territories between 1890 and 1942

Korea was attacked by Japan and completely conquered by 1910. The Japanese proved themselves to be unpleasant and cruel rulers over the people of their colonies. Koreans were forced to terminate their newspaper system and were required to change their schools so that they only taught Japanese history and language. In addition to that, land were taken away from Korean farmers to be given to the settlers from Japan. Japanese rule also forbid Koreans to start new business. Many Koreans were displeased with this, thus came a lot of nationalist movements that severely protested against Japanese rule. The war effort for Japan required intense and mobilizing labor from the people of China and Korea. The Korean workers had to work in factories and mines that were in Japan, Manchuria, and Northern Korea. About 4,000,000 Korean and Chinese people suffered the pain of being torn apart from their family members and being moved to work for the Japanese war cause. As a result, Koreans and Chinese were scattered all around East Asia due to the Japanese war effort.

Image: I would have an image of the 3.1 Movement which was a Korean independence movement which people still celebrate today. Caption: On March first of the year 1919, the Koreans gathered together and made a huge nationalist movement calling for independence. This event was named the 3.1 Independence Movement.

Despite all the criticisms given to Japan by the Western powers during the 1920s and 1930s, the Japanese justified their actions of expanding their influence around the world and attacking many countries including China and Korea. The Japanese officials stated that Japan was like “a great crowd of people packed into a small and narrow room,” and there were only three options left for those people to find a satisfying life. Those three options were emigration, advance into world markets, and territorial expansion. Japanese officials argued that emigration was blocked due to anti Japanese immigration policies set up in other countries. The tariff barriers and the nullification of commerical treaties were said to block the advance into world markets. Therefore, Japan declared that it had no choice but to rely on territorial expansion to find places where the Japanese could freely conduct their business and live their life. The invasion of Manchuria was said to be the start of a new nation created by Japan. Europeans justified their imperialism over other countries, saying that those countries were full with uncivilized people who did not know how to use their resources for development. Following that statement, the Japanese also stated that it was fair, and for the benefit of mankind if they colonized undeveloped countries to develop them. Thus, many Asian countries became the target for the Japanese ambition.


 * Imperial China Collapses, 4/10/12**


 * How did the Treaty of Versailles add to China's problems?**

The Treaty of Versailles did not give what the Chinese people wanted. Instead of freeing China from foreign rule, the treaty simply switched the masters to Japan. Japan ended up invading Manchuria in 1931, and started to invade other areas six years later. Japan did not have a foothold on China before the Treaty of Versailles. The Treaty of Versailles brought Japanese threat to China. China was already busy with the war between the Communists and Jiang going around in it's territory, but now had to worry about the Japan as well.

Well done. 10/10


 * Russian Revolution Oral Quiz, 4/10/12**

media type="youtube" key="N1bmj7Vahjs" height="315" width="560"

Very clear, articulate and complete. Excellent first effort! 10/10


 * Propaganda Poster Questions, 4/6/12**




 * Moor Dimitri,**
 * Cossack-Who are you with, them or us?, 1920**

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

This poster was made for the civil war which occurred in Russia. This poster is trying to get the people to choose sides between the red army who support Lenin, and their enemies. The "us" in this poster is the red men because they are drawn a lot closer, larger, and clearer than the white figures.

2. Do you find this piece of propaganda to be compelling? Why or why not?

I do not find this propaganda to be compelling because this isn't reasonable and seems to be threatening. This poster seems to be telling the Russian people that they in fact, should be with Lenin because it is right. In other words, this seems to be saying that whoever does not support Lenin is a traitor to their own people. That is why the poster says, "Who are you with, them or us?" I see this as another phrase which is, "either you are with us, or are against us." This isn't persuading at all, and in fact seems to be threatening to attack whoever doesn't join the reds. I think that this poster should have been focused on convincing people to join the reds, or going against the enemies of the reds rather than doing something like this. I don't know how people back then reacted to this, but for me, I wouldn't be convinced at all to join the reds, or even become their enemy. I wouldn't want to be part with any of them.


 * Stalin Podcast, 4/6/12**

media type="file" key="Joseph Stalin.mp3" width="240" height="20"


 * Chapters in Brief Question, 4/6/12**

Why did Russia have a revolution in 1917?

Russia had a revolution in 1917 for several reasons. The conditions for most of the people were bad even before World War I, and the czar made a series of bad decisions. Eventually World War I blew people to the full level of their anger and resulted in the revolution. The decisions of Nicholas of rapid growth in industries led to people working in poor conditions with low pay. Also, Japan greatly defeated Russia in a war in 1904 which was humiliating for the Russians. About four million soldiers in Russia suffered casualties only a few months after the start of World War I, soldiers refused to fight, and prices for products increased drastically due to the war. People were starving and dieing and the czar could not do anything about it. Therefore, the peoples' discontent for Nicholas's rule which caused all this led to Russia having a revolution in 1917.


 * Treaty of Versailles Question on p428, 4/5/12**

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

The Treaty of Versailles included a piece of what each of the men in power wanted, and was like a compromise for each of their desires. Even though the United States of America denied it, Wilson desired the League of Nations which was an organization for international peace for nations. The other men in power wanted certain things from Germany. They wanted money, good land, and security to ensure that Germany or other nations which supported Germany in the war would never be a threat again. Everyone was bitter towards Germany, however France was the country most angry because the fight happened in France, and the people of France suffered while the people of Germany didn't.

Germany colonies in Africa and the Pacific were surrendered. France gained Alsace-Lorraine from Germany and had their border extended to the west bank of the Rhine River. The size of the German military was limited to a small portion only, and no longer were they allowed to produce war materials, or import them**.** However, France was not satisfied with these at all. In fact, the big thing that they wanted from Germany was for Germany to encumber themselves with the responsibility of causing the war, which humiliated them. This made Germany pay 33 million dollars to the Allies for 30 years in reparation. Wilson desired the League of Nations, and made deals with the men in powers to support some of their desires if they supported his. As a result, the Treaty of Versailles was made from the deal making between the men in powers, and includes the League of Nations with all the facts mentioned above.


 * Group Question Discussion on Home Front, 3/8/12**

http://todaysmeet.com/TheHomeFrontF

(The first question had a graph missing, so Ms. Boyle told us not to do it)


 * Balkan Map Questions, 2/24/12**

Comparison of map of European Alliances with map on wiki:

The map of European alliances is for the time 1914, and categorizes the different countries with colors based on if they are Central Powers, Allied Powers, and neutral nations, or nations that aren't allied to anyone yet. The map on the wiki also is one of 1914, however is the map of the Great War. This map also categorizes countries by powers, based on if they are Darkwinist, Clanker, or Neutral. However, the map on the wiki symbolizes the countries by drawing machines, animals, or other symbols right on them inside their shape. For example, Great Britain is symbolized with a lion sitting on top of Britain. Also, the symbol for Russia is a bear. As a result, Russia is symbolized with a huge bear which is biting Austria and Hungary. This map also seems to have more depth in it as well, making everything look more realistic, when the European Alliance map is just a flat drawing.

Comparison with map of Balkan Peninsula with map of European Alliances:

As mentioned before, the map of European Alliances is the map of the time 1914, and categorizes countries by different allied powers. THe map of the Balkan Peninsula is also of the time 1914. However the map of the Balkan Peninsula does not categorize countries by allied powers. As a result, Germany and Austria-Hungary are not merged with the same color. The Balkan Peninsula however, shows which countries have Slavic groups by shading the country according to the key on the map. It is shown that Slavic groups are present in Russia, Serbia, Bulgaria, Bosnia&Herzegovina, Montenegro, and a part of the Austro-Hungarian Empire.

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 staked a claim to Bosnia and Herzegovina because it was pressed down by Austria-Hungary, and this was it's way too survive. In detail, Serbia was little compared to Austria-Hungary. However, it had three powerful allies which were France, Russia, and Britain. Unfortunately, the little Serbia was isolated from it's allies because of Austria-Hungary blocking it off. At this rate, Serbia might have been taken over by Austria-Hungary. If Serbia could take Bosnia and Herzegovina, then it would be closer to France, one of it's allies. There were Serbians in Bosnia and Herzegovina. It would be a good reason for Serbia staking a claim for it. If Serbia could get closer to France, then the chance of it's survival would increase. Russia might have been interested in helping further that claim because if Serbia could claim Bosnia and Herzegovina and connect with France, then Austria-Hungary and Germany would be surrounded by Russia, France, Bosnia and Herzegovina, and Serbia. This would have gave them a chance to severely weaken the forces of Austria-Hungary and Germany. However, Germany and Austria-Hungary would have known this too. That might have been the reason why they might have resisted any moves for Bosnian secession from Austria-Hungary. They wanted to keep their forces strong and together.

10/10


 * Impact of Nationalism, 2/15/12**

Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.
 * Positive Results || Negative Results ||
 * * People inside a nation set aside their differences for common goods
 * Colonial rule is no more
 * Democratic governments form in nations around the world
 * Competitions among nations engender advances in terms of technology and science || * Many minor cultures are forcefully brought together into the majority cultures of the nations
 * Ethnic, or traditional cleansing, i.e.) Bosnia and Herzegovina in 1990s
 * Enormous and extreme nationalistic movements rise, i.e.) Nazism
 * Competitions among nations engender warfare ||

I think that nationalism had a more negative impact on the world. It is indeed true that nationalism resulted in the people in a nation working together for common good, overthrowing of colonial rule, forming of Democratic governments, and advances in science and technology due to competitions among nations. However, the negative results of colonialism was far more greater than the positive results. In the table, negative results state that first, many minor cultures were forcefully assimilated to the majority culture of the nation. The people of the minor cultures were forced to follow the majority culture of the nation. This resulted in conflict between the people of the majority culture and the people of the minor cultures. Also, Ethnic cleansing resulted in deaths of many people who were considered outsiders to the people of a nation, for example, there were genocides in Bosnia and Herzegovina in 1990s. The rising of extreme nationalistic movements such as Nazism resulted in discrimination towards outsiders and many conflicts between the outsiders and the people of the nation. Finally, competition among nations leading to warfare also tied to major conflicts around the world. The impacts of negative results of nationalism had a stronger effect on the people of the world. Therefore, nationalism had a more negative impact than a positive impact on the world.

__**Types of Nationalist Movements:**__

//1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.//

The characteristic of the unification movement was merging, or bringing together the lands of people of who had similar culture//s,// but were politically different. The characteristic of the separation movement was for a group of people to resist becoming a part of a state, and try to break away from others because the people of that group have different cultures than other people.

//2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?//

I think the empires would have trembled and eventually would have crashed during the rise of nationalism due to conflicts among the people inside those empires because of their nationality, culture, or tradition.

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

1. **Clarifying** What symbol does the cartoonist use for the soon-to-be nation of Italy?

The cartoonist uses a boot for the soon-to-be nation of Italy because Italy on the map is shaped like a boot.

2. **Making Inferences** How is Garybaldi portrayed?

Garybaldi is portrayed as the person who puts the boot into the leg of Emmanuel II. This cartoon is saying that the king putting on the boots on both of his legs is the unification of Italy. When both boots are on his legs, he will have unified Italy. However, the person who is actually putting the boots on the king, the one who is really working for the uniting of Italy to happen is Garybaldi.

3. **Analyzing Bias** What does the title of the cartoon say about the cartoonist's view of Italian unification?

The title of the cartoon is "Right Leg in the Boot at Last." The cartoonist views the Italian unification as a huge movement that has finally begun and is already about halfway through, still having some more to accomplish until it is finished.

__**CASE STUDY: Germany**__ On your own, read about the unification of Germany (online textbook pgs 261-263).

1) Create a flow chart that shows the key events that led the unification of Germany. 2) Looking at the map on page 263, answer the two geography skillbuilder questions.

-1) **Location** What was unusual about the territory of Prussia as it existed in 1865?

The territory of Prussia as it existed in 1865 was not together as a whole. The unusual fact is that one part of the Prussian territory was cut off from the bigger part of the Prussian territory.

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

After 1865, the year 1871 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.



This national symbol of Germany contains two things. One is the black eagle with the crown, and the other is the iron cross. I chose the black eagle with the crown because it symbolizes the kaiser, or the emperor of the German Empire, who is the one that rules over the united German lands. I chose the iron cross because the symbol was used in Prussia, and later for the German military when Germany was united by Prussia.

Please be more careful with the spelling of people's names (eg. Garibaldi). The cartoon is not so much about the unification of Italy, as who is controlling it. Notice the subservient position of Garibaldi? Notice where his sword is? Does the cartoonist think it is a good thing that the man who actually unified Italy is not giving it to the kind of Sardinia? 19.5/20


 * DBQ India & Britain, 2/14/12**

Terms & Names:

1. Sepoys: The sepoys were Indian soldiers under the British rule. It is because they were under the British and received knowledge about the British, that they had experience with them. As a result, the sepoys were a possible force of armed men who could go against the British for India's Independence if they had to. They were Indians who possessed experience with the British.

2. Sepoy Mutiny: As mentioned in the text, the Sepoy Mutiny was a major turning point for the British rule in India. The mutiny was a starting event, the first time that Indians used extreme violence against British rule. The whole thing also resulted in many nationalist movements from the Indians, for they did not like the British rule increasing and taking over their cultures, traditions, and everything else they valued.

3. Congress Party: The Congress Party was the first political group in which the members had Western education, and ideas of independence and equal rights. This party would be the political party of India to be able to urge Britain for their independence.

4. Mohandas K. Gandhi: Gandhi was educated in Britain and brought nationalistic ideas that were different from what most people thought. He proposed the satyagraha, in which the Indian people would simply refuse follow the unfair laws given by the British. The people, in this process would not use violence. Gandhi's idea was that violent protests were useless to government powers with military. Instead, he simply introduced the method of "nonviolent noncooperation." Gandhi's actions resulted in the Indians gaining tax reductions, and improved wages plus working conditions. He was the first person to demonstrate the idea of effective protests while not using violence. This helped Indians gain more of what they wanted from the British.

5. Muhammad Ali Jinnah: Jinnah tried to unify the Muslim and Hindu groups of India. However, he failed in the end, and came to demand a separate country for the Muslims. This led to the unavoidable conflict between Hindus and Muslims, which resulted in the division of India into India and Pakistan. Jinnah then became Pakistan's first leader, and soon many Hindus and Muslims were being killed all around India and Pakistan. After Jinnah's death, Pakistan divided itself into Bangladesh and West Pakistan. This brought conflict between the people of Bangladesh and West Pakistan, eventually getting people of India involved. Jinnah once tried to unify Muslims and Hindus, however failed and turned to only the Muslims, resulting in the division of India when it gained it's independence.

Main Idea:

1. Britain was able to conquer India with the help of these factors. First, British military often had better weapons and were advanced in weaponry and technology, being able to even defeat Indian armies which were ten times their size. Second, there India was in chaos from 1740-1780 due to different Indian kingdoms having conflicts among themselves for power. This helped the British to take them over. Third, Indians were politically in shambles, however the British were organized and united in terms of goals and purposes. Lastly, political stability, an efficient government, and a system of law all came along with the British to India.

2. The Indians being threatened that British were violating their religious ways and customs caused the Sepoy Mutiny. The mutiny resulted in British direct rule establishment in India, but also resulted in national movements by Indians who were angry because of this.

3. The Congress Party, and the Muslim League, along with the ideas of nationalism, democracy, equality, and satyagraha by Gandhi promoted the Indian Independence.

4. First, Gandhi said to live as simply as you can, and do not go for material rewards. Second, he said you must be able to tolerate religious beliefs of others. Third, you must devote your life to help other people, and fourth, you must fight all injustice or wrongdoings in all it's forms, but never should you use violence. These are the four main principles of Gandhi's philosophy.

5. Jinnah eventually came to the idea of having a separate country for Muslims. He later became the first leader of Pakistan which was independent by then. Jinnah is the one who proposed, supported, and led the movement for the division of India.

Documents:

6. Documents C, E, and G are pro-British. Also, the political cartoon B is pro-British as well. Documents A, D, F, H, and L are pro-Indian.

7. Indians of lower levels will gain all the rights and equality possessed by everyone else. They will be able to have equal protection of laws, be seen equally without discrimination, live without the practice of "Untouchability" effecting them, and have equal opportunities for jobs plus being appointed to offices. Also, they will gain freedom of speech, the right to make peaceful assemblies without arms, the right to make unions or associations, and will be allowed to move freely on Indian territory and live in any part of it. In terms of occupations and property, the lower level people will have the right to have any occupation, as well as have their own property.

8. British colonization resulted in the partition of India, and also brought the ideas of democracy to India. In document L, there is a part that says, "Many Indians are particularly proud of the persistence of their democracy, and contrast their country with Pakistan, the nation carved out of British India when Muslim leaders demanded a separate state." British India, the British rule in India eventually brought forth the partition of India into India and Pakistan. On document H, there is a part that says, "The State shall not deny to any person equality before the law or equal protection of the laws within the territory of India," as well as another part, "All citizens shall have the right-(a) to freedom of speech and expression." These are only two of the many things which are mentioned in the Indian Constitution. The entire Indian Constitution proves that India had entered democracy due to the effects of British rule. Also, India was weakened economically, politically, and in resources by the effects of British colonization. In document D, there is a part that says, "In short, all the privileges of village life, as they were twenty years ago, are nowhere to be found now, still the officials hanker after the system of yore when there were everything in abundance and within the reach of villagers." This proves that the British came to India and kept on taking their resources for their own needs, that the majority of the Indians didn't have the abundance of resources that they used to have, thus life became harder for them. Furthermore, one part of document F says, "I came reluctantly to the conclusion that the British connection had made India more helpless than she ever was before, politically and economically." To add on, on another part of document L, it says, "Poverty now is not at all what it was in 1947." These prove that India was weakened politically and economically due to British rule, and many people suffered of poverty because India was not allowed to improve itself under the British rule. However after the British has left and India became independent, the people were now able to better progress and not suffer poverty as they did in 1947.

9. The British viewed Indians as inferior races and did not want to even concern their culture. When they made laws or committed actions which went against the Indian culture, the Indian people were greatly offended, and this caused the cultural conflict between the British and the Indians. For example, the Sepoy Mutiny occurred when the British violated the religious customs of Indians by ordering them to bite off tips of the rifle cartridges which were smeared with animal grease.

10. British rule came to India with political stability, efficient government, and a system of law. The Indians also were able to have sepoys, soldiers who had British experience, and also gained some British products as well as Western education and ideas. However, much of their freedom in terms of culture and religious beliefs were greatly damaged, and taken away. Their economy was also decreased while the British's economy went up. They were gaining little benefits from British rule. Most Indians of the low classes remained as poor as they were before the British rule.

11. Gandhi's four principles were some of the key ideas that the Indian people had in order to deal with Great Britain. Living as simply as possible and not going for material rewards means that the Indians should live simple, and get away from all the economic business that was brought by the British. Tolerating various religious beliefs, and devoting one's life to helping another are telling Indians to set aside the religious and class differences. They are telling Indians to tolerate various religions, ignore different levels of classes, and come together to deal with Great Britain. The fourth idea, the idea about never resulting to violence was the key idea in Gandhi's tactic, the satyagraha, and resulted in many benefits gained by the Indians.

12. The Muslims wanted to live on their own without the influence of the Hindus. They had many conflicts with the Hindus due to the difference in their religious beliefs, so rather than India becoming independent altogether, they demanded for a separate nation to completely break off from the other religious people.

13. The colony of India broke up into four separate nations due to many conflicts among it's people, and different religious groups.

20/20


 * Economic Imperialism Video, 2/11/12**

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 had it's wealth generated by rich land owners. The land owners would provide their land to people, the peasants. The peasants would in return give taxes and labor to the land owners while the land owners gave them land and protection by hiring knights. Mercantilism generated it's wealth when a nation started gaining many gold and silver, and buying less products, and selling more of them. Nations colonized other countries in order to gain these wealth.

The economy of feudalism is based on the wealthy landowners. In other words, nobody could gain more wealth than the land owners, and those land owners are the key factor to driving feudalism forward. Meanwhile, for mercantilism, the wealth is directed towards the country. This is saying that the richest country is the most powerful. The wealth for the country is what drives this forward. However capitalism is different from these two economic systems. Capitalism is based on private ownership of an individual. The wealth is directed towards the individuals who own certain things that are worth buying and selling. It is not the wealthy landowners, or the country, but the individuals who drive capitalism forward.

2) According to this lecturer, what forces drive capitalism?

Developments of fossil fuels, colonialism, and imperialism drives forward the capitalism.


 * Political Cartoons for China, Korea, and America, 2/10/12**

Cartoon for China: (http://digitaldocsinabox.org/images/Imperialism/china_cartoon.html)

1) Is this image pro or anti imperialism? How do you know?

This image is anti imperialism. The man is representing China, and he is being weighed down, or burdened by the chains and a bunch of other heavy metals from different countries, and he doesn't look like he could keep standing for much longer. In fact, the man is actually restrained by all the chains, and he looks like he could barely move at all. As more and more countries try to conquer China, China gets stressed, encumbered, and has no freedom whatsoever. This image is showing the negative effects of imperialism on China, therefore is anti imperialism.

2) What views of the native peoples are being communicated in each of the illustrations?

The native peoples are being viewed as the ones who have to take the burden, the victims who are restrained so that they can't move freely. However, this isn't the burden like "The White Man's Burden." This is a burden which goes to the native people of China, not the white men. As other countries are scrabbling for China, the native people get weighed down with all the pressure directed towards their country, with all the fighting going on around them. Their lives are getting harder and harder as countries are fighting. The people of China are victims for pressure, and are more and more encumbered by metals and chains every time another country adds to the ones that are fighting to get China.

3) What views are being communicated about the Europeans/Japanese in their role as imperialists?

The man representing China is burdened by heavy metals, which represent European countries along with Japan. Many countries were going after China, which put a lot of pressure on China itself and it's people. Therefore, the Europeans/Japanese in their role as imperialists are seen as the burden, the weight which makes the native people suffer.

4) What message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

The author is saying that the cost of imperialism would be that the lives of native people of the land being targeted will become difficult and more difficult for them every time another country decides to go for their land. Imperialism is ruining the lives of many people as imperialists try to gain more wealth and resources for themselves.

Cartoon for Korea: (https://wikiwillows2011.wikispaces.com/Imperialism)

1) Is this image pro or anti imperialism? How do you know?

This image is anti imperialism. This entire image is a bad image of imperialism, since the Japanese man is walking on the Korean man as if he is a bridge. Japan took over Korea a long time ago, but this Japanese man is heading to China, since there is a sign that points to a place called Manchuria. The Japanese greed didn't just end in Korea. The Japanese man is very rude, and aggressive. In fact, nobody wants to be used as a human bridge. The soldier is forcing the Korean man to be the human bridge, and hold the sign that gives him permission to cross. He is taking advantage of the fact that Korea is between Japan and China. This image shows too much of the bad side of imperialism, therefore is anti imperialism.

2) What views of the native peoples are being communicated in each of the illustrations?

The native people are being viewed as the bridge, or stepping stones. The man in the image is also holding a sign that grants a permit for the Japanese man to cross Korea, but he doesn't seem to be doing it willingly. He is being forced to hold it, and is being forced to let the Japanese man cross. It is indeed true that Korea was one place to cross for Japan to get to China, but Korea didn't let Japan in willingly. Japan just charged through. So, the native people are being viewed as a closed off bridge that is forced open, taken, and walked on by the Japanese in order for them to get to China for their own advantages.

3) What views are being communicated about the Europeans/Japanese in their role as imperialists?

If the native people of Korea are being viewed as a closed off bridge forced to open, the Japanese in their role as imperialists are being viewed as the rude trespassers. The Korean man in the image does not seem to be happy about being walked on. He isn't willingly being a bridge for the Japanese man, and isn't willingly holding that sign for him. Maybe he had no choice if the Japanese man threatened to kill him with the rifle if he didn't do it. Japan just rammed through Korea without permission, took it, and used it as a bridge to get to China. As a result, the Japanese are being viewed as nefarious intruders who, without permission take advantage of Korea in order to get their hands on China.

4) What message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

The author is saying that the cost of imperialism is that many people will be forcefully taken, and will have to forcefully serve imperialists against their will just how Korea was taken and was forced to serve as a bridge for Japan.

Cartoon for America: (http://www.umich.edu/~ac213/student_projects05/las/sandom.html)

1) Is this image pro or anti imperialism? How do you know?

This image is pro imperialism. The black boy is seen as a savage. He is jumping wild with an expression of a boy who lost his mind, a label saying San Domingo and another label saying Revolution. The image says that Uncle Sam says, "Maybe I'll have to bring the boy into the house to keep him quiet." Also, "I can't talk your lingo but I'll do my best-by jingo, stop that fightin', San Domingo." Just how the imperialists viewed others except white men as uncivilized, wild, and childish, this boy is also viewed as wild and crazy as that. Uncle Sam is inside a house that says U.S. By bringing the boy into his house, he means that San Domingo should become a part of the U.S., in other words, the U.S. should colonize San Domingo. Uncle Sam is viewed as a calm man who is trying to help this poor boy get a better life.

2) What views of the native peoples are being communicated in each of the illustrations?

The native people are being viewed as wild savages in this illustration. The black boy is a kid, but he looks like a monkey that's gone out of control with mental diseases. This illustration is drawing to the idea that people other than white men are all uncivilized, wild, childish, evil, mad, and need guidance from the white men to live a better life. This is why Uncle Sam is there to take care of the wild boy.

3) What views are being communicated about the Europeans/Japanese in their role as imperialists?

Europeans, as their role as imperialists are being viewed as the ones who will lead the uncivilized people out of the darkness of madness, wildness, uncivilized life, and will lead them to a better, more civilized life. Uncle Sam in the image is planning to take in that wild boy to help him, to reeducate him so that he could live a civilized life. Right now, the boy doesn't seem to know how to speak either, since Uncle Sam said, "I can't talk your lingo but I'll do my best.." Uncle Sam is taking on the "White Man's Burden" guiding the boy towards a better life. Therefore, Europeans are being viewed as the heroes, the leaders towards a civilized life.

4) What message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

The author is saying that the benefits of imperialism will be that the "uncivilized" people will become civilized in the end, and will be able to live a better life. Of course, the job of reeducating them will not be easy as suggested in the image with Uncle Sam. Taking in a crazy kid and reeducating him is not an easy job. However after that, the kid will be well mannered, polite, and a whole new person in the end.

Very good effort to understand these complex political cartoons. What do you think are the implications of the two alternative captions for the third cartoon? 19.5/20

Reactions to Imperialism
 * Notes on Audio-Visual Sources, 2/10/12**
 * China || Japan || United States of America ||
 * * Difficult for western countries to open trade, for China was self efficient
 * Opium War engendered by Great Britain, China opened trade
 * Taiping Rebellion occurred, led by Hong Xiuqan who wanted to create Utopia
 * Modernization of China by Dowager Empress Cixi failed due to China still attached to it's tradition
 * Other countries took China due to failure of modernization
 * Open door policy, to open trade with all merchants made by U.S, for they didn't want China to be taken by other nations
 * Boxer Rebellion occurred, rebelled for extraterritorial rights || * Due to U.S. threat, Japan opened trade
 * Mutsuhito took over control of gov. for people were angry about Shoguns opening trade
 * Reign of Mutsuhito called Meiji era, or enlightened rule
 * Mutsuhito tried to modernize Japan, sent people to other nations to gain things Japan needed
 * Japan succeeded in modernizing itself, obtained power, many wars won || * Spanish-American War occurred in 1898
 * Jingoism established in U.S.
 * America needed markets for industrial based economy
 * Journalists provoked for war, since they wanted to sell more newspapers
 * Spanish-American war signaled appearance of U.S. as global power, and fall of Spain's empire
 * Spanish-American War Treaty ended war
 * Cuba gained independence, Philippines, Guam, Puerto Rico all given to U.S.
 * U.S. gained Pacific empire, allowed to build naval bases in Cuba
 * U.S. had to pay $20 million to Spain
 * U.S. seized Guam, Hawaii, Puerto Rico, and Philippines
 * More land & markets wanted by U.S.
 * Competition gave idea that strongest would survive and weak would die
 * Protestant ideas, wanted to "Christianize" many people
 * U.S. turned from isolationism to imperialism
 * America grew as one of world power, taking control or effecting islands of Caribbean Sea, mid-Pacific Ocean, also near Asian mainland ||


 * Task 5, 2/8/12**

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

1) This image is anti imperialism. Africa is shown to be a resourceful country just by being put side by side with the words 'Gold Fields'. There is a gigantic English man who is greedily stretching his huge hands from far away to claim Africa all by himself. The man, with his unique hat and large body, seems to be representing John Bull. John Bull was a very rich, wealthy, and greedy man. The hands already cover some regions of Africa in the image, and the hands seem to be wanting more and more. This image is showing the idea of imperialism as a greedy movement made by Englishmen to take away riches of other countries for their own use. This is how I know that this image is anti imperialism.
 * Image #1:**

2) Africans are being seen as prizes, treasures which are to be taken. This is because the value of Africa is emphasized by the word 'Gold Fields' in the image, and the Englishman is claiming Africa with his hands. He wants the prize. Africans are just seen as part of the prizes that will be gained by imperialists once Africa is taken.

3) The British/Americans are being depicted as treasure hunters in their role as imperialists. As said before, the greedy man is taking Africa with those huge hands of his, along with the gold fields. He is the collector, the one who benefits from the prizes.

4) The author is saying that one of the costs of imperialism will be that Africans will lose their resources, culture, tradition, and more. There will be many things that Africans lose compared to the things they will gain in return from the imperialists. I can see this because the area of Africa with the words 'Africa' and 'Gold Mines' are bright white, and untouched. However the other region of Africa is very dark, shadowed, shrouded by the huge hands of the man. The Africans in the areas which are shadowed by the hands have lost many things, and soon, every African people will lose the same.

1) This image is pro imperialism. I know this because the man in the image seems to be the only white person there. In other words, there is a great chance that he is a colonist. The other Asians/Africans around him are little children. This image itself is saying that imperialism is good because white men are able to guide the stupid children, who are Asians/Africans, to the right path to be civilized. This is one of the justifications made by imperialists for their actions.
 * Image #2:**

2) This image is saying that Africans/Asians are basically uneducated, wild, little children**.** The image has a white man who is dressed very well, and behind him there are Africans/Asians who are first of all dark skinned, dressed poorly, and are children. Children usually don't have as much knowledge as adults. Therefore, they are uneducated, compared to white men. Also, most of them seem to be wearing very little clothing at all. They are wild, like a tarzan in the jungle. Finally, considering their location compared to the white man, they are behind him. This means that they need guidance from the white man. In conclusion, Africans/Asians are barbaric and stupid children, and they need guidance to the right path to be civilized.

3) The British/Americans, in their role as imperialists, are seen as the baby sitters, teachers, or the people who will guide the children to the right path. The white man in the image, as said, is dressed really well compared to children around him, and is standing in front of the children. He needs to guide them forward, and teach them how to be civilized. He is their guide towards a civilized and better life.

4) The benefit of imperialism being conveyed through this image is that the wild Africans/Asians will be able to become civilized, to live a very good life! The imperialists are doing this for them! For their benefits! The well dressed white man in the image will lead all of the African/Asian children behind him towards all the benefits they could gain if they become civilized.

1) This image is anti imperialism. I know this because the serpent with a face of a British man with a crown is attacking the African. In other words, this image is emphasizing the brutal treatment of Africans by imperialists. They are being treated harshly, and very unfair. This is why this image is anti imperialism.
 * Image #3:**

2) Africans/Asians are being viewed as prey here, more like slaves who would be attacked if they don't do their work properly, and eaten up. The African is being attacked by the serpent, which means he is the victim. Serpents wrap around their prey, squeezing tightly to drain the energy out, so that they could eat them. In fact, this serpent, with the huge beard and crown seems to be representing Leopald II. Leopald II was used to the method of brutally punishing his workers to show others, to make them fear of what they might get if they don't work properly. There seems to be another African ahead of him in the image, but that African doesn't seem to be getting attacked. Moreover, that African is seeing what is happening to the other one. Africans/Asians are merely viewed as victims, slaves, and prey. They will all be devoured by Leonald II.

3) The British/Americans in their role as imperialists are the villains. They are the evil creatures who are attacking innocent Africans, sucking up the good resources of their land. Like the evil serpent in the picture, they are the monsters who are currently keeping slaves, harming them, and eating them whenever they want. Their superiority over the slaves is shown with the crown on the serpent, and the serpent's color which is white, representing that he is at a higher position.

4) The author is saying that the cost of imperialism is that people who are being ruled, specifically these Africans, will have everything devoured by greedy men such as Leopald II. The man being attacked by the serpent doesn't look too happy in the image. Imperialism will cause the pain and suffering of many people to complete it's goal.

1) This image is pro imperialism. This image is an ABC lesson for baby patriots, as said on the title. The first letter N, and the words that go with it suggest that the navy of the imperialists are the best. Nothing can stand in their way of achieving their goal. When a foreigner spots their navy, that foreigner wishes he/she will die instead of fighting. That's how powerful their navy is. As for I, the British man is on top of an enormous elephant, being fanned by an Indian. While being fanned, the man is able to shoot at the animals that cannot even attack him due to the huge elephant, and have no choice but to run or die by his bullets. India is the hunting party, a party that will be enjoyed by the British. Finally, for W, the black man is well behaved, and is willingly being educated by the Englishman. The Englishman is the boss, and the black man will do anything asked to obtain his education. These are all the reasons why this image is pro imperialism.
 * Image #4:**

2) The Africans/Asians are basically being viewed as lower beings. They are either too dumb, so they need education from the British, and are dumb enough to do whatever the British people will tell them to. They could also be seen as servants who will willingly fan the British people if they only ask for it. Africans/Asians are not being viewed as civilized people in this image.

3) The British, in their role as imperialists are viewed as the boss, the most superior. Anyone will avoid their navy, for the letter N in the image because the British are too strong superior to be beaten by others. The British are like the Kings and Queens, that they can afford to go to comfortable and fun hunting parties in India, with servants fanning them. Also, the British will willingly educate the Africans/Asians because they are superior, and they have a duty to guide the uncivilized people towards the right path.

4) The benefits of imperialism being conveyed by the author are that British people will be able to enjoy many things such as hunting parties, they will also be able to guide the uncivilized people towards civilized life, and nothing will stand in their way. They will be able to enjoy as much as they want, while performing their duty laid out for them.

1) This image is anti imperialism. Nobody likes mean teachers. In the image, African/Asian children are being treated badly by the teacher. One of those children are cleaning the windows. Other children who are all whites, are at the back, reading their books without anyone to bother them. This image shows racism. The teacher is looming over, and only picking on the sad African/Asian children because they seem to be lower, less educated, mannered, and civilized than white children.
 * Image #5:**

2) The Africans/Asians are being viewed as unfortunate children who are being treated unfair, just because of their skin color and where they came from. They are also being trained for labor, as suggested by the black kid washing the window. All the children being picked on by the harsh teacher all have dark skin color. These children are the poor victims for the teacher to pick on during classes. The children at the front sadly don't get to have desks, or books like the children at the back because they are lower than them. In fact, they don't even seem to be well groomed as the white kids at the back.

3) The British/Americans, in their role as imperialists are being viewed as teachers as well as superior leveled classes in this image. The children at the back are all whites. They are more superior, better educated and civilized than the ones at the front, so they don't need harsh treatment, and they don't deserve harsh treatment. The teacher at the front is the educator, who is educating the children at the front to become more civilized. That teacher is seen as Uncle Sam, by his tall, slim, old body, and striped fashion. However the children don't seem to be liking the way that they are being treated in class, and based on their expressions, some of them might not even want to be educated on how to be civilized, and on labor.

4) The author is saying that the cost of imperialism will be the miserable sufferings of the people being ruled by imperialists. As said, the children in the image are scared, not happy, and they might not even want to be there. This might even be a forced education, which doesn't make anyone happy.

1) This image is anti imperialism because nobody would want a gigantic monster hawk terrorizing their village. The black hawk is wearing a crown, symbolizing Germany. The Africans down there don't want the hawk to come to their village, and are possibly shouting at it not to come.
 * Image #6:**

2) The Africans are being viewed as prey for imperialists. They are the targets for the imperialists to swallow up. This is well proved when the monster hawk is flying over a village of Africans who don't want to be eaten. Some of them seem to be holding spears, or sticks to get rid of the hawk, but the hawk will swoop down, just as it suggests on the phrase "on the swoop," and eat them.

3) The British/Americans, or specifically Germans in this case, in their role as imperialists are being viewed as predators. They are being seen as monsters who are greedy to take the African, and their properties, just like how the hawk is greedy to eat those humans in the village.

4) The author is saying that the cost of imperialism will be the abuse and suffering of the Africans/Asians, and those Africans/Asians will all be eaten up, devoured, just like how the people would be eaten by the hawk in the image.

1) This image is also anti imperialism. I know this for several reasons. The image title is blurry, but seems to be "Civilization Begins at Home." The American man is very business like, dressed well, and seems to be thinking about civilization while he is looking at a map of the Philippines Islands. However in the background, there are people, Africans/Asians who are dead. There are corpses laying around. There is also the statue of a woman who is holding the balancing scale, which represents equality and justice. The man's face is not turned towards the woman, meaning he is ignoring justice. The image itself is saying that the man is business like and civilized, but he is achieving his goals the wrong way.
 * Image #7:**

2) The Africans/Asians are viewed as the dead. Simply proving, they are dead in the image. Their corpses are laying around in the background. They are viewed as the ones who suffer most from imperialism.

3) The American in his role as an imperialist is being viewed as a cruel ruler who only cares about his work and does not care about the deaths of people if those people are uncivilized. To prove this, the man in the image is totally focused in his own thoughts while looking at the map of the Philippines Islands, and he is ignoring all of the corpses laid behind him.

4) The author is saying that the cost of imperialism will be again, sufferings and sometimes deaths of the Asians/Africans. This was already proven when it was mentioned that there were many Africans/Asians dead in the image with their corpses rolling around, while the American only cares about his business.

This whole assignment was very thoroughly and thoughtfully done. Very impressive. 30/30


 * Task 4, 2/8/12**

1) What was the Berlin Conference?

The Berlin Conference was a conference held in Berlin, Germany, and was attended by the European powers which were France, Great Britain, Spain, Germany, Portugal, Belgium, Italy, and also the United States. The conference was set in order to divide Africa based on colonization for each power. However, there were no Africans who were attending, which was really unfair.

2) What were the three outcomes of the conference?

The European powers agreed on three things at the end of the conference. First, they agreed that other powers should be informed when any supreme power wished to claim any territory. Second, effective occupations should be able to verify any type of annexation. Lastly, everyone agreed that treaties with African rulers were to be recognized as a justifiable title to independent rule.


 * Task 3, Table Notes, 2/8/12**


 * Task 2, 2/8/12**

1) Which countries controlled the largest sections of Africa in 1914?

France and Britain controlled the largest sections of Africa in 1914.

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

I think these countries had the largest area of Africa because they were the most powerful countries in Europe, thus their expansion of colonies were great and more efficient than other countries. France and Britain reached Africa before other countries. They fought over the territories they could gain in the country. Eventually, other countries colonized some parts of Africa as well, but the largest parts were already taken due to the early arrival and conflicts of France and Britain. France and Britain had taken the majority of Africa before other countries had the chance.


 * Task 1, Discussion, 2/8/12**

Discussion Starts and Ends from the top to the bottom image




 * Age of Imperialism Table, 2/7/12**




 * Darwin's Excerpts Question, 2/6/12**

Darwin’s theories apply to culture and society for several reasons. On Darwin’s writing of “Struggle for Existence,” there is a part which says, “The recent increase of the missel-thrush in parts of Scotland has caused the decrease of the song-thrush.” Similar to this, as one group of people begin to increase the amount of their land, tradition, wealth, and culture too much, those of other groups of people begin to decrease. Everybody wants wealth. As a result, there are conflicts among many groups of people.

In Darwin’s writing on “Natural Selection,” one part says, “But if variations useful to any organic being ever do occur, assuredly individuals thus characterized will have the best chance of being preserved in the struggle for life; and from the strong principle of inheritance, these will tend to produce offspring similarly characterized.” There are differences for things possessed by many groups of people, whether they may be culture, the environment around them, amounts of wealth, weapons, etc. The strongest of those groups of people, the groups that have the most variation of those things mentioned will have benefits over other groups. For example, if two groups of people are at war with each other, the ones with the most amount and variation of weapons have an advantage. If one group fights with only guns while the other group fights with guns, cannons, missiles, and bombs, then that group will have the advantage in combat, for they will be able to take out larger numbers of enemies than the other group could. The other people will either be taken over by the stronger group, or die out.

Another example could be only involving the environments. Suppose one country has multiple different crops on it’s land. Then, that country will be able to survive through different seasons while the others that have only large amounts of crops with little variation could starve to death when the time comes that those crops will not be able to grow. Either way, the strongest will be able to expand their wealth by increasing the amount of their land, labor, raw materials, and markets from the other people. Along with those, the strongest will also be able to expand their culture and traditions as well. These are some of the reasons why Darwin’s theory applies to culture and society.

Which are reasons, and which justifications? Very good discussion of DBQ (although you haven't considered the implications as a justification for imperialism). 10/10


 * White Man's Burden Questions, 2/6/12**

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

“The White Man’s Burden” means the responsibility of the superior white men in the view of imperialism. Kipling is saying that white men, specifically men of the U.S. and of Europe, are way more superior, developed, wealthy, and have a higher status than other people of the world. The U.S. and Europe have developed greatly in their economy with the Industrial Revolution, and are far ahead in terms of wealth and power than other countries. Kipling seems to be using the reasoning that it is the duty of the strong to take care of the weak, but not out of compassion. In other words, U.S. and Europe are essential to the survival other countries. White men who are developed as stated, are far more stronger than people of the other countries. Therefore, white men must take on the “burden of the empire,” or the responsibility and duty to rule over the lesser beings, and take care of them in order for all of them to live. The other countries have no choice but to obey if they want to survive. This is the description of what Kipling calls “The White Man’s Burden”.

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

No, I do not agree with Kipling’s characterization that white men are more superior beings than people of the other countries. It is true that the U.S. and Europe happened to gain benefits through the Industrial Revolution and have progressed faster than other countries in terms of wealth. However, that doesn’t mean that they are better than other countries. Everyone can develop in order to live on in this world. It’s just that the time for development is different for everyone. That is why people of the U.S. and Europe might consider it as an important fact not to tell other countries how to develop in terms of industries. That is because if they do, then other countries will progress and will not need them anymore. However eventually everybody levels up. This is why I do not agree with this simple racism that white men are better than others.

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.

This is saying that during the mid 1800-early 1900‘s, Europeans and Americans thought that they were more superior and higher than the rest of the world so much that the rest of the world would not be able to live without them. To prove this, it says on the first part of the poem that, “to serve your captives’ need, to wait in heavy harness, on fluttering folk and wild, your new caught, sullen peoples, half devil and half child.” Serving the needs of the captives means the white men helping the people of the other countries so that they don’t die out. Waiting in heavy harness is a hard job to do, therefore is telling that this is an extremely difficult job. The fluttering folk and wild means the environment of those other countries, and the new caught people being half devil and half child means that people except white men are all either bad, or unintelligent like a little child. White men contributing to the salvation of other countries is not out of compassion. White men also gain something from other countries, however it is because that the other countries definitely need them to survive, that they are contributing. This is the attitude of Europeans and Americans at those times.

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

No, I do not think that KIS is an example of “The White Man’s Burden” in modern Korean society. It is indeed true that KIS is different than other Korean schools, and contain many people from foreign countries or koreans who speak english very well, and are used to foreign culture. However, that doesn’t mean KIS is better than other schools. It is just that the education system is different. Furthermore, KIS is not essential to the survival of other schools, and it is just one of the many schools in Korea. This is why I think KIS is not an example of “The White Man’s Burden” in modern Korean society.

10/10


 * Document Based Questions page 307, 2/1/12**

1. Why would Andrew Carnegie (Source B) and Friedrich Engels (Source C) disagree about the effects of industrialization?

Andrew Carnegie and Friedrich Engels are writing from two different views under different conditions. First, Andrew Carnegie seems to be benefiting a lot from the industrialization, and is a capitalist. Therefore he is writing positively about the effects of the industrialization under the capitalist views, where it's all about the increasing economy and wealth. However Friedrich Engels is not a rich multimillionaire like Andrew Carnegie. Even though Engels is not a poor worker either, he is looking at industrialization with a socialist view. In other words, he is not looking at the effects of industrialization for the economy, but he is looking at it's effect on the majority of the people in the working class. Carnegie and Engels would indeed disagree about the effects of industrialization because they see the effects differently.

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

Mary Paul seems to be a really poor person, possibly from the country side, and might not have had enough food or a descent place to sleep before she entered the factory in Lowell. It is said that the Industrialization improved living standards for many people. Working at a factory is not an easy job, however by doing so, Mary Paul has gained enough food to keep herself from starvation, as well as a good place to sleep. Now, her life must not be as bad as it used to be because she is totally satisfied with what she has right now, and desires nothing else.

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 is telling something to the people who are watching it. A vampire bat labeled capitalism attacking a laborer and an angel labeled socialism coming to the rescue is telling a general message. The cartoon is saying that capitalists are getting richer and richer by the laborers' hard work, while the laborers are not getting any descent payment in return. A vampire bat does not give back blood to it's prey. There is an angel with the tag labeled socialism. I would definitely choose the angel over a vampire bat. People could see by looking at this cartoon, that capitalism is no use to the laborers, for they will not benefit much, so they should move on to socialism. This is how the cartoon could be useful in getting workers to rally to the cause of socialism.

10/10


 * Four Questions about Communism, 1/30/12**

Marx would definitely have not agreed that these states were "communist." The "communist" world did not happen, and the communist states today all took a different path. I think this has occurred because Marx's ideas were too perfect to be true. Opposite of what he said, states and governments did not wither. In fact, in some communist countries such as China, they grew instead of withering, due to efforts for increasing their wealth. Equal ownership for property, also the economic equality was not possible either. Humans all individually have different desires inside them. It is impossible for the government to look at all the different desires of individual people and still make equal ownership for everyone. Political power could not be split up equally to everybody as well. Communist countries today have one dominate group or leader to keep order. These are why Marx's world of "communism" never came. His ideas were impossible from the beginning that they failed before they even came true. I agree with the idea that the growing gap between the rich and the poor in the industrialized world did not form due to Union movements and reform laws. Marx predicted that the growing gap would form because the situation back then for the poor was just as bad, while for the rich was just as good. However, Union movements occurred by people of the working class, eventually followed by reform laws to improve conditions for workers. Marx's prediction might have come true, had there not been the Union movements, and the reform laws to stop it.


 * Industrial Revolution Question Answer, 1/25/12**


 * 1) 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?

I completely agree with the fact that the Industrial Revolution along with the urbanization was a mixed blessing. Overall, it ended up expanding the wealth for Europe and it's people, especially the middle class, and also led to growth in cities. Even workers who were poor and suffering at first eventually found that they gained some benefits. However the process of all of this caused many workers to be injured, and to live under harsh conditions. Even children were working in factories. There were many risks of injuries due to machines, and also the air itself was bad to breathe in some factories due to the effects of the machines. Many children had their life span reduced to the age of 17 because of the diseases that were common among the working class people. Factories caused many pollutions in water and the air around them as well. With major effects of both good and bad, I agree completely that the Industrial Revolution was a mixed blessing.


 * The Industrial Revolution Comment, 1/19/12**

I have read about and saw pictures on childhood lives and jobs during the Industrial Revolution. I feel like children those days were not even close to having freedom that is possessed by children today. The text mentioned that children as good as the age of five were working in textile and carpet factories and other places. I also saw pictures of different jobs that children had. Some of those jobs had risks involved that children today do not even have to take. For example, there was a picture of boys in the Catawba Cotton Mill on page 70. The text beside mentioned that cotton dust on the floor caused respiratory problems for children and adult workers. I also read that many jobs were gender specific, which means that many of those kids might have got a job that they didn't even want to do because there were no other options. Children were many times abused, and treated as young workers, not as the young golden aged individuals they are seen as today. Surely kids did not like being treated this way, and as proof, I saw one picture and read the description which said that young girls participated in the parade of May Day Labor, and they were wearing bands that said "abolish child slavery" in two different languages. Overall, even though people complain that life is unfair today, I think that life was far more unfair for children back then.


 * Mindmap of Computer Impact, 1/17/12**


 * Napoleon and Congress of Vienna**

4. Why did Napoleon's empire collapse?

Napoleon's empire collapsed because of a series of mistakes made by Napoleon due to his power hungry characteristics. Napoleon was a hero who first managed to establish a good empire, however he went too far. He tried to harm Britain's economy by establishing a blockade, however that failed, and ended up harming France's economy instead since Britain responded with their own blockade with a strong navy. Napoleon also tried to control Spain by making his brother the king, however the Spanish people who were loyal to their own king ended up taking 300,000 of Napoleon's troops with the help of the British. Russia was one place Napoleon should have left alone. When he went to conquer Russia, the Russians made use of the cold weather and the scorched earth policy to exhaust the French troops. As a result, Napoleon lost thousands of his troops by Russian attacks on his way back to France, and only 10,000 men made it out. Napoleon later gave up on his throne and was exiled, however returned, and made his last attempt for power during the Hundred Days until he was defeated in the Battle of Waterloo and exiled forever. Napoleon's empire died with Napoleon due to many mistakes which could have been prevented.

5. What were the goals of the Congress of Vienna?

The Congress of Vienna's purpose was to draw up a peace plan for Europe that would last for a long time. With the guidance of Klemens von Metternich, their main objectives were to make sure France doesn't attack other countries again, to establish a balance of power for all nations, and to put kings back on the throne of the countries.

“It may be impossible to have a revolution without crimes but that does not make revolution a crime.”
 * Revolutionary Image Reason, November 28, 2011**

I chose that image because revolution challenges the regulations of what makes certain actions turn into a crime, therefore revolution is not a crime.

http://patman0267.edu.glogster.com/propaganda-/
 * Glog Link, November 16, 2011**

http://amongthehogs.com/welcome/2011/10/the-well-dressed-man/frederick-the-great/ http://ff2010info.blogspot.com/2010/09/concert-flute.html http://www.dailyclipart.net/clipart/sword-clip-art/ http://www.graphictruth.com/2008_06_29_archive.html http://www.publicdomainpictures.net/view-image.php?image=12309&picture=simple-golden-cross&large=1 http://pragdave.blogs.pragprog.com/pragdave/writing_a_book/
 * Work Cited:**

1) What is absolutism?

Absolutism is the kingship theory where the centralized state is ruled by the monarch who has supreme power. and not effected by any laws except the laws of God.

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

The justification for absolutism referred to as the 'divine right of kings' is that the monarch is directly linked with God. The absolutism of monarchy was when the monarch held supreme power over others. The monarch's right to rule is given by God himself, meaning that no one could challenge that monarch's authority. The monarch represents god, meaning if you go against the monarch, you go against God. The monarch's decision was also God's decision, so they could be immediately made to laws. The monarch is connected to God in every way.

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

The calamitous 14th century, Protestant Reformation, Bureaucracy, and the extreme wealth produced by the mercantile policy caused the rise of Absolutism in Europe.

4) Explain briefly how absolutism developed in

Spain: Absolutism developed when rulers applied the divine right theory, making every decision as well as managing bureaucracy on their own, and conquered other places for more land and wealth.

France: Absolutism developed when King Louis XIV took supreme control, made every decision on his own, as well as expanding the territory and wealth of France.

England: Absolutism developed in England through a series of conflicts between the monarchs with their divine rights theory, and the Parliament, eventually leading to the Parliament's victory.

Russia: Absolutism developed in Russia by the work of many great rulers such as Ivan III and IV, Peter I, and Catherine II, when they unified, developed, reformed, and expanded the nation.


 * Speed Dating-Thomas Hobbes, 11/10/11**

media type="youtube" key="zvRIrG0swqo" height="315" width="420"


 * Explorer's Journal-Patrick&Michael**


 * Port 1**

media type="file" key="Discussion of Exploration-Patrick&Michael.mp3" width="240" height="20"

__Navigation technology__ 1. Astrolabes: Astrolabes are navigation tools used to predict and locate positions of the stars and Sun, in other words used to depict an image of the sky at a specific location and time. You can do this by first drawing the sky on the face of the astrolabe and marking it so that the positions in the sky are easy to locate. Then, you must fix the movable parts of the astrolabe to a specific time and date. When this is done, a lot of the sky, which are visible or not at the time, are shown on the face of the astrolabe.

http://astrolabes.org/

of each Journey || Made the first trip around the world, however because of getting involved in a local war in Philippines, Magellan was killed and only 18 men and 1 ship were able to come back to Spain after almost 3 years since they had left || Discovered the New World in European point of view, marked the beginning of American colonization which didn't always lead to good events in the future. || Found the Spice Trade Route, found a way from Europe directly to India going around Africa. However many crew members died on the way back due to diseases such as scurvy. (http://www.enchantedlearning.com/explorers/page/d/dagama.shtml) || We mapped the Arctic region, traveled to the East to buy more goods for our country such as spices and jewelry, mapped the Indian Ocean region. Only 150 men and 3 ships were able to return because of getting caught in a violent storm on the way back. Also, we had to eliminate a couple of crew members for revolting because of the long, tiring journey. ||
 * Port 2**
 * Categories || Ferdinand Magellan || Christopher Columbus || Vasco Da Gama || Patrick Kwon&Michael Kim ||
 * Full Name/Country Sponsoring Exploration || Fernando de Magallanes, Spain || Christopher Columbus, Spain || Vasco Da Gama, Portugal || Patrick Kwon & Michael Kim, England ||
 * Date of Voyage(s) || World-round Voyage: 1519-1522 || First Voyage: August 3, 1492-Early 1493 || First Voyage: July 8, 1497-August 1499 || First Voyage: August 20, 1501-June 25, 1504 ||
 * Size of Fleet || 250 men, 5 ships || 3 ships: //Santa Maria, Pinta, Niña//. || 170 men, 4 ships || 300 men, 6 ships ||
 * Summary of discoveries/achievements/results


 * Port 3**

__Task 1: Slave Trade__

1) There are three reasons for the causes of African slavery. During this sad period of human history, the Africans suffered terribly under the harsh labors and cruel tortures from American colonists. African slavery was caused by European colonies' industries requiring mass and cheap labor force. It was also caused by Africans having internal conflict, and capturing each other, selling the captives in exchange for European products. Also, some governments (Angola for example) permitted merchants to capture their own people for slaves in exchange for some European goods. The workers already in the plantations of the European colonies were not enough to satisfy the labor force to produce more products, so colonists turned to cheap African slaves who were big in a big number, to satisfy their needs. Some Africans were craving for European goods, and the African slave traders used the captives in exchange for the goods they desired. Also, since some governments allowed merchants to capture and sell their own people, this added on to the idea of African slavery. Overall, the colonists’ desire for more riches and the Africans’ desire for more riches resulted in the three important causes for African slavery.

2) The Triangular Trade Route consisted of three parts. It was the system of trade between Europe, Africa, and the Americas to satisfy each factions. First, European merchant ships went from Europe to Africa. Then, the merchant ships and the ships carrying slaves went from Africa to the American colonies. Finally, the merchant ships carrying goods returned to Europe from the Americas. European merchants brought manufactured goods to Africa in exchange of slaves. The slaves were to be delivered to the American colonies and exchanged there for sugar, molasses, cotton, and other goods such as tobacco products. Then the merchants carrying the goods went back to Europe. Overall, these three parts made up the triangular trade, and the whole thing worked as one huge cycle, going over and over again, repeating itself of the exchange of slaves and riches.

3) There were harsh consequences of the slave trade. During this time, Africans were taken away from their home lands and forced to make a long and painful journey to places they did not know only to find more torture. Many Africans died during the Middle Passage. They faced discrimination and torture in the colonies and on the merchant ships. The slave trade also led to the African diaspora. The Africans were forced to travel in crammed spaces for more than a month, and diseases spread very fast on the slave ships traveling to the American colonies, resulting in the deaths of many Africans. Even if they survived the Middle Passage, Africans were not treated as human beings, but more as equipments for helping labor, and suffered harsh treatments any human being wouldn’t want to endure. African family members and tribe members were also separated from one another, and scattered throughout the American colonies. As a result, those slaves had no choice but to live their harsh lives with other slaves from different places, who they couldn’t communicate with very often. Overall, these three consequences of the slave trade all had terrible impacts on slaves which ruined their lives.

__Task 2__


 * Port 4**

__Task 1: Source Analysis__

Author: This edict was created by the shoguns of the Tokugawa Shogunate. The Tokugawa Shogunate was the dynasty of shoguns which ruled Japan that was unified from the early sixteen hundreds to the late eighteen hundreds (MWH p.R39). The authors are trying to shut Japan’s doors off from other countries. They do not want Japan to interact with most of the other countries for anything.

Place and Time: It can be assumed that this was written in Japan in 1635. Unlike Japan today, Japan back then was getting away from the rest of the world. This edict lists many forbidden actions which all involve with the matters of interaction with other countries in the world. At the time this was written, this edict was something very important and to be feared of if one chose not to follow it.

Prior Knowledge: I already know that Japan was facing something similar to China’s Golden Age, or Europe’s Renaissance, the opening of minds before it isolated itself from the rest of the world. Toyotomi Hideyoshi played a huge roll in this. He was able to unify Japan into one country where before, people of Japan were focused on internal conflict, fighting amongst each other. Then Hideyoshi had a great vision of dominating China which at that time was considered weak. However, after his dreams failed because he couldn’t get past Korea, he only focused on protecting his son. After his son died, the shoguns took over and that’s when Japan closed itself off from the rest of the world, when this edict was written as well (CNN Millennium 1500s).

Audience: This edict was written for the people of Japan, in particular, the officials monitoring the port of Nagasaki which was the place of Japan’s most foreign contact back then. This edict that I see right now doesn’t say the reason for any of those forbidden actions. For example, on number 1, it doesn’t say why Japanese ships were strictly forbidden to leave for foreign countries. Japan was forcefully closing it’s mind from other countries.

Reason: This was written to stop the people of Japan from trading and interacting with the rest of the countries in the world.

The Main Idea: This edict is basically saying for people of Japan to not to get involved with other countries whatsoever in any sort of way, or there will be consequences.

Significance: Following the reason for why this source was written, this emphasizes how critical the people of Japan, in particular the ones who wrote this edict, were focused on isolation from other countries. They must have thought that they had what they needed and did not need help or concern from others. This draws a similarity to how China was when it closed itself off, when it thought that it was perfect enough to not to interact with others until the Europeans made them realize the sad truth that things had changed over time.

__Video Question Answers__

1. Toyotomi Hideyoshi was the Bald Rat. 2. Japan hoped to build it's empire in China. 3. Japan losing to Korea in battle because of the Turtle Boat stopped Japan from building it's empire as planned. 4. After the failure to take Korea, Hideyoshi only focused on protecting his child from harm, and after his son died, Japan shut it's doors from other countries and became isolated just like China was.

__APPARTS on Qianlong__

Author: Qianlong wrote this letter. Emperor Qianlong was the fourth son of Yongzheng, and the 6th emperor of the Qing Dynasty who lived longest among the emperors in Chinese history (http://www.history-of-china.com/qing-dynasty/qianlong-emperor.htm ). Qianlong is opposing the idea of Europeans being able to trade in Chinese ports other than Guangzhu, thinking that Guangzhu is enough already.

Place and Time: It can be assumed that this was written in China in 1793, since this is the time when the British diplomat representing King George III had petitioned Emperor Qianlong with the idea of trading in other Chinese ports than Guangzhu. The writings in the letter also agree with the time period, since that is the time when foreign trades were greatly limited in China.

Prior Knowledge: I already know that China had progressed so much under the rule of Zhu Di, with the tribute system trade, with knowledge by mapping out the world, and other things as well. After Zhu Di’s death, I know that China decides to close off from other countries, thinking that it is perfect on it’s own, and does not need resources or gifts from other countries. However, later on Europe progresses much, developing in wealth, military, weapons, and more, while China is isolated from the rest of the world in the dark. Then Europe becomes the dominant force, and later on makes China trade with them whether the Chinese people like it or not.

Audience: This letter was written specifically to King George III. It contains some respective and florid voice here and there, but it is actually strongly rejecting the King’s request and making it clear that it cannot happen, or else there will be consequences.

Reason: Qianlong wrote this letter in response to King George III’s request at that time, to reject it and send it back with logical responses for why he couldn’t fulfill King George III’s wishes. It can also be assumed that Qianlong’s second intention was to threaten King George III that if England tries to trade at other Chinese ports anyways, then they will no longer have trading relationships with China.

The Main Idea: The main point of this letter is that China cannot allow England to trade with them in other Chinese ports apart from Guangzhu. This is because trading with England in ports other than Guangzhu would make it hard to fulfill the wishes of other countries that might request many things as well after seeing England trading in many ports. If the merchants of England try to trade in other ports without permission, they will not be allowed to trade anymore.

Significance: The importance of this source is that China is locked away from the rest of the world, only trading internationally in one port, Guangzhu. By the voice of this letter, this tells that the Emperor still thinks that China is the best and that they are trading with England and other countries because they pity them, even though they have no need to. Even though they had power in the past, later on, Europe will dominate over them.


 * China's Age of Exploration II**

Image of the Muslim populations: I can tell that China does not have that many Muslims in comparison to other countries in the world, and that Chine is one of the few places that the Muslims settled in on the East side of Asia. Many Muslims settled in the west side of Asia.


 * See, Think, Wonder, 9/20/11**

//First Image//

I see a naked man on the left reaching his hand out to a old man on the right who is wearing clothes and is surrounded by other naked people around him. The man with the clothes seems to be floating in the air with other naked people surrounding and floating with him while the man on the left is partly laying down on a surface. I also see a human hand below the naked man on the left. I think that this is a painting of a god taking people to a new world such as heaven. I think the old man in the clothes represents the god and people surrounding him are all part of his group that he is to take to paradise, and the naked man on the left is the last one to get on board. I wonder why all of the people are naked except the old man on the right, and also why there is a human hand below the naked man on the left.

//Second Image//

The image that I see isn't clean. I think it is dirty and old and is from a long time ago. I see two hands reaching out to each other but are barely not touching each other. I also see two thick black lines, almost in a zigzag shape with one passing through in front of the arm on the right, and the other above the hand on the left. I think that this is a painting that describes relationships being parted. Yes, I see two hands reaching out to each other and barely not touching, but I think this could also mean that those hands were together once, but now are parting from each other, maybe breaking apart a certain relationship between two people. I wonder why there are thick black lines near the two hands.


 * Questions on Images Regarding China, 9/5/11**

Image of the ship: This is an image comparing the fleet of China to Columbus's vessel, the Santa Maria in size. The fleet of China is way longer, wider, and in general, bigger than Columbus's ship. The fleet is big enough to hold over 300 ships which are 480 ft long and 180 ft wide.

Image of the map of Europe in 1400: This map shows the European region in 1400, and the Holy Roman Emperor would have come from the Holy Roman Empire had he been invited. The Holy Roman Empire includes most of the German Kingdom, a part of the Kingdom of France, and covers Austria and Crown of Bohemia completely, extending east until it reaches the edge of the Kingdom of Poland, and comes a little into the Boundary of Hungary. It also includes a part of the Duchy of Milan, and extends almost to St. Peter, up to the coast. The Byzantine Emperor would have come from the Eastern Roman Empire, which is surrounded by the Ottoman Sultanate of Rome. The Eastern Roman Empire is a small piece of land on the map between the part of the Ottoman Sultanate of Rome which is above Karaman, and the other part of Ottoman Sultanate of Rome which is under the Principality of Wallachia. It is also located southwest of the Black Sea. The Emperor of Doge would have come from Venice which is just under Austria, just barely beyond the reach of the Holy Roman Empire. The King of England would have come from the Kingdom of England, just below the Kingdom of Scotland, southwest to the North Sea. The King of France would have come from the Kingdom of France which contains Paris, and is north of the Kingdom of Aragon, and is west to the Holy Roman Empire, which extends a bit into it's boundaries. The King of Castile would have come from the Kingdom of Castile which is in the middle between the Kingdom of Aragon and the Kingdom of Portugal, north to the Kingdom of The Marinids. The King of Portugal would have come from the Kingdom of Portugal which is right beside the Kingdom of Castile, west to it.

Image of the Territories of Dynasties in China: This image shows the land acquired by different Chinese Dynasties at different times.

Image of the Silk Road Routes: The Silk Roads went through China, India, Egypt, Iran, Afghanistan, Iraq, and Turkey. " The Silk Road Project - Silk Road Maps." //The Silk Road Project//. N.p., n.d. Web. 7 Sept. 2011. 

Image of the European Urban Population 1400 and 1600: This image shows the difference in European populations in the year 1400 and 1600. This shows how the population expanded in numbers and throughout many places from the year 1400 to 1600. As a result, if you look at the image, some blue squares are increased in size which is why there are larger red squares over those blue squares. This means that the population increased in numbers. There are also more red squares spread out in different places than blue squares, meaning the population expanded throughout the region.

Image of the modern Beijing and comparison to capital built by Zhu Di: The image below is the map of modern Beijing. The image above with the inner and outer cities is the map of the capital built by Zhu Di. The map of modern Beijing seems to be larger than the map of the city capital built by Zhu Di, and is more detailed, showing a lot of roads, hotels, railways, temples, universities, and more, while the map of the capital by Zhu Di only shows the outer and inner cities with only a few specific places such as the Bell Tower and the Drum Tower.

Image of the China Walls: If the Great Wall started from the Yalu River 6400 km to the west of Beijing, it could be estimated that the wall would end up in Iran, if the estimate is made through the Atlas in MWH pg A18-A19.

Image of the Globe: This globe image with the red line of longitude through Greenwich England shows that England is the prime meridian from which all latitude coordinates are measured.

Last Image: This image of the map shows the route of the Grand Canal starting from Beijing and going through many places, finally ending in Hangzhou.

The maps on the unit page mean the spread of the Umayyad Empire and the decrease of the amounts of land held by the other empires. They also mean the spread of Islamic religion along the regions on the map.
 * Meaning of the Three Maps, 9/2/11**


 * Turning Points of Pre-Renaissance History, 8/25/11**

**Family History Project**

 * Certificate of my mom gaining Ph.D**

This certificate was given to my mom the day that she got her Ph.D. This is a primary source because this certificate was given to her at that time and place of the ceremony when she obtained her Ph.D. This is a written source which is very important to this event because it clearly proves that my mom got a Ph.D after graduating graduate school.


 * Photo of My Mom During the Graduation Ceremony**

This is a picture of my mom in the graduation ceremony when the dean handed her the certificate saying that she obtained a Ph.D. This is also indeed a primary source because this picture was taken at the ceremony at that time. This is an unwritten source proving that she actually obtained the Ph.D. There is also a date on the picture on the bottom right corner which gives us the time of that event.

media type="youtube" key="4hMUehs3sj4?hl=en" height="349" width="425" This video shows my mom being interviewed for how she felt when she got her Ph.D, what she thought were the benefits of our family when she obtained it, and more. This interview is a primary source because it is obtained from my mom herself. This source is very important to the event because the main person from that event is telling me what she thought of how that event helped our family, thus how the event became a good part of our family history.
 * Video of Interviewing My Mom Regarding the Event of Obtaining her Ph.D**


 * Written Recount of Event**: My mother graduated graduate school in the year of 2001 and managed to obtain her Ph.D degree. The graduation ceremony was in one of the university halls and my mom, grandparents, and I attended it. My dad was in the United States then, so he couldn't attend it. I waved at my mom from the audience but she didn't notice it and I was a bit disappointed. The three primary sources shown above are all important to this event or in relating this event to our family history. The certificate for her achievement was given to her on the day of the graduation ceremony and the picture was also taken during that day. The video interview includes my mom answering the Ph.D involved questions that I asked her.


 * The Many Hats of a Historian-Patrick(8/21/11)**

Excellent work, Patrick! Please use the blue bar button on the edit toolbar to put a line between each of your assignments. Whenever possible (when formatting is not an issue), please work directly on this wiki. 10/10


 * APPARTS Letter of Pope Gregory VII**

Author: The author is Pope Gregory VII. He was a pope around the 11th century who rose in terms of power and reputation and who also had a conflict with Emperor Henry IV over powers including controlling the system in the ecclesiastical offices and the Church.

Place and Time: The time this letter was written is around the year 1075 in Rome. This source is telling us that at that time, the pope was very strong and had much more power and authority over people than he does today.

Prior Knowledge: I already know that popes had many authorities and rights over the Church and also during councils of high ranked people in the name of religion, and often had conflicts with other high ranked people for the limits of their power.

Audience: This letter was written for normal citizens at that time, and also for Emperor Henry IV. This letter does not contain some facts about the limits to the power of the pope, since it was written to say that the pope has an overflowing amount of it. This letter can’t be well trusted in terms of limiting the pope’s power.

Reason: This was written at the time it was made to state the power of the pope over citizens and also over high ranked people such as the Emperor.

The Main Idea: The main idea of this letter is basically that the pope has the most power in the Roman Empire, even more than the Emperor, since Emperors could be deposed by the pope.

Significance: This source is important because this would be a good primary source for people trying to research about the power of the pope at that time, and they could use this to possibly discover some flaws in secondary sources. For instance, if there was a secondary source saying something different about the facts stated in the letter Pope Gregory wrote, then this would be the proof for why that source needs to be changed.