Jasmine+L's+World

Afghan Communism Timeline (5-25-12)
//(Jasmine Lee and Lizzie Jeon)// __1979 December-__ The Soviet Red Army enters Afghanistan to support the Afghan communist government against the Mujahideens. The Soviet Union tries to make sure that Communism is still the major political ideology in Afghanistan, and does not want to lose it to Capitalism and democracy. __1986__ - The US begins to assist the Afghan Mujahideen guerrila by providing military and financial support. The US supports the Afghan movement against Communism. __1989__ - The last Soviet troops leave Afghanistan after 9 years of fighting because the conflict had become a domestic burden and an embarrassment for Moscow. The mujahideen had been fighting to make the Soviets retreat, and were successful. __2001 October__ - On September 11th, four jets from a terrorist group called al-Queda caused damage to the United States, to be specific, in New York and Washington D.C. Furious, the Americans used bombs to fight and to stop the al-Queda group. __2005 September -__ Afghans voted in their first first parliamentary elections, which showed that the country was slowly transitioning into a more democratic system. This shows the progress of Afghanistan as the Afghan people are choosing their own legislators.

10/10

The Post-War World (5-18-12)
//The Cold War (A, B, C)// A.1) The house has been destroyed by nuclear weapons. A nuclear bomb has gone off near it, and the house has been destroyed. It has been exploded by the pressure of the bomb, and it has been crushed by the massive power of it. A.2) If a whole town was hit by an explosion like this, the entire town would be wiped out. The houses would all be destroyed and crushed, and millions would be dead; however, there wouldn't be as many dead bodies due to vaporization from the bomb. The entire city would be annihilated, and there would be thousands, if not millions, dead.

B.1) I think these people wanted to "ban the bomb" because the people that were part of this protest movement had seen the bomb do its damage, and knew exactly what it could be capable of doing. They also knew at what risk they were at of being killed by the bomb because the United States was not on good terms with the Soviet Union, which also was in possession of nuclear bombs, and wanted to be rid of it entirely. B.2) I think there was such a wide range of people in CND because it was seen by the experience of the atomic bomb in Japan that the atomic bomb, once exploded, would and could affect everyone and anyone.

C.1) There were many arguments against banning nuclear weapons. Nuclear weapons were power--if either the US or the Soviet Union decided to abandon them, it would be a sure loss for their country. Both nations wanted more, although in the end the US agreed to only produce as many nuclear weapons as the Soviet Union had because there was no need for more. Also, missiles had to be produced to close the missile gap between the US and the Soviets. Banning nuclear weapons would be almost equivalent to putting up a white flag.

//Goals Chart//
 * The United Nations || The Marshall Pact || The Warsaw Pact ||
 * * to protect its members against aggression
 * to settle disputes calmly through discussion rather than fighting || * to provide resources to assist European countries in Western Europe
 * to entice the European countries to adopt America's political/economical systems || * to lessen the chances of the Allies attacking the USSR ||

//Most Significant Event// I think that the most significant event from the four videos is the moon landing by the United States. Whereas the race for space had been chaotic and seemed like a sure victory for the Soviets, the moon landing brought the United States back to the front. It was also a huge breakthrough for the world because it was the first time anyone had been on any other land that was not on the Earth.

//5 Underlying Causes for the Cold War// 1. Different accepted political ideologies (Communism, Democracy) 2.The failure of the Yalta Agreement 3. Tension between the Soviet Union and the United States 4. Distrust between the countries (by historical events such as the Nonaggression act) 5. Competition between the Soviet Union and the US to spread their political ideologies to other countries

10/10

"Europe and Japan in Ruins" (5-17-12)
//Venn Diagram//

//Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking.// I think that it was right for the Allies to try only the Nazi and Japanese leaders for war crimes. After all, the Japanese and Nazis were the major players in the war (against the U.S., anyways) and had inflicted the most damage. I think that, even if trying the Nazi and Japanese leaders didn't have that great an impact, it would have pacified the people's anger more because technically the Japanese and Nazi leaders were the ones that led forward the movements that had created so much chaos in the world. However, I believe that the Allies should have put in some effort to find who the most dangerous/harmful leaders were instead of trying all of them, innocent/harmless ones included.

The Holocaust (5-15-12)
__Videos of Holocaust Survivors__ //Twins-// I feel really bad for the twins, and sorry that they had to be taken away to camps at such a young age. I can't believe that the Germans could be so merciless and inhumane to experiment on twins, and in some cases, take them away if they weren't healthy enough. They treated them as if they were test rats--simply animals that were in abundance. However, I'm happy that they were able to find happiness in their lives eventually though, and they inspire me. They found a better way to go on after those sickly experiences, and tried to not let them affect their futures.

//Brothers-// I was shocked by how brave the man was to refuse to tell the soldiers where his brother was, even if it meant he would be beaten severely. It's heartbreaking to see the devotion people had for their families in action...he practically offered himself instead of his brother. I don't think I could ever do that. I know being separated from the rest of his family must have been heartbreaking... I don't think I would be able to live through that kind of experience. I feel hatred towards the Germans for not only ruining victims' lives, but breaking his familial relationships, and am surprised at how they could ruin such strong devotion. How could anyone be so cruel?

//Mordechai Eldar-// I can imagine seeing all the Jews that Mordechai Eldar mentioned that he had seen--living, but not really living. I can't believe the guards could be so cruel as to play around with the Jews just for their own entertainment. I feel sorry that he, and other Jews, had to go through such treatment. As if being kept at concentration camps and facing the threat of death everyday wasn't bad enough. As if being separated from family and watching friends being killed wasn't bad enough. How inhumane could the Germans get?

//Zanne Farbstein-// I can't even imagine the fear Farbstein had to go through, the anticipation she always must have had from watching people being cremated and more people, day by day, leave and never return. I don't think I would have had the courage to move on if I had been in her shoes. I would have been so scared all the time, afraid that I would be next, afraid that I would be accused in the end of not trying to help out. I can't believe the Germans could be so cruel as to cremate the Jews alive...that's terrible.

//Yaakov Hollander-// Yaakov Hollander must have had to adjust countless times over the entire course of time that he was working in Jewish camps. He obviously loved his family very much, and it surprised me when he said that the worst part of the entire thing was that he could not save a part of his cake for his brother--it demonstrates once again exactly how much devotion the Jews felt towards their families. How optimistic he is and how he concentrates on the present and future inspires me, and I respect that the Jews were eager to help their religion grow again after they had been liberated for even being a part of it.

//Sophie Engelsman-// I can't believe that the liberation meant nothing to her. This could mean that did not have it as badly during the Holocaust as others did, or simply that life without it would be just as painful to her without her family--that's how much they meant to her. I admire her for being able to put all the misery behind her and to find something new that she loved doing.

//Eva Brown-// Although she had to go through some rough treatment and seemingly "primitive" conditions, like having a bucket to relieve in, I'm glad she got to meet a person who would become her husband and was able to use the experience to her advantage by writing a book about it. Although the experience was doubtlessly dire, it's great to know that it wasn't all bad. It must have been horrible though, living in constant fear, being told that, because of your religion, you did not deserve to live, and with no logical reason, either. All the Jews must have been so angry that they were being treated like that--I know I would have been.

The Allied Victory in the Pacific (5-14-12)
//__The Guided Reading__//

//__Comparing WWI and WWII__// Skillbuilder/Interpretation: 1. Which of the nations listed in the chart suffered the greatest human costs? The USSR suffered the greatest human costs, probably because of its great population and its strategy in war to push through to victory by putting so many men on the war front.

2. How does U.S. spending on the war compare with the spending of Germany and Japan? U.S.'s spending on the war isn't too far off from the spending of Germany. However, the U.S. spent a lot more than Japan did in the war.

3. What factors may have contributed to the increased number of deaths in WWI over WWII? One of the factors that may have contributed to the increased number of deaths in WWII over WWI is the improvement in technology of weapons. For example, whereas guns or gas were used in WWI, at the end of WWII, deadly atomic bombs were used to annihilate entire populations of people. Another factor that may have contributed to the increased number of deaths in WWII over WWI might be the different strategies used in the second war. For example, whereas the Japanese had not played a huge role in WWI, in WWII, the Japanese were determined to be victorious and fight until the last person was dead, which was an entirely different motive and ensured more fatalities.

DBQ: 1. Under what conditions did the Polish refugees flee from the Germans? The conditions under which Polish refugees fled from the Germans were very chaotic. Everything was in disarray, and everyone was busy. People lost track of where their friends and family members were, and seemed ready to die. There were many desperate people that were all begging for help, and soon the city was filled with refugees.

2. Judging from the photograph, what was the government's attitude toward the Japanese Americans? The government could not trust the Japanese Americans, and felt that they had to be watched at all times. They believed that the Japanese Americans could threaten the safety of their country, and were determined not to let that happen.

The Allied Victory in Europe(5-9-12)
//__The Guided Reading__//

__//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 Hollywood dramatization focuses more on the experiences of the soldiers, whereas the documentary focuses more upon showing the more general view of the war and its effects. The movie is incredibly graphic and seems like maybe even an exaggeration of the war, whereas the documentary, compared to it, seems very cut-and-dry and perhaps displays the war as an understatement. In the documentary, all the footage is made up of primary sources, and the movie is just a fake simulation of what went on by actors. The kinds of technology showed great contrast--whereas in the movie, high-tech submarines and nice ships were used, in the documentary, the weapons did not seem as tech-savvy. However, despite all this, I believe that the Hollywood dramatization is more "true": I believe that the experience of the people who were actively involved in the war was more important than anything else. //Saving Private Ryan// being a movie, I think it would have been very effective in giving a slight taste of that experience to the audience--after all, that's what movies do: absorb you, involve you in the situation, make you feel as if you're there.

Japanese Internment/Home Front (5-7-12)
__//Write a short paragraph on you gallery page giving your opinion on the fairness or unfairness of Japanese internment.//__ Japanese internment in the US was definitely unfair. I think that the United States were paranoid after being attacked by Japan, and instead of finding an alternative way to stop the Japanese from attacking them again or to organize an attack of their own, they held all Japanese equally responsible. The Japanese people in America would have had their own motives for coming to the US--whether that be to start a new life or earn more money--and they were taken and abused for something that was of no fault of theirs. The fact that no Japanese-American/Japanese-Canadian people were discovered to be spies at the end show that Japanese internment was based off of false assumptions and paranoia.

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1. Wartime propaganda [|cartoon by Walt Disney]. As you watch, record your answers to the following...======
 * ======What wartime images do you recognize from your study of the war?======
 * The Nazi symbol was shown numerous times throughout the video (it was everywhere, on everything), which showed the importance of Nazism. Extensive factory production of weapons was going on to prepare for attack. Also, Hitler's book, //Mein Kampf//, was given to Donald to study and learn to become a better Nazi. The people had to work as soon as they woke up, and were constantly threatened with death if they did not show proper respect to Hitler.
 * ======What are some of the messages of this cartoon?======
 * Nazism seems to have advantages, but they end up not being what you expect. Not only is it very threatening to the people under the control of a Nazi government; it is also very intimidating towards them. Being under Hitler's power is like being a bird in a cage: having no freedom and being watched constantly. Living in America is great compared to being under Hitler's power, and people should be thankful for being Americans. Nazis are evil.
 * ======Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?======
 * I think companies like Disney and Warner Brothers produced these cartoons during the war to show US citizens, especially children, how bad Nazism was. It also provided justification for being in war with Germany. It instilled the idea that Americans were good and Germans were bad in the brains of the children.

2. Political Cartoon for the home front

 * ======What is in the cartoon? Explain the symbolism you see.======
 * Uncle Sam, which represents America, is shoveling the paper into the paper processing plant, and I think this shows that America is driving this plan forward. The boxes are created by scrap paper, and I think that the fact that scrap paper is used to produce boxes shows how anything and everything is used and recycled because the Americans cannot afford to lose anything. On the left of the picture are barrels of supplies, such as Christmas goodies and chocolate, which are then put in the boxes created by scrap paper. These supplies represent resources that are sent out to other countries at war. While the woman on the left is filling the boxes with resources, the man on the right is putting weapons in, like the missile-like object he is holding that reads "pass on to Adolf," and the various other boxes he has behind them (like the "INT Bomb").
 * ======What is the intended message of the cartoon?======
 * This cartoon represents the USA salvage program in its entirety. I think this shows that there were two sides to the US salvage program: distributing resources to fellow Allies, and distributing weapons to be used against the enemies.

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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======
 * millions of people evacuated escape German bombing raids
 * didn't know anything about the trip
 * some children were happy to be going somewhere else
 * ======Rationing======
 * received rations once a week
 * had to register with a shop, and this shop would be the only place the family could buy food from
 * clothing was also rationed (controlled clothes they wore)
 * ======Women at war======
 * thousands of women worked in the Land Army
 * many worked in factories because of shortages in workers
 * old women joined the WVS (Women's Voluntary Service)
 * ======Messages of war======
 * posters asking women to help out with the war and take jobs
 * to not waste neither material nor time (through small talk)
 * opposition towards Hitler

Pearl Harbor (5-3-12)
__// Write a short description of the perspectives presented in the political cartoons below. What does each cartoon highlight about how Japanese expansion was viewed? //__ Cartoon #1) The first cartoon shows that the greediness of the Japanese was a problem, but even knowing this, the League of Nations refused to handle the problem themselves and instead expected America to. Americans feel as if they are the ones expected to deal with Japan just because the League of Nations think they are not powerful enough and do not want to get their own hands dirty.

Cartoon #2) In this cartoon, the Chinese and Indians are carrying the British and American, and Uncle Sam is sitting atop bags of money. This demonstrates that the imperialized nations such as India and China have to do all the work for their imperialists, but that the imperialists gain all the profit in the end. This was a reason for the Japanese to hate the west, and justification for them to ignore the west and conquer.

Cartoon #3) This cartoon demonstrates how Japan is ignoring the Nine Power Treaty and the Kellog Pact, which were supported by the League of Nations. The Nine Power Treaty stated that China was equally open to all nations for trade, and the Kellog pact states that nations should not use war to solve their problems. However, in the image, Japan is crumpling up and burning them, signifying their complete disregard for the two agreements. This is anti-Japanese expansion because it shows that the Japanese are being greedy and are doing the exact things the rest of the world doesn't want to happen.

Cartoon #4) This cartoon shows how Japan has already burned and destroyed its colonies behind it, and has advanced on to New Guinea. However, Australians are warning the Japanese off, telling them to back off. The Australians were worried that the Japanese were planning to take over Australia as well, and were extremely against that idea.

//__Pearl Harbor__//

//1) Why did Japan attack the United States of America? Provide evidence from the source below in your answer.//
Japan attacked the United States of America because the USA treated the Japanese unfairly and the Japanese were afraid they would be attacked first.. From 1931 up to 1940, it always seemed as if the US disapproved of what the Japanese were doing and the decisions they were making. The USA almost always showed negative views of Japan and sided against them. In 1937, the US supported China's nationalistic government against Japan. Also, the public opinion of American citizens turned against Japan after they attacked a US navy gunboat in Nanjing. It seemed as if the US was somehow always disagreeing with what the Japanese had to say. Also, the actions that the US was executing seemed threatening to Japan. America expanded its navy a significant amount after Japan occupied Indochina in 1940. It moved its Pacific Fleet closer to Japan as well, in Pearl Harbour, which scared the Japanese. It was as if America was planning to attack //them.// Also, America seemed to be working to make Japan's economy worse. In 1940, the USA unfairly froze all the Japanese assets in the US and created a trade embargo against Japan. The USA was very inconsiderate in the way it treated the Japanese, and some of its actions may have suggested unintended ideas that frightened the Japanese.

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2. Read this [|article] about Pearl Harbor. Briefly summarise the key events of the attack (before, during and after). (User ID is kis, PW is welcome)===== Before the war, in early 1941, Japan tried to make negotiations in Washington DC to expand in Asia, and planned to attack the US and Southeast Asia if the negotiations failed, which they did. When the Japanese executed their attack, the US did nothing until they starting bombing Pearl Harbor. There were two attacks, but the second attack had a worse effect on the US. After the attack, the US was enraged, and it had been the worst naval disaster in US history. the US Congress declared war on Japan on December 8th 1941, and Japan's allies (Germany and Italy) declared war on the US on December 11th.

The Battle of Britain (5-3-12)
__//Questions//:__ 1) What was Operation Sea Lion? Operation Sea Lion was Germany's invasion of Britain.

2) Why did the battle not look good for Britain? -The battle did not look good for Britain because the British army forced out of Europe, leaving most of its weapons behind. The German Air Force was very strong, (1000 fighter planes) and the RAF had substantially less fighter planes than they did (Germany: 1000; Britain: 750)

3) What advantage did Britain have? The advantage that Britain had was that they had invented radar. They could determine the distance between an enemy plane and the country from miles away. They could also find the speed/height of aircraft approaching.

4) What was Germany's mistake?' In the August of 1940, the RAF raided Berlin. To avenge himself, Hitler ordered attacks on 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 bombing of London created a lot of damage. It destroyed buildings and took many lives. However, it gave time to the RAF to rebuild their air fields and overall improved the life expectancy of the air crew.

6) Why was the outcome of the battle of Britain significant for the Allies RAF proved itself to be much stronger than expected to the world. Also, Germany did not carry out invasion completely, so Britain did not fall during the WWII. This made sure that there was one more country on the Allies' side fighting and pushing through.

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

During the Battle of Britain, the British were able to hold off the German invasion even though they were military weaker because all the citizens were united and dedicated, and technological advancements aided them as well. All the people supported the cause of the war and were willing to help. News articles were put in newspapers asking for volunteers to donate money or help out at the "Home Front Army." Observer Corps and other citizens of Britain did as much as they could to help out Britain while not actually fighting in the war. Although, whereas women played small or almost no roles during wars in the past, in the Battle of Britain, they played a huge part. Women acted as secretaries and worked as part of the RAF. They helped enormously and without them, the war would not have been as easily won. The women assisted the soldiers by maintaining communication and plotting information. Finally, the invention of the radar was vital for the survival of Britain. Lots of information could be gained through the radar, like how far away the enemy's planes were, the height and size of the enemy formations, etc. With radar, the RAF could prepare and get ready for combat beforehand instead of being caught by surprise and creamed. Because of the dedication of the people and the aid of the radar, the British were able to successfully hold off the German air force in an otherwise hopeless battle.

Oral Quiz: Fascism (4-20-12)
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The Great Depression (4-17-12)
__Station 1__
 * Causes || Solutions ||
 * * too many problems in the political parties
 * money lost its value in Germany
 * factories produced too much
 * workers could not buy all the goods made, and factories slowed production
 * farmers lost money and could not repay loans, so they lost their farms
 * trade stopped
 * weak economy in European countries || * To have Germany use American bank loans to help the economy recover
 * France and Germany promised to never attack each other
 * Nationals raised tariffs so the sales by their own country would be the best
 * The government taxed the citizens and hired people to build roads/buildings
 * the New Deal ||

__Station 2: Newspaper__ //International Herald Tribune// __American Depression Brings Back Old Crimes__ THESIS: Mistakes that we have made before, whether through numerous bills and movements or through experiences of wars and battles, and that we have promised never to make again are now being made and have a drastic impact upon society.

- Despite countless efforts made in the past, racism has returned and is prevalent.

- The Depression in America is affecting other countries, like Mexico, and is causing their economic downfall as well.

- Employers are taking advantage of and manipulating their employees.

//New York Times// __Life Quality of Americans Drops to Nothing__ THESIS: Americans are having a hard time: almost none are living a healthy lifestyle and do not have the basic resources they need to live.

- There is famine throughout the country and crops are failing everywhere: there is not enough food to feed the people.

- Unemployment rates are drastically increasing, and because there are so many that are desperate to have jobs, employers manipulate the ones that actually do have them.

- Almost all the people in America are too poor to even buy sufficient food to feed himself and his family, and do not even have shelter.

__Station 3__

Oral Quiz: Communism (4-13-12)
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The Chinese Revolution and Japanese Imperialism (4-11-12)
__Station #1__ 4. //How did the Treaty of Versailles add to China's problems?// The Treaty of Versailles added to China's problems because different parts of China were controlled by other countries, formerly Germany and afterwards Japan. This disunified the country of China and isolated some cities from others. Also, although China would keep fighting for freedom, the Treaty of Versaille stopped that by making sure that parts of it was constantly under the control of other countries. When China declared war on Germany to win the Allies' support, it expected the Treaty of Versailles to be altered and to give China freedom. Instead, the land that was stated to be Germany's was simply given to Japan. Parts of China were constantly in the possession of other countries.

__Station #2__ Japan was completely isolated from the rest of the world from the 1600s to the 1800s. However, Japan opened up to trade to the US and other European nations form 1854. Japan developed very much both economically and militarily, and by 1890, it had one of the best industrial economies in the world and was the strongest military power in Asia. During the Meiji era, Japan was modernized and shaped into a new, stronger, industrialized country. A more stable government system was introduced and infrastructure was improved upon. Japan was now one of the most powerful nations in Asia.
 * The Rise of Japan**

Japan wanted to control the entire region of East Asia, and its first step towards that goal was the invasion of Manchuria, also known as the Manchurian Incident. This was when the Japanese army attacked the Chinese residing in Manchuria in an attempt to take over the province in 1931. When China sent armies into Korea after agreeing not to, Japan went to war with them and drove the Chinese out, gaining a few colonies along the way. However, the next year, the Japanese attacked Korea and gained full control of it by 1910. Also, in 1904, Japan went to war with Russia over Chian's Manchurian territory, and won. They took the land and made another addition to their empire.
 * Japan's Expansion**

Korea was under the complete control of Japan in 1910. The Japanese thought that it was their duty to develop the natural resources located in Korea, and assumed they had the right to go and "help Korea" for the benefit of mankind. The Koreans began a nationalist movement, and rose up against the Japanese. Koreans were forced to work in mines in Manchuria, northern Korea, and Japan. They were scattered all over the empire, separated and dispersed.
 * Japan's Impact Upon Korea**

Sources I Would Use: 1. A gif (moving picture) showing the expansion of the Japanese Empire from 1890 to 1950 in intervals of 10 years Caption: "The expansion of the Japanese Empire from 1890 to 1950" 2. A picture of a tired-looking Korean with battered up clothes working with a machine in a factory. Caption: "Koreans were forced to work in factories all over the Japanese Empire"

__Station #3__ //Was Mao a better or worse national leader than Stalin? Answer on your gallery page.// Mao was one of the worst leaders of history--even worse than Stalin himself. Mao reigned from 1949 to 1976, which is when he died. He is accepted as a great leader and hero in Chinese society and the Chinese look up to him and worship him. Stalin was inhumane and unforgiving, but he also improved the state that Russia was in. He successfully industrialized the Soviet Union and made Russia a superpower. Mao, on the other hand, caused up to 70 million deaths and was consciously cruel to humankind, and yet did not choose to stop. He was obsessed with trying to modernize China and realized that up to half the population of China may have to die to progress technologically, and finally exploded their first atomic bomb in 1964. 38 million people died of starvation and overwork. Mao was also incredibly selfish. Everything he did he did for his benefit and his country's benefit; he cared nothing for the Chinese citizens under his power. For example, from 1934-5, 80,000 Communist Chinese soldiers were forced to walk 6000 mil//e//s to receive arms and supplies from the Soviet Union. Mao, the person in charge of the entire trip, was carried along the way, instead of walking like the rest. Mao was a selfish national leader that was not fit to be in power, and left a strong, negative impact on China that will never be able to be erased.

The Russian Revolution (4-10-12)
__Station #1__ Food shortages was rampant in Russia in 1917, and the Russians desperately wanted a stop to fighting in the war. Kerensky, who was part of the moderate group, did not support that, and wanted to keep Russia in the war. The worn-out, weary Russians were dead against Kerensky's belief, so when Lenin entered the scene, many were willing to support him. They strongly agreed with his slogan "Peace, Land, and Bread" and trusted that he would end the war for Russia and lessen the food shortages.

__Station #2__ media type="file" key="JasmineLeeStalin.m4a" width="300" height="50"

__Station #3__ "The Struggle of the Red Knight with the Dark Force"

1. What is the message that the poster is trying to get out to the Russian people? The message that the poster is trying to get out to the Russian people is that the revolution is their savior and is there to protect them. The knight symbolizes the revolution, and the dark force symbolizes the society of Russia before the revolution. They struggle and fight, and try to reach a compromise, but eventually the red knight wins and takes over, and the revolution leads to new systems and a new government.

2. Do you find this piece of propaganda compelling? Why or why not? I find this piece of propaganda compelling because it looks as if it is comparing and contrasting the state of society at different times in means of fairy tales or using people fighting to symbolize them and the struggle they had. It clearly depicts one (the knight) as stronger than the other (the dark force) and is very interesting and colorful.

Treaty of Versailles (4-6-12)
2. Evaluating Decisions How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I? The Treaty of Versailles very clearly reflected the different personalities and agendas of the men in power at the end of World War I. World War I ended in 1918. France was greedy for national security and money, but also wanted to severely punish Germany. For example, because of France, Germany was forced to accept complete responsibility for the entire war. The British were also money/land-hungry. The Germans lost a lot of land and had its military become very restricted due to the hatred of a few of the Allied countries. However, the US felt completely differently. Wilson had a view of peace that could be summed up in fourteen points, and encouraged the vision of the League of Nations. In the Treaty of Versailles, the League of Nations was created and accepted by the countries. The Treaty of Versailles directly showed the different incentives and wants of the different powerful countries.

European Maps (2-29-12)
Now compare this map of the Balkans to the map of European Alliances. 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? I think Serbia probably staked a claim to Bosnia and Herzegovina because Bosnia and Herzegovina had a large population of Slavs, and in Serbia they wanted to unite all the Slavs and "collect" them in their own independent country. I think Russia might have been interested in helping further that claim because it also consisted of a lot of Slavs, and not only would the population of the Allied powers increase, the power of the allied powers increasing as well; more unification would also be created amongst the countries made up with similar kinds of people. Austria-Hungary and Germany would have resisted any moved for Bosnian secession because Bosnian secession would mean less land, and therefore, lest power, for the Central powers. Also, having Bosnia and Serbia next to each other when they are both part of the Allied powers could have a negative impact upon the Central powers, their enemy, and help them unite.

The Rise of Nationalism (2-17-12)
__The Ideals of Nationalism__ - the overthrow of colonial rule - democratic governments in nations throughout the world competition among nations spurring scientific/technological advances || - forced assimilation of minority cultures into a nation's majority culture - ethnic cleansing - the rise of extreme nationalistic movements - competition between nations leading to warfare || //Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.// I think that nationalism had a more negative impact upon the world because it caused the deaths of people or forced them to change in many different ways. Nationalism is the belief that people should be loyal to their nation. It rose and began to spread in the 1800s. The majority culture forced the minority cultures to shape their culture like theirs, and to change to be what the other people were. For example, in Korea when nationalism began spreading throughout Asia, Goguryeo, Balhae, and Tungusic people had to hide their national identity because the nation of Korea wanted everyone to appear to be one nation, one people. Also, ethnic cleaning occurred throughout many nations in result of nationalism. For example, in Croatia in 1991, Milosevic//,// the former military controller of the Serbians in Yugoslavia, went on a mission to get rid of all the Croats in Croatia because they wanted to "protect" the Serbian minority and tried to give Serbians more power through extreme genocide of the Croats. Finally, the rise of extreme nationalistic movements had an incredibly huge, yet negative, impact upon the world. Nazism, which is a form of socialism that involves racism, expansionism, and obedience to a dictator, is one of these movements. Nazism was most dominant in Germany during the 1933, where Adolf Hitler took over Germany and spread many ideas such as the supremacy of the Germans, the lowliness of the Jews, and the superiority of Hitler himself. They tried to kill off all the Jews, and gave them and other races/ethnicities very lowly treatment, including but not limited to torture. Nationalism brought about much abuse for people of different cultures, and was in fact not a very positive addition to our world.
 * Positive Results || Negative Results ||
 * - people within a nation overcoming differences for common good

http://sitemaker.umich.edu/rememberingnazism/what_is_nazism_ http://www.historyplace.com/worldhistory/genocide/bosnia.htm

__Types of Nationalistic Movements__ //1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.// Unification occurs when people from places that have similar cultures but different political structures come together. Separation occurs when a group with a particular culture tries to preserve its culture and to not be added or to be removed from a particular larger body. State-building occurs when groups with different cultures try to join and come together to make up one culture.

//2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?// I think that, because of the cultural differences in the different countries among the Empires, many groups of people would have joined together through nationalism against the power of the empires, resulting in a fall or weakening //of the empire.// __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.

[[image:JASMINELEEFLOWCHARTFINAL.png width="800" height="523"]]
2) Looking at the map on page 263, answer the two geography skillbuilder questions. //1. What was unusual about the territory of Prussia as it existed in 1865?// Instead of different parts of Prussia being right next to each other, as most countries are today, one piece of Prussia was set apart from the other main body of Prussia. //2. After 1865, what year saw the biggest expansion of Prussian territory?// I think Prussian territory expanded the most in 1871, when the South German States joined Prussia.

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 symbol is supposed to show how Prussia was largely involved in the unification of Germany. As you can see, the symbol of the iron cross of Prussia is at the heart of the German flag. To signify the importance of the unification of Germany, "Unification" is written in German along the side of the flag.

India and Britain (Case Study) (2-15-12)
//Terms and Names//

1) sepoys: The sepoys were the ones that began going on strike because the British made them deal with Enfield rifles--the use of which went against their religions. Their with the British and the Sepoy Mutiny created more tension between the mother country and its colony

2) Sepoy Mutiny: The Sepoy Mutiny raised awareness of the treatment of the sepoys, and although their goal was not reached, it was the first time they actually revolted against the British. It caused the British government to take over direct rule of India from the East India Company. Although it did not exactly contribute to India's independence, it created more tension between the two countries and created more sour feelings toward Britain. 3) Congress Party: The Congress Party fought for the rights for Indians, and was a huge factor that contributed to India's independence from Great Britain. 4) Mohandas K. Gandhi: Gandhi encouraged non-violent non cooperation to make the government impossible to function, and was very successful, reducing taxes and improving wages of factory workers. He even launched a nationwide campaign against British rule to help India achieve independence. 5) Muhammad Ali Jinnah: Jinnah felt that India and Pakistan should separate, and this not only granted India and Pakistan their independence a year earlier than planned

//Main Ideas// 1) The four factors that contributed to Britain's conquest of India were that the British had very strong military forces, India was struggling with many internal conflicts of its own, the British were well organized and united, and the British had well built systems, such as a good government.

2) The main cause of the Sepoy Mutiny was that the sepoys did not want to bring their mouths into contact with the cartridges because this action did not respect their beliefs, either personal or religion-related. Its main results were that the divisions between Britain and India grew wider, and that the British government took over direct rule of India from the East India Company

3) The Congress Party and the Muslim League strongly advocated the independence of India, working to provide Indians with equal rights and create self-government. Also, Gandhi's idea of non-violent non cooperation was extremely pro-self government, and also succeeded in helping India take steps closer to becoming independent.

4) The four general principles of Gandhi's philosophy were to live simply and to not want any extra rewards, to not criticize the religions of others, to try to beat the service of others as much as possible, and to be against injustice but to refrain from violence.

5) Jinnah was an Indian nationalist, and he demanded a separate country for Muslims: the idea that sparked the action of dividing the countries for Hindus and Muslims and making them independent.

//Documents// 6) The documents that are pro-British are the political cartoon (B), the primary source by Sir Alfred Lyall (C), the Rowlatt Acts (E), the photo (K), and the news source (L). The documents that are pro-Indian include the passage by S.N. Sen (A), the narrative of the Indian peasant (D), the photo (J), source F, and source G.

7) Indians in the lowest levels of their society would benefit from India's Constitution because it states that the people of the lower castes cannot be discriminated against and that they have the same capability as people of upper castes to get a good job. Also, people can not longer be considered "Untouchables".

8) British colonization would have had a lasting impact on the people of India because even as an imperialist country, it had a very strong effect upon India. For example, as stated in Primary Source L, the British were the ones that brought democracy into the country of India, and it has served as a very efficient governmental system ever since. However, the problem of poverty that was brought about by the British improved significantly when they were out of power. I think that India would be more modern than traditional, in contrast to what is shown in Photo J. I think this because Britain would most likely have introduced new technologies into its colonies to make them more civilized and therefore, more efficient.

//Critical Thinking// 9) The causes of the cultural conflict between the British and Indians were due to the fact that some things that were valued a lot by the Indians were not given that same value in Britain and they did not know to respect the culture of the Indians. Another cause might have been that, even if the British knew about the Indians' culture, the Britons could have assumed that it wouldn't matter whether they infringed upon their beliefs or not because they looked condescendingly upon them.

10) Positive effects of British Rule in India include the fact that Britain brought in advanced technology and provided the Indians with efficient systems of government and law. However, negative effects of British Rule include the confiscation of freedom and how condescendingly they were looked upon.

11) Gandhi's four general principles were effective in dealing with a much more powerful Great Britain because they strengthened India in areas where Britain was not quite as acquainted with or strong in. Whereas Britain was more economically and technologically developed, Gandhi encouraged the Indians to be mentally and spiritually strong.

12) Muslims demanded a separate nation because they did not have the same culture as the Hindus and did not agree with them on many things, so they had many disagreements and disputes. Also, they were afraid that the Congress Party would take over and that they would not be represented, so they wanted to just have a separate nation where they could make the decisions.

13) The colony of India broke up into four separate nations because each group had different religious beliefs. After Pakistan broke off of India (because of the tension between the Hindus and Muslims), East Pakistan changed its name to Bangladesh, and Ceylon, which was also part of India, changed its name to Sri Lanka and became independent.

20/20

Global Impact of Imperialism (2-13-12)
1) **//Reactions to Imperialism//** - Opium War-> opened trade - Taiping rebellion to make utopia - Dowager Cixi’s efforts to modernize China -> were not effective b/c ppl did not cooperate - sphere of influence: more countries tried to imperialize - US encouraged imperialist countries to pass an open-door policy in China - China pressed for change (The Boxer Rebellion) || - opened trade - emperor Mutsuhito took control of gov't - gained power and won wars due to modernization || - Congress tried to declare war through the media (newspapers) - The Spanish American War + Treaty - the Teller amendment - felt competition was necessary ||
 * China || Japan || United States of America ||
 * - closed-door policy

2) Find one political cartoon for the impact of imperialism in China, one for the impact on Korea and one for American Imperialism. Include these cartoons in your notes and answers the following questions: IMAGE #1 (China)

1) Is this image pro or anti imperialism? How do you know? This picture is anti imperialism. I know this because it shows that China is clearly against the different countries scheming to take control of parts of it, but despite this, the western countries are taking land anyways.

2) What views of the native peoples are being communicated in each of the illustrations? The Chinese were imperialized, and although they greatly objected towards being so, they did not have a choice and could not stop the imperialists from controlling them.

3) What views are being communicated about the Europeans/Japanese in their role as imperialists? The Europeans seem to be greedy for land, and are desperate for a fraction of the land of China to further contribute to the profit that they receive from imperialism.

4) What message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism? Imperialists are oblivious to the opinions or feelings of the countries that they imperialize, and do everything completely for their own profit and benefit.

IMAGE #2 (Korea) 1) Is this image pro or anti imperialism? How do you know? This image is anti imperialism because it shows how cruelly the Koreans were treated and how menacing the Japanese were towards them.

2) What views of the native peoples are being communicated in each of the illustrations? The Japanese mercilessly entered Korea and took over the territory, and even used it as a stepping stone into China.

3) What views are being communicated about the Europeans/Japanese in their role as imperialists? The Japanese were greedy for all kinds of different territories and were threatening.

4) What message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism? Imperialist countries do not have pity for their colonies, and furthermore, completely manipulate them.

IMAGE #3 (America) 1) Is this image pro or anti imperialism? How do you know? This image is pro imperialism because it shows that the Philippines thought they could handle more than they would be able to in reality, and that America was simply trying to pace them.

2) What views of the native peoples are being communicated in each of the illustrations? The Philippines are shown to not be ready for freedom, and to not be civilized enough to be able to govern themselves.

3) What views are being communicated about the Europeans/Japanese in their role as imperialists? The Americans are shown to be good leaders, pacing their colonies and trying to help them on their way to full development.

4) What message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism? The message that is being conveyed is that the mother countries are the ones that know what is best for their colonies, and strive to do that.

3__) Economic Imperialism__ 1) Feudalism and mercantilism were two economic systems that preceded capitalism. Review and summarize (in your own words) how they generated wealth. How does capitalism DIFFER from these two systems? Feudalism was an economic system in which the lower class worked on the land owned by people of higher classes, and gave some of the earnings from the worked land to the landowners. In mercantilism, through having more exports than imports, a country earned profit. However, capitalism creates profit through a free market, and companies are owned by individuals instead of involving government or social class.

2) According to this lecturer, what forces drive capitalism? According to the lecturer, the forces that drive capitalism are the free market, imperialism/colonialism, and fossil fuels. The speaker points out that creative, innovative, and productive means of free market played an extremely huge role in the success of capitalism. Also, imperialism and colonialism went "forward" along with capitalism. Through imperialism and colonialism, countries could efficiently get labor and resources from other countries under their control. Also, the presence of fossil fuels made it possible to exploit large amounts of energy, and therefore incredible production began.

The Scramble for Africa (2-9-12)
__Task 1:__



__Task 2:__ //1) Which countries controlled the largest sections of Africa in 1914?// The British and French 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 at this time because during this time period, Britain and France were one of the strongest countries and were the mother countries of the strongest empires. They were probably able to effectively fight for their land or were able to scare off other countries that knew how much power they had.

__Task 3:__

__Task 4:__ //1) What was the Berlin Conference?// The Berlin Conference was a meeting in which different powers of Europe came together to divide Africa and determine which countries would control different parts of Africa.

//2) What were the three outcomes of the conference?// The three outcomes of the conference were that if a country wanted to claim territory that it would have to tell the other sovereign countries to do so, that the country should act upon their annexations of particular territories, and that treaties with African rulers would be considered agreements to the annexation of territory.

__Task 5:__ IMAGE #1: //1) Is this image pro or anti imperialism? How do you know?// I can tell that this image is anti imperialism because the white man in the picture is depicted as a fat, ugly man who is greedily trying to grip Africa with his hands.

//2) What views of African and Asians are being communicated in each of the illustrations?// Africa is depicted as a country with plenty of resources, suggested by the labels of "gold fields". //3) What views are being communicated about the British/ Americans in their role as imperialists?// The British and Americans are shown as greedy and power-hungry. This picture also shows that the imperialists are only obsessed with the financial benefits Africa can bring them.

//4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// Imperialists can obtain profit from the lands they conquer or confiscate, and use that money for themselves or for their own country.

IMAGE #2: //1) Is this image pro or anti imperialism? How do you know?// This image is clearly pro imperialism because in this image, the English man, the imperialist, is depicted as a dignified, calm gentleman leading the Africans into the light. //2) What views of African and Asians are being communicated in each of the illustrations?// The Africans are shown to be a lot shorter than the white man, showing a condescending view of the Africans. It shows that the Africans are lower than the English on the social ladder, and that the English are much more advanced and developed than them. //3) What views are being communicated about the British/ Americans in their role as imperialists?// The British are shown to be very gentleman-like and extremely more advanced/mature than the Africans in their ways. //4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// The message being conveyed is that as an imperialist, your duty is to lead children-like specimens (Africans) into the light, and that it is your job, as a more mature individual, to help them find their way.

IMAGE #3: //1) Is this image pro or anti imperialism? How do you know?// This image is clearly anti imperialism because it depicts the imperialist as a snake (King Leopold II) that is strangling and killing an African (the colonies).

//2) What views of African and Asians are being communicated in each of the illustrations?// Colonies are tortured by the imperialists, and suffered greatly under their power. They suppress them, harass them, and eventually kill them.

//3) What views are being communicated about the British/ Americans in their role as imperialists?// The British are shown to be demanding and evil, using Africans for profit, labor, and other benefits.

//4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// Imperialism can act as torture for those that are imperialized, and not only steal their rights but also ruin their lives.

IMAGE #4: //1) Is this image pro or anti imperialism? How do you know?// These images are pro imperialism because they show and describe Englishmen as honest, strong, and frightening ("N is the Navy / we keep at Spithead / It's a sight that makes foreigners / wish they were dead," "W is the Word / of an Englishman true; / When given, it means / what he says, he will do"). //2) What views of African and Asians are being communicated in each of the illustrations?// In the second poem, India, a country under the control of the British, is shown to be nothing but a submissive power in which people do nothing but kill off its animals. This shows that the British feel no respect for the country and only appreciate it for the assets it provides, like food and fur from the animals that live there. //3) What views are being communicated about the British/ Americans in their role as imperialists?// The British are depicted as being superior over the Indians because they are imperialists, and honest and powerful as well. //4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// Imperialists are gentlemen-like and powerful.

IMAGE #5: //1) Is this image pro or anti imperialism? How do you know?// This image is anti imperialism because it clearly shows the contrast between the kind of education that is given to the Americans (imperialists) and the colonies, such as Cuba (the imperialized). Whereas the Americans get books and are allowed to quietly do their tasks, the colonized people are sitting at the front without any materials under the eye of "Uncle Sam," who is looking intimidatingly down at them.

//2) What views of African and Asians are being communicated in each of the illustrations?// The African students are not given the same education as the white children, and they're only being taught to do labor, like the black man in the background cleaning the windows. //3) What views are being communicated about the British/ Americans in their role as imperialists?// They are depicted as intellectually mature, taking on roles such as diligent students and teachers. //4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// Imperialism is unfair, and unbalanced. It treats different people differently according to their skin color.

IMAGE #6: //1) Is this image pro or anti imperialism? How do you know?// This picture is anti imperialism because it depicts the British as an evil eagle invading the Africans. //2) What views of African and Asians are being communicated in each of the illustrations?// The Africans are shown to unite and protest against their common enemy. //3) What views are being communicated about the British/ Americans in their role as imperialists?// The British act as a predator to the Africans, and are suppressing and harmful to them. //4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// Imperialists create more pain than good for the countries imperialized by them. IMAGE #7:

//1) Is this image pro or anti imperialism? How do you know?// I can tell that this image is anti imperialism because it shows that the American man and woman do not care about the dying natives all around them, and are instead busy with other things. //2) What views of African and Asians are being communicated in each of the illustrations?// The Phillippinos are dead, either on the ground facedown or hanged. This signifies weakness and powerlessness, and that they have been abused by these imperialists. //3) What views are being communicated about the British/ Americans in their role as imperialists?// The Americans are busy analyzing the map of the Phillippine Islands and toying with the scale, most likely for economic purposes. //4) What is message is being conveyed by the author about the benefits __**OR**__ costs of imperialism?// Imperialists care nothing for people, and are willing to sacrifice lives of innocent natives for profit.

Imperialism Questions & Notes (2-8-12)
//__Document-Based Question:__ Do Darwin’s theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points.// I think that Darwin’s theories serve as a great analogy for culture and society. They can be compared and applied to the diversity of culture and the actions that society had executed since years before. In Chapter III, “Struggle for Existence”, Darwin states that organisms among one genus have more struggles and competition than organisms of many different genera. It is true that in society, before and currently, people are more competitive with themselves instead of other kinds of animals–people are also more competitive within themselves as a country. For example, in George Orwell’s “The Road to Wigan Pier”, he talks about how distinct the classes were and how the lower classes seemed disgusting to the upper middle classes and the upper classes. He also, interestingly, discusses how the English did not feel that the natives were as hateful as the lower classes. “But one did not feel towards the ‘natives’ as one felt towards the ‘lower classes’ at home. The essential point was that the ‘natives’, at any rate the Burmese, were not felt to be repulsive.” Orwell distinctly shows that the clash between the clash of the different people of his own country (the genus) is greater than the clash between his country and other countries (other genus). Another theory Darwin presents in his book is natural selection. When imperialism was widespread in the world, natural selection showed itself amongst countries, too: the countries with the strongest militaries, most power, and most abundant treasury was the one that “survived,” whereas the smaller countries could barely get by but did not have as many advantages as the stronger countries. For example, because the United States was so strong, it could establish itself as an imperialist (mother) country. However, the Philippines were, on the other hand, not so strong, and therefore were “owned” by other stronger nations and settled as an imperialized country (colony). Lastly, as Charles Darwin states in the section “Struggle for Life,” that usually the whole picture of something is not seen, and only some characteristics of a scenario or an organism are revealed. This concept can be applied to imperialism. When people think about the concept of imperialism, they do not always think about the benefits that are given to the imperialist country and the disadvantages that are given to the imperialized countries. They are not always are of the benefits the mother country can receive when having multiple imperialized countries all giving it good resources and paying extra taxes. Darwin's different theories can be applied to our daily world and our world from long ago in many different ways.

//__Age of Imperialism Notes__// - achieved security of resources and trade - competition among nations for political power - Imperialists would make good use of land confiscated - indigenous people needed exposure to European culture - "scientific" bureaucracies regularize inferior people's rulership - according to Charles Darwin: humans had warfare among different groups for survival || - Korea - Taiwan - Africa - Latin America || - rising economic growth for Europe (+) - colonial armies of Europe expanded (+) - promoted modern state power (+) - racism spread (-) - national pride for imperialist countries (+) - imperialist countries were exposed to other cultures and foreign goods (+) - painters, philosophers, musicians depended on colonies for ideas (-) - indigenous people were mistreated and oppressed (-) - the new mandate system (+) - improved systems and facilities for indigenous people (+) ||
 * **Reasons and Justifications for Imperialism** || **Areas that were Colonized** || **Impact of Imperialism (Positive and Negative)** ||
 * - lack of food

EXCELLENT discussion of the applicability of Darwin's theory -- love the reference to "The Road to Wigan Pier"!! For the imperialism table, which are reasons, and which are justifications? Can you be more specific than "Africa" or "Latin America"? 9.5/10

"The 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," based on Rudyard Kipling's description, is the responsibility of the white men to take care of and civilize the people of the colonies that the United States had conquered. This is suggested by the lines, "To serve your captives' need / to wait in heavy harness / on fluttered folk and wild Your new-caught, sullen peoples / half devil and half child" in the first stanza. Kipling also suggests that the strongest, bravest men should venture to the homes of the people that were newly under the power of the imperialists.

//2) Do you agree or disagree with Kipling’s characterization? Why or why not?// I do not agree with Kipling's characterization because I do not think that the Europeans or the Americans should be considered any better than the people of countries that England and the US have control over, just because of imperialism. I think he poses the Europeans and Americans as having much more power than they do in reality, particularly over the countries under the power of the mother nations.

//3) What does this say about the attitude of Europeans and Americans toward the rest of the world during the mid 1800 - early 1900’s? Use specific examples from the poem.// I think that the attitude of the Europeans and Americans toward the rest of the world during the mid 1800-early 1900's was extremely condescending, especially to the people of the countries or colonies that were owned by them (the mother countries in Imperialism). For example, when Kipling states "your new-caught, sullen peoples / half devil and half child", it sounds as if he is talking about the natives/captured people in a very lowly way, especially when he calls them "half devil and half child," by which he probably meant that they were seen as evil and were assumed to not have the mental capacity as the rest of them.

//4) Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?// I do not believe that KIS is an example of "The White Man's Burden" because I feel that KIS is in fact separate from modern Korean society. KIS reminds me more of an independent society–more like a mini-America. Modern Korean society does not mostly govern the way the students or teachers of KIS act; the system is more based on the language, culture, and way of doing things that is instilled and incorporated in the USA. Therefore, I think that KIS is an example of "The White Man's Burden" in American society, instead of Korean society.

Question #4 starts with you saying you do NOT believe that KIS is an example of "the white man's burden" but you conclude by saying it IS!! The other three questions are well answered. 8/10

Document-Based Questions (2-2-12)
//1. Why would Andrew Carnegie and Friedrich Engels disagree about the effects of industrialization?// Andrew Carnegie mostly sees the industrial world from the eyes of the upper or middle classes, and Friedrich Engels sees the world from the eyes of the lower classes. Andrew Carnegie feels that the industrialization was incredibly effective and advantageous, and that the economy and government were both extremely well organized and is a good system for everyone. Engels, on the other hand, talks about how he sympathizes for the poor, and how, as the industrialization came, no one cared for the lower classes any longer. He talks about how the poor get extremely low wages, and cannot afford food and have no easy way of survival.

//2. What might be reasons for 16-year-old Mary Paul's satisfaction with her job and life in Lowell?// I think that Mary Paul is satisfied with her job and life in Lowell because she is part of a higher class and is therefore given better treatment than other girls her age. Another reason she is so satisfied with her life might be that working with textiles was something she enjoyed doing, and being paid for it and being given food and a place to stay to do it was advantageous for her.

//3. Why might the political cartoon by Walter Crane be useful in getting workers to rally to the cause of socialism?// This picture depicts Capitalism as a vampire bat attacking the laborer, essentially saying that this economic system is being very harsh upon the laborers and lower classes. However, Socialism is depicted as an angel, representing the fact that Socialism will fix the damage that Capitalism caused, and that it is a smarter and better choice to have. Workers would lean towards socialism more after viewing this cartoon because it shows capitalism as the evil system that takes advantage of the laborers and is unfair to them, whereas socialism is the one that makes everything better.

Marx and Communism (1-31-12)
//1) Would Marx have agreed that these countries were "communist"?// I don't think that Marx would have agreed that these countries were "communist". The communist society that Marx wanted and believed in was a society in which there was no government, and in which everyone was equal in every way. It was a very utopian view of the world, and a seemingly impossible system to carry out. It was deemed improbable when countries started exercising this system. All countries using the communist system did in fact have a government, or at least a dictator who watched over everything. The fact of having a dictator also did not fit in with the idea of communism because in a dictatorship, everyone was not equal with each other; there was a single person with complete power ruling over everyone else. The boundless equality also created some tension in society in that people who worked harder than others would receive the same pay as others who did little work. In the end, this so-called "equality" would not be "equality" at all.

//2) What has happened to the "communist" world (once called the "Second World", to distinguish it from the "First World" -- wealthy capitalist countries, and the "Third World" -- poor countries)?// Although communism did take a few steps in spreading across the world, it did not get very far. Communism used to be a fairly widely accepted system (20 different countries in the 1990's, which was its peak). However, the "Communist" world has diminished over the last few years when positive effects of it were not shown, and countries soon replaced their Communist governments with other, more effective, ones.

//3) Why do you think this has happened?// I think this has happened because different countries realized that Karl Marx's theories were not proving to be true and were dissatisfied, hence abandoning the system of communism. The countries never reached the outcomes that Marx claimed that the communist system would help them reach, nor did his theory help them get even a step closer to equality amongst the people and no government. Also, different people valued different things, and had different goals in life and in society. However, this painstaking equality could not contain all the goals and fulfill all of them as well. Opinions of different people clashes and conflicted, and this "classless" society did not work out.

//4) What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized (see p. 270) because of the Union movement (the formation of trades unions who unite to demand better working conditions for workers) and reform laws (to improve conditions for workers, eg. safety requirements, limits on the length of the working day, minimum wages)?// I think that the Union movement and the reform laws probably would have extremely helped the people and the classes, especially the lower side of them. The fact that the poorer people had unions on their side to help the workers out and fight for them and their having better work conditions reinforced the poor people's opinions and side, and the reform laws also made life a lot easier for them and made sure that they could not be taken advantage of too much by the rich.

Photo Essay (1-20-12)
Children were frequently put to work during the Industrialization Revolution because they did not needed to be paid as much and they were submissive workers. To attempt to stop child labor, artists creating engravings for people to see and so tat they would be reminded of child labor and that it was not humane. Girls were given responsibilities such as sewing dresses and men's suit jackets, and had to work in silk spinning factories. Young boys had to work at brick factories and glasswork factories, sell matches in the street, and help with the creation of cotton at mills. Soon, children began to go against child labor themselves. For example, at the May Day labor parade in New York City in 1909, several girls wore banners that read, "Abolish Child Slavery." However, various countries like the UK, England, and the United States did not completely stop the use of child labor until the 1930's.

Industrial Revolution Question (1-20-12)
//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?// Although the Industrial revolution had several setbacks, I believe that it had a more positive impact upon the world. The Industrial Revolution began in the mid-1700's. It began in Britain subsequent to the Agricultural Revolution. The Industrial Revolution created new and more jobs for workers. It created a demand for engineers and people that were interested in various other educational subjects, instead strictly being limited to farmers and carpenters. Also, this Revolution increased wealth for people in general. Industrialization created factories that could create products more quickly and therefore could be sold at cheaper prices so that people could save money and use it more efficiently. Lastly, the standard of living for all the different classes improved. The Industrial Revolution made work more efficient, and helped people live better lives by providing ways to have healthier diets and better housing through the use of machines. The Industrial Revolution was a pivotal part of our history that lead to improvement in many different aspects of society and even the world.

Mindmap: Impact of Cell Phone (1-17-12)
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"The Congress of Vienna" Questions (12-12-11)
//1) Why did Napoleon's empire collapse?// Napoleon's empire collapsed because he was power-obsessed. Napoleon became emperor in 1804. He improved the economy, the system of government, and the government's relationship with the Church, but he also made some fatal mistakes that led to the demise of his empire. Napoleon underestimated the power of other countries. For example, Napoleon misconstrued Britain's power and tried to annihilate it. The tactic that Napoleon tried to use was to set up a blockade called the Continental System to prevent Britain from trading. However, not only did people smuggle in goods--the British decided to create their own blockade around France, and theirs' was more effective because they had a stronger navy. The Continental System backfired, proving more detrimental to Napoleon's empire than to Britain. Also, Napoleon was terribly selfish and did not take into account others' opinions or feelings. For instance, in 1808, Napoleon removed the Spanish king and replaced him with his brother. The Spanish, terribly outraged, sent the guerilla to fight the French armies, and the British decided to help. Together, they killed off 300,000 of Napoleon's troops. Just because he wanted to give his family even more power, Napoleon had sacrificed countless French lives. The final reason Napoleon's empire collapsed was because of his greed. In 1812, Napoleon tried to take over Russia and expand his empire even further. However, when he and his troops arrived in Russia, they could find no resources and headed back to France in the cold winter, thousands either killed along the way or deserted. Only 10,000 men remained to fight when they were finally out of Russia. Thousands of men died on the trip to and from Russia because Napoleon had the need to make his empire even bigger than it already was, out of greed. Napoleon caused the collapse of his own empire because he was greedy for power.

//2) What were the goals of the Congress of Vienna?// The Congress of Vienna established several goals to keep peace and stability in Europe. This was to ensure that a revolt or revolution like France had would not erupt any time soon. The first goal was that France would not attack other countries or places again because countries would be grouped or organized so that they would be able to contain France and make sure it didn't take advantage of weaker nations. For example, the Austrian Netherlands and Dutch Republic were united and became more powerful so that France would not be able to attack them and win very easily. The second goal was to maintain a balance of power so that no nation could overpower another. For example, although the Congress of Vienna was tempted to take away almost, if not all, of France's power, they left it as a major but diminished power so that France itself could not be taken over by another country. This kept its power balanced with that of other countries. The final goal was to put kings back in charge of countries from which they had been taken off the throne of. The families that ruled France, Spain, and other countries were given back their power. This stabilized political relations. These goals set and carried out by the Congress of Vienna ensured peaceful years ahead for Europe.

Quotation Image (11-28-11)
The triangle represents change in math, and when used, it usually sets differences between formulas and is pivotal in equations.

"Peter I the Great" Glog (11-16-11)
[|http://sunjaejasmine15.edu.glogster.com/peter1thegreat/]

Absolutism Questions (11-14-11)

 * 1) What is absolutism?
 * Absolutism was a governmental system in Europe in which one ruler had absolute, or complete, power.
 * 2) Explain the justification for absolutism referred to as the 'divine right of kings'.
 * Absolutism was referred to the 'divine right of kings' because since a monarch was God's representative, they can rule and make any laws they want because they felt that it was a privilege given by God himself.
 * 3) List the causes of the rise of Absolutism in Europe.
 * The rise of Absolutism was caused by many different factors. The Absolutism occurred from the 15th century to the 18th century. Many people wanted a strong monarch. A strong monarch would be able to restore order and keep things under control. Also, the Protestant Reformation contributed to it. Because the pope had lost power in many places, a new ruler was needed. Also, mercantile policies also helped establish absolutism. It helped stimulate production and generate surpluses. These three factors contributed to the value Absolutism carried throughout several centuries.
 * 4) Explain briefly how absolutism developed in
 * Spain
 * Philip believed in the divine right theory, and did everything he wanted after succeeding his father Charles, and conquered many different lands.
 * France
 * When an aristocracy rebelled and caused many arguments within Frane, King Louis XIV took control of France in 1661 to solve problems.
 * England
 * James I said he thought he deserved the divine right to rule, but many people were against him because he acted haughtily.
 * Russia
 * Peter I used his strong government to maneuver wars and keep the country under control, but at the same time keeping the Church's power limited.

Speed-Dating Project (11-9-11)
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Port 4 (10-27-11)
__Source Analysis__ //"Edicts For 1635 Ordering the Closing of Japan" APPARTS:// Author: Tokugawa Ieyasu wrote these edicts. He lived from 1543 to 1616.This shogun wanted Japan to be isolated from the rest of the world and did not support international relations.

Place/Time: This source was created in the 1630s in Japan.

Prior Knowledge: In 1549, the Portuguese arrived in Japan and tried to establish trade agreements within the two. After this edict was published in 1635, Japan did not open themselves up to foreigners for the next 200 years, with the exception of the Dutch. Japan feared the Europeans and Christianity. The Japanese thought that Christians, especially Catholics, would never be "truly Japanese" because a part of them belonged to the pope. They executed Christians from 1597 to the 1630s.

Audience: This source was created for people of Japan under the control of Ieyasu.

Reason: The purpose of these edicts were to make sure Japan was not exposed to international countries and that the people of Japan did not have contact with people from outside of Japan.

The Main Idea: The main idea of these edicts is to make sure that the Japanese do not make any contact with international countries or the teachings of Christianity.

Significance: These edicts are significant because they show the reader how much Ieyasu feared and was against the religion of Christianity. It also shows the readers how serious the shogunate was about closing Japan's doors on the rest of the world to put aside the punishment of death for anyone who dared to come in contact with the outside world.

Citations: Ellington, Lucien. "Japan: a global studies handbook - Lucien Ellington - Google Books." //Google Books//. N.p., n.d. Web. 26 Oct. 2011. .

"JAPAN History Facts & Timeline ***." //Facts About Everything! Arts, Literature, Science, History, Events, Entertainment, People, Places and the Natural World//. N.p., n.d. Web. 26 Oct. 2011. .

//Video Questions:// 1) Who was "the Bald Rat"? Toyotomi Hideyoshi was a soldier that restored order in japan. He was known as the true architect and rebuilder of japan. He proclaimed himself master of the world, and japan looked abroad for the first time. They invaded Korea, but were defeated by the Korean turtle ships.

2) Where did Japan hope to build its empire? In China, amongst its 400 provinces.

3) What stopped it from building its empire as planned? Although Japan reached Korea easily and invaded it quickly, they were beaten by Korea's navy's turtle boats, which "blew the Japanese out of the waters."

4) Why didn't they try again? Hideyoshi's chief concern after being kicked out of Korea was that he had no son and therefore his successor was his nephew. When a concubine brought him a son, he became obsessed with protecting him and making him his successor. He massacred the rest of his family to make sure Itiyori was the heir. However, in the end, Itiyori and his mother killed themselves.

//"Qianlong" APPARTS:// Author: Qian Long wrote this letter. He was the emperor of China from 1734 to 1795.

Place/Time: This source was created in 1793 in China during the Qing Dynasty.

Prior Knowledge: The Chinese leaders opposed international trade very much during the Qing dynasty.To keep their people from being exposed to foreign people, they did not allow the government-approved agents to come past Guangzhou's city walls. As soon as they had finished their duty, they had to leave straightaway.

Audience: This source was a letter for King George III.

Reason: The reason Qianlong wrote this letter was to reject King George III's request to be able to trade at ports other than Guangzhou. He explains that China is doing a huge favor to Europe by even trading with it, and that China does not need the goods that Europe sends it; that China is just permitting trade with Europe because it is in desperate need of tea, silk, porcelain, and other goods that Europe odes not possess.

The Main Idea: The main idea of this letter is to refuse to allow Europe to trade with China at ports other than Guangzhou, and to express his feelings about how Europe should be thankful that China even trades with it.

Significance: This letter is significant because it shows how China acts towards Europe as if it is inferior to it, although in terms of scientific achievements, technological advancements, general knowledge, and power overall as a country, Europe is much higher up on the ladder.

Citations: "Qinglong's Letter to King George." //Redirect to Wellesley College web site//. N.p., n.d. Web. 26 Oct. 2011. .

"Chinese Qing Dynasty coins. Qing Long Emperor coin (replica) | eBay." //eBay | Electronics, Cars, Clothing, Collectibles and More Online Shopping//. N.p., n.d. Web. 26 Oct. 2011. .

__Port 1:__
//Cornell Notes: Pg 92-101//

//The Age of Exploration: Would You Go?// []

//Before You Leave// COMPASS: ====

A compass is an instrument with a magnetized pointer that shows the direction of the North Pole. It is used to guide the sailors in the right direction when they are off the course. You hold up the instrument in the air, and the compass needle will point to the north.

CARAVEL:

A caravel is a ship that is about 65 long. It is used to transport people and objects on sea. It has a cargo area where many supplies can be held on the ship.

__Port 2:__ //Map of Voyages// (Hard Copy)

//Chart of Voyages// "Jacques Cartier." //ELIZABETHAN ERA//. N.p., n.d. Web. 26 Oct. 2011. . "Stamford Telugu Kids: Vasco Da Gama : Sea-route to India - Explorer." //Stamford Telugu Kids//. N.p., n.d. Web. 26 Oct. 2011. .

__Port 3:__ //Atlantic Slavery Trade Questions// 1. Identify the causes of African slavery. There were several causes for African slavery. African slavery was where people in Africa were taken by force to work for white people. In the 16th century, many countries wanted cheap slaves to work for them at their plantations and farms. As colonies grew in the Americas and labor for farming grew, people started to take notice of the African slaves even more. Europeans took notice of them and sold them to people in the Americas. The spread of Islam in Africa during the 17th century was another reason. Muslim rulers in Africa decided that any one that did not believe in Islam could be bought and sold as slaves. People in Africa were perfect to serve for the Europeans. They knew how to farm, they had immunity to European diseases, and it would be hard for them to escape because they were in a new land. African slavery was caused by different reasons but for the same purpose.

2. Explain the Triangular Trade Route. The Triangular Trade Route is trade among three regions. The Triangular Trade for slave trade involved Europe, the West Indies, and Africa. With one trade route, the Europeans would send manufactured goods to the west coast of Africa. Then the African traders would exchange these goods for African slaves. The Africans were then carried across the Atlantic and sold in the West Indies. The traders bought sugar, coffee, and tobacco in the West Indies and headed back to Europe. This was not the only “triangular trade”. There were other small routes zigzagging through the oceans. The trade route needs three regions.

3. Identify the consequences of the slave trade. There were many consequences from the slave trade. First of all, many families were separated and because of this, culture disappeared also. However, their cultures were revived at their new homes. The arts, musics, religions, and foods influenced American societies. Without the sacrifices of the slaves, some countries might not have survived until now. The slaves changed the fate of some countries. The number of African-Americans in the Americas is very high. As you can see, there were lots of consequences from the slave trade.

//Cornell Notes//: //Pg 137-141//

China's Age of Exploration II (9-22-11)
Picture 1: Muslim Populations This map demonstrates to us and helps us realize how major of a religion Islam is. It shows us how most countries in the world have Muslims as a substantial fraction of its population. This not only shows the spread of Islam religion throughout the world, but it also shows that China has a significant number of Muslims, whereas it is known to not have very many.

Picture 2: Voyages of Zheng He This picture shows that Zheng He did not visit only lands close to China and on the continent of Asia, but also succeeded in reaching Africa and also paid visits to Arabia. This shows that China could spend long journeys on ships and go far distances during their Golden Age--a feat that most other countries probably would not have been able to accomplish.

The Forbidden City (Video) Zhu Di moved the capital of China to Beijing in 1420, and created the Forbidden City there. The emperor lived there along with his concubines, and the creation of the Forbidden City was a huge success. I believe that this was one of Zhu Di's best achievements, and although it cost a lot of money, it was a benefit in the long run. It was beautiful and it symbolized China for generations to come.

See, Think, Wonder (9-20-11)
I see two men reaching towards each other. I think this is supposed to show a connection between man and god(s). I wonder why the artist drew the fingers of the two men as not touching.

China's Golden Age (9-07-11)
Picture 1 (Comparison of Chinese and European Ships): This picture with showing and comparing two vessels: China's ship that was 480 feet long and England's ship that was 150 feet long is significant in that it shows the large gap in development, let alone shipbuilding skills, between the two countries. It shows how the Chinese were much more educated in 1421 than the Europeans.

Picture 2 (Map of Europe in the 1400s): The map that is focused upon Europe and shows the different parts and kingdoms shows how divided Europe was, and how so many people had power over different places. Instead of having an almighty kingdom that ruled over a large area, the had small kingdoms scattered everywhere around Europe, in charge of small chunks of land.



Picture 3 (Land of Different Dynasties in China): This picture that shows and compares the land that China had control over in different dynasties. I observed that, for the most part, as China moved on to later dynasties, it became more united (there were less kingdoms and more central power) and its land also increased substantially, until it reached what it is today: a completely united, giant country.

Picture 4 (The Silk Routes) : This picture shows the routes of the silk road in the land of China. Looking at this, I can infer that different cities in China are well-connected, and it is not hard to get around and go to different places within China because they are linked through the roads. This shows connection and also efficient trading.

The modern countries through which the silk road ran included Turkey, Syria, Lebanon, Iraq, Iran, Afghanistan, Pakistan, Turmenistan, Kazahstan, Ubekistan, Tajikistan, India The silk road also mostly ran through China, and connected many cities. Surprisingly, the silk road ran through a little bit of Europe as well.

Picture 5 (Population Comparisons in China Between the 1400s and 1600s): This picture compares the populations of the cities in Europe in 1400 and in 1600. This map shows that the populations of most cities increased dramatically between those 200 years, and that in 1600 many other regions in China were inhabited also by very many people.

Picture 6 (Historical Map of Beijing): This is a historical map of the city of Beijing. We can understand the city's main structure through this map. We can see that it is mostly composed of protective walls (Deshengmen, Guang 'anment, You'anmen, etc.), temples of various types worshipping mostly aspects of nature, towers, and the Imperial city and Forbidden city are also labeled. Overall, the map is very simple, with no labeling of shops or roads.

Picture 7 (Modern Map of Beijing): This is a modern map of the city of Beijing. Compared to the previous map, it is very developed. Not only are streets labeled, but different buildings (such as hotels and universities) and bodies of water (lakes). Although some of the old coordinates are still on the map, like the bell tower, drum tower, and various temples, the map has become a lot more complex than it used to be, and more specific. This shows that mapping has become more developed, as well as the cities and buildings in Beijing.

Picture 8 (Map of the Great Wall): This map of the Great Wall shows how different parts of the wall were added upon over different dynasties. This is significant because it shows how different dynasties and different rulers built up upon each other, and in a way, depended on each other and each others' work to do their own and create a long-term benefit for their people.

If the Great Wall really did extend 6400 km from the Yalu River, the wall would end at the other side of Asia, in Iran.

Picture 9 (The Prime Meridian): This shows that Zhu Di wanted China to be the prime meridian, and to be at coordinate 0. This demonstrates great importance because this states that China is at the center of the Earth. However, the fact that, many years later, Greenwich was chosen to be called the "center of the Earth" shows that China was not as important and it was before by this point. I can conclude this because if China continued to be as powerful and important throughout the next dynasties, it may have been able to accomplish making Beijing the prime meridian, but I think this did not occur because over the next centuries, Europe had a "golden age," and rose over all others in terms of development. The great importance of Europe made it fit for the role of prime meridian.

Picture 10 (The Great Canal): This map shows the many regions that the Great Canal connected and provided as a pathway to transfer materials and food. This showed phenomenal technology and provided long term benefits for the people as in they could move resources from many places to many other places. It was an artificial river that went north and south, instead of west and east like the Huang He and Yang Zi.

The Spread of Islam (9-04-11)
The Umayyad Caliphate held control over a large portion of land from Asia, Africa, and Europe during the late 600s, but most of this land was captured by the Abbasid Empire a few hundred years later. Over time, this whole area and more land surrounding it was exposed to the Islam religion, and the religion spread to different places by different people.

FAMILY HISTORY PROJECT SOURCES (8-23-11)
Dad graduated from his dream university, Seoul National University.

Written Source: (Primary)

(Translation: GRADUATION CERTIFICATE Jun Soo Lee Birthday: September 9th, 1967 The person above has completed the course of Calculations and Statistics and has completed papers and passed exams, and is hereby recognized to have the qualifications of a doctor of science.

February 26th, 1990

Seoul National University, Dean of Natural Sciences Professor of Science: Jaehan Yoon

I confirm the recognition that has been shown above.

February 26th, 1990

This proves that the above is in accordance with Article 125 from the Education Act. (blue stamp)

February 26th, 1990 Minister of Education

This is the diploma that my dad received upon finishing his four years of schooling at Seoul National University. Above is the translation of the Korean document. He had completed the course of calculations and statistics. This shows my father's success to get into and graduate from his dream university, and means a lot to him because it shows accomplishment and that anything can happen if you put your mind to it.

Unwritten Resource (Primary)

This is the yearbook page oh which my dad can be found in his graduation yearbook. This page is only one of the three pages containing pictures of colleagues who majored in calculations and statistics as well and graduated in the same year as him. This signifies how large his classes were (66 other students with the same major in total) and in what sort of environment he studied in.

Interview: media type="file" key="junsooleeinterview.m4a" width="300" height="50"

This is an interview I had with my dad about his experience at Seoul National University. I asked him what one of the major events in his life was, and he said it was being accepted to Seoul National University. Afterwards, I asked him why he wanted to go there, what he needed to do to get in, and how it was like once he got i

n. This was a primary source because it was an interview with my dad, who had actually done it.

Written Recount of the Event (with references to all three sources): My father started studying at Seoul National University in 1986. Like his diploma states, he majored in calculations and statistics in natural science. He was also very successful, and managed to get through the years without having to drop out or falling behind in his studies. He had a very crowded environment, having been forced to learn along with 66 other peers of similar level with the same major. Also, we can infer that from the high number of students, it was also very competitive. He wanted to go to Seoul National University because it was, and still is, one of the most prestigious universities in Korea. He had to study hard in the years before getting accepted, and also had a very hard time with his academics while he attended the university.

**EXAMINING THE ROLES OF A HISTORIAN (8-18-11)**
Vocabulary

heretical: believing things that contradict orthodox religions faggot: sticks bound together Eucharist: a Christian ceremony that celebrates the Last Supper abstain: to stop yourself from doing something penance: to punish yourself because you are sorry for doing something wrong beseeching: to beg someone to do something for them source: something or someone from which information can be taken

1. In section 1, Heretical Beliefs, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article?

Hogsflesh was being punished for heretical beliefs and not believing that no one needs to honor Mary and that Christ’s body was not in the Eucharist. He was required to give a speech that proved otherwise, and was threatened to be burned upon a faggot if he did not agree to do so. The historian’s story is that religious beliefs may have began to change, but the society did not want to encourage this and in fact did everything in their power to prevent it.

2. What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles?

The roles of a historian are to treat sources with fidelity, report information from historical sources, and act as an interpreter. I agree with his assumptions, and think that all three of these jobs are key in a good historian. However, I think some other roles that historians have include being a detective for key ideas when scrutinizing historical evidence, being an author to accurately write papers explaining their discoveries, and being a researcher to search up information about previous work done on something to make sure things don’t contradict each other.

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

By “treating their sources with fidelity,” John Arnold means that historians do not make up or ignore information from sources. This is important to remember when reading historical references because we can tell whether or not one got all their information from reliable sources, instead of making things up or getting research from unprofessional websites or newsletters. Also, we can tell by the title of the sources if the source is biased.

4. How can a single event be interpreted in more than one way? Can you think of an event in your life that historians could interpret with differing points of view?

A single event can be interpreted in more than one way when different historians learn about a particular happening, but connect that happening to different things. People may have different points of views. Some might believe an event is closely connected to an event from hundreds of years before, and some may believe that nothing has ever been seen like it. For example, with Hogflesh’s “crime,” one historian thought that that was the beginning of the religious Reformation, and another felt that this was related to the heresy trials.

5. Talk to a family member or friend about something that happened to you both a long time ago. Examine how you both remember the incident and write about it. With that in mind, when attaching meaning to history, is it possible for a historian to be completely objective? Use examples from the incident you just discussed to reinforce your response.

Last year, Lizzie and I were in the middle school musical–Into the Woods Jr. We were at just another afterschool rehearsal at the PAC, about two weeks before the performance. Things weren’t looking too good; it was disorganized, some people weren’t sure about their lines, and one of the main characters had just dropped out. I was watching one of the main characters go through her lines onstage, and upon finishing her lines, come backstage on my side and step into the aisle that connected both sides, when BAM! A crashing sound erupted and I saw her on the floor, gripping her ankle, almost crying. Lizzie stood next to her, a horrified expression on her face, as was on mine. Thoughts raced through my head. ‘What if we lost yet //another// main character of our musical? What if we have to cancel the musical altogether?' She ended up having to be sent away on a wheelchair, but, thankfully, she managed to be okay and assume her role as Red Riding Hood with no problems. I believe that it is not always possible for a historian to be completely objective because one always as his or her own opinion, and depending on who he or she is related to, from which country he or she is from, or even the histories friends he or she has, it is very easy for one to become biased. Because I was part of the cast of the musical and I had seen what had happened, I would have probably felt scared, and frustrated if the girl had been hurt badly and could not do the musical. On the other hand, Lizzie would have felt very sorry and sad for the girl, and scared that it would have been all her fault. The girl would have felt pain, agony, and she may also have felt fear that all she had rehearsed for may have gone to waste.

6. What problems may arise when historians practice subjective history? In what ways may subjective history be beneficial to the study of history? Think back to the incident you just discussed with your family member or friend. Why did it make sense for you to remember the event the way you did and for the other person to remember it the way he or she did? What does this tell us about history? When historians practice subjective history, they may find themselves biased or they may have gotten information from biased resources. Subjective history may be beneficial because it creates a range of interpretations about various subjects, and the historian publicizes what he or she views as right or wrong. He or she can also talk about the political leaders and why he or she supported or did not support him or her. On the other hand, Lizzie felt sorry for the girl and scared that she would be the cause of the negative effects. This tells us that history is not always subjective, and is often biased, depending on who is telling the story.

Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not? Every historian is a storyteller because every historian needs to make the information accessible and available so that many more people can see it and learn through it. Although there are myriad versions of every story, historians are __trustable__ **trustworthy** because they state all perspectives known of and include all the information from their sources.

How did your view of history and historians change based on this reading? How will you approach history now that you have explored these views?