Wonjune's+World

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 * The Korean and Vietnam Wars (May 22, 2012) **

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 * Unit 7 Assessment - Debate (May 21, 2012) **


 * The Cold War (May 21, 2012) **

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 * Postwar Europe and Japan (May 17, 2012) **

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While I had prior knowledge that the Nazis had done human experiments to some of the inmates of concentration camps, I had no idea that they did them to little girls that were only six years old. I was shocked that they did not even consider the morals in doing experiments to little girls that had the possibility to keep them from having children. I did not even dare imagine what kinds of experiments were done.
 * The Holocaust (May 15, 2012) **
 * Twins**

The Nazis' treatment towards one of the siblings when the other escaped was not surprising to me at all. It only seemed like the Nazis were doing what they usually did: making people submit by using force. However, I //was// surprised when I heard at the end of the video that when the two brothers finally met again, they had lost their emotions on how to love each other. One can only imagine how terrible life was for them during that time.
 * Brothers**

Eldar was put face to face with death every day while working in the quarries, and it surprised me that he was able to say that, in a way, he was no longer afraid of death and was only waiting for his turn to go. The Nazis' lack of morals came up again when he described his father being cremated on the Sabbath. To burn a religious person on their holy day can only be described as a direct insult to that person and his religion. I wondered more and more how the Nazis could stand to do these kinds of things.
 * Mordecai Eldar**

Again, it came as no surprise to me when Farbstein said that the five crematoria were always burning, night and day. I would have expected a concentration camp of Auschwitz's scale to kill that many people. However, the Nazis surprised me again with their lack of morals when Farbstein said that they threw in little girls into the crematoria and burned them alive. Like Eldar, she was pushed to the point at which she could only wait for her turn to die.
 * Zanne Farbstein**

It is amazing how Hollander survived through malnourishment, death marches, and the numerous concentration camps that he went through before he was eventually released. It would be difficult to even imagine how terrible he felt when he thought he could not share even a cake with his brother. I believe Hollander was an incredibly strong-willed and brave individual, to have been able to take up composing and sharing music with the world after what he had been through.
 * Yaakov Hollander**

Although there were definitely worse things that the Nazis made the inmates of concentration camps do, it must have been extremely traumatic for Engelsman to have had to bury her fellow prisoners after the Nazis killed them. She must have been very strong not to dwell on the deaths of her family members. I was glad to hear that by becoming a midwife, Engelsman was able to fulfill her dreams of bringing life into the world.
 * Sophie Engelsman**

I cannot imagine how it feels like to lose a sense of your identity. It would mean not being unique and being somebody who is the same as everybody else. What is the point of being human if you are not your own self? I believe that by going through that experience, Brown came dangerously close to losing perhaps her humanity as well as other things.
 * Eva Brown**

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 * The Allied Victory in the Pacific (May 11, 2012) **

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 * The Allied Victory in Europe (May 10, 2012) **

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 * World War II On the Home Front (May 8, 2012) **

In Class Work: Finished the readings and began working on the guided reading
 * Japan's Pacific Campaign (May 4, 2012) **
 * Note: Guided Reading was turned in as a hard copy.

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 * The Battle of Britain (May 2, 2012) **

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 * The Beginning of World War II (May 1, 2012) **

media type="file" key="Fascist Government in Korea Oral Quiz - Wonjune Kang.mov" width="300" height="300" What would be the particular characteristics of fascism in Korea? How would it differ from Italian, German or Japanese fascism? 9.5/10
 * A Fascist Government in Korea? (April 20, 2012) **

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 * A Global Depression Oral Quiz (April 18, 2012) **

Another homerun. 10/10


 * The Great Depression (April 16, 2012) **


 * Great Depression Organizer**
 * **Causes** || **Solutions** ||
 * * European countries were in bad economic & political shape after WWI
 * Germany - Citizens felt little loyalty towards government, weak economy, inflation
 * United States - Economic boom during 1920s caused problems when production & purchases slowed
 * 1929 - U.S. stock prices crashed; led to the Great Depression
 * High import tariffs decreased trade between nations; high unemployment || * Germany - American bank loans were used to help economy recover
 * Britain - New multiparty government took steps that improved economy & cut unemployment
 * France - Moderates & Socialists formed government and passed new laws to help workers
 * Sweden, Norway, Denmark - Governments taxed people w/ jobs to pay benefits to jobless; hired unemployed to build roads & buildings
 * United States (New Deal) - Government began public works projects, businesses & farmers gained help from government ||

__WWI Veterans Demanding Early Bonus Payment Driven Away__
 * Newspaper Headlines**

In June, thousands of veterans from World War I marched into Washington D.C. to show their support for Wright Patman's early bonus payment plan.

Patman's plan involved paying every veteran $500 in cash immediately instead of waiting until 1945 to pay them the originally intended bonus of $1,000.

When the Senate rejected the bill, the veterans set up a shantytown on Anacostia Flats and held daily parades to pressure the Hoover administration and Congress.

The marchers resisted when orders were given to have them removed from all government property yesterday.

__16 Million Stock Shares Traded__

The New York Stock Exchange was in chaos yesterday as stock prices came crashing down.

The stock market had been considered as one of the biggest "get rich quick" schemes for the past several years.

A record of 16 million shares were traded, and $30 billion worth of stocks was completely lost.

Officials believe that this is the greatest crisis the stock exchange has faced and will ever face throughout history.

__29 Minute Overview__
 * Video Notes**
 * 1928 - Herbert Hoover declared that U.S. was near to final triumph over poverty
 * Economy crumbled, banks closed, millions of people became jobless, homeless, hopeless shortly after election
 * 1920s - Near end of age of American prosperity
 * Everyone wanted stock shares; believed that fortune could be made with them
 * Stockbrokers sold shares on margin (lent citizens money to buy shares)
 * Price paid for stocks was out of proportion to actual profitability of companies that issued them
 * October 29, 1929 - Stock prices came crashing down; investors sold 16 million shares
 * Black Tuesday
 * Most distressing crisis in history of NY stock exchange
 * Federal government of 1920s had supported business w/ low interest rates & little governmental regulation
 * Many businesses borrowed more $ to expand than they could ever repay
 * High tariffs on foreign goods made foreign countries unable + unwilling to buy American goods (e.g. Hawley-Smoot Tariff Act)
 * Unemployment rate increased
 * ¼ workers were jobless
 * Banking industries that invested in stock market lost all of their $
 * Citizens went to withdraw cash from banks; banks could not give them their $
 * Wiped out ~9 million individual savings accounts
 * 1933 - ¼ of America's banks had failed
 * Soup kitchens & bread lines became common
 * Jobless became homeless; began living in shantytowns ("Hoovervilles") on outskirts of cities
 * ~2 million men became hobos
 * 1929~1932: ~400,000 farms closed because farms could not pay mortgages for land
 * Most children left school to help family & work; went hungry & malnourished
 * Hoover believed economy would not recover without some action
 * Called together business, banking, & labor leaders; urged them not to fire workers or calling strikes
 * Authorized expenditure of federal funds for major public works projects to create jobs & wages (e.g. Hoover Dam)
 * Approved ~$2 billion in emergency financing to businesses
 * WWI veterans were to receive $1,000 bonuses for military service in 1945; demanded bonuses immediately
 * Wright Patman proposed plan in which veterans would received $500 in cash instead
 * Veterans & families peacefully marched to Washington D.C. to show support of plan
 * Congress vetoed bill & asked "bonus army" to leave; some stayed behind and were chased away w/ bayonets + tear gas
 * Americans supported Franklin D. Roosevelt as next president; won in landslide election
 * Made swift reforms knowns as "The New Deal"
 * FDR proposed & Congress approved 15+ new pieces of legislation
 * Emergency Banking Relief Act - Authorized U.S. Treasury Dept. to inspect U.S. banks; allowed only financially stable ones to continue business
 * Federal Securities Act - Helped restore public confidence in stock market
 * Civilian Conservation Corps (C.C.C.) - Created to put young men to work & paid $30/month; planted 200 million trees on Great Plains to prevent soil erosion, built roads, parks, flood control systems
 * Some felt that administration had not went far enough in helping poor & reforming economy
 * Some felt that "The New Deal" helped only already-wealthy business owners & gave too much power to government
 * Supreme Court ruled several new pieces of legislation as unconstitutional
 * Roosevelt proposed Court Reform Bill; added 6 more justices to Supreme Court (bill failed)
 * The Second New Deal
 * FDR's wife Eleanor Roosevelt played major part
 * Traveled throughout country & became symbol of hope
 * Thousands of children wrote asking for help
 * Works Progress Administration (WPA) - Created 8+ million jobs from 1935~1943
 * Social Security Act of 1935 - Americans over 65 years old & spouses had old age families w/ insurance, jobless workers received unemployment compensation, families w/ dependent children & disabled received aid
 * FDR reelected as president in 1936
 * 1939 - U.S. was on path to economic recovery; Congress cut back on New Deal employment programs

__Documentary__
 * Cities had been very prosperous during 1920s
 * 1929 - Rising unemployment
 * Farms were failing in record numbers
 * Belief that U.S. had arrived at new level of prosperity and would never go back (in Wall Street)
 * Wall Street Crash of 1929
 * American economy had begun to cool down starting from 1928
 * Wall Street economy became disconnected w/ "real" economy
 * Summer - Stock market dipped, rose, & lurched down again
 * September - Roger Babson predicted that major stock market crash was coming, sooner or later
 * October 23, 1929 - First wave of stock selling brought down prices of several stocks
 * October 24, 1929 - Brokers began selling stocks at record speed; stock prices plummeted
 * ~$10 billion in stocks was wiped out within 2 hrs
 * Group of bankers agreed to supply hundreds of millions of $ to stock exchange to stabilize it; banks withdrew fundings on Friday when market had apparently stabilized
 * October 29, 1929 (Black Tuesday) - Second wave of mass stock sales; 16 million shares traded
 * Stock market lost $14 billion in value → Week's total loss was ~$30 billion
 * Investors had purchased stock on margin (sometimes borrowed up to 90% of value)
 * Decade and a half for American economy to fully recover
 * Great Depression followed Wall Street Crash
 * People remember Crash as beginning of Great Depression
 * Two events actually had very little, if anything, to do with each other

Exactly what I was hoping for. 10/10

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 * World War II Started in Asia in 1931 (April 12, 2012) **

Well done! You are very good at this! 10/10


 * The Chinese Revolution and Japanese Imperialism (April 11, 2012) **

Before and during the early 20th century, much of China's economy was under control of foreign countries. Hoping to gain freedom from foreign influence, China declared war on Germany and joined the Allies during World War I. When the war ended however, China did not gain freedom from foreign powers; the Treaty of Versailles only changed the countries that had power over it. The parts of China that had been once controlled by Germany were put under Japanese control.
 * 1) Imperial China Collapses: Question #4**

Emperor Mutsuhito, the ruler of Japan from 1867 to 1912, took many steps to modernize his country. He sent government officials to Europe and the United States. By patterning and following their government, army, and education system with countries such as Germany, Britain, and the United States, Japan emerged as a regional superpower in the late 19th century. By 1890, it had the strongest military in Asia and had an industrial economy that rivaled that of other major world powers.
 * 2) Japan's Role in Asia During the First Half of the 20th Century**

//*Graph that shows military strength of Japan compared to countries such as China, Britain, and the U.S.*// //*Graph that shows economy (national wealth) of Japan compared to countries such as China, Britain, and the U.S.*//

Like the European powers, Japan began expanding its area of influence. When China broke an agreement not to send armies into Korea, Japan went to war with it. China was driven out of Korea, and Japan gained Taiwan and several other islands and new colonies. Japan also fought in a war against Russia from 1904 to 1905 over China's Manchurian territory; it surprised the war by defeating Russia, considered one of Europe's strongest powers at the time. A year later, Japan invaded Korea; by 1910, it had won complete control over the peninsula. When World War I ended, Japan, as a member of the Allies, gained German colonies in Asia that were north of the equator.

//*Map that shows increase in Japanese territory in Asia over the course of the early 20th century*//

As Japan's power and territories grew, it began to move to acquire an empire. The most obvious way to do this was an invasion of Manchuria. Japan wanted Manchuria for several reasons. First of all, Japan wanted to compete in a geopolitical struggle for domination with the United States, the Soviet Union, and many other European countries that had colonies in Asia. By invading Manchuria, Japan attempted to create a strong empire that would eventually be able to compete with these world powers. Second, by taking Manchuria, Japan hoped to curb the advance of Chinese nationalist forces, which were interfering and threatening Japanese operations in Asia. And third, Manchuria had vast amounts of natural resources and raw materials, which greatly aided Japan's economic goals. Japan's invasion of Manchuria caused a major change in its foreign policy, especially towards colonies such as Korea. Historical records show that about 4 million Korean and Chinese laborers were taken away from their homes and made to work in such factories and mines so they could contribute to Japan's war efforts.

//*One or more images of such factories and mines that shows laborers working*//

Japan's expansionist policies sparked much criticism from the Western powers. This criticism rose to a climax after Japan's invasion of Manchuria. In response, Japanese officials immediately released a defense of their policies. They claimed that Japan was suffering from a surplus population, and that Western policies closed off all solutions to this problem except for territorial expansion. Rather than invade other countries and declare them annexed by Japan, the Japanese were merely "looking for some place overseas where Japanese capital, Japanese skills, and Japanese labor can [could] have free play, free from the oppression of the white race". Japan justified the military action it had taken against Manchuria by stating that it had not technically "taken" any territory that did not belong to them, and that it had resulted in "the establishment of the splendid new nation of Manchuria". It also compared itself to Western countries, which had "sent warships and troops to India, South Africa, and Australia and slaughtered innocent natives, bound their hands and feet with iron chains, lashed their backs with iron whips, [and] proclaimed [those] territories as their own".

And thus, Japan continued to work to build up its empire. Their decision to do so would eventually spark the fuse to yet another world catastrophe - namely, World War II.

Actionwise, Joseph Stalin and Mao Zedong were equally cruel, ruthless, and heartless dictators. However, if I were to choose who was the worse leader, I would choose Mao Zedong without question. Both dictators caused the deaths of millions of citizens of the nations that they commanded through unsuccessful and rather absurd projects (Stalin's First Five Year Plan and the Great Leap Forward). However, Stalin did not try to hide his true nature as a cruel dictator (or if he did, he did not try very hard). He had many political enemies and a large portion of the U.S.S.R.'s population was against him while he was in power. He also made punishments to such people relatively well known; it was a widely known fact that thousands of people were sent to work camps in Siberia. However, Mao Zedong honeycoated all of the terrible deeds that he did by making them seem like they were for the good of China. Chinese citizens were brainwashed into thinking that Mao Zedong had to sacrifice many things and work very hard to bring China to what it became, when this could not be farther from the truth. Although both Joseph Stalin and Mao Zedong were terrible, tyrannical rulers, I personally consider Mao the worse dictator because of this fact.
 * 3) Was Mao a better or worse national leader than Stalin?**

Very thorough. Loved your "textbook"! 10/10

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 * Russian Revolution Oral Quiz (April 9, 2012) **

Excellent Wonjune. Very clear and complete. 10/10


 * The Russian Revolution (April 9, 2012) **

Russia had a major revolution in 1917 for several political and social reasons. When Nicholas II became czar in 1894, he launched a program to build up Russia's industry. However, this rapid industrial growth brought problems such as poor working conditions, low wages, and child labor. As a result, people became angry and revolutionary groups began to act to topple the government. Losing in a war against Japan and a massacre of innocent civilians led to even more angry citizens and strikes. Finally, poor leadership during World War I led to millions of lives being lost. Soldiers and citizens rebelled, and the czar and his family were forced to step down.
 * 1) Overview of the Russian Revolution**


 * 2) Primary and Secondary Sources: Video (Podcast)**

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 * 3) Tools to Persuade and Motivate - Propaganda**



1. What is the message that this poster is trying to get out to the Russian people? This poster is trying to convey the message that under Leninism, every person, regardless or ethnicity, social class, or occupation, will be successful and triumph over any foes. The poster is trying to get people to unite under Leninism.

2. Do you find this piece of propaganda to be compelling? Why or why not? Yes, I do find this piece of propaganda to be compelling. Having Lenin, who the poster is about, to be the major detail on it inspires a sense of trust for the viewers that following Lenin will indeed help them in achieving things. Having four people hold on to the same red banner also gives a sense of unity between people of all ethnicities that embrace Leninism.

3. Make your own propaganda poster designed to make viewers adopt your viewpoint on one of the following issues: school uniforms; freedom of speech; hagwons.


 * Evaluating Decisions Question #2 (April 5, 2012) **

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

After World War I ended, the countries that had been on the side of the Allies found themselves debating on how to deal out punishments to the Central Powers. During the debates at the Versailles Palace, each country's ambassador focused on promoting areas that would be beneficial to their countries. France, for example, had been the country where the vast majority of the war on the Western Front had been fought. By the time WWI ended, the country was in ruins, both economically and politically. Because of this, France wanted to make sure that Germany would never be a major threat again. France wanted Germany to be stripped entirely of its power and wealth, for it to lose much of its territory, and for it to pay funds to France every year so France could rebuild itself. Countries like Britain and Italy also argued in favor of Germany losing power and territory, although as not as vehemently as France, since their country had not been damaged like France had. The USA, on the other hand, argued for peace. Woodrow Wilson, the USA's president at the time, wished for a change in how international society was managed. Rather than focusing on power, Wilson proposed to launch an organization called the League of Nations, which would oversea international matters peacefully.


 * The Beginning of WWI Map Question (Feb. 27, 2012) **

//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?//

Serbia may have staked a claim to Bosnia and Herzegovina because it wanted to expand its territories by unifying the populations of Slavic groups that both it and Bosnia and Herzegovina had. Russia may have been interested in furthering Serbia’s claim because it was allied to Serbia and was a powerful country that also had a population made up of Slavic groups. Germany and Austria-Hungary may have resisted Bosnian secession from Austria-Hungary because they made up a different power, the “clankers” and were not part of the same alliance as Russia and Serbia.

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 * The Rise of Nationalism (Feb. 16, 2012) **

**The Impacts of Nationalism**

 * **Positive Results** || **Negative Results** ||
 * * People within a nation overcoming their differences for the common good
 * The overthrow of colonial rule
 * 47 African countries overthrowing colonial rulers from 1950~1980
 * Democratic governments in nations throughout the world
 * Competition among nations spurring scientific and technological advances || * Forced assimilation of minority cultures into a nation’s majority culture
 * Ethnic cleansing
 * Bosnia and Herzegovina
 * The rise of extreme nationalistic movements
 * Competition between nations that leads to warfare ||

I believe that nationalism, despite all of the negative effects it may have brought, had a more positive impact on the world. For one, nationalism brought the people in a nation together, despite their differences. This led to more united countries. Second, nationalism led to the overthrow of colonial rule in many countries; this can be clearly seen when noting how 47 African countries overthrew their colonial rulers from 1950 to 1980. In addition, nationalism led to democratic governments being set up throughout the world and scientific and technological advances due to competition between nations. All of the things that nationalism brought - the overthrow of colonialism, widespread democracy, and scientific and technological advances - greatly helped the world and influenced it to become what it is today.
 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.**

**Types of Nationalist Movements**
1. Explain the characteristics of each type of nationalistic movement in your own words. Unification is a type of nationalistic movement in which groups that are politically divided but are culturally similar merge together. Separation is a type of movement in which a culturally different group resists against being assimilated by a state or tries to break away from it. State-building is the third type of nationalistic movement; it involves many culturally different groups forming a new state by accepting a single culture.

2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism? During the rise of nationalism, I believe empires went through a great deal of territorial change. Simply said, empires would have broken into many smaller states. Parts of empires may have gone through unification, separation, or state-building. These processes would have greatly weakened the empires and perhaps destroyed them altogether.

**Analyzing Political Cartoons**
1. What symbol does the cartoonist use for the soon-to-be nation of Italy? The cartoonist uses a boot as the symbol of Italy. It is being put on the foot of Victor Emmanuel II, the king of Sardinia.

2. How is Garibaldi portrayed? Garibaldi is portrayed as a rather ragged man who has put down his sword kneeling at the feet of the king and helping him put on his shoe. This gives the impression that Garibaldi was below the king and was willing to serve him (which he was).

3. What does the title of the cartoon say about the cartoonist’s view of Italian unification? The title of the cartoon, “Right Leg in the Boot at Last”, shows that the cartoonist was expecting Italy to be unified eventually. The phrase “at last” also implies that the unification may have taken slightly longer than the cartoonist expected.

**Case Study: Germany**
__**Part 2:**__ 1. What was unusual about the territory of Prussia as it existed in 1865? Strangely, Prussia in 1865 was divided into two main areas. Westphalia was located to the east of modern-day Belgium, and West and East Prussia were just to the west of the Russian Empire and the north of the Austrian Empire at the time.
 * __Part 1:__**

2. After 1865, what year saw the biggest expansion of Prussian territory? The largest expansion of Prussian territory after 1865 happened in 1871, when the South German states joined Prussia to form the German Empire.

__**Part 3:**__ The emblem for Germany that I designed consists of a circle with an eagle in it over crossed swords. Below that, it says “Blut Und Eisen”, which means “Blood and Iron” in German. The eagle was a part of the original Prussian coat of arms, and it was transferred onto the emblem that I designed. The crossed swords represent Germany’s military might, as it was one of the, if not the most, powerful states in Europe at that time. The phrase on the bottom, “Blut Und Eisen”, comes from Otto von Bismarck’s speech where he stated that the resolutions for great issues would be decided through blood and iron.

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 * Case Study: India and Britain (Feb. 14, 2012) **

1. Sepoys - Caused the Sepoy Mutiny when they believed that the British were violating their religious laws and customs
 * Terms & Names**

2. Sepoy Mutiny - Turning point for British rule in India; lead to larger cultural, religious, and political splits between the British and Indians

3. Congress Party - Was a nationalistic party that at first advocated equal rights for Indians, then was a major organization that promoted self-government and Indian independence

4. Mohandas K. Gandhi - One of the most influential figures in India that became involved with the Congress Party; methods of peaceful protest won many rights for Indians

5. Muhammad Ali Jinnah - Most responsible for turning Muslim League into a major political party, worked to unify Hindu and Muslim concerns; became the leader of Pakistan when India split into two countries

1. The first factor was that Britain’s military was technologically superior to that of India. This allowed British forces to defeat armies many times larger than them. Second, from 1740 to 1780, many warring kingdoms were engaged in a struggle for power over India. The chaos that resulted allowed for Britain to take control fairly easily. Third, the British in India were well organized and had a common goal, as opposed to the politically disorganized Indians. Finally, the fourth factor was that Britain brought with it political stability, an efficient government, and a system of law to India.
 * Main Ideas**

2. The Sepoy mutiny was caused by sepoys (Indian soldiers) when they felt that the British were violating their religious customs. This happened when the British introduced new Enfield rifles with cartridges that were smeared with pig and cow grease. Hindu and Muslim soldiers refused to load their weapons with the cartridges, which led to them being imprisoned. As a result, sepoys throughout India rebelled against the British. Although the mutiny was put down, it resulted in the British government taking over direct rule of India and the cultural, religious, and political divisions between the British and the Indians growing wider.

3. Groups such as the Congress Party and the Muslim League worked to promote self-government and independence of India. The idea that Indians should be equal to the British spurred on Indian independence. In addition, figures such as Mohandas K. Gandhi influenced many others to join the Indian independence movement with his nonviolent philosophy.

4. The four general principles of Gandhi’s philosophy were to live as simply as possible without striving for material reward, to be tolerant of the religious beliefs of others, to devote one’s life to the service of others, and to battle injustice in all its forms, but never by resorting to violence.

5. Muhammad Ali Jinnah became a member of the Congress Party in 1906 and joined the Muslim League in 1913. He supported the idea that Hindus should work with Muslims for Indian nationalism. When India was broken into Pakistan and present-day India, Jinnah became Pakistan’s first leader. However, he died 13 months after Pakistan won its independence, which lead to a series of military coups in the government.

6. Documents A, D, F, G, H, and L are pro-Indian in nature and documents B, C, E, I, J, and K are pro-British in nature.
 * Documents**

7. India’s Constitution would have benefited lower class Indians in many ways. First of all, the constitution’s “Right to Equality” section made them equal to all other citizens in terms of rights, and protection of laws, and abolished discrimination based on religion, race, caste, sex, or place of birth. In addition, “Untouchability”, which affected Indians in the lowest class, was abolished. The constitution’s “Right to Freedom” section also allowed for actions such as peaceful assembly and the formation of unions and associations; these were factors that would have benefited lower class Indians if they were being mistreated or such.

8. British colonization had many lasting effects for India. First of all, by introducing Western culture and education to Indians, the British affected India’s democratic constitution after it gained its independence. Britain also introduced many technological advancements to India, which have led to parts of India being very modern today. British rule also caused India to break into two countries: India and Pakistan. These two countries still exist today. Finally, British colonization in India greatly helped reduce poverty levels. For example, 80~90% of Indians had no proper clothing in the early to mid 1900s; now, almost everybody is properly dressed.

9. The major cause of the cultural conflict between the British and the Indians was that the British considered Indians as an inferior race compared to them. As a result, they tended not to mix very much with Indian society. This meant that Indians did not have the same rights as the British; however, as Indians learned more about democracy and nationalism, they concluded that they should be entitled to the same rights as the British. Events such as the Sepoy Mutiny further created cultural rifts between Indians and the British, and groups such as the Congress Party and the Muslim League began to promote self-government and independence.
 * Critical Thinking**

10. British Rule in India definitely had both positive and negative effects. Some positive effects may have been that India was able to come into Western culture and education. For example, after India was liberated, it developed a democratic and nationalist government, which it had learned about from the British. In addition, the British brought many technological advances into India and organized India from many warring states into one unified country. On the other hand, some negative effects may have been that Indians were not treated equally to British people. For example, they received less pay even if they worked the same job, and were not allowed to hold the top places in the Indian Civil Service. In addition, British Rule over India ended with India first dividing into two, then eventually four countries.

11. Gandhi’s principles were effective in dealing with Great Britain because they did not involve violence of any sort. Violent protests were not practical, as the British in India had much more advanced weaponry and would have easily been able to put down any violent acts done by Indian citizens. Peaceful noncooperation, on the other hand, made it impossible for the government to function, and thus forced the British to change their ways.

12. Muslims demanded a separate nation because of their constant clashes with the Hindu Congress Party. Muhammad Ali Jinnah, one of the most influential figures for the Muslim League, attempted to persuade the Congress Party to grant greater rights for Muslim minorities. However, his attempts were unsuccessful. In addition, during the 1937 province elections, the Congress Party won in most provinces and rejected the idea for joint Congress-Muslim League governments in some provinces.

13. India initially broke into India and Pakistan because of clashes between Hindus and Muslims. After Jinnah, Pakistan’s leader, died, military coups led to East Pakistan proclaiming its independence as Bangladesh. The island of Ceylon, off the southern tip of India, was also under British control until 1948, when it received its independence. In 1972, it changed its name to Sri Lanka.

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 * Imperialism: Audio/Video Sources Notes (Feb. 10, 2012) **

**Task 1: Reactions to Imperialism Chart**

 * **China** || **Japan** || **United States of America** ||
 * * China was self sufficient; difficult to open trade routes
 * Great Britain managed to open trade w/ opium
 * China refused to import opium; Britain countered, which led to the Opium War
 * War ended in Britain’s victory
 * Rebellion was started later on; led by Hong Xiuquan in efforts to create a Utopia
 * Dowager Empress Cixi attempted to modernize China; failed, many held on to traditional values
 * China not being modernized influenced other countries to try take over it
 * Led to open door policy; trade w/ all merchants
 * Boxer Rebellion - Rebellion about extraterritorial rights || * U.S. Commodore Matthew Perry came to Japan w/ threatening letter to open trade; Japan agreed
 * Japanese were angered by opening of trade
 * New emperor called Mutsuhito took control of government
 * Tried to modernize Japan; accepted things from foreign countries that Japan needed
 * Modernization was successful; Japan gained much power || * America had promoted isolationism for much of its history
 * Jingoism developed in society; was opposite of isolationism
 * Isolationism changing to imperialism was partially caused by Spanish-American War
 * U.S. won relatively easily; signaled emergence of U.S. as a global power
 * U.S. had passed Teller Amendment; promised to grant Cuba independence after war
 * Annexed Guam, Hawaii, PUerto Rico, & Philippines during and after war
 * U.S. wanted to become more globalized power w/ worldwide trade markets
 * Believed that fierce competition was necessary
 * Protestant ideals to “Christianize” other ethnic groups spurred on development of imperialism ||

**Task 2: Political Cartoon Analysis**

 * __China:__**

____ 1) Is this image pro or anti-imperialism? How do you know? This image is anti-imperialism. It shows different European monarchs carving up China in territories that they want to take while the emperor of China is protesting in the background.

2) What views of the native peoples are being communicated in each of the illustrations? This image clearly shows that China strongly opposed contact and trade with European countries.

3) What views are being communicated about the Europeans in their role as imperialists? In the cartoon, European countries, represented by their monarchs, are shown as being selfish people who care only for what they want: China.

4) What is message is being conveyed by the author about the benefits or costs of imperialism? The cartoonist is conveying the message that imperialism is something that targeted countries will inevitably succumb to, if only because of the sheer number of countries targeting them.


 * __Korea:__**

__https://wikiwillows2011.wikispaces.com/Imperialism__ 1) Is this image pro or anti-imperialism? How do you know? This image is anti-imperialism. It shows Japan stepping over Korean through the means of a forced permit in order to gain access to China.

2) What views of the native peoples are being communicated in each of the illustrations? This image clearly shows Korea’s opposition to Japan going through them to China.

3) What views are being communicated about the Japanese in their role as imperialists? In the cartoon, the Japanese are being shown as being very brusque towards Korea. The way in which Japan is depicted stepping over Korea seems very rude.

4) What is message is being conveyed by the author about the benefits or costs of imperialism? The cartoonist is conveying the message that imperialism can get to even non-targeted countries if they are in the way of a target.


 * __America (The United States):__**

__[|http://home.comcast.net/~whslibrary/austin/imperialism.html]__ 1) Is this image pro or anti-imperialism? How do you know? This image is pro-imperialism. It shows the large size and grandeur of the empire of the United States, and the bald eagle’s wings over all of America’s colonies gives the implication that the colonies are well protected.

2) What views of the native peoples are being communicated in each of the illustrations? The image implies that native peoples of the United States’ colonies feel safe and are satisfied with the U.S.

3) What views are being communicated about the Americans in their role as imperialists? In the cartoon, the Americans, represented by the bald eagle, seem to be sheltering all of its colonies under its wings.

4) What is message is being conveyed by the author about the benefits or costs of imperialism? The cartoonist is conveying the message that countries that provide a sheltered environment for their colonies may not be met with much opposition or hatred.

**Task 3: Economic Imperialism:**
Feudalism was an economic system that involved class differences in society. An upper class authority would grant lower class laborers land to work in and some pay in exchange for the results of working the land and the majority of profits. Mercantilism was an economic system where trade was the primary method of generating wealth for a country. Capitalism, on the other hand, might be seen as a combination of these two systems. Similarly to feudalism, capitalism involves social classes; labor from the lower classes create profits for the upper class, which the lower class works for. However, capitalism has produced goods as the base for its profits, not agriculture. Capitalism also involves a certain degree of trade, as trade and commerce is required for the manufacture of goods that are the basis for a capitalist economy. However, capitalism is not entirely centered on trade, and most of a capitalist society’s wealth does not come from it.
 * 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?**

There are a variety of forces that drive capitalism. One factor that can be noticed is that capitalist countries are generally, creative, innovative, and productive. These traits allow capitalist countries to develop and and accumulate wealth, which further drives capitalism. Imperialism was another major factor that drove capitalism back when it was in full force. The exploitation of raw materials from countries and an increased market for selling goods was one of the major forces that drove capitalism to become the predominant economic system in Western Europe.
 * 2. According to this lecturer, what forces drive capitalism?**

Your definition of mercantilism does not differentiate it from capitalism. With the exception of cartoon 3, you have only partially understood these images. I wonder why, since you did so well on the last assignment? 17/20


 * The Scramble for Africa (Feb. 9, 2012) **

Hard copy turned in
 * Task 1: Imperialism Disucussion**


 * Task 2: Scramble for Africa Map**
 * 1) In 1914, Britain and France controlled the largest sections of territory in Africa.
 * 2) I believe there may have been two main reasons for Britain and France controlling much of Africa at that time. First of all, they may have been fast to act and claim as much territory for themselves as possible before other countries arrived at the continent. Secondly, they may have been powerful enough to keep other countries from digging into their shares of land and taking their established territory.

Added to chart; chart reposted below
 * Task 3: Video Notes**


 * Task 4: European Imperialism in Africa**
 * 1) The Berlin West Africa Conference, also known as the Berlin Conference, was a conference in Berlin, Germany, where the great European powers - France, Great Britain, Portugal, Germany, Belgium, Italy, and Spain - and the United States divided up Africa into colonial holdings. There were no Africans in attendance.
 * 2) The three outcomes of the conference were that any sovereign power that wanted to claim any territory should inform the other powers, that any such annexation should be validated by effective occupation, and that treaties with African rulers were to be considered a valid title to sovereignty over the rulers’ lands.

__Image 1__
 * Task 5: Analyzing Political Cartoons**
 * 1) This image is anti-imperialism; it shows an “evil” imperialist reaching greedily for the gold fields of Africa.
 * 2) This image implies that British imperialists cared little, if anything, about Africans and only cared to procure their gold.
 * 3) This image shows that many of the British who colonized Africa were greedy for gold and that they were trying to bring in large profits from colonization.
 * 4) The image conveys the idea that imperialism was, while extremely profitable to European conquerers, something that tightened Europe’s greedy grip on Africa.

__Image 2__
 * 1) This image is pro-imperialism. It shows a colonist enlightening African children by guiding them “into the light”.
 * 2) This image implies that Africans were very grateful to Europeans for teaching them their culture and enlightening them.
 * 3) This image communicates the idea that the British were greatly aiding Africans in colonizing their land.
 * 4) Through this image, the author conveys the message that imperialism was extremely beneficial for Africans in that they were able to learn Western education and culture, which was supposedly more advance than that of Africa.

__Image 3__
 * 1) This image is anti-imperialism. It shows a snake, representing Leopold II of Belgium, strangling an African man.
 * 2) This image represents how Leopold II mistreated the native peoples in the Congo, his private colony, in order to gain profits from their labor.
 * 3) This image communicates the idea that imperialism has an ugly, bad side to it as well as the "leading into the light" side that the British claimed to promote.
 * 4) The author of this image conveys the message that the effects of imperialism cause suffering to Africans.

__Image 4__
 * 1) This image is pro-imperialism. The pictures and descriptions for each of the letters gives the viewer the idea that Britain taking over territory is justified and perfectly reasonable.
 * 2) The image gives viewers the idea that foreigners fear and respect the British, and are willing to do whatever they ask of them.
 * 3) The image depicts the British as firmly being in control of the native peoples in their colonies.
 * 4) The author of the image gives the idea to viewers that imperialism is a concept that should be taken for granted.

__Image 5__
 * 1) This image is anti-imperialism. It shows Uncle Sam, representing the United States, intimidating the colored students in the front row by threatening them with a cane while white students quietly study in the back.
 * 2) The image shows the reluctance of the native peoples in the United States' colonies to accept Western culture and education.
 * 3) The image almost seems like Uncle Sam is forcing Western education upon the native children, using the stick as a type of threat.
 * 4) The author of the image conveys the idea that Western education being forced on native children may cause them to resist Western advances.

__Image 6__
 * 1) This image is anti-imperialism. The crowned black eagle represents Germany waiting to strike down at the Africans in its colonies below.
 * 2) This image represents how Africans may have regarded some forceful advances by Germany.
 * 3) The image send the message that Germany seeks solely to benefit themselves through taking territory and does not mind mistreating any native peoples.
 * 4) The author is trying to convey the meaning that imperialism benefits only imperialists, not colonized peoples.

__Image 7__
 * 1) This image is anti-imperialism. The title and the dying black men outside satirize how Americans should become more civilized at home before going off to inhabit other countries.
 * 2) This image communicates the view of Filipinos that Americans cannot properly manage countries that they have under their power.
 * 3) The image communicates the idea that Americans should not be taking the responsibility of taking over other countries, since they cannot even solve problems of their own.
 * 4) The author of this image conveys the message that Americans are not capable of imperialism and managing their own country at the same time.

You have done a very good job analyzing these political cartoons -- not an easy task! 30/30


 * Age of Imperialism Notes Table (Feb. 7, 2012) **

Which of these are reasons, which are justifications?


 * Darwin Excerpts Document Based Question (Feb. 7, 2012) **

Yes, Darwin's theories can be applied to culture and society. Darwin's theory of natural selection states that organisms with adaptations that are advantageous to survival will continue to flourish and pass those traits on to their offspring. Similarly, people of different cultures who develop habits or traits will pass them down to their offspring. Through this, and the fact that the global human population is constantly increasing, one can infer that human beings are becoming more diverse, with different combinations of traits. Notice the similarities with Darwin's statement in "Natural Selection" II that "the more diversified the descendants [will] become". "Struggle For Existence I" provides a theory that can be applied more towards imperialism in the 19th and early 20th centuries. The example of birds eating insects and seeds, and therefore are constantly destroying life, is very similar to the view on imperialism that dominant nations held at the time. They noticed only the benefits of imperialism to them and ignored the negative impacts of it to all else; this is quite similar to the view of humans towards the birds described above: seeing, but not noticing. A part of "Struggle For Existence II" can also be applied to imperialism: "the competition should be most severe between allied forms". This phrase can be used to describe the competition between Western nations as they rushed to gain territory for their empires.
 * Do Darwin’s theories apply to culture and society? Why or why not?**

Very well answered. 10/10


 * The White Man's Burden Questions (Feb. 3, 2012) **

1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem? "The White Man's Burden", as Kipling describes in his poem, is his responsibility to take over foreign lands and put them under his rule. By subjugating more land under him, the white man seeks to gain profits and "help" the lands he controls. Another part of the "burden" is controlling the countries he has under him; some of them dislike their situation and seek to stay away from him.

2. Do you agree or disagree with Kipling’s characterization? Why or why not? I mostly disagree with Kipling's characterization. In his poem, he mentions that the countries that take over foreign lands do so in order to help those countries under them. However, I feel that the main incentive for taking over foreign lands is because they provide benefits to the imposing country itself, not the subjugated country.

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. The content and tone of this poem implies that Europeans and Americans considered races in the rest of the world to be inferior to them, and that they //needed// to be colonized in order to become more civilized. For example, the lines, "Your new-caught, sullen peoples, Half-devil and half-child" is a clear description of how Europeans and Americans may have seen people in other countries; the part about "half-devil and half-child" especially creates an ominous tone.

4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not? While KIS is not exactly like "The White Man's Burden", in a way, it is similar to it. The education given at KIS is very different from the education that is given in regular Korean schools. KIS's school system - that of international schools - came into Korea from the United States, with the intentions of giving foreign students an American education. While the reason for this may not have been because American education is necessarily better, it may have been in order to spread American influence internationally. For this reason, there may possibly be some who blame Americans for influencing Korea too much, just like the countries described in "The White Man's Burden".

Very thoughtful and articulate answers. 10/10

Missing assignments from February 1st, Cornell notes on pp 304-306, 308 and DBQ p. 307


 * Marxism and Communism Questions (Feb. 2, 2012) **

1. Would Marx have agreed that these countries were "communist"? No, Marx would not have agreed that these countries were communist, at least not in the way that he pictured communism. Marx viewed Communism as a society that did not have social classes and everybody was perfectly equal. The communist states in the article, however, have/had dictatorial governments and a huge economical gap between the upper class and the majority of the citizens.

2. What has happened to the "communist" world? In the modern world, there are only five self-proclaimed communist states - China, Cuba, Laos, Vietnam, and North Korea - as opposed to the numerous countries that embraced communism several decades ago. Many gave up communism to pursue other forms of society, such as capitalism. Even those countries that are still "communist" are currently undergoing major change; they are no longer as dictatorial as some of them used to, and are embracing governmental and political reforms. Taking the example of China, it is no longer a "second world country" as is used to be, and has one of the largest economies in the world. There have been many technological advancements, and many do not consider it to be stereotypically communist anymore.

3. Why do you think this has happened? As time passed, governments most likely realized that communism was merely an ideology and saw that it was illogical to pursue it. Human nature would have made it literally impossible to follow communism as it was meant to be: with everybody perfectly equal. In addition, following through with communism would have detrimental in the development of countries, which would have been a huge problem in the quickly growing modern world.

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 and reform laws? If history is to be called upon, one can indeed consider the Union movement and reform laws as what stopped the growing gap between the rich and poor in the industrialized world from materializing. Let us take the case of Great Britain, for example. Although reluctant at first, the British government eventually allowed for strikes and labor unions, which eventually led to reform laws being passed against the injustices and immorality workers had to face during the Industrial Revolution, such as overworking, poor wages, and child labor. By addressing these issues, the differences between the rich and poor were balanced out, and a large gap never materialized.


 * Industrializ **** ation Document-Based Questions (Feb. 1, 2012) **

1. Andrew Carnegie and Friedrich Engels probably had such drastically different views on the effects of industrialization because they were on different ends of the social ladder. Carnegie, as an industrialist, was able to reap the benefits of the growth of America's industry and earn much money. He was exposed to most, if not all, the benefits that industrialization brought with it. On the other hand, Engels, as a factory manager, was not able to make much money from the work that he did. He was not able to see the benefits of industrialization from where he stood, and was exposed to most of the negative effects that it brought.

2. Mary Paul was probably satisfied with her job and life in Lowell because it provided everything that she needed for a relatively comfortable life. She says that she "[has] a very good boarding place, have enough to eat..." Some time ago, the workers at Lowell had most likely threatened to go on strike to the factory owner unless they had their basic rights fulfilled; that is, to be given enough pay for the work they did and not to be overworked. Paul probably had to work hard, but did not have to work for too many hours per day and was paid enough for what she needed.

3. Political cartoons like the one by Walter Crane that is shown probably had a large part in rallying workers to the cause of socialism because of how drastic their images were. In the one shown, for example, capitalism is shown as a bloodthirsty vampire bat sucking blood from a laborer, while socialism is shown as an angel coming to help the laborer. This strongly evokes viewers' emotions, so the idea of socialism and equality for all would have appealed to workers who were suffering under capitalism.

Excellent answers, particularly to #1 as you explain WHY Carnegie and Engels would have had such different views! With regard to #2, to whom was Mary Paul writing? Do you think she might have wanted to make her situation sound better than it actually was? 10/10


 * Industrial Revolution Photo Essay (Jan. 30, 2012) **

While looking through the pictures, one can notice how all of them emphasize on the injustice being served by making young children do work at factories. They display how children played a major part in factory labor back during the 1800s up to the early 1900s. For example, in the first picture on pg. 70, one can notice the man in the mustache and hat towering over the little boys. This gives the impression that the children are nearly being forced to work through threats. From the text and the pictures, we can clearly see that the children who worked in factories at the time were being both underpaid and driven too hard to work. The picture on pg. 67 clearly demonstrates this; the boy selling matches in the picture probably earned only pennies a day from his employers while having to walk the streets all day selling his goods. The second picture on pg. 68 clearly shows this as well; seeing how small the boys are compared to the machine, one can hardly believe that they are able to run it properly. Obviously, making small children run such machines also came with risks of the children hurting themselves, perhaps quite severely. In the picture described above, the children might have easily hurt themselves by falling or by any loose parts that may have been near them. In short, one can see the severity of child labor back during the Industrial Revolution and the injustices it had.

=Industrial Revolution Question (Jan. 19, 2012)=


 * 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?**

While the Industrial Revolution undoubtedly had many positive effects for society and changed the course of history, it was very much a mixed blessing. Industrialization initially began in Britain in the first half of the 19th century. During this time, the balance of Britain’s population shifted from rural areas towards cities because of the increase in the use of factories for mass production. This had several benefits, such as the fact that products such as clothing could now be produced at a faster rate and with less labor. This meant that the price of such products went down compared to before, when master craftsmen had to create them by hand. On the other hand, the growth of the factory system also meant that these master craftsmen went out of business; their products were more expensive than those that factories produced, and they were not able to produce anywhere near as much as factories did. In addition, rapid urbanization meant that cities had no development plans, sanitary codes, and building codes. This meant that many workers lived in dark, unsanitary shelters with no plumbing. Sickness and epidemics were not uncommon, and peoples’ average lifespans were cut extremely short compared to other areas. The Industrial Revolution was not without its benefits and advantages; it changed the world and made it what it is today. However, it was not without its severe problems that caused many people to call it a mixed blessing.

Mindmeister Map (Jan. 18, 2012)
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Congress of Vienna Questions (Dec. 14, 2011)
4. //**Making Inferences**// Why did Napoleon's empire collapse?

Napoleon's empire eventually collapsed because he made a serious of costly mistakes that greatly weakened the French Empire and its army. Napoleon's first mistake was the Continental System. Although it weakened British trade, it was not able to do what it intended to do: destroy it. In addition, most European countries disregarded the blockade, and Britain responded with a blockade of its own that worked better than that of the French. Napoleon's second mistake was sending troops through Spain in order to make Portugal accept the Continental System. Spanish guerrilla fighters and British troops fought the French army in ambushes. By the time the Peninsular War was over, France had lost over 300,000 men. The last major mistake was France's invasion of Russia. Not only did France not succeed in taking over Russia, the French army lost hundreds of thousands of soldiers during its retreat back to France with Russian troops at their heels. Other countries took advantage of these weaknesses and eventually defeated Napoleon. Despite returning and becoming the Emperor of France again, Napoleon was utterly defeated at the Battle of Waterloo.

5. //**Determining Main Ideas**// What were the goals of the Congress of Vienna?

The Congress of Vienna had three goals. The first was to make sure that France would not invade other countries again. The second was to create a balance of power between European nations that would not make any country too powerful or too weak. The last was to put as many of the monarchs whom Napoleon had driven from their thrones back to power in their own countries.

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Revolution Poster Sentence Explanation (Nov. 29, 2011)
"You cannot make a revolution with silk gloves." - Joseph Stalin I chose an image of silk gloves and crossed them out in order to show Stalin’s quote that revolutions cannot be started with silk gloves.

Frederick the Great Glogster (Nov. 17, 2011)
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Philosopher Speed Dating (Nov. 13, 2011)
media type="youtube" key="jiiyoxNIg9E" height="315" width="560"

Absolutism Questions (Nov. 13, 2011)
Absolutism was, and is, a theory of kingship where a monarch had absolute power over a centralized state.
 * 1. What is absolutism?**

Absolutism is often justified because it is referred to as the ‘divine right of kings’. In a nutshell, this is stating that monarchs, or kings, were given the authority to rule by God. Bishop Jacques-Bénigne Bossuet from France was the first one to state the idea of ‘divine rights’. From his religious viewpoint, monarchs were God’s representatives on Earth; therefore, whoever challenged monarchs was challenging God. Because of this, decisions made by monarchs were often accepted as laws unanimously. On the other hand, Thomas Hobbes from England looked at this idea from a political viewpoint rather than a religious one. In his book //Leviathan// (1651), Hobbes wrote that absolutism was the only system of government able to keep order among citizens. Both of these figures were influential in spreading absolutism throughout Europe in the 17th century, especially the idea of the ‘divine right of kings’.
 * 2. Explain the justification for absolutism referred to as the 'divine right of kings'.**

The rise of Absolutism in Europe was caused by several factors. For one, monarchs were believed to have been given a divine right to rule by God. Because they were God’s representatives on Earth, whoever challenged the monarchs were considered to challenge God. People were also ready to accept strong monarchs after the 14th century, especially if they had restored order to the country from a state of anarchy. In addition, monarchs regulated their countries’ economies and industries and built navies to protect the prosperity that their countries received from trade.
 * 3. List the causes of the rise of Absolutism in Europe.**


 * 4. Explain briefly how absolutism developed in:**
 * Spain: Absolutism first appeared in Spain due to some marriages that increased the Habsburg royal family’s territorial holdings. Philip II, who succeeded his father Charles V, applied the divine right theory and took firm hold of all power in the country.
 * France: Absolutism first appeared in France in response to a rebellious aristocracy that put the country into internal conflict. In order to restore order, King Louis XIV took control and ruled France with an iron fist, claiming that he was God’s lieutenant on Earth.
 * England: Absolutism began in England through the Tudor dynasty, which, although absolutist, achieved its objectives through adept and popular rulers. During the Scottish Stuart dynasty, absolutism became more pronounced, as James I and Charles I asserted their divine right to rule. A Civil War erupted between Parliament and loyalists to Charles, which ended in Parliament’s victory.
 * Russia: In Russia, absolutism had existed since the reign of Ivan III. His grandson, Ivan IV, expanded Russia, and Peter I solidified absolutism in Russia at the turn of the 18th century. While keeping absolutism traditions, he also suppressed the power of the Church.


 * The European Age of Exploration - Port 4 (Oct. 28, 2011) **


 * APPARTS: Edicts for 1635 Ordering the Closing of Japan**

Author: The edicts were written and issued by the Tokugawa shogunate, the authority who was in charge of Japan at the time, in order to restrict Japan’s international contacts and relationships. He did not wish Japan to have any more international contact that it needed.

Place and Time: These edicts were written by the Tokugawa authorities in 1635, in Japan. This was after the death of Hideyoshi’s son and during the time when Japan had cut itself off from the rest of the world.

Prior Knowledge: Hideyoshi wanted to create a Japanese empire. However, after his defeat at the hands of Korea, he sunk into a lapse and began thinking only about more local issues. Thus, by the time he died, Japan had become cut off from much of the outside world. These edicts seem to be examples of what happened during that time of isolation.

Audience: These edicts were meant for officials administering the port of Nagasaki to read. Since Nagasaki’s port was the site of most of Japan’s foreign contacts, the shogunate probably wanted extra care to be taken there so Japan would still stay isolated while doing foreign trade.

Reason: The purpose of issuing these edicts was to further restrict Japan’s international contacts and limit how traders could interact with foreigners.

The Main Idea: From what we know about Japan’s isolation and the restrictions put on international contacts, combined with the severity of what the edicts say, we can guess how serious Japan was about its isolation policy.

Significance: These edicts give us a clear idea of what the international policy for Japan was like back in those days. We can see why nearly nobody even tried to visit other countries on their own. In addition, one can imagine how restricting living in such an environment must have been


 * Video Questions**

1. “The Bald Rat” was Toyotomi Hideyoshi, the man who unified Japan and attempted to create a Japanese Empire. He had such an impact on Japanese history that he is still important in Japan today.

2. Japan hoped to build its empire in East Asia, where Korea and China had been located at that time.

3. Japan initially tried to take over Korea as a stepping stone to going to China. However, Japan’s hopes of creating an empire were crushed when Korea’s navy defeated the Japanese fleet sent to conquer Korea.

4. After Japan’s defeat by Korea, Hideyoshi’s “vision” changed from a worldwide scale to a much more local scale. That is, he was more concerned with creating a dynasty rather than expanding Japan’s power on a worldwide scale. In addition, Hideyoshi’s only son was told to commit suicide by Hideyoshi’s generals. Because Hideyoshi had no heir, those generals seized power and fought each other for domination of the country. All of these factors contributed to how Japan could not attempt to create an empire again.


 * APPARTS: Qianlong on Chinese Trade with England**

Author: This document was part of a letter written by emperor Qianlong to King George III of England, refusing permission for English ships to trade at Zhejiang and Tianjin.

Place and Time: This document was written by the Chinese emperor Qianlong to King George III of England in 1793, in China.

Prior Knowledge: During the time of emperor Zhu Di, China made a great number of technological, scientific, and navigational advances. However, after Zhu Di’s death, China destroyed most traces of these and withdrew into its own local system. Thus, by the time of emperor Qianlong, China had been in the practice of being isolated from other countries for hundreds of years. This might explain the reason why Qianlong was so firm in denying George III’s request.

Audience: Qianlong’s letter was most likely either meant for George III to read for himself or for one of George III’s ambassadors to read and deliver the information to him.

Reason: This letter was written with the purpose of telling King George III that English ships would not be permitted to trade at any other locations in China except for Guangzhou.

The Main Idea: From the respectful, yet stern and firm tone that Qianlong uses in his letter, we can guess that he was very serious about English ships not being allowed to dock anywhere in China except for Guangzhou. This shows how much he feels China’s isolation should not be disrupted.

Significance: The contents of this letter show how solid China’s beliefs about isolation were at the time. From seeing how firm Qianlong’s refusal was, I even interpreted the reply to be slightly hostile in nature.


 * The European Age of Exploration - JaeHyun An, Joseph Kim, Wonjune Kang (Oct. 27, 2011) **

https://docs.google.com/document/d/15mbJbGyRVl9lU0uN0ZIBdbR3eI_Ro9SuoJVxuhT1liI/edit?hl=en_US&pli=1


 * See, Think, Wonder (Sep. 20, 2012) **

I see... a naked man with his fingertip almost touching that of a bearded man surrounded by other naked people. I see... many splits and cracks in the paint. I think... that this painting is The Creation of Adam by Michelangelo. I think... the naked man is Adam and the bearded man is a representation of God. I wonder... why Adam's and God's fingers are almost touching. I wonder... what this painting went through that damaged the paint so much.


 * 1421: China's Golden Age (Sep. 6~8, 2011) **

1. The first image of the two ships shows a comparison between a fifteenth century Chinese "treasure ship" and the Santa Maria, the ship Christopher Columbus used to sail to the Americas. As can be seen, the Chinese ship is gargantuan compared to the Santa Maria. Chinese treasure ships of that time were more than 3 times longer from bow to stern and 9 times wider. In the image, it seems to be even more massive, being nearly four and a half times longer from bow to stern.

2. Had the Holy Roman Emperor, the Emperor of Byzantium, the Doge of Venice, and the kings of England, France, Castille and Portugal been invited to Beijing, they would have come from Northern Central Europe, Constantinople, the northern Apennine Peninsula, Southern Great Britain, Western Europe, the central Iberian Peninsula, and the western Iberian Peninsula, respectively.

3. The image of the territories of China during different dynasties shows how China continuously expanded and shrunk over the different dynasties, starting from the Zhou dynasty in 1000 BCE up to the present day. We can also see the dynasties during which China was unified as a whole country and when it was broken into several smaller kingdoms.

4. The map of the Silk Road shows the web of routes traders used to bring goods back and forth from China to the Middle East. The different routes of the Silk Road passed through the present day countries of China, Afghanistan, Turkmenistan, Uzbekistan, Kyrgyzstan, Kazakhstan, Iran, Iraq, Saudi Arabia, Jordan, and Turkey.

5. From the map of urban European population and page 53 of the text, we can gather that the population of Beijing was to be 2.5 million people - ten times the population of London two hundred years later.

6. Comparing the two maps with each other, we can see that the city that Zhu Di built as his capital is actually quite small compared to the rest of modern day Beijing. However, if things such as population size are taken into consideration, the city is truly worth being recognized as a major construction project. It spans about 8 blocks up and down and six blocks left and right (from our viewpoint). Buildings such as the Bell Tower, Drum Tower, and Temple of Heaven can still be seen on the modern map. In addition, we can still see the lake that was located inside the Imperial City at the time of its construction.

7. If the Great Wall of China had really extended for 6400 km to the west of Beijing without any breaks in it, it would have ended somewhere in Azerbaijan after "going through" the Caspian Sea.

8. China at the time had a brilliant astronomical system. Its astronomers charted thousands of stars, recorded new stars that appeared, and were able to predict solar and lunar eclipses fairly accurately. Thus, it was no wonder that Zhu Di wanted Beijing's observatory to be the reference point from which the world was to be charted. In addition to all of his other achievements, Zhu Di wanted Beijing to be "the center of the known world" (pg. 55, //1421//).

9. From reading pgs. 59~64, we can grasp an idea of how powerful China was compared to all the other powers of the world at that time. China brought other Asian powers to its side, such as Korea, Japan, and many more. Its empire was enormous. One can only guess how large of an event the inauguration of Beijing was at the time. China was also much more advanced compared to Europe at the time, as can be noticed from comparisons in royal feasts, garb, and military strength.

Islamic Contact With Europe (Aug. 30, 2011)
The three maps show how the Islamic Empire gradually expanded towards North Africa, Western Europe, and the Middle East. We can see the areas where Muslims came into contact with Europeans and were able to share their ideas, such as present-day Spain.

Recount of Event:
Cho Jae-Choon was born on June 7, 1932 in Hwanghaedo, North Korea. When Communism spread through North Korea and his family was persecuted by those who supported it, he was forced to flee towards the south. Hoping that he would be able to return to his homeland after the war was over, he joined the South Korean army and fought in the Korean War. However, he was shot in his right arm during battle and had to be hospitalized for about a year. Pictures of him in the military hospital are in the Sources section below. He was then allowed an honorable discharge from the army; the official document for this is also included below.

Source 1 (Written):
(Primary) This document is direct proof that Cho Jae-Choon fought in the Korean War. It allowed him an honorable discharge from the military after he received an injury in battle.



Source 2 (Unwritten):
(Primary) The first photograph is an image of Cho Jae-Choon as a soldier during the war, dressed in his uniform. The second photograph is of him in a military hospital (left) following his injury. These photographs show how he looked like as a soldier and what happened to him after he was injured.

Source 3 (Interview):
(Primary) This interview was not orally recorded, due to the fact that Cho Jae-Choon lives in Daejon, a two hour drive away. Instead, he typed up the experiences that he faced during the Korean War, signed it, scanned it, and emailed it to me. In it, he describes his childhood, how he came to flee to the south, and how he participated in the war and was injured in it.

Translation*: I was born in Hwanghaedo, North Korea, 79 years ago as the only son of a fairly wealthy landlord. I was in sixth grade when the Japanese gave up control of Korea in 1945, and was 18 years old, a senior in high school, when the Korean War started. The Communists in North Korea at that time were persecuting religious people, people who ran businesses, people who had worked in public offices during Japanese rule, and wealthy landowners like my father as anti-Communists. I was forced to flee my homeland to the south along with South Korean forces who were in retreat. My dream was to return back to Hwanghaedo once the war was over and the North and South had come to a compromise. This is why I joined the South Korean army in fighting the North. During one battle, I was hit in my right arm and was sent to a military hospital. After about a year of treatment, I was allowed to leave the hospital and was given an honorary discharge from the army.


 * Note: Some parts of the document have been left untranslated because of irrelevancy to the topic.

The Many Hats of a Historian (Aug. 18, 2011)


Heretical - Holding beliefs or opinions contrary to orthodox religious beliefs Faggot - A bundle of sticks and twigs Eucharist - Christian ceremony that marks the Last Supper Abstain - To keep or restrain from doing something Penance - A repentance of sins through self-punishment Beseeching - Imploring or urgently asking Source - A book, document, person, or such that provides information
 * Vocabulary**

1. In Section 1, Heretical Beliefs, the historian gives his account of a historical event. What is happening to Hogsflesh? What is the historian's “story” or main point of the article? In the account that the historian describes, Hogsflesh is being forced to recite a speech in a public market explaining that he had supported heretical beliefs and was begging pardon for doing so. He also explains that nobody should do what he did; namely, oppose church doctrine. The main point of this part of the article is that religion was the most influential power and held the most authority during that era.

Not the main point of the article.

2. What are the roles of a historian defined by John Arnold? Do you agree or disagree with his assumptions? Can you think of any other roles? John Arnold describes several roles of a historian, among them being reading records and reporting their discoveries, “treating their sources with fidelity”, and interpreting the history in the way that they see it. These assumptions certainly are not wrong; they are among some of the most important roles a historian may have. However, I believe these are only a few of the roles a historian may have. Many historians are archaeologists of sorts; while most do not actually dig around for ancient artifacts, they dig around for documents in archives explaining things. This makes them researchers. In addition, in order to interpret the history that they find, historians must write their thoughts down, which makes them writers as well.

Arnold identifies at least NINE roles. I like your answer though -- very articulate.

3. What is meant by “treat(ing) their sources with fidelity?” Remember to put your response in your own words. Why is it important to remember this when reading historical references? “Treating sources with fidelity” basically means keeping all information taken from sources the way it was; in other words, not changing facts to fit your ideas. It is especially important to keep this in mind when reading historical references because if the information in such a resource is changed, then it will no longer be true, and will not be valid history.

Good answer.

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? An event could be interpreted in several ways depending on the way a historian thinks. All historians have different thought processes, and will thus utilize different sources to bring about their conclusion. One example that I personally experienced could be the time when I visited the Louvre Museum in France. The museum was unusually crowded that day, even taking into consideration the fact that it was tourist season and it was a famous museum. As a result, my family and I had to wait about an hour just to enter the room where the Mona Lisa was, and yet another half hour to get within photo range of it. One historian could attribute the crowd at the Louvre to the fact that it was simply a busy day at the museum, while another could theorize that the majority of tourists in France that year had decided to visit more museums and palaces, rather than the countryside.

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. I remember an incident that happened about two years ago at summer school as I was chatting with one of my friends. My friend made a bet with me on the soccer field that he would buy me a birthday present if I was able to make a free kick from a set distance away from the goal. I made the shot, so he told me he would buy me something. Our soccer teams then played a match with each other, with the game ending in my team’s victory. My friend then told me he wouldn’t buy me a birthday present, since beating him was “birthday present enough for (me)”. I thought he was being unfair because he had taken back his word; he claimed he had no obligation to actually buy me anything, since our bet had only been in words. As can be seen in this scenario, each of us remembered our point of view at the moment, and neither of us were able to look at it with an objective viewpoint. I believe it is similar for historians. No matter how hard a historian tries, it is extremely difficult to remove all traces of personal bias from such work.

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? Historians practicing subjective history may lead to them unknowingly adding bias into their work. This may cause conflicts if someone who has an opposing viewpoint of the topic reads the historian’s work. However, subjective history does have its advantages in the fact that it allows historians to pass down their actual thoughts and opinions on a topic. Returning to my personal example, it was only natural for me and my friend to recall our personal viewpoints because we were trying to put ourselves in a situation where one person’s reasoning was more justified than the other’s. This can be directly linked to historical bias; historians will usually be more inclined to present the side they support in a more favorable light.

7. Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not? Every historian can be considered a storyteller because each historian will interpret a piece of history his or her unique way after reading about it. So, as mentioned in the question, there could be many different accounts of a single event. Yet despite this, historians are not an inaccurate source of history, because every version of an event is true in the way that the historian utilized his/her thoughts on it.

8. How did your view of history and historians change based on this reading? How will you approach history now that you have explored these views? After reading this article, I came to see the work the historians do in a new light. Before, I had thought about history as a ‘solid’ concept, filled with facts. However, parts of this article, such as how historians interpret the history that they read, were quite surprising. I was inspired that even I could do what historians do on my own.


 * 1) 4-8 All great answers!

9.5/10