Hye+Rim's+World


 * 25/05/12**
 * Class 50**
 * Timeline with Gloria**

**1979** December - Soviet Red Army invades and props up communist government. - This begins the conflict between communist and anti communist.

**1988** - Afghanistan, USSR, the US and Pakistan sign peace accords and Soviet Union begins pulling out troops. - Soviet Union is now not involved with direct military forces.

**1996** - Taliban seize control of Kabul and introduce hard-line version of Islam, banning women from work, and introducing Islamic punishments, which include stoning to death and amputations. - This introduces another belief in religious politics to the conflict.

**1998** - US launches missile strikes at suspected bases of militant Osama bin Laden, accused of bombing US embassies in Africa. -This increases the tension between the Taliban and the U.S. government.

**2002** January - Deployment of first contingent of foreign peacekeepers - the NATO-led International Security Assistance Force (ISAF) - marking the start of a protracted fight against the Taliban. - NATO troops gets involved in Afghanistan for peace keeping purposes.

**2005** September - Afghans vote in first parliamentary elections in more than 30 years. - First democratic elections in 30 years happens in Afghanistan.

**2009** December - US President Barack Obama decides to boost US troop numbers in Afghanistan by 30,000, bringing total to 100,000. He says US will begin withdrawing its forces by 2011. - U.S. has been sending troops and money to support the war, but is thinking of withdrawing the troops.

- NATO believe that Afghanistan can support itself and it’s democratic government and removes its activity.
 * 2010 November ** - Nato - at summit in Lisbon - agrees plan to hand control of security to Afghan forces by end of 2014.

**2011** October - As relations with Pakistan worsen after a series of attacks, Afghanistan and India sign a strategic partnership to expand co-operation in security and development. - Alliance is formed between Afghanistan and India, supporting each other such as defenses.

**2012** January - Taliban agree to open office in Dubai as a move towards peace talks with the United States and the Afghan government. - The peace talk motivates peace with U.S and Afghanistan.

Is the opening of a Taliban office in Dubai really a key event in Afghanistan's modern history? 9/10


 * 23/05/12**
 * Class 49**
 * Korean War & Vietnam War**


 * Venn Diagram :**



10/10


 * 22/05/12**
 * Class 49**
 * Unit Test - Debate**

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 * 21/05/12**
 * Class 48**
 * The Cold War**


 * Read pp. 13-19 in // The Cold War // and on your gallery page answer questions A, B and C on p. 19. **

The house has basically been blown apart into pieces from extremely high heat temperature, a strong force of shock and wind from the bomb.
 * A.**
 * 1. Describe in your own words what happened to this house.**

If a whole town was hit by this explosion, people nearest will vaporize immediately due to the heat reaching over million degrees. All buildings, houses, and the roads will be blown up into pieces like the house in the photograph and they will soon disappear without any trace. The whole town will eventually be a town in ruins, with no human living or any buildings that are still stable. Even if some people were lucky enough to survive from the immediate explosion, they will either be very severely burnt or suffer from the radiation and die anyways sooner or later. There will also be a huge, dark, gray cloud over the whole town.
 * 2. Use your imagination to describe what would happen if a whole town was hit by an explosion like this.**

They realized what kind of impacts bombing will bring to people from the spread of information about Hiroshima and Nagasaki and they were horrified by it. They were worried that the same thing might happen to them if their country faced a bomb attack. They wanted to band the bomb for their safety.
 * B.**
 * 1. Why do you think these people wanted the government to 'band the bomb'?**

There was a wide range of people because it doesn't matter what age or gender you are when the bomb explodes, everyone is going to get hurt and the majority will die. These people in CND wanted to persuade as many people as possible to join them for the banning of the bombs. The wide range of people can reach out to a lot of people easily as they persuade their friends, co-workers and relatives.
 * 2. The picture shows that men and women, young and old, wanted to 'ban the bomb'. Why do you think there was such a wide range of people in CND?**

Both USA and USSR were nervous about each other and always kept their eyes out for every new bombs created by each of them. They were worried that they might be falling behind the other with 'bomber gap' and 'missile gap', and also feared that when the other attacks one, the weapon might be more powerful so they won't stand a chance. These worries were the arguments against banning the nuclear weapons. USA and USSR had to protect themselves with stronger weapons than previous ones and had to continue produce the weapons faster than each other.
 * C. What arguments were there against banning nuclear weapons?**


 * Read pp 530-537 (online or new edition) or pp 475-481 (old hard copy edition). Make a chart noting the goals of establishing each of the following: the United Nations, The Marshall Plan, the Warsaw Pact. **


 * Goals of establishment :**
 * United Nations || The Marshall Plan || Warsaw Pact ||
 * * Prevent international aggression between nations.
 * To keep peace || * Provision of food and other aids to countries in Western Europe to help them recover from war.
 * Reduce the support of communism and join the Allies side. || * To go against the NATO, joined by U.S, Canada, and other Western European countries.
 * Formed by East Western countries. ||

I think that the most significant historical event is the moon landing. This shocked the entire world as it showed that nothing is impossible. No one ever could imagine shooting a person up into the space and on the moon, but they did manage it. This proved that the technology was very advanced by this time and also opened up the door to all the possibilities in space. Humans could now explore not only the Earth, but also the moon and made it possible to explore the space as well. This also motivated every other countries with strong economies, especially the USSR, to send their men up in the moon.
 * Look at each of the following and decide which was the most significant historical event. Explain your decision in a paragraph on your gallery page. **

1. Disagreements on how countries should be run : communism or democracy 2. Distrust between Allies and Soviet Union 3. Cold relations between Soviet Union and U.S (U.S unhappy about Soviet Union) 4. Atomic bombs created in U.S. (less need of Soviet Union) 5. U.S and Soviet Union fighting over countries to be either communist or democratic.
 * List 5 **** underlying causes of the Cold War **

10/10


 * 17/05/12**
 * Class 47**
 * The Post-War World**


 * 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 do believe that it was right to try only Nazi and Japanese leaders for war crimes. They were the major culprits of the majority of the war crimes during WWII. The Germans committed a huge crime by trying to eliminate the whole Jewish population with their concentration camps and abusing and experimenting them in the most horrible ways. The Japanese also had some cruelty on their own soldiers, using the method of suicide pilots and they were the ones who broke the peace at the very beginning after WWI by invading Manchuria. By punishing the Nazi and Japanese leaders, it will set an example to the rest of the world the consequences that they will face if they ever commit such major crimes as Nazi and Japan. Also, it is better to try the leaders instead of all the solider involved in the war, because they were just following the orders of their leaders who make all the decisions and it is a much more efficient way to punish the leaders.

10/10


 * 15/05/12**
 * Class 46**
 * The Holocaust**


 * As you watch each video, record your thoughts on your gallery page, with a subheading for each video. **

__ Twins __ I feel sorry for these twins having to go through such pain from Th. Ensues. They were only six when this happened. Their childhood must have been a nightmare. It’s scary how these two twins said that there were separate usage of twins. I can feel their desperation and frantic effort to stay or look healthy, so not to be taken away. I am happy for these twins for being able to have children. I don’t want to imagine what kind of experiments were being done to small children like them, most ending up with the ill effects throughout the rest of their lives.

__ Brothers __ This video reminded me again that the Holocaust separates families and hurts them not just physically, but emotionally as well. I was shocked when these two brothers didn’t hug each other when they met each other again. I would have hugged my brother, and be thankful that he was still alive and such. However these two brothers couldn't do that since the Holocaust had destroyed their emotions, ability to laugh and be happy. The part where the only thing that he was ever going to have in his life regarding his family was the picture of his mom, and he lost both his mom and his sister. I feel sorry for him. The age when mom was still very needed, he had to be separated from her and never see her again.

__ Mordecai Eldar __ From this video, I can tell that Eldar and every other men in that concentration camp had to live in fear day by day, wondering when it will be their turn to die. The fact that the deaths of the prisoners didn’t scare or impress this man was shocking and tells me that this was something common, something that he was used to it from numerous killings and deaths. He ripped some clothes off from the dead people, but I don’t blame him for his actions. He was just desperate to survive, as any other prisoners. I think he still feels guilty that he was the one who survived, not his mother or father who he thought deserved to live. I feel sorry for him that he has to live with this guilt for the rest of his life. It’s good that this awful experience inspired him to become a soldier to protect and serve the country and his religion.

__ Zanne Farbstein __ I can’t believe that Germans could be so heartless. How can they bury young children alive just because there were no rooms? It’s really sad to hear that the sister actually wanted to die and be done with the mistreatments that she was facing. I can tell that Zanne Farbstein having a hard to think and talk about the memories again. It is shocking that these children had to watch people die with their own eyes in such a young age.

__ Yaakove Hollander __ For him it is worse that he had to move the camps several times. This meant that he had to face different kinds of horrors, and ten times the fear of when he would be killed whenever he was taken away. I was shocked when he talked about one of the camps, where the general shot people like a hunter. How can he be so inhumane, these were same people just like him! I felt sorry for him when he cried talking to his brother how sorry he was for not saving any of the cake for him. He ate the whole cake, but it might have been better if he hadn't. I could feel his love for his brother. I admire him for still staying strong and helping with the community after the Holocaust, where he just experienced some of the worst that can happen.

__ Sophie Engelsman __ It’s horrible that she had to bury the dead people in such young age. He must have ben disgusted with the work that she had to do. The saddest part of the story is finding no one n your family alive after this Holocaust. This was really sad. After all the hardships and fear that you’ve been through, you find no family to support and comfort you. I can understand her when she said that the liberation didn’t mean anything to her. She must have felt devastated when she found out that she was all alone in the world. I feel happy for her that she merged to achieve her dream since young of becoming a midwife. She was helping the world with more babies, new life to the world.

__ Eva Brown __ The part where every prisoners were numbered, I felt disgusted. They weren’t considered as people. These people lost their identities as they were being called only by their number. However I feel happy that after all that she’s been going through, she ended up with a happy life and is trying her best to spread the story about her experience and the horrors of the Holocaust.

10/10


 * 14/05/12**
 * Class 45**
 * The Allied VIctory - In the Pacific**


 * Read pp 511-513 and complete 8-10 of the guided reading you used for last class. **

(April 1, 1945 - June 21, 1945) || * After taking Iwo Jima, U.S. troops moved to Okinawa, near Japan. (August 6, 1945 & August 9, 1945) || * Felt it would bring the war to a quick end.
 * A.**
 * ~ Battle ||~ Outcome ||
 * Battle of Leyte Gulf (October 23, 1944 - October 27 1944) || * Japanese planned to destroy the American troop.
 * Kamikazes - Japanese pilots who dived into the Allied ships with their planes.
 * Japanese navy lost disastrously-eliminating it as fighting force in the war. ||
 * Battle of Okinawa
 * One of the bloodiest land battle, Japanese lost over 100,000, Americans 12,000. ||
 * Bombing of Hiroshima and Nagasaki
 * First exploded in a desert in New Mexico and warned Japanese to surrender.
 * No Japan's reply - bombed Hiroshima and Nagasaki.
 * Japanese surrendered on September 2. WWII ended. ||


 * B. Identify the following people and the role each played in World War II.**


 * Benard Montgomery :** British general who led the Battle of El Alamein with massive front attack.


 * Dwight Eisenhower :** American general who led the Operation Torch to trap Germany between Montgomery's army and Operation Overlord during the D-Day landing.


 * Read the sources below and complete the Skill-builder/Interpretation and Document based questions.**



1. The Soviet Union suffered from the greatest human cost. 2. The United States spent on the war even more than Germany and Japan added together.



In World War II, more developed war machines and technology were created, increasing the effect each weapon had in the war. There were new kinds of plans that were introduced during World War II. For example, aircrafts and bombing planes were more commonly used in World War II than in World War I. Also, World War II directly aimed for the civilians and bombed the cities and villages full of them. This resulted in much more casualties than in World War I where the soldiers were the main targets. These factors may have contributed to the increased number of deaths in World War II over World War I.



1. **Under what conditions did the Polish refugees flee from the Germans?** The Polish refugees had to feel from the Germans poorly packed, and couldn't really bring much of their stuff along. During the flee, many families got separated from each other from the huge crowd of refugees. The families who got separated had a little chance of seeing each other again. The refugees were in fear and a hope for a good news. Due to the overcrowding number of refugees, they didn't have enough space for themselves to sleep. Some slept under a roof and most of the refugees had little food to survive.

The government saw these Japanese Americans as a threat and was strict towards them. From the way the soldiers, standing in line, keeping their eyes on the Japanese Americans, shows us that the government didn't trust these Japanese Americans. The soldiers are making sure that the Japanese Americans are obeying them, and not trying to run away or being a threat.
 * 2. Judging from the photograph what was the government's attitude toward Japanese Americans?**

10/10


 * 1****0/05/12**
 * Class 44**
 * The Allied Victory - In Europe**


 * Complete sections A1-A7. **

(October 23 - November 4 1942) ||< British General Montgomery launched on massive frontal attack to the Axis in El Alamein, Egypt. November 4 - Axis fell and retreated. || (November 8 1942 - May 1943) ||< Allied force led by General Eisenhower landed in Algeria and Morocco and trapped Rommel’s troop between his and Montgomery’s troop. Rommel’s Africa Korps was crushed in May. || (August 23 1942 - February 2, 1943) ||< Hitler’s Sixth Army was sent to capture Stalingrad, major industrial center. Russia trapped Germans inside Stalingrad and cut off the supplies during winter. German surrendered, now on the defensive and pushed westward. || (July 10, 1943 - June 4, 1944) ||< Allied forces landed on Sicily and captured it from Italian and German troops. Italy surrendered but Germans seized northern Italy. Germany fell in May. Dictator Mussolini was shot. || (June 6, 1944) ||< Allies began secretly building an invasion force in Great Britain to attack on German-held France. Operation Overlord - invasion of Normandy - largest land & sea attack. September, France, Belgium Luxembourg was free. || (December 16, 1944) ||< German tanks broke through weak American defense on the west front, but Allies pushed Germany back w hich had to retreat since there was no reinforcements. May 9 1945, Germany officially surrendered. ||
 * ~ **Battle** ||~ **Outcome** ||
 * = Battle of El Alamein
 * = Operation Torch
 * = Battle of Stalingrad
 * = Invasion of Italy
 * = Propaganda campaigns on home fronts ||< Citizens of the Allied forces supported the war and made contribution. Total war occurred. Factories only produced wartime productions. Citizens either worked in industries, rationing, conserving, financing, donating. Propaganda was used effectively. Japanese were seen as “enemies” in U.S. ||
 * = D-Day invasion
 * = Battle of the Bulge


 * 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 two videos are so different because they were made from different perspective and had different focuses. In the first Saving Private Ryan video, the focus was mainly about the American soldiers attacking Germany during the D-Day landing, from the soldiers's point of view. In the documentary, the focus was more broad and it was about the sequence of how the Germany surrendered and the consequences. While Saving Private Ryan video showed one scene of the actual battle, the documentary was basically summarized to the viewers the story of the whole battle. The mood was much more intense with much more details about the soldiers in Saving Private Ryan video. I think that the movie was more "true" because it is much more realistic, and it clearly tells the viewers how the battle was actually like and what the soldiers were going through. While in the documentary, there were little details compared to the movie, and it didn't really show the viewers the "true" scene of the battle.

10/10


 * 08/05/12**
 * Class 43**
 * War on the Home**


 * Write a short paragraph on you gallery page giving your opinion on the fairness or unfairness of Japanese internment. **

The Japanese internment was an unfair treatment for the Japanese-Americans and Japanese-Canadians. These Japanese were just ordinary people living America and Canada, just like Americans and Canadians. They should have looked at Japanese as the same Americans, but instead they saw them as threat just because they were from Japan, and interned them. Although none of them actually did spy, they were still interned for something that they did not do. What makes this more unfair is the fact that not a single German-Americans or German-Canadians were interned, when Germany attacked the U.S. as well but no actions were taken for them. I believe that this internment was unfair for all the Japanese living in America and Canada for being punished for what they didn't do, but just because they were Japanese.

__1. Wartime propaganda cartoon by Walt Disney__
I noticed the symbol of Nazism, swastika, and the same uniforms that the soldiers wore, which is the uniform of the S.S, the Mein Kampf, Hitler, Japanese flag, war weapons, and the Nazis heiling Hitler.
 * What wartime images do you recognize from your study of the war?**

The messages in this cartoon is that Hitler and Nazi are bad, as they are shown as forceful and mean. Also, it shows how the Nazis have to heil Hitler every time they he is face, and the cartoon was making fun of how loyal these Nazis are to one person. The cartoon also shows that the workers had to overwork for more and more demands of weapons from Hitler. This shows how tiring and stressful these workers were and telling the Americans that the life in Germany was not good, and they should be thankful that they are Americans, living with freedom and liberty as the Statue of Liberty at the end of the cartoon represents.
 * What are some of the messages of this cartoon?**

Companies like Disney and Warner Brothers produced such cartoon during the war because cartoon is one of the most effective propaganda that everyone likes to watch, from children to adults, and it will easily gain a lot of audience and can easily spread their message that they believe. Such as how bad the Nazis are, and that they should be thankful that they are Americans, can be easily understood by the audience through cartoons.
 * Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?**

__2. Political Cartoon for the home front__
This cartoon includes United States, represented by Uncle Sam, weapons, which one of them has "Adolf" on it, representing Hitler and his Nazis. At the back, a man is throwing a stack of newspapers to a big container labeled "U.S.A Salvage Program" where Uncle Sam is, reusing it to produce boxes to hold weapons. This represents all the donations that American citizens are making to help support the war and American soldiers. A woman is sorting out the weapons to the boxes labeled "Christmas Package for 1944", which represents the package that will sent to the soldiers.
 * What is in the cartoon? Explain the symbolism you see.**

The message of this cartoon is to show that U.S. needs every citizens to support the war by donating and volunteering and how their efforts will not be wasted and used as great help for the soldiers.
 * What is the intended message of the cartoon?**

=
__3. Life on the Home front in Britain exploration__======

**For each of the following topics, write down 3 significant pieces of information. You may do this on your gallery page, or as a hard copy.**

 * Children at war**
 * More than 350,000 children, women and old people evacuated from German bombing raids.
 * Children stayed at different homes with war time family, parted from their parents.
 * Most war time houses were reluctant for the children, but some were nice.


 * Rationing**
 * Each person had an equal set amount of food for a week.
 * Each of the family had their own ration book, different colors for adults and children.
 * Every one had 48 coupons per year to be used to buy new clothes which were also controlled.


 * Women at war**
 * Women volunteered to work in places such as factories to produce weapons, and Women Voluntary Service which helped evacuation, drove ambulances, ran nurseries and more.
 * Some became Air Raid Wardens, patrolling the streets during air raid and reporting bomb damage. They made sure windows are blacked-out and and people carried gas-mask.
 * Some joined Auxiliary Territorial Service, driving trucks, digging roads, filling sandbags, managing weapons, but not allowed to actually fight in combats.

10/10
 * Messages of war**
 * Posters encouraged citizens of Britain to support the war.
 * Posters encouraged people to volunteer and workers to work in factories.
 * Posters suggested ways that people can help with the wars with rationing such as growing your own food and conserving materials.


 * 04/05/12**
 * Class 42**
 * Japan Seeks to Build an Empire**


 * Read pp 497-501 (online or new textbook) or pp 447-450 (old hard copy) on Japan's Pacific campaign, and complete the guided reading in place of Cornell notes. You can print this off, or make your own chart using this template. You must complete parts A and B. **

a. What happened? b. What is the significance of the battle or attack?
 * A . //Drawing Conclusions// ** As you read this section, answer the following questions about the war in the Pacific
 * 1. Bombing of Pearl Harbor || a. On December 7, 1941, Japanese launched an surprise attack at Pearl Harbor. It killed more than 2,300 Americans, and damaged 19 ships.

b. This attack drew the U.S. and into participating in WWII by declaring war against Japan. ||
 * 2. Fall of Southeast Asian colonies || a. Japan won the control of many colonies of America and Britain such as Guam, Wake Island, Philippines, Hong Kong, Thailand, and Burma.

b. Japan got to control a big territory, and made many of the Allies wanting to fight against Japan. ||
 * 3. Doolittle's raid on Japan || a. Doolittle bombed Tokyo and other Japanese cities with B-25 bombers in April 1842.

b. This proved that Japan was vulnerable to attack, raised the morale of Americans and decreased Japan's confidence. ||
 * 4. Battle of the Coral Sea || a. Aircrafts sent from carriers attacked ships instead of ships attacking each other. Both Japan and Allies used a new kind of naval warfare. Allies suffered more losses in ships and troops than the Japanese.

b. Allies stopped Japan from advancing southward and to Port Moresby, city housing a critical Allied air base. This also prevented Japan from easily attacking Australia. ||
 * 5. Battle of Midway || a. American fores hid beyond the horizon while Japan began their assault on Midway Island and attacked Japan with surprise. Japan suffered a huge loss of planes and aircrafts and had the withdraw.

b. This was a turning point of the war for the Allies which took the offensive next. ||
 * 6. Battle of Guadalcanal || a. Allies seized Guadalcanal's airfield where Japan was building a huge air base and Japan lost after six months of fighting with 24,000 force and 36,000 soldiers lost.

b. Both the Allies and the Japanese suffered a huge loss from the battle. ||


 * B.**// **Summarizing** // Identify Isoroku Yamamoto and McDouglas MacArthur.

Isoroku Yamamoto was Japan's greatest naval strategist who led Japan through WWII. He was the one who called for the attack on the U.S. fleet in Hawaii. McDougals MacArthur was the commander of the Allied land forces in the Pacific who developed a plan to seize the strongholds first and then weaker islands.


 * Write a short description of the perspectives presented in the political cartoons below. What does each cartoon highlight about how Japanese expansion was viewed? **

__#1) Let Sam Do It__ This cartoon shows how the League of Nations is looking for the U.S, represented by Uncle Sam, to stop the fight between Japan and China which is happening in the background. The Legue of Nations is pointing towards the fight to the U.S. This shows that the League of Nations wanted to stop Japanese expansion but was too scared or unwilling to and instead leaving it up to the U.S. This views the Japanese expansion negatively because no other county wants to stop the expansion except for the U.S, which isn't too willing to either.

__#2) Let others sweat and toil__ This cartoon shows how the Japanese are viewing the Western people. The Anglo-Saxons in the cartoon, Uncle Sam representing America and John Bull representing Britain, are being carried by their colonies in Asia. The Japanese view the western people as someone who is in higher position than the Asians, living comfortably with lots of money, by their imperialism. The people carrying them look tired and painful. This views the Japanese expansion positively because it shows that Japanese expansion will free the Asians who are controlled by the western imperialism.

__#3) Light of Asia__ This cartoon shows Japan completely ignoring the League of Nations and the treaties or agreements that it signed by other countries. The burning papers and a big Japanese arm gripping them shows that Japan is going against the League of Nations and is powerful enough to ignore it. This shows the Japanese expansion negatively because it will cause Japan to have too much power and weaken the power of the League of Nations, breaking the peace in the world agreed by many countries.

__#4) Japan in New Guinea__ This cartoon shows Japan trying to take over New Guinea and fighting it over with Australia, defending its property. Australia looks determined with big kangaroo representing Australia and the solider inside its pocket, ready to fight off Japan. Behind the Japanese soldier, you can see the burning smoke, which is from all the previous countries that Japan had won for control. This cartoon shows the Japanese expansion negatively as it represents it with fire and smoke, and also showing that Australia is not allowing any further expansion of Japan.

Japan attacked the United States because it made Japan unhappy. First, when Japan was fighting with China, the U.S sided with the China's Nationalist government and aided China. Volunteers for U.S. fighter pilots went to China to serve the war. Second, the U.S cut off 80% of Japans' supply of materials used to make weapons by the embargo on steel and iron exports to Japan. This would have slowed the production of Japan's weapon production which could have been faster. Lastly, along with embargos on materials, oil and general trade embargo were against Japan. This added to the process of slowing down Japan's progress with giving them disadvantages for trading and the materials that they need. This made Japan unhappy with the United States to attack them.
 * 1) Why did Japan attack the United States of America? Provide evidence from the source below in your answer. **

Before the attack, Japanese diplomats in Washington tried to negotiate with the Americans about its expansion in Asia while at the same time, preparing to attack the U.S in case the negotiation failed. When it did fail, Japan outlined an attack on Pearl Harbor so that U.S. fleet will be disabled while it invades Asia. On December 7th, Japan attacked Pearl Harbor with inexperienced and poorly trained radar technicians in Hawaii, making it easy for Japan to attack the harbor at open. The Americans could do little to defend the land as it was already hugely damaged by the first bombing with half of the airfields destroyed. The second attack wasn't as effective. After the attack, the Americans were furious at the attack of Peral Harbor. They suffered a huge loss with more than 2,000 casualties and destroyed ships. The Congress declared war on Japan on December 9, 1941, Japan's allies declared war on U.S 3 days later.
 * 2. Briefly summarize the key events of the attack (before, during and after). **

10/10


 * 04/05/12**
 * Class 41**
 * Battle of Britain**


 * Podcast Notes :**
 * Operation Sea Lion : invasion of Britain
 * British army have been forced out of Europe, leaving most of the weapons behind.
 * German air force had 1500 bomber aircraft, 1000 fighter planes ,Royal Air Force only 750 fighter planes for defense.
 * Determination of the country and extra air crew from other countries helped Britain to resist.
 * Britain’s secret weapon : radar
 * Radio waves transmitted from the radar station reflected off from the incoming aircrafts, determining the speed, distance and the height.
 * Factories worked hard to produce the aircraft needed for the country.
 * Late August 1940, RAF bombers raided Berlin and caused very little damage.
 * Hitler ordered an attack on Britain and other British cities in return - 7 September in London.
 * It gave RAF some time to rebuild their airfields and production of aircrafts continued.
 * Enhance tactics and better aircrafts increased life expectancy of aircrew.
 * 15 September - Climax of the battle - 60 German aircraft down : 13 RAF shot
 * Germany c ouldn’t continue lose so many aircraft and crews and postponed the invasion.

Operation Sea Lion was Germany's plan for the invasion of Britain.
 * 1) What was Operation Sea Lion? **

Britain was outnumbered by Germany in terms of the weapons and aircrews because the armies have been forced out of Europe and left most of the weapons behind. While Germany had 1500 bomber aircrafts and 1000 fighter planes, British barely had 750 fighter planes. This was a disadvantage for Britain.
 * 2) Why did the battle not look good for Britain? **

Britain's huge advantage was its radar stations. Waves transmitted from the station would be reflected off from the incoming aircrafts, giving the British army the necessary information of distance, height and speed of Germany's aircrafts.
 * 3) What advantage did Britain have? **

Germany's mistake was its direct attack on London and other British cities.
 * 4) What was Germany's mistake? **

The impacts were deaths of British citizens, destruction of houses and roads. However this aided Britain by giving the Royal Air Force some time to rebuild their air fields, with development of new tactics and better air crafts.
 * 5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause? **

The outcome of the battle was significant because the postponed invasion of Britain showed the Allies that Germany could be stopped.
 * 6) Why was the outcome of the battle of Britain significant for the Allies? **


 * 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. **

British were able to old off the German invasion with many reasons. First Britain had skilled and loyal fighters, detailed plans of their air forces and their advantage, radar stations. These stations helped gather information about the height, distance and the speed of the incoming German aircrafts, necessary for the British to get ready without being surprised and wasting their time. Also, propaganda posters encouraged citizens of Britain to volunteer and get actively involved with helping out the war. Citizens supported by volunteering in Civil Defense or as Observer Corps, donating money for the fund and raw materials needed to build the aircrafts. Men and women, whether young or old, all did their parts to support the British army and fight off Germany. Britain's skilled army, advantage of radar stations and high morale of not just the air crews but also the ordinary citizens helped British to resist from Germany's attack.

10/10


 * 01/05/12**
 * Class 40**
 * Section 1 Assessment**


 * Complete Section 1 Assessment #2 (a chart of turning points for the Allies) and a paragraph answering #8 (comparing Hitler and Napoleon's invasions of Russia). **


 * 2 Which of the listed events might be considered a turning point for the Allies? Why?**
 * Causes || Effect ||
 * First blitzkrieg || Western part of Poland taken by Germany, Eastern part by Russia. Two days after the First blitzkrieg, France and Britain declared war on Germany. ||
 * Allies stranded at Dunkirk || While the Allies were trapped, Great Britain rescued the army with 850 ships to Dunkirk with Royal Navy ships, yachts, lifeboats, motorboats, paddle steamers, fishing boats. It also brought 338,00 soldiers to safety. ||
 * Lead-Lease Act || U.S shipped their armories to the Allies for the war. Germany submarine shot its cargo ship, and brought US into the undeclared naval war. ||

The Lead-Lease Act might be a turning point for the Allies. At this point of time, most of the European countries were under Hitler, except the Great Britain and the Soviet Union. These countries managed to fight off and resist Germany, but they suffered from the destructions and casualties from the German army. With U.S.'s support for the weapons, the Allies still had a chance and a hope to win against Hitler and have all the countries back to their orignal place. Also with U.S fighting a naval war with Germany, this would shake Germany's army as U.S was powerful and Germany was already partly worn out by the strong resistance of both Great Britain and Soviet Union.


 * 8 How were Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union simliar?**

Both Napoleon and Hitler underestimated the effort it would take for the invasion of the Soviet Union, and they both faced the wrong timing which was during the cold winter. Both the troops were unprepared for the cold winter and suffered a lot of casualties with starvation and sickness. Also, Soviet Union used the same tactic to both Napoleon and Hitler during their invasion by burning down all the cities that were in their way. This worked quicker for Napoleon's while Hitler was still determined to take Soviet Union down. In the end, however, both troops were forced to retreat and their plans on invading the Soviet Union failed.

10/10


 * 26/04/12**
 * Class 39**
 * Hitler's Germany Notes 2**



10/10


 * 25/04/12**
 * Class 38**
 * Hitler's Germany Notes 1**



10/10


 * 25/04/12**
 * Class 38**
 * Oral Quiz #4**

media type="youtube" key="vOnwF9NA_BM" height="315" width="420" Demonstrates a strong understanding of Fascism. 10/10


 * 19/04/12**
 * Class 36**
 * Oral Quiz #3**

media type="youtube" key="Z0bHSqz-vW8" height="315" width="420" You are very good at explained a complex historical situation in a logical and organized way. 10/10


 * 16/04/12**
 * Class 34**
 * The Great Depression**


 * Station 1 : Read the "Chapter in Brief" section on "Postwar Uncertainty" and "A Worldwide Depression" and annotate focusing on the underlying problems in the US and world economy which CAUSED the Depression AND how different countries attempted to SOLVE the problems. Create an organizer for your information (digital or hard copy).**


 * Causes ||
 * * Disaster after World War I.
 * New, shaky governments in countries.
 * Economy boom in US soon brought great decrease in stock prices.
 * Raise in tariffs in countries dropped trades between nations ||


 * Attempts in Germany || Attempts in Britain || Attempts in France || Attempts in Sweden, Norway, Denmark || Attempts in United States ||
 * * American bank loans recovered the economy. || * New multiparty government improved economy and cut unemployment. || * Moderates and Socialists combined to form a new government.
 * New laws that helped workers
 * Unemployment was still high due to rise in prices from the companies || * Government taxed people with jobs
 * Payed benefits to jobless people with taxes
 * Created more jobs to build roads and buildings. || * new president began a program called the New Deal.
 * Created jobs for millions of people.
 * Businesses and farmers got help from the government. ||

**Station 2: Write 2 newspaper headlines, one from the //International Herald Tribune//, and one from the //New York Times// might run __if these pictures were taken today__. Think about how headlines use strong, attention-getting words. Once you have your headlines, write the thesis statement and three paragraph topic sentences for each article.**

//**International Herald Tribune**// Great United States Collapsing under Great Depression

Thesis: One of the powerful countries, the United States, is currently facing difficulty as its economy is drastically decreasing. Topic sentence 1 : United States lost a huge sum of money as its market collapsed. Topic sentence 2 : The World Exchange Bank is closed, losing its customers and their savings. Topic sentence 3: Due to slow production, factories are making very little profit, creating high unemployment.

//**New York Times**// Crisis in United States : Jobless Citizens and Poor Living Conditions

Thesis : The Great Depression creates high unemployment and poor living conditions for people, making them unhappy. Topic sentence 1: Millions of people are out on the streets to live because of poverty. Topic sentence 2 : Unemployed workers are fighting for jobs even with the lowest possible wage and are upset about the lack of job security and often go on strikes. Topic sentence 3:Thousands of schools are closed and millions of children abandon schools to help their family to earn money or food.

**Station 3: Watch these short videos and take notes.**


 * Combined all three videos :**

> Agricultural Adjustment Act : compensating farmers for crop production (cotton, weed) > Resettlement Administration - tenet farmers could buy their own lands > **Works Progress Administration (WPA) - created 8 million jobs for unskilled workers** > National Youth Administration - part-time employment for students > Wagner Act - allowed labor unions
 * Oct 29 1929, Stock market crashed down, known as Black Tuesday
 * Other Causes of Great Depression :
 * Federal government supported big business with low interest and little governmental regulation over stock market.
 * - This caused businesses to borrow money that they will never be able to pay back.
 * European countries were unable and unwilling to buy American products due to high tariffs.
 * Hawley-Smoot Tariff Act passed by Congress was intended to protect farmers and manufactures, but America wasn’t able to sell its farm goods and productions abroad.
 * Foreign countries imposed high tariffs as well.
 * Unemployment rate increased which caused Americans to buy less products.
 * Bank failures wiped out nearly 9 million individual saving accounts.
 * By 1933, 1/4 of american banks had failed.
 * 1 out of every 4 were jobless.
 * Only handful of people were wealthy.
 * Jobless became homeless and lived in shacks.
 * Some left the city to ride the rials, looking for work. Most hithiked.
 * 2 Million became hobos, looking for work.
 * 1929 and 1932, 4 hundred thousand farms were closed when farmers could’t pay mortgages and bankers repossessed their property.
 * Farm families became migrant workers.
 * Drought created dust bowl
 * Many children left school to help their family survive and were suffering from starvation
 * Hoover urged labor leaders, business and banks to work together.
 * Authorized expenditure of federal funds to public works project. Hoover dam that created jobs for the jobless workers.
 * Approved charities to hungry people, but unemployment went even higher.
 * American were outraged by Hoover
 * Bonus Army : March of families of veterans for their bonuses, but Hoover ordered them to leave and even used violence to clear them away.
 * New president, FDR, came into power and brought optimism.
 * **New Deal : swift reforms to the American society/economy/financial**
 * Emergency banking relief Act : Authorizing US treasury department to inspect the country’s banks and allow only those financially solvent to reopen.
 * FDIC : provided federal insurance for bank depositors, making people to trust the banks again.
 * CCC enforced young men to work and decreased the rate of underemployment.
 * Direct aid to the homeless
 * PWA: provided funds to states to build library, schools for their state.
 * CWA : Created more than 4 million jobs
 * NIRA : Code of fair practices, recommended minimal (Later on considered unconstitutional by the Supreme Court)
 * AAA : Limited crop production (Later on considered unconstitutional by the Supreme Court)
 * People criticized FDR for government becoming too powerful
 * Charles Coughlin wanted guaranteed income and nationalization of bank.
 * Francis Townsend claimed Roosevelt wasn't doing much for the elderly
 * __The Second New Deal__
 * Social Security Act of 1935 - elderly people over 65 have insurance. Jobless workers, disabled people receive governmental**
 * assistance**
 * Fair Labor Standards Act - Requiring minimum wages and maximum working hours.
 * Unemployment rose and farms were failing in summer of 1929, but Wall Street continued to be optimistic.
 * Wall Street economy became a bubble from the underlying real economy.
 * The stock market fell, and investors grew uneasy.
 * Nearly ten billion dollars invested in stocks was wiped out.
 * Temporary relief by the House of Morgan, banks withdraw funds
 * Black Tuesday : lost of 14 million dollars - Americans became hopeless
 * One newspaper editor declared that it would take a decade and a half for the American economy to fully recover.

Excellent! 10/10


 * Oral Quiz #2**

media type="youtube" key="bP7wCJdMa8M" height="315" width="420"

Yup, you nailed this one. 10/10


 * 12/04/12**
 * Class 33**
 * Chinese Revolution and Japanese Imperialism**


 * Station 1: Read "Imperial China Collapses" from the Chapters in Brief and answer #4 on your gallery page.**

The Treaty of Versailles didn't give what China had wanted: freedom from foreign influence. Instead, it gave China its new master, Japan. This made China angry and many protested. The Treaty of Versailles had only brought threats from Japan, which invaded Manchuria in 1931 and later also began to invade other areas. The result was Japan controlling over large parts of China. Along with China's own internal conflicts with fights among the Jiang's forces and the Communists, Japan's new threat had added another problem for China.
 * How did the Treaty of Versailles add to China's problems?**


 * Station 2: Write a short chapter for a English-language history book to be used in Korean high schools about Japan's role in Asia in the first half of the 20th century. Decide what graphs, charts, maps or images (up to 3) you would want to include (these do not need to be "real" -- just describe what you'd like them to show, and come up with a title or caption for each). Post on your gallery page.**

__**Japan Opens its Door**__ Japan had been isolated from the rest of the world for nearly 200 years. In 1853 however, Japan was forced to open its doors when the United States threatened Japan with violence. Japan soon opened its door for the United States and the European nations. The shogun at that time was overthrown by Emperor Mutsuhito, who began to rule Japan directly. This reign was called the Meiji era, decided by the emperor himself with the meaning of "enlightened rule".

Caption: Emperor Mutsuhito
 * A picture of Emperor Mutsuhito

__**Modernization of Japan**__ With the emperor ruling the country, Japan soon began to be modernized. It adapted many of the European ideas such as the government, military, and education. In just a few years, Japan's economy rapidly grew to equal almost any in the world with the strongest military power in Asia. It surprised the world when it defeated Russia, a large European power, over fighting for Manchuria. With such powers, Japan began to expand its territories just like the Europeans.

__**Expanding its territories**__ Japan began to expand its territories. In 1894 and 1895, Japan invaded Korea from China and gained Taiwan and some other islands as its colonies. In 1904, it fought against Russia for China's Manchurian territory, which Japan won, surprising the European powers. It invaded Manchuria in 1931, also known as the Manchurian Incident. From this, Japan could gain many natural resources and raw materials to use. Although this brought many criticisms from the European countries, Japan defended itself by saying that the only possible way to escape pressure of surplus population was to expand its territories. It also defended itself that Japan's movement was as violent and harsh as the European's treatments of their colonies. However, these excuses of Japan couldn't change the way the European countries felt about it. Nonetheless, Japan continued to expand in 1937 by invading China and French-Indo China as well as attacking United States and United Kingdom in 1941.

Caption : Japan's expansion of territories from 1853 to 1941.
 * A gif image that shows Japan's territory expansions from 1853 to 1941.

Japan attacked Korea in 1910 and had gained full control of the country. The Japanese were harsh rulers by shutting down Korean newspapers, allowing schools to only teach Japanese language and history, taking away lands from Korean farmers to Japanese settlers, and building factories that were only run by Japanese. Koreans were force to move and work in mines in Manchuria, northern Korea and Japan. It scattered the Korean as manpower all over East Asia to maximize the production of Japan. This angered the Koreans and a nationalist movement began to protest against Japanese rule.
 * __Japan controls Korea__**

Caption : Japan controlling the education of Korea.
 * A picture of Koreans in school studying Japanese.


 * Station 3 :Was Mao a better or worse national leader than Stalin? Answer on your gallery page.**

I believe that Mao was worse than Stalin. Although he was considered a great leader by some people, transforming China, he was responsible 70 million deaths. While Stalin, although as cruel and horrible, actually brought great improvement to Russia, Mao had many fails in his plans which killed millions and millions of his people. During the Great leap, 38 million of people died of starvation and overworking. While his people were suffering from starvation, Mao sold food to the foreign countries. He clear didn't care for his people and was selfish, only wanting benefits for his own and the power. I think that the worst part of it is that Mao knew what was happening to his people but did not stop his acts for his own benefit. He was simply ignorant of how greatly his people were suffering. Mao was a selfish, ambitious, and ignorant man who left China and its people into great deaths and sufferings.

Well done. 10/10


 * 10/04/12**
 * Class 32**
 * Oral Quiz #1**

media type="youtube" key="Ley5y337kwg" height="315" width="420"

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


 * 09/04/12**
 * Class 31**
 * The Russian Revolution - 3 Tasks**


 * Task 1 :****Read the "Chapter in Brief" section on the Russian Revolution and then explain, on your gallery page, why Russia had a revolution in 1917.**

Russia had its revolution in 1917. This happened for a few reasons. First, the working conditions for the workers were poor, the wages were low, and even the children were forced to work. Workers grew angry by this and often went on strike. Second, Russia suffered a huge defeat by Japan and the sufferings from World War I was added on top, and the czar lost control of Russia. Soldiers refused to fight, prices increased greatly, and people were starving, but the czar couldn't do anything about it. All of these aroused great anger among the people and led to Russia's revolution in 1917. Workers went out on the streets to protest which was later joined by the soldiers as well. The czar Nicholas II was forced to step down and was executed with his family a few years later.

media type="file" key="Hye Rim - Stalin Podcast.mp3" width="240" height="20"
 * Task 2 :Now, upload a podcast on your gallery page in which you explain whether Stalin was a good guy or a bad guy, and why.**


 * Task 3 : Pick one of the propaganda pieces from the website above and answer the following questions :**



This poster is trying to tell the Russian people that Russia is going to be more industrialized, and people will have a lot of food to eat and will not suffer from starvation anymore. You can tell that from the big and modern buildings with factories at the back, tall and fat person smiling happily as foods are around him, including bread and meat. This poster is assuring people that Russia will soon have a lot of food for the people to eat once it becomes industrialized.
 * 1) What is the message that this poster is trying to get out of the Russian people?**

This propaganda do seem to be compelling because the size of the man, which is huge and even taller than the buildings, grabs my attention and makes me notice how happy he looks with all the foods surrounding him. The whole poster seems to be appealing and reassures me that Russia is going to be a fine place to live in. The man seems satisfied with his life, and this also appeals to the Russians the safe and happy environment of the future Russia.
 * 2) Do you find this piece of propaganda to be compelling? Why or why not?**


 * 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**
 * - handed in -**


 * 05/04/12**
 * Class 30**
 * Treaty of Versailles Question, pg 428**


 * 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 reflected that each men in power wanted something different from their enemies. Each with lists of things that they wanted to be compensated for the damages each country had or with their aims of peace, the Treaty of Versailles was signed. The President of the United States, Woodsrow Wilson, wanted the world to be a place without any wars. He also wanted to create a organization where countries could solve international problems without wars under law. This showed that he was a very ambitious man with dreams, and also persuasive to make all the countries at the conference to agree on making such an organization. Other European countries in power such as British and Italy wanted some compensations from the enemies. They wanted money and land from them and also wanted make sure that these countries will never be a threat again. France especially wanted Germany to face some serious consequences as they felt angry that they suffered much more than Germany with war being fought right in their country, while Germany didn't have as much damages as France. This showed that France was anxious to revenge against Germany and was unforgiving. In the end Germany had to pay a lot of money to the Allies for compensation, as well as reducing their military size and losing a huge amount of their territories, including their colonies.


 * 08/03/12**
 * Class 22**
 * Discussion on War at Air and Sea**


 * Today's Meet :** http://todaysmeet.com/Warinairandsea


 * 24/02/12**
 * Class 19**
 * Balkan Map Questions**


 * Why might Serbia have staked a claim to Bosnia and Herzegovina? Why might Russia have been interested in helping further that claim? Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary?**

Serbia might have staked a claim to Bosnia because first of all, they both share the same ethnicity, being the slavic groups. Serbia might have wanted all the slavics to unite instead of being under Austria-Hungary, which shared a completely different ethnicity. Also by claiming Bosnia, Serbia will get closer with its ally, France and increase its territory. This will benefit Serbia by decreasing the power of Austria and also the chance of it being taken over by Austria. Russia might have been interested in helping Serbia because it shared the same ethnicity, and so they felt closer and more united than with Germany or Austria. Also, if Serbia gains Bosnia, the allies, France, Serbia, and Russia will be able to surround Germany and Austria, weakening their power. Germany and Austria-Hungary knew that if they lose Bosnia, they will be surrounded be the Allied Powers even further. This is threatens their power and will bring disadvantages if war occurs.

Ethnic groups, like countries, need to be capitalized. Your answer to the third question is incomplete and needs more careful consideration. 9/10


 * 16/02/12**
 * Class 15**
 * Impact of Nationalism**


 * Positive and Negative Impacts of Nationalism**
 * = Positive Results ||= Negative Results ||
 * * People in a nation overcoming their differences for the common good || * Forcing the minority cultures to assimilate into the nation's majority culture. ||
 * * Colonial rule overthrown || * Ethnic cleansing (ex.Bosnia and Herzegovina) ||
 * * Nations with democratic government throughout the world || * Rise of extreme nationalistic movements (ex.Nazism) ||
 * * Competition among nations causing scientific and technological advances || * Competition between nations leading to wars ||

I believe that nationalism has had a more positive impact on the world. Nationalism allowed people to overcome their difference for the common good, seeing themselves as the people of one nation, bringing unity throughout the country. Colonial rule was also gotten rid of, with democratic government replacing them. This gave people more rights and more say to the government, creating a better nation all together as a whole. Also, nationalism triggered competition against each nations, causing scientific and technological advances in each nations, raising their economy and the quality of life. For example, with these advances, people can travel easily and have the chance to eat better food. Although there are negative impacts, which is mostly wars and conflicts, they occurred for a certain amount of period. These positive impacts are continuing throughout the world today, such as the democratic government and all the advances with people feeling united as a nation, which is why I believe that nationalism has had a more positive impact on the world.
 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.**


 * Types of Nationalist Movements**

First, the characteristic of unification movement unified lands that were different politically, but with similar culture. Second, separation movement caused a group that is culturally different from the others to resist being added to a state or to break away. Third, state-building movement formed a new state with culturally different groups that accept a single culture.
 * 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.**

The empires would have fallen apart, due to the difference in the culture and tradition between the ethnic groups.
 * 2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?**


 * Key Skill: Analyzing Political Cartoons**

The cartoonist uses a boot to represent the soon-to-be nation of Italy.
 * 1. What symbol does the cartoonist use for the soon-to-be nation of Italy.**

He is helping the king to wear the boot by putting the leg in the boot, kneeling down. Garibaldi is doing this for the king, portraying that he is a dedicated man to help uniting Italy for the king.
 * 2. How is Garibaldi portrayed?**

The title is "Right Leg in the Boot at Last". The words "at last" suggest that the cartoonist viewed Italian unification as something that has been waiting to be happened and was achieved after some efforts. The "Right Leg in the Boot" also suggest that cartoonist thinks that the king of Sardinia is the right king to rule the united Italy.
 * 3. What does the title of the cartoon say about the cartoonist's view of Italian unification?**

On your own, read about the unification of Germany (online textbook pgs 261-263).
 * CASE STUDY: Germany**
 * 1) Create a flow chart that shows the key events that led the unification of Germany.**


 * The Unification of Germany**


 * 2) Looking at the map on page 263, answer the two geography skillbuilder questions.**

A western part of territory of Prussia was separated from the rest of Prussia by foreign territory in 1865.
 * 1. What was unusual about the territory of Prussia as it existed in 1865?**

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


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



This National Symbol of Germany contains the coat of arms, two swords, circle ring of rainbow, and a sun. The coat of arms represents the country Germany itself. I had two swords to represent the strong military system that Germany had. The circle ring of rainbow shows unity in Germany, with different colors bonded together as a single circle ring. The rising sun represents the rise of power of Germany as it expands its territory and becomes stronger.

Well done, for the most part, though some answers could be more complete. Ask yourself if you have answered everything that could be answered. 19.5/20


 * 14/02/12**
 * Class 14**
 * Case Study of India and Britain**


 * Terms & Names**


 * 1. Sepoys :** Indian group of private armies to protect the interests of the British company officials. They interacted with the British, and experienced with British armory weapons. They were the first one to rebel with violence against British imperialists.


 * 2. Sepoy Mutiny :** Rebellion by sepoys when they felt insulted on their religion when they were asked to bite off the tips of the cartridges, but lost. This caused Britain to take over direct rule of India from the East India Company, the turning point of British rule in India. It was a big nationalism movement, with violence against the British.


 * 3. Congress Party :** Political group formed after the first meeting of the National Congress. This allowed the Indians to gather together and discuss about their equal rights and later became nationalistic. Their concerns brought them together and unite, wanting independence.


 * 4. Mohandas K. Gandhi :** Brought nationalistic ideas to the common people, as well as the idea of "nonviolent noncooperation", satyagraha tactic, to protest against the British. This managed the Indians to win tax reductions for farmers and improvement of wages and working condition of factory laborers. He also tried to bring peace within Muslims and the Hindu. He influenced Indians with effective way of protesting without any violence and still getting what they want. He was a man who valued peace, brotherhood, equality and tolerance of the others.


 * 5. Muhammad Ali Jinnah :** Became the first leader of independent Pakistan. He disagreed with Gandhi's satyagraha tactics. He is responsible for turning the Muslim League into a broad-based political party. He wanted Muslims to work with Hindus for Indian nationalism, and joined both the Congress Party and the Muslim League. Despite his effort, Congress Party didn't agree with greater rights for minorities, and the unification of Hindu and Muslim failed. So he later demanded for a separation from the Hindus.


 * Main Ideas**

The four factors were Britain's far more advanced military forces, the chaos in Indian kingdoms, well organized British in India, and the bringing of political stability, efficient government, and a system of law. British military forces were advanced enough to defeat Indian armies which were ten times their size. The chaos in the Indian kingdoms at that time made Britain easy to control. The British in India were well organized and united in their goals, whereas the Indians were politically disorganized. British brought of political stability, efficient government, and a system of law helped to organize India and to bring advances.
 * 1. What were four factors that contributed to Britain's conquest of India?**

The Sepoy Mutiny was caused when the sepoys felt that the British were violating their religious laws and customs. They were outraged and led the rebellion which they ended up losing. The result from this affected the British rule in India, which the government took over direct rule of India from East India Company.
 * 2.What was the cause of the Sepoy Mutiny and what was its main result?**

The Congress Party, Muslim League, the ideas of satyagraha by Gandhi, nationalism and equality promoted the Indian independence.
 * 3. Which groups and ideas promoted the Indian independence?**

Gandhi believed in living as simply as possible, and never striving for material reward. He also believed in being tolerant of the religious beliefs of the others. He valued the devotion of one's life to the serves of others, and he also believed in battling injustice in all its forms, but never by resorting to violence.
 * 4. What were the four general principles of Gandhi's philosophy?**

Jinnah at first wanted for the Hindus and Muslims to unify, but when that didn't work, he decided for the separation of Muslim country from India the best solution. He then later became the first leader of Pakistan.
 * 5. What role did Jinnah play in the partition of India?**


 * Documents**

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

The Indians in the lowest levels are guaranteed with equality and the protection of laws without any discrimination. With "Untouchability" abolished, these people would have equal opportunities for jobs, and can even be appointed to officers. They would gain many freedoms, including the freedom of speech and expression, rights to assemble without arms, the right to form associations or unions, the right to move freely and settle in any part of the territory of India, to right to have properties, and to practice any profession or other occupations or trading.
 * 7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H?**

British colonization had a lasting impact in India's economy and politics. As shown in document D, "The time itself has now become very hard and it has been made still harder by the imposition of different laws, regulations, and taxes on them and by increasing the land revenue" shows that the British impacted on India's politics with laws and regulations, and the life of Indians became harder as they had to pay taxes to the British. Also in document F, Mahatama Gandhi is talking about how the British rule weakened India politically and economically. Disarmed India had no power of resistance against the British, and therefore cannot easily get in a conflict British rule. India's most critical industry, the cottage industry, has also been ruined by the British, weakening India's economy. British rule also affected the people to starve and be helpless. Lastly, in document H, from the constitution statements, we can see that the British rule impacted on India's desire for equality and freedom for all Indians.
 * 8. Using only the information contained in the documents, answer the following question : How would British colonization have a lasting impact on the people of India? Use examples from the documents to support your answer.**


 * Critical Thinking**

One of the causes, I believe, is the religious differences. British believed in Christianity, while the majority of the Indians believed in Hinduism. These two religions have different views on ideas and beliefs, and so therefore created cultural conflicts. Another cause is the difference in ideas. Having gone through the Industrial Revolution, British believed in the idea of capitalism and imperialism, and also the idea that the white men are more advanced and better than the non-white races. Along with other Western ideas, British looked down on Indians and didn't really respect their religion or culture. This also created cultural conflict.
 * 9. What were the causes of the cultural conflict between the British and the Indians?**

One positive effects about the British Rule in India that it brought stabilization of the politics and economy in India while there was a chaos about fighting over the power in the country.This brought the rise of India's economy with modernization in such as the trading posts and transportation. One negative effect of this is that the Indians gained little respect of their culture and religion from the British. They also faced unequal treatments, such as getting paid less than the British for the same job.
 * 10. Identify both positive and negative effects of British Rule in India.**

Gandhi's four principles taught people to live simply, so as to not think about getting rewards for your actions, unlike Britain, continuously searching for more rewards and glory for themselves. His teaching of being tolerant of religious beliefs helped to not discriminate the Hindu's and the Muslim's religion. Devoting one's life to service of others promoted nationalism, where the Indians devoted themselves for the independence of India. Lastly, his teaching of battling injustice without violence taught people about his satyagraha tactic. Together, Gandhi's teachings caused Indians to work together, despite the different religions, to fight off for the independence of India by not cooperating with Great Britain all together, showing the power of unity.
 * 11. How were Gandhi's four general principles effective in dealing with a much more powerful Great Britain?**

Muslims felt that they had little say in the politics since they were the minority. Especially after the Congress Party disagreed with allowing greater rights for the minorities, the gap between Hindu and Muslim grew wider and it was hard for them to unite again. The best solution was to be separated, where the Muslims were the majority.
 * 12. For what reasons did Muslims demand a separate nation?**

The difference in religious beliefs and its internal conflict broke India into four separate nations. India and Pakistan divided due to their religious difference of Hinduism and Muslim. Then the East Pakistan broke away to form Bangladesh, due to the military coups after the death of Jinnah. Sri Lanka, originally Ceylon, broke away because of the militant Tamils wanting to create a separate nations.
 * 13. Why did the colony of India break up into four separate nations?**

20/20


 * 13/02/12**
 * Class 13**
 * Global Impact of Imperialism**

> which opened trade to all merchants. Didn’t want other nations to take over China.
 * __Reactions to Imperialism__**
 * China || Japan || United States of America ||
 * * Hard to open the trade because it was self - sufficient
 * Solution : trade a drug called opium to open China’s trade
 * China tried to stop, Great Britain refused, causing Opium War.
 * Great Britain won and China opened trade.
 * Taiping rebellion led by Hong Xiuquan to make Utopia.
 * Dowager Empress Cixi tried to modernize China but failed due to traditional values.
 * Failure made other countries easy to take over China. (Sphere of Influence)
 * U.S. made open door policy,
 * Failure of China's press for change caused Boxer rebellion, rebelling about extraterritorial rights. || * U.S. threatened Japan to open trade, which eventually agreed.
 * People got angry about Shogun opening the trade, new emperor Mutsuhito took control of the gov.
 * Reign Meiji era which means enlightened rule.
 * Tried to modernize Japan, sent some people to other nation and accepted tings that Japan needed.
 * Modernization was successful. Gained power and won many wars. || * Jingoism, opposite of isolationism, in U.S.
 * Americans were sympathetic toward Cuba’s demands for independence under Spanish rule.
 * America needed new markets for its industrial-based economy.
 * The press and journalists in U.S. urged for a war to sell more newspapers.
 * Spain-American War showed United States’s global power and the decline of Spain’s empire.
 * Spanish-American War Treaty officially ended the Spanish- American War.
 * Cuba went free.
 * Guam, Puerto Rico, Hawaii, Philippines taken by U.S. after the war.
 * U.S. acquired a Pacific empire.
 * U.S. paid Spain an indemnity of $20 million.
 * U.S. had the right to build naval base on Cuba.
 * Believed that only the strongest nations would survive. Fierce competition is necessary.
 * Protestant ideas, wanted to educate and Christianize many people.
 * U.S. turned from isolationism to imperialism.
 * America grew as one of world power, took control of Caribbean Sea, mid-Pacific Ocean, also near Asian mainland. ||

__**Political Cartoons**__

http://www.defence.pk/forums/general-images-multimedia/85735-political-empires-cartoon-you-gotta-love.html
 * China**

This is anti imperialism because a lot of animals are fighting over China, and they all look mean and angry. China, who is the biggest of all these animals, is lying down, appearing to be weaker than the other animals.It seems like it has gotten tired of all these animals fighting over itself, or lost its power and not strong enough to protect itself.
 * 1) Is this image pro or anti imperialism? How do you know?**

The native people are being communicated as disliking the fighting of other countries over China, but they are weaker and therefore cannot stop them. China is being viewed as a property of other countries that can be gained with a fight.
 * 2) What views of the native peoples are being communicated in each of the illustrations?**

The Europeans/Japanese as well as other countries are being viewed as greedy and competitive as they all want China and are ready to fight if they have to.They are annoying China without any benefits for China itself.
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**

The author trying to convey that China was one of the most-wanted countries that many other imperialist countries wanted to take control of. Other than Russia and England, other countries also developed well enough to fight for a country, therefore showing the benefits of imperialism.
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**

https://wikiwillows2011.wikispaces.com/Imperialism
 * Korea**

This image is anti imperialism. The Japanese is literally stepping on Korea, showing the power of Japan and looking down at Korea. Korea gave up, allowing Japan to take control of the country. It is showing the arrogant side of Japanese during the Imperialism.
 * 1) Is this image pro or anti imperialism? How do you know?**

The Koreans are being viewed as weak, and powerless compared to Japan. Also, Korea is acting as a bridge between Korea and China, judging by how the paper says "traverse Korean territory" and how Korea is over the Yellow River. Korea is viewed as just a necessary territory to take over towards China, and Koreans are unhappy about Japan taking over Korea.
 * 2) What views of the native peoples are being communicated in each of the illustrations?**

The Japanese are viewed as powerful and ambitious men and as imperialists, they want to acquire more and more lands, for their markets and wealth. Their weapons are more powerful compared to Korea, due to their advanced industrialization.
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**

The author is trying to convey that the costs of imperialism are the lost of territories of countries and those countries have to obey the imperialists, regardless of happiness or unhappiness.
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism**

http://www.cartoonstock.com/newscartoons/directory/i/imperialism.asp
 * America**

This image is anti imperialism. An American man is using a non-American man as his table for his meal. The non-American man looks unhappy as he has to be on his hands and feet, serving for the American man who looks ignorant about it and enjoying his meal.
 * 1) Is this image pro or anti imperialism? How do you know?**

The native people are being viewed as less-educated, less-important, and as workers for the imperialists and they are treated unequally. The native people are being looked down by the imperialists.While the American man is wearing fancy clothes, the non-American man is barefooted, with pants that has stitches on them. This shows how non-American are viewed as less wealthier than the Americans.
 * 2) What views of the native peoples are being communicated in each of the illustrations?**

This shows the Americans as arrogant, and proud of themselves. As imperialists, they are using the natives as purely for workers, and do not think of giving something beneficial to the natives in return of their labor. They think it is natural for them to be superior than the natives, since they consider the natives as less educated and less powerful.
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**

The author is trying to convey that the cost of imperialism is the unfair treatments for the natives and their pride being crumpled by the imperialists, working for them under their feet.
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism**


 * __Economic Imperialism__**

Feudalism generated wealth by having a strict class system of the monarchy, clergy, nobles, knights, peasants and others. The higher class provided the lower class the land to work on in return of taxes and their labors. Feudalism mainly generated wealthy from the wealthy land owners and those at the higher class level. Mercantilism generated wealth when the country started to sell more products than to buy, increasing the economy of the country as a whole. In mercantilism, the country with the most money was the most powerful. Capitalism, however, is driven by private ownership, in which individual factory owners generated wealth for themselves by free marketing.
 * 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?**

According to this lecturer, capitalism is driven by imperialism, free market and fossil fuels. Free market provided enormous amount of products and wealth in an efficient way, increasing the economy. Imperialism allowed countries to go looking for more resources, labor, markets and land, strengthening the country's economy. The discovery of fossil fuels brought huge benefit to the human kind with incredible amount of energy it could produce. Without it, people would only had to work by labor or from the sunlight energy. All these three factors drove capitalism.
 * 2) According to this lecturer, what forces drive capitalism?**

You have not clearly differentiated between mercantilism and capitalism. Cartoon #2 is not fully understood. 18/20


 * 09/02/12**
 * Class 12**
 * The Scramble for Africa**


 * Task 1 :**

France and British controlled the largest sections of Africa.
 * Task 2 :**
 * 1) Which countries controlled the largest sections of Africa in 1914?**

These countries were the most powerful at that time due to industrialization and therefore more advances than other countries. It would have been easier for these countries to control and fight for the lands in Africa. Also they would have gone to Africa before others because of developed industrialization, thus requiring more resources, making these countries to go out and look for lands.
 * 2) Why do you think these countries had the largest area of Africa?**


 * Task 3 :**

- To gain wealth - Population boom demanded more food - Needed more secure markets - Bring security of resources and trade - Help to gain profit and industrial progress - Competition among nations for political power - Make the best use of the land confiscated - Belief that indigenous peoples needed the benefits of European culture - Development of racist concepts that some races are biologically inferior to others || - Korea - Taiwan - Egypt - India - Other parts of Asia - Near East - Latin America - Africa || - Spread of racism (-) - Imperialist countries stole the ideas and techniques from their colonies. (-) - Mistreatments toward the indigenous peoples (-) - Outbreak of World War I (-) - Unemployed rural peoples losing land(-) - No peacee whilte tring to conquest (-) - Colonized countries learned the Western ideas and culture. (+) - Improved politics and education of the colonized countries (+) - Imperialist countries exposed to raw materials and foreign cultures and skills (+) - New mandate system (+) || - Destruction of economic, political, education structures of Africa.(-) - Slaughtering of people(-) - Division of Africa (-) - Wars in Africa (-) - Poverty and starvation(-) ||
 * Age of Imperialism Table**
 * Reasons and Justification for Imperialism || Areas that were Colonized || Impact of Imperialism (Positive and Negative) || **Added notes :** ||
 * - Needed raw materials
 * Task 4 :**

The Berlin Conference was held by the European countries and the United States, dividing the African continent based on the colonization of each countries. However, there were no Africans to have a say in this. This was the first meeting where one continent declared the distribution of territories of another continent.
 * 1) What was the Berlin Conference?**

The nations agreed on three things during the conference. They agreed that if any sovereign power wanted to claim a territory it should inform other power, that any additional territories should be verified by effective occupation, and that treaties made with African rulers were to be considered as something justifiable title to the sovereignty.
 * 2) What were the three outcomes of the conference?**


 * Task 5 :**
 * Image # 1**

1) This image is pro imperialism because a rich man is reaching for Africa, also labeled as Gold Fields, which means that it is seen as a resource field for the man, being beneficial for him. 2) Africans/ Asians are being illustrated as people living in a land full of resources, and are easy to take control of and take the gold from them. 3) The British/ Americans are showing how Africa is needed in order for their wealth, money and the gold that Africa has. 4) The author is conveying that the benefit of imperialism is plentiful of resources for the imperialists.


 * Image # 2**

1) This image is pro imperialism because the only white man from the image seems to guide all the African children, and one child is even holding on the the white man's leg, walking along with him. 2) Africans/ Asians are viewed as people in need of guidance from the imperialists as they are less developed and less educated. All the children in the image are thin and skinny, whereas the man is tall, and looks like he has good enough food. Africans are drawn as children because that's how uneducated the imperialists think they are. 3) The British/Americans are being the leaders, the guide, of the Africans as the role of imperialists. They are guiding the Africans to a better environment, better education under them. 4) The author is conveying that the benefits also go to the Africans, not just the imperialists. The Africans get to be pulled out of their dark ages, and be more advanced like the imperialists.


 * Image # 3**

1) This image is anti imperialism because the African in this image is being tortured by a snake, which symbolizes British men. The snake is coiling around the man, and the man is trying to get away from it but can't. Behind at the background, a woman and a child which seems like the man's family, look terrified and scared. 2) Africans/ Asians are being illustrated as victims or terrible torture, and that they face harsh treatments from the imperialists. The treatments and punishment not only affects the laboring man himself, but also his whole family. 3) The British/Americans are viewed as evil and cruel masters of poor Africans with harsh punishments and mistreatment. They are taking the freedom away from Africans and having them under their strict laws and using their power over the Africans. 4) The author is trying to covey the message that the imperialism costs the suffrage of the Africans and their freedom.


 * Image # 4**

1) This image is pro imperialism because it shows how proud the Englishmen are, with their strong navy and their power to do what they want to do. 2) African/ Asians are being illustrated as weak, scared people with no power over the Englishmen. They are intimidated by the Englishmen and they are being looked down by the Englishmen. 3) The British/Americans, as imperialists, are the powerful men with superiority. They are shown as being the best in the world, and no one can stop them. 4) The author is conveying that the benefit of imperialism is the enjoyment of the great power to other parts of the world.


 * Image # 5**

1) This image is anti imperialism because the black children are treated differently than the white students. They are seated without tables or books, and the teacher is staring at them, scaring them. Also at th back, a blak man is working as a widow cleaner, which is not really a great job, compared to the white teacher. 2) African/ Asians are treated unfairly, under a closer eye of the teacher as they are viewed as less educated than the white students, and that's what the teachers thinks of them. This image shows the racism and inequality of treatments between the white and non-white. 3) British/Americans are being viewed as unfair men with racism, treating nicely only to white kids, and being mean to the African kids. They are also viewed as better educated and more civilized people. 4) The author is trying to convey that the cost of imperialism is the unfair treatments that the non-white people get, and the prejudice they have to have under white men.


 * Image #6**

1) This image is anti imperialism because the imperialists are symbolized as a giant hawk, wearing an English crown, flying over the Africans who are protecting their village from the hawk, because they dislike the hawk. 2) African/ Asians are being viewed as a target for the British, and they are being united to defend themselves from being ruled under the white men. 3) The British/Americans are being viewed as disliked men, probably because of their mistreatment towards the Africans and their usage of power over them. They are being viewed as predators, constantly at the lookout for ways to harm or hurt the Africans. 4) The author is trying to convey that the cost of imperialism scares the Africans and they do not want to be attacked and controlled, and want the imperialists to get out of their lands.


 * Image #7**

1) This image is anti imperialism because it shows all the suffrage and the horrible times the Africans are having while the imperialists are looking for another country to take over. The imperialists do not see the consequences of their imperialism did not care that it is actually killing the Africans. 2) African/ Asians are being viewed as poor victims of imperialism, suffering from it and eventually dying. 3) The British/Americans are being viewed as terrible, greedy, cruel rulers who do not think about how the Africans are suffering but only think about their wealth, and ways to increase it. 4) The author is trying to convey that the costs of imperialism is more than just suffrage of the Africans, but death, and the imperialists simply do not care and are ignorant.

"Suffrage" does not mean "suffering", but the right to vote! Some of these cartoons have not been well understood.

26/30


 * 07/02/12**
 * Class 12**
 * Darwin's Excerpts Question**

Darwin's theories do apply to both culture and society. Either in the past or present, Darwin's theories about the struggle for existence and the natural selection always seemed to apply to culture and society. In his theory of struggle for existence, Darwin stated that the struggle is more severe between species of the same genus. In the society, humans continued to compete against each other from the past. However, this can also apply to the same species being the class difference. Wealthy people tend to compete with another rich people, rather than the poor, to increase their wealth and fame. Middle class people tend to compete each other for jobs, food, and other reasons. Another theory by Darwin, the natural selection, the survival of the fittest, states that natural selection leads to the improvement of each creature and advance in organization as a whole. For many years, the stronger, or the more advanced, countries continued to improve its economy and spread their cultures to other countries, influencing the weaker, or less advanced countries with their cultures and ideas. This helps the stronger countries to improve further, since more and more people start to practice in their culture and their ideas. Lastly, Darwin stated how the most vigorous and best adapted males have better chances of reproduction, and having the greatest number of offspring. In human beings, it doesn't necessarily have to be applied to marriage, but it can also be applied to how the most talented, smartest, capable human beings have the higher chances of getting jobs, wealth, favors, and more benefits. It also applies to culture. If one culture is being more favored that the other, people would soon adapt to the more favorable culture, and making the other to slowly disappear. With the theories of struggling for existence, and the survival of the fittest, we can clearly see that Darwin's theories do apply to our culture and society.
 * Do Darwin’s theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points.**

- To gain wealth - Population boom demanded more food - Needed more secure markets - Bring security of resources and trade - Help to gain profit and industrial progress - Competition among nations for political power - Make the best use of the land confiscated - Belief that indigenous peoples needed the benefits of European culture - Development of racist concepts that some races are biologically inferior to others || - Korea - Taiwan - Egypt - India - Other parts of Asia - Near East - Latin America || - Spread of racism (-) - Imperialist countries stole the ideas and techniques from their colonies. (-) - Mistreatments toward the indigenous peoples (-) - Outbreak of World War I (-) - Unemployed rural peoples losing land(-) - No peacee whilte tring to conquest (-) - Colonized countries learned the Western ideas and culture. (+) - Improved politics and education of the colonized countries (+) - Imperialist countries exposed to raw materials and foreign cultures and skills (+) - New mandate system (+) ||
 * Age of Imperialism Table**
 * Reasons and Justification for Imperialism || Areas that were Colonized || Impact of Imperialism (Positive and Negative) ||
 * - Needed raw materials

Which are reasons, and which are justifications? You haven't considered all the implications of Darwin's theory for imperialism, but you have done a good job of discussing the issue intelligently.

10/10


 * 05/02/12**
 * Class 11**
 * The White Man's Burden Questions**

"The White Man's Burden" is about the need and the responsibility of the white men, the Europeans and the Americans, to spread their ideas and control the weaker countries. White men should teach those weak countries who haven't advanced as far as them and should make them progress to a more civilized and urbanized countries. Kipling considers the weaker countries to be less intelligent and less powerful than the white men.
 * 1) What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?**

I disagree with Kipling's characterization because although the Europeans and the Americans were advanced than other countries at that time, this is not respecting those countries since it considers them to have to be taught by the white men in order to live a better life. Just because other countries are not as advanced, it doesn't mean that they would soon be as industrialized and as urbanized like the white men.
 * 2) Do you agree or disagree with Kipling’s characterization? Why or why not?**

The Europeans and the Americans were very proud at that time to be white men and was arrogant and self-confident toward the rest of the world. They considered themselves more superior and powerful than the others. From the lines " Your new-caught, sullen peoples, Half devil and half child", the people from other countries, especially the colonies, were described as bad and unintelligent people. Also from "Go send your sons to exile, To serve your captives' need", the poem is encouraging the white men to send protection to their colonies since they are weaker and need the protection from the white men. Lastly, from "Through all the thankless years", the poem considers the colonies not thankful for the white men's share in their ideas and their protection.
 * 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 school KIS itself is an example of "The White Man's Burden", because it teaches students in English, and under the American education system in Korea, spreading American culture towards the students which happens to be "better" than the public schools. However, since the majority of the students in the school are Koreans, and they live with Korean culture in Korea, I do not think that the students are the example of "The White Mans' Burden". They do not look down on other Koreans when they are outside of school, and they do not try to act as if they are better than the rest of normal Korean students going to public schools.
 * 4) Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?**

10/10


 * 02/02/12**
 * Class 10**
 * Document Based Questions**

Andrew Carnegie and Friedrich Engels are seeing industrialization from two different points of view. Being a multimillionaire, Andrew Carnegie saw the industrialization from his economic point of view, where he had nothing to suffer from and rather gain more and more profits from the massive production. He sees a bright future of trading and marketing for the America and certain that America will be one of the best trading center. Friedrich Engels is not as rich as Andrew Carnegie, nor is he very poor like the workers. He sees the industrilization from the social point of view, where workers are complaining about their working conditions and low wages. He feels sympathy towards the workers and feel that the industrialization brought severe competition between people for a job that doesn't even pay much. Andre Carnegie and Friedrich Engels are seeing industrialization from two different points of view, so they disagree about the effects.
 * 1) Why would Andrew Carnegie (Source B) and Friedrich Engels (Source C) disagree about the effects of industrialization?**

Mary Pauls is satisfied with her job because the job suits her well which she is good at, and because she is fairly well treated with food and a place to sleep. She has a job, which other workers are fighting so hard to get, and she considers herself fortunate to be in the factory. The people at the factory are nice and kind to her, which makes it a comfortable environment for Mary Pauls to work in.
 * 2) What might be reason for 16-year-old Mary Pauls' (Source A) satisfaction with her job and life in Lowell?**

The political cartoon is representing capitalism as evil and socialism as good. It shows how capitalists are injuring the laborers by providing unsanitary working environment with low pays that makes the laborers to suffer. This represents the capitalists are getting richer and richer while the laborers are getting poorer and poorer. When socialism comes to the rescue as an angle, it telling people how socialism will save the laborers. This cartoon will alert the workers that socialism should occur to save them from capitalism, rallying them to the cause of socialism.
 * 3) What might the political cartoon by Walter Crane (Source D) be useful in getting workers to rally to the cause of socialism?**

10/10 Answers are well supported, particularly #1.


 * 31/01/12**
 * Class 8**
 * Communism Questions**

Marx would have certainly disagree that these countries were "communist". His idea of a communist society was a society that had equality among all people, a classless society, with all the production owned by them, and the government would slowly wither away. However, these countries had nothing of those characteristics of Marx's ideal communism. All of these countries were controlled by a dictator, or one strong national legislative. This neither created a classless society, nor made governments to wither away. Instead, these countries had stronger authorities than before. Marx would clearly disagree with these countries being "communist".
 * 1) Would Marx have agree that these countries were "communist"?**

The "communist" world managed to spread its "communism" widely to many countries during the 1980's. However, by the 21st century, the number of "communist" countries decreased down to only a couple of countries. The remaining "communist" countries are improving and working towards to achieve socialism in their countries.
 * 2) What has happened to the "communist" world (once called the "Second World", to distinguish it from the "First World" -- wealthy capitalist countries, and the "Third World" -- poor countries)?**

I think the "communist" countries have realized that their system of "communism" didn't really work well, while other "non-communist" countries progressed massively and soon became the "First World". The idea of communism of Marx didn't result as he claimed. Instead of classless society, people had to follow under the orders of a strong authority. So these countries decided to drop out of "communism" and work their country in a different, more efficient system of society.
 * 3) Why do you think this has happened?**

I think that the growing gap still existed between the rich and the poor, even with the Union movement and the reform laws. However, those would have helped to decrease the amount of gap. With better working conditions and a set minimum wages, the workers would be able live in an average condition, with availability to food and other necessities. This would raise the standard of living for the workers. The factory owners would still be richer than the workers, but the gap between them would not be so big as before.
 * 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)?**


 * 25/01/12**
 * Class 6**
 * The Industrial Revolution Question**

I agree with the Industrial Revolution with the urbanization was a mixed blessing to the extent of it being economically and socially beneficial to England, while harming the environment and the health of people. The Industrial Revolution brought great benefits to the cities in England such as the rise of economy, and the increase in jobs available. With massive production of textiles, irons, and other materials, England's economy increased rapidly. This improved the living condition of the citizens, which was beneficial especially to the workers. As more people came to the cities seeking for a job, the population of the urban areas grew enormously. However, despite these benefits, the Industrial Revolution also brought some harmful effects to the environment, polluting the air and the water. This environmental problems, along with the unsanitary conditions in the factories, affected the health of people with diseases and illnesses. Therefore, the Industrial Revolution is a mixed blessing, bringing both positive and negative affects to the country.
 * 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?**


 * 24/01/12**
 * Class 5**
 * A Childhood at Work**

During the Industrial Revolution, children were often used as laborers because their pay was cheaper and their hands were small which made manufacturing easier**.** However, these children were treated very poorly, often being abused by the owners, and they faced the same health problems such as diseases as the adults. I felt bad for the children, having to face such hardships at a young age. Unlike the children these days, those children didn't get to have much freedom and playing time and instead, work for the whole day. They stepped out to the society too early, and every child in the pictures looked tired. I felt sympathy especially towards the boy selling matchsticks on the street, because he had to stand and walk around the streets barefooted. I think his feet would be very sore by the end of the day, but he would have to keep working like that every day.


 * 19/01/12**
 * Class 4**
 * Mind Map of Inventions - Airplane**

@http://www.mindmeister.com/133907419/airplane


 * 11/12/11**
 * Class 45**
 * Congress of Vienna Questions**

4) **Why did Napoleon's empire collapse?** Napoleon's empire collapsed due to his exceedingly strong will to conquer lands and to have extreme power. He made many mistakes that were costly and eventually brought his empire to collapse. Out of many mistakes that he made, Napoleon's first mistake was his blockade set up to prevent all trade and communication between Britain and other European countries, hoping to destroy British commercial and industrial economy. However, instead of destroying its trade, the blockade made Britain to respond with its own blockade.With strong navy, British blockade went more successful than French, weakening French and other nation's economy. Napoleon's second mistake was making his own brother, Joseph, as the Spanish king. Loyal Spanish people were outraged, and for six years, with the help of British troops, Spanish peasant fighters known as guerrillas, attacked French armies in Spain. Losing 300,000 men during in this Peninsular War, French Empire weakened and also affected the people of other conquered countries to turn against French. His last and most deadly mistake was in 1812, when Napoleon decided to attack Russia with his Grand Army. However, with Russia's scorched-earth policy, French armies had nothing to eat, and had to suffer from cold and hunger. When Napoleon finally decided to return back to France, he was mercilessly attacked by the Russian soldiers and lost more than 30,000 men. Weak France received constant attacks from its rival countries, and eventually collapsed. If he hadn't been so greedy for power and make risky mistakes, Napoleon's empire could have lasted longer. Napoleon's big empire brought him counterproductive results.

5) **What were the goals of the Congress of Vienna?** The Congress of Vienna's goals were to stop France from attacking another country, a balance of power between nations, and kings returning back to their throne and in charge of the countries. Tired of constant wars, European leaders wished for a long lasting peace after the defeat of Napoleon and met together in 1814. The first goal, stopping France from attacking another country, was achieved by strengthening the weak countries around France. Such ways included uniting the former Austrian Netherlands and Dutch Republic to form the Kingdom of the Netherlands, recognizing Switzerland as an independent nation, as well as joining 39 German states as the newly created German Confederation. These prevented France from overpowering, assuring it would not attack other countries again. The second goal was to have a balance of power between nations. After many considerations, the leaders of nations agreed to have France remain a major but its European power reduced. Also, no European country could overpower another. The last goal was to put the rulers that Napoleon kicked out to return to their thrones and gain back their power. The Congress of Vienna believed that this would stabilize political relations among the nations. With France stop attacking countries, balanced power between nations and kings returned to their own countries, a time of peace came to Europe. The Congress of Vienna succeeded in having nations to cooperate with each other and resulted in fair agreements.


 * 28/11/11**
 * Class 40**
 * Image for Quotation**

I chose the image of fire not completely dying out because I believe the quote means that you cannot completely kill the idea of revolution itself even if the people die, and the spark of fire still burning represents the idea of revolution.


 * 16/11/11**
 * Class 36**
 * Glog Poster**


 * Glog Poster :** http://rimmie15.edu.glogster.com/frederick-the-great-hye-rim-/

http://www.germaniainternational.com/great.html http://www.zum.de/whkmla/histatlas/germany/haxprussia.html http://cascadesoft.net/Economy.aspx http://classroomclipart.com/clipart/Clipart/Agriculture.htm http://ceoworld.biz/ceo/tag/paperback-writer http://www.zazzle.com/no_torture_button-145037841593015460 http://www.clydewilliamsatty.com/
 * Citations:**


 * 14/11/11**
 * Class 35**
 * Absolutism**

__1) What is absolutism?__ Absolutism is a theory in Europe which monarch ruled with absolute sovereignty.

__2) Explain the justification for absolutism referred to as the 'divine right of kings'.__ The justification for absolutism referred to as the 'divine right of kings' means that the monarchs are empowered directly by God and are his representative, so whoever defy the monarch is defying the God.

__3) List the causes of the rise of Absolutism in Europe.__ There are many reasons that led to the rise of Absolutism. Absolutism is the theory that the monarchs should rule with absolute sovereignty. One of the reasons were caused by the citizens accepting and being ready for a strong monarch, supporting the monarch system. They believed that the power of a strong monarch would restore the order of the society from the chaos after the 14th century. Another reason came from Thomas Hobbes, who justified in //Leviathan// that absolute monarchy was the only system that is capable of keeping order among the unruly masses. Being a known philosophe, his statement convinced citizens further to support absolutism. Lastly, the theoretical justification for absolutism came from many different sources and traditions, and that included the Bible. Since most of the people were Christians and the Bible was their holy book, they trusted it completely and had no doubt or question about absolutism from the Bible. Supports from the citizens, certain philosophes, and the Bible caused the rise of Absolutism in Europe.

__4) Explain briefly how absolutism developed in__
 * Spain**- The dynamic marriages increasing the territorial holdings of the Habsburg royal family, later on followed by Philip II who firmly applied the divine right theory led to absolutism.


 * France** - Absolutism came in response to rebellious aristocracy, especially Fronde Revolts during the mid-17th century, determining King Louis XIV to take absolute monarchy to suppress the rebellions.


 * England** - Tudor monarchs working with the British Parliament to improve their power and lives of their countrymen and several internal conflicts in the country led to absolutism.


 * Russia** - Absolutism existed since 15th century and was entrenched in 18th century as Russia began to expand and won many wars, making Peter I to suppress even the power of the church.

media type="youtube" key="yGhjmM3wCdc" height="315" width="560"
 * 9/11/11**
 * Class 34**
 * Speed Dating - Beccaria**


 * 27/10/11**
 * Class 28**
 * The European Age of Exploration - Individual**

**__Port 4__**

 * Video :** As you watch this videoabout Japan's attempts to build an empire in the 16th century, answer these questions:

The "Bald Rat" was Hideyoshi, who managed to regain order in Japan during the chaos of fightings over pieces of Japan.
 * 1) Who was "the Bald Rat"?**

Japan hoped to build its empire in China.
 * 2) Where did Japan hope to build its empire?**

Japan first had to attack Korea, which failed and ruined their plan of buillding its empire in China.
 * 3) What stopped it from building its empire as planned?**

With the death of both Hideyoshi and the suicide of his son, Japan had no more higher vision pf conquering and shut its door close, becoming isolated from the rest of the world.
 * 4) Why didn't they try again?**


 * APPARTS #1 :** __EDICTS FOR 1635 ORDERING THE CLOSING OF JAPAN__


 * Author :** This source was written by Tokugawa Shogunate. They didn't like the Europeans coming to Japan and spreading their ideas. Tokugawa Shogunate wanted to restrict Japan from international contacts as much as possible.


 * Place and Time :** The source was written in 1635. Although it doesn't say it, this source was most probably written in Japan becasue it was the Japanese who wrote this source and it was the time when they didn't like contacting with foriegn countries. Around this year was when Japan started to drive out the Europeans, so I think this document was written to strengthen the restriction.


 * Prior Knowledge :** I know that Japan welcomed the Europeans at first. However, as the Europeans started to convert many people into Christianity, the shogun disapproved of this and started to push off the Europeans from Japan.I also know that Japan once invaded Korea on the way to build its empire in China. They were defeated by Korea and their plan failed. These help me to understand the source better because I know their defeats and the reasons to isolation better.


 * Audience :** This source is being presented to all the officials administering the port of Nagasaki. We can rely on this source because it was meant for officials, so the source itself is very official.


 * Reason :** This source was created for the officials of port of Nagasaki to follow and restrict Japan from interacting with foriegn countries because at this time, Japan was getting annoyed by the spreading of Christianity from Europeans.


 * The Main Idea :** The main idea of this source is to declare Japan's isolation from the rest of the world and to restrict further interactions with foreign countries.


 * Significance :** This source is significant because it tells us how Japan restricted and isolated itself and also the reason why Japan couldn't progress and dominate the world. From this source I can infer that Japan was really strict and had harsh punishments about contacting the foriegn countries.


 * APPARTS #2 :** __QIANLONG__


 * Author :** This source was written by Emperor Qing. I know that he ruled China in 1793 and didn't want to trade with other countries. He still thought that China was powerful and the most progressing country.


 * Place and Time :** This source was written around 1793 in China. This was after China closed its door to other countries, so I think it was natural for the emperor to not really like the idea of trading with the Europeans.


 * Prior Knowledge :** I know that China has shut its door after Zhu Di's death and no longer an emperor with vision as high as his. This helps me to understand why China still thought that they were ahead of most of the countries.


 * Audience :** This source is written for King George III of England. This might not be totally reliable because this source is only showing the opinions and views only of the Chinese, not the England.


 * Reason :** This source was created for Emperor Qing to explain to King George III his reasons for the disapproval of trading with Euorpe and his opinions on it becasue at this time, China had shut its doors and didn't realized who was more powerful then.


 * The Main Idea :** The main idea of this source is to convey that China still didn't realise who was more powerful and that it has not been progressing for a long time.


 * Significance :** This source is significant because it tells us how the Chinese thought of themselves and the reasons of why they didn't like trading with Europe. From this source I can infer that China still thought that they were more powerful and superior than the rest of the world, not realising what had actually happened when they were not looking.


 * 25/10/11**
 * Class 24**
 * The European Age of Exploration - Hye Rim Lee & Gloria Lee**

**__Port 3__**

 * Video Questions**

1) Identify the causes of African slavery.
 * As Europe began to expand its territories, it needed more workers and laborers, especially for plantation. Africa was the main source of workers and slaves for Europe. One reason was that African slaves were cheaper than other places. Europeans wanted a large number of cheap people to work for them as possible. Another reason was that Africans were skilled farmers. They helped to grow crops more effiencienty and better for the Europeans. Lastly, the prices that Europeans gave Africans satisfied them. European gave African gold and cotton in exchange for the slaves, which satisfied the slave sellers. With African slaves, Europeans were able to gain more profit from agriculture from workers that didn't cost much.**

2) Explain the Triangular Trade Route.
 * Triangular Trade is a trade between Europeans, Africans and the West Indians. It is a trade which beneifts all of them in one way or the other. First Europeans would trade the Africans their manufactured goods. These were good that Africans have never seen before, exciting them. Then Africans would trade slaves to the West Indies. The slaves helped to improve the agriculture of the West Indies. Lastly, West Indies would trade raw materials such as sugar and tobacco to Europe. Corns from West Indies became the major food resource for the Europeans later on. This cycle of path conitues to go on and on.**

3) Identify the consequences of the slave trade.
 * Although the slave trade benifitted Europe and America, it wasn't for the African slaves. It was horrible to be a slave and had negative effects to be one. A lot families were separated due to slave trading. Most of the families never got to see each other again once they were seperated. Also a lot of lives were lost during the voyage of slaves to Europe and America. During the voyage, there were diseases, unsanitary food, and a lot of slaves died before even arriving to Europe or America. However, the slave trade has spread the African culture to Europe and America. Due to the scattering of Africans during the slave trade, many areas were influenced by African cultures. Even though the slave trade was using the slaves just for work and labor, it also influenced the culture of America and Europe by African culture.**


 * pg. 137 - 141 Cornell Notes : [[file:Class 24 - WH Notes pg.137 - 141- HR & GL.pages]]**

__Port 2__

 * Map** : Done on hard copy

~ March 15, 1493 (First voyage) || 3 ships, 90men || - Found the New World - Failed tofind the route to India - Santa Maria was wrecked. || - founded the first settlement of Spanish in Americans. - Aztecs drove him out of their city || - sailed around the southern end of South America and to Pacific Ocean. - involved in local war in Philippines and died. - crew died of disease and starvtion. || ~ 20 March 1505 || 3 ships, 200 men || - Discovered new islands - mapped the southeast Asia countries. - some crew died of disease ||
 * Chart :**
 * ~ Explorer (Country Sponsoring) ||~ Dates of voyage ||~ Size of fleet ||~ Discoveries/achievemnets/results ||
 * Columbus (Spain) || August 3, 1492
 * Hernando Cortes (Spain) || 1519 || 11ships || - first to explore the American mainland
 * Magellan (Spain) || September 20, 1519 || 5 ships, 250 men || - first to lead an expedition around the world.
 * Hye Rim & Gloria (Korea) || 18 August 1503

Columbus :http://www.enchantedlearning.com/explorers/page/c/columbus.shtml Hernando Cortes :http://library.thinkquest.org/4034/cortes.html Magellan :http://library.thinkquest.org/J002678F/magellan.htm
 * Sources :**

**__Port 1__**

 * pg.92-101 Cornell Notes : [[file:Class 24 - WH Notes - pg.92-101 - HR&GL.pages]]**


 * Discussion** : (through video chat) media type="file" key="discussion- HR&GL.mp3" width="240" height="20"

__Hye Rim Lee - Sextant__ Sextant is an instrument to measure the angle between any two visible objects. It was primary used to determine the angle between a celestial object and altitude. To use a sextant, first, focus the telescope on the horizon. Then, bring down the body to the horizon by moving the arm along the arc and then clamp the arm.Next, use micrometer knob and make small adjustments until heavenly body just brushes the horizon. Finally, make a note of the time, then the name of the body and its observed altitude. (http://www.practicalboating.com/howtoguides/sextant-navigation/)
 * Navigation Tools :**

__Gloria Lee - Compass__ Compass is a tool that contains a magnetized pointer which tells the direction of magnetic north. To use a compass, first place the compass on the map with the direction of arrow pointing along the desired line of travel.Then rotate the compass dial so that the parallel lines within the capsule line up with the grid lines on the map. Convert the grid bearing to a magnetic bearing using the information given on the map sheet. Adjust the dial to read the value of the magnetic bearing opposite the direction of travel arrow. Now pick up and rotate the whole compass until the red end of the needle points to the north marker on the dial. The direction-of-travel arrow on the compass card will point to your destination. Choose a landmark in that direction and walk towards it. (http://www.nateriggs.com/2010/12/20/calibrating-your-blogs-compass/content-marketing-consulting)

Compass : http://www.thecompassstore.com/howtousemapa.html Sextant :http://www.clipperlight.com/howusesextant.html
 * Sources :**


 * 22/9/11**
 * Class 14**
 * China's Age of Exploration II**

1st image: This image is showing the difference in Muslim population all over the world. I noticed that the Middle East and Indonesia have the most number of Muslim population and Europe the least. This shows us how much the Islamic religion has spread throughout the world during that time.

2nd image: This image is showing the routes of where Zheng He voyaged to during his exploration around the world. This shows that Zheng He reached even to places that were far away such as Africa and Arabia. I think this shows how well the ships were built for voyages and Zheng He's passion for exploration and his importance as an admiral.


 * 20/9/11**
 * Class 13**
 * See, Think, Wonder**

__First Image__ I see one man on the left and one older looking man on the right with many other men and reaching for each other. I think this is a religious painting showing the connection between man and the god. I wonder why the man on the right has many other men holding him and the man on the left is alone.

__Second Image__ I see two hands reaching out for each other. I think this painting is the close up of the first painting were the men are reaching out for each other. I wonder why the painting doesn't show the faces of the owners of the hands.


 * 5/9/11**
 * Class 11**
 * China's Golden Age**

1st image : This image is showing us the comparison between Chinese ship and Columbus' vessel, Santa Maria. This tells me that China had improved on their skills of shipbuilding which is far more greater than the European shipbuilding skills. I think that this made China to gain more knowledge from other oversea countries and to further improve their trading and their economics. I also think that Chinese ships were more focused on carrying more amount of loads rather than it's speed or for war use.

2nd image : This map shows me the European Kingdoms in the 1400's and how big each kingdom was.

The Holy Roman emperor would come from the Holy Roman Empire, which mostly contained which is now Germany, and was the east of France, west of Kingdom of Poland and Grand-Duchy of Lithuania and Hungary.The Emperor Byzantium would come from the Byzantium Empire, which is now Byzantium,or Istanbul. The Byzantium Empire had two different locations. One part of the empire was south of Achaia and another part of was in the middle of Ottoman Sultanate of Rome. The Douge of Venice, would come from Venice, which is now Crete, Greece, and was a separate island from other kingdoms. It was the south of part of the Byzantium Empire which was the south of Achaia. The king of England would come from the Kingdom of England, which is now the current England, and was the south of Kingdom of Scotland and north of Kingdom of France. King of France would come from Kingdom of France, which is now the current France, and was the south of Kingdom of England and north of Kingdom of Aragon. The king of Castile would come from the Kingdom of Castile, which is now the current Spain, and was east of Kingdom of Portugal, west of Kingdom of Aragon, and the north of Kingdom of Granada. The king of Portugal would come from the Kingdom of Portugal, which is now the current Portugal, and was the west of Kingdom of Castile.
 * Read the first paragraph of p. 45 Use this map, and the one in MWH p35, to identify where "the Holy Roman Emperor, the Emperor of Byzantium (also called Constantinople), the Doge (ruler) of Venice, and the kings of England, France, Castille and Portugal" would have come from had they been invited to Beijing on 2 February 1421.**

3rd image : This image shows me the increase in the area of China's territories and the dynasty changed. The territories of Qing Dynasty are mostly the area of China today.

4th image : This image shows me the route of Chinese silk road. I can see that it is very long and goes past a lot of cities.This could have made China to share knowledge with the Islamic world and also developed their economy as they traded with the Islamic world. The silk road started from China to India to Persia and to Arabia.
 * Through what MODERN countries did the silk roads go?**

5th image : This image shows me the comparison of European urban population in 1400s and 1600s. It tells us that the urban population has decreased in the 1600s. We could assume that the size of the new walled capital was gigantic if it held fifty times the European population.

6th & 7th image : These images show me the past and the current map of Beijing. Both map shows me that the capital is still great in size and the modern map tells me that the Forbidden City and the Temple of Heaven are still there in China. Although important structures such as the Forbidden City and the Temple of Heaven are still there, I think the size of the city got bigger in the map of modern China. Also there are a lot more roads and details in the modern map. However, I think that they renamed the Temple of Agriculture to Hall of Prayer for Good Harvest in the modern map, and also I think the location of that temple has been moved to the south of Temple of Heaven. According the the map of the past China, those two temples are side by side.
 * Compare this map of the great walled capital Zhu Di built, to this map of modern China.**

8th image : This image shows me the different sections of the Great Wall of China built during different dynasties. Ming dynasty has created the most sections of the Great Wall of China. If the Great Wall of China was really 6,400 km long, it would probably end up at the western edge of Iran, according to my estimation.
 * If it WAS, where would it reach, if it began at the Yalu River? Use the map in MWH Atlas p A18-19 to estimate where you would end up if the wall really extended 6,400 kms due west of Beijing.**

9th image : This image shows me the prime meridian, which is Greenwich, England. If Zhu Di did achieve his goal and China did become the prime meridian, then the whole world would have completely different time than now.

10th image : This image shows me the route of Grand Canal which is starting from Beijing and ending at Hangzhou. This shows the power and the passion of Zhu Di to improve China and his great achievement of The Great Canal and Forbidden City less than 2 decades.


 * 2/9/11**
 * Class 10**
 * 2 sentences on 3 maps**

I think these three maps shows how quickly the Islamic religion has spread. It also suggest the power the Islamic religion might had by spreading it to a huge area.

- Jessica, Kevin, Hye Rim
 * 25/8/11**
 * Class 7**
 * Turning points in Pre-Renaissance World**


 * 24/8/11**
 * Class 6**
 * APPARTS on The Black Death**

**23/8/11** **Class 5** **Family History Project**

**Event: My Brother's Birth**

**Recount of the event:** I was 7 years old, a first grader, when my mother told me she had a baby. I was really surprised and excited at the same time because I have always wanted a brother or a sister. My mom got bigger and bigger, and finally on January, when I turned 8, my mom and dad hurried to the hospital one morning and gave birth to a healthy, young, boy. An interesting thing that day was that both me and my grandmother had a dream of a baby being born. The written sources below show us that my brother was born on January 18th, 2004, at 2.40pm. When I visited my mom, she was lying, and there were red spots around her mouth that told me how tiring and hard it was. The unwritten source shows how my brother looked like when he was just born, with his footprints beside his picture. When he got back home, he couldn't talk, or even crawl. As he grew older, he started to walk and talk, and then he was finally able to communicate with us a little. He brought joy to our family and still does. He is currently 7 years old, and is going to a Korean elementary school.

**Primary Written Source :** The first written source is a baby notebook that the hospital gave to every babies born. It has the record of his weight, height, blood type and other basic information. The second written source is a baby name card that my brother had on his bed in the hospital. It tells us the date and time he was born. These sources are primary sources because they were given by the hospital which my brother was born. They are significant because they show us when my brother was born, the day I had a younger brother and the day my parents had a baby boy.

**Primary Unwritten Source :** The first unwritten source is a page of the baby notebook, with my brother's face and his footprints. The second unwritten source is a picture of my brother when he got back home. These sources are primary sources because they are the pictures of my brother when he was young, one taken by the hospital that he was born, one taken directly from my dad. They are significant because that's the only picture with my brother's footprints and is also the very first picture taken and also the other picture is the first picture taken at home at the day he got back.

**Oral Interview:** This is an interview with my mom, what was it like when she had the baby and how did she feel like after the baby was born. This is a primary source because it is an interview with my mom, who was the main person in this event. **What was it like when you had the baby?** media type="file" key="AUD110823_0006.mp3" width="240" height="20" Translation: - I was in the late 30s when I had Seung Heon(my brother), and also there was a big age difference between you and him so I was worried and was being careful. I stopped my work that time and stayed at home almost the whole time. When it was about time for labor, he weighed about 4kg and my whole body got swollen, fatter and I felt very heavy. I couldn't sleep lying straight. I just spent my time counting down the days till your brother was going to be born, but it was after one week from the expected date when I finally labored. I was getting worried whether I should have a surgery, but thankfully I labored him without any surgeries.

media type="file" key="AUD110823_0007.mp3" width="240" height="20" Translation: - I put in a lot of strength and effort when I was laboring him. I had red spots around my mouth because I was putting in too much strength. It was really hard and tiring, but when the baby was born, you, your dad, and your grandma were so happy to see him. I was proud happy that I have a new family member and that washed away my tiredness. However, after that happiness, came the struggle of infant caring.
 * How did you feel after the baby was born?**

** 18/8/11 ** ** Class 4 **** "The Many Hats of a Historian" **

__Vocabulary__ Heretical: Believing something that opposes the belief of Christianity. Faggot: Bundle of sticks that symbolized conviction for heresy and had to be carried during a penance. Eucharist: Christian ceremony commemorating the Last Supper. Bread and wine are consumed. Abstain: Prevent yourself from doing something Penance: A public self-punishment for having done wrong Beseeching: Ask or beg someone Source: Can be a place, person or a thing which an information could be contained form

__Questions__

Please do not begin answers with a dash ("-") as this is an incorrect usage of the punctuation.

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 is being punished for his heretical beliefs and he has to carry a faggot and make a speech in front of people saying thathe was wrong to belief such things and that others should take him as a warning not to have heretical beliefs.- The main point of this article is to tell that the church authorities can be cruel and were very powerful at the time. Anyone who disobeyed or opposed the idea of Christianity were to be punished.

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? - According to John Arnold, the roles of a historian is to read records, report on what he or she has found, treat the sources with fidelity, and to act as an interpreter of the gaps of incomplete histories.  - I do agree with John Arnold’s assumptions although I think historians should also be a questioner, a discoverer and explorer of new facts and also be able to tell a story from the records he or she has found.

He mentions these -- NINE roles in all!

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? - “Treat(ing) their sources with fidelity” means to be fair and not to judge what to put and not to put in the history, not to ignore records that shows that their arguments are wrong and also not to make up stories that records doesn’t say.  - This is important to remember because sometimes as you read along the historical references, they might tell you something that you don’t really want to believe, or something that disagrees with your belief. We must treat the sources with fidelity and accept what references say, and to keep an open mind as we read.

You have misunderstood the phrase.

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 be interpreted in more than one way by looking at it from different perspectives. Also historian’s prior knowledge might affect how the event will be interpreted.  - One event in my life that can be interpreted in different points of view would be when my eyes are teary and about to cry. One might think that I am crying because I am sad, when actually I was just teary from yawning.

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. - Once there was this wire that sparked really big. I got to my mom and told her about it and she came over to fix it. I was scared when she was going to touch the wire because I thought she was going to be electrocuted. I screamed at my mom not to touch the wire. My mom didn’t know why I was screaming and thought I was just being rude by screaming at her.  - I don’t think a historian can be completely objective unless understanding and knowing the story from every possible perspectives. For example, I screamed at my mom for fear of her safety. Mom thought I was just being rude by screaming.

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? - If historians practice subjective history, the history might be bias because of their personal opinions, and also their judgements of rights and wrongs of the history might be wrong. Subjective history could be beneficials because it may help to see the history in different perspectives with opinions from different people. It made sense for us to remember the story that way because we didn’t understand what both of us meant and didn’t share our thoughts. This tells me that history can be viewed very differently by each historians.

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 is “a storyteller” because they always share what they know about history to wider audience through all sorts of media. I think it would be difficult to trust historians a hundred percent, with myriad versions of every story each with a little variations from perspective. However we can still trust the sources and the evidence that historians provide because those are true and reliable.

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? - Before reading this, I thought that historians were always correct. After the reading, now I realized that historians can be wrong and we should look at the history with different perspectives, not just trusting entirely on what the historians say.

9/10