Carol's+World

=Class 51 (5-25-2012)= Timeline of Events: Annie Lee & Carol Jung

1979 December: Soviet Union’s Armed Forces (Red Army) starts their action to create a communist government. They invade Afghanistan to stop US influence.

1989: Four countries: Afghanistan, USSR, the US, and Pakistan sign a peace treaty. This made Soviet Union take back their troops.

1998: US suspects bases of Osama bin Laden. They launch missiles and throw bombs US embassies in Africa.

2009 December: Barack Obama, the president of the US, plans to increase the number of US troops to 100,000. He also plans to withdraw by 2011.

2012 January: Taliban opens office in Dubai. He plans on peace talks with the US & Afghanistan. = = You have missed key events, and included relatively insignificant ones. 8.5/10

=Class 49 (5-22-2012)= =10/10=

=Class 49 : Unit 7 Debate (Lisa Lee & Carol Jung)= media type="youtube" key="5kLXLMV7o-Q" height="315" width="420" Pro: Lisa Con: Carol link: []

=Class 48 (5-19-2012)=


 * 5 underlying causes of the Cold War**

1. disagreement about how countries should be led by what government types (communism & capitalism) 2. mistrust that began when communists overthrew the Russian government that angered the USA, Britain, and France 3. fear that Russia was adding more and more states and was expanding rapidly 4. the fact that Russia had previously made an agreement with Germany 5. the aftermath of the Yalta agreement (Stalin's approach to setting up new governments)


 * The Cold War Pg 13~19 A,B,C**


 * A. Look at the photographs opposite.**

This house was hit by a nuclear test-explosion. It was first affected by a blast of heat, and then by a shock wave. Although it was 5 km away from the place of explosion, it was devastatingly destroyed, and the last picture shows no trace of a house. It is completely gone with only remnants of wood.
 * 1. Describe in your own words what happened to this house.**

If a whole town was hit by this same explosion, it would be more than a thousand times worse. This is just a small house in the middle of nowhere, and it was affected 11 seconds after the test-explosion. If there was a whole town affected by the same nuclear explosion, there would be people being burned to death, crushed by falling buildings, or being torn into pieces. Houses would disappear in a matter of seconds, with gas and dust covering the atmosphere, making it difficult to see all of this happening.
 * 2. Use your imagination to describe what would happen if a whole town was hit by an explosion like this.**


 * B. Look at the photograph above.**

These people wanted the government to ban any more creation of the bomb because they finally realized how devastating the effect of a single nuclear bomb would be. When information about the atomic bombing of Hiroshima reached them, they realized that if the creation of these nuclear bombs were to continue, the people themselves might someday be in danger. Before, they knew that these bombs were the most powerful bombs ever made in history. However, it was in the 1950s when they finally learned what this really meant when put into practice. In simple words, the people were fearful of these bombs.
 * 1. Why do you think these people wanted the government to “ban the bomb”?**

There was a big range of people who wanted to ban the bomb because the bomb didn't just affect one single group of people. It had a devastating affect to every single human being living in that area. These people realized that one bomb could kill millions of lives of people and destroy homes. Therefore, everyone, including old and young people, contributed to the movement of banning the bomb.
 * 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?**

There were several different arguments against banning nuclear weapons that maintained the creation of nuclear bombs for at least several decades. First, there was a “new look” defense policy introduced by President Eisenhower of the USA. This policy suggested that it is highly important to make as much nuclear weapons as possible so that the USA would be able to respond to any Soviet threat with massive retaliation. This was an idea that made it seem necessary to create so many nuclear weapons. Second, there seemed to be a bomber gap between the USA and the Soviet Union. USA over-estimated the Soviet Union’s bomber strength too much, which made them create twice as many of a new bomber to be built. Lastly, there was something similar to a bomber gap: a missile gap. When experts estimated that the Soviet Union would have 10 times more missiles than the USA in just a few years, John Kennedy promised the nation to build more missiles so that there would be no missile gap. All of these reasons contributed to the nation’s belief that it was important for the creation of nuclear bombs to continue.
 * C. Look back to chapter 7 on pages 16~17. What arguments were there against banning nuclear weapons?**

Most significant event: a. Berlin Wall b. Berlin Wall Comes Down c. Space Race d. Moon Landing
 * Textbook Pg 530~537 Chart**

I believe that the Berlin Wall coming down was the most significant event among the others. This particular event was unique in that there weren't any sort of competition or hatred between the US and the Soviet Union. This should be regarded important because it was such a victorious day for the people who couldn't step beyond the wall. They were basically captured like inmates in a limited amount of area in Germany, where the only source of food came from planes. However, as soon as the wall was broken down, I could tell by the people's expressions shown in the video that, this day would never be forgotten. Before, people were deprived of basic rights and freedom. Now, as soon as the falling of the Berlin Wall, people were so happy that they finally could meet their family and friends again. Their freedom was restored, and they were back to normal. The three other events, the Berlin wall, space race, and moon landing were just minor events that explained the tension between the US and the Soviet Union, no more and no less. Therefore, the Berlin Wall coming down was, in my opinion, the most significant historical event among the four.
 * 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.**

10/10

=Class 47 (5-17-2012)=




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

I believe that it was right for the Allies to try only Nazi and Japanese leaders for war crimes. If we look at the big picture, the only disastrous events or battles during the war period were somehow tied to either Nazis or Japanese leaders. The most significant example of this would be the Holocaust, where Nazi leadership took huge power and decided to get rid of every single Jew. No matter how young or how old they were, Jews were killed in whatever way was available in the concentration camps. About 6 million deaths were caused just by this single event. Moreover, Japan’s bombing of Pearl Harbor was what led to anger of the US, causing the war to expand both in terms of region and idea. The Japanese leader at this period wanted to expand as much territory as it could, even an inch of land. This greedy and uncontrollable mindset of Japanese leaders and Hitler’s psychopathic behaviors were the only factors that actually directly led to the war crimes.

10/10

=Class 46: The Holocaust=

I can tell after watching this video that the Holocaust wasn’t just a time period of discrimination against certain races or certain people with unique characteristics, but also an event that was simply a moral injustice. I couldn’t believe the fact that the twins were segregated from the rest of the people just because they were twins, and they had to do whatever the people told them to do. What is even more unbelievable was that the twins that looked unhealthy were taken away, and they were never seen again. They had to go through experiments that caused so much harm, and sometimes, some women weren’t able to have children. This is, without any doubt, more than torture. The way the two twins talked about how they were so happy when they had twins really had an impact on the bottom of my heart. I could really feel the suffer they had to go through in that time period.
 * Twins**

It was clearly shown that the man in this video still had sympathetic emotions hidden somewhere in his expression. To protect his younger brother, he didn’t say a word when he was stripped naked and was getting beaten up almost to death. I myself grew up without ever getting beaten up, ever. I never realized how horrible it would feel like to be stripped naked and beaten up in public. However, when I heard that this survivor did whatever he could to try to protect his brother and was keep being beaten in front of a whole bunch of people, I felt nothing else but sympathy for him. As the short clips of getting tortured were shown in this video, I couldn’t imagine myself being in this scene. It seemed so horrible. The day his mother and sister got taken away was so vivid and clear in his mind, and he probably was in such a huge shock that he doesn’t even remember if he hugged or kissed his mom before being separated. After watching this video, all I could think of was that the people living during the Holocaust had no choice, no right, no respect. They lacked basic human rights.
 * Brothers**


 * Mordechai Eldar**

The way this survivor explained that if you had a chance to get just a portion of a bowl of soup or a crumb of bread, you had to fight for that. You had to do whatever you could to survive, at least for the day. When he said this, I was completely horrified that surviving for just one more day would be that good. I could see the clear pictures of people naked, their bones showing and about to rip out of the skin so badly that I could tell they were famished to death. Eldar also said that seeing dead people all along the way was so normal, and he even had to strip the dead people out of their clothes to be warm. I could really imagine how the people did whatever they could and used all of their power they had to survive.

This particular survivor was unique in that she had a sister who couldn’t stand the situation they had to go through anymore. I thought, “How could it be that bad? How could someone want death over anything?” Some unlucky people, even young children, were being burned. Basically, everyone in the concentration camps was working and working and all they did was wait for the day of death. Everyone expected that it was simply impossible to get out of here without being killed. I couldn’t believe how bad the camps were. I couldn’t imagine soldiers and guards keeping an eye on every single jew and making sure they were working to death. And I really couldn’t believe that these people lived with just one emotion: fear.
 * Zanne Farbstein**

Hollander described one day during the Holocaust that he remembered the most. He described how a coalminer brought him a cake on Christmas. He wanted to save half of the cafe to save for his brother who was sick in the camp. However, when the coalminer told him not to because if other people knew, the coalminer would be forced into the camp as well, he cried uncontrollably. I was surprised that this day was the day Hollander remembered the most. I was surprised because it is unusual for someone to cry just because he or she couldn’t save a portion of the food. However, this was when I realized how bad the situation was in these concentration camps. People probably starved to death, and they would have fought for any little piece of food. When he also told his weight after coming out of the camp, I was horrified. I couldn’t imagine a man weighing 33kg. All I could picture in my head was skeleton. I felt incredibly sorry for this man because he had to survive through the camp with all of his family members murdered.
 * Yaakov Hollander**

Engelsman talked about how she lost her emotion during the camp. She couldn’t fell joy nor fear. How big a shock could someone receive to make them lose their emotion? I immediately knew that she wasn’t the only one who lived like this. Situation in the camps was so bad that people had no hopes. I thought that these people had only bodies that were alive; their souls were pretty much dead. When she said that she had always wanted to be a nurse, I felt that she probably wanted to be one since she knew how suffering from pain was so horrible. Only holocaust experiencers would know how it really feels like to be suffering. Like many other holocaust survivors, Engelsman was the only one in her family who survived during the war. It is extremely difficult to imagine living and struggling for life without family’s help. I now learned why people said they were living with no hope.
 * Sophie Engelsman**

I couldn’t believe how the Jews were called by their numbers instead of their names. I think this is probably the worst thing the Nazi Germans could do. How could they possibly take away the Jews’ identities? What right allowed them to do anything like that? Eva Brown was also a holocaust survivor who lost all of her family members. They were either taken away or murdered. Before watching this video, I thought that holocaust survivors were lucky to stay alive at this moment. However, I realized that’s not true. They are currently living without a complete family. I cannot imagine how worse the situation could get. I felt sorry for every single holocaust survivors, and I learned that the mental and physical pain they received will be deeply buried in them forever.
 * Eva Brown**

10/10

=Class 45= Guided Reading


 * 8. Battle of Leyte Gulf**
 * Japanese wanted to halt the Allied advance & destroy American fleet
 * had to risk entire Japanese fleet
 * took place on October 23rd
 * Japanese navy lost disastrously


 * 9. Battle of Okinawa**
 * April 1st 1945: US troops moved to the island of Okinawa
 * Japanese put up a desperate fight
 * June 21st: bloodiest land battle ended


 * 10. Bombing of Hiroshima and Nagasaki**
 * Atomic bomb was created through the Manhattan Project
 * August 6, 1945: US dropped the bomb on Hiroshima
 * 70,000~80,000 deaths
 * August 9th: second bomb on Nagasaki, killing more than 70,000 people
 * Japanese finally surrendered to General Douglas MacArthur on September 2


 * Cost of World War II: Allies and Axis**

USSR suffered the greatest human costs.
 * 1. Which of the nations listed in the chart suffered the greatest human costs?**

While Japan spent the least amount of money for the war among 6 nations, the U.S spent the largest amount, more than 7 times the Japanese spending. Although Germany spent more than 200 billion dollars, it still falls behind the US.
 * 2. How does U.S spending on the war compare with the spending of Germany and Japan?**


 * Military Casualties, World War I and World War II**

There would have been many different factors that may have contributed to the significantly increased number of deaths in World War II compared to in World War I. As time passes, nations would have realized what the more effective way of killing is. They would have developed more advanced weapons. As shown in the graph, Japan was one of the countries that show a huge difference. This was probably due to the atomic bomb created by the US that killed millions of people in Hiroshima and Nagasaki. Therefore, the most important factor that would have contributed to the increased number of deaths in World War II would have to be the continuously advancing technology.
 * 1. What factors may have contributed to the increased number of deaths in World War II over World War I?**


 * Document-Based Question**

Some people were separated from their family and put into crowded rooms, and others had to live under a roof with hot tea but bad living conditions.
 * 1. Under what conditions did the Polish refugees flee from the Germans?**

I can tell that the government wanted to make sure that the soldiers would keep the Japanese Americans where they should be. The soldiers are holding guns, and are aligned straight right in front of the Japanese Americans. This shows how the government treated them as trapped inmates.
 * 2. Judging from the photograph, what was the government’s attitude toward Japanese Americans?**

10/10

=Class 44: The Allied Victory=

1. Guided Reading A1~A7


 * 2. 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?**

Although the two videos were mentioning the same historical event, they were so different in style and in description. The Hollywood dramatization included scenes of people attacking, suffering, and dying. They made it seem like we were actually experiencing the war right now. There weren't a ton of words involved in this video because the main purpose was to show the readers in a few minutes how devastating the lives of soldiers would have been back then. Unlike this, the documentary involves a calm scene where nothing seems too bad. There aren't as much violent scenes shown. The point of this video was probably to "inform" the details of the war such as where it actually took place, what were the benefits, what weapons were used, etc. I would definitely choose the Hollywood dramatization as a more "true" film of the event because, as mentioned earlier, it made it seem as if I was involved in the war. The scenes were so detailed with soldiers' dead bodies clearly shown. It really emphasized the deadliness of the World War II. = = 10/10

=Class 43: War on the Home Front=


 * Fairness/Unfairness of the Japanese Internment**

I believe that the Japanese internment camps were simply unfair, and that there were no justifications for Americans' actions. The Americans started these camps probably because of many different reasons (including the bombing of Pearl Harbor), but they said that their only reason was to look for spies. However, there turned out to be no spies with Japanese descent. Therefore, it can be concluded that the internment camps were destroying the lives of innocent people. A lot of citizens, including children, were captured and sent to these camps without being given enough time to bring their belongings with them. They couldn't even escape because of the barbed wire that could be considered a threat. Moreover, shelter and food conditions were unfavored. The food culture of the Japanese was not even respected.Therefore, I would say that the Japanese internment camps should be regarded as unfair and unreasonable. = =
 * Wartime Propaganda**

I recognized the symbol of Nazism in the cartoon. I also noticed some historical figures such as Hitler, Mussolini, and Mein Kampf. Moreover, the soldiers' uniforms were shown to make it seem more like war.
 * What wartime images do you recognize from your study of the war? **

The message of this cartoon was that living as a Nazi was extremely dreadful. To maintain the pride and power of Nazism, the re was a huge amount of work demanded to Nazis.They had to work 48 hours straight, and they were keep being demanded to work faster and faster but with better quality. This almost seemed impossible, and it made the lives of Nazis horrible.
 * What are some of the messages of this cartoon? **

This cartoon could have been produced by Disney and Warner Brothers merely for several different reasons, but for most of the part, I think that it was for entertainment and education. It was important to understand the situation of the war, but it would have been extremely confusing and complicated to be understood by children. With this cartoon, the message was clear, and the Donald Duck made it more interesting. Therefore, this cartoon was a source that not only entertained little children, but made them understand the situation of the war much better.
 * Why do you think companies like Disney and Warner Brothers produced these cartoons during the war? **

In the cartoon, I see Uncle Sam, representing America, preparing for the USA salvage program. Although there are workers preparing for "Christmas presents," they are wrapping missiles(symbol of weapon) to get ready for the war.
 * Political Cartoon Questions**
 * 1. What is in the cartoon? Explain the symbolism you see. **

The message of the cartoon is that the US is never giving up with the war. It is always ready to attack Germany, and if it plans a program, it always will stick with it. The missiles hidden in the present boxes indicate the smart plan the US thought of. Also, it tells how the position of US has changed so much compared to the beginning of the war when it wasn't involved as much.
 * 2. What is the intended message of the cartoon?**


 * Life in the Home Front in Britain Exploration**

-Over 3,500,000 children, women, and old people had to escape from bombs to safer places -Some immature children thought that they were on a holiday away from the bombs -Some children refused to get on the train and stayed in their bombed places
 * 1. Children at War**

-The amount of food people could have was very limited -Families could only shop food in stores when they registered -Not only foods were rationed, but clothing was also a huge problem
 * 2. Rationing**

-Women played a significant role in the Land Army -Later, the government made women stop joining the army and start working in factories -Women's Voluntary Service played a huge role: they helped evacuees, drove ambulances, and ran nurseries
 * 3. Women at War**

-There were many different propaganda posters each with messages -There were different ways of grabbing the viewer's attention, either with huge letters or unexpected pictures. -Some posters had interesting phrases, like "Is your journey really necessary?" and " Leave this to us Sonny, you ought to be out of London," that made the people think once again about their role in the war.
 * 4. Messages of War**

10/10

=Class 42 Assignment: Japan Seeks to Build an Empire=

Guided Reading Chart:

 * Part A:**


 * Part B:**


 * Identify Isoroku Yamamoto and Douglas MacArthur.**

Isoroku Yamamoto was a naval strategist who played an important role in Japan’s plan of massive attacks on Southeast Asian countries. He wanted Japan to attack on the US fleet in Pearl Harbor in Hawaii. This attack took place in December 7th, 1941.

Douglas MacArthur was a commander of the Allied land forces in the Pacific, and he was the one who made a plan to attack the less defended islands in Japan.

Cartoon Description
1. Let Sam Do it: This cartoon shows how countries are not willing to help either China or Japan while they are struggling for expansion. Even the League of Nations don't want to get involved in the fight and are telling America to get involved and do whatever that would help to stop the fight. On the right side, Uncle Sam, representing the US, is staying still with a stern expression on his face. None of the countries shown in the cartoon seem to like the idea of Japanese expansion.

2. Let Others Sweat and Toil: This cartoon is a Japanese view that the Western countries like US and Britain are not doing anything except waiting to be carried by the Southeast Asians. The Western powers are enjoying their positions with lots of money while the Asians are doing all the hard work. Therefore, this cartoon is an additional cause of Japan's attempt of expanding.

3. This cartoon really shows that the Japanese, during their expansion, were viewed as extremely powerful and dominating. Even the League of Nations are held under Japan's hands. The nations, including treaties and powers in other countries, are squeezed tightly by Japan. This shows the extreme role that was taken, and how its expansion was something that dominated a huge part of the world.

4. This cartoon includes two different sides during Japanese expansion. While Japan is eager to attack Southeast Asian countries like New Guinea and Australia with an advanced weapon, it is also being defended. This cartoon also shows that while Japan was powerful enough to take a step into New Guinea and attack, its opponent was not able to take even a step. Even though Australia is represented as a huge kangaroo, it is carrying a sword which doesn't give much benefit compared to a shooting gun. Like other cartoons, this cartoon explains how Japanese expansion was viewed as very powerful and extreme.

**Why did Japan attack the United States of America? Provide evidence from the source below in your answer.**
Japan attacked the United States of America because of US's actions that were not favored by the Japanese. The US treated Japan as its enemy, and its actions clearly showed that if Japan did not take action first, US would somehow come and attack Japan first. It all started around 1930 when USA sided with China, Japan's opponent, during the expansion. The support for China's Nationalist Government made Japan believe that US became its official enemy. The US also developed its army and cut off most of its material exports to Japan to prevent Japan's further success in weapons and technology. This made Japan turn against the US and believe that there is going to be an attack between them sooner or later, so it is better to attack first before being attacked.


 * Article notes about Pearl Harbor**

Before: During: After:
 * US was originally neutral during the WWII
 * 1941: Japanese government's two-pronged strategy: diplomats negotiated about Japan's desire for expansion
 * Under Isoroku Yamamoto, Japan was able to make plans about destroying the US fleet in Pearl Harbor
 * Japan was able to launch a successful attack in Pearl Harbor (December 7th)
 * Americans started responding after the bombs fell
 * America didn't have much aircraft & technology left to maintain their position at war
 * Japan didn't lose that much planes & crew
 * Americans were outraged
 * worst naval disaster in US history
 * 2,000 casualties, dozens of aircraft destroyed, 21 ships damaged
 * US Congress declared war on Japan in December 8th, 1941

10/10

=Class 41 Assignment=

Notes German invasion of the rest of Europe in 1940 defeat of France Operation Sea Lion: invasion of Britain

British standpoint of war British didn’t have as much weapons during the battle had air crew, radar with speed, factories to produce aircraft, observer Corps to search on enemy

Bombing of Berlin in 1940 Hitler’s attack in London 1940 September 7th destruction of German aircraft 1940 September (advancement of RAF)

**Battle of Britain Questions**
Operation Sea Lion was an invasion of Britain by Germany.
 * 1. What was Operation Sea Lion?**

The British weren’t prepared with all of their weapons, while the German Air Force held so much power with 1000 fighter planes. The British had 750 planes, 25% less than German.
 * 2. Why did the battle not look good for Britain?**

They had technology (radar) that could determine the distance and locate the point where the enemy stands. The speed of an aircraft approaching could also be determined.
 * 3. What advantage did Britain have?**

In 1940, when RAF aircrafts attacked Berlin, Hitler brought its forces and raided Britain’s cities.
 * 4. What was Germany's mistake?**

There were high number of deaths and destruction of homes. The bombing of London helped Britain build the airfield and develop the RAF.
 * 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 significance for the Allies because they figured out that they had hope and it isn’t entirely impossible to win the Germans. It also acted as encouragement for soldiers to join the army.
 * 6. Why was the outcome of the battle of Britain significant for the Allies?**

Regarding the fact that the Germans were much more stronger in terms of military, the British were still able to hold off the German invasion due to several reasons. First, British were successful in implementing their high, advanced technology into the battles. Their newly developed radar, a technology that was able to measure the distance between the country and the enemy, helped Britain destroy the German planes that were approaching. Second, there were a high number of fund raisers and volunteers that contributed to the war. All of the encouragement they received resulted in a huge success in preventing the German invasion causing a damaging effect on them. Due to these factors that the Germans lacked, the British were able to hold them off with their invasion.
 * Why were the British able to hold off the German invasion when they were militarily weaker?**

10/10

=Pg 492~496 Section Assessment #2, #8 (5-1-2012)= 2.

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

Napoleon and Hitler were both leaders who made failing attempts to conquer over the land of Russia. Although they were both planning to take over Russia, there were problems with either time or conditions. For example, in Hitler's case, he was hoping that the invasion would take place somewhere around September, right before winter. However, when the plan to destroy Britain was not being applied with proper results, the attack of Russia got further and further delayed. Hitler's army had to fight during the winter when weather and food conditions were terrible. Similarly, Napoleon's troops suffered from the harsh winter weather and difficult food conditions as well. Therefore, Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union were similar in that both leaders made mistakes that led to an unsatisfying effect.

10/10

=Hitler's Germany Pg 21~25 Notes=

10/10

=Notes on Hitler's Germany Ch 1~2= ==

10/10

=Class 37: Oral Quiz 4: Fascism in Korea=

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

Hmm... not sure that you've quite understood that Fascism "looks" different in different countries. You DO understand that Fascism would be bad for Korea. 8.5/10

=Class 35: Oral Quiz 3: Global Impact of The Great Depression=

media type="youtube" key="gxAN7zN8-N8" height="315" width="420" link: []

Very well organized and articulate. Small point, but you cannot say that something or someone is "unfavored" by others. 10/10

=Class 34: The Great Depression=

Station 1: digital organizer = = station 2: Newspaper Article

International Herald Tribune

Unemployment: One Thing That Needs to be Solved. Right Now.
Thesis: Unemployment rates reach the maximum point where situation cannot get any worse, and stability and peace are hidden deeply behind the people's backs, nowhere to be seen. 1. The jobless people ask for any job out there with the lowest possible wage, causing their lives to be miserable and stay that way for a long time. 2. The unfortunate people who are unable to receive any job possible remain famished and poor. 3. There is no room for improvement, and the citizens cannot do anything but to watch everything ruin their lives and the nation as a whole.

New York Times

Devastating Event of the Stock Exchange. Could Anything Get Worse?
Thesis: With high rates of unemployment, citizens also had to face the instability of the stock exchange that caused billions of dollars to vanish into thin air. 1. Stock market collapses and thirty billion dollars disappear in just one day, naming this day the Black Tuesday. 2. Enraged people cannot do anything to stop bank failures causing their money to vanish. 3. The previous destructive days of the stock market breakdown mark one of the most unwanted events in history.

station 3:

10/10

=Class 34 Oral Quiz #2: Communism=

media type="youtube" key="t0y-54xcYIc" height="315" width="420" link: [] = = I'm not sure that speaking about Japan's domination of Asia really focuses on your task. 9/10

=Class 32: The Chinese Revolution and Japanese Imperialism= = =
 * Station 1: How did the Treaty of Versailles add to China's problems?**

When the Chinese declared war on Germany, it's reason for joining the war was because it wanted to gain support from the Allies. It also wanted to get rid of foreign control of the land. However, the Treaty of Versailles turned out to be setting things that were not desired by the Chinese. China did not get much from the treaty, but it only had more problems. It got controlled by Japan. Also, there was a civil war between the communists, led by Mao Zedong, and Jiang's forces.

For over two hundred years, Japan had been keeping itself isolated from any foreign ties. However, this changed after American forces entered Japan in 1853. As Japan started to break its isolation policy by agreeing to open up trade to the US, it began making more and more deals with many other foreign nations. It was the shogun who agreed to make these treaties. Japan's citizens were not satisfied with the way the shogun was opening the country to foreign relationships. The Emperor Mutsuhito decided to rule Japan directly. His reign, which lasted until 1912, was called the Meiji era. Under the rule of Emperor Mutsuhito, Japan completely changed. Modernization was brought to Japan. Railroads, mined coal, and factories were introduced. Government and education systems changed. As these changes were occurring, Japan's economy and military power began boosting more and more rapidly. Like any other powerful nations, Japan wanted to expand itself. Japan went into war when an agreement with China was broken. It gained Taiwan and other pieces of land. Surprisingly, in the war against Russia, Japan claimed victory, proving to the world its great power. In 1910, Japan gained complete control over Korea. The Japanese changed Korea as a whole. They got rid of Korean newspapers and education system and replaced them with Japanese education so that everyone would start learning their language. Lands were taken away and were given to Japanese settlers. Koreans were banned from starting businesses.
 * Station 2: Japan's Role in Asia**

caption: Japan's power is proved by its ability to bring change and have such a great impact in Korea.
 * Image 1:** Japanese influence of education and culture over Korea

A huge event that was a minor cause of the World War II occurred in early 20th century, several decades after the change in Japan. This event is often called the Manchurian Incident, or the Japanese Expansionism. As Japan's economy and power was improving and increasing rapidly, it's desire for expansion also grew. Its territorial expansion is often looked as brutal, violent, and untrustworthy by other nations because of the way Japan brought machine guns, flew airplanes, and completely occupied Manchuria. Japan itself, however, believes the exact opposite because of its belief that expansion of land was the best possible choice left. Every single event that occurred in this time period is directly related to Japan's rapidly increasing power. By this, it is agreeable that Japan's role in East Asia in the early 20th century was huge.

caption: This map clearly shows how much of foreign lands Japan was able to take over.
 * Image 2:** Map of Japanese territorial expansion over Manchuria & year of expansion


 * Station 3**


 * Was Mao a better or worse national leader than Stalin?**

Although Mao and Stalin were both similar in that they brought so much damage to the mankind by causing millions of unreasonable death, Mao still took a bit of responsibility during his rule unlike Stalin. While it is impossible to think of any benefit or positive change that Stalin brought to his country, the Chinese still think of Mao as a father and leader of the Peoples' Republic of China. In other words, Mao showed at least some leadership. Despite his fault in horrific suffering, trauma, misery, torture, and death, (which Stalin was also responsible for) he was a smart leader and was regarded as a skillful tactician. The people of Russia has always viewed Stalin as a dreadful leader. They have never shown any actions of honor or remembrance. Unlike this case, the Chinese often visit places that commemorate or celebrate Mao as a leader and father of China. Therefore, it is clearly distinguished that even though both leaders brought great suffering to each of their nations, in more specific comparison, Mao was a better national leader than Stalin.

Well done. 10/10

=Russian Revolution Oral Quiz #1 (4-10-2012)= media type="youtube" key="TaUR3UMy3JM" height="315" width="420"

[]

You did a good job with this, but try to avoid repeating yourself when time is so limited. 10/10

=The Russian Revolution Station 1~3 (4-9-2012)=

Station 1: Overview of the Russian Revolution

 * Why did Russia have a revolution in 1917?**

Russia’s revolution in 1917 was caused by many major and minor points. The first main reason that caused the revolution was Russia’s rapid growth of industry. This growth brought numerous problems such as poor working conditions, low wages, and child labor. This marked the beginning of revolutionary groups forming and wanting the fall of government. One example of group was the Bolsheviks led by Lenin. Also, Russia suffered from a defeat in Japan, causing deaths of workers and strikes to spread. Even in World War I, Russia had four million soldiers either killed, wounded, or captured. Conditions kept getting worse as soldiers refused to fight, prices skyrocketed, and people starved. The czar at this time, Nicholas II, had to be executed and replaced by Alexander Kerensky. However, the new leader could not bring any improvements because he wanted to keep Russia in the war. When Lenin decided to bring about the revolution, his idea spread to many people. This marked the start of Russia’s revolution.

Station 2: Video/Podcast
podcast: media type="file" key="Dblock-CarolJ-Stalin Response.m4a" width="300" height="50"

1. What is the message that the poster is trying to get out to the Russian people?
The message that this poster is trying to tell the viewers is that under the rule of Lenin, all people, no matter where they come from and what their gender is, will be governed properly and will result in satisfaction. This is shown by the happy faces of the different people. The caption that follows this poster is " With Lenin's banner we were and will be victorious." This means that Lenin will lead all followers victoriously.

2. Do you find this piece of propaganda compelling? Why or why not?
I find this piece of propaganda compelling because it clearly shows the point directly to the viewer. I knew right away what the poster was trying to say because of the facial expressions from distinguished people. I knew that every single citizen would be respected under the rule of Lenin.

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
= = = =

=Class 30: Textbook Reading & Question (4-6-2012)=


 * 2. 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 was originally signed between Germany and the Allied Powers for the purpose of keeping peace among nations. However, as there were many different opinions shown by each country, the treaty turned out to be not effective. There were disagreements between nations. For example, France and Britain wanted to destroy Germany and put the full blame on her for causing the war. Germany lost enormous amount of territories and had to pay reparation to the Allies. Just by this, it was clearly shown that the Treaty of Versailles was not sticking to its purpose of keeping peace. Not only was it Germany that faced troubles, but even Allied Powers such as Japan and Italy gained less land than expected. Even the League of Nations, created by the Treaty of Versailles, could not be maintained due to the lack of support from the US. Woodrow Wilson, from the United States, proposed an outline called the Fourteen Points which emphasized ways to achieve peace. Unlike the US, other countries in the Allied Powers were wanting damage in Germany. These different views towards the Treaty of Versailles were taking place, thereby making the treaty useless.

=Understanding World War I: War in the Air and the Sea (Annie, Andres, Carol)= []

=Class 19 Assignment: Map Comparison & Q's (2-28-2012)=

The "European Alliances" map clearly shows the division of allied countries, the Allied Powers (Germany & Austria-Hungary) and the Central Powers(Great Britain & France & Serbia & Russia). The "Great War" map shows the countries in a cartoon form. It is trying to explain how the Central Powers were more powerful than the Allied Powers. However, by the machine guns, you can tell that the Allied Powers' technology was more advanced. To sum up, the European Alliances map shows the alliance system between countries, while the Great War map shows the countries' characteristics.
 * 1. Map Comparison**

Serbia might have wanted to stake a claim to Bosnia and Herzegovina because of its great Slavic population. Adding more Slavic population to its original population would mean greater power.
 * 2. Why might Serbia have staked a claim to Bosnia and Herzegovina?**

Russia might have been interested in helping with Serbia because Russia also consisted of Slavic population. This wouldn't have given any harm to Russia. It would actually be more beneficial because same kind of people meant similarities. Also, it might have wanted to make its alliance with Serbia stronger.
 * 3. Why might Russia have been interested in helping further that claim?**

Germany and Austria-Hungary would have resisted moves for Bosnian secession from Austria-Hungary because in a way, they feared that their enemies (Serbia & France, etc) would gain more power if they were the ones who brought more Slavic population into their territory. They didn't want a difference in power that tends to lead to war (although there //was// a war).
 * 4. Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary?**

10/10

=Class 15: Impact of Nationalism (2-17-2012)=


 * Positive and Negative Impacts of Nationalism (Chart)**

I believe that nationalism has had a more positive impact on the world than a negative impact. At first, the swift of government system may have caused some minority groups of people to struggle since they had to adapt to the majority's lifestyle. However, this new idea of nationalism, which was to be loyal to the citizens instead of the king or the empire, really proved to be successful. Nationalism made it possible for people to achieve the common good, or the common goal. They were able to unite with each other and work as a nation, as a whole. Even though there were competitions among nations that brought conflicts, competition could be a good sign. Without competition, there would be no way for people to get motivated on improving. Therefore, I believe that there were more positive impacts of Nationalism that were greater than negative impacts.
 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.**

**Type of Nationalist Movements (Chart Questions)**
The first form of Nationalistic movement is unification. It is a type in which lands that are not officially the same but share similar cultures unite with each other. Another type of movement, separation, is a type that groups with different cultures fail to agree and unite with each other, resulting in breaking away. The last type is state-building, which is exactly the opposite of separation. State-building involves culturally different groups actually agreeing on one culture to form into a new state.
 * 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.**

Empires like the Austrian Empire and the Ottoman Empire included large areas and a lot of people living in those areas. Therefore, there were a variety of people living with diverse cultures. Since it was an Empire, it should have been powerful and full of pride. This probably meant that no one group would have tried to give up or sacrifice their culture to shift their focus into another one for the purpose of unification.
 * 2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism**?

Pg 261 Cartoon Questions

A boot is used as a symbol for Italy. The boot is being attached to the king of Sardinia, meaning that Italy is being attached to a new land. Garibaldi is being portrayed as a helper, or a bit like a servant for the king. In real life, the cartoon is trying to show him as a nationalist who is willing to help Italy unite with Sardinia. The title, "Right Leg in the Boot at Last" indicates that the unification had been expected for quite a bit of time. This is shown by the phrase "at last," which is being used similarly to the word "finally." = = Prussian territory was not a huge chunk of land. It was divided into several parts because there were areas that Prussia couldn't control. After 1865, the year 1871 showed the biggest expansion. A huge chunk of land in the south (southern German states) annexed to Prussia. The eagle at the middle represents Prussia's power that caused German unification. Prussia was victorious with all of its wars against foreign countries, which made Germany accept its leadership. The swords at the side each represent violence and iron (from the phrase "blood and iron," stated in one of Bismarck's speeches). The word "Germany" in red color represents blood.
 * 1. What symbol does the cartoonist use for the soon-to-be nation of Italy?**
 * 2. How is Garibaldi portrayed?**
 * 3. What does the title of the cartoon say about the cartoonist's view of Italian unification?**
 * Case Study: Germany**
 * 1) Create a flow chart that shows the key events that led the unification of Germany.**
 * 2) Looking at the map on page 263, answer the two geography skillbuilder questions.**
 * a) What was unusual about the territory of Prussia as it existed in 1865?**
 * b) 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.**

1. "Symbol Of Germany Isolated Over White Stock Vector 64381087 : Shutterstock." //Stock Photos | Shutterstock: Royalty-Free Subscription Stock Photography & Vector Art//. N.p., n.d. Web. 16 Feb. 2012. . 2. OCAL. "Broad Sword clip art - vector clip art online, royalty free & public domain." //The online royalty free public domain clip art - vector clip art online, royalty free & public domain//. N.p., n.d. Web. 16 Feb. 2012. .
 * Citation:**

20/20

=Class 14: Case Study (2-15-2012)=

Terms & names

Sepoys, or Indian soldiers, were very significant to Indian history because they were the first ones to take the risk to show rebellious actions towards the British. The Sepoy Mutiny was the official starting point of the rebellious acts by the sepoys. It marked as a turning point for British rule in India as well, causing divisions between British and the Indians. This political group formed by Indians first focused on gaining equal rights for Indians, but it was important in that it also shifted its focus to self-government and independence as well. It was a well organized group that reflected the Indians' views. Gandhi was a figure who supported non-violence cooperation, which is very unique because not many people believed in this. However, this belief turned out to be successful in several different things such as tax reductions, wage improvement, and working conditions for workers. In simple words, he brought significant changes to India. Although Jinnah was known as "the best ambassador of Hindu-Muslim unity," he brought failures in unifying the two: Hindu and Muslim. Therefore, he wasn't able to win independence and rights for people.
 * 1. sepoys**
 * 2. Sepoy Mutiny**
 * 3. Congress Party**
 * 4. Mohandas K.Gandhi**
 * 5.Muhammad Ali Jinnah**

Main Ideas First, Britain's military forces were much more advanced compared to those of the Indians. They were militarily successful at most times. Second, chaos between Indian Kingdoms had to get British control. Third, the British had organized goals they wished to achieve unlike Indians. Lastly, they made India politically stable with an efficient government. This meant no major conflicts. The main cause of the Sepoy Mutiny was the British's unwillingness to respect the Indians' religious practices and culture. Indians wanted to possess rights just like the British. The mutiny's main result was direct rule of India by the British. The two groups that promoted the Indian independence were the Congress Party and the Muslim League. They mainly focused on equal rights and independence. Also, Western education brought ideas of democracy which is about equality. The four general principles of Gandhi's philosophy were: living simply as possible, tolerating other people's religion, focusing on servicing others, and battling injustice without using violence. Although Jinnah's goal was to form Hindu-Muslim unity, there was a failure of union between Hindus and Muslims due to different opinions toward independence. Therefore, India had to be broken up. Pakistan, previously part of India, was ruled by Jinnah until his death.
 * 1. What were the four factors that contributed to Britain's conquest of India?**
 * 2. What was the cause of the Sepoy Mutiny and what was its main result?**
 * 3. Which groups and ideas promoted the Indian independence?**
 * 4. What were the four general principles of Gandhi's philosophy?**
 * 5. What role did Jinnah play in the partition of India?**

Documents B, C, E, I are pro-British. A,D,F,G,H,J,K,and L are pro-Indian. Indians in the lowest levels of their society would advance up another level from India's Constitution. The Constitution guarantees equality for all citizens and basic rights as well. With all of these possessions, Indians would face no more inequality problems. British colonization in India would have several different impacts, both positive and negative. First, stated from the Indian Constitution, equality and freedom would be enforced and enjoyed by all citizens. There would be no more discrimination from one class to another. A negative impact would also take place. As said in Document D, the British are, in someway, using India to suit its needs. In other words, the British are viewing Indians as advantages for their country. Also, Document K shows continuous conflicts between Pakistan and India. India is left with no more room for improvement in terms of relationships.
 * Documents**
 * 6. Which of the documents are pro-British in nature? Which ones are pro-Indian?**
 * 7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H?**
 * 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.**

Their cultural conflicts were mainly on religion and religious practices. They failed to understand what each others' customs are. Later, this caused a much more serious problem. First, Indians were able to live in a bit more advanced place in terms of technology. They were able to live in a better society. Also, Britain brought a more politically stable, efficient government system to India. A negative effect was that since the British were controlling India according to its needs, India did not enjoy much freedom. In addition, India gradually became a bit too dependent on Britain. Gandhi's general principles were effective for Indians because they were unique and different from other beliefs. He supported non-violence no matter what. This belief, when applied to real life, turned out to be a huge success after all. It gave hope to Indians, saying that violence is not a necessary step in order to be victorious. Muslims demanded a separate nation because Muslims and Hindus could not sort out their conflict. They weren't able to come up with agreements and solutions to their problems. Also, the Congress Party did not agree to grant greater rights for minorities, or Muslims. The colony of India broke up into four separate nations because of the conflicts they couldn't manage to solve out. They belonged to different groups with different customs, meaning that it was difficult for them to sort out anything and attempt to unify.
 * Critical Thinking**
 * 9. What were the causes of the cultural conflict between the British and the Indians?**
 * 10. Identify both positive and negative effects of British Rule in India?**
 * 11. How were Gandhi's four general principles effective in dealing with a much more powerful Great Britain?**
 * 12. For what reasons did Muslims demand a separate nation?**
 * 13. Why did the colony of India break up into four separate nations?**

20/20

=Class 13: Global Impact of Imperialism (2-13-2012)=

Task 1: Reaction to Imperialism




Task 2: Analyzing Political Cartoons

 * Image 1: China**

This image is anti imperialism. The pie in the picture represents Chinese land. While countries are deciding which part of China to control, China seems hopeless and powerless. It cannot do anything about its land being taken away. The native peoples (Chinese) are represented as people with no control. By the face expression of the Qing Dynasty Official, I can tell that he is trying his best to stop China's land being controlled, but he is actually left without hope. The Europeans and Japanese are too concentrated on which parts they want to take over. They are paying no attention whatsoever to China's words, but rather arguing about land control. The message the author is trying to convey is that during the period of imperialism, China was one example of a country in which it was left with no power. It was being taken over and influenced by many several different countries.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of the native peoples are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**


 * Image 2: Korea**

This image is anti imperialism. Korea, the country being controlled, is being stepped by Japan without taking the risk to argue. It isn't blurring any complains because it is powerless. Korea is shown as a country left with no choice. Korea left a message to Japan saying that it is allowing Japan to come through (and take over as well). Although this message sounds like Korea is "allowing" Japan to come, it is more like giving up. Therefore, this picture shows that Koreans couldn't do anything about Japan trying to take over. As imperialists, the Japanese are doing what they are supposed to do. They are passionate towards their hopes of completely controlling Korea. This is shown by their way of "stepping" without fear. The message being conveyed is that imperialism doesn't only affect the land, but also causes people's suffering. This image is anti imperialism. I know this by the American man's furious face expression. It seems as if he is threatening other nations. Towards the bottom of the map, several chunks of land with people trying to protest are shown. However, these lands are isolated from the actual land, meaning that they do not have any power to control America. This picture depicts America's greediness in wanting to control every single nation possible. It is not satisfied with only a few. The message is that no matter what, imperialihttp://kisworldhistory.wikispaces.com/Carol%27s+WorldEcsts are the most powerful people. Nations that are being controlled cannot do anything to change the imperialists' mind.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of the native peoples are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the Europeans/Japanese in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**
 * Image 3: USA**
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of the native peoples are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**

Task 3: Economic Imperialism Video Questions
Feudalism is an economic system that generated money by lending land to lower class people for labor and/or profit. This system has to do with different class levels in society. Mercantilism is a system that generated wealth by focusing primarily on trade. Profit was earned by doing more exports than imports. Capitalism is different from feudalism in that it isn't land-based. People gained profit by producing useful goods and products and selling them. Capitalism is also different from mercantilism because it focuses more on the idea of free market more than trade.
 * 1) Feudalism and mercantilism were two economic systems that preceded capitalism. Review and summarize (in your own words) how they generated wealth. How does capitalism DIFFER from these two systems?**

There are three different forces mentioned by the lecturer that drive capitalism: colonialism/imperialism, fossil fuels, and free market. First, the growth of colonialism was what led to a gain of resources and labor. This was an important source for capitalism to happen. Secondly, natural resources such as fossil fuels made energy more widely available for general usage. This was also a source of profit. Finally, a productive and innovative market (free market) would lead to capitalism as well. These were the three main forces that made capitalism possible.
 * 2) According to this lecturer, what forces drive capitalism?**

VERY good work, Carol! 20/20

=Scramble for Africa (2-8-2012)=

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

I think these countries were able to control the largest area of Africa because they were one of the most powerful countries during the 20th century. In the case of Britain, it was where the idea of Industrialization was brought up. Through this process, Britain was able to gain much power. It was this "power" that made it possible to gain control of countries less powerful.
 * 2) Why do you think these countries had the largest area of Africa?**

Task 3

 * conflict began in 1986
 * colonization was motivated by European hunger for African resources
 * Britain controlled the largest amount of land in Africa (Nigeria, West Africa, etc)
 * arbitrary boundary around ethic groups: made up Uganda
 * southern: economic, political, education advantage
 * northern: military & police positions
 * differences in north & south: maintained British rule
 * French took over: East-west slice of Africa + Madagascar
 * Belgium took over: Rwanda + Congo
 * Slave labor killed over millions of lives
 * Portuguese took over: Angola
 * Italians took over: Somalia, Libya
 * Who was a part of colonialism? Who betrayed?National Resistance Army(rebel movement)
 * Some impacts: destroyed Africa's social, economic, and political structure
 * decreased African populations
 * underdevelopment & poverty

Task 4
The Berlin Conference was a meeting held in Berlin, Germany between mostly European countries (and United States). The purpose of this conference was to discuss about dividing Africa into different ownerships by different nations. The three outcomes were: first, inform other powers when they are claiming territory, second, any annexation should be checked before approval, and third, treaties with African rulers were considered valid towards sovereignty.
 * 1) What was the Berlin Conference?**
 * 2) What were the three outcomes of the conference?**

Task 5

 * Image 1:**

This image is anti imperialism. I can tell by the man's huge hands that are completely covering, or taking control of, the huge African continent. The man, most likely from either Europe or America, is intending to colonize all of Africa with a negative connotation. I can tell by the "Gold Fields" around the African continent that its favorable resources and goods that might be profitable attracted people. It is shown that British and Americans are only greedy for valuable, profitable resources. They are taking control of areas merely because those areas would feed them with power. The message is that land is getting controlled by powerful people not to improve those lands, but to gain wealth and power to overcome their greediness.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**

This image is pro imperialism because the faces of little African children are not suffering from anything. They are calm and peaceful. Most importantly, the man leading the children's way does not look greedy and selfish at all. He looks responsible. It shows that the Africans and Asians should do what they are told to do by the more powerful countries. They should be led by a nation that holds responsibility. This image is saying that those Europeans are responsible people who can lead Africans to result in their success. The message is that it is the imperialists' jobs to take care of people they are controlling. They should be responsible for all actions they take**,** and should lead the people the best they can.
 * Image 2:**
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**


 * Image 3:**

This image is anti imperialism. I know this because there is a snake that is representing "suffering." By the picture of the snake acting as an obstacle to the African, we can tell how difficult it may be for Africans/Asians to be "controlled." Africans and Asians, by being led by Europeans and Americans, are not enjoying the fact that they are being controlled. They're just people who are getting tortured. The British and Americans have no feeling whatsoever towards Africans. All they want is profit from these people. It is shown by the picture that imperialism is not just "benefiting" the imperialists, but is also making people suffer.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**


 * Image 4:**

These images are pro imperialism because they show how the Englishman is trying to provide the best protection he possibly can for the Africans. For example, in picture N, the Englishman is protecting the country by keeping foreigners out. It is depicted that Africans are provided with not only great protection but also leadership from responsible people. Although the British have more power compared to Africans, they still feel their need to be in charge of Africa in terms of protection, somewhat power, and the nation itself in general. The message being conveyed is that imperialists use their power wisely. They don't use it for "their" own benefits, but for the people in the land they control.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**


 * Image 5:**

This image is anti imperialism. I know this by several things: the expression on the African students' faces, the position they are seated, and the education they seem to be receiving. The African students have frightened, worried expressions on their faces while the American students are calm. Also, the old man (teacher) is towering over the African kids, trying to educate them about things different from the education for the American students. The Africans are most likely getting educated about services. By the African children's faces, I can tell that they are not favoring the education they are receiving from the imperialists. However, they are too powerless that they are left with no choice. In addition, the kids are labeled with country names, not their real names. This tells the viewer that they are not 100% being treated as humans. The imperialists are handling different people in different ways. They are providing the colonized people with different education, probably about labor and service, while the American students are studying with books. The message from this image is that imperialists are clearly considering a line between the imperialists and the colonized people. These two groups are receiving different treatment.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**


 * Image 6:**

This image is anti imperialism because the huge bird, way bigger than the Africans below, seems as if he is controlling the whoe land. Africans are trying their best to stop this suffering. By their hand gestures, I can tell that they are getting treated unfairly. The imperialists are too greedy of wealth and power that they even have to watch to make sure that the Africans are doing their work. The message is that even though the colonized people feel as if they are suffered unfairly, they cannot do anything because the imperialists are always keeping an eye on them.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**


 * Image 7:**

This image is definitely anti imperialism because the American man is concentrating on a map, not even caring (possibly not even "noticing") about the death of Africans that his nation most likely caused. The Africans and Asians are misused for wrong purposes by Europeans/Americans. They do not hold any power at all, which is why they couldn't do anything about their death. The imperialists are acting as if they don't even realize the death of Africans. They are too busy doing some map work that does not even compare to people's death. They are greedy, selfish, and unreasonable people as imperialists. The message is that the imperialists only care about themselves. They do not think of the responsibility that they are "supposed" to hold. This is shown in the picture because the man, despite the fact that the angel is trying to let him notice the Africans' deaths, is fallen too deeply into his "unimportant" job.
 * 1) Is this image pro or anti imperialism? How do you know?**
 * 2) What views of African and Asians are being communicated in each of the illustrations?**
 * 3) What views are being communicated about the British/ Americans in their role as imperialists?**
 * 4) What is message is being conveyed by the author about the benefits __//OR//__ costs of imperialism?**

30/30

=Darwin Excerpts on Imperialism (2-7-2012)=
 * Document-Based Question:** Do Darwin’s theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points.

Yes, I do believe that Darwin's theories apply to our culture and society. If you look at the big picture, Darwin has two main ideas: Struggling for survival and Natural Selection. The term "struggling for survival" is used to describe the general process among living organisms in which they go through competitions for their own benefits. In the case of birds, they eat insects such as worms to get energy. Without this, they wouldn't be able to survive. It is also a fact that the birds' eggs are eaten by other predators. This process explains that organisms are doing whatever they can to achieve their greatest survival in life. We can visualize from our society that people compete with others for their own success. Even countries fight each other in order to gain money and power. These are all actions they take in order to survive in such a world. Secondly, the term "Natural Selection" describes a process where the ones with the best traits survive. This theory is also being applied to our society because as competition increases, there is a clear boundary that divides the people into two: the wealthy and the poor. In our society, the Americans and the Europeans are mostly known as the rich. They have more money and power than many of the Africans. This was why such events like Industrialization or Imperialism were successful. The powerful people get selected by the society, thus leaving out the poor people.

=The Age of Imperialism Table= = = = = =10/10=

=The White Man's Burden Questions (2-6-2012)= “The White Man’s Burden” means that it is the white man’s responsibility to take care of the non-white peoples. He says it in a way that it is a bad thing for the white people when it really isn’t. This is why this term, “The White Man’s Burden” is described as a euphemism.
 * 1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?**

I disagree with Kipling’s characterization because his idea is based on racist assumption. He is saying that white men are superior to non-white men and that, as superior beings, white men are entitled to forcibly rule other people.
 * 2. Do you agree or disagree with Kipling’s characterization? Why or why not?**

By the phrase, “Your new-caught, sullen peoples, Half devil and half child,” I can tell that Europeans and Americans during the mid 1800~early 1900s did not consider non-whites as complete human beings. Their attitude was rude, and they wanted to act as leaders or even “kings” of the non-white people just because of their race.
 * 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.**

In the modern Korean society, we do not give different people different rights. All human beings are given with equal amount of rights. KIS is an international school unlike many other schools in Korea. Just because of the fact that we receive education in English and by foreign teachers does not automatically mean that we feel superior among the rest. Therefore, I believe that KIS is not the correct example of “The White Man’s Burden.”
 * 4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?**

10/10

=Industrialization Primary Source Questions (2-2-2012)=

Andrew Carnegie is talking in the perspective of a factory owner while Engels is talking from a poor member of a working class. Therefore, their view towards industrialization's effects are different. Carnegie is saying that industrialization made "surplus products" possible, which brought a huge amount of profit to the owner. However, Engels is saying that working class members are suffering from a lack of food, and that not a lot of jobs are available.
 * 1. Why would Andrew Carnegie and Friedrich Engels disagree about the effects of industrialization?**

Mary Paul is probably satisfied with her current job in the spinning room because before, when women's rights weren't recognized, they experienced forced labor, abuses, low wages, and so on. However, now, she is happy that there is finally a chance for her to work while getting enough food and payment. = = This political cartoon depicts the advantage of socialism. While a worker is suffering from the work load and low payment, the vampire bat, the cartoon representing capitalism, is constantly attacking the worker without showing any concerns. On the other hand, the angel representing socialism is coming to save the worker. Therefore, this cartoon gives an idea that workers would definitely favor socialism.
 * 2. What might be the reasons for 16 year old Mary Paul’s satisfaction with her job and life in Lowell?**
 * 3. Why might the political cartoon by Walter Crane be useful in getting workers to rally to the cause of socialism?**

10/10

= = =Marx's Communism Questions (1-31-2012)=

I don’t believe that Marx would agree that these countries were communist countries. Marx believed that “communism,” the ideal form of government, means that everyone should be payed equally. This means that no one should be “richer” or “poorer” than anyone else. However, if you look at the countries shown in the map, marked as communist countries, they are China, North Korea, Vietnam, and so on. These countries’ modern form of government is definitely not corresponding to Marx’s theory of communism. In addition, North Korea has a government that completely controls the country. This, also, is not agreeing to Marx’s theory.
 * 1. Would Marx have agree that these countries were "communist"?**

The communist world has slowly decreased in every aspect. Communism was an ideal form of government in which citizens should have been equally satisfied and equally wealthy. However, when this form of government was actually put into practice by countries, their hopes and goals suddenly collapsed. The hope to reduce the gap between the rich and the poor failed. Actually, this gap was getting larger. The rich were getting richer, and the poor were getting poorer. Even the government was gaining much more power, taking over and controlling powerfully.
 * 2. What has happened to the "communist" world?**

This happened because Communism wasn’t something that was feasible. Communism meant equality. However, if citizens were getting paid equally no matter how hard they worked or how little they cared, then they wouldn’t try anything at all. This is simply human nature. If the gain is the same in this way or the other, why put your effort for other people’s benefits? It was just impossible to make everyone equal, because then corruption would follow.
 * 3. Why do you think this has happened?**

I do not completely agree that the gap between the rich and the poor was completely narrowed down due to the Union movement and reformation of laws. Even though working conditions improved by a little and there were changes in wages, these could not bring “twist” to the society so that the poor could suddenly become rich.
 * 4. What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized because of the Union movement and reform laws?**

Carol, you have not done what you were asked, i.e. respond to the photo essay. This answer is unconnected to those photos. 5/10 =Photo Essay: Child Labor (1-20-2012)=

As technology was getting more and more advanced and factories started to flourish all over Europe and America, child labor was a major necessity, at least for the owners. Young children, like those at the age of five, either worked sewing clothes at home or handled machines in factories. By the early 19th century, children workers made up about half of the workers’ population. The reason for child labor was, simply, that their small body made it possible for them to work in narrow sections and sew effectively. Sometimes, children were beaten and physically abused by their employers. Later on, painters started to depict this situation into their paintings as a way to make this publicly known. Jobs done by children included sewing dresses for adults, selling matches, silk spinning, and a lot more dangerous things that caused severe respiratory problems like the white lung disease.

=Industrial Revolution Question (1-19-2012)=

The Industrial Revolution, and the urbanization that accompanied it, have been described as a mixed blessing. To what extent to you agree with this statement?

Although the Industrial Revolution had several negative impacts, I believe that there were more advantageous effects. During this time period, there was rapid urbanization that resulted in poorer living conditions for low class members. The streets were dirty and cramped without adequate care. Also, working conditions got worse for factory workers, even for children. However, in the positive side, a lot more beneficial things happened that have a huge impact on us even to this day. First, technologies reached a very highly advanced level. It was during this time when the first telephone was invented. Secondly, there was a mass production of goods, which were available and cheaper costs. Lastly, there was a rise of middle class members such as professionals and skilled workers. They were able to enjoy better standards of living. Without this whole process, our society wouldn’t look like what it is now. Therefore, even though there were some negative effects of the Industrial Revolution, I believe that the positive ones outweigh the rest.

= = =Mind Map: Computers (1-19-2012)=

Link:[| http://mind42.com/pub/mindmap?mid=3dc8c2cc-55dc-4dba-92a2-93441ab357d4&rel=url]

= = =Congress of Vienna Questions 4 and 5 (12-11-11)= = = 4. Napoleon's empire collapsed for several reasons. The first one was his attempt to ruin Britain's economy. He stopped all trading between Britain and the lands he controlled, but some Europeans brought British goods secretly. Second, Napoleon made his brother the king of Spain, but the Spanish people only obeyed their old king. They fought against Napoleon, causing 300,000 of his troops to die. Lastly, he took his army to conquer Russia, but they were stuck in deserted land without food supplies. A very little number of troops were able to fight with Russia. 5. There were three goals of the Congress of Vienna, led by Kelemens von Metternich. First, he wanted to make sure that the French would not attack another country again. Second, he wanted a balance of power, or equal distribution of power between all countries. Lastly, he wanted kings to be put back to their original positions.

=Revolution Quote 11-28-11=

I chose a light bulb as the symbol for my quotation "The revolution is carried out by means of one's thought, not through one's family background" to explain that it is one's own ideas to bring up the revolution and that there is no family influence to this change.

=Glogster (Catherine the Great) (11-16-11)= []

citation:

http://general-history.com/catherine-the-great-empress-of-russia/

http://www.lonelyplanet.com/maps/europe/russia/

http://www.weirdthings.org.uk/topic/weird-laws/

= = =Absolutism Questions (11-15-11)=

Absolutism is a type of ruling in which the monarch has all control and power. Absolutism, brought up from the 15th century to the 18th century, emanated from a number of traditions and practices of the European civilization, including the bible. There were two main figures during the 17th century that contributed to the validation of absolutism: Jacques-Bénigne Bossuet and Thomas Hobbes. First, Bossuet said that the divine right of kings was given to monarchs from gods. This meant that the king is God’s representative on Earth, and that everyone should follow the king’s decisions. Second, Hobbes said that absolute monarchy was the one and only type of ruling that was necessary in order to keep order among the nations. These two beliefs contributed to explaining the theory of absolutism, which is the type of government where one person has all the power to rule the nation.
 * 1. What is absolutism?**


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

The reason why absolutism was referred to the “divine right of kings”was because the right to hold total power and control was given to monarchs directly by God. Therefore, the monarch was the representative for God on Earth, meaning that everyone should follow and obey the monarch’s sayings just like how they would do for God.


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

There were several causes for the rise of Absolutism in Europe. It was believed that a powerful ruler was needed in order to maintain stability and prevent weakening. For example, papal influence was slowly lessening in many states, which required a powerful monarch to take control of the nation. Secondly, mercantile policies that were brought up in the 15th century produced great wealth. This caused monarchs to maintain this wealth by regulating the self-sufficient economy and building navies for protection. Therefore, a number of different events gathered up, which caused the rise of Absolutism in Europe. 4. Explain briefly how absolutism developed in

a) Spain
 * In Spain, absolutism started off with dynastic marriages, which increased the territories owned by royal families. Charles V was one ruler who ruled over a large amount of land in Christian Europe in the 16th century. He also held power as the head of the Catholic Church. Phillip II, as the heir of Charles V, applied the divine right of kings theory to his ruling. He made every decision, conquered neighboring Portugal, and took over Portugal’s overseas territories.**

b) France
 * French absolutism started with a rebellious act that caused internal conflicts. In order to prevent the nobles from gaining more power, King Louis XIV took total control in 1661.**

c) England
 * At first, during the Tudor dynasty, the Tudor monarchs worked with the British Parliament for further improvement in their power. Charles I, a ruler who had disagreements and conflicts with the parliament, decided to rule alone. However, the English Civil War’s victory was given to the Parliament.**

d) Russia
 * After Ivan III and Ivan IV, Peter I took control of Russia. He established the form of absolutism in his ruling by opening Russia to the West, improving its industries, reorganizing the army, and suppressing the power of the church. Other rulers who also held absolute power in Russia include Catherine II and Charles VI. Catherine II considered herself as an enlightened despot, while Charles VI attempted to strengthen his lands into one kingdom.**


 * Speed Dating (11-9-11)**


 * Baron de Montesquieu**
 * link:**
 * [|http://www.youtube.com/watch?v=qaqbtEHjKY]**


 * Port 4 (10-27-11)**

1) Who was "the Bald Rat"? 2) Where did Japan hope to build its empire? 3) What stopped it from building its empire as planned? 4) Why didn't they try again?
 * The Bald Rat was a peasant soldier named Toyotomie Yitiyoshi who managed to restore order in Japan.**
 * Japan hoped to build its empire in China.**
 * Even though Japan was successful in invading Korea, it failed to build its empire due to Korea's secret weapons, the turtle ships which blew the Japanese out of the water.**
 * Japan did not try again because Itiyoshi was too obsessed with making his son the successor.**


 * APPARTS**
 * //"Edicts For 1635 Ordering the Closing of Japan"//**

Author: **The author of these edicts is Tokugawa Leyasu. He established authority over lands and limited international interactions.**

Place/Time: **These edicts were written in Japan in 1635.**

Prior Knowledge: **Japan's power had been boosting in the 17th century.**

Audience: **The audience for these edicts is Japanese citizens who had lived in Japan during the time of Leyasu's rule. They were written in order to be strict about interacting with foreign nations. The list was Leyasu's direct words to the citizens, which makes the source very reliable.**

Reason: **The list of edicts was produced in order to make it clear that interaction and trade outside of Japan is restricted. There was also a threatening to death that might occur if ships coming back to Japan were found.**

Main Idea: **The main point of these edicts written by Tokugawa Leyasu is that Leyasu clearly did not want foreign trading. This was what led to a downfall in power in Japan.**

Significance: **This text is very significant because it explains why Japan was not a nation that had the ability to dominate the world like Europe had. Japan was too isolated that it was almost impossible to increase in power any further.**


 * APPARTS**
 * Qianlong**

Author: **The author is Qianlong**

Place and Time: **This was written in China's Dark Ages in 1793. This date indicates that China, like Japan, had gone through decrease in power due to isolation.**

Prior Knowledge: **I knew that Qianlong was the emperor in China during the Qing Dynasty.**

Audience: **This source was created for King George III. Since this is the actual letter written directly to the king, this source is very reliable.**

Reason: **The purpose of this letter was to reject England's request for partnership in trading. This was because Qianlong did not like the expansion of trades through foreign nations.**

Main Idea: **This text's point is to tell that China does not want to be partnered in interactions and trades. China believed that it was good for its economy if trading was only permitted inside the nation.**

Significance: **This text is important because it tells the readers why China wasn't the country that was powerful and dominated the world like Europe did. China was very isolated in terms of trading. This was not a good boost to China's economy.**

10/25/11 Port 1~3 Explorer's Journal Group Members: Carol Jung, Kate Cho, Jessica Oh

Port 1

Cornell Notes Ch 3 Section1 (pg 92~101)

Discussion Questions:**

Possible rewards from exploring the seas for new lands might be exotic trade goods such as spice and fur, gold, colonization of new lands, and ideas gained from exploration.
 * 1) **What possible rewards might come from exploring the seas for new lands?**

The risks involved in embarking on a voyage into the unknown would be starvation from lack of food and supplies, spread of diseases, natural disasters, possibility to be lost, and the possibility to not discover anything.
 * 1) **What are the risks involved in embarking on a voyage into the unknown?**

If I actually run into other people in the new land discovered, I would try to cooperate with the natives so that I can get information about the land and the presence of resources. Becoming friends is the first and most important thing to do.
 * 1) **What will you do if you actually run into other people?**

__[]__ -> this is our link to Todays Meet discussion


 * Navigation Technology: Caravel**


 * Caravel:**

The caravel is a very essential tool for a successful exploration through the water. The importance of this caravel is that it not only helps increase the speed of the voyage, but also has great power that can travel in many different environmental conditions, even in strong wind. The way to use it is the same as any other ships. The only difference is the four masts.


 * Port 2**

Chart About Explorations




 * Port 3**


 * Cornell Notes (pg 137~141)**



1) Identify the causes of African slavery. During the 1500 so many European colonists owned plantations and farms that it was essential to find help. But the problem was that they need to find people who would work for a cheap amount. That's when they thought of the idea slavery. The Africans would be taken away from their homes and taken to America where they would be sold and would do all the farming and other work. Slave owners didn’t want the slaves to runaway the slave owners would tell bad stories about the “outside” world and because the slaves were a darker skin color it would be easy to spot them running away. It would be very simple to take care of a slave and because you own the slave you could do anything you wished to it. The Atlantic slave trade was a huge system of buying and selling African slaves to Americans.
 * Three questions**

2) Explain the Triangular Trade Route The Triangular Trade Route is a route that was used to transport African goods to America. The Africans were traded with manufactured good. The Africans would have been traded with molasses,meat,rum,tobacco, and other goods.

3) Identify the consequences of the slave trade. The consequences of the slave trade would be the absence of culture and history. Because of all the hardship the Africans had to go though parts of their culture died with them. The Africans had to do as they were told so if they were told to change religion that would have to be changed. The Americans didn’t like that the Africans had their own culture and tried to limit their traditions as possible.


 * 9/22/11**
 * Class 13 Assignment (Muslim Population, Voyages of Zheng He, The Forbidden City)**


 * 1. Muslim Population**

This map that shows the distribution of Muslim population demonstrates that China has one of the largest Muslim population among non-muslim countries. Although this map only shows modern distribution of Muslim population, I think it is logical to say that China would also have had a significant number of Muslims during the Ming dynasty. In fact, Zheng He, who was within the inner circle of power as the Grand Eunuch, was a Muslim himself.


 * 2. Voyages of Zheng He**

The voyages of Zheng He shows that he travelled mostly to Muslim countries. Moreover, he made multiple trips to explore more thoroughly instead of having one single voyage. Lastly, the voyage had extended far enough to reach Africa. Zheng He travelled along the coastal lines and did not dare to cross the ocean.


 * 3. The Forbidden City**

The grandeur of the Forbidden City shows Zheng He's ambition for greatness of China. He had designed the palace when they started the largest capital in the world at that time. The Forbidden City housed the Chinese imperial government and emperors until the collapse of Qing Empire in 1911.


 * 9/20/11**
 * See, think, wonder**

I see two men sharing eye contact... I think these characters have a special relationship... I wonder what the purpose of this painting was...


 * 9/7/11**
 * China's Golden Age**


 * 1. Ship Comparison**


 * About the Picture:**

The two ships in the picture clearly shows the difference in size between Zheng He's ship (the treasure ship) and the Santa Maria ship. When I first noticed the huge difference, I knew that the bigger one had greater purposes. When I read the description below that Zheng He's ship was the bigger one, I learned that this huge ship explained the significant purpose of the voyage. With this ship so great in size, Zheng He would have been able to show their great power and strength to foreign countries. I can also learn about the greater ability and knowledge of the Chinese than the Europeans towards shipbuilding.


 * Question:**


 * In 1421, China launched a fleet of over 800 ships of various sizes and carried more than 30,000 men. The fleet included over 300 leviathan "treasure ships," which were 480 ft long and 180 ft wide. Compare with the Santa Maria (Columbus' vessel), which was 150 ft long and a mere 20 ft wide.**

The comparison between the sizes of two ships are pretty clear. Zheng He's ships were much greater in size than the Santa Maria. I can tell that there was a huge difference in knowledge and skills between China and Europe in 1421.


 * 2. Europe in 1400**


 * About the Picture:**

I learned from this picture that there are some unfamiliar names like the Kingdom of Castile. I can tell that the countries that we are familiar with from the modern map had different names and were part of different kingdoms. Instead of having several huge kingdoms with many different countries included, this map shows the division of kingdoms and how scattered up they were.


 * Question:**


 * 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.**


 * 3. Territories of Dynasties in China**


 * About the picture:**

I can tell by looking at this gradual change that as the time went on, the number of dynasties in China decreased (not all the time but mostly) but the size of each dynasty kept growing significantly. This explains about China's attempt for unification and for the gradual increase in size as a whole. It finally turned out to be a very huge country in the present times.


 * 4. The Silk Road**


 * About the Picture:**

I learned from the various branches of the silk routes that China had great knowledge and education, and also had the ability to trade within a very short period of time. These routes connect many different areas around China, which was a great advantage. The linkage clearly shows how powerful China had been at that time.


 * Question:**


 * The "Silk Road", along which Chinese traders journeyed to sell their silks, spices, porcelain and other valuable commodities, was actually a web of many routes that extended from Xi'an into the heart of the Islamic world.**
 * Through what MODERN countries did the silk roads go?**

The silk roads, extended through Iran, Iraq, Saudi Arabia, Afghanistan, Israel, Tajikistan, and many other Central Asian countries.


 * 5. European Urban Population in 1400 and 1600**


 * About the Picture:**

I can tell the difference between the population in Europe in 1400 and 1600. In 1600, the population was very distributed all across China, whereas in 1400, the population tended to be crowded in one area. Overall, it shows the increase in population as well.


 * 6. Beijing City Wall**


 * About the Picture:**

This is a picture of the main structure of Beijing. I learned the importance of borders (walls) such as Guang'anmen and Zhengyangmen, as well as the huge temples like the Temple of Heaven and the Temple of Agriculture. The structures are very clearly visible in this map, especially because there aren't that many shown.


 * 7. Modern Map of China**


 * About the Picture:**

I learned that the modern map of China was much more developed than the previous map of Beijing. It shows streets, temples, bodies of water, and a lot more information. It is very complex, and shows every bit of places in China.


 * Comparison:**

Comparing the two maps, the modern map of China is obviously more complex with a lot more details about the streets, temples, lakes, and so on.


 * 8. The Great Wall**


 * About the Picture:**

I can learn from this picture about the basic structures of the Great Wall built in China. There are also description about the different types of walls such as Pre-Qin walls and Qin-Great Wall.


 * Question:**


 * On p. 54, Menzies writes that Zhu Di extended the Great Wall (which is actually many separate sections of wall created over hundreds of years) from 5,000 kms to 6,400 kms. You'll notice, that doesn't mean that the wall was 6,400 kms long. 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.**

If the Great Wall was 6400km, it would probably reach Syria or Iraq.


 * 9. Prime Meridian**


 * About the Picture:**

I learned from the picture that the Prime Meridian crosses Greenwich, England, presently. From the readings, I have read that Zhu Di had wanted to set the Great Observatory in Beijing as the center point of the world. However, this picture shows the failure of Zhu Di's plan to set Beijing as the standard of longitude coordinates.


 * 10. Grand Canal**


 * About the Picture:**

This map shows where the Grand Canal is stretched. Zhu Di has constructed this Canal for three purposes: for trade between Northern and Southern China, flood control, and for irrigation purposes. By connecting major rivers of China, there was a greater amount of internal trade.


 * Three Maps Analysis**

9/4/11

The three maps show the huge effect of the spread of Islam, and the significance of the Umayyads Empire as well. The Umayyads Empire was so immense that they still managed to maintain their large size even after the Abbasids took over.

9Family History Project Event: My dad changed his job from a judge to a lawyer.


 * Unwritten Source (Primary)**



This picture was taken in 1998 as a remembrance of my dad's job. He had spent seven years as a judge, and as soon as I saw this picture, it

made me wonder why he changed his job.

He is shown at the bottom left corner with other judges. The fact that my

dad has kept this picture for almost 13 years explains the significnace of this event

Written S ource (Primary) This is a written version of source that says that my dad has the ability to perform as a lawyer. This was given right after his decision to change his job. It is a very valuable object to my dad because it reflects his effort even after gradruating college, during his training years. Also, without the bar exam passed, this piece of paper would not have been in my dad's hands. Therefore, this reminds him a lot of different things that had happened before and during his life as a judge.

Interview! media type="file" key="carol interview.mp3" width="240" height="20" As an interview, it provided a lot more information than the two pictures above. This interview was very significant because it helped me understand a lot more about my dad's job, not necessarily its role, but more about his opinion towards it.

Me: Why did you choose to study law?
 * Translation:**

Dad: Ever since I was young, I had interest in making difficult decisions about who is right and who is wrong when fights happened between family members or friends. Also, people started to come find me every now and then to decide who's fault it was that caused a fight. I realized that finding out the cause, the right and the wrong was really a huge part of my interest and that it was the right job for me. Therefore, I decided to study law and become a judge and a lawyer.

Me: Why did you change your job to a lawyer?

Dad: After passing the Bar Exam, I had spent seven years as a judge and changed my job in 1998. The reason is, even though both jobs relate to law, a judge's job is very limited. As a lawyer, I had more freedom to actually meet people face to face and discuss their problems directly. I thought I would have more various experiences with my client as a lawyer.

Me: Are you satisfied with your current job?

Dad: As a lawyer, I have met many different people directly. Although there are some people who weren't as nice as others, in many cases, people go through unfair circumstances, and sometimes they can't solve these problems by themselves. The fact that I was able to help these people using my effort and ability really satisfies me all the time. I am planning on keeping my job and helping more people who suffer with difficult issues.

Written Recount of the Event:

After achieving his goal of life to study law, my dad, as soon as he passed the Bar Exam, went on training. After several years, he became a judge, and kept that job for seven years before realizing that he wanted to stick to law but try something new and maybe even more interesting. It was then when he learned that being a lawyer gives you a lot more freedom to meet people directly and discuss issues face to face, wheras a judge's role is very limited. It has been about 13 years being a lawyer, and my dad is currently very satisfied with his job. 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?

Carol, please use the blue bar button on the edit toolbar to separate different assignments. Be sure to give each assignment an appropriate title, and date your work. Please see my comments below:

Vocabulary? Okay, I see it below, though that seems an odd place for it.

Please fix your numbering!

Hogsflesh has been forced to give himself a punishment in the streets of Chichester due to his actions of heresies towards the Church. He had to perform a short speech declaring that no one should ever follow his example of heresies. His main point of this article is that all authorities are held by the Church, and that you should always obey what is told.

This is not the main point of the article.


 * 1) 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 not as simple as we think. This is due to the gaps that are caused by incomplete information. In other words, a historian not only has to tell a story of the records, but also has to fill in the gaps and make it sound reasonable so that people would understand history.

Arnold identifies many other roles of the historian. Even the title tells you there are more than one! Be sure to answer questions completely. You also have not thought of your own roles to add to his.


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

Treating the sources with fidelity means that although there may be differing opinions toward an idea, you should not report things that are not proven. In other words, you should only rely on the sources given. This is important to remember when reading historical references because this prevents you from having doubts __towards__ **about** nformation.

But shouldn't we think critically about what we read?


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

A single event can be interpreted in more than one way depending on the different interests and different sources available at that time. Since historians have have different opinions toward the same topic, there could be many possible ways to report history to people.

You have not talked about an event from your own life.


 * 1) 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.

It was a time of heavy snow in the winter of 2010 when my family had to come back to Korea from New York. However, there was too much snow that cars were jammed all along the street. We decided to take the subway to the airport. We each had one big suitcase with us, and the subway was moving so fast that we could not handle it. One of mine rolled about a meter across, and this man yelled at us when the suitcase gently touched him. He warned us to keep the suitcases in place and make them stay there for the rest of the ride. I did not get the fierceness in his voice. In this case, the man and I had very different opinions toward what had happened. Therefore, it wasn’t possible for me to be completely objective because I had my own thoughts about this incident.

Good answer!


 * 1) What problems may arise when historians practice subjective history? In what ways may subjective history be beneficial to the study of history? Think back to the incident you just discussed with your family member or friend. Why did it make sense for you to remember the event the way you did and for the other person to remember it the way he or she did? What does this tell us about history?

When historians practice subjective history, he or she might provide information that is known as an argument, or disagreement to the topic. Their opinions might be biased as well. However, it could also be beneficial because it teaches them how to interpret things in different point of views. Since the man who warned me and myself had contrasting opinions about the suitcase, it kept remaining in our heads. If there was an agreement, we would both just forget about this incident, however there wasn’t one. This tells that depending on who you are and what kind of story is told, there could always be different opinions, and you cannot always be objective.

Good answer.


 * 1) 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 have to make it available to the audience either through writing or speaking. The textbooks that we use in History class is the product of the historian. The historian therefore went through recording information, interpreting, and most importantly, telling stories to others.

Good answer.


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

After reading this set of articles, I learned that history could be learned in several different ways, depending on who provided the information and what kind of person the reader is. I will approach history by thinking in many different ways, not only providing personal thought.

Okay. Vocabulary
 * heretical- having contrasting opinions toward the orthodox religion
 * faggot-a set of sticks
 * Eucharist-a ceremony of the Last Supper that provides bread and wine
 * abstain- to resist from what you want
 * penance-to perform self-punishment
 * beseeching-to request for help
 * source-a reliable object that provides information

9/10