Nayeon's+World

=Class 15=

-The colonial rule was overthrown -There were democratic governments in nations throughout the world -Competition among nations made scientific and technological advances become more advanced || -It forced assimilation of minority cultures into a nation's majority culture -There were ethnic cleansing -Extreme nationalistic movements increased -Competition between nations lead to warfare. || I think nationalism had more of a positive impact on the world. First of all, nationalism brought unity. All people in a nation adjusted to each other, and overcame differences. Although competition created warfare, it made a significant impact on scientific and technological advances. Furthermore, nationalism is used throughout the world today, meaning that the majority of the people agree to it.
 * __Positive and Negative Impacts of Nationalism__**
 * Positive Results || Negative Results ||
 * -People were overcame their differences inside nations
 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.**

__**Types of Nationalist Movements**__ Nationalist movements has three types; unification,separation, and state-building. First, unification is hwen Nationalist movements consist of lands that were politically different, but culturally similar. Also, separation has characteristics of culturally district group that resists being added to a state, or in which the group tries to break away from a state. Lastly, state-bulding is when culturally different groups form into a new state, in which both groups accept a single culture.
 * 1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.**

I think these empires did not agree to a single culture, resulting in a group trying to resist being added to a state or that group trying to break away. Since these empires are under the category of separation, they wouldn't have been able to come together. = = __**Key Skill: Analyzing Political Cartoons**__
 * 2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?**

Garibaldi is helping the king of Sardinia put on his boots. The boot has ITALY printed on it, which actually symbolize Garibaldi helping Italy become united. Garibaldi is portrayed as a helper of the king of Sardinia, who helped unify Italy. The cartoonist was waiting for Italy to become unified. I know this because the title says "Right Leg in the Boot AT LAST". From the At Last part, I can notice that the cartoonist was looking forward to Italy's unification.
 * Clarifying: What symbol does the cartoonist use for the soon-to-be nation of italy?**
 * Making Inferences: How is Garibaldi portrayed?**
 * Analyzing Bias: What does the title of the cartoon say about the cartoonist's view of Italian unification?**

The territory of Prussia was scattered all over the place in 1865. They were separated and doesn't look united. 1871 The picture above is my national symbol for the newly formed Germany. I chose to create a symbol this way because I wanted to show how unified Germany was. First of all, the coat of arms of Germany and the flag of Prussia shows that Germany and Prussia was one nation. Also, the picture of two hands shaking represents unification. The hands are on top of the Prussian flag because I wanted to show that Germany was unified with the help of Prussia.
 * 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.**

=

= =Class 14=

__Terms & Names__
 * 1. sepoys**: Sepoys are Indian soldiers who were hired to protect India's business affairs.
 * 2. Sepoy Mutiny**: A revolt caused by the Sepoys who thought the British were violating their religious customs. This Mutiny was the spark that changed Indian history
 * 3. Congress Party**: The political group that emerged from the meeting of Indian National Congress. The Congress Party soon became nationalistic.
 * 4. Mohandas K. Gandhi**: An Indian who brought nationalistic ideas to the common people. He came up with a tactic called satyagraha, which argued that nonviolent and noncooperation is the most powerful weapon of all. This tactic allowed Indians to achieve part of what they want, such as reduction of tax, higher wages, and better working conditions.
 * 5. Muhammad Ali Jinnah**: a man responsible for turning the Muslim League into a broad-based political party.

__Main Ideas__ 1. -The Mughal Emperors were ignorant about Britain's appearance in India. - Power of Mughals had declined - India was greatly divided, parts of it ruled by hundreds of different princes - Efforts of enterprising traders established three major outposts in India, which became in the control of Britain. 2. The Sepoy Mutiny was caused by the fear that the British were violating the India's religious customs. This mutiny resulted in a change in Indian history. It leaded the revolution until India became independent from British rule. 3. Nationalistic ideas and the idea of nonviolent noncooperation lead to Indian independence. Also, people such as Gandhi and Jinnah had a significant impact on the act of rebellion. 4. - live as simply as possible, never striving for material world - be tolerant of the religious beliefs of others - devote one's life to the service of others - battle injustice in all its forms, but never by resorting to violence 5. Jinnah tried to unify Hindu and Muslim together, but failed, because he couldn't get the Congress Party to agree to greater rights for minorities.

__Documents__ 6. I think B, C, E, and I documents are pro British. However, the A, D, F, G, H, J, K, and L documents are pro Indian. 7. The Indians in the lowest levels of their society might benefit from the 14th statement, 16th, 17th and the 18th. All four of them relate to equality, and the Indians in the lowest levels of their society will be eager to be equal with others of India. 8. I think British colonization have a lasting impact on the people of India because

__Critical Thinking__ 9. The cultural difference between Britain and Indians were customs and religion. They had different beliefs and different way of governing and thinking, which caused rebellion. 10. Some positive effects of British rule was that India learned new technological things, and also with some good infrastructure. On the other hand, there were also negative impacts. For example, many people were scarified during the British rule, and people were killed because they didn't follow orders. 11. Gandhi's four general principles helped people stay calm and not wanting for much. It taught the people how to fight injustice without violence, which made them true fighters. 12. Muslims demanded a separate nation because most of the people were Hindu, and since the Congress Part won't agree to give in, the Muslims had to make a separate nation for their own benefit. 13. The colony of India broke up into four separate nations because each nation had conflicts with religion, and type of governing, and also they had different ideas. Pakistan broke away because it fought with India too much, and were threatening each other. Sri Lanka broke away because of religious problems.

=Class 13=


 * __Task 1__**

but since China was self-sufficient, it was difficult -Opium war occurred because China tired to stop importing opium, but Great Britain refused. -China eventually opened trade -Taiping rebellion lead by Hong Xiuquan -Purpose: to make Utopia -Failure of China's modernization caused other countries to take over China -Loss of power→Made China press for change -Failed→Caused rebellion (Boxer Rebellion) -Rebelled about extraterritorial rights || -US commodore Matthew Perry wrote a threat letter →Open Japan's trade -Eventually Japan agreed to open trade -Citizens got angry for opening Japan's trade, so new emperor took control -Mutsuhito (new emperor) called his reign meiji, which meant enlightened rule -Mutsuhito tried to modernize Japan. He sent some people to other countries and accepted things that Japan needed -Success in modernization. Gained lots of power and won many wars. || -McKinley declared war against the Spanish -First Media War -Spanish/American War -US defeats Spanish with no difficulty -The US had acquired a Pacific empire -Thought that aggressive competition was necessary ||
 * **China** || **Japan** || **United States of America** ||
 * -Western countries tried to open China's trade,

__**Task 2**__

this image shows anti-imperialism because other nations are trying to take over China with cruelty and violence, as shown in the image with knives. The native peoples are being ignored by the other nations, and they are helpless. The Europeans/Japanese are trying to take over China, and they will use violence if necessary. The author is conveying that China is not benefitting form imperialism.
 * Imperialism in China**
 * 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?**

This image is anti-imperialism. I know this because it shows that Korea is in the middle, pulled by both Japan and Russia. The natives of Korea are suffering, being pulled by two countries at the same time. Although Korea is trying to stay neutral, when Japan and Russia are fighting, they suffocate Korea, trying to take over its territory. The Japanese and Russians are both trying to take over Korea. They are fighting over the territory, while Korea is having a hard time resisting against the force. The author is conveying that during imperialism, there are fighting over territories, and that few colonies are being sacrificed for the target.
 * Imperialism in Korea**
 * 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?**


 * Imperialism in the United States**



This image is anti imperialism because it shows that the eagle representing the US is ripping its colony off violently The illustration depicts that the native people are being preys of the United States. The Americans are hunting down its colonies, and they are being brutal against them. The message is that the colonies of America aren't being benefitted, but instead, the US is gaining some benefits. The imperialized countries have to give the US the things they have. The predator, in this case, the US, is feeding themselves of preys, which are the imperialized nations.
 * 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?**

This shows an improved understanding of the political cartoons you chose. 20/20

=Class 12=

[|Discussing Imperialism with Annie Lee]
 * __Task 1__**

France and Britain controlled the largest sections of Africa at the time. I think France and Britain had the largest area of Africa because they were the richest and had most of the power of Europe during the time.
 * __Task 2__**
 * 1) Which countries controlled the largest sections of Africa in 1914?**
 * 2) Why do you think these countries had the largest area of Africa?**


 * __Task 3__**

- The conflict began in 1986 - Lots of countries tried to colonize Africa - Britain had the largest colonial territory in Africa - Slave Labor caused by colonization took away about 5 million lives - Many rebellion going on. - Effects of colonization: culture, economics and religion changed in many nations.

The Berlin Conference was a meeting of the European powers and the United States held in Berlin, Germany.
 * __Task 4__**
 * 1) What was the Berlin Conference?**

The three outcomes of the conference were first, any sovereign power that wanted to claim any territory should inform the other powers. Also, any seizure should be validated by effective occupation, and lastly, treaties with African rulers were to be considered a valid title to sovereignty.
 * 2) What were the three outcomes of the conference?**


 * __Task 5__**

//image 1// This image is anti imperialism. I know this because the white man is trying to reach Africa, where gold fields are present. Imperialism is when white men help other nations, not to earn gold from them. This image shows that Africa is used for resources, such as gold, and ONLY for that reason. Moreover, imperialists are reaching Africa for the Gold Fields shown in the picture. The British/Americans are trying to reach Africa for their own benefit of obtaining gold. The author is telling the viewers that while Britain and America are benefitting from other nations such as Africa, the rest of the world are losing their resources and struggling to keep their goods.
 * 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 2// I think this image is showing pro imperialism. I can tell from the image that the white man, who represents countries such as America, Germany, Britain, and France, is leading the black children. The image shows that the white man is a true leader, he is walking with pride, and the children are following him, without any negative expressions on their face. The image is telling use that Africa and Asia are the followers of the white people, and that the white man are being good leaders towards them. The British/Americans are doing a good job as their role as imperialists. They are proud, and they lead the black children into the bright light. The author is telling us that nations that are not white are benefitting from the imperialists. They get to learn from the white men, who are doing a good job, as the author describes.
 * 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 for sure. I know this because the snake, which represents the king of Belgium, King Leopold, is strangling a black man, who represents congo. The image is showing that King Leopold is strangling Congo until it cannot resist any more, and then takes the goods for his own benefit. This is saying that imperialism is making life for the Congo people harder because of the cruel king of Belgium. In this case, the picture does not show British nor Americans, but shows a Belgium king, King Leopold, being violent and harsh on Congo. They are not doing a good job in their role as imperialists. Congo is not benefitting at all from imperialism, but is actually losing many things due to injustice and cruelty of the king of Belgium.
 * 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// This drawing is pro imperialism because in the first and second image, it shows that the countries are being protected by such foreigners and animals, and in the third image, it shows leadership and obedience. The illustration shows that the Africans and Asians are like foreigners, who serve the need of the British/Americans. The British/Americans are being helpful towards their colonies, and they are portrayed as countries of great power. This is because the images shows that they are protecting the colonies from foreigners and animals, with navies and guns. The author conveys that imperialism benefits the colonies, and that they will benefit from the help of Britain and America.
 * 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// The image is anti imperialism. I know this because there are white students at the back who look very calm and they don't seem to have any problems. On the other hand, the black children at the front, who represents America's colonies, look frightened. The picture depicts that Africans were being treated badly, and was discriminated. Also, the black person cleaning the window in the back represents what the children in the front will become. They won't become people with high wages; instead, they will become low-ranking laborers. The Americans represented in the picture is not doing a good job in their role as imperialists. They are discriminating between different races, and they are threatening and scaring the Africans. They are not giving equal education. The author is conveying that the Africans are having a hard time. The teacher represents Uncle Sam, the United States, and he is mistreating and looking down upon the black children who symbolizes colonies of the United States.
 * 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. It is showing a black, big bird swooping and trying to hunt people of Africa. The bird represents Germany, and since it has a crown, it probably symbolizes the king of Germany. Africans are being hunt down by the king of Germany, according to the illustration. They are slaves who have to obey their king in order to survive. The Germans are like birds looking down at their prey to see if there is anyone to eat. The author clearly shows that the people of Africa are being "hunted" by the Germans.
 * 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 anti imperialism. I know this because the goddess is holding an unbalanced scale, which shows that there is injustice. Also, in the background, there are people dying and being hanged. Africans and Asians are being treated without justice, and they are suffocating, according to the illustration. The Americans are being brutal and cruel to the people of their colonies. This image shows that imperialism is is unfair and many people are dying and being sacrificed. The author conveys that imperialism is not good.
 * 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?**

You need to practice analysis of cartoons as many of these have not been clearly understood. I would be happy to help you practice if you like. 26/30

Darwin's theories apply to human culture and society. Darwin describes struggle for life for animals, and at the same time, this concept also applies to humans. As mentioned in the text, we probably cannot say why one species has been victorious over another in the great battle of life. Like this, one nation becomes "victorious" and takes over other nations from battle of "life", and it is hard to say why. Also, according to Darwin, Natural Selection is the survival of the fittest. There is natural selection between cultures and society, too. Countries that are better educated and civilized are more likely to "survive" and win over other countries. Also, the concept of natural selection reflects imperialism's characteristics. Only the strongest nations are able to colonize other countries and go to battles to claim more land. On the other hand, the weak nations struggle in order to keep up their country. Therefore, Darwin's theories not only apply to animals living in the wild, but also relate to culture and society.
 * Do Darwin's theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points.**

Missing imperialism chart. 5/10

__The White Man's Burden__

Based on Rudyard Kipling's description of the poem, "The White Man's Burden" is arguing that the white people should help undeveloped and uncivilized people. According to Kipling, white men are more powerful and superior than others. Thus, they look down on the undeveloped human beings.
 * 1. What is "The White Man's Burden" based on Rudyard Kipling's description in this poem?**

I disagree with Kipling's characterization that white men have the power, and that they need to assist the undeveloped countries. This argument includes racism, therefore is not right. I do not think uncivilized countries need the help of white men. This is saying that non-white people are powerless and helpless.
 * 2. Do you agree o****r disagree with Kipling's characterization? Why or why not?**

This tells us that the Europeans and the Americans felt that they are on top of everyone, they are superior, and that the rest of the world needs their assistance. For example, in the poem, it states "Go send your sons to exile to serve your captives' need". In this particular statement, it is saying that the white people should send their sons to other parts of the world where undeveloped people live in order to serve the people of that countries' needs. This means that the white people are the leaders of the world. The words used in this phrase is also significant. It says "captives", which means that the rest of the world is prisoners to the Europeans and the Americans.
 * 3. What does this say about the attitude of Europeans and Americans toward the rest of the world during the mid 1800 - early 1900's? Use specific examples from the poem**

I do not think that KIS is an example of "The White Man's Burden" in modern Korean society. KIS does not think everyone else is below it. Moreover, KIS doesn't claim itself to be superior than the rest of Korean Society.
 * 4. Is KIS an example of "The White Man's Burden" in modern Korean society? Why or why not?**

Questions 1-3 are well done. Question 4 needs more thoughtful consideration. 8/10

//Nayeon, these notes are missing 1) a summary of the main idea and 2) your interactions with the text. 8/10//

//Cornell notes//

//4 primary sources & document based questions//

Andrew Carnegie and Friedrich Engels would disagree about the effects of the industrialization because they both were in the wealthy class. While Andre Carnegie has a positive view towards American manufactures, Friedrich Engels states that nobody is willing to help the poor, and just leave them to suffer. Mary Paul is satisfied with her job and life in Lowell maybe because the people around her are kind to her, and she is satisfied with what is provided from the factory. She probably gets higher payment than what she gets when she works at home. Also, it was hard to find a job with satisfying wages at that time. This cartoon might be useful in getting workers to rally to the cause of socialism because it shows that socialism is a positive, while capitalism is shown negatively. As a vampire bat of capitalism attacks a laborer, an angle, that represents socialism comes and rescues the laborer. Thus, people will be motivated to rally to the cause of socialism due to the persuasion of the cartoon.
 * 1. Why would Andrew Carnegie and Friedrich Engels disagree about the effects of industrialization?**
 * 2. What might be reasons for 16 year-old Mary Paul's satisfaction of 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?**

I'm confused by your response to question #1. If both men were of the same class, wouldn't that be reason to believe they would share the same opinion? So how to explain their very different attitudes?

Given what you know about the conditions in textile mills, does Mary's positive attitude not puzzle you?

8/10

I don't think Marx would have agreed that these countries were "communist". He had argued some of his beliefs that contradicted to what communism really was. Marx strongly believed that communism came after feudalism and capitalism. Also, in his terms, everyone should be equal, in other words, no gap between the rich and poor, without government. However, it is difficult to not have a government and have no rich and poor in reality. In fact, this is not happen in communist countries. As Marx stated, communists countries will be ruled by the people, and the government will disappear, but in real life, the government became stronger.
 * Would Marx have agree that these countries were "communist"?**

The communist world was only a theory, which meant that it wasn't reached in reality. First of all, equality between individuals was difficult to reach. This was an impossible thought, only a belief that people thought could be achieved. Also, the government did not vanish; it instead grew bigger.
 * What has happened to the "communist" world?**

I think this happened because of the belief that communism could be reached. Although equality among all people is not possible, many thought it is, and tried to put it into real life. The communist world was only a thought, and theory, that people wanted to make happen. Furthermore, disappearance of the government did not work out either. Without the government, there will be no laws, and everything will be disorganized and not in order, unlike what people thought was going to happen.
 * Why do you think this has happened?**

I think that the Union movement and reform laws helped the growing gap between the rich and poor shrink, but did not destroy it completely. The gap was due to workers being put under rich landowners. They did not get very much wages, and the conditions were harsh. However, the Union movement and reform laws allowed workers to be in better conditions, and achieve higher wages. This lessened the gap between the rich and poor, but the gap didn't disappear completely.
 * 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?**

__A Childhood at Work__

Children labored even in the age of five during the Industrial Revolution. They worked on various jobs, such as textile and carpet factories, mines, and glassworks. They were used because of their tiny hands and bodies, which allowed them to sew better, get through narrow mine shafts and under broken machines more efficiently. They were very cheap, too. To see children work in harsh conditions from a young age made me feel sympathy. They had to work whatsoever, forced labor, which means they had diseases and other health problems because of the conditions.

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

The Industrial Revolution and the urbanization changed people's lives dramatically in both negative and positive ways. First of all, cities of England grew rapidly, thus making live harder. There were no plans made. Living conditions were harsh, workers living in dark, dirty shelters. Sickness spread throughout cities rapidly, therefore making deaths more common. Children were hired as laborers in mining industries since they were cheap. Living and working conditions were not the only problems. Tension between classes increased. The middle class had a enjoyable life, while the laborers lived through darkness. They had to helplessly see machines replacing their livelihoods. Along with these negative effects, positive results were also shown. First, the Industrial Revolution brought workers jobs. It increased technological progress and invention, thus giving people hope. The machines provided the people with healthier foods and the ability to have better houses. Also, clothing were becoming better and better.

media type="custom" key="12119632"
 * Mind Map**


 * The Congress of Vienna**

4. Why did Napoleon's empire collapse? Napoleon's empire collapsed because he wanted to expand his empire more and more, and he loved power too much. He tried to crush Britain, which he failed. Also, he made his brother a king of Spain, but since the Spanish people were loyal to their own king, this plan also failed. With the help of Britain, Spain fought back against Napoleon, and Napoleon lost 300,000 troops. Lastly, Napoleon tried to conquer Russia, but of lack of food, cold weather and such, Napoleon failed again this time. When he became weak other leaders of Europe attacked him, and he got defeated.

5. What were the goals of the Congress of Vienna? The goals of the Congress of Vienna were to make sure that the French would not attack another country again, and to maintain a balance of power in which no one nation being too strong. Also, putting kings back in charge of the countries from which they had been removed was another goal.

I chose the particular image for my quote because the image shows that a revolution is caused by a group of rebels, and although you can kill few revolutionaries, you cannot kill the revolution itself until peace.

[|Frederick II-Nayeon Kim]

1. What is absolutism? Absolutism is dictatorship, meaning that one person has total power.

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

The justification for absolutism referring to the “divine right of kings” states that monarchs are given the authority directly from God. The monarch was a representation of God on earth. Furthermore, if one challenged the monarch, it was the same thing as challenging the God.

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

There are several causes that lead to the rise of Absolutism in Europe. Starting as a theory where monarchs ruled a centralized state with absolute power, absolutism grew with some influential figures in Europe. One of the people who had a significant impact on the growth of absolutism, was Bishop Jacques-Benigne Bossuet. He was the one who declared that the authority of absolute power to monarchs could be justified through the divine right of kings, which is an authority given to monarchs directly by God. Another figure is Thomas Hobbes, who justified absolutism politically rather than religiously. He stated that absolute monarchy was the only system of government that would keep the order among the selfish, wicked human beings. The two figures both justified absolutism, and spread the idea, but in different ways.

4. Explain briefly how absolutism developed in
 * Spain: Absolutism was first introduced to Spain as dynastic marriages increased the territorial holdings of a royal family.


 * France: In France, absolutism emerged in response to a rebellious aristocracy that caused an internal conflict in the country. King Louis XIV took control in order to settle the nobles.


 * England: The development of absolutism in England was different thn the ones in other parts of Europe. When higher class men, such as James I started to fight over the power of an absolute ruler, fighting began to occur. Because of this, parliamentarians disagreed with the idea of absolutism, and soon John Locke’s support for the parliament ended absolutism.


 * Russia: Absolutism had existed since the 15th century in Russia. From this time period, Russia kept having absolute rulers, from one monarch to another.

Speed Dating media type="file" key="Speed Dating Nayeon Kim.m4v" width="300" height="300"

Explorer's Journal - Nayeon Kim & Annie Lee

=//Port 1//= //Cornell Notes//



//Discussion// [|Discussion - Nayeon & Annie]

//Navigation Technology// Compass: This is an instrument that helps people locate which direction they are going to. It is useful when the crew members are lost in the ocean, because with a compass, they can tell which direction (north, west, east, south), and can find their destination or the way back home. First of all, there will be a red needle in every compass, and that needle always points to the earth's magnetic north pole. In order to go to other directions, you can locate the directions with the red needle that faces the north. __work cited__: []

//Port 2//
*We have the voyages on a hard copy.

//Chart//
 * **Explorer’s full name** || **Sponsoring country** || **Date of voyage** || **Size of fleet** || **Discoveries/Achievements** ||
 * Henry Hudson || Netherlands || Dutch: 1609 || 2 ships || * Failed to find a northwest sea route to Asia
 * Instead, found the Hudson Bay, Hudson River, and Hudson Strait.
 * Established trading ports ||
 * Hernando Cortes || Cuba || 1519 || 11 ships || * Conquered the Aztec Indians
 * When conquered Mexico, Cortes made associations with the native Indians ||
 * Giovanni da Verrazzano || France || 1524 || 1 Vessel, //La Dauphine// || * Discovered current-day New YOrk Harbor, Block Island and Narragansett Bay
 * First European explorer to name newly discovered North American sites ||
 * Nayeon Kim & Annie Lee || South Korea || 1600 || 8 ships || * Reached India, and traded goods, such as spices.
 * Earned jewelry and beautiful rugs. ||

Work Cited: [], [], [], Textbook pg. 127

//Port 3//
//Atlantic Slave Trade// 1. The African slavery was caused because the people of the European colonies in the New World didn't have enough laborers. Not many people went to colonize in the New World. Thus, lack of workers caused people to ship slaves from Africa. When the colonists received slaves, they weren't satisfied, so they went to Africa and captured slaves. Many Africans were separated from their families as a result. Also, since African slaves were cheap, they were easy to buy. This was good news to them because they could get many slaves without having to pay tremendous amount of money.

2. The Triangular Trade Route is a route that carried slaves and good between Europe, Africa, and America. Europe sent manufactured goods to Africa. The goods included gold. When Africa received these goods, they sent slaves to America in return. During the journey to the New World, many slaves died. Lastly, the West Indies would sent Europe back the goods, such as sugar, cotton, and tobacco they received from Africa while trading slaves with other goods.Overall, the Triangular Trade Route was a route that was essential to the Europeans, but Africa had lost many strong men.

3. There were positive and negative consequences of the slave trade. First of all, Africa lost many strong men, and many slaves became separated from their families. On the other hand, Europeans and colonists in the New World were benefiting from the slave trade. They got slaves, cotton, tobacco and more things that were all beneficial to them. In conclusion, Europe had a positive influence from the Triangular Trade, but Africans actually had a loss of great men.

//Cornell Notes//



//Port 4//
//Video Questions// 1. The Bald Rat is Toyotomi Hideyoshi, a person who restored order in Japan. 2. Japan hoped to build its empire in China. 3. The Turtle Ships of Korea that lead to Japan's defeat stopped Japan from building its empire as planned. 4. Japan did not try again because Hideyoshi soon isolated Japan itself from the rest of the world after losing against Korea.

//APPARTS// Edicts For 1635 Ordering The Closing Of Japan


 * A**: The author of this document is the Shogunate of Japan. He is the one who tried to close the doors to the outside world.
 * P**: The document took place in Nagasaki during the 1650s. Nagasaki was the port closest to Europe.
 * P**: I knew that the Japanese emperor was looked up as God, so Christianity contradicted the thoughts of Japanese. I can interpret from this that Japan thought differently than the rest of Europe, where the countries were Christian.
 * A**: The audience is the Bugyo (government officials) of Nagasaki.
 * R**: Japan didn’t want any foreign things to come into their country. They thought it will cause turmoil within the country.
 * T**: This source’s main idea is to convince government officials to isolate Japan from the rest of the world.
 * S**: Japan isolated itself from the rest of the world. Hence, they denied the flow of ideas that could have came in and out of Japan. It would have helped them influence their country significantly if they allowed new ideas to come in their country.

Qianlong


 * A**: The author of this letter is Qianlong. He wants to restrict trade from Europe to China other than Guangzhou.
 * P**: This letter was written in China, in 1793.
 * P**: I already knew that China had isolated themselves from the world after Zhu Di's death, and that Europe wanted to trade with China. When China denied Europe's suggestion to hold hands in trading, Europe made trading happen by force.
 * A**: The letter was written to King George III, and in this letter, Qianlong refused politely the suggestion from England.
 * R**: The letter was written to refuse King George III's request to trade with each other.
 * T**: The main idea of this letter is that China rejected Europe's request because of worries that other countries might also want to trade with them. Qianlong wants to be isolated, and focus only in China.
 * S:** The significance is that China was not able to spread ideas and share them with other countries because they had closed the doors to the outside world except one port. I can interpret that China thinks too high of themselves, and they think they are the most powerful country in the world.

Sept. 22, 2011 Analysis

The first picture shows countries with more than 1 million Muslims. According to the map, Indonesia has the most Muslims; about 202.9 million. Besides Indonesia, there are many other countries have have a huge population of Muslims. By this map, I could tell that Muslims are spread out widely throughout the world.
 * Countries With More Than 1 Million Muslims**

The second map shows the voyages of Zheng He. He went on 7 voyages in total, traveling almost everywhere around the world. This map shows that Zheng He gave a significant influence to Zhu Di, and was a great help. I think without Zheng He, Zhu Di wouldn't have been so influential, and he is one of the reasons why China was so successful during the Golden Age.
 * Voyages of Zheng He**

The movie tells me that Zhu Di moved the capital to current day Beijing to strengthen his power over the throne. It tells us that this city was name the "Forbidden City" because access was not allowed. There are many gates and places to cross in order to get to the largest building in the Forbidden City. In addition, this movie shows us how secure the city once was.
 * Forbidden City**

Sept. 20, 2011 See, Think, Wonder

I see two men trying to reach for one another. I think they are saying goodbye. I wonder why they have to be apart from each other.

Sept. 7, 2011


 * 1.** When I looked at the comparison between China's ship and Europe's (Columbus') vessel, I could tell that there was a huge difference between the size of the two ships. I compared the ships, China's "treasure ships" and Columbus' vessel, Santa Maria, and I could tell that great ships were built in China during the Golden Age, while Europe could build a much smaller ship when Europe was just coming out of the dark ages. I learned that China was very skilled in making things such as ships during the Golden Age. On the other hand, Europe couldn't follow the techniques China had of making things.China's ships had better masts, and were fancier than the vessels in Europe.

Sept. 21, 2011 (continued)


 * 2.** According to the maps, the Holy Roman Emperor would have come from a place east of France, and Emperor of Byzantium would have come from southeast of the Holy Roman Empire. The Doge of Venice would have come from the east of the Roman Empire. The kings of England, France, Castille, and Portugal would have come from England, France, Castille, and Portugal, which are positioned in the west part of Europe.


 * 3.** I learned from this map that shows the dynasties of China that China's territory was not large at first. It was small compared to the present territory, but expanded incredibly in the Yuan Dynasty, and remained large, although the territory changed a bit over time.

I learned from picture 4, which shows the silk road that the silk road went through most of the very important countries at the time, especially the Islamic world. This shows me that the Chinese wanted to reach contact with the Islamic world in order to learn Greek and Roman learning from them, and I think this is what lead to China's Golden Age, which was a big significance to China.
 * 4.** The silk road went through current day Istanbul, around Arabia, Persia, India and China.


 * 5.** From this map of population of Europe, I learned that there were most people in Italy at both time periods, and people were spread out in other places of Europe. I can also see that many people were east of Europe, which means that Europe is slowly moving towards Asia.

6. I can tell from this map that the two maps of China differ a lot. The modern map is way more complicated. When I compared the two maps of city of China, I learned that modern day China's city is much more urbanized with many roads, hotels, etc. Also, the first map shows a simple city, but a city where I can find intelligence. They made the water flow through the city, which allowed them to have a good source of water, and the Imperial City and the Forbidden City inside were very secure, which lead to their success in not collapsing.

7. If the Great Wall really was 6400 km long, then the wall would have reached somewhere in Iran. Although Zhu Di wasn't able to reach until 6,400km, I think he extended the wall tremendously as in length.

8. The picture of the Prime Meridian shows that although Europe was in the dark ages while everyone else were in their Golden Age, it is the most important in our history, and the most significant continent. Comparing to China, who also had a magnificent Golden Age, Europe was a bit late in the Renaissance, but after all, Europe got to be the chosen one.

9. This picture of the Grand Canal shows one of the greatest accomplishments of Zhu Di. As shown in the picture, water flows down from north to south, which has not happened in the past. This shows Zhu Di's wiseness and intelligence. He was successful in his plans, and the Grand Canal became a great help to China.

3 Maps of Islam Sept. 3, 2011

The map shows the spread of Islam, and that the Ummayyad Empire was the largest empire during its time. Even when the Abbasids took over the Ummayyads, they were able to maintain the size of the Islamic empire.

Nayeon, Raina, Chris


 * Family History**

Event: My birth
 * I was born in Seoul, South Korea, on December 18th, 1996 at 3:48 AM. Although I was born 3 weeks early than the due date, I was healthy.
 * This is my birth certificate. It shows that I was born healthy. This is a primary written source because it is something written at the time I was born. This certificate tells me when and where I was born.
 * This is my footprint, right after I was born. The primary, unwritten source here tells me my significant birth, and this is here for me to show that I had a good birth, and that I am healthy. I chose this particular source because this is one of the best sources that represents my birth. Since it was taken right after my birth, it should be a precious thing to my family.

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Question #1. How did it feel the moment giving birth to me?

→ Because Nayeon was born 3 weeks earlier than the due date, giving birth was so sudden, and I was kind of disconcerted. Anyways, after pain after pain, I gave birth to Nayeon. Soon, the nurse brought her to me, and although she couldn't have seen me, but her eyes were open and she was staring me. I still can't forget the moment when we made eye contact because she was so lovely and pretty. It was a touching moment.

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Question #2. What is the significance of my birth?

→ I loved children even before I was born, so when I got married, I really wanted a baby. Thankfully, I got pregnant quickly. When Nayeon was born, and started growing up, she gave so much amount of happiness that couldn't be imagined before she was born. So Nayeon is so precious to me, I am so thankful to have a daughter who makes me happy.

Nayeon, please use the blue bar in the edit toolbar to separate one assignment from another. Continue to give each assignment a title, but also please date your work.

Please see my comments below:

Roles of a Historian

Vocabulary
 * heretical: belief contrary to Orthodox religious doctrine.
 * faggot: a bundle of sticks or twigs bound together
 * Eucharist: the Christian ceremony commemorating the Last Supper
 * abstain: prevent oneself from doing or enjoying something
 * penance: voluntary self-punishment
 * beseeching: asking someone urgently to do something
 * source: a book or document used to provide evidence in research


 * Please fix your numbering problem!**


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

Hogsflesh is announcing to the people that he has done something wrong, and he is self-punishing himself in different markets. He was getting punished because he believed heresy, when the Church was powerful. The main point of this article is that heretical beliefs is wrong at this time, and it is an immoral act to believe in heresy.

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?

John Arnold defines roles of a historian as reading records such as the story of John Hogsflesh, report on what he or she finds there, and thus inform the wider world about the past. I do agree with his assumptions, I think historians should explore facts about the past and report it to the world. They should, as John Arnold said, act as an interpreter and explain further the meaning of the stories we hear about the past. Some other roles of a historian are analyzing their discovery and an author and a teacher who writes about their exploration and spreads the words of history to his or her students.

Arnold identifies at least NINE roles. I'm glad you've added some of your own roles, but Arnold DOES identify "analyst" as one of the historian's roles.


 * 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 sources with fidelity means being loyal and faithful to the sources found, which means historians treat their sources as facts, and do not add thoughts of their own to it. This is important while reading historical references because when it comes to the time when we need to pass on the facts about the past to our kids, all the references have to be true and not made-up, in order for the next generations after us to understand and discover more about history than what is currently known.

Good answer.


 * 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 where the sources came from. Different people from all races could have contrasting ideas about an event, which leads to slight changes in point of view. Even a small incident about whether students should play sports or not could have several perspectives.

Is it only race that determines the way we view events?


 * 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.

There was a time when I was in second grade, and didn’t have a cellphone. One by one, my friends started to get cellphones of their own, and I was jealous. I went to my mom and told her that I wanted a cellphone, but she refused to take my wish because I was too young according to her. I think it is not possible for a historian to be completely objective because people have their own thoughts and opinions. Hence, historians sometimes have different opinions about certain events. For example, from the adult’s side of my case, such as my mother, they would have thought I was too young to carry a cellphone, which was expensive, but in my point of view, all my friends had them, and it was safer to have cellphones because I could be in contact with my parents. Like this, people have different perspectives of looking at one event.

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, there can be conflicts between certain group of people who think differently. On the other hand, subjective history can be beneficial to the study of history because we will have a chance to see different point of views of many historians of one event, and comprehend the event in different ways. I still remember about the incident about the cellphone as a bad memory because it was kind of unfair, and i wanted a cellphone badly. My mom would also remember the event because maybe she is sorry that she didn’t buy my the cellphone at the time, or probably because she knows that she did a good job of not buying me one. This tells us that history is remembered by people in various point of views depending on their homeland, race, family background, etc.

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 in some ways because they tell their story in their own way, sometimes in their perspective, but mostly entertaining others. However, historians should limit their “entertaining” and not go beyond what is fact. This is because the listener or the reader may be confused of which information is true and which is not. If this happens, we would not be able to trust historians because we would not be able to decide who to believe. Therefore, historians should have the same facts in their story, with slightly different ideas in it.

Great 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?

My view of history and historians became more wide. Now that I know that historians tell stories in different ways, and history can be changed sometimes, I would be more careful about what I read, and try to understand the information given. I would think outside the box after reading about history, knowing that there is more than one way to comprehend the information.

Okay.

9/10