Vivian's+World

Welcome to Vivian's World (:

World History - Ms. Boyle F Block 

__5/25/2012 - Afghanistan Timeline: Julie & Vivian __

Significance: Start of communism in Afghanistan. Shows USSR trying to spread communism.
 * 1979 December** - Soviet Red Army invades and props up communist government.

Significance: Soviet influence is out of Afghanistan.
 * 1992** - Najibullah's government toppled, but a devastating civil war follows.

Significance: New power emerges & enforces many new rules in Afghanistan.
 * 1996** - Taliban seize control of Kabul and introduce hard-line version of Islam, banning women from work, and introducing Islamic punishments, which include stoning to death and amputations.

Significance: US intervenes in situation in Afghanistan & fights against Taliban. Shows US resent towards Afghanistan that is still present today.
 * 2001 October** - US-led bombing of Afghanistan begins following the September 11 attacks on the United States. Anti-Taliban Northern Alliance forces enter Kabul shortly afterwards.

Significance: First attempt of many foreign countries to help fight against the Taliban.
 * 2002 January** - Deployment of first contingent of foreign peacekeepers - the NATO-led International Security Assistance Force (ISAF) - marking the start of a protracted fight against the Taliban.

Significance: Nato commits to supporting the democratic forces and leads them to success, toppling the Taliban’s power.
 * 2003 August** - Nato takes control of security in Kabul, its first-ever operational commitment outside Europe.

Significance: Democratic government installed in Afghanistan.
 * 2004 January** - Loya Jirga adopts new constitution which provides for strong presidency.

Significance: Nato trains Afghan forces & provides a foundation for democracy in their country.
 * 2006 October** - Nato assumes responsibility for security across the whole of Afghanistan, taking command in the east from a US-led coalition force.

Significance: Nato decides to remove its activity in Afghanistan as they believe Afghanistan can support itself and it’s new democratic government.
 * 2010 November** - Nato - at summit in Lisbon - agrees plan to hand control of security to Afghan forces by end of 2014.

Significance: Taliban is willing to stop its actions & open to negotiatiations.
 * 2012 January** - Taliban agree to open office in Dubai as a move towards peace talks with the United States and the Afghan government.

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__5/24/2012 - Korean/Vietnam War Chart __

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 * ~ Korean War ||~ Similarities ||~ Vietnam War ||
 * < * country divided into Nationalist South & Communist North
 * USA supports South Korea in war in order to try and stop the communist North taking over the South
 * Communist China & Soviet Union give aid to North
 * fight between North & South Korea ends in stalemate
 * armistice divides Korea into 2 countries
 * country border becomes unpassable barrier ||< * countries divided due to disagreements on gov. style
 * shows spreading of Communism in Asia
 * USA supports anti-communist side (South Vietnam & Korea)
 * China & Soviet Union support communist side (North Vietnam & Korea)
 * Many civilian lives lost & destruction due to war. ||< * communist Vietminh group declares Vietnam as a free republic
 * Vietminh takes control of north
 * South is anti-communist
 * USA supports French in fighting war against Vietminh & communism
 * USA supports South Vietnam to fight against North Vietnam
 * Communist China & Soviet Union give aid to the North
 * USA gives up on & hands fighting over to South Vietnam
 * North Vietnam soon takes over the South & unites country
 * Cambodia & Laos also fall to communists ||

__5/22/2012 - WWII Oral Debate: Hye Rim & Vivian __ Topic: World War II was inevitable. Pro: Hye Rim Con: Vivian media type="youtube" key="wQ-6AwYn2pc?version=3" height="360" width="640"

__5/21/2012 - The Cold War __

__**//The Cold War// (Pg. 19) :**__

1. Describe in your own words what happened to this house. When the explosion hit the house, the house pretty much got completely destroyed on impact. The house was torn apart, crushed, and demolished. The house has been flattened to the ground. It is now only a pile of unrecognizable rubble and looks not one bit like what is was before. 2. Use your imagination to describe what would happen if a whole town was hit by an explosion like this. If a whole town was hit by an explosion like this, each house in the town would follow the fate of the house in the nuclear test-explosion. Meaning, every house in the town would be blown apart and flattened to the ground just like the house in the test-explosion. A house is stronger than a person, so the people living inside the houses would have been instantly killed in a fashion similar to how the house was destroyed except this time, flesh would be shredded apart. Even nature wouldn't be able to survive the nuclear bomb. Trees, flowers, animals, will be obliterated along with all the man-made structures. It will be as if all life has been wiped off from the piece of earth the nuclear bomb lands on.
 * A.**

1. Why do you think these people wanted the government to 'ban the bomb'? As nuclear weapons grew in power, people became more aware of the damage of what might happen to them in a nuclear war. They knew that if countries entered into a nuclear war and civilians were targeted, civilians would have very little or no chance of survival and mass numbers of the population would be wiped out. They began to realize the horrors nuclear war would bring and they began to fear these new and dangerously weapons that were being developed. This is why many people across the world joined together in campaigns and demanded that the bomb be banned to prevent a possible deadly war in the future that would lead to the destruction of the world.
 * B.**

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? I think men and women, young and old, wanted to 'ban the bomb' because they all saw and understood the consequences a nuclear war would be capable of causing. . Everyone cares for their survival and although children are still young and still can't grasp the gravity of the issue yet, even a small child would be able to understand the dangers of a nuclear bomb if they were shown how a house would be destroyed because of the bomb.

USA and the Soviet Union were head to head in the arms race. They were each developing large numbers of nuclear weapons to combat and match each other with. Many people feared these two countries were over doing it, especially after information became available about the atomic bombing of Hiroshima. People began to grow uneasy. Civilians didn't want to be living in or around countries built on timed nuclear bombs that can explode any minute and kill everyone living on earth. Public fear grew and spread and alarmed by how quick these weapons are being produced, they began to protest and call for the banning of nuclear weapons.
 * C.** What arguments were there against banning nuclear weapons?

__**Pg. 530-537 Chart:**__ • each UN member nation in the GA can have a vote on issues • SC can investigate & settle disputes ||
 * ~ The United Nations || • protect members against aggression
 * ~ The Marshall Plan || • provide food, machinery, and other materials to aid in rebuilding Western Europe ||
 * ~ The Warsaw Pact || • built by the Soviet Union to protect and match off against NATO ||

__**Most Important Event Response:**__ I believe the space race was the most important event out of the four events because the space race symbolized a large leap forward in science and technology. As the Soviet Union and the United States competed raced against each other to earn recognition for space accomplishments, both countries developed many new ideas in order to beat the other. During the space race, the Soviet Union sent the first satellite into space. The United States failed to launch their first satellite but made up for this by sending the first man onto the moon. These discoveries and advances will help the future generations advance furthur down the road of science and technology.

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__5/18/2012 - Europe and Japan in Ruins __


 * ~ Europe ||~ Both ||~ Japan ||
 * < * Agriculture disrupted.
 * Transportation system destroyed.
 * Famine & disease spread.
 * Communist Party membership/influence declines.
 * Nuremberg Trials: Nazi war criminals tried.
 * Many Nazi leaders executed. ||< * Major cities suffered destruction.
 * Economic and political changes.
 * Many civilian lives and lots of money lost due to war.
 * Japanese and Nazi leaders charged for war crimes. ||< * Colonial empire stripped away.
 * Demilitarization of Japan armed forces.
 * Democratization: Constitutional monarchy.
 * Emperor is not divine.
 * Political power in the hands of the people.
 * 2 house parliament (Diet) elected.
 * Bill of Rights: Japan will only fight if attacked.
 * Landlords with huge estates have to sell land to gov, who will then sell it to tenant farmers.
 * Workers have the right to create labor unions. ||

Do you think it was right for the Allies to try only Nazi and Japanese leaders for war crimes? Explain your thinking. Yes I do believe that is was right for the Allies to try only Nazi and Japanese leaders for war crimes because they were the participants of the war that committed the most major offenses. The Nazi leaders ordered for the entire Jewish population to be eliminated. They authorized genocide on a group of entirely innocent people. The Jewish people had done nothing wrong and were just killed for being different from the Germans. Not only men, but women and children were also killed. The Japanese leaders were the ones that started this war by invading Manchuria. Throughout the war, they also carried out many cruel acts such as capturing women to work for them as sex slaves and also allowing kamikaze, or suicide bombers.

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__5/15/2012 - The Holocaust __

1. Twins The childhood of the twins was appalling. Ludit Barnea and Lia Huber were used for experiments as that was the twins' function at the concentration camps. The experiments were painful but they had to endure them and still act healthy and happy in order to survive. Living under Nazi rule must have been terrifying for them In the end, both Ludit and Lia survive and they are able to have children even though because of the experiments, many women like them could not have children. Ludit and Lia are now happy with their lives but I know that they will never truly get over their horrible memories and will still be haunted by the past.

2. Brothers As the older brother, Uri Chanoch had the responsibility to look after his younger brother, Danny. When his brother ran away to hide, Uri was beaten by the Nazis trying to force him to tell his brother's hiding location. Uri couldn't bear to hand his brother in so he didn't say anything and was beaten until he passed out. This shows to me how important family bonds were during the Holocaust because relatives were the only ones that could offer you a little bit of comfort and love during that time. Uri's mother died and when he Uri was reunited with Danny again, they did not celebrate or rejoice. This is the saddest part of all because the Holocaust had tore away their emotions and their abilities to feel and love. Uri will never be the same again.

3. Mordecai Eldar Mordecai Eldar experienced hunger and extreme labor during the Holocaust. He was used to seeing dead men and used them to his advantage. He stripped dead men of their clothing in order to be warmer. Just like Uri, Mordecai could not feel anymore and only did what he had to do to survive. Mordecai doesn't understand why he survived the Holocaust and why his parents didn't as he believed his parents were more righteous than him. After experiencing the Holocaust, he decides to devote his life to working in the army to build a strong country. I think this is incredible for him to do because while bearing the pains of the past, he is still able to look towards the future and work to help the world.

4. Zanne Farbstein Zanne Farbstein worked alongside a crematoria. She watched little children being thrown into a pit and being burned alive. Even when she speaks about it today, she still shuts her eyes and shakes her head to shut out and shake away this dark memory that won't leave her alone. While working one day, Zanne's sister told her she couldn't go on anymore. Zanne tried to help her but her sister only traded her good shoes for Zanne's worn out ones and by the time the work was done, Zanne's sister was no more. Imagine your own sister telling you that she has given up and is going to die and that you have no way to stop her. I would have been heartbroken. Zanne's sorrow could not have been more profound. Today, Zanne lives a normal life but she understands a kind of fear that no one would never be able to understand.

5. Yaakov Hollander Yaakov stayed in no less than 12 camps, each containing a different horror. I was very surprised that while he was working in a coal mine, one worker risked to his life to bring Yaakov a cake. If Yaakov the cake, the worker along with Yaakov would have been killed. I thought this was very courageous of the worker and shows that some people still had consideration kindness for others even though it was extremely rare. Yaakov was forced to eat all of the cake instead of saving some for his brother because the worker feared they would be found. If that happened today, people might have thought, "It's no big deal. It's just little piece of cake." However, this happened during the Holocaust so I can understand why Yaakov didn't wants to act selfishly. Even though it was just a little piece of cake, it was still food and Yaakov wanted to share ti with his brother so they can both have something to help them survive a bit on. Today, he still bears the guilt of that event but I'm happy that he is able to find solace in music.

6. Sophie Engelsman Sophie was forced to bury the dead people the Nazis killed. When she was freed, she said liberation meant nothing to her because she was sick with typhus. She knew that she wouldn't be able to find anyone and felt neither happiness or sadness. Like many other Holocaust survivors, Sophie had her feelings stripped away from her. Despite this, she decided to search for her family but in the end, what she thought turned out to be true. Her mother, father, and two brothers had all died. I thought this was the cruelest part of the Holocaust. Family members were torn apart without a goodbye and left alone and emotionless, never to meet each other again. Today, after seeing so much death, Sophie decided to become a midwife and bring life into the world. Although she suffered greatly, both mentally and physically, because of her experiences in the Holocaust, she still chose to make changes to help the world be a better place and for this, I admire and respect her.

7. Eva Brown I was shocked to see that Eva still had her identification number tattooed on her arm. The number shows how prisoners lost their identities in the Holocaust. I would find it hard to live through a day with this constant reminder of the horrors of the Holocaust on my arm. Every time Eva looks at the number of her arm, she would recall her memories of living under Nazis. Today, Eva tries to increase public awareness of horros the Holocaust by telling her story to everyone. I'm impressed by her actions and also respect her because even though it must be painful to remember her past, she still continues to tell her story to the future generation, help them understand what she went through, and that something like it must never happen again. Eva has even published her own book titled, "If You Save One Life".

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__5/15/2012 - The Allied Victory (cont.) __

__**Guided Reading (cont.):**__ 1. Battle of Leyte Gulf The Japanese's navy fails to destroy the American fleet to stop their advance. Only army and kamikaze (Japanese suicide pilots) left to between Allies & Japan.

2. Battle of Okinawa U.S. troops move into Okinawa after a month of fighting and many casualties resulted.

3. Bombing of Hiroshima and Nagasaki The U.S. drops two atomic bombs developed by Manhattan Project in Japan, killing many citizens. This led to Japan's surrender.

1. Which of the nations listed in the chart suffered the greatest human costs? Russia suffered the greatest human costs.
 * __Comparing World War I & World War II:__**
 * Cost of World War I:**

2. How does the U.S. spending on the war compare with the spending of Germany and Japan? The U.S. spent more money on the war than Germany and Japan added together. However, the U.S. had less human costs and no civilians killed.

What factors could have contributed to the increased numbers of deaths and World War II over World War I? There were many factors that could have contributed to the increased numbers of deaths in World War II. In World War II, countries used weapons and technology that were much more advanced than the ones in World War I. New weapons were developed, old weapons were improved, and these weapons effectively killed off a greater number of people, increasing the number of deaths. For example, the newly developed atomic bomb killed many in Japan, causing Japan's surrender. Another factor was that before, only countries' troops fighting against each other and civilians were only accidentally caught in but now, civillians were also target of the war. For example, Hitler targeted civilians when he ordered London to be bombed.
 * Military Casualties, World War I & World War II:**

1. Under what conditions did the Polish refugees flee from the Germans? The Polish refugees that fled from the Germans barely anytime to pack or prepare themselves for fleeing so they had to leave almost everything behind if they wanted to flee in time, bringing only themselves and maybe a very small piece of luggage. They didn't know where they were going or what would happen to them because the refugees weren't promised total safety; they might still get attacked. On the journey, family members might become separated and maybe never see each other again. When they got to the refugee camps, they found the living conditions weren't great. The future didn't hold much promise to them and it was all they could do to hope that they would survive this mess.
 * Civilian Cost:**

2. Judging from the photograph, what was the government's attitude towards Japanese Americans? Judging from the photograph, you can tell the government didn't respect Japanese Americans. During World War II, every Japanese American was suspected of being a spy for the Japanese. In this photograph, the Americans are rounding up the Japanese Americans to be sent to internment camps. The American soldiers are standing in a line and not offering to help the Japanese families. Instead, they are looking at them as if they were criminals that should be sent to prison.

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__5/9/2012 - The Allied Victory __

__**Guided Reading:**__
 * A. //Analyzing Causes and Recognizing Effects//** As you read this section, note how each of the following events or campaigns contributed to the Allies’ victory in World War II.

1. Battle of El Alamein British troops led by Montgomery fight German troops led by Rommel in North Africa. Germans are pushed west.

2. Operation Torch Allied force led by Eisenhower join Montgomery. Rommel's Afrika Korps and power in North Africa are crushed.

3. Battle of Stalingrad Hitler's troops are defeated by winter and fail to take Stalingrad. The Germans are now on defensive while Soviets push them westwards.

4. Invasion of Italy Allied forces capture Italy. Mussolini is toppled from power and killed and as a result, Hitler loses Italy's support.

5. Propaganda Campaigns on the Home Fronts Propaganda encouraged support for the war from the home fronts by asking people to volunteer or donate money.

6. D-Day Invasion Allied forces begin invasion of European mainland and liberate France, Belgium, and Luxembourg. They set their sights on Germany.

7. Battle of the Bulge Allied forces turn back last major German offensive of WWII. Germans are forced to retreat.

__**Video Comparison:**__ 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? History is conveyed in different ways in these two videos because the two videos had different purposes. The documentary was more to inform the audience about the what happened on D-Day and what followed in a general way so that we can get an overview of the events. There is a narrator that explains everything. Although the documentary had primary sources, I felt like it did not show D-Day as well as Saving Private Ryan. In Saving Private Ryan, the hardships and pain of the American soldiers is emphasized. This video was dramatization but it seemed more real and true to me than the documentary. Maybe it was because of the voice of the narrator throughout the whole video, but the horrors of D-Day seems to have been toned down a bit. Saving Private Ryan did an extremely well job of expressing the trepidation of the soldiers on that day and what they went through on that day. The video was very dramatic which allowed me to better visualize and experience D-Day in my head

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__5/8/2012 - War on the Home Front __

__**Japanese Internment:**__ I believe Japanese internment was an extremely unfair way to treat Japanese living in America. Due to the war, Americans became paranoid and came to suspect that every Japanese living in their country could be a possible spy no matter how old or young they were. Even young children were brought to Japanese internment camps. As the Japanese-Americans were gathered and sent to the camps, many families were separated and when they do arrive, they will realize how bad their living conditions are at the camps. Also, he Americans at the camp treated treat the Japanese-Americans with no respect. The only way to escape this was to fight for the Americans in the war but even then, when you returned from fighting against your home country, you are still not welcomed by the Americans. In the end, no Japanese-American was found guilty so the Japanese-American were interned for nothing.

__**Walt Disney Wartime Propaganda Cartoon:**__ 1. What wartime images do you recognize from your study of the war? While the band was marching through the town, you can tell that everything from the clouds to the trees is shaped like the swastika, the Nazi's symbol. When Donald Duck wakes up and salutes a picture of Hitler. Because of food rationing, all he can have for breakfast is a some stale bread, a bit of coffee, and a taste of the aroma of ham and eggs. While eating, he reads Hitler's book, //Mein Kampf//. This book was gibberish but since Hitler wrote it, it was a good idea to have one in your home. Donald is then is pushed with bayonets to work. At work, Donald has to say "Hail Hitler" every time he sees a picture of him. People in Germany had to practice saluting Hitler. Donald takes a break from his work and goes on a "paid vacation", which only included a drop down poster of a nature scene and him doing some swastika exercises. After his "vacation", Donald is ordered to work even more. While he works, he listens to propaganda supporting Hitler and Fascism. In the end, Donald wakes up in stars and stripes clothing like Uncle Sam who represents USA. He realizes that it was all a nightmare and hugs a mini Statue of Liberty, overjoyed to be an American and in America.

2. What are some of the messages in this cartoon? This cartoon shows Hitler as an oppressive and demanding ruler. He expects absolute obedience and respect from Germans. Those who do not follow his orders risk punishment. This cartoon also tells us how bad the living conditions in Germany were and how the Germans' lives were constantly threatened.

3. Why do you think companies like Disney and Warner Brothers produced these cartoons during the war? Companies like Disney and Warner Brothers produced these cartoons during the war to support and spread anti-fascism to oppose Germany's actions. Because this is a cartoon, both adults and children can learn about the situation in Germany.

1. What is in the cartoon? Explain the symbolism you see. In this cartoon, I see Uncle Sam in the back working on the USA salvage program and scrap paper processing which means USA is collecting all the resources available to support the war. The paper processor produces boxes in which a man and woman further put objects into. The man is packing a weapon labeled "Pass on to Adolf". This man represents a factory owner making weapons and equipment to support the war. The woman is packing early Christmas presents into the boxes. This woman represents women on the home front who are participating in volunteer services and also working in factories.
 * __Political Cartoon for the Home Front:__**

2. What is the intended message of the cartoon? This cartoon tells us that USA is trying to gather as much materials as possible to support the war and that people working on the home front also play a major role in the war.

1. Children at War • Many children evacuated to escape bombing raids. • Children were accepted reluctantly by foster parents. • Children were separated from family & didn't know when or if they would ever return home.
 * __Life on the Home Front in Britain Exploration:__**

2. Rationing • Each family member had a ration book; even little children. • Clothing was also rationed. • Use coupons to buy clothing; each person allowed 48 coupons for one year.

3. Women at War

• Women worked in factories to support war because there was a lack of men. • Older women worked in the Women's Voluntary Service (WVS) & ran many different tasks • Women air raid wardens enforced air raid safety rules • Auxiliary Territorial Service (ATS) could work on gun site but could not fire gun

4. Messages of War

• Children should evacuated away from threatened cities to avoid danger. • Women played a huge role in helping support the war on the home front. • Practice caution daily when talking to others, shopping, or just outside on the streets in general.

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__5/4/2012 - Japan Seeks to Build an Empire __

__**Political Cartoons**__: 1. Let Sam Do It In this cartoon, Japan and China are shown fighting inside a room while outside, the people representing the League of Nations is motioning Uncle Sam on the right, who represents USA, to go inside and control the brawl. Japan's expansion was viewed as a mess that no country wanted to be part of, which is why everyone in the League of Nations is pushing the responsibility onto USA in this cartoon.
 * __Notes:__**

2. Let Others Sweat and Toil In this cartoon, Uncle Sam (USA) and John Bull (Britain) are shown sitting lazily and comfortably on a sedan chair as they are lifted by people from their Asian colonies who look thin and sickly. Japan thought the anglo-saxon imperialists were oppressive and cruel towards them and that their expansion was a way to get back at America and Britain. This cartoon tells us that Japanese expansion was justified.

3. Light of Asia In this cartoon, Japan is burning up the League of Nations' treaty and pact between the nine powers. Japan doesn't care about its previous relationships with other countries and will do whatever it wants; no one will be able to stop their expansion, not even the League of Nations. Since the League of Nations is powerless to stop them, Japan, who is stronger, will take control in and replace the weak League of Nations.

4. Japan in New Guinea In this cartoon, Japan is advancing towards New Guinea while a kangaroo (Australia) with an American soldier in its pouch is are holding weapons and defending the land. Australia and America are working together to try and halt Japan's expansion so in this cartoon, Japan's expansion is viewed as something that is bad and needs to be stopped. Also the croquet on the ground shows that Australia and America can drop whatever they're playing and get into action quickly against the Japanese.

Why did Japan attack the United States of America? Provide evidence from the source below in your answer. Japan attacked the United States because the actions United States took clearly goes against the Japanese's expansion. For example, USA supported China's Nationalist government against Japan and started cutting off supplies to Japan. This probably made Japan view the US as a threat to its mounting power and a impediment to its expansion. The Japanese were angered and annoyed so they decided to attack the US to show off their power and to stop the US from stopping their success.
 * __Question:__**

On Dec. 7, 1941, the Japanese, under the direction of Admiral Isoroku, attacks the U.S. naval base at Pear Harbor, Hawaii. The Japanese planes were detected on U.S. radar screens however the technicians were not able to accurately identify the approaching force which allowed the Japanese to launch their attack with no warning. The Americans did not get a chance to respond until after the bombs started to fall and as a result, they suffered huge casualties. This attack caused the U.S. to stop being neutral and join the Allies. The U.S. Congress declared war on Japan on Dec. 8 and Japan's allies, Germany and Italy, declared war on the U.S. on Dec. 11.
 * __Pearl Harbor Summary:__**

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__5/2/2012 - Battle of Britain __

__**Questions:**__ 1) What was Operation Sea Lion? Operation Sea Lion was Germany's plan to invade Britain.

2) Why did the battle not look good for Britain? The British army had been forced out of Europe and had left most of its weapons behind. The Germans were poised to invade. For an invasion to be successful, the Germans would have to command over the sky and the Germans had more air crafts than Britain.

3) What advantage did Britain have? Britain's secret weapons was radar. Radio waves transmitted from radio stations reflected from incoming aircraft and could find out the air craft's distance, speed, and height. The determination of the country and the addition or extra air crew from all over the world also helped Britain.

4) What was Germany's mistake? Hitler was furious that Britain had dared to attack Berlin, Germany's capital city, and ordered attacks on London and other British cities. Germany diverged from attacking British air fields which in turn, gave Britain time to improve their air force.

5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause? The raids on the city gave Royal Air Force time to build air fields. Aircraft production continued and enhanced tactics and better air crafts improved life expectancy of air force crew.

6) Why was the outcome of the battle of Britain significant for the Allies? The Battle of Britain taught the Allies that Hitler's attacks could be blocked.

__**Response:**__ Why were the British able to hold off the German invasion when they were militarily weaker? Although the British were militarily weaker, they used willpower and united as a country to defend themselves against Germany. Churchill, as the Prime Minister, was a very strong leader and encouraged the country to fight and not give up. Many British citizens were willing to volunteer to do work for their country, such as volunteering in Civil Defense, or donating money if they could not volunteer. Another important point wass that women could also help and this really united women and men in Britain to work for a common goal. Lastly, besides persevering and remain positive, the British also had a secret weapon - the radar. The radar helped detect incoming air crafts which allowed early warnings of dangers, such as bombing, to spread within Britain.

Podcast notes? 8/10

__5/1/2012 - Textbook: Pg. 496 Sec. 1 Assessment __

2. Which of the listed events might be considered a turning point for the Allies? Why?
 * ~ Cause: ||~ Effect: ||
 * First blitzkrieg || Stalin occupies eastern half of Poland while Hitler occupies the west. France and Great Britain declare war on Germany. ||
 * Allies stranded at Dunkirk || Great Britain sends ships to rescue the Allied forces and rescues about 338,000 soldiers. ||
 * Lend-lease Act || US president can lend or lease arms and other supplies to any country vital to the US. Allies can buy American arms. ||

I think the lend-lease act could be considered a turning point of the Allies because although the United States refuses to join the war itself and fight, it decides to participate indirectly by helping the Allies by selling them American arms. This act could benefit the Allies very much and might give them more power and arms against Germany.

8. How were Napoleon's invasion of Russia and Hitler's invasion of Soviet Union similar? Napoleon's invasion of Russia and Hitler's invasion of the Soviet Union are similar. When Germany had pushed many miles into Soviet Union, the Soviet troops began to retreat but as they retreated, they burned and destroyed everything in the enemy's path. The Russians had used this scorched-earth strategy against Napoleon before. Also like Napoleon, Hitler was forced to retreat when winter came because his soldiers were not prepared for the dropping temperatures.

10/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/26/2012 - Textbook: Pg. 488-492 Notes __

• Stalin signed nonagression pact with Hitler • Hitler takes over Poland • France & Great Britain declare war on Germany • blitzkrieg: a military strategy using fast-moving planes/tanks & massive infantry forces to surprise & quickly overwhelm • Stalin annex countries north of Poland • Finland defends their country but still loses in the end • French & British station troops along Maginot Line (system of fortifications along France's border with Germany) • French & British wait for Germans to attack but nothing happens • Germans sit at Siegfried Line few miles away • the phony war known as sitzkrieg, or "sitting war" • Hitler takes over Denmark & Norway to build bases along coasts where he can attack Great Britain
 * Germany Sparks a New War in Europe**

__<span style="font-family: 'Comic Sans MS',cursive;">4/26/2012 - Hitler's Germany Ch. 10 & 11 Notes __

1. The Treaty of Versailles • Hitler has 3 main aims to prepare Germany for war • Hitler wants to not follow treaty 2. The union of all Germans in Germany • Hitler wants to unite all Germans (including those in neighboring countries) 3. The conquest of //lebensraum// //•// Germany is overcrowded & needs more land/food • Provide Germany with "living space" by taking over other countries
 * A. Hitler's foreign policy aims**

• secret orders for armed forces to expand • built weapons forbidden by Treaty of Versailles • compulsory military service announced • many alarmed countries form alliances but none took military action to stop Germany
 * B. Hitler's rearmament of Germany**

• army ordered to march into Rhineland • British refused to help French & French didn't want to fight Germany
 * C. The remilitarisation of the Rhineland, 1936**

1. The Rome-Berlin Axis, 1936 • allied with Mussolini, dictator of Italy 2. The Anti-Comintern Pact, 1936 • allied with Japan 3. Help for Franco in the Spanish Civil War, 1936-9 • Hitler sends forces to Spain to help Franco • allied with Spain
 * D. Hitler's alliances**

• anschluss: union • Hitler wants to unite with Austria • Orders Austrian Nazi Party to make lots of trouble until they are banned • Hitler threatens to invade Austria if Schuschinigg doesn't give important jobs in gov. to Nazis • Schuschinigg tries to avoid problem by holding a plebiscite (vote) among Austrians • Hitler moves forces to border to scare off plebiscite • Austria asks neighboring countries for help but all refused • Austrian Nazi takes charge and "invites" Hitler inside Austria
 * E. The Anschluss with Austria, 1938-9**

1. The Sudetenland Crisis, 1938 • Hitler orders Henlein to stir up trouble in Sudentenland, Czechoslovakia • Hitler orders army to invade Czechoslovakia to "stop the riots" • Czechs finds out about plan & gets ready to fight • Czechs have France as ally • Chamberlain (Britain) convinces French that Sudentenland should belong to Germany or else there would be war • Chamberlain wants to avoid war by giving Hitler what he wants (appeasement)
 * F. The take-over of Czechoslovakia, 1938-9**

2. The Munich Conference, 1938 • Chamberlain & other leaders meets with Hitler to prevent war • Sudentenland is given to Germany

3. The invasion of Czechoslovakia, 1939 • Germans invades rest of Czechoslovakia

• Germany wants to get 'Polish Corridor' • British & French agree to protect Poland • Hitler makes agreement with Russians that Germany & Russia would not fight against each other • Germany & Russia secretly plan to divide Poland between themselves • Nazi-Soviet Pact meant Hitler could invade Polish Corridor without worrying about Russia • Britain and France declare war on Germany
 * G. The Nazi-Soviet Pact, 1939**

10/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/25/2012 - Hitler's Germany Ch. 1 & 2 Notes __

1. His life up to 1993 • hated socialist parties that wanted better wages, better conditions, right to vote for working ppl • hated ppl of foreign races (e.g. Jew) • joined the army for WWI • blamed Germany's surrender in WWI on Jews & socialist politicians • worked as 'V man' to spy on political parties • joined German Workers Party & changes it to Nazi Party • organizes 'Storm Troopers' to do his bidding • made the swastika • wants to destroy Jews and Communists • starts //putsch//, an attempt to get power by force, in Munich • //putsch// fails & Hitler but in prison • writes book called //Mein Kampf// - My Struggle • ppl start listening to Hitler during economic depression • Hitler became Chancellor of Germany
 * A. Adolf Hitler**

2. His ideas • most ideas in //Mein Kampf// • The Fuehrer principle: Germany must be ruled by single, strong leader • Lebensraum (living space): take over other countries to gain more land to live/work in • Race: Germans race must not interbreed to keep themselves pure • Anti-semitism: destroy Jews/Semite • Communism: destroy Communism

3. His appeal • gave ppl hope • Germany could move towards economic recovery • discipline in time of chaos • 'hypnotized' audience

1. The election campaign of March 1933 • Hitler hope Nazi Party will win seats in Reichstag (parliament) in election • Reichstag building burnt down before election & Communists blamed • President Hindenburg passes Last for the Protection of the People and State: banned Communists & Socialists from taking part in election • Nazi Storm Troopers (SA) beats up supporters
 * B. How Hitler established his dictatorship**

2. Results of the election • Nazi Party win just under half the vote

3. The Enabling Law, March 1933 • let Hitler make laws without asking Reichstag for consent • Hitler uses law to get rid of thing anything/one that limited his authority

4. The take-over of local governments • Nazi officials in charge of local gov. which ran provinces • block leaders: lowest structure, had most important job - investigate neighbors

5. The banning of trade unions • trade unions closed down, funds taken away, leaders put in prison • Law against the Formation of New Parties: only Nazi Party

6. The 'Night of the Long Knives', 1934 • Ernst Roehm wants SA to be part of German army, making Roehm powerful • Hitler kills Roehm & other SA leaders • SS (Protection Squad): Hitler's personal guards

7. Hitler becomes Fuehrer, 1934 • Hindenburg dies, Hitler takes over • Hitler is "Fuehrer and Reich Chancellor"

8. The army's oath of loyalty • army, only men with power to oppose Hitler, swore their lives to Hitler himself

10/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/25/2012 - Fascism Oral Quiz __ http://www.youtube.com/watch?v=pY9la18eJQU&feature=youtu.be Could have been better organized. 9.5/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/19/2012 - Great Depression Oral Quiz __ http://www.youtube.com/watch?v=Zym-KT4WnoY&feature=youtu.be Very clear and articulate. 10/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/17/2012 - The Great Depression __

__**Station 1:**__
 * hard copy*

1) Headline: America's Lost it's Foothold Thesis: The United States enjoy a boom in the 1920s but the Great Depression causes great losses for America, leaving everyone to struggle and fend for themselves. Supporting Point 1: Farmers suffer from falling food prices/slow sales, are unable to pay loans, and lose farms. Supporting Point 2: Unemployment in cities is high. Many employers try to get as much work as possible for the lowest possible wage so their is a lot of competition between people to obtain jobs. Supporting Point 3: Almost everyone is poor, hungry, or homeless; you cannot help anyone because you can't even help yourself.
 * __Station 2:__**

2) Headline: A Ticket to See the Picket's Exhibit Thesis: Workers are unhappy with their jobs and decide to protest. Supporting Point 1: Bad working conditions and lack of job security are just some reasons people were upset. Supporting Point 2: Workers sought power through unity and formed unions. Supporting Point 3: Sit-ins was a very effective way to remonstrate and people of other races are welcome to join.


 * __Station 3:__**
 * America experiences recession after stock prices fall and banks fail
 * many are left jobless and homeless
 * high tariffs stop America from exporting its products
 * only a handful of wealthy men left
 * makeshift towns - Hoovervilles
 * farms become foreclosed
 * farm families become migrant workers
 * drought and dust only causes more problems
 * children leave school to help family survive & become malnourished
 * government believed economy would recover on its on
 * Hoover calls together business, banking, and labor leaders to work together & avoid laying off workers or calling strikes
 * authorized expenditure of federal farms for large public work projects to create jobs
 * Bonus Army/March - war veterans receive money, food, and supplies
 * Veterans are violently removed when they wouldn’t leave
 * FDR provides New Deal & many actions that help US reform
 * people begin to trust banks again and find jobs
 * Great Depression destroyed hope for world peace & allowed Hitler to get into power
 * 1929 - Wall Street Crash and recession
 * when USA calls back money from countries who borrowed from them, those countries fall into depression too
 * countries like Italy & Japan take over weaker countries to recover from depression
 * Britain and France can’t afford to pay for any wars
 * Hitler promised that he would make the people rich & the country powerful again

Station 1 incomplete. 7.5/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/16/2012 - China Oral Quiz __ http://www.youtube.com/watch?v=V8Eo5_IbcHk Well organized and clear. 10/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/10/2012 - The Chinese Revolution and Japanese Imperialism __

4. //**Analyzing Causes and Recognizing Effects**// How did the Treaty of Versailles add to China's problems? China's leaders had hoped to win their freedom by supporting the Allies during WWI however when the war ended, the Treaty of Versailles did not give China it's freedom. Instead, the parts of China that had been controlled by Germany were now given to Japan. This and angry Chinese protestors added to China's problems//.//
 * __Station 1: Imperial China Collapses__**

__**Station 2: Japan's Role**__

Beginning at the 1600’s up until about the mid-1800’s, Japan practiced isolationism however in 1853, America goes to Japan and Japan slowly starts to open up to foreign countries and the world. Emperor Mutsuhito takes control of Japan after the shogun, the military dictator, was overthrown. The period of time he ruled in is called the Meiji era or “enlightened” era. The emperor decides to modernize Japan by modeling Japan after other strong countries. For example, the Japanese adopted the American system of schooling for children. By 1890, Japan’s industry and military power has grown so much that is almost on par with the Western powers. Foreigners give up on their holds in Japan. After Japan is recognized, it decides to practice it’s power by gaining more territory and expanding its influence. First it drives China out of Korea and then it wins Russia over the Manchurian territory. By 1910, Japan had complete control over Korea however, the Japanese Japanese were harsh rulers. They oppressed the Korean culture and gave the Japanese first priority in Korea. Koreans were angry and this anger led to a nationalist movement and protests against Japanese rule in the future.

The 1929 depression, a severe worldwide economic depression, hit Japan hard. The government could not provide any solutions and were weak so the people looked towards the country’s military strength for help. They launched a campaign to gather more new colonies that can be utilized by Japan. In 1931, Japan invaded Manchuria, an event that came to be known as the Manchuria Incident. Manchuria had raw materials and natural resources, things Japan needed to boost its industry and economy. Also, through Manchuria, the Japanese are able to stop Chinese nationalists’ advances and also expand its empire. The invasion of Manchuria was criticized by many, such as the Western powers. To help the war effort, Koreans and Chinese were displaced from their homes and shipped to factories in order to scatter manpower for maximum productivity. The Western powers thought Japan was reckless and excessively violent when it had invaded Manchuria. Japan justified its actions with many reasons. It said that Japan had turned to expansion of territory because other ways of expansion such as emigration and advance into world markets were blocked off by the Western governments. Also, Japan said when the Westerners called their actions violent, they should think of their own brutal actions when imperializing Africa and India. Since the Westerners took on the “white man’s burden” to develop these places, Japan thought it was also God’s will for them to develop the undeveloped land abundant with natural resources.

Image 1: A map showing Manchuria/Manchurian territory. "Japan's Expansion of Power"

Image 2: A political cartoon showing Japan abusing its power on Koreans. "Strict Rulers: For Better or For Worse?"

Image 3: A picture of Japanese soldiers. "Soldier's Lives"

I believe Mao is a ruler that is as evil as Stalin. When I was watching “The Real Mao Tse Tung”, I kept thinking many of his actions was extremely similar to Stalin’s actions in Russia. Like Stalin, Mao was extremely smart and kept a good image of himself on the outside but on the inside, he was horrible. Like Stalin, Mao launched a massive campaign to industrialize his own country but during this period of industrialization, many people died due to starvation or being worked to death. Even Stalin’s quote, “One death is a tragedy, one million deaths is merely a tragedy”, reminded me of Mao, who said, “Death fertilizes the land”. From what they say, we can tell that they are indifferent to the feelings of their people and only care about their personal gains and goals. Anyone that opposed Mao of Stalin were gotten rid of so their image and they both used propaganda to gain support and promote his image. They both applied the cult of personality to their rule and even today, many still view of Mao as an almost god-like figure, despite his cruel actions.
 * __Station 3: Mao vs Stalin__**

Well done, especially your "textbook". 10/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/10/2012 - Russian Revolution Oral Quiz __ https://www.youtube.com/watch?v=y2Fi7UhyDlQ A great start, but how did this end up being just a minute instead of 3?? 7/10

__<span style="font-family: 'Comic Sans MS',cursive;">4/6/2012 - The Russian Revolution Tasks __

Many problems led to the dissatisfaction of the Russian citizens which resulted in a revolution in 1917. Alexander III was extremely oppressive and Nicholas II, his son, continued the strong rule as the next czar. Nicholas built up Russia’s industry however working conditions were poor, wages were low, and children were often forced to work. Many workers grew angry and went on strike. In 1905, hundreds of hungry workers who gathered peacefully to ask for help after Russia suffered from a defeat against Japan in a war however they were killed by the Russian army. This forced Nicholas to allow some changes however the suffering caused by World War I was the last straw. Soldiers refused to fight, prices rose, and people went hungry. Protests started and the czar was forced to step down and later, executed.
 * __Station 1: Overview of Russian Revolution__**

media type="youtube" key="XH3iafY70ag?version=3" height="252" width="448" http://www.youtube.com/watch?v=XH3iafY70ag
 * __Station 2: Primary & Secondary Sources: Video__**

1. What is the message that this poster is trying to get out to the Russian people? This poster shows Stalin leading the Russians in a "festival of labor". During Stalin's rule, Stalin industrialized Russia using mass labor forces that were worked to the death to achieve his demands. This poster is trying to get Russians to support Stalin by letting him lead them to work for him. By calling it a festival, the labor sounded better and easier than it actually was back then.
 * __Station 3: Tools to Persuade and Motivate - Propaganda__**

2. Do you find this piece of propaganda to be compelling? Why or why not? This piece of propaganda is very compelling. The color used, red, draws my attention to the poster. Stalin is shown as an extremely large figure in the front of everyone else with the sun shining over his head, as if he was some kind of holy or god-like figure. Stalin is raising a flag and holding his hands out in glory and the people behind him don't seem to be protesting against him when he leads them. I can almost believe Stalin is actually a good guy here but I know he is leading his followers to their deaths.

__<span style="font-family: 'Comic Sans MS',cursive;">4/5/2012 - Treaty of Versailles: #2 Evaluating Decisions (Pg. 428) __ 2. //Power and Authority// How did the Treaty of Versailles reflect the different personalities and agendas of the men in power at the end of World War I?

The Treaty of Versailles reflected what each country wanted as their prize after WWI and the personalities of the men that represented the countries in power. On the United States president's, Woodrow Wilson's, agenda, there were plans for an international association who's goal was to keep peace between countries and solve conflicts. Wilson wanted an ideal world with no war; he was a big dreamer. He managed to persuade every country meeting at Versailles to sign and agree to his idea. The treaty created the League of Nations. In the end, his idea was still rejected by the Congress of the United States but it could prove to be the beginning of something new in the future. On the other hand, Georges Clemenceau of France had an entirely different focus. France had suffered the most during the war because the fights with the Germans were fought on French land. Clemenceau was determined to punish Germany using the treaty and pushed his proposals forward vehemently; he was a combative man. The Treaty of Versailles included territorial losses, military restrictions, and war guilt for Germany, reflecting Clemenceau's agenda.

__<span style="font-family: 'Comic Sans MS',cursive;">2/17/2012 - Balkan Crisis Questions __ Why might Serbia have staked a claim to Bosnia and Herzegovina? Why might Russia have been interested in helping further that claim? Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary?

Serbia could have stake claims to Bosnia and Herzegovina for several reasons. One reason could've been that places had similar culture and religion because they were both Slavic. A second reason could be because Bosnia and Herzegovina borders the Adriatic Sea. If Serbia gains control of this area, they would have more access to the sea which could boost trade. Another reason could be that Serbia itself is pretty small compared to surrounding countries so Serbians, feelings nationalistic, would want to expand their territory to become more powerful. Russia might have been interested in helping Serbia because Serbia and Russia are allies. Russia and Serbia originally had good relationships due to similar culture and now, if Russia helps Serbia, Russia may also gain benefits if Serbia wins against Austria-Hungary and decides to share its spoils with Russia. With the secession of Bosnia, Germany and Austria would loose valuable territory. They would loose territory by the Adriatic Sea and their power might decrease with their land if they had to give up Bosnia to Serbia.

The verb is spelled "lose". The word "loose" is an adjective meaning "not tight". For the second question, you have not answered the question WHY Russia and Serbia were allies? Question 3 needs to be more carefully considered. 8/10

__<span style="font-family: 'Comic Sans MS',cursive;">2/17/2012 - Impact of Nationalism __

__<span style="font-family: Arial,Helvetica,sans-serif;">**Positive & Negative Impacts of Nationalism:** __

Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence. I think nationalism has had a more positive effect on our world. Although their has been many violent and negative outcomes, and positive results are long-term. For example, ethnic cleansing and warfare does not happen everyday, these extreme events happen once in a while. However technology has now become part of our everyday life and has lasted and will last for a long time.
 * ~ Positive Results ||~ Negative Results ||
 * * colonial rulers overthrown
 * people within nation work together for the common good
 * rise of democratic governments
 * competition between nations result in scientific and technological advances || * force nation's majority culture on all groups of cultures
 * ethnic cleansing (Bosnia & Herzegovina in 1990s)
 * extreme nationalistic movements born (e.g. Nazism)
 * competition between nations also leads to warfare ||

__ **Types of Nationalist Movements** __

1. Using the table, explain the characteristics of each type of Nationalistic movement in your own words. Unification is a type of nationalistic movement that involves combining lands that have similar cultures but are politically different. Separation means a group with a different culture who doesn't wish to join or state or tries to break away from the state they are part of. State-building is when groups with different cultures all accept one culture and form into a new state.

2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism? As feelings of nationalism increase, the nationalist movements would've taken place within the Austrian and Ottoman empires. Groups with similar cultures may unify, demand to become separate from the empire to band together, and create their own new nation-states. Ethnic unrest increases conflicts within the empires and soon the empires will collapse as it breaks down into nation-states.

__ **Key Skill: Analyzing Political Cartoons** __

1. **Clarifying** //What symbol does the cartoonist use for the soon-to-be nation of Italy?// The cartoonist uses a boot to symbolize the soon-to-be nation of Italy because Italy looks like a boot on a map.

2. **Making Inferences** //How is Garibaldi portrayed?// Garibaldi is portrayed as simple and hardworking man. His clothing is very simple and he does not appear showy in any way, unlike the king who's feet he is putting the boot of Italy on. He looks like a common worker who works very hard to get his job done which is unifying Italy.

3. **Analyzing Bias** //What does the title of the cartoon say about the cartoonist's view of Italian unification?// The title of this cartoon is "Right Leg in the Boot at Last". This title shows that the cartoonists supports the Italian unification. This is because the cartoonist adds "at last" to the end which shows his view of the unification are that Italy should have been rightfully united a long time ago and it is now, finally.

__ **CASE STUDY: Germany** __

1) Unification of Germany Flow Chart:

2) Geography Skillbuilder Questions 1. **Location** //What was unusual about the territory of Prussia as it existed in 1865?// The territory of Prussia in 1865 was unusual because Prussia's territory was separated into two by a strip of land.

2. **Regions** //After 1865, what year saw the biggest expansion of Prussian territory?// After 1865, the year of 1871 saw the biggest expansion of Prussian territory when the South German States joined Prussia to form the German Empire.

3) Germany's National Symbol In this image, the oak tree and the oak leaf from the oak tree represent Germany's strength and endurance. The handshake represents unity and cooperation. The hammer represents hardworking and justice. The eagle and the flag colors represent Germany itself. These symbols symbolize Germany's past hardships they had to go through and their pride and belief they have in their country and nationalistic feelings for their own country.
 * Symbol submitted through email***

The eagle and flag colors were created as symbols of Germany, but that is what YOU were asked to do, so you can't use them, at least not without explaining what they mean to you.

The cartoon is not well understood. What is the significance of Garibaldi kneeling and helping the king with his boots? Would YOU do this? What about the position of Garibaldi's sword? 18.5/20

__<span style="font-family: 'Comic Sans MS',cursive;">2/15/2012 - Case Study: India and Britain __

1. Sepoys The sepoys were important because they were the ones that led the Sepoy Mutiny against the British, which supported India's independence in the future.
 * __Terms and Names:__**

2. Sepoy Mutiny The Sepoy Mutiny was significant because it was the first revolt the Indians participated in against the British. This events inspired many Indians and spread nationalism among them.

3. Congress Party The Congress Party was the first political group formed by the Indians that focused on equal rights for Indians and became more nationalistic as time passed by.

4. Mohandas K. Gandhi Gandhi used a tactic called satyagraha which used peaceful methods to defy the British. Using non-violent non cooperation, he was able to win tax reductions for farmers and better wages and working conditions for factory laborers. Gandhi spread nationalistic views throughout the colony and inspired them to take part in strikes and demonstrations.

5. Muhammad Ali Jinnah Jinnah played an important role in trying to convince Muslims to work together with Hindus in order to push independence for India. However, when he failed to unite the Muslims and Hindus, he then demanded separate a country for the Muslims (Pakistan).

1. What were four factors that contributed to Britain's conquest of India? There were four factors that contributed to Britain's conquest of India. The first factor was the British had better technology which helped their military become a lot better than the Indians. The second factor was that there was internal conflict in India creating an unstable country which the British took advantage of. The third factor was that the British had clear goals they planned to achieve while the Indians did not have a clear aim on any goal. Lastly, the British brought political stability, an efficient government, and a system of laws along with them.
 * __Main Ideas:__**

2. What was the cause of the Sepoy Mutiny and what was its main result? The cause of the Sepoy Mutiny was that the sepoys (Indian soldiers) believed the British were violating their religious laws and customs after the new Enfield rifles were introduced. The sepoys were outraged and revolted. The result was was the defeat of the sepoys. The British government then decided to take over direct rule of India from the East Indian Company. The Indians gain more nationalistic feelings after the revolt.

3. Which groups and ideas promoted the Indian independence? The Congress Party and the Muslim League supported equal rights for Indians and promoted self-government. Ideas such as nationalism and Ghandi's satyagraha also supported Indian independence.

4. What were the four general principles of Gandhi's philosophy? Gandhi's philosophy was based on four general principles. The first principle states that people should strive for a simple and nonmaterialistic life. The second principle calls for religious tolerance. The third principle encourages devotion of one's life to the service of others and the last principle tells us to prevent any injustice through non-violent methods.

5. What role did Jinnah play in the partition of India? After his failed attempts of unifying the Muslims and Hindus, he decides to separate India and becomes the leader of the Muslim country, Pakistan.

__**Documents:**__ 6. Which of the documents are pro-British in nature? Which ones are pro-Indian? The pro-British documents are documents B, C, E, I, J while documents A, D, F, G, H, K, and L all support Indians.

7. How would Indians in the lowest levels of their society benefit from India's Constitution as stated in Document H? India's Constitution promotes equality and equal rights for everyone. The lowest levels of society will have the same freedoms as the levels of society that used to be higher than them. This brings many benefits for the lower class.

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. One impact British colonization had on the people of India is modernizing India. In document J, a photograph is shown depicting the split between a modern world and a traditional world. This image shows that although many Indians still cling to long-held traditions, the British have brought change to India by introducing technology.

9. **//Analyzing Causes//** What were the causes of the cultural conflict between the British and the Indians? There was cultural conflicts between the British and the Indians because they moved had different religions that they believed in. Because each religion have different values, the British and Indians may not agree on everything. One example of cultural conflict happened when a new type of rifle that requires the handler to bite off the tip of the cartridges in order to load the rifle was introduced to the sepoys. The cartridges were smeared with animal grease from pigs and cows. The sepoys were made up of Hindu and Muslim Indians and because the Hindu regarded the cow as sacred animals and because the Muslims are forbidden to eat pork, the sepoys refused to let their mouth touch the cartridge. These practices were not part of the British religion or culture so the British believed the there was nothing wrong with biting the cartridge and thought the sepoys should also be able to do it however the sepoys were extremely offended. Another reason why there were conflict between the British and the Indians was because the British believed the Indians were inferior so they treated them as lower beings.
 * __Critical Thinking:__**

10. //**Recognizing Effect**// Identify both positive and negative effects of British Rule in India. The positive effect of British rule was that the British brought modern technology, political stability, an efficient government, and a system of laws to India with them. The British tried to enlighten and educate the Indians. Negative effects of British rule include increased racism towards Indians, conflicts caused by culture differences, inequality among Indians, and Indians suffer from oppression.

11. **//Drawing Conclusions//** How were Gandhi's four general principles effective in dealing with a much more powerful Great Britain? All four of Gandhi's general principles try to unify all Indians against Britain. The first principle states that people should strive for a simple and nonmaterialistic life. This means that everyone should cast away their greed in order to prevent internal conflicts over pointless things such as valuables. The second principle calls for religious tolerance. With religious tolerance, Hindus and Muslims will be able to work together against the bigger enemy, Great Britain, rather than fighting among themselves. The third principle encourages devotion of one's life to the service of others which encourages Indians to support each other. The last principle tells us to prevent any injustice through non-violent methods which calls for Indians to speak, not with weapons, but with their souls to express their feelings to Britain.

12. **//Analyzing Motives//** For what reasons did Muslims demand a separate nation? Due to differences in religion and beliefs, there was hostility between the Hindu and Muslim populations. Tensions grew worse and soon, riots start to burst out on streets. The Hindu and Muslims just couldn't cooperate with each other and form one independent nation so in the end, two countries (Pakistan and India) were demanded to separate the Hindu and Muslims.

13. **//Making Inferences//** Why did the colony of India break up into four separate nations? The original Indian colony was separated into two countries, Pakistan and India, because their were many conflicts between the Hindu and the Muslims due to religious differences. Later on in Pakistan, after Jinnah died, there was a lack of a strong central leadership leading to the divide of Pakistan into two separate countries. East Pakistan became Bangladesh. This divide might also relate to culture/religious differences. Ceylon (Sri Lanka), an island just off the southern tip of India, is mostly made up of Buddhists and Tamils. Tamils have been trying to make a Sri Lanka a separate nation from India. Again, culture/religious differences may play a role in this divide.

20/20

__<span style="font-family: 'Comic Sans MS',cursive;">2/14/2012 - Global Impact of Imperialism __

__**Task 1:** Reactions of Imperialism__


 * ~ China ||~ Japan ||~ United States of America ||
 * < * Great Britain opens China's trade with opium.
 * China tries to stop import of opium which leads to Opium War which Great Britain wins.
 * Hong Xiuquan leads Taiping rebellion to create an utopian country.
 * Dowager Empress Cixi tries to modernize China but fails.
 * China fails to become modernized and other countries take over China. (Sphere of Influence)
 * USA is trade partner with China but does not want other nations to take over China.
 * Open door policy opens trade to all merchants.
 * China loses power but wants change which leads to Boxer rebellion. ||< * Japan agrees to open door for trade after letters of threat.
 * People get angry at shogun for opening trade.
 * New emperor Mutsuhito elected and rules Meiji (Enlightened) Era.
 * Tried to modernize Japan and succeeds.
 * Japan gains power and wins lots of wars. ||< * After Spanish-American War, jingoism is established in United States.
 * Press urges U.S. Congress along with President McKinley to declare war.
 * "Yellow journalists" circulate stories & provoke McKinley and Congress to take action.
 * McKinley and Congress declare war.
 * "Yellow journalists" get a war that would help them sell more newspapers
 * Spanish-American War signals US as an emerging global power and marks the end of Spain's empire.
 * US acquires Pacific empire through Spanish-American War Treaty (1898).
 * US passes Teller Amendment promising to grant Cuba independence after war.
 * US still annexes Guam, Hawaii, Puerto Rico, and Philippines.
 * US switches from isolationism to imperialism
 * US wanted more room to grow, access to world markets, and to spread Christianity.
 * Believed only strongest can survive so competitions was necessary.
 * Pro-imperialist forces + jingoism made US into world power. ||

__**Task 2:** Political Cartoons__

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?

China: Opium Wars 

1) In this cartoon, a Chinese man and an European man is shown standing next to a box of opium. The Chinese man is short and stout European man appears skinny, tall, and more polished standing next to the Chinese man. He dominates over the Chinese man, who looks pretty weak standing beside him. There is also a man in the back aiming a gun at the Chinese man followed by many other armed men showing the European's power and superiority. They appear to have shot dead the Chinese men lying behind the opium boxes. This cartoon clearly supports imperialism because it shows how Europeans are superior.

2) The expression on the Chinese man's face shows that he has has low confidence. You could almost see the hints of respect and fear in the Chinese mans eyes as he looks up towards the European man. The Chinese feel weak as they cannot do anything to oppose European control over them due to the influence of opium.

3) The European's expression and the way he has slightly tilted his chin upwards tells us that he is more confident. Europeans believe the Chinese were inferior next to them and that they could easily bend them to do their bidding. They bring in opium for the Chinese who become addicted and are controlled by the drug.the Europeans control opium, they can control the Chinese.

4) Through practicing imperialism, the Europeans gain many benefits by controlling the Chinese such as gaining more power and more products through trade. However, China who is being imperialized does not gain any benefits. Many became addicted to opium which weakened the Chinese people.

Korea: Japanese Imperialists 

1) This cartoon is anti-imperialist. A Japanese soldier using Korea as a bridge to cross over to Manchuria. The Japanese soldier appears extremely hostile and uncaring as he steps on Korea. This image portrays the abuse imperialists can show when trying to take over new territories. The Japanese's real goal is to reach Manchuria but they don't mind using the Korea as a tool to help with their plan. The Japanese soldier is basically trampling over Korea to get what it wants, even if it means using their bodies as a bridge and stepping on their faces.

2) Korea is being forced to help Japan by allowing them to traverse Korean territory however the man representing Korea appears disgruntled as he allows Japan to step on his face. Korea may be objecting to the Japanese trespassing in their country however they are incompetent when they face the power of Japanese and have no choice but to step down and allow them to pass.

3) The Japanese imperialists as the uncivil ones in this cartoon. Imperialists are supposed to be the ones guiding other "wild" people and helping them become more civilized however here, it is clear that the Japanese are the ones with no manners or dignity. They are taking advantage of their current power and using it to wrongfully to obtain more power.

4) Imperialists receive benefits such as more land and more power but, as shown through this cartoon, countries that are being imperialized will be made to work for the imperialists against their will which does not help their country and its people.

America: What the United States has fought for 

1) This political cartoon supports imperialism. The people on the top half of this image are shown as tired, gloomy and encumbered with heavy sacks and weights. They represent the countries (Philippines, Hawaii, Puerto Rico, Cuba, Panama) before the United states intervened in behalf of these oppressed people. The people in the bottom half of this image are shown as happy, well-dressed, and wealthy men. They represent what the countries were like after the United States rescued them from their oppression. This cartoon tells us that imperialism is a good thing that can improve countries' conditions.

2) This image shows native people as poor and miserable souls that suffer a lot from factors such as slavery, Spanish oppression, etc. The natives are shown as pitiful humans as they carry their heavy burdens on their backs. It is clear they need help and support from other countries, such as powerful imperialist countries.

3) This image tries to tell us that American imperialists are extremely sympathetic and generous beings that are willing to help other countries in distress. As imperialists, they can spread their power to other countries and influence the people while assisting and aiding their country to become more stable and wealthy. This image shows us imperialists are good people and imperialism is good.

4) This image shows us that imperialism can benefit both the imperialist countries and the country that is being imperialized. The imperialist country can help out the other countries and in return, the imperialist countries will gain more power/influence and more products/profit from trade.

__**Task 3:** Economic Imperialism__

1) Feudalism and mercantilism were two economic systems that preceded capitalism. Review and summarize (in your own words) how they generated wealth. How does capitalism DIFFER from these two systems? Feudalism is a system where the king owns all the land. A quarter of the land is kept for the king and some of the land is given to the church while the remaining land is divided and leased to the rest of the citizens. Mercantilism is a system where each country's goal is to gather as much as they can through ways such as obtaining as much silver and gold as possible, or selling more goods than bought to earn profit. Capitalism differs from these two systems in that it is a system where the means for producing and distributing goods (the land, factories, technology) is all owned by a small group of people while the majority of people have to sell their abilities and labor to this small group of people to receive money and payment. Capitalism is an extremely productive system that's main focus is gaining profit.

2) According to this lecturer, what forces drive capitalism? The forces that drive capitalism include imperialism, colonialism, and fossil fuels. Besides using creativity and innovation to increase productivity and gain profit, imperialism and colonialism also incorporated a great amount of violence to exploit land and remove resources. The ability to extract large amounts of energy through fossil fuels played a big role in driving capitalism forward as it provided many benefits.

Cartoon 3 is well explained, 1 and 2 less so. This is something you will want to work on improving. 16/20

__<span style="font-family: 'Comic Sans MS',cursive;">2/8/2012 - The Scramble for Africa __

__**Task 1:** Imperialism Reading Discussion__ Julie & Vivian http://todaysmeet.com/9F-VivianJulie-ImperialismDiscussion/transcript

__**Task 2:** Scramble for Africa__ 1. Which countries controlled the largest sections of Africa in 1914? The British and the French controlled the largest sections of Africa in 1914.

2. Why do you think these countries had the largest area of Africa? I think these countries controlled the largest area in Africa probably because they had a head start on industrialization which made them more advanced and powerful, and also made them search for more raw materials sooner.

__**Task 3:** Video Notes__

__**Task 4:** European Imperialism in Africa__ 1. What was the Berlin Conference? The Berlin Conference was a conference held by the great European powers (France, Great Britain, Germany, Portugal, Belgium, Italy, and Spain) and the United States in Berlin to divide the African continent into colonial holdings.

2. What were the three outcomes of the conference? 1) Any sovereign power that wanted to claim any territory should inform the other powers in order to validate their claim. 2) Annexation should be validated by effective occupation. 3) Treaties with African rulers were to be considered a valid title to sovereignty.

__**Task 5:** Analyzing Political Cartoons__ 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?

1. 1) This image is anti-imperialist. In this image, you can see John Bull, who represents Britain. John Bull is a well-fed businessman who represents wealth and in this image, he is greedily reaching for Africa's gold fields in the south. His shadow already looms over most of Africa which means British already has a lot of control over Africa but they want more for themselves. 2) Africans views are overshadowed by the imperialist and they should be oppressed. 3) This image shows that British/American imperialist were oppressive and tyrannical as they take over other countries. 4) The author shows that the benefits to imperialism are gaining more natural resources however the people of colonies may suffer from oppression.

2. 1) This image is pro-imperialist because it shows a solemn white man leading a group of dark-skinned children forward into the light. The children represents uncivilized people. 2) The imperialists' views that natives were like wild little children that needed to be guided is communicated. 3) I imperialists' belief that they white men/ Westerners are meant to save the Africans from darkness and help them advance. 4) The author is trying to show that natives and their society will grow and progress as they become more educated with Western ideas.

3. 1) This image is anti-imperialist because it depicts imperialists as a snake with a malevolent expression as it strangles the man. The specific snake in this image has the head of Leopold of Belgium. Just like snakes squeeze and immobilize their prey and then eat, Leopold is strangling the man (Congo) to extract wealth and leaves nothing behind afterwards. 2) Africans were used by imperialists to exploit the land and do their bidding. They couldn't do anything to escape from the imperialist's control. 3) The British/American imperialists basically controlled the Africans and utilized them for their own profit. 4) The author wants to show that imperialism costs many Africans their freedom since the imperialists were the supreme rulers over them and often mistreated them.

4. 1) This image is pro-imperialist because in the first pictures, it shows that the imperialists' are formidable with their powerful navy that made other people's knees buckle when they hear about it. They are also shown as powerful in the second picture where they could pick any animal while they sat at the top of an elephant, the biggest animal, and shoot them dead. The third picture shows imperialists are civilized when it came to negotiations with Africans. Both sides keep their words and both sides are happy in the end. 2) The view conveyed is that some Africans/Asian countries that are imperialized by Western countries actually appreciate the help given to them by imperialists and respect and acknowledge them as their leaders. 3) The British/Americans role were to act pompous and solemn while they guided the "little children" of Africa and Asia but still exert power over the people to maintain control. 4) The benefits that are shown are that imperialism could helps the relationship both the imperialists and the imperialized. The imperialists can show off their power through their colonies to the rest of the world and the imperialized can gain protection and other benefits from being imperialized.

5. 1) This image is anti-imperialist. This picture shows a school with both Africans and whites with a white teacher in the front of the room. The African students all have name tags and represent African countries. They are sitting in front of the room, separate from the white students and with desks, as the teacher intimidates and terrorizes them. The fact that they are sitting at the very front show that they are the lest educated and capable in the class 2) Africans/Asians feared the imperialist which is why the picture shows that the African students can only fidget nervously in their seats when the teacher questions them. They found they were powerful before the imperialists. 3) The British/Americans thought that it was their duty to educate the Africans/Asians who were unsophisticated and unenlightened. 4) The author is trying to say that imperialism is a one-way profit lane for the imperialists who have the power while Africans suffer under their hands.

6. 1) This image is anti-imperialist because imperialists are represented by a eagle soaring over, ready to swoop down upon the African villagers who are trying to protect themselves from the eagle and do not want it to come near them. 2) Africans/Asians will try to drive away imperialists because they don't want them taking over their country and "guiding" them towards the "light" but in the end it will all be in vain when the imperialist eagle swoops down and preys on them. 3) The British/Americans are viewed as a predator as it feeds itself with other countries and people as they spread their imperialist rule. 4) The cost of imperialism is that Africans/Asians won't ever totally accept imperialist rule and they will suffer from the powerful imperialist eagle/s giant talons if they try to rebel against them.

7. 1) This image is anti-imperialist because it shows Africans outside the tent dying and suffering while a calm white man stands inside, studying a map and oblivious to the outside situation. A lady holding an unbalanced scale that tips towards the white man's side shows inequality and how unjust the white man is. 2) Africans/Asians have to face and endure many hardships under unfair imperialist leaders. 3) The British/Americans are viewed as ruthless and cold hearted. When Africans/Asians are in trouble, they do not care and do nothing to help. 4) The cost of imperialism shown by this cartoon is that Africans/Asians are miserable and receive terrible treatment from the imperialists. The African/Asian countries do not gain any benefits from these imperialist leaders and many of them die off.

Good effort put into this assignment (as usual!), Vivian. Your understanding of cartoons still could be improved, eg. #7. 25/30

__<span style="font-family: 'Comic Sans MS',cursive;">2/8/2012 __

__<span style="font-family: 'Comic Sans MS',cursive;">Darwin's Excerpts Questions __ Darwin’s theories apply to culture and society today. For example, in Chapter 3 (Struggle of Existence) Section 2, Darwin mentions how the increase of one species may cause another species to decrease. This can be related to imperialism to today’s culture and society. Countries that practice imperialism will take over other countries and try to take control and guide them towards the “right” way, or the way they see how things should be. Soon, the countries’ different cultures will start to fade away while imperialism increases.

Another example can be found in Chapter 4 (Natural Selection). Natural selection is when an organism gains favorable traits that allow it to survive and pass these favorable traits onto its offspring. This can be related to when industrialism first entered countries and later, imperialism. Industrialism helps the countries prosper and grow. With industrialism, these countries may seem better off than other countries making them the “fittest”. Then, these countries start wanting to accumulate power (offspring) and start putting imperialism into use. The countries that have already been industrialized may be able to pass industrialism on to the countries they take control of, thus improving those countries and their societies (passing on favorable traits).

__<span style="font-family: 'Comic Sans MS',cursive;">Age of Imperialism Table __ Which of these are reasons, which justifications? 9.5/10

__<span style="font-family: 'Comic Sans MS',cursive;">2/3/2012 - "The White Man's Burden" Questions __ 1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem? “The White Man’s Burden” meaning is that imperializing nations and white men have an obligation to rule over the people from lesser countries. For example, many European nations practiced imperialism and believed they were encumbered with the task of taking care and civilizing others. I believe the first verse of the poem also shows “the white man’s burden” because it explains that it is the white men’s duty to have to wait on “the wild folk”, or weaker groups of people.

2. Do you agree or disagree with Kipling’s characterization? Why or why not? I do not agree with Kipling’s characterization because nations that practice imperialism have no right to say that other countries are not as great as them. It might be true that imperializing countries that have experienced industrialization prior to imperialism may be more advanced but it doesn’t mean other countries can’t also become industrialized and end up at the same level. Also, the poem is also racist by saying white men are superior.

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. Europeans and Americans must have felt that the rest of the world was inferior to them and distasteful. In the first verse, the poem describes people from the rest of the world as wild folk that were half devil and half child. This clearly shows that the white men believed other men were almost demonic and described their burden to take care of them as heavy as a harness.

4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not? No, I do not think KIS is an example of “The White Man’s Burden” in modern Korean society. In the network of schools in Korea, it is true that KIS and its students have many good qualities that make it a better but it also has some weak points that don’t make it as good as some other schools. KIS is not the finest school in Korea and is not dominating all the other schools. Not all the students in KIS are superior to other students from other schools too which means KIS is not an example of “The White Man’s Burden”.

You haven't quite understood Question 4. Who would be the "white man" in KIS? Who would be the "child"? 9/10

__<span style="font-family: 'Comic Sans MS',cursive;">2/3/2012 - Document-Based Questions __ 1. Why would Andres Carnegie (Source B) and Friedrich Engels (Source C) disagree about the effects of industrialization? Andres Carnegie and Friedrich Engels disagree about the effects of industrialization because they are both focusing on different aspects of industrialization. Carnegie is focusing on the surplus of products and high profit that is earned through industrialization while Engels is focusing on the workers in the factories that make the products and is feels sympathetic towards them. Carnegie would say industrialization has brought a lot of wealth and has very positive effects while Engels would say industrialization has brought problems and negative effects for the workers and people.

2. What might be reasons for 16-year-old Mary Paul's (Source A) satisfaction with her job and life in Lowell? Mary Paul is content with her current job and life in Lowell because she might have lived or worked in a place that was worse than working in a factory and living in the city. For example, she could have been part of a farming family and had to work on the fields so she probably feels better off in the city. At the factory she has better working conditions, a nice place to live, and can have enough food for a full stomach which all make her current life better and more satisfying.

3. Why might the political cartoon by Walter Crane (Source D) be useful in getting workers to rally to the cause of socialism? The political cartoon by Walter Crane can inspire workers to rally to the cause of socialism. In the cartoon, there is a worker lying on the ground with the capitalism vampire bat on top of it. Workers may feel that they are being used by capitalists for their own benefits just like the vampire bat is using the worker for its own needs. In the cartoon, socialism is an angel coming to save the worker. Workers may feel that socialism focuses more on their own (the people's) well-being, just like the angel in the cartoon is caring about the worker. They might think capitalism is only an advantage to the wealthier class and not the working class so the workers will tend to slide over to the side of socialism and support socialism.

It was actually Andrew Carnegie, not Andres! But good, thoughtful answers. 10/10

__<span style="font-family: 'Comic Sans MS',cursive;">2/3/2012 - Pg. 304 - 306 & Pg. 308 Notes __

EXCELLENT notes, Vivian! 10/10

__<span style="font-family: 'Comic Sans MS',cursive;">2/1/2012 - Communism Questions Response __

Marx wouldn't have agreed that the communist countries today are actually communists. In //The Communist Manifesto,// Marx states his belief that economic forces alone dominated society. However, the communist countries today show that other factors such as religion can also influence society. In the communist world today, countries' versions of communism are all slightly vary from each other and from Marx's idea because the countries and people are all different. Marx's communism is when all the people in a country become one and all goods and services are shared equally. In reality, the people won't be able to blend together or share equally amongst each other because of varying beliefs among them. Marx's communism was too ideal. I think the growing gap between the rich and poor in the industrialized world would never materialize because the poor won't stay satisfied being poor for a long time. The poor will notice and won't let themselves be dragged down deeper into poverty while the rich and becoming richer. They'll draw the line of poverty at one point and will use ways such as the Union movement and reform laws to demand better working conditions and higher wages.

__<span style="font-family: 'Comic Sans MS',cursive;">1/25/2012 - Industrial Revolution Question __ 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?

I agree that the Industrial Revolution and urbanization was a mixed blessing. There were many positive effects but along with these positive effects also came negative effects. During the Industrial Revolution, more people earn money from owning factories or working in them. The wages were higher in factories than on farms. With more wealth, the standard of living rose and more people survived which increased the population and created more cities (urbanization). Although there was rapid city growth, the cities still lacked sanitary codes, development plans, or building codes. Bad sanitation and overcrowding led to the spread of many sicknesses. Factories were not always the best place to work in either. Most factories were unclean and not well lit and workers (men, children, women) were prone to injury and disease. However, in the end, all the hard work paid off and even though there are bad effects mixed in, the positive effects stand out more in today's society.

__<span style="font-family: 'Comic Sans MS',cursive;">1/24/2012 - Industrial Revolution: Child Labor Response __ The first thing I feel when I look at the pictures is sympathy for the children working in the factories. Although the industrial revolution has brought a lot of change that helps the economy but there are still consequences. The children labor in factories, working just as hard as the adults and also suffer from the same hazards. Most pictures' captions describe factories as dark, cramped, and uncomfortable. In these kind of places, there is always room for accidents. They might get caught in the machine by accident and injure themselves or become sick from the bad air quality. Some children don't even seem old and big enough to operate the machines that appear gigantic next to them. It's hard to believe how so many children were made to work under these conditions.

__<span style="font-family: 'Comic Sans MS',cursive;">1/19/2012 - Invention Mind Map: Cell Phone __ <span style="color: #44d539; font-family: 'Comic Sans MS',cursive; font-size: 120%;">

https://www.mindmeister.com/maps/show/133895827

__<span style="font-family: 'Comic Sans MS',cursive;">12/9/2011 - Congress of Vienna Questions __ 4. **//Making Inferences//** Why did Napoleon's empire collapse? Napoleon was a very ambitious man who wanted power and he made many steps to make his empire stronger and larger. However, in this process, he made mistakes that led to the collapse of his empire. Napoleon wanted Britain out of the way so he attempted to crush Britain by stopping all trade between his lands and Britain. Besides the face that Napoleon's efforts failed due to a weak navy, the attempt also backfired on him when the British put their own blockade which began to affect the French economy. The second mistake was trying to force the Spanish people to accept his brother as king of Spain. The Spanish people did not consent to this and were very loyal to their own king. With the help of Britain, they fought back causing Napoleon to lose many valuable troops. His last fault was trying to conquer Russia. While Napoleon's troops marched on to the capital, the Russians used the scorched-earth policy to burn all the crops and kill all the livestock to leave nothing behind for Napoleon's troops. Napoleon's troops were hungry and cold and by the time they reached Moscow, the city was already burned down. The tired soldiers retreated but they weren't ready for the Russians who took this chance to attack the soldiers and defeat them. This was Napoleon's worst mistake. After this event, other countries saw Napoleon was growing weak and they moved to attack. Finally, Napoleon was defeated and sent to exile. Later, he tried to gain power again but he was again defeated, sent back to exile, and died there.

5. **//Determining Main Ideas//** What were the goals of the Congress of Vienna? The Congress of Vienna was a meeting of many leaders of nations after Napoleon's defeat. The reason why the Congress of Vienna was created was to draw up a sustainable peace plan for Europe. The meeting was mainly led by the foreign minister of Austria. He had three goals that for the leaders. First, he wanted to make sure the French will not attack other countries again. Second, he wanted to balance the power between nations and lastly, he wanted to put kings back in charge of countries where they have been previously removed.

__<span style="font-family: 'Comic Sans MS',cursive;">11/28/2011 - Revolution Symbol __

Quote: Whether a revolution succeeds or fails people of great hearts will always be sacrificed to it. Heinrich Heine

<span style="font-family: 'Comic Sans MS',cursive;">

I chose this symbol for my quote because this image shows someone giving their heart into the fire which shows sacrifices need to be made in a revolution.

__<span style="font-family: 'Comic Sans MS',cursive;">11/17/2011 - Glogster: Catherine the Great __ http://vchu15.edu.glogster.com/catherine-the-great/

__<span style="font-family: 'Comic Sans MS',cursive;">11/11/11 - Absolutism Questions __

1) What is absolutism? Absolutism is a theory of kingship where a monarch ruled a centralized state with absolute power or authority. The only laws he had to obey were those of God. Absolutism was widespread from the 15th century to the end of the 18th century. In present day, an absolute monarch would be called a dictator.

2) Explain the justification for absolutism referred to as the 'divine right of kings'. One justification for absolutism, affirmed by Bossuet, was the divine right of kings to rule. The divine right of kings is the authority to rule directly given by God. Kings are the chosen representatives of God which means that the kings' decisions and laws are God's decisions and laws so they should be followed without without any justification. Another justification was made by Hobbes and he wrote in his book, //Leviathon//, that absolute monarchy is the only system of government capable of maintaining order.

3) List the causes of the rise of Absolutism in Europe. There were many causes for the rise of absolutism. After many disastrous events in the 14th century, most people were very willing to accept a monarch that could take control and maintain order. The Protestant Reformation also helped Absolutism develop. The pope had weaker influence and guidance was needed from a powerful ruler. In addition, during the 15th century, mercantilism produced great wealth and to keep the wealth and prosper, a monarch was needed to look over the economy.

4) Explain briefly how absolutism developed in __Spain__ Absolutism appeared in Spain because of some dynastic marriages that increased the territories or the royal family. When Philip II became king, he applied the divine right theory. He made every decision and managed his bureaucracy, which watched over his territories.

__France__ French absolutism began partially due to a response to a rebellious aristocracy (highest class in society) that caused the country to be involved in internal conflict. King Louis XIV took personal control in order to restrain the nobles. Louis' obedient ministers helped to establish the king's power over his kingdom.

__England__ During the Tudor dynasty, which ruled from 1485 to 1603, achieved absolutism through capable and popular rulers. The Tudor monarchs worked with the British Parliament and used it to their advantage to improve their power and lives of citizens. When the Scottish Stuart dynasty started, absolutism became more noticeable. James I and his son Charles I tried to forcefully place their divine right to rule. However a civil war erupted between nobles loyal to Charles and parliamentarians resulting in the Parliament overthrowing Charles.

__Russia__ Absolutism in Russia has existed since the reign of Ivan III in the 15th century. Ivan IV focused on expanding Russia. Peter I opened Russia to the West and made many improvements within the nation. He also suppressed the power of the church to maintain absolutism. Russian empress Catherine II was an absolutist ruler who considered herself as an enlightened despot. She showed her openness to new ideas however her reforms didn't reach far.

__<span style="font-family: 'Comic Sans MS',cursive;">11/10/2011 - Speed Dating: Mary Wollstonecraft __ media type="youtube" key="qw-BLrmIF2I" height="315" width="560" Citations: http://en.wikipedia.org/wiki/Mary_Wollstonecraft http://www.spartacus.schoolnet.co.uk/Wwollstonecraft.htm

__<span style="font-family: 'Comic Sans MS',cursive;">10/18/2011 - Explorer's Journal: Vivian & Julie __

__Cornell Notes: Pg. 92-101:__
 * __Port 1:__**

__The Age of Exploration: Would you go?__ http://todaysmeet.com/9F-Vivian-Julie-The_Age_of_Exploration_Discussion

__Navigation Technology:Compass__ A compass is a navigational instrument that shows direction in a from of reference that is stationary relative to the surface of the earth. A compass shows directions such as north, south, east, and west. http://en.wikipedia.org/wiki/Compass

Explorers: • some conflicts with traders but brought back many goods • many crew members die from scurvy http://www.enchantedlearning.com/explorers/page/d/dagama.shtml || • brought back Native American slaves • //Santa Maria// wrecked http://www.enchantedlearning.com/explorers/page/c/columbus.shtml || • 1 ship and 18 men survive • Magellan killed at end of trip during battle with natives http://www.enchantedlearning.com/explorers/page/m/magellan.shtml || • harsh weather • lots of people died of disease • met with hostility when traveling to new areas and meeting natives • traded with natives and found new kind of spice || __Atlantic Slave Trade__ 1. Identify the causes to African slavery. There were many causes to African slavery. During this time, Islam was spreading and the spread of Islam into Africa increased slavery because Muslim rulers in Africa justified slavery with the Muslim belief that non-Muslim prisoners of war could be bought and sold as slaves. This led to many Africans to be transported away as slaves. Another cause of African slavery is that Europeans saw advantages in using Africans as slaves in the Americas. First, most Africans had been exposed to European disease and had built up some immunity, unlike Americans that had died. Second, many Africans had experience in farming and could be trained to work on plantations. Third, Africans were less likely to escape because they did not know their way around. Fourth, their skin color made it easier to catch them if they escaped and blend in with others. There are many advantages to using Africans as slaves which is why African slavery began.
 * __Port 2:__**
 * Explorers: || Sponsor: || Date: || Fleet Size: || Summary: ||
 * de Gama || Portugal || 1497-1498 || 170 men, 4 ships || • made clear that east coast of Africa is essential to Portugal's interests
 * Columbus || Spain || 1492-1493 || 90 men, 3 ships || • found New World (North America)
 * Magellan || Portugal || 1519-1522 || 270 men, 5 ships || • circumnavigated world
 * Vivian & Julie || Korea || 1546- 1500 || 4 big ships || • claimed land in current day Afghanistan
 * __Port 3:__**

2. Explain the Triangular Trade Route. The triangular trade is a transatlantic trading network along which slaves and other goods were carried between Africa, England, Europe, the West Indies, and the colonies in the Americas. There are different trade routes in this trade system. One trade route is first, Europe's manufactured goods exchange for slaves in Africa. The African slaves are transported and sold in the West Indies. Sugar, coffee, and tobacco from the West Indies are then brought back to Europe. Another trade route is New England colonies' rum/other goods are exchanged for slaves in Africa. African slaves are then transported to West Indies and sold for sugar and molasses. Sugar and molasses are then sold back to New England rum producers. If you follow the route, you can tell the route forms a triangle shape connecting three different places, all of which have valuable goods that can be traded or sold to other places.

3. Identify the Consequences of Slave Trade. There were many consequences of the slave trade. The slave trade is the buying and selling of Africans used as slaves to provide labor. However, in Africa, many cultures lost generations of their fittest members because the most young and able were made to work as plantation slaves. Many African families were torn apart and African societies were devastated. Many Africans were killed in the process because they were forced to work too hard. Even though the life of an African slave was harsh, African slaves also helped develop the economy and the culture of the Americas. Their greatest contribution was their labor but African slaves also brought their culture with them which influenced American societies. Even now, there are many African-American populations. As you can see, there were both good and bad effects of the slave trade.

__Cornell Notes: Pg. 137-141__

__**Port 4:**__ __APPARTS: Edicts for 1635 Ordering the Closing of Japan__

Author: The author of this source is Tokugawa Ieyasu. He lived from 1543-1616 and was one of Japan's unifiers that enacted a series of social, economic, and political reforms in order to bring peace to the warring population. The author wanted to close Japan's doors to outsiders and foreigners through this edict.

Place and Time: This edict was issued in 1635 at Nagasaki, Japan during the time period when Tokugawa was a shogunate.

Prior Knowledge: I know that before Japan's unifiers came, Japan was in a state of internal war and conflict. When people such as Tokugawa and Toyotomi came, Japan was reunified and peaceful and the economy began to grow while the country became stronger. They had reacher their "golden age" however this did not last long and Japan began closing its doors like China had done before.

Audience: This edict was created for Japanese citizens to read and follow. This source may be unreliable because it only shows Tokugawa's point of view on restricting Japan's international contacts.

Reason: This edict was created by Tokugawa during the time period when he was a shogunate because he had the authority as a shogunate to circumscribe the Japanese citizens.

The Main Idea: The edict's main idea is that international relations between Japan and other countries were discouraged/forbidden. Some parts of the edict talk about how Japanese were not allowed to go abroad and people who lived abroad and returned to Japan would be executed.

Significance: This source is significant because it shows how Japan maintained isolation from other countries and forcefully closed its doors, and how life in Japan was like based on the rules they had to follow in this edict.

__Japan Video:__ 1) Who was "the Bald Rat"? The "Bald Rat" was the nickname for Toyotomi Hideyoshi, who was known for reunifying Japan after a long period of conflict between rival warlords.

2) Where did Japan hope to build its empire? Japan hoped to build its empire starting dominating China.

3) What stopped it from building its empire as planned? Before going to China, Japan went to capture Korea first as a stepping stone but the Korean navy had developed a secret weapon called the turtle boat that defeated the Japanese.

4) Why didn't they try again? They did not try it again because Toyotomi spent all his time trying to secure his son to the throne.

__APPARTS: Qian Long__ Author: The author of this source was Emperor Qian Long who reigned China for about 60 years (1735-1796). He was the sixth emperor of the Qing dynasty Qian Long does not want to establish bonds with foreign and still believes China is the dominant country in the world.

Place and Time: I think this source was written around 1793, when a British diplomat came to request a trade relationship, and it was written in China.

Prior Knowledge: I know already that before this document was written, China was going through their Golden Age led by Zhu Di and that after Zhu Di died, China decided to end all of his plans and close off China from the world. While China was closed in its one little world, other places were still developing. Europe had gone through many changes and reforms which made it more advanced than China, where no change was really happening. Without China knowing, Europe had now become dominant in the world.

Audience: The audience of this document is for the King George III of England, expressing the views of China's point of view on foreign relationships.

Reason: The reason Qian Long wrote this letter to King George was to reject his offer for a trade relationship between China and England and to also show how China was more 'powerful' than Europe and Europe was not worth China's attention.

The Main Idea: The main point of this letter is to not allow trade between China and England. If British vessels come onto Chinese shores seeking to trade, they will be rejected and not permitted on land.

Significance: This letter is important because it shows how China closed it doors on the world and how China thought of itself as the dominant country while it was cut off from the rest of the world.

__<span style="font-family: 'Comic Sans MS',cursive;">9/22/2011 - China's Age of Exploration II __

1. Countries with more than 1 million Muslims In this picture, I can see the population of Muslims in different countries. There are more Muslims around the Middle East countries. China's Muslim population is not very large compared to many other countries. The countries with high Muslim populations are near China so the Muslim traditions were probably brought from these surrounding countries to China during Chinese explorations.

2. Voyages of Zheng He This image shows all the routes of Zheng He's voyages to other countries. It shows the years he traveled on these routes and to what areas of the world he went to. He probably brought many new ideas from these foreign countries back to China and received gifts for tribute to the emperor. This also shows how powerful the Chinese fleets were because they were able to travel to these faraway place to spread their power and let people know China's name.

__<span style="font-family: 'Comic Sans MS',cursive;">9/20/2011 - See, Think, Wonder __

In the first picture, I see a naked man extending his arm and reaching his hand towards the man floating above. The naked man's hand is drooping as he holds it out which makes him seem weak and lifeless (strength). His eyes are gazing at the other man. The floating man is surrounded by many other figures that seem to be either supporting the man or hanging off of him. I see cracks behind the two men. I see the colors in this picture are pretty bright. In the second picture, I see two hands that are close to contact and deep cracks around and on the two hands. I see the colors in this picture are darker.

I think the first picture is of a painting since it does not look real and that the painting is old because cracks are appearing. I think the man floating is not a man on earth but probably a god or some other kind of figure from heaven. I think the naked man is waiting for the floating man to give him strength or support and that his eyes seek help from the floating man. I think I see another arm under the figure of the naked man. I think the second picture is a closeup of the two hands from the first picture however the colors are darker and there are more cracks.

I wonder who the people surrounding the floating man in the first picture are and what they are there for. I wonder who the naked man and the floating man are and why they are extending their hands to reach each other. I wonder what the naked man wants from the floating man and what the floating man wants to give or vice versa. I wonder what is the purpose of this image and what it represents. I wonder if it is really an arm under the naked man and what it is there for. I wonder why the colors in the second picture are darker then the colors in the first picture even though it appears to be from the same painting. I wonder why there are more cracks in this image compared to the first picture.

<span style="font-family: 'Comic Sans MS',cursive;">__9/5/2010 - 1421, Guided Reading Assignment__

Guided Reading Assignment: China's Golden Age

1. Zheng He's Ship VS Santa Maria This image shows the difference between one of China's ships and a European ship. The size of the Chinese ship is overwhelming compared to the Santa Maria, which looks very small next to it. It would take a lot of money and effort to make a ship this big and you need a lot of men to handle the ship too. This just shows the power and wealth of China make then.

2. Europe in 1400 This map shows Europe in the 1400s. Europe is divided into many kingdoms. Some of them we can still recognize today, such as France, Germany, England, while other kingdoms aren't part of the present day map anymore. 3. Territories of Dynasties in China This picture shows how China's territories to be what it is today. It shows how small China started to be and how it was not united as a whole at first. There were periods of unity which showed peaceful times and periods of separation which meant war between the separated states. In the end, China was again unified and its territories expanded to what it is today.

4. The Silk Routes: Through what MODERN countries did the silk roads go The Silk Route passes through China, Israel, Syria, Iraq, Iran, Kazakhstan, Turkmenistan, Uzbekistan, Tajikistan, and Afghanistan.

5. European Urban Population 14001600 This picture shows Europe's population levels in urban areas. This map shows that over the 200 years, urban population has grown greatly. This shows that more people are moving from rural areas to urban cities and that more cities are sprouting out too.

6. Comparison of Zhu Di's Walled Palace and Beijing Back then, Zhu Di's walled palace was considered an extremely large building and only the richest and most powerful of all, the emperor could build something like this. Back then, the walled palace was the biggest palace they have ever seen in their life. However, now you can see how big of a city Beijing is and how the walled palace compared to Beijing is puny. There are many other bigger and more astounding they can be more easily built today. Zhu Di was the only one powerful enough back the to build the walled palace and now it is only a small part of modern China's cities.

7. Great Wall of China I think if the Great Wall of China extended from Beijing to the west 6,400 km, then it would end up around the city of Lanzhou.

8. Prime Meridian This image shows the earth and that the prime meridian (0˚) which is where all latitude coordinates would be measured.The prime meridian passes through the city of Greenwich in England instead of Beijing, which is where Zhu Di wanted the prime meridian to be.

9. Grand Canal This image shows the Grand Canal which stretches from Beijing to Hangzhou. This is an amazing accomplishment by the emperor because the distance from Beijing to Hangzhou is about 1,039 km which means it took a lot of men and power to finish the canal. The grand canal passes through many cities and makes transportation easier.

<span style="font-family: 'Comic Sans MS',cursive;">__9/2/2010 - Spread of Islam Maps__

Islam had started in Medina in Arabia and had spread first to areas of Africa and Asia. The areas of Islam surround the Byzantine Empire in Europe.

__<span style="font-family: 'Comic Sans MS',cursive;">8/25/2011 - Philip, Diana, Vivian - Turning Points in Pre-Renaissance World __ <span style="font-family: Arial,Helvetica,sans-serif;">

__<span style="font-family: 'Comic Sans MS',cursive;">8/24/2011 - APPARTS: The Black Death, 1348 __

APPARTS: The Black Death, 1348

__Author:__ The original author of this source was Giovanni Boccaccio’s however this is a translated version by Richard Aldington. Giovanni Boccaccio was an Italian author who had lived through the Black Death and wrote The Decameron. This is from the introduction of The Decameron.

__Place and Time:__ I think this source was produced in Florence because that was the city Giovanni lived in and he witnessed the effects of the epidemic on his city. I believe this source was written in 1348 because that was when the plague ravaged the city of Florence.

__Prior Knowledge:__ I know that the plague was started in areas of China. Rodents had this disease and when they boarded ships to parts of Europe, the plague began to spread all over Europe. I think the plague was actually something called bubonic plague. This epidemic wiped out much of Europe’s population because it was hard to cure and was spread easily because of uncleanness.

__Audience:__ I think this source was created for other people to read because this is the introduction part of The Decameron, which is a book and people read books. I think although, this is a book and the story inside did not really happen, this source is still reliable. Giovanni’s story would be close to being real and very accurate because Giovanni was there to witness and live through the Black Death and his story might be based on things that actually happened during that time period.

__Reason:__ This source was produced to inform us about the Black Death that spread through Florence in 1348. Giovanni wanted to share and introduce us to the Black Death, its effects on the city and the people, and what happened during that dark time period.

__The Main Idea:__ The main idea of this source is the Black Death. Signs of the disease, reactions to this disaster, breakdowns of social order, and mass burials were the main points in this source. • Signs of the disease were tumors that were very hard to cure and which eventually led to death. • There were many reactions to this disaster. Many people feared this disease. However, executors of law were dead or sick so many people could do as they pleased. • Because of fear, there was a breakdown of social order. Members of the same family abandoned each other. • People died off so quickly and there were so many dead bodies, that there had to be mass burials.

__Significance:__ This source is important because it is a secondary source that come from a valuable primary source. Although, this version is translated, it still contains important information from the primary source. Giovanni had personally experienced the Black Death so his descriptions of the plague should be pretty accurate. This source gives us important facts about the Black Death and how situations were like back when Europe was suffering from this epidemic. The descriptions of the plague were probably experienced by Giovanni himself or he was able to witness the events.

__<span style="font-family: 'Comic Sans MS',cursive;">8/23/2011 - Family History Assignment: Sources __

Family History Assignment: Sources Event: June 17, 1995 - My dad graduates from Northwestern University.

1. Written Source: Diploma This is the certificate my dad got for graduating from Northwestern University with the degree of Doctor of Philosophy when he was 27 years old. This is a primary source because this source was produced during the time period he graduated. This diploma is significant because it will help him in the future. It makes life simpler by keeping more job options open for him because he have this diploma. With a better job, he can earn more money which is why my dad has a decent job now which earns him a decent amount of money to support himself and his family.

2. Unwritten Source: Northwestern Flag This is a flag my dad bought at the Northwestern Rose Bowl which is an annual American college football game. It has the school color, purple, and their mascot, the wildcat. This is a primary resource because it was from the time when my dad was still going to Northwestern and around the time he graduated. This flag is significant because my dad says he bought this flag when Northwestern University got to participate in the Rose Bowl again after about 50 years. This makes this flag a very valuable souvenir, especially since he has been keeping it for about 40 years.

3. Oral Source: Interview media type="youtube" key="uFhsfIlaMO0" height="345" width="560" This is an oral interview with my dad. He talks about his graduation party, his diploma, his Rose Bowl flag, and other special memories he has of Northwestern University. This is a primary source because, although my dad is talking about him now, he was there to experience the events during the time period back then.

__<span style="font-family: 'Comic Sans MS',cursive;">8/17/2011 - The Historian's Many Hats __

The Historian’s Many Hats

Vocabulary • heretical A person that practices or believes in a religion that is different from their main religion.

• faggot A bundle of sticks (symbolizes conviction of heresy).

• Eucharist A Christian ceremony that celebrates the Last Supper where they dedicate their bread and wine to religion and consume it.

• abstain To refrain from doing something

• penance Self-punishment to show that someone regrets his wrongdoings or sins

• beseeching To urgently address a request to someone

• source A place where something comes from

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?

Hogflesh is being convicted of heresy, which means he is believing in a religion other than Christianity. He is punished for this by holding a faggot which symbolizes his conviction and he is made to stand in front of everyone to perform a speech that tells everyone not to follow his lead. This shows that religion was a big part of life back then and heresy was not tolerated. If Hogflesh had not done penance, then he would have been burned to death.

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

John Arnold says the roles of a historian is to read records, report on what she or he finds, and thus inform the wider world about the past. They arrange report of events in chronological order and they treat their sources with fidelity. Lastly, the historian has to be an interpreter/detective to fill in the gaps of history that are missing. I agree with his assumptions. Some other roles a historian has is as an author. They have to be able to record history. As a teacher, a historian has to be able to make sense to be able to tell the story of an event well. A historian can also be a questioner that questions certain events of history.

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

“Treat(ing) their sources with fidelity” means that the historians aren’t biased. They cannot look at records they agree with and turn down others that don’t match their perspectives. They also cannot lie about the information in a record or twist the meaning of the information. It is important to remember this so the history recorded can be as accurate as possible without any bias.

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

Many historians have different points of views. For example, many events in my life can be interpreted in different ways. When I was small, my dad would always make me do piles of workbooks such as test prep, summer practice, preparation for next year. I would always have to do these along with my regular homework. If I slacked off, then I would miss, for example, dessert for dinner or a trip to the park and be left home. Sometimes I would get yelled at or hit instead. Some historians may think that discipline is necessary when parents are teaching there kids. Others may think that parents were too harsh on children which can affect their future life. Or maybe that some harshness is necessary for children too behave but it shouldn’t be overdone.

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

This event took place a week before eighth grade started and I was still in America. I was at my friend’s house after we went to school to pick up our schedules. One of my friends insisted on straightening everyone’s hair with her hair straightener. We were all in the bathroom and then, somebody said something funny, I forgot what, and we all started laughing. I lifted my hand up and accidentally knocked down the hair straightener which was sitting on the shelf. It fell down and fell on my leg. I was wearing shorts so of course I got burned. I remember that I felt silly for getting burned like that and it hurt a lot too. My friend only remembered that it was really, really funny how someone would get burned by a hair straightener on their leg! I don’t think it is possible for a historian to be completely objective because they were not there during the events so they would not have experienced what the people then felt. My friend didn’t feel the burn on her leg so she only looked at it as a silly event while I only felt that my leg hurt from the burn.

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

Problems that may arise when historians practice subjective history is that the audience won’t know which historian is telling the truth or if the stories told are only part of the whole story. However, subjective history may be beneficial to the study of history because it allows historian to analyze events from different perspectives. In the incident it made sense for me to remember that I got hurt because the hair straightener fell on me but it made sense for my friend to just laugh because she didn’t get hurt. This tells us that the story of history is not complete and will probably always be a mystery to us because we were not there to experience first hand what happened back then and we will still have subjective views to the situation.

7. Why is every historian "a storyteller?" If all historians are storytellers and there are myriad versions of every story, can we trust historians? Why or why not?

Every historian is “a storyteller” because they have to tell us the events of the history of the past. If there are myriad versions of every story, it doesn’t mean the history isn’t true. The story is true in that it has fidelity to the sources. This means that as long as they looked at the sources accurately, then the story should be true, based on the sources.

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

My views of history and historians have changed based on this reading. Before I thought that the stories of history in our textbook are completely true and tells us all we need to know about history. I know now that historians do not know everything about history and that history itself is not complete and it still a mystery. The historians that created our history textbook may not have looked at an event completely objectively and that there might have been some subjective views. From now on, I will try to look at the different perspectives of history so that I can better understand history.

__<span style="font-family: 'Comic Sans MS',cursive;">8/16/2011 - APPARTS: Letters of Pope Gregory VII __

APPARTS - Letters: Secular and Ecclesiastical Authority

__Author:__ Pope Gregory VII

__Place and Time:__ This source was produced in 1075 during the Middle Ages and in the Holy Roman Empire.

__Prior Knowledge:__ I know that the popes and the church were once the most powerful and that emperors often complained that they should have more power.

__Audience:__ The letter is for the emperor and the people.

__Reason:__ During that time period, there was controversy between the church and the emperor over which powers each had. This letter was written by the pope who is claiming the rights that the church should have.

__The Main Idea:__ The point of the source is trying to convey that the pope wanted certain powers that could make them more powerful than the emperors. The pope believed the church was founded by God alone so they should have the privilege to these powers.

__Significance:__ This source is important because it shows life back then wasn’t exactly ruled by emperors, there was someone that could be stronger than them. It also shows that people back then were highly religious