Danette's+World

Class 51
May/24/12



Soviet Intervention:

The Soviet Union intervened in support of the Afghan communist government in its conflict with anticommunist Muslim guerrillas during the [|Afghan War] (1978–92) and remained in [|Afghanistan] until mid-February 1989.

2011 October - Afghanistan and India signs a treaty to enhance their development and secure their cooperation as well as increasing and expanding it. This is happening due to worsened relations with Pakistan after series of attacks which caused foul feelings between the two nations.

2011 November: a 10 year military partnership with the US was negotiated by President Karzai at a loya jirga traditional assembly. Through this, it is promised that US troops will remain after 2014, while other troops from other foreign countries are made to leave.


 * THE END.**

?? The links tell me at least part of this is "cut and paste", but I'm not sure why it's here at all, which you have posted your work (although you did not whittle down to 5 key events as I asked on Tuesday). With your pages document, I have issues with the "cut and paste" and the inclusion of relatively insignificant events. 7/10

[[file:Similarities (Korea vs. Vietnam) - Danette .pages]]
^ this one is the comparison chart ^ this one is just notes

Class 49
[] ^ debate

Class 48
May/17/12

Read pp. 13-19 in //The Cold War// and on your gallery page answer questions A, B and C on p. 19. A) 1. The house after being hit by the atomic bomb, has been shredded into pieces. Literally pieces. The materials in making the house probably involved bricks and a lot of strong and steady utensils, however despite the fact the house looks sturdy, it only took 11 seconds to have every single piece of brick or wood, or even the frames scatter into unbelievable pieces. The house is really no more. 2. If any town was hit by this, everyone would be gone the moment it hits the ground. Not only will houses crumble to nothing, I think it would be believable if humans were also shredded into pieces. Any living thing, would all be dead. Trees on the ground chomped into pieces, there would be no meadow, plant what so ever. Everything would be in ruins.

B) 1. There would also be the perspective of not wanting to damage their environment further, and could also be to pity the Japanese and ruined cities. However overall, I think people have finally grasped the meaning of nuclear bombs, and the impact they give. With this new understanding, they no longer feel safe nor protected especially since enemy countries also hold on to some of these lethal weapons. Therefore, they would most likely protest in order to prevent any kind of actions taken by either sides.

2. Once again, because people had the full and complete knowledge of what consequences this fatal weapon can bring, despite the age range, people all stood against it. The horrid story, and the actual experience of nuclear weapons, and nuclear bombs have already made it clear enough to every single individual what consequences they may receive if this weapon was to get out of control.

C) The policies established by presidents of United States can also be considered the factors to why people began to protest and oppose to further production and uses of nuclear weapons. The previous policies were not of much effect as the next president Kennedy found out. Also, if the missiles/bombs were to be launched, there would be an equal threat and equal fear among the two nations. Death would be inevitable if one country launches their weapon, because the other will also launch it as well. Therefore it's sort of like the game of chicken.



(truman doctrine = philosophy) (marshall plan = how we're going to do that)

The most important event I believe, is the space racing. Through space racing where the two nations competed each other to see who reaches the level of launching stuff into space as well as men, and this led to some severe advances over a short period of time. Through this rivalry and zealous competition, a new age of science arrived. This also brought the subject science to be compulsory, as governments decided that science is a significant subject to inspire more generations to pursue with scientific researches, and in this case especially space related studies. Like in every situation, when two people or forces or nations are competing each other, there is a tendency to desire in achieving a greater success and accomplishing a higher goal. Therefore, with the determination from both players to accomplish something even more magnificent than achieved before, people discover more, advance further, and develop increasingly. Therefore we have the spacecraft and NASA etc. and other astronomical instruments or organizations existing today. I think of this space racing as a seriously significant event in history that changed our lives to what it is today.

Question and Venn Diagram
May/15/12

<< VENN DIAGRAM WILL BE DONE ON PAPER >>

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

I've got one short blunt answer to this question: No. No, it wasn't right for the Allies to only charge Nazi and Japanese leaders for the numerous crimes committed in WWII. It is true that a lot of manipulating behind WWII was done by authoritative Nazi and Japanese leaders, however we mustn't forget the crimes many others have committed. What about all the leaders of other nations who cooperated with these figures to commit horrendous acts during WWII. What about those under ranking Nazis or Japanese soldiers who abused their POWs, their colonies, the Jews etc. Just because they are of a lower rank, who have received a command from a higher rank, doesn't mean the particular acts they have committed is forgivable. Beating Jews, raping women, killing a countless number of people, and doing all this without ever questioning why is a serious crime. Genocides is also considered a big crime, and the ones who actually physically carried out the plans of geocoding are the soldiers with lower ranks. No one spoke up against it, therefore with a very small minority, everyone complied to it, they acquiesced to it. Civillians who did not speak up, even those who did have an understanding of what was happening cannot be charged of crime, however they can still be considered guilty. When such a occurrence took place, they sealed their lips in fear of their own consequences. Now is that still to be considered innocent? The Allies simply had too many to punish. They should've pursued further to search and punish the villanious card players behind this World War, however evidently did not take much initiative to.

10/10

The Holocaust
May/11/12

I began to think: What did the mother feel? What made her barge into the experiment room despite the fact that she will be in severe trouble? What was it like to have both your daughters be sent into an experiment chamber to be experimented on. The mother's effort to keep her daughters far from death chambers by keeping them as clean as possible really amazed me and once again showed the great power of a mother.
 * Twins: **

The last words this man said was so real, and summarizes what Nazis have basically done on the Jews. They tore out everything. The ability to cry, to love, to be happy was ripped off of Jews, and they could no longer smile as they could before. The fact that this old man had to experience such cruelty during his youth is unbelievably repelling. As an older sister myself, I can understand what its like to be in his shoes. To turn your younger sibling in, who is your responsibility to keep safe by your side at all times is unbelievably hard to do, you simply cannot do it. Yet to bear the pain and beatings all by yourself until you faint is a serious tragedy for a child of such young age. No one should be made to bear such pain.
 * Brothers: **

The fact that this man ever survived Auschwitz is first of fall, mouth-opening. His father being cremated on Sabbath day is absolutely gruesome. A man so faithful to his Lord, being smoked up into ashes as he was carrying out his worshiping makes me sick to the stomach. The young boy who was supposed to watch this, and knowing that it was his own father who was burnt to ashes when no faults lied in him, must have been an awful scene. The thought that a thin slice of bread and water they only sometimes received helped them standing on their feet is so pitiful.
 * Mordecai Eldar: **

The part when she mentioned about burning children in pits alive was so gruesome. The ones who were made to watch this, how gruesome would it have been for them? How disgusted would they have been and how much would they have despised the Nazis? The part when she mentioned, her sister did not want to move on anymore must've been such a painful memory for this woman. Imaging my sister tell me that she she cannot do anymore, and never having her return after work would be such a great trauma for me. Surviving Auschwitz is such an amazing miracle.
 * Zanne Farbstein: **

12 different concentration camps. Walking skeleton of 33kg when liberated. Amazing. The fact that he has survived all the Death Marches and the concentration camps seems almost surreal. Even though his life was completely destroyed, the fact that he remains as an optimistic man today through the healing from music, really makes me realize there are people with a strong mind and heart in our world.
 * Yaakov Hollander: **

Once again, there are so many wonderful people in this world. I'm happy to realize everyone had found their hearts healed. Through these experiences, people seem to realize and pay attention to minor details, and be thankful for what they get. I think although the Nazi experience was a horrible one, people have changed, and view things in different perspectives.
 * Sophie Engelsman: **

When Eva Brown talked about the part where she was numbered, and lost her identity it hit me. Because I've never experienced what losing your identity is like, I can never quite understand her feelings. However one thing I'm quite sure of, is that losing your identity is probably no different from not being able to find yourself in the crowd. You are not considered human, you are numbered, you dress, shave, and perform labor like every other being, and if this continues, I can kind of sense how difficult it will be to be able to tell one person from another, that person to yourself.
 * Eva Brown **

10/10

The Allies Victory...in the Pacific
May/10/12

The Allied Victory...in Europe
May/8/12



War on the Home Front
May/3/12

Honestly speaking, United States went hysterical with the bombing of Pearl Harbor. It was impossible to pacify the suspicion arousing among the people. Every Japanese were now considered suspicious. Everyone feared for a possible second attack, and because of this unsteady emotion and happening, people began to believe that there was another Japanese spy. Perhaps, if they encaged every Japanese, then U.S. would completely eliminate all suspicious Japanese. The encagement however was completely unfair. Although the Americans have condemned Hitler's concentration camps (which were actually death camps), Americans did something quite similar to what they condemned upon. The treatment to Japanese was not as bad as how Jews were treated, but there were many deaths, starvations and no escape in these internment camps. The only alternative they gave to come out of the camp was to join the military, which did not provide much choice at all. Also the food and the conditions of the camp was not something you would provide normally. It was more like everyone was treated worse than you would in military. Later on, once the war ended with big explosions of nuclear bomb in Japanese cities, the United States government released the Japanese. It was proven there was no spy amongst the Japanese population in the States, nevertheless the hatred and rage for Japanese continued to linger among the American public. Wrapping up all this, we can simply conclude, Japanese internment camp was no where near fair.
 * Q: Was Japanese internment camp fair or unfair?**

I saw a lot of Nazi signs. There was the Nazi symbol on drums and the uniforms that the soldiers wore. The windmill's shape was also the Nazi symbol, as well as the bushes in the background. I also recognized Hitler's face, Hideki Tojo (Japanese leader)'s face, and many other countenances from dictatorial or fascist nations. Mein Kampf was also introduced to Donal Duck, and I could recognize that book name too.
 * 1. a. What wartime images do you recognize from your study of the war?**

Donald Duck expresses the vexation the public feels about the Nazis involvement in every single matter. The Nazis are imposing on every individual's daily life, and through Donald Duck's action and facial expressions we are able to see how annoyed Donald Duck is. However Donald Duck does not speak up to it, but rather complies with the situation, and this also implies the power and threat (the weapons etc.) that Nazis have that always gives them an advantage and authority.
 * b. What are some of the messages of this cartoon?**

These companies' motive of producing war occurrence into cartoons is to inform this the public. Frankly, rather than having politicians rise on podiums to explain the severity of this war and how powerful Nazi influence has become, its better to explain this heavy information through something more enjoyable and easily conceivable like cartoons. It also doesn't have age restrictions, so as long as you have some basic knowledge behind the situation, you will be able to see what is actually happening in this world with simplicity and briefly.
 * c. Why do you think companies like Disney and Warner Brothers produced these cartoons during the war?**


 * 2. Political Cartoon**

The U.S.A. salvage program, christmas packages, etc. which currently seems like the inside of a factory. The Christmas packages are the sugar-coated fake words that the Americans announce to the world. The missiles are the secret and slyly concocted plans the Americans planned behind everyone's backs.
 * a. What is in the cartoon? Explain the symbolism you see **


 * b. What is the intended message of the cartoon?**Although when the U.S. said they were neutral to the World War II, in fact they were more lenient on the Allies, they created camps for Japanese after the Pearl Harbor bomb suspecting any Japanese is a suspect, when they condemned the Nazi's concentration camps for Jews. Also, secretly the United States have also dropped nuclear bombs in Japanese cities, which was in a sense, exactly the same action Japan has took on them. Americans claim that they are much better off, and consider themselves as superior and sophisticated, condemning many immoral actions around the world. However they are not very different from those nations they condemn.


 * 3. Life on the Home front in Britain exploration... click on each topic area to learn about life in Britain during the war. For each of the following topics, write down 3 significant pieces of information. You may do this on your gallery page, or as a hard copy. **

- 3,500,000 children, women and old people were evacuated to 'safe places' to escape the German bombing raids.
- some liked the idea of going away for a "holiday" during the war period, but there were also some who refused to board the trains - there were a lot children who became orphans, while their stay in 'safe places' was taking place, their parents who were involved with the war were killed, bombed or raided.

- each person could have:
- each family was made to register with a shop/store where the food would be brought, and this was the only place the family members were allowed to shop in. - each family owned their own ration book (adults = buff colored book) (children over three = blue book) (babies = green book)
 * 8p worth of meat,
 * 3 pints of milk,
 * 8 ounces of sugar,
 * 4 ounces of butter or fat,
 * 4 ounces of bacon,
 * 2 ounces of tea,
 * 1 ounce of cheese
 * 1 egg.

**Women at war**
- There was a shortage of workers in factories, and the government made the decision of recruiting women into the Armed Forces (BUT women preferred factory work) - Women's Voluntary Service (WVS): largest women's wartime service, by 1944 there was over a million participants - Land Army, Air Raid Wardens, Auxiliary Territorial Service (ATS), are organizations that women participated in and through this they performed an assortment of jobs.

**Messages of war**
- Since these propagandas were well seen by children on streets, there were also posters telling children to go to 'safe places'. (Leave this to sonny- you ought to be out of London) - Messages such that state (ex. careless talk costs lives) is trying to say, to be careful in what you say. The Hitler-faced wallpaper at the background shows that through secret and stealthy ways, Hitler or these strong and influential forces may take away your life if you are not prudent about what you choose to speak.
 * -** There was a lot of propagandas trying to convince more men to join the military. (ex. Women ~ Britain say~ GO~)

10/10

==** Japan Seeks to Build Empire ** == May/3/12

Japan Seeks to Build Empire
May/2/12

finished half of the 1st assignment finished writing perspective of cartoons

Battle of Britain
May/1/12

**1) What was Operation Sea Lion?**
Operation Sea Lion was Germany's Nazi plan in WWII to invade Britain in the beginning of 1940. This operation was however postponed in late 1940 because of an unexpected defeat, and few years later in 1943, this operation got abandoned completely.

**2) Why did the battle not look good for Britain?**
Their neighboring country France have lost the battle of France, and Germany was now looking over the Britain. Britain had left a lot of their weapons previously from WWI. They also had far less amount of aircraft compared to Germany.

**3) What advantage did Britain have?**
Britain had a radar system which could transmit aircrafts. This system enabled the British to spot an enemy's aircraft, and attack it. In a sense, they could sensor overseas aircrafts right away.

**4) What was Germany's mistake?**
Hitler had previously ordered for the Nazis to bomb and destroy the radar by setting the airfields in southwest of England because without those they supposed they could win Britain easily. However this simply angered the British. Hitler ended up changing his decision and commanded for the raiding of British cities such as London and many more. This ended up killing even more civilians and destroyed many homes. This upset the British even further.

**5) What was the impact of the bombing of London? How did the bombing of London aid Britain's cause?**
The bombing of London had caused hundreds of civilians' death, destruction of several homes and buildings. The bombing of London to Germany's surprise did not decrease their morale. British stood their ground, and when during the blitz where heavy bombing began, the ones who survived, no longer escaped or ran away. They also stood ground. 400,000 were killed, and 2 million homes were destroyed, however the British have finally won.

**6) Why was the outcome of the battle of Britain significant for the Allies**
In order to successfully invade Britain, they needed to completely wipe out the R.A.F. before advancing towards the English Channel. However because British defeated Germany, Hitler was not able to carry out his planned Operation Sea Lion without aircrafts and air superiority which had been used up a lot in the Battle of Britain.

===Read the newspaper below about the Battle of Britain, and watch the two videos, then write a short paragraph that explains why the British were able to hold off the German invasion when they were militarily weaker. Use evidence to support your ideas. Post your work on your gallery page.===

The Battle of Britain began with a great disadvantage with the British especially since Germany had a more powerful air force with a large number of them too. Even after Hitler's order to bomb London and many other British cities, the British did not lose their moral, and kept standing. There was two advantages that Britain had. One was the radar which could transmit enemy aircrafts, and another was the strong standing British civilian. Despite the harsh bombing that killed many thousands and destroyed millions of homes, British remained unwavering. On September 15th Hitler made the most silly mistake of his life. He had commanded for bombing aircrafts to fly over Britain, however Britain's royal airforce shot down a lot of the German aircrafts, resulting in Hitler moving out and delaying his Operation Sea Lion. Britain finally successed!

Podcast notes? 8/10

When your computer underlines something in red, it means there's something that needs to be corrected. If you can't see the underlining, there's a problem with the setting on your computer which needs to be fixed.

Homework
May/1/12 Read textbook p 492-496 and use this and your previous reading from the chapter to complete Section 1 Assessment #2 (a chart of turning points for the Allies) and a paragraph answering #8 (comparing Hitler and Napoleon's invasions of Russia).

Hitler's Germany (notes)
Apr/26/12 10/10

Hitler's Germany (notes)
Apr/24/12



Fascism
Apr/20/12

Oral Quiz: []

I'D LIKE TO HAVE HEARD ABOUT WHAT FASCISM WOULD LOOK LIKE IN KOREA THAT WOULD BE UNIQUELY KOREAN! 9.5/10

The Great Depression
Apr/12/12 Oral Quiz: http://www.youtube.com/watch?v=ucijfl2o6x0&feature=youtu.be VERY CLEAR AND WELL EXPLAINED. 10/10

WWI left severe damage in the world. People's expression towards their experience in World War I was reflected through their work of arts, science, writing etc. and society has changed as well. While European countries were cleaning up the calamity of WWI, and pushing the recovery pedal slowly, the United States is tasting its sweet moments in the 1920s. The large sum of money America decides to loan out to European countries in order to hasten their recovery and promote world peace, is being distributed to various countries in Europe such as Germany who sought desperately for aid. While Europe is on its way to ascend the hill, America has invented the speediest automobile and has climbed to a very high point. Stock markets surged the probed the sky. Many famous and intelligent economists such as Irving Fisher announced: the nation is marching along a permanently high economy. People believed the stock prices will continue to rise, therefore have proceeded with the process of lending money. Assuming stocks will rise, they figured they will receive a higher price than what they've lent. However this turned into a rather foul turn. Even those with not much money wanted to participate in buying shares, and people were lent money to buy stuff without even being considered whether they have the ability or situation to pay back the amount borrowed. Eventually, stock prices plummeted, and banks turned bankrupt. Furious people gathered together to protest, and demand for a withdrawal of their money, which has been already lost. Soon American Depression reached other countries, and nations raised tariffs in order to keep import prices relatively high. Eventually world trade began to falter. The world suffered, and similar consecutive events continued. Governments began to search for solutions, and although different, many reached a tactic that supposedly halted the depression. Britain and its new multiparty government took over, taking baby steps to slowly improve their economy. Production was up again by 1937. France also combined powers between moderates and Socialists to establish a new government, and passed legislations that will help workers (which still kept unemployment rates high because companies could not simply stop raising prices; they needed to cover their cost). Sweden, Denmark, Norway and their governments also participated in re-establishing their economy. Quite similarly to America's new program New Deal introduced in 1932 along with the new president Franklin D. Roosevelt, the above three countries actively created jobs such as building infrastructures in order to hire job-less people. They also taxed people with jobs to have money to pay benefits for those without jobs. Like this, despite the misfortune upon many nations in the world, governments as well as people sought for different solutions that will possibly help recover the damage in the economy that caused the worldwide depression.
 * Station #1 **

> Organizer is created in hard copy.


 * Station #2 **

**2 newspaper headlines:**

 * 1. After effects of flourishing stock markets in Europe... are consecutive blows in the economy.**

Thesis Statement: The 1920s America that we knew before has disappeared in thin air, and instead now what is cloaking us is the major consecutive blows that cuts right through our American skin, making not only our economy bleed, but our lives and the entire world.

1st topic: There is a vital signal to mark every omen, and it turns out that America has had the Black Tuesday as their first one; surging markets plummeted, voices of rage rang through the streets, swarms of people shoved their way to the bank demanding to withdraw their stocks.
 * what has caused the market to suddenly descend
 * surging markets and its deadly result
 * angry people gathering around in streets, protesting and demanding their stocks back

2nd topic: Being aghast at the situation wasn't enough, a new series of calamity enveloped the people, and it was known as the Dust Bowl.
 * what is the dustbowl
 * what dustbowl has done to the people from Texas to Oklahoma (number of farms closed, number of people who moved etc.)
 * why dustbowl is another addition to the crisis

3rd topic: Each and every blow punches America in the ribs, and crisis does not know its time to stop; unemployment rates surge and thrusts the sky, tarriffs has brought a severe emergency for not only America, but other European countries as well.
 * unemployment rate, increasing homeless people
 * tarriffs and their effects
 * what troubles America faced


 * 2. Desperate for a home. Desperate for food. Desperate for jobs. Desperate to live.**

Thesis statement: This crisis of 1926 is driving people to a corner, the desperation to live is being tightly held by every citizen of United States, black and white.

1st topic: The level of tolerance with the current situation is not very high as day to day, homeless and jobless become hobos roaming the States; these people now rely on freely distributed food and newspapers for their daily living.
 * statistics of hobos (homeless) increase, they roam around America to look for jobs
 * people rely on freely distributed food and anyplace to sleep
 * the gap between rich and poor is too big

2nd topic: Even children are included in this physically and mentally stressing condition, drifting from places to places alongside their parents, feeding off little amount of food, sleeping on filthy attic rooms.
 * Children accompany their parents and leave their homes behind for new lives
 * Many children have become "migrants" especially those who left their homeland because of dustbowl
 * What homes they lived in and their conditions

3rd topic: The lifestyle and the homes of these people are nothing close to fancy, but this is what the American economy has given them, and they have done their best to provide for themselves.
 * what people used to built their homes
 * what kind of utensils people had at home
 * those who joined unions etc. to manifest their feelings of eagerness and desperation along with other emotions to the American government and economy.

notes made.
 * Station #3 **

AGAIN, YOU WORK IS VERY THOROUGH AND COMPLETE. YOU'VE GOT THIS DOWN! 10/10

The Chinese Revolution
Apr/9/11

Oral Quiz: http://www.youtube.com/watch?v=tAU9kDaRgU4&feature=youtu.be MUCH BETTER! 10/10

Station #1
The treaty of Versailles was not what China planned. Originally China had three plans in mind. They wanted political and economic rights for every and all Chinese people, and end foreign control over them. Chinese leaders hoped to gain support from the Allies, therefore participated in the war. Unfortunately WWI did not go as they planned, and instead of winning freedom from foreign rules, the Treaty of Versailles handed parts of China controlled by Germany to Japan. Treaty of Versailles has simply switched the foreign countries, but either way they were still being ruled by a foreign power.

Station #2
The world knows of Japan as the nation who did not hesitate to expand lands, and have vigorously advanced forward in order to achieve their goal of becoming an intimidating and powerful nation. A couple of the manifold invasions was the taking over of Korea achieved in 1894-1895 and Manchuria 1904-1905. It has been recorded that round 4,000,000 Koreans and Chinese were dislocated from their homes to foreign lands (Japan) to make use of them in factories to produce mass amount of products for the Japanese war efforts.


 * (graph1) add a statistic graph of how many Chinese lived overseas after the Manchurian invasions*


 * (picture1) show picture of Koreans packed tightly into ships to be sent to Japanese factories*


 * (map 1) show a map of Asian countries (especially focusing on China, Japan, Korea) to show how the Japanese invaded Manchuria and Korea

However, amongst all these criticizing of the Japanese, a new perspective of this particular historical event is presented. It can be known as the //Justification of Japanese Expansionism.// Just like how Europeans used justifications as alibis to explain colonialism, imperialism, invasion of native land, and killing of indigenous people etc. when being pointed at and condemned, Japanese are also proposing that they have a justification just like Europeans did.


 * (map2) a world map that indicates which lands belonged to Europeans
 * (picture2) a picture of colonialism in Africa(Europeans), India(British), and Korea(Japan) > these images will be next to each other for readers to compare the difference (which is not there, because in either way the colonialism all countries did were the same thing just in slightly different levels of harshness)

The Japanese points out the //pressure of surplus population//. They are stating that the number of residents in Japan was too great for Japan to handle, therefore needed to conjure up some plans. The first plan of emigration was hard to execute because of anti-Japanese immigration policies nations around the world have poster on their doors. Plan B: advance into world markets, was not a very plausible plan either because of nullification of commercial treaties. Not only that, the already rapidly advancing European countries made it hard for Japan to follow close behind. Now all that was left for these supposedly “poor and unfortunate” Japanese was to resort to their last plan. Expansion of territory.


 * (graph2) graph of how many nations had anti-Japanese immigration policies
 * (graph3) graph of how many Japanese were living in Japan before their expansion of land, during their expansion of land, and after their expansion of land.

Western government quelled the trade of Japanese merchandise abroad, which urged the Japanese community to find a place where their skills and labor could be freely done without the interruption of the white race. Eventually, Japanese have finally flown over to another territory and claimed the lands theirs. Although they have not declared war, the getting hold of territory was not much different. Other countries pointed fingers at Japan, yet Japanese replied curtly saying //military action taken by japan was not in the least a selfish one// claiming that instead of taking away someone’s land, they have established a new nation.


 * (map3) Manchuria on map
 * (picture3) an image of (Japanese) propaganda on this event, and a (European) propaganda explaining this event.

When the continuation of the criticizing did not halt, the Japanese questioned Europeans, just which country it was that sent warships and troops to India, South Africa, and Australia to slaughter their indigenous people and lock chains around them for the sole purpose of seeing the benefits from the newly gained property. Japanese state that they already know how the white race will respond. They will justify that they have only been providing “savages” a benefit. God, their religious figure will definitely be pleased to see the greatness the people have achieved. With this justification, Japanese are figuring that they can explain themselves out of the situation as well. That God will also be pleased to find the Japanese community doing so much to save mankind and help develop the abundant resources of the native land, and teach ones what it is really like to be a man. Manchuria was the perfect target for this explanation as Japanese also collected natural resources, raw materials in order to further develop their economy as well.

With this "explanation" for the actions, Japanese suppose they can prove themselves to be innocent. However, even if there are those who forgive the Japanese, and take in their interpretations of this historical event, there is one fact we must all keep in mind. Japanese have murdered millions of people; a countless amount. No matter how many clarifications they provide, the fact that many lives have been stolen by the invasion of Japanese is a still standing fact. There may be those who refuse to view the other perspective and seethe at the injustice of it all, but it is also your choice to contemplate both views and expand your standpoint.

Station #3
You cannot exactly measure who was more of a tyrant, but in my view, I see Mao Tse Tung as a scarier leader. Behind his kind face and nice smile, he hid the most terrifying countenance that he has not shown the world before his death. Stalin was not much better than Mao. The number of innocent lives he had taken are countless, but at least Stalin had shown his despicable side. Mao completely veiled it. If I ask myself, which is scarier? An opponent with a weapon, or an invisible man as an opponent? I'd rank the invisible man as a scarier person. Mao is exactly like that. He worked together with Stalin in order to achieve his goal of establishing a powerful communist party no one can climb over. In order to do this, he had wasted several lives to reach Russia as fast as he can on a carrier. He was carried to Russia.The campaign that he set up called The Great Leapt Forward killed 38 million Chinese from starvation and overwork. When statistics of peasant death rates and pleas and begging of Chinese people were presented upon him, he simply stated: educate the people to eat less. Death has benefits. It can fertilize land. A heartless soul. Mao was also notorious for being a womanizer, doing politics in his bed, which shows us how unserious Mao was about his work. Although Stalin summoned for millions of lives to be taken as well, at least there is no record of him doing politics in his bed. He quite unlike what some Chinese believed him to be, was greeted by president Nixon who initiated a meet. Mao packaged himself as a man who has set splendid economic miracles and promoted socialist china as paradise. However under his veiled countenance, his cruel orders have seized many lives of Chinese people, throwing them in insufferable conditions letting them rot and die. Frankly speaking, you cannot calculate who has done more bad deeds, and who has done more good deeds. All I can say is that they were equally tyrannical inhuman leaders, but I find Mao who has managed to veil his brutish disposition, scarier than Stalin.

STATION WORK IS EXCEPTIONALLY WELL DONE. 10/10

3 minute recording
[]

GOOD FIRST EFFORT. YOU JUST NEED TO ORGANIZE YOUR THOUGHTS A LITTLE BETTER. 9/10

The Russian Revolution
Apr/5/12

STATION #1

Read the "Chapter in Brief" section on the Russian Revolution and then explain, on your gallery page, why Russia had a revolution in 1917.
As Alexander III rose to throne, his true colors were manifested. He took his control to discriminate all non-Russian people especially oppressing Jews, and eliminated any who dared to threaten his government. After the reign of Alexander III, Nicholas II took control and became czar. He had his mind set on building up their industry, therefore through rapid industrial growth, became the reputable leading producer of steel. However this had led to poor working conditions, low wages, and children forced to work. In 1903, finally revolutionary groups were beginning to form. The Bolsheviks would be one reputable group, led by Vladimir Lenin. A huge defeat from the war that started in 1904 with Japan consecutively followed, and a mass of people who gathered in peace to ask for relief were murdered in 1905. These consecutive insufferable events had eventually built up and finally exploded during World War I. Soldiers refusal to fight, unaffordable high prices continuing to rise, and starving people brought almost 200,000 workers to the streets to protest in 1917. The czar was forced to step down from his throne, and a year later killed with the rest of his family members

STATION #2

 * Now, upload a podcast on your gallery page in which you explain whether Stalin was a good guy or a bad guy, and why.**

media type="file" key="Stalin (good_bad).mp3" width="240" height="20"

**1. What is the message that this poster is trying to get out to the Russian people?**
The message being conveyed here is probably about how magnificent and thrilling the 5 years plan will be. The glorious looking man at the side is wearing a workers uniform with a factory at the back puffing out air. The propaganda is trying to show that through the 5 years plan, despite how hard it sounds or how difficult it may be, in the end it will bring such a great result and keep everyone's smiles on their faces. Tying this all up, we can simply conclude that he is advertising the 5 years plan and hoping that Russian people will look at this poster, and decide to work with Stalin to build up a better future (or so he believes).

2.Do yo [[image:Knoblok.jpg width="168" height="239" align="left"]] **u find this piece of propaganda to be compelling? Why or why not?**
This propaganda is indeed compelling. This image contains soldiers of the army, air force, and navy. This is a propaganda used during the period: 5 years plan. Stalin planned for an industrial nation, planning a massive construction throughout the country. This propaganda was used at the time. Because Mobilization was the main theme of those years, Stalin pointed down hard on "Social Realism", and was eager to portray Soviet Life/ Communist values with realism. The very appealing colors red and black are purposefully and prudently chosen to keep simple yet eye-catching because of contrast colors. However behind the colors and image, there lies a very important core information that is very dynamic. It brings us to all perspectives, therefore I find all the incorporations of this propaganda, and of course the propaganda itself compelling.

3. Is done on paper!

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Answering Question
Apr/3/12

The judgement and decisions enforced by representatives of every nation was not for the purpose of restoring peace, but was no different from "peace built on quicksand". Treaty of Versailles was a gathering of all nations (the nations who have triumphed in WWI) in order to discuss the after effects of war and how things will alter). The men who cam to power at the end of WWI reflect greed and hunger as they bring their agendas of things to pack for themselves and reveal their veiled dispositions. Every nation on the winning side are thrilled to receive a slice of what they believe they deserve from fighting the war. These men cannot and do not want to comprehend the situation from another perspective and can only see the things they need to and want to gain. What these nations seek for is the compensation from the nations that have lost in this war. With no choice, the losing side will have to admit their fault (which wasn't solely their fault), and hand an apology by agreeing with all the terms the winning side demands. The league of nations has failed to be useful with none of the members enthusiastic about promoting world peace. The nations who have lost this war faced severe territorial losses. Powerful countries such as Germany were given military restrictions in order to degrade their amount of military power leading to surging unemployment rates. All of these restrictions, demoting and humiliation has been provided by whom people called leaders at the time. We can see their true colors with zero obscurity.

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Todaysmeet
__MAR/7/12__

http://todaysmeet.com/A-HomeFront ==

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Causes of WWI + Classifying maps + Game
Feb/23/12

Game was unfinished. Stopped at the beginning of Section 4: 200

__1st Comparison:__ In the 1st picture, it has all the European countries at the time present on the map. It also displays with shades, the regions of Slavic people who spoke Slavic language. However, on the other picture (cartoon), it only displays some countries of Europe at the time. Also, by looking closely at the pictures, colors, and the legend, you can realize that the countries shaded in gray are the countries at war, and countries that used great amount of machines and weapons in their war. If you also look prudently enough, you can see that the brown countries surrounding the gray countries, are all predators. Especially those on the edges are drawn as predator animals. They are in a sense, cornering the gray region.

__2nd Comparison:__ > Austria might've wanted to protect Bosnia and Herzegovina from Austria, and prevent Russia from expanding. In addition, Serbs still could not acquiesce with Austria-Hungary's annexation of Bosnia and Herzegovina, and probably believed that those lands were still their rightful territory which easily led to conflict as they claimed, and most likely fought to earn it back.
 * 1. Why might Serbia have staked a claim to Bosnia and Herzegovina?**

> Russia must've been interested in supporting and aiding Serbia's claims, since they are allies with the Serbians. Through this allying system, countries benefit from each other, and most likely Russia in their own time of need, can earn the aid of the Serbians. > > If Bosnian was to separate from Austria-Hungary, that would mean that the Bosnian territory will be in the hands of the Serbians, and along with them, the Russians. If the secession movement of Bosnia does occur, it would be a big loss for Austria-Hungary. Austria-Hungary's loss would bring no benefit to the Germans as well, therefore Germans must contribute in resisting any movies for Bosnian secession since they have allied with Austria-Hungary.
 * 2. Why might Russia have been interested in helping further that claim?**
 * 3. Why would Germany and Austria-Hungary have resisted any moves for Bosnian (used to mean Bosnia and Herzegovina) secession from Austria-Hungary?**

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The Rise of Nationalism
Feb/14/12


 * Nationalism has positive and negative implications (e.g. extremely strong nationalistic feelings sometimes lead a group to turn against outsiders). Using the table below, record the positive and negative impacts of Nationalism. Use page 254 of the textbook to help you.**

//Positive and Negative Impacts of Nationalism// - bring down colonial rule and imperialists - democratic governments are being established in nations - nations rival each other in advancing their scientific and technological inventions etc. || - the minority's culture is being diminished and taken over by the majority's culture - ethnic cleansing: an ethnic/religious group removes another ethnic/religious group through terror and violence - extreme nationalist movements such as Nazism - extreme competition among nations that leads to sever conflict such as war ||
 * Positive Results || Negative Results ||
 * - people within a nation overcome their differences


 * Do you think nationalism has had a more positive or negative impact on the world? Support your opinion with evidence.**

I believe nationalism provided a more positive impact on the world. It is true that nationalism created conflict between nations and gobbled up the minority's voices. However uniting together to advance one's own nation forward is a very important thing. This could eventually improve one's nation and provide a sense of belonging, or identity. Also, even before nationalism was introduced, there were still conflicts between ethnic/religious communities, reigns and kingdoms. However the willingness people have in putting aside their differences to unite as one, is a strong feelings we can also describe as patriotism (although the meaning varies slightly between nationalism and patriotism). It is always better to do things together than doing it on your own, and people have learned through the many revolutions that it takes a lot of people to voice out injustice and help one another in times of need. Through these valuable experiences, countries developed and propelled forward. It is very plausible to say that positive outcomes of nationalism made a bigger and more powerful impact than negative outcomes.

__**Types of Nationalist Movements**__


 * //1. Using the table above, explain the characteristics of each type of Nationalistic movement in your own words.//**

Unification, separation and state-building are three characteristics in different types of Nationalistic movements. Unification is a severe part in Nationalistic movements. Without unity, how can one be able to combine/group with the others and share opinions. Usually unification is something not so easily done, and is usually achieved among people who share the same historical background, culture, language etc. Separation refers to those, especially states that attempt to break away from uniting states. Separation always occur because there are always people opposing to the idea of unison. State-building is when states or people with different cultures, blend into one, and agree on one culture, tradition, customs, language in order to unite everyone together and form a nation.

History = similar experiences in the past, or things that can be found in common helps a group of people decide on something without too much opposition. Culture = customs, traditions, ideas, food that groups of people together and binds them. Language = one dialect among the many in that country that becomes the formal language, in other words, the national language. Territory = a chunk of land that belongs to an ethnic group or a nation Nationality = people of the common ancestry who share a common belief bind together. Religion = a religion shared by the majority of people

The Ottoman and the Austrian empires were involved in many conflict and lots of war since the rise of nationalism wasn't something they acquiesced to very easily. Due to wars that lasted a long period, the mitigated empires such as the Austrian and the Ottoman, lost their territory, their money, and even their power and authority.
 * //2. What do you think would have happened to the empires (e.g. Austrian Empire, Ottoman Empire) during the rise of nationalism?//**

__**CASE STUDY: Italy**__ As we read about the unification of Italy, think about the role that nationalism plays in building a nation.

It seems well selected alliances with other nations, skillful diplomacy, and powerful leadership are one of the many components that contribute in building a nation. Especially in the text about the unification of Italy, it stated that Count Camillo di Cavour was fluent with these tree pre-eminent points. That allowed him to find an easy solution into annexing northern Italy. Nationalism has its negatives, but it does provide a sense of unison; therefore contributes effectively in establishing a nation.

__**Key Skill: Analyzing Political Cartoons**__ Look at the cartoon on page 261 and complete the questions.

1. The cartoonist uses a boot to symbolize Italy. Italy is simply being manifested in this image as a mere boot to fit into a king's foot. 2. Garibaldi is being portrayed as the king's assistant who helps him puts on his shoes. The king, who's aspiration is controlling Italy, is finally ready to put on one piece of Italy. He is in the process of putting on the shoe, assisted by another man who is a nationalist. This image is conveying that with the accompaniment and aid of nationalists, the king is finally able to put on the boot he desired, which turns out to be northern Italy. The cartoonist is conveying the establishment of a nation, Italy is something like changing a pair of boots. 3. The cartoonist is saying, that the king of Sardinia has finally achieved in gobbling up at least half of what he desires to eat up. Therefore it is stating that the king has finally gained control over the land he desired, and the cartoonist is also exaggerating the long time it has taken for the king to achieve in doing this.

__**CASE STUDY: Germany**__ On your own, read about the unification of Germany (online textbook pgs 261-263). 1) Create a flow chart that shows the key events that led the unification of Germany. DONE BY HAND ON PAPER. FLOWCHART WILL BE IN THE INBOX.

2) Looking at the map on page 263, answer the two geography skillbuilder questions. 1. The territory of Prussia, was split. The land was Prussia (colored pink), but very abnormally, unlike what a nation today would look like, Prussia had a gap in between which was filled with other pieces of land that did not belong to Prussia.

2. 1871, when the southern German states finally joined Prussia, that made the biggest expansion in Prussia.

3) Design a national symbol for the newly formed Germany. Include symbols that best represent the spirit or values of the German people at this time. Write a short paragraph explaining your symbol and its significance. DONE BY HAND ON PAPER. DESIGNED-FLAG WILL BE IN THE INBOX.

You are being asked to make a symbol for the new Germany, so you can't use an existing symbol, such as the German flag! 19.5/10

Case Study of India and Britain & Primary source documents
Feb/10/12

1. First of all, the Indian kingdoms were struggling for power, and was already going through a lot of inner conflict. Also, quite unlike the British who had a united goal, the Indians were disorganized. In comparison to Indian military, the British military force was more superior, powerful, and large in size. Lastly, British brought political stability to India, creating an efficient and well structured government.

2. The cause of the Sepoy Mutiny was due to the outrage the sepoys had from British contravening their religious laws and customs. Sepoy mutiny did not produce a good result, because the British government made a decision to take direct rule of India.

3. Those educated Indians figured out that they were second class citizens in their own native land. The Indian Civil Service only allowed for the British, Indian workers were discriminated against the British, and the money made in India found its way to the British banks' pockets. These ideas ignited the will to promote independence, and establish a self-government. The Congress Party which emerged from a meeting held in 1885, called the Indian National Congress along with the Muslim League established in 1906 promoted Indian independence.

4. Gandhi had his Philosophy of Action, and there are four components in general philosophy in his philosophy. First, is to live as simply as possible, and second is to be tolerant of other religious beliefs and be understanding. Third is to never hesitate in servicing others, and last is to battle injustice, but never using violence as an alternative.

5. Muhammad Ali Jinnah however, was against Gandi's tactics and philosophy. At first, he joined the Congress Part in 1906, and the Muslim League to cooperate together with Hindus to establish Indian nationalism. However he eventually came to demand separation of the country for Muslims when he realized he could not get the Congress Party to acquiesce in providing bigger rights for the minority, which implied the Muslims.

6. The pro-British documents would be things like the Punch magazine's political cartoon and Sir Alfred Lyall's primary source. Of course there are more documents that support the British's point of view amongst the documents, but these two can be used as examples. First of all, the political cartoon is illustrating a picture for British and the rest of the world's saying that the sepoy forces' rebellious actions involved of doing inhumane and unjustifiable things. They have committed a great crime, and therefore the goddess of "Justice" has appeared to slaughter and demolish those who have committed such sin. Apparently, this political cartoon isn't holding any perspective of the Indians. This image is very biased, explaining only what the British feel and see. It does not contain any actual reason of why Indian sepoy forces rebelled. Also, the document of Sir Alfred Lyall is very biased. Lyall speaks of the modifying the intellectual emancipation of Indians. He also mentions that India will receive a permanent benefit thanks to the British, and the British will go down in history as a nation who achieved a good deed of teaching those who needed to be taught. Some primary sources such as Mahatma Gandhi's and Lord Mountbatten's would be considered as pro-Indian. These two articles talk in the perspective of Indians who were being heavily influenced under the rapidly changing conditions the British arrival as resulted in. However, the Indians have a different opinion on the influence of the British. Gandhi states that law itself in this country has been used to serve the foreign exploiter. This statement he made is referring to the British, telling Indians that the British has named the land once theirs, as the British men's. They make new laws, and changes Indian lifestyles into something that may benefit themselves, and find more comfort in. Lord Mountbatten also mentions that British laws, customs, speech and thought have profoundly y influenced India, however this profoundly has been too intense.

7. Right to equality 15,16, 17, and Right to Freedom a,b,d,e etc. all state that there will be no discrimination no matter what sex, caste etc. and an opportunity for all citizens. Before India began to thrive for independence, they ran by a caste system, where your class was decided by what family you were born into. If your family belonged to the Kshatriyas (rulers and warriors), then you would be come one as well. Meanwhile if you were born as shudras (laborers), you will remain as a Shudra for your lifetime. This rigid class restriction has disappeared thanks to the independence movement. The Right to equality and freedom provides the people of lower classes freedom to do anything of their choice with no matter of classes.

8. Due to the British who inspired a sense of independence for India, India established the Constitution of India, claiming rights and providing equality for all citizens which still remains today. Also, the conflict that sparked amongst the Indians while claiming rights and freedom, also created a big change for the Indians. India was divided into India, Pakistan, Bangladesh, and Sri Lanka which make up for components that were once all united. Today, when people cross the borders to reach the other part of India for example, crossing the Pakistan border to get to India, border guards will check in the checkpoint. Like this, the split countries guard each other against each other. This is also a fact that will never change which was sparked by the British colonization. Also, the British introduced the modern world, which some Indians cling on to while others prefer to take the long-held traditions. Some very poor places with severe poverty have improved. People who walked around bare, are now clothed. The life expectancy rate has risen from 30 to 60. Like many of the examples provided above, India went through a big change from the remaining impact of the 5 decades of British dictatorship.

9. The British who remained in India during the Raj period, lived lavishly. They refused to socialize with Indians, considering Indians the "inferior race", and believed that if they mingled with Indians, their superiority and confidence would doused out. Their difference in customs was also a great cause in cultural conflict between the two nations.

10. The British Rule in India brought both positive and negative effects. First of all, the British provided advancement in technology and education, and building infrastructures. Although it wasn't intentional, they had also taught Indians the importance of unity and nationalism. They brought awareness of the western world, and introduced western education and the English language. However, the way how the British treated Indians, believing they were the "inferior race". They stole much wealth, and natural resources. They contributed and ignited the separation of India and Pakistan. They also used India as a stepping stone for their process and benefits.

11. Instead of resorting to violence which can easily be taken down by the British who owned much harmful and powerful weapons, Gandhi's choice in using the satyagraha tactic was much more effective. Non-violent non cooperation, which in simple words is refusing to obey the British hinders the government from working; therefore the government will feel compelled to change their ways. This turned out to be much more effective than using violence which could be silenced down very quickly with a bloodbath.

12. During the 1920s, the majority of citizens in India were Hindus, reaching nearly 70%. Only about 20% were Muslims. There was constant tension between the two religious groups as competition continuously arouse from rivalring each other for jobs and housing. Most of the time, Muslims's voices in decisions for India was denied or ignored. Even the efforts of Muhammad Ali Jinnah in trying to collaborate together with Hindus to establish an independent nation turned out to be fruitless. Several cultural clashes, and the minority's unheard voices enraged the Muslims, and they began demanding for separation in the country.

13. After the devision of India and Pakistan, the Pakistani leader Jinnah died. This gave a chance for military men to seize power, and resulted in another division, East Pakistan. On March 26, 1971, the new nation Bangladesh declared independence. Sri Lanka was another nation created after the southern tip of India, Ceylon won independence in 1948. Continuous breakups and military tumult has divided up India into four separate nations.

20/10

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Global Impact of Imperialism
Feb/9/12

- British found way = sell opium (drug) - China wanted to stop trade, British did not allow - The Opium War (British won) - Taiping rebellion to create utopia - Dowager Empress Cixi tried modifying, but failed (China clung to traditional values) - Sphere's of Influence - U.S and China are trading partners, U.S don't want China to be taken over - ^Open door policy = open trade with all merchants - Boxing rebellion || - agreed to open trade - Meiji era = enlightened rule (because people were angry about open trade) - emperor Mutsuhito tried modernizing Japan - Japan modernization = successful || - the First Media War - the yellow journalists - yellow journalist provoked the congress to acquire what they wanted, war. - the Spanish/American War - U.S defeated Spain easily - through this war, emergence of U.S as a global power, demise of Spain's empire - U.S took over the Pacific empire - U.S thought they needed more land to grow bigger/stronger - access to world markets - Protestant ideas "Christianize" - || //impact of imperialism in China// This image is anti imperialism. All the carnivorous animals are attacking the dragon which represents China with the typical Chinese style hair of the time. The imperialist countries such as Russia, Italy, Austria, germany etc. are all starving to make China obey under their feet, and are using tricks to catch China. In this case, while the dragon is sleeping and unconscious, other starving countries are getting ready to take over. The native people of China are being communicated as a pretty strong and stubborn country. They can be scary, and they can be intimidating with that big size, strength, and fearsome teeth. China is quite like a dragon after all. However, while China is sleeping, or in real life, being distracted by things such as the drug opium, imperialist countries all licking their lips to take over China. The Europeans are conveyed as very devious, hungry countries starving for a bit out of China. They are using the unfair trickery. While China is distracted by disturbances such as the drug opium, the European nations who plan to imperialize China are concocting a sneaky way to take over China while it's being unconscious and not wide awake.
 * 1)** //Reactions to Imperialism//
 * **China** || **Japan** || **United States of America** ||
 * - imperialising China = hard
 * 2) Find one political cartoon for the impact of imperialism in China, one for the impact on Korea and one for American Imperialism. Include these cartoons in your notes and answers the following questions:**
 * 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?**

//impact of imperialism in korea// This image appears to be anti-imperialism. Japan is stepping over Korea, forcing people to oblige to them. However Korea that is dangling around and being stepped over by the Japanese imperialists, cannot fall either, for China is waiting or them underneath signified by the Yalu River. Korea is being communicated as stepping stones for Japanese imperialist as they step into the Korean territory, forcing people to abide to them, intimidating the native people with guns. Japanese imperialist are being conveyed as trespassers who force themselves upon the Koreans in order to gain what they need on the other side, which is Korea. The message being conveyed seem to be that Japanese imperialists used Korean to take over the Korean territory, and continue the expansion of their lands, as Korea dangles in between the cliffs, being a supporting bridge for Japanese.
 * 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 ill****ustrations?**
 * 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 i**mperialism?

//American Imperialism// This image is anti-imperialism. Uncle Sam is warning the two men in hats, who are presumably South American countries (Honduras, Nicaragua) in the hands of United States. They are fighting over something, which probably is some of the "benefits" that United States offer. However Uncle Sam is sending a warning tellings the two men, that they better not step on his feet, which means fix your own problems, and don't bring us into it. Imperialism has caused two countries to fight each other. The native peoples of those two South American nations are fighting over something that is beneficial to both of them. This is something that the United States have offered, and any one of the countries have not seen fair benefits unlike the other one. Therefore, they are fighting over things they would never have fought over if imperialist countries such as the United States never stepped in. The United States do not mind the minor conflicts that occur between their colonized/imperialized countries. However they are concerned that these minor conflicts may arouse into something big, and are constantly sending warnings about what will happen to them if their little arguments grow into wars, or something severe. They are being conveyed as selfish. While the two South American imperialized countries are fighting about something that has occurred between them due to United States stepping in, the United States are obviously concerned about the two countries stepping on their feet, which means harming them. This is showing how selfish the Americans were.
 * 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 i**mperialism?

__Economic Imperialism__
Feaudalism was a system for structuring society by having a higher authority holding a land exchange or present it for service or labor from a person of a lower status during the 9th to 15th centuries. Mercantilism was an economic theory that a country's power originate from its wealth, which led to many countries thriving for gold or any source of wealth. Capitalism however, differs from these two systems. Both capitalism and feudalism function by the power of the dominant class basing on the exploitation of the subordinate class. However while all land was vested in the king in a typical feudal society, capitalism system was local and agricultural with the base as the manorial system. Mercantilism is also different from capitalism. Mercantilism is the economic theory that colonies exist for the benefit and welfare of the mother country, where they could make small profits through a trade with one place or country. However capitalism is trading in privately owned companies, where trading could be done with anyone you choose with huge profits.
 * 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?**

Capitalism has stimulated widely productive system with an enormous economic growth. However capitalist countries did not only acquire wealth by being creative, innovative and productive. Capitalism went forward as Europeans conquered the world for resources, labor, and markets. Other inventions such as the steam engine, or inventions produced from natural resources such as fossil fuels also took role. In other words, the core capitalist economy, and the development of capitalism go forward with the development of imperialism, colonization, and subsidy of fossil fuels.
 * 2) According to this lecturer, what forces drive capitalism?**

Your discussion of the political cartoons is reasonably well done, though you have missed some of the nuances in the second cartoon (ie. that Korea is cooperating (willingly?)in the imperialisation of China. Your definition of mercantilism does not differentiate it from capitalism. 18/20

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Scramble for Africa
Feb/7/12

= Task 1: = AFFIDAVIT This work has been done by Danette Chun and Min Kim.

Task 2:
1) Which countries controlled the largest sections of Africa in 1914? > Britain controlled the most of Africa, and France came in second.

2) Why do you think these countries had the largest area of Africa? > The British, French, and other powerful European countries came to imperialize most countries. The British, for example were able to gobble up a large amount of land in Africa was probably because Britain's industrialization has developed faster than other countries, and allowed them to mass produce useful utensils in winning over other countries.

= Task 3: = //Watch the video below and continue to add to your notes. Make sure that you include the long term impacts of Colonization as well.//


 * late 1800s imperialism scramble for Africa
 * colonization motivated by hunger for resources
 * barbarians are backward inferior so “We” =European, need to uplift them
 * when you’ve got a boot on someone’s neck, you can’t say I’m a bad person doing this for my own benefit, you have to feign that you are actually doing it for someone else’s benefit
 * Britain took the biggest pieces of Africa
 * 1894 imposed boundaries in many different ethnic group = this makes Uganda
 * Bantu = advantage in education,political,economic --South
 * Uganda (acholi + langi) = recruit armies, police --North
 * tension that arouse from exploiting linguistic/ethnic/cultural differences between regions allowed British to control these countries


 * East west = French
 * violent scramble for lute
 * slave labor took over 5 million lives
 * Rwanda > Hutu =workforce
 * Tutsi >extenders of Belgium rule
 * politicization of these two cultures lead to genocide
 * ^ genocide of 1994
 * Sudan ... civil war (4 massacres)
 * 20th century genocide in Namibia


 * question after colonism, is who belongs and who doesn’t belong
 * who betrayed, and who was part of the colonism
 * Milton Abotte: Uganda’s first prime minister
 * 1971 Abotte was overthrown with help of Britain and Israel by the top military commander
 * top military commander made many acholi and langi soldiers were slaughtered
 * did not do enough to unite, and exploited differences for their personal gains
 * Cold War
 * the world bank gets countries to borrow money, and when they can’t ay IMF comes and say you have to pay with adjustment programes.
 * ^poor people are forced to work when they didn’t borrow money
 * Milton Abotte comes back into power
 * National resistence army = rebel
 * National resistence movement = whole country contributed
 * 70 rebels took power in 1986
 * president said: I’m going to put Acholis in a bottle like a grasshopper. If you put grasshopper in a bottle, then they can’t get food and they can’t get out, so they begin eating themselves
 * Alice Lequena : Holy Spirit Movement

= Task 4: =

1) What was the Berlin Conference? > Held in November 15th 1884 to January 20th 1885, the Berlin Conference (The Berlin West Africa Conference) was a conference attended by powerful European nations in Berlin, Germany. Great Britain, France, Germany, Portugal, Belgium, Italy, Spain, and the United States were invited to discuss the division of the African continent into colonial holdings.

2) What were the three outcomes of the conference? > The conference established three agreements. One, any sovereign power desires to claim any territory, they must inform other powers "in order to... make good any claim of their own". Second, any invasion or annexation should be validated, or verified by effective occupation. Three, treaties with African rulers are to be considered a valid title to sovereignty. However, amongst this discussion of the division of the continent Africa, no Africans were invited.

= Task 5: = __**Key Skill: Analyzing Political Cartoons (ask the teacher for the handout)**__ Look through the 'Images of Imperialism' handout. For //__**each**__// of the images answer the following questions //__**using evidence from the image**__// to support your ideas.
 * //NOTE: You really need to analyze why an Artist has used certain images or words. Remember: a picture is worth a 1000 words!!!//**

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 message is being conveyed by the author about the benefits __//**OR**//__ costs of imperialism?

__**PICTURE 1**__ 1. This image is anti-imperialism. Europeans are reaching out and gobbling up the African continent. This can be conveyed as an anti-imperialism image, for it doesn't show any signs of pro-imperialism.

2. Big hands and chunky fingers are reaching towards Africa, gobbling its Northern region up. In African and Asian's view, Europeans are terrifying as they slowly cast a shadow upon their countries, and invade their native lands to gain what the their desires.

3. The British and Americans are expressed as an intimidating group of people (in this image, and frightening looking man). Imperialists are being expressed as greedy, vicious and very imposing.

4. The cost of imperialism is evident in this picture. The man in this image, a synecdoche for European countries and the Americans is being flagged as the person who casts darkness over these countries, which in other words means bringing calamity into African, and Asian countries due to Europeans'/Americans' desire to see their own benefits.

1. This image is conveying a pro-imperialism idea. Small, innocent, and uncontaminated, yet immature, stupid and lacking intelligence is a connotation for the word child. Children are following a European man in this image, which is telling us that this European man is leading these African children towards the light which was believed to be the purpose of imperialism back in Europe.
 * __PICTURE 2__**

2. Africans and of course Asians (although not present in the picture), are symbolized as children. Children who are innocent, and curious yet stupid and unintelligent. These children are following an educated European gentleman who will teach the children the meaning of rectitude, respect, civilized etc.

3. British and Americans are manifested as the superior figures through this image. They are being thought of as the more superior race, therefore holds the responsibility to lead the poor and thoughtless Africans towards the rapidly advancing world.

4. Europeans are being conveyed as the kind people who withhold the tough burden of guiding Africans and Asians who are originally savages and uncivilized, so that they can introduce these lost souls into the light, which they reckon they are already in.

1. This image is most definitely anti imperialism. The African man, coiled by the open mouthed snake - which signifies the King of Belgium - is struggling to get the snake off himself. This is meaning that the King of Belgium was squeezing its prey, the Congo (which was Belgium's colony at the time) and killing them slowly afterwards.
 * __PICTURE 3__**

2. Africans especially the people of Congo in this image are being communicated as poor people refusing to be dominated by these imperialist countries, and struggling very much to ward them off. There is a woman and a child running away from the snake and the man, which expresses how much people wanted to get away from the Belgium imperialists. Although the native people of Congo are refusing to be gobbled up, they are not as powerful as the venomous, forceful, and strong snake.

3. Imperialist countries, especially the Belgium King, Leopold II is playing the role of a snake (the snake is very big in size, almost big enough the coil around a human and hinder him form moving). He is a monstrous, unwelcome foreigner who has arrived in Congo to engulf the native culture, and impose themselves upon Africans who are very intimidated by the presence of Europeans and their power.

4. The Africans are struggling to keep their native land prevented form being possessed by foreign imperialist countries. They are also struggling to keep their own lives. However this image is conveying that it is very hard to do that because Europeans are far more powerful and robust due to their helpful developments such as weaponry which keep the Africans shivering in fear (like the woman and the baby).

1. This image is pro-imperialism image. The first image with an N, is telling us that the European navy is so powerful and indestructible, it keeps foreign countries begging to be alive, or begging to join the same side as such a formidable country. The second image's man is being considered as someone superior, who sits at the top and hunts down carnivorous animals, which signifies potential danger and evil stuff. Once again, this is stating that imperialist countries are doing a thankful job for the native people. The last picture is implying that Englishmen and other Europeans are trustworthy people. Therefore all of this put together proves that this is an pro-imperialism image.
 * __PICTURE 4__**

2. Africans and Asians are being displayed as people who feel slightly intimidated and grateful for the arrival of these European/American imperialist countries. They are living in bad conditions with carnivorous animals, but the imperialist countries arrive to hunt down all the dangerous factors, and helping the indigenous people of countries. Also, they are being communicated as people who should trust the Europeans, for Europeans are actually helping, not harming them.

3. The British/Americans are once again being conveyed as superior figures whose arrival upon every country is really influential and accommodating. They are being described as people who can be intimidating and powerful, yet very trustworthy and understanding. As you can notice form picture N, the British navy captain(?) is pointing to himself, and the other man in black beard is clasping his hands together for the man. This is saying that Europeans are superior, and worth complying to. The animals in picture I, are carnivorous animals that are thankfully being hunted down by the European man on the elephant, being cooled by an African man. Once again this conveys the "superior-ness" and that Europeans are aiding Africa, not harming. The last picture also communicates the bond between Africa and Europe. It is stating that its safe to believe and put faith into European countries because they are actually helpful, true to their words.

4. The message being conveyed is simple. The first two images are conveying the significance and superiority of the white race and especially European countries. The second picture conveys the thought that African countries are seeing benefit from the imperialist countries who aid them. The last picture W, is tellings us, that British and American settlers are trustworthy and reliable. The new technology and developments they bring in are very useful for the African continent, and that African countries should be trading or buying the Europeans goods for their own benefit (here, their is meaning the African countries). This image is conveying the benefits of imperialism, and barely any costs.

1. This image is anti-imperialism. It is stating that although Uncle Sam (who represents United States) may appear to be teaching both the South Americans (Cuba) and their own children, there is an unfair education for both of them. While the white children are given desks and books, the South American children are not given the same conditions as the white children.
 * __PICTURE 5__**

2. This is implying that many South American countries such as Cuba, are not receiving the equal type of education the Americans say they offer. In fact, there is a vast difference. While the South American children sit on benches with a teacher leaning over, the white children are studying in their own pace etc.

3. British/Americans are playing the role of a teacher. This propaganda image, is implying that Americans, who believe the white race is much more superior than the African countries, need to educate these uncouth local people of the African continent. However the education they claim to be giving, isn't equal to what their own children are receiving. They are in a sense, cheating on the South Americans.

4. The message is short. It is stating that the white race (British/Americans etc.) are much more superior than Africans or Asians, and they must receive the education that Americans kindly offer. However, the education they provide the South Americans are different from the one they provide for themselves, and in fact, South American children are turned into laborers like the black adult washing windows behind Uncle Sam.

1. This image is anti-imperialism. The black eagle which is representing the Germany, is wearing a crown which is only worn by powerful and mighty king, the King of Germany. The villagers being looked down from the eagle's point of view are the target for prey. The Germans are preying upon their little colonized country.
 * __PICTURE 6__**

2. Africans of this image are being targeted. They are the starved vulture's prey. Quite similar to this, the Europeans are craving to eat up land and feast on their prey; see their benefits, and become wealthy people. Africans have all of a sudden become the objective to satisfy Europeans' unending desire for money.

3. Once again, Europeans are being conveyed as the superior race. The image is from the vulture's point of view, whereas the vulture is symbolizing imperialist countries. However they are also being signified as the evil character who targets its prey and hunts, killing several in order to calm its hunger (or in European's view, to satisfy their greed).

4. The message being conveyed, is that the Europeans who think of themselves as "superior" are hunting down Africans who have been targeted as prey, or a hunting material for Europeans to feast upon and see benefit from. This image is displaying the cost of indigenous people of Africa's lives in order to have imperialist countries to satisfy their hunger.

1. This image is anti-imperialism. The goddess or angel which signifies justice, is weighing the morality of the imperialist countries. Philippines which was colonized by the Americans, is being targeted. Lady justice is unveiling the curtain, and telling the American man to look at what's happening in his own home before he begins to colonize and imperialize other countries.
 * __PICTURE 7__**

2. Africans, and in this case Asians (Philippinoes) are once again being targets to be killed in order for European nations to grasp the resources of these uncontaminated land, and become wealthy even by dirtying their hands. Many are being killed, and have been killed for the one and single goal of these ambitious imperialist nations: money.

3. The Americans are denying the things happening back in their country, and before they civilize themselves, they believe they are already civilized.The British/Americans, are also being shown as ignorant people who are denying the terrifying and injustice situation that has occurred due to their anxious determination to reach one goal: become filthy rich. Although they are being questioned by others (imperialized countries, those who oppose imperialism, and sometimes themselves), these imperialists have thrown away their sense of morality, virtue, and ethicality in order to see benefit for themselves. They are being displayed as immoral and despicable characters through this image.

4. The whole point of this image was to show that even though imperialist countries are being questioned for their sense of justice, their once existent morality has been trashed away, and have turned their backs against what has happened and how many lives were cost in order for these nations to attain their goal of becoming powerful and rich.

This assignment was very well done, Danette, especially the analysis of political cartoons. 30/30

Darwin's Imperialism
Feb/3/12

**Document-Based Question: Do Darwin’s theories apply to culture and society? Why or why not? Use the excerpts above and strong examples to support your points.**
Darwin's theories do apply to culture and society, in fact, they apply really well. Darwin discusses about natural selection which includes the struggle for existence, and the survival of the fittest. These two topics he explain are very well related to imperialism. The imperialism of European countries which began around the 1800s, has brought along great consequences for many countries. Amongst the turmoil, the remaining culture and historical, religious architecture, beliefs, traditions that have been built together for several centuries are collapsing by the power of those dominant countries overruling the inferior ones. The struggle for existence here indicates struggle for the continuation of cultural existence. The indigenous people of the country are wrestling with the "new" things that the invading countries are bringing in, in order to keep their own traditions and culture alive. In Darwin's excerpt, he mentions how abundance of food, nestling destroyed by preys. The prey and the reason for the abundance of "tradition" in this case, is because of the big influence and change that imperialist countries bring on the imperialized countries. People, meanwhile are also another form of "struggle for existence". The local people are holding dearly onto what remains in order to keep their traditions and culture alive. One of the facts presented by Darwin is that struggle will generally be more severe between species of the same genus. That is meaning, species of the same genus have similarity in habits and constitution which most likely results in them having to struggling with more severity than they could with other species. Not very differently, at first people struggle to keep their spirits alive, and continue to pursue with their daily lives. However this effort soon comes to a halt when force is being utilized. People begin yielding to their superiors and in this case, the ones who changed their lives, the imperialists. This leads on to the survival of the fittest. Darwin states that those who can adapt under the changing conditions of life, changing environment, habitat will be the most fittest and therefore will survive to reproduce new offsprings. Their individual differences allows them to adapt into the changing environment. Regarding this statement, we can interpret a similarity in imperialism. The countries under heavy influence of foreign culture and lives, are now given two choices. Whether to adapt into this new type of society, or to reject it and eventually (most likely) die out. Natural Selection leads to the improvement of each creature in relation to its organic and inorganic conditions of life, and this is regarded as an advance in organization. Darwin concludes that during the modification of the descendants of any one species, and during the incessant struggle of all species to increase their numbers, the more diversified the descendants become, the better chance they gain in being triumphant in a battle. That is quite true to imperialism. Although it is a shame to loose valuable traditions and cultures that that particular country embeds, the more dilated the view of thinking, and adjusting is, it will give that individual a better advantage to weave through new challenges, and changes that others cannot do as easily.

Read pages 10-16 of the handout (Imperialism in the Modern Age: A History in Documents) and take notes on the reasons and justifications for Imperialism, areas that were imperialised and the impact of imperialism (positive __//and//__ negative).
 * Introduction to Imperialism: Reading**



Table would be better if you had indicated which are reasons, and which are justifications; which were positive impacts, and which were negative.

Hopefully, after the class discussion about Darwin's theories and social determinism, you now understand better that his theories were used to JUSTIFY imperialism, but are not longer considered valid because they are in conflict with modern notions of national sovereignty. 9/10

==

"The White Man's Burden"
Feb/1/12

In Kipling’s poem, “The White Man’s Burden” is assumed duty of white men which is controlling, and taking over the countries of inferior races to improve them. This was a big burden since the countries that have been taken over, were not very satisfied with their situation, and made it hard for the white men to control. Kipling is trying to point out that despite the efforts in trying to make things better. There are those who don’t comprehend the benefits, and prefer to remain in the dark.
 * 1. What is “The White Man’s Burden” based on Rudyard Kipling’s description in this poem?**

I find some contradictions to Kipling’s characterization of “The White Man”. Powerful money-seeking nations expand their territories to inferior countries, thrashing their governments claiming that the way they rule themselves is unacceptable. Those wealthy and powerful countries often say that they do this for that nation’s people’s benefit. However, frankly speaking it is actually beneficial for those imposing countries, for they can gain profit from it.
 * 2. Do you agree or disagree with Kipling’s characterization? Why or why not?**

Europeans and Americans claimed that they were actually serving their (imperialized) nations’ people’s needs, and allowing them to see benefit. The poem is also implying that they are turning uncivilized people into more civilized people who can finally comprehend the difference between how they used to live, and what profit those uncivilized people may gain through the changes they provide. Europeans and Americans invade, probably pretended (quite like what this poem states) to be patient, and wait until the invaded countries finally see why they are not to be blamed.
 * 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.**

KIS may be considered as “The White Man’s Burden” in modern Korean society. Today, there are several Koreans who have gone overseas, and have experienced the differences between Korea and other foreign lands and understand that the education KIS provides is still good although it is quite different from the standard Korean education. However there may still be some who consider foreign education is not as good as the former education that Korean public schools have offered; therefore they could blame the foreigners especially Americans for putting a too big of an influence in Korea etc. Although KIS may not be the most well suiting example for “The White Man’s Burden”, KIS can still be considered as the characterization of a white man Kipling described.
 * 4. Is KIS an example of “The White Man’s Burden” in modern Korean society? Why or why not?**

Your answer to question 4 needs a little more development as I am unclear what your thesis is. 9/10

==

Document-Based Questions
Jan/31/12

Questions:
 * 1. Why would Andrew Carnegie and Frederich Engels disagree about the effects of industrialization?**

The most contradictory point about Carnegie and Engels' views, is that Carnegie advocates industrialization. Carnegie is suggesting that for it is all thanks to industrialization that society has advanced, economy grows steadily and increase rapidly etc. and sees only the profits and the advantages of industrialization. He refuses to take in the view of workers, and focuses on his perspective which implies that he is a wealthy businessman or an entrepreneur who is highly interested in competing in markets and producing mass products. However Engels who has collaborated with Marx to produce The Communist Manifesto will have a stance in criticizing industrialization for the brutal effects it brought by dehumanizing and abolishing human rights. He is the voice of helpless souls working for endless hours in condemnable and hazardous working conditions.


 * 2. What might be reasons for 16 years old Mary Paul's satisfaction with her job and life in Lowell?**

Quite different from what she earned at home, she receives higher wages by working in the factory. Especially since her family was never wealthy (we can infer this by seeing her current situation of working in a factory which isn't a job a girl with a wealthy background would pick), therefore the girl finds it satisfactory that she is financially well supported. Also, we must take note that around 1846-47, there were many labor unions and reformers who have made working conditions much better. They have also negotiated to establish Ten Hours Act where women and children in factories were limited to work to 10 hours a day; therefore Mary Paul is not complaining, but satisfied with the new laws these union organizations have made.


 * 3. Why might the political cartoon by Walter Crane be useful in getting workers to rally to the cause of socialism?**

This cartoon was published in Britain in 1866 which was a time period after the unions, reformers, rich entrepreneurs, and poor workers in unsanitary conditions. The cartoon here is referring back to the "old times" when society ran by Capitalism. For the workers who suffered greatly during the time when things were ran by this unfair system, they remember Capitalism as something despicable and deplorable. Therefore, the author of this political cartoon, Walter Crane has meticulously chosen the image of a bat eating away the poor worker (this was literally correct, for long hours of restless work, jeopardizing and unsanitary working conditions were actually eating away the worker's lives). After this Crane selected a very good symbol to introduce the new political system --the people who hired him or himself-- wanted to advertise. He used a very paragon symbol --an angel-- as the "rescuer". The angel has arrived to exile the demonic bat, and raise the worker back on his feet, and the angel as symbolized in this cartoon, is socialism which is to be regarded as the most selectable and desirable political system that will bring peace and justice according to this cartoon.

These answers are thoughtful and well-articulated. 10/10

Notes on p308 The Industrial Revolution
 * Economic Effects**
 * new inventions & development of factories
 * rapidly growing industry in the 1800s
 * increased production and higher demand for raw materials
 * growth of worldwide trade
 * population explosion and expanding labor force
 * exploitation of mineral resources
 * highly developed banking and investment system
 * advances in transportation, agriculture, and communication


 * Social Effects**
 * Increase in population of cities
 * lack of city planning
 * loss of family stability
 * expansion of middle class
 * harsh conditions for laborers, including children
 * worker’s progress versus laissez-faire economic attitudes
 * improved standard of living
 * creation of new jobs
 * encouragement of technological progress


 * Political Effects**
 * child labor laws to end abuses
 * reformers urging equal distribution of wealth
 * trade unions formed
 * social reform movements, such as utilitarianism, utopianism, socialism, and Marxism
 * reforms bills in Parliament and Congress

Where are the rest of the Cornell notes for pp 304-306, which were assigned along with the Visual Summary on p. 308 you have here? 2/10

==

Reading article, looking at image, answering 4 questions
Jan/29/11 DUE: Jan/31/12

1. Would Marx have agree that these countries were "communist?" 2. What has happened to the "communist" world (once called the "Second World", to distinguish it from the "First World" -- wealthy capitalist countries, and the "Third World" -- poor countries)? 3. Why do you think this has happened?

These communist countries are not the ideal form of government that Marx has hoped for, therefore Marx would not be able to acquiesce to these countries. The communist world that Marx believed to be was very idealistic, but unfortunately unrealistic. The form of complete socialism, means of production belonging to the people, service and goods being shared equally was what Marx described as communism. However, conflict occurred within these communist societies. Because everything has been shared and distributed equally, no matter how longer or harder one works, every individual received the same pay. In other words, people are triggered by the idea of compensation. People began yearning to be compensated by the amount of work they do. If everyone receives the same wage, then psychologically people refuse to put in effort to their work. They see no need to working hard. This way, the society cannot prevent a downfall, and will be unable to see development. The division that occurred in Germany also explains this. Although people were divided, those who belonged in the communist division of Germany, crossed to the other side in order to be compensated of what they deserve. There was another mismatch in this communism which contradicted Marx's original communism. Marx had hoped this new form of government would have class distinctions disposed of. However, it still remained. There are laborers who receive equal amount of pay, but there are also those who distribute the laborers' wages. Here arouses a question, who are they? They cannot be classified as laborers, for even if they do work, they are still higher in rank in comparison to the workers. If this situation turns into something even worse, it will become no different from the current government system in North Korea. A dictatorial type of communism which we call communist dictatorship. Summing everything up, it is clearly visible that Marx's ideal theory, when put into practice collapses.

4. What do you think of the idea that the growing gap between the rich and poor in the industrialized world never materialized (see p. 270) because of the Union movement (the formation of trades unions who unite to demand better working conditions for workers) and reform laws (to improve conditions for workers, eg. safety requirements, limits on the length of the working day, minimum wages)?

I find it the statement of growing gap between the wealthy and poor never occurring in the industrialized world, quite contradictory to the truth. In fact, there was an enormous gap between the rich and the poor. Despite the fact the the Union movement and reform laws has shown at least a little change, the problem wasn't disposed of. After the constant rash behaviors higher ranking managers, entrepreneurs, and high class folks have displayed, people responded. The Union movement and reform laws made demands asking for better working conditions, and shorter working hours but these did not change anything related to class distinction. Even though later on, Marx proposed a new utopian society, the gap between the rich and the poor did not shrink or shrivel and disappear. What Marx had planned was quite different from what communism turned out to be. Even in what he imagined to be a perfect society, the people who ranked higher were the distributers who allocated food, property, and wages. The people who ranked lower were the receivers, the laborers and workers whose earnings will immediately go into the pocket of those distributers. Although it would've been more pleasant to believe that growing gap between the wealthy and poor would have halted or never occurred during the industrialization, the truth about the always existent gap must be accepted.

==

==

**P65 - P72**
Jan/19/12

The images and information provided me a very gruesome behind story of the mass productions and labor sources during the Industrial Revolution. Although it is apparent through these photos and descriptions, that childhood labor became an effective use for numerous factories and industries, the outcome of these children is something to consider about. The fact that children were a great source of help because of their small physique, their wages paid, and submission appalled me. Children's small bodies enabled them to enter small spaces, unknot threads, etc. Compared to burly adult men, the size of children and their ability to do things adults cannot had driven factories and industries to choose children over grown men. In addition, employers did not believe children should be paid equally as adults; therefore paid them less. It is a repulsing to know that factory managers chose violence and abuse to drive children into becoming submissive and obedient. Their inability to defend themselves let alone, speak up for themselves had enabled employers to exploit children. Once again, all of these repellent facts and truth reminds me; despite the fact that children's labor had proven to be highly effective for the growth of factories and success of industries, children faced hazardous situations and severe illnesses which ate away their lives during work.

Jan/18/12
 * 1. The Industrial Revolution, and the urbanization that accompanied it, have been described as a mixed blessing. To what extent to you agree with this statement?**

The term "mixed blessing" seems agreeable, since the pairing of Industrial Revolution and urbanization has proven to provide more advantages than disadvantages. During the mid-1700s, The Industrial Revolution commenced by Britain, required using machinery to mass produce in short amount of time; which manifested a positive increase in the economy. Meanwhile, urbanization alludes to the growth of cities, and population due to people who migrate into them. First of all, factory workers gradually started earning higher wages for a shortened amount of time, which loosened the contradiction and separation between social classes than before. Also, without missing this chance, industrialized nations sought to create educational opportunities and social welfare programs through schools, and the church. Lastly, the stabilization in the economy yielded both the middle class and the working class an abundant amount of healthy and nourishing food, better housing, and tools, materials, textiles that were once considered too lavish to own. The accompaniment of urbanization to The Industrial Revolution has not only generated benefits, it has also improved people's lifestyle, and raised the general standard of living. Homeless found homes, those in need of food escaped starvation, people looking for work were able to earn jobs. The combination of these two has given us more benefits than downsides.

The French Revolution and Napoleon Review Questions
Dec/9/11

The collapse of Napoleonic Empire is the contribution of weakened economy, multiple long lasting costly wars, and series of unsuccessful negotiations. Napoleon, who was able to gain the popularity of French people after the revolution, ruled the Napoleonic Empire from 1804 to 1815, with great military power and some successful achievements, yet he failed to notice the flaws in his empire. In 1806, Napoleon established a policy, Continental System, which was forcing the closing of ports to prevent trade or communication with other European countries and destroy British's economy. However, quite controversial to what he wanted, this resulted in British's blockade damaging French empire and other European countries' financial situation. Another failure was the series of consecutive and costly wars where he lost many of his men. For instance, Napoleon lost thousands of his soldiers during the Peninsular War and the invasion of Russia which decreased his popularity, and gave another tug at France's economy. The final mistake Napoleon has made was being an unsuccessful diplomatic leader He was criticized, and wasn't able to form good alliances with other countries. Napoleonic Empire collapsed due to Napoleon's ineffective ruling that harmed the economy, crumpled the military, and damaged the relations with other countries.
 * 4. Why did Napoleon's empire collapse?**

The Congress of Vienna was established to achieve in preventing further French invasions, maintaining the balance of power in Europe, and restoring monarchy. The Congress of Vienna (1814-1815) led by Klemens Von Metternich, the foreign minister of Austria attempted to reach the //age of European peace//. The Congress of Vienna decided on three goals. They first created a policy, which is the Quadruple Alliance of 1815 stating that France must not attack or invade any other country ever again. This was done to prevent imperialism within Europe. The Holly Alliance was made next to establish a fair balanced power among nations, also serving the purpose of restoring monarchy in Europe. It was believed to be allowable to have traditional monarchy restored in order to remain as a stable and secure country. These three goals of preventing further invasions France may make, setting a balance of power, and protecting monarchy was believed to guide their way to the //age of European peace//.
 * 5. What were the goals of the Congress of Vienna?**

**Explanation on image for quote (poster)**
Nov/28/11 I chose to have a picture of an arrow that points to the king labels the king as //fact// and the arrow that points to the peasants label them as //right;// When dictatorship is a fact, revolution becomes a right - Victor Hugo and is trying to convey that if dictatorship exists, and a tyrannical leader appears, then it is completely agreeable to have the people of that region to rebel to the leaders and saying they have a right to.

Most Enlightened Despot
Nov/16/11

http://dc9715.edu.glogster.com/glog-3244/ ^ glogster

Speed Dating with Lessing
Nov/12/11

[]

Absolutism
Nov/10/11

Absolutism is the idea of kingship where the monarch ruled with absolute sovereignty.
 * 1) What is absolutism?**

Absolutism is also defined as the "divine right of kings". Absolutism is where the monarchs have the complete power to rule, and we also refer them to dictators. Monarchs were believed to be Earth's representative of God, therefore his decisions became law without reason. Bishop Jacques-Benigne Bossuet stated that the kings receive their duties directly from God, and challenging the King, would be no different than challenging God. There was also King Phillip II who sought for absolutism by referring to the Bible, which was believed to be accurate with no errors. He executed his actions in order to reinforce the bureaucracy in his land. He received advice in keeping things settle and controlled. Last but not least, a Thomas Hobbes, a political theorist, justified in his book, Leviathan that in order to keep orders among disorderly figures, absolute monarchy was necessary. He claimed that having an organized system of government, where the only thing people had to do was believe and follow what the King commands, they will receive benefits. The benefits were that they would not only be showing respect to the King this way, they would also be showing their respects to God, and also, they would be satisfied with the King's effort in trying to maintain control, to keep everything settled. As shown above, absolutism was seen in many political and literary works, political theories and can be referred to as divine rights.
 * 2) Explain the justification for absolutism referred to as the 'divine right of kings'.**

The cause of the rise of absolutism in Europe is various. This system of Absolutism was established to show that the King's power is generated by God, thus God and the King share equal power. Bishop Jacques-Benigne Bossuet claimed that King's words are words of God's, and this claim helped rise absolution because bishops, were also considered significant figures during the success of absolutism. Thus this also allowed Kings to provide full trust for their bishops. Political theorists like Hobbe and his popular book, Leviathan was published and made known due to well proven theories. His theories (presented by a book) persuaded many monarchs because of their straight points, and well presented thoughts. The bible was another factor that helped suggest that absolutism is the most correct way in controlling. Due to the fact that the bible was considered as the holiest book, no false statement could be presented in the bible, therefore contributed in rooting everyone's mind to the bible's reasoning (which also stated that the best way to maintain order is absolutism). In conclusion, the rise of absolutism can be defined as three reasons: bishops, well presented theories on writing, sacred book.
 * 3) List the causes of the rise of Absolutism in Europe.**

In the 1500s, Spain's territory holdings are being increased, and Phillip II practiced divine right theory to control and protect his territory. The King (Louis XIV) began to proclaim "divine right of kings" in order to gain absolute power, and prevent people from further questioning him; he also spread his monarch's power throughout his kingdom.
 * 4) Explain briefly how absolutism developed in**
 * **Spain**
 * **France**

Before, the Tudor monarchs utilized absolute power in order to help people and their needs, but this power became to be used for a different intention and the British Parliament tried to improve overall power and the lives of people in England. In the 1700s, Russia established absolutism, and thus helped Russia advance and improve their military and industries.
 * **England**
 * **Russia**

=Why did China and Japan isolate themselves from the WEST?= Oct/ 27/11


 * 1. Source Analysis (AP PARTS)**

A - The edicts of the Tokugawa Shogunate. The Tokugawa Shogunate consists of Japan's "three unifiers", especially concerning Toyotomi Hideyoshi (1536-1598) and Tokugawa Ieyasu (1543‐1616). The author put into practice, social, economic, political reforms in order to bring tranquility to the society accustomed with conflicts, and instability, and gain a lasting central rule. The author believes establishing authority, and dictating international connections, is more significant.

P - This source was produced in Japan around late 16th, to early 17th century. The fact that it's produced from Japan conveys Japan's thoughts on foreign trade in a conspicuous manner. Because it was made in Japan, understanding how strict these authorities were about forbidding Japanese from freedom to trade with westerners, is better conveyed than if it had been produced from another place.

P - I learned before reading this source, that before 1600s, Japan was busy handling with conflicts within the country, that during the 1300-1500, it was called the era of Fragmentation. However this Fragmentation, has later on brought a short period of the golden age. Hideyoshi, the ruler of Japan, visions of dominating the world. Also know as the "bald rat", he united the fighting warlords, and in the 16th century, Japan tries to join after empires in the sea trade. This has helped me understand the reason why Japanese authorities were so concerned with restricting the interactions between their people and foreigners. Although Japan learned that military exploits is not just it, and social, economic, political reforms are needed as well in order to pacify their people; Hideyoshi and Ieyasu considered establishing authority, and dictating international connections a much important.

A - This source was created specifically towards officials administering Nagasaki port, which was the site of most of Japan's foreign contacts at the time. The fact that this source was issued by shogunates directly to the officials managing Nagasaki port, which tells us, (the source analyzers, how dictatorial and what tyrants the shogunates were.

R- The time this was produced, was when rulers like Hideyoshi and Ieyasu ruled. They were more of a tyrant who decided that firming the authorities, and cutting down the amount of interaction with overseas countries, were more important to consider compared to enacting social, economic, political reforms to unify their country.

T - The main idea of this was to help us understand that unification of Japan, and the creation of a lasting national polity required more than using military to gain.

S - The source allows us to think pause and think about what kind of leaders ruled during this period in Japan. Inferences on the author and his/her beliefs or ideas can be conveyed, and thus be inferred by the readers. The situation during the time this source was issued, and the date which hints the period of time in history, series of events related to this source that happened can be inferred through this source. This source is important because it tells us why Japan, similarily to China, had to shut their doors and be unable to dominate the world.

Toyotomi Hideyoshi, the leader of the 16th century in Japan was also known as "the Bald Rat". He was a man with a great vision of dominating the world. Japan hoped to build its empire in China, thinking that China would be unable to control its large land altogether. Therefore, they settle out to sea in hopes to reach China. However, the Japanese had to face dangerous weather conditions. The water was not calm, and many died during the sea journey to China. Thus, Japanese found a different and an easier route to China. They decided to use Korea as a bridge to China. The water was calm during their ride to Korea, and reached there in 20-21 days. They started their invasion. However, Korean navy's turtle ship helped eradicate the Japanese navy, and the Japanese returned back home with their tails tucked between their legs.
 * 1) Who was "the Bald Rat"?**
 * 2) Where did Japan hope to build its empire?**
 * 3) What stopped it from building its empire as planned?**
 * 4) Why didn't they try again?**
 * The leader Hideyoshi's dreams shattered when he discovered, his warriors have lost the war. He retreated to a corner, and became very obsessed with his son. The consequence of this action caused my the shock of his broken dreams, ended up with him being too over protective about his son whom he hoped would carry out his vision when he come of age. However, after Hideyoshi's death, the warriors who lost the war with Korea, refused to obey the orders of a young child, and forced the concubine of Hideyoshi, and his son to take their own lives. Once again, the conflict began within the country, and Japan shut their doors to the outer world.**

QIANLONG (AP PARTS)** A - The creator of the source is China's emperor, QianLong. QianLong was an emperor ruling China during the period where China shut its doors. Therefore, the current emperor of China was unable to recognize the advancement of technology other places such as Europe went through while China and the emperor himself, were unable to advance further due to their lack of inspirations and ideas (because the doors are closed, no interaction with other countries was allowed). In this source, QianLong looks down upon Britain when Britain offers an open trade relation with the Chinese. The emperor of China still remembers all the countries in Europe as low class and barbaric, therefore calls his kingdom, a Celestial Empire, and finds it disgusting and unacceptable that China's fine products is being asked to trade with Britain's.

P - It was created in 1793, China. In the year of its creation, China was still behind the doors, unable to see the outside world and how it has changed. Therefore, it will definitely affect China's thoughts on Europe, and specifically Britain (in this source).

P - China met its Golden Age during the 1400s. They were way ahead from the rest of the world. Advancement in technology, recognition from all over the world, were all things that made China almost dominate the entire world. However, after the emperor Zhu Di, China's doors closed. This prior knowledge helped me understand why QianLong composed this source describing Europeans as barbarians, when they were no longer ones. Instead, Europeans became far more advanced than the Chinese, but through this prior knowledge, I could tell that this primary source was composed before the emperor or any of the Chinese could recognize or had any idea about the change that occurred during their halt in international interactions.

A - This source was created for the British who offered the open trade relationship. China is mocking the British for their "silly" offer of trade relationship, and most likely have created this source to send back with the British who came with the request. China is declining the offer of establishing a trade relation with Britain, and therefore the audience of this source would be Britain.

R - The time period when this source was produced was when China took its first small step out, after its long period behind the doors. China is still consumed in the thought that they're worthier and more significant than any other in this world. Therefore, it is only possible for the Chinese emperor QianLong to write this type of document during the while he does not realize how much his "celestial empire" has fallen back.

T - China failed to realize that during the period they closed their doors from the world, Europe had advanced in amazing speed. Thus China results in declining a good offer (that could once again revive the Chinese from their dark age) the British has provided.

S - This source is conveying China's thoughts during this period of time, where Europe was actually much more advanced. You can infer the mocking hidden beneath the layers of fancy, sophisticated QianLong continues to question the British on how they recognize the great Chinese throne, power, and authority, and sees Britain's actions of establishing a trade relation as a dare. That is why, they also mention at the end, to not whine about no pre-warnings, and commands Britain to obey and show no negligence. From this document, we can also infer how unengaged China was to the rest of the world, and how far they fell back after their moment of Golden Age. You can also tell how superior the Chinese think of themselves, and how funny Europeans (and British specifically in this document) would've thought of China full of self-esteem and pride. This source is important because it explains the sudden technological advancement other places in the world welcomed, while China was behind their doors, thinking of themselves as the superior, only to humiliate themselves later when their doors were knocked on to reveal them the truth of how behind they actually are. = = =**European Exploration**= Oct/18/11

Danette Chun, Stella Koo, Min Kim

AFFIDAVIT

This work has been done by Danette Chun, Stella Koo, Min Kim. Due to technological difficulties, Danette Chun wasn't able to upload the saved conversation, but she has the skype conversation (which hasn't been closed yet) to use as proof of work being done together by the three. file://localhost/Users/dychun15/Desktop/Screen%20shot%202011-10-30%20at%202.10.33%20AM.png

CORNELL NOTES:
 * PORT 1**

1. Exploring the seas for new land can provide you many rewards. You may be promoted in rank, rewarded by land or be given large sums of money. From the new lands, you may capture slaves, collect gold or treasures and even bring back resources that are considered valuable in your country
 * The age of exploration: where would you go?**

2. You have to risk the fact that you will never be safe. You’re never certain about the weather you’re sailing in, you may always lack food and water which is crucial for your life. Disease that you’ve never been exposed to may be in there as you explore, and you could be facing plenty other illnesses. Meeting completely different people and communicating with them can be one of the challenges of embarking on a voyage to the unknown.

3. Eliminating the whole tribe of people could be one of the many solutions to running into other people. You could invade their lands, and colonize or use weapons on them. Conflict is not the only thing you may do if you run into other people. You could establish a trading post with them or mingle together pretty well.

Astrolabe is a vert ancient astronomical computer for solving problems related to time and position of the sun and stars. It is used for measuring the altitude of an object, or the changes in the Sun's behavior over the course in the year; Europeans also used this tool for measuring latitude in order to find land. The astrolabe is oriented so the Sun or star is lined up with the back of the astrolabe. 2. The alidade is rotated until the Sun's shadow or the star itself is visible through the sights on the alidade. 3. The altitude is noted from the altitude scale on the back of the instrument.
 * Before you leave:**

works cited: textbook http://astrolabes.org/


 * PORT2**
 * map is handdrawn*

1st row: Explorers full name 2nd row: sponsoring countries 3rd row: dates of voyage(s) 4th row: size of fleet

__Explorers and their Journeys__ works cited http://www.beyondbaccalieu.com/webpages/cabot.html http://www.3rd1000.com/history3/explorers/hudson/hudson4.htm http://www.ianchadwick.com/hudson/voyage_03.htm http://www.scholastic.com/teachers/article/christopher-columbus-1451-1506 for the images, we searched: Columbus's route, Cabot's route, Hudson's voyage route on google images
 * = Columbus ||= Hudson ||= Cabot ||= Danstellamin ||
 * = Spain ||= Dutch ||= England ||= Humanavia/Korea ||
 * = Aug/3/1492 ||= 1609 ||= May 1497 - June/24/1497 ||= Oct/25/11 - Oct/28/11 ||
 * = 3 ships, 84 men ||= 2 ships ||= 1 ship, 18 men ||= 3 ships, 60 men ||

There were three main causes of African slavery. In the 16th century, the Europeans could not turn their heads to Native Americans as a labor source due to their major decrease in population due to many diseases Europeans brought in with their arrival. Europeans also wanted a large number of cheep people. Europeans also took note that Africans were very exposed to agriculture. The sudden decline of Native Americans, allowed the Europeans to see Africans as a solution; Africans were immune to diseases Europeans had, and Africans also provided a solution for the need of a significant amount of cheep labor sources. Europeans taught Africans a certain work to do, which were easily learnt by Africans who had much experience with farming. Long lasting hours of labor allowed plantation owners to gather more products, and this was seen as something effective, and something that must be continued in order to benefit significant amounts. The slave trade ignited with the sudden need of labor hands, and using Africans who have been exposed to both diseases, and agriculture became the perfect solution Europeans decided on.
 * PORT 3**
 * Identify the causes of African slavery.**

There have been an ongoing trade route called the triangular trade where three countries Europe Africa and America traded for their own goods. The desire for natural resources,extra labor hands, and manufactured products ignited the triangular trade. Africa, Europe, and America was involved in this trade. Africa traded their healthy, young people with products with America, and America used these people as labor sources to produce natural resources which were then sent to Europe, to make nice manufactured products. This will be traded with Africa, and a continuation of this routine will occur. During this trade, many Africans suffered the unsanitary conditions, auctioned on arrival, and brutally treated being considered as animals. Meanwhile, America and Europe who were benefitting much from this trade, grew wealthy day by day. This was the triangular trade network that occurred in the 16th century, focusing on Europe, America, and Africa.
 * Explain the Triangular Trade Route.**

A variety of consequences occurred through this slave trade. It had brought impact on both Africa and the Americas. America's population has had a severe amount of impact by the African residents. Africans traded many of their people, in order to gain weapons. Africa lost many healthy, young, and intelligent members in their society, and many families were forced to separate. America's population has increased and cultures or traditions grew diverse through many settlements of many people from overseas, which includes the Africans who came as slaves during the triangular trade. Another heavy consequence from this trade, was the remaining Africans battling between tribes with weapons, killing a great number of people. Many countries in Africa today, are considered LEDCs, mainly all the healthy, intelligent, fit people were collected during the 16th century for trade; therefore many countries in Africa lack these great knowledgeable people who can reform the less developed countries to better ones. = = CORNELL NOTES:
 * Identify the consequences of the slave trade.**

== =See Think Wonder...= Sept/20/11

I see...a group of people with the old man I think...this painting has been done on the wall I wonder...what the painting is indicating or symbolizing = = = =

=1421 China's Golden Age= Sept/6/11


 * 1) 1 image: This image helps me see the comparison between the Chinese ships during China's golden age and the ships Europeans possess. It's very amusing to see the big difference in the size and quality. I've also learned during class that these Chinese ships were much faster in speed and stronger and sturdier than the European boats, and in this case, Columbus's boat. While Columbus's ship only travelled to North America, the Chinese ship travelled all over the Indian Ocean, and basically the whole world. This is a perfect image to display one of the many advancement of China.


 * 1) 2 image: The world map is very different from the current one. It includes many kingdoms and many don't exist today. There are of course, exceptions like Hungary, Germany, Austria and China, but the sizes of those kingdoms are quite different from today. I can also see a glimpse of China but I'm guessing that its much bigger, and the map was only displaying a slight view of it.

p.45 mentions that the "the Holy Roman Empire, ruler of Venice, kings of England, France etc. were so insignificant, they were not invited to the conferences in China. China thought of Europe as backward states. This probably means that Castille, Portugal, Byzantium and all the kingdoms mentioned above probably were from Europe.


 * 1) 3 image: From this continuously changing map, I realized the land that China possessed drastically changed as the dynasties changed. There had been several occasions where China had been divided into several different dynasties. Usually when there were many different dynasties, China's land possession was small, but when the dynasty was united as a whole e.g Yuan dynasty, Tang dynasty, Ming dynasty etc. China's land possession appears more increased.


 * 1) 4 image: The modern day countries the silk road passed are Syria, Kyrgyzstan, Uzbekistan, Turkmenistan, Tajikistan, Afghanistan, Iraq, Caucasus, Persia. There may be other countries I've forgotten to mention, but from what I could find by comparing the modern day map and the silk map, I was only able to find the countries mentioned above.


 * 1) 5 image: It seems like there were more red dots than blue dots. There had been large populations in the 1400s (big blue dots), population that rose up to 100,000 and 250,000 were easy to see. However in 1600 (red dots), there aren't as many big populations of 250,000 and 100,000 like they did in the 1400s. The bigger populations rested near Italy, Greece, England, Germany. Other populations were much smaller 10,000 and 50,000 and dispersed all over Europe.


 * 1) 6 #7 image: Compared to 1421, no matter how well China was developed, it still cannot compare to the modern society now. The very big and grand Forbidden Palace has become quite tiny and is not very different from some of the buildings around it. It was mentioned in the 1421 book, that Forbidden City brought great admiration from the people, and attraction to foreigners just like the enormous ships China possessed. However seeing it today in this modern society where there are much bigger buildings and architecture, the Forbidden City doesn't seem so grand and astounding as it did before in 1421.


 * 8: If the Great Wall had been 6,400kms long in a straight line (not completely straight, but quite straight), it could've reached the Caspian Sea or a little further according to my estimation. That would be a tremendously long wall and it would've definitely have taken up not only time, but a lot of workers as well.


 * 9: The little image that shows Greenwich, England is the Prime Meridian. A meridian is a north-south line selected as the zero reference line for astronomical observations. Comparing thousands of observations taken from the same meridian helps making it possible to build up an accurate map of the sky. Zhu Di was looking forward to making China the center of the world allowing things to outstretch and originate from China. He wanted Beijing to be the Prime Meridian point, but it turned out Greenwich was chosen instead despite all the efforts of astronomy studies Zhu Di builded. Greenwich was chosen by the USA (way later from 1421) as the basis for its own national time. The other reason was that in the late 19th century, 72% of the world's company trading depended on sea-charts which used Greenwich as the Prime Meridian.

#10: The big scale and opulence the Grand Canal and Forbidden City possessed did marvel the other envoys and the whole 15th century. However Zhu Di and the emperor's main purpose of building these was to make China be recognized as the center of the world where everything orbits around China. China was to be not only the world's greatest city but its intellectual capital. China wanted to emphasize its position at the summit of the civilized world.

= 2 SENTENCE ON 3 MAPS = = AUG/30/11 =

The Islamic World is consisted of several territories by different kingdoms. The Umayyad kingdom lost much land to the other kingdoms seeming from the third map.
= MY FAMILY HISTORY = = AUG/24/11 =

media type="file" key="Oral Source.mp3" width="240" height="20"

__Translation of the interview:__

**Danette** : So mom, I'd like you to tell me about why I moved to Singapore. Wait the question is too broad so I'll specify a little more. What made you and dad end up with the decision of moving to a foreign country?

**Ellen (mom)** : Your dad had an acquaintance who offered a new job in singapore. Well, he was looking for new things to do, and apparently a perfect opportunity has appeared, he couldn't quite decline it.


 * Danette **: Did you consider what might happen if we move overseas? How we'll be receiving a different system of education, and be open to an english environment rather than a korean one?


 * Ellen (mom) **: Of course we were concerned about your incomplete mother tongue. However giving you a chance to venture through an english speaking environment was an exciting idea for your dad and I.

**Danette** : Well I'm sure you faced a lot of challenges. There must've been opposition and controversies on the idea of you living overseas? How did your parents accept this? How about your parents in law?


 * Ellen (mom) **: Well we didn't exactly think of this as a challenge or a difficulty. We were both very exhilarated by the idea of living in somewhere exotic. My parents thought this would be a good chance for you and your sister, and accepted us moving overseas. Meanwhile your dad's parents were a bit upset about not being able to see his son as much, but in the end slightly reluctantly let us go.

**Danette** : So what were you first thoughts when we arrived in Singapore? Any disappointment? Regrets? Or were you breathing in all the new air and feelings enlivened?


 * Ellen (mom) **: At first I was feeling awkward, and tense. The number of butterflies in my stomach grew as I pictured our uncertain future. However once I started living and fitting in, I realized what a pleasant country Singapore was. Very different from the noisy and bustling Korea, Singapore was a tranquil country with a hot weather. The hot weather really bugged me, but other than that Singapore was and still is a very comforting and satisfying country to live in. I enjoyed my life there.


 * //What are you looking at?//**

What you’re listening to is the interview I recorded with Ellen about some of the things she had to decide before moving to Singapore. She had to list out pros and cons of moving and staying, and many other significant things that may impact her and her family’s future. This recorded source can provide listeners the understanding of how Ellen (told from Ellen’s point of view) made the decision of moving.

This recording would be classified as a primary source. Primary sources are any type of written evidence created or produced during the time its talking about. This recording was with an interview with Ellen who was the person experiencing the arrival of her family in Singapore. She was there at the time during the arrival, and therefore, what she says would be considered as a primary source.
 * //Primary? Secondary?//**

Through this recording, you’ll be able to understand some of the worries and concerns her family members had before making the big decision of moving to an exotic place, Singapore. You will also be able to perceive some of the thoughts Ellen had as she moved step by step to the final conclusion of moving.
 * //What is it for? Significance?//**

__>>UNWRITTEN SOURCE (picture of first condo/home in Singapore__)
This is a photo taken in December 2003. I arrived in Singapore on August 28th 2003 thus this was taken quite recently after my arrival. From this you can tell that Singapore’s a very warm country, which is why no snow is captured in the photo although you can see a slightly gray sky from behind. You can also guess that the buildings and swimming pool facilities in the background is where I lived. Observing the too comfortable dress I’m wearing and several floors with windows and curtains in the background may also provide you more evidence that the surroundings in the picture is my home. The person behind me could be seen as my mother, but she actually is not. She was my father’s guest who stayed over with us during her short visit to Singapore.
 * //What are you looking at?//**

You can see this source as primary. It had been taken at the time being spoken of. Unlike secondary sources which interprets and analyzes primary sources, or sometimes take a step or two back from the event; this picture produced from the time we’re talking about.
 * //Primary? Secondary?//**

This source can allow others to observe what kind of surrounding I lived in shortly after the arrival in Singapore. It also indicates some things about the place I was living in during the year 2003. The big swimming pool behind can indicate what Singaporeans enjoy to do frequently. Also, my age can be estimated through the photo as well as the condition of the surrounding, which is obviously new.
 * //What is it for? Significance?//**





__>>WRITTEN SOURCE (passport that proves the acceptance of my immigration to Singapore)__
You’re looking at the evidence of my arrival in Singapore. The two pictures above are indicating that Singapore is recognizing my immigration to Singapore. This stamp was necessary to have if I wanted to be discerned as an immigrant, and it has a brief information recorded in purple ink right under the circle which states: IMMIGRATION SINGAPORE. This passport is not the one I carried with me on the first day of my arrival, since my mom stored it away and lost it. However the stamps still prove that I was an immigrant of Singapore.
 * //What are you looking at?//**

This source appears to be primary since, it is a written document recorded with my immigration recognition. This written document was produced during the time of this event, and therefore will be classified as a primary source.
 * //Primary? Secondary?//**

This written source is to provide fidelity for others so they can confirm that my immigration to Singapore was a true fact. This sources is also very significant, for it has been recorded during the time of the event (primary source) and is a proof which states that I have been formally accepted by the Singaporean government
 * //What is it for? Significance?//**

=The Many Hats of an Historian=

AUG/16/11
**The Many Hats of an Historian**

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

Hogsflesh had to read out a statement written by state authorities, which declares that he had been convicted for heretical beliefs. He has been committed a sin, and had to voluntarily receive a punishment which was shown publicly. This article seems to explain a consequence of what going agiainst a church will bring you.


 * 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?**

Historians play several roles, and according to John Arnold, he sees historians as reporter and a teacher. He believes historians should read, and perceive the records of the past, and be able to present to this to people like us. John Arnold, also understands that historians cannot deliberately ignore records and try to fill in those gaps and conflicts. Rounding everything, Arnold seems to strongly claim that historians must be interpreters.

I agree with Arnold with his assumptions. If a historian is unable to interpret things, he/she will not be able to claim anything because they’re probably obscure about it.

Historians can also be archaeologists, explorers who ventures through text and actual historical sites and be able to find something that will help them through their interpretations. They could also be correctors, or in other words, editors of history. If a research states that a certain historical fact is wrong, it is the historian’s role to step in and change in and of course, teach others this newly discovered fact.


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

“Treating their sources with fidelity” means to avoid skipping through facts you find unessential, or be too skeptical and don’t simply dismiss them.

Reading historical references requires you to look at any part of history from various perspectives. You can’t just skip to conclusions, or observe things without taking other opinions into consideration.


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

An event is always caused by two more things conflicting with each other. If we look at things through a single point of view, then its not acknowledging the other person’s view, which results into perceiving things biased. That is why an event can be seen in various ways. Depending on different people, opinions, situations etc. the cause of an event may be diverse based on different interpretations.

The time I fought with my sister because of her barging into my room without permission, could be an event in my life that could be interpreted in different point of views. For me, the time she barged in my room was very rude and I disliked it. I wanted some privacy especially because I was studying, but she decided to come in without a knock on the door. That upsetted me greatly. However seeing from my sister’s view, I realized she wanted to ask me a question and just talk to me since she was bored, and she wanted a break from her study. This ended up in conflict because neither my sister nor I put ourselves into each other’s shoes.


 * 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.**

There was a time in my life when my sister and I were rolling around on the floor, and to my horror, my sister cut her lips on a wooden splinter and injured herself severely. I remember my mom rushing out the door with her wrapped around a blanket and took her to the hospital telling me to wait in my neighbor’s house. As a young kid, I was very frightened. I was also very afraid of staying in an unfamiliar place without my parents, which led me feeling intimidated. I lied on the couch waiting for what seemed like very long hours. Probably because I didn’t have the concept of time built in my brain, and also because of feelings, waiting seemed like an eternity. Then my dad came to pick me up. He said I was sleeping.

However, my mom sees this event completely differently. All of the rolling and injury happened in a blink of an eye for her. She claims that she didn’t even remember me in the whole scene. She mentioned how short it was stitching up my sister’s lips than she had thought, and once she reached home (which was couple hours or more), I was already asleep on my bed.

As I see it, especially from this event, I can state that it is impossible for a historian to be completely objective. The historian obviously has his thoughts, his opinions and his own feelings about that particular event. Even if they’re trying to make it as unbiased as possible, it will leave at least a little trace of the historian’s emotion or thought left behind.


 * 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?**

The historian’s particular grudge, or personal feelings may be the kind of problems historians will have to face as they practice subjective history. This may cause that certain event to be viewed in a very different form, because it has been influenced by that historian’s subjectiveness.

However, subjective history may appear beneficial when people would like to hear the voices of ones who have been strongly effected, or holds a strong opinion on that event. From these subjective historical records, we will be to able to gain a biased point of view which is also significant in order to see the event in a various perspectives.

I remembered the incident as a very long, dull, and impatient kind. Everything was going on so slow, and staring at the ticking clock waiting for someone to pick me up was perpetual. However this way of perceiving the event was very emotional and thought based. If I hadn’t been feeling so petrified, would I have thought the clock didn’t fast enough? I think yes. If I were the “me” right now, I don’t think the clock would’ve been ticking so slow.

History is exactly like this. There were so many eyes that saw this event. There are so many ears that listened. There are so many lips that gossiped. You just don’t know which ones are true, biased, and which ones are not. The best you have to do is to step out and look at history with as many pairs of eyes as we possibly can.


 * 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 story teller. They tell us stories of the past. Like mentioned above, for every event, there are so many accounts and records, that it is hardly likely that all of them are true. Even if we pretend that all of them are true records, the way people detect the event can be so diverse, it usually proves most of the records as biased. Yes, we should be trusting historians. They have done the work of researching and figuring out the causes and actions behind every event. However, we shouldn’t be putting too much faith in their research, because they definitely will leave their footprints behind.


 * 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?**

I always believed ever word the history books recorded. However, based on this reading I now realize that I cannot give historians all my trust because they are humans and they have feelings. Often times, their ‘feelings’ may effect the historical evidence. I have learned now, that I should approach history at as many angles as I can. I need to be able to take in a whole lot of different views in order to understand the events of the past to my fullest. Otherwise, I might just be receiving biased information that is sometimes a bad influence when I try to figure out history.

characteristics of an opinion
 * //VOCABULARY//**
 * heretical: referring to something


 * faggot: bundle of something


 * Eucharist: Christian supper commemorating the Last Supper (the last supper Jesus had with his disciples with bread and wine)


 * abstain: restraining from doing something unhealthy or improper

discipline the church gives you
 * penance: punishment


 * beseeching: pleading, begging

something that comes and can be obtained
 * source: origin

Is this a unique title, Danette?

Please post work directly on the wiki if at all possible, rather than as a pages upload.

1. This is not the main idea of the article. 2. You have picked up on several of the roles Arnold identifies, but missed many others. 3. "Treating sources with fidelity" does not mean the same thing as considering history from various perspectives, though both are valuable. 4-8 All good answers.

9.5/10