Between the eighteenth and twentieth century, many different aspects of western society changed by an immense amount. The significance of this is that things such as Darwin's Theory of Evolution, and the steam train, have revolutionized society today. Through many different wars and revolutions, politics in this time period changed, especially in France and in the United States. Many outlooks on society also changed during this period, such as the emancipation of slavery. New ideas also spread, such as new steam engines, and new philosophies.
The change over time during this period concerning politics is significant because there was a drastic change in the way government functioned that differed greatly from other time periods. In 1776, the American Revolution made America a free nation, as opposed to being under European rule, and in 1789, George Washington became President of the United States, beginning a new era in history. 1789 also marked the time when the French Revolution began, and after it ended in 1815, the old French government no longer existed, and instead a new, fully redressed government stood in it's place. England, during the year of 1832, had made the Reform Bill of 1832, and in 1861 the American Civil War began. In 1870 through 1879, the third French Republic was instituted.
In this time period, intellect became more than just mere philosophy, and extended towards creating industrialized modes of transportation. The start of the Industrial Revolution began with the steam train, created in Europe in 1770, and some years later, in 1820, industrialization entered the United States. In 1859, Darwin revolutionized man's view on religion and how we perceive our own being by writing his origin of species, and introducing the Law of Natural Selection.
Society also changed in many ways during this period. Between 1730 and 1850, population boomed in the west because of the Industrial Revolution and the new found methods of harvesting food. In 1863, at the end of the American Civil War, slavery in the United States was emancipated. The emancipation of slavery is an incredibly major fact in this time period seeing as it was the abolition of a long lasting method of work in the west.
Although so much changed during this time period, something that did not change was the aesthetical view of art and poetry. This may not have been changed because it was something not necessarily new, or exciting.
Tuesday, November 17, 2009
Thursday, November 5, 2009
Page 533, DBQ
During the 19th century, the leaders of many countries, Europe, the United States, and Japan in particular, decided that an expansion of educational opportunity was extremely necessary. These leaders used a variety of different causes in order to justify their push towards education.
Several of the justifications that they used were involved with society. Albertine Necker de Saussure writes in 1838 that society sees women merely as wives, and young girls as future wives, however, she says that since women can support themselves without an education, and without a man, they would have much more potential to be something more if they were educated properly (Document #1). This point of view is predictable seeing as Albertine Necker de Saussure was a woman living in the 19th century, and the fact that she was a Calvinist, believing that all souls, meaning men and women alike, are equal before God. Another reason for education was pressed by Horace Mann in 1840, saying that an educated people would create a more stable society that could better follow the law (Document #2). Horace Mann's standing on this situation is obvious because was a Secretary of the board of education in Massachusetts. In 1874, Eliza Duffy explains her reasons for spreading education. She says that women wants to learn, and that they should be treated equally, although they do not learn in the same ways that men do. She also goes on to explain that the stronger women, and the unattractive women will lead the future (Document #3). This point of view is easily determined by the fact that Eliza Duffy was a leading feminist in the 19th century. The Japanese empire's account on the spread of education is that it will bring the utmost and highest honor to Japan if their people become educated and preserve their culture (Document #4). The Japanese also feel that they need to educate themselves in order to compete with the rest of the world. A stupid country simply wouldn't function the way that they wanted it to (Document #5).
Although the leaders in different societies noticed that society itself would benefit from better education, they also noticed that the people of these societies would benefit from intellect. Albertine Necker de Saussure explained that since women had the capacity to be educated, they should, and as an educated people could serve a better purpose (Document #1). Horace Mann expressed that an educated people could keep themselves under control, and that they could lead lawful lives, seeing as they would be more aware (Document #2). Eliza Duffy said that the expansion of education into the lives of women could not be stopped, and that they have the desire to learn (Docoment #3). In Document #4, Japan feels the need to expand education because intelligence and sophistication are coupled together, and with intelligent people they would pursue the cultivation of arts. However, Japan also wants to expand intellect because they believe that eastern teachings are "saturated with confucian teachings" and they want to be on the same educational level as the west (Document #5).
In conclusion, the leaders of Europe, the United States, and Japan justified their claims for an expansion of education by saying that it would enrich their cultures, and that it would make society more lawful and acceptable.
Additional documents that would assist in this evaluation would be another document from Europe so that a more rounded view of Europe's intentions in this situation could be more attainable.
Several of the justifications that they used were involved with society. Albertine Necker de Saussure writes in 1838 that society sees women merely as wives, and young girls as future wives, however, she says that since women can support themselves without an education, and without a man, they would have much more potential to be something more if they were educated properly (Document #1). This point of view is predictable seeing as Albertine Necker de Saussure was a woman living in the 19th century, and the fact that she was a Calvinist, believing that all souls, meaning men and women alike, are equal before God. Another reason for education was pressed by Horace Mann in 1840, saying that an educated people would create a more stable society that could better follow the law (Document #2). Horace Mann's standing on this situation is obvious because was a Secretary of the board of education in Massachusetts. In 1874, Eliza Duffy explains her reasons for spreading education. She says that women wants to learn, and that they should be treated equally, although they do not learn in the same ways that men do. She also goes on to explain that the stronger women, and the unattractive women will lead the future (Document #3). This point of view is easily determined by the fact that Eliza Duffy was a leading feminist in the 19th century. The Japanese empire's account on the spread of education is that it will bring the utmost and highest honor to Japan if their people become educated and preserve their culture (Document #4). The Japanese also feel that they need to educate themselves in order to compete with the rest of the world. A stupid country simply wouldn't function the way that they wanted it to (Document #5).
Although the leaders in different societies noticed that society itself would benefit from better education, they also noticed that the people of these societies would benefit from intellect. Albertine Necker de Saussure explained that since women had the capacity to be educated, they should, and as an educated people could serve a better purpose (Document #1). Horace Mann expressed that an educated people could keep themselves under control, and that they could lead lawful lives, seeing as they would be more aware (Document #2). Eliza Duffy said that the expansion of education into the lives of women could not be stopped, and that they have the desire to learn (Docoment #3). In Document #4, Japan feels the need to expand education because intelligence and sophistication are coupled together, and with intelligent people they would pursue the cultivation of arts. However, Japan also wants to expand intellect because they believe that eastern teachings are "saturated with confucian teachings" and they want to be on the same educational level as the west (Document #5).
In conclusion, the leaders of Europe, the United States, and Japan justified their claims for an expansion of education by saying that it would enrich their cultures, and that it would make society more lawful and acceptable.
Additional documents that would assist in this evaluation would be another document from Europe so that a more rounded view of Europe's intentions in this situation could be more attainable.
Monday, November 2, 2009
Summer DBQ
Noah Brown
Summer DBQ
Soon after the west's rise to power, a great amount of western influence spread to the eastern Asian countries, particularly Japan. Although the Japanese did not completely replicate the western styles, the fact that the Japanese borrowed so much is significant in showing the rise in influence that coupled the west's rise to power.
The Japanese Constitution of the Empire of Japan (Document #3) shows the different laws and rights of the Japanese people. Many of these laws, however, are very similar or identical to the laws of Western societies, especially concerning the rights and duties of subjects. During the Treaty of Portsmouth (Document #11), America acts as a kind of overseer during Japan's dealings with the Russians, debating over Manchuria. However, as America acts as a sort of role-model for the Japanese government, America does not want the Japanese to come into America because they are afraid of overpopulation, race contests, and violence (Document #1).
Document #10 shows the optimistic side of a Japanese man on tour in America. This man recognized the opportunity to trade with America via sea trade with Japan to California. This was beneficial for both societies, as it provided wealth and trade routes for Japan, and cut the shipping costs of goods for California by a large amount.
To better understand the influence of Western society on Japan, we can take a look at the Mei Prefectural Normal School (Document #2). It is clear in this document that western architecture has had an impact on Japan because the building has pillars, as well as very square windows. Japanese schools also took to the western way of having three periods of school which are similar to pre, middle, and high school (Document #6). Besides school, after Japan allowed Westerners to enter Japan, they had a new found competition with western business. With the new competition and extra opportunities to make a profit, silk and coal production in Japan skyrocketed (Document #7). Most of the trade was not conducted on the mainland, but was done by sea travel (Document #12).
Trade, architecture and education were not the only things that came out of Japan's connection with the Western world. New industrialized ships, along with new weapons of warfare such as bayonets were included. Western fighting styles were also incorporated into the Japanese way of battle (Document 9).
Although the Japanese and western customs were not entirely alike, the Japanese did, however, borrow many laws and styles of fighting, architecture, and family life. This is significant in showing how far the west's hegemony has spread.
An additional document that would be useful would be another one on the Japanese fighting styles, seeing as document 9 was somewhat vague.
Summer DBQ
Soon after the west's rise to power, a great amount of western influence spread to the eastern Asian countries, particularly Japan. Although the Japanese did not completely replicate the western styles, the fact that the Japanese borrowed so much is significant in showing the rise in influence that coupled the west's rise to power.
The Japanese Constitution of the Empire of Japan (Document #3) shows the different laws and rights of the Japanese people. Many of these laws, however, are very similar or identical to the laws of Western societies, especially concerning the rights and duties of subjects. During the Treaty of Portsmouth (Document #11), America acts as a kind of overseer during Japan's dealings with the Russians, debating over Manchuria. However, as America acts as a sort of role-model for the Japanese government, America does not want the Japanese to come into America because they are afraid of overpopulation, race contests, and violence (Document #1).
Document #10 shows the optimistic side of a Japanese man on tour in America. This man recognized the opportunity to trade with America via sea trade with Japan to California. This was beneficial for both societies, as it provided wealth and trade routes for Japan, and cut the shipping costs of goods for California by a large amount.
To better understand the influence of Western society on Japan, we can take a look at the Mei Prefectural Normal School (Document #2). It is clear in this document that western architecture has had an impact on Japan because the building has pillars, as well as very square windows. Japanese schools also took to the western way of having three periods of school which are similar to pre, middle, and high school (Document #6). Besides school, after Japan allowed Westerners to enter Japan, they had a new found competition with western business. With the new competition and extra opportunities to make a profit, silk and coal production in Japan skyrocketed (Document #7). Most of the trade was not conducted on the mainland, but was done by sea travel (Document #12).
Trade, architecture and education were not the only things that came out of Japan's connection with the Western world. New industrialized ships, along with new weapons of warfare such as bayonets were included. Western fighting styles were also incorporated into the Japanese way of battle (Document 9).
Although the Japanese and western customs were not entirely alike, the Japanese did, however, borrow many laws and styles of fighting, architecture, and family life. This is significant in showing how far the west's hegemony has spread.
An additional document that would be useful would be another one on the Japanese fighting styles, seeing as document 9 was somewhat vague.
Thursday, October 22, 2009
DBQ on Euro Expansion
Noah Brown
DBQ
The motives of the Europeans was simple: exploration. However, as they explored, they found that most of the native societies disgusted and somewhat insulted them. Although spreading disease through innocent investigation was not an intended consequence of the clashing of the two cultures, the destruction of the larger societies was.
Religion was a major motivator for the attack of the American natives. Document #1 shows the Europeans in 1497 C.E. observing the religion and worship style of the native Americans, finding that their lifestyles are far different than the common European's. What seems to be the first observation of the Europeans is the native's religion and their methods of worship. The Europeans note the "worse than pagan" ways of the Americans, and immediately places them under that category. The Europeans have a negative point of view towards the Americans, believing them to seek pleasure more than anything else in their religion. Document #2 clearly describes the utter distaste of the Europeans as they view the spectacle of the cannibalistic society in the Caribe Islands, disgusted by the fact that they eat the human flesh of the children born by the concubines taken from surrounding tribes.
Document #4, 1632, displays a negative point of view because of the inappropriate clothing, lack of trust, and abundance in thievery in North America, although the Europeans believe that they are only thieves because they are poor. However, document #3 expresses a quite opposite point of view when it came to the natives. Apparently giving up their native religion, the Natives of an island in Mexico converted completely to Christian Catholicism. The Mexican natives were very open minded and benevolent to the Europeans, and were very impressed by their goods. Document #5 shows the confusion of the Aztecs as the Europeans enter their lands, wielding unknown weapons, riding strange animals, and having very pale skin. However, the newcomers also brought with them terror and new diseases that caused the death of many native Americans. As is seen in this document there are extreme differences in he social aspect especially when it comes to
In conclusion, the driving force of the Europeans, at first, was mere exploration, which too had consequences, such as the deaths of thousands due to unknown European diseases (doc #5). However, as the European's religion was insulted (doc #1), and their imaginations shocked (doc #2), they were given a new motive to cause destruction to the native Americans. The consequences of this were that more societies like the islander Mexicans (doc #3) could have been spared, however, their lives ended in calamity.
An additional document that would help this DBQ would be a document with the point of view from an English non-Catholic explorer so that we could see how the Americans reacted to the protestant religion.
DBQ
The motives of the Europeans was simple: exploration. However, as they explored, they found that most of the native societies disgusted and somewhat insulted them. Although spreading disease through innocent investigation was not an intended consequence of the clashing of the two cultures, the destruction of the larger societies was.
Religion was a major motivator for the attack of the American natives. Document #1 shows the Europeans in 1497 C.E. observing the religion and worship style of the native Americans, finding that their lifestyles are far different than the common European's. What seems to be the first observation of the Europeans is the native's religion and their methods of worship. The Europeans note the "worse than pagan" ways of the Americans, and immediately places them under that category. The Europeans have a negative point of view towards the Americans, believing them to seek pleasure more than anything else in their religion. Document #2 clearly describes the utter distaste of the Europeans as they view the spectacle of the cannibalistic society in the Caribe Islands, disgusted by the fact that they eat the human flesh of the children born by the concubines taken from surrounding tribes.
Document #4, 1632, displays a negative point of view because of the inappropriate clothing, lack of trust, and abundance in thievery in North America, although the Europeans believe that they are only thieves because they are poor. However, document #3 expresses a quite opposite point of view when it came to the natives. Apparently giving up their native religion, the Natives of an island in Mexico converted completely to Christian Catholicism. The Mexican natives were very open minded and benevolent to the Europeans, and were very impressed by their goods. Document #5 shows the confusion of the Aztecs as the Europeans enter their lands, wielding unknown weapons, riding strange animals, and having very pale skin. However, the newcomers also brought with them terror and new diseases that caused the death of many native Americans. As is seen in this document there are extreme differences in he social aspect especially when it comes to
In conclusion, the driving force of the Europeans, at first, was mere exploration, which too had consequences, such as the deaths of thousands due to unknown European diseases (doc #5). However, as the European's religion was insulted (doc #1), and their imaginations shocked (doc #2), they were given a new motive to cause destruction to the native Americans. The consequences of this were that more societies like the islander Mexicans (doc #3) could have been spared, however, their lives ended in calamity.
An additional document that would help this DBQ would be a document with the point of view from an English non-Catholic explorer so that we could see how the Americans reacted to the protestant religion.
Friday, May 22, 2009
Khan Videos
Genghis Khan Videos
Video #1
Battle Tactics
As seen in the video, the battle tactics of the Mongols were quite effective. Often the Mongols would perform a feint and regroup to slaughter the enemies. These tactics and battle plans were well thought through and made the Mongols as deadly as they were.
Were the Mongols ever defeated in battle?
Video #2
A Strong Leader
Temujin, after uniting all of Mongolia through conquest, was named Genghis Khan. Knowing that the Chinese would never let a powerful leader be so close to them, he decided to take the fight to them first. He crossed a desert, and invaded China.
What does "Genghis Khan" mean?
Video #3
Adaptation
The Mongols, while reinforced by the mercenaries they encountered, could not penetrate the Chinese capitol of Beijing. So instead, they made camp outside of the walls and stopped all supplies from getting inside of the city. They learned for themselves how to construct and use catapults and battering rams and feasted on the supplies that attempted to get into the city.
How did the Mongols get a hold of the schematics for the catapults and battering rams?
Video #4
Taken Risks
Laying siege on the starving city of Beijing seemed to be an easy feat at first, however the Chinese had much more advanced war technology. They shot bombs filled with oil, chemicals, and metal at the Mongolian troops. Despite the risks, Genghis Khan sent his troops toward the wall and soon took the city.
Why did a silk shirt worn by all of the Mongolians assist in stopping damage from arrows?
Video #5
Vengeance
After successfully establishing a permanent capitol at Karakorum, Genghis Khan attempted to establish a trade route with the west. However, soon after he had sent his ambassador, he received a package containing the same ambassador's head. Enraged, Genghis Khan sent an army of 200,000 strong to penetrate the west, and see how far they could get until they were stopped. They were not stopped, and Genghis Khan's empire grew to that of twice the size of the Roman Empire.
Why were the Mongolians met with very little resistance?
Video #6
Mortal
Although Genghis tried to find the elixir of eternal life by contacting a Daoist monk, he never did aquire the elixir, and he died due to bad health, leaving Ogedei as the great Khan.
Video #1
Battle Tactics
As seen in the video, the battle tactics of the Mongols were quite effective. Often the Mongols would perform a feint and regroup to slaughter the enemies. These tactics and battle plans were well thought through and made the Mongols as deadly as they were.
Were the Mongols ever defeated in battle?
Video #2
A Strong Leader
Temujin, after uniting all of Mongolia through conquest, was named Genghis Khan. Knowing that the Chinese would never let a powerful leader be so close to them, he decided to take the fight to them first. He crossed a desert, and invaded China.
What does "Genghis Khan" mean?
Video #3
Adaptation
The Mongols, while reinforced by the mercenaries they encountered, could not penetrate the Chinese capitol of Beijing. So instead, they made camp outside of the walls and stopped all supplies from getting inside of the city. They learned for themselves how to construct and use catapults and battering rams and feasted on the supplies that attempted to get into the city.
How did the Mongols get a hold of the schematics for the catapults and battering rams?
Video #4
Taken Risks
Laying siege on the starving city of Beijing seemed to be an easy feat at first, however the Chinese had much more advanced war technology. They shot bombs filled with oil, chemicals, and metal at the Mongolian troops. Despite the risks, Genghis Khan sent his troops toward the wall and soon took the city.
Why did a silk shirt worn by all of the Mongolians assist in stopping damage from arrows?
Video #5
Vengeance
After successfully establishing a permanent capitol at Karakorum, Genghis Khan attempted to establish a trade route with the west. However, soon after he had sent his ambassador, he received a package containing the same ambassador's head. Enraged, Genghis Khan sent an army of 200,000 strong to penetrate the west, and see how far they could get until they were stopped. They were not stopped, and Genghis Khan's empire grew to that of twice the size of the Roman Empire.
Why were the Mongolians met with very little resistance?
Video #6
Mortal
Although Genghis tried to find the elixir of eternal life by contacting a Daoist monk, he never did aquire the elixir, and he died due to bad health, leaving Ogedei as the great Khan.
Thursday, May 14, 2009
Rex - Henry VIII
Monday, May 11, 2009
C/C essay Japan and Europe Feudalism
Noah Brown
From about the 6th century onward, feudalism played a key part in the rise of western Europe, allowing lords to unite local regions, control large territories, and eventually create a monarchy; Japan used feudalism for the same purposes at around the time when feudalism in Europe was at it's peak. Feudalism in western Europe was quite similar to that in Japan in the fact that they were both highly militaristic, however, Europe had layers in hierarchy and emphasized more focus on contractual ideas; Japan pushed harder towards group and individual loyalties. The fact that this system developed independantly within two countries that had no contact with each other is because it was an efficient way of governing a large territory. Today, Europe is still regionalized as it was in the Feudal Age.
Feudal Europe made great advancements in the area of agriculture, designing the moldboard, a tougher version of the plow, and even creating the three field system, allowing farmers in Europe to utilize crop rotation. Manorialism, the political, economic, social system which peasants of medieval Europe were made dependent on their land and on their lord. Merchants in western Europe were on the higher end of the social hierarchy already established within Europe, and the hierarchy in Europe had layers to it, meaning it had a social hierarchy in it's classes, and it also had one within the church. The Feudal hierarchy in Europe when it came to society was that the kings controlled money and security, Nobles controlled agriculture, Merchants controlled trade, Priests controlled behavior, and Serfs controlled nothing but served as the labor force. The knights of Europe were bound more by contracts and the promise of land rather than Japan's Samurai who bound themselves by honor.
Feudal Japan was characterized most by it's aesthetic magnificence and the reigning warrior period. Japan held beauty in the highest esteem, and wrote some of the first novels including The Tale of Genji and The Pillow Book. Feudalism in Japan was a little different than Europe because the emperor was often the figurehead, and did not always actually rule. Merchants in Japan were on the bottom of the social ladder, unlike in Europe where merchants were on the higher end of the social classes the reason why is because Japan's religion, Buddhism, is against material things whereas Christianity in Europe was more focused upon. The Code of Bushido characterized the warriors, or samurai, of Japan by establishing an honor system where fidelity, simplicity, virility, and politeness were held very highly.
Compare/contrast essay
From about the 6th century onward, feudalism played a key part in the rise of western Europe, allowing lords to unite local regions, control large territories, and eventually create a monarchy; Japan used feudalism for the same purposes at around the time when feudalism in Europe was at it's peak. Feudalism in western Europe was quite similar to that in Japan in the fact that they were both highly militaristic, however, Europe had layers in hierarchy and emphasized more focus on contractual ideas; Japan pushed harder towards group and individual loyalties. The fact that this system developed independantly within two countries that had no contact with each other is because it was an efficient way of governing a large territory. Today, Europe is still regionalized as it was in the Feudal Age.
Feudal Europe made great advancements in the area of agriculture, designing the moldboard, a tougher version of the plow, and even creating the three field system, allowing farmers in Europe to utilize crop rotation. Manorialism, the political, economic, social system which peasants of medieval Europe were made dependent on their land and on their lord. Merchants in western Europe were on the higher end of the social hierarchy already established within Europe, and the hierarchy in Europe had layers to it, meaning it had a social hierarchy in it's classes, and it also had one within the church. The Feudal hierarchy in Europe when it came to society was that the kings controlled money and security, Nobles controlled agriculture, Merchants controlled trade, Priests controlled behavior, and Serfs controlled nothing but served as the labor force. The knights of Europe were bound more by contracts and the promise of land rather than Japan's Samurai who bound themselves by honor.
Feudal Japan was characterized most by it's aesthetic magnificence and the reigning warrior period. Japan held beauty in the highest esteem, and wrote some of the first novels including The Tale of Genji and The Pillow Book. Feudalism in Japan was a little different than Europe because the emperor was often the figurehead, and did not always actually rule. Merchants in Japan were on the bottom of the social ladder, unlike in Europe where merchants were on the higher end of the social classes the reason why is because Japan's religion, Buddhism, is against material things whereas Christianity in Europe was more focused upon. The Code of Bushido characterized the warriors, or samurai, of Japan by establishing an honor system where fidelity, simplicity, virility, and politeness were held very highly.
Out of the two Feudal Europe is the more memorable because of the incredibly powerful and important society that developed from the Feudal Age. Of course it is impossible to deny that feudal Japan also made great advancements concerning the subjects of literature and artistry. However, possibly due to geography, Europe became more powerful than any other civilization of that time.
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