I didn't really understand the Treaty of Brest-Litovsk so if you may add something?
Today we received a packet that basically detailed the reasons that America had joined the first World War, then known as the Great War.
The first page was a declaration from Wilson, President at that time, announcing to Congress and the World that the United States should and will remain neutral in the war. He claimed that the American spirit (Nationalism) is to remain neutral no matter what side one believes is correct. A loss of neutrality would result in divisions amongst the people.
The second page was a news article in the London Times in which a British ship was sunk by a German Submarine. The ship was named the Lusitania; hundreds of the passengers were American that had died in the attack. This was one cause in the U.S. joining the war. It was necessary to protect the lives of Americans, and Germany had attacked them. I’m not sure if this is correct but, I believe this is similar to when Germany had invaded Belgium, a neutral nation. Germany had basically attacked a neutral country, the U.S. This attack will force the Americans to react in some manner.
Another document was a letter from Germany to an embassy in Mexico. Germany wanted Mexico as an ally to their cause because their borders were close to the U.S. If Mexico agreed to fight America then they would receive land and money as art of the spoils of war. Mexico had lost Texas, New Mexico and Arizona to the U.S. within the past 100 years and was eager to gain that territory back. The U.S> obviously does not like this and is “another strike” against Germany.
Lastly, Russia surrendered the war. Russia was under a lot of pressure and was also losing, so it was decided that it should basically “step out.” If the war is won by the Allies, then Russia won’t receive that many benefits. This blog says it all!
The next to blog will be Romi!
First set of questions are due tomorrow!
Thursday, March 25, 2010
Wednesday, March 24, 2010
Tyler said 3/24...
Hello Mrs. Separ. So today's class started with an around of applause for Mrs. Separ. After that ended, Mrs. Separ took a survey of who was going to be borrowing AP books from the school. After that we were given massive packets which go along with the books we will be given or purchasing for the AP exam. THey looked quite lengthy and a lot of questions in them. After we received them Mrs. Separ told us about how April was going to be a very tough month but if you work hard you it will pay off on the AP exam. We also learned of the optional AP exam being given on April 30 after school. Lastly, we were given a break assignment based on the role of women in their society due when we get back. We were assigned an area in class.
As for the lesson, we continued to learn about WWI. We reviewed from yesterday about MAIN militarism, alliances, imperialism, and nationalism which were the main causes of WWI. We also went over the alliances during the war the triple entente which were Russia, France, and Great Britain and the triple alliance which was Germany, Austria-Hungary, and the Ottoman Turks. We learned that the war began with the assassination of the heir to Austria who was Prince Ferdinand. This made Austria declare war on serbia which set everything else into motion. This caused Russia to support Serbia due to their cultural similarities, which lead to Germany backing up their ally Austria. And then being the bad ass that Germany was they declared war on Russia's ally France. Then we learned of how Great Britain was not involved until Germany ignored their letter saying not to invade France through the neutral country of Belgium. After they ignored this Great Britain declared war on Germany. This is what we basically got up to. Lastly, we learned of how the colonies in other parts of the world like Africa fought with one another as well. Showing how this was truly a world war.
At the end of class we received a map which needs to be filled in for homework based on this time in the textbook. We also have the second set of textbook questions due on friday as well. AS for the next blogger it will be Alex Hinners.
Alex--please blog tomorrow night even if I am still at the blood drive, thanks.
As for the lesson, we continued to learn about WWI. We reviewed from yesterday about MAIN militarism, alliances, imperialism, and nationalism which were the main causes of WWI. We also went over the alliances during the war the triple entente which were Russia, France, and Great Britain and the triple alliance which was Germany, Austria-Hungary, and the Ottoman Turks. We learned that the war began with the assassination of the heir to Austria who was Prince Ferdinand. This made Austria declare war on serbia which set everything else into motion. This caused Russia to support Serbia due to their cultural similarities, which lead to Germany backing up their ally Austria. And then being the bad ass that Germany was they declared war on Russia's ally France. Then we learned of how Great Britain was not involved until Germany ignored their letter saying not to invade France through the neutral country of Belgium. After they ignored this Great Britain declared war on Germany. This is what we basically got up to. Lastly, we learned of how the colonies in other parts of the world like Africa fought with one another as well. Showing how this was truly a world war.
At the end of class we received a map which needs to be filled in for homework based on this time in the textbook. We also have the second set of textbook questions due on friday as well. AS for the next blogger it will be Alex Hinners.
Alex--please blog tomorrow night even if I am still at the blood drive, thanks.
Friday, March 19, 2010
David said 3/18...
Sorry it was posted late. My cable went out last night, no internet service. Separ
Hello Mrs Separ, I walked into calss today and the "r" in Eddie's stick thing fell over, so he and Mehlman decided to fix it with some tape. When we finally sat down and got settled, we continued learning about the Ottoman Empire and their collapse. We starte with Mahmud II, who realized that he needed to modernize. He needed to rebuild the military, but he wanted to prevent the Jannisaries from rebeling. So e came up with the plan of getting his own army and training them with modern ways. He then tells the Jannisaries, who rebel like he predicted, and his troops fight the Jannisaries. He also Europeanized the army, made schools secular, and made telegraph lines. The empire shrunk, but it was the most stable since the 1600's. Mahmud ruled from 1808-1839. Here is where the Tazimat Era begins, what were some reforms?
We then learned about Abdul Hamid II, who ruled from 1876- 1909. He originally accepted the constitution in place, but then he turned around and suspends the constitution, disbands the parlaiment, and kills people who speak out against him.He did, though, continue to reform education and the military. Mrs. Separ then put up the slide of the Young Turks. I made a comment that it is a famous Rod Stewart song. Mrs. Separ said that she coudn't stand Rod, still can't. I was kind of upset about that, but The Young Turks eventually stage a coup and overthrow him in 1909. What did the Young Turks want? What about their proclamation? They put Rashid in power who ruled from 1909- 1918. He was only a puppet ruler who took orders from the Young Turks. ROD IS G-D!!!!
David forgot to pick the next blogger...it is Tyler
Hello Mrs Separ, I walked into calss today and the "r" in Eddie's stick thing fell over, so he and Mehlman decided to fix it with some tape. When we finally sat down and got settled, we continued learning about the Ottoman Empire and their collapse. We starte with Mahmud II, who realized that he needed to modernize. He needed to rebuild the military, but he wanted to prevent the Jannisaries from rebeling. So e came up with the plan of getting his own army and training them with modern ways. He then tells the Jannisaries, who rebel like he predicted, and his troops fight the Jannisaries. He also Europeanized the army, made schools secular, and made telegraph lines. The empire shrunk, but it was the most stable since the 1600's. Mahmud ruled from 1808-1839. Here is where the Tazimat Era begins, what were some reforms?
We then learned about Abdul Hamid II, who ruled from 1876- 1909. He originally accepted the constitution in place, but then he turned around and suspends the constitution, disbands the parlaiment, and kills people who speak out against him.He did, though, continue to reform education and the military. Mrs. Separ then put up the slide of the Young Turks. I made a comment that it is a famous Rod Stewart song. Mrs. Separ said that she coudn't stand Rod, still can't. I was kind of upset about that, but The Young Turks eventually stage a coup and overthrow him in 1909. What did the Young Turks want? What about their proclamation? They put Rashid in power who ruled from 1909- 1918. He was only a puppet ruler who took orders from the Young Turks. ROD IS G-D!!!!
David forgot to pick the next blogger...it is Tyler
Tuesday, March 9, 2010
Nick said 3/9...
Dear Ms Separ,
Today we started off class by discussing our homework from last night. That was the comparing of the Treaties of Nanking and Kanagawa. There were many differences and similarities that we mentioned but I won't get into them all. But some of the most important ones was that they were similar because they both opened up trade in previously isolated countries. Also they were different because of the fact that the Treaty of Nanking didn't involve the Chinese at all and the Treaty of Kanagawa was more of an agreement between Japan and the United States.
Now onto the lesson today. We stuck with Japan moving into Meiji Japan where they were much more supportive of the western ideas than the Tokogawa were. But even with the much larger support, there were still many people that opposed the idea of adopting western culture as shown by the picture we saw today with the bearded midget. I don't remember the name of it but whatever. After that we moved onto breaking up into groups and went over 11 documents about Meiji Japan and their more western and industrialized look. All 11 documents seemed to be pretty positive toward these changes. i mean besides the fact that some didn't really appreciate the western dress style, everything was positive. Some examples of this were how in document 9 when a Japanese army major stated his extreme pleasure in the new changes. The Japanese Emperor was also very supportive of the new culture as shown in document 4 where he is shown in a European style painting nothing like the usual paintings of the Japanese and probably done by a European. The new ways also helped Japan expand and grow outward and more inland then there off-coast country.
That's pretty much what we did today. I hope it helped and don't forget that we have the back of that worksheet due tomorrow and that our take home quiz thing is due on Friday. Next blogger gonna be David. pce
Today we started off class by discussing our homework from last night. That was the comparing of the Treaties of Nanking and Kanagawa. There were many differences and similarities that we mentioned but I won't get into them all. But some of the most important ones was that they were similar because they both opened up trade in previously isolated countries. Also they were different because of the fact that the Treaty of Nanking didn't involve the Chinese at all and the Treaty of Kanagawa was more of an agreement between Japan and the United States.
Now onto the lesson today. We stuck with Japan moving into Meiji Japan where they were much more supportive of the western ideas than the Tokogawa were. But even with the much larger support, there were still many people that opposed the idea of adopting western culture as shown by the picture we saw today with the bearded midget. I don't remember the name of it but whatever. After that we moved onto breaking up into groups and went over 11 documents about Meiji Japan and their more western and industrialized look. All 11 documents seemed to be pretty positive toward these changes. i mean besides the fact that some didn't really appreciate the western dress style, everything was positive. Some examples of this were how in document 9 when a Japanese army major stated his extreme pleasure in the new changes. The Japanese Emperor was also very supportive of the new culture as shown in document 4 where he is shown in a European style painting nothing like the usual paintings of the Japanese and probably done by a European. The new ways also helped Japan expand and grow outward and more inland then there off-coast country.
That's pretty much what we did today. I hope it helped and don't forget that we have the back of that worksheet due tomorrow and that our take home quiz thing is due on Friday. Next blogger gonna be David. pce
Robbie said 3/8
Today in class we learned about Japan in the period 1750-1914.
Beforehand, however, we talked about some events that occurred prior to
this period. In 1540, the Portuguese brought to Japan both guns and
Christianity, and the Japanese government didn't approve of the foreign
interference. In 1600, the Tokugawa Shogunate came into power, unifying
Japan and isolating the country except for some contact with the Dutch
and Chinese. In 1640, the Pax Tokugawa was established, which brought
peace, prosperity, and stability, ultimately producing a Golden Age in
Japan. However, in 1853, Matthew Perry, an American Commodore, showed
up with three ships and a letter from President Fillmore to the
emperor of Japan. Perry brought with him a translator, artist, and
photographer, and had done a great deal of research before setting out
to Japan.
The letter, written by President Fillmore, encompassed his feelings
about how the Japanese-American relationship should be, and what the
relationship would entail in the future. He starts off by addressing
the emperor as, "Great and Good Friend," which right away shows us that
he's approaching the emperor of Japan with a desire to start off on
good terms. A little ways into the letter, Fillmore mentions friendship
once again, and goes on to talk about his wish for the two nations to
engage in commerce. He says that the U.S. will not disturb the Japanese
religiously or politically, and that because the U.S. wants Japanese
products and Japan could use those from the U.S., both countries would
benefit from the trade. He also mentions that he's aware of the strict
laws regarding foreign contact, but that change is good and definitely
possible. He tells the emperor that Japan can experiment with the
change and, if unhappy, can change back to the way it used to be with
its strict policies. Further into the letter, Fillmore says that the
Japanese should leave the U.S. sailors, who had crashed on the shores
of Japan, alone because the U.S. will provide them with the help they
need. (The reason Fillmore talks about this is because some sailors had
previously been taken hostage and abused when the U.S. ships had been
shipwrecked.) After this, the U.S. President says that he wants
refueling stations, one or two convenient ports where the U.S. can stop
by to pick up the supplies they need and had just run out of. Finally,
in summing up the letter, President Fillmore says that his four major
aspirations are friendship, commerce, a supply of coal and provisions,
and protection for his shipwrecked people. He also says that he hopes
the imperial government will accept the presents brought over by
Matthew Perry. (Perry goes over with miniature models of guns, ships,
railroads, etc.)
After talking about the letter, we learned that the U.S. gave Japan
one year to decide whether or not they would accept the terms of this
relationship. In 1854, Matthew Perry went back to Japan, this time with
a fleet of ships known as the "Black Fleet," and blocked the harbor so
no ships could come in or go out. With Perry demanding an answer, the
Japanese emperor chose that the Japanese would accept the terms
discussed in Fillmore's letter. Upon this decision, the treaty between
the U.S. and Japan, Kanagawa, was created on March 31st, 1854.
This is everything we talked about in class today, minus one other
thing. We also compared the letter written by Fillmore to that written
by the emperor of China to King George III. We said that the two
letters are opposite one another because the Chinese emperor told King
George III with stern feelings that his country wants nothing from
Great Britain, while President Fillmore tells the Japanese emperor, in
a very amiable tone, that he wants the two countries to be friendly,
and that both nations could benefit economically from one another.
I hope this helps everyone out! The next person to blog will be Nick.
Beforehand, however, we talked about some events that occurred prior to
this period. In 1540, the Portuguese brought to Japan both guns and
Christianity, and the Japanese government didn't approve of the foreign
interference. In 1600, the Tokugawa Shogunate came into power, unifying
Japan and isolating the country except for some contact with the Dutch
and Chinese. In 1640, the Pax Tokugawa was established, which brought
peace, prosperity, and stability, ultimately producing a Golden Age in
Japan. However, in 1853, Matthew Perry, an American Commodore, showed
up with three ships and a letter from President Fillmore to the
emperor of Japan. Perry brought with him a translator, artist, and
photographer, and had done a great deal of research before setting out
to Japan.
The letter, written by President Fillmore, encompassed his feelings
about how the Japanese-American relationship should be, and what the
relationship would entail in the future. He starts off by addressing
the emperor as, "Great and Good Friend," which right away shows us that
he's approaching the emperor of Japan with a desire to start off on
good terms. A little ways into the letter, Fillmore mentions friendship
once again, and goes on to talk about his wish for the two nations to
engage in commerce. He says that the U.S. will not disturb the Japanese
religiously or politically, and that because the U.S. wants Japanese
products and Japan could use those from the U.S., both countries would
benefit from the trade. He also mentions that he's aware of the strict
laws regarding foreign contact, but that change is good and definitely
possible. He tells the emperor that Japan can experiment with the
change and, if unhappy, can change back to the way it used to be with
its strict policies. Further into the letter, Fillmore says that the
Japanese should leave the U.S. sailors, who had crashed on the shores
of Japan, alone because the U.S. will provide them with the help they
need. (The reason Fillmore talks about this is because some sailors had
previously been taken hostage and abused when the U.S. ships had been
shipwrecked.) After this, the U.S. President says that he wants
refueling stations, one or two convenient ports where the U.S. can stop
by to pick up the supplies they need and had just run out of. Finally,
in summing up the letter, President Fillmore says that his four major
aspirations are friendship, commerce, a supply of coal and provisions,
and protection for his shipwrecked people. He also says that he hopes
the imperial government will accept the presents brought over by
Matthew Perry. (Perry goes over with miniature models of guns, ships,
railroads, etc.)
After talking about the letter, we learned that the U.S. gave Japan
one year to decide whether or not they would accept the terms of this
relationship. In 1854, Matthew Perry went back to Japan, this time with
a fleet of ships known as the "Black Fleet," and blocked the harbor so
no ships could come in or go out. With Perry demanding an answer, the
Japanese emperor chose that the Japanese would accept the terms
discussed in Fillmore's letter. Upon this decision, the treaty between
the U.S. and Japan, Kanagawa, was created on March 31st, 1854.
This is everything we talked about in class today, minus one other
thing. We also compared the letter written by Fillmore to that written
by the emperor of China to King George III. We said that the two
letters are opposite one another because the Chinese emperor told King
George III with stern feelings that his country wants nothing from
Great Britain, while President Fillmore tells the Japanese emperor, in
a very amiable tone, that he wants the two countries to be friendly,
and that both nations could benefit economically from one another.
I hope this helps everyone out! The next person to blog will be Nick.
Thursday, March 4, 2010
Connelly said 3/4....
Sorry for the lateness. Alas, these rehearsals have been the death of me. This is the blog for yesterday and today. So yesterday, March third, we reviewed a great deal about the Treaty of Nanking. The Chinese referred to this treaty as the unqual treaty, because it forced the Chinese to give money, Hong Kong, and the rights of extraterritoriality. Then, we learned about the Opium Wars, the first time we see the British in a militaristic light in China. The Chinese were frustrated by the British, who pumped opium into China. This war was resolved by the Treaty of Nanking. Then came the spheres of influence in China, which were large pieces of land that foreign powers controlled. This control, however, was entirely economic. Still, this cut deeply into China, and the U.S. becme scared so they established an Open Door Policy in China where they could trade wherever they wanted. Eventually, in 1911, the Qing Dynasty abdicates thier power. But why, other than these reasons, did China fall? Today, thats what we learned about. We went over our readings that we had read and noted, about The Taiping Rebellion, Self Strengthening Movement, and Boxer Rebellion. These issues all led to the Qing downfall. The first, the Taiping Rebellion, had to do with a militaristic and religious sect that gained some power. The next was another failed attempt at control over China, as they tried to make Westernization and throw back to Confucian ideas occur at the same time, which is a great idea, but it lacked support. The last attempt at control was by the terrosit Boxer group, who attempted to fight the foreginers and get them out. These were all failed attempts, and all lakced the support of the Qing. We left off by receiveing readings about the women of China, after reading about the challenges of Emperor Puyi, adivsing him, and then learning about Sun Yat-sen, who established Chinese republic. The next to blog will be Robby Rosen. Please look over my post from last night as well.
Wednesday, March 3, 2010
Tiffany said 3/2...
Hi Mrs separ sorry this is so late my email literally hasnt been working the whole day. I was actually about to make a new email address to get this to you, and in the process figured out what was wrong. So, sorry again.
Today in class we spoke about the Opium wars. We started by speaking about Britain's interest in Chinese trade and how they had been denied access for a long time. Then we saw a beautifully made slide show about the origins of opium. Mrs. Separ explained how opium was used as early as in the civilization of Mesopotamia, where it was considered a joy plant and of great use in their religion. We saw that people considered opium to be a great plant that could heal sickness and relieve pain. We all commented on the woman giving her child opium cough syrup to shut it up and help it not feel as much pain when it was teething, and the fact that Mrs. Separ said she would do the same thing with her twins. Adults also used opium in medicines, and one in particular contained the word heroin in its name. Mrs. Separ explained that heroin and opium are similar in that they are very physically addicting. The Chinese got so addicted to this drug when it was introduced by the British, that they even set up opium dens, which are comparable to teahouses in that they were just places where you could sit, relax, and smoke. 90% of the Chinese population was addicted to opium, and this wasn't only the poor, uneducated people, but also the rich rulers of government. The Chinese administration could not stand this and decided to go to war with Britain, who refused to withdraw their opium business. This created the opium wars, which lasted from 1839 to 1842. The British was much stronger than the Chinese because of their use of gunpowder and their advanced navy, while the Chinese only used swords. The British signed the Treaty of Nanjing, and there were no Chinese representatives present, which is why the Chinese called it the "unequal treaty." The British were given many rights in China such as the extraterritoriality, which means that a British man living in China was subject to British laws, not those of the Chinese. The British had a blatant disregard for the customs of the Chinese, and their well being.
The next person to blog will be Connelly
Today in class we spoke about the Opium wars. We started by speaking about Britain's interest in Chinese trade and how they had been denied access for a long time. Then we saw a beautifully made slide show about the origins of opium. Mrs. Separ explained how opium was used as early as in the civilization of Mesopotamia, where it was considered a joy plant and of great use in their religion. We saw that people considered opium to be a great plant that could heal sickness and relieve pain. We all commented on the woman giving her child opium cough syrup to shut it up and help it not feel as much pain when it was teething, and the fact that Mrs. Separ said she would do the same thing with her twins. Adults also used opium in medicines, and one in particular contained the word heroin in its name. Mrs. Separ explained that heroin and opium are similar in that they are very physically addicting. The Chinese got so addicted to this drug when it was introduced by the British, that they even set up opium dens, which are comparable to teahouses in that they were just places where you could sit, relax, and smoke. 90% of the Chinese population was addicted to opium, and this wasn't only the poor, uneducated people, but also the rich rulers of government. The Chinese administration could not stand this and decided to go to war with Britain, who refused to withdraw their opium business. This created the opium wars, which lasted from 1839 to 1842. The British was much stronger than the Chinese because of their use of gunpowder and their advanced navy, while the Chinese only used swords. The British signed the Treaty of Nanjing, and there were no Chinese representatives present, which is why the Chinese called it the "unequal treaty." The British were given many rights in China such as the extraterritoriality, which means that a British man living in China was subject to British laws, not those of the Chinese. The British had a blatant disregard for the customs of the Chinese, and their well being.
The next person to blog will be Connelly
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