Change in The Organization of Early Societies

The organization of early societies changed and developed through advancements in technology, which allowed the humans to adapt and grow. Mostly every change in ancient societies started off as an advancement in technology. For example, when agriculture was developed, it allowed the hunter-gatherers to settle down for longer periods of time and increased birth rates. This eventually leads to the long-term existence civilizations and a more elaborate organization system through the rising population rates. An evidence of this would be in Ancient Sumer, where advanced irrigation systems helped the people gain the surplus of food, and as they settled down, complex institutions and specialized workers began to form, as well as other aspects of society such as different social levels. With various social levels came changes in the economy, and all those advancements eventually lead to the development of writing and record-keeping— a more and efficient type of organization. As civilizations become more advanced through different aspects such as settling down, advanced technology and specialized workers, so do the corresponding organization systems because more complex systems require a more complex system of record-keeping.

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[C E N S O R E D]

The Great Wall of China may perhaps be one of the ‘Seven Wonders’ of our world, but the reality is, there is another wall that’s just as strong- if not more so; which is why I chose censorship in media to be social issue I would end up learning and educating others about.

censorsh2p

The text I chose to capture my knowledge in was a series of prints/posters. Annie and I worked together in a group in order to ensure that we covered all of the points we wanted to communicate. Our intended audience wasn’t specified to an exact age, or minority. Instead we decided we wanted to educate the ‘ignorant’, as in people who either are not aware of this situation, or simply kept in the dark about how big of a problem this issue is. This is the reason that we had a variety of different visuals, including an infographic. We wanted to make clear, and simple points that would help people understand the situation even if they haven’t previously been educated, or exposed to it.

censorsh1p

For the three prints I’d created, I based it off my essay outline. In print ‘A’, the idea I wanted to communicate was innovation hindered by the presence of the Firewall, which is one of the main concerns I voiced in my outline. For ‘B’, I wanted to illustrate on unnecessary censorship. It shows foreign media, such as Facebook and Twitter coming ‘filtered’ and made into media outlets such as ‘Sina’ and ‘Weibo’. It is meant to show that the two were primarily the same thing and thus censorship of it is unnecessary. The last one was simply meant to show how the government has strict control over everything an internet user says- hence the original Facebook profile picture.

yeet(Note: the title is referring to how this post would likely be censored if posted on a Chinese news outlet because of its contents.)

 

 

 

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Through the Looking Glass

Through the Looking Glass

Simile

For my English 9 C.R.E.A.T.E. project, I did a series of digital illustrations that represent different literacy devices we learnt/talked about in class during our short story/prose and poetry unit. This project demonstrates what we’ve learned so far in the Grade 9 curriculum because it shows my understanding in literary devices through creating a visual interpretation of it.

create2

Most of the ideas of each art piece came from annotations, which I used to create my own interpretation of what the author was trying to show us through the usage of said literacy device. The three I ended up with was metaphor, theme, and simile. I chose those three because it painted a particularly clear image in my head when I read them, which helped along the process of turning them into something visual.

The two requirements I combined together were:

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

– Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CREATE 1

I chose this project because when I was younger, I always felt like I was more of a visual learner and understood concepts better if there were visual aids involved and often made little doodles along with my written notes when studying. Since learning about literary devices and using them were a large part of our English class this year, I felt like I wanted to do something with a similar concept.

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This project was later dubbed ‘Through the Looking Glass’, because I liked to think of this project as seeing things from a different perspective, or angle which ultimately alters your perception like looking through a piece of glass- it’s also an allusion to ‘Alice in Wonderland’, which served as an inspiration for the dream-like feeling I tried to incorporate into this project.

For better quality images, and an individual explanation for each piece of art, go to This Website.

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DBQ India During The Mughal Empire- Document 2 PEEL Paragraph

Document 2 : How did Jahangir view his Hindu subjects? What were his reasons for allowing them to practice their religion?


P: Jahangir expressed how he didn’t want to cause any of his subjects ‘molestation or aggression’, which meant he treated his Hindu subjects no different than any of his other non-Hindu subjects.

E: “I have seen that he bestows the blessing of his gracious providence upon all his creatures without distinction”.

E: He, as the supposed ‘shadow of God’, would act like him and treat his subjects equally without discrimination just as God has done.

E: “I have thought it therefore my wisest plan to leave these men alone.”

E: He figured that it would not do anyone any good if he were to harass these people, and therefore, he decided that it would benefit everyone if they just co-existed in peace.

L: The reason Jahangir doesn’t treat Hindus differently, is because he believed himself to be a reflection of god, and since god didn’t treat them any differently, he wouldn’t either.


Jahangir expressed how he didn’t want to cause any of his subjects ‘molestation or aggression’, which meant he treated his Hindu subjects no different than any of his other non-Hindu subjects. “I have seen that he bestows the blessing of his gracious providence upon all his creatures without distinction”. In this sentence, he, as the supposed ‘shadow of God’, would act like him and treat his subjects equally without discrimination just as God has done. He also mentions “I have thought it therefore my wisest plan to leave these men alone.” This shows that he figured that it would not do anyone any good if he were to harass these people, and therefore, he decided that it would benefit everyone if they just co-existed in peace. Basically, the reason Jahangir doesn’t treat Hindus differently, is because he believed himself to be a reflection of god, and since god didn’t treat them any differently, he wouldn’t either.

 

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How Multiple Social Studies Subjects Are Analyzed Together to Develop an Understanding of the Spice Trade

The existence of the Spice Trade had largely impacted the world we know today. Through connecting the four lenses/perspectives of Social Studies, we can fully understand both the purpose behind the Spice Trade, and the consequences that followed because of its existence, which will no doubt lead to better understanding of the Spice Trade in general.

One of the most obvious perspectives of Social Studies evident in the Spice Trade was Economics. This is important to acknowledge because our understanding of how Economy ties in with Geography is the base foundation that forms the purpose of the Spice Trade in the first place. The central idea of the Spice Trade had been gaining profit from trade and production to help better benefit the lives of everyone involved in the said process. Those at a geographical disadvantage (1) could still fulfill their desire for spices that may not be grown locally, and farmers had a chance to distribute to a more consumers. For example, the Europeans wanted spices to help them balances the balance of fluids in one’s body, a crucial part of maintaining their health. Because of this, in large cities all over Europe, spice such as cinnamon, ginger, and cloves were very much high in demand. Without the Spice Trade, and all it’s traders, merchants, and farmers, the consumers would not have been able to access spices that were not grown locally. This helped the economy grow. However, a situation like this could also potentially sabotage the economy instead of enhancing and enriching it. For example, Batavia farmers have been pushed to the point of burning their own plantations down instead of suffering the heavy taxation from their own government; simply because the spices they’re growing (coffee, pepper, and sugar) is high in demand from European consumers. Another aspect that was impacted by traits of Geography and Economy evident in the Spice Trade was also Culture Anthropology.

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(1): Map of the Spice Trade, meant to show the distance between the farmer to the consumer, in order to show that it would’ve been essentially impossible for the consumer to get the goods had the trade system not existed.

Cultural Anthropology was a large part of the Spice Trade; along with Peppercorn, salt, and ginger, ideas and innovations travelled from one land to another in a similar fashion to the valuable spices. Even the famed Christopher Columbus had the intent of spreading the ideals Christianity throughout his travels; and he was far from being the only one to do so, too. This helps us see in perspective the true impact the Spice Trade has made on the world, simply because human ideals travelled near and far, brought along by traders intent on making more of a profit in a different geographical setting, which simply had no chance of hearing the world-changing information otherwise. What first started as something that had served as economic gain for all parties slowly morphed into taking advantage of one’s geographical location, only to become a valid tunnel for current news, innovations, ideas, and even the spreading of whole religions; which no doubt ended up as a large part of human history.

Bibliography:

Stephen. “Trade Routes.” Stephen Hicks, Ph.D. N.p., n.d. Web. <http://www.stephenhicks.org/wp-content/uploads/2012/01/trade-routes1.jpg>.

From J. M. Gullick, Adventures and Encounters: Europeans in South-East Asia, Oxford University Press, Oxford, 1995. (These observations were made by a British merchant seaman, George Early, when he stopped at Batavia during a return journey to England from Australia in 1832.)

“Big Era Six- Spice It up.” World History for Us All: Big Era 3. N.p., n.d. Web. 09 Sept. 2015. <http://worldhistoryforusall.sdsu.edu/eras/era6.php>.

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Looking For Answers Through Four Different Lenses

By understanding and learning about the Spice Trade, we in return learn more about the history of the world around us, especially about how the Trade brought in both foreign ideas along with foreign spices. Examples of this are religion, innovations, and ideas. Religions helped form the culture of a society/community, by bringing in a common sense of belief or way of living life. Also, the trade system helped us understand the economy better, as the Spice Trade was an early example or trade and production, and consumer demand which plays a large role in our society today from various businesses to governments and banks and also providable services. Along with the Spices, the trade also brought along history, and in a sense, united the different cultures and countries, allowing people back then to gain a much better view of the world than if they’d simply stayed put in their own land. It also helped us understand geography, when trade was needed to import certain spices/materials that could not be grown locally because of the land, or the climate state/conditions the people lived in. Understanding the Spice trade helped us better understand the evolution of human and their culture for it has given us many examples of the four different lenses of social studies.

Approx. Time: 15 minutes

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Spice it Up – Reading Question

What problems did you encounter while completing this task? How did you solve them?

A problem I encountered was coming up with adequate questions from only skimming through the text. I didn’t have a lot of questions because I didn’t know a lot about the actual spices traded (or what they were used for), but only how the trading worked from the farmers through the middleman, or the middleman to merchants, and etc. I resolved this problem by thinking about what I wanted to find out and/or based questions off the topics I understood from skimming the text.

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Through The Little Doll’s Eyes – Children’s Book of Bad Girls Don’t Die

Cinderella. Beauty and The Beast. Snow White and The Seven Dwarfs. Children’s stories and fairytales, all around the globe, tell the mishaps and adventures of our beloved protagonists- and occasionally teach a lesson. However, I bet you haven’t heard this particular fairytale yet.

For my resolution blog post, I wanted to focus on how the climax/conflict gets resolved. So I authored a children’s book, which focused on the most important bits of the story Bad Girls Don’t Die by Katie Alender, and made it simpler for children to understand. In order to do this, I had to cut out a few sub-plots, which included development of Alexis’ dysfunctional family and her relationship with Carter Blume, a member of the student council, and instead only focus on what happened with Kasey and how ultimately, it was the main plot as it was the bigger picture and most definitely affected Alexis on a bigger scale. I wanted to reflect back on how the resolution impacted Alexis’ life prior to the conflict, which is why the last few panels echoes back to the first few.

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What Doesn’t Kill You Manipulates You

movie cover

 

“Everyone tries so hard to be something they aren’t. It’s gotten so I don’t know who I am, so how can I even try to to be who I am, much less who I’m not?” (Alender, 36)

 

The stronger she gets, the weaker Kasey becomes. For my rising action blog post, I wanted to focus on how one of the main protagonists, Kasey’s actual personality becomes more flat than dynamic as the spirit possessing her body gradually takes over and replaces Kasey with herself. In the picture, Kasey (the girl in front) doesn’t have any identifiable features- her eyes are cropped out, and the edges are blurred. This sort of represents how she’s not recognizable to Alexis or anyone else anymore. However, the girl in the back appears clear- and while she appears further away, you can see her features much more clearly. In a way, this represents how while Kasey is the one to touch base with the world around her, the spirit possessing her is really the one in focus, and control, despite not appearing real. This only gets more severe as the conflict gradually grows throughout the story arc, leading up to the point where the spirit ultimately takes complete control and replaces Kasey entirely.

Source 1

Source 2

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Travel Magazine

Throughout the project, there were many difficult challenges my group and I had to overcome. Writing a believable experience about travelling to a cultural minority you’ve never been to couldn’t possibly be easy, after all. I suppose the thing I’m most proud of is how much research I managed to collect in time; at least, it was enough to write a semi-believable writing piece that included information on the region, culture, and scenery along with geography. I think the most difficult part was doing the advertisements and infographics. I felt like I could’ve done a better job communicating the different aspects and how it showed themes like HEI and region clearer. With this project, I learned how difficult it was to make a magazine and how it was really important I stayed on task and kept up with my school work- if I hadn’t, it would’ve been difficult to keep up.

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