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Change in Organization of Early Society: Formative Assessment

February 4th, 2016 · No Comments · Asian Studies

Over time, the organization of early societies was able to change from nomadic lifestyles, into civilization. “Nomads were highly mobile people…whose food supply depends on hunting animals and collecting plants…” (textbook 14) In the early societies, such as the nomads, people weren’t able to have a stable food source, causing frequent traveling for the search of food. However, the start of the Neolithic revolution brought an innovational change—agriculture, in which later lead to the settlement of many. Through absorbing the skills of farming, there soon was no need for traveling for finding food, while people were able to prosper with the support of stable food supplies. To keep up with the growing population and the large demand for more food supplies, the technology developed. “They also created irrigation systems to expand planting areas.” (textbook 21) As the following quote states, the beginning of civilization was able to bring a significant change in use of tools. Based from stone spears and bone digging sticks, technological tools shown improvement as the system of food source had changed. People started using techniques such as irrigation systems, having a good use of flood waters in farming and cultivating more land to produce extra crops. “The villages of Egypt were under the rule of two separate kingdoms, Lower Egypt, and Upper Egypt.” (textbook 37) Not only did economic and technological changes happen, but there were also changes in social aspects. People learned to create cities, kingdoms, and dynasties, keeping a consistent structure of society. The establishment of these formations resulted in the creation of laws and rules among citizens. Whereas, interactions between people themselves also increased, as trade became a major element of civilization, exchanging goods and knowledge. Through the development of the aspects: technology, agriculture, social structures, and more, the organization of nomadic lifestyles were able to change to an innovational system of civilization.

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Agricultural Revolution Formative Assessment

January 19th, 2016 · No Comments · Asian Studies

The start of the agricultural revolution was a turning point in history that changed all lives of people, as it brought means in controlling a stable quantity of food, people were lead towards settle lives. “As populations slowly rose, hunter-gatherers felt pressure to find new food sources. Farming offered an attractive alternative. Unlike hunting, it provided a steady source of food.” (textbook 15). The shift from food-gathering to food-producing lead to an increase of the population, feeding many with a stable food source. The beginning of farming resulted in people’s settlement, providing residents with opportunities for fulfillment in work. “From there, farmers could keep the animals as a constant source of food and gradually tame them.” (textbook 16). Again, food source as the central element, most activates were done for gathering it. The effect of being able to keep animals as a constant source of food with taming, was a great privilege to the hunters. “Farmers planted crops for a year or two, then moved to another area of land.” (textbook 16). Through the changes to agricultural revolution, people were able to settle down at an area, and live there for a couple of years or so. This meant that less people had to suffer from the pressure to find new food sources, while more people were able to afford more food, which is proved through the increase in population. The control over stable quantity of food eventually lead to a secure settlement of many, which is considered as one of the most important effect of the revolution.

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Imperialism Final Summative Assessment: Japan

December 14th, 2015 · No Comments · Asian Studies

Prompt: Select one Asian nation we’ve studied and discuss 3 ways imperialism affected it.

 

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Evidence: “Beginning in the early 19th century, Westerners tried to convince the Japanese to open their ports to trade. British, French, Russian, and American officials occasionally anchored off the Japanese coast.” (textbook pg. 810)

The following visual deals with the influence of imperialism shown through relationships between countries with Japan. Some metaphoric elements are used in this particular work. For example, the American flagged hat on the top notes the beginning/start of this whole relationship chain. Also, the smoke and coughing of Japan hints the future effects of what the western country would cause.

 

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Evidence:”The Tokugawa shogun stepped down, ending the military dictatorships…”, “MacArthur then turned his attention to democratization, the process of creating a government elected by the people.” (textbook pg. 811, 950)

In this cartoon, representing the governmental influence of imperialism, the wind/cloud signifies the cause of this fall with tin the house of cards. As the cards fall, they are expected to be placed equally on the ground, which highlights how the change in government/power structure will end up in the form of democracy.

 

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Evidence: Japan Stations (whole booklet)

This distinct piece of drawing portrays the cultural aspect of Japan that has been influenced by imperialism. Patches of different countries overlapping the base cloth symbolizes the blend of cultures. However, the Japanese flag is located in the center, informing that the country still kept it’s own as the basis. The other small details of this drawing shows the areas of influence Japan took in, such as guns for infrastructure, flowers for ink painting, and more.

 

Through these three visuals, the influence of Japan along the main aspects of nationalism, imperialism, and power structure is proven.

 

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When an Imperialist Power gets out of Control: (Final Formative Assessment)

November 24th, 2015 · No Comments · Asian Studies

Japan’s imperialism over many nations helped thrive the country’s potential to the highest in all economic, political, and geographical ways, yet due to some courses, was led to a downfall. As stated in the textbook, “Japan had taken control of more than 1 million square miles of Asian land… After strings of victories, the Japanese seemed unbeatable” (pg 934). According to the modernization led by the Mutsuhito emperor, the change in power structure between the shoguns and emperors helped the modernization of Japan. Based on military forces, this then had resulted Japan to seize power in Bataan Peninsula, Malaya, Hong Kong, Indonesia, and more. Eventually, the amount of gained resources or workforce from these nations benefited Japan to take over more power, linking to the thought of planning huge attacks towards the British and Dutch colonies. However, referring to the information of pg 950-951, with the work of allied breakers, America was able to stop Japan’s rise, which had seemed invincible. When the United States had finally succeeded in occupying Japan, they were able to influence the country’s power structure, into the constitutional monarchy as a new form of government. Nevertheless, the effects of the U.S had helped The Japanese in ways such as finding rights for workers in creating independent labor unions, and so on. Although Japan’s imperialism seemed to be divided into two, from imperializing to being imperialized, they overall all had brought both positive and negative effects as shown through the changes in the power structure, and more.

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DBQ PEEL Paragraph (Document #1)

October 12th, 2015 · No Comments · Asian Studies

Document 1 is from Emperor Akbar, grandson to Babur and third Emperor of the Mughals. 

I perceive that there are varying customs and beliefs of varying religious paths…But the followers of each religion regard the institution of their own religion as better than those of any other…wherefore I desire on appointed days the books of all the religious laws be brought forward, and the scholars meet and hold discussion, so that I may hear from them, and that each one may determine which is the truest and mightiest religion.

Topic Question: According to this account, what was Akbar attempting to do

 

OUTLINE:

Point: Akbar, as the leader of the Mughal Empire attempted to unify the scholars of major religions in India, expecting them to advantage from learning and determining each.

Evidence: “followers of each religion regard the institution of their own religion as better than those of any other”

Explanation: Every representative of religious groups came together as a union, required to learn from each other and apply the elements to their own tradition.

Evidence: “hold a discussion, so that I may hear from them, and that each one may determine which is the truest and mightiest religion”

Explanation: Proves his tolerance to the different religions in his empire, while presenting his idea of collaboration between the different inclinations.

Link: Unlike many previous emperors, Akbar was very tolerant to the non-Muslims, opened for any collaboration between religious behaviors. He aims to associate the consequences of each, through gathering his followers and scholars to create unification.

 

Akbar, as the leader of the Mughal Empire, attempted to unify the scholars of major religions in India, expecting them to advantage from learning and determining each. The following document addresses: “followers of each religion regard the institution of their religion as better than those of any other”. Every representative of religious groups came together in a union and was required to learn from each other, applying the elements to their tradition. Not only this, but through his quote of: “hold a discussion, so that I may hear from them, and that each one may determine which is the truest and mightiest religion”, it proves Akbar’s tolerance to the different religions in his empire. As well as it presents his idea of collaboration between the different inclinations with the description “determine which is the truest and mightiest religion”. Unlike many previous emperors, Akbar was very tolerant to the non-Muslims, opened for any collaboration between religious behaviors. He aimed to associate the advantages of each, through gathering his followers and scholars to create unification.

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Understanding the Spice Trade through Four Eyes (Lenses) of Social Studies

September 10th, 2015 · No Comments · Asian Studies

Ever since the discovery of spices in Africa, India, and the Middle East, European countries had great demands on them, referring to the fact that the western countries were low on these spices. They were well known for many purposes such as preserving and seasoning foods, used in medicinal purposes, and so on. These facts lead to European countries obsession with spice, and brought a great impact to the Western and Spice Islands in many different view points. Based on the information above, Spice Trade has been one of the major events in history, which had affected many people’s life in various regions through the four aspects of social studies. To be specific, cultural anthropology, geography and economy were the main elements of the trade out of the four lenses. Each element interacts with another to develop actions or ideas of the trade. The following paragraphs are detailed explanations about these interactions between features and how they resulted in historic events.

 

Out of the major aspects of social studies, cultural anthropology and geography is the compound that resulted great impact, playing a major role in many people’s life even till today. Areas such as religion had brought the greatest impacts to many regions. During the Spice Trade, many countries aimed to spread particular types of religion such as Buddhism, Islam, but mainly Christianity expecting many to join and combine. The spread of particular religions were important to many people by the fact that they brought so much prosperity and stability to their countries. To example the Muslims, Mongols seized the initiative of the Spice Trade through spreading Muslim to many countries, trying to maintain its dominance through the history of the Spice Trade. Whereas, through the travel of trade routes, Europeans sailed along the countries of Indian Ocean trade route earning spices, while spreading religion to many places in order to take over the initiative. Additionally, areas such as ideas and technology also was spread though travels helping development of many places. The following map bellow shows the route of the Indian Ocean, clearly showing the travel through the borders of Africa, Asia, Middle East, India, and Europe. The blue line represents the route of trader’s travels by ships, and the red line represents the route on land. In this case, by tracking the routes, cultural anthropology and geography collaborates together by the distribution of religions, ideas, and technology with trade routes, or different regions taking part. If it weren’t for the spice trade and the travels, it would have been much more difficult to have widely spread the religions, meaning that prosperity and stability of countries in the trade wouldn’t have existed. Countries would have had limiting development instead of transforming faster, and better, till the world we live now today.

indian ocean trade route

Not to forget the main reason of the Spice Trade, economy was definitely a main feature. The biggest interaction with this feature is known to be geography. Since the Spice Trade all started from the intention of trading spice to the Europeans from Middle East, Africa, and India, geography and economy was a clear compound. It is obviously recorded in history that spices were very popular in the western countries. Although traders often had some times when they lost ships or had difficulties in dealing with consumers, the value and demand of spice was very high. Yet, the prices of them were raised very frequently, for the reason that ships were traveled through many posts, increasing the amount of miles needed to travel to deliver that single spice. There were also many middlemen in between merchants and farmers along the regions, which also caused the spice’s price to jump in order to make more profit for more people. Based on these cases, governments thought that the spice business would be more efficient if dominant countries were to colonize ones that produced spice. “Batavia is the seat of the supreme government of Dutch India, and forms the depot for the produce of all its possessions in the Eastern Archipelago…” (Gullick, J. M. Adventures and Encounters. Oxford). To specify, the example quote above from a primary source “Adventures and Encounters” by J.M. Gullick, shows how the Dutch colonized Batavia, taking over the native’s labor and spices. After actions of colonization were taken, comparing to other Spice Trades, the product was more beneficial and later on influenced many other countries. The simple quote also explains how the two lens of social study is used in understanding this action. Geography is shown through the travels in spice trade and particularly through the colonization of India, while economy is shown through the production and need of spice to sell and use. Despite that farmers and natives weren’t benefited from the colonization as much as the traders and the governments, it indeed was a factor that had lead to great development viewing both the long and short-term effects. Overall, through the examples of interactions in the Spice Trade, there was not a single action that wasn’t related to the four lenses of social studies. Like this, in order to develop better understanding of not just the Spice Trade, but also history in general, combinations of four lenses are an important factor when analyzing historic events.

 

Map Image (Source Citation):  SILK ROAD & RELATED TRADE ROUTES.” Silk Routes. Silkroutes.net/UNESCO WORLD HERITAGE SITE, n.d. Web.

Primary Book (Source Citation): Gullick, J. M. Adventures and Encounters: Europeans in South-east Asia. Kuala Lumpur: Oxford UP, 1995. PDF.

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How People View The World; 4 Lenses

August 24th, 2015 · No Comments · Asian Studies

Through experiencing the Traders simulation along with the reading of “Spice It Up”, I was able to get a clear idea of how the 4 lenses of social studies interact to help understand how the world works. In order to explain a specific event, the four lenses would come together to give evidence explaining the event. To example from the Traders simulation, all four cultural anthropology, geography, history, and economy are used in one single move. Just in the process of a trader buying spice from a farmer and shipping to sell to a merchant, the trader uses geography by calculating distance of shipping along with the profit he would have, while using history to find the route to the place shipping. Also, the trader would definitely use economy in order to calculate proper profit, while applying cultural anthropology by spreading religions etc. in order to relate more with others. In this single move, all four aspects of the lenses came together and helped the move work. Like this, the 4 lenses of social studies are in need of interaction for us humans to understand how the world we live works. 

(around 12-15 minutes)

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[Spice It Up] Quick Question

August 24th, 2015 · No Comments · Asian Studies

Question; In what ways have you become better at this kind of task? How else could you improve?

Usually, when I am assigned on tasks to read and come up with questions, I would always have to think for quite a long time before I was even able to come up with proper questions. However, through this task, I was able to practice scanning text, which helped me improve on coming up with my questions. Yet, I still do feel that I could practice more of scanning text in order to become faster and accurate in understanding the text.

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Frame of Minds; Rising Action (Book cover)

April 29th, 2015 · No Comments · Humanities

Screen Shot 2015-04-29 at 9.25.52 PM<Book Cover – Illustrated>

“The machines had clearly been upgraded since he had seen them last.” – (Mass, pg. 265).

“ The gentle hums and whirring of the machinery, the sweet smells… captivated her completely.” – (pg. 201).

Like these sentences, it’s just that very one scene where different eyes receive infinite perspectives. Not all people view and think things in the same way, and this is why people have their own perspectives and opinions. The book “The Candymakers” by Wendy Mass is overloaded with these perspectives, perceptions and identities. Through the process of revealing these, suspense and excitement are created simultaneously.

This following book cover expresses the different points of views of the protagonists and antagonist of this story. Dedicated each chapter to a different character, this allowed the readers to really understand each character’s views and situations. Through out the book, it is clearly written out how each character reacts and feels about the candy making competition, just as how this quote examples; “Philip tried to ignore the others as they oohed and aahed about the factory and its wonders.” – (pg. 265). Since the characters face situations in various frames of minds, it brings contrast between characters and soon leads to the conflicts of the story.

The illustrated book cover above expresses how the four characters of this book see the same event in different perspectives. The eye and the pieces of puzzles joined together inside represents how the characters are viewing an event. However, the puzzles are colored differently and small drawings inside the puzzles are all different, conveying how each individual has a different thought for the event.

As secrets were revealed through each character’s eyes, the various perspectives caused suspense and curiosity every chapter. The contrasts were able to drag the tense along to the climax, while it created an anxious and a dramatic conflict. Readers may be surprised by how the kid’s views and identities revealed impacts the whole candy-making contest.

 

Citation; Mass, Wendy. The Candymakers. N.p.: n.p., n.d. Print.

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Polymer Project Journal Entry #4

April 16th, 2015 · No Comments · Science

2015, April 13th

Entry 4

It had been already over four classes since we were able to come up to this point. Over the short time of period, I feel proud of being able to come up with a video and prototype product of our own. I had already explained this in my previous journal, but gain, the final product we made turned out quite the way we wanted, and it was made well enough to be able to bring some impact. As our goal, our product “Grippy”, was soft enough to be used for grips on things, while it stuck to objects, stretched, bounced, etc. so that it was able to be used for other purposes too.

Screen Shot 2015-04-13 at 6.13.00 AM20150411_202156

Not to forget about the video we made, our last task also ended successful. The movie we worked on wasn’t as humorous or as entertaining as others, but I think that the video turned out effective and appealing. The structure, pictures and videos matched well with the background music, while the narration of the video was also clear.

Besides our product and video, I think that there was couple of groups that did a great job with their projects. To mention two, Kevin and Curtis’s group, and Megan and Anna’s group was very interesting. Although I didn’t really understand Kevin’s and Curtis’s product, the video they made was hilarious to watch. With the entertainment they had, the narration and music of the video matched very well with the video, which I want to notice them for. For the other group, Megan and Anna’s, the product and video was very well organized. It seemed very influential, and the completeness was very well done.

Overall the project did end well and many people seemed satisfied with their work. I think that I was a great opportunity to learn about chemistry while experiencing the actual polymer and experimenting with it.

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