Amy's change over time essay
In the time period of 1700 C.E. and 1900 C.E. the Industrial Revolution brought about many reforms and changes for the better with many improvements for all people. The politics and government of the West were greatly restructured to give people more equality, freedom, and rights. Culture and society also was affected by the industrial revolution because the people had more rights and society wasn't as rigid and stiff as before the revolution. There were also economic changes that gave people more chances to do what they wanted with their life due to more economic opportunities. Throughout the industrial revolution what did not change was that the economy continuously uses or needs some form of trade and merchants because merchants spread ideas and when people wanted to work from home they had to depend on merchants to buy and sell their merchandise.
Government was restructured to give people in the middle class more representation, freedoms, equality, and rights. This restructuring began with the French revolution in 1789 because King Louis XIV of France caved in his ideas to give the people what they wanted, a more modern parliament that gave the middle class more representation and some subjects were allowed to vote. When the king was beheaded later on, radical and authoritarian powers arose which coded more laws and took away power from the church and aristocrats. In 1786-1790 Charles Cornwallis brought many political reforms to the colonies in India because some of the British who had power there had become corrupt and caused a great famine. In 1799-1815 more political change was brought about because Napoleon Bonaparte came to power and reduced parliamentary power greatly giving more power to the people of his kingdom and also expanding France. When Napoleon was brought out of power the Congress of Vienna met in 1815 and reduced France's influence. But then in 1832 the influence of France was seen in England because a reform bill was made that granted voting rights. In the 1830's and 1840's in Britain the British Chartist movement took place. The Chartists' were artisans and workers who wanted a democracy to give them more voting rights and political freedoms. In 1848 there was more political change with Karl Marx who created socialism. In 1867 Benjamin Disraeli gave the vote to the middle class in his part of Europe. By 1900 there were many feminist movements in politics in the West. Starting with the French Revolution politics and government changed because citizens felt they needed more of a say in what was happening and that they needed more rights, France was just the country to start the ball rolling and get the rest of the West to restructure their government between 1700 and 1900 C.E.
Culture and society took many reforms during the industrial revolution because it became more flexible in this time when more rights were given to the people and the population began to grow with people living longer. 1800-1850 C.E. brought about new forms of art that showed more feeling and realism, a form called romanticism. The many political reforms brought also culture and society changes. Population began to grow and people were living longer because technology improved agriculture which in turn gave people more nutritious foods. Also, the population was improved because of better hygiene and the discovery of germs by Louis Pasteur in the 1880's. In the 1870's education also began to spread more. By 1900 people were discovering more emphasis on leisure time and having family values. There were less class distinctions and more interaction between people. Also during this time culture and society had changes because of many 'thinkers' such as Darwin in 1859, Karl Marx in 1848, Albert Einstein in 1900, and Sigmund Freud. A thinker form France, Charles Montesquieu, had such an impact on culture and society that his ideas influenced America, a completely different part of the world. The church had less power and people were given more freedoms so society wasn't as rigid as it had been previously.
The economy also changed and reformed during the industrial revolution with more people choosing what they wanted to do and more factories although trade was still important. Many people were able to work from home, men and women, but they were dependent on merchants. In 1770 James Watt's invention of the steam engine helped travel and economy. In 1848 Karl Marx's new idea of socialism also changed economy. By 1900 technology had greatly improved and this helped economy because it made work more efficient in factories and in manufacturing. A part of economy that did not change and has always been continuous is trade and merchants playing a role in the economy.
The industrial revolution between 1700 and 1900 brought about many changes and reforms in the West, but something that didn't change as a part of the economy is trade and merchants. As people were granted more freedoms and rights through government and their daily lives in culture and society changed they still needed merchants to buy their products. At the beginning of the industrial revolution when people increasingly wanted to work from their homes they became dependent on urban merchants to buy their products. When technology in factories improved in the middle and end of the industrial revolution merchants were still needed to buy the merchandise from the factory owners and bring products form country to country for the government. Another important aspect that kept the merchants around was because they were still able to spread ideas such as radicals, liberals and socialism.
Monday, November 16, 2009
Thursday, November 5, 2009
DBQ November 5
The expansions of educational opportunity in Europe, the United States, and Japan were easily justified by means of society and intellect. When education expanded it bettered society by making it safer, stronger, and more honorable. Educational expansion was justified by means of intellect because people have a thirst for knowledge and were driven to learn. Over time this train of thought has become much more common. An additioanl document that would be helpful would be a document from Britain because Britain had a lot of influence over other nations and could have influenced some educational expansion.
The expansion of educational opportunity was justified in society because it made society better and more honorable. By being educated, people can be more independent. Women in France who became educated and independent were thought of as strong and an asset to the society. For awhile men thought of women just aspossessions with no value but they changed their way of thinking because they found out how valuable an educated person could be, saying that previous train of thought "although natural, is not necessary." The point of view of this document from France is that education strengthened society because people were less dependent on others and it improved qualities of the society making people more useful. (Doc 1). Another justification in society for educational expansion is it improved everyday society because it made it easier for everyone to understand law systems. When people were educated and know laws they are more likely to also practice "self-government, self-control, and a voluntary compliance with the laws of reason and duty." This is an educational justification in society because it would make it safer and more honorable. The point of view of this document from Japan is that education strengthened society because people could better follow the government made laws and also be more morally upright because they would be able to make more of their own decisions (Doc 2). Another document from Japan showed when people are educated they remain more loyal to their society because that is where they received their education and it reflects well on that society when everyone is happy and has good morals. Education also made subjects "ever united in loyalty" which strengthened the society even more (Doc 4). France, Japan, and the United States showed similarities in their justifications towards society by all saying that it would make society stronger, reflect well, and make people more useful. However, there were differences in the justifications for society because it was spreading for different reasons. In France it was spreading mainly to more women in 838 so women could be more useful in society; in the United States in 1840 it was being spread to people in general so laws could be upheld; and in Japan in 1890 it was being spread to strengthen and unite their society.
The expansion of educational opportunity was justified using intellect because people have a thirst for knowledge and are driven to learn as much as they can. Even though women were thought of as objects for a long time when they were allowed to be educated they eagerly learned. Thiscuriosity and capacity for knowledge helped them to gain more power as individuals and become more independent. The point of view in this time in France became that women had the ability to learn and education should be given to them because they are driven and can become more useful through knowledge. The point of view was that it was "important that education should unfold in the young girl." (Doc 1). Intellect also justifies education spreading because when women want to do something it isn't easy to stop them. If a woman wants to learn, they will find a way to learn, so the educationshould just be given to them. The intellect and education of women is also beneficial because it can make many people successful and the family happier. Women could keep pace with men "either in a foot or intellectually" because they had the capability andthe want for education. The point of view in this document from the United States in 1874 was obviously that women have a very strong intellect and education should be spread so women can help keepthe country moving (Doc 3). Intellect also brings sophistication, pursuing learning, cultivating arts, and perfecting moral powers (Doc 4). In Japan in 1899 Yukichi Fukuzawa said that if Japan had more intellect and education then that country would have been stronger and more built up as the west was at this time. Although there were many intellectual people in the Empire, much of the education was built on philosophies but Japan needed further education than that because it wasn't based on two major principles that the rest of the world seemed to have gotten ahead on. The point of view in this document from Japan in 1899 was that without intellect and education a society can't grow and flourish as well as others (Doc 5).
The justifications of education spreading in France, Japan, and the United States can be compared and contrasted through society and intellect. There were many ways in which these areas could be compared in their justifications, including the justifications themselves. However, the three countries also differed in their justifications because the education was being spread for different reasons and to different people. The point of view in these documents was that educational opportunities needed to be more widely available because it would improve societies and all people are capable of learning and having an education. An additional document that would be useful in writing this DBQ would be a document from a head figure in this time period like an Emperor or King or another European power other than France because there would be strong opinions since these are the people that have the most influence and ability to allow education to spread.
The expansion of educational opportunity was justified in society because it made society better and more honorable. By being educated, people can be more independent. Women in France who became educated and independent were thought of as strong and an asset to the society. For awhile men thought of women just aspossessions with no value but they changed their way of thinking because they found out how valuable an educated person could be, saying that previous train of thought "although natural, is not necessary." The point of view of this document from France is that education strengthened society because people were less dependent on others and it improved qualities of the society making people more useful. (Doc 1). Another justification in society for educational expansion is it improved everyday society because it made it easier for everyone to understand law systems. When people were educated and know laws they are more likely to also practice "self-government, self-control, and a voluntary compliance with the laws of reason and duty." This is an educational justification in society because it would make it safer and more honorable. The point of view of this document from Japan is that education strengthened society because people could better follow the government made laws and also be more morally upright because they would be able to make more of their own decisions (Doc 2). Another document from Japan showed when people are educated they remain more loyal to their society because that is where they received their education and it reflects well on that society when everyone is happy and has good morals. Education also made subjects "ever united in loyalty" which strengthened the society even more (Doc 4). France, Japan, and the United States showed similarities in their justifications towards society by all saying that it would make society stronger, reflect well, and make people more useful. However, there were differences in the justifications for society because it was spreading for different reasons. In France it was spreading mainly to more women in 838 so women could be more useful in society; in the United States in 1840 it was being spread to people in general so laws could be upheld; and in Japan in 1890 it was being spread to strengthen and unite their society.
The expansion of educational opportunity was justified using intellect because people have a thirst for knowledge and are driven to learn as much as they can. Even though women were thought of as objects for a long time when they were allowed to be educated they eagerly learned. Thiscuriosity and capacity for knowledge helped them to gain more power as individuals and become more independent. The point of view in this time in France became that women had the ability to learn and education should be given to them because they are driven and can become more useful through knowledge. The point of view was that it was "important that education should unfold in the young girl." (Doc 1). Intellect also justifies education spreading because when women want to do something it isn't easy to stop them. If a woman wants to learn, they will find a way to learn, so the educationshould just be given to them. The intellect and education of women is also beneficial because it can make many people successful and the family happier. Women could keep pace with men "either in a foot or intellectually" because they had the capability andthe want for education. The point of view in this document from the United States in 1874 was obviously that women have a very strong intellect and education should be spread so women can help keepthe country moving (Doc 3). Intellect also brings sophistication, pursuing learning, cultivating arts, and perfecting moral powers (Doc 4). In Japan in 1899 Yukichi Fukuzawa said that if Japan had more intellect and education then that country would have been stronger and more built up as the west was at this time. Although there were many intellectual people in the Empire, much of the education was built on philosophies but Japan needed further education than that because it wasn't based on two major principles that the rest of the world seemed to have gotten ahead on. The point of view in this document from Japan in 1899 was that without intellect and education a society can't grow and flourish as well as others (Doc 5).
The justifications of education spreading in France, Japan, and the United States can be compared and contrasted through society and intellect. There were many ways in which these areas could be compared in their justifications, including the justifications themselves. However, the three countries also differed in their justifications because the education was being spread for different reasons and to different people. The point of view in these documents was that educational opportunities needed to be more widely available because it would improve societies and all people are capable of learning and having an education. An additional document that would be useful in writing this DBQ would be a document from a head figure in this time period like an Emperor or King or another European power other than France because there would be strong opinions since these are the people that have the most influence and ability to allow education to spread.
Friday, October 9, 2009
DBQ Europe and the Americas
The motives of the Europeans during the times of their exploration into the americas were clearly based on religion (converting the natives) and the way they viewed the native's societies. These encounters and motives sometimes had negative impacts on both societies with a pattern of negativity. There were also positive impacts from these motives and encounters between the Europeans and natives also showing a pattern. The point of view in these documents is because the Europeans based their views on religion and the society that they saw in their encounters with the natives because they were used to a very different way of life, religion, society, culture as a whole and were therefore shocked at what they encountered. Additional documents that might be useful would be from the British because it would be a different point of view from a different period of time and with different motives and encounters.
In the time of the European exploration into the Americas, there were positive impacts from the motives of the Europeans motives and their encounters with the indigenous peoples of the Americas that affected both groups of people. Amerigo Vespucci didn't see many positive things in his encounters with these natives because he based his first impression and his motives in religion, calling the natives "worse than pagans", however at the end of the document he showed that his encounter with the natives did have some positive things for both groups when looking at the society of the natives. This can be said because at the end of his letter he says that the natives "are liberal in giving, for it is rarely they deny you anything". However, the natives he encountered didn't get pushed around, there was some respect, the Europeans had to give back, so it was really a positive thing for both (doc 1). Hernando Cortes also had very positive encounters and motives with the native americans. When he and his crew left they left "very peaceably inclined". The motives of Cortes were to convert the natives and also to gain some riches. He told the natives they "must no longer live in the pagan faith which they held", and they readily converted. This was a positive consequence of the encounter because peace was kept, and the Europeans didn't hurt the natives as they did when the Incas refused their dominance. This encounter between teh Europeans and Natives was very positive and peaceful. Cortes was very appreciative about their society and how the natives were so gracious, generous, open and impressed by the Europeans, and he also showed the pros in his encounter with the natives when it came to religion showing a positive point of view throughout the whole document (doc 3).
However, there were still negative motives and encounters between the Europeans and native Americans during this time of exploration. When Amerigo first encountered the Natives, he had a very negative attitude towards their religion and society because of what he was used to. He wasn't fair in the way he thought of them, being very closed-minded. He criticised their religion after his encounter with them, saying that they were heathen and worse than pagans. He was also negative about their society and way of living, expressing a negative point of view (doc 1). Dr. Diego Alverez Chanca showed a very negative encounter with natives in the caribe Islands. The natives he described were disgusting, cannibals, had no morals, creul, and over all horrible people. They obviously had no religion and their society was horrible in his eyes because throughout the document he demonstrated an extremely negative point of view (doc 2). While Hernando Cortes's letter showed the encounters between him and the natives to be very positive and pleasant, that doesn't mean the impact really was good for both groups. Even though it greatly benefited the Spaniards for the natives to convert and change their religions and societys, this might not be good for the natives because it would greatly change their culture and make it easy for the Europeans to take advantage of them (doc 3). Champlain also showed negative encounters with the native americans. According to his encounter, the natives had no religion, "they know not how to worship or pray". This mention of religion throughout the document shows that the Europeans often had the motive to convert and affect the religion of the natives. Champlain also mentioned negativity about the society of the natives, saying that they didn't wear clothes, weren't trustworthy, they were thieves, and he indicated that they weren't very educated when it came to trade, yet another negative point of view (doc 4). The last document was from the Aztec's point of view, when the Europeans were first arriving. Even though it wasn't from the Europeans it also showed a negative point of view about the motives and encounters with the Europeans because of the disastrous things that came with the Europeans, like the destruction of a kingdom and disease. It showed negativity towards the Europeans because it showed how scared the Aztec's were of the Europeans. The Europeans had a completely different society and religion that intrigued the natives at the same time as frightening them, even the leader of the mighty Aztecs was "filled with terror". That wasn't the only negative consequence for the Aztecs at this encounter, the Spaniards gave them a new disease that devasted the population, most likely smallpox because the document describes the painful experience of the 'sores erupted on our faces, our breasts, our bellies' (doc 5).
These documents showed a pattern of pros and cons or positives and negatives. This can be concluded because when the Europeans encountered the native Americans there were exchanges between the two groups that had positive aspects and negative aspects for one or both groups. The overall point of view was mainly negative because there was a major difference between the religion and society of the Europeans and the natives that tended to clash in a negative way. Because the two civilizations were so different, it caused a lot of tensions and negative feelings. Additional documents that could be useful in determining the motives and consequences of the European encounters with the indigenous peoples of the Americas would be documents from when the English/British started their explorations and encounters in the Americas. This would be helpful because it is known that these people were very advanced, and it might show more of the motives and encounters because of their competitiveness with the other countries and their want for power and control in the Americas.
In the time of the European exploration into the Americas, there were positive impacts from the motives of the Europeans motives and their encounters with the indigenous peoples of the Americas that affected both groups of people. Amerigo Vespucci didn't see many positive things in his encounters with these natives because he based his first impression and his motives in religion, calling the natives "worse than pagans", however at the end of the document he showed that his encounter with the natives did have some positive things for both groups when looking at the society of the natives. This can be said because at the end of his letter he says that the natives "are liberal in giving, for it is rarely they deny you anything". However, the natives he encountered didn't get pushed around, there was some respect, the Europeans had to give back, so it was really a positive thing for both (doc 1). Hernando Cortes also had very positive encounters and motives with the native americans. When he and his crew left they left "very peaceably inclined". The motives of Cortes were to convert the natives and also to gain some riches. He told the natives they "must no longer live in the pagan faith which they held", and they readily converted. This was a positive consequence of the encounter because peace was kept, and the Europeans didn't hurt the natives as they did when the Incas refused their dominance. This encounter between teh Europeans and Natives was very positive and peaceful. Cortes was very appreciative about their society and how the natives were so gracious, generous, open and impressed by the Europeans, and he also showed the pros in his encounter with the natives when it came to religion showing a positive point of view throughout the whole document (doc 3).
However, there were still negative motives and encounters between the Europeans and native Americans during this time of exploration. When Amerigo first encountered the Natives, he had a very negative attitude towards their religion and society because of what he was used to. He wasn't fair in the way he thought of them, being very closed-minded. He criticised their religion after his encounter with them, saying that they were heathen and worse than pagans. He was also negative about their society and way of living, expressing a negative point of view (doc 1). Dr. Diego Alverez Chanca showed a very negative encounter with natives in the caribe Islands. The natives he described were disgusting, cannibals, had no morals, creul, and over all horrible people. They obviously had no religion and their society was horrible in his eyes because throughout the document he demonstrated an extremely negative point of view (doc 2). While Hernando Cortes's letter showed the encounters between him and the natives to be very positive and pleasant, that doesn't mean the impact really was good for both groups. Even though it greatly benefited the Spaniards for the natives to convert and change their religions and societys, this might not be good for the natives because it would greatly change their culture and make it easy for the Europeans to take advantage of them (doc 3). Champlain also showed negative encounters with the native americans. According to his encounter, the natives had no religion, "they know not how to worship or pray". This mention of religion throughout the document shows that the Europeans often had the motive to convert and affect the religion of the natives. Champlain also mentioned negativity about the society of the natives, saying that they didn't wear clothes, weren't trustworthy, they were thieves, and he indicated that they weren't very educated when it came to trade, yet another negative point of view (doc 4). The last document was from the Aztec's point of view, when the Europeans were first arriving. Even though it wasn't from the Europeans it also showed a negative point of view about the motives and encounters with the Europeans because of the disastrous things that came with the Europeans, like the destruction of a kingdom and disease. It showed negativity towards the Europeans because it showed how scared the Aztec's were of the Europeans. The Europeans had a completely different society and religion that intrigued the natives at the same time as frightening them, even the leader of the mighty Aztecs was "filled with terror". That wasn't the only negative consequence for the Aztecs at this encounter, the Spaniards gave them a new disease that devasted the population, most likely smallpox because the document describes the painful experience of the 'sores erupted on our faces, our breasts, our bellies' (doc 5).
These documents showed a pattern of pros and cons or positives and negatives. This can be concluded because when the Europeans encountered the native Americans there were exchanges between the two groups that had positive aspects and negative aspects for one or both groups. The overall point of view was mainly negative because there was a major difference between the religion and society of the Europeans and the natives that tended to clash in a negative way. Because the two civilizations were so different, it caused a lot of tensions and negative feelings. Additional documents that could be useful in determining the motives and consequences of the European encounters with the indigenous peoples of the Americas would be documents from when the English/British started their explorations and encounters in the Americas. This would be helpful because it is known that these people were very advanced, and it might show more of the motives and encounters because of their competitiveness with the other countries and their want for power and control in the Americas.
Wednesday, September 23, 2009
Summer DBQ
The Meiji restoration of 1868 greatly changed the society and politics of Japan with some help of impacts from the West. Japan wanted more equality with other countries and nations.ODD OPENING--READ THAT FIRST SENTENCE OUT LOUD--IS IT CLEAR?--THE END SEEMS TACKED ON -MrViles 8/25/09 12:01 PM Japan's politics changed greatly and took on many Western qualities that were much different from the traditional forms of Japanese politics. Japan's society also changed a lot during this time of the Meiji restoration, the culture and society of Japan gained aspects of Western culture and society from more contact and impacts with the West. Overall these changes seemed to be positive and helped not only Japan but the West. Japan changed over the time of the Meiji restoration by leaving behind a lot of their traditional politics and society. Additional documents that would help show this would be from more European countries because they also had major impacts on Japan. Japan wanted more equality between themselves and the West, and around the time of the Meiji restoration theProxy-Connection: keep-alive Cache-Control: max-age=0 politics showed some changes becoming similar to the West. In 1889, the Japanese developed a constitution, the United Sates of America must have influenced them to do this because they also formed a constitution. The constitution itself has aspects similar to that of America's. It shows a justice system, strict laws, the government having authority and qualifications, and even a House of Representatives showing that America had an impact on Japan developing. In the American constitution, citizens have freedom of speech, press, religion, assembly and petition, so this document showed many impacts the West had on Japan's politics (doc 3). Japan showed impact from the West when it declared war on Russia. Before actually launching the war, they tried to negotiate for peace and be recognized by Russia as equal to other foreign powers. The army and navy of Japan that was mentioned in this proclamation of war also shows impacts of the West, because it wasn't until the Meiji restoration that these actually developed, and the ships of the Japanese navy use Dutch designs. The army of Japan was assisted by foreign powers such as France, so it is likely that many of the tactics the army use were borrowed from the West (doc 5). More political similarities shown in this time period between Japan and the west come from Emperor Meiji himself. In a photograph taken of him in his 20's, his clothing shows some western influence. It was Emperor Meiji himself that brought about all these political changes with the Meiji restoration. He abolished the shogunate and installed a parliement, which shows that Europe impacted Japan. Meiji also installed a democratic type of government, complete with a constitution, which shows that America impacted Japan (doc 8). The way Japan wanted to be treated politically by other nations also showed impact from the West, because they wanted to be treated like the other foreign powers. At the end of a war Russia acknowledged this in a treaty saying that Japan and all other citizens in Korea even if they were Russian "shall be treated in exactly the same manner as the subjects and citizens of other foreign Powers; that is to say, they shall be placed on the same footing as the subjects and citizens of the most favored nation." (doc 11). A final way that impact of the west on Japan is seen when Lt. Tadayoshi Sakurai was describing the attack on Russian Port Arthur. A Minister of War in Tokyo sent a message praying for the success of the army, and it "was read by the aide-de-camp", which is French. France had impacted Japan in politics by helping to develop the army, and now the army had French aspects (doc 9). All these documents seemed to have a positive point of view towards the Western impact on Japan's politics, because it helped them to develop and gain more power in Eastern Asia and not be a weak country.
However, the Western impact on Japan's politics was not always viewed as a very good thing. President Theodore Roosevelt had a negative point of view towards "the relations of the United States and Japan." He noticed some of the good things about the Japanese, but said they were "influenced by two contradictory feelings; namely, a great self-confidence, both ferocious and conceited, due to their victory over the mighty empire of Russia; and a great touchiness because they would like to be considered as on a full equality...and have been bitterly humiliated..." Mr. Roosevelt said English, Japan's allies, and America, Japan's friends, wouldn't admit them to association and citizenship. Mr. Roosevelt was negative about the Japanese becoming citizens in America, they were overpopulated and would overpopulate other countries if they could. One can conclude that this was a negative political point of view about the West impacting Japan, because it seems like Mr. Roosevelt is saying don't be too friendly or help them too much. He is warning the incoming secretary of state because Japan is "very proud, very warlike, very sensitive", and this could be dangerous.
When the Meiji restoration took place, Western impacts on Japan can be seen in society because Japan started to take on aspects of Western culture. This can be said because of some architecture changes in the Japanese culture. Japanese buildings were and some still are known for their arches, spikes, and peaks. However, when the Meiji restoration took place, this architecture began to change. The Mie Prefectural Normal School built in 1888 didn't have the prominent Japanese cultural architecture, it had more of a western style. It didn't have the high arches peaks and spikes that the traditional buildings had, though it did have three small arches in the front, it was a very western style architecture (doc 2). Another impact shown in culture can be seen in the Johnson family home. The Johnson's were from Syracuse, New York, but they were missionaries in Japan for awhile. This document is a picture of their home which has Japanese style architecture. Since they were missionaries and brought back with them some architecture, one can conclude that there was a culture exchange. This can be said becuase the Johnson's were originally from New York, and they were missionaries, so most likely they left an impact in Japan of not only Western styles, but Western religion and architecture, possibly even Western culture as a whole (doc 4). Another example of the West having an impact in the Japanese society is seen in education. It can be said that the West had an impact on Japan's education because of the age a child begins school, the levels of school the child goes through, and how long they go for each day. The west has elementary, middle, and high school, then the child can go on to college which is higher studying. The child starts around age 6, and a normal school day lasts around 6 hours. In Japan, "the Japanese lad began his education at the age of six or seven years...there were three grades of school...In the Sei Do, or old Chinese college in Yedo, the course of literary study ranged somewhat higher." (doc 6). In a Japanese updated calendar series, Western industrialization can be seen in the bacground in a busy street, so the West impacted Japan's society through industrialization. It looks like trollies in the busy streets, an impact from the West (doc 7). Another way the West impacted Japan's society was through trade. This was an impact to society because before the restoration and before Japan had contact with the west, they developed mostly in isolation, with some contact with the Chinese. When Japan came into contact with the west, their culutre started to change and their way of life. A lot of trade started to happen between Japan and the West, and Japan likely saw more cultures through all this trade and changed their society. "Trade between the Orient and San Francisco will serve to lessen the prices of commodities in the latter city and bring about prosperity to both." From this one can conclude that Japan would become more involved in trade and changing to make other countries want their business, because that would make them prosper as well as have an impact on their society (doc 10). It is clear that it wasn't just American culture that was impacting the Japanese society through trade because in a color woodblock print from Japan that shows trade happening, the flags on the ships are from America, France, and the Dutch. This shows that the society of Japan was impacted from many Western countries (doc 12).
In conclusion, the West impacted Japan in many ways and to far extents. The overall point of view was very positive, the contact with the West seemed to be a beneficial thing for all during the Meiji restoration. Their was only one negative point of view, but it can be said that overall the West impacting Japan had more pros than cons because there was only the one negative point of view. The politics of Japan had a positive point of view when they were impacted by the West because they changed for the better. The society that was impacted turned out to be very positive and benificial when it was impacted by the West because it helped not only Japan but the countries that gave the impact. There was no negative view of the changed society. Additional documents that would help in determining the extent and ways in which contact with the West may have impacted Japan would be documents from the French and Dutch or other European countries in the West because from some of the documents used here it seemed as though these countries also had an impact, but there were no documents from them from this area and time period.
However, the Western impact on Japan's politics was not always viewed as a very good thing. President Theodore Roosevelt had a negative point of view towards "the relations of the United States and Japan." He noticed some of the good things about the Japanese, but said they were "influenced by two contradictory feelings; namely, a great self-confidence, both ferocious and conceited, due to their victory over the mighty empire of Russia; and a great touchiness because they would like to be considered as on a full equality...and have been bitterly humiliated..." Mr. Roosevelt said English, Japan's allies, and America, Japan's friends, wouldn't admit them to association and citizenship. Mr. Roosevelt was negative about the Japanese becoming citizens in America, they were overpopulated and would overpopulate other countries if they could. One can conclude that this was a negative political point of view about the West impacting Japan, because it seems like Mr. Roosevelt is saying don't be too friendly or help them too much. He is warning the incoming secretary of state because Japan is "very proud, very warlike, very sensitive", and this could be dangerous.
When the Meiji restoration took place, Western impacts on Japan can be seen in society because Japan started to take on aspects of Western culture. This can be said because of some architecture changes in the Japanese culture. Japanese buildings were and some still are known for their arches, spikes, and peaks. However, when the Meiji restoration took place, this architecture began to change. The Mie Prefectural Normal School built in 1888 didn't have the prominent Japanese cultural architecture, it had more of a western style. It didn't have the high arches peaks and spikes that the traditional buildings had, though it did have three small arches in the front, it was a very western style architecture (doc 2). Another impact shown in culture can be seen in the Johnson family home. The Johnson's were from Syracuse, New York, but they were missionaries in Japan for awhile. This document is a picture of their home which has Japanese style architecture. Since they were missionaries and brought back with them some architecture, one can conclude that there was a culture exchange. This can be said becuase the Johnson's were originally from New York, and they were missionaries, so most likely they left an impact in Japan of not only Western styles, but Western religion and architecture, possibly even Western culture as a whole (doc 4). Another example of the West having an impact in the Japanese society is seen in education. It can be said that the West had an impact on Japan's education because of the age a child begins school, the levels of school the child goes through, and how long they go for each day. The west has elementary, middle, and high school, then the child can go on to college which is higher studying. The child starts around age 6, and a normal school day lasts around 6 hours. In Japan, "the Japanese lad began his education at the age of six or seven years...there were three grades of school...In the Sei Do, or old Chinese college in Yedo, the course of literary study ranged somewhat higher." (doc 6). In a Japanese updated calendar series, Western industrialization can be seen in the bacground in a busy street, so the West impacted Japan's society through industrialization. It looks like trollies in the busy streets, an impact from the West (doc 7). Another way the West impacted Japan's society was through trade. This was an impact to society because before the restoration and before Japan had contact with the west, they developed mostly in isolation, with some contact with the Chinese. When Japan came into contact with the west, their culutre started to change and their way of life. A lot of trade started to happen between Japan and the West, and Japan likely saw more cultures through all this trade and changed their society. "Trade between the Orient and San Francisco will serve to lessen the prices of commodities in the latter city and bring about prosperity to both." From this one can conclude that Japan would become more involved in trade and changing to make other countries want their business, because that would make them prosper as well as have an impact on their society (doc 10). It is clear that it wasn't just American culture that was impacting the Japanese society through trade because in a color woodblock print from Japan that shows trade happening, the flags on the ships are from America, France, and the Dutch. This shows that the society of Japan was impacted from many Western countries (doc 12).
In conclusion, the West impacted Japan in many ways and to far extents. The overall point of view was very positive, the contact with the West seemed to be a beneficial thing for all during the Meiji restoration. Their was only one negative point of view, but it can be said that overall the West impacting Japan had more pros than cons because there was only the one negative point of view. The politics of Japan had a positive point of view when they were impacted by the West because they changed for the better. The society that was impacted turned out to be very positive and benificial when it was impacted by the West because it helped not only Japan but the countries that gave the impact. There was no negative view of the changed society. Additional documents that would help in determining the extent and ways in which contact with the West may have impacted Japan would be documents from the French and Dutch or other European countries in the West because from some of the documents used here it seemed as though these countries also had an impact, but there were no documents from them from this area and time period.
Wednesday, June 24, 2009
Timed compare contrast
Compare and Contrast the goals and outcomes of the exploration process in the 15th and 16th centuries for China and Europe
China and Europe were two very different places, but in the 15th and 16th centuries they both had similar goals and outcomes of the exploration process. The societies of both these areas were trying to get advantages, however the Europeans had a specific group of people they were trying to take advantge of, whereas the Chinese had the world they wer trying to take dvantage of.....SHAKY AS A THESIS HERE, FIRST OFF, WERE THE CHINESE REALLY TRYING TO TAKE ADVANTAGE OF THE WORLD? HMMM, I THINK MAYBE NOT, BUT THEN I LIKE YOUR ALLUSION TO EUROPE TAKING ADVANTAGE OF SPECIFIC GROUPS, IN THAT IT HIGHLIGHTS A MAJOR CONTRAST IN TERMS OF MOTIVATION...WITH MORE TIME, I THINK YOU WOULD HAVE CLARIFIED THIS, BUT AS IT STANDS IT IS NOT A CLEAR THESIS-MrViles 6/7/09 4:07 PM
The societies of both these areas were trying to get advantages, however the Europeans had a specific people in mind they were trying to take advantage of, whereas the Chinese it was mainly everyone around them. OK, THIS IS THE SECOND TIME YOU HAVE SAID THIS GENERALLY...WHO ARE THESE MYSTERIOUS PEOPLE THE EUROPEANS ARE TAKING ADVANTAGE OF...AFRICANS, AMERICANS, WHO? -MrViles 6/7/09 4:09 PM Both China and Europe did some trading to gain more money on their exploration trips. Bringing exotic gifts helped the Chinese to show the world that their society was wealthy. China and Europe also both tried to impress people and gain advantages. This can be said of China because instead of bringing just a few small ships to do some trading, they had many very large ships, altogether carrying about 28,000 men. Europe and China most likely gained some outside influence to their societies when they were traveling. China and Europe brought back gifts from the places they had been to give to their leaders. Both societies were most likely influenced by what they were seeing the explorers do, both were dooing something that had never been done before. This can be said of China because China had mostly developed internally but now they were exploring and trading going very far from home where there were many different cultures. It can also be said that China was gaining more outside influence to their society because Zhenghe himself wasn't the traditional Confucianist or Buddhist, he was a Muslim. BUT THAT INFLUENCE PREDATES EXPLORATION...YES? -MrViles 6/7/09 4:11 PM Europe can be said to have brought back influences on it's society because they had never gone so far along the coast of western Africa. There were probably 'PROBABLY'?.....YOU ARE A RAMPAGING, ESSAY-DESTROYING APE...YOU NEED NEVER USE THE WORD 'PROBABLY', YOU THRASH 'PROBABLY' LIKE A BANANA-STEALING SQUIRREL -MrViles 6/7/09 4:12 PM many tribes that Henry came in contact with when he traded for gold and salt.
Even though there were many similarities in the societies for trading, advantages, and influences, there are still some things that are different between the two. Europe was mainly focused on taking advantages over one specific group of people, whereas China was taking advantages over everyone around them. This can be said because China had many large boats and many men with weapons, and because they weren't sailing focused on one place, they were going all along the coast and to all nearby places intimidating people. Europe, however, was focused on sailing around Africa to avoid the Muslims and possibly have a military advantage. Therefore China was more about showing off to the world and warning them in a polite way not to mess with them. The society of China wasn't used to all this exploration, which is most likely why the expeditions were brought to an end. Europe however, only had certain fears and superstitions about rounding the bottom tip of Africa, but Hienry the Navigator still pursued this goal. OK, THIS PARAGRAPH IS MUDDY, BUT I THINK IT IS THE BEST SO FAR.....FINALLY YOU BRING IN THE MYSTERIOUS GROUP, AND YOU ARE DEAD ON RIGHT, BUT YOU MISS A CHANCE TO FLEX SOME HISTORY ABOUT COMPETITION FOR TRADE BETWEEN EUROPE AND MUSLIM MIDDLE EAST.....WHICH WOULD OPEN UP A CLEAR STATEMENT OF EUROPE USING EXPLORATON FOR TRADE VERSUS CHINA USING IT FOR POMP AND PRESTIGE, ETC. ETC.---YOU SEE? YOU HAVE ALL THE INGREDIENTS IN HERE, BUT IT'S JUST NOT COOKED PROPERLY YET.... -MrViles 6/7/09 4:15 PM
The geography of these areas both had coastline which made their sea travel, trading, and exploring easier, but China had previously been more isolated. The geography of the two areas helped them to complete things they had never done before. In addition, the geography helped them to gain the advantages they did. The sea helped China and Europe both to travel to places unknown to them. THIN...IN THAT THE GEOGRAPHY POINT IS NOT THOROUGH HERE..AND LOOKING AHEAD, YOU COULD HAVE PUT THE NEXT PARAGRAPH WITH TIS ONE FOR A MORE RELEVENT TREATMENT (YOU WERE VERY LIKELY PARAGRAPHING THIS WAY IN REFERENCE TO MY OUTLINE, BUT THIS A GOOD EXAMPLE OF WHERE YOU CAN LEAVE MY GUIDE AND FREELANCE A BIT)--MAKE SENSE? -MrViles 6/7/09 4:18 PM
In contrast, the geography also helped keep China more isolated before the exploration processes began, where as Europe had contact with many other civilizations and gained more from those civilizations than they would have if the Europeans had been isolated like the CHinese. China then used the geography in the 15th and 16th centuries to help them see more of the world, more trade, more exploring, and gain some power. Europe in this time period used the geography to mainly gain the military advantange over the muslims. YOU REALLY NEED TO EXPLAIN HOW THIS EXPLORATION GAVE EUROPE AN ADVANTAGE OVER THE MUSLIMS, WITH THAT INFO THIS BECOMES A ROBUST POINT THAT MAKES YOUR ESSAY, BUT WITHOUT THAT DEVELOPMENT THE ENTIRE ESSAY FEELS VAGUE AND UNSUPPORTED -MrViles 6/7/09 4:21 PM
In conclusion, China and Europe were similar and different in many ways with their goals and outcomes of the exploration process in the 15th and 16th centuries. They had similarities in thier society and geography, which helped both to gain advantages, explore, and trade. They were far apart in distance, but had similar goals and outcomes without even realizing it. THIS CONCLUSION HIGHLIGHTS A DANGER OF YOUR ESSAY, IN THAT IT ONLY HIGHLIGHTS SIM. AND OFFERS NO DIF.'S--IT COLORS THE READER AT THE VERY END TO THINK YOU MISSED HALF THE QUESTION. -MrViles 6/7/09 4:22 PM I JUST RE-READ THE WHOLE THING, AND I FEEL WHAT HAPPENED IS THAT YOU NEVER GOT SPECIFIC ENOUGH ABOUT THE MUSLIM ELEMENT---YOU ALLUDE TO IT SEVERAL TIMES (EVEN YOUR OPENING LINE), BUT YOU SEEM TO ASSUME IT MORE THAN DEVELOP IT....YOU HAD A FRAMEWORK HERE, AND I THINK YOU KNOW EXACTLY WHAT YOU WANTED TO SAY, BUT IT ISN'T ON THE PAGE....YOUR INSIGHT TO EMPHASIZE THE MUSLIM TRADE/REL. CONFLICT WITH EUROPE AS SETTING FOR EUROPE'S EXPLORING IS DEAD ON, BUT IT NEVER REALLY LIFTS OFF. WAS IT TIME? LET ME KNOW IF I CAN HELP SPEED UP THE PROCESS FOR YOU -MrViles 6/7/09 4:24 PM
China and Europe were two very different places, but in the 15th and 16th centuries they both had similar goals and outcomes of the exploration process. The societies of both these areas were trying to get advantages, however the Europeans had a specific group of people they were trying to take advantge of, whereas the Chinese had the world they wer trying to take dvantage of.....SHAKY AS A THESIS HERE, FIRST OFF, WERE THE CHINESE REALLY TRYING TO TAKE ADVANTAGE OF THE WORLD? HMMM, I THINK MAYBE NOT, BUT THEN I LIKE YOUR ALLUSION TO EUROPE TAKING ADVANTAGE OF SPECIFIC GROUPS, IN THAT IT HIGHLIGHTS A MAJOR CONTRAST IN TERMS OF MOTIVATION...WITH MORE TIME, I THINK YOU WOULD HAVE CLARIFIED THIS, BUT AS IT STANDS IT IS NOT A CLEAR THESIS-MrViles 6/7/09 4:07 PM
The societies of both these areas were trying to get advantages, however the Europeans had a specific people in mind they were trying to take advantage of, whereas the Chinese it was mainly everyone around them. OK, THIS IS THE SECOND TIME YOU HAVE SAID THIS GENERALLY...WHO ARE THESE MYSTERIOUS PEOPLE THE EUROPEANS ARE TAKING ADVANTAGE OF...AFRICANS, AMERICANS, WHO? -MrViles 6/7/09 4:09 PM Both China and Europe did some trading to gain more money on their exploration trips. Bringing exotic gifts helped the Chinese to show the world that their society was wealthy. China and Europe also both tried to impress people and gain advantages. This can be said of China because instead of bringing just a few small ships to do some trading, they had many very large ships, altogether carrying about 28,000 men. Europe and China most likely gained some outside influence to their societies when they were traveling. China and Europe brought back gifts from the places they had been to give to their leaders. Both societies were most likely influenced by what they were seeing the explorers do, both were dooing something that had never been done before. This can be said of China because China had mostly developed internally but now they were exploring and trading going very far from home where there were many different cultures. It can also be said that China was gaining more outside influence to their society because Zhenghe himself wasn't the traditional Confucianist or Buddhist, he was a Muslim. BUT THAT INFLUENCE PREDATES EXPLORATION...YES? -MrViles 6/7/09 4:11 PM Europe can be said to have brought back influences on it's society because they had never gone so far along the coast of western Africa. There were probably 'PROBABLY'?.....YOU ARE A RAMPAGING, ESSAY-DESTROYING APE...YOU NEED NEVER USE THE WORD 'PROBABLY', YOU THRASH 'PROBABLY' LIKE A BANANA-STEALING SQUIRREL -MrViles 6/7/09 4:12 PM many tribes that Henry came in contact with when he traded for gold and salt.
Even though there were many similarities in the societies for trading, advantages, and influences, there are still some things that are different between the two. Europe was mainly focused on taking advantages over one specific group of people, whereas China was taking advantages over everyone around them. This can be said because China had many large boats and many men with weapons, and because they weren't sailing focused on one place, they were going all along the coast and to all nearby places intimidating people. Europe, however, was focused on sailing around Africa to avoid the Muslims and possibly have a military advantage. Therefore China was more about showing off to the world and warning them in a polite way not to mess with them. The society of China wasn't used to all this exploration, which is most likely why the expeditions were brought to an end. Europe however, only had certain fears and superstitions about rounding the bottom tip of Africa, but Hienry the Navigator still pursued this goal. OK, THIS PARAGRAPH IS MUDDY, BUT I THINK IT IS THE BEST SO FAR.....FINALLY YOU BRING IN THE MYSTERIOUS GROUP, AND YOU ARE DEAD ON RIGHT, BUT YOU MISS A CHANCE TO FLEX SOME HISTORY ABOUT COMPETITION FOR TRADE BETWEEN EUROPE AND MUSLIM MIDDLE EAST.....WHICH WOULD OPEN UP A CLEAR STATEMENT OF EUROPE USING EXPLORATON FOR TRADE VERSUS CHINA USING IT FOR POMP AND PRESTIGE, ETC. ETC.---YOU SEE? YOU HAVE ALL THE INGREDIENTS IN HERE, BUT IT'S JUST NOT COOKED PROPERLY YET.... -MrViles 6/7/09 4:15 PM
The geography of these areas both had coastline which made their sea travel, trading, and exploring easier, but China had previously been more isolated. The geography of the two areas helped them to complete things they had never done before. In addition, the geography helped them to gain the advantages they did. The sea helped China and Europe both to travel to places unknown to them. THIN...IN THAT THE GEOGRAPHY POINT IS NOT THOROUGH HERE..AND LOOKING AHEAD, YOU COULD HAVE PUT THE NEXT PARAGRAPH WITH TIS ONE FOR A MORE RELEVENT TREATMENT (YOU WERE VERY LIKELY PARAGRAPHING THIS WAY IN REFERENCE TO MY OUTLINE, BUT THIS A GOOD EXAMPLE OF WHERE YOU CAN LEAVE MY GUIDE AND FREELANCE A BIT)--MAKE SENSE? -MrViles 6/7/09 4:18 PM
In contrast, the geography also helped keep China more isolated before the exploration processes began, where as Europe had contact with many other civilizations and gained more from those civilizations than they would have if the Europeans had been isolated like the CHinese. China then used the geography in the 15th and 16th centuries to help them see more of the world, more trade, more exploring, and gain some power. Europe in this time period used the geography to mainly gain the military advantange over the muslims. YOU REALLY NEED TO EXPLAIN HOW THIS EXPLORATION GAVE EUROPE AN ADVANTAGE OVER THE MUSLIMS, WITH THAT INFO THIS BECOMES A ROBUST POINT THAT MAKES YOUR ESSAY, BUT WITHOUT THAT DEVELOPMENT THE ENTIRE ESSAY FEELS VAGUE AND UNSUPPORTED -MrViles 6/7/09 4:21 PM
In conclusion, China and Europe were similar and different in many ways with their goals and outcomes of the exploration process in the 15th and 16th centuries. They had similarities in thier society and geography, which helped both to gain advantages, explore, and trade. They were far apart in distance, but had similar goals and outcomes without even realizing it. THIS CONCLUSION HIGHLIGHTS A DANGER OF YOUR ESSAY, IN THAT IT ONLY HIGHLIGHTS SIM. AND OFFERS NO DIF.'S--IT COLORS THE READER AT THE VERY END TO THINK YOU MISSED HALF THE QUESTION. -MrViles 6/7/09 4:22 PM I JUST RE-READ THE WHOLE THING, AND I FEEL WHAT HAPPENED IS THAT YOU NEVER GOT SPECIFIC ENOUGH ABOUT THE MUSLIM ELEMENT---YOU ALLUDE TO IT SEVERAL TIMES (EVEN YOUR OPENING LINE), BUT YOU SEEM TO ASSUME IT MORE THAN DEVELOP IT....YOU HAD A FRAMEWORK HERE, AND I THINK YOU KNOW EXACTLY WHAT YOU WANTED TO SAY, BUT IT ISN'T ON THE PAGE....YOUR INSIGHT TO EMPHASIZE THE MUSLIM TRADE/REL. CONFLICT WITH EUROPE AS SETTING FOR EUROPE'S EXPLORING IS DEAD ON, BUT IT NEVER REALLY LIFTS OFF. WAS IT TIME? LET ME KNOW IF I CAN HELP SPEED UP THE PROCESS FOR YOU -MrViles 6/7/09 4:24 PM
Timed DBQ
DBQ Amy
discuss the barriers women have worked for more equal treatment in society. Consider the goals and methods of such campaigns.
In many different time periods and in many different areas women were shown to have good influences in politics and society
In many different time periods and in many different areas women were shown to have good influences on politics or were argued that could have good influences if they were allowed to. In 1899 Anna Manning comfort showed this in The Public 2. Black people were very discouraged from having anything to do with politics, especially the women. She argued that the women were being taxed even though they "take up the white man's burden", most likely she was referring to the way that the white people made the women work just as hard as a man, and she thought that they should be able to get involved in politics and have a voice because they worked hard (Doc #1). In 1954 the Women's Charter at the Founding Conference of the Federation of South African Women had similar opinions. These strong women thought that all women should have the right to vote and be elected to state bodies. All laws that denied women of equal rights should be removed, along with removal of laws that restricted free movement, and prevented or hindered the right of free association and activity on democratic organizations and to cooperate with all organizations. These women obviously thought that women could be a great help and influence to politics because they worked very hard to achieve these goals and listed all their ideas in a campaign (Doc #2). Yet another example of women influencing politics can be seen in 195 B.C.E, by Livy, a Roman Historian. A new law had been made that limited women of using any expensive goods. The women banded together and had such a powerful influence that "after that there was no doubt that all the tribes would repeal that law". The women felt they should be able to use the goods because the government could definitely still afford it (Doc. #3). Closer to the modern day was in 1995 by a Nobel Prize Laureate, Aung San Suu Kyi, who said "no war was ever started by women", wars are often for political causes, so Mr. Kyi must have thought that women could have a positive influence on politics (Doc #6).
Another area where women were thought to have the ability of good influence was in the societies. Anna Manning Comfort, mentioned earlier, thought that it wasn't fair that women were denied their franchise even though they shared in the conflicts and labors of everyone else (Doc 1). In 1954 women wanted rights to make a difference in their society. They wanted equality, no discrimination, the right to full time employment with promotion oppurtunites, free education with the protection of mother and child, and proper homes. If these things could be achieved in their society, they felt that it would be a step closer to world peace (Doc 2). In 1995 the Nobel Prize Laureate mentioned earlier stated that in conflicts women and children are the ones who are forced to suffer, women have never started wars. Women have always been nurturing and kind. Therefore, empowerment and education of women will only result in good.
In contrast, there were some people who thought women would are a negative influence. In 100 CE, Ban Zhao who was a leading female confucian scholar and imperial historian said that women should always do as they were told. They should listen to thier elders even if the person was telling them it was the wrong thing to do (Doc 4). In 1820 Raja Rammohan Roy wrote about the ritual of burning widows alive with their deceased husbands. He considered it a kindness to society since the widows would not be able to remarry or gain money, and therfore would be no benefit to society, so it was a kindness to kill them in this way (Doc 7).
In conclusion, over many time periods in many different areas there were things to compare and contrast about the ways women attempted to get more equality and how they were looked at. One can compare the ways they gave to politics and society because both areas had good contributions from women. The major point of view in these documents was that women were very restricted but still did or still could have brought down the barriers and had good contributions and more equality. An additional document that could be helpful would be a document from Europe.
discuss the barriers women have worked for more equal treatment in society. Consider the goals and methods of such campaigns.
In many different time periods and in many different areas women were shown to have good influences in politics and society
In many different time periods and in many different areas women were shown to have good influences on politics or were argued that could have good influences if they were allowed to. In 1899 Anna Manning comfort showed this in The Public 2. Black people were very discouraged from having anything to do with politics, especially the women. She argued that the women were being taxed even though they "take up the white man's burden", most likely she was referring to the way that the white people made the women work just as hard as a man, and she thought that they should be able to get involved in politics and have a voice because they worked hard (Doc #1). In 1954 the Women's Charter at the Founding Conference of the Federation of South African Women had similar opinions. These strong women thought that all women should have the right to vote and be elected to state bodies. All laws that denied women of equal rights should be removed, along with removal of laws that restricted free movement, and prevented or hindered the right of free association and activity on democratic organizations and to cooperate with all organizations. These women obviously thought that women could be a great help and influence to politics because they worked very hard to achieve these goals and listed all their ideas in a campaign (Doc #2). Yet another example of women influencing politics can be seen in 195 B.C.E, by Livy, a Roman Historian. A new law had been made that limited women of using any expensive goods. The women banded together and had such a powerful influence that "after that there was no doubt that all the tribes would repeal that law". The women felt they should be able to use the goods because the government could definitely still afford it (Doc. #3). Closer to the modern day was in 1995 by a Nobel Prize Laureate, Aung San Suu Kyi, who said "no war was ever started by women", wars are often for political causes, so Mr. Kyi must have thought that women could have a positive influence on politics (Doc #6).
Another area where women were thought to have the ability of good influence was in the societies. Anna Manning Comfort, mentioned earlier, thought that it wasn't fair that women were denied their franchise even though they shared in the conflicts and labors of everyone else (Doc 1). In 1954 women wanted rights to make a difference in their society. They wanted equality, no discrimination, the right to full time employment with promotion oppurtunites, free education with the protection of mother and child, and proper homes. If these things could be achieved in their society, they felt that it would be a step closer to world peace (Doc 2). In 1995 the Nobel Prize Laureate mentioned earlier stated that in conflicts women and children are the ones who are forced to suffer, women have never started wars. Women have always been nurturing and kind. Therefore, empowerment and education of women will only result in good.
In contrast, there were some people who thought women would are a negative influence. In 100 CE, Ban Zhao who was a leading female confucian scholar and imperial historian said that women should always do as they were told. They should listen to thier elders even if the person was telling them it was the wrong thing to do (Doc 4). In 1820 Raja Rammohan Roy wrote about the ritual of burning widows alive with their deceased husbands. He considered it a kindness to society since the widows would not be able to remarry or gain money, and therfore would be no benefit to society, so it was a kindness to kill them in this way (Doc 7).
In conclusion, over many time periods in many different areas there were things to compare and contrast about the ways women attempted to get more equality and how they were looked at. One can compare the ways they gave to politics and society because both areas had good contributions from women. The major point of view in these documents was that women were very restricted but still did or still could have brought down the barriers and had good contributions and more equality. An additional document that could be helpful would be a document from Europe.
Friday, May 29, 2009
Feudalism C/C
Feudalism of Japan and Europe-- Compare/Contrast Essay
The feudal hierarchy system developed independently in two different societies that are very far away from each other, showing that perhaps this feudal like system is in human nature. The social system in both Japan and Europe was based on militaristic hierarchies, however there were differences in the layers of hierarchy. The economic systems in both Japan and Europe was based mostly of regionalized areas and agriculture, however there were still differences in the systems of trade. The modern consequence of Japan and Europe developing in this way is that Europe is more rememberable. One reason this is so is because the merchants in Europe were more free, therefore able to bring in more money and more of a help to support the civilization, therefore making Europe more known and advanced. Japan can be said to be less rememberable in this way because the merchants of Japan were very low, therefore not bringing as much to Japan and not getting Japan as much notice from the outside world.
The social system in both Japan and Europe was based on militaristic hierarchies, however there were differences in the layers of hierarchy. The hierarchy of Japan was in the order of peasants at the bottom, giving food to the samurai's in trade for protection, and then the samurai, who gave loyalty to the daimyo in trade for land, then the daimyo, who gave loyalty to the shogun in trade for land, then the shogun at the top who was the top of the military and held a lot of power in the kingdom. Although the emperor of Japan ruled, that does not mean that he reigned, the warrior class and mostly the shogun held most of the power and influence. Similarly, Europe had a hierarchy with peasants at the bottom, who gave food to the knight in trade for protection, then the knight, who gave loyalty to the lord in trade for land, then the lord, who gave loyalty to the king in trade for land. Europe had a very large peasant class that would have been very dependent on the knight's protection and all the other military. The military in Europe also had a lot of power and influence because there were a lot of invasions of Europe making the military very important. The two areas are also similar because they both had reciprocal systems. This can be seen in the hierarchies. The different levels helped each other out by doing things like trading food for protection and trading loyalty to land. Another similarity between the military of the two areas is that both had codes of honor.
On the other hand, Europe and Japan still had differences in the layers of hierarchy. Samurai got money but knight's got land. Europe had different layers of hierarchy, whereas Japan only had the main hierarchy. Europe had a special hierarchy for the church, which was Catholic at the time. The pope was at the top, then archbishop, then bishop. The church also held a lot of power in the European states. Japan didn't have a very powerful religion with a hierarchy until very later on, when Buddhism gained a lot of popularity but even then there was no hierarchy and there were still other popular religions and philosophy that held popularity instead of just the one religion. Another difference between the two areas is that Japan educated it's women but Europe did not, women were very low to them but in Japan they had some status.
The economic systems in both Japan and Europe was based mostly on regionalized areas and agriculture, however there were still differences in the systems of trade. Even though the areas were so far apart, the economies still had some similarities. Both got a lot of food from agriculture and the peasants and serfs helped provide the food by tending the crops for their lords in trade for protection. When the agricultural technology of both areas became more advanced it made it easier on the peasants and serfs to produce the food and helped to keep everyone better fed. There was also a lot of trade that helped societies to interact with each other along with helping the economies to flourish. Japan and Europe being regionalized also helped the economy because it made the travel and trade easier since everything was closer. The reciprocal systems also helped the economies because it made organization and peace among all the levels of the hierarchy. Everything worked between the levels due to the reciprocal system so the economy was better off.
The economic systems of Japan and Europe were unalike in that there trade was a lot different. Although both had trade that helped the economies, merchants were at very different levels of the hierarchies. In Europe, the merchant had a somewhat high status. The merchant brought many goods and was thought of somewhat well. The merchant had quite a bit of freedom in Europe, allowed to roam wherever and not being bound like a serf would be. However, this was not the case in Japan. In Japan the merchants were very low on the hierarchy. In fact, they were even lower than the artisans who were lower than the peasants of Japan. Most likely merchants were not respected and didn't have as mush freedom as in Europe. Maybe Japan was more suspicious of the merchants since they were isolated. This can be said to be so because the merchants were very low and the only outside influences were from China, whereas Europe let the merchants go everywhere and repected them, bringing in many outside influences and were not isolated at all.
In conclusion, Japan and Europe had very similar hierarchies with still some differences. One can say that Japan and Europe had more similarities in their feudal hierarchies than there were differences. This can especially be seen in their society and economy. The two were both regionalized, militaristic, agricultural, reciprocal, and had agricultural technology. The few differences were Europe had more layers of hierarchy, the merchants were more free, knights get land, whereas in Japan merchants were low, women were educated, and samurai got money. It is possible that it is in human nature to divide into different groups and be organized in such a way that everyone supports each other at different levels, since Japan and Europe were so far apart and yet both had the hierarchy. Even though Japan and Europe were far apart and didn't have contact with each other, both developed very well with strong hierarchies, societies, and economies.This can show that maybe it is human nature to develop some sort of hierarchy, since both developed independently and yet were so similar in their hierarchies.
The feudal hierarchy system developed independently in two different societies that are very far away from each other, showing that perhaps this feudal like system is in human nature. The social system in both Japan and Europe was based on militaristic hierarchies, however there were differences in the layers of hierarchy. The economic systems in both Japan and Europe was based mostly of regionalized areas and agriculture, however there were still differences in the systems of trade. The modern consequence of Japan and Europe developing in this way is that Europe is more rememberable. One reason this is so is because the merchants in Europe were more free, therefore able to bring in more money and more of a help to support the civilization, therefore making Europe more known and advanced. Japan can be said to be less rememberable in this way because the merchants of Japan were very low, therefore not bringing as much to Japan and not getting Japan as much notice from the outside world.
The social system in both Japan and Europe was based on militaristic hierarchies, however there were differences in the layers of hierarchy. The hierarchy of Japan was in the order of peasants at the bottom, giving food to the samurai's in trade for protection, and then the samurai, who gave loyalty to the daimyo in trade for land, then the daimyo, who gave loyalty to the shogun in trade for land, then the shogun at the top who was the top of the military and held a lot of power in the kingdom. Although the emperor of Japan ruled, that does not mean that he reigned, the warrior class and mostly the shogun held most of the power and influence. Similarly, Europe had a hierarchy with peasants at the bottom, who gave food to the knight in trade for protection, then the knight, who gave loyalty to the lord in trade for land, then the lord, who gave loyalty to the king in trade for land. Europe had a very large peasant class that would have been very dependent on the knight's protection and all the other military. The military in Europe also had a lot of power and influence because there were a lot of invasions of Europe making the military very important. The two areas are also similar because they both had reciprocal systems. This can be seen in the hierarchies. The different levels helped each other out by doing things like trading food for protection and trading loyalty to land. Another similarity between the military of the two areas is that both had codes of honor.
On the other hand, Europe and Japan still had differences in the layers of hierarchy. Samurai got money but knight's got land. Europe had different layers of hierarchy, whereas Japan only had the main hierarchy. Europe had a special hierarchy for the church, which was Catholic at the time. The pope was at the top, then archbishop, then bishop. The church also held a lot of power in the European states. Japan didn't have a very powerful religion with a hierarchy until very later on, when Buddhism gained a lot of popularity but even then there was no hierarchy and there were still other popular religions and philosophy that held popularity instead of just the one religion. Another difference between the two areas is that Japan educated it's women but Europe did not, women were very low to them but in Japan they had some status.
The economic systems in both Japan and Europe was based mostly on regionalized areas and agriculture, however there were still differences in the systems of trade. Even though the areas were so far apart, the economies still had some similarities. Both got a lot of food from agriculture and the peasants and serfs helped provide the food by tending the crops for their lords in trade for protection. When the agricultural technology of both areas became more advanced it made it easier on the peasants and serfs to produce the food and helped to keep everyone better fed. There was also a lot of trade that helped societies to interact with each other along with helping the economies to flourish. Japan and Europe being regionalized also helped the economy because it made the travel and trade easier since everything was closer. The reciprocal systems also helped the economies because it made organization and peace among all the levels of the hierarchy. Everything worked between the levels due to the reciprocal system so the economy was better off.
The economic systems of Japan and Europe were unalike in that there trade was a lot different. Although both had trade that helped the economies, merchants were at very different levels of the hierarchies. In Europe, the merchant had a somewhat high status. The merchant brought many goods and was thought of somewhat well. The merchant had quite a bit of freedom in Europe, allowed to roam wherever and not being bound like a serf would be. However, this was not the case in Japan. In Japan the merchants were very low on the hierarchy. In fact, they were even lower than the artisans who were lower than the peasants of Japan. Most likely merchants were not respected and didn't have as mush freedom as in Europe. Maybe Japan was more suspicious of the merchants since they were isolated. This can be said to be so because the merchants were very low and the only outside influences were from China, whereas Europe let the merchants go everywhere and repected them, bringing in many outside influences and were not isolated at all.
In conclusion, Japan and Europe had very similar hierarchies with still some differences. One can say that Japan and Europe had more similarities in their feudal hierarchies than there were differences. This can especially be seen in their society and economy. The two were both regionalized, militaristic, agricultural, reciprocal, and had agricultural technology. The few differences were Europe had more layers of hierarchy, the merchants were more free, knights get land, whereas in Japan merchants were low, women were educated, and samurai got money. It is possible that it is in human nature to divide into different groups and be organized in such a way that everyone supports each other at different levels, since Japan and Europe were so far apart and yet both had the hierarchy. Even though Japan and Europe were far apart and didn't have contact with each other, both developed very well with strong hierarchies, societies, and economies.This can show that maybe it is human nature to develop some sort of hierarchy, since both developed independently and yet were so similar in their hierarchies.
Thursday, May 14, 2009
Tuesday, May 12, 2009
Mongols Videos
Part 5: The Strategic Battle
-The Mongols had very well planned war strategies. Almost every move they made was planned and along with their powerful weapons and cavalry helped them to defeat the enemy nearly every time. However, getting lured into a trap made one battle lost for an enemy tribe of Temujin's, the army nearly destroyed.
-Why would almost the whole army chase after the retreating people without at least one scout somewhere in the hills telling them if there were any traps? Were there no more troops left so they all went into the trap instead of fighting others?-The Mongols had very well planned war strategies. Almost every move they made was planned and along with their powerful weapons and cavalry helped them to defeat the enemy nearly every time. However, getting lured into a trap made one battle lost for an enemy tribe of Temujin's, the army nearly destroyed.
Part 6: King of the Mongols
-Temujin let his blood brother (the general of the previous opposing army) have his last wish: a broken back. Temujin becomes the great King of the Mongols and is a very powerful leader. He feels threatend by China and therefore invades northern China with a vast army.
-Why did Temujin's blood brother want his back broken?
Part 7: Preparing to Fight
-China planted metal spikes to try to slow down the Mongols, but the Mongols got reinforced by mercenary troops. The Mongols made sure that China wouldn't forget them, being very violent and stealing all their riches. The Mongols stopped all supplies from getting into Beijing and started to make things like catapults in preparation to get past the Great Wall.
-Were the Chinese engineers that helped them from the mercenary armies they picked up along the way?
Part 8: The Big Invasion
-Inside Beijing, many starved to death and some survivors became cannibals. The Mongols made a strong attack with Chinese prisoners in the front line, but the Chinese were still more advanced when it came to the technology. Genghis and his army still got in, the Chinese general killing himself when the city started to fall quickly.
-I thought suicide was a Japan thing, did the Chinese warriors have a similar honorary suicide hara-kiri type thing?
Part 9: The Great Empire
-Genghis Khan started to build a permanent capital after Beijing was totally annihilated, wanting his people to benefit. A legal code started to develop; Genghis even stared to form trade routes. When Persians murdered Genghis's ambassador, he got a little mad and invaded Persia; eventually expanding his empire to 4x Alexander the Great and 2x of Rome.
-Why did the Persians kill the ambassador?
Part 10: Death of Genghis
-Genghis tried to gain immortality from a monk, but was unable to, and died in a final conquest to China (not even in battle). He died unable to conquer the world, and appointed his son Ogedei as the next khan. His sons later doubled the size of the empire.
-Ummm.....why was his burial site kept so secret?
Sunday, February 8, 2009
DBQ #2 Women in the Post Classical Period
DBQ Essay #2--Women in the Post Classical period Amy
Women had different treatments in different areas of the post classical period, sometimes positive and sometimes negative treatment. The treatment differed not only for religious reasons, but also in the different societies. However, for some the treatment was not seen as harsh, but actually as a protection to the women, even though the treatment was in reality very negative to many. Other cultures gave women more freedom, rights, and sometimes even respect, a very positive treatment to many. The assortment of documents were from different societies and religious backgrounds, but one can easily say that one point of view in the post classical period towards women was more common than the other. There was little change over time in this negative point of view, it stayed the same for the most part.
Women were considered differently in the different religions of the post classical period of history. In some religions women were treated and thought of fairly well, while in others they were looked upon poorly. An example of women being treated fairly well in a religion can be found in the Islamic Koran of 600 C.E. This can be said because the document showed that women had some property and inheritance rights, a thing that was somewhat rare at this time. Also, the document showed that women can have control over their own body, their husband doesn't control their body. The view of this document is positive because it is giving women rights and control, and it states that men need to respect their wives- if their mad, leave them alone. God created both men and women "from a single cell", they both need to be treated fairly and with respect (Doc 1).
However, this was not how it was in all the religions unfortunately. A Jewish Commentary from 1200 CE pretty much called women stupid, because they can't understand prayers and shouldn't be able to say them, men have to do it for them. This document shows a negative point of view towards women because it not only calls them too stupid to understand the "words of Grace", but it places them as lower than an "ignoramus, who understands Hebrew and some of what is said...but as for women, who do not understand at all". One can easily conclude that the point of view of this religious document is negative towards women (Doc 2). Ibn Battuta also had his religious opinions about women in the post classical period, in the year 1352. He was in Mali at the time, and was horrified to find that women there were not modest, not veiled, sometimes not even dressed, and they had male friends outside of marriage. This can be called a negative point of view because Ibn called them "outlandish" and said that they did "bad things", he was very strict and rude sounding about it, saying that women shouldn't have freedom (Doc 5).
In the everyday society of the post classical period different views were expressed about women, positive and negative. A negative view of women in society can be seen in a legal code of the Byzantine empire from 900 C.E. The document stated that women should not be called as witnesses, and for them to be seen in public was dishonorable, not virtuous, not modest, and insulting. The document said that it would give them "the habit of speaking more freely than they ought". One can conclude from this document that there was a negative point of view towards women in the area of that time because of the document saying how dishonorable it was for women to be seen and heard in public, or that they shouldn't be able to speak freely (Doc 3).
There were still some positive views of women in society in some areas during this period. This can be seen in Yuan Cai's Book of Advice for Family Heads in China, from 1140-1195. Yuan Cai showed that society in his time and area had a more positive view of women. This can be said because in this document he said that women were smart, useful, worthy, and wise. They could take care of a house and family even if a man wasn't there. The point of view was that they should be taught reading and arithmetic. This way they could manage finances and businesses while still caring for the family (Doc 4).
These documents can easily be compared and contrasted between each other because of the different points of view, different societies, and religious backgrounds. Documents 2, 3, and 5 can all be seen as negative because they all have the negative view towards women. However, only two of the documents are form religious background, and one from a society. Documents 1 and 4 can be seen as positive because of the kind words they have about the treatment of women. However, document 4 isn't talking about the body at all or even much about respect as document 1 is, instead it talks about how smart and useful women can be. Overall, it can be said that that major point of view as shown in these documents of the post classical period, the point of view towards women was negative because they were stupid, dishonorable if seen in public, and disrespectful if they weren't veiled. Even though documents 1 and 4 have the positive view towards women, the documents only give some kind words to women, some respect, and only some freedom, not all that should have been given. Additional documents that would be helpful in this topic would be documents from Hinduism, Buddhism, or even a document written by a woman, because none of these views were given and it would give more of a variety to look at and think about. The documents would be from a different perspective if there were some actually written by a woman, making it easier to see the treatment of women at the time. A document from Hinduism or Buddhism also would give a different perspective than Islam, China, or Europe because the religions are commonly found in India so there would be a different culture.
Women had different treatments in different areas of the post classical period, sometimes positive and sometimes negative treatment. The treatment differed not only for religious reasons, but also in the different societies. However, for some the treatment was not seen as harsh, but actually as a protection to the women, even though the treatment was in reality very negative to many. Other cultures gave women more freedom, rights, and sometimes even respect, a very positive treatment to many. The assortment of documents were from different societies and religious backgrounds, but one can easily say that one point of view in the post classical period towards women was more common than the other. There was little change over time in this negative point of view, it stayed the same for the most part.
Women were considered differently in the different religions of the post classical period of history. In some religions women were treated and thought of fairly well, while in others they were looked upon poorly. An example of women being treated fairly well in a religion can be found in the Islamic Koran of 600 C.E. This can be said because the document showed that women had some property and inheritance rights, a thing that was somewhat rare at this time. Also, the document showed that women can have control over their own body, their husband doesn't control their body. The view of this document is positive because it is giving women rights and control, and it states that men need to respect their wives- if their mad, leave them alone. God created both men and women "from a single cell", they both need to be treated fairly and with respect (Doc 1).
However, this was not how it was in all the religions unfortunately. A Jewish Commentary from 1200 CE pretty much called women stupid, because they can't understand prayers and shouldn't be able to say them, men have to do it for them. This document shows a negative point of view towards women because it not only calls them too stupid to understand the "words of Grace", but it places them as lower than an "ignoramus, who understands Hebrew and some of what is said...but as for women, who do not understand at all". One can easily conclude that the point of view of this religious document is negative towards women (Doc 2). Ibn Battuta also had his religious opinions about women in the post classical period, in the year 1352. He was in Mali at the time, and was horrified to find that women there were not modest, not veiled, sometimes not even dressed, and they had male friends outside of marriage. This can be called a negative point of view because Ibn called them "outlandish" and said that they did "bad things", he was very strict and rude sounding about it, saying that women shouldn't have freedom (Doc 5).
In the everyday society of the post classical period different views were expressed about women, positive and negative. A negative view of women in society can be seen in a legal code of the Byzantine empire from 900 C.E. The document stated that women should not be called as witnesses, and for them to be seen in public was dishonorable, not virtuous, not modest, and insulting. The document said that it would give them "the habit of speaking more freely than they ought". One can conclude from this document that there was a negative point of view towards women in the area of that time because of the document saying how dishonorable it was for women to be seen and heard in public, or that they shouldn't be able to speak freely (Doc 3).
There were still some positive views of women in society in some areas during this period. This can be seen in Yuan Cai's Book of Advice for Family Heads in China, from 1140-1195. Yuan Cai showed that society in his time and area had a more positive view of women. This can be said because in this document he said that women were smart, useful, worthy, and wise. They could take care of a house and family even if a man wasn't there. The point of view was that they should be taught reading and arithmetic. This way they could manage finances and businesses while still caring for the family (Doc 4).
These documents can easily be compared and contrasted between each other because of the different points of view, different societies, and religious backgrounds. Documents 2, 3, and 5 can all be seen as negative because they all have the negative view towards women. However, only two of the documents are form religious background, and one from a society. Documents 1 and 4 can be seen as positive because of the kind words they have about the treatment of women. However, document 4 isn't talking about the body at all or even much about respect as document 1 is, instead it talks about how smart and useful women can be. Overall, it can be said that that major point of view as shown in these documents of the post classical period, the point of view towards women was negative because they were stupid, dishonorable if seen in public, and disrespectful if they weren't veiled. Even though documents 1 and 4 have the positive view towards women, the documents only give some kind words to women, some respect, and only some freedom, not all that should have been given. Additional documents that would be helpful in this topic would be documents from Hinduism, Buddhism, or even a document written by a woman, because none of these views were given and it would give more of a variety to look at and think about. The documents would be from a different perspective if there were some actually written by a woman, making it easier to see the treatment of women at the time. A document from Hinduism or Buddhism also would give a different perspective than Islam, China, or Europe because the religions are commonly found in India so there would be a different culture.
Saturday, February 7, 2009
DBQ Chart 2
DBQ Chart 2--Women in the Post classical Period
Doc #1
Date: 600 CE
Source: Koran
Cat. #1--Religion.
-Some property rights
-Control of body
Cat. #2--Society
...
P.O.V.
+(positive)
Doc. #2
1200 CE
Jewish Commentary
Cat. #1--Religion
-Women stupid, can't say/understand prayers
Cat. #2--Society
...
P.O.V.
- (negative)
Doc.#3
900 CE
Legal Code
Cat. #1--Religion
...
Cat.#2--Society
-Shouldn't be called as witnesses/seen in public.
-Seen in public=dishonorable, not modest/virtuous. Insulting
P.O.V.
- (negative)
Doc.#4
1140-1195
Yuan Cai's book
Cat. #1--Religion
...
Cat.#2--Society
-Women smart, useful, worthy, wise
-Should know reading, arithmetic
P.O.V.
+ (positive)
Doc. #5
1352
Ibn Battuta
Cat. #2--Religion
-Should be modest, veiled no male friends, fully clothed.
-Women in Mali were the opposite of this and he was horrified
Doc #1
Date: 600 CE
Source: Koran
Cat. #1--Religion.
-Some property rights
-Control of body
Cat. #2--Society
...
P.O.V.
+(positive)
Doc. #2
1200 CE
Jewish Commentary
Cat. #1--Religion
-Women stupid, can't say/understand prayers
Cat. #2--Society
...
P.O.V.
- (negative)
Doc.#3
900 CE
Legal Code
Cat. #1--Religion
...
Cat.#2--Society
-Shouldn't be called as witnesses/seen in public.
-Seen in public=dishonorable, not modest/virtuous. Insulting
P.O.V.
- (negative)
Doc.#4
1140-1195
Yuan Cai's book
Cat. #1--Religion
...
Cat.#2--Society
-Women smart, useful, worthy, wise
-Should know reading, arithmetic
P.O.V.
+ (positive)
Doc. #5
1352
Ibn Battuta
Cat. #2--Religion
-Should be modest, veiled no male friends, fully clothed.
-Women in Mali were the opposite of this and he was horrified
Saturday, January 31, 2009
Japanese Heian Period Document
This is a picture of an Amida Buddha from the Heian period in Japan. It was carved by Jocho in 1053. This Buddha is 3 meters high measured form the top of it's head to it's knees. The Buddha is made of gilt lacquer over wood. Gilt is a form of gold and lacquer is sometimes a hard durable finish that can produce a high gloss. It is located at Phoenix Hall, a part of a Buddhist Temple in Kyoto Japan. The Amida is installed on a high platform.This connects to what we're talking about in class for the Heian period because it shows the sinification that was taking place. The Japanese were starting to act more and more like the Chinese, incorporating their religions into their society. Buddhism (mostly Zen or Chan) was common in China, and now it's being shown in Japan as they tried to be like China.
Monday, January 5, 2009
Chinese Poetry/Painting
Poem
The above poem is called 'Question and Answer on the Mountain' by the Chinese poet Li Bai. In this poem I think that Li Bai is saying that just by relaxing a little and calming down, all your problems seem to float away like the peach blossom. The Chinese held mountains in high esteem, the mountain seemed to give Li Bai some answers himself, and when someone asked him why he spent time there, he just smiled to show that he spent time on the glorious mountain because it made him feel at peace and appreciate those simple things around him, making him feel more powerful.
Painting
The above painting is called 'On a Mountain Path in Spring' by the Chinese painter Ma Yuan. In this painting I think that Ma Yuan was showing that it was good to go to a mountain especially in the spring after a winter where you may have been stuck inside for awhile. I clicked in closer on the larger man and I thought that his face looked like he was already thinking. If someone was to go to a mountain for awhile in the spring they would be able to think about things in some fresh air and then they wouldn't be so worried about their problems. The path looked like it was smooth and easy, inviting people to walk up it and forget about their troubles after they had thought them through, then they would be able to enjoy the plants and animals around the path.
Connection
I noticed connections between the painting and the poem. Both were about mountains, mentioning a few other things about nature. In the poem Li Bai talked about the green mountain and a peach blossom. In the painting Ma Yuan had some plants and a bird. It can be concluded from that that the Chinese held mountains and nature in high esteem. They were majestic and powerful, but also a place you could go to find peace. That's another connection. In both the painting and the poem, they seemed to be thinking about things, and in the poem the things floated away for him to be happy. In the painting, the man was still walking the path, still thinking about things it seemed. The poem was short and simple, but I found that it actually had a lot to say. The same with the painting. It didn't have too many details, there was quite a bit of blank space left, but the details that were there still showed a large message.
The above poem is called 'Question and Answer on the Mountain' by the Chinese poet Li Bai. In this poem I think that Li Bai is saying that just by relaxing a little and calming down, all your problems seem to float away like the peach blossom. The Chinese held mountains in high esteem, the mountain seemed to give Li Bai some answers himself, and when someone asked him why he spent time there, he just smiled to show that he spent time on the glorious mountain because it made him feel at peace and appreciate those simple things around him, making him feel more powerful.
Painting
The above painting is called 'On a Mountain Path in Spring' by the Chinese painter Ma Yuan. In this painting I think that Ma Yuan was showing that it was good to go to a mountain especially in the spring after a winter where you may have been stuck inside for awhile. I clicked in closer on the larger man and I thought that his face looked like he was already thinking. If someone was to go to a mountain for awhile in the spring they would be able to think about things in some fresh air and then they wouldn't be so worried about their problems. The path looked like it was smooth and easy, inviting people to walk up it and forget about their troubles after they had thought them through, then they would be able to enjoy the plants and animals around the path.
Connection
I noticed connections between the painting and the poem. Both were about mountains, mentioning a few other things about nature. In the poem Li Bai talked about the green mountain and a peach blossom. In the painting Ma Yuan had some plants and a bird. It can be concluded from that that the Chinese held mountains and nature in high esteem. They were majestic and powerful, but also a place you could go to find peace. That's another connection. In both the painting and the poem, they seemed to be thinking about things, and in the poem the things floated away for him to be happy. In the painting, the man was still walking the path, still thinking about things it seemed. The poem was short and simple, but I found that it actually had a lot to say. The same with the painting. It didn't have too many details, there was quite a bit of blank space left, but the details that were there still showed a large message.
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