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Ayn Rand's Anthem

4/7/2020

0 Comments

 
A place to discuss the work of Anthem by Ayn Rand. It is tough to find a quote that doesn't spoil the short read, but...“The word "We" is as lime poured over men, which sets and hardens to stone, and crushes all beneath it, and that which is white and that which is black are lost equally in the grey of it. It is the word by which the depraved steal the virtue of the good, by which the weak steal the might of the strong, by which the fools steal the wisdom of the sages. What is my joy if all hands, even the unclean, can reach into it? What is my wisdom, if even the fools can dictate to me? What is my freedom, if all creatures, even the botched and impotent, are my masters? What is my life, if I am but to bow, to agree and to obey? But I am done with this creed of corruption. I am done with the monster of "We," the word of serfdom, of plunder, of misery, falsehood and shame.”
― Ayn Rand, Anthem
0 Comments

Cold War DBQ

4/2/2020

14 Comments

 
Thesis Statement Time Folks!
  • write a thesis with the provided 7 documents
  • need help? let me know
    • ​​again, I will review this tomorrow. Try to post by noon Friday 4.3
14 Comments

Cold War: Part One

4/2/2020

13 Comments

 
  • What is your take on MAD?
  • Were you comforted by the Duck and Cover school video?
  • How are the actions of the United States noticeably different after WWII than WWI? SAQ practice.
  • What questions do you have before tomorrow's hot spots of the Cold War?
    • ​I will wrap this up Friday morning, try to post by noon 4.3
13 Comments

Analyzing WWII's Cost

3/31/2020

11 Comments

 
  • Why was an “unconditional surrender” mandatory for the USA and other Allied Powers?
  • Which “theater” of the war suffered the greatest loss of life? Why?
  • Who suffered most? Least?
    • [Allied Military, Axis Military, Axis Civilians, Allied Civilians] Why?
  • Which nations were most affected? Which were affected the least? Why? Anything noteworthy with this data outside the questions I have asked here?
  • Regarding the quote from Herman Goring:
    • What are we to take away from this quote? How is it relevant? POV?
  • Bonus: Complete this quote: When fascism comes to America, it will…
  • Bonus Bonus: What does the quote IMPLY? Agree or Disagree? Evidence?
11 Comments

Atomic Bomb Debate: To Drop, or Not To Drop

3/30/2020

16 Comments

 
The Challenge: Take the position of a high-ranking American military decision maker. Your daily job, among other important tasks during war years, is to advise the President on important war matters. It is August 1st, 1945, and you have just received word from your subordinates that “the bomb” is ready for use if the President wishes. Advise President Truman on whether or not he should drop the atomic bomb on Japan.

•Paragraph 1: Be sure to start by acknowledging at least three reasons from the other side of the argument (in order to give your decision more credence).

•Paragraph 2: But / However / That being said…It is in my expert opinion that the United States…
•The final paragraph of your post should explain, in detail, why you believe your decision (whether to drop the atomic bomb or not) is the correct decision. 

Since I am trying to recreate a debate here, it is very important when you post to check the box that sends an email to you whenever someone directly replies to your post, whether it is me or another student. Like the previous post, lets try to have this completed by 6 AM tomorrow so I can assess, provide feedback, and begin looking at the immediate and long term effects of the Second World War.

16 Comments

WWII: Winning in Europe

3/30/2020

14 Comments

 
Lets start off this week with some basics before diving into the atomic age with the bombing of Hiroshima, Nagasaki and the resultant V-J Day on August 14th/15th, 1945. 

Questions to discuss:
  • 1) What were Hitler and the Axis Powers’ biggest military mistakes?
  • 2) How were Asian-Americans affected after the bombing at Pearl Harbor? 
  • 3) What part of Frank Capra’s film misleads Americans or is it propaganda that is all true?
  • 4) What were the three major "turning points" in Europe? In other words, what three events allowed the ALLIED nations to turn the tides of war and defeat the Axis powers in Europe?
  • 5) Who deserves the most credit for winning the war in Europe?
  • 6) Comments, Questions and Additional Points of Interest

Due: It would be great if we had this done by 6 AM Tuesday, 3.31.2020

Remember after posting to check the box that will notify when someone responds to your post. Hopefully we can create a bit of an online debate about the weekend and today's material. 
14 Comments

3.25 - Thesis Practice

3/25/2020

13 Comments

 
 Which of the following statements does not describe fascism?
  • A. a political theory advocating class war and leading to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs.
  • B. the veneration of the state, a devotion to a strong leader, and an emphasis on ultra-nationalism and militarism; views political violence, war, and imperialism as a means to achieve national rejuvenation, and it asserts that stronger nations have the right to expand their territory by displacing weaker nations
  • C.a governmental system led by a dictator having complete power, forcibly suppressing opposition and criticism, regimenting all industry, commerce, etc., and emphasizing an aggressive nationalism and often racism.
  • D. a political philosophy, movement, or regime that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition
  • E. a way of organizing a society in which a government ruled by a dictator controls the lives of the people and in which people are not allowed to disagree with the government
 
Thesis Statement:
Compare and contrast government responses to the economic destitution caused in the wake of WWI and the Great Depression for two of the following nations:
  • Japan
  • Soviet Union
  • Italy
  • Germany
  • United States
  • Britain and/or France
13 Comments

3.24: Ideologies of Major Combatants

3/24/2020

14 Comments

 
Answer the following questions for each of the ideologies in competition during WWII.
a) Fascism (Italy)
b) Nazism (Germany)
c) Communism (USSR)
d) Democratic Socialism (France and Britain / USA)
​e) Authoritarian of the Radical Right (Japanese)
  • 1. Who was/were the human leader(s)?
  • 2. How did they assumed power?
  • 3. What was the political party / ideology's ultimate goal?
  • 4. Was propaganda used on their population? Was it successful? Have a cool example? [POV practice]
  • 5. Create a list of virtues, held beliefs, and principles associated with each ideology.
Blog Post Answers will unlock tomorrow morning
Try to post your answers by tonight as this will lead tomorrow's lesson: WWII - The Axis Advance
14 Comments

3.23 - Capitalism, Dust Bowl and Great Depression

3/23/2020

10 Comments

 
Thoughts, Questions and Answers...
  • What are the positives of the capitalistic system?
  • What religions / ideologies throughout history have shunned individual materialism?
  • What caused stock markets to crash?
  • What caused banks to fail? Can this happen again?
  • What caused the American Dust Bowl?
  • What is democratic socialism? Who adopted it? Who did not?
  • How was the construction of the Hoover Dam tied to economic recovery during FDR’s New Deal? How did it help?
  • What were the causes and effects of the Great Depression?
  • Big Question: Nazism in Germany and Fascism in Italy got their nations out of the Great Depression much faster than FDR’s New Deal in America? What really got American out of the Great Depression if not FDR’s New Deal policies?
  • Big Thought: Compare and contrast the way nations are affected by the Great Depression> Analyze their different responses to the economic destitution. Last part leads to WWII; Germans and Italians vote away Enlightened rights in favor of immediate economic recovery…but at what cost?!
  • Steinbeck's Grapes of Wrath excerpt:
    • ​​folks, I would LOVE to talk about this short 1-page chapter
10 Comments

3.23 - Western Culture: The Roaring 20's

3/23/2020

10 Comments

 
This blog space is for the discussion of culture and art in the West during the 1920's and early 1930's. What do you think Dali's paintings "mean?" You like? Dislike? How about the Jazz? If you would like to discuss anything regarding culture in today's lesson, this is the spot. 
10 Comments

WWI & 1918 Flu Pandemic Discussion Thread

3/20/2020

18 Comments

 
I would like to use this DISCUSSION POST to satisfy a few purposes.
1) Have a WWI question? post it and lets see who can get to the answer first!

2) Want to share answers regarding the CAUSE and EFFECTS page and/or Pandemic questions? Do it here.

3) Write a DBQ for the 2015 Responses to the Flu Pandemic prompt. It would be awesome if we all took this challenge and posted an essay by Sunday morning.

4) Deep Thoughts:

a) find a piece of political propaganda (any era) and see if you we can determine its intended audience and purpose? This could be fun, right? Can you stump Sherer?

b) Movie Thoughts: Did you watch All Quiet on the Western Front? What were your thoughts? What was the author's purpose / POV?

c) anything else that you find relevant.



18 Comments

Easter Island & The Anthropocene: Making Connections

2/12/2020

37 Comments

 
  • What is the relationship between Diamond’s essay Easter Island and our Ted Talk on the Anthropocene by Will Steffen?
    • What can be concluded, deduced, learned?
    • Will the lesson of Easter Island play out on a grander scale?
    • Are their modern safeguards against this fate?
      • As always, please provide opinions supported by evidence. Like your Humans' & Their Societies Essay, these should, for me, be insightful and a pleasure to read.
  • DUE Sunday @ High Noon
    • ​​Assessment Grade 
37 Comments

Classical Persia

9/13/2019

39 Comments

 
As discussed, we need evidence about the Classical Persians due to their importance, both in the Classical Era and for later history. Submit your research in blog posts but make sure to label each post with the relevant SPICE-T course theme (this part is graded). Use ALL CAPS for key term "evidence." Include links to great resources for future access as well. Try not to copy/paste voluminous texts as I expect us to read through this post and we wouldn't want to make it too taxing...like the Persians...who levied historically "fair" taxes.
​
ex. P - Persia ruled through a system of SATRAPS (districts) with regional SATRAPIES (governors).


https://www.freeman-pedia.com/

​Hazah! Historical Research!!!
39 Comments

Panem et Circenses in America?

9/10/2019

13 Comments

 
A) What were Panem et Circensus and what PURPOSE did they serve in ancient Rome?

B) How were Panem et Circensus significant to ancient Rome?

C) Since we are devoting a good deal of time and thought to the relationship between the Fall of Western Rome and their Bread and Circuses, maybe it would be a good time to see if there is any parallels in modern-day America. Drop your thoughts below and be sure to including your first name and last initial. email is not required.
13 Comments

The Future: Breaking The World Systems Theory

3/14/2017

14 Comments

 
How will technological innovation affect, alter, disrupt, break, or preserve, the economic cycles initiated with the advent of the industrial revolution and capitalism?
  • Things to consider: A.I., Drones, Quantum Computing, 3-D printing, Graphene, Tesla and Space-X, Terra-forming, Bitcoins, Renewable Energy,  Genetics, etc...
  • Continuity and Change Over Time
  • Due by midnight, 3.14
14 Comments

Cortez The Killer by Neil Young & Crazy Horse

2/6/2017

29 Comments

 
After today's tasty musical selection, construct a POV statement for Neil Young's song "Cortez The Killer" being sure to address PURPOSE and RELIABILITY. Happy POVing!
29 Comments

Which Chinese Ideology...

10/7/2016

58 Comments

 
Due by Friday 10.14
Which political ideology would be best used in ruling modern-day Iraq? 
  • Athenian Democracy
  • Roman Republic
  • Chinese Confucianism
  • Chinese Legalism
58 Comments

Plato's Apology for Socrates

9/29/2016

24 Comments

 
No more free "A" for practice kiddos, this one is for keepsies. Write your best POV per our class rules for Plato's Apology. Due at Midnight tonight, don't be tardy.
24 Comments

Thesis for Big Picture Intro to Unit 2

9/22/2016

28 Comments

 
Compare and contrast the continuities and changes between first and second-wave civilizations in Afro-Eurasia and/or Americas between the years 3500 to 500 BCE.
28 Comments

POV for Chief Sealth

9/21/2016

38 Comments

 
Using our rules in class, please post your best POV statement for today's Primary Source. 
  • underline whether you selected AUTHOR, AUDIENCE, or PURPOSE
  • use italicized font for relevant STRINGE categories
  • use ALL CAPS for TONE, FOCUS, or RELIABILITY
  • skip a few lines and conclude with the "example or effect"
EX: The author, Chief Seattle, was a/n STRINGE(s) which impacts the TONE/FOCUS/RELIABILITY

...in that....
...because...

38 Comments

Compare and Contrast THESIS Intro

9/11/2016

69 Comments

 
Compare and contrast [ a) the social structures b) the political systems c) the interaction d) the culture OR e) the economics] of two of the following human societal arrangements:
•gatherer & hunter societies
•agricultural societies
•pastoral societies

​
•Compare and contrast the similarities and differences:
   - Please include:
   - Thesis statement including a time, a place and 3 categories of analysis

 
​Be sure to post ONLY your thesis statement by midnight on Monday.

Step 2: Prompt Change:
Compare and contrast pastoral and settled agricultural societies.

​*Directions can be found under the WHAP main tab...happy thesising!
**Due, again, at Midnight

69 Comments

Bonus Posts: Modern Propaganda

4/18/2016

8 Comments

 
Picture
Propaganda Bonus Assignment: As we have discussed, the war for public opinion was never more important than with the advent of modern, total war. Couple of ways to accrue some extra points here. The first is to respond to one of these quotes with your own perspective / evidentiary-based comment. Another is to post an example of modern propaganda and explain its details. This later option would obviously garner more points as it requires more time and laborious thinking...but I bet it would be worth it! Happy History WHAP. 
​
Image to the right courtesey of Jeff Gates, Chamomile Tea Party; for more, visit: http://chamomileteaparty.com)

“And if all others accepted the lie which the Party imposed—if all records told the same tale—then the lie passed into history and became truth. 'Who controls the past' ran the Party slogan, 'controls the future: who controls the present controls the past.” 
― George Orwell, 1984

“All art is propaganda. It is universally and inescapably propaganda; sometimes unconsciously, but often deliberately, propaganda.” 
― Upton Sinclair

“The most effective way to destroy people is to deny and obliterate their own understanding of their history.” 
― George Orwell

“It would not be impossible to prove with sufficient repetition and a psychological understanding of the people concerned that a square is in fact a circle. They are mere words, and words can be molded until they clothe ideas and disguise.” 
― Joseph Goebbels

“There is nothing in the record of the past two years when both Houses of Congress have been controlled by the Republican Party which can lead any person to believe that those promises will be fulfilled in the future. They follow the Hitler line - no matter how big the lie; repeat it often enough and the masses will regard it as truth.” 
― John F. Kennedy

“The whole aim of practical politics is to keep the populace alarmed (and hence clamorous to be led to safety) by an endless series of hobgoblins, most of them imaginary.” 
― H.L. Mencken, In Defense Of Women

“Propaganda is to a democracy what the bludgeon is to a totalitarian state.” 
― Noam Chomsky, Media Control: The Spectacular Achievements of Propaganda

“We become slaves the moment we hand the keys to the definition of reality entirely over to someone else, whether it is a business, an economic theory, a political party, the White House, Newsworld or CNN.” 
― B.W. Powe, Towards A Canada Of Light​

​“Those who are capable of tyranny are capable of perjury to sustain it.” 
― Lysander Spoone

“Violators cannot live with the truth: survivors cannot live without it. There are those who still, once again, are poised to invalidate and deny us. If we don't assert our truth, it may again be relegated to fantasy. But the truth won't go away. It will keep surfacing until it is recognized. Truth will outlast any campaigns mounted against it, no matter how mighty, clever, or long. It is invincible. It's only a matter of which generation is willing to face it and, in so doing, protect future generations from ritual abuse.” 
― Chrystine Oksana, Safe Passage to Healing: A Guide for Survivors of Ritual Abuse

“It is always a much easier task to educate uneducated people than to re-educate the mis-educated.” 
― Herbert M. Shelton, Getting Well

“The American people are free to do exactly what they are told.”
― Ward Churchill

“It is possible to argue that the really influential book is not that which converts ten millions of casual readers, but rather that which converts the very few who, at any given moment, succeed in seizing power. Marx and Sorel have been influential in the modern world, not so much because they were best-sellers (Sorel in particular was not at all a widely read author), but because among their few readers were two men, called respectively Lenin and Mussolini.” 
― Aldous Huxley

“But the most brilliant propagandist technique will yield no success unless one fundamental principle is borne in mind constantly and with unflagging attention. It must confine itself to a few points and repeat them over and over. Here, as so often in this world, persistence is the first and most important requirement for success.” 
― Adolf Hitler

“Why of course the people don't want war. Why should some poor slob on a farm want to risk his life in a war when the best he can get out of it is to come back to his farm in one piece? Naturally the common people don't want war neither in Russia, nor in England, nor for that matter in Germany. That is understood. But, after all, it is the leaders of the country who determine the policy and it is always a simple matter to drag the people along, whether it is a democracy, or a fascist dictatorship, or a parliament, or a communist dictatorship.
Voice or no voice, the people can always be brought to the bidding of the leaders. That is easy. All you have to do is tell them they are being attacked, and denounce the peacemakers for lack of patriotism and exposing the country to danger. It works the same in any country.” 
― Hermann Göring
​

“Information is controlled because the free flow of truth is not always expedient for those wishing to maintain control.” 
― Bryant McGill, Simple Reminders: Inspiration for Living Your Best Life

“State propaganda, when supported by the educated classes and when no deviation is permitted from it, can have a big effect. It was a lesson learned by Hitler and many others, and it has been pursued to this day.” 

― Noam Chomsky, Media Control: The Spectacular Achievements of Propaganda

“In wartime, truth is so precious that she should always be attended by a bodyguard of lies.” 

― Winston S. Churchill

“Propaganda is as powerful as heroin; it surreptitiously dissolves all capacity to think.” 
― Gil Courtemanche, A Sunday at the Pool in Kigali

“A fool will believe anything.”--PROVERBS 14:15

8 Comments

Travelers' Tales and Observations: Considering the Evidence

11/24/2015

 
Final Directions: EACH student needs to have the following turned in [either electronically or traditionally] by the beginning of class on Monday, November 30th:
a) your assigned SOAPSTone 
b) your assigned Point of View Statement
c) answers to your assigned questions
d) answers to the four questions below (they should be dripping wet with evidence yo!)
ex. If you were in the Marco Polo group (Marco!...........that was a fun game!), you should be submitting the following: a SOAPStone and POV statement for document 7.2 with the assigned four (a-d) questions for that document as well as individual answers to the four using evidence questions below. 
*No length requirement, duh; QUALITY over QUANTITY always my little humans, always. 

Using Evidence:
1. Describing a foreign culture: Each of these documents were written by an outsider to the people or society he is describing. What different postures toward these foreign cultures are evident in the sources? How did the traveler’s various religions shape their perception of places they visited? How did they view the women of their host societies? Were these travelers more impressed by the similarities or by the differences between their home cultures and the ones they visited?
 
2. Defining the self-perception of authors: What can we learn from these documents about the men who wrote them? What motivated them to travel so far from home? How did they define themselves in relationship to the societies they observed?
 
3. Assessing the credibility of sources: What information in these sources would be most valuable for historians India, China and West Africa in the 3rd Wave Era? What statements in these sources might be viewed with the most skepticism? You will want to consider the author’s purpose and their intended audiences in evaluating their writings.
 
4. Considering outsider’s accounts: What are the advantages and limitations for historians in drawing on the writings of foreign observers?
In your assigned group, please create and post a SOAPStone analysis and POV statement for your assigned primary document. Next, respond to the corresponding questions. DUE BY MIDNIGHT!
7.1 - A Chinese Buddhist in India
a. What surprised or impressed Xuanzang on his visit to India? What features of Indian life might seem the most strange to a Chinese visitor?
b. How might these selections serve to illustrate or to contradict the descriptions of Indian civilization found in chapters 3-5?
c. What can this document contribute to our understanding of Buddhist practice in India?
7.2 – A European Christian in China
a. How would you describe Marco Polo’s impression s of the city? What did he notice? What surprised him?
b. Why did Marco Polo describe the city as “the finest and the noblest in the world”?
c. What marks his account of the city as that of a foreigner and a Christian?
d. What evidence of China’s engagement with a wider world does this account offer?
​7.3 – An Arab Muslim in West Africa
a. How would you describe Ibu Battuta’s impression of Mali? What surprised or shocked him? What did he appreciate?
b. What does Ibu Battuta’s description of his visit to Mali reveal about his own attitudes and his image of himself?
c. What might historians learn from this document about the nature and extent of Islam’s penetration in this West African empire? What elements of older and continuing West African cultural traditions are evident in the document?
d. What specifically does Ibu Battuta find shocking about the women he encounters on his travels in West Africa?
e. What indications of Mali’s economic involvement with a wider world are evident in this document?

Comparing and Contrasting Rome and Han via SPICE

10/12/2015

22 Comments

 
Using our ten in-class examples, please identify the sole correct thesis statement and copy / paste it into this forum. Don't trip if it doesn't appear; this one can only be seen by me!

  • Both massive Empires of Afro-Eurasia, the Han Dynasty and the Roman Empire of the Classical Era had similar social hierarchies  with the Hans dividing people into land lords and peasants and the Romans dividing people into patricions (sic) and plebeians, but they differed in that Roman’s believed certain races were meant to be slaves and Slavery was on a small scale in the Han Dynasty; furthermore the women of the Hans were bound by confuscionist (sic) test that made them subordinate to their men and the Romans allowed their women to own property.
    • Social (no AP) – 3.5
    • cat one: should compare the iniquities not that they have social hierarchies
    • cat two: not a direct comparison
    • cat three: wording; women were relatively “freer” in Rome than Han
 
  • Between the years 500 BCE and 500 CE in Afro-Eurasia, the Roman and Chinese Empire’s culture differed in religion china absorbed Buddhism and Rome obstained (sic) Christianity. Secondly, adding that their belief systems were very distinctive of what was to be teached (sic) and done, however were alike in invoked supernatural sanctions.
    • Culture (no AP) - 3
    • cat one: isn’t their absorption of a foreign religion a similarity?
    • cat two: huh?
    • cat three: good
 
  • During the second wave era, the Han Dynasty of China and the Roman Empire of Afro-Eurasia were threatened by foreigners, formed militaries that expanded their militaries, but Rome centralized its power while the Han Dynasty utilized Confucianism and Legalism.
    • Political? (no AP) – 3.5
    • place stamp should be East Asia
    • Cat one and two: spot on
    • cat three: another similarity? they both centralized power but differed in how / effectiveness
 
  • In 500 BCE to 500 CE in Afro-Eurasia both Roman and Chinese classical cultures used supernatural beliefs to explain why they were in power while incorporating foreign religions into their empires, but in contrast the Romans exiled their beliefs for Greek rationality and the Romans focused their architecture on leaders and upper-class citizens, whereas the Han Dynasty also did, but included their soldiers.
    • Culture (AP!) – 4.5
    • cat one: perfect
    • cat two: perfect
    • cat three: CLOSE! Rome adopted foreign ideas whereas China did not
 
  • The Roman and Han Empires in the Classical era in Afro-Eurasia both used a form of coinage, had their own standardized weights and measurements, but differed in the percentage of wealth produced by slave labor.
    • Economics (AP) - 5
    • cat one: good
    • cat two: good
    • cat three: perfect
    • There IS actually one incorrect element in this thesis; it should read: The Roman and Han Empires in the Classical era in Afro-Eurasia were ECONOMICALLY similar in that they both used coinage and had their own standardized weights and measurements, but differed ECONOMICALLY in the percentage of wealth produced by slave labor. 
 
  • During second wave civilizations in Afro-Eurasia, the Roman and Han empires constructed separate empires; The Roman empire expanded slowly while the Han empire expanded very quickly, and the Han empire used legalism to fix their empires while Rome didn’t try to fix their empire; while the two empires were distinct they both had a common feature which was that they were brutal to their enemies and relied strongly on their military.
    • Political? (AP) – 4 or 4.5
    • cat one: good
    • cat two: no a direct comparison
    • cat three: good
 
  • The Roman Empire around 27 BCE in Afro-Eurasia and the Han Empire in 206 BCE in China, both had large plantation owned by the wealthy, although both empires were similar in their agricultural, there nature of trade and slavery was greatly diverse.
    • economics (AP) - 3
    • wrong time stamp
    • wrong place stamp
    • cat one: good
    • cat two: similar in their agriculture?
    • cat three: nature of trade? (vague) but slavery is acceptable
 
  • In 500 BCE to 500 CE in Afro-Eurasia the Han and Roman empire tied their belief with natural phenomenons (sic), also because of expansion they caused deforestation, pollution, and urban diseases; lastly the Hans were more accepting of technology, unlike the Romans.
    • Interaction (no AP) - 4
    • cat one: correct but awkward
    • cat two: perfect
    • cat three: correct but again awkward
      • does not address prompt nor does it state sim or diff (implied)
 
  • The Han and Roman Empires in Afro-Eurasia between 200 BCE and 200 CE, both had patriarchal societies, as well as distinctive hierarchical ranks, and slave labor than the Han did.
    • Society (no AP) – 3 or 3.5
      • does not address prompt in thesis
    • wrong time stamp
    • cat one: good
    • cat two: vague (what is the sim or difference ABOUT the social hierarchies?)
    • cat three: not a direct comparison
 
  • The Roman Empire in Afro-Eurasia and the Han Dynasty in Asia from 500 BCE to 500 CE were similar in their causing deforestation and pollution being put in the air, but differed in that while Rome imported a lot of agriculture from their Egyptian cities, the Chinese empire had multiple smaller farms spread out within its empire. 
    • Interaction (AP) – 4.5
    • time stamp not regional – EAST Asia
    • cat one: good
    • cat two: good
    • cat three: good
22 Comments

Applying Political Ideologies

10/9/2015

16 Comments

 
Which classical political ideology would be best used in modern-day Iraq? Explain with historical and modern evidence.
  • Athenian Democracy
  • Roman Republicanism
  • Chinese Legalism
  • Chinese Confucianism
16 Comments
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