DID YOU KNOW? - John Paul II

Pope John Paul II

Talking about Poland, one could barely leave out the fact about its well-known historical figure: Pope John Paul II, who was originally born as Karol Jozef Wojtyla on May 18, 1920 in Wadowice, Poland. Being the first non-Italian Pope in more than 400 years with huge religious, social, and political achievements – John Paul II’s early life was not so smooth. His mother and older brother died when he was at an early age, though John Paul II remained a positive person that was active in school. He was considered to be athletic, enjoying skiing and swimming.

 

Years later he was enrolled in Jagiellonian University in 1938, majoring in theater and poetry, yet the school was closed the consecutive year due to the Nazis’ occupation of Poland. However, John Paul II had a desire to be a priest during the time World War II was going on, so he decided to study at a secret seminary run by the archbishop of Krakow. Shortly after World War II ended, John Paul II completed his religious studies and he spent the next two years in Rome to finish his doctorate in theology.

John Paul II meeting Agca and letting him do confession

After he was done with his studies, John Paul II returned to his homeland, Poland, and served at parishes in and around Krakow. He then consequently became bishop and archbishop, actively participating in the Second Vatican Council. Due to his exceptional contributions toward the Church, John Paul II became cardinal under Pope Paul VI’s acknowledgement in 1967. On October 16, 1978, he was elected successor to Pope John Paul I, becoming the 264th pope of the Catholic Church. During his religious years as the Pope, John Paul II had been traveling the world and visiting more than 100 countries, promoting the message of faith and peace.  In 1981, John Paul II was shot twice by an assassin in St. Peter’s Square in Vatican City. After his recovery, John Paul II had forgiven the attacker, whose name was Agca. He also visited his shooter at the prison, using his example as an act of forgiveness.

Associated with John Paul II are many inspirational stories. One of those was mentioned in an interview with Mrs. Giuliano, MCC's Religion teacher, about him saving a Jewish girl after World War II ended. The Religion teacher went on and said, "John Paul II, at the time the war just finished, was freed from a concentration camp. He walked through a big field and saw a girl, who was skinny and was also just freed from a concentration camp. She was lying in the snow when he picked her up and carried her for about two miles to the train station." The train station at the time was where most people would come to find their family members and relatives.

John Paul II meeting with Edith Zierer

The girl's name was Edith Zierer, now a Jewish woman at the age of 66. She had been keeping the incident to herself all this while until John Paul II ascended the Chair of Peter in 1978. Wishing to express her gratitude, Edith Zierer felt the urge to meet the Pope in order to thank him. Hence, she sent letters, though they went unanswered. However, in 1997, she received a letter from the Vatican saying that the Pope recalled their meeting. They met again a year later at the Vatican, where the Pope put one hand on her head and the other in her hand to bless her, saying, "Come back, my child."

According to the woman, she had never forgotten the day John Paul II saved her, " I was sure I would arrive at the end of my journey. I was lying on the ground, in the corner of a large hall where dozens of refugees were gathering the majority of whom still wore uniforms with the numbers of the concentration camps. Then Wojtyla saw me. He came with a big cup of tea, the first hot beverage I had had in weeks. Then he brought me a cheese sandwich made with Polish rye bread, wonderful. But I didn't want to eat. I was too tired. He made me eat. Then he told me I would have to walk to catch the train. I tried, but I fell down on the ground. He then took me in his arms and carried me for a long time. All the while the snow fell. I remember his brown jacket, the tranquil voice who told me about his parents' death, and his brother's, the loneliness he felt, and the need not to be overcome by sorrow and to fight for life. His name was indelibly imprinted in my memory."

 

Being a powerful vocal advocate for human rights, John Paul II had greatly influenced many political change; he had been strongly speaking about the suffering in the world and the opposition to capital punishment. Though being seen as a charismatic figure, John Paul was also believed to be strict – he would be harsh with those who disagreed with him and would not compromise under certain issues, such as contraception. John Paul II was also credited with the fall of communism in Poland during the post-war period.

John Paul II's Funeral

John Paul II had become quite ill near the end of his life: he suffered from Parkinson's disease before he died of "septic shock and cardiocirculatory collapse, preceded by heart and kidney failure brought on by a unirarny tract infection" according to Fox News.[i] Before his death, John Paul had to check in and out of the hospital for two months; eventually he had lost the ability to speak. He died on  April 2, 2005, and 3 million people waited to bid their last farewell to the great Pope at St. Peter’s Basilica before his funeral on April 8 .

World's tallest statue of Pope John Paul II is funded by tycoon
who believes pontiff saved his drowning son

After his death, John Paul’s beatification was approved in 2011 when a miracle associated with him occurred, in which a French nun was reported to be cured of Parkinson’s disease when she prayed to him. His second step of sainthood was also said to be in the process of approval recently, in which the case has already been approved by the Vatican medical experts. However, it also needs approval from Pope Francis, cardinals, and Vatican theologians. This case is about an unknown woman and also happened on the day he was beatified. Anyway, as far as it goes, John Paul II is believed to become saint by October of this year.

"Have no fear of moving into the unknown. Simply step out

 fearlessly knowing that I am with you, therefore no harm can befall you; all is very, very well. Do this in complete faith and confidence." - Blessed John Paul II

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Work Cited

"Catechetical Institute." - Blessed John Paul II. N.p., n.d. Web. 25 May 2013. <http://cistpaul.squarespace.com/blessed-john-paul-ii/>.

Cohen, Roger. "The Polish Seminary Student and the Jewish Girl He Saved." The New York Times. The New York Times Company, 6 Apr. 2005. Web. 25 May 2013. <http://www.nytimes.com/2005/04/06/international/worldspecial2/06krakow.html?_r=0>.

Davies, Emily. "World's Tallest Statue of Pope John Paul II Is Funded by Tycoon Who Believes Pontiff Saved His Drowning Son." Mail Online. Associated Newspapers Ltd, 13 Apr. 2013. Web. 25 May 2013. <http://www.dailymail.co.uk/news/article-2308591/Worlds-tallest-statue-Pope-John-Paul-II-funded-tycoon-believes-pontiff-saved-drowning-son.html>.

"John Paul II Biography." Bio.com. A&E Networks Television, n.d. Web. 25 May 2013. <http://www.biography.com/people/john-paul-ii-9355652>.

""KAROL WOJTYLA SAVED MY LIFE" (Jewish Woman Was Saved by Pope John Paul II)." "KAROL WOJTYLA SAVED MY LIFE" (Jewish Woman Was Saved by Pope John Paul II). N.p., n.d. Web. 25 May 2013. <http://www.freerepublic.com/focus/f-religion/1376612/posts>.

"Pope John Paul II Could Reportedly Become Saint by October." Fox News. FOX News Network, 24 Apr. 2013. Web. 25 May 2013. <http://www.foxnews.com/world/2013/04/24/pope-john-paul-ii-could-reportedly-become-saint-by-october/>.

"Pope John Paul II Forgave His Shooter on Way to Hospital | Fox News." Fox News. FOX News Network, 26 Jan. 2010. Web. 25 May 2013. <http://www.foxnews.com/story/0,2933,583930,00.html>.

"The Saint Bede Studio Blog: Papal Retrospective : Blessed John Paul II : 2." The Saint Bede Studio Blog: Papal Retrospective : Blessed John Paul II : 2. Blogger, 12 Mar. 2013. Web. 25 May 2013. <http://saintbedestudio.blogspot.com/2013/03/papal-retrospective-blessed-john-paul.html>.

"World's Tallest Statue of Pope John Paul II Is Funded by Tycoon Who Believes Pontiff Saved His Drowning Son." Mail Online. N.p., n.d. Web. 25 May 2013. <http://www.dailymail.co.uk/news/article-2308591/Worlds-tallest-statue-Pope-John-Paul-II-funded-tycoon-believes-pontiff-saved-drowning-son.html>.

[i] http://www.foxnews.com/story/0,2933,583930,00.html

The World Since 1945 - Cold War

Part 1 - Concluding the War

1. How is the Yalta Conference a foreshadowing of the upcoming conflict between the Soviets and the other Allies?

• Churchill pushed for importance of democratic governments and free selections in Eastern Europe after the war, while Stalin demanded that Eastern Europe become a Soviet sphere of political influence for the USSR's protection.

2. What does the term "unconditional surrender" mean?

• Surrender without any negotiated conditions.

3. What are the "Four D's" that will be the Allies' focus after the war?

• Demilitarization, democratization, denazification, and decentralization.

4. Look at the casualties during World War II? What about this information supports the description of World War II as being a "total war"?

• More civilians than soldiers died in WWII, which made it a total war because it affected the countries involved as a whole - not just the military's.

5. What happens to the territories that the Soviets had liberated? Which countries will be included in the "Eastern Bloc?" What kind of government will the Soviets set up in each Eastern Bloc country?

• Soviets refused to give up Poland + clung onto countries that they liberated Poland, Czechoslovakia, Romania, Hungary, Bulgaria, Albania, G.D.R
• Communist

6. What organization do the allies form to create an alliance against the rising Eastern Bloc? What group does the Soviet Union form in response?

• NATO - North Atlantic Treaty Organization
• Warsaw Pact

7. When do the USSR successfully test their first atom bomb?

• August 1949

8. What nation developed the Marshall Plan? Which nations were recipients of the Marshall Plan? What kind of assistance did it offer and was it effective? Which nations turned this plan down?

• The U.S.
• The Western European countries
• Helped foster stability and rehabilitation + economic support in 4 years
• The Eastern Bloc

Part 2 - Getting Chilly
Please refer to Chapter 18 Section 1 in your book (page 604)

Europe Divided

 

1. Which two countries emerged as superpowers from World War II? What weapon did they each have by 1949 that set them apart from all others?

• United States and Soviet Union
• Nuclear weapon, hydrogen bombs

2. Look at the top of page 604, what did Winston Churchill call the dividing line between Eastern and Western Europe?

• Iron curtain

3. What do the Soviets build in Berlin in 1961? What prompted the Soviets to decide to build this wall?

• A wall
• In attempt to stop the flight of low-paid East Germans, who were unhappy with communism, into West Berlin

4. What happened in Hungary in 1956? (Who led the revolt? Was the resistance successful?) Look at the three images below - what does the hole in the flag symbolize?

• Hungarian leader Imre Nagy tried to end one party-party rule and seeker to pull his country out of the Warsaw Pact. The Soviets then launched a massive assault that overwhelmed the resistance, and Nagy was later executed.
• Hole in flag - the Hungarian revolutionists tore out the foreign coat of arms that symbolized the power of the Soviet Union and Communism. Symbolizes freedom of Hungary

5. What happens in 1968 in Czechoslovakia? Is this rebellion successful? BBC - "One this Day in History"

• People were killed in a massive military clampdown by five Warsaw Pact countries. Even though the claimed that the Czechoslovak Government was working together with the Warsaw Pact to fight counter-revolutionary forces, Czechoslovak President condemned the occupation as illegal and committed without the government's consent in a secret radio address. Afterward, Mr. Dubcek, a Slovak, became a Communist Party leader. However, the Prague Spring surfaced and promoted wide-ranging democratic reforms and the rebirth of social and political freedom. This was followed by crowds gathering to support Mr Dubcek and implore the foreign troops to go home. Czechoslovak youths threw home-made missiles at the Prague radio station; some even tried to take on Russian tanks.

Nuclear Tensions Rise

6. Define -

• MAD Theory - mutually assured destruction - a doctrine of military strategy and national security policy in which a full-scale use of high-yield weapons of mass destruction by to opposing sides would effectively result in the complete, utter and irrevocable annihilation of both the attacker and the defender,becoming thus a war that has no victory nor any armistice but only effective reciprocal destruction.

• SALT Treaty - two rounds of bilateral talks and corresponding international treaties involving the United States and the Soviet Union—the Cold War superpowers—on the issue of armament control.

• ICBMs -  is a ballistic missile with a range of more than 5,500 kilometres (3,400 mi)[1] typically designed for nuclear weapons delivery (delivering one or more nuclear warheads)

• ACBMS  is a privately-held facility management & maintenance service organization Based in Dallas, Texas, the company traces its roots back to 1994. ACBMS today conducts business in United States, Pakistan, U.A.E and Vietnam providing comprehensive facility management services to institutions, investors, corporations, real estate investment trusts, and government agencies and building owners.

• Nuclear Test-Ban Treaty, formally Treaty Banning Nuclear Weapons Tests in the Atmosphere, in Outer Space, and Under Water,  treaty signed in Moscow on Aug. 5, 1963, by the United States, the Soviet Union, and the United Kingdom that banned all tests of nuclear weapons except those conducted underground.

• START - bilateral treaty between the United States of America and the Union of Soviet Socialist Republics (USSR) on the Reduction and Limitation of Strategic Offensive Arms

Nuclear Arms Race and Nuclear Proliferation

Use the following charts to answer these questions:

a) Countries with Nuclear Weapons (scroll down until you reach the green chart)

b) Known Nuclear Testing

c) How Many Nuclear Weapons?

d) Does North Korea have Nukes?

 

7. Which countries have nuclear weapons?

• USA, UK, Russia, France, China, India, Pakistan, Israel, North Korea

8. How long was in before countries other than the USA and USSR obtained nuclear weapons?

• 3-7 years

9. How many nuclear weapons have the USA and the USSR each tested?

• USA: 1030
• U.S.S.R: 715

10. Has underground testing or atmospheric testing been done most frequently?

• No

11. About how many nuclear weapons exist in the world today?

• 23,574

12. Who has the most nuclear weapons?

• Russia

13. Did North Korea actually test a nuclear weapon this year?

• Yes - but it has been miniaturized

14. How does the development of the MAD Theory effect diplomatic relations between the USSR and the USA?

• It puts them into a stalemate because both side wouldn't want to risk it for another world war that would probably destroy everything. Hence it creates more tension yet nothing can be done about it.

Cuban Missile Crisis

Read pages 608 and 609.

1. Considering Cuba's location on the map, why did Soviet nuclear missiles on the island pose a threat to the United States?

• Because it they were only less than 100 miles off the coast of Florida, in which  they could have landed in Florida if the mission was not stopped.

2. Why might Krushchev have agreed to withdraw the missiles from Cuba?

• Because otherwise there would have been a war if he didn't give in to certain negotiations that could have got the whole world involved. Also, the U.S.A would also remove the nuclear weapon test from Turkey that was aiming at th U.S.S.R.

Part 3
1. Look at pages 1 and 2 of this site. List at least five factors/events that contributed to the collapse of the Soviet Union.

• Mikhail Gorbachev became leader of the USSR in 1985 --> reform to allow competition in business and freedom
• Revolutions in Eastern Europe against the U.S.S.R. and the communist regime
• Russia could not afford the arm race
• Soviet economy was backward and decrepit
• Corrupted Soviet System - social issues like crime, alcoholism, drugs, etc - just got covered up instead of solved

2. Use this website about how life has changed since the fall of the USSR. Click on at least two of the countries listed and read the summary and "Viewpoints" from the people of the country. Write a summary in complete sentences that describes the sentiments felt by those countries in regard to the fall of the Soviet Union.

• Belarus has remained closer politically and economically with Russian; hence, President Alexadr Lukashenko attempts to restore the Soviet Union - which of course is opposed by many figures. However, many more of those figures have been imprisoned. Lukashenko has extended his term in office and abused his power significantly. The country has been bearing the criticisms abroad for human right abuses and press censorship. Additionally, it has also gone through a period of steep economic decline.

• Russia suffered a quite more due to the two wars about the breakaway republic of Chechnya. Additionally, Russia had also been through economic reform, leading the country to a wild-west style crony capitalism. Inflation, corruption, and crime were rapant and workers were not paid, while a group of oligarchs achieved massive power and pelf. However, President putin had worked to stabilize Russia and received positive raitings. He has been blamed for using a campaign to crack down on oligarchs to supress the independent media though.

Pacific Theatre

Questions - please answer these on paper or post them on your blog

1. What were Japan's first major acts of aggression before World War II and what land did they acquire?

• Sino-Japanese war, Russo-Japanese war, Occupation of Korea
• They acquired the southern half of the Sakhalin island and mineral rights in Manchuria
• Japan invaded China and Manchuria, attacked the Great Wall, and held responsibility for the rape of Nanjing

2. Some historian's argue that World War II did not begin with Hitler's invasion of Poland, but with Japan's aggression in 1937? What did the Japanese do during this year? Do you think WW II began in 1937 or 1939?

• The Japanese invaded China on full scale, attacking the Great Wall, Beijing, Shanghai, and Nanjing. They also held responsibility for the rape in Nanjing. I think that WWII began in 1939 because the movement in Europe was considered more active and wide-spread, in which Germany sided up with Italy and Austria to invade neighboring countries. Meanwhile, Japan took the initiative to invade China and Manchuria on their own; not much involvement between countries happened and therefore I don't really consider it the ignition of WWII.

3. Compare and contrast Japanese aggression with the aggression of the Nazi's in the decade prior to the war.

• The Japanese increased the tension leading to the war by invading neighboring territories to gather more power, feeling that they were more superior comparing to the neighboring countries. Meanwhile, the Nazis did more civil propaganda and implanting of ideas among the people in order to promote a strong, united nation. Additionally. The Nazis also earned the favor of the Germans by proposing plans to fix the country's economy.

4. Why was Nanjing the target of such brutality? Why is this attack referred to as the "Rape of Nanjing?"

 

• Because Nanjing was the capital city of China at the time, and it was considered the rape because massive killing and raping happened, resulting in the death toll of at least 300,000.

5. Read the quote from Colonel Yahara below. What about the Japanese military philosophy would have made them an especially challenging enemy to fight? How might this have shaped other countries' military strategies? Would this have caused the Japanese to treat prisoners of war that they captured differently?

 

"In Japan, from the thirteenth century until the Meiji Restoration of the mid-nineteenth century, there are many examples where every soldier was killed in defense of the castle. In some cases only the lord of the castle committed suicide, while the soldiers (samurai) lived. In the early years of Meiji, Tokugawa supporters readily surrendered to the new Imperial Army. Since the Meiji Restoration, through the Sino-Japanese War, the Russo-Japanese War, and the China Incident of 1931, Japan had never lost a war. We also had never waged a war in which large forces were isolated from mainland support. Thus, not to be taken prisoner became a fixed principle---part of our military education. Since the middle of the Greater East Asia War, most Japanese garrisons in the Pacific islands adhered to this supreme Japanese principle: 'Never surrender to the enemy.' Officers and men usually committed suicide, as a last resort to avoid the ultimate 'shame of capture."
Excerpt from the Battle of Okinawa by Ted Tsukiyama

 

• Since the Japanese supposed that they must never surrender to the enemy, it made them an especially challenging enemy to fight because of their ferocious and keen determination and agression in war. They'd fight with all their honor and energy, and would commit suicide instead of bearing the shame of being captured by the enemy.

 

• This might alarm other countries' military strategies, in which they had to come up with other tactics to deal with this harsh principle. Since the Japanese would not let themselves be captured under any circumstance, their fighting and killing were more fierce in order to keep their army on the offensive side. Therefore, their opponents must rather be careful with abundant back-up plans in order to defend themselves.

 

• This would definitely have caused the Japanese to treat prisoners of war that they captured differently because they considered themselves more superior. Based on their endless victory previously, plus their fierce fighting spirit, the Japan would be the type to harass those whom they thought were more inferior.

Never Again? Assignment

I. After the War
What happened to the Nazis?
These are some different resources that explain what happened at some of the different trials after the war in which some of the Nazis were tried for crimes against humanity.

The Nazi Party was outlawed in Germany; the lower and mid former Nazis became governmental workers, civil service workers, or teachers in West Germany; meanwhile in the east, the Soviets had taken over and hence the Nazis were sent to Soviet camps in Siberia. Other higher former Nazis were held for trial, such as the Nuremberg Trials, the Bergen-Belsen Trials, and other trials in Poland; many were imprisoned or executed as a result. In other cases, many of them fled to other countries, in which mainly were Argentina, Brazil, or Paraguay. Some of them escaped their punishment and lived peacefully, however, some were hunted down and got executed.

Another consequence that the Nazis faced was the denazification, which was an Allied act to rid Germans and Austrians of any of the Nazi ideology. This program was solidified by the Potsdam Agreement, in which many Nazis' involvement in the party were officially removed/disbanded; hence, they were not tried for their crime.

II. Kielce Pogrom
The Kielce Pogrom
65 Years Later

a) What happened to the Jewish population in Kielce?
At least 42 of them were murdered and 40 of them were injured by the Polish soldiers, police officers, and civilians during the worst outburst of anti-Jewish violence in postwar Poland. The massacre warned other Polish Jews that they had no futurei n Poland after the Holocaust and therefore stimulated them to flee the country.

b) When did this event happen?
July 4, 1946

c) What catalyzed this attack?
A nine-year-old non-Jewish boy, Henryk Blaszczyk, left his home in Kielce without informing his parents. When he returned, he lied to his parents that he had been kidnapped and hidden in the basement of the local Jewish Committee; the boy was attempting to avoid punishment for wandering off. This angered many Poles and therefore a large crowd of them had gathered outisde the building, requesting the Jewish residents to surrender any weapons. Then, an unidentified shot was fired and the whole massacre started inside and outside of the building.

d) What is particularly disturbing about this event?
It is disturbing that even the police forces joined in this massacre, and that only one of them received a one-year sentence while the other two got acquitted. Also, this took place one year after the Holocaust.

e) What were the long term effects of this event on the remaining Jewish population in Poland?
Over 75, 000 Jews fled Poland.

V. Consider these 12 Ways to Deny a Genocide. Why would anyone choose to deny a genocide? When a person or a society denies a genocide what does it suggest about that person or society?

Someone would choose to deny a genocide because he/she cannot bear the amount of punishment (physically and mentally) of the crime. Genocide is considered a crime that would bring disgrace to the perpetrator; hence, his reputation and integrity would be abased. When a person or a society denies a genocide, it suggests that the ideals that that person/society is nurturing is leading into the wrong direction. A genocide is a crime, but denying it is a bigger crime. One might wrong but still has a conscience if he knows what he does is wrong; one wrongs and denies it is one without a conscience. Therefore, when a person or a society denies a genocide, that person/society is denying his/her human rights, integrity, and morals as a human being; the person/society is denying his/her responsibility as a human being to live it up for oneself and one's community, and hence his/her values/morals would be scorned and disqualified by other people/societies.

Russian Revolution Timeline

Response:
Three events that I'd consider to be the "turning points" in the progression of the revolution are Lenin returns from exile, War Communism, and the Great Purge. 

First of all, Lenin returns from exile set as the primary ignition for the revolution against the czar. His return had spread the message of 'Peace, bread, and land', which appealed to all those who were tired of war and the weak government that couldn't take care of them. Upon this event, the revolutionaries were inspired potently and therefore could eventually take official action to crush down the czar; it gave them power and strength to finally fight for their rights. Hence, this event had led to certain influential others such as protests against the czar, the emergence of the Bolsheviks, the treaty of Brest-Litovsk, etc. In short, Lenin's return was indeed the turning point in the first stages of the Russian Revolution. 

Second of all, War Communism can also be considered a turning point in the revolution because it was the first policy that ensured the Bolsheviks' power over the citizens. The policy had magnificently changed Russia economically, and greatly declined the population; it had purged almost all of the White factors so that Russia could be safely be under one solid control (the Reds/the Bolsheviks). Additionally, this turning point of event later led to other policies or ideals that deprived the citizens in order to serve the government. 

Last but not least, the Great Purge was also a turning point in the Russian Revolution because it had eliminated all forces that could conspire against Stalin. This wasn't just  the turning point in the Russian Revolution, but also in world history for it had caused many global disputes about communism and dictatorship. This turning point had led to Russia's decline in population, total control over the citizens' private lives and needs - due to the changing of photographs or historical facts, etc. This event would later inspire other communist nations to absolutely control and strain their citizens, promoting the power of only one person; hence, the profits would also come to certain things depending on that person's will. 

Independence Movements in Latin America

a. The greatest factor that caused the Independence to occur was the spread of the Enlightenment ideas because without it, no one would have a different perspective on life and authority. By acknowledging and studying about the Enlightenment ideas, the people in the Americas probably had a wider knowledge and view of their desired standard life because the Enlightenment's ideals promoted one's well being by leading freedom and liberty. This factor had stimulated the Southern American countries to question their authority; it also helped them recognize their natural rights as a human, which urged them to seek their own freedom.

b. In my opinion, besides Bolivar, Toussaint L'Ouverture was one of the most important revolutionary figure in Latin America. Even though he was only known for leading the slave revolt, his accomplishment had inspired many other revolts against slavery. Latin American revolutions in my definition not only worked to aim liberty, but also the freedom of one's nature. Toussaint L'Ouverture might not have freed any of the Southern American territory out of the Spanish rule, yet he had ended slavery in Haiti, freeing the lives of so many innocent people that were exploited for their labour and well-being. To me it is better to have the freedom to be yourself (of course under regulations) and to attain adequate human rights so that one can grow and develop healthily.

French Revolution - Five Stages

STAGE 1

The First Estate and the Second Estate made up only 2% out of the whole population for France; however they had the most power over the country. Louis XVI was a corruptive king at the time because he succeeded the throne at a very young age; plus, the Austrian wife he married was abhorred by the Third Estate - the class that included the bourgeoise and peasants. In additional, every time it came to election, the ratio had always been 2:1; the Third Estate eventually wanted to question the King for their right, yet he refused talking to them.
STAGE 2

The Third Estate declared themselves as the National Assembly, the de facto government, and met on a tennis court, plotting for a revolution that would establish a Constitution. Louis XVI asked the First and Second Estates to join him to write the cnstitution together yet they refused to. This led to the Storming of the Bastille on July 14, 1789 - in which the peasants destroyed all the tax records. In addition, they also attacked the nobility and feudal institutions. Consequently, the National Assembly wrote the Declaration of the Rights of Man, and distributed across Europe. Last but not least they also abolished the feudal system, broke from the Catholic Church, established the nation-state as the source of all sovereignty, and set up a constitutional monarchy.
STAGE 3

The group of counter-revolutionaries were the people who didn't want the revolution to happen. They were 3 specific groups of people: the nobles and clergy; the peasants; and the neighboring states - each because of different reasons. The nobles and clergy were the king's friends; if the king lost his power then they would lose their power as well, so they were against the revolution. The peasants also opposed due to their religious belief. The National Assembly wanted to tolerate more religions into France and also break from the Catholic Church, which threatened the peasants with their religion and they didn't want anyone to mess up their salvation, so they didn't like that. The neighboring countries ( which included Maria Antoinette's brother - the Austrian emperor attacked France) were afraid that the revolution would affect their people, causing their own citizens to rebel, so they didn't like the revolutionaries so much.
STAGE 4

After the convention was formed, three splintering brands also emerged including the Conservatives, the Girondists, and the Jacobins. However, the Jacobins were leading the Convention; they imprisoned the Royal Family and beheaded the king for treason in 1793. Robespierre remained the leader of the Jacobins after many competitions with the other leaders; he beheaded thousands of French and built a strong national military.Followed this event was the Reign of Terror - in which the French were in fear of foreign invaders, plus counter-revolutionaries; whoever went agaisnt them got executed. From that point, Robespierre had gone too far with his act and therefore the people decided to guillotine him; this period was referred as the Thermidorian Reaction, which then led to the formation of a new constitution in 1795 and the formation of the Directory - the five men government.
STAGE 5

Not long after, Napoleon Bonaparte overthrew the Directory in 1799; then, he legitimized actions with popular votes and declared himself the First Consult under the fourth new Constitution. Afterward, he reformed agriculture, education, and infrasture; he worked things out with the Catholic Church and established the Napoleonic Codes in 1804, which recognized equality of French citizens. In the same year, he crowned himself the emperor of French; within his reign he had built a strong empire by conquering neighboring countries and assigned family members on thrones of the conquered regions. He also traded lands to fund his army. Napoleon had successfully promoted nationalism - in which one is to show tremendous pride and devotion in and to his/her country. Napoleon is the messiah in the messiah theory.

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The Enlightenment

1. Take notes or create a chart that describes how the philosophers Thomas Hobbes and John Locke each view:

	Thomas Hobbes	John Locke
Human nature?	Miserable state of war à Obey those who are in power, otherwise there would be a state of civil war – the authority helps us attain peace by having laws/regulations à Do not treat others in ways we would not have them treat us à without the power of the state, human cannot survive	Humankind is God’s property – one doesn’t have the liberty to destroy himself or others of his kind
What role the government should play in people’s lives?	Protect its people; king cannot be overthrown	Act in the favor of those who are governed + protect private property – can be overthrown
What type of government would he favor?	Absolutism – one is in charge of everything so that there aren’t disputes over different decisions – which inevitably leads to conflict/war	Republic/Democracy

2. Define John Locke's notions of Social Contract and tabula rasa.

• Social contract – legitimate government is instituted by the consent of those who are governed; those who make this agreement transfer to the government their right of executing the law and justice. This is the power that they give to the government, which makes the justice system of a government legitimate.

• Locke believed that human mind was a clean sheet of paper – called “tabula rasa” – which means that an infant knows nothing when he/she is born, and his/her ideas develop from experience.

3. What historical figures or modern day characters can you think of that would align to Thomas Hobbes description of leadership? Who would align with John Locke's description of leadership?

Adolf Hitler, Hosni Mubarak, Charles I, and many Chinese kings would align to Thomas Hobbes description of leadership because they believed in absolutism. They held absolute power, or at least attempted to, and gave themselves the power to control their people the way they wanted instead of making laws and enforcing justice in the favor of the people they governed. They protected their nations in protective ways that they thought were right, but most of the time those didn’t appeal to the citizens. In contrast, many U.S. presidents would align with John Locke’s description of leadership because they stick to God’s morals and lead the country under laws that are voted by the people. They act in the favor of the people governed, and therefore they can be overthrown if they do a bad job.

Development of Constitutional Monarchy

1. Elizabeth I dies
2. Stuart family begins to rule England for the first time
3. Puritans want to purify the Church of England
4. Charles I becomes king
5. Charles I needs to increase taxes, Parliament forces him to sign the Petition of Right
6. Charles I dissolves Parliament
7. The Long Parliament meets and executes Charles I's chief ministers
8. Charles I leads an army into the House of Commons to arrest those causing trouble in Parliament
9. Civil War breaks out in England between the Roundheads and the Cavaliers
10. Oliver Cromwell successfully captures Charles I
11. Charles I is beheaded
12. Oliver Cromwell becomes Lord Protector and declares England a Commonwealth
13. Cromwell attacks the Irish
14. Charles II becomes king
15. James II becomes king of England
16. William and Mary sign the English Bill of Rights

 2. Why do you think absolutism did not manage to rise and thrive in England when it rose and flourished in kingdoms like France, Russia, and Spain?

Because the English Parliament was extremely powerful, consisting of people who had high authority and voice in society. The Parliament beheaded Charles I and declared him public enemy – this event had come to remark the Parliament of England as a very powerful unit, in which it only worked to enforce justice. Many of the Parliament’s ideals were also appealing to the people.

3. Compare and contrast the ruler-subject relationship for one of the two pairs:

b) William & Mary of England and Peter the Great of Russia

The only thing they had in common was that they were all leaders of the nations. However, William and Mary had to sign the Bill of Rights in order to be crowned. They didn’t have absolute power because they were in a way controlled by the Parliament. They had to recognize certain degrees that the Parliament proposed, including:

1. Parliament was to meet frequently.
2. The crown retained the right to veto bills and to pardon whomever he or she chose.
3. Freedom of speech was guaranteed.
4. The crown was not allowed to interfere in the selection of members of Parliament.
5. The crown was to keep no standing army without the consent of Parliament.
6. People were to be free from cruel and unusual punishments, and they were guaranteed freedom from excessive bail.

Therefore they had to perform in favor of the Parliament and the people, in which that kept them fairly just. In contrast, Peter the Great of Russia acceded to power when he was only 10 (after the rule of his grandfather Tsar Michael Romanov). Though he was forced to rule jointly with his brother Ivan and sister Sofia at first, when Ivan died and Sofia was exiled, Peter the Great had all the power to himself. Therefore, he was ruthless and violent – he did what he wanted because no one was above him and there was no one to consult him; he could kill as many people who went against him as he wanted. Also, he was versatile at many fields, in which it provided him a solid power to control his people.

Proliferation Of Protestanism

Mary & Lisa

The Renaissance - Italy

Two reasons why the Renaissance started and blossomed in Italy were that first, Italy was composed of wealthy city-states such as Rome, Venice, Florence, etc., and families from the middle class who stimulated the economy to prosper; second, Italy was the center of the Roman Empire where the Church was located. The Black Death had caused many deaths during the late Medieval time and hence a new middle class, as bankers, merchants, and tradespeople, emerged with new demand for goods and services and therefore had come to prosper Italy. People from neighboring regions also came here to trade because of its diverse market of goods as well as art and other things. The middle-class desired to show off their wealth by indicating their style in fashion, houses, food, and reputation; which caused them to promote education among the youth and sponsor great artists/architects/merchants/explorers to showcase paintings, buildings, etc. Last but not least, since the Church was located in Italy, it was provided with solid financially support from the Pope. With its prosperous historical legacies, wealthy families, and the Church's support, Italy was the perfect place for the Renaissance to start.

Inspiration Maps document: Scientific Revolution - Lisa Bui

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Michelangelo - Pieta

a) Michelangelo - Pieta (sculpture). It was sculpted in Rome when Michelangelo was about 22 (1498 - 1499). It is currently displayed at St. Peter's Basilica in Vatican City.

b)

c) Full name: Michelangelo di Lodovico Buonarroti Simoni (1475-1564)

DOB: March 6th, 1475 (in Caprese, a small village close to Florence)

His father was a magistrate but he as a teen was apprenticed to a Florentine painter named Domenico Ghirlandajo. However later on, he was inspired by another teacher, the sculptor Donatello, who later presented him an opportunity to move into the palace of Lorenzo the Magnificent, the powerful ruler of the Medici family. There, he studied classical sculpture in the Medici gardens and was exposed to prominent poets, scholars, and learned Humanists for 19 years. He also attained the permission of the Catholic Church to study cadavers for insight into anatomy. This experience had enabled to be the leader of the Italian Renaissance; he had later relocated in Rome and produced various masterpieces including Battle of the Centaurs, painting on the ceiling of the Sistine Chapel, the David, the Cupid, the Petia, etc. He also was engaged by Pope Paul III as principle architect to supervise the building of St. Peters. Although being a painter, a sculptor, an architect, and a poet himself, Michelangelo never married and lived a life with few friends. His temper and impulsive attitude alienated many people who had known him.

Fun facts: He lived to see the publication of two biographies about his life, written by Giorgio Vasari and Ascanio Condivi. He had also worked with Leonardo da Vici.

d)The Pieta means Pity or Compassion. It represents Mary sorrowfully holding and contemplating the dead body of Christ. It is made out of marble and is composed of intricate details of the flesh, composition, and expression. The statue was commissioned by the French cardinal Jean de Billheres, who was a representative in Rome; it was made for the cardinal's funeral monument. The theme was influenced by Northern origin, popular in France but not Italy. Michelangelo's interpretation of the Pieta is unique and different from the precedents for he introduced Mary with a youthful and calm expression even though holding the dead body of Christ; the usual depiction of art back then was pain. He had finished carving it single-handedly in less than two years, producing a masterpiece that balances the Renaissance ideals of classical beauty with naturalism. By presenting the divine beauty of the statue, Michelangelo wanted to convince people that not only pain resembles redemption but also the absolute earthly beauty - which is perfect by human standards and therefore divine.

e) The sculpture demonstrates Anatomy, Perspective, Classicism, Youthfulness, Composition, and Religion. It scores a 6/9 on the list of Nine Characteristics of Renaissance art.

Anatomy = it shows the intricate details of the sculpture (veins, bones, position, facial expression, etc.)

Perspective = It is 3-D and can be viewed as different angles with different feelings and interpretations

Classicism = It portrays Mother Mary and Christ - who lived during the Roman time and dressed accordingly to its culture.

Youthfulness = It shows youthfulness on Mother Mary's face

Composition = It has a great composition which points the attention to Mary's eyes contemplating Christ's dead body

Religion = It portrays Mother Mary holding Christ's dead body after his crucifixion.

Sources:
http://www.moodbook.com/history/renaissance/michelangelo-pieta.html
http://www.saburchill.com/history/biblio/009.html
http://smarthistory.khanacademy.org/michelangelo-pieta.html
http://www.biography.com/people/michelangelo-9407628?page=3
http://upload.wikimedia.org/wikipedia/commons/6/60/Michelangelo's_Pieta_5450_cropncleaned_edit-2.jpg

 

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Being a Child in the Renaisance

Being born a peasant in a family of eight, I'm always expected to work on the fields as soon as I get out of bed every day. It has become such a routine for me in a way that boredom has just become an ordinary emotion. My dad died when he was 30, leaving my mom single-handedly raise the six of us. Two of my siblings grew ill and passed away at a young age, so it's not a happy story from the beginning. I mean, life can be so unfair! I have been observing life around here and noticed that we as children have no rights at all! We're always expected to dress and act like adults; based on our background we're expected to do certain tasks that our parents have  previously planned for us. At least I feel better still having my mother, for I have a friend who is raised in an orphanage because was born to a slave mother.

Today as any other ordinary day, I woke up and hurried myself to the field. However on the way, I've encountered a merchant from down south. He asked me for directions and I gladly helped him. We talked a little bit more and then for some reason, he invited me to come with him, giving the reason that I can "accompany him for the day" since he didn't know this area that well. He offered to pay me so why not took the job, right?

He told me stories about where he comes from and what it's like to be a merchant. He said that he takes his job seriously and all, yet he spares some time for traveling and learning different cultures. He had just arrived here yesterday so now he was trying to browse about the city to see what it could offer. In appreciation for his eagerness, I attentively took him to famous locations and introduced him our local special goods. I also told him about my family and how us children have no rights; his reaction was priceless. Another interesting story he told me, about how children are raised differently from where he's from: children are meant to play and shielded from the worries of the world; they are to work hard at their studies to prepare for their future. Education is extremely important there, and noble children often go to school four to six hours a day; they attend university at the age of fifteen. At school, they are trained under a disciplinary and harsh environment. Furthermore, they are also taught the ways of warrior and courtier, which includes riding, swordmanship, dancing, and the arts of war. The sad thing is, it's not that much different for peasants so I guess I was destined to be born this way.

Another thing I found extremely intriguing is that noble children there marry at an early age with the purpose of gaining power and prosperity for their family and produce heirs to continue dynasties. In the end, I guess we are all born to do certain tasks; tasks that are already planned beforehand. If you're lucky enough to be born a noble, your life will be luxurious - yet it takes a greater endurance of training and hardwork. If you're born a peasant than all you'll do is do field work or take care of the households until you marry and have kids and pass away. If you're born an artist, then you're especially trained to be a good one at a young age. If you're born to merchant parents than you're especially trained to be a good merchant at a young age, also. All children are expected to do what their parents want them to, they have no choice at all!
Source:
Children of the Renaissance

I love to learn. But I never had the chance.

Being born a peasant in a family of eight, I'm always expected to work on the fields as soon as I get out of bed every day. It has become such a routine for me in a way that boredom has just become an ordinary emotion. My dad died when he was 30, leaving my mom single-handedly raise the six of us. Two of my siblings grew ill and passed away at a young age, so it's not a happy story from the beginning. I mean, life can be so unfair! I have been observing life around here and noticed that we as children have no rights at all! We're always expected to dress and act like adults; based on our background we're expected to do certain tasks that our parents have  previously planned for us. At least I feel better still having my mother, for I have a friend who is raised in an orphanage because was born to a slave mother.

Today as any other ordinary day, I woke up and hurried myself to the field. However on the way, I've encountered a merchant from down south. He asked me for directions and I gladly helped him. We talked a little bit more and then for some reason, he invited me to come with him, giving the reason that I can "accompany him for the day" since he doesn't know this area that well. He offered to pay me so why not took the job, right? 

He told stories about where he comes from and what it's like to be a merchant. He said that he takes his job seriously and all, yet he spares some time for traveling and learning different cultures. He had just arrived here yesterday so now he was trying to browse about the city to see what it could offer. In appreciation for his eagerness, I attentively took him famous locations and introduced him our local special goods. I also told him about my family and how us children had no rights; his reaction was priceless. Another interesting story he told me, about how children are raised differently from where he's from: children are to meant to play and shielded from the worries of the world; they are to work hard at their studies to prepare for their future. Education is extremely important there, and noble children often go to school four to six hours a day; they attend university at the age of fifteen. A boy's education is more extensive and he is taught arithmetic, Latin, Greek, 

Education during the Renaissance became increasingly more important and popular. Noble children often attended four to six hours of school per day and went to work or to a university at age fifteen. Usually, education started around age seven, though often younger. Upper-class girls might be sent to convents for education until either her family found her a husband or she became a nun, saving her family the expense of a dowry.

A boy's education was more extensive. A boy's education was either by a governor, college, or a tutor at home. Students, primarily in Italy, were often taught grammar and arithmetic because those were the tools of a merchant. However, privileged families such as the Medici family had their children instructed in Latin, Greek, logic, and philosophy. Boys everywhere learned a little Latin, philosophy, and rhetoric as part of a good education. If attending a school, a boy faced harsh discipline, long hours, and bad food among other uncomfortable factors of everyday life. Along with this formal education, a noble boy was taught the ways of warrior and courtier, which included riding, swordsmanship, dancing, and the arts of war.

Peasants were usually completely uneducated, stripping away from them one of the key factors in social mobility. Artisans would be educated through an apprenticeship or at home, although it was possible for a boy to attend a cathedral school to become a member of the clergy.

Marriage for noble children was usually very early as a result of the child's obligation to gain power and prosperity for their family and produce heirs to continue dynasties. In lower classes, a man did not marry until they had obtained land or established themselves in a trade. Women of those classes usually waited until their families could raise a proper dowry before they married. Women were usually significantly younger than the men they married.

world, and to work hard at their studies in preparation for the time when their presumably carefree days would end

world, and to work hard at their studies in preparation for the time when their presumably carefree days would end

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