Periodic Table of Elements

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Here is my periodic table of elements that I created.

The element name shows what the element is called and how many layers it contains. The Atomic number is the amount of protons and electrons, or “chocolate chips” on the cake. The valence electrons show how many chocolate chips are on the outside of the cake.  The neutrons are how many blueberries are inside the cake. You find this by subtracting the mass and the atomic number. The atomic mass depends on how many layers a cake has. For example cake number 23 has 23 layers, and a mass of 23. Each layer is 1. This makes it increase every time a cake gets another layer. The colors show what kind of cake it is, vanilla, chocolate, straw berry, etc. The energy levels are not shown on the table, however they are the rings of frosting on the top of the cake. The amount of chocolate chips in each ring shows the electrons, and valence electrons. They follow the order of the periodic table of elements, 1-2-3, etc.

English Imperialism Article Presentation

Article Link:

http://www.bbc.co.uk/history/british/abolition/scramble_for_africa_article_01.shtml

(Note: I only used half of the article because it was most relevant to the topic)

 

MLA Bibliographic Citation: 

David, Saul, Dr. “Slavery and the ‘Scramble for Africa'” BBC News. BBC, 17 Feb. 2011. Web. 11 May 2014.

Vocabulary: Identify at least three vocabulary words you either don’t know, or don’t have a strong understanding of. Please list at least them with their definitions.

Pseudo-scientific-It is a claim, belief, or practice that is presented as scientific, however does not adhere to the valid scientific methods.

Annexed-To add a territory to ones one territory by appropriation

Yoke-To put a yoke (around animals): to couple or attach with or to a yoke

Interpretation: What was the main idea of the text you chose?  In other words, what point did the author want you to understand?

The main idea was to inform the reader about what happened in the scramble for Africa. It also talks about the British interests, and the Berlin conference. The author wanted the reader to understand what happened in Africa, and what caused the Europeans to scramble for Africa. The article somewhat also talked about the effect of imperialism, and slavery in Africa. It also talks somewhat about Social Darwinism. In this case the pseudo- scientific belief that the Africans were ‘lesser’ people because they were closer to the chimpanzee and white men were the superior humans and race. The British took around 11 million slaves, which devastated the population on the west coast of Africa. The author wanted to show people what happened to Africa, how it affected the people, and what the reason for Imperialism was. The British mainly wanted to keep their communication and trading with India. The author was trying to show why Britain was being imperialistic. They also wanted the resources like most other countries in Africa. The author shows through this that the Europeans did not really care about the natives, other than to make them slaves. They just wanted resources, power, and wealth.

Script:

The text was to inform the reader about the scramble for Africa, the berlin conference, and what the British empire was interested in.

 

I mostly agreed with the text because it was almost completely factual. However there was some biased and the text only talked about the negative impacts of imperialism in Africa. For example the slave trade, the British taking 11 million Africans as slaves, this devastated the west African coast. Also how the borders made by the Europeans affected modern day Africa.

 

This texts relates to TFA because it talks about the seudo-scientific belief in social Darwinism. It talks about how Europeans think they are a more superior race than the Africans and they need to make them less “savage”. This can be seen in the Igbo culture. The Europeans tried to make them less “savage”. It also showed that the Europeans mainly just wanted resources and did not care for the people in the native place. They wanted to take over to get resources. For example diamonds putting people below money and power.

 Critical Analysis:

Did you agree with the contents of the text?  Why, or why not?  Was it biased in any way?  What the information fairly presented?

Most of the article was factual information making it not biased. I mostly agreed with the article because, as I said before, the text was mostly factual. The article showed in depth what the British strategies for imperializing was and what the imperialism affect was. Especially slave trade, and the Berlin conference. Which split up some villages with randomly made European borders. This caused lots of trouble, and even to this day is still affecting Africa. I agree with the text because it all sheds light on the imperialism topic. I feel it was fairly presented in the way that it had different sections for each topic. All of the different topics wrapped in together and fit together. The text was biased in saying that the Europeans were more harsh and negative towards the Africans, however this is meant to say the facts so it is correct. It talks about how many slaves they took, and how much it devastated the African culture, and population on the west coast.

 V. Text Connection:

How does article connect with Things Fall Apart?  What about Humanities?

This wraps into TFA because the Europeans coming into places and setting up colonies to take over certain areas. It also relates to Social Darwinism because in the story Mr. Smith shows that many Europeans do not care about the Africans culture or practices. They were arrogant and believed they were the ‘Superior race’. The article relates to humanities because of Imperialism. Also, the colonization of Africa. We are learning about the scramble for Africa, and this addresses this area in great detail. It talks about the Berlin Conference, which talks about how Africa was divided. It also talked about the impacts of this conference. It also relates to the Igbo’s because the Europeans all marched into their territories and tried to change the natives. It talks about some tribes that rebelled and that somewhat happened in TFA with Okonkwo.

 

TFA Discussion

1. Question: Compare and contrast Mr. Brown and Mr. Smith. What do these characters represent? Why do their names represent, or how are they a reflection of the men to whom they belong?

Answer:

Mr. Brown was the first white Christian missionary in Umuofia. He was very kind to the people, and he was understanding. He even talked to Akunna about the Igbo beliefs to make a stronger argument about Christianity. He wanted to learn the Igbo culture. He and Akunna both did not want to change their beliefs but both exchanged knowledge and gained respect for eachother. He built schools and hospitals in Umuofia and encouraged parents to send their kids to school. Mr. Brown tells the people of Umuofia that they will not loose their original beliefs but will need to adapt to the new European culture.

Mr. Smith was the missionary who replaced Mr. Brown, after he became ill. Mr. Smith is the complete opposite of Mr. Brown. He is strict, and uncompromising. He does not care about the Igbo cu lture and beliefs. He considers the Igbo beliefs as if they are the devil. He commands all people who change to Christianity not agree with any indigenous beliefs of the old religion of Umuofia, and the Igbo people.

They are both alike in the way they were in charge of the church and were European. Their jobs were to convert the people of Umuofia to Christianity.

Supporting Quotation:

“Mr. Brown’s successor was the Reverend James Smith, and he was a different kind of man. He condemned openly Mr. Brown’s policy of compromise and accommodation. He saw things as black and white. And black was evil.” (Achebe, 25)

 

 

 

 

 

2. Question: The missionaries in the novel play an important part.  What is it that they are trying to do?  Are they a force for good, or evil?  Do they want to help the Igbo, or hurt them?  What do their actions end up doing?

Answer:

The missionaries want to convert the people of Umoufia to Christianity. In their opinion they are a good force. In my opinion they are both good and bad. They are converting people form their old religion and beliefs to Christianity. This is bad in a way because it is getting rid of the old culture while it is good because they are being converted into Christians and associating them with the Europeans. They want to help the Igbo become Christian and join them. Their actions end up tearing apart the Igbo culture. The loyal Igbo do not like the ones who changed to Christianity, they despise them. An example is Nwoye, Okonkwo’s son. He does not like his son after he started to become part of the Christians. They started to make the Igbo hate each other and they tore apart families. This caused Okonkwo majorly to suicide.

Supporting Quotation:

“But on one occasion the missionaries had tried to over step the bounds. Three converts had gone to the village and boasted openly that all the gods were dead and impotent and they were prepared to defy them by burning all their shrines.” (Achebe, 18)

 

 

 

 

 

3. Question: The missionaries and Christians set up schools for the people of Umuofia to attend.  What were the good parts and bad parts about attending one of those schools.  Would you want to attend?

Answer:

The good parts about the schools are they would learn an important language, which would make them able to communicate throughout different parts of Europe. Also, they could learn a lot about different technologies and learn new important things. The bad thing is they would learn a language that was not their own and native. It would somewhat ruin they’re culture. They would learn about some things that weren’t relevant for what they needed to know at that time. Another negative thing is then they would learn about all these things happening in Europe and want to go there instead of carrying on their parent’s legacies and traditions. If I were given the choice to attend I would. I would want to learn about the different things in the world. I would not however make that change the way I lived in the culture.

 

Supporting Quotation:

“One of the great men in that village was called Akunna and he had given one of his sons to be taught the white man’s knowledge in Mr. Brown’s school.” (Achebe, 21)

 

 

 

 

4. Question: Who is the District Commissioner? Why is he sent by the English, and what does he do? What do you think he represents in this novel?

Answer:

The district commissioner is the person who is in charge and the head of all affairs in Umuofia. He was the one who after Okonkwo and others destroyed the church were arrested by. He is sent by the English to control Umuofia, and be the head of affairs in the village. He wants to use Okonkwo’s life as a story called ‘The Pacification of the Primitive Tribes of the Lower Niger’. This makes him out to be a very bad person only using his time in Umuofia to make a book about the Imperialist imperializing the Igbo people. He thinks of them as lower and inferior from the Europeans. He is firm, insensitive, and racist to the Igbo people. He represents the “bad guy” of the story. He captures the leaders of the tribe, beats them, and shaves their heads. When Okonkwo takes his life it does not faze him, instead he just wants to make a story about him.

 

Supporting Quotation:

“He [the Commissioner] had already chosen the title of the book, after much thought: The Pacification of the Primitive Tribes of the Lower Niger.” (Achebe, 25)

 

 

 

 

 

5. Question: Why does Okonkwo kill the court messenger?  What is he trying to accomplish?  Is he successful in his final goal?  How are his actions a representation of the larger struggle of native people against imperialism?

Answer:

Okonkwo killed the messenger because he wanted the people of Umuofia to rebel against the imperialists. He wanted them to fight back and stop the change of their culture. Okonkwo also wanted to show the Europeans that they could fight back, but after no one joined him to attack the Europeans he realized they would not have a fighting chance. Okonkwo is majorly unsuccessful in his final goal. Instead of making the Igbo attack the Europeans and stop the Imperialism they do not fight back with Okonkwo. This causes him to loose hope in the village. His actions show how hard it would be to start to be under control by a greater force. It would start to tear apart the culture, and community. Some would want to side with the Europeans, while others would want to stay loyal. This would make a lot of conflict between the two different sides. An example of this was in the book. When Okonkwo finds out his son was seen with the Europeans, he is angered greatly. He then beats him and says for him to never see them again. This shows what would happen to a civilization.

 

Supporting Quotation:

“Okonkwo stood looking at the dead man. He knew that Umuofia would not go to war. He knew because they had let the other messengers escape. They had broken into tumult instead of action. He discerned fright in that tumult. He heard voices asking: ‘Why did he do it?’” (Achebe, 24)

 

 

 

 

 

  1.  Question: What are the consequences of the murder Okonkwo commits?

Answer:

The consequences of the murder is the Igbo people then had less respect for Okonkwo. They did not want to fight back against the Imperialists. Okonkwo’s decision also majorly made him commit suicide. After the messengers took down his dead body, when the commissioner went to his compound, he told the messenger to take all the people to court. This shows that Okonkwo’s actions would be punished to the people. When people in the village say “Why did he do it,” after Okonkwo killed the messenger it showed that nobody in the tribe would support him and they lost respect for him. He was exiled from Umuofia for 7 years and came back to kill a messenger then himself. This made the Igbo people not really care about what happened to Okonkwo.

 

Supporting Quotation:

“He heard voices asking: “Why did he do it?”” (Achebe, 24)

 

 

 

 

 

8. Question: How do you interpret Okonkwo’s suicide? Why did he do it?  Does this represent anything larger in terms of European imperialism?

Answer:

I interpreted Okonkwo’s suicide as somewhat weak. I believe he should have tried to fight back against the missionaries. It is their land and they should be able to keep it. I feel committing suicide just dwindled the other people’s spirits to rebel. If he had stayed alive and not killed the messenger he could have changed the Imperialists ways and the taking over of the Igbo people. He committed suicide because the whole world around him was falling apart. His oldest son, Nwoye had transformed to Christianity, he was banished and Umuofia changed drastically when he was gone. What majorly caused it was when no one in Umuofia would fight with him. After he killed the messenger they all stood silent and didn’t do anything. Okonkwo then realized they would not have a fighting chance. This shows that the Imperialists coming into civilizations can ruin a culture and cause the people to change their way of life. It can even make people take their own lives due to the drastic change.

 

Supporting Quotation:

“It is against our custom,” said one of them. “It is an abomination for a man to take his own life. It is an offence against the Earth, a man who commits it will not be buried by his clansmen. His body is evil, and only strangers may touch it. That is why we ask your people to bring him down, because you are strangers.” (Achebe, 25)

 

 

Age of Imperialism Questions

1. Why did European nations compete for overseas empires during the late nineteenth century?

They did it for their economy and prestige. They wanted to be the biggest and get lots of money from expanding and taking new lands to get more resources.
2. How did imperialists gain control of Africa?

First they sent explorers into the heart of Africa to find where good resources and locations were. Then they all decided on land to take. They then went into Africa with troops. Some villages resisted such as the Zulu. They held their own for a while before being taken over.
3. How did the British come to dominate South Asia?

They at first controlled most of East Asia for trade routes. While scrambling for Africa the British also were controlling modern day India, Pakistan, Bangladesh, etc.

4. How did European imperialism affect China?

At first China had a stable amount of food and resources so they were not interested in trading. They tried to set up illegal trading routes to get Europeans into China. This caused the Opium war where China was humiliated by Britain. This showed that the nation was weak. This allowed foreign nations to gain entrance. China’s leaders were forced to accept European dominance. Britain and Germany then set up “spheres of influence.” They gained a region to control and develop their own business interests. China went into turmoil. During the 1850’s peoples anger and hunger led to a Civil war called the Taiping Rebellion. 20 million people perished in this revolt. With Britain’s help the Emperor’s still staid in power. Some officials still wanted China to modernize. USA didn’t want China to be divided up, so they declared the “Open Door Policy.” Which was sought to protect their interests.
5. How did Japan react to European imperialism?

Japan was more resistant of western influence than China. This changed when Mathew Perry entered Japan. The made a treaty and the leaders began to plan the modernization of Japan. What followed was intense industrial development. Japanese leaders travelled to learn everything about western culture. In 30 years Japan became an industrial giant. Japan made their military, and its navy with help from other countries. As a new imperialistic power Japan sought territories and spheres of influence in Asia. Quarrels with Russia started the Russo-Japanese war in 1904-1905. Their stunning victory enabled Japan to take over Korea, and dominate Manchuria. Japan became a great power.
6. How did imperialism develop in the Western Hemisphere?

Almost all European countries started to become imperialistic and take over territories around the world. All Western countries wanted to make spheres of influence, and take over land. They mostly did this for economic growth, but also for the bragging rights.

 

Define the following vocabulary words: imperialism, sepoy, sphere of influence, and intervention

 

Imperialism: The policy of extending rule and or influence of one country over other countries or colonies using economic influence, or military force.

 

Sepoy: An Indian soldier serving in the military of British or other European orders

 

Sphere of influence: A country or area where another country affects its development but has no formal authority.

 

Intervention: Interference by another country in another’s affairs.

 

English Mystery Short Story

Our task was to make a mystery short story using the elements of mystery such as red herrings, who did it?, etc. We made plans in the beginning to try and set a base for our story.

 

Story:

Did the Mystery Self-Study and your understanding of the elements of mysteries help you write a better story? Why or why not?

Both of these helped my write a better story. Since the story I did for the self story was a thriller it did not help me much with the detection. However I learned to incorporate both genres of mystery together. Knowing and understanding the elements of mystery fiction helped me a lot. It made me know what I needed to include in the story. They helped because I knew how to make the plot have red herrings and to make a murder that was hard to solve.

Russian Empire

Russian Empire

 

  • When did it start?

The Russian empire began in 1547 when Ivan the Terrible or Ivan IV took over the Tatar’s. He was the first royalty to ever hold the title Tsar or a russian emperor. This turned Russia into an empire.

  • What territory did it conquer?

Russia conquered lots of territory. The countries Russia took control over are:

Before the 1917 revolution the Russian Empire conquered most of Ukraine, they conquered Belarus, Moldova, Finland, Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan, Lithuania, Estonia, Latvia, Poland, Ardahan,  Artvin, Iğdır, Kars, and Alaska. They also had a colony in Hawaii.

  • Who were the most important people involved?

Ivan IV (Ivan the terrible), Peter I the great, Catherine II the great, Alexander III, Alexander II, Alexander I.

Ivan IV, started the Russian Empire. He caused Russia to expand their borders and was emperor when Moscow was made.

Peter I the great, Peter I wanted to continue expanding Russia. He also had the plans to make a grand city called St. Petersburg. Peter wanted a port to the sea. He set his sights on a small marsh land. This land was Sweden’s territory so he conquered Sweden. He then got the land he wanted and started making this grand city.

Catherine I, Catherine made Russia more Europeanized, and gave Russia more wealth by expanding. Catherine made Russia the biggest it has ever been. She planned to help the people by making hospitals, schools, etc. Over her rein she made 216 new towns in Russia. She made a grand palace for herself. Finally, she also continued Peters legacy and turned St. Petersburg into a symbol of power and wealth. Ultimately she turned it into a super power. Catherine also raged war against the Ottoman Turks. She expanded Russia’s boundaries to the Black Sea.

Alexander I, Alexander at first joined Britain against Napoleon. After loosing a major battle, he switched and made an alliance with Napoleon in 1807. In 1810 their alliance stopped. In 1812 Napoleon attempted to invade Russia but it turned out to be a disaster for the french. He is mainly important because he caused Napoleon’s army to cripple. He was known as the “Savior of Europe”.

Alexander II, Alexander II’s biggest achievement was the emancipation of serfs. In 1861 over 23 million serfs received liberty. He was nicknamed Alexander the Liberator. Alexander II also fought a small war against Turkey. Alexander was responsible for many reforms. Such as reorganizing the judicial system. Also abolishing capital punishment. In 1867 Alexander II sold Alaska to the United States in fear that the British would take over the colony. Alexander II also expanded and took over Turkestan. Alexander II’s greatest achievement of freeing the serfs made him important in Russia.

Alexander III, The industrial revolution was impacting Russia during his rein. In 1905 Russia lost the Russo-Japanese war. In 1905 a day known as “Bloody Sunday” happened. Father Gapon led an enormous crowd to the palace to petition the Tsar. When they reached the palace the Cossacks opened fire killing hundreds. People were furious so a general strike was declared demanding a democratic republic. This marked the start of the Russian Revolution. Nicholas made the “October Manifesto” which made a Duma, no law could be made final without first going through the Duma. (legislature). Nicholas II was emperor during World War I. In 1915 the war was demoralizing. There was not enough food, and fuel. March 3rd, 1917 there was a strike at a factory and street fights broke out. The strikers held mass meetings. The army openly sided with the workers. The socialists formed the Soviet council. Nicholas was abdicated in 1917 and executed in 1918. This was the end of the Russian Empire. Alexander III was important in the fact that he was the last emperor of Russia. He is not known for the greatest reasons.

Russia Map (Biggest)

http://historyofrussia.org/wp-content/uploads/2011/07/Russian-Empire-Map.jpg

Russia at its greatest extent^

Russia Map (Political)

http://www.vidiani.com/maps/maps_of_europe/maps_of_russia/political_map_of_russia.jpg

Political Map of Russia^

  • Bonus Question: What role did physical geography play in the successes or failures of the empire?

A video of Russia’s expansion

 

 

 

 

Works Cited:

The unknown painter. Consent. France, our homeland, UK. 1914.

Andy. “Russian Empire Timeline.” History of Russia. A Swish Theme, 2012. Web. 03 Mar. 2014.

Paolantoni, Julien. “Global Research.” Global Research. Global Research, 15 Dec. 2012. Web. 16 Mar. 2014.
Unknown. “Alexander I of Russia.” Wikipedia. Wikimedia Foundation, 16 Mar. 2014. Web. 16 Mar. 2014.
Unknown. “Alexander II of Russia.” Wikipedia. Wikimedia Foundation, 03 June 2014. Web. 16 Mar. 2014.
Unknown. “Catherine I of Russia.” Wikipedia. Wikimedia Foundation, 15 Mar. 2014. Web. 16 Mar. 2014.
Unknown. “Nicholas I of Russia.” Wikipedia. Wikimedia Foundation, 03 Nov. 2014. Web. 14 Mar. 2014.
Unknown. “Nicholas II of Russia.” Wikipedia. Wikimedia Foundation, 16 Mar. 2014. Web. 16 Mar. 2014.
Unknown. “Russia Timeline.” BBC News. BBC, 03 June 2012. Web. 05 Mar. 2014.
Unknown. “Russian Empire.” Wikipedia. Wikimedia Foundation, 14 Mar. 2014. Web. 14 Mar. 2014.
Unknown. “WHKMLA : History of the Russian Empire, 1547-1917.” WHKMLA : History of the Russian Empire, 1547-1917. KMLA, 21 Oct. 2010. Web. 16 Mar. 2014.
Vodovozov, Sergey Arsentyevich. “The Russian Empire.” Encyclopedia Britannica Online. Encyclopedia Britannica, 3 Mar. 2014. Web. 16 Mar. 2014.
Vodovozov, Sergey Arsentyevich. “The Russian Empire.” Encyclopedia Britannica Online. Encyclopedia Britannica, n.d. Web. 16 Mar. 2014.
Zilli, Matteo. “History of the Russian Empire.” YouTube. YouTube, 29 Nov. 2013. Web. 05 Mar. 2014.
The unknown painter. Our homeland — for the truth. 1914.
Zarrin RG Buy War 5 1/2% loan. Patriotic and profitable! 1916.
Marks, Steven G. “Sample Chapter for Marks, S.G.: How Russia Shaped the Modern World: From Art to Anti-Semitism, Ballet to Bolshevism.” Sample Chapter for Marks, S.G.: How Russia Shaped the Modern World: From Art to Anti-Semitism, Ballet to Bolshevism. Princeton University Press, 2002. Web. 17 Mar. 2014.
http://ridgewater.areavoices.com/files/2012/11/Kazan-Map-Russia1.jpeg
Source Analysis: