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Communication in school
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To begin this class, a reading from an old history textbook was presented. In the reading, the author, Professor Stromberg presents his idea of teaching history in isolated regions as the best way to get the message of world history across. In response to this, as a history student, and a student taught in a different manner, I believe this is incorrect. The first reason Stromberg’s ideas about teaching history in isolation are wrong is because history taught in isolation provides events in a way of illogical chronology, this is not to say that the events throughout history aren’t taught in order of occurrence, but rather when taught in isolation the order of occurrences does not make sense, and we miss out on a familiar pattern seen through …show more content…
Throughout the lecture this is very evident. Examples of this are evident throughout the course. The first example was in Unit 1, in the case of Chinese expansion, Stromberg might focus on internal reasons as to why the Chinese dynasties rose and fell and eventually became what China is today; however, the lectures focus on the idea that there were many examples of power struggles and great interaction between Mainland China and nearby areas. These interactions include the influence of “Mongol raids, spread of Buddhism from India, and even the interaction, or lack thereof, between China and inner Eurasia, ultimately leading to the identity of China” (1/1). The lecture gives evidence as to why China, even to this day, is such a diverse nation: Mongol invaders expanded Chinese landmass in hopes of security against other invading empires and took people previously excluded under their wings …show more content…
Moving forward from the Industrial Revolutions, the course emphasized World War I, as a truly world-redefining war. Stromberg may argue that the First World War was devastating and then arbitrarily move on to the next period in history, which was the rise of Communism and Fascism, but through the lecture we see the connection. “Communism and Fascism were the two big movements out of WWI” (6/1). As the lecture explains, World War I produced many extremist ideas, and the reason for these extremist ideas was the problems the world identified inherently from the conditions it was left in after the war. The role of communism and fascism did not end here though, its impact continued until after the Second World War and led to giving fuel to decolonization. In isolation, we may treat the two wars as having impact on each nation individually, the truth is far from that, and many nations leaned on common ideas in order to decolonize. “Class, religion and race were all forms of identity that transcended national borders, and movements of national independence drew from international movements” (6/3). The highlighted idea being “international movements. From this we understand that the big story was that imperially ruled nations wanted to decolonize and start anew as independent world. The big story, is not, as Stromberg may have us believe that each nation, in isolation, worked on
As the international shift towards nationalism and self-determination gained momentum in the years after World War II as a result to imperialism’s dangerous influence on the world during the war, decolonization becomes the inevitable truth for nations on both sides of the colonial relationship between an occupying country and a subjugated
Why do children graduate high school without fully understanding concepts that relate to the core subjects of Math, English, Science, and History? Because education is unequal in America. Sociologist Doctor James W. Loewen and award winning writer Jonathan Kozol agree that classicism is to blame. Loewen also believes that history textbooks take some of the blame, for the student’s ignorance of inequality within education. Loewen and Kozol make great points on classicism, and it is important to understand how classism and textbooks affect education, and also to think of solutions to the problem.
...History and World History, a professor only has a small portion of one class session to teach, for example, the Cold War. The devotion to a topic in such a large scale could become even more desperate because now teachers have to teach a whole new world of vocabulary along with the historical vocabulary that is necessary for students to succeed in future history classes.
Little did he know, this twelve-minute speech managed to change the course of history and the fate of a devastated Europe after World War II. This led to the implementation of the Marshall Plan, otherwise known as the “European Recovery Program”, and the Truman Doctrine. Not only did they revolutionize the European economy, but they were able to bring about political change by containing the spread of communism. Both programs also provided a transition into the creation of new political institutions like NATO and the European Community of Steel and Coal. The Second World War likewise denoted the start of the end of world colonialism as patriot developments started to triumph over debilitated pioneer domai...
Following World War II, the concrete nature of imperialism, or the subjection of people or groups based on a social, economical, or racial hierarchy, was seemingly in decline. For instance, India and Pakistan had both gained their independence from Britain in 1947 (p.761), and the French, though unwillingly, gave up their colonies in Vietnam (p.754), but with the development of the Cold War there became a need to ideologically separate the free “First World”, which was made up of western Europe and the United States, from the communist “Second World”, which was primarily made up by the Soviet Union. This separation unintentionally formed yet another hierarchy, and further perpetuated imperialistic notions. While the Soviets attempted to continue political imperialism in surrounding states to form a political and economic buffer from democratic nations, which due to globalization, or the mass integration of cultural and economic practices, would have been necessary to accomplish, many nations, such as the U.S., who subscribed to these democratic beliefs still counterintuitively practiced imperialism in their attempts to forcefully liberate communist nations based on the notion that their free way of life was superior to other’s communist status quo. Therefore, imperialism continued to surface through the dualist political line drawn by the Cold War, but also later through a need to stay competitive culturally and economically in a growing global community in states both subject to past colonizing nations, as well as the nations who relinquished their control over them.
...eeded in putting communism on the political map of the world. Governments across Europe and Latin America emulated Stalin and instituted their own brands of communism within their respective countries. Yet, what was to be the permanent revolution, has infected and affected the world for almost an entire century. Every year since 1917 has seen people in revolt. Economics, austerity, and political corruption have been the common causes of popular uprisings across the world, and whether the revolutions have been peaceful or violent, the result has nearly always been a change in the political structure and the redrawing of boundary lines. The continued presence of Russian-backed revolutions combined with the cries of the European people for independence and security reflect the ongoing influence of the Russian Revolution on the whole of Europe and, possibly, the world.
China grew to be the largest and most populous country of Asia. IT developed a unique culture by being isolated and having little contact with any other civilizations. After time, its methods of production and system of government here highly advanced for its time. China’s history is shown through the ruling of several different dynasties, their schools of thought and religion, and the vast spreading of their culture to its surrounding countries.
When World War I ended, Progressivism ended as well which occurred when much of the world’s problems were being put at rest; thu...
...and walked home.” Collins contrasts the students’ misbehavior with the teacher’s ignorance, thus implying a relationship between the history teacher’s inability to teach his students and their ensuing misbehavior.
...ime of the author rather then accurate historical facts. (Lies?293) Textbooks are being written this way and history is being taught this way to show people how they should act and strive to be. This relays to the student what is deemed acceptable to everyone and what is not. When it comes to a student remembering historical lessons they normally do not remember what is being taught to them unless they are moved by it. (Lies?301) So what is the result to a society where our students are being taught this way? The number one result is that students do not know the true history of their country nor do they remember what they were taught in class. This is a sad conclusion but Mr. Loewen feels it is an accurate one given responses to questions he has asked his students throughout the years. What can we do to change this and reeducate the people out there? Sadly I feel nothing can be done for those of us out there who are not truly aware of this misinformed way of teaching. But, our children need not be sheltered from our true history, rather they should learn all that has happened so we can prevent the atrocities from reoccurring again.
The years after World War One brought about vast changes to many parts of the world. Places like South Asia and the Middle East were able to see the need for self government away from foreign control. This sparked a number of nationalist movements during the 1920’s and 1930’s. The Middle East had to Westernize to rid foreign control while India had to be united under non-violence and Hindu values.
Since 1898 America has gone through major wars including World War I, World War II, the Cold war, including conflict still today. Max Weber stated that a state is “an entity that possesses a monopoly on the legitimate use of force” he conveys the idea that war makes states and states make war. War and state making are one of the effects from capitalism the kind of economy that dominates the western world, and Karl Marx’s idea of it is not just economical but also emotional. Weber believed that in order to change one had to work out how political power operated. Weber believed that we have now entered a more bureaucratic authority, which achieves it power by knowledge, and the world wars created the need for new government agencies to insure victory. In America these new organizations supervised war associated production, labor in the production for war, distribution of supplies and fuel and most importantly trade. Subsequently one can see after a massive war why governments would expand, which inflated prices and created new taxes for the new organizations. Many people believe that capitalism is an economic system but what causes wars are the various political objectives that rise from capitalism and not the financial aspect of the system. Most even say that war is diminishing the economy not the idea of capitalism and its free market
In the world of the twentieth century there was an increased change towards a sense of nationalism in many countries around the world. There was a big change during this time because of the changes made during both World Wars and the effects of what happened after them. Looking at the world from the end of World War I and the end of World War II there is an immediate difference between the two worlds. From 1919 to 1945 there was a difference in not only how people acted but there was a difference in the way that situations were handled between different countries. The country relations were different from 1919 to 1945 because many of the leaders of each country felt differently at the end of each war.
The Warring States is the subject and title of Griffith’s third chapter, which gives an enlightening look at the life and times in China after the defeat of the rule of Chin at Ching Yang in 453. (p. 20) The country was divided into eight individual warring sects (with the exception of Yen...
In the World War I individual rights and civil liberty have died. The wartime controls had replaced the free enterprise, exchange controls and import-export regulations had replaced the free trade. The inflation had undermined the sanctity of property. The war had shrunk the rights of individuals and enhanced the power of the State.