I feel that this class has definitely prepared me for college, both in what I have learned, and in the way that I have learned it. This was a fast-paced course, which I feel is beneficial, having already experienced a college-paced course. Because it is an AP level history class it goes by faster, but there was also a significant amount of material to cover, especially compared to other AP level courses. With nearly one thousand years to study, it is difficult to go over all the information necessary to complete the curriculum. However, I feel that the instruction was excellent, and honestly could not have been better.
As a teacher, Maz brought history to life, making it much easier to wrap our heads around the difficult concepts and often complicated events that make up Europe's background. On a personal level, I have found history to be much more interesting this year. I feel that this has something to do with the fact that it is European History, which brings something different than the American History I have learned about for twelve years in school. Also, it encompasses so much more, both time-wise and concept-wise, than just American History. European History is so interconnected, it is impossible not to feel the repercussions even today of something that took place five hundred years ago.
I feel I was also exposed to more "secrets" of history this year as well. I have learned more than just events. I have learned about the Catholic church's hidden and murky past, I have read detailed descriptions of the vile acts performed by Ivan the Terrible, and upon further research I have learned that Maximilien Robespierre may not have had it all "together", as he had so many believe.
Through this course, I have learned not only about European History, but about how to conduct myself in a collegiate environment. I have also learned much about myself and my, often poor, study habits. I feel that this course has truly prepared me for my many years to come in college, and if nothing else has shocked me into a new work ethic. Looking back, I do not regret my decision to take this course, and I would advise all who come through WAHS to do the same as I did and take APEH.
Sunday, May 17, 2009
Age of Anxiety - Atomic Power and the Atomic Bomb: Connection Across Time
The discovery of atomic power and the atom split by Rutherford led to the atom bomb. Many people, mainly scientists and politicians, were ecstatic about these discoveries and the knowledge that came with them. This picture represents what I feel is the biggest part of the discovery of atomic power: knowledge.
The knowledge that came with the power of atomic power was a big part of the early 20th century. The Heisenberg Principle of Uncertainty was a result of this knowledge. The Heisenberg Principle states that it is impossible to predict the behavior of an electron because they are constantly moving, and therefore it's exact location cannot be pinpointed at any one time.
Because much of this knowledge is at such a high level, the average citizen could not understand much of it. Because it was so difficult to understand, most citizens were afraid of this "new physics". They had no idea exactly what science was capable of after this, and frankly, they were terrified. But it was not only the citizens that were terrified. It was also the scientists who discovered atomic power and who created the atomic bomb.
The scientists themselves were afraid of what they had created, and many had reservations about putting this power into practice as a bomb. But many felt that the benefits atomic power provided were too great to abandon the quest for more knowledge altogether. So the research continued, and the atomic bomb was eventually constructed and used on Hiroshima and Nagasaki.
What drew me to this picture is that what I feel is the scariest thing about the atomic bomb is the knowledge that came with it. Nobody had ever dreamed that human kind would be capable of such power and destruction, and now that they are, what will we devise next? The power of the human mind is unbelievable, and what we can do with it when it is put to use is both frightening and awesome, much like the thought of what power the atom could provide in the early 20th century.
Ban Ki-moon and the UN (PP Presentation)
Ban Ki-moon and the Future of the United Nations
Tara Gaab pd. 5 APEH 5/5/09
Secretary-General Ban Ki-moon
• From the
• 8th Secretary-General of the United Nations
• Formerly
• Goal was to create a peaceful
• Loyal to his native
• Speaks both English & French fluently
Role of the Secretary-General
• FDR, when he devised the UN, pictured the S-G as a “world moderator”
• Now, a “spokesman for the interests of the world's peoples, in particular the poor and vulnerable among them” (United Nations)
• Job outlined in the Charter of the United Nations
• Though technically restricted to a “chief administrative officer”, holds true to FDR’s vision & often gives personal input
Role of the Secretary-General (cont’d)
• Recommended by the Security Council, & finally decided on by the General Assembly (Article 97)
• Responsible for bringing up anything they feel will threaten international peace, from economic to humanitarian issues and everything in between
• Must give an annual report
• All members of his staff must answer to only him & not their native governments
Charter of the United Nations
• Preamble
• “To save succeeding generations from the scourge of war, which twice in our lifetime has brought untold sorrow to mankind”
• “To reaffirm faith in fundamental human rights, in the dignity and worth of the human person…”
• To create environments where justice can be can be practiced
• To better the life of humankind by promoting progress and bettering society
Charter of the United Nations (cont’d)
• 19 chapters, 111 articles
• Completed in
• Went into effect October 24, 1945
• United Nations Day!
• Outlines every aspect of the UN, from members and the General Assembly to the International Court of Justice
• Available in Chinese, French, Russian, English, and Spanish
Creation of the United Nations
• Name first given by FDR to 26 countries who vowed to fight against and defeat the Axis powers
• Later signed by 50 countries intending to keep lasting peace
• FDR never saw the creation of the UN, but was the primary creator as he came up with most of the ideas
• Eleanor Roosevelt was appointed to the first American position
• Assisted in creating the Universal Declaration of Rights while holding this position
Future of the UN under Ban Ki-moon
• Website states: “We the peoples… A stronger UN for a better world”
• Indicates reformation
• Ban Ki-moon’s current priorities:
• Peace & Security in Africa and the
• Non-proliferation and disarmament
• Development
• Climate Change
• Human Rights
Reform Within the UN
• One of Mr. Ban’s personal priorities
• Wants to “simplify and streamline rules, policies, and procedures”
• Form alliances with both private and public institutions
• Reform is needed in order to adapt to constantly changing situations, and new situations altogether
Only countries not members of the UN:
• Kosovo
•
• Vatican City/Holy See
UN: “
• Mr. Ban feels that the UN has “come full circle” since it’s creation in 1945, and it is needed now more than ever
• Currently 192 Member States
“I do not believe in miracles, but I do have faith in human decency, diligence and incremental progress.”
http://www.youtube.com/watch?v=NVnL6NHn4uw&feature=featured
Works Cited
• “Biography of Secreatary-General Ban Ki-moon.” United Nations. 5 May 2009
• "Charter of the United Nations." United Nations. 5 May 2009
• "Google Image Result for http://upload.wikimedia.org//wikipedia/commons/thumb/1/13/
United_Nations_Members.svg/1000px-United_Nations_Members.svg.png." Google Images. Google/
Wikipedia. 5 May 2009
1000px-United_Nations_Members.svg.png&imgrefurl=http://commons.wikimedia.org/wiki/
User:Chanheigeorge&usg=__m6FFDfAeLxDYtzpJ1k4wpPKeUlY=&h=441&w=1000&sz=122&hl=en&start=4&um=1&tbnid=EB
_T3gcBPR_43M:&tbnh=66&tbnw=149&prev=/
images%3Fq%3Dcurrent%2Bmap%2Bof%2Bmember%2Bstates%2Bof%2Bthe%2Bunited%2Bnations%26hl%3Den%26sa%3DG%26
um%3D1>.
• "Non-Members of the United Nations." About.com:Geography. New York Times. 5 May 2009
• "Secretary-General of the United Nations." Wikipedia. 27 Apr. 2009. 5 May 2009
• The Eleanor Roosevelt Papers."United Nations." Teaching Eleanor Roosevelt, ed. by Allida Black, June Hopkins, et. al. (
• "The United Nations at a Glance." United Nations. 5 May 2009
• "UN Taking Swift Action against influenza (H1N1)." YouTube. 27 Apr. 2009
Meeting of the Minds - Robespierre (2)
During the Reign of Terror, Maximilien Robespierre was a name that sent chills down the spine. He became this sort of all-powerful being, almost inhuman. He instilled such fear & had so much power that he was looked upon as a fearsome power that could not be stopped. And with all that power and fear, Robespierre himself felt that he was nearly immortal in a sense. He felt that he held so much power that he could basically create another God, the Etre Supreme (The Supreme Being). He created the cult and the Festival that went along with it, and he went all out. He even had a special "sky-blue" coat made for the occasion of the Festival.
This sky-blue coat brings to mind something I came across while researching Robespierre. I was reading about his death by guillotine, and how he was not able to talk because he had his jaw bound shut. He had been shot in the lower jaw by a pistol, reportedly by a "gendarme" during a National Guard seizure after he was declared an outlaw of the Convention. The official story tells something like:
Robespierrre tried to speak at the National Convention on July 27, 1794, but was forced out by opponents. He was accused & declared an outlaw, and was pursued by the National Guard in their effort to protect the Convention. He was shot in the lower jaw during the fray, and he was hauled away to be executed by guillotine the next day. His jaw was bound in a dirty rag, and he never spoke another word before he died.
However, the story that I came across in The French Revolution: Complete and Unabridged by Thomas Carlyle told of someting entirely different. Carlyle claims that after Robespierre's failed speech at the Convention, he fled into another room in the convention hall. He knew it was all over for him, and so all alone in this room, he attempted to commit suicide. He failed however, much like he failed to keep his powerful position minutes earlier while giving his speech, and shot himself in the lower jaw, breaking it into splinters. Whether he "missed" due to a lack of confidence or some other reason matters not. He lay helpless as the National Guard came for him, ready to cart him off to jail in preparation for is execution. It was a man by the name of Meda who took credit for shooting Robespierre. Although few at the time actually gave him credit for doing so, the story stuck.
I have a feeling that Robespierre would be disgusted if he knew that today, everyone thought that it had been someone else who had brought him down, rather than his own doing. He was a man who did everything for himself, and thought himself all-powerful. He would never want his reputation tarnished by the fact that someone else had shot him. Personally, I think that he would rather people know that he attempted to kill himself and failed, rather than someone else succeeded in shooting him. This persona is exactly what I hope to bring with me to the Meeting of the Minds discussion in class on Tuesday.
Meeting of the Minds - Robespierre
By doing this Meeting of the Minds project, I am learning much more about Maximilien Robespierre than I would have otherwise. Because of the fact that we must personify whatever historical person we chose, we must gain insight into this person, learning not only about their history and achievements, but their personal views and personality as well. I personally love how this is not just another research project, but an in-depth view of an important figure in Europe's history.
One of the things I have found by researching Maximilien Robespierre is that I am often surprised by the views and personality of this man. He was very complicated, extremely intelligent, and often contradictory. I realize that I could spend years upon years researching and studying Robespierre, and may never understand the complexities of his thought processes and persona.
One such example of Robespierre's complicatedness is his abrupt change in his view on the death penalty. As a young judge, he did very well until he was forced to hand out the death sentence to a criminal. He couldn't bring himself to do so, & he was force to resign. Yet, as we all know, during the French Revolution he initiated the Reign of Terror, where countless lives were lost to the guillotine because they didn't support the revolution. I find this very confusing, and I am making it my goal to find out what exactly changed him as I finish my research on him.
Sunday, May 3, 2009
Cubism: A Form of Rebellion
Three Musicians
Pablo Picasso - 1921
Picasso's Three Musicians is a perfect example of the effect art had on the world during the Age of Anxiety. Cubism was a way to revolt against the conventional artistic standards of the art world, and therefore revolt against all other things conventional in our world at the time. Although I am far from being an expert on Cubism, or any other form of art for that matter, the few bits of information I do know have led me to believe that this was a very important movement for European culture during the Age of Anxiety.
There are two main types of Cubism: Analytic and Synthetic. Three Musicians is technically an example of analytic cubism, but incorporates a great deal of Synthetic cubism as well. Analytic cubism uses actual objects as subjects, but is generally limited to gray shades. Synthetic cubism however makes use of bright, bold colors, but is non-objective (has no distinguishable characters or subjects). Thus, it is apparent that Picasso melds the two types of cubism in Three Musicians, creating a sort of hybrid piece of art. I suppose you can do that if you're Picasso.
Much like Picasso broke the rules of cubism, Cubism itself broke the rules of the art world, making a statement to the world. Because it breaks scenery up into geometric structures rather than abiding by the natural, realism rules, Cubism, and it's relative Dadaism, were able to change the way art is perceived even today. It made a political statement, and fit in nicely with the disillusionment felt at the time. These feelings were made even stronger with the help of the literature of the age, thanks to men like Kafka and Eliot. This painting in particular shows exactly the type of nonconformity that artists and citizens alike were attempting to achieve. The bright, contrasting colors are a far stretch from the classically subtle color changes characteristic of realism, while the bold lines separating the shapes and colors provide an almost puzzle-like quality to the painting.
By rebelling in their art, artists like Picasso were able to rebel against society as well, creating a new movement in Europe and all around the world.
Much like Picasso broke the rules of cubism, Cubism itself broke the rules of the art world, making a statement to the world. Because it breaks scenery up into geometric structures rather than abiding by the natural, realism rules, Cubism, and it's relative Dadaism, were able to change the way art is perceived even today. It made a political statement, and fit in nicely with the disillusionment felt at the time. These feelings were made even stronger with the help of the literature of the age, thanks to men like Kafka and Eliot. This painting in particular shows exactly the type of nonconformity that artists and citizens alike were attempting to achieve. The bright, contrasting colors are a far stretch from the classically subtle color changes characteristic of realism, while the bold lines separating the shapes and colors provide an almost puzzle-like quality to the painting.
By rebelling in their art, artists like Picasso were able to rebel against society as well, creating a new movement in Europe and all around the world.
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