Internet Evolution

A plethora of opinion can be found on Internet Evolution.

EC: Catholic Identity

Catholic Identity and Just War Theory

Catholic Identity and Latin America: Who Was Oscar Romero?

Catholic Identity and New Zealand
A New Zealand Catholic convert was jailed since he did not possess the proper immigration papers but he refused to return to his native Iran because he feared persecution.

Catholic Identity and
Vietnam

Catholic Identity and the history of the Church in China

Catholic Identity and the history of the Church in
India

Catholic Identity and Genocide

Catholic Identity and schools in America

Historical Sketch of Catholic Schools

Catholic Identity and Zionism

This is an article describing how a Cardinal endorses Zionism.

Catholic Identity and 19th Century England

In particular, you may have an interest in Newman Clubs and John Henry Newman. Newman was an Anglican who converted to Roman Catholicism in what has been identified as the Oxford Movement.

Catholic Identity and Russia

The East-West Schism, or Great Schism, divided Chalcedonian Christianity into Western (Latin) and Eastern (Greek) branches, i.e. Western Catholicism and Eastern Orthodoxy. Though normally dated to 1054, the East-West Schism was actually the result of an extended period of estrangement between Latin and Greek Christendom. The primary causes of the Schism were disputes over papal authority—Pope Leo IX claimed he held authority over the four Eastern patriarchs—and over the insertion of the filioque clause into the Nicene Creed by the Western Church. Eastern Orthodox today claim that the primacy of the Patriarch of Rome was only honorary, and that he has authority only over his own diocese and does not have the authority to change the decisions of Ecumenical Councils. There were other, less significant catalysts for the Schism, including variance over liturgical practices and conflicting claims of jurisdiction. Cf. Great Schism.

In Christian theology the filioque clause (filioque meaning "and [from] the son" in Latin) is a heavily disputed clause added to the Nicene Creed, that forms a divisive difference in particular between the Roman Catholic Church and the Eastern Orthodox Church. In the place where the original Nicene Creed reads "We believe in the Holy Spirit ... who proceeds from the Father", the amended version reads "We believe in the Holy Spirit ... who proceeds from the Father and the Son". The addition is accepted by Roman Catholic Christians but rejected by Eastern Orthodox Christians. Many Eastern Catholic churches do not use the clause in their creed, but profess the doctrine it represents, as it is a dogma of the Roman Catholic faith. Insofar as Protestant churches take a position on the doctrine, acceptance of the filioque is normative. The clause is most often referred to as "the filioque" or simply filioque.
Cf. Filioque Clause.

Balkan Nationalism and

Mother Teresa and her teachings are good subjects to research.

Loyalty to Religion or Nationalism

John F. Kennedy's speech in Houston to Protestant Ministers. The speech focuses on the issue of Catholic identity and religious loyalty.

What is Hamas? Not Invited to Annapolis

Please note: some may find the web site referenced here disturbing. However, on the question posed today in regards to the meeting in Annapolis, one group was not invited and did not participate, the group Hamas. The referenced web site reports on Hamas' education for children.

Ch. 26 WW I and the Russian Revolution: 1914-1924

Chapter 26 World War I and the Russian Revolution: 1914–1924

Section 1 The Great War Begins

Terms, People, and Places

entente

militarism

Alsace and Lorraine

ultimatum

mobilize

neutrality

Note Taking

Checkpoint (s)

What two large alliances took shape before the beginning of World War I?

How did international competition and nationalism increase tensions in Europe?

What happened because of the assassination of Francis Ferdinand and his wife?

How did the alliance system deepen the original conflict between Austria-Hungary and Serbia into a general war?

Why were young men on both sides eager to fight when World War I started?

Map Skills

By 1914, most of Europe was divided into two armed camps, the Allies and the Central Powers. Millions of troops stood ready for war.

1. Locate

(a) Germany (b) Alsace-Lorraine (c) the Balkans (d) Serbia

2. Regions

Why would Germans worry about the alliance between France and Russia?

3. Synthesize Information

Based on the information on the map, which alliance do you think had the greater military advantage in 1914?

Biography
Kaiser William II
How did the kaiser’s desire for respect influence his policies?

HW, SECTION 1 Assessment

Reading Skill: Summarize

2. Use your completed chart to answer the Focus Question: Why and how did World War I begin in 1914?

Comprehension and Critical Thinking

Analyze Information

3. Why did European nations form alliances?

Identify Central Issues

4. Why might the Balkans be called the “powder keg of Europe”?

Recognize Causes

5. How did Austria’s government react to the assassination of Archduke Francis Ferdinand?

Determine Relevance

6. What role did geography play in the outbreak of World War I?

EC: Writing About History

Section 2 A New Kind of War

Terms, People, and Places

stalemate

zeppelin

U-boat

convoy

Dardanelles

T. E. Lawrence

Note Taking

Checkpoint (s)

How did the Allies stop the Germans from executing the Schlieffen Plan?

What made World War I much more deadly than previous wars?

In what way was the Eastern Front different from the Western Front?

How did World War I affect the Ottoman empire and European colonies and dominions?

Map Skills

World War I was fought on several fronts in Europe. Despite huge loss of life and property, the two sides came to a stalemate on the Western and Eastern fronts in 1915 and 1916.

1. Locate

(a) Paris (b) Battle of the Marne (c) Verdun (d) Tannenberg

2. Movement

Using the scale, describe how the battle lines moved on the Western Front from 1914 to 1918.

3. Draw Inferences

Based on this map, why do you think many Russians were demoralized by the progress of the war?

Map Skills

From 1914 to 1918, the Ottoman empire struggled against enemies on multiple fronts.

Location

Given that Britain controlled Egypt at this time, describe how the Ottoman empire’s location affected what happened to it during World War I.

HW, SECTION 2 Assessment

Reading Skill: Identify Supporting Details

2. Use your chart and concept web to answer the Focus Question: How and where was World War I fought?

Comprehension and Critical Thinking

Draw Conclusions

3. Why did a stalemate develop on the Western Front?

Synthesize Information

4. Describe three ways in which technology affected the war.

Predict Consequences

5. Governments on both sides of World War I tried to keep full casualty figures and other bad news from reaching the public. What effect do you think news about disastrous defeats such as Tannenberg and Caporetto would have had on the attitudes of people back home?

Recognize Causes

6. How did nationalism within the Ottoman empire come into play during the war?

EC: Writing About History

Section 3 Winning the War

Terms, People, and Places

total war

conscription

contraband

the Lusitania

propaganda

atrocity

Fourteen Points

self-determination

armistice

Note Taking

Checkpoint (s)

Why was it important for both sides to keep civilian morale high during the war?

How did Russia’s loss of morale affect the strategic position of the Allies in World War I?

What are three factors that led the United States to enter the war?

Why did Germany ask the Allies for an armistice in November 1918?

Biography
Edith Cavell

Why do you think the British government spread the story of Edith Cavell?

HW, SECTION 3 Assessment

Reading Skill: Summarize

2. Use your completed outline to answer the Focus Question: How did the Allies win World War I?

Comprehension and Critical Thinking

Summarize

3. What measures did wartime governments take to control national economies and public opinion?

Recognize Effects

4. What impact did wartime failures have on Russia?

Draw Conclusions

5. Describe how the entry of United States into the war was a turning point.

Analyze Information

6. Reread the poem by Siegfried Sassoon. What does it suggest about the effects of trench warfare?

EC: Writing About History

Section 4 Making the Peace

Terms, People, and Places

pandemic

reparations

radicals

collective security

mandate

Note Taking

Checkpoint (s)

What were some of the human, economic, and political costs of the war?

How did the goals of the Big Three leaders conflict at the Paris Peace Conference?

Why were the German delegates surprised when they read the treaty?

Why did the League of Nations fail to accomplish Wilson’s dreams?

Note Taking

Reading Skill: Categorize

Map

Europe, 1914 Europe, 1920

Map Skills

The peace treaties that ended World War I redrew the map of Europe.

1. Locate

(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig

2. Regions

Which countries lost territory in Eastern Europe?

3. Draw Conclusions

Why might the distribution of territory after World War I leave behind widespread dissatisfaction?

Analyzing Political Cartoons

This cartoon portrays one view of the peace treaties that ended World War I.

* The turkey symbolizes Germany.
* Britain holds a carving knife and fork, ready to carve the turkey.
* Other Allies await the feast.

1. What does carving up the turkey symbolize?

2. What attitude do you think that the cartoonist has towards the treaties?

HW, SECTION 4 Assessment

Reading Skill: Summarize

2. Use your completed concept web and table to answer the Focus Question: What factors influenced the peace treaties that ended World War I, and how did people react to the treaties?

Comprehension and Critical Thinking

Make Generalizations

3. Describe conditions in Europe after World War I.

Draw Conclusions

4. How did the peace treaties both follow and violate the principle of self-determination?

Draw Inferences

5. Wilson’s closest advisor wrote of the Paris Peace Conference, “there is much to approve and much to regret.” What do you think he might have approved? What might he have regretted?

EC: Writing About History

Section 5 Revolution and Civil War in Russia

Terms, People, and Places

proletariat

soviet

Cheka

commissar

Note Taking

Checkpoint (s)

What provoked the March Revolution?

Why did Germany want Lenin to return to Russia in 1917?

How were the Bolsheviks able to seize power from the provisional government?

How did the Red army defeat the White army to end the civil war?

How did the government and the economy under Lenin differ from “pure” communism?

Biography
Vladimir Ilyich Lenin

How do you think Lenin’s early life affected his later political ideas?

HW, SECTION 5 Assessment

Reading Skill: Summarize

2. Use your completed timeline to answer the Focus Question: How did two revolutions and a civil war bring about Communist control of Russia?

Comprehension and Critical Thinking

Draw Conclusions

3. What were the causes of the March Revolution?

Recognize Ideologies

4. How did Lenin adapt Marxism to conditions in Russia?

Recognize Cause and Effect

5. What were the causes and effects of the civil war in Russia?

Recognize Effects

6. Why did Lenin compromise between the ideas of capitalism and communism in creating the NEP?

EC: Writing About History

"Stupid in America"

A report by John Stossel entitled "Stupid in America."

About This Video

20-20 investigation by John Stossel entitled "Stupid in America" highlighting some of the flaws with the education system in the United States.

The story started out when identical tests were given to high school students in New Jersey and in Belgium. The Belgian kids cleaned the American kids' clocks. The Belgian kids called the American students "stupid", which gave the piece its name.

Jay Greene, author of "Education Myths," points out that "If money were the solution, the problem would already be solved. We've doubled per pupil spending, adjusting for inflation, over the last 30 years, and yet schools aren't better."

EC: Help Bring "The Singing Revolution" to Philadelphia

You can help bring “The Singing Revolution” to your region.

Sign up and get others to sign up for a screening now! Just enter your zip code/postal code and your e-mail address below. Once there is a minimum of 1,500 people in Philadelphia or this area, the film makers will bring the film to that location for one week. We will be notified by e-mail where and when the film is playing.

Collect and enter valid email addresses for EC. You will get one EC point for each valid email address you collect and enter on The Singing Revolution web site. Good luck.

Words of War

Words of World War I have been added to the language.

Is There Second Life After Today's Education?

Some possibilities to use Second Life in education.

Upcoming Attraction

The next Upcoming Attraction, the Chapter 25 Test, is scheduled for the first day we are back from the break, on Monday.

Pay Attention

Some things to think about.

4th Period Only, 20 November 2007, Tuesday

20 November 2007
Dr. Smith
Room #267
4th Period (only)
World History II

Hand out Study Guides--Section 3 and Section 4--for Chapter 25 Test the first day back, Monday, after Thanksgiving break.

Chapter 25 Section 4 Economic Imperialism in Latin America

Answer Ch. 25 Sec. 4

Checkpoint (s)

What factors undermined democracy in post-independence Latin America?

What struggles did Mexico go through as it tried to find stability in the 1800s?

How did foreign influence and investment affect Latin America?

How did the United States act as an imperialist power in Latin America?

Map

Imperialism in Latin America, 1898–1917

Map Skills

In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.

1. Locate

(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras

2. Location

Why did the United States have a particularly strong interest in Latin American affairs?

3. Identify Point of View

What natural resources drew the Dutch to Dutch Guiana?

Home Work

Reading Skill: Recognize Multiple Causes

2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?

Critical Thinking and Comprehension

Express Problems Clearly

3. What problems faced new nations in Latin America?

Recognize Cause and Effect

4. How did the cycle of economic dependence continue after independence?

Synthesize Information

5. Describe two ways the United States influenced Latin America.

Draw Conclusions

6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.

Extra Credit

"Writing About History"

An Article from Boston Globe (Scary)

Young people reading a lot less
Report laments the social costs

By David Mehegan, Globe Staff | November 19, 2007

We know what young people are doing more of: watching television, surfing the Web, listening to their iPods, talking on cellphones, and instant-messaging their friends. But a new report released today by the National Endowment for the Arts makes clear what they're doing a lot less of: reading.

The report - a 99-page compendium of more than 40 studies by universities, foundations, business groups, and government agencies since 2004 - paints a dire picture of plummeting levels of reading among young people over the past two decades. Among the findings:

Only 30 percent of 13-year-olds read almost every day.

The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004.

Almost half of Americans between ages 18 and 24 never read books for pleasure.

The average person between ages 15 and 24 spends 2 to 2 1/2 hours a day watching TV and 7 minutes reading.

"This is a massive social problem," NEA chairman Dana Gioia, said by phone from Washington. "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading."

It is not just the amount of reading. According to the report, reading ability has fallen as well. While scores have improved for 9-year-olds, they dropped sharply for 17-year-olds. Only about a third of high school seniors read at a proficient level, a 13 percent decline since 1992. "And proficiency is not a high standard," Gioia said. "We're not asking them to be able to read Proust in the original. We're talking about reading the daily newspaper."

Apparently, things are not much better among college students. In 2005, almost 40 percent of college freshmen (and 35 percent of seniors) read nothing at all for pleasure, and 26 percent (28 percent of seniors) read less than one hour per week. Even among college graduates, prose-reading proficiency declined from 40 percent in 1992 to 31 percent in 2003.

The report incorporates national studies that have been carried out since the NEA's 2004 report, "Reading at Risk," found that literary reading - fiction, poetry, and plays - had crashed over 20 years among adult Americans. The new report, titled "To Read or Not to Read: A Question of National Consequence," focuses on reading in general, and it reaches down to younger age levels. While not all studies are exactly comparable in some details (such as time spans), overall they trend in the same direction.

"We took information from so many sources, you would expect some results in the opposite direction," Gioia said. "But I was impressed and depressed at how consistent the information was on the general decline in reading and reading ability."

Changes in young people's reading habits have not escaped notice in the publishing and library fields.

"I'm not hearing of a dramatically big drop, but I would say the number of serious readers, the kids who used to come in and get 20 and 30 books - we're just not seeing that," said Caroline Ward, a children's librarian in Stamford, Conn., who is past president of the children's division of the American Library Association. "We see some, but fewer than we used to."

The report found that the more books there are in a young person's home, the higher the average scores in science, civics, and history, all reading-based subjects. The report notes that average annual household spending on books, adjusted for inflation, dropped 14 percent between 1985 and 2005, and that consumer book sales declined 6 percent from 2000 to 2006.

The report does not explain why youth reading has declined, but Gioia said he suspects three main reasons: "First, something is not happening in our educational system. Second, we are surrounded by nonstop media, but for the most part it does not acknowledge reading. When the media made a celebrity of J.K. Rowling, 10 million people bought her book. Oprah Winfrey put 'Anna Karenina' on the best-seller list. Third, our lives are completely cluttered with a million gadgets."

Indeed, the report suggests that multitasking is a factor. It found that more than half of middle and high school students use other media most or some of the time while reading, and that 20 percent of the time they spend reading they are also watching TV, playing video games, sending messages, or otherwise using a computer.

Besides plotting statistical trends, the report cites economic consequences. Seventy-two percent of employers rated high school graduates deficient in writing, and 38 percent cited reading deficiency. One out of five American workers reads at a lower level than necessary to do his or her job. Not surprisingly, proficient readers are more likely to attain management jobs and higher incomes.

Possibly the most striking finding is that, regardless of income, levels of reading for pleasure correlate closely with levels of social life, voting, and political activism, participation in culture and fine arts, volunteerism, charity work, and even regular exercise.

"The poorest Americans who read did twice as much volunteering and charity work as the richest who did not read," Gioia said. "The habit of regular reading awakens something inside a person that makes him or her take their own life more seriously and at the same time develops the sense that other people's lives are real."

That finding confirms previous studies, said Timothy Shanahan, an education professor at the University of Illinois at Chicago and past president of the International Reading Association. "If you're low in reading ability, not only would you not read the newspaper, but you won't watch news on TV or listen to it on radio," Shanahan said. "You're less likely to take part in activities like sports or church. Being low in literacy is self-isolating, tends to push you out of culture altogether."

Patricia S. Schroeder, president and chief executive of the Association of American Publishers, said part of the problem could be that adults can make children feel that reading is a duty. A common complaint she hears from children and young adults is that few books relate to their lives or interests. "Reading is not really easy," she said, "unless they get into something they want to read about."

David Mehegan can be reached at mehegan@globe.com.
© Copyright 2007 The New York Times Company

Chapter 25 New Global Patterns: 1800-1914

Chapter 25

New Global Patterns: 1800–1914

Section 1 Japan Modernizes

Terms, People, and Places

Matthew Perry

Tokyo

Meiji Restoration

Diet

zaibatsu

homogeneous society

First Sino-Japanese War

Russo-Japanese War

Note Taking

Checkpoint (s)

By the mid-1800s, why did so many groups of people in Japan feel discontented?

How did Japan react when it was forced to accept unequal treaties?

What changes did the reforms of the Meiji Restoration bring about in Japan?

Comparing Viewpoints

Colonization in Korea

The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s.

Critical Thinking How do the two views on the results of colonization in Korea differ?

Positive Effects

Mining, fishery, and manufacturing have advanced. The bald mountains have been covered with young trees. Trade has increased by leaps and bounds. . . . Study what we are doing in Korea. . . . Japan is a steward on whom devolves [falls] the gigantic task of uplifting the Far East.

—Japanese academic Nitobe Inazo

Negative Effects

The result of annexation, brought about without any conference with the Korean people, is that the Japanese . . . by a false set of figures show a profit and loss account between us two peoples most untrue, digging a trench of everlasting resentment deeper and deeper. . . .

—From the Declaration of Korean Independence, 1919

Checkpoint

How did industrialization help start Japan on an imperialist course?

HW

2. Use your completed chart to answer the section Focus Question: How did Japan become a modern industrial power, and what did it do with its new strength? Hint

Comprehension and Critical Thinking

Identify Central Issues

3. What problems weakened shogun rule in Japan in the mid-1800s?

Recognize Causes

4. What caused Japan to end over 200 years of seclusion?

Draw Conclusions

5. List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.

Connect to Geography

6. Why was control of Korea desirable to both China and Japan?

EC

"Writing About History"

Section 2 Imperialism in Southeast Asia and the Pacific
Objectives

Terms, People, and Places

French Indochina

Mongkut

Spanish-American War

Liliuokalani

Note Taking

Checkpoint (s)

How did the Burmese and the Vietnamese respond to attempts to colonize them?

How did the United States gain control of the Philippines?

Why did some Americans think the United States should control Hawaii?

Map Skills

Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets.

1. Locate

(a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines

2. Regions

Which Europeans claimed territory on the mainland?

3. Draw Inferences

According to the map, which Europeans controlled the widest variety of resources?

HW

Reading Strategy: Identify Causes and Effects

2. Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?

Comprehension and Critical Thinking

Summarize

3. What steps did Siam take to preserve its independence?

Draw Conclusions

4. Why were Filipino rebels disappointed when the United States took control of the Philippines?

Synthesize Information

5. How did Hawaii become part of the United States?

Make Comparisons

6. Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different?

EC

"Writing About History"

Section 3 Self-Rule for Canada, Australia, and New Zealand
Objectives

Terms, People, and Places

confederation

dominion

métis

indigenous

penal colony

Maori

Note Taking

Checkpoint (s)

How did the British respond to the Canadians’ desire for self-rule?

What effect did colonization have on Australia’s indigenous population?

Compare and contrast the European settlement of Australia and New Zealand.

Map Skills

Canada grew throughout the latter half of the 1800s.

1. Locate:

(a) Quebec (b) Ontario (c) British Columbia (d) Saskatchewan

2. Movement

Why did British Columbia become a part of Canada before Alberta and Saskatchewan?

3. Make Comparisons

Compare Nova Scotia’s natural resources to those of Manitoba.

Map Skills

British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.

1. Locate

(a) Simpson Desert (b) Great Sandy Desert (c) Sydney (d) Perth.

2. Regions

What physical features probably slowed British settlement of Australia’s interior?

3. Draw Inferences

What types of economic activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?

HW

Reading Skill: Identify Causes and Effects

2. Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Australia, and New Zealand settled and how did they win self-rule?

Comprehension and Critical Thinking

Sequence

3. What steps led to Canadian self-rule?

Compare

4. Compare the European settlement of Australia with that of Canada.

Identify Causes

5. Why did the Maori fight colonists in New Zealand?

Synthesize Information

6. What ethnic tensions did Australia, Canada, and New Zealand face?

EC

"Writing About History"

Section 4 Economic Imperialism in Latin America
Objectives

Terms, People, and Places

regionalism

caudillo

Benito Juárez

La Reforma

peonage

Monroe Doctrine

Panama Canal

Note Taking

Checkpoint (s)

What factors undermined democracy in post-independence Latin America?

What struggles did Mexico go through as it tried to find stability in the 1800s?

How did foreign influence and investment affect Latin America?

How did the United States act as an imperialist power in Latin America?

Map

Imperialism in Latin America, 1898–1917

Map Skills

In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.

1. Locate

(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras

2. Location

Why did the United States have a particularly strong interest in Latin American affairs?

3. Identify Point of View

What natural resources drew the Dutch to Dutch Guiana?

HW

Reading Skill: Recognize Multiple Causes

2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?

Critical Thinking and Comprehension

Express Problems Clearly

3. What problems faced new nations in Latin America?

Recognize Cause and Effect

4. How did the cycle of economic dependence continue after independence?

Synthesize Information

5. Describe two ways the United States influenced Latin America.

Draw Conclusions

6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.

EC

"Writing About History"

Awesome interactive sites for students and learners

Jimmy has an interesting video with awesome interactive sites for students and learners.

Catholic Identity

Catholic Identity and Latin America: Who Was Oscar Romero?

Catholic Identity and New Zealand
A New Zealand Catholic convert was jailed since he did not possess the proper immigration papers but he refused to return to his native Iran because he feared persecution.

Catholic Identity and
Vietnam

Catholic Identity and the history of the Church in China

Catholic Identity and the history of the Church in
India

Catholic Identity and Genocide

Catholic Identity and schools in America

Historical Sketch of Catholic Schools

Catholic Identity and Zionism

This is an article describing how a Cardinal endorses Zionism.

Catholic Identity and 19th Century England

In particular, you may have an interest in Newman Clubs and John Henry Newman. Newman was an Anglican who converted to Roman Catholicism in what has been identified as the Oxford Movement.

Catholic Identity and Russia

The East-West Schism, or Great Schism, divided Chalcedonian Christianity into Western (Latin) and Eastern (Greek) branches, i.e. Western Catholicism and Eastern Orthodoxy. Though normally dated to 1054, the East-West Schism was actually the result of an extended period of estrangement between Latin and Greek Christendom. The primary causes of the Schism were disputes over papal authority—Pope Leo IX claimed he held authority over the four Eastern patriarchs—and over the insertion of the filioque clause into the Nicene Creed by the Western Church. Eastern Orthodox today claim that the primacy of the Patriarch of Rome was only honorary, and that he has authority only over his own diocese and does not have the authority to change the decisions of Ecumenical Councils. There were other, less significant catalysts for the Schism, including variance over liturgical practices and conflicting claims of jurisdiction. Cf. Great Schism.

In Christian theology the filioque clause (filioque meaning "and [from] the son" in Latin) is a heavily disputed clause added to the Nicene Creed, that forms a divisive difference in particular between the Roman Catholic Church and the Eastern Orthodox Church. In the place where the original Nicene Creed reads "We believe in the Holy Spirit ... who proceeds from the Father", the amended version reads "We believe in the Holy Spirit ... who proceeds from the Father and the Son". The addition is accepted by Roman Catholic Christians but rejected by Eastern Orthodox Christians. Many Eastern Catholic churches do not use the clause in their creed, but profess the doctrine it represents, as it is a dogma of the Roman Catholic faith. Insofar as Protestant churches take a position on the doctrine, acceptance of the filioque is normative. The clause is most often referred to as "the filioque" or simply filioque.
Cf. Filioque Clause.

Balkan Nationalism and

Mother Teresa and her teachings are good subjects to research.

Loyalty to Religion or Nationalism

John F. Kennedy's speech in Houston to Protestant Ministers. The speech focuses on the issue of Catholic identity and religious loyalty.

FAQ; How Do I Print Materials for Dr. Smith's Classes?

How do I print materials for Dr. Smith's classes? How do I ensure that the unnecessary background material is not printed?

NB:

For all of Dr. Smith's classes, to print from the class blog or any materials for my course:

1. Do not use Word or other coding-intensive word processing program. If you use Word all of the unnecessary background data

is printed as well. You don't need the extra material to print as it is wasteful.

2. Cut and paste using Notepad or another similar program.

3. Go to "Start," a list of programs should pop up.

4. Click on "Accessories" and find "Notepad," and open this program.

5. Highlight the text from the blog that you want copied, by right-clicking on the text--e.g., you may need a Vocabulary list

if a hard copy is not available, then, cut and paste the text into Notepad to print.

EC: Seedwiki Ch. 25

Priority List of Edits Needed:

Chapter 25 New Global Patterns: 1800–1914

No one has even begun Ch. 25.

Catholic Identity

This is a video presentation of the Hail Mary.

Cruise Through the Panama Canal

A cruise through the Panama Canal.

Vocabulary: "Causes of World War I" video

"Causes of World War I"
Video Vocabulary

NAME:

Period:

1. "Rube Goldberg"
2. Archduke
3. testimony
4. Sarajevo
5. Franz Ferdinand
6. motorcade
7. Austro-Hungarian Empire
8. Serbia
9. embroiled
10. dynasty
11. toppled
12. czar
13. Slavs
14. revolution
15. humiliation
16. status
17. colonial
18. turmoil
19. democracy
20. assassination
21. alliances
22. arms race
23. competition
24. raw materials
25. nationalism
26. imperialism
27. industrialization
28. patriotism
29. noble
30. sentiment
31. patchwork
32. squabbled
33. negotiated
34. peasants
35. bedrock
36. stability
37. continental
38. economic
39. mercantilism
40. prosperous
41. middle-class
42. social structure
43. representatives
44. Garibaldi
45. central government
46. mass education
47. national identity
48. nation-state
49. pious
50. mythology
51. Alsace-Lorraine
52. Victor Hugo
53. Balkan Peninsula
54. Bosnia
55. Herzogovina
56. Yugoslavia
57. Gavrilo Princeps
58. "Black Hand"
59. socialism
60. capitalism
61. fervor
62. reservoir
63. efficiency
64. domination
65. rivalry
66. manufacturing
67. British East India Company
68. Manchu Dynasty
69. lucrative
70. spheres of influence
71. "the sun never set on the British Empire"
72. monopolize
73. palatial
74. skirmishes
75. Russo-Japanese War
76. balance of power
77. inferiority
78. yearned
79. ambitious
80. reverence
81. arsenal
82. notorious
83. autocracy
84. splendid isolation
85. agitation
86. Hungarians
87. mobilization
88. inevitable
89. totalitarian
90. repercussion
91. plantation
92. Ceylon
93. civilization
94. administration
95. Rudyard Kipling
96. "White Man's Burden"

Blogging WW I

WW1: Experiences of an English Soldier

Vocabulary: Jason Evert

Vocabulary: Jason Evert

Name:

Period:

1. Grand Canyon
2. manipulate
3. condemnation
4. morality
5. genitals
6. virgin
7. Ephesians
8. holy
9. scourging
10. Shroud of Turin
11. woven
12. cross-beam
13. pierce
14. pornography
15. emasculate
16. Maxim
17. air-brushed
18. computer generated
19. CDC
20. leprosy
21. Vogue
22. modesty
23. mu-mu
24. radiant
25. dignity
26. gentleman
27. lady
28. purity
29. concussion
30. submission
31. conscience
32. prude
33. respect
34. 4-D
35. estrogen
36. STDs
37. fertility
38. Mayo Clinic
39. injection
40. veterinarian
41. hormonal
42. uterus
43. conceive
44. PDR
45. herpes
46. asymptomatic
47. gonorrhea
48. HPV
49. cervical
50. vaccine
51. NIH
52. patriot
53. veil
54. CSI
55. breed
56. Proverbs
57. slack
58. eBay
59. random
60. allergy
61. eczema
62. Chlamydia
63. Depo-Provera
64. Armenia

Alicia Keys

Have you seen Alicia Keys? Blogs can be useful for finding out information. Here is something you may not have seen.

How Do I Collaborate Online?

Google Docs Rocks.

EC: Hunger Strike in Britain

Abu Hamza in 'jail food protest'
Radical Muslim cleric Abu Hamza and other inmates at Belmarsh prison have refused to eat their lunch in a protest at the jail's high security wing.

The Home Office said 22 of the 25 prisoners in the unit had taken part in the action, but all intend to eat normally on Wednesday.

A spokesman said they had refused food on the grounds of its quality.

Abu Hamza's lawyer claimed the men were not being properly fed and were having to pay for food to sustain themselves.

Muddassar Arani, who described the incident as a "hunger strike", said the other protesters included the men awaiting trial over the attempted bombings of London's transport network on 21 July.

But the Home Office rejected her claims that the protest began after bread was "thrown across a dirty table" at an inmate.

A spokesman said the men refused to eat on the grounds that the food was "not up to the usual standard".

Tuesday is the day when all inmates at the south London prison receive food they have bought with their own money, he added.

Abu Hamza was sentenced to seven years imprisonment at the Old Bailey in February for inciting murder and racial hatred.

Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/1/hi/uk/4806820.stm

Published: 2006/03/14 18:44:53 GMT

© BBC MMVII

"Vote for Me: Politics in America" video vocabulary

"Vote for Me: Politics in America" video vocabulary

Name: __________________________________________________________
Period: _________________

1. Oliver "Ollie" North
2. Newt Gingrich
3. Ray Charles
4. tenacity
5. pundits
6. precinct
7. invariably
8. ego
9. jaded
10. "happy warrior"
11. rolodex
12. Dennis Kucinich
13. strategy
14. Barney Frank
15. apathetic
16. Founding Fathers
17. alderman
18. Guiness
19. ward
20. city council
21. antiquated
22. initially
23. gamma rays
24. tangible
25. Jehovah's Witnesses
26. intimidate
27. argumentative
28. ethnic
29. prediction
30. Tip O'Neil
31. C.I.A.
32. CEO
33. shamrock
34. "riding coat tails"
35. precinct captain
36. journalist
37. Sammy Davis Jr.
38. Richard Daley
39. Fiorello La Guardia
40. "press the flesh"
41. Mario Cuomo
42. Magical Mystery Tour
43. "whistle stop tour"
44. Harry S. Truman
45. unconventional
46. ritual
47. plaza
48. marketable commodity
49. mystical
50. Ann Richards
51. "forced march"
52. constituents
53. pollster
54. Lincoln-Douglas Debate
55. slaughterhouse
56. "graveyard shift"
57. Odyysey
58. maniacal
59. union
60. Willie Horton
61. Nazi
62. "court stacking"
63. "kike" (bear in mind this is considered an offensive word, i.e., slang)
64. pornography
65. Jefferson
66. Adams
67. pictorially
68. chastity
69. French Revolution
70. Terminator
71. "tax & spend" candidate
72. surrogate
73. ironic
74. Lyn Nofziger
75. Federalist Party

Mid-Term Assessment Answer

What alternative policy could the British have adopted toward Ireland in
the 1800s?

The British could have allowed home rule. Canada, Australia, and New Zealand all established home rule and were much happier and prosperous as a result. Ireland never was allowed any such freedom. They suffered under British oppression as a result. The Irish were starving in the Great Potato Famine, homes were being foreclosed, many were forced to emigrate, yet, England never relented. With home rule for Ireland, England would have enjoyed a loyal subject, yet, one that was based on more democratic principles, and a more equitable economic union.

Election Day Questions, 6 November 2007, World History II, Dr. Smith

Election Day Questions, 6 November 2007, World History II, Dr. Smith

Name: _________________________________________________________

Period: _____________

Questions to ask the voters:

What, in your opinion, is the biggest issue in American politics today?

What, in your opinion, is the biggest issue in Philadelphia politics today?

What other political issues, that you have not stated, are important to consider when voting?

Who do you think you will vote for in the 2008 Presidential election?

Why is voting important to you?

Questions to ask the Poll workers:

What "Third Parties," in addition to the Democrats and the Republicans, are on the PA ballot in this election?

How old does a person have to be in order to vote?

How would I find out where to vote?

How is the polling place an example of a "secret ballot?"

Questions to ask yourself:

What party do you think you will register for when you are old enough to vote?

What, in your opinion, is the biggest issue in American politics today?

What, in your opinion, is the biggest issue in Philadelphia politics today?

Who do you think you would vote for, or would vote for if you are old enough, in the 2008 Presidential election?

How long will it be--years, months, days--before you can register to vote?

Why is voting important?

EC: Nationalism

Russian Nationalists March in Moscow
By MANSUR MIROVALEV
Associated Press Writer

MOSCOW - A white supremacist from Texas lifted his black cowboy hat into the air as he stepped forward to address thousands of Russian nationalists at a rally Sunday in Moscow.

"I'm taking my hat off as a sign of respect for your strong identity in ethnicity, nation and race," said Preston Wiginton, 43, exposing his close-cropped head to a freezing drizzle.

"Glory to Russia," he said in broken Russian, as the crowd of mostly young Russian men raised their right hands in a Nazi salute and chanted "white power!" in English.

About 5,000 nationalists turned out for the Russian March, held for the third year on National Unity Day, a holiday the Kremlin created in 2005 to replace the traditional Nov. 7 celebration of the 1917 Bolshevik rise to power.

The Kremlin has tried to give the holiday historical significance by tying it to the 1612 expulsion of Polish and Cossack troops who briefly seized Moscow at a time of political disarray.

But extreme nationalists have seized on the holiday, reflecting a rise in xenophobia. More than 50 people have been killed and 400 injured in ethnically motivated attacks this year, according to the Sova rights center.

Rights activists say the extreme nationalist sentiments are a natural outgrowth of the Kremlin's attempts to rebuild a strong Russian state.

President Vladimir Putin, who celebrated Sunday's holiday by laying flowers at the monument to Moscow's 17th century liberators, told the military cadets and pro-Kremlin youth group members who accompanied him that there are people in the world seeking to split Russia and divide up its natural resource wealth.

"Some believe that we are too lucky to possess so much natural wealth, which they say must be divided," Putin said, speaking near the monument on Red Square. "These people have lost their mind," he added with a smile.

Pro-Kremlin youth groups and the liberal Yabloko party also held rallies Sunday, in part to counter the nationalist march.

"This holiday is a gift for the most reactionary and dangerous group - the nationalists," Yabloko deputy chairman Sergei Mitrokhin told a crowd of about 1,500.

Thousands of pro-Kremlin youth activists marched through central Moscow and gathered near Red Square to sew together a "blanket of peace," symbolizing harmony among Russia's numerous ethnic groups.

The nationalists, who were kept away from the city center, marched along an embankment of the Moscow River to a small square, waving banners that read "Russians, stand up," "Russian order or war," and "Tolerance is AIDS."

What united the marchers was their opposition to nonwhite migrants from the Caucasus and Central Asia.

"Russia will be white," said Alexander Belov, leader of the Movement Against Illegal Migration. His last name, based on the Russian word for "white," is a nom de guerre.

"Our ultimate goal is our race and nation. Nation above all," he said, rephrasing the Nazi slogan "Germany above all."

A top immigration official down played the significance of the Russian Marches.

"This is just an outbreak of national identity feelings, which is noticeable worldwide, and it has affected Russia too," said Vyacheslav Postavnin, deputy director of the Federal Migration Service, the Interfax news agency reported.

In the first Russian March in 2005, thousands marched through central Moscow, some shouting "Heil Hitler." The march horrified many Muscovites, and the following year it was blocked by police.

"The first Russian March was unexpected good luck, the second one was about overcoming the resistance of the authorities, and the third one is already a new Russian tradition," said Konstantin Krylov of the nationalist Russian Social Movement.

City authorities approved Sunday's march but ordered it held on the river embankment away from the city center. Hundreds of police lined the route.

Nationalist marches also were held in other Russian cities.

In St. Petersburg, about 500 people rallied at Revolution Square in front of the Winter Palace. Police detained 12 men who attempted to break into a Chinese restaurant, the Regnum news agency reported.

____

Associated Press writer Bagila Bukharbayeva contributed to this report

EC: Immigration

11/04/2007 17:56:36 EST
Italians Urge Expulsion of Immigrants
By FRANCES D'EMILIO
Associated Press Writer

ROME - Opposition leader Silvio Berlusconi urged Italy to close its borders to Romanian workers and a conservative ally called Sunday for the expulsion of tens of thousands of immigrants amid public outrage over a wave of violent crimes blamed on foreigners.

Pope Benedict XVI added his voice to the debate over the balance between citizen safety and treatment of foreigners, reminding authorities that immigrants have both obligations and rights.

The pope weighed in as lawmakers prepared to debate the government's response to recent crime, including fast-track expulsions of Romanians and other EU citizens deemed dangerous and bulldozing shantytowns housing immigrants.

"In Rome alone, 20,000 expulsions should be carried out right away," right-wing leader Gianfranco Fini, a key Berlusconi ally, said on a TV talk show Sunday.

Romanians have been detained as suspects in several recent high-profile crimes, including the rape of a woman on church steps in northern Italy, a mugging that left a Rome cyclist in a coma for weeks before he died, and the robbery of a Milan coffee bar in which the elderly owner was beaten and her daughter raped.

Other recent crimes in which foreigners are suspected include the mugging of Oscar-winning director Giuseppe Tornatore, which sent him to the hospital; the holdup of a prominent TV anchorman and the mugging of a Rome municipal commissioner.

Berlusconi told La Stampa newspaper that Italy should enact a moratorium against Romanian workers.

"If I were in the government, I would have done it," the billionaire media mogul and former premier said.

After Romania joined the EU earlier this year, Romanians poured into Italy in search of work as maids, nannies, waiters, janitors and bricklayers, and they now account for nearly 1 percent of the population in Italy.

Last week, the Cabinet gave authorities the power to expel EU citizens with criminal records, or those deemed dangerous to public safety. The decree needs approval in parliament, where Premier Romano Prodi's center-left forces have a narrow majority, to remain in effect long-term.

The savage beating last week of the wife of an Italian naval commander triggered the emergency decree after a Romanian was arrested in connection with the assault.

Berlusconi said he was mulling whether his conservative lawmakers should approve the decree, while Fini said his forces would vote for it only if expulsions are expanded to include EU citizens without a means to support themselves.

Another right-wing leader, Roberto Calderoli, advocated vigilante patrols.

Italian authorities say statistics show foreigners commit a disproportionate number of crimes. Rome Mayor Walter Veltroni said 75 percent of arrests in the city in the last year involved Romanians. On a national level, less than 5 percent of Italy's population in 2004 - before Romania joined the EU - was foreign, yet foreigners accounted for 26 percent of those convicted of crimes.

The wave of crime has sparked a backlash against foreigners. Police were searching for several Italians attacked and wounded three Romanians with clubs and knives in a Rome parking lot on Friday night.

The attack prompted Romania's government to warn Italy against letting public concern over crime degenerate into xenophobia.

In Bucharest, Romanian's prime minister, Calin Popescu Tariceanu, summoned top Cabinet ministers Sunday to discuss the issue. Tariceanu's office said he would travel to Rome later this week.

"We should fight against the wave of xenophobia that is manifesting itself in Italy and we must fight against the bad image that Romanians who are working in Italy have," he said Saturday.

Pope Benedict expressed his concern.

"Those who deal with security and welcoming programs know how to use instruments aimed at guaranteeing the rights and duties that are at the foundations" of coexistence.

___

Associated Press writer Alison Mutler contributed to this report from Bucharest, Romania.