World History Interview Report

1. Sinification is the Chinese influence in other regions. Chinese culture is adopted into another country and is spread widely. Sinification was common in Japan and Korea, but a little less common in Vietnam. 2.

How do major events and advances in technology affect different groups? In the 1800s, a transcontinental railroad was built. It connected the coasts of the US for the first time and, in the process, changed the lives of many. These changes, however, were both negative and positive. The railroad offered multiple benefits and opportunities to white settlers.

Some historians argue that it started in 330 B.C.E., when Constantine became an emperor and founded a capital on Byzantium

6. What specific actions did Hammurabi take in his attempt to provide for the good order of society and the basic welfare of his subjects?

World History in Context, written by David Christian (2003), questions the context of world history as well as the complexity of human history and the societies with which they live. In Christian’s article he argues that looking at world history in its global context, rather than one specific moment in history, is the way it is intended to be interpreted and allows historians to recognize reoccurring patterns and themes. World history is meant to be an unbiased account of only one specific species, humans (Christian 2003, 437-438). Historians often struggle with this challenging topic and tend to produce works extremely biased, usually towards stable ‘western civilizations’ and

All empires sought to foster an imperial identity that transcended more local identities and loyalties.

The sunnah refers to the way Muhammad lived, which provides a model for the duties and the way of life expected of Muslims.

“The Sisters of Charity of Cincinnati is an apostolic Catholic community of women religious that exists to carry out the Gospel of Jesus Christ through service and prayer in the world” (qtd. in “About the Sisters of Charity”). The Sisters are led by their mission statement to be “[u]rged by the love of Christ and in the spirit of [their] founder, Elizabeth Ann Seton, [the] Sisters of Charity of Cincinnati strive to live Gospel values. [They] choose to act justly, to build loving relationships, to share [their] resources with those in need, and to care for all creation” (qtd. in “Mission Statement”). Through this mission, they dedicate themselves to “the education of children, care of orphans, the poor and the sick” (qtd. in “Sisters of Charity Cincinnati”). These values are exemplified in numerous ways but specifically have been shown with the creation of educational institutions, orphanages, and their selflessness during the civil war.

I will be discussing the contact between various civilizations between 800 AD to 1400 AD. I will be looking closely at documents one, two, four and five. Document one discusses the trade in East Africa and the tribe the Zanj that live there. In Document four it discusses the trade goods in Gujarat India. Document two discusses the Jewish merchants. Document five is written by a Muslim traveler and he is talking about the journey from Zaya to Maqdasha. All of these documents talk about travel and trade between various civilizations between 800 AD to 1400 AD.

Ghana: wealthy because of gold; declined because of loss of trade, drought, and pressure from outside forces

Different classical civilizations often stressed similar values and issues. Classical civilizations were all constantly trying to unify their people to form a shared culture. They also tried to expand their empires. They would try to unify people through politics, religion, and philosophy. They promoted a common language and social structures for people to follow. Classical civilizations used many methods involving integration and expansion in their empire.

Chavez uses the “Latino Threat Narrative” to compare the Hispanics to the “German language threat, the Catholic threat, the Chinese and Japanese language threat, and the southern and eastern European threats.” He suggests that “each was pervasive and defined “truths” about the threat posed by immigrants that, in hindsight, were unjustified or never materialized in the long run of history.” Chavez was trying to explain that the Hispanic would pattern these other threats by upsetting the America people. He states that “… the Latino Threat Narrative is part of a grand tradition of alarmist discourse about immigrants and their perceived negative impacts on society.”

At Penn, the undergraduate program that I would apply to would be the College of Arts and Sciences, which houses just about all of my known academic interest: Physics, Philosophy, Anthropology, and the Performing Arts. I developed a slight interest in Physics in middle which really solidified during my Advanced Physics class junior year. I found the class to be engaging, complex, and something that I was able to grasp very intuitively. The class inspired me to experiment around and research with concepts both in and outside the classroom. I found myself investigation more in our hands-on experiments in class and exploring other concepts, such as the Magnus effect and String theory, which we do not cover in the course.

The year was 1962 , a few decades after the institute opened . The world was going through the peace phase and the Vietnam War . The school was taken charge by the Sisters of Notre Dame and ran by sister Elizabeth Foret . Elizabeth was a quiet woman ,a honor student in school , never in trouble or abused , just lonely even with her beauty features . She got involved with alcohol in her early life and almost killed in a car accident . That was when she found God and a opportunity for a second chance in life . She decided to start a new life and become a nun devoting her soul to the catholic religion .The Vietnam war started in 1955 , leaving the United States in a peace war against the real war . That was when Elizabeth was doing her

On March 25th, 2017, I interviewed Charlotte “Putse” McCarroll who was born on June 3rd, 1935 in Cyrus, Minnesota. I asked her about her life and experiences during WWII. She doesn’t recall much about the actual War. She was a 4-year-old child during the start of the War and was in grade school when the War ended. She didn’t have any family members that she remembers actually being in the War. Putse told me that while the war was occurring she just stayed at home or went to school. She kind of remembers gathering around with her family and just praying for it to end. She said that life was very different because everyone was scared and no one knew what was going to happen. She thought to herself that anything could