Thursday, October 16, 2014

Paper 1: Outline and Guidelines

READ the handouts I distributed in class today! This is for your own benefit and gives you a peek as to what to expect for your exams this spring.

For the following four questions, DO NOT use the answers provided in this packet that they have as examples from other students - you will NOT receive credit if you do AND you will serve a detention with me for plagiarism. These are old topics we've already covered so break out your notes and look through your binder for handouts to assist you.

Part One:
  • Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
  • Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
  • Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
  • Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
* Once you've answered in your OWN words, review what the students wrote in the examples in the handout - how could one of your classmates have written a better response? Respond to one of your classmates for this section of the blog. For example, Samantha I like the way you responded to question 1b however, you could have added...


Part Two:
Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader? 

35 comments:

  1. 1. Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    In my opinion, I think the message that is being portrayed by the cartoon is Japan mocking/making fun of the league of nation. I think this because of the League of Nations couldn't control Japan. They had no control over what decisions were made. The man who is bowing down with the flowers seems to be Bowing down to the Japan soldier. This is because throughout the Manchurian crisis, Japan was the one who had the control, not the League of Nations. The word "Geneva" on the wall represents where the League of Nations were located.

    2. Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    Two differences that I noticed was in Source D it states "...without a declaration of war..." and in Source E states "...built for war, felt prepared for war, and would welcome war..." Source D is simply stating that Japan didn't have to have war to take over a large area. In Source E it’s stating that Japan would consider using war to take over a large area. Another difference that I noticed between the two sources was that Source E provided me with a lot more information than Source D. For example, in Source E I am informed of the United States Ambassador to Japan, Joseph C. Grew and the year when Japan took expanded it area. However, in Source E there are no dates or names of important people during the invasion of Manchuria. A similarity I noticed between the two sources is that both sources had its mind set out for invading Manchuria. In Source D its states "...they meant to master both Manchuria and China and the two together under their control." In Source E it states "After consolidating their position in Manchuria the Japanese military forces proceeded..." both quotes from both sources indicated that they plan to invade and expand to Manchuria.

    3. Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    Source A is a statement made by Lord Ponsonby. He directed this statement to the House of Loards in November 2, 1932. In his statement stated that some of his limitations was to consider some of their difficult duties of concerning a large area. Another limitation was being able to make agreements with others. Lord Ponsonby valued Lord Lytton’s report. He valued the inspirational style and how simple and direct his report was. Source C is a telegram from the Chinese Soviet Government in October 6, 1932. Some of the values portrayed in the Lytton report are liberty and independence. Some of the limitations are getting participants to fight in the revolutionary war, stopping the dismembering of china, and attacking the soviet regions.

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  2. 4. Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The Manchurian crisis occurred between the years of 1931 and 1936. The importance of the Japanese invasion of Manchuria for international relations was to show how weak the League of Nations were. Prior to the invasion of Manchuria Viscount Cecil, Chief Representative of Britain (a country part of the League of Nations), disagreed with Japan's choice of invading Manchuria. However, Japan did as they pleased and invaded Manchuria. This is where Source B comes in. This was a cartoon of a Japan soldier walking over the League of Nations to show whose boss and in control. In both Sources D and E it states that Japan was determined to have complete control of Manchuria. The reason why Japan wanted to invade Manchuria was because Japan's population has increased dramatically and there wasn't enough space in Japan for everyone. Japan took over Manchuria because it offered an extra 200,000 Sq. kilometers to place the Japanese people. On other possible reason why Japan chose Manchuria was because there were lots of minerals and rich agricultural land. In 1932, the League of Nations created a commission. The purpose of this commission was to stop Japan from invading Manchuria. As a result, Japan continued with their plan and executed it. All in all, the importance of Japanese invading Manchuria for international relations was to prove that the League of Nations was nothing but a joke and had absolutely no control over anything.

    PART TWO:
    Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    The message that is being portrayed is that Nehru was great with creating ideas that will fulfill the people's needs and that will help better his country. However, he failed as a leader with actually making his ideas come to real life.

    Work Cited
    "The Source Paper: Outline and Guidelines for Students” Packet

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    2. Good job on question on answering 3, I had a hard time answering 3 my self. The other questions seems very descriptive from my point of view except the very last question which is answering the question but i wish you had put in more details on who Nehru is. But good Job overall :)

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  3. William Reis
    IB History
    10/18/14
    Ms.Noce

    Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    After analyzing this very interesting picture. The picture from my perspective is very straightforward, League of Nations has no control of Japan and Japan is walking over the League of Nations without a single problem! How does the League of Nations have no control over Japan? It can be proved when Japan invaded Manchuria land due to its rich resources. The League of Nations did not stop this invasion, causing a war between Japan and China. What is the whole point of the League of Nations? To stop any more conflicts between any country that was a part of the League of Nations! Clearly that did not work so well, in which the picture represents a part of it.


    Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E
    After reading sources D (League of Nation) and E (U.S. Department) both sources talks about Japan’s invasion of the Manchuria land. Source D talks about Japan had no intention of not leaving China alone. Japan wanted to make China a part of Japan. Now source E mentions to the readers that Japan was a nation that was ready to go to war and that they were very ‘confident’ in themselves that a war would be no problem to them. But when it comes to contrast both sources to see what is the same is that they both mention the invasion of Manchuria.


    Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    Sources A and C are actually very hard to analyze it. But Source A talks about limits of that the far east presents, it is a report made by “Lord Ponsonby to the House of Lords” Ponsonby was the leader of the House of Lord at that time. Source C mainly focus on the analysis of the report that was made by Ponsonby. The analysis talks about how the report is being showed to the public. Source C also mentions that China should get involved in some source of alliance to make this nation strong in military.


    Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The invasion of Manchuria by the Japanese was a big event after World War One from my point of view. The invasion started September 19, 1931 and it ended February 27, 1932. But the whole situation between the League of Nations and this invasion lasted for 5 years (1931-1936). The whole point of the League of Nations after the first World War One was to stop any type of conflicts because WWI caused so many innocent lives and so much damage that it actually hurt the economy worldwide. Everyone thought that the League of Nation was to be a possible revolutionary ‘thing’ to the world history. Japan and many other countries was a part of the League of Nations, unfortunately after a while, League of Nation no longer control of some countries, for example Japan. As you know Japan invaded the Manchurian land owned by the Chinese. The league of Nation’s job was to stop this invasion but they have not done a thing about it! This invasion was also the reason of the end of League of Nations, Japan proved worldwide that League of Nations did not work well and no punishment was given to Japan after all.


    Part 2

    What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    Nehru as the very first prime minister of India, an man who had a better vision for India. Nehru wanted to make India an independent/secular state from the British. After reading source A, I actually found it very interesting, I found interesting on how it describes the strong and weak side of Nehru. According to source A Nehru was a man who inspired people, a smart politician in the politician world. Meanwhile Nehru was weak in setting an specific scheme to make his future plans work.

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    1. Work Cited
      "The Source Paper: Outline and Guidelines for Students” Packet

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    2. William I think you did a good job answering the questions. However, in question 1b you didn't really focus on the cartoon. A way you can make this better is by connecting your knowledge with the cartoon.

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  5. Samantha Foster
    IB History
    Ms.Noce
    10-18-14


    Part One:
    Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    David Low, a British Cartoonist, published one of his works in the Evening Standard newspaper on January 19, 1933. The cartoon represents the League of Nations’ inability to control Japan’s actions. Japan used The League of Nations like a person would use a doormat hence the reason why the League of Nations is depicted as a person with the Japanese soldier standing over it. The butlers bowing down to the Japanese soldier emphasizes the irony of the situation because Japan should be the one to give respect to the League of Nations and not the other way around.

    Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    A similarity between source D and E is the fact that both sources acknowledge the fact that Japan wanted to expand and claim Manchuria and China as it’s own. This can be seen in source D when it says that the Japanese “meant to master both Manchuria and China and the two together under their own control”. Japan’s quest for expansion can also be seen in source E when it says that Japanese forces continued on “to extend the boundaries of the new puppet state by the occupation of the province of Jehol in North China”. What differentiates the two sources from each other is the fact that they have different interpretations of Japan’s actions. From Source D’s interpretation, the occupation of Manchuria was solely for the purpose of expanding the Japanese empire and not a “declaration of war”. In source E however, it was believed that the Japanese “welcomed war” and the occupation of Manchuria was a good sign for it seeing how a year prior, “ Japan had no territorial ambitions in Manchuria”. Another difference between the two sources are the different people from which these sources came from. Source E came from the word of the US ambassador to Japan, Joseph C. Crews.Source D came from the words of F.S Northedge, a professor at the London School of Economics. A professor is a highly different profession from a US Ambassador.

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  6. Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    Source A is an excerpt from a statement made by Lord Ponsonby, labour leader of the House of Lords from 1931-1935. It is valuable to historians studying the Manchurian crisis in the sense that Lord Ponsonby considered the Lytton report to be detailed with important facts and "lucid in style" which differentiates it from other reports similar to it. However, Source A's limitation is due to the fact that it is all coming from Lord Ponsonby and we don't hear from other members of the House of Lords. Source C is a telegram of the Chinese Soviet Government. It is valuable to historians because it gives a good sense of how the Chinese felt about the Lytton report. The Chinese thought that the Lytton report "reduced the Chinese people to slavery" which is why they wanted to get rid of it. One limitation that source C has is that the tone of it is very passionate and somewhat angry. The Chinese government refers to the League of Nations and the League of imperial robbers and wanted to rid China of Japanese imperialism as well as other imperialists that sought to "dismember" China. Historians can't really use a document that is very passionate for it can be biased and opinionated.

    Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The Japanese invasion of Manchuria was important for international relations between 1931-1936 because it marked the collapse of the League of Nations and led to the build up of World War II. The League of Nations was created so that something like World War I would never happen. It was created to maintain world peace by settling international disputes. The Japanese made a fool of the League and ignored her wishes which can be shown in source B. The Japanese walked over the League of Nations and it was the League who bowed down to Japan did nothing to stop them from invading Manchuria. The Japanese invasion of Manchuria was also important to international relations because it started to form alliances. In source C, China wanted to form an alliance with the Soviet Union to start a "revolutionary war" that would rid China of the Lytton report. The invasion of Manchuria also showed other countries that they wouldn't receive any true punishment for attacking another country which is why Italy followed Japan's footsteps and invaded Abyssinia in 1935.

    Part Two:
    Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    The message source A is trying to get across is that as a leader, Nehru was good at creating goals and coming up with new ideas and strategies for the betterment of India. However, his greatest weakness as a leader was that Nehru could never come up with a clear and concise plan that would set his goals into action.


    works cited:
    “The Source Paper: Outline and Guidelines for students” Packet

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    1. Samantha i like the way you answered question 1 and how you talk about the irony of the man bowing down giving his respects to the soldier instead of it being the other way around. but overall you did a very good job.

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    2. Hi, Samantha. I like how you answer all the questions with evidence and details. In question 2, you also mention the two sources are coming from different authors, which I did not pay attention to. Good job!

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  7. Junior FanFan
    Ms.Noce
    IB History

    what is the message conveyed by the cartoon?
    The cartoon is betraying in my opinion how the guy laying down on the floor is the league of nations and how basically Japan is walking all over them. they also believe that the league of nations couldn’t control them. The guy bowing down with the flowers is trying to show a sign of respect towards the japanese soldier. At the bottom of the picture it says the doormat and is saying that the league of nation was something that Japan can walk all over and not get in trouble.
    Compare and Contrast the views expressed about Japan’s actions in the 1930s in source D and E?
    In source D it talks about a large area of chinese territory was forcibly taken by Japanese forces. It also said “without declaration of war” so the Japanese basically we're ready to attack the chinese and surprise them. In source E it talks about on August 13,1932 the Japanese military was prepared for war and would welcome it to the Chinese. source E gives me very important dates and a event that follows after. in source D it gives me no dates it just gives me the event of the Japanese attacking china and how china reacted after the attack.
    With reference to their origin and purpose, discuss the values and limitations of Source A and Source C for historians studying the Manchurian crisis?
    Source C talks about how chinese people should be reduce in the use of slavery. Also the telegram was sent on October 6,1932 from the chinese soviet government. they are trying to come to a conclusion were the Japanese and Chinese get along. Source A talks about lord Ponsonby said that the danger are over and how they handled most of the issues that were going on.
    Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936?
    The invasion of manchuria took place between 1931 and 1936 and the invasion was important because it showed how the league of nations were basically liar’s and phony. source B the cartoon shows you how Japan walked all over the league of nations and didn’t listen to their rules of everyone else. Japan wanted complete control of Manchuria because the Japanese population was increasing and they needed more land for their people.
    Part two
    Review the single handout I distributed, "End of Chapter Activities." Read Source A and completethe question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    Nehru was a very good prime minister for India and had many ideas that could have benefited India a whole lot. But in his head all these ideas were good until he tried to take action and make them happen and everyone disobeyed him. After that it made him look like a bad leader for India.
    work cited:
    "The Source paper: Outline and Guidelines for students" Packet

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    2. Hi Junior, I liked that you did not over complicate your answers and you had brief but informative answers. Great job!

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    3. Aye, Junoir. Your answer for number one, I like it cause thats exactly how I felt about the League of Nations. For the man bowing down I didn't think like that but glad you spotted that out.

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  8. Germairy Roman
    Ms. Noce
    IB History 12
    10/19/14

    Paper 1: Outline and Guidelines
    Part One:
    Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    The message being conveyed by the cartoon is the League of Nations inability of overpowering Japan. The League of Nations became weak and Japan was able to overpower the League of Narions instead of the other way around. The cartoon illustrates Japan's power by having a League if Nations member as a doormat and a Japanese official/soldier walking over the League member. There is also a League of Nations member bowing at the door while the Japanese official/soldier is entering which shows how weak the League of Nations became.

    Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    Similar views expressed in both sources D and E is that the Japanese had no intentions in seizing Manchuria. A difference is that source D says that the Japanese did not want to isolate Manchuria but they did want to have both China and Manchuria under their control. Source E says the Japanese wanted to take over North China but not the whole of China like source D claimed.

    Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    Source A is a statement by Lord Pronsby where he is praising the Earl Lord Lytton and the Earl's colleagues. The reason for the praise is because The Lord Lytton and his colleagues were able to complete a difficult international duty. Source C is a telegram of the Chinese Soviet Union which expresses the complaints of the Chinese people. The telegram states that the Lytton Report created slavery among the Chinese people and the Kuomintang did nothing to help China in this situation.

    Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The League of Nations was weakened and overpowered because of the Japanese invasion of Manchuria. International relations between 1931 and 1936 collapsed because of the breakdown of the League of Nations. Source B illustrates the Japanese being more powerful than the League of Nations and the Japanese were able to take over Manchuria causing conflict.

    Part Two:
    Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    Source A is saying while Nehru had strengths, he also had weaknesses. Nehru.s main strength was being able to inspire people, listen to what they desired, and create goals and objectives. These were great strengths but Nehru not being able to fulfill the people's desires and reach his goals and objectives was what made him weak as a leader.

    Work Cited - The Source Paper: Outline and Guidelines For Students Packet

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    1. Nice simple answers overall, Germairy.
      The problem here is that IB wants a looooooooot of detail and you're missing that in part 1. They want citations from the sources and lenghtier answers from what I see in the packet.

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  9. • Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    The cartoon conveys criticism towards the League of Nations’ policy towards Japan, which allowed them to “walk over” the League. By “walking over” I mean, to bypass the League’s sanctions for the forceful occupation of Manchuria in 1931. The kneeling man putting “Face-Saving powder” on the woman representing the league implies that the artist felt the League was in desperate need to garner credibility after such failure in protocol and mission. The man bowing to welcome the Japanese representative seems to suggest that the artist felt Japan was shown too much honor and respect despite their actions.
    • Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    Both sources D and E regard the Manchurian incident as an act of war from Japan, however they seem to paint Japan’s portrait differently.
    Both sources agree that Japan had strong interest in Manchuria and China with apparent desires to control said territories under. Both acknowledge Japan’s position as a “military machine” (source E) and Japan’s expansionist ideals. Despite this, Source D implies Japan’s interest lies on Manchuria and the rest of China in the phrase “they meant to master both Manchuria and China” while Source E suggests that Japan’s interest was limited in the passage “Japan had no territorial ambition south of the Great Wall”.
    • Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    Source A is a statement from Lord Ponsonby, a member of the British House of Lords. This source possesses both value and limitations for historians. Its value lies in that it provides a external opinion on the quality of the Lytton report, the limitations however, outweigh the values of the source in my opinion. The main limitation is that Lord Ponsonby’s opinion about Lytton seems to be biased by his wording, stating Lytton should “be warmly congratulated on the Report he has issued.” And that he [Lytton] has “rendered a great public service”. Moreover, the source comes from the same country and organization that presented the Lytton Report so it is safe to assume bias of some sort.
    Source C comes from a Chinese-Soviet Governmental Telegram for the main purpose of gaining support and sympathy from the Soviet Government so as to keep any deemed “imperialists” from interfering in China. Perhaps, due to its purpose, this source could exaggerate the effects or purposes of the Lytton Report thus presenting a limitation to the historian. However, the greatest value of this source comes from the fact that it comes from the country affected by both the Manchurian Crisis and the Lytton Report attempting to solve the crisis. It is a primary source, in other words.

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  10. • Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The Manchurian Crisis played a great role in the sullying of the League of Nations, the international peacekeeper of the time, and its eventual collapse. The main importance of this incident was how it set a precedent for future international peacekeeping organizations in how to handle crises, or more properly, how NOT to handle them. Finally, it was one of the tolls on the war bell prior to the outbreak of another World War since it meant international peacekeeping was not working and doomed to fail.
    Source B presents how the League of Nations’ credibility was tarnished thanks to the way it handled the Crisis and the aggressor nation, Japan. Moreover, it also implied that if an attacking country was powerful and/or influential enough, it could just walk over the League. Source A seems to point out that the Manchurian incident was a “vexed question” thanks to the fact that West did not truly grasp the Eastern “Frame of mind” (source D) at the time and apparently often failed to consider the different thinking and perspectives of some of the countries they mediated.
    PART II
    • Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    Source A presents the idea that Nehru ‘s greatest quality was that he was a great thinker, great at formulating good ideas, and great at picturing an ideal India. The problem here was that, he was very lacking at materializing his ideas, to make them manifest in the real world and having them take effect.
    SOURCES: Paper 1 Exam Practice packet and standalone end of chapter activities sheet.

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    1. I like your answer to question 1b, I feel as if the cartoon was portraying the same thing about Japan and the League of Nations on how they let Japan "walk all over them".

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  11. Victor Harris
    I.B History 12
    Ms.Noce
    Oct,19,2014



    Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    -By looking at the cartoon, it seems the League of Nation is a welcome mat for Japan. So going with the welcome mat, it seems Japan is leaving there dirt on the League so they can clean it up. It seems in this picture Japan has more power, and the confidence to do what they want;by the way the man is looking with his chest out. Looking at the picture also i see a box that says "face-saving outfit", which I can try to indicate that the League of Nation is trying to keep a neutral face through this. I say this because the League was suppose to be powerful but yet gets run over by Japan. I feel even though this is happening the League doesn't want other nation's know it's at it's knees.

    Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    -In source D, the source talks about how Japan gained territory without the declaration of war. But even so it furhormore says Japan"had no intention of isolating Manchuria from thier realtions..". Which means wasn't part of the plan but instead to use China and Manchuria as one in there controlling. It seems in source D, people was taking Japan lightly but in the end;ends with "now seem little more than well-intentioned daydreaming". In source E, there is more war related tone and seems that Japan is ready for anyone and anything. Saying they are "built for war" and "welcome war", which is surprising because Japan wasn't strong in the first place. In source C we don't hear the praise of war or anything,more of a melo tone;but source E takes that away and is ready. But for both says they had no intentions of Manchuria.


    Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.

    -Source A is from the Lord Ponsonby to the House of lords. In this source it talks about how good on Lytton going to be in the international duties, and seems he himself has faith. But the limitation I do see in source A are the steps they are going to take. It seems that part was not included but yet informs us how Lord Lytton is going to do good service. What source C is; a telegram from the Chinese Soviet Government on October 6,1932. On this it has there own opinion, and talks about the bill that has been passed but furhormore this is good because it always talks about liberation and independent for the Chinese people. One limitation is more on the Report and should go more in depth and also if this is a reaction where is the voice of the people.

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  12. Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    -Useing my knowledge the Manchurian invasion was very important. Started of with the League of Nation who was suppose to be strong and fight for this, failed. This set the image that the League was weak, and how it seemed Japan was walking all over the League. Also how Japan took over was outstanding, which brought confidence towards them. Fact, they encourage war and felt they can go against anyone because of the territory that they gained.

    Part Two:
    Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    - Reading the message his main strengths are to inspire people who had a vison and a great politician. And that time it was good to have these features, especially in India because of the problems they had. To influence people who goals were good and build there confidence was great. Also if your a leader being a great politician was good to spread your words into other people's eyes. But also said he struggled in designing and devising measures. I think this means he didn't want to go to measures that would harm others or make riots. He wanted the peaceful way he can get, without his people fighting.

    Work Cites:
    The sources and guidelines packet

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    1. Victor, I like the tone of question #2, it sounds like I'm reading it from a professional paper; however, i would have liked to see a bit more dept into Source D and E because they have a lot to say. Yes Source D talks about Japan taking over China's territory but what did this cause? where's Lytton's commission info? and for Source E What did Joseph Grew had to say to the U.S, you know? things like this that could make it a bit more interesting to read..it's still great though!

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  13. Erick Volquez
    IB History 12
    Ms. Noce
    Paper 1: Outline and Guidelines

    PART ONE:
    1. The Cartoon “The Doormat” seems to be very explicit. We see that the cartoons convey Japan walking over the league. What does this mean? Japan (at the time) seemed to have dominance over the League. What’s interesting about this is that we have “the doormat” being portrayed as a woman which is extremely interesting. Why a woman? I believe that this is actually a way to portray (at the time) that since women were inferior to men, they would portray this in the cartoon and show that Japan (as a male figure) was stronger than the Women like (doormat) figure. The Face-saving outfit is also portrayed as male which tends to show that the female figure would need aid from the other male figure to fix its image, its face. Face-saving is keeping the face from being mistreated; showing that Japan was stepping over the League and mistreating it. Another interesting thing about this is that we see another male figure bowing to Japan with flowers in sign of respect. To me it seems like this is a butler (a male maid) coming from Geneva; says a lot. We have to keep in mind that Japan had taken control over Manchuria so David Bow tried to emphasize the lack of work the league did to fix this. I strongly believe that this is what David Low was trying to show.
    2. Source D gives a strong insight of the Ideas and Plans that Japan had. When we look into Japan’s ideas on Manchuria’s conquest, Source D states that this wasn’t the only piece of land they wanted; they wanted China as a whole to manage. They didn’t want to isolate Manchuria from China, they wanted to have China as a whole to use as a place to place as a colony which of course looks pretty interesting to see a country so small to have a colony so big like China. Source E gives us a more dark side and secretive from the Japanese government. We are given information from the U.S ambassador to Japan Joseph C. Grew that the Japanese had no ambition to keep Manchuria anymore and taking over it was considered as an “incident”. This shows that they regret it and far more they kept it in a silence manner because source E states that the Japan didn’t find anymore interest and besides that, they wanted to keep it a secret. I think it is very important to know that this was an act of greediness from Japan because they should have not try to invade China if they knew they weren’t going to keep Manchuria but I also believe that they were probably frightened because of how big China was.
    3. Source A and C give a lack of information/reference to historians studying the Manchurian Crisis. Source A gives insight on Lord Lytton and the commission. There isn’t much information found on what they did or their duty; really mostly based on what their position was and how Lord Lytton was placed as Head of the commission and how they over all discharged the difficult international duty. Source C seems to be a continuum of Source A. Source C gives details on reported documents that showed Chinese popularity in Imperialism ; also known as the Lytton report. This source only gives details on what the Lytton report did and how it affected China. I had to read these sources twice and try to really analyze them and I really felt frustrated because they didn’t help me at all find out about the crisis of Manchuria. Yes, it talks about China but yet again it doesn’t really give full insight on Manchuria’s Crisis.

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  14. 4. The Importance of the Japanese Invasion of Manchuria for international relations between 1931 and 1936 was very important because it brought forward a fresh start of alliances between nations and eventually having these nations recognize that the League of Nations was no longer needed. Source D gives us a perfect introduction that no doubt, China had been forcibly made to give up Manchuria to Japan. Lytton’s proposal was now seemed (according to the source) as a daydream because Japan wasn’t stopped by the League of Nations to take over Manchuria but they weren’t hesitating on trying to take over China completely. Source E gives us a look at how the U.S ambassador to Japan gave full detail of how Japan no longer wanted to intervene; keeping in mind that Lytton’s bill gave slavery a shot in China, Japan didn’t want to deal with slaves. Although in January 1933 the Japanese extended their power to North China, they began to question if Having Manchuria was a good deal to have. When Japan began to question its taking over the province of Manchuria; they decided to manage it closed doors and regarded closed. Where was the League of Nations at this time? They were there not doing anything which is why 13 years later after Japan’s power extension in china, the league of nations dissolved. Due to the dissolve League of Nation began to open communication between nations, more communication done in months then what the League of Nations did in years; says a lot about the League keeping it in simple words…weak.

    PART TWO:
    1. Analyzing Source A brings forward many points. Nehru (as many leaders) gave a presentation of the Goals that he desired to bring forward in India. In order to complete this, India needed to contribute giving its leader support but of course there was lots of opposition (i.e. Nehru giving rights to women). I could say that his strengths were few and his weaknesses were many. Some of the strengths that Nehru had was that he began movements for Education, avocation for rights and most of all; trying to get India known for its development in the Rural Areas. This took him years to promote and running. Now, the weakness that makes this (fail) is that in these movements like the woman rights movement; since it was a Male dominant society, they greatly opposed violently. Education was something not commonly practiced and not so affordable which really hurt the country n its movement of development. Nehru began to move India but opposition and he not being able to deal with it brought down his plans and those were his weaknesses.

    WORK CITED:
    - End of Chapter Activities Page
    - The Source Paper: Outline and Guidelines for Students Packet

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    1. Erick, I really like how in depth you go into the questions especially in question 1b when you compare the League of Nations inferiority to Japan with the fact that women were inferior to men (back then). I didn't find anything that needs to be approved upon so all I have to say is keep up the good work!

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  15. Mu Ying Yu
    IB World History 12
    Ms. Noce
    October 19, 2014
    Paper 1: Outline and Guidelines

    Part One:
    1.)Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    -- The message conveyed by the cartoon is The League of Nations are powerlessness to gain control over Japan; which it indicates weakness of The League of Nation. As The League of Nation became weak therefore Japan can defeat The League. In the cartoon, it illustrates a Japanese soldier “walking over” the League and even pay no attention to the “Honor of Nations”. There’s a man stood at the doorway bow to the League with flowers and a man kneel down in-front of the League to do face-saving outfit her. I think the cartoon try to said that the League had no more power and the Japanese came in with power and be able to ignore the League’s action.

    2.)Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    -- Sources D and E expressed similar views about Japan’s actions in the 1930s is that the Japanese try to expand their territories by stepping into China and Manchuria. The difference is that in Source D, Japanese try to expand their territories “without a declaration of war” were the Japanese expand their empire without any war in both Manchuria and China. While in Source E, the Japanese is limited on their expansion “Japan had no territorial ambition south of the Great Wall”, where the Japanese is not interested to take over the whole China but some part of it.

    3.)Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    -- Source A is a statement from Lord Ponsonby to the House of Lords. The value of Source A is that it offer a British opinion on the document, the British believe it would be successful because it would help historians to discover different viewpoints on the document and as opposed the Lytton report will fail. The limitation is Ponsonby’s called the Lord Lytton “noble” which indicates that the idea giving on the report is not general international idea. Source C is from a Chinese Soviet Government Telegram. The value is the international repercussions split between countries that affect by the Manchurian Crisis. The limitation is both the Soviets and Chinese did not respond to the League.

    4.)Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    -- The Manchurian Crisis played an important role in the international relation between 1931 and 1936 because it not only crash the League of Nation but also help molded the future alliance. However, the international relation between 1931 and 1936 had collapsed due to the League of Nation failure. Source B presents how Japanese is being overpower the League of Nation and how Japanese causes conflict by taking over Manchuria.

    Part Two:
    Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    -- The message presented in Source A below about Nehru’s main strength and his main weakness as a leader is that he had strength but also weakness at the same time. Nehru’s strength are to inspire other people, listen to people’s wish, setting up goals and also a skillful politicians. Nehru’s weakness are not able to complete the set goals and not able to fulfill people’s needed.But overall, Nehru is a good leader.

    Work Cited:
    -- “The Source Paper: Outline and Guidelines For Students” Packet
    -- “End of Chapter Activities” Paper

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    1. Hi MuMu I would say that your questions leading to the last one were well answer and you should have elaborated more on Nehru's weakness.

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  16. Part 1:
    What is the message conveyed by the cartoon?
    - What I feel like is being portrayed in this cartoon is that Japan had walked over the League of Nations (A group of the worlds powers formed to prevent wars). When they were formed they tried to prevent conflicts from occurring in the world so we wouldn’t be led into another world war. But during the depression Japan invaded Manchuria, China for their resources and the League of Nations was helpless and did nothing, which is a reason to why I say the League of Nations is being “walked over/stepped on” by Japan. I would say the lady Japan is walking on is the League of Nations and she’s a damsel in distress because the guy kneeling in front of her is putting on make up that is labeled “Face-saving outfit” so he might be trying to save her and the dude kneeling holding flowers could be a representative of China welcoming Japan into Geneva.
    Compare and contrast the views expressed about Japan’s actions in the 1930s in sources D and E.
    - In both sources D and E I have come to a conclusion that that there are trying to explain the reasoning for Japan taking over Manchuria. Both sources also show a similarity when they state how Japan wanted to take over China’s territory. Both sources have a sense of the same understanding of what I can read but they both worded it different. Example, source D claims that Japan wanted to take control of China and Manchuria it’s just that they had no intentions of isolating Manchuria from China (due to the fact that Japan wanted China as well). Source E claims that Japan had no territorial ambitions south of the Great wall that they only wanted what was north of it, so both sources are somewhat stating the same thing but just in different ways.
    With reference to their origin and purpose, discuss the value and limitations of source A and source C for historians studying the Manchurian crisis.
    - Statement A is valuable to historians because they could get a sense of what Lytton reported from Lord Ponsonby, which was who the excerpt was briefly on. Lytton seemed to have written something in a “lucid style” which made it different from a lot of other reports on Manchuria similar to it. Source C is a telegram from the Chinese Soviet Government, which is valuable to historians because they can get a good sense of how the Chinese felt about the Lytton report (they believed the report only reduced the Chinese to slavery, which is in fact the reason to why they wanted to get rid of it). The limitation could be how angrily the telegram sounded which would make it somewhat useless to the historians because it is really passionate.
    Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    - The Japanese invasion of Manchuria was important because it showed how successful the League of Nations was at preventing conflicts like this from occurring. This signified the collapse of the League of Nations and was one of the problems leading up to World War Two. The Japanese walking over the League of Nations showed how useless they were even due to the fact that Hitler was able to do the same thing.
    Part 2:
    - Source A is telling us that Nehru had the great qualities of designing objectives and setting goals (like to help better India) while he had the ability to formulate peoples desires (a secular state) by inspiring them through his visions. Source A told us he was a skillful politician but a huge fault that he had was the skill he lacked to set up strategies to complete/achieve these objectives/goals.

    Workcited:
    IB outline Packet

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  18. Dinia Clairveaux
    Ms. Noce
    IB History 12
    10/18/2014

    Part One:
    1.Question 1b on page 13 of handout: What is the message conveyed by the cartoon?
    Base on my observation of the cartoon it seems that Japan doesn't acknowledge the league of nations nor does it care about it. Due to the fact that the man that is portrayed as Japan had just walked all over the league of nations as if it is a dormant,, there to capture the dirt or mistakes that Japan had done. It also seem that Japan is the one in charge and the league of nations is just there as a disguise base on the makeup that is being applied by the man. I think that the man that is bowing could be Mussolini because finally someone had expose the weakness of the league which he can use to his advantage.
    2.Question 2 on page 14 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    In source D the viewed express seem to me after that the writer of the source had analyzed all of Japan's actions it had there was no way that Japan could have gain any sympathy or even viewed as innocent in its actions. Meanwhile source E it seems that the Japan were very harsh and aggressive because of the way that the Japanese Ambassador have said that no “Japanese cabinet that advocated a compromise on the Manchuria question would have survived in Japan” meaning that anyone who dares question Japan about that accident will be assassinated or be kicked out of the country. This totally contradicts the message that source D was trying to portray which was Japan was innocent.
    3.Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    The values and limitations seems to come from the fact that Lytton was considered a noble and that he was trying to solve the current issues that aroused during that time when reality nothing was being done. And the limitations I see is that the two sources give limited details on what exactly did Lytton due about the crisis and from what I have read it seems he was on the side of the Japanese. And also there wasn't anything that had the views of the Soviets.
    4.Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936, was that it revealed to the other countries that the league of nations was as together and strong as it was portrayed to be. When the Japan invaded they did not do anything and this lack of action created a scapegoat for other countries like Italy and Germany to also go and conquer other. Since it occurred to them that the league wasn't strong enough to even stop Japan due to their lack of military strength they weren't going to be touched.
    5.Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    The message presented in source A is that aside from Nehru being a good leader and him being skilled at many different subjects. He was still lacking in the strategy department because he had good ideas that if he had a method into accomplishing them they would had been more effective.

    Source: Source & guideline handout

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    1. Dinia,
      I really like how you answer part two, it short and precise but yet detailed. You got straight to the point! So overall good job.

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  19. Naomie Bourdeau
    IB World History
    Ms.Noce
    October, 19, 2014

    Paper 1: Outline and Guidelines
    Part One:

    •Question 1b on page 14 of handout: What is the message conveyed by the cartoon?
    -So basically the message that is being taken by the cartoon in that during the Manchurian crisis the League of Nations was omitted by Japan. So in the cartoon it shows a British person who is actually complaining about the League of Nations due to the simple fact that japan was taking advantage of it. In the cartoon, an important person of the League is giving glory to the solider that is Japanese. In my opinion this is just a symbolic method of basically showing that the League of Nations did have control over the Japanese.
    •Question 2 on page 15 of the handout: Compare and contrast the views expressed about Japan's actions in the 1930s in Sources D and E.
    -In Contrasting, Source D speaks about how the Japanese had no intent separating Manchuria from there associations of China. In fact they wanted to control them both as one under their control. Source E speaks about how the military of Japan was strict on war. So after isolating Manchuria, life just went on. In comparing, Source D and E both talks about how the Japanese had no territorial ambition.
    •Question 3 on page 15 of handout: With reference to their origin and purpose, discuss the value and limitations of Source A and Source C for historians studying the Manchurian crisis.
    -The value of Source A is that Lord Ponsonby speaks his mind about some international issues that were not being solved. Also about discretion that may had added some more confusion to the Far East. The Value of Source C is that it explains the leagues critical thoughts of the imperialist robbers. How those thoughts came down to a suggestion idea of lessening of Chinese slavery.
    •Question 4 of handout: Using these sources and your own knowledge analyze the importance of the Japanese invasion of Manchuria for international relations between 1931 and 1936.
    The importance of Japanese invasion of Manchuria for international relations, in my opinion was important because it revealed the big secrets about the League of Nations. How it didn’t even stop japan from invading Manchuria. That was imperative because it showed how it didn’t work that much. Due to that it caused a reason for World War 2 to begin.

    Part Two:

    Review the single handout I distributed, "End of Chapter Activities." Read Source A and complete the question: What is the message presented in Source A below about Nehru's main strength and his main weakness as a leader?
    -The message that is being presented in Source is A is saying that Nehru was very inspiring and that’s what led people to follow him. He had a great mindset of what to do, but it was never structured correctly to get to where he needed to go.



    Work Cited
    The source paper Packet

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