Introduction to World History
Model United Nations
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Geographic Luck
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Multitask Experiment
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World History
Is Human Good or Evil?
In order to response to the essential question of humans are good or evil, we must carefully learn the definitions of the terms, good and evil. According to Dictionary.com, good can be defined as right, proper or fit; meanwhile, evil is morally wrong or bad. As we have seen, good tends to be a general term and it covers so many aspects; meanwhile, evil is a bit narrow down to one criteria: moral. According to morals in children’s fables, or the way a student was told to behave by their teachers, it seems like the majority, probably seven out of ten human beings, are evil. These evilness may not be genetically passed down through generations, but it is accumulated throughout the stages of one life by interacting with the surrounding society.
Throughout the history of humankind, we, as humans, are considered as intelligent animals, compared to others in our community. We have inventions, such as light bulb, which changes the lifestyle of all other species. Furthermore, we have developed weapons, which take away others’ life in order to gain one’s advantage. Define this in a simpler manner, we can understand that humans develop weapons to fight for their own benefits. So, isn’t that an example that our teacher teaches us not to do? Firstly, we used these weapons to hunt for our food, and these food benefits us in sustaining a life. Later on, when we can develop more advanced weapons, we used those to massacre other humans, in order to gain an absolute power over others. Reflected this into our schooling times, we learned how to care for others, but in reality, do we really practice caring in hunting, or in wars?
Not just in wars, other fields in our society aren’t much healthier. As technology developed, the competitiveness in the job market gradually rises. Unemployment is now a major issue that many humans face. However, if a human wants to survive in this developing society, it is crucial for them to get a job and earn a steady amount of money every month. For example, a normal employee is one that has good knowledge about their working fields, however, most of them will be unemployed, since there are so many humans with good knowledge. In order to adapt to the competitiveness of current job market, one needs to develop special skills, which other candidates do not have, in order to attract the employer. Not just stop at that, an employee also needs to protect the skills that they have, in order to maintain their current job. If not, then others can acquire these skills, and offer to employers for a lower salary, which immediately results in unemployment for that “special” employee. Reflected this into our schooling times, we learned how to share what we have with others, but in reality, do we really practice sharing in the job market?
If we examines all these examples in a more careful manner, we doesn’t see any clues, which suggests that genetics changed a human’s traits. Furthermore, if we take a course of Biology, we will realize that genetics will only affect a human’s appearance as well as passed down some diseases of early generations. However, genetics do not have anything to do with the thinking of a human. Crossed out the option of genetics, it can only be socialization that changes a human’s thinking. If unemployment isn’t a term in a dictionary, and if we never gain any absolute power, then will there be the appearance of evil? Probably, but not as many as today. Evil isn’t a hazardous substance that can directly affected others. Instead, evil is a hazardous thinking that can affected others through the exchange of ideas and gaining of experiences.
In general, it is proved that humans are evil, and this evilness is acquired through socialization, not genetics. We can only claim that humans are evil as they experienced life, in the opposite, we certainly can’t claim that humans are born evil.
Throughout the history of humankind, we, as humans, are considered as intelligent animals, compared to others in our community. We have inventions, such as light bulb, which changes the lifestyle of all other species. Furthermore, we have developed weapons, which take away others’ life in order to gain one’s advantage. Define this in a simpler manner, we can understand that humans develop weapons to fight for their own benefits. So, isn’t that an example that our teacher teaches us not to do? Firstly, we used these weapons to hunt for our food, and these food benefits us in sustaining a life. Later on, when we can develop more advanced weapons, we used those to massacre other humans, in order to gain an absolute power over others. Reflected this into our schooling times, we learned how to care for others, but in reality, do we really practice caring in hunting, or in wars?
Not just in wars, other fields in our society aren’t much healthier. As technology developed, the competitiveness in the job market gradually rises. Unemployment is now a major issue that many humans face. However, if a human wants to survive in this developing society, it is crucial for them to get a job and earn a steady amount of money every month. For example, a normal employee is one that has good knowledge about their working fields, however, most of them will be unemployed, since there are so many humans with good knowledge. In order to adapt to the competitiveness of current job market, one needs to develop special skills, which other candidates do not have, in order to attract the employer. Not just stop at that, an employee also needs to protect the skills that they have, in order to maintain their current job. If not, then others can acquire these skills, and offer to employers for a lower salary, which immediately results in unemployment for that “special” employee. Reflected this into our schooling times, we learned how to share what we have with others, but in reality, do we really practice sharing in the job market?
If we examines all these examples in a more careful manner, we doesn’t see any clues, which suggests that genetics changed a human’s traits. Furthermore, if we take a course of Biology, we will realize that genetics will only affect a human’s appearance as well as passed down some diseases of early generations. However, genetics do not have anything to do with the thinking of a human. Crossed out the option of genetics, it can only be socialization that changes a human’s thinking. If unemployment isn’t a term in a dictionary, and if we never gain any absolute power, then will there be the appearance of evil? Probably, but not as many as today. Evil isn’t a hazardous substance that can directly affected others. Instead, evil is a hazardous thinking that can affected others through the exchange of ideas and gaining of experiences.
In general, it is proved that humans are evil, and this evilness is acquired through socialization, not genetics. We can only claim that humans are evil as they experienced life, in the opposite, we certainly can’t claim that humans are born evil.
Philosopher Biography
An Thien Hoang To was born on April 24th, 1999 in Ho Chi Minh City, Vietnam; and was raised by his mother. Because To’s maternal family included strong members of the Vietnamese Communist Party, therefore, he was introduced to politics at a very early age. An To completed his compulsory education at American International School Vietnam, where he received an international education. His childhood was affected by the tensions of Vietnam and China over resources and territory at the South China Sea. An economics recession then arose at Vietnam, resulted in a partial loss of his family’s businesses. Was amazed by his professors about human psychology and its influences on our economy in college, An To was motivated to finish his PhD. in Psychology, Philosophy and Economics at Cambridge University. During his years of higher education, To enrolled in exchanges and internships throughout the Commonwealth nations. In his late thirties, To published his first philosophical book, Humans, at the U.K.
An To believed that humans were born good; however, modernisation affected humans’ behaviours. Within Humans, To expressed a strong disagreement towards Thomas Hobbes’ view of human nature, which humans were naturally egotistic creatures. Hobbes claimed, “In the state of nature, (…) humans intuitively desire to obtain as much power and “good” as they can, and there are no laws preventing them from harming or killing others to attain what they desire.”[1] On the contrary, To expressed strong agreement towards Jean-Jacques Rousseau’s view, which humans were naturally good. Rousseau claimed, “man in the state of nature is blessed with an enviable total freedom.”[2] Within Humans, To mentioned, “When seven billion creatures competed against each other to better themselves, competitiveness rose, which resulted in the alternation of humans’ benevolence,” to support his statement that the entire human race changed as they learned to adapt to this cruel society.
If humans were naturally good, then government should respect their opinions and be judicious. To strongly against Thomas Hobbes’ government because of its restrictions upon human rights. Hobbes mentioned, “all mankind [is in] a perpetual and restless desire for power… that [stops] only in death;” [3] therefore, Hobbes suggested absolute monarchy. On the opposite hand, To strongly agreed with John Locke’s government. Suggested democracy, Locke believed that “if [it] fails to protect these natural rights (…) the people have the right to overthrow or abandon the government”[4]. In Humans, To mentioned that government must protect all citizens’ rights, to provide a comfortable living experience; must be straightforward, to minimise inconvenient complexity paperwork at the best efforts; and must be honest under all means, to ensure that no individual was more advantageous than the other. Detailed observations would assist us to realise the similar benefits of these three factors: ensure the inexistence of corruption, and minimise societal gaps. An To believed that if a government conducted those actions, competitiveness of the society would decrease, which resulted in the return of humans’ natural kindness.
[1] Thomas Hobbes, page 2 (line 16 – 18)
[2] Jean-Jacques Rousseau, page 1 (line 20)
[3] Thomas Hobbes, page 3 (line 5 – 6)
[4] John Locke, page 3 (line 23 – 25)
An To believed that humans were born good; however, modernisation affected humans’ behaviours. Within Humans, To expressed a strong disagreement towards Thomas Hobbes’ view of human nature, which humans were naturally egotistic creatures. Hobbes claimed, “In the state of nature, (…) humans intuitively desire to obtain as much power and “good” as they can, and there are no laws preventing them from harming or killing others to attain what they desire.”[1] On the contrary, To expressed strong agreement towards Jean-Jacques Rousseau’s view, which humans were naturally good. Rousseau claimed, “man in the state of nature is blessed with an enviable total freedom.”[2] Within Humans, To mentioned, “When seven billion creatures competed against each other to better themselves, competitiveness rose, which resulted in the alternation of humans’ benevolence,” to support his statement that the entire human race changed as they learned to adapt to this cruel society.
If humans were naturally good, then government should respect their opinions and be judicious. To strongly against Thomas Hobbes’ government because of its restrictions upon human rights. Hobbes mentioned, “all mankind [is in] a perpetual and restless desire for power… that [stops] only in death;” [3] therefore, Hobbes suggested absolute monarchy. On the opposite hand, To strongly agreed with John Locke’s government. Suggested democracy, Locke believed that “if [it] fails to protect these natural rights (…) the people have the right to overthrow or abandon the government”[4]. In Humans, To mentioned that government must protect all citizens’ rights, to provide a comfortable living experience; must be straightforward, to minimise inconvenient complexity paperwork at the best efforts; and must be honest under all means, to ensure that no individual was more advantageous than the other. Detailed observations would assist us to realise the similar benefits of these three factors: ensure the inexistence of corruption, and minimise societal gaps. An To believed that if a government conducted those actions, competitiveness of the society would decrease, which resulted in the return of humans’ natural kindness.
[1] Thomas Hobbes, page 2 (line 16 – 18)
[2] Jean-Jacques Rousseau, page 1 (line 20)
[3] Thomas Hobbes, page 3 (line 5 – 6)
[4] John Locke, page 3 (line 23 – 25)
Study Guide for Midterm
1. What are the three essential powers of government (Your clue: Think of Montesquieu)?
The three essential powers of government are: executive, legislative, and judicial.
- Executive: carried out the laws of the state.
- Legislative: made the laws.
- Judicial: interpreted the laws to see how each applied to a specific case.
2. Define monarchy. Provide an example of monarchy.
Monarchy is a state ruled by a King, where ruler claims to have divine right and this rule is hereditary.
Example: Britain in the 1600s, France in the 1700s.
3. Explain the difference between absolute monarchy and limited monarchy.
Absolute monarchy is a government where a King or Queen has unlimited power and seeks to control all aspects of society.
Limited monarchy is a government where the powers of the ruler are restricted by the constitution and the laws of the country, also known as constitutional monarchy.
4. Define aristocracy.
Aristocracy is a state ruled by nobility, where this rule is hereditary and based on family ties, social rank and wealth.
5. Define oligarchy.
Oligarchy is a state ruled by a small group of citizens, where this rule is based on wealth or ability; this small group controls military.
6. Define democracy.
Democracy is a state ruled by its citizens, where ruling is based on citizenship; majority rule decides wrote.
7. Define representative democracy.
Representative democracy is a form of government in which citizens elect representatives to make laws and policies for them.
8. Define direct democracy.
Direct democracy is a form of government in which citizens rule and make laws directly rather than through representatives.
9. Define republic.
Republic is a form of government in which powers rest with citizens who have the right to elect the leaders who make governmental decisions. Republic is a form of indirect democracy.
10. What’s a plebeian?
Plebeian were Roman common farms, artisans and merchants. They were the citizens of Rome with the right to vote, however, cannot hold most governmental positions. These plebeians pressured the patricians to gain political powers.
11. What’s a patrician?
Patricians were Roman aristocratic landowners who held most of the power. They inherited their power and social status from previous generations, and claimed that their ancestry gave them the authority to make laws for Rome and its people.
12. Describe the geocentric theory of the universe.
Geocentric theory is a theory that claims Earth is the center of the universe, which originated from the thinking of Aristotle, and was later on spread through the Bible of Christianity.
13. Describe the heliocentric theory of the universe.
Heliocentric theory is a theory of a Polish astronomer – Nicolaus Copernicus – that claims Sun is the center of the universe, which stars, earth and other planets revolved around.
14. What was the Scientific Revolution?
The Scientific Revolution is a reign in Europe where scholars replaced old assumptions with new theories, when they launched a change in European thoughts.
15. What did Galileo Galilei do that challenged the authority of the Catholic Church?
Galileo Galilei is an Italian scientist, who built his own telescope and made observations that are against Aristotle’s geocentric theory, though is in favor of Copernicus’ heliocentric theory. He was continuously threatened by the Catholic Church about his findings due to its contradictions with the teachings of Christianity. Publications of Galilei, Starry Messenger and Dialogue Concerning the Two Chief World Systems, was condemned by the Catholic Church and resulted in the torture and lived under house arrest of Galileo Galilei. Not until 1992 (350 years later), the Catholic Church then officially accepted Galileo’s researches.
16. What is the scientific method?
Scientific method is a logical procedure for gathering and testing ideas: observation -> hypothesis -> experiment -> conclusion.
- Observation: exists when problem or question arise from an observation.
- Hypothesis: unproved assumption.
- Experiment: gathering data.
- Conclusion: analysis or interpretation their data, which confirms or disproves the hypothesis.
17. Contrast the Old Science against the New Science (See page 192).
Old Science is when scholars generally relied on ancient authorities, church teachings, common sense and reasoning to explain the physical world.
New Science is when scholars began to use observation experimentation, and scientific reasoning to gather knowledge and draw conclusions about the physical world.
18. What was the Enlightenment?
The Enlightenment is an intellectual movement in 17th and 18th centuries, which encouraged thinkers to apply the principles of reason and the methods of science to all aspects of society.
19. Who were the philosophes?
Philosophes is a French word for philosophers.
20. According to our textbook (page 196), what were the give core beliefs of an Enlightenment thinker?
The five core beliefs of an Enlightenment thinker are: reason, nature, happiness, progress and liberty.
Reason: believed truth could be discovered through reason or logical thinking.
Nature: believed that what was natural was also good and reasonable.
Happiness: rejected the medieval notion that people should find joy in the hereafter and urged people to seek well-being on Earth.
Progress: stressed that society and humankind could improve.
Liberty: called for liberties, where all people had a chance to voice their opinions.
21. Explain Thomas Hobbes’s thinking about human nature AND government.
Thomas Hobbes published his philosophical work, Leviathan in 165, which claimed that people were naturally selfish and ambitious, and thus, absolute monarchy can control people’s selfish ambitions.
22. Explain John Locke’s thinking about human nature AND government.
John Locke published his philosophical work, The Treaties of Government in 1690, which claimed that English people had been justified in overthrowing James II and that government has to protect the rights of the people. Locke believed that a democratic government is a must.
23. Explain Jean-Jacques Rousseau’s thinking about human nature AND government.
Jean-Jacques Rousseau published his philosophical work, The Social Contract in 1762, and he advocated democracy. He claimed that a government must respond to the people’s wills in order to be legitimate.
24. Who is Mary Wollstonecraft?
Mary Wollstonecraft is a British female philosophers, who published an essay called A Vindication of the Rights of Woman in 1792. She disagreed that women’s education are secondary to men’s. She believed that women should receive similar education as men, in order to be virtuous ad useful.
25. Define the term social contract.
Social contract is an agreement among members of society that show people’s agreement towards being governed by a government. For Hobbes, social contract is when people submitted to an authoritarian rule to prevent disorders, while for Rousseau is when people create government to respond to their common wills.
26. What are natural rights? Give examples.
Natural rights are the rights that people must have in order for the society to run properly, and they are life, liberty and property.
27. Who is Voltaire?
Voltaire is an 18th century French philosopher. He argued in favor of tolerance, freedom of religion and free speech.
28. Who is Montesquieu? What is the title of his most famous book?
Montesquieu published his philosophical work, The Spirit of the Laws, in 1748. He mentioned in his work that any person or group in power will try to increase its power, and thus, we must searched for a way to control government. He suggested the separation of powers.
29. Explain the idea of separation of powers.
Separation of powers is the idea of Montesquieu, in which we divide government into separate branches, preferably three, to ensure that liberty is safe-guarded and no individual an increase his or her power. The three branches are: legislature, which make laws; executive, which enforce laws; and judicial, or court, which interpret laws.
30. What was the legacy of the Enlightenment? (See page 199-200).
The Enlightenment gave people the confidence that human reason could solve social problem. It motivated people to question openly their religious beliefs and the teachings of the church. Furthermore, the rise of individualism is the result of gain in confidence and motivation to discover new ideas.
31. Who wrote the Declaration of Independence?
Thomas Jefferson wrote the Declaration of Independence.
32. Why should we see the Declaration of Independence as evidence of the Enlightenment’s influence? Explain.
The Declaration of Independence reflected the ideas of natural rights – life, liberty, and the pursuit of happiness – that the colonists supposed to have.
33. What was the Old Regime?
The Old Regime is a social and political system of France in the 1770s, which the society was divided into three classes – estates.
34. Describe each of the estates in pre-revolution France.
The First Estates – composed of Roman Catholic Church’s clergy – owned 10% of French’s land, provide education and relief services, contributed 2% of its income to the government.
The Second Estates – composed of rich nobles – 2% of the population, owned 20% of French’s land, paid almost no taxes.
The Third Estates – contained three smaller groups differentiated by their economic conditions; held limited to no power.
- Bourgeoisie – bankers, factory owners, merchants, professionals, and skilled artisans. They are well educated, strongly believed in the Enlightenment ideals of liberty and equality. Several of them are as wealthy as nobles, however, was not entitled the privileges of nobles.
- Urban workers – tradespeople, apprentices, labourers, and domestic servants. They received low wages and frequently out of work, therefore, they are constantly suffering from hungers.
- Peasants – comprised 80% of France’s 26 million people; paid ½ of their income to nobles, tithes to the Church, and taxes to King; resented the clergy and noble for their privileges and special treatment.
35. Describe the bourgeoisie.
- Bourgeoisie – bankers, factory owners, merchants, professionals, and skilled artisans. They are well educated, strongly believed in the Enlightenment ideals of liberty and equality. Several of them are as wealthy as nobles, however, was not entitled the privileges of nobles.
36. Identify at least four causes of the French Revolution.
- Production and consumption was still going well, however, the heavy burden of taxes threatened the profits of firms, and somehow the income of citizens. -> Rising in cost of living.
- Bad weather -> Crop failures -> Shortage (rise in demand and fall in supply lead to rise in price).
- Extravagant spending of King Louis XIV, and his spouse, Marie Antoinette -> national debts.
- American Revolution: France decides to help the U.S. to fight against its opponent, Great Britain -> war debts.
37. Who is Louis XVI?
Louis XVI is the King of France during the happening of the French Revolution. He was easily bored with affairs of the state and was more interested in physical activities of himself, such as hunting. Despite his lack of the ability to make decisions and the determination to see policies through, Louis was well intentioned and sincerely wanted to improve the lives of the common people.
38. Who is Marie Antoinette?
Marie Antoinette was the spouse of Louis XVI, who was unpopular with the French because of her extravagant spending and her involvement in controversial court affairs. She infuriated French silk industry and old people due to her new fashion style – loose cotton dress. Furthermore, to supply her constant need of entertainment, $1.5 million was poured into her gambling purposes.
39. Explain how the Estates General fits into the story of the beginning of the French Revolution.
Estates-General is an assembly of representatives from all three estates. Due to the domination of the Privileged Estates (First and Second Estates), and the ignorance towards the Third Estates, though the Third Estates comprised a major in French population; formations formed. Third Estates members separated themselves from the Estates-General and form the National Assembly. This story fits into the beginning of the French Revolution, as this is the cause of forming the National Assembly, which is the cause of many serial events happened at a later date.
40. What was the National Assembly? How does it fit into the story of the French Revolution?
The National Assembly was formed by a member of the Third Estate, Emmanuel-Joseph Sieyès. It is an assembly where the Third Estates pass laws and reforms in the name of French, as the Third Estates are the majority of French’s population. On June 17, 1789, the National Assembly proclaimed the ending of absolute monarchy and the beginning of a representative government. This is a French Revolution action because the French Revolution’s main purpose is to eliminate the ruling of Louis XVI and Marie Antoinette to welcome a more democratic government.
41. What was the Tennis Court Oath?
Tennis Court Oath is a pledge of the National Assembly members to stay in an indoor tennis court, until they had drawn up a new conclusion.
42. Describe the Great Fear.
The Great Fear is a rumour of nobles were hiring outlaws to terrorize the peasants due to their uprising. As a response, peasants armed themselves with pitchforks and other farm tools, broke into noble’s manor house to destroy old legal documents which bound them to pay feudal dues.
43. Describe the “Left,” “Right” and “Center.” (See page 223). Why is the distinction important? Which are you? Explain.
Radicals – sat on the left side of the hall, opposed monarchy and wanted critical changes in government (abolished monarchy)
Moderates – sat in the center of the hall, wanted some changes in government.
Conservatives – sat on the right side of the hall, upheld the idea of a limited monarchy and wanted few changes.
I am a radical upon the situation of France in late 1700s. I believe that the government of Louis XVI has failed to carry out its function of responding to the people’s common will; instead, it does whatever accordingly to a minor group of people’s will. Keeping this fact in mind, the government of Louis XVI failed, as according to the beliefs of Jean-Jacques Rousseau and my personal belief; and the abolition of monarchy is a radical step for French history.
44. What was the slogan of the French Revolution?
The slogan of the French Revolution is “Liberty, Equality, Fraternity.”
45. What is Declaration of the Rights of Man and of the Citizen?
Declaration of the Rights of Man and of the Citizen is a 1789 statement of revolutionary ideals, influence by the Declaration of Independence (USA), which guaranteed citizens equal justice, freedom of speech and freedom of religions.
46. Who were the Emigres? Why are they important to the story of the French Revolution?
Émigés are nobles and others who had fled France, hoped to undo the Revolution and restore the Old Regime. Their importance was portrayed through their play of an antagonist role of the Revolution, which is the role that was executed.
47. Who were the san-culottes?
San-Culottes are Parisian workers and small shopkeepers, who wanted the Revolution to bring even greater changes to France. Their importance was portrayed through their play of a protagonist role of the Revolution, which is the role that went executing other antagonist for the sake of common good.
48. Who were the Jacobins? Why are they important to the story of the French Revolution?
Jacobins are members of a radical political organization during the French Revolution. Their major intention is to prove the radicalism of the French Revolution towards the people of French, in order to engage their attention into participating it. Jacobins’ importance towards the story of the French Revolution was portrayed through the guidance of Jacobins which tried Louis XVI for treason, resulted in the execution of Louis XVI. By executing Louis XVI, monarchy officially marked its end in French society.
49. Who is Robespierre? Why is he important to the story of the French Revolution?
Maximilien Robespierre is a Jacobin leader, who slowly gained power in the early months of 1793. He built a ‘republic of virtue’ by wiping out every trace of France’s past, and this caused the Reign of Terror of the French Revolution. He is important to the story of the French Revolution as he led the Reign of Terror and due to his changes, such as in calendar, towards the French society.
50. Describe the Reign of Terror.
The Reign of Terror is the period of Maximilien Robespierre’s ruling. It panicked many Frenchs through the execution of many ‘less-radical-than-Robespierre’. However, Robespierre justified his use of terror by suggesting that it enabled French citizens to remain true to the Revolution’s ideals.
51. How is the guillotine an important part of the story of the French Revolution?
The guillotine is an important part of the story of the French Revolution because it is a symbol for the Reign of Terror. Guillotine is a revolutionary, scientific invention during the happening of the French Revolution to behead many individuals relevant to the French Revolution, such as Louis XVI, Marie Antoinette, Maximilien Robespierre, etc.
The three essential powers of government are: executive, legislative, and judicial.
- Executive: carried out the laws of the state.
- Legislative: made the laws.
- Judicial: interpreted the laws to see how each applied to a specific case.
2. Define monarchy. Provide an example of monarchy.
Monarchy is a state ruled by a King, where ruler claims to have divine right and this rule is hereditary.
Example: Britain in the 1600s, France in the 1700s.
3. Explain the difference between absolute monarchy and limited monarchy.
Absolute monarchy is a government where a King or Queen has unlimited power and seeks to control all aspects of society.
Limited monarchy is a government where the powers of the ruler are restricted by the constitution and the laws of the country, also known as constitutional monarchy.
4. Define aristocracy.
Aristocracy is a state ruled by nobility, where this rule is hereditary and based on family ties, social rank and wealth.
5. Define oligarchy.
Oligarchy is a state ruled by a small group of citizens, where this rule is based on wealth or ability; this small group controls military.
6. Define democracy.
Democracy is a state ruled by its citizens, where ruling is based on citizenship; majority rule decides wrote.
7. Define representative democracy.
Representative democracy is a form of government in which citizens elect representatives to make laws and policies for them.
8. Define direct democracy.
Direct democracy is a form of government in which citizens rule and make laws directly rather than through representatives.
9. Define republic.
Republic is a form of government in which powers rest with citizens who have the right to elect the leaders who make governmental decisions. Republic is a form of indirect democracy.
10. What’s a plebeian?
Plebeian were Roman common farms, artisans and merchants. They were the citizens of Rome with the right to vote, however, cannot hold most governmental positions. These plebeians pressured the patricians to gain political powers.
11. What’s a patrician?
Patricians were Roman aristocratic landowners who held most of the power. They inherited their power and social status from previous generations, and claimed that their ancestry gave them the authority to make laws for Rome and its people.
12. Describe the geocentric theory of the universe.
Geocentric theory is a theory that claims Earth is the center of the universe, which originated from the thinking of Aristotle, and was later on spread through the Bible of Christianity.
13. Describe the heliocentric theory of the universe.
Heliocentric theory is a theory of a Polish astronomer – Nicolaus Copernicus – that claims Sun is the center of the universe, which stars, earth and other planets revolved around.
14. What was the Scientific Revolution?
The Scientific Revolution is a reign in Europe where scholars replaced old assumptions with new theories, when they launched a change in European thoughts.
15. What did Galileo Galilei do that challenged the authority of the Catholic Church?
Galileo Galilei is an Italian scientist, who built his own telescope and made observations that are against Aristotle’s geocentric theory, though is in favor of Copernicus’ heliocentric theory. He was continuously threatened by the Catholic Church about his findings due to its contradictions with the teachings of Christianity. Publications of Galilei, Starry Messenger and Dialogue Concerning the Two Chief World Systems, was condemned by the Catholic Church and resulted in the torture and lived under house arrest of Galileo Galilei. Not until 1992 (350 years later), the Catholic Church then officially accepted Galileo’s researches.
16. What is the scientific method?
Scientific method is a logical procedure for gathering and testing ideas: observation -> hypothesis -> experiment -> conclusion.
- Observation: exists when problem or question arise from an observation.
- Hypothesis: unproved assumption.
- Experiment: gathering data.
- Conclusion: analysis or interpretation their data, which confirms or disproves the hypothesis.
17. Contrast the Old Science against the New Science (See page 192).
Old Science is when scholars generally relied on ancient authorities, church teachings, common sense and reasoning to explain the physical world.
New Science is when scholars began to use observation experimentation, and scientific reasoning to gather knowledge and draw conclusions about the physical world.
18. What was the Enlightenment?
The Enlightenment is an intellectual movement in 17th and 18th centuries, which encouraged thinkers to apply the principles of reason and the methods of science to all aspects of society.
19. Who were the philosophes?
Philosophes is a French word for philosophers.
20. According to our textbook (page 196), what were the give core beliefs of an Enlightenment thinker?
The five core beliefs of an Enlightenment thinker are: reason, nature, happiness, progress and liberty.
Reason: believed truth could be discovered through reason or logical thinking.
Nature: believed that what was natural was also good and reasonable.
Happiness: rejected the medieval notion that people should find joy in the hereafter and urged people to seek well-being on Earth.
Progress: stressed that society and humankind could improve.
Liberty: called for liberties, where all people had a chance to voice their opinions.
21. Explain Thomas Hobbes’s thinking about human nature AND government.
Thomas Hobbes published his philosophical work, Leviathan in 165, which claimed that people were naturally selfish and ambitious, and thus, absolute monarchy can control people’s selfish ambitions.
22. Explain John Locke’s thinking about human nature AND government.
John Locke published his philosophical work, The Treaties of Government in 1690, which claimed that English people had been justified in overthrowing James II and that government has to protect the rights of the people. Locke believed that a democratic government is a must.
23. Explain Jean-Jacques Rousseau’s thinking about human nature AND government.
Jean-Jacques Rousseau published his philosophical work, The Social Contract in 1762, and he advocated democracy. He claimed that a government must respond to the people’s wills in order to be legitimate.
24. Who is Mary Wollstonecraft?
Mary Wollstonecraft is a British female philosophers, who published an essay called A Vindication of the Rights of Woman in 1792. She disagreed that women’s education are secondary to men’s. She believed that women should receive similar education as men, in order to be virtuous ad useful.
25. Define the term social contract.
Social contract is an agreement among members of society that show people’s agreement towards being governed by a government. For Hobbes, social contract is when people submitted to an authoritarian rule to prevent disorders, while for Rousseau is when people create government to respond to their common wills.
26. What are natural rights? Give examples.
Natural rights are the rights that people must have in order for the society to run properly, and they are life, liberty and property.
27. Who is Voltaire?
Voltaire is an 18th century French philosopher. He argued in favor of tolerance, freedom of religion and free speech.
28. Who is Montesquieu? What is the title of his most famous book?
Montesquieu published his philosophical work, The Spirit of the Laws, in 1748. He mentioned in his work that any person or group in power will try to increase its power, and thus, we must searched for a way to control government. He suggested the separation of powers.
29. Explain the idea of separation of powers.
Separation of powers is the idea of Montesquieu, in which we divide government into separate branches, preferably three, to ensure that liberty is safe-guarded and no individual an increase his or her power. The three branches are: legislature, which make laws; executive, which enforce laws; and judicial, or court, which interpret laws.
30. What was the legacy of the Enlightenment? (See page 199-200).
The Enlightenment gave people the confidence that human reason could solve social problem. It motivated people to question openly their religious beliefs and the teachings of the church. Furthermore, the rise of individualism is the result of gain in confidence and motivation to discover new ideas.
31. Who wrote the Declaration of Independence?
Thomas Jefferson wrote the Declaration of Independence.
32. Why should we see the Declaration of Independence as evidence of the Enlightenment’s influence? Explain.
The Declaration of Independence reflected the ideas of natural rights – life, liberty, and the pursuit of happiness – that the colonists supposed to have.
33. What was the Old Regime?
The Old Regime is a social and political system of France in the 1770s, which the society was divided into three classes – estates.
34. Describe each of the estates in pre-revolution France.
The First Estates – composed of Roman Catholic Church’s clergy – owned 10% of French’s land, provide education and relief services, contributed 2% of its income to the government.
The Second Estates – composed of rich nobles – 2% of the population, owned 20% of French’s land, paid almost no taxes.
The Third Estates – contained three smaller groups differentiated by their economic conditions; held limited to no power.
- Bourgeoisie – bankers, factory owners, merchants, professionals, and skilled artisans. They are well educated, strongly believed in the Enlightenment ideals of liberty and equality. Several of them are as wealthy as nobles, however, was not entitled the privileges of nobles.
- Urban workers – tradespeople, apprentices, labourers, and domestic servants. They received low wages and frequently out of work, therefore, they are constantly suffering from hungers.
- Peasants – comprised 80% of France’s 26 million people; paid ½ of their income to nobles, tithes to the Church, and taxes to King; resented the clergy and noble for their privileges and special treatment.
35. Describe the bourgeoisie.
- Bourgeoisie – bankers, factory owners, merchants, professionals, and skilled artisans. They are well educated, strongly believed in the Enlightenment ideals of liberty and equality. Several of them are as wealthy as nobles, however, was not entitled the privileges of nobles.
36. Identify at least four causes of the French Revolution.
- Production and consumption was still going well, however, the heavy burden of taxes threatened the profits of firms, and somehow the income of citizens. -> Rising in cost of living.
- Bad weather -> Crop failures -> Shortage (rise in demand and fall in supply lead to rise in price).
- Extravagant spending of King Louis XIV, and his spouse, Marie Antoinette -> national debts.
- American Revolution: France decides to help the U.S. to fight against its opponent, Great Britain -> war debts.
37. Who is Louis XVI?
Louis XVI is the King of France during the happening of the French Revolution. He was easily bored with affairs of the state and was more interested in physical activities of himself, such as hunting. Despite his lack of the ability to make decisions and the determination to see policies through, Louis was well intentioned and sincerely wanted to improve the lives of the common people.
38. Who is Marie Antoinette?
Marie Antoinette was the spouse of Louis XVI, who was unpopular with the French because of her extravagant spending and her involvement in controversial court affairs. She infuriated French silk industry and old people due to her new fashion style – loose cotton dress. Furthermore, to supply her constant need of entertainment, $1.5 million was poured into her gambling purposes.
39. Explain how the Estates General fits into the story of the beginning of the French Revolution.
Estates-General is an assembly of representatives from all three estates. Due to the domination of the Privileged Estates (First and Second Estates), and the ignorance towards the Third Estates, though the Third Estates comprised a major in French population; formations formed. Third Estates members separated themselves from the Estates-General and form the National Assembly. This story fits into the beginning of the French Revolution, as this is the cause of forming the National Assembly, which is the cause of many serial events happened at a later date.
40. What was the National Assembly? How does it fit into the story of the French Revolution?
The National Assembly was formed by a member of the Third Estate, Emmanuel-Joseph Sieyès. It is an assembly where the Third Estates pass laws and reforms in the name of French, as the Third Estates are the majority of French’s population. On June 17, 1789, the National Assembly proclaimed the ending of absolute monarchy and the beginning of a representative government. This is a French Revolution action because the French Revolution’s main purpose is to eliminate the ruling of Louis XVI and Marie Antoinette to welcome a more democratic government.
41. What was the Tennis Court Oath?
Tennis Court Oath is a pledge of the National Assembly members to stay in an indoor tennis court, until they had drawn up a new conclusion.
42. Describe the Great Fear.
The Great Fear is a rumour of nobles were hiring outlaws to terrorize the peasants due to their uprising. As a response, peasants armed themselves with pitchforks and other farm tools, broke into noble’s manor house to destroy old legal documents which bound them to pay feudal dues.
43. Describe the “Left,” “Right” and “Center.” (See page 223). Why is the distinction important? Which are you? Explain.
Radicals – sat on the left side of the hall, opposed monarchy and wanted critical changes in government (abolished monarchy)
Moderates – sat in the center of the hall, wanted some changes in government.
Conservatives – sat on the right side of the hall, upheld the idea of a limited monarchy and wanted few changes.
I am a radical upon the situation of France in late 1700s. I believe that the government of Louis XVI has failed to carry out its function of responding to the people’s common will; instead, it does whatever accordingly to a minor group of people’s will. Keeping this fact in mind, the government of Louis XVI failed, as according to the beliefs of Jean-Jacques Rousseau and my personal belief; and the abolition of monarchy is a radical step for French history.
44. What was the slogan of the French Revolution?
The slogan of the French Revolution is “Liberty, Equality, Fraternity.”
45. What is Declaration of the Rights of Man and of the Citizen?
Declaration of the Rights of Man and of the Citizen is a 1789 statement of revolutionary ideals, influence by the Declaration of Independence (USA), which guaranteed citizens equal justice, freedom of speech and freedom of religions.
46. Who were the Emigres? Why are they important to the story of the French Revolution?
Émigés are nobles and others who had fled France, hoped to undo the Revolution and restore the Old Regime. Their importance was portrayed through their play of an antagonist role of the Revolution, which is the role that was executed.
47. Who were the san-culottes?
San-Culottes are Parisian workers and small shopkeepers, who wanted the Revolution to bring even greater changes to France. Their importance was portrayed through their play of a protagonist role of the Revolution, which is the role that went executing other antagonist for the sake of common good.
48. Who were the Jacobins? Why are they important to the story of the French Revolution?
Jacobins are members of a radical political organization during the French Revolution. Their major intention is to prove the radicalism of the French Revolution towards the people of French, in order to engage their attention into participating it. Jacobins’ importance towards the story of the French Revolution was portrayed through the guidance of Jacobins which tried Louis XVI for treason, resulted in the execution of Louis XVI. By executing Louis XVI, monarchy officially marked its end in French society.
49. Who is Robespierre? Why is he important to the story of the French Revolution?
Maximilien Robespierre is a Jacobin leader, who slowly gained power in the early months of 1793. He built a ‘republic of virtue’ by wiping out every trace of France’s past, and this caused the Reign of Terror of the French Revolution. He is important to the story of the French Revolution as he led the Reign of Terror and due to his changes, such as in calendar, towards the French society.
50. Describe the Reign of Terror.
The Reign of Terror is the period of Maximilien Robespierre’s ruling. It panicked many Frenchs through the execution of many ‘less-radical-than-Robespierre’. However, Robespierre justified his use of terror by suggesting that it enabled French citizens to remain true to the Revolution’s ideals.
51. How is the guillotine an important part of the story of the French Revolution?
The guillotine is an important part of the story of the French Revolution because it is a symbol for the Reign of Terror. Guillotine is a revolutionary, scientific invention during the happening of the French Revolution to behead many individuals relevant to the French Revolution, such as Louis XVI, Marie Antoinette, Maximilien Robespierre, etc.
AP Economics
Speech - Suggested Working Hour
Morning to all of our fellow future economists,
John Locke, a British philosopher, once said “a field is useless until it produces foods, no field produces food until someone farms it.” Therefore, in order for Vietnam to “produce food”, and for Vietnamese to “own food”, I propose a maximum of 45 weekly working hours.
Since Vietnam is a developing country, therefore it is practical to claim that Vietnamese prioritizes their income. Yes, it is understandable when The World Bank stated that more than half of our population are range from 15 to 44 years old, along with a birth rate of 16.26 children per 1,000 people. This means that employee’s income must be high enough to feed their dependents, such as their retired parents, spouse, children, etc.
Furthermore, Vietnam is an agricultural nation, therefore it is reasonable for Library of Congress claim that more than 70% of Vietnamese labor force are manual labors. And for manual labors to earn high income, they must work for long hours.
At this moment, several of you who strongly supports fewer hours will have a feeling similar to a mosquito flies around your ears, or in simpler words: irritating. But wait, to be a good economist, we need to “study the present in the light of the past”, or what we need is a strong analytical skill.
Let’s visual the situation of less hours under the view of an employee, especially a manual labor. When one can only works for few hours, then of course the company won’t earn that much money and will result in fewer salary. And once again, this means that an employee can’t support his or her dependents at home, or even worse, the life of himself. Now, if government comes in and subsidize employee’s salary. Now, employee only needs to work for few hours, but they earn heap of cash. Automatically, they will think: I have cash and I want to feel blast. Tarn-tarn-tarn, now the employee spent major of his or her salary into unnecessary expenses, and of course, the leftover won’t be enough for anything. To be short and sweet on employee’s perspective, fewer hours will not work
Now, let’s place yourself into the role of an entrepreneur, an owner of a factory, or even the Head Minister of the Ministry of Commerce.
When a manual labor works less, but has high income and free education, then the labor will earn knowledge. After a period of studying, they eventually got a degree. Right at that moment, their brain will pops up a thinking: Why do I need to run around like crazy, when instead, I can apply into some offices and sit at one place? Of course, this will increase Vietnamese non-manual labors. Now, the big issue that we need to consider is: How do we find manual labors? If we hire a Vietnamese, then sorry, it will be surprisingly expensive to afford one, because many labors are now non-manual already. Or even worst, it can leads to a situation where we lack of domestic manual labors. What if we hire foreigners? Yay, unemployment among Vietnamese citizens pop up.
But it is the era of mechanization and we can replace labors with technology. Then two problems will occur for sure. The first one is raise in unemployment rate. The second one is inflation and poverty. First of all, our budget can’t support investment in technology. Even if we could, it will raise everything’s price and manual labors can’t even afford their basic needs now. Therefore, once again, few hours won’t work, even if we view from a business or government.
To summarize, we need to work, work and work in order to “produce” food and “own” food; for the sake of a young population, for the sake of a positive birth rate nation, and for the sake of a society dominated by manual labors; under the honor of a Less Economically Developed Country.
John Locke, a British philosopher, once said “a field is useless until it produces foods, no field produces food until someone farms it.” Therefore, in order for Vietnam to “produce food”, and for Vietnamese to “own food”, I propose a maximum of 45 weekly working hours.
Since Vietnam is a developing country, therefore it is practical to claim that Vietnamese prioritizes their income. Yes, it is understandable when The World Bank stated that more than half of our population are range from 15 to 44 years old, along with a birth rate of 16.26 children per 1,000 people. This means that employee’s income must be high enough to feed their dependents, such as their retired parents, spouse, children, etc.
Furthermore, Vietnam is an agricultural nation, therefore it is reasonable for Library of Congress claim that more than 70% of Vietnamese labor force are manual labors. And for manual labors to earn high income, they must work for long hours.
At this moment, several of you who strongly supports fewer hours will have a feeling similar to a mosquito flies around your ears, or in simpler words: irritating. But wait, to be a good economist, we need to “study the present in the light of the past”, or what we need is a strong analytical skill.
Let’s visual the situation of less hours under the view of an employee, especially a manual labor. When one can only works for few hours, then of course the company won’t earn that much money and will result in fewer salary. And once again, this means that an employee can’t support his or her dependents at home, or even worse, the life of himself. Now, if government comes in and subsidize employee’s salary. Now, employee only needs to work for few hours, but they earn heap of cash. Automatically, they will think: I have cash and I want to feel blast. Tarn-tarn-tarn, now the employee spent major of his or her salary into unnecessary expenses, and of course, the leftover won’t be enough for anything. To be short and sweet on employee’s perspective, fewer hours will not work
Now, let’s place yourself into the role of an entrepreneur, an owner of a factory, or even the Head Minister of the Ministry of Commerce.
When a manual labor works less, but has high income and free education, then the labor will earn knowledge. After a period of studying, they eventually got a degree. Right at that moment, their brain will pops up a thinking: Why do I need to run around like crazy, when instead, I can apply into some offices and sit at one place? Of course, this will increase Vietnamese non-manual labors. Now, the big issue that we need to consider is: How do we find manual labors? If we hire a Vietnamese, then sorry, it will be surprisingly expensive to afford one, because many labors are now non-manual already. Or even worst, it can leads to a situation where we lack of domestic manual labors. What if we hire foreigners? Yay, unemployment among Vietnamese citizens pop up.
But it is the era of mechanization and we can replace labors with technology. Then two problems will occur for sure. The first one is raise in unemployment rate. The second one is inflation and poverty. First of all, our budget can’t support investment in technology. Even if we could, it will raise everything’s price and manual labors can’t even afford their basic needs now. Therefore, once again, few hours won’t work, even if we view from a business or government.
To summarize, we need to work, work and work in order to “produce” food and “own” food; for the sake of a young population, for the sake of a positive birth rate nation, and for the sake of a society dominated by manual labors; under the honor of a Less Economically Developed Country.
Presentation - Suggested Working Hour
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45 Hours | |
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Foreign Exchange Presentation - Canadian Dollar
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