May Madness Julius Caesar Presentation Link - Enjoy!!!

https://www.youtube.com/watch?v=i8WaH6NJVr8&feature=youtube_gdata_player

Pic of Political Cartoon

I should have attached this to my last post.....

Political Cartoon - China

Historical Significance:

          The Qianlong Emperor allowed trade with foreigners only to exist at the single port of Guangzhou.  The foreign goods from China were in great demand back in Europe; thus, Europeans, especially the British, were eager to trade with China in order to profit by selling the goods in Europe.  However, the Chinese demand for European goods was nonexistent.  Thus, it became extremely difficult for the Europeans to trade with the Chinese, primarily because they had nothing to offer - besides silver bullion.  Thus, the British merchants paid for Chinese silk, porcelain, and tea with silver bullion.  Since silver bullion was a highly prized item, the British sought alternatives with which they could trade with the Chinese.  The British eventually turned to opium, an illegal drug manufactured in their Indian colonies, which Chinese readily accepted as an alternative to silver bullion, despite its significantly lower value.  The Chinese significantly were at a disadvantage as a result of this switch in trading items - drug addicts began to become commonplace and China's reserve of silver bullion was significantly lowered.  The Chinese realized this and placed Lin Zexu in charge of destroying the opium trade.  This anti-opium policy ignited a conflict of wars known as the Opium Wars, in which the Chinese suffered a humiliating defeat to the British, who cut off access to the Grand Canal.  Because Britain won the Opium Wars, it was able to dictate the terms of China's surrender.  The end result was a series of treaties known as the "unequal treatises".  They were named so due to the unequal quality of the agreement, which heavily favored the British.  According to the agreement, opium trade between Britain and China was restored, and China was forced to cede 5 major ports and the island of Hong Kong.  Additionally, the Chinese were forced to grant extraterritoriality to British inhabitants in China in a series of treaties including the Treaty of Nanjing.  As a final result of this altercation, China was weakened in that it lost a majority of its silver bullion and suffered socially as a result of the re-opened silver trade.  On the other hand, the British benefitted handsomely from this reopened trade with China.


Cartoon Explanation:

          As depicted in my political cartoon, the economies of both China and Britain are being compared to each other via a scale.  The scale is heavily tilted in favor of the British, indicating that the scale, symbolic of China's treaties with Britain, is unbalanced.  The position of the British in relation to China indicates that the items on China's section of the scale outweigh the items that belong to China.  There are far more items on Britain's end of the scale than China's end of the scale, signifying that Britain is benefitting more from the treaty than China.  On the British half of the scale items are a pyramid of blocks of silver, a chest containing a series of treaties, and a British man happily holding two of them into the air.  As a result of the Opium War, Britain's reopened trade with China resulted in Britain reserving its bullion, while draining the bullion from China - thus, a great amount of silver is represented on the British half of the scale.  Within the chest on top of the pyramid of silver blocks are many papers, two of which are being held by a British individual.  The British man is holding one paper entitled "Declaration of Chinese Port Ownership," which reflects the 5 ports that the Chinese were forced to cede to the British as a result of post-war negotiations.  The other paper reads "Treaty of Nanjing," which was among the first treaties written as part of the post-war agreement.  There are numerous papers remaining inside the chest, indicating that there are many other treaties which also favor the British over the Chinese.  As one could imagine, the British individual looks pleased with the agreement.  On the Chinese half of the scale is a lone individual smoking opium, and he is accompanied by a sac of opium.  His eyes are crossed and seems to be going crazy, reflecting the social changes that occurred as a result of the unfair post-war negotiations.  There is nothing positive about the Chinese half of the scale - there is no bullion (the British have taken it back) and they have lost a right to govern their ports.  It is no wonder that the man standing on the Chinese half of the scale looks miserable.

"World War in World History" Document Analysis

Prompt: To what extent was WWI a global war? Why did most Asians fight for the allies if they were pro-German?

Answer: World War I was a global war with respect to the nationality of the members fighting the war, even though it seemed to fit the qualifications of an "European civil war" from the perspective of Asians.  The "internal character" of World War I can be attributed to the fact that the only countries engaged in war were those of Europe.  Though Asia and the United States both had prominent roles in the war, they in aspect played mere supporting positions of the larger European powers around which the crux of the war was centered.  However, it can be seen from a different angle that World War I was a global war in that it involved countries from around the four corners of the globe.  Of the global powers other than the Europeans involved in the War, the Asians played prominent roles, eventually joining the efforts of the Allies against the Entente Powers.  Though the Asian powers are noted as supporting the Allied Powers, a majority of the Asian population did not have a preference over who won the great European "civil war".  However, the general Asian population resented many of the Allied Powers because they attacked and imperialized many areas of Asia with little regard to Asian sentiment; in contrast, the Germans had "no tradition of Asian conquest," and thus would have been expected to appeal more than the Allied Powers.  However, in the name of democracy, a majority of Asian states came to the defense of the Allied powers.  Allied powers promised to defend democracies, which would result in political stability in Asia, a factor that would play a great role in settling Asian society and political policy.  Thus, even though Asians were pro-German due as a result of their resent for territorial expansion of Allied powers, they sided with the Allies to defend democracy.

Pg. 913 Document Based Question

Prompt: Compare and contrast the sort of adjectives Kipling uses to describe native people as opposed to Europeans; how does his very language usage convey his sense of white superiority?

Response: To convey his sense of white supremacy and superiority over other indigenous people and foreigners, Kipling uses different adjectives to describe different individuals of different skin color, emphasizing his view that imperial rule is mandatory in colonies such as the British one in India.  Kipling first refers to the subject people of the British as a "breed," implying that the native Indians are animal like.   Since animals must be tamed in order to be controlled and behave properly, Kipling is upholding his view that the British must "tame" the Indians metaphorically to keep stability in the region.   Despite the fact that Kipling is attempting to justify British control in India, he is not stating that any type of rule is sufficient.  He believes that the ruling should be orderly, not morally low or "tawdry". 

To describe the Indians, on the other hand, Kipling uses diminutive and servile forms of adjectives.  Kipling describes the Indians as "silent" and "sullen," indicating that the subjects of British hegemony are expected to obey,  command, and respect those in control, the British.   The word "sullen" indicates, however, that the Indian subjects were not fond of the British rule in India, despite the generous way in which they ruled.   

The "burden" that the Imperial British are faced with as a result of their hegemony is described by many adjectives, leading the reader to believe that it was a great struggle for the British to provide India with order and imperial rule.  The burden is metaphorically described as a "heavy harness," indicating that it took a lot of effort for the British to maintain order.  Though India provided many trade opportunities for England, it also must have a heavy burden regarding other British affairs. 

Map of Global Hegemony

When  creating this map, several aspects of the locations of imperialism areas were outstanding.  Here is a list of those aspects I found somewhat interesting:

1. Russia by far has the largest land mass; however, Russia has no other states within it.  In fact, most of the other colored in countries and territories could probably fit within the single state of Russia.

2. England seemed to consist of the most widespread areas of land it controlled as colonies.  Every one of its controlled territories was specific in the goods it exported and produced, so Britain must have profited from its colonies.  It is hard to believe that England acquired so much power after only winning the 7 Years' War.

3. I noticed that the Spanish tereitories, especially in Africa, we're very limited despite the greatness of the Spanish state.  Why were they able to colonize and get such a head start in the Americas while obtain almost no land in Africa? (Especially because they are located so close to Africa).

4/4/14 Homework: The Young Turks

Prompt: How do the plans of the Young Turks privilege their own age cohort within the Ottoman Empire, particularly in terms of voting rights and education?

The Young Turks gave specific rights to their own age cohorts within the Ottoman Empire in terms of voting rights and education, primarily to increase their say in Ottoman policy and governance.  In the Proclamation of the Young Turks, the third point of the constitution states that all citizens of the Ottoman Empire (not including slaves and those without citizenship) are given the right to vote.  This does not mean that they are forced to vote, however.  In giving younger Ottomans a chance to vote, they were given a greater power in determining foreign and internal policy, thus privileging the Young Turks.  In order to eventually occupy high government positions, the Young Turks must have placed great importance on education, which is necessary to all individuals within a smoothly functioning government.  It is due to this reason that the Young Turks provided free education to all individuals regardless of age.  Motivated children and boys would be able to be educated from an early point on in their lives, which would increase the change that they become a highly government official.  They placed the power of schooling and age restrictions in the hands of the government to ensure that all children legally had the same rights, benefits, and opportunities to become educated.  In a broader perspective, the Young Turks privileged their own age cohort within the Ottoman Empire in terms of voting rights and education to increase the likelihood that they are educated and are able to elect each other into high government positions in the future, possibly providing the Young Turks Party to gain power in the Ottoman Empire.

3/28/14 Weekend Homework Assignment

Niall Ferguson's TED Talk Question: Which factors led to the Great Divergence, and how did the Westerners gain an advantage over the rest of the world, allowing them to dominate Easterners?

Answer: Niall Ferguson believes that there were six major aspects about the Western civilization that set the Westerners ahead of the Easterners and led to the Great Divergence.  Ferguson chooses to represent these six characteristics, competition, the scientific revolution, property rights, modern medicine, the consumer society, and worth ethic, as metaphorical "apps," which seem simple on the outside, but contain a great complexity.  There were hundreds of kingdoms within each state during the 1500s in Europe, which provoked innovation and bettered society, whereas in the eastern half of the world, there were far fewer states that required one to pass civil service exams before being able to compete amongst each other.  Western science gave man control over nature through the experimental method, allowing men to apply physics to ballistics, allowing for better weaponry.  However, in Eastern Asia, there is not as much technology or scientific discoveries.  Having the rule of law based on property rights made the difference in between the Eastern and Western hemispheres.  Having more land open to the people rather than passed down hereditarily resulted in more land being used, helping push the Western world ahead of the Eastern world.  Modern medicine aided in fighting infections diseases and increased life expectancies by almost two percent in the Western world rather than in the Eastern world, where there was no concept of medicine.  This allowed for population growth in Western portions of the world, while disease and plagues decimated Eastern populations.  Consumer society was far greater in Western parts of the world, so that people were able to buy the goods produced by businessmen, thus giving a purpose to the industrial revolution.  However, in Eastern portions of the world, people were more inclined towards poverty such as Mahatma Gandhi, who was in a way, a proponent of poverty.  Work ethic can only arise if institutions are present to create the will to work.  In the western half of the world, people originally had better work ethics than people in the Eastern half of the world.  This may have primarily been because there were more institutions in the Western half of the world than in the Eastern half of the world.  It is for these six reasons that the Eastern half of the world fell behind the Western half of the word, resulting in the Great Divergence.


The Stages of a Revolution in <2 Sentences Each:

1. Stage 1: The community is split into two groups of people; those who support the person in authority, such as the king or ruler, or those who are rebelling against the authority.  The schism is result to an unfair taxation or the ruler's inability to rule, thus angering its constituents.
2. Stage 2: The factions are again split into moderates and radicals, and the vast majority of the population supports the moderates because the radicals are...too radical; however, the radicals have a greater sense of righteousness, which enables them to take over and instate terror.  
3. The Final Stage of Revolution: In the final stage of revolution, the community begins to moderate itself and shun those who are radicals, causing in most cases a dictatorship to be reinstated in which members of the previous ruling council are brought back.  Imperial nationalism is a direct consequence of the fervor of the radicals diminishing.

Adam Smith Questions

1. Are there any cases in which people venture in to the economy or start a business for the general good?  What reasons would people have for doing this?
2. Why do only beggars choose to "depend chiefly upon the benevolence of his fellow citizens"?
3. Is there any occupation you believe has more people who base their actions on the well-bring of society more than others?

Islamic Empires Map 3/18

Olaudah Equiano on the Middle Passage

Prompt: On the basis of Equiano's account, what measures did the crews of slave ships take to ensure maximum profits from their business of transporting human cargoes?

Answer: According to Olaudah Equiano's account, to ensure the greatest potential profits from their business of transporting human cargoes, the crews of slave trade ships took many precautionary measures.   To ensure that they would receive the maximum reward for their slaves,  crews of the slave ships needed to make sure that the slaves were in prime condition.  Thus, they forced the slaves on their ships to eat, whether the wanted to or not. Those who resisted the food were severely flogged as a result.  To prevent potential slaves (or sources of money) from jumping overboard into the ocean, crews of slave ships whipped those for hours who attempted to jump off the boat, thus dissuading others from following the examples of others.  When several slaves perished by jumping into the waters, the crews began to lock up the slaves under the deck and chained.  These were the primary measures taken to ensure that the crews of slave ships obtained the maximum profits from their business of transporting human cargoes.

Born With a Silver Spoon Reading Questions

Questions: Where is the silver going? Where is it coming from? Who are the major players in the 'silver trade'?

Where is the sliver going to?

During the 16th century, during which international trade began its boom, China was the predominant buyer of silver in the world.  China accepted from and traded for silver with numerous silver-exporting countries such as Japan and Spanish America.  The importance and abundance of silver trade in China is accurately depicted in many writings and writers from the time period.  For example, Godinho was a Chinese writer who described China as the world's silver suction pump.  The Chinese particularly wanted this precious metal because the market value of silver throughout China was double its value

elsewhere, thus a valuable commodity.

Where is the silver going from?

The predominant sellers, or producers, of silver during the beginning of international trade were Spanish America, which included areas such as Mexico and Peru.  These areas were able to produce up to 150,000 tons of silver between 1500 and 1800 because they had the greatest quantity of silver.  In comparison to areas such as Europe, which may have exhausted their silver resources or never had them in the first place, silver reserves in Spanish America were plentiful.  The indigenous already had mined for much of the silver, and they served as slaves.  This increased labor in Spanish American mines led to a boom in production of silver in Spanish America.  

Who are the major players in the silver trade?

In the beginning time period of the silver trade, the dominant players were the Spanish Americans, Europe, and China.  During this period of time, the Europeans (most notably the Spanish) established colonies in Mexico and Peru.  They forced the indigenous people to mine silver for them, and the silver that they extracted was sent to two major places.  Much of the silver was sent straight back to European colonies, while lesser, though equally substantial, amounts were used in trade with China.  Thus, China, the Spanish American Colonies, and Europe were major players in early silver trade.  

Explorers HW 3/28

Prompt: Does Columbus deserve his own holiday? Why does he have one? Should we reconsider?

Everybody regards Columbus Day, Monday, October 18, as the day which students have off from school, but most fail to recognize its actual importance.  Columbus Day marks the date at which Christopher Columbus and his crew aboard the Santa Maria reached the Americas for the first time (assuming that Menzie's argument is invalid!).  Technically speaking, historians are not 100% sure that the "discovery" of the Americas occurred on October 18, 1492.  However, I believe that this date is in fact important, regardless of whether it is the actual date during which Columbus found the Americas.  Columbus day, in effect, is symbolic of discovery as a whole, not only as it relates to Columbus and his "discovery" of the Americas, but also discoveries of places and technologies that have improved the world we lived in today.  I think that Columbus Day is an integral aspect of American culture, as it gives Americans a sense of pride and dignity.  However, it can also be seen from a negative perspective.  Columbus Day also marks the date after which the Native American inhabitants began their decline as a result of foreign invasion.  But that is not the question.....Whether or not Columbus Day is the most important holiday to exist is a matter of perspective and judgement, but it is for certain that Columbus deserves some form of recognition of his feat of discovering the Americas.  Of course, this is a hotly debated topic as some states recognize Columbus Day on a larger scale than others.  Even Spain, which is not remotely located in the Americas, observes their own form of Columbus Day.  Regardless of what others say, I believe that we owe Columbus respect - without him, we wouldn't be where we are today!

First DBQ Reflection

Today in class, we took our first Document-Based Question (more commonly known as the DBQ), and the results were quite conclusive.  I was extremely familiar with the content, primarily because we went over the material in class the previous day.  As far as answering the questions and coming up with the right answer is concerned, I felt as though I was fully prepared.  The most problematic error that I faced while writing the DBQ was time-related.  After the time was called, I had only finished discussing the eight documents.  I was able to start writing the "why is the source credible?" section, and all of the ideas were implanted in my mind; however, I was unable to finish this section as well as the additional source document.  Therefore, it is safe to conclude that I took too much time writing the document analyses.  This has been a reoccurring problem, not only with the DBQ, but also with other essays I have written.  I had all the knowledge I needed to score well on the essay, but the time was my downfall.  I feel that writing practice essays, especially when being given the material in advance is an awesome way to get to know the style of writing we have to be accustomed to, since it is distinct from the Change and Continuity Over Time and Compare/Contrast Essays.  This also allows us to work on out time management and other skills without having to worry about the actual information.

DBQ Sample HW Assignment

Prompt: Do you buy Menzie's argument that Zheng He's fleet made it to America before Columbus? Evaluate the evidence he used and explain why or why not?

In this given video, Menzie asserts that Zheng He's Ming fleet made it to America and traveled around the world in 1421, 58 years before Columbus was said to have first "discovered" America.  Menzie cannot rely, however, on many of the sources he would like to because Zheng He's project was stopped early and all written evidence destroyed.  Because there are very few, if any, remaining documents concerning the journey, his argument is not very strong.

Menzie states, at the beginning of his argument, that all European colonists had a map and a preconceived notion that the Americas existed, but he failed to provide any evidence that the Europeans did in fact know that America did exist.  

To back his argument, he asks scholars their opinions on the matter; however, the information they provide him with are merely THEIR OPINIONS.  There is no telling whether or not their rationale is correct.  What would help his argument would have been a primary source document written by a Chinese sailor who joined them on their journey.  

Menzie establishes that the Chinese Ming fleet was greater in aspect and in size than the Columbus's fleet.  He is comparing the fleets to each other, and this is failing to substantiate his argument.  The question is not whether the Chinese were ABLE to sail to the Americas more easily than Columbus, but whether or not the Chinese ACTUALLY completed the voyage.  Discussing how the Chinese had fleets greater than Columbus just indicates that the Chinese were more sophisticated than Columbus, not that they made it to America first. 

He does bring up a map, which he declares will help substantiate his theory, but it is only one map suggesting such an occurrence.  This is the only part of his argument that makes sense.  

He believes that the Chinese Junks which presumably carried the Chinese to the Americas were struck by a hurricane, and that the 700 Junks were wrecked and beached.  Wow.  This is much too general of a conclusion for it to be even considered.  Menzie cannot assume that a hurricane struck and wrecked the ships.  His entire story is based on the assumption that a hurricane destroyed their Junks and they were marooned on the island.  There is no evidence or proof that backs up this statement alone, so it is impossible for the rest of his argument to be structurally sound.  

For these reasons, I do not believe that the Chinese came upon the Americas before Columbus did.  

Podcast 123

3 Things I learned, which I previously had NO IDEA about...

1. The Aztecs migrated to Mesoamerica and established the largest and arguably most ruthless pre-Spanish Empire in the Americas throughout the course of 200 years.  This is an immensely short period of time for an empire to become established, particularly because it should, in aspect take awhile to become accustomed to a new area after a migration from a foreign area.  
2. The name "Aztec" comes from the word "Aztlan," referring to the mythical place of their origin.  The name they would have used to refer to themselves is "Meshiko," (sp?) which gives us the modern name "Mexico".  
3. Public sacrifices were done to please the gods, especially blood-letting rituals.  However, these were often means of public ostentation.  This is especially surprising, because one would not think that religion and public humiliation would work hand-in-hand with each other and be associated via the same actions.  

2 Things I found Interesting

1. The pyramids erected by the Egyptians during the Old Kingdom are strikingly similar to the pyramids built by the Aztecs.  This as well as the genetic evidence that compares the DNA of Egyptians and Mesoamericans shows that peoples from Eastern Asia may have migrated to Egypt and later to Mesoamerica, passing through the Bering land bridge. 
2. Though the Aztecs were highly specialized in many areas, including metalworking of copper, gold, and silver created a calendar, and were highly intelligent, they are considered to be stone-age people.  This is probably due to the technology they lacked.  They couldn't create metal weapons, and they did not use animals.  This limited their mobility and what they could carry, preventing them from being able to be classified as nomads.

1 Thing I would ask the Aztecs

1. What was the most difficult part of your existence?  Was foraging for food, resisting disease, or forming and maintaining a social hierarchal the most difficult part of your civilization?  Why was this so difficult?  What did you attempt to do to ease these problems.

St. Thomas Aquilas Document Questions

Question: What are the five examples of proof that Aquinas gives to prove the existence of God?

According to the given excerpt/document from Fordham University, the author believes there are five methods of reasoning which can be used to prove the legitimate existence of God.  The author first states that an object or thing, even if it is not real, can be brought into the world via something that exists, using fire as an example. He says that fire is not actual, but can be brought into presence with the help of incendiary tools. Similarly, he reasons that some nonexistent entity such as God can be brought into the world via "some first mover, which is itself moved by nothing---and this all men know as God".  The second area of proof the author uses is from the "nature of existent cause".  The author defines God as "the first efficient cause," indicating that God gives rise to other causes, which constitute the world we live in.  This is similar to a a chain, where an existent entity gives rise to another, which gives rise to another, similar to how a single chain allows more chains to be linked to it, resulting eventually in an entire chain of links.  The third proof the author provides in his attempt to prove the existence of God is via the concept that things take their beginnings preexisting entities.  Events occurring are not accidental, God is the only thing that exists through its own nature and is the beginning of all causes and necessary for the existence of all things.  The fourth piece of proof is derived form the concept that all things vary in degrees in severity but approach the greatest.  The author uses the example that states that there are varying intensities of heat, for example.  The level of heat increasingly increases, until it reaches a maximum.  The author argues that God is the entity that represents the maximum degree of severity for all aspects which govern the universe.  The greatest is the cause of all things of its kind, and therefore, God is the cause of existence of all things, including goodness and perfection.  The fifth piece of evidence brought up by the author in his attempt to persuade the reader to accept the existence of God pertains to the natural phenomenon and operation of natural objects or bodies, which occur in accordance with a higher plan and are not occurring randomly.  They have a purpose; things with no intelligence are directed by a knowing and intelligent power that is manifested in the form of God.  Therefore, the author rests his case, his attempt to prove the existence of God based on the writings of Aquinas, on the 5 presented pieces of evidence/proof.  

My Beautiful Map of Africa

I legitimately spent 75 minutes on this masterpiece...

Chapter 19 Homework #1 - Griots

Would you like learn history verbally like the Griots in Africa? Why or why not?

Though leaning history verbally as the Griots in Africa did would be an interesting experience, I would not base my understanding of history solely on the words of others.  One reason why I would not base my COMPLETE understanding of history on stories of oral tradition is that they are, as one might expect, stories.  This means that the storyteller is not obligated to tell the truth about a situation or occurrence.  This means a storyteller could literally make up history and incorporate it into a seemingly legitimate story.  If a storyteller was biased for any reason, he or she could bend and distort the story in any way they seem fit in order to cast a positive light on their perspective of a situation; or they could even omit important pieces of information or evidence as part of a story, thus creating a false illusion.  For example, a griot of Tribe A might be telling a story about a war with Tribe B.  Even if the members of Tribe A were responsible for the war, the griot will be inclined to put his own tribe in a positive light.  He could omit Tribe A's atrocious deeds, while emphasizing, for example, the destructive nature of Tribe B.  In this way, a listener would have to infer from the limited information given to him or her that Tribe B was in the wrong, though historically Tribe A may have been fully responsible for the war.  Another reason why learning history verbally from a person, specifically by a method known as oral tradition, is that the stories are often distorted as they are passed on from generation.  Similar to the game of Telephone, any story told and passed down many generations could be distorted.  For example, a story of a merchant traveling from Egypt to Nubia may be told to Generation A.  As Generation A tells Generation B of this feat, it develops into an extreme adventure, and as Generation B tells it to Generation C, it has morphed into a exhilarating story of a 15-year old boy traveling from Egypt to China by himself, having had to defend himself from robbers and escape death on numerous occasions.  It is for these reasons why I feel leaning history verbally would seem inaccurate compared to written documents or primary source information.  

Mongol Trial Day 9 (1/15/14)

Today was the last day of our trial :(

We started the class with the cross-examination and the direct examination of Kublai Khan, Genghis Khan's grandson.  Michelle performed very well and exposed many of the weaknesses of the defense's argument.  The defense's lawyers did not ask much, so there is nothing left to say.  Subsequent to our cross-examination of Kublai Khan, the concluding statements took the stage.  The prosecution's closing statement went before the defense's.  Ashay said the closing statement for the prosecution and clearly conveyed the major points around which the entire trial was centered on.  These included discussing the perjuries committed by the defense (some of their witnesses modified their background stories mid-trial and thus were able to evade many of out lawyers' questions) and the overall major points of the entire trial (which facts and which interrogations supported the claims we made as well as holes in the defense's arguments).  The trial concluded with the defense's closing statements, performed by Olivia.  Though the wording and tone of their closing statement was indeed strong, they misrepresented the situation and made a few errors.  Further specification (including examples) of the closing statements can be seen on twitter #mongolprosecution4.  We are anxiously awaiting the results of the trial, which are going to be revealed tomorrow!  I already know we won though, so it takes away from the fun....

In conclusion, the trial was an extremely memorable experience, as it not only taught us about the nomads of the steps of Asia including the Mongols, but it also served to be quite enjoyable.  The only remaining part of this project is to summarize the entire trial via Storify.  We are beginning to look into the Storify App and figure out how we are going to approach this aspect of the project.

We'll keep you posted!