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      <title> by Jennifer Johnson</title>
      <link>https://padlet.com/jennifer31409/zkm32xtgculn</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2016-02-04 17:49:49 UTC</pubDate>
      <lastBuildDate>2023-05-29 00:24:19 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Key Concept 3.3</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/93279999</link>
         <description><![CDATA[<div><br>The problems of industrialization provoked a range of ideological, governmental, and collective responses.</div>]]></description>
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         <pubDate>2016-02-04 17:52:41 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/93279999</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/93282686</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-02-04 17:59:37 UTC</pubDate>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/93283606</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-02-04 18:02:12 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/93283606</guid>
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         <title>Graphic Organizers for HW Reading Notes</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94188380</link>
         <description><![CDATA[<div><br>You may use any of the following in your HW notes. Your HW notes must include (1) the essential question (posted in RenWeb), (2) your reading notes organized in one of the four ways listed below, and (3) a one sentence answer to the essential question.<br><br>1) Venn Diagram<br><br>2) T- CHART<br><br>3) Concept Map<br><br>4) Who, What, When, Where, Why, and How? Chart</div>]]></description>
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         <pubDate>2016-02-09 20:59:15 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94188380</guid>
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         <title>PREZI Link </title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94192353</link>
         <description><![CDATA[<div>Today in class we identified supporters and opponents of Liberalism and Nationalism. In 4th period, we were able to add some additional information to this category. For example, we realized that both liberalism and nationalism had the common opponent of communism/socialism. Communists wanted to unite all members of the working class and then establish a classless society. Nationalism prevented at inspired people to unify for cultural, not economic, reasons. You can check the prezi link to see all the final information on this.</div>]]></description>
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         <pubDate>2016-02-09 21:17:49 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94192353</guid>
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         <title>2/12/16 This weekend&#39;s HW...</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94831634</link>
         <description><![CDATA[<div><br>You are reading and creating a new graphic organizer for the information that pertains to the last section of Key Concept 3.3.III. The EQ and page numbers are in Renweb.&nbsp;<br><br>You also are to watch the three review videos on 19th century British Political Reform, which are located on the Moodle Page below. You should take notes on your key concept outline of anything you think is important in the videos.&nbsp;<br><br>The AP Exam is less than three months away and now is the time to refocus and give your best effort on every assignment!<br><br>Our next unit test will include 3.3 and 3.4 which we are covering next week. I am not trying to stress you out, but I want you to know we will be tested on the other parts of 3.3, not just the isms. I will pass back your quiz next week on Wednesday so you may have it to study.</div>]]></description>
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         <pubDate>2016-02-12 13:26:19 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94831634</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94906605</link>
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         <pubDate>2016-02-12 18:09:33 UTC</pubDate>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94906606</link>
         <description><![CDATA[<div>Concept Map </div>]]></description>
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         <pubDate>2016-02-12 18:09:33 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94906606</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94908029</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-02-12 18:15:11 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94908029</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94908030</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-02-12 18:15:11 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/94908030</guid>
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         <title>2/16/2016</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95310885</link>
         <description><![CDATA[<div><br>In class today we discussed the extent to which socialism achieved its goals in Europe by the early twentieth century.&nbsp;<br><br>Socialists took three different approaches:<br><br>1. political, legal action from within the existing governments&nbsp;<br>&nbsp; &nbsp;Examples include: the Fabian Society and Chartists in GB, SDP in Germany, Opportunists in France<br><br>*Important to note on the Key Concept 3.3 Outline it emphasizes that socialists formed political parties to achieve these goals. These parties should be known for each country: the Labor Party in GB, the SDP in Germany, and the Bolsheviks/Mensheviks in Russia<br><br>* It is also important to note from the text (p. 569) that "French socialism was less united and more politically factionalized than socialism in other countries." The text goes on to say that French laborers were often anarchists who avoided political and socialist means to improve their lot, but instead focused on strikes. These were often of little effect because the government just used military force to suppress them.<br><br>2. violent or revolutionary overthrown of existing government&nbsp;<br>&nbsp; Examples: Marxists attempts to form global coalitions-- First International and Second International; Bolsheviks in Russia&nbsp;<br><br>3. utopian socialists who believed socialism could only be achieved by separating into isolated communes where everything could be entirely controlled to ensure equality<br><br>In class you were asked to rank the countries mentioned in the reading based on the extent to which they did achieve socialist goals.&nbsp;<br><br>Here are the two most common rankings:<br><br>1. Great Britain, 2. Germany, 3. France, 4. Russia<br><br>1. Germany, 2. Great Britain, 3. France, 4. Russia<br><br>ON THE NEXT TEST, you must be able to explain your rationale for your rankings with SPECIFIC reasons. This is especially important with the top two countries as there was disagreement in class as to which was more "socialized".&nbsp; Make sure you look back at your notes and the chapter reading to come up with a specific, evidence-based rationale.&nbsp; A shout out to Greg for assessing the plight of France, continually being third place in our ranking activities, as well, just being the "OK Country." You may have had to be there, but it was an insightful and funny comment.&nbsp;</div>]]></description>
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         <pubDate>2016-02-16 15:42:24 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95310885</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95598273</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-02-17 16:36:46 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95598273</guid>
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         <title>2/17/2016 Timeline from class today- FYI this is a working timeline as the is still much to add!&amp;nbsp;</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95598524</link>
         <description><![CDATA[<div>We discussed how the 19th century was an age of nationalism and revolution. We highlighted events leading up to the revolutions of 1848. Conservatives were able to suppress many of the revolts during this age, whether by military force (Russian Tsars and French rulers) or through concessions made to by conservatives who wished to avoid military conflict (Britain making accommodations to various liberal and socialist demands, Louis Philippe reversing the Four Ordinances of Charles X, and Tsar Nicholas II allowing the creation of the Russian Duma). Though changes did occur on some level for liberals and the middle class, the plight of workers and peasants remained relatively the same in much of Europe (France and Russia), though improvements were made in Great Britain and Germany. </div>]]></description>
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         <pubDate>2016-02-17 16:37:18 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95598524</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95601971</link>
         <description><![CDATA[<div>2/17 HW<br><br>Don't forget the Tom Richey videos that were made on the Revolutions of 1848. It is not required you watch them, but it would be helpful to do so before next Friday's test</div>]]></description>
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         <pubDate>2016-02-17 16:44:14 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95601971</guid>
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         <title>1st Period Answers to EQ: Why did the revolutions of 1848 and the Crimean War lead to the break down of the Concert of Europe?</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95862076</link>
         <description><![CDATA[<div><br>Today's shout out goes to Julianna Chappell for very quickly identifying the two basic reasons why the Concert of Europe fell apart: the declining power of the Ottoman Empire (which upset the balance of power in Europe and begin to pit European rivals against one another) and the rise of nationalism. Third to these was the rise of liberalism which challenged the authority of conservative governments, causing internal stability. Another shout out to Patrick Regan who knew the exact date when the Ottoman Empire collapsed, 1922 (post WWI)<br><br><br></div>]]></description>
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         <pubDate>2016-02-18 15:47:41 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95862076</guid>
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         <title>4th Period Answers </title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95862949</link>
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         <pubDate>2016-02-18 15:49:56 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/95862949</guid>
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         <title></title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96458280</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-02-22 15:59:44 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96458280</guid>
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         <title>2/22/16 </title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96458395</link>
         <description><![CDATA[<div><br>What were the similarities of German and Italian unification?<br><br>The other similarity I thought of was that both unifications upset the balance of power in Europe. Also, shout out to Sean Knapp for the very first similarity below which was not mentioned in first period. Shout to Stefan for explaining how Bismarck craftily orchestrated three wars for unification. Bismarck was one of the great diplomatic geniuses and prophets of his age. Like Churchill would later predict the rise of the Cold War, Bismarck predicted WWI. Tomorrow's class will concern Bismarcks diplomatic attempts to prevent this very war from happening.&nbsp;</div>]]></description>
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         <pubDate>2016-02-22 16:00:01 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96458395</guid>
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         <title>Answers to today&#39;s EQ: sorry first period we did not get to answer on a notecard, but here are some examples from 4th period</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96465940</link>
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         <pubDate>2016-02-22 16:17:57 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96465940</guid>
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         <title>Tuesday 2/23/2016: Test on Friday!</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/96707474</link>
         <description><![CDATA[<div><br>Students,<br><br>I am home with two sick kids today :( This is a just a reminder that the Key Concepts 3.3-3.4 Test is this upcoming Friday. To prepare, you need to study the following: your outlines, summaries, class/HW notes, and review videos on the Moodle page. It is a lot of information, so do not procrastinate with your study plans. We are exactly on track to be ready for the AP Exam.&nbsp;<br><br>Also, I will be doing a notebook check one day this week Wednesday, Thursday or Friday. Please make sure everything is in order and that NO PAPERS are tucked in the pockets of your notebook. Everything should be in right section, whole-punched, and there should be no papers for other courses in your notebook.<br><br>Please email if you have any questions.<br><br>Best wishes,<br>Mrs. Johnson<br><br><br><br></div>]]></description>
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         <pubDate>2016-02-23 14:22:30 UTC</pubDate>
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         <title>Help Class today from 3-3:45. Test on 3.3 - 3.4 and Notebook Check tomorrow.</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97301476</link>
         <description><![CDATA[<div><br><br></div>]]></description>
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         <pubDate>2016-02-25 15:36:35 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97301476</guid>
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         <title>2/26/2016 ....NO HW THIS WEEKEND :)</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97539636</link>
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         <pubDate>2016-02-26 14:18:54 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97539636</guid>
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         <title>2/29/2016 Key Concept 3.5 on The New Imperialism</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97790021</link>
         <description><![CDATA[<div><br>Today in class we are discussing the motives behind the new form of imperialism that dominated late 19th century economics and diplomacy. Below is a video that provides a nice overview of this topic.<br><br>Key Concept 3.5: A variety of motives and methods led to the intensification of European global control and increased tensions among the Great Powers.&nbsp;<br><br><br></div>]]></description>
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         <pubDate>2016-02-29 01:08:57 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97790021</guid>
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         <title>2/29/ 2016 In-Class Prezi, a virtual, collaborative graphic organizer</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97797077</link>
         <description><![CDATA[<div><br>Today's EQ: <strong>What were the economic, political, cultural, and religious motives behind the "New Imperialism" of the 19th century?</strong><br><br><br></div>]]></description>
         <enclosure url="https://prezi.com/y91tbg3bz0e3/what-were-the-economic-political-and-culturalreligious-mo/" />
         <pubDate>2016-02-29 02:22:05 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97797077</guid>
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         <title>Teacher Summary of Today&#39;s Class, 2/29/2016</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97978739</link>
         <description><![CDATA[<div>In class today we introduced the next Key Concept of New Imperialism.&nbsp;<br><br>To answer a few questions from first period's class:<br><br><strong>What is the definition of New Imperialism?</strong>&nbsp;The extension in the late 19th, early 20th century, of Western political and economic dominance in Africa, Asia, and the Middle East.&nbsp; (Kagan p. 615)<strong><br>Were the countries who were leaders of Old Imperialism also leaders of New Imperialism?</strong>&nbsp; O.I. included traditional imperialist powers like Spain, France, England and the Netherlands. N.I. included new countries like the U.S. and Japan, but also the new nations of Europe--Germany, Italy-- and Russia, Belgium and the traditional old powers. One turning point also is that the Spanish empire is continuing to diminish during this time. The age of the new imperialism for them was really the end of their old empire. For example as the U.S. was rising to power, it was picking up old colonies of the Spanish (Philippines and Cuba) and making them either territories or protectorates.<br><strong><br>Below is a Chart that contrasts the Old Imperialism and the New Imperialism that was created in 4th period.&nbsp;</strong><br><br>In terms of time periods, locations, and key ideas. A couple of points stand out: the&nbsp;<em>New</em><strong>&nbsp;</strong><em>Imperialism included new imperialist countries like U.S. and Japan. Also, it sought to establish protectorates and spheres of influence, not only colonies.</em>&nbsp;[You can see the PREZI for definitions of these terms.] Some motives were the same between the two forms: economic gain, Christian missionary zeal, and competition between European powers for control of foreign lands for the use of strategic military bases, as well as economic advancement. What is also new in the late 19th century is<strong>&nbsp;</strong><em>the rise of nationalism&nbsp;</em>as a motivating factor.&nbsp;<strong><br></strong><br></div>]]></description>
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         <pubDate>2016-02-29 18:11:19 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/97978739</guid>
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         <title>3/1/2016: Tools of the New Imperialism:</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/98207918</link>
         <description><![CDATA[<div>Today's EQ:  How did industrial and technological developments (i.e. the Second Industrial Revolution) facilitate European control of global empires?<br><br>Make sure for the next test that you can do more than just list advancements. You need to explain how the advancement was USED to enable imperialism. <br><br>Also, start thinking about CAUSATION in for this topic. What were the causes of the New Imperialism. In 4th period, we came up with at least two: the Industrial Revolution and the rise of naitonalism. I would also add the new theories of cultural superiority: Social Darwinism and the White Man's Burden (his civilizing mission as the book calls it).<br><br></div>]]></description>
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         <pubDate>2016-03-01 15:43:45 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/98207918</guid>
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         <title>The White Man&#39;s Burden  a poem by Rudyard Kipling </title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/98213352</link>
         <description><![CDATA[<div>It was originally published in the popular&nbsp;<a href="https://en.wikipedia.org/wiki/Magazine">magazine</a>&nbsp;<a href="https://en.wikipedia.org/wiki/McClure%27s"><em>McClure's</em></a>&nbsp;in 1899, with the subtitle&nbsp;<a href="https://en.wikipedia.org/wiki/Philippine%E2%80%93American_War"><em>The United States and the Philippine Islands</em></a>. The poem was originally written for Queen&nbsp;<a href="https://en.wikipedia.org/wiki/Victoria_of_the_United_Kingdom">Victoria</a>'s&nbsp;<a href="https://en.wikipedia.org/wiki/Diamond_Jubilee">Diamond Jubilee</a>, but exchanged for "<a href="https://en.wikipedia.org/wiki/Recessional_(poem)">Recessional</a>"; Kipling changed the text of "Burden" to reflect the subject of American colonization of the&nbsp;<a href="https://en.wikipedia.org/wiki/Philippines">Philippines</a>, recently won from&nbsp;<a href="https://en.wikipedia.org/wiki/Spain">Spain</a>&nbsp;in the&nbsp;<a href="https://en.wikipedia.org/wiki/Spanish%E2%80%93American_War">Spanish–American War</a>. The poem consists of seven&nbsp;<a href="https://en.wikipedia.org/wiki/Stanza">stanzas</a>, following a regular&nbsp;<a href="https://en.wikipedia.org/wiki/Rhyme_scheme">rhyme scheme</a>. At face value it appears to be a&nbsp;<a href="https://en.wikipedia.org/wiki/Rhetoric">rhetorical</a>&nbsp;command to white men to&nbsp;<a href="https://en.wikipedia.org/wiki/Colonialism">colonize</a>&nbsp;and rule other nations for the benefit of those people (both the people and the duty may be seen as representing the "burden" of the title).<br>Although Kipling's poem mixed exhortation of empire with somber warnings of the costs involved,&nbsp;<a href="https://en.wikipedia.org/wiki/Imperialism_in_the_United_States">imperialists within the United States of America</a>&nbsp;understood the phrase "white man's burden" as justifying imperialism as a noble enterprise. Because of its theme and title, it has become emblematic both of&nbsp;<a href="https://en.wikipedia.org/wiki/Eurocentrism">Eurocentric</a>&nbsp;<a href="https://en.wikipedia.org/wiki/Racism">racism</a>&nbsp;and of Western aspirations to improve and industrialise the developing world. A century after its publication, the poem still rouses strong emotions, and can be analyzed from various perspectives.</div>]]></description>
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         <pubDate>2016-03-01 15:57:36 UTC</pubDate>
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         <title>3/7/2016 Tonight&#39;s Homework: Illustrations of Romanticism in Art and Music</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/99278338</link>
         <description><![CDATA[<div><br>Your HW has two parts:<br><br>1) Post to the Romantic Art Padlet (instructions in Renweb)<br><br>2) Go to this link (<a href="http://www.beethoven.ws/musical_style_and_innovations.html">http://www.beethoven.ws/musical_style_and_innovations.html</a>)&nbsp;<br>and read about how Beethoven's music was a turning point in the history Western music and more specifically identify its Romantic characteristics. Answer the following questions:<br><br>1.&nbsp;<strong>How did Beethoven's music reflect a turning point in Western music? What were its Romantic characteristics?&nbsp;<br></strong><br>After you listened to this music selection: Link to Excerpt from Beethoven's&nbsp; Ninth Symphony (6 minutes, please listen)<br><a href="https://www.youtube.com/watch?v=_-mvutiDRvQ">https://www.youtube.com/watch?v=_-mvutiDRvQ</a><br><br>Answer question #2:<br><strong><br>2. How did this selection reflect Romantic qualities you identified in question #1? How did this music make you feel as you listened to it? How is it similar/different to the type of music you listen to personally?</strong><br><br>Submit your written answer to the moodle turnitin.com dropbox. DO NOT CUT and PASTE from the website link article or turnitin.com will catch it!<br><br>Here is the complete 9th symphony: 1:06 minutes of sheer joy!<br><br>&nbsp;<a href="https://www.youtube.com/watch?v=Mz8P8D8MdNU">https://www.youtube.com/watch?v=Mz8P8D8MdNU</a><br><br><br></div>]]></description>
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         <pubDate>2016-03-07 02:30:14 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/99278338</guid>
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         <title>3/8/2016   Dickens Realism: Poverty and Prosperity in Dickens Realistic Novels</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/99557857</link>
         <description><![CDATA[<div><br><a href="http://www.victorianweb.org/authors/dickens/diniejko.html">http://www.victorianweb.org/authors/dickens/diniejko.html</a><br><br></div>]]></description>
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         <pubDate>2016-03-08 02:58:10 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/99557857</guid>
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         <title>Beethoven&#39;s Ninth Symphony w/ English Subtitles  </title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/99711781</link>
         <description><![CDATA[<div>This quick 3 minute video has the English subtitles so that you can see the Romantic ideas expressed in the most famous part of this symphony.</div>]]></description>
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         <pubDate>2016-03-08 16:44:09 UTC</pubDate>
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         <title>3/9/2016 Today&#39;s Class</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/100110835</link>
         <description><![CDATA[<div>Today in class we discussed this EQ:&nbsp;<strong>How did nineteenth century science and literature reflect realism and materialism?</strong><br><br>Materialism is the naturalistic worldview that denies any supernatural/metaphysical reality. All that exists is the physical world and so then all truth comes from it.<br><br>We worked in group seminar circles and used the reading notes on Dickens' realism and modern Science (Darwin, Comte) to discuss the shift in the modern worldview from an epistemology based on reason and the metaphysical, to one purely based on the empirical facts produced by science. To summarize Comte, "science established itself as the culmination and subsequent standard of all knowledge."<br><br>We discussed the EQ, then we talked about how Comte, Darwin, and Marx (briefly) all were trying to define knowledge and the purpose/driving force of history from a materialist worldview. From a materialistic worldview, then so ethics must be based on science, which leads to Social Darwinism-- shout to Jacob Key for catching onto that insight. We also then discussed this question, more so in 4th period,&nbsp;<strong>"What is then the relationship between realism and materialism? How are they connected?"</strong><br><br>We ended class with a review of Comte's theory of the evolution of human knowledge. He placed theology at the bottom and science at the top. I concluded by emphasizing that during the Christian era of Western History (when Europe was actually known as "Christendom"), the highest form of knowledge, the crown of all the sciences, was the study of theology. It was the study of God--His nature, His attributes, His Word that was considered the culmination of human knowledge.<br><br>How things have changed, haven't they?&nbsp;<br><br>“Everything we learn—economics, philosophy, biology, mathematics—has to be understood in light of the overarching reality of the character of God. That is why, in the Middle Ages, theology was called “the queen of the sciences” and philosophy “her handmaiden.” Today the queen has been deposed from her throne and, in many cases, driven into exile, and a supplanter now reigns. We have replaced theology with religion.”&nbsp;<br>―&nbsp;<a href="https://www.goodreads.com/author/show/1250965.R_C_Sproul"><strong>R.C. Sproul</strong></a>,&nbsp;<a href="https://www.goodreads.com/work/quotes/40112511"><strong>Everyone's a Theologian</strong></a><br><br></div>]]></description>
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         <pubDate>2016-03-10 02:23:54 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/100110835</guid>
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         <title>AP EURO--4TH PERIOD MONDAY, 3/14/2016</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/100781618</link>
         <description><![CDATA[<div><br>Happy Pi Day! It also is my 7th wedding anniversary, AND my son Andrew's 5th birthday. I am going to Skycrest to deliver cupcakes during 4th period.<br><br>In class, Mr. Lucas will be your substitute teacher. He Has the 4.1 Summary and Outline which he will pass out at the beginning of the period.<br><br>You have the ENTIRE period to begin tonight's HW. It is a LONG reading section. The EQ is on the whiteboard, and it is also on Moodle.<br><br>Hint: You already have read some of tonight's reading assignment concerning alliance systems leading up to WWI. I would find that timeline activity you completed in class and use that as you work on the alliances section of tonight's EQ.</div>]]></description>
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         <pubDate>2016-03-14 13:59:25 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/100781618</guid>
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         <title>What were the new technologies of WWI that confounded traditional military strategies and led to massive troop losses?</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/101183542</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-03-16 00:47:48 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/101183542</guid>
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         <title>Lawrence of Arabia (1962) Movie Trailer </title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/101547109</link>
         <description><![CDATA[<div><br><strong>Thomas Edward Lawrence&nbsp;</strong>(16 August 1888 – 19 May 1935) was a&nbsp;<a href="https://en.wikipedia.org/wiki/British_people">British</a>&nbsp;archaeologist, military officer, and diplomat. He was renowned for his liaison role during the&nbsp;<a href="https://en.wikipedia.org/wiki/Sinai_and_Palestine_Campaign">Sinai and Palestine Campaign</a>&nbsp;and the&nbsp;<a href="https://en.wikipedia.org/wiki/Arab_Revolt">Arab Revolt</a>&nbsp;against&nbsp;<a href="https://en.wikipedia.org/wiki/Ottoman_Empire">Ottoman Turkish</a>&nbsp;rule of 1916–18. The breadth and variety of his activities and associations, and his ability to describe them vividly in writing, earned him international fame as&nbsp;<strong>Lawrence of Arabia</strong>—a title used for&nbsp;<a href="https://en.wikipedia.org/wiki/Lawrence_of_Arabia_%28film%29">the 1962 film</a>&nbsp;based on his&nbsp;<a href="https://en.wikipedia.org/wiki/World_War_I">First World War</a>&nbsp;activities.<br><br><br></div>]]></description>
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         <pubDate>2016-03-17 14:28:05 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/101547109</guid>
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         <title>REMINDER...</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/103557404</link>
         <description><![CDATA[<div>Tomorrow, Saturday, April 2nd, 8AM - 12PM is the AP Euro Offical Practice Exam. Please remember to bring number #2 pencils, paper, and a blue or black in pen for the essays.&nbsp;</div>]]></description>
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         <pubDate>2016-04-01 01:22:55 UTC</pubDate>
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         <title>Spanish Civil War in less than 5 minutes</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104036779</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-04-05 02:16:36 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104036779</guid>
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         <title>Spanish Civil War in Modern Art: Guernica by Picasso</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104036894</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://en.wikipedia.org/wiki/Guernica_(Picasso)" />
         <pubDate>2016-04-05 02:17:56 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104036894</guid>
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         <title>Hitler&#39;s Speech after 1933 Election</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104491400</link>
         <description><![CDATA[<div>This video shows some of the fascist ideas Hitler capitalized on, as well as shows his charismatic style of public speaking.</div>]]></description>
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         <pubDate>2016-04-07 00:52:44 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104491400</guid>
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         <title>Margaret Thatcher on Socialism, her last speech in Parliament</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104493846</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-04-07 01:20:42 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/104493846</guid>
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         <title>Existentialism-- The Philosophy of Postmodernism</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/105625211</link>
         <description><![CDATA[<div><br>Key Concepts 4.3 states, "During the 20th century, diverse intellectual and cultural movements questioned the existence of objective knowledge, the ability of reason to arrive at truth, and the role of religion in determining moral standards."<br><br>After WII, Europeans began to question and abandon modernism. Modernity was a time period that had its roots in the Scientific Revolution, became critical of Christianity in the Enlightenment, and then reached its pinnacle in the 19th and early twentieth century by way of the Industrial Revolution. Europeans saw the great accomplishments of man, using reason and science, to make life easier, healthier, and more "advanced" and the belief was that objective, scientifically verified knowledge was leading humankind into the final stage of progressive history.&nbsp;<br><br>Then WWI and WWII happened, and disillusionment with modernity and its promises of man's ability to make the world better, and to know truth absolutely, dissipated. WWII marks the beginning of the Postmodern Era, which most now agree is the age we are also living in today. Postmodernism rejects a belief in absolute truth and is characterized by a rejection of reason, authority, tradition, and old/expert ways of doing things. Instead, it embraces the irrational (remember Nietzsche and Freud?), the rebellious, and even the absurd. Life has no definite meaning, nor does man's nature have an essential substance. Relativism pervades everything. The atheistic existentialists emerge as the new philosophers of this era, and you have read Sartre to know that they were actually optimistic about postmodernism.&nbsp;<br><br>The existentialists found liberation and freedom in man having no set nature, in man having no God to answer to or be defined by. They believed that removing the existence of God would remove all people from making excuses; it would make them accountable for their actions. How does man define himself if there is no God, or no words from God passed down in the Scriptures? Man defines himself through his choices. It is his choices that either approve or condemn him. A common way this is often summarized is, "existence precedes essence." Man's existence, his choices, results then in his essence. We see the consequences of this today in the rampant confusion and disagreement over things like, "Does an infant in the womb of his mother constitute a human, a person?"&nbsp; Or, what defines a man from a woman? What if a man decides he really is a woman?&nbsp;<br><br>There is much that a Christian can critique about postmodernism and existentialism: its lack of faith in absolute truth, its destructive sense that people can define morality according to their own opinions and even self desires. If one can man define life, then he can use that definition to oppress, even obliterate, others. The Bible's declaration that man is made in the image of God gives man a dignity (remember Mirandola's Oration on the Dignity of Man?) that no interpretation of existentialism can ever give. Man is made in the image of God, and so all human life is sacred.&nbsp;<br><br>There are, however, two things that postmodernists and existentialists did get right.&nbsp;<br>First, they realized that modernity/modernism had exalted man's reason as the ultimate standard for truth, and that this was an error. Reason is a gift from God, but it is limited and also is affected by sin. Modernism rejected faith in revelation, in miracles, in a knowledge and wisdom that often defies the "wisdom of man." Second, existentialism was actually founded by a Christian philosopher Soren Kierkegaard. [His name is cool; it is Danish.] Kierkegaard developed this philosophy based on human choice and action in response to the apathetic Christians he saw every day in 19th century Denmark. He watched nearly all those around him, who were born into the state Lutheran Church,&nbsp; attend church religiously, but did not have a personal relationship with God. They professed to be Christians, and yet by their actions, they lived as atheists. They were the crowd of people who mocked Nietzsche's madman, who did not realize they had "killed God" and could not understand what this would mean.&nbsp;<br><br>As a Christian myself, I appreciate that Kierkegaard was trying to teach people what faith really means. Faith is a personal choice and its followed by actions. [Those two words--choice and action--are the most common among all existentialists.] &nbsp;<br><br>I was reminded on social media (very recently:) that Kierkegaard wrote a lot about faith and some of his existentialist ideas undermine things like the inerrant nature of the Scriptures. He also painted faith as a blind leap, when we know that our faith is not taken blindly or despite of things in the Bible. However, I think the quote below represents his instance that true faith leads to action, which shows his roots in existentialism.<br><br><br>“The matter is quite simple. The Bible is very easy to understand. But we Christians are a bunch of scheming swindlers. We pretend to be unable to understand it because we know very well that the minute we understand, we are obliged to act accordingly. Take any words in the New Testament and forget everything except pledging yourself to act accordingly. My God, you will say, if I do that my whole life will be ruined. How would I ever get on in the world? Herein lies the real place of Christian scholarship. Christian scholarship is the Church’s prodigious invention to defend itself against the Bible, to ensure that we can continue to be good Christians without the Bible coming too close. Oh, priceless scholarship, what would we do without you? Dreadful it is to fall into the hands of the living God. Yes it is even dreadful to be alone with the New Testament.”&nbsp;<br><br>Soren Kierkegaard, Spiritual Provocations<br><br><br></div>]]></description>
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         <pubDate>2016-04-13 17:33:58 UTC</pubDate>
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         <title>Irish Revolution and the IRA’s War for Total Independence</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/106008356</link>
         <description><![CDATA[<div><br>by Patrick Regan<br><br>For many years, the Irish had fought the British. The historic fight goes back many years to when Ireland was under British rule as the “Irish Lordship.” It later became a dual monarchy with England in the United Kingdoms of Ireland and England. However, this title meant nothing because the claimer of the Irish throne was King Henry VIII of England. Also, this title was removed when Scotland also joined and colonies were created transforming it into the British Empire. However, this is the main reason for a significant push for Irish Independence. The Irish fought many small wars with the English that were unfortunately quickly stomped out with no result. With the loss of the Irish kingship, the Irish had no actual representation and were seen as lower than British and practically subsume or slaves to the “superior British race.” They fled by the thousands to America to seek better fortune, but found no such results as Americans hated them also.<br><br></div><div>In 1916, the Irish saw their chance during WWI to be rid of their British oppressors. As Britain and her empire were wrapped in fighting the Germans, many famous Irishmen who are now legends throughout the Republic of Ireland sought freedom for Ireland through the means of a magnificent uprising. These figures include: Patrick Pearse, James Connolly, and Thomas MacDonagh. All leaders were executed by the British military. Patrick and Thomas were only in their late thirties. The people of Dublin, Ireland could only scrap together a citizen army and a group of volunteers numbering roughly 1,250 soldiers total. This, unfortunately, was not enough.&nbsp; This uprising, which came to be known as the “Easter Uprising” (1916, April 24-29th), was not easily forgotten.&nbsp;<br><br></div><div>The resilience of the Irish people had resounded in the hearts and minds of the people. They were reminded of the strong and proud people they had once been, free and independent of foreign oppression. They were reminded that the destiny of Ireland belonged to them, not the English. They came to see that people only saw them as the slaves of the British and no more than a rowdy group of people, who were “ethnically British”. But they were not and still are not. The Irish are a free, separate people with their own culture, customs, and language. This dream of freedom would never leave their minds.<br><br></div><div>In 1919, the Irish waged a full-fledged war against Britain to create an independent Irish Republic. They felt so strongly, they were willing to take on the brutal veterans of WWI and Britain’s fully mobilized military might. Through strength and determination as well as brutal guerilla tactics, they were able to defeat the British soundly. However, the British commit many atrocities and frightened many in the north with a huge Scottish population who were very loyal to Britain. A treaty was signed between Michael Collins, an Irish legend who is considered by many to be the father of modern Ireland, and Winston Churchill himself. The treaty stated that Ireland would only become a commonwealth and Northern Ireland would remain a full territory. This was highly frowned upon by many Irish though.<br><br></div><div>They were willing to continue the fight and started the Irish Civil War between Pro and Anti-Treaty forces. Even today, it is a misrepresented fact that the fighting is also due mainly to religious differences. Religion had a very small portion of any reason for the fighting. The whole reason for these wars was due to the Irish people being occupied by a foreign government. Of course, pro-treaty forces won, but the cost was heavy. Michael Collins was assassinated and the war made the British see a few flaws and Ireland gained a little more autonomy. The only country at the time to recognize Ireland as a legitimate nation was the Soviet Union. Not even America…<br><br></div><div>Along the way, the IRA (Irish Republican Army) hung around to carry on the fight with England. They carried out bombings in Britain and even tried to help the Nazi’s (who also recognized Irish Independence) invade England through Ireland if the Nazis promised to help their cause like they did in Spain. Needless to say, the Irish government shut the IRA down and drove out Nazi agents. Later in the 1970’s - 1980’s, the IRA in the North gained a lot of momentum and even started a whole new conflict known as The Troubles. This conflict however was different.<br><br></div><div>Politically, the IRA had no backing from the Irish government. But, many sympathized with them and many Irish in the US even funded the IRA. Stores run by Irish immigrants would ship money to the IRA and “Whitey Bulger”, the notorious Irish-American mobster, even supplied guns. The British committed many atrocities during this conflict (which infamously included ‘Bloody Sunday’) and the IRA were not so innocent either. As a whole, this conflict did end with the Good Friday Peace Accords. This treaty granted the Republic of Ireland full autonomy and the Irish people in the south finally achieved their goal of full freedom. Unfortunately, the 6 counties of the North: County Down, County Armagh, County Fermanagh, County Derry (or the British name “Londonderry”), County Antrim and County Tyrone still have no freedom and have no autonomy from Britain at all. This is why many groups in Ireland still fight for the cause of full Irish freedom and a united Ireland.&nbsp; &nbsp;<br><br></div>]]></description>
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         <pubDate>2016-04-15 13:32:02 UTC</pubDate>
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         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/108042669</link>
         <description><![CDATA[<div>Timeline from class 4/27/2016</div>]]></description>
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         <pubDate>2016-04-27 15:03:54 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/108042669</guid>
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         <title>10 Books that marked Turning Points in European History</title>
         <author>jennifer31409</author>
         <link>https://padlet.com/jennifer31409/zkm32xtgculn/wish/108043148</link>
         <description><![CDATA[]]></description>
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         <pubDate>2016-04-27 15:05:39 UTC</pubDate>
         <guid>https://padlet.com/jennifer31409/zkm32xtgculn/wish/108043148</guid>
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         <title>4/28/16: &amp;nbsp;Top 10 Isms of APEH</title>
         <author>jennifer31409</author>
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