Mrs. Castillo's Global II Honors 2019/2010: February 2020

Enduring issue essay outline

Paragraph 1 introduction:

An enduring issue is a challenge or problem that has been debated or discussed across time. Throughout history many societies have attempted to address these issues with varying degrees of success. Enduring issues continue to impact society in numerous ways. One example of an enduring issue is _____________. This issue can be defined as… ________________________ _______________________. Some examples of this enduring issue include ___________, ___________, and _________________.

It is one that many societies have attempted to address with varying degrees of success and failure.

Body Paragraphs • Each selected document becomes the focus of a body paragraph • 3 Documents = 3 body paragraphs

A. How is the Enduring Issue affecting people across time? How

1. Cite evidence to support your answer to the question. Use the document as evidence and outside information

Topic Sentence: __(selected issue)___ was an enduring issue during __(time period). 2) This was an enduring issue because __(reason)___ o Use evidence from the document to explain why this was an enduring issue and how it affected people (or how people affected the issue) o Use outside knowledge to explain why this was an enduring issue and how it affected people (or how people affected the issue) o Use relevant facts, examples, details that demonstrate the enduring issue and how it affected people (or how people affected the issue).

Argue that this has continued to be an issue in this region because _____________ OR Argue that the issue in this region has changed over time because __________ o Use relevant facts, examples, and details to support your argument

Conclusion

___________________is an enduring issue that exists across time. One Body Sum-Up (The Key Idea) for each body paragraph. KEEP it short and sweet! Copy the statement below for your closing sentence.

Even though societies develop and change, they are unable to escape common issues and problems associated with human nature.

Sample paper

Introduction

Throughout history, governments, ideas, and ways of life always change. An enduring issue that has existed over time is the tendency of societies to oppose that change. Some people greatly opposed change and wanted life to stay as it was. Opposition can take many forms. Opposition to change is a significant issue that has occurred throughout history and has led to cultural and political changes in many countries as demonstrated by Luddites and others who opposed the effects of industrialization in England, reactions against the Iranian government in the 1960s, and those who opposed changes to education in Meiji Japan.

Body Paragraph 1: Example 1, Industrial Revolution

Some people opposed changes that resulted from the Industrial Revolution in England. During the early 19th century, England experienced the Industrial Revolution which completely changed the way people worked and lived. The factory system moved the creation of goods from homes to factories and people moved to where those factories were, in cities. Industrialization had some negative effects. For example, laborers in factories faced long hours, poor ventilation, a lack of safety measures, and low wages. Children were often employed and mistreated as well. In addition, the spread of industry led to poor conditions in the cities where laborers tended to live. These conditions included overcrowding, poor sanitation, pollution, disease, and poverty. The Luddites were a group of experienced artisans that opposed machine power in the factories. The new machines produced more goods, quicker than humans could, so these machines threatened the workers’ jobs. This change greatly benefited the factory owner at the expense of their employees. In response to these problems, the Luddites broke into factories at night so they could destroy the machines that replaced them (Doc 1). Other people tried to address the working conditions in factories and poor living conditions in cities by getting the government to pass laws to prevent them.

Body Paragraph 2: Example 2, Iranian Revolution

Another group that opposed change were some Iranians in the late 1960’s after an economic downturn. They blamed this downturn on the opening of economic relations with the West, specifically the U.S. They opposed the Iranian Shah’s decision to maintain “close relations with the United States, Iran’s sale of oil to Israel, the corruption of the regime, and Iran’s failure to help it’s masses of poor people (Doc 3).” These Iranians believed their culture was changing drastically which threatened their traditional clothing, shelter, food, literature, and press. (doc 3), so they reacted against it. Tensions grew as these problems prevailed. This eventually led to the Iranian Civil War, between those Iranians who supported and those who opposed the U.S. backed Shah and his policies. The Shah would eventually be overthrown by Khomeini and his supporters and relations with the U.S. worsened. Khomeini turned Iran into a theocracy, a religiously-based government, that based its laws on Islamic ideas. In Iran in the 1960s and 1970s, opposition to change led to a political revolution that changed the country and led to tensions between it and others in the region and the rest of the world.

Body Paragraph 3: Example 3, Meiji Restoration

Another region in which societies opposed change was in Japan in terms of its educational policy during the Meiji period. With the U.S. pressuring the opening of Japan, the nation moved away from Tokugawa isolationism and Japanese leaders struggled with the question of how much western influence to accept. Meiji rulers saw benefits from quickly adopting western industrialization, but were also concerned over losing Japanese culture. In the 1870’s and 1880’s western educational practices were used in Japan, but some Japanese began to oppose this, by calling for more traditional content. Both “Shinto” and “Confucian” ideals and morals were being blended with the new western curriculum in schools. Students also followed the “Imperial Rescript on Education,” which stated that one must give everything they have in order to protect their nation. This policy reflected a traditional way of thinking, similar to the samurai code of honor, Bushido. This made one loyal and honorable. The Meiji Restoration caused Japan to examine how much change they would accept or oppose and in many cases resulted in a blend. As a result, of opposition to change in education during the Meiji Restoration, Japanese children learned, who later became Japanese leaders had an education that included Japanese culture and western topics.

Conclusion

Throughout history, new ideas introduced into a society have been met with intense opposition. Though the historical and geographic circumstances have been different, people throughout history and today continue to react to change. During the Industrial Revolution, people like the Luddites reacted against changes to technology that threatened their jobs. Similarly, today modern technology in the form of computers, software and robots continues to replace skilled and unskilled workers in a variety of fields. Even cashiers are being replaced by machines with touch screens that customers can use to check themselves out. While the reactions to change during the Industrial Revolution were in response to new technology, in Iran in the 1960s and 1970s and in Japan during the Meiji Restoration people reacted against the influence of other countries on their own. In Iran, people led by Ayatollah Khomeini were unhappy with how much influence the United States had over their country’s leader, which led to a revolution in 1979. Similarly, some Japanese reacted against the influence of the United States in their education system, however instead of a revolution, they made changes from within the government by adding culturally Japanese topics to the curriculum. Though they took place in different locations and at different times, the effects of opposition to change have had deep and lasting impacts on the social, economic, and political aspects of the societies where that opposition took place and the same continues today.