This is a detailed narrative of the history of the Middle East, focusing on the Persian and Ottoman Empires. The text uses the metaphor of a puzzle to describe the complex and layered history of these regions, with each layer representing a different empire that ruled over the land.
The first part of the text focuses on the history of Persia, now known as Iran. It explains how the country was ruled by various empires, including the Assyrians, Babylonians, Persians, Seleucids, Parthians, Sassanids, Muslims, Ghaznavids, Mongols, and finally the Safavids. The text highlights the reign of Shah Abbas I, who strengthened Persia through military training, trade development, and infrastructure improvements. However, his reign was also marked by paranoia and fear, leading to tragic decisions such as the execution of his own son.
The second part of the text focuses on the Ottoman Empire, which was also ruled by various Turkish tribes. The empire expanded significantly under the leadership of Osman, reaching into Europe and causing concern among European kings. However, the empire began to decline due to corruption, excessive spending, and a devalued currency. The text then introduces Sultan Murad, who, despite his young age and initial weakness, managed to restore the empire's strength through ruthless and decisive leadership. He recaptured lost territories and reestablished the empire's borders before his untimely death at the age of twenty-eight.
Overall, the text provides a vivid and engaging account of the complex history of the Middle East, highlighting the rise and fall of empires, the influence of powerful leaders, and the enduring impact of these historical events on the region's present-day identity.
1. Chapter 8 Comprehension Quesitons
The Story of the World vol. 3 Worksheet for CHAPTER 8
1) ____________ is the area between Europe and China that was ruled by empire after empire.
2) The bottom layer on the puzzle piece is silver which represents the ____________ empire.
3) The Persian empire is represented by the color ____________.
4) After the Persians were defeated, the next empire was started by ____________ the Great.
5) When Alexander died, his empire was divided into three parts, and his general ____________ claimed Persia.
6) The empire of the general's descendants is represented by the color ____________.
7) The Parthians broke away from the Seleucids and set up a ____________ of their own.
8) The Parthian empire was replaced by the ____________ dynasty of Persia.
9) The Sassanid dynasty fell to the ____________ invaders, and Persia became an Islamic nation.
10) The ____________, a group of Turks, rejected Islamic rule and took over the land of Persia.
11) The Mongols invaded from the east, adding a layer of ____________ to the Persian puzzle.
12) Ismail gathered his kinsmen, the ____________, and attacked the Mongol khan to become the ruler of Iran.
13) The greatest Safavid shah was ____________.
14) The Ottoman Turks lived to the ____________ of Persia.
15) The Ottoman empire was founded by ____________.
16) The Ottoman Turks fought their way east, across the Tigris and the Euphrates, all the way to the borders of ____________.
17) The Ottoman Turks crossed over the Bosporus Strait and started invading ____________ land.
18) The Sultan of the Ottomans, ____________, inherited the throne when he was only eleven years old.
19) Murad’s Grand Vizier was killed during a ____________.
20) Murad discovered that the rebellion was started by ____________.
2. Answer Keys
1) The area between Europe and China that was ruled by empire after empire is Central Asia (please note that this answer might vary depending on the specific historical context the question refers to).
2) The bottom layer on the puzzle piece is silver which represents the Assyrian Empire.
3) The Persian empire is represented by the color blue (note: the color representing the Persian Empire may vary depending on your specific textbook or source material. Please verify the color from your specific course material).
4) After the Persians were defeated, the next empire was started by Alexander the Great.
5) When Alexander died, his empire was divided into three parts, and his general Seleucus claimed Persia.
6) The empire of the general's descendants is represented by the color orange (again, the color may vary according to your specific textbook or source material).
7) The Parthians broke away from the Seleucids and set up a kingdom of their own.
8) The Parthian empire was replaced by the Sassanid dynasty of Persia.
9) The Sassanid dynasty fell to the Islamic invaders, and Persia became an Islamic nation.
10) The Turks, a group of Turks, rejected Islamic rule and took over the land of Persia.
11) The Mongols invaded from the east, adding a layer of Mongol rule to the Persian puzzle.
12) Ismail gathered his kinsmen, the Safavids, and attacked the Mongol khan to become the ruler of Iran.
13) The greatest Safavid shah was Abbas I.
14) The Ottoman Turks lived to the west of Persia.
15) The Ottoman empire was founded by Osman.
16) The Ottoman Turks fought their way east, across the Tigris and the Euphrates, all the way to the borders of Iran (or Persia, depending on the time period).
17) The Ottoman Turks crossed over the Bosporus Strait and started invading European land.
18) The Sultan of the Ottomans, Sultan Murad, inherited the throne when he was only eleven years old.
19) Murad’s Grand Vizier was killed during a rebellion.
20) Murad discovered that the rebellion was started by rebels from the Seljuk Tribe (the specifics of who started the rebellion may depend on your course material).
쏟아지고 있는 인공지능에 대한 지식들을 다들 누가 좀더 많이 알고 누가 먼저 썼느냐는 별로 중요하지 않은 것 같습니다. 그러한 경쟁은 애플사의 최신 아이폰을 사기 위해 줄을 선 어얼리 어답터들의 줄서기 경쟁이나 다를 바 없다고 생각합니다. 저는 인공지능 기술은 좀 더 실질적이고 실용적인 것으로 쓰는 방법에 대해서 고민하고 있습니다.
먼저 저는 초기에 프롬프트를 사고 파는 시장에 대해서 상상했습니다. 그 상상은 이미 현실로 벌어지고 있었지요.
프롬프트 베이스와 같은 사이트들이 있다는 사실을 그 다음 알게 되었습니다. 저는 프롬프트를 시장이 한국에 없다는 사실을 알고, 대학 선배인 (주)빅스터의 대표에게 전화를 했습니다. 아이디어를 줄테니 나도 동참하게 해달라고 요청하였지요. 그 결과 실제로 대한민국 최초로 프롬프트 시장을 열었습니다. 밍글민트의 프롬프트 마켓플레이스가 그것입니다. https://www.minglemint.com/premiummarket?tab=0&page=1&size=20
At home in San Francisco, May speaks Japanese and the family eats rice and miso soup and drinks green tea. When she visits her friends’ homes, she eats fried chicken and spaghetti.
May plans someday to go to college and live in an apartment of her own. But when her family moves back to Japan, she soon feels lost and homesick for America.
In Japan everyone calls her by her Japanese name, Masako. She has to wear kimonos and sit on the floor. Poor May is sure that she will never feel at home in this country.
Eventually May is expected to marry and a matchmaker is hired. Outraged at the thought, May sets out to find her own way in the big city of Osaka.
With elegant watercolors reminiscent of Grandfather’s Journey, Allen Say has created a moving tribute to his parents and their path to discovering where home really is.
The accompanying story of his mother and her journey as a young woman is heartfelt.
본문
Tea With Milk
by: Allen Say
From the window in her room, the girl could see the city of San Francisco. She imagined that it was a city of many palaces. And one day her father would take her there, he had promised, riding on a paddle steamer across the shining bay.
Her parents called her Ma-chan, which was short for Masako, and spoke to her in Japanese. Everyone else called her May and talked with her in English. At home she had rice and miso soup and plain green tea for breakfast. At her friends’ houses she ate pancakes and muffins and drank tea with milk and sugar. When she graduated from high school, she wanted to go to college and then live in San Francisco. But her parents were homesick and decided to return to Japan, which was their homeland. The daughter was sad. She did not want to leave the only home she had ever known.
Once they arrived in Japan, she felt even worse. Her new home was drafty, with windows made of paper. She had to wear kimonos and sit on floors until her legs went numb. No one called her May, and Masako sounded like someone else’s name. There were no more pancakes or omelets, fried chicken or spaghetti. I’ll never get used to this place, she thought with a heavy heart.
Worst of all, Masako had to attend high school all over again. To learn her own language, her mother said. She could not make friends with any of the other students; they called her gaijin and laughed at her. Gaijin means “foreigner.”
The woman who taught English conversation did not seem much older than Masako. Maybe she’ll be my friend, Masako thought. But the teacher refused to speak English with her. She could not teach an American, she said.
So Masako wandered around the empty schoolyard. Small singsong voices came drifting from the classroom, chanting kindergarten English. She wanted to shout at them, “I know the words you are learning! Why won’t you speak to me!”
At home, Masako took lessons in flower arranging, calligraphy, and the tea ceremony. She did not understand how anyone could sit on the floor for such long stretches.
“Why do I have to do this?” she exclaimed one day. “I’m not going to be a florist or a sign painter! And I like my tea with milk and sugar!”
“You are going to be a proper Japanese lady,” her mother said.
“All I want is to go to college and then have an apartment of my own.” “A young lady needs a husband from a good family.”
“A husband! I’d rather have a turtle than a husband!”
“We have hired a very good matchmaker,” her mother said.
On the following weekend, the matchmaker introduced Masako and her mother to a young banker and his mother. In a fancy restaurant they drank tea and ate lunch and drank more tea. Then the young couple was left alone for the afternoon. The mothers prayed for the marriage of two good families. The matchmaker dreamed of the full fee she could collect.
In the evening Masako came home fuming.
“Isn’t he a charming young man?” her mother asked.
“Charming like a catfish!” Masako answered.
“His family owns the bank where he works,” her mother said.
“I won’t marry a moneylender!” Masako replied.
Masako could not sleep that night. Mother is determined to find a husband for me, she told herself. I could never marry someone like that. Never! What can I do? First thing the next morning, Masako put on the brightest dress she had brought from California and left the house. As she hurried to the bus stop, the villagers stopped and stared.
“She looks like a gaijin!” they said loudly.
I’m a foreigner in my parents’ country, she thought. And they came back here because they didn’t want to be foreigners. But I wasn’t born here. I should leave home and live on my own, like an American daughter.
The bus took her to the train station, and there she bought a ticket to Osaka. It was still before noon when Masako reached Osaka. She marveled at the city. She had not seen so many cars since leaving California. She felt as though the
city noises were welcoming her - the noises of trolley bells clanging, car horns blaring, trucks rumbling! And tall buildings with windows like mirrors! Everything seemed familiar, even though she had never been there before.
And most exciting of all, she saw a department store that looked like a gleaming palace. She went in.
Once she was inside, it was Masako who stared.
There were beautiful things to buy. There were restaurants and cafes and hair salons, even a theater. Am I really in Japan? she wondered. She walked aimlessly, whispering to herself, “What if I...Maybe I should…” Her heart beat faster and faster. She felt dizzy and confused.
Finally she went up to the office and asked if there were job openings. A clerk handed her an application form. As Masako filled it out, she thanked her mother for making her attend the Japanese high school, for the calligraphy lessons.
In the evening she sent a telegram to her parents. She was going to live and work in the city. She would come and get her clothes on the weekend. The next
morning Masako returned to the department store office. No one had read her application yet, the clerk said. Masako asked to see the manager. She was very insistent. After a while, a supervisor interviewed her.
“Can you really drive a car?” he asked, looking at her application. “I’ve never seen a woman drive.”
“Many women drive in America,” she said.
“I see.” He nodded and picked up his telephone.
Soon a girl appeared and took Masako to a changing room and gave her a uniform. An hour later, Masako was driving an elevator cage up and down, bowing to customers, and announcing the floors.
She rented a room in a rooming house for university students. Her parents were not happy, especially her mother. It was shameful for ladies to work, she said. Masako did not tell her she was an elevator girl.
It was not long before Masako became bored with her job. “Could I do something else?” she asked the supervisor.
“You can stand by the main entrance and bow to the customers,” he said. “Only bowing? All day long?” she asked.
He nodded.
Masako returned to her elevator. No wonder ladies don’t work in Japan, she thought with a sigh.
In the afternoon, as she brought down the elevator, she noticed that a small crowd had gathered in the lobby. In the middle stood the supervisor, bowing and waving his arms at a family. Suddenly Masako flushed with excitement. The family was speaking English!
“Can I be of any help?” Masako asked from behind the crowd.
“You sound like an American,” a little boy said.
“And you sound like an Englishman,” Masako said.
“Thank goodness,” the Englishwoman said. “Tell us where you keep your hot-water bottles and umbrellas.
“And handkerchiefs,” the man added.
Masako told them, and as the smiling English family left, the supervisor said to her, “I have a new job for you.”
Masako became the store’s guide for foreign businessmen. She had to wear a kimono for the job. How funny, she thought, that she had to look like a Japanese lady to speak English. The odd thing was that the kimono did not seem so uncomfortable now.
After some weeks, Masako noticed a young man who joined her tour two days in a row.
She saw him again on the third morning. He did not look like a foreigner, and sho she said to him in Japanese, “Surely you must know every corner of the store by now.”
He smiled and said to her in English, “It would give me great pleasure if you would have tea with me.” She stared at him.
“I went to an English school in Shanghai,” he replied. “They called me Joseph. Won’t you have tea with me?”
“I would enjoy that very much,” she said in her very best English, and bowed as a proper Japanese lady should.
They met later and had tea in a nearby cafe.
“Well, Miss Moriwaki,” Joseph said, looking at Masako’s business card. “I’d like it if you’d call me May,” she said. “Did you always drink tea with milk and sugar?”
“It’s how we used to have it at school, with crumpets,” he said.
“So what brings you to the store three mornings running?”
Joseph laughed, “I work for Hong Kong and Shanghai Bank. I was transferred here six months ago and I haven’t had a real conversation since. Then I heard you speaking English at the store the other day.”
“What a patient man you are,” she said, laughing. “And I’m glad you came back. This is the first real conversation I’ve had in a whole year.”
“Are you planning to stay in Japan?” May asked.
“That depends,” he said. “If you have certain things, I think one place is as good as any other.”
“What sort of things?”
“Oh, a home, work you enjoy, food you like, good conversation. How about you? Would you like to go back to America?”
“I think so, someday,” she said. “I wouldn’t have to be such a proper young lady there. I could get a job or drive a car and nobody would think anything of it.”
And that was the beginning of their friendship. They often met after work and on weekends. One night in the late fall they had dinner at a restaurant they liked. After a while May noticed that she was doing all the talking and Joseph was not eating his food.
“Are you all right?” she asked. Joseph nodded but said nothing.
As they left the restaurant May said, “Tell me what’s wrong.”
“They are transferring me,” Joseph said.
“What?”
“They are sending me to another office.”
“Where?”
“Yokohama.”
“No!”
They walked in silence until they came to the Kobe harbor. Finally Joseph said, “Yokohama isn’t that far away.”
“I’m glad it not in China,” May said. “Look Joseph, I came here on a ship like that.”
“You’re thinking about San Francisco, aren’t you?”
Now May looked away.
“I went to an English school because my foster parents were English.” “Foster parents? You were adopted?”
Joseph nodded. “There were six of us, all adopted and all scattered now and all looking for a home. May, home isn’t a place or a building that’s ready-made and waiting for you, in America or anywhere else.”
“You are right,” she said. “I’ll have to make it for myself.”
“What about us?” Joseph said. “We can do it together.”
“Yes,” May said, nodding.
“We can start here. We can adopt this country,” he said.
“One country is as good as another?” May smiled. “Yes, Joseph, let’s make a home.
So they were married in Yokohama and made a home there. I was their first child.
My father called my mother May, but to everyone else she was Masako. At home they spoke English to each other and Japanese to me. Sometimes my mother wore a kimono, but she never got used to sitting on the floor for very long.
All this happened a long time ago, but even today I always drink my tea with milk and sugar.
1. Comprehension Questions
1. What did Ma-chan's parents call her? a) May b) Masako c) San Francisco d) Gaijin e) Joseph Answer: b) Masako
2. Which of the following breakfast items did Ma-chan NOT eat at her friends' houses? a) Pancakes b) Muffins c) Tea with milk and sugar d) Rice and miso soup e) Omelets Answer: d) Rice and miso soup
3. What did Ma-chan's classmates in Japan call her? a) May b) Masako c) Gaijin d) Joseph e) American Answer: c) Gaijin
4. What was Ma-chan's first job in Osaka? a) Guide for foreign businessmen b) Elevator girl c) Bowing at the main entrance d) Flower arranger e) Banker Answer: b) Elevator girl
5. Where did Ma-chan meet Joseph? a) San Francisco b) The department store c) The train station d) The schoolyard e) The matchmaker's office Answer: b) The department store
6. Which city did Ma-chan and Joseph decide to make their home? a) San Francisco b) Yokohama c) Osaka d) Shanghai e) Kobe Answer: b) Yokohama
7. What does the word "gaijin" mean? a) American b) Foreigner c) Friend d) Lady e) Matchmaker Answer: b) Foreigner
8. What did Ma-chan's mother want her to become? a) A proper Japanese lady b) A teacher c) A banker d) A matchmaker e) An elevator girl Answer: a) A proper Japanese lady
9. What did Ma-chan learn in Japan that helped her get a job in Osaka? a) English b) Calligraphy c) Cooking d) Matchmaking e) Flower arranging Answer: b) Calligraphy
10. Which language did Ma-chan and Joseph speak to each other at home? a) Japanese b) English c) Chinese d) Spanish e) French Answer: b) English
11. What did Ma-chan want to do after high school in San Francisco? a) Move to Japan b) Become a proper Japanese lady c) Get married d) Go to college e) Be a matchmaker Answer: d) Go to college
12. What beverage does the narrator always drink with milk and sugar? a) Coffee b) Tea c) Lemonade d) Soda e) Orange juice Answer: b) Tea
13. Which of the following was NOT a reason Ma-chan felt uncomfortable in Japan? a) Wearing kimonos b) Sitting on floors c) Eating pancakes d) Being called Masako e) Attending high school again Answer: c) Eating pancakes
14. Fill in the blank: "A husband! I’d rather have a _______ than a husband!” a) Turtle b) Cat c) Dog d) Bank e) Car Answer: a) Turtle
15. What was Joseph's job in Japan? a) Banker b) Teacher c) Matchmaker d) Elevator girl e) Store guide Answer: a) Banker
I was lucky - I found what I loved to do early in life.
Woz and I started Apple in my parents' garage when I was 20.
We worked hard, and in 10 years Apple had grown from just the two of us in a garage into a $2 billion company with over 4,000 employees.
We had just released our finest creation - the Macintosh - a year earlier, and I had just turned 30. And then I got fired.
How can you get fired from a company you started?
Well, as Apple grew, we hired someone who I thought was very talented to run the company with me, and for the first year or so things went well. But then our visions of the future began to diverge and eventually we had a falling out.
When we did, our Board of Directors sided with him. So at 30 I was out.
And very publicly out.
What had been the focus of my entire adult life was gone, and it was devastating.
I really didn't know what to do for a few months.
I felt that I had let the previous generation of entrepreneurs down - that I had dropped the baton as it was being passed to me.
I met with David Packard and Bob Noyce and tried to apologize for screwing up so badly.
I was a very public failure, and I even thought about running away from the valley.
But something slowly began to dawn on me - I still loved what I did.
The turn of events at Apple had not changed that one bit.
I had been rejected, but I was still in love.
And so I decided to start over.
I didn't see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me.
The heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything.
It freed me to enter one of the most creative periods of my life.
During the next five years, I started a company named NeXT, another company named Pixar, and fell in love with an amazing woman who would become my wife.
Pixar went on to create the world's first computer-animated feature film, Toy Story, and is now the most successful animation studio in the world.
In a remarkable turn of events, Apple bought NeXT, I returned to Apple, and the technology we developed at NeXT is at the heart of Apple's current renaissance.
And Laurene and I have a wonderful family together.
I'm pretty sure none of this would have happened if I hadn't been fired from Apple.
It was awful tasting medicine, but I guess the patient needed it.
Sometimes life hits you in the head with a brick.
Don't lose faith.
I'm convinced that the only thing that kept me going was that I loved what I did.
You've got to find what you love. And that is as true for your work as it is for your lovers.
Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work.
And the only way to do great work is to love what you do.
If you haven't found it yet, keep looking.
Don't settle.
As with all matters of the heart, you'll know when you find it.
And, like any great relationship, it just gets better and better as the years roll on.
So keep looking until you find it. Don't settle.
한줄 해석
My second story is about love and loss. 제 두 번째 이야기는 사랑과 상실에 관한 것입니다.
I was lucky - I found what I loved to do early in life. 저는 운이 좋았습니다. 어린 나이에 제가 진정으로 하고 싶은 것을 찾았으니까요.
Woz and I started Apple in my parents garage when I was 20. 워즈와 저는 부모님 집의 차고에서 ‘애플’을 설립하였습니다. 제 나이 20살 때입니다.
We worked hard, and in 10 years Apple had grown from just the two of us in a garage into a $2 billion company with over 4,000 employees. 우리는 열심히 일했고, 그래서 차고에서 우리 둘 만이 시작한 ‘애플’은 10년만에 종업원 수가 4,000명을 넘는 20억 달러의 회사로 성장하였습니다.
We had just released our finest creation - the Macintosh - a year earlier, and I had just turned 30. And then I got fired. 제가 29살 때, 우리의 가장 훌륭한 작품 매킨토시를 출시하였습니다. 그리고 30살이 되면서 저는 해고를 당했습니다.
How can you get fired from a company you started? 자신이 설립한 회사에서 어떻게 해고를 당할 수 있냐고요?
Well, as Apple grew we hired someone who I thought was very talented to run the company with me, and for the first year or so things went well. 글쎄요, ‘애플’이 성장함에 따라, 우리는 저와 함께 이 회사를 경영하는데 뛰어난 자질을 지녔다고 생각하는 사람을 한 명 고용했습니다. 그리고 첫 1년 정도는 아무 일 없이 잘 흘러갔습니다.
But then our visions of the future began to diverge and eventually we had a falling out. 그러나 그 후 미래에 대한 그 사람과 저의 생각은 틈이 벌어지기 시작하였고, 결국 불화가 생기고야 말았습니다.
When we did, our Board of Directors sided with him. So at 30 I was out. 이 때, ‘애플’의 이사회는 그 사람의 편을 들었고, 그래서 저는 30살의 나이에 쫓겨났습니다.
And very publicly out. 그것도 완전히 공공연하게 말입니다. What had been the focus of my entire adult life was gone, and it was devastating. 성인이 된 후, 제 삶의 모든 것을 집중했던 것이 날아가 버렸던 것이지요. 저는 망연자실했습니다.
I really didn't know what to do for a few months. 몇 달간 저는 무엇을 해야 할지 정말 몰랐습니다.
I felt that I had let the previous generation of entrepreneurs down - that I had dropped the baton as it was being passed to me. 앞선 기업가 세대들을 실망시킨 기분이었고, 내게 넘어온 바통을 떨어뜨린 기분이었습니다.
I met with David Packard and Bob Noyce and tried to apologize for screwing up so badly. 저는 ‘HP’의 공동 창업자 데이비드 패커드와 ‘인텔’ 설립자 밥 노이스를 만났습니다. 그리고는 너무나 엉망이 된 것에 대하여 사과하려고 하였지요.
I was a very public failure, and I even thought about running away from the valley. 저는 완전히 공공연한 실패자였고, 이 실리콘 밸리에서 도망치려는 생각까지 하였습니다.
But something slowly began to dawn on me - I still loved what I did. 그러나 무언가가 서서히 제 마음속에 떠오르기 시작하였습니다. 그것은 바로 제가 하는 일을 여전히 원한다는 것이었습니다.
The turn of events at Apple had not changed that on bit. ‘애플’에서 일어났던 일들로 인하여 그 생각이 조금도 바뀌지는 않았습니다.
I had been rejected, but I was still in love. 저는 퇴출되었지만 여전히 제가 하는 일을 진정으로 사랑하고 있었습니다.
And so I decided to start over. 그래서 다시 시작하기로 결심하였습니다.
I didn't see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me. 당시에는 알지 못했지만, ‘애플’에서 해고당한 일은 제게 일어날 수 있었던 최고의 행운이었음을 알았습니다.
The heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything. 성공했다는 중압감은, 어느 것에도 확신이 부족하기는 하지만 초보자라는 홀가분함으로 바뀌었습니다.
It freed me to enter one of the most creative periods of my life. 그로인해 저는 자유롭게 제 생애에서 가장 창조적인 한 시기로 접어들 수 있었습니다.
During the next five years, I started a company named NeXT, another company named Pixar, and fell in love with an amazing woman who would become my wife. 그 후 5년 간, 저는 ‘넥스트’라는 이름의 회사와, ‘픽사’라는 이름의 회사를 세우고, 후에 제 아내가 된 한 굉장한 여인과 사랑에 빠졌습니다.
Pixar went on to create the worlds first computer animated feature film, Toy Story, and is now the most successful animation studio in the world. ‘픽사’는 세계에서 처음으로 컴퓨터 장편 만화영화 ‘토이 스토리’를 제작하는 일을 계속하였고, 지금은 세계에서 가장 성공한 애니메이션 스튜디오가 되었습니다.
In a remarkable turn of events, Apple bought NeXT, I returned to Apple, and the technology we developed at NeXT is at the heart of Apple's current renaissance. 이러한 놀랄만한 사건들을 겪고, ‘애플’은 ‘넥스트’를 매입하였고, 저는 ‘애플’로 되돌아왔습니다. ‘넥스트’에서 개발한 기술은 오늘날 ‘애플’의 부흥을 이끈 중심에 놓여 있습니다.
And Laurene and I have a wonderful family together. 그리고 로렌과 저는 함께 행복한 가족을 이루었습니다.
I'm pretty sure none of this would have happened if I hadn't been fired from Apple. 이 모든 것이 제가 ‘애플’에서 해고당하지 않았다면 일어나지 않았을 것이라고 저는 확신합니다.
It was awful tasting medicine, but I guess the patient needed it. 그것은 아주 고약한 맛이 나는 약이었지만, 제 생각엔 ‘나’라는 환자는 그것이 필요했던 것입니다.
Sometimes life hits you in the head with a brick. 가끔은 삶이 여러분의 머리를 벽돌로 내려치기도 합니다.
Don't lose faith. 그러나 신념을 잃지 마십시오.
I'm convinced that the only thing that kept me going was that I loved what I did. 제가 계속 앞으로 나아갈 수 있었던 것은 오직 제가 하는 일을 진정으로 좋아했기 때문이란 것을 저는 확신합니다.
You've got to find what you love. And that is as true for your work as it is for your lovers. 여러분은 여러분이 진정으로 좋아하는 사람을 찾아야하는 것처럼, 진정으로 좋아하는 일을 찾아야 합니다.
Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. 한 사람의 인생에서 일이 많은 부분을 차지할 것입니다. 그 일에서 진정으로 만족을 느끼는 유일한 방법은 여러분들이 멋지다고 믿는 일을 하는 것입니다.
And the only way to do great work is to love what you do. 그리고 멋지다고 믿는 일을 하는 유일한 방법은 여러분들이 하는 일을 진정으로 좋아하는 것입니다.
If you haven't found it yet, keep looking. 아직 좋아하는 것을 찾지 못했다면, 계속 찾으십시오.
Don't settle. 안주하시면 안 됩니다.
As with all matters of the heart, you'll know when you find it. 마음으로 하는 모든 일이 그러하듯이, 여러분들이 그것을 찾아낸다면, 알 수 있을 것입니다.
And, like any great relationship, it just gets better and better as the years roll on. 그리고 다른 훌륭한 관계와 마찬가지로, 여러분들이 좋아하는 것도 세월이 흐름에 따라 점점 더 좋아질 것입니다.
So keep looking until you find it. Don't settle. 그러므로 끝까지 계속 찾아야 합니다. 안주하시면 안 됩니다.
True or False
1. Woz and Jobs were co-founders of Apple. (T/F)
2. Apple earned great success to become a company with Tees than 4,000 employees in 10 years. (T/F)
3. At the age of 30 Jobs launched the Macintosh, his greatest invention. (T/F)
4. Right after hiring a new CEO, Jobs had a difference of opinion with him. (T/F)
5. The Board of Directors of Apple fired Jobs because he wanted to buy another company named NeXT. (T/F)
6. The turn of events at Apple changed his passion for what he did. (T/F)
7. Jobs felt that he had disappointed the next generation of entrepreneurs who admired him. (T/F)
8. Jobs believes that meeting his wife, Laurene helped him enter his most creative period. (T/F)
9. In the end, getting fired from Apple was a blessing in disguise. (T/F)
10. Over a five year period after getting fired, he established two successful companies. (T/F)
11. Jobs came back to Apple when they bought Pixar which gained international fame from "Toy Story." (T/F)
12. Jobs thinks people can overcome difficulties in life if they do what they love to do. (T/F)
Trivia
1. Who started Apple together? 2. At what age did they start Apple? 3. Where did they start Apple? 4. How long did it take for Apple to become a $2 billion company? 5. What was Apple's finest creation mentioned in the story? 6. At what age did the narrator get fired from Apple? 7. Why did the narrator get fired from Apple? 8. Who did the narrator have a falling out with? 9. Who did the Board of Directors side with during the conflict? 10. How long was the narrator unsure of what to do after being fired? 11. Who did the narrator apologize to for screwing up? 12. What was the name of the first company the narrator started after Apple? 13. What was the name of the second company the narrator started after Apple? 14. Which company created the world's first computer-animated feature film? 15. What was the name of that film? 16. Which company bought NeXT? 17. What role did the technology developed at NeXT play in Apple's resurgence? 18. What is the narrator's advice for finding satisfaction in work and love? 19. What should you not do if you haven't found what you love? 20. What happens to great relationships as the years go by?
Answers
1) Steve Jobs and Steve Wozniak 2) 20 years old 3) In Steve Jobs' parents' garage 4) 10 years 5) The Macintosh 6) 30 years old 7) A falling out with the person he hired to run the company with him 8) The person he hired to run the company with him 9) The person he hired to run the company with him 10) A few months 11) David Packard and Bob Noyce 12) NeXT 13) Pixar 14) Pixar 15) Toy Story 16) Apple 17) It became the heart of Apple's current renaissance 18) To do what you believe is great work and love what you do 19) Don't settle 20) They get better and better
Comprehension Questions
1. What does the author mean by "heaviness of being successful"? a) feeling tired after achieving success b) feeling guilty for being successful c) feeling burdened by the responsibility of success d) feeling proud of being successful
Answer: c) feeling burdened by the responsibility of success
2. Which of the following sentences is true according to the Text? a) Apple fired the author twice b) The author created Pixar after returning to Apple c) The author's creative period happened after founding NeXT d) Apple bought NeXT before the author founded Pixar
Answer: b) The author created Pixar after returning to Apple
3. What is the meaning of "renaissance" in the following sentence: "the technology we developed at NeXT is at the heart of Apple's current renaissance"? a) a period of cultural and artistic rebirth b) a period of technological innovation c) a period of political change d) a period of economic growth
Answer: a) a period of cultural and artistic rebirth
4. What is the negative form of "The turn of events at Apple had not changed that one bit."? a) The turn of events at Apple had changed that one bit. b) The turn of events at Apple had never changed that one bit. c) The turn of events at Apple had changed that completely. d) The turn of events at Apple had changed that a little bit.
Answer: a) The turn of events at Apple had changed that one bit.
5. Which of the following sentences are true?
(I) The author met with David Packard and Bob Noyce after he was fired from Apple.
(II) The author felt lost after he was fired from Apple.
(III) The author started NeXT before he created Pixar.
(IV) Pixar created the world's first computer-animated feature film.
a) I and II b) II and III c) III and IV d) I and IV
Answer: d) I and IV
6. Which of the following sentences does not have the same meaning as "And so I decided to start over."? a) Therefore, I chose to begin again. b) Consequently, I opted to start anew. c) However, I decided to give up. d) So, I made the choice to start from scratch.
Answer: c) However, I decided to give up.
7. What is the opposite of "successful"? a) talented b) lucky c) accomplished d) unsuccessful
Answer: d) unsuccessful
8. What is the correct form of past tense of "We had just released our finest creation"? a) We have just released our finest creation b) We will just release our finest creation c) We just released our finest creation d) We release our finest creation
Answer: c) We just released our finest creation
9. What word is used in the Text that may have different meanings in other situations?
In which sentence is this word used in the same meaning as it is used in the Text? a) "found" b) "love" c) "company" d) "period"
10. Which of the following statements is NOT mentioned in the Text? a) The author started Apple with his friend Woz in a garage. b) The author created the world's first computer-animated feature film. c) The author's family helped him financially to start Apple. d) The author's firing from Apple led him to start over and create NeXT.
Answer: c) The Text does not mention anything about the author's family helping him financially to start Apple.
11. Which pronoun best replaces "the technology we developed at NeXT"? a) it b) she c) he d) they
Answer: a) it
12. Which sentence shows the superlative form? a) "We worked hard, and in 10 years Apple had grown from just the two of us in a garage into a $2 billion company with over 4,000 employees." b) "During the next five years, I started a company named NeXT, another company named Pixar, and fell in love with an amazing woman who would become my wife." c) "Pixar went on to create the world's first computer-animated feature film, Toy Story, and is now the most successful animation studio in the world." d) "And, like any great relationship, it just gets better and better as the years roll on."
Answer: c) "Pixar went on to create the world's first computer-animated feature film, Toy Story, and is now the most successful animation studio in the world."
13. What is the correct feminine form of "entrepreneur"? a) entrepreneuress b) entrepreneuse c) entrepreneurette d) entrepreneur is already gender-neutral
Answer: d) entrepreneur is already gender-neutral
14. Why did the author think getting fired from Apple was the best thing that could have ever happened to him? a) Because it allowed him to start over and create successful new ventures. b) Because it made him realize he didn't love what he did anymore. c) Because it made him realize he needed to retire early. d) Because it allowed him to start a new career path in a completely different field.
Answer: a) Because it allowed him to start over and create successful new ventures.
15. What part of speech is the word "devastating"? a) verb b) noun c) adjective d) adverb Answer: c) adjective
16. Which articles could fill the gaps respectively? Use different articles. Sentence related to the Text is forbidden. a) ___ cat ___ mouse were playing in ___ garden. b) I need ___ haircut because ___ hair is too long. c) Can you pass me ___ salt and ___ pepper?
Answer: a) A cat and a mouse were playing in the garden. b) I need a haircut because my hair is too long. c) Can you pass me the salt and the pepper?
17. Which of the following statements is NOT mentioned in the Text? a) The author started Apple with his friend Woz in a garage. b) The author created the world's first computer-animated feature film. c) The author's family helped him financially to start Apple. d) The author's firing from Apple led him to start over and create NeXT.
Answer: c) The Text does not mention anything about the author's family helping him financially to start Apple.
18. Which pronoun best replaces "the technology we developed at NeXT"? a) it b) she c) he d) they
Answer: a) it
19. Which sentence shows the superlative form? a) "We worked hard, and in 10 years Apple had grown from just the two of us in a garage into a $2 billion company with over 4,000 employees." b) "During the next five years, I started a company named NeXT, another company named Pixar, and fell in love with an amazing woman who would become my wife." c) "Pixar went on to create the world's first computer-animated feature film, Toy Story, and is now the most successful animation studio in the world." d) "And, like any great relationship, it just gets better and better as the years roll on."
Answer: c) "Pixar went on to create the world's first computer-animated feature film, Toy Story, and is now the most successful animation studio in the world."
20. Why did the author think getting fired from Apple was the best thing that could have ever happened to him? a) Because it allowed him to start over and create successful new ventures. b) Because it made him realize he didn't love what he did anymore. c) Because it made him realize he needed to retire early. d) Because it allowed him to start a new career path in a completely different field.
Answer: a) Because it allowed him to start over and create successful new ventures.
21. What is the author's main message in this text? a) Don't be afraid to fail, as it can lead to great things. b) Love is the most important thing in life. c) Always follow your dreams, no matter what. d) It's important to have a good education to be successful.
Answer: a) Don't be afraid to fail, as it can lead to great things.
22. Which sentence best describes the author's feelings after being fired from Apple? a) "I really didn't know what to do for a few months." b) "And very publicly out." c) "The heaviness of being successful was replaced by the lightness of being a beginner again." d) "Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work."
Answer: c) "The heaviness of being successful was replaced by the lightness of being a beginner again."
Create a phrase using the first letters of the elements' names to help remember the order of the elements. Here's an example of a mnemonic phrase for the first 20 elements:
"Happy Henry Likes Beer But Can Not Obtain Four Neat Nuts;
Mighty Al Stole Peter's Silver Carrots And Killed Cows"
Mnemonic Method 2: Memory Palace Method
Create a memory palace by visualizing a familiar location and placing vivid, memorable images representing each element along the path in that location. Here's a suggested memory palace for the first 20 elements:
Front door (Hydrogen): A huge hydrogen balloon tied to the door handle.
Living room (Helium): Helium-filled balloons lifting the couch.
Kitchen (Lithium): A lithium battery powering a blender.
Dining room (Beryllium): A beryllium coaster under a glass.
Staircase (Boron): Stairs made of boron rods.
Bedroom (Carbon): A lump of coal (carbon) on the bed.
Bathroom (Nitrogen): Nitrogen gas filling the bathtub.
Home office (Oxygen): An oxygen mask hanging from the chair.
Balcony (Fluorine): A pool of liquid fluorine on the floor.
Garden (Neon): Neon signs illuminating the garden.
Garage (Sodium): A box of table salt (sodium chloride) in the corner.
Driveway (Magnesium): Magnesium wheels on a parked car.
Neighbor's house (Aluminium): Neighbor wrapping their house in aluminum foil.
Street (Silicon): Street paved with silicon chips.
Park (Phosphorus): A phosphorescent glow in the dark path in the park.
Playground (Sulphur): A pile of sulphur in the sandbox.
Swimming pool (Chlorine): A strong smell of chlorine by the pool.
Gym (Argon): Argon-filled windows for insulation.
Library (Potassium): A potassium-rich banana on a bookshelf.
Supermarket (Calcium): A display of calcium-rich milk and cheese in the dairy section.
These mnemonic methods will help you memorize the first 20 elements of the periodic table, their atomic numbers, and their symbols. By using the Acronym Method, you have a memorable phrase that represents the order of the elements, and with the Memory Palace Method, you can mentally walk through a familiar location to recall each element. Practice these mnemonics to improve your memorization of the periodic table.
Understand the concept of the Hawthorne Effect and its implications for research and workplace behavior.
Learn about the Hawthorne studies and the key findings.
Discuss the importance of considering the Hawthorne Effect in research design and organizational management.
Materials:
Whiteboard or blackboard
Chalk or markers
Projector or screen for videos
Handout with discussion questions
Introduction (10 minutes):
Begin by asking students if they know what the Hawthorne Effect is and if they can provide examples of situations where people's behavior might change when they are being observed.
Define the Hawthorne Effect as a phenomenon in which individuals alter their behavior when they know they are being observed or studied.
Introduce the Hawthorne studies as a series of experiments that helped identify the Hawthorne Effect and its implications for research and organizational behavior.
Instruction (20 minutes):
Provide an overview of the Hawthorne studies, including the study's design, procedure, and participants.
Discuss the main findings of the Hawthorne studies, emphasizing how the mere act of observation can lead to changes in behavior and the importance of considering this effect in research and management practices.
Practice Exercises (15 minutes):
Distribute the handout with discussion questions related to the Hawthorne Effect.
Have students work in pairs or small groups to discuss the questions, which can include:
a. Why do you think people's behavior changes when they know they are being observed?
b. Can you think of examples from your own life or popular culture where the Hawthorne Effect might have played a role?
c. How can researchers and managers account for the Hawthorne Effect in their work?
Assessment (5 minutes):
Conduct a short verbal assessment by asking students to share their thoughts on the Hawthorne Effect and its implications for research and organizational behavior.
Encourage them to reflect on the importance of considering this effect in research design and management practices.
Extensions beyond the class:
Encourage students to research other psychological concepts related to the Hawthorne Effect, such as social desirability bias or demand characteristics.
Assign students to write an essay on the role of the Hawthorne Effect in research and management, using examples from scientific studies, workplace situations, or personal experiences.
Interactive Fun Activities (10 minutes):
Observation Activity:
In small groups, have students observe one another performing a simple task (e.g., solving a puzzle, drawing a picture) and then discuss how being observed may have affected their behavior and performance.
Class Discussion:
Facilitate a class discussion about the Hawthorne Effect, focusing on its relevance in today's society, and how students can apply its lessons to their own lives. Encourage students to reflect on the importance of recognizing the potential influence of observation on behavior and the need for ethical considerations when conducting research or managing others.
Homework Assignment:
Assign students to write a one-page reflection on their experiences and thoughts about the Hawthorne Effect, including instances when they believe their behavior may have been influenced by being observed, and what factors contributed to these changes.
Class Debate (Optional Extension Activity, 20 minutes):
Organize a class debate on whether the Hawthorne Effect has more positive or negative implications for research and management practices. Divide the class into two groups, with one group arguing in favor of the positive aspects (e.g., increased productivity, improved performance) and the other supporting the negative aspects (e.g., biased results, artificial behavior).
Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.
Facilitate a class discussion to help students appreciate the nuanced nature of the Hawthorne Effect and its diverse effects on research, management, and individual behavior.
Research Ethics Discussion (Optional Extension Activity, 15 minutes):
In small groups or as a class, discuss the ethical issues surrounding the Hawthorne Effect in research, such as informed consent, deception, and the potential impact on research outcomes.
Have students consider the importance of transparency in research and the responsibility of researchers to address and account for potential biases, such as the Hawthorne Effect, when designing and conducting studies.
By incorporating these additional components, students will gain a deeper understanding of the Hawthorne Effect, its psychological underpinnings, and its impact on research and organizational behavior. Moreover, students will develop critical thinking skills and ethical awareness that can help them navigate the challenges posed by the Hawthorne Effect in their own lives and appreciate the importance of transparency and responsibility in research and management practices.
Grade Level: 10th Grade Age: 15-16 years old Duration: 60 minutes
Lesson Objectives:
Understand the concept of intergroup conflict and its psychological basis.
Learn about the Robbers Cave Experiment and its findings.
Discuss the implications of intergroup conflict in society and the importance of cooperation and conflict resolution.
Materials:
Whiteboard or blackboard Chalk or markers Projector or screen for videos Handout with discussion questions
Introduction (10 minutes):
Begin by asking students if they know what the Robbers Cave Experiment is and if they can provide examples of intergroup conflicts from their own lives or popular culture.
Define intergroup conflict as a form of tension or competition that arises between different groups of people.
Introduce the Robbers Cave Experiment as a famous study on intergroup conflict and cooperation.
Instruction (20 minutes):
Provide an overview of the Robbers Cave Experiment, including the study's design, procedure, and participants.
Show this short video to explain the Robbers Cave Experiment in more detail:
Discuss the main findings of the Robbers Cave Experiment, emphasizing how easily intergroup conflicts can arise
and how cooperation can reduce tension and promote harmony between groups.
Practice Exercises (15 minutes):
Distribute the handout with discussion questions related to the Robbers Cave Experiment.
Have students work in pairs or small groups to discuss the questions, which can include: a. Why do you think intergroup conflicts occur so easily? b. Can you think of examples from history or current events where intergroup conflict had negative consequences? c. How can we promote cooperation and conflict resolution between different groups in society?
Assessment (5 minutes):
Conduct a short verbal assessment by asking students to share their thoughts on the Robbers Cave Experiment and its implications for society.
Encourage them to reflect on how intergroup conflict may impact their own lives and the importance of cooperation and conflict resolution.
Extensions beyond the class:
Encourage students to research other famous experiments on intergroup conflict and cooperation, such as the
minimal group paradigm or the jigsaw classroom technique.
Assign students to write an essay on the role of intergroup conflict in society, using examples from history,
current events, or personal experiences, and discussing the importance of cooperation and conflict resolution.
Interactive Fun Activities (10 minutes):
Role-Play Activity: In small groups, have students create and perform short role-play scenarios that illustrate intergroup conflicts in everyday situations (e.g., sports rivalries, political disagreements, cultural clashes).
After each performance, hold a brief discussion on the type of conflict portrayed, potential consequences, and possible strategies for resolution.
Class Discussion:
Facilitate a class discussion about the Robbers Cave Experiment, focusing on its relevance in today's society, and how students can apply its lessons to their own lives. Encourage students to reflect on the importance of cooperation, empathy, and conflict resolution when dealing with intergroup conflicts.
Homework Assignment:
Assign students to write a one-page reflection on their experiences and thoughts about intergroup conflict, including instances when they have witnessed or participated in such conflicts, and what factors influenced their actions and decisions.
Class Debate (Optional Extension Activity, 20 minutes):
Organize a class debate on whether intergroup conflict is a natural aspect of human behavior
or a result of societal influences. Divide the class into two groups,
with one group arguing in favor of intergroup conflict as a natural aspect of human behavior
(e.g., competition for resources, evolutionary advantages) and the other supporting the view
that it is a result of societal influences (e.g., cultural differences, political ideologies).
Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.
Facilitate a class discussion to help students appreciate the nuanced nature of intergroup conflict
and its diverse effects on society and individuals.
Understand the concept of the power dynamics between authority figures and subordinates.
Learn about the Stanford Prison Experiment and its findings.
Discuss the implications of power dynamics in society and its influence on individual behavior and ethical considerations.
Materials:
Whiteboard or blackboard
Chalk or markers
Projector or screen for videos
Handout with discussion questions
Introduction (10 minutes):
Begin by asking students if they know what the Stanford Prison Experiment is and if they can provide examples of power dynamics from their own lives or popular culture.
Define power dynamics as the way people in different positions of authority and subordination interact and influence one another.
Introduce the Stanford Prison Experiment as a famous study on the power dynamics between authority figures and subordinates.
Instruction (20 minutes):
Provide an overview of the Stanford Prison Experiment, including the study's design, procedure, and participants.
Discuss the main findings of the Stanford Prison Experiment, emphasizing how quickly individuals can assume roles based on their positions within a power hierarchy and how this can lead to abusive behavior.
Practice Exercises (15 minutes):
Distribute the handout with discussion questions related to the Stanford Prison Experiment.
Have students work in pairs or small groups to discuss the questions, which can include:
a. Why do you think people in positions of authority sometimes abuse their power?
b. Can you think of examples from history or current events where power dynamics led to negative consequences?
c. How can we prevent the negative effects of power dynamics in various settings, such as schools, workplaces, and governments?
Assessment (5 minutes):
Conduct a short verbal assessment by asking students to share their thoughts on the Stanford Prison Experiment and its implications for society.
Encourage them to reflect on how power dynamics may impact their own lives and decision-making, as well as the importance of ethical considerations.
Extensions beyond the class:
Encourage students to research other famous experiments on power dynamics and authority, such as the Milgram Obedience Experiment.
Assign students to write an essay on the role of power dynamics in society, using examples from history, current events, or personal experiences, and discussing the importance of balancing power with ethical decision-making.
Interactive Fun Activities (10 minutes):
Role-Play Activity:
In small groups, have students create and perform short role-play scenarios that illustrate power dynamics in everyday situations (e.g., teacher-student relationships, boss-employee interactions, parent-child dynamics).
After each performance, hold a brief discussion on the type of power dynamic portrayed, potential consequences, and ethical considerations.
Class Discussion:
Facilitate a class discussion about the Stanford Prison Experiment, focusing on its ethical concerns, its relevance in today's society, and how students can apply its lessons to their own lives. Encourage students to reflect on the importance of critical thinking and ethical decision-making when faced with power dynamics.
Homework Assignment:
Assign students to write a one-page reflection on their experiences and thoughts about power dynamics, including instances when they have been in a position of authority or subordination, and what factors influenced their actions and decisions.
Class Debate (Optional Extension Activity, 20 minutes):
Organize a class debate on whether power dynamics are inherently negative or can be positive for society.
Divide the class into two groups, with one group arguing in favor of power dynamics' positive aspects (e.g., effective leadership, organizational structure) and the other supporting the negative aspects (e.g., abuse of power, exploitation).
Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.
Facilitate a class discussion to help students appreciate the nuanced nature of power dynamics and their diverse effects on society and individuals.
In small groups or as a class, discuss the ethical issues surrounding the Stanford Prison Experiment itself, such as deception, emotional distress, and informed consent.
Have students consider whether the knowledge gained from the Stanford Prison Experiment justifies the ethical concerns, and what lessons can be learned about research ethics and the importance of protecting participants in psychological studies.
By incorporating these additional components, students will gain a deeper understanding of the complexities of power dynamics, their psychological underpinnings, and their impact on society and individual behavior. Moreover, students will develop critical thinking skills and ethical awareness that can help them navigate power dynamics in their own lives and understand the importance of protecting participants in psychological research.
