Mr. Haskell
History
28 April 2005
Standards
10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Aristotle was the man who basically started it all. The evolution of democracy as we know began in Athens, Greece around the 6th century BC as a direct democracy. After awhile it democracy then developed into a system that we know and like today. The first philosophers were called "Presocratics" and they came before Socrates hence the name. Without the help of these Presocratics we would not be living in the world today it would probably be monarchy of some sort. In the times of Ancient Greece and Rome, much more was dedicated moving progressively in the direction of art and architecture, while Judeo-Christian customs focused on increasing government and industrializing. The two are similar in that both had eventually set up and encouraged Democratic forms of government. For example, Ancient Greece created a direct democracy with the help of Sophocles; and much later in the future, the American Democracy was founded under the name of the single Christian God. It’s even mentioned in the pledge of allegiance “one nation, under God,” and on the dollar “in God we trust”
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Judeo-Christian and Greco-Romans believed in good morals and following the laws of the nations. They also obey the laws of the gods. Both cultures believed that all people were equal and that they have a right to choose their leaders so they were basically early democrats. The Christians had the 10 commandments to follow and the Romans had the 12 tables to follow.
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.
Plato and Aristotle were both great philosophers. Plato emphasized on the importance of reason and Aristotle was a student of Plato. Aristotle developed his own ideas about the best kind of government. He studied monarchy, aristocracy, and democracy to do this. He would find good and bad examples of all of them to see their ups and downs. Plato and Aristotle were both suspicious about democracy because they though it could lead to mob rule. Plato rejected Athenian democracy because it condemned Socrates. Aristotle divided the people up into classes which were workers, soldiers, and philosophers.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world. Some of the world wants liberal democracy and some want an closed communist system.
After the creation and success of the US constitution many countries around the world took the path of democracy. The government after the French revolution was a result of the government of the United States and their constitution was modeled after ours. Even know many countries are changing their traditional governments to ones of democracy. In Iraq a new democratic government is being created. Most of the world wants a democratic experience and those who do not want it have never experienced it.
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
The Glorious Revolution, American Revolution, and French Revolution all impacted each other. The American Revolution came first when the original American colonies rebelled against King George III for taxation without representation. The Americans fought and won their right to be a free nation and this gave other nations the idea that they could do it to like the French. The French Revolution was mostly about the smaller upper class citizens having more rights than the larger working class and unlike the American revolution it did not necessarily focus on a reform of the government.
1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
John Locke wanted freedom and revolution against England. Baron de Montesquieu had many ideas that we still follow today, he stated that the government should be separated into the executive, legislative, and judicial branches to prevent any one group from gaining to much power. Rulers have a responsibility to protect those rights. People have the right to change a government that fails to do so. Rousseau noted that people are basically good but become corrupted by society. In an ideal society, people would make the laws and would obey willingly. They are all into human rights, they believe the power should be in the hands of the people and not a monarchy.
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
The Magna Carta took some privileges away from the monarchy and then gave it to the people. The English Bill of Rights ensured the superiority on Parliament over the monarchy. It required the monarch to summon Parliament regularly and gave the House of Commons the power of purse. The US Declaration of Independence of the Thirteen United States of America, on the 4th of July, 1776, by which they formally declared that these colonies were free and independent States, not subject to the government of Great Britain. The French Declaration stated all the certain rights a person can receive despite the government. The US Bill of Rights recognized the idea that people had basic rights that the government must protect. They are human rights documents. Life, liberty, and the pursuit of happiness was their main goal.
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
The American revolution set an example to other nations to not be suppressed by bad rules and other nations that just over tax and suppress the people. Brittan was a nation with many colonies, including America. When America signed the Declaration of Independence and broke away from the King this was a sign to other nations that they could do it too. The American Revolution was also the first rebellion to break away from a monarchy and this gave ideas to other countries like France to do the same.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
Tomas Jefferson helped write the French Declaration and after seeing how the Americans broke away from the monarchy French did the same. During the French Revolution the citizens always wanted a better government. After they overthrew the government they had a temporary democratic government. They gave many rights to woman and men through different bills. Before Napoleon there was a weak form of a democratic government but when Napoleon came to power he became more of a dictator.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
The French were perceived to be the best military (that was a long long long time ago) during that time The French had lots of victories over other nations and with Napoleon. The Congress of Vienna then stated that democracy was the evil and that Napoleon was the cause of it. However, as time passed the French people realized that it was all just a trick and that Napoleon was a little power hungry. However, he did have the idea of giving the people some power as long as it wasn’t to much. Eventually the rest of Europe moved towards democracy.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
England industrialized first due to its immense supply of coal and iron and this threw them into the industrial age. The population boomed across the nation and because of this demand for increased production for goods and their economy became stronger. Throughout the rest of the world, people rapidly migrated from rural to urban environments when it became evident that industrialization was economically ahead of rural areas. Someone who is working from sun-up to sun-down in order to barely provide for their family in a rural area would be attracted to industrialization’s higher economic promises. Those tired of the farm life could move to the big city and work in a factory. The possibilities were endless to those who wished to live a better life. However, not all were to succeed in making it big, many were forced to live in the slums where disease and despair was everywhere.
1. Analyze why England was the first country to industrialize.
England was the first country to industrialize for many reasons. The Main Reason why England industrialized first was that it had an abundance of coal which was the main fuel for all the inventions being created like steam engines. They also had a lot of willing people to do jobs like mine coal, build and run factories, and also mine iron. This led to more trade with over seas empires and this helped to better the British economy and make a stable government that could support the new revolution.
2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
All of the scientific and technological change and new forms of energy brought about massive social, economic, and cultural changes because people were able to do things more efficiently. With the invention of the factory for example, man was now able to mass produce a product and they mad affordable to the common man. The invention of the steam engine made transpiration of goods and people faster as well. This expanded trade and aloud for economic and social growth. Also with the new found trade people became in contact with more cultures.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
When the Industrial Revolution came many flocked to the growing, booming, cities. This caused overcrowding in the slums or the poorer areas. They hoped to make it big and become rich which some did but not for most. Those tired of the farm life could move to the big city and work in a factory. The possibilities were endless to those who wished to live a better life. However, not all were to succeed in making it big, many were forced to live in the slums where disease and despair was everywhere.
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
Slave labor decreased during the Industrial Revolution as people immigrated away from the farm to the big cities also known as urbanization. In urban areas, work had to be done by the individual and was an environment in which slave labor could not work. The factory system required everyone to do the work themselves rather than relying on other people. Mining and manufacturing would have not thrived if slaves did the work because both industries demanded a large number of workers. Because of the large population booms due to immigration, labor unions were created to protect the rights of the workers. Unions took power away from working corporations and tried to spread it evenly to the workers.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Many entrepreneurs came from religious groups that encouraged thrift and hard work. At the same time, for many people, worldly problems had become more important than concern about life after death. Thus, inventors, bankers, and other risk takers felt free to devote their energies to material achievements. The discovery of the potentials of natural resources, such as iron and coal, sparked the manufacturing and mining industries. Shortly after the development of these industries, people began to invest their money in them to make a profit. This was the birth of entrepreneurship, where enterprising merchants organize, manage, and assume the risks of doing business. Entrepreneurs ran their own businesses, hiring workers, paying for raw materials, transporting materials, and handling other costs of production. They invested this money in hope that they would get out more than they put in. Entrepreneurship caused capitalism to grow across Europe and eventually to the rest of the world. However, greedy business owners would over-work their employees and ignore other issues so long as they made money.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Capitalism strong survive the week fall form of Darwinism. Capitalism free markets government stay out they have no control. The downside you can have monopolies. Utopianism concept of getting the same “heaven on earth.” Social Democracy the idea that democratic propaganda democracy is promoted throughout the world, spreading democratic themes throughout the world. Socialism we all get the same. Communism we all get same but the government gets all the wealth.
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
Wordsworth was a part of a movement called romanticism. From about 1750 to 1850 romanticism shaped western literature and arts. Romantic writers, artists, and composer rebelled against the Enlightenment emphasis on reason. Using new verse forms, bold colors, or the swelling sounds of the orchestra, romantics sought to excite strong emotions. In Charles Dickenson’s novels he portrays his characters as having to work there way through life such as in Oliver Twist. In time reforms would curb many of the worst abuses and the Americas, and people at all levels of society would benefit from industrialization Until, then working people could look forward only to lives marked by dangerous working conditions; unsafe, unsanitary, and overcrowded, housing; and unrelenting poverty.
10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Much of Europe was drawn to Africa during the Age of Imperialism. England’s colonial rule occupied the countries of India and South Africa as well as a sphere of influence in Hong Kong. France imperialized much of Africa, including Algeria and Tunisia and had many colonies placed in West and Central Africa. Germany, Italy, the Netherlands, Russia, Spain, and Portugal also swept into the continent of Africa. Japan stayed close to their roots by setting up colonies in South Korea as well as Thailand. Lastly, the United States took their imperialism to the south, starting colonies in Latin America.
1. Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
The industrial countries already had more power so they felt they had a obligation to educate the smaller countries. Social Darwinism is the belief that the bigger countries can take over the smaller ones because, they are able to, they want resources, they feel its better for that country and that kind of things.
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
They had so many vast territories that they had colonized all over various countries. People often say that the English century was the 19th century, the Americans was the 20th century and now in the 21st century is has shifted to the Asia.
3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
Colonizer took over from people such as natives the natives had everything taken over and they eventually revolted against them. There was a lot of tribal warfare for the colonies. They did want self rule they wanted European influence out of there. The English offered them better life weapons but the English also took away many things.
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
The Chinese wanted to close them selves off from the west. Asia would adopt western ways just as a tool for survival. Basically the concept of Euro centrism comes along so the culture issues and insensitivity was constant stressors for the people of China.
10.5 Students analyze the causes and course of the First World War.
1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war."
To figure out the cause of World War I, one must take into account numerous factors. First of all, aggressive nationalism was spreading throughout Europe. Nationalism was especially strong in France and Germany. Germans were proud of their military power and leadership, and France grew jealous, creating tension in Europe. Secondly, economic and imperial rivalries made countries suspicious of their neighbors. For example, England felt threatened by Germany’s rapid economic growth. Imperialism had also made quite a few enemies across Europe. Thirdly, the late 1800s saw a rise to militarism, the glorification of the military. Under militarism, the armed forces and readiness for war came to dominate national policy. Militarists painted war in romantic colors and brainwashed Europeans, making them believe that the dying for your country is the noblest way to die. Large alliances were being formed between the giants of Europe.
The British felt threatened by Germany's economic growth. The Germans were making more factories and out producing the old economic strong hold, Britain. Imperialism divided the European nations and in the early 1099s the competition for colonies brought France and Germany to the prink of war. Before the war the arms race began and all the great powers started building up their armies.
2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
World War I was what we call a total war. In a total war, all of a nations resources go into the war effort. Governments drafted men to fight the war. They raised taxes to pay the costs of fighting. They rationed, or limited the supply of goods, so that they could supply the military. They used the press to publish propaganda that made the enemy look bad. Propaganda is the spreading of ideas to promote a cause or damage an oppossing cause. Geographic factors: mountains, lakes, rivers, desert, all contributed to harsh conditions during WWI.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
By 1917, Europe had seen too much death and ruin. In Russia, low morale, or spirits, led to revolution. Early in 1918, the new leader signed a treaty with Germany that took Russia out of the war. Russia's withdrawl was good news for the Central Powers. However, there was good news for the allies too. The United States was no longer neutral. In April 1917, the United States declared war on Germany. With new soldiers and supplies from the United States, the Allies gained control. The other Central Powers had given up, and the Germans stood alone. they asked for an end to the fighting. On November 11, 1918, an armistice, or agreement to end fighting, was declared. The Great War was over.
4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
World War I was truly a world war with participants drawn from five continents and military actions spread around the globe. There were some specific outcomes and impacts for Africans as a result of WWI. These include the fact that military conscription (draft) of numerous African colonial subjects into European armies generated great amounts of anger. But the war had more concrete consequences. Africans who fought alongside European whites found out that these "masters" were ordinary people, not supermen. Furthermore Africans expected to be rewarded for their service to their colonial masters with social and constitutional changes as well as economic concessions in ways that would improve their living conditions at home. The educated elites followed up on President Woodrow Wilson's (United States) call to reorganize governments on the basis of national self-determination. The term means that people should be independent and live within political boundaries that corresponded to where they lived.
5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
The greatest single disaster in the history of the Armenians came with the outbreak of World War I. In 1915 the Young Turk government resolved to deport the whole Armenian population of about 1,750,000 to Syria and Mesopotamia. It regarded the Turkish Armenians-despite pledges of loyalty by many-as a dangerous foreign element bent on conspiring with the pro-Christian tsarist enemy to upset the Ottoman campaign in the east. In what would later be known as the "first genocide" of the 20th century, hundreds of thousands of Armenians were driven from their homes, massacred, or marched until they died. The death toll of Armenians in Turkey has been estimated at between 600,000 and 1,500,000 in the years from 1915 to 1923. Tens of thousands emigrated to Russia, Lebanon, Syria, France, and the United States, and the western part of the historical homeland of the Armenian people was emptied of Armenians. Turkish government never admitted to the genocide.
10.6 Students analyze the effects of the First World War.
The human and material costs of the war were gigantic. 8.5 million people had died and over 17 million had been permanently handicapped. Famine was widespread to areas where it didn’t exist before World War I. To add salt to the wound, a flu outbreak swept through Europe after the war and took 20 million lives. The countries of the Central Powers were forced to pay billions of dollars of reparations, or payments for war damage. The governments of Russia, Germany, Austria-Hungary, and the Ottoman empire had collapsed by the war’s end. Colonies set up by Europe in Africa, Asia, and the Pacific had helped the Allies win the war, with supplies, soldiers, and weapons.
1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.
The Treaty of Versailles was bitterly criticized by the Germans, who complained that it had been "dictated" to them, that it violated the spirit of the Fourteen Points, and that it demanded intolerable sacrifices that would wreck their economy. In the years after it was ratified the Treaty of Versailles was revised and altered, mostly in Germany's favour. Numerous concessions were made to Germany before the rise of Adolf Hitler, and by 1938 only the territorial settlement articles remained.
2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
World War 1 had a great effect on all of the people involved and on everyone who saw what was going on. The war was at the time the greatest war that the world had seen, and it was known as the Great War. It was a struggle between Europe's great powers, and they were all aligned into two different alliances. The alliances caused rifts between the European countries and they also were affected by the rise in nationalism in the European countries.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
The rise of nationalism. Europe avoided major wars in the 100 years before World War I began. Although small wars broke out, they did not involve many countries. But during the 1800's, a force swept across the continent that helped bring about the Great War. The force was nationalism--the belief that loyalty to a person's nation and its political and economic goals comes before any other public loyalty. That exaggerated form of patriotism increased the possibility of war because a nation's goals inevitably came into conflict with the goals of one or more other nations.
4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).
Art became very antiwar and reflected antiwar in the writing. To many western writers the war symbolized the moral breakdown of western civilization. Some writers experimented with stream of consciousness. In this technique a writer probes a character’s random thoughts and feelings without imposing any logic or order. Art became made with bold colors and bright lines. Cubism came out which made the Artist Pablo Picasso very famous. Dada came out to which was art that revolted against civilization and give the bourgeois a whiff of chaos. Architects, too, rejected classical traditions and invented new styles to march an industrial urban world.
10.7 Students analyze the rise of totalitarian governments after World War I.
World War I left much of Europe in a depressed state of mind. Unemployment levels were high, poverty increased, people were starving in the streets, and people were emotionally stressed and sorrowful. Many Europeans began to lose hope in Democracy and doubt that it worked efficiently all the time. This mindset left them vulnerable to fascist leaders like Benito Mussolini and Adolph Hitler. Mussolini and Hitler both promised their people food, employment, and money. Hitler used his strong public speaking ability to get the German citizens on his side as he gradually moved towards fascism.
1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
By 1917 the bond between the tsar and most of the Russian people had been broken. Governmental corruption and inefficiency were rampant. The tsar's reactionary policies, including the occasional dissolution of the Duma, or Russian parliament, the chief fruit of the 1905 revolution, had spread dissatisfaction even to moderate elements. The Russian Empire's many ethnic minorities grew increasingly restive under Russian domination. But it was the government's inefficient prosecution of World War I that finally provided the challenge the old regime could not meet. Ill-equipped and poorly led, Russian armies suffered catastrophic losses in campaign after campaign against German armies. The war made revolution inevitable in two ways: it showed Russia was no longer a military match for the nations of central and western Europe, and it hopelessly disrupted the economy. Czar was committing suicide by not solving the problems in his country.
2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
Stalin bought people off in the government and basically took everything over so that people either obeyed him or died. These showed up in his economic and political policies. He also eliminated the free press and established the collecting farms. He did not allow free press and controlled every aspect of life. He figured that a free press would educate the masses on such issues as his wrongdoing as dictator. He violated many human rights, including the right to free press.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
Nazism, a fascist movement, controlled Germany from 1933 to 1945 under Adolf Hitler. Nazism tightly restricted personal freedom, sought to expand of Germany’s borders, opposed democracy, glorified the Aryans, and Jews, Slavs, and other minority groups were inferior. Nazism promised economic help, political power, and national glory to a German people deeply affected by the Great Depression. Millions of people died as a result of Nazism. Fascism is a form of government headed by a dictator involving total government control of political, economic, cultural, religious, and social activities. Fascism allows industry to remain in privated ownership (unlike Communism), though under government control. Other important features of fascism include extreme patriotism, warlike policies, and persecution of minorities (things are similar, of course, in America during wartime).
10.8 Students analyze the causes and consequences of World War II.
Adolph Hitler was the main factor that caused the world to rage war for the second time. With a million people on his side in the Nazi party, Hitler used his public speaking ability to create his totalitarian empire. Before the first World War began, the western democracies believed that if they adopted a policy of appeasement, or giving into Hitler’s demands, that Germany would keep the peace. The Great Depression had removed all the energy out of countries like England and the United States, so instead of fighting, they looked for peace at all costs. The democracies of the world had been through World War I and seen first-hand what a horrific atrocity war is. The United States had taken the tradition of isolationism in 1900, or limited involvement in world affairs. They wanted to remain neutral in foreign conflicts that didn’t involve the U.S.
1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
This was an agreement that they would leave each other alone. The rape of Nan king was when the Japanese went into china and abused the Chinese like the Nazis to the Jews. This was rape and murder and an attempt to destroy their race. These are all totalitarian regimes that are trying to collect and build empires.
2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
Europe and the US were disgraced by things like movies and television while many people in the countries that were against us did not have that
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
Germany, Poland, Denmark, Luxembourg, the Netherlands, Belgium, Norway, and France were all the Allied and Axis powers. Great Britain and France hoped that the Soviet Union would help defend Poland. Hitler and Stalin stunned the world by becoming allies. On September 1, 1939, Germany invaded Poland and began WWII. In 1939, Soviet forces invaded Poland from the east side. Great Britain and France declared war on Germany on September 3, 1939. In April 1940, German forces invaded Norway. They conquered Denmark on the west. Norway fell to the Germans in June 1940. The conquest of Norway secured Germany's shipments of iron ore. Norway also provided bases for German submarines and aircraft. Belgium, Luxemburg, and the Netherlands all hoped to remain neutral after World War II began but requested Allied help when Germany launched a "blitzkrieg" against them. German troops entered Paris on June 14, 1940. The French government had already fled the capital.
4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
The political leaders during WWII varied in characteristics. Churchill was a combination of soldier, writer, artist, and statesman. During WWII, Roosevelt and Winston Churchill, Great Britains prime minister, personally determined Allied military and naval strategy in the West. They gave priority to Germany's defeat and, in view of Hitler's claim that Germany was never defeated, only betrayed, in the first war, insisted on unconditional surrender."
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
The Nazis wanted to create a racially elite society. So in order to do this, Himmler Hitler's companion, decided to get rid of all the racially impure people. Jews, and other different people that weren't Aryan, got put in separate areas and eventually got deported. The final solution was to exterminate all Jews and any one else that was different. However the Jews were considered the main scapegoat, and were exterminated in mass killings and some Jews often died of fatigue.
6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
WWII Chinese deaths are estimated at 1.3 million military and 10 million civilians. It is not clear in net records if these estimates of multi-million Chinese civilian deaths include those of the earlier 1930's Japanese aggression. To discuss just one aspect of WWII in China, after Doolittle's bombing raids on Tokyo, the Japanese invaded the area of China that the bombers landed in, they occupied 20,000 square miles, and slaughtered every man, woman, and child some 250,000 civilians were killed in this one action.
10.9 Students analyze the international developments in the post-World World War II world.
World War II created gigantic shifts in power across the entire world. Winston Churchill, Franklin Roosevelt, and Joseph Stalin met at the Yalta Conference in 1945. They agreed that Stalin had the right to control the governments of Eastern Europe, making Russia one of the most dangerous nations in the world. The development of nuclear weapons to drop on Japan led to a major arms race throughout the world. Countries saw the power and potential nuclear warheads and wanted to have a nuclear stockpile for protection. The Cold War was a result of both the Communist Soviet Union and the Capitalist United States trying to get new countries to adopt their own ideology. Many new nations favored socialism because their old colonial rulers had been capitalist, while other nations were attracted by the greater prosperity of the west. In Africa, Latin America, and Asia, local conflicts took on a Cold War dimension. Often, the United States and the Soviet Union supported opposite sides. Through such struggles, the superpowers confronted each other indirectly rather than head to head. On occasion, the Cold War got violent, especially in Asia. Both Korea and Vietnam were torn by brutal conflicts in which the United States and the Soviet Union played crucial roles.
1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
Yalta Conference was one of the most important meetings of key Allied leaders during World War II (1939-1945). These leaders were President Franklin D. Roosevelt of the United States, Prime Minister Winston Churchill of Britain, and Premier Joseph Stalin of the Soviet Union. Their countries became known as the "Big Three." The conference took place at Yalta, a famous Black Sea resort in the Crimea, from Feb. 4 to 11, 1945. Through the years, decisions made there regarding divisions in Europe have stirred bitter debates.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
The nature of the Cold War began to change in the 1960's. Neither the East nor the West remained a monolith (united bloc). Communist China challenged Soviet leadership. China accused the Soviet Union of betraying Communism and being secretly allied with the United States. Some Communist countries followed China's leadership, and others remained loyal to the U.S.S.R. Among the nations of the Western bloc, France harshly criticized many U.S. policies and demanded independent leadership in Europe. West Germany also acted independently of U.S. policies. It searched for new economic and political relationships with other European countries, including East Germany.
3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
The Truman Doctrine guaranteed American aid to free nations resisting Communist propaganda or sabotage. The Marshall Plan encouraged European nations to work together for economic recovery after World War II (1939-1945). In June 1947, the United States agreed to administer aid to Europe if the countries would meet to decide what they needed. The official name of the plan was the European Recovery Program. It is called the Marshall Plan because Secretary of State George C. Marshall first suggested it. The Containment Policy. In the fall of 1946, Greek Communists revolted against the Greek government. Great Britain had been giving military and economic aid to Greece. But the British told the United States they could no longer give enough help to the Greeks. The British also warned that they could not help Turkey resist Communist pressure.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
In a little more than four years after Japan's surrender, the CCP and the People's Liberation Army (PLA) conquered mainland China, and, on Oct. 1, 1949, the People's Republic of China was established, with its capital at Peking. The factors that brought this about were many and complex and subject to widely varying interpretation, but the basic fact was a Communist military triumph growing out of a profound and popularly based revolution. The process may be perceived in three phases: (1) from August 1945 to the end of 1946, the Nationalists and Communists raced to take over Japanese-held territories, built up their forces, and fought many limited engagements while still conducting negotiations for a peaceful settlement; (2) during 1947 and the first half of 1948, after initial Nationalist success, the strategic balance turned in favour of the Communists; (3) the Communists won smashing victories in the latter part of 1948 and 1949. His leadership. Mao formed the Chinese into a tightly controlled society more quickly than most observers thought possible. After taking power, he made an alliance with the Soviets, who helped strengthen the Chinese army when Chinese forces aided North Korea during the Korean War (1950-1953). After the war, Mao began programs to expand agricultural and industrial production. In 1958, a crash program called the Great Leap Forward failed. In the 1960's, a split developed between China and the Soviet Union. Mao ordered nuclear research that led to Chinese nuclear explosions in the 1960's.
5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
During the late 1940's, the U.S.S.R. gained increasing influence over the Polish government. In 1949, a U.S.S.R. military officer, Konstantin Rokossovsky, was made Poland's defense minister. Polish Communists suspected of disloyalty to the U.S.S.R. were removed from power. They included Wladyslaw Gomulka, who, as first secretary, held the most powerful post in Poland. He was removed from his post in 1948 and imprisoned in 1951. In 1952, Poland adopted a constitution patterned after that of the U.S.S.R. The government took control of industries and forced farmers to give up their land and work on collective farms. As part of an antireligion campaign, the Communists imprisoned Stefan Cardinal Wyszyski, head of the Roman Catholic Church in Poland.
During the 1950's, many Poles began to express discontent with government policies and resentment of domination by the U.S.S.R.
6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
Nationalism in the Middle East was a result of wanting freedom from other ruling countries. These countries such as Britain promised their smaller counterparts freedom if they helped to fight in the war. However, Britain didn't keep its promise so people felt the urge to rebel and cause a nationalistic movement. The Holocaust wanted to give Jews an opportunity to rule and govern their own country after all of the suffering they had suffered as a result of WWII. Following the Ottoman defeat in World War I, the League of Nations made Palestine a mandated territory of Britain. According to the bmandate, Britain was to help Palestinian Jews build a national home. Many Zionists viewed the mandate as support for increased Jewish immigration to Palestine. But the British, fearful of the hostility of the large Arab population, proposed limits on Jewish immigration. These limitations, however, were not enforced.
7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
Threats to unity. Soviet control over Eastern Europe ended in 1989. Popular support for reform unseated most of the Communist parties that had controlled Eastern European countries. Powerful popular movements in many regions of the Soviet Union had long demanded greater freedom from the central government. Such movements began to gain strength during the late 1980's, particularly in the Baltic republics of Estonia, Latvia, and Lithuania. In 1990, Lithuania declared independence, and Estonia and Latvia called for a gradual separation from the Soviet Union. By the end of 1990, all 15 republics had declared that laws passed by their legislatures took precedence over laws passed by the central government.
8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
The United Nations has two main goals: peace and human dignity. If fighting between two or more countries breaks out anywhere, the UN may be asked to try to stop it. After the fighting stops, the UN may help work out ways to keep it from starting again. But the UN tries above all to deal with problems and disputes before they lead to fighting. It seeks the causes of war and tries to find ways to eliminate them. Southeast Asia Treaty Organization (SEATO) was an alliance of eight nations that signed the Southeast Asia Collective Defense Treaty in Manila, the Philippines, on Sept. 8, 1954. The members were Australia, Britain, France, New Zealand, Pakistan, the Philippines, Thailand, and the United States. Pakistan withdrew in 1972. SEATO was dissolved in 1977. North Atlantic Treaty Organization (NATO) is a military alliance consisting of the United States, Canada, and 14 other Western countries. The 14 countries are Belgium, Denmark, France, Germany, Greece, Iceland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Turkey, and the United Kingdom.
10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
The Middle East has been able to build themselves up due to their seemingly unlimited supply of oil. Countries in that region, especially Saudi Arabia, have the power to determine the cost of their oil and how much they are willing to distribute to countries around the world. Because many of everyday necessities require oil to work, countries must submit to the Middle East in order to obtain oil. Middle Easterners also find nationalism in their religion, which is predominantly Muslim. China, with the help of Mao Zedong, reformed their nation into a Communist state. Mao made many reforms to the culture and economics of China in order to become one of the world’s most powerful nations.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
In the Middle East the 1950's and 1960's were years of radical change in the Middle East. A new generation led by young army officers took over the governments of many Arab states. They overthrew leaders who had cooperated with Great Britain and France. They hoped to bring about a political unification of the Arab world and to remove any European influence. Gamal Abdel Nasser, the leader of Egypt, became the symbol of these hopes. In 1956, Nasser seized the Suez Canal in Egypt from its British and French owners. In response to Nasser's action, Britain, France, and Israel invaded Egypt. Pressure from the United States, the Soviet Union, and other nations forced the invaders to withdraw.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
In the Middle East a revolution occurred in Iran in 1979. Muslim religious leader Ayatollah Ruhollah Khomeini and his followers took control of the government. Khomeini declared Iran to be an Islamic republic. From 1980 until 1988, Iran and Iraq fought a war over territorial disputes and other disagreements.
The Arab-Israeli conflict flared up again at the end of 1987. Arabs in the Gaza Strip and the West Bank began demonstrating against Israel's occupation. Violence erupted between Israeli troops and the demonstrators. In August 1990, Iraq invaded Kuwait. The United States and other nations sent military forces to Saudi Arabia to defend that country against a possible Iraqi invasion. These nations and Saudi Arabia formed an allied military coalition. In January 1991, war broke out between Iraq and these nations. In February, the allied coalition defeated Iraq and forced its troops to leave Kuwait.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
In the Middle East regions there is more democracy than what would normally be if a dictator was still in power. However, with the Middle East and Saddam out of the way people are gaining more freedom and given more opportunities to speak their mind and how they feel about the government. In Africa people are given more basic rights and are given a chance to be free and vote which was a major step. In Mexico regions people are greatly influenced by the US and it's decisions to go and do things democratically. People like having the opportunity to do things for themselves and wanted to at least have something like a republic or some other form of government which gave the people some power. NAFTA America Canada and Mexico created a free trade alliance in response to the Europe’s euro. People feel that jobs will go to other countries.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
The U.S. and other nations depend on one another for many vital goods and services, through world trade and finance. Economists look for ways to increase international trade and try to help poor countries improve their economic condition. Nations can gain by trading with one another because the resources of the world are not distributed evenly throughout. Despite the advantages of world trade, nations have tried to limit imports and produce many of their own goods and services. Many nations fear that specializing in a few supplies of essential goods and services might be cut off (a reason why we saw gas prices raising before the war started). The technological development of modern communication was a huge improvement over previous technology. It has changed the lives of the world and changed who we are and who we become. Television, like many other inventions, originated from the research and thinking of many people. Other modern technological communications include inventions of the radios, telephones, fax machines, and satellites. Even newspapers are an important part of communication in our modern world.