the material in this document is copyrighted. please ... · european exploration and ideas . 7 ......

1

Lewis and McMahon - 2013

The material in this document is copyrighted. Please request permission to use.

Please contact Ms. Rebecca Lewis at [email protected] or Mr. Robert McMahon at [email protected].

mailto:[email protected]

mailto:[email protected]

2


World Map

3


World Map Answer Sheet

Answer the following questions and/or complete the task on the map on the previous page.

1. Label the four oceans.

2. Label the 7 continents.

3. Which continent has the most countries on it?

4. Which continent is the largest?

5. Which oceans touch Europe?

6. Which oceans touch the Americas?

7. Which continent do you live on?

8. Which continents have you been to?

4


European Map

5


European Map Answer Sheet

Answer the following questions and/or complete the task on the map on the previous page.

1. Label the following places: England, France, Germany,

Spain, Portugal, Italy, Switzerland, Greece and Russia.

2. Label Africa.

3. Label all of the Oceans.

4. Label the Mediterranean Sea.

5. Label the English Channel.

6. Label the Balkan Peninsula.

7. Which Asian country is located on this map?

8. The peninsula of Spain and Portugal is called what?

6


Contemporary History

Unit 4

The Modern World

Unit 3

Global Conflicts

Unit 2

Revolution, Industrialization

and Imperialism

Unit 1

European Exploration and

Ideas

7


8


Unit 1: European Expansion and the Beginning of International Trade

Standard 7-1: The student will demonstrate an understanding of the growth and impact of global trade on world civilizations after 1600. Enduring Understanding: European expansion during the 1600s and 1700s was often driven by economic and technological forces.

Vocabulary

Term Definition Explain it to a Friend Draw It

Colony Settlement in a new territory that keeps close ties to the mother country/homeland

Mercantilism The idea that a country gains power by building up its supply of gold and silver; can be accomplished by taking over land where gold and silver are natural resources or by taking over territory where resources are available to create a product to trade; government controls the economy

Favorable Balance of Trade

When a country has more exports (items they sell to other countries) than imports (items they buy from other countries)

Natural Resource/

Raw Material

Material, such as wood, gold, salt, tobacco, cotton, that occurs in nature and can be traded or made into a product that can be traded

Market/ Marketplace

A place where goods are offered for sale

Capitalism Economic system based upon the private ownership of resources and production in order to make a profit

Market Economy A system in which individual buyers and sellers interact in the marketplace to exchange (trade) goods and services

Slavery Being owned or in bondage to another person; the practice or system of one person owning another person or people

Indentured Servant

Servants who worked for a set period of time to pay off debts or the cost of travelling to the Americas

Standard 7-1.1: Compare the colonial claims and expansions of European powers through 1770.

Outline Questions

1. What countries were involved in international expansion? Spain, Portugal, England, France and the Netherlands were involved in colonization.

2

9


These countries were known as mother countries (countries that sponsored colonization of a territory; homeland of the settlers).

2. Into which areas did each country expand during the 1600s and 1700s? These countries expanded into the Americas, Africa and Asia, as well as Oceania. 1. Portugal (sailed east around Africa toward Asia) a. Prince Henry the Navigator set up a navigation school to train sailors b. First country to explore open ocean; traveled along west coast of Africa c. First country to find an all-water route to Asia (for trade) d. Important trading post colonies created: West Africa, India, Brazil 2. Spain (sailed west because Portugal controlled sea route to the east) a. First to cross the Atlantic Ocean from Europe to the New World b. Began the Columbian Exchange: an exchange of plants, animals and diseases between the Eastern Hemisphere (Old World) and the Western Hemisphere (New World) after the Spanish set up colonies in the New World c. Important settler colonies: South America (due to gold) d. Important plantation colonies: Florida, Caribbean Islands 3. France (sailed west in search of the Northwest Passage-an all-water route to Asia by sailing above Canada. This route did/does not exist.) a. Important trading post colonies: Canada, North America 4. Great Britain (explored all areas of the world to set up colonies) a. Important settler colonies: Plymouth (think Mayflower and the Pilgrims), China, Australia b. Important plantation colonies: Georgia, South Carolina, Caribbean Islands, Africa, India

5

Assignment 1: Using the above information, mark the map below to show the exploration and trade routes of each mother country.

Create a key to indicate the location of each mother country and the corresponding routes. Label Eastern and Western Hemispheres.

10


The following maps show where each mother country colonized.

Explain your map. (What’s going on here?) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How many continents are now involved in trade?_________________

Country Color Route Symbol

Portugal Spain France England Netherlands

11


Spanish Colonies

Portuguese Colonies

It is important to know where England, France, Portugal and Spain are located, as well as the colonies of each.

Remember, the Spanish sailed west to the New World to obtain gold. The Portuguese sailed east, around Africa to Asia to set up trading post colonies. (Asians were seen as

equal to Europeans and, thus, not conquered.) The French set up trading post colonies in North America and focused

on the fur trade. The English set up plantation colonies along the Atlantic coast of South America.

Assignment 2: Use the information in the above maps to create one map showing where each mother country colonized. Be sure to complete the key.

12


Outline Questions

3. Why was Spain able to gain more land in the Americas? When Spain saw the financial success Portugal had gained through exploration and trade with Asia, Spain wanted to do the same. Because Portugal already controlled trade routes to Asia sailing east, Spain decided to search for trade routes to Asia sailing west (across the Atlantic Ocean). When Spain sent Christopher Columbus west, he discovered the New World (North and South America). The Spanish then sent more explorers to the Americas. Once gold was discovered, other countries wanted to explore as well. Spain used gunpowder and advanced weapons to conquer the Americas. Additionally, Spain and Portugal got into many disputes over territory. Because both countries were mainly Catholic, they asked the Pope (head of the Catholic Church) to help them. He divided the world between Spain and Portugal in the Treaty of Tordesillas. Competition between Europeans for Colonies and Natural Resources 1. Portugal and Spain were the first two countries to aggressively explore a. Spain found gold in South American colonies; increased its power and wealth b. Portugal did not find gold in Asia and wanted to claim land in South America c. Both countries were mainly Catholic, so the Pope created the Treaty of

5

Explain your map. (What’s going on?) ______________________________________________________________________________________________________________________________________________________________________________ What areas were mostly colonized? ______________________________________________________________________________________________________________________________________________________________________________ On what continent were the mother countries located? ____________ Go back to the exploration and trade route map. Do you need to make any changes to the routes? If so, please do.

Country Color

Portugal Spain France England Netherlands

13


Tordesillas to settle conflict and end fighting in 1494 i. Line of Demarcation at 38 degrees west longitude *everything to the west belonged to Spain *everything to the east belonged to Portugal *did not consider that other countries would want to colonize

Standard 7-1.2: Explain how technological and scientific advances contributed to the power of the European nations.

Outline Questions

4. What allowed European mother countries to dominate the Americas, Africa and Asia politically, militarily and economically during the 1600s and 1700s? European countries were able to dominate other countries due to the scientific and technological innovations of these nations. Improved mapmaking and navigational advances improved the Europeans’ ability to navigate the open waters, allowing European countries to dominate travel, trade and naval operations among the continents. Europeans were also able to use gunpowder and superior weapons, such as rifles and cannons, to conquer peoples in foreign lands without having superior numbers of people in those lands. New technology made exploration possible 1. Compass: showed magnetic north; allows sailors to know direction without visual landmarks 2. Astrolabe: measured the height of the North Star from the horizon to determine latitude; allowed for exploration of open water 3. Improved mapmaking made possible by the compass, astrolabe and printing press: allowed sailors to better plan trips and determine supplies needed 4. Caravel: very fast ship with strong hull 5. Lateen Sails: triangular sails attached at angles to the mast to increase speed 6. Gunpowder: protected explorers/colonists; subdued natives; made hunting Easier

4

5. What changes occurred as Europeans used technology to take over other lands and create colonies? As Europeans expanded their reach through these advantages, they spread European

4

Interpret this map. What was the name of the treaty that divided territory? __________________________________ ___________________________________________ Who was the pope who created the treaty? ___________________________________________ Where was the dividing line located? _________________________________________________________________________________________________________________________________ Do you predict this division will end fighting between countries that wish to colonize? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________

14


political systems and ideas, economic models and cultural beliefs. Major Developments as a Result of Colonial Expansion 1. Political Developments (the way people are governed and how the territory relates to or works with other countries) a. Native governments were replaced with European-style government b. Colonial rivalry grew between European nations (fighting occurred) 2. Social Developments (how people live; religion, clothing, eating habits; culture) a. Christianity spread b. The population of the Western Hemisphere increased c. A new, larger middle class was created d. The belief in private property changed the way people used the land i. Many native populations did not believe land could be owned 3. Economic Developments (what people make, buy and sell and to whom) a. Trade routes shifted from the Mediterranean Sea to the Atlantic Ocean b. Mercantilism and capitalism promoted growth c. Imports increased d. World-wide trade increased

Assignment 3: Create a chart explaining the cause and effect relationship between gunpowder and colonization:

Problem: European mother countries wanted to colonize lands but there were more natives than colonists in the new territory.

Effect: Natives did not want to willingly give up their land or natural resources to other people.

Cause: European mother countries wanted the territory to increase access to cheap _______________________and to increase available markets to sell finished products.

Solution: Use ___________________________ and weapons, such as guns and cannons, to control the natives.

7-1.3: Summarize the policy of mercantilism as a way of building a nation’s wealth, including government policies to control trade.

Outline Questions

6. What type of economic system did Europe have prior to exploration and colonization? Economic changes took place in Europe during the 1600s and 1700s as Europe began colonial expansion and global trade. With the growth of international trade that resulted from improved navigational techniques, the “discovery” and colonization of the New World, and a growing merchant class (people who made their living buying and selling things, either by going to other lands to bring back products to sell or by opening up a store to sell products), the economy became more complex and moved beyond the simple feudal system based on land ownership. Economic Developments in Response to Exploration, Colonization and Trade 1. Feudalism (before exploration): power based on land ownership a. Land belonged to the king, plots of land (manors) were granted by the king to the

lords i. manors were self-sufficient; they made everything they needed ii. trade occurred on a limited basis; the wealthy purchased luxury items from Asia

(such as silk and spices) b. Serfs tied to the land and dependent on the lords and king for survival c. People had no control over the economy d. Once exploration began, the king could not keep serfs tied to the land i. The middle class grew as there were more ways to make money (producing

goods, selling goods, trading goods) and a market economy developed; people began to make money for themselves, they didn’t need to rely on the lords or kings

4

7. What is mercantilism? In response to these changes, European nations began to develop the system of mercantilism. Under mercantilism, governments sought to control and regulate trade so as to

2

15


create a favorable balance of trade—i.e. the value of their exports (goods sold from your country to another country) would be greater than the value of their imports (goods sold to your country from another country). By establishing a favorable balance of trade, nations could build their supply of gold and silver, which would build wealth for the mother countries in Europe.

8. Why were colonies a critical component of mercantilism? Colonies were a critical component of mercantilism because they provided inexpensive raw materials (things found in nature that either have value on their own or can be used to make products which can be sold or traded) for European nations, and colonies also provided markets (a place where goods are offered for sale) for finished products made in Europe. The European nations controlled this trade generally by requiring that their colonies only trade with the mother country and by placing tariffs (taxes) on goods imported from other nations. Mercantilism (belief that a country increases its power by increasing its supply of gold and

silver; encouraged European countries to have colonies, which supplied the mother country with raw materials to produce products to sell back to the colonies)

1. Government controlled trade (The Monarch) a. Decided what to produce in the colonies b. Only allowed colonies to trade with the mother country c. Decided who could explore, set up colonies and trade 2. Nations want a favorable balance of trade a. Export more than import 3. Colonies increased the wealth of the mother country a. Source of gold, silver and jewels if present (increased wealth) b. Source of raw materials, such as cotton, sugar or tobacco, which could be made into goods to be sold (increased wealth) c. Market to purchase manufactured goods created in the mother country, such as cloth, tools and guns

5

Assignment 4: Answer the following thought questions. These may be “think and search” questions or they may be “author and me” questions, meaning the answer may not be spelled out for you. A. Who were the first people to buy items imported from Asia? Were they rich or poor? What made it possible for them to trade? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ B. Why were more people able to trade or buy goods during the Age of Exploration? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ C. Who controlled trade under mercantilism? ______________________________________________________________________ D. What was the purpose of trade under mercantilism? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ E. Are all continents involved with international trade? __________________________________________________________ F. How did having markets to sell manufactured goods help the citizens of the mother country? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

16


G. Create a chart explaining the cause and effect relationship between mercantilism and economic interdependence.

Problem: Countries wanted to have more exports than imports.

Effect: Take over _______________ that have natural resources. Make ________________ that other countries need. Only allow colonies to trade with the mother country.

Cause: Countries believed that building up their supply of ________and _____________ increased their power.

Solution: Global economic interdependence begins.

Standard 7-1.4: Analyze the beginnings of capitalism and the ways that it was affected by mercantilism, the developing market economy and the rise of the middle class.

Outline Questions

9. What is capitalism? Capitalism is an economic system based upon the private ownership of resources and production that is driven to make a profit. During the 17

th and 18

th centuries, changing

economic activities began to alter the economic structure of Europe and lent itself to the establishment of capitalism.

1

10. While the government sought to regulate trade and build national wealth, who took the risks and enjoyed the profits from international trade? With the growth of international trade that resulted from improved navigational techniques, the “discovery” and colonization of the New World, and a growing merchant class, the economy became complex and moved beyond the simple feudal system based on land ownership. While the government regulated trade and fostered national wealth, the instrument through which trade operated was private ownership. Merchants and ship owners took the risks and enjoyed the profits of the growing international trade. These merchants and businessmen formed the backbone of a growing middle class in the towns and cities of Europe and contributed to the emerging market economy in Europe as individual citizens started private businesses. Capitalism (an economic system based on private ownership of businesses and property) 1. When exploration increased, markets to sell goods and demand for goods increased 2. Exploration allowed people to create businesses a. Entrepreneurs began to pay for exploration and the establishment of colonies b. Governments continued to fund exploration for natural resources; however, entrepreneurs reinvested their profits into creating more colonies (which created more markets and provided more natural resources) c. Competition increased among European countries, which resulted in prices being more fair d. The Middle Class grew because there were more ways to make money (become a merchant, explorer or craftsman, etc.) 3. Merchants believed that trade would increase if the government would let the people control the economy (free enterprise/laissez faire economics) a. Economy free from government control b. Property and business privately owned c. Businesses created to make a profit for the owner/entrepreneur

6

11. What is a market economy? A market economy is a system in which individual buyers and sellers interact in the marketplace to exchange goods and services. Market economy

2

17


1. Businesses decide what goods to produce based on what the consumer wants (People decide what to make, buy and sell) 2. Prices and wages are negotiated in the marketplace 3. Competition encourages businesses to offer quality goods and services at fair prices 4. The people have the power, not the kings

Assignment 5: Create a chart comparing feudalism, mercantilism and capitalism. The first two characteristics to compare are done for you. Come up with five more characteristics to compare. Place an “X” in the box if the economic system has that characteristic. .

Economic System

Controlled by the Government

Controlled by the individual who makes decisions

Feudalism

X

Mercantilism

X

Capitalism

X

Outline Questions

12. What factors advanced capitalism? The development of these factors—mercantilism, international trade, rise of the middle class, and the developing market economy—was critical in the creation and advancement of capitalism.

1

Assignment 6: Create a paragraph explaining the link between the following terms. Define each term and state why it is important during this time period. Then explain how these terms are linked together.

Mercantilism + rise of the middle class + market economy = ????

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Standard 7-1.5: Compare the differing ways that European nations developed political and economic influences, including trade and settlement patterns, on the continents of Asia, Africa and the Americas.

Outline Questions

18


13. How did European expansion develop political and economic influence in Asia? In Asia, interaction was prompted primarily through trade and the beginnings of global European colonization and expansion. As a region, Asia was distinctly different than the New World and Africa in that it possessed highly advanced, prosperous, relatively modern and militarily strong civilizations. Because of these characteristics, European dealings with Asia were, more or less, based on an association of “equals.” This equality prompted Europe and Asia to largely engage in mutually beneficial trade relationships. To facilitate this relationship, European nations were allowed to establish a trade “presence” in Asia which was largely based on building trading posts in port cities and along the coastal regions. This trade led to a change in Asian economies, which became more dependent on European trade and markets. Among other things, this trade created a more prosperous merchant class in Asian societies that was closely aligned with Europeans. During most of the 1600s and 1700s, there was no significant European colonization in Asia comparable to that which existed in the New World. While Europe did not initially engage in the colonization methods utilized in the New World, it still had a profound impact on the society and culture of Asia. For centuries, Asian civilizations had largely developed in isolation from one another and from the European world. With the opening and eventual expansion of trade relationships, this tradition of isolation began to break down and the introduction of European ideas transpired, especially the introduction of Christianity as missionaries began travelling with the European merchants. Because of the influence of Christianity, many Asian governments limited or closed off trade with Europeans in order to protect their cultures. Europeans Explore Asia 1. Portugal discovered an all-water route to Asia, making the Silk Road unnecessary a. Set up trading posts on the way to Asia in Africa, India and the Spice Islands b. Could not control large amounts of Asian territory due to small military c. Other European nations set up trading posts d. The Spice Islands were taken over by the Dutch, who had more money and a stronger military 2. Due to existing trade relationships, a strong military and advanced civilization in China, Europeans did not immediately colonize China a. As foreign influence increased, the Chinese government felt that the spread of Christianity threatened Chinese culture b. China closed off to foreign trade: isolationism c. Great Britain eventually forced China to open for trade 3. Japan, fearing foreign influence, practiced isolationism 4. India had a strong monarchy that fought against foreign control a. Eventually, Great Britain colonized India and the surrounding islands

6

14. How did European expansion develop political and economic influence in the Americas? In the Americas, the motivation for expansion was again economically driven, yet political influences occurred. In the Americas, unlike in Asia and Africa, colonization did take place. There were differing colonial structures and settlement patterns among the European colonies established in the Americas. In the Spanish and Portuguese colonies where gold and silver were discovered, trade became the primary basis of interaction. Both Spain and Portugal quickly developed plantation systems that depended on native labor, which was later replaced by imported slave labor from Africa. (A plantation is a large farm created to grow cash crops. Cash crops are large crops, like cotton or tobacco, grown to be exported in order to make a large profit.) The slavery of Native Americans, as well as the slavery of Africans later, created an economic, political and social system where Native Americans and Africans were excluded and often mistreated through harsh punishments and working conditions on plantations. The plantation system also grew in the Caribbean and the Amazon Basin where sugar cane could be grown and sold as a valuable cash crop. The French and the Dutch also developed

6

19


Assignment 7: Global economic interdependence occurs when countries import natural resources and goods that they do not have in their country from another country. How did the development of the plantation system increase global economic interdependence? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

plantations in the Caribbean. The plantation system was also used in the southern English colonies of North America, where crops such as tobacco, rice, indigo and sugar, were grown as cash crops. Plantation Colonies 1. Large areas of land farmed strictly for profit ($$$) 2. Produced cash crops (to be exported) 3. Required slave labor to run (see notes on slavery) a. Important examples: i. Southern colonies on the east coast of North America: cotton, tobacco ii. Caribbean islands: tobacco, sugar cane 15. How was the labor shortage in the American colonies handled? France, England and the Netherlands did not enslave Native Americans, but they did import slave labor from Africa. The British, and the French to a lesser degree, also relied on indentured servants to help with the labor supply needed to grow cash crops on plantations. These indentured servants worked to pay off debts or the costs of traveling to the Americas. For example, a group of indentured servants in the British colonies were known as “redemptioners” who would negotiate their indenture, or terms of work, to pay for their costs to travel to and live in the Americas. About 25% of indentured servants were criminals who were sent to the Americas to pay off their debt to society. The state of Georgia was established as a penal colony (a colony created to house criminals). After the American Revolution, the British continued this practice by sending convicts to their colony in Australia. Indentured Servants 1. Many people wanted to travel to the New World but could not afford the trip a. Work was difficult to find in many countries, such as England b. The social class was rigid in many European countries; people could not easily change their social status c. Inheritance laws passed all family property and money to the eldest son; many siblings were educated and believed they could make their fortune in the new world 2. People agreed to work, usually on a plantation, for a set period of time to pay for their transportation to the new world 3. At the end of the period of time, the indentured servant was free 4. Important examples: Redemptioners in the British colonies. Penal Colonies 1. Criminals convicted of a crime in the mother country were sent to colonies instead of prisons 2. Important examples: Georgia and Australia

6

20


Assignment 8: To have a favorable balance of trade, countries needed to have more exports than imports. How would this desire for a favorable balance of trade impact the relationship between countries that were competing for land and natural resources? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

16. What was the French and Indian War? Not all land colonized had gold and silver as natural resources or good conditions for farming. These colonies were settled as trading posts. The Dutch led the way with early colonization and trading posts in South America. Dutch colonization was not very successful, except in the colony of Surinam. The French established trading posts with Native Americans in North America. The fur trade was very prosperous and it allowed the French to establish generally good relations with the Indians. As a result of their good relations, and to try to prevent the British from taking their land, a majority of the Indians fought alongside the French in the French and Indian War. The British wanted to take over the fur trade from the French and the British colonies wanted to take over French land in the Americas. As a result of the war, the British gained much of France’s land in North America. France’s power and influence in the Americas began to decline. Trading Post Colonies 1. Trading Post Colony a. Created along trade routes to facilitate trade

b. Purpose: make money $$$$$$

c. Beginning of almost every colony no matter what type it became later d. Important examples: i. French colonies in Canada set up for fur trade ii. Portuguese colonies set up in Africa to provide supplies as ships sailed to Asia and markets for goods made in Europe or imported from Asia iii. Dutch colony of Surinam in South America The French and Indian War (1756-1763) 1. France and Britain were fighting in Europe a. Both countries wanted to control more colonies and trade 2. The fighting spread to the French and British colonies in North America a. The British wanted to take over the French fur trade b. The British colonists wanted to take over French land 3. The Native Americans fought with the French a. The British had pushed Native Americans off of their land i. To build towns ii. To build plantations b. The French had worked with the Native Americans to establish trade i. Lived with Native Americans ii. Learned language and culture c. Native Americans had no concept of private property; they wanted British off the land 4. The British won the French and Indian War a. French lost colonies; influence in the Americas declined b. Native Americans lost land c. British went into debt to win the war i. Increased taxes on colonists to pay for the war ii. Taxes play a big role in the colonists declaring independence

7

17. What new forms of government were created in the colonies? In all of these settlements in the Americas, the Europeans made their political presence felt as they took control of these lands and instituted new forms of government. These political systems varied. The Spanish and Portuguese ruled their colonies with a strong, central monarchy that kept a close watch on the colonies by appointing viceroys or royal representatives to monitor the colonies. The French and Dutch were not as strict in their control, ruling more loosely, which allowed for more political decision making amongst the colonists. The English allowed a representative government system similar to what the mother country had, which allowed colonists to elect representatives to participate in decision making. The last type of settlement in the Americas was the development of what could be considered true colonial settlements. These settler colonies were created by transporting large numbers of people to live in an area. The first of these colonies was developed by the English at Jamestown. It was developed as a trading post colony, but of necessity, soon developed into a permanent colonial settlement. Soon after Jamestown began to flourish, the Pilgrims came to America to establish a colony based on religious freedom. The intent of the Puritans, from the beginning, was to make the settlements they founded into permanent colonies where they could practice their Protestant religion freely without interference from the government. The Spanish and the Portuguese also spread Christianity amongst their settlements, but spread Catholicism rather than Protestantism. Religion, however, was not the purpose of Spanish or Portuguese settlement. Settler Colony 1. Colonists claimed land for the mother country, set up society/permanent settlement 2. Created towns and replicated system of government of the mother country a. Spanish controlled colonies by sending viceroys to rule colonies and enforce king’s wishes b. British followed representative government i. Colonists elected (voted for) officials to represent the colonies ii. Colonists had a say in decision making 3. Important examples: a. Jamestown (British): first permanent English settlement b. Plymouth (British): established by the Pilgrims, Puritans who wanted religious freedom

7

21


Assignment 9: Create a chart comparing types of colonies. The first two things to compare are provided for you. (Place an X in the column if the colony type has that characteristic.)

Colony Type Created to Make Money

Located in the New World

Trading Post

X X

Settler

X

Plantation

X X

22


18. How did European expansion develop political and economic influence in Africa? In Africa, economic and political influence was based on the slave trade, which began as a result of the need for more labor on the plantations in the Americas. To acquire slaves, the Europeans engaged in trade with African tribes, often exchanging goods the African tribal leaders wanted (weapons, iron, cloth and horses) in return for slaves. As the demand for slaves increased, tribal warfare in Africa increased as tribes began capturing other tribes in order to participate in the slave trade. Some tribes became very powerful through this process. Most African societies suffered the loss of workers being taken and traded to the Europeans. Families and communities were separated and the major population decrease and loss of workers led to economic problems in Africa. Some Africans began resistance movements to try to stop the European slave trade. They attacked slave traders in Africa or revolted on slave ships. Like in Asia, there was no significant colonization or political takeover in Africa like there was in the Americas. History of Slavery 1. Slavery had existed since ancient times a. Enemies captured in battle, debtors and criminals often sold into slavery 2. Africa traded slaves within the continent a. Men captured in battle could earn freedom or a family member could buy them back/redeem them Africans wanted to trade with Europeans 1. The slave trade was lucrative: Africans gained wealth 2. Selling members of other tribes weakened those tribes; certain tribes gained power a. Led to constant warfare between rival African tribes Purpose of Slavery 1. Provided labor (workers) for plantations in the New World a. Native Americans died off due to diseases brought by the Europeans or were able to escape due to family ties and knowledge of the surrounding area b. African slaves were used to working in the hot sun c. Unlike Native Americans, African slaves were far from home without ties to the

people or knowledge of the area and were less likely to rebel. 2. Created huge profits/made money Triangular Trade/Trans-Atlantic Slave Trade 1. Europe exported to Africa: weapons, alcohol (rum), iron and cloth 2. Africa exported to the Americas: slaves 3. America exported to Europe: sugar (to make rum), tobacco, cotton and indigo Affects of the Slave Trade on Africa 1. Few healthy African males left to perform hard work in Africa 2. Competition, conflict and war between African tribes who were selling the young healthy members of other tribes in order to weaken each other a. Remember, prisoners of war were sold to slave traders for a profit 3. Africa became a “one crop” nation and did not diversify a. When the slave trade ended, Africa was not only lacking young, healthy workers, but had nothing of value to offer in trade, creating a negative balance of trade 4. Many villages resisted the slave trade by moving, creating defensive structures, fighting/warfare and mutinying on ships

8

23


Assignment 10: Describe the affect the Trans-Atlantic Slave Trade had on Africa.

Assignment 11: Complete the following chart, showing the cause and effect relationship between the need for labor and the transatlantic slave trade.

Problem: Many healthy Africans were being sold into slavery and taken to the New World to work on plantation.

Effects: The Transatlantic Slave Trade began. Africans began to capture and _________________ Africans from other tribes. Warfare between tribes __________________. Africa lost healthy workers. When the slave trade ended, Africa had a _________________________ balance of trade.

Causes: Plantations needed a lot of workers to grow cash crops. Native Americans escaped or died from diseases. ________________________________gained their freedom after a period of time. Plantation owners still wanted to make money, so they needed cheap labor.

Solution: Many Africans resisted the slave trade by: 1.___________________________________________ _____________________________________________ 2.___________________________________________ ____________________________________________

Assignment 12: Create a chart comparing the exploration and colonization efforts of the major European mother countries. The first two characteristics are provided for you. (Place an X in the column if the colony type has that characteristic.)

Mother Country

Discovered the New World

Established Plantation Colonies

Impacted by the Treaty of Tordasillas

Establish a trading empire

Created Settler Colonies

Portugal

X X

Spain

X X X X

Great Britain

X X

France

X X X

The Netherlands

X X

This map represents Triangular Trade. Explain this map: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

24


Assignment 13: Write a one page paper summarizing European Expansion and the Beginning of International Trade. Include what countries became involved in colonization, what areas they took over, why they became involved in trade and the impact colonization had on the Americas, Africa and Asia. Conclude your paper by discussing how exploration led to global economic interdependence. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

25


Unit 2: Political Changes in the Age of Reason Standard 7-2: The student will demonstrate an understanding of the concepts of limited government and unlimited government as they functioned in Europe during the 17

th and 18

th Centuries.

Enduring Understanding: The relationship between citizens and their government is a fundamental component of political rule. The student will understand the role of constitutions, the characteristics of shared powers, the protection of individual rights, and the promotion of the common good by the government.

Vocabulary


Limited Government

Restraints are placed upon the power and the authority of government

Unlimited Government

No restraints are placed upon the actions of the government; the government can become authoritarian of tyrannical

Enlightenment The 18th

Century philosophical movement stressing the importance of reason and applying reason to social institutions, including government, to justify change

Monarch Ruler, such as a king or emperor, who rules over a territory, usually for life and has inherited the position

Constitution Law, written or unwritten, that establishes the character of a government by defining the basic principles to which a society must conform; describes the organization of the government, distribution and limits of power, and the rights of the citizens

Democracy A system of government that grants people authority in the functioning of government; government for and by the people

Separation of Powers

Distributing the legislative, executive and judicial powers to several bodies rather than allowing the concentration of these powers into one body or person; prevents abuse of power

Scientific

Revolution

A period from 1550 to 1700 during which a number of important advance in science and math were made; applied reason to establish cause and effect

Reason To think logically; the capacity for logical, rational and analytical thought

State of Nature A positive condition of human existence that came before social and political organization and was used by philosophers to explain the process by which political organization occurred

26


Social Contract Theory

The idea that government was created as an agreement (contract) between social groups as a way of structuring themselves in a way that was good for the people and the government

Standard 7-2.1: Analyze the characteristics of limited government and unlimited government that evolved in Europe in the 1600s and 1700s.

Outline Questions

19. What are the differences between limited and unlimited governments? There are fundamental differences between a limited and unlimited government. In a limited government there are restraints placed upon the power and authority of government, whereas in an unlimited government there is virtually no ability to limit the actions of the government thereby reducing the ability to prevent it from being authoritarian (the government is controlled by a single, unelected leader who holds all the power and does not answer to the people) or tyrannical (a tyrant is a single ruler who is unjust and oppresses the people)in nature. In an unlimited government, individual rights and freedoms are curbed and citizens are expected to display total obedience to the government as the ruler or rulers make all decisions; but in a limited government citizens are given individual rights and can participate in government decisions.

2

Assignment 14: Create a Venn Diagram or a T-Chart showing both the similarities and differences of limited government and unlimited government. Summarize your diagram: ______________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

27


Outline Questions

20. What type of government was practiced in Europe during the 1600s and 1700s? In Europe in the 1600s and 1700s, the absolute monarchies would be classified as unlimited governments since there were no real restrictions to control the actions of the governments against citizens and citizens had no recourse against the government. These monarchies based their power on the idea of “divine right,” or the idea that their power came directly from God. Decisions made by the rulers were not questioned by the citizens. Absolute Monarchy (Absolutism: government in which the ruler holds complete power) 1. Unlimited Government a. Single ruler made laws b. Single ruler created taxes c. Single ruler administered justice d. Single ruler controlled the nobility (wealthy landowners) 2. Divine Right a. Claimed to be selected by God or gods to rule

3

21. During the 1600s and 1700s, which countries had unlimited governments? France and Russia are two nations that continued to operate under and develop an unlimited government during this time. Both created an absolutist system that concentrated power in the hands of the monarch. Rights and freedoms were severely limited and the few rights which did exist could be cast aside through the actions of the monarch.

1

22. What were three common ways France and Russia displayed unlimited government? Three common ways that France and Russia displayed unlimited authority were in raising taxes, dissolving the legislature (the law making body that gave people a voice in government), and using the military to enforce policies.

1

Assignment 15: Describe Absolute Monarchy.

Problem: All of the power to make laws, raise taxes, go to war, punish crimes and control religion was concentrated in the hands of one person.

Effects: The king could: 1. raise ______________________________. 2. dissolve the _______________________________. 3. use the ___________________________________ to support his policies.

Causes: The ruler claimed “________________________________,” Saying that his right to rule came directly from God . People would not question the king’s decisions because they believed the king was acting on God’s behalf and they were afraid of God.

Solution:

28


Outline Questions

23. What changes took place in Europe that began to restrain the power of the government? There were changes that began to take place in Europe that began to restrain the power of the government and create a structure that was limited in nature. Many of these changes and ideas were built upon the English tradition or model that began when King John signed the Magna Carta (Great Charter) in 1215, acknowledging that the king was no longer above the law. England’s government had the beginnings of an unwritten constitution that would later be built upon by the English Bill of Rights signed in 1689. The most common and successful methods included: constitutionalism and the creation of constitutional monarchies that incorporated the principle of rule of law; democracy, which granted people authority in the functioning of government; and separation of powers, which distributed the legislative, executive and judicial powers to several government bodies rather than allowing the concentration of those powers into one body or person. Limited government: restraints are placed upon the power and authority of the government; the government has restricted power and authority over it’s citizens Began when King John signed the Magna Carta, limiting the power of the king, in 1215 A. Constitutionalism: government incorporates the principle of the rule of law 1. A constitution can be written or unwritten a. The United States had the first written constitution b. Great Britain has a collection of laws and traditions which make up it’s unwritten constitution 2. Constitutions serve several purposes a. Establishes the relationship between the national government, the state/ local government and the citizens; gives rights to the citizens b. Sets up the duties of the legislative, executive and judicial branches (See separation of powers) c. Describes the values and beliefs of the people (citizens) d. Gives the government legitimacy; is the contract between the people and the government B. Democracy: granting people authority in the function of government; government for

and by the people 1. The United States has a democratic republic a. Officials/leaders are elected by the people to represent the people i. If the people are unhappy with the official, the people can vote the official out of office b. Citizens must vote to accept changes to the Constitution (law of the land) C. Separation of Powers: distributing powers to several government bodies rather than allowing the concentration of these powers into one body or person 1. Legislative Branch: body of government that makes the laws a. United States: Congress (House and Senate) b. Great Britain: Parliament (House of Lords and House of Commoners) c. Russia: Duma d. France: Estates General and later Parliament 2. Judicial Branch: body of government that determines if laws are constitutional or if laws have been broken a. Courts b. Judges 3. Executive Branch: body of government responsible for carrying out laws a. United States: President b. Great Britain: Prime Minister c. Title changes over time in many countries

8

29


Assignment 16: Write a paragraph summarizing how governments across Europe changed and stayed the same during the 1600s and 1700s. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 7-2.2: Explain how the Scientific Revolution challenged authority and influenced Enlightenment philosophers, including the importance of the use of reason, the challenges to the Catholic Church and the contributions of Galileo and Sir Isaac Newton.

Outline Questions

24. What was the Scientific Revolution? A period of tremendous growth in the areas of science and math.

1

25. When was the Scientific Revolution? The Scientific Revolution was born out of the advancements made in the areas of science and math in the late 1500s and early 1600s.

1

26. Were there advances in science prior to the Scientific Revolution? Scientific theories were created prior to the Scientific Revolution. Some of these theories were incorrect. Advances and Scientific Theory Prior to the Scientific Revolution 1. Aristotle (Greek philosopher; 384 BC-322 BC) a. Created system of thought based on observation b. Created a process of reasoning called “Logic” (analyzing patterns to determine cause

and effect) 2. Ptolemy (Roman citizen in Egypt, 90-168) a. Geocentric Theory: Earth is the center of the universe; planets and the sun revolve around the Earth 3. Guttenberg (German, 1398-1468) a. Invented printing press (1436-1440) b. allowed people to share ideas about math, physics, astronomy and religion c. made books and pamphlets affordable i. increased literacy (ability to read) ii. allowed ordinary people to obtain information easily

3

27. Why did the Scientific Revolution occur? Following the Age of Exploration, new truths and new research challenged previous thought processes and studies. As evidence mounted, scientists began to question ancient theories and the orthodox teachings of the Roman Catholic Church. These scientists began using reason or logical reasoning. Instead of placing their beliefs in faith, they demanded proof or evidence. Ptolemy’s theory of planetary motion (the geocentric theory) and church teachings were brought into question by Copernicus’s heliocentric theory. Other major achievements included the contributions of Galileo and Newton. Galileo offered support for the heliocentric theory with his experiments concerning motion and his observations of space with the use of the telescope. Newton’s laws of gravity furthered the laws of motion and continued to challenge old theories.

4

30


Important Scientists and Their Discoveries During the Scientific Revolution 1. Copernicus a. Catholic monk asked to correct the calendar so that Church holy days would occur during the same season each year b. Heliocentric Theory – Sun is the center or the universe; the Earth and all of the planets in our solar system revolve around the sun 2. Galileo Galilee a. Law of inertia: mathematical formula for acceleration of falling objects b. Invented the telescope: supported Copernicus’ Heliocentric Theory c. Invented microscope and barometer 3. Isaac Newton a. Law of Gravity: force of attraction between objects i. What goes up must come down b. Calculus: mathematical discoveries improved maps and weapons

28. What was the Scientific Method? The scientific method was a major contribution of this time period, establishing a systematic way to find proof using reason. This was the logical procedure for testing theories that included beginning with a question, forming a hypothesis that is then tested through experimentation, and finally analyzing data to reach a conclusion.

1

29. What conflict arose between scientific thought and traditional religious beliefs during this time? A significant conflict arose between scientific thought and traditional religious beliefs during this time. The theories and books that were published also led to significant conflict with the church. The Bible, as interpreted by the Roman Catholic Church, served as authority for society prior to the rise of science. The teachings of the church, which were based on faith and revelation, felt significant challenge from science, which offered empirical evidence for its theories. With the publication of these new theories, the teachings of the Bible and the church were called into question. This was a challenge to faith by reason. For the church, political, social and economic authority was on the line. Scientists like Galileo were called to renounce or stop their teachings and reaffirm the teachings of the church or face excommunication, and Galileo was put under house arrest by the church towards the end of his life because of his challenges. Causes of the Scientific Revolution 1. Catholic Church controlled learning during the Middle Ages a. Copied books by hand prior to printing press; focused on religious texts b. Created first universities; controlled who got to learn and what they learned c. Maintained first libraries; determined what materials were preserved and shared 2. Printing Press allowed scientists to share and build on discoveries, which challenged Church teachings 3. Need for new and better navigation devices to support trade and encourage creativity and experimentation 4. Italian Renaissance (period of renewed interest in art and learning after the Middle Ages) encouraged continued study 5. New and improved scientific instruments (telescope, microscope, barometer) allowed for more accurate experiments and measurements which better determined cause and effect relationships

8

31


Science Conflicts with the Catholic Church 1. The Heliocentric Theory went against the teachings of the Church, which had used Bible verses to support the Geocentric Theory 2. Because the Church had controlled learning during the Middle Ages (copied books, started libraries and universities), it was trusted as the source of right and wrong a. Used Biblical interpretation and faith to support “scientific” thought 3. If the Church could be wrong about the location and movement of the planets in the sky, the Church could be wrong about other things, including its interpretation of the Bible a. Could lose members i. loss of financial support ii. loss of political power iii. loss of control over everyday life/social issues 4. People began to rely on empirical evidence instead of religious ideas based on revelation and faith 5. The Church forced scientists to recant (take back) their scientific discoveries that went against Church teachings or face excommunication (kicked out of Church) a. Galileo was placed on trial for heresy and was placed on house-arrest for life

Assignment 17: Create 2 models showing, one showing the Heliocentric Theory and one showing the Geocentric Theory. Then describe the difference between the two.

Heliocentric Theory

Geocentric Theory

_____________________________________________________

_____________________________________________________

32


Assignment 18: Describe how the Heliocentric Theory impacted the Church.

Problem: The Catholic Church used the Geocentric Theory to support Bible verses.

Effects: The Catholic Church taught the Geocentric Theory, which was incorrect. If the Church could be _____________ about science, it could be wrong about other things. The church could lose members, which would cause loss of: 1.____________________________________________ 2.____________________________________________ 3.____________________________________________

Causes: The Catholic Church had been responsible for learning during the Middle Ages. They believed Ptolemy’s Geocentric Theory and did not have the scientific equipment necessary to determine if it was true or not.

Solution:

Assignment 19: To determine how learning changed over time, compare knowledge based on church teachings and knowledge based on science. The first two characteristics to compare are done for you. Place an X in the column if it has that characteristic.

Knowledge Supported by Bible verses

Uses Experimentation

Based on Church teachings

X

Based on Science

X

Outline Questions

30. What impact did the Scientific Revolution have on government and politics? All of these challenges to authority inspired the philosophers of the Enlightenment to then begin applying reason to the political environment in Europe. Through the use of reason, Enlightenment philosophers began developing ideas that challenged the unlimited governments (and belief in “divine right”) of the time and influenced the development of limited governments in the 1600s and 1700s.

1

Assignment 20: Based on what you know about unlimited government, predict what changes you believe the use of reason during the Enlightenment will bring to governments across Europe. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Standard 7-2.4: Explain the effects of the English Civil War and the Glorious Revolution on the power of the monarchy in England and on limited government.

Outline Questions

31. What happened in England prior to the English Civil War? England had undergone many changes since the fall of the Roman Empire. The following information is provided to help you understand the context in which the English Civil War occurred. With the exception of the Magna Carta, you do not need to memorize this information.

7

33


England Since the Fall of the Roman Empire 1. Became a nation-state ruled by a monarch 2. Followed the feudal system a. King granted land to a noble in exchange for protection b. Land equaled power 3. King made laws, raised taxes, declared wars, etc. 4. 1215, King John lost many wars, taxed unfairly and imprisoned and executed his enemies without a fair trial 5. Nobles forced King John to sign the Magna Carta (Great Charter) a. First time the power of the English king limited b. Only gave rights to the nobles, not ordinary people c. Established the Royal Council, which advised the king and approved taxes i. The Royal Council grew into the English Parliament (legislative body) England Prior to the Elizabethan Era 1. 1534, Henry VIII abolished Catholicism in England and made himself head of the Church of England when the pope refused to allow him to divorce his wife, Catherine of Aragon 2. 1553, after her father, Henry VIII, and her brother died, Mary (daughter of Catherine of Aragon) became queen a. Outlawed the Church of England (Protestant) b. Restored Catholicism in England c. Burned 300 Protestants at the stake (Bloody Mary) 3. 1558, Mary died and Elizabeth I became queen Elizabethan Era (1558-1603) 1. Elizabeth restored the Church of England but allowed some religious tolerance (this changes as Catholics and other monarchs led revolts against her) 2. Period of relative peace 3. English Renaissance, growth in the arts and learning James I 1. Elizabeth’s nephew became King of England 2. Believed in Divine Right (rulers chosen by God) and absolutism 3. Disagreed with Parliament over money and tax issues 4. Gave up the power to make laws in exchange for money

32. What was the English Civil War? The English Civil War was a major struggle in England between the powers of the people, represented in the form of Parliament, and the monarch, which was an issue that began in England in 1215 when King John signed the Magna Carta (the Great Charter). This was the first time the power of the king was limited in England. Just prior to the English Civil War, the Parliament began making demands to the monarch, King Charles I. Parliament wanted Charles I to allow Parliament to begin making decisions on laws, which would limit the absolute power of the monarch. Parliament was challenging the legitimacy of the “divine right of kings” philosophy. These challenges were based on political, economic and religious issues that had been going on since the reign of Charles’ father, James I. Politically, Parliament wanted more input in the government, again trying to build on the foundations of the Magna Carta. Charles, like his father, refused to let Parliament meet. In 1629, he physically locked them out of their meeting place at Westminster. They were locked out for eleven years in what was called the Eleven Years Tyranny. Economically, Parliament and Charles argued over issues related to the practice of raising money by levying taxes and allowing men to buy titles. One example occurred when John Hampden, a member of Parliament, refused to pay a new tax called the “Ship Tax” because Parliament had not agreed upon the tax. Hampden was put on trial and found guilty, yet he was a symbol of defiance by standing up to the king’s power.

10

34


In 1642, as tensions between Parliament and Charles continued to escalate, Charles sent soldiers to arrest five members of Parliament that he considered to be his biggest critics. As Parliament represented the people of England, this action by Charles was seen as an attack on the people. Civil War broke out in 1642 between the supporters of Charles I, the Royalists, and the supporters of Parliament. The supporters of Parliament soon fell under the leadership of Oliver Cromwell and his “New Model Army.” The New Model Army was able to claim major victories over the Royalists. In 1646 Charles I surrendered, but in 1647 he escaped, and the next year the civil war resumed with the Royalists being quickly defeated again. In 1649 Charles I was tried for charges of abuses of power against Parliament and the people. He was found guilty and was beheaded. The English Civil War was therefore a major event in challenges to absolute monarchy. It would come to influence an Enlightenment philosopher named John Locke, who would state that a government or ruler’s abuse of power should lead to overthrow. Charles I 1. James I’s son; became King of England 2. 1628, signed the Petition of Rights in exchange for money a. Banned the king from: i. Taxing without the consent of Parliament ii. Quartering troops in private homes iii. Imprisoning people without charges 3. Ignored the Petition of Rights and dismissed Parliament The English Civil War (1642-1651) 1. England was Protestant; James I and Charles I favored Catholics (think of Bloody Mary) a. Both James and Charles persecuted Puritans 2. The English Parliament was Protestant/Puritan 3. Charles I refused to call Parliament (for 11 years, Parliament did not meet: The Eleven

Year Tyranny) a. Charles raised money by levying taxes (ship money law) 4. Charles eventually needed money to pay for wars (Charles was trying to make the Church of England more like the Catholic Church. He tried to force these changes on Scotland, causing war.) a. Called Parliament b. Gave away the king’s power to call/dismiss Parliament in exchange for money 5. 1642, Charles sent soldiers to arrest five members of Parliament a. Seen as an act of war against the people since members of Parliament represent the people

6. 1642, Civil War between the Parliament (Protestants) and the Royalists (Catholics) a. Oliver Cromwell led the forces of Parliament known as the “New Model Army”

a. 1646, Protestants won b. 1647, Charles escaped and civil war resumed c. Royalists lose d. 1649, Charles I tried as a traitor, convicted, beheaded

33. What happened in England after the English Civil War? Between the end of the English Civil War in 1649 and the Glorious Revolution of 1688-1689, England’s government was in a state of transition. Charles II, son of Charles I, began trying to regain power in Scotland while Oliver Cromwell became “lord protector” of England. Charles II attempted an invasion and takeover of England but failed. After Cromwell died in 1658, his son Richard took over as “lord protector.” Unlike his father, Richard Cromwell was a weak leader, and after eight months he resigned. As the political situation in England became unstable, Charles II was invited to retake the throne in 1660. This is known as the English Restoration. After Charles II died in 1685, his brother James II took the throne.

6

35


Cromwell seized control of the government 1. As “lord protector,” created a republic/commonwealth (government elected by the

people) 2. Unable to get things accomplished; abolished Parliament 3. Became a dictator with strict Puritan rule (used military to maintain power) a. While many people were protestant, they did not like strict laws i. Forbid celebration of Christmas with feasts and fun ii. Women could not wear makeup or colorful clothes 4. Charles II tried to regain the throne but failed 5. 1658, Cromwell died 6. Son, Richard Cromwell, became “lord protector” but was ineffective The Restoration 1. After Cromwell’s death, England fell apart (Cromwell’s son did not have the confidence of the army and power fell to the generals) 2. 1660, with the military being unsuccessful, Parliament persuaded Charles II to take the throne of England a. Charles II issued the Declaration of Breda i. Amnesty for enemies ii. Religious tolerance (Church of England remained official religion) 3. After Charles II died, James II (Charles II’s brother) became king a. 1687, gave religious freedom to Catholics and Puritans b. James II was Catholic c. Parliament feared another civil war due to religious differences

34. What was the Glorious Revolution? James II was Catholic, and Protestant leaders in England feared he would return England to the turmoil of becoming a Catholic nation after over a century and a half of being Protestant since the establishment of the Church of England in 1535. These Protestant leaders turned to William of Orange, king of Scotland, for help, as he was Protestant and also married to the oldest daughter of James II, Mary. William agreed to Parliament’s proposal and came to England with an army in 1688. James II fled to France, and William and Mary took the throne that her father had abdicated in a bloodless revolution known as the Glorious Revolution. Parliament had prearranged with William and Mary that the monarchs would agree to some limits on their power, and William and Mary signed the English Bill of Rights in 1689. This promoted a limited government in England as the monarch began sharing power by allowing Parliament to make laws and assured the protection of individual rights for the people. These measures are foundational principals of all limited governments that followed and were inspirational to the Enlightenment philosophers. The Glorious Revolution (1688) 1. William, king of Scotland and the Netherlands, brought 14,000 troops to England 2. James II escaped to France 3. Bloodless revolution, future kings ruled by the authority of Parliament and not divinely chosen by God 4. William and Mary signed the English Bill of Rights a. Parliament given the right to: i. Pass laws ii. Impose taxes iii. Call and dismiss Parliament iv. Maintain a standing army (military even though there is NO war)

b. Citizen’s given the right to: i. Have no cruel or unusual punishment ii. Be able to pay a fine instead of prison and be able to post bail iii. Have a trial by jury

6

36


History of English Democracy

Before the Glorious Revolution After the Glorious Revolution

James II William and Mary

Absolute Monarchy

Constitutional Monarchy

Received power to rule from God (Divine Right)

Shared power with Parliament

Total power Power restricted (limited)

Can do whatever they want Must obey the laws

Magna Carta (ignored) English Bill of Rights / constitution

Citizens had little or no rights Citizens have rights that are protected by the government

Assignment 21: Describe the Glorious Revolution.

Problem: The English Parliament had no real, lasting power and the citizens of England had no rights.

Effects:

Causes:

Solution: Parliament invited William and Mary to take the throne of England. William and Mary signed the English Bill of Rights, sharing power with Parliament, ending Divine Right, and giving rights to the citizens of England.

Assignment 22: Create a chart comparing the English Civil War, the Restoration and the Glorious Revolution. The first two things to compare are provided for you. (Place an X in the column if the conflict has that characteristic.)

Conflict No Bloodshed

Involved Violence

English Civil War

X

Restoration

X

Glorious Revolution

X

37


Standard 7-2.3: Analyze the Enlightenment Ideas of John Locke, Jean-Jacques Rousseau, Montesquieu and Voltaire that challenged absolutism and influenced the development of limited government.

Outline Questions

35. What was the Enlightenment? The Enlightenment was seen as an intellectual movement of the 17

th and 18

th centuries

which sought to apply “reason” to society and thereby better understand and improve society. Politics – its structure, purpose and execution – was one of the areas where “enlightened” philosophy (using logic and reason to gain knowledge) was applied. The Enlightenment: the 18

th Century philosophical movement stressing the

importance of reason and applying reason to social institutions, including government, to justify change 1. Began during the early 1700s/18

th Century

2. Combined new ideas of the Renaissance (rebirth of interest in learning from 1300 to 1500) and the Scientific Revolution (period from 1550 to 1700 during which a number of important advances in science were made; applied reason to establish cause and effect) 3. Philosophes (writer/philosophers) applied reason to government in order to facilitate change from unlimited government/absolute monarchy to limited government 4. Inspired the American and French Revolutions

4

36. What type of political structure existed in most European governments? At the time, absolutism was the basis of most governments in Europe. These unlimited governments placed total or absolute power in the hands of the rulers. Most of the governments were absolute monarchies based on “divine right,” the belief that the rulers received their power directly from God. Citizens were expected to respond to the decisions of the rulers without input or challenges. Citizens also did not have any guaranteed rights.

1

37. What ideas did Enlightenment thinkers use to challenge absolutism? The political philosophy of the Enlightenment provided a direct challenge to absolutism and influenced the development of limited government. (In a limited government, the ruler does not have all of the power. Restraints or limits are placed on the government.) Enlightenment thinkers presented new ideas. These ideas included the state of nature and the social contract theory. The state of nature was a positive condition of human existence that preceded social and political organization and was used by philosophers to explain the process by which political organization occurred. The social contract theory was the idea that government was created as an agreement (contract) between social groups as a way of structuring themselves in a mutually beneficial manner. These two components are an important part of the “template” used by philosophers during the Enlightenment to examine and classify government. It should be understood that philosophers could and did apply these ideas in different ways. Enlightenment Ideas Underlying Enlightenment Philosophies 1. State of Nature: a positive condition of human existence that preceded (came before) social and political organization and was used by philosophers to explain the process by which political organization occurred 2. Social Contract Theory: idea that government was created as an agreement (contract) between social groups as a way of structuring themselves in a mutually beneficial manner (good for people and the government)

4

38


38. What did John Locke believe? John Locke of England is considered one of the great political philosophers of the Enlightenment. Influenced by the Glorious Revolution, Locke saw the state of nature as a good place and the social contract as a voluntary agreement to enhance life. Locke believed all humans were born with natural rights, or rights belonging to all, which presented a challenge to absolutism. According to Locke, the social contract was an agreement between the citizens and their government. The government’s responsibility was to protect the rights of the people. Locke argued that, if the government did not protect these rights, then the people had the right to break the contract by abolishing the government and creating a new one. Locke’s ideas developed into the concept of the consent of the governed, or the belief that the government gets its approval or “consent” from the people. Locke’s writings had a strong influence on American patriots like Thomas Jefferson and his writing of the Declaration of Independence. John Locke: English, inspired by the Glorious Revolution 1. Everyone born as a blank slate (tabula rasa) a. People learn from experience, which changes attitudes and actions 2. Everyone born with Natural Rights a. Life, Liberty, Property 3. If people follow Natural Law (rules that govern human behavior and are understood by all people from birth), Natural Rights follow 4. Opposed to absolute monarchy 5. Believed people entered into a social contract to create a government which was limited by the will of the people a. Government gets its power from the people, consent of the governed b. The most important role of the government was to protect the rights of the people c. If the government did not protect the rights of the people, the people had the right to break the contract and overthrow the government 6. Writings influenced Thomas Jefferson and the Declaration of Independence

6

Assignment 23: Explain the cause and effect relationship between Locke’s ideas about natural rights and a shift to limited government.

Problem: John Locke believed that people had natural rights to life, liberty and property; however, absolute monarchies gave absolute power to rulers.

Effects: People were not happy with their situation. The king could ________________________________________________ ________________________________________________ _________________________________________________ People had no ___________________________________

Causes: People believed the king ruled by _____________________ __________________ and did not question his decisions. Locke used _________________________ to examine political structure. Under unlimited government, Locke saw that people were treated ____________________________ _________________________________________________

Solution:

39


Outline Questions

39. What did Jean-Jacques Rousseau believe? Jean-Jacques Rousseau of France had a similar belief about the state of nature, but his viewpoint was different about the role of government. Since Rousseau saw society as the corrupting influence on people, it was the role of the government to protect the “general will” of the people. As such, it was government’s duty to implement policies deemed beneficial for the general populace, or by basing decisions on majority rule. Rousseau’s view of the social contract would also create a limited government as the government’s power would be limited by what the majority of the citizens wanted. Rousseau’s ideas, along with those of Locke, formed the foundation for the idea of popular sovereignty, which is used in limited governments today. Popular sovereignty, like consent of the governed, dictates that governments get their power and legitimacy based on what the people or citizens want. American colonists largely rejected Rousseau, but his writings would later provide part of the foundation for totalitarian governments. Jean-Jacques Rousseau: French 1. Follower of John Locke 2. Believed man by nature was solitary, good and free and needed to have natural rights 3. Believed that people give up some of their rights to government (Common Good) a. Government acts on the people’s behalf (Police protect the people and people follow laws) 4. Believed in the general will: government’s duty was to implement policies good for the general populace (regular people)-provide for the general welfare 5. Believed in popular sovereignty: government gets power and legitimacy based on what the citizens want 6. Strong belief in education and teaching civics (how to be a good citizen) 7. American colonists rejected Rousseau; did not want to give up any rights 8. Writings became the foundation for totalitarian governments (absolute power in the hands of one ruler); claimed removal of rights for the common good

5

Assignment 24: Looking at the above information and considering everything you know about American rights and values, why would American colonists reject Rousseau? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline Questions

40. What did Baron de Montesquieu believe? Baron de Montesquieu of France focused on governmental organization by promoting the ideas of separation of powers and checks and balances. By creating a separation of powers, a government must be limited as each branch checks the other’s powers. Montesquieu greatly admired the English system of limited government from which he garnered these concepts. These concepts did not originate with him, but he was largely responsible for popularizing them and he advocated modifying the English system of the time of having two branches, executive and legislative, to having three branches: the executive (monarch), legislative (Parliament), and judicial (courts). The influence of his ideas is readily apparent in the US Constitution.

6

40


Baron de Montesquieu: French 1. Admired the English system of limited government a. Separation of Powers distributing the legislative, executive and judicial powers to several government bodies rather than allowing the concentration of these powers into one body or person; prevents abuse of power b. Checks and balances: a system that allows each branch of government to amend (change) or veto (forbid) acts of another branch so as to prevent any one branch or person from having too much control or power

2. Writings influenced the US Constitution

41. What did Voltaire believe? Voltaire, the pen name of Francois-Marie Arouet, of France focused on civil liberties, mainly freedom of speech and freedom of religion. His influence on limited government is mainly in the area of the rights of the citizen. Voltaire wrote many books and plays to demonstrate the use of reason and voice his views on social reform, often showing his dislike of religious intolerance, advocating a separation of church and state, and modeling the right to express personal opinion through free speech. Voltaire: French 1. Often imprisoned in the Bastille for his writings that made fun of the aristocracy 2. Insulted a French nobleman and was exiled to England a. Studied Locke and Sir Isaac Newton b. Studied England’s constitutional monarchy and religious tolerance (These were not present in France at the time) 3. Returned to France, wrote a book praising England’s government and was exiled again 4. Writings focused on civil liberties a. Freedom of speech b. Freedom of religion 5. His work influenced the French Revolution

4

Assignment 25: Create a chart comparing the ideas of the four Enlightenment thinkers. The first two characteristics to compare are provided for you.

Philosopher Believed in Natural Rights

Liked the English Government

Locke

X X

Rousseau X

de Montesquieu

X X

Voltaire

X X

Assignment 26: The printing press increased literacy and made books more affordable and more available, which meant that many people were able to read the writings of Enlightenment thinkers. Predict how government structures will change as people read these works. How do you think people will react? What will occur? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

41


Standard 7-2.5: Explain how the Enlightenment influenced the American and French Revolutions leading to the formation of limited forms of government, including the relationship between people and their government, the role of constitutions, the characteristics of shared powers, the protection of individual rights, and the promotion of the common good.

Outline Questions

42. What was the American Revolution? The American Revolution was fought between the 13 North American colonies of Great Britain and the colonial government, which represented the British king. After the French and Indian War (This was the North American theater of a war being fought between France and England. In the French and Indian War, the French and Native Americans teamed up against the British. The British won.), the British government was in great debt and decided that the British colonists in North America should pay for their defense. Great Britain began to tax the colonists; however, the colonists did not have a voice in government to protest these taxes. This is called taxation without representation. Because of taxation without representation, the British colonists felt that their rights as British citizens were not being protected. Fighting first began in 1775. At that time, the colonists were not fighting for independence. They just wanted to be treated fairly. However, by 1776, the American colonists wanted independence from Great Britain. The Continental Congress appointed five men to create a statement explaining the intention of the colonies to be independent. This committee included Thomas Jefferson and Ben Franklin. The document they produced is known as the Declaration of Independence (which was mostly written by Thomas Jefferson). France entered the war on the side of the colonists in 1778. Although fighting continued through 1783, The British surrendered in 1779 and the Americans won independence.

3

Outline Questions

43. How was the American Revolution inspired by the Enlightenment? The American Revolution was inspired by the Enlightenment, and the French Revolution, in turn, was inspired by the Enlightenment as well after the success of the American Revolution. These two revolutions, utilizing the ideas of the Enlightenment, led to the formation of limited governments and served as models for future limited governments and constitutions around the world. The Enlightenment presented new beliefs about authority and the role of the individual in government. John Locke presented ideas of natural rights of life, liberty and property and he declared that it is the purpose of governments to protect these rights. Furthermore, he stated that, if a government fails to protect these rights, it is the right of the people to overthrow the government. The ideas of Montesquieu, Rousseau, and Voltaire can also be seen in the formation of limited forms of government. Based on these Enlightenment ideas, many of these limited governments became representative democracies where the citizens choose other citizens to represent them in the decision-making processes of the government.

2

What is the difference between England, Great Britain and The United Kingdom? The United Kingdom of Great Britain and Northern Ireland is a country located off the coast of France. It is made up of England, Scotland, Wales and Northern Ireland. It has one government based in London, England, which is a constitutional monarchy. Great Britain is only England, Scotland and Wales.

42


Assignment 27: Answer the following “Think and Search” and “On My Own” questions. A. What type of government did European mother countries establish in colonies? ________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ B. Who ruled these governments? _______________________________________________________________________________ C. Why would the ideas of John Locke inspire revolutions in colonies? __________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ D. What are the benefits of a representative government? Why would citizens want this type of government? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline Questions

44. What Enlightenment ideas inspired the new government in the United States and other revolutions around the world? Enlightenment ideas inspired the leaders of the American Revolution, and the ideals and success of the American Revolution served as a model for the French and many other revolutions that followed, such as those in Latin America. The American Revolution drew upon Locke’s beliefs in the Declaration of Independence. Thomas Jefferson made specific references to Locke’s ideas to argue that the colonists were rebelling because their rights had been violated and that they therefore had the right to alter or abolish their government. After gaining independence, the writers of the United States Constitution then used Enlightenment ideas to provide the framework for their new, limited government. The American Revolution demonstrated that it was plausible for Enlightenment ideas about how a government should be organized to actually be put into practice. Some American diplomats, like Benjamin Franklin and Thomas Jefferson, had lived in Paris where they consorted freely with members of the French intellectual class. A growing number of French citizens had absorbed the ideas of “equality” and “freedom of the individual” as presented by Voltaire and other Enlightenment philosophers. Furthermore, contact between American revolutionaries and the French troops how supported them in the American Revolution helped spread revolutionary ideals to the French people. After the American Revolution many French citizens began to attack the undemocratic nature of their own government, leading to the French Revolution. Following these revolutions, the ideas of the Enlightenment were used to develop limited governments and constitutions.

4

Assignment 28: Examine the timeline below. Identify the event that took place in the space provided. ___________________________________________________________________________________________________________________________ 1642 1660 1688 1689 1700s 1775 1789 1791 1810 1811 English Civil Glorious Enlightenment _________________ French Mexican War begins Revolution begins _________________ Revolution Revolution English William and Mary _________________ begins begins Restoration sign English Bill Haitian South American

of Rights Revolution Revolutions begins begins

43


Assignment 29: Answer the following “Author and Me” questions. The answer will not be in the text. You must take what you have learned, combined with what you know and think, to come up with the answer. A. Define culture: ____________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ B. Think about people you have met from other countries and what you have learned about other countries. Write down a few things you know about different cultures. _________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ C. Are all of these cultures exactly the same? Why or why not? ________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ D. Look at the timeline. If you had to give it a title, what would it be? (What is it mostly about?) ____________________________________________________________________________________________________________ E. Based on the timeline, what can you infer about people regardless of cultural differences? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline Questions

45. What is a constitution? A constitution that creates a limited government as the relationship between the people and their government embodies Locke’s idea of a social contract, as a constitution is an agreement between the government and the people. According to this agreement, the role of constitutions is to place limits on the government’s power by specifically outlining what powers the government does or does not have, or what the government can or cannot do. Therefore, by specifying these powers, the government cannot be unlimited or possess all the power. A constitution is the “law” which establishes the structure and operation of government and details the relationship of the people to their government. Constitutions are critical because they provide governments legitimacy in ruling. While they can, and do, address many issues, constitutions generally have provisions pertaining to several key components: they provide the framework for the operation of the legislative, executive and judicial branches; establish the relationship between the national and the regional/provincial (state) governments; and they define the relationship of government to the citizens and the rights of the citizens. The characteristics of shared powers are evident in the creation of the three branches: executive, judicial and legislative. These three branches clearly take influence from Montesquieu’s idea of separation of powers. The concept of shared powers is also established by the system of federalism as duties are divided between the federal and state governments. The protection of individual rights is established by the Bill of Rights, which takes influence from Locke’s idea of natural rights and also includes some of Voltaire’s rights. To promote the common good of the nation, and not just a ruler of the government, the Constitution requires citizen responsibility in electing representatives as well as in becoming representatives. Citizens are held accountable to one another through the guidelines of the Constitution, and this promotion of the common good displays influence from Rousseau’s idea of a nation having to do what is best for the majority or ruling by general will. This concept is also known as popular sovereignty.

9

44


Constitutions serve several purposes 1. Establish the relationship between the national government, the state/ local government and the citizens; gives rights to the citizens 2. Set up the duties of the legislative, executive and judicial branches (See separation of powers) 3. Describe the values and beliefs of the people (citizens) 4. Give the government legitimacy; serves as the contract between the people and the government Separation of Powers: distributing powers to several government bodies rather than allowing the concentration of these powers into one body or person 1. Legislative Branch: body of government that makes the laws a. United States: Congress (House and Senate) b. Great Britain: Parliament (House of Lords and House of Commoners) c. Russia: Duma and much later Parliament d. France: Estates General and later Parliament 2. Judicial Branch: body of government that determines if laws are constitutional or if laws have been broken a. Courts b. Judges 3. Executive Branch: body of government responsible for carrying out laws a. United States: President b. Great Britain: Prime Minister c. Title changes over time in many countries Democracy: granting people authority in the function of government; government for and

by the people 1. The United States has a democratic republic a. Officials/leaders are elected by the people to represent the people i. If the people are unhappy with the official, the people can vote the official out of office b. Citizens must vote to accept changes to the Constitution (law of the land)

Assignment 30: Complete the following chart showing the influence each Enlightenment philosopher had on the US Constitution/government.

Enlightenment Philosopher Influence on the US Constitution

Montesquieu

Locke

Voltaire

Rousseau

45


Outline Questions

46. What forms can a constitution take? Constitutions can be a single written document like in the United States or a collection of traditions, precedents, legal rulings and documents that together comprise what is known as an unwritten constitution like in England. Both forms of government are legitimate. The United States had the first written constitution and helped set the foundation for what national constitutions generally address. Many of the ideas and principles of the US Constitution were based upon the traditions and heritage of the unwritten English constitution. The tradition of a government being responsive to the will of the people first occurred when King John signed the Magna Carta (Great Charter) in 1215, acknowledging that the king was no longer above the law. Not all constitutions are legitimate, however. It is possible for a government to have a written constitution, but not to follow the principles of guidelines set forth in it. The former Soviet Union is an example of this. Constitutions are often classified as either “positive” or “negative.” A “positive” constitution centers on the roles and responsibilities that a government is to perform, for example, providing universal education for all citizens. A “negative” constitution focuses on the limitations placed upon the government. The US had a “negative” constitution. Constitutionalism: government incorporates the principle of the rule of law 1. A constitution can be written or unwritten a. The United States had the first written constitution i. Based on the unwritten constitution of Great Britain ii. Other countries copy many of the ideas in the US Constitution b. Great Britain has a collection of laws and traditions which make up it’s unwritten constitution i. Began when King John of England signed the Magna Carta in 1215 2. Even if a written constitution exists, the government can ignore the established laws a. The former Soviet Union had a written constitution which was ignored by the

government 3. A constitution can be positive or negative a. The US has a negative Constitution i. Any right not given to the Federal Government is given to the state ii. Individuals are also given rights

5

Assignment 31: Write a summary describing the purposes and types of constitutions. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

46


47


Unit Three: Independence Movements

Standard 7-3: The student will demonstrate an understanding of independence movements that occurred throughout the world from 1770 to 1900. Enduring Understanding: The global spread of democratic ideas and nationalist movements occurred during the nineteenth century. Students will understand the effects of nationalism, industrialism, and imperialism. Standard 7-3.1: Explain the causes, key events and outcomes of the French Revolution, including the storming of the Bastille, the Reign of Terror and Napoleon’s rise to power.

Vocabulary


Revolution sudden, radical or complete change

French Revolution

political upheaval in France that began in 1789, overthrew the absolute monarchy and the system of aristocratic privilege, and ended in 1799 with Napoleon’s seizure of power

Unequal Tax Burden

when one social class is asked to pay more in taxes to support the government than other social classes

First Estate French social class made up of the clergy (priests/leaders of the church)

Second Estate French social class made up of the nobility (aristocracy/wealthy landowners)

Third Estate French social class made up of the middle class (merchants, doctors, craftsmen) and the lower class (peasants)

Estates-General French Parliament; legislative body of France including representatives from all three French estates called by the monarch in times of crisis

Tennis Court Oath oath taken by representatives of the Third Estate never to separate until a written constitution was established for France

National Assembly

body created by the representatives of the Third Estate in the Estates-General after they were locked out of the meeting at the Palace of Versailles

48


Legislative Assembly

legislature of France from October 1791 until September 1792; ended when moderate members who thought the goals of the revolution had been met disagreed with the radical Jacobins

National Convention

assembly that governed France from September 20, 1792 until October 26, 1795; acts included the abolition of the monarchy and the creation of a republic

Republic form of government in which the country is ruled by representatives elected by the people

Universal Male Suffrage

the right of all male citizens to vote

Guillotine instrument for inflicting capital punishment by decapitation (cutting off the head)

Jacobins radical group that started the Reign of Terror during the French Revolution; wanted equalitarian democracy

Reign of Terror period of the French Revolution from September 5, 1793 until July 27, 1794, during which anyone seen as an enemy of the Revolution was executed, usually by guillotine

Committee of Public Safety

political body that gained dictatorial control over France during the Reign of Terror; created to provide for the defense of the nation against foreign and domestic enemies

Directory a group of five men who held the executive power in France at the end of the French Revolution

49


Standard 7-3.1: Explain the causes, key events and outcomes of the French Revolution, including the storming of the Bastille, the Reign of Terror and Napoleon’s rise to power.

Outline Questions

1. What events inspired the French Revolution? The French Revolution was inspired by the Enlightenment and the American Revolution. Inspiration for the French Revolution 1. Enlightenment writings read by well-educated, middle class French a. Social Contract Theory: governments receive power from the people b. Natural Rights: life, liberty and property (John Locke) c. People have the right to overthrow the government if rights are not protected (John Locke) 2. The American Revolution a. Copies of the American Declaration of Independence, US Constitution and the Bill of Rights spread to France and were read by French intellectuals b. The French fought alongside the American colonists i. American patriots showed that common people can overthrow an unjust government that did not protect their rights

3

2. What was the primary cause of the French Revolution? The French Revolution was caused by a series of events that together irreversibly changed the organization of political power, the nature of society and the exercise of individual freedoms. The French Revolution was caused, in part, by the social imbalance of the Old Regime. Under this system, France was divided into three social classes: the First, Second and Third Estates. The First Estate was the Roman Catholic Clergy, who owned 15% of the land and made up 1% of the population. The Second Estate, the nobility, was 2% of the population and owned up to 25% of the land. The rest of the population, the Third Estate, which included lawyers, craftsmen, merchants and peasants, paid the majority of the taxes while being underrepresented in government. This is called unequal tax burden. Causes of the French Revolution 1. France was divided into three estates or social classes a. 1

st Estate: Clergy (priests/church leaders)

i. Made up 1% of the population ii. Controlled 15% of the land iii. Paid no taxes b. 2

nd Estate: The Nobility (Aristocracy-wealthy landowners; feudalism existed)

i. Made up 2% of the population ii. Controlled 25% of the land iii. Paid no taxes c. 3

rd Estate: Middle class (Bourgeoisie; lawyers, craftsmen, merchants) and the

lower class i. Made up 97% of the population ii. Controlled 60% of the land iii. Paid ALL of the TAXES 2. Unequal tax burden a. The 3

rd Estate made up most of the population; however, they received the

same amount of votes in the Estates General as the clergy and nobility b. The clergy and nobility stuck together i. Basically, their two votes to the 3

rd Estates 1 vote meant that the 1

st and

2nd

Estates lived tax free while the 3rd

Estate paid all of the taxes c. THIS IS THE MAIN CAUSE OF THE FRENCH REVOLUTION

5

50


3. What other events led to the French Revolution? The French Revolution also was caused by King Louis XVI, who was a weak and extravagant leader in a time of crisis. He had incurred great debts caused by wars (including the French alliance in the American Revolution) and his own spending. His people were already highly taxed, and banks refused to loan him any more money. This required him to call together the Estates-General, the French legislative body. After the calling of the Estates-General, the Third Estate insisted on a new power structure that would allow every male citizen a vote instead of each Estate collectively having one vote each. This change would guarantee them greater representation in the Estates-General. When their request was denied, they seceded (left) and formed the National Assembly, symbolizing an end to absolute monarchy and the start of representative government in France. When shut out of the proceedings of the Estates-General, they gathered on the king’s tennis courts to write a new constitution for the government called the Tennis Court Oath. Other Events Leading to the French Revolution 3. Government debt caused by extravagant spending by King Louis XVI on a royal lifestyle and wars (French and Indian War and the American Revolution) a. King Louis XVI tried to tax the 1

st and 2

nd Estates but they refused

b. Banks would not lend King Louis XVI any more money 4. Mini Ice Age a. France had one of the coldest winters ever recorded i. Crops, including wheat, failed b. Very wet years added to poor crops 5. Bread Riots a. Growing population increased the demand for bread b. Europeans had adopted the potato during the Columbian Exchange i. Potato could grow in harsh conditions but the French wouldn’t use it because it was dirty (grew in the ground)/Devil’s food c. The price of one loaf of bread went up to an entire month’s wages The French Revolution 1. Louis XVI called a meeting of the Estates General (the Parliament of France) in 1789 a. The Estates General was made up of representatives from all three estates b. Had not been called together since 1614 (175 years) c. Met at the Palace of Versailles d. King Louis XVI asked that the 1

st and 2

nd Estates be taxed

i. They refused ii. Wanted to weaken the power of the king while maintaining their own power e. Each estate had one vote i. The 3

rd Estate believed they should have more votes because they

represented 97% of the population. ii. The 3

rd Estate wanted one-man-one-vote

iii. The king gave into the 1st

and 2nd

Estates demands and locked the 3rd

Estate out of the meeting 2. The Tennis Court Oath a. Representatives of the 3

rd Estate gathered at the king’s indoor tennis courts

b. They formed the National Assembly i. Symbolized the end of absolute monarchy and the start of representative government in France ii. Vowed to stay together until a written constitution for France was established 3. King Louis XVI responded to the Tennis Court Oath and the founding of the National Assembly

a. Gathered troops in a show of strength against the 3rd

Estate

8

51


4. What event marks the beginning of the French Revolution? On July 14, 1789, a mob of peasants stormed the Bastille, a prison and armory. The peasants got weapons from the Bastille and then tore the Bastille down as it was a symbol of the King’s power. This event represented the beginning of the revolution and July 14 is a national holiday in France. Riots then broke out across the countryside as peasants began raiding the homes of nobles, killing and looting in response to their anger at the unfair Estate System and their increased poverty. Storming of the Bastille 4. The French people responded to the king’s show of force a. Parisians formed a militia b. Raided the Hotel des Invalides, a hospital where weapons were stored i. Took between 29,000 and 32,000 muskets (guns) c. Stormed the Bastille to gain gunpowder (July 14, 1789) i. A prison that was a symbol of terror imposed by the monarchy ii. Freed the prisoners and began tearing down the Bastille with their hands iii. First open rebellion against King Louis XVI and the beginning of the French Revolution d. “Liberty, Equality, Fraternity” became the motto

3

Assignment 1: Describe how the French Revolution began.

Problem: France was near bankruptcy. King Louis needed to raise taxes.

Effects:

Causes:

Solution:

Outline Questions

5. What type of government was established in France in 1791? In 1791, a constitutional monarchy was established, significantly weakening the power of the king and granting power to the people in the form of the Legislative Assembly. The revolution, however, became increasingly radical in nature. France became a constitutional monarchy 1. The king negotiated with the people 2. The Declaration of the Rights of Man and of the Citizen was established a. Written by the Marquis de Lafayette b. Listed the rights of the citizens c. Stated that the government received power from the people and not the king

3

52


6. What was the National Convention? In late 1791, the Constitution was set aside, the king imprisoned, and the legislature took over in the form of the National Convention. The Convention declared France a republic based on universal male suffrage. The Convention initiated a military draft to raise an army to protect the revolution from the armies of other European monarchs and instituted the guillotine as a way of protecting the revolution from “enemies” within France. Many members of the Convention were members of the Jacobins, a radical revolutionary group. From this group, Maximilien Robespierre increasingly gained power as a dictator (an example of failure to obey a country’s constitution) and began the Reign of Terror in France. During the Reign of Terror, the violence escalated with the mass execution by guillotine of 25,000-40,000 citizens deemed “enemies of the Revolution.” Most of those executed were nobles as well as the king and queen. Determining that Robespierre was too radical and fearing for their own lives, members of the National Convention executed Robespierre in July of 1794. 5. France became a constitutional monarchy a. The king negotiated with the people a. The Declaration of the Rights of Man and of the Citizen was established i. Written by the Marquis de Lafayette ii. Listed the rights of the citizens iii. Stated that the government received power from the people and not the king 6. France became a republic (representatives elected by the people to run the government) a. The National Convention was formed i. Replaced the National Assembly ii. Created a new constitution with the Declaration of the Rights of Man and of the Citizen as the preamble iii. All men given the right to vote (universal male suffrage) 7. The people of France held opposing views a. Conservatives held power and wanted to maintain a monarchial form of government (return to having absolute monarchy) b. Moderates and radicals embraced Enlightenment ideals 8. Other countries began to see France as weak and attacked a. A draft was created to raise a military to protect France from other countries b. The Jacobins, a radical group, created the Committee of Public Safety i. Protect France from invading countries ii. Eliminate any one who went against the revolution iii. The Reign of Terror (September 5, 1793 until July 27, 1794) *Led by Robespierre *Guillotined 25,000-40,000 enemies of the Revolution, including the king and queen *Robespierre eventually executed by the Committee

6

Assignment 2: Describe how the Committee of Public Safety gained power and the Reign of Terror began.

Problem: The people of France had opposite ideas about what type of government they should have. Foreign countries determined France was weak.

Effects:

Causes:

Solution:

53


Assignment 3: Read the following primary source and answer the following questions. The object of constitutional government is to preserve the Republic; the object of revolutionary government is to establish it.

Revolution is the war waged by liberty against its enemies; a constitution is that which crowns the edifice of freedom once victory has been won and the nation is at peace.

The revolutionary government has to summon extraordinary activity to its aid precisely because it is at war. It is subjected to less binding and less

uniform regulations, because the circumstances in which it finds itself are tempestuous and shifting above all because it is compelled to deploy, swiftly and incessantly, new resources to meet new and pressing dangers.

The principal concern of constitutional government is civil Liberty; that of revolutionary government, public liberty. Under a constitutional

government little more is required than to protect the individual against abuses by the state, whereas revolutionary government is obliged to defend the state itself against the factions that assail it from every quarter.

To good citizens revolutionary government owes the full protection of the state; to the enemies of the people it owes only death.

Robespierre, Speech on Revolutionary Government

a. What makes this piece a primary source document? ______________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. What is the purpose of a constitution? _________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Does Robespierre believe the Revolutionary Government should follow the laws as they are written in the Constitution? Use evidence from the writing to support your opinion. _________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline Questions

7. Who was Napoleon Bonaparte? After the execution of Robespierre, the revolution took a more conservative turn. From 1795-1799, France was ruled by five moderate men known as the Directory. During this time, Napoleon Bonaparte was making a name for himself in the French army. When the Directory lost favor in France in 1799, Bonaparte staged a coup d’etat and took the title of First Consul. As ruler of a country that had been unstable for nearly ten years, Napoleon established a national banking system, set up an efficient taxation system, and ended government corruption. He restored the position of the Catholic Church in France, gaining the favor of the people and of the Pope. He also wrote a uniform system of laws known as the Napoleonic Code. In 1804, with the support of the people, Napoleon crowned himself emperor. Napoleon began his quest for a European empire, and by 1812, he controlled most of Europe.

5

54


The end of the French Revolution 1. Napoleon Bonaparte, a member of the 3

rd Estate, seized power in 1799

a. Became first consul b. Restored order in France i. Reconciled the people with the church ii. Ended feudalism iii. Created the Napoleonic Code (code of laws stressing equality, religious tolerance and advancement based on merit) iv. Created a national banking system v. Established a fair tax system 2. Napoleon became emperor of France in 1804 (with absolute power)

Assignment 4: Create a chart comparing France prior to the French Revolution, during the French Revolution, and when Napoleon was emperor. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each time period must be represented by at least two characteristics. (Place an X in the column if the time period has that characteristic.)

Time Period Monarch had absolute power

Estates-General represented the people

Prior to the Revolution

X X (?)

During the Revolution

When Napoleon was Emperor

X

Assignment 5: Create a timeline showing the change in government throughout the French Revolution. Write the characteristics of that government underneath each government type.

1789 1804 Storming of Napoleon The Bastille became Emperor (dictatorship)

55


Standard 7-3.2: Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy.

Vocabulary


Napoleonic Wars Series of wars fought between France, under Napoleon Bonaparte, and (principally) Great Britain, Prussia, Russia, and Austria either alone or in alliances (1799-1815)

Nationalism Strong feelings of pride and unity among the people of a nation; belief that a person’s greatest loyalty is to a shared culture rather than to a leader or border

Unification Peoples of common cultures joined together; the political unification of states into an empire based on culture

Congress of Vienna

International conference called in order to remake Europe after the fall of Napoleon and restore a balance of power that would maintain peace (September 1814 to June 1815)

Conservative A person who favors the traditional customs and values and tends to be moderate or cautious; supported the monarchy

Liberal A person not limited to or by established, traditional or authoritarian attitudes; a person who favors reform and is open to new ideas of progress

Radical A person favoring or effecting fundamental or revolutionary changes in current practices, conditions, or institutions

Moderate A person who is not extreme, partisan, radical or conservative

German Confederation

An organization of 39 states created by the Congress of Vienna to replace the destroyed Holy Roman Empire (1815-1866); no central government

Junkers a member of a class of aristocratic landholders in East Prussia, strongly devoted to militarism from among whom the German military forces recruited a large number of officers

Realpolitik politics of reality, no room for idealism, the needs of the nation came first, decisions made by blood and iron

56


Standard 7-3.2: Analyze the effects of the Napoleonic Wars on the development and spread of nationalism in Europe, including the Congress of Vienna, the revolutionary movements of 1830 and 1848, and the unification of Germany and Italy.

8. What were the Napoleonic Wars? Napoleon began his quest for a European Empire, and by 1812, he controlled most of

Europe. The Napoleonic Wars began after he declared himself emperor in 1804. Napoleon began leading armies and sending his armies in to conquer neighboring countries in Europe, often with much success. The French Empire extended from France into parts of Spain and Portugal to the west and into parts of modern-day Germany and Italy as well as other nations to the East. The stopping point of the Empire at its height was the English Channel to the west and Russia to the East as Britain and Russia were two places he was never able to conquer and consequently helped lead to his defeat. Beginning in 1812, Napoleon made three mistakes that led to his downfall: the blockade of Britain (called the Continental System); the Peninsular War; and the invasion of Russia. In 1814, Napoleon surrendered his throne and was exiled to Elba. He escaped from Elba in 1815, gathered his allies, and in the Hundred Days, waged his final attempt at power. Napoleon’s final defeat came at Waterloo, after which he was exiled to St. Helena. Napoleonic Wars 1. Napoleon’s military goal was to conquer the world 2. Conquered neighbors, including Belgium, Austria, Switzerland and Italy 3. Held a series of wars to take over Spain and Portugal (Peninsular Wars) a. Made his brother, Joseph, king of Spain in 1807 4. Blockaded Britain (Continental System) a. Was successful but cost too much to continue b. Britain never fell to Napoleon and war was restricted to continental Europe 5. Invaded Russia in 1812 a. Russia practiced scorched earth (burned anything Napoleon could use) i. Lacked food and shelter for men during winter ii. Had to retreat (entered Russia with 600,000 soldiers, left with 30,000) 6. Napoleon’s empire was too large to control a. He was captured and exiled to Elba b. He escaped and returned to France, where he seized power (100 Days Rule) in 1815 c. Defeated in the Battle of Waterloo and imprisoned on the island of St. Helena, where he died 6 years later France after Napoleon 1. Louis XVIII became king of France

2. New constitutions were established, creating a constitutional monarchy

5

9. What were immediate and direct effects of the Napoleonic Wars? The immediate effects of the Napoleonic Wars were the development and spread of Nationalism and further revolutions in Europe. As Napoleon’s armies were conquering other nations, his soldiers also began to spread ideas of the Enlightenment, changes in government and revolution. These ideas indirectly led to Napoleon’s defeat as people in Europe began learning about challenges to government as well as new systems of government. Napoleon’s armies, who had lived through the French Revolution, shared news of the causes and events of their own revolution, therefore spreading Enlightenment ideas about natural rights, social contract and limited government. Napoleon’s armies even backed revolutionary governments or movements in lands they conquered. At the same time, Napoleon began trying to impose French customs and culture. In response, the conquered people began to feel more loyal to their own nations and customs. Citizens of conquered lands such as Austria, Prussia, Italy and Portugal began wanting to eliminate the French presence in order to gain self-rule. The idea of Nationalism developed and began to spread.

5

57


Napoleon Spread Nationalism throughout Europe 1. Nationalism increased as Napoleon conquered parts of Europe a. The French increased in Nationalism as Napoleon’s conquests brought glory and power to France b. The ideals of the French Revolution and the Enlightenment, including democracy, spread as the people of conquered nations came into contact with the French c. Nationalism in conquered nations increased i. Unified to fight for their survival ii. Humiliated by Napoleon’s armies, conquered nations wanted to regain past glory iii. Wanted to regain self-determination (Napoleon replaced their monarchs with friends and family members)

10. What is Nationalism? Nationalism is the belief that one’s greatest loyalty is to a shared culture (including

aspects of common history, language, religion and nationality) rather than to a leader or border. Nationalism: strong feelings of pride and unity among the people of a nation; belief that a person’s greatest loyalty is to a shared culture rather than to a leader or border 1. Characteristics of Nationalism a. Unification: people of common cultures join together under a single government b. Separation: groups break away from the current government in order to set up a government more representative of their own interests c. Led by liberals and radicals, who created new nation-states across Europe after 1815

2

11. What was the result of Napoleon’s conquest in Europe? As a result of Napoleon’s conquest in Europe, nationalist sentiments were ignited. Enlightenment ideals, which manifested in the French slogan, “Liberte, Egalite, Fraternite,” or “Liberty, Equality, Fraternity,” became the rallying cry for the masses across Europe and throughout the world in the 1800s, contributing to the growth of nationalism, which in turn caused various revolutions across Europe and Latin America. Effects of Nationalism 1. People put the needs of their own nation above the needs of all other nations 2. People put the needs of their nation above their own needs 3. Empires created; people want their nation to be powerful a. Empires provide more territory, a stronger economy and a stronger military b. The people of conquered nations often do not share the same culture or language as the conquering nation c. Conquered people have a strong desire for self-determination (governing themselves); they want to break away and form their own countries

2

58


Assignment 6: Describe how Napoleon’s conquests spread nationalism throughout Europe

Problem: Napoleon conquered many countries in Europe, creating a French Empire made up of peoples of various cultures.

Effects:

Causes:

Solution:

Outline Questions

12. What occurred during the Congress of Vienna? The Great Powers at the Congress of Vienna reestablished the balance of power following Napoleon’s exile in 1815. At the Congress of Vienna, all lands taken by Napoleon were returned to the nations to which they belonged before Napoleon’s rule. The Congress of Vienna also decided to reinstate the absolute monarchs to the thrones in countries that Napoleon had defeated in an effort to reestablish the balance of power in Europe. Congress of Vienna 1. Ambassadors from European Nations met after Napoleon’s defeat to re-draw the map of Europe a. Hoped to create a balance of power that would prevent war b. New countries were created, including the German Confederation c. Absolute monarchies were re-established i. Monarchs removed by Napoleon were restored ii. Any hope of spreading democracy ended d. The “Great Powers” or Quadruple Alliance of Austria, Prussia, Russia and Great Britain made all of the decisions and ignored the wishes of weaker countries i. Agreed to meet and deal with problems using diplomacy rather than war ii. Peace lasted nearly 100 years (1815-1914), where no major countries fought major battles iii. However, nationalism had spread and people still had a desire to unify based on common culture; the new boundaries of countries had been created without regard for the citizens’ language and traditions

4

13. What type of government did Nationalists want after the Congress of Vienna? Because of new ideas that had spread and growing feelings of Nationalism, people in

Europe wanted a change in government, however. These absolute monarchs therefore had to suppress the democratic movement encouraged by the French Revolution. Despite these moves to return conservatives to power, the ideals of liberty, equality and fraternity had spread, feeding the nationalist movements of the 1830s and 1840s. The two main aspects of nationalist movements in the 1800s were: unification (peoples of common culture from different states were joined together) and separation (groups splintered off from their current government to form one that was more representative of their own interests). Liberals and radicals led nationalist movements to create nation-states all across Europe after 1815.

2

59


14. What happened during the independence movement of 1830? Nationalist movements within Europe began in the Balkans with the Greeks, who rebelled against the Ottoman Empire beginning in 1821. Supported by Britain, France and Russia, Greece became an independent nation in 1830. Within the next few years, despite the arrangements of the Congress of Vienna, revolutions occurred in Belgium, Italy and Russia, though most were crushed in the mid-1830s. Revolutions Occurred in Europe as Ethnic Tensions Increased 1. Greeks rebelled against the Ottoman Empire (1821) a. Greeks were supported by Great Britain, France and Russia b. Independence gained in 1830 2. The Congress of Vienna fell apart as revolutions spread to Belgium, Italy and Russia in the mid-1830s a. Most of these revolutions were crushed

2

Assignment 7: Compare the following timelines and answer the following questions.

Belgian Independence Timeline 1790 Austria takes over Belgium 1792 Napoleon takes over Belgium 1815 Belgium, Holland and Luxembourg unite under Congress of Vienna 1830 Belgium wins independence from the Netherlands 1831 King Leopold I becomes king of Belgium

Greek Independence Timeline 1750 Ottomans capture parts of Greece 1821 Greeks rebel against the Ottoman Empire and slaughter 1,000s of Muslims The Ottomans retaliate by “killing every Greek they find” 1827 Britain, Russia and France support the Greek War of Independence, sinking

Ottoman ships 1828 Russia declares war on Turkey to support Greeks 1829 The Ottoman Empire grants Greece Independence 1924 Greece becomes a republic 1935 Greece restores King George II to the throne

Russian Independence Timeline 1773 Serfs and workers rebel, promising to exterminate landlords, and are crushed 1774 Russians defeat the Ottoman Empire 1787 Ottomans declare war on the Russians 1792 Russians defeat the Ottoman Empire 1812 Napoleon invades Russia 1825 Russian military officers who had been exposed to Enlightenment ideas attempt to create representative democracy and are crushed. 1828 Russia helps Serbia and Greece become independent 1830 Polish patriots rebel against Russian occupation 1832 Russia regains Poland and sends a viceroy to rule 1905 Bloody Sunday begins the Russian Revolution Czar Nicholas ends the revolution by promising civil liberties 1914 WWI begins 1917 The February Revolution begins and Czar Nicholas abdicates the throne The Bolsheviks gain control during the October Revolution 1918 Civil War breaks out 1922 Russia becomes the Communist Union of Soviet Socialist Republics

Directions: Use the provided timelines to answering the following questions. A. During what centuries does each of these countries begin to fight for independence? ___________________________ B. Which two countries were invaded by Napoleon? _______________________ and ____________________________ C. Despite gaining independence, which two countries restored monarchies? Why do you believe this may have happened? ________________________ and _____________________ ____________________________________________________________________________________________________________________________________________________________________________________________________ D. How are Russia and Greece linked in these timelines? ____________________________________________________________________________________________________________________________________________________________________________________________________ E. How do you believe the Russians may have felt fighting to help Greece obtain independence while not receiving civil rights for themselves? ____________________________________________________________________________________________________________________________________________________________________________________________________

60


Outline Questions

15. What happened during the independence movement of 1848? Led by liberals, revolutions erupted across Europe in 1848. Most were suppressed by conservative groups by 1849, with the exception of the French uprisings. In France, Charles X had attempted to establish an absolute monarchy in France in 1830 with no success. He was replaced by Louis-Philippe, who ruled until 1848, when he lost favor with the people and was overthrown in favor of a republic. Upon establishment of this republic, the radicals were divided as to what reforms should occur next. This uncertainty allowed the moderates to take control, elect a president and establish a parliamentary system. Louis-Napoleon (Bonaparte’s nephew) was then elected president. Four years later, Louis-Napoleon took the title of Emperor Napoleon III, taking advantage of the political instability of the country. During his reign, he stabilized and industrialized France. France after the Napoleonic Wars 1. Bourbon Dynasty restored to the French Throne a. Louis XVIII became king 1. Tried to recreate absolute monarchy 2. Did not have support of the people b. Charles X became king of France c. Louis-Philippe became king of France (1830) 1. Had supported the French Revolution 2. Known as “Philippe Egalite” 3. Lacked real support i. Bad weather ruined crops, raising food prices ii. High unemployment iii. Limited suffrage (few people could vote) iv. Difficulty improving social class v. Limited right to assembly d. Louise-Philippe abdicated the throne e. Provisional Government established a republic f. Louis-Napoleon elected president

5

Assignment 8: Answering the following questions concerning the map below.

Many European states experienced peaceful reforms or actual revolutions in 1848. a. According to this map, what areas experienced revolutions? _____________________________ ________________________________________ ________________________________________ b. How do you know? _____________________ ________________________________________ c. What states had peaceful reforms? _________ _________________________________________ _________________________________________ d. How do you know? ______________________ _________________________________________ e. Why do you believe some states were able to have successful peaceful reforms while others were not? _____________________________________ __________________________________________ __________________________________________

61


Assignment 9: Read the following primary resource and answer the questions.

I am told that there is no danger because there are no riots; I am told that, because there is no visible disorder on the surface of society, there is no revolution at hand.... This, gentlemen, is my profound conviction: I believe that we are at this moment sleeping on a volcano. I am profoundly convinced of it ... Think, gentlemen, of the old (i.e. pre 1789) monarchy: it was stronger than you are, stronger in its origin; it was able to lean more than you do upon ancient customs, ancient habits, ancient beliefs; it was stronger than you are, and yet it has fallen to dust.... Do you not feel -- what shall I say? -- as it were a gale of revolution in the air?... Keep the laws as they are, if you wish. I think you would be very wrong to do so; but keep them. Keep the men, too, if it gives you any pleasure. I raise no objection so far as I am concerned. But, in God's name, change the spirit of the government; for, I repeat, that spirit will lead you to the abyss. Alexis de Tocqueville: Speech of January 29, 1848, delivered in the French Chamber of Deputies a. Who wrote the speech? ___________________________________________________________________________ b. Why do you believe the speech was given? ____________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ c. What does it mean when the writer says, “sleeping on a volcano”? _________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ d. Why does the writer believe the government is “sleeping on a volcano”? ____________________________________ __________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

e. What does the writer mean when he says, “Think, gentlemen, of the old (i.e. pre 1789) monarchy: it was stronger than you are, stronger in its origin; it was able to lean more than you do upon ancient customs, ancient habits, ancient beliefs; it was stronger than you are, and yet it has fallen to dust....”?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

62


Outline Questions

16. How did Germany unify? In Germany, nationalism caused leaders to want to unify people that had shared customs and cultures into one nation. The German Confederation was composed of thirty-nine loosely joined states, of which Austria and Prussia were the largest and most powerful. Prussia had a mainly Germanic population, a powerful army, and a liberal constitution, thus giving this state the advantage in the creation of a unified German state. In Prussia, Wilhelm I was in power supported by the conservative Junkers. Wilhelm appointed Otto von Bismarck, a Junker, as his prime minister. Bismarck took full control of the country, ruling under a policy known as Realpolitik, meaning “the politics of reality,” a style of power politics that leaves no room for idealism. Stating that the decisions of the day would be decided not by speeches but rather by blood and iron, Bismarck practiced his realpolitik theory and embarked on a campaign of German unification. There were three wars of German unification from 1864 to 1871 with Denmark, Austria, and France respectively. In the first, Austria and Prussia formed an alliance to take land from Denmark. Soon thereafter, Bismarck purposefully created border conflicts with Austria to provoke them into declaring war on Prussia, a war known as the Seven Weeks War. In the final move for unification, Bismarck created an outside threat in an attempt to win the support of the remaining German states. After Bismarck changed the wording of the Ems Telegram to make it appear that Wilhelm I had insulted the French ambassador to Prussia, and published this doctored version to media, the French were provoked to declare war, just as Bismarck had hoped. After the defeat of Napoleon III in the Franco-Prussian War, German unification was complete. Prior to the mid-1800s, Italy and Germany did not exist 1. Each territory was divided into small, weak states 2. Napoleon’s armies easily defeated these states 3. Nationalism made them want strong, unified nations based on common culture Germany unified 1. German-speaking people wanted a unified Germany a. Local rulers of states refused to give up power; some land occupied by German

speakers were controlled by Denmark, Austria and France 2. Prussia was the most powerful German state a. Powerful military b. Liberal constitution c. Led by Kaiser Wilhelm I and his Prime Minister, Otto von Bismarck, who both wanted a unified Germany 3. Used its military to unite the Northern States 4. Fought against neighbors to gain territory 5. Victories in the Northern States and against neighbors convinced the Southern States to join 6. Final defeat of Napoleon III in the Franco Prussian War completed German unification in 1871 7. Kaiser Wilhelm I became emperor of all of Germany, with Bismarck as Prime Minister a. Bismarck used realpolitick: politics of reality, no room for idealism, the needs of the nation came first, decisions made by blood and iron (war) 8. Germany became the strongest nation in Europe

8

63


17. How did Italy unify? In Italy, like in Germany, nationalism caused leaders to want to unify people that shared similar customs and cultures into one nation. Count Camillo di Cavour led the unification of the Northern Italian states. The kingdom of Piedmont-Sardinia was the largest and most powerful of the Italian states, and with its liberal constitution, unification under this state appealed to many Italians of neighboring northern states. With French assistance, Cavour won the Austrian-occupied land of northern Italy. At the same time, Giuseppe Garibaldi, leader of the Red Shirts, captured Sicily in the south. Cavour persuaded Garibaldi to unite the two sections in 1860, allowing King Victor Emmanuel II to lead the united Italy, with Rome as its capital. Soon thereafter, Venetia and the Papal States were added as well. Italy unified 1. Camillo di Cavour led the Northern Italian States in their break from the Austrian Empire 2. Giuseppe Garibaldi used guerilla warfare to lead the Southern Italian states in their fight against local rulers 3. The Northern and Southern States unified to form Italy in 1860 a. Victor Emmanuel II became king b. Rome became the capital

3

18. What happened in Europe after nationalist movements? Four short wars fought between 1859 and 1871 redrew the map of Europe while addressing the questions of German and Italian nationalism. For the next four decades, these Great Powers would remain at peace and territorial disputes ceased to divide most of their government, despite the fact that nationalist grievances continued to fester in some places.

1

Assignment 10: Describe how the Congress of Vienna led to the unification of Germany and Italy.

Problem: After Napoleon’s defeat, new borders for European countries were created without regard to common culture.

Effects:

Causes:

Solution:

64


Standard 7-3.3: Explain how the Haitian, Mexican, and South American revolutions were influenced by Enlightenment ideas as well as by the spread of nationalism and the revolutionary movements in the United States and Europe.

Vocabulary


Peninsulares Colonists born in the mother country (usually Spain) who held the highest government and military positions

Creoles Colonists born in the colony but of the heritage of the mother country who were educated landowners who could be army officers but could not serve in high-level government positions

Mestizos Colonists who had one parent whose heritage was that of the mother country and the other parent was Native American who were servants and laborers and had few rights

Mulatos Colonists who were a mixture of European and African ancestry who served as servants and laborers and had few rights

Latin America All of the Americas south of the United States, including Mexico, Central and South America and many of the Caribbean Islands

Assignment 11: Label the following places: Venezuela, Colombia, Ecuador, Peru, Chile, Panama, Mexico, and Haiti.

What continents are shown?

_____________________________

What events that you learned about

in 6th grade, occurred in this area?

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

65



Outline Questions

19. What events inspired the Haitian, Mexican and South American Revolutions? The Haitian, Mexican, and South American revolutions were inspired by the

Enlightenment, as well as by the American Revolution, the spread of nationalism, and the revolutions in Europe. The ideas of liberty and equality inspired independence from colonial domination in this society driven by social structure.

Latin American Colonial Independence Movements 1. Spain and Portugal controlled colonies in Latin America for over 300 years 2. Napoleon’s quest for an empire engaged several European countries in war a. The Napoleonic Wars were fought on continental Europe from 1799-1815 b. The Peninsular Wars, a part of the Napoleonic Wars, were fought between Spain and Portugal against France (1808-1814) i. Spain and Portugal are both located on the Iberian Peninsula 3. Latin Americans saw the opportunity to win independence from their mother countries because Spain and Portugal were weakened by the war with France a. Internal struggles for power meant a succession of different monarchs 4. Similar to the French Revolution, social class struggles and discontent were a primary cause of Latin American Revolutions

3

20. How was the French Revolution similar to the Latin American Independence Movements?

Similar to the French Revolution, social class struggles and discontent played a large role in Latin American independence movements. The peninsulares, the wealthy Spanish-born citizens, constituted the smallest percentage of the population, yet occupied the highest political positions in society. The creoles were Spaniards born in Latin America who could not hold political office but could be army officers. Together, these two classes possessed the wealth, power, and land in Latin America. Beneath them in the social hierarchy were the mestizos (a mixture of European and Indian ancestry), mulattos (a mixture of European and African ancestry), and the slave class.

Social Classes in the Spanish Colonies in Latin America 1. Peninsulares: colonists who were born in Spain a. Smallest percentage of the population b. Held all of the power i. Sent to the colony to run the colony/held highest government positions ii. Held highest military positions iii. Granted land by the king; became wealthy landowners 2. Creoles: colonists born in the colony to parents who had been born in Spain a. Well educated landowners b. Could not hold high-level government or military positions but could serve in the government and the military 3. Mestizos: colonists of mixed Spanish and Native American ancestry a. Usually servants and laborers b. Had very few rights or opportunities 4. Lowest Class: Native Americans, enslaved Africans and Mulattos a. Slaves i. Worked in the mines or on plantations ii. Had very few rights or opportunities

5

66


21. What happened in the Haitian Revolution? In Haiti, the western third of the island of Hispaniola, the revolution was inspired by

the American Revolution in particular. This French colony, which was known as Saint-Dominigue (French) or Santo Domingo (Spanish) prior to its independence, had a large slave population, most of whom were treated brutally and lived in poor conditions. In 1791, a group of 100,000 slaves revolted, and Toussaint L’Ouverture soon became their leader. By 1801, L’Ouverture had gained control of the island and freed all the enslaved Africans. In 1802, France sent troops to deal with the situation and remove L’Ouverture from power. L’Ouverture was sent to France, where he died in a French prison in 1803, but the French were unsuccessful in quelling the rebellion. In 1804, Haiti declared its independence, thus making this the only successful slave revolt in history. Haitian Revolution (was known as Saint-Dominique prior to revolt and Haiti after) 1. French plantation colony on the western 1/3 of the Island of Hispaniola in the Caribbean or West Indies a. Produced sugar and coffee 2. 90% of the population were African slaves who were treated brutally and lived in poor conditions 3. In 1791, 100,000 slaves revolted 4. Toussaint L’Ouverture a. Former slave who gained freedom, became educated and owned his own plantations b. Joined the fight and became the leader of the revolution c. Inspired by the French and American Revolutions and Enlightenment ideas d. Gained control of the colony and freed all of the slaves e. The upper class fought back, enlisting the help of the Spanish, who controlled two-thirds of the island f. Argued that the former slaves were the only ones loyal to France g. Tricked by the French who sent troops to remove L’Ouverture from power h. Died in prison in France i. Rebellion successful; Haiti gained independence in 1804 i. Only successful slave revolt in history 5. Effects of the Haitian Revolution a. Haiti had been a prosperous colony b. Plantations and means of production destroyed during Revolution c. Former slaves did not want to return to plantation work, preferring to be small, subsistence farmers who worked for themselves d. With nothing substantial to trade and being isolated on an island, Haiti became very poor and lacked educational advancement

6

67


Assignment 12: Complete the chart by filling in the blanks.

Class Description Role in Society

Peninsulares Born in ______ and moved to colony

Leaders, highest jobs in government and military

__________

Born in colony but parents were born in Spain

Well educated landowners, could not get high-level jobs in gov. or military

Mestizos Mixed _______ and __________________ ancestry

Servants, laborers, very few rights or opportunities

Lowest Class Native Americans, enslaved Africans, Mulattos

__________, worked in mines or on plantations, very _______ rights or opportunities

68


Assignment 13: Read the following quotes and answer the questions.

“In overthrowing me, you have done no more than cut down the trunk of the tree of the black liberty in St-Domingue-it will spring back from the roots, for they are numerous and deep.”

Toussaint Louverture

“Toussaint is a Negro and in the jargon of war has been called a brigand. But according to all accounts he is a Negro born to vindicate the claims of this species and to show that the character of men is independent of color”

London Gazette December 12, 1798

“My decision to destroy the authority of the blacks in Saint Domingue (Haiti) is not so much based on considerations of commerce and money, as on the need to block forever the march of the blacks in the world.”

Napoleon Bonaparte

a. What is race? ___________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

b. Consider the point of view of each of the speakers. What do each of the speakers have to say about race? Why do they have

differing opinions? ____________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________


Outline Questions

22. Who led the majority of independence movements throughout the rest of Latin America? Having been educated in Europe and exposed to Enlightenment and revolutionary

ideals, creoles led the majority of the independence movements throughout the rest of Latin America. As these ideals spread in Latin America, many mestizos and other lower classes were inspired by the ideas of equality and freedom as well. Napoleon Bonaparte’s attempts to conquer nations in Europe, and thus extend control over its colonies, caused many creoles to worry about foreign domination by an absolute ruler. Similar to what was occurring in Europe, nationalistic feelings intensified desires for self-rule and the revolutionary ideas that were spreading in Europe inspired creoles and the other lower classes to begin fighting for the rights and equality not allowed by their class systems. Creoles and the other lower classes throughout Latin America therefore used Enlightenment ideas such as Locke’s idea of consent of the governed along with nationalistic ideas to justify rebellion against Spain.

2

69


23. What happened in the Mexican Revolution? In Mexico, the independence movement was initially led by the mestizos. Padre Miguel

y Costilla Hidalgo (Father Miguel Hidalgo), inspired by Enlightenment ideals, called for rebellion, and a crowd marched toward Mexico City. They were defeated in 1811 by the upper classes who feared losing their power to the lower classes. Another attempt at revolt four years later also failed. Mexican independence finally was attained in 1821 when Mexican creoles, fearing the loss of their power, declared independence from Spain with Agustín de Iturbide as their emperor. In 1823, the nations of Central America (Nicaragua, Guatemala, Honduras, El Salvador, and Costa Rica) declared their independence from Mexico. Mexican Revolution 1. Colony located in North America and controlled by Spain 2. Independence movement led by the Mestizos 3. Padre Miguel y Costilla Hidalgo (Father Hidalgo) a. Catholic priest who had faced the Inquisition for being married and having children b. Taught the Mestizos how to cultivate grapes and grow silk worms to produce silk i. The Mestizos were very poor; Hidalgo wanted to teach a skill that would allow the Mestizos to be self-sufficient and raise them out of poverty ii. The Peninsulares were opposed to this idea because it meant fewer workers for their mines and plantations, competition for their goods and services, and less control over the population iii. It was illegal for Hidalgo to train the Mestizos c. Was involved in a plot to undermine the Spanish Government d. When the plot was betrayed, he made a speech calling for Revolution in 1810 i. Grito des Dolores (Cry of Dolores) became the battle cry of the Revolution e. Killed in battle in 1811; however, his courage and belief in Enlightenment ideals, inspired the Mestizos i. Mexico won independence in 1821 4. In 1823, Nicaragua, Guatemala, Honduras, El Salvador and Costa Rica declared independence from Mexico

5

24. What happened in South American independence movements? The revolutionary spirit was contagious in South America, as all across Spanish-controlled colonial possessions, nationalist desire for independence from Spain spread. Like his neighbors to the north, Simón Bolívar, a creole general, led the independence movements throughout South America beginning in his home country of Venezuela in 1811. Bolívar then moved into Colombia and Ecuador, where he met José de San Martín, who had recently freed Chile. Together, the two men combined forces under Bolívar’s command to liberate Peru. Bolívar’s dream to unite the Spanish colonies of South America into a single country, known as Gran Colombia, was a reality for a short time as Venezuela, Colombia, Panama, and Ecuador were temporarily united. But political issues soon separated the countries once again into their own independent states. Revolution in South America 1. Involved Venezuela, Colombia, Ecuador, Chile and Peru, which are all located in South America and were colonized/controlled by Spain 2. Many creoles saw the struggles of the lower classes and were also unhappy with the changes and instability of the Spanish government i. Especially when Napoleon put his brother, Joseph, on the Spanish throne 3. Simon Bolivar a. Creole general who led independence movements throughout northern South America beginning in his home country of Venezuela in 1811

b. Also fought for and won independence in Colombia and Ecuador

6

70


c. Joined with Jose de San Martin, who had freed Chile in southern South America to free Peru i. Venezuela, Colombia, Ecuador, Peru and Chile are all in South America and were all under Spanish control d. Dreamed of unifying all of South America into one country, Gran Colombia i. Gran Colombia existed from 1819-1831 and included Colombia, Venezuela, Ecuador and Panama ii. Gran Colombia fell apart with no strong leader to rule when Bolivar left to lead other revolutions 4. Effects of the Latin American Revolutions a. People in Latin America were either very poor of very rich b. Many countries were not able to set up stable governments

Assignment 14: Create a chart comparing Latin American Revolutions in South America, Mexico and Haiti. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each revolution must be represented by at least two characteristics. (Place an X in the column if the revolution has that characteristic.)

Revolution Inspired by Enlightenment Ideals

Led by the Creoles

Haitian

X

Latin American

X X

Mexican X

Assignment 15: Describe why revolutions occurred in Latin America.

Problem: Social class struggle and discontent existed in the colonies in Latin America.

Effects:

Causes:

Solution:

71


Assignment 16: Re-read sections 19-24. Make a list of all dates and their corresponding events. Use those dates to create a timeline. ____________________________________________________________________________________________________________ Summarize your timeline. Describe what was going on, who was involved and why major events were taking place. Be sure to list similarities and differences in revolutions. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

72


Unit 4: Industrialization and the Age of Imperialism 7-3.4 Explain how the Industrial Revolution caused economic, cultural, and political changes around the world.

Vocabulary


Agricultural Revolution

rapid increase in agricultural productivity and vast improvements in farming technology during the 18

th

Century

Enclosure Movement

the process of dividing communal land into individually-owned farming plots

Industrial Revolution

emergence of the factory-system of production; workers were brought together in a factory, supplied with tools, machines and materials in exchange for wages; began in England

Cottage Industry the production of products and services is home-based rather than factory-based

Assembly Line arrangement of machines and workers in which products move from operation to operation until the product is complete; each worker is trained to do one thing

Division of Labor occurs when a worker is assigned a specialized task to increase efficiency; a complex process is broken down into simpler tasks, which are assigned to specialized workers who only perform their tasks

Interchangeable Parts

identical components of a machine that can be substituted for one another

Rural-to-Urban Migration

the movement of people from the countryside to towns and cities

Laissez-Faire Capitalism

French for “let the people rule,” “let the people do as they wish:” form of capitalism that keeps government influence to a minimum

Socialism system in which the means of production, distribution and exchange are owned by the community collectively, usually through the government

73


7-3.4 Explain how the Industrial Revolution caused economic, cultural, and political changes around the world.

Outline Questions

25. Why did the Industrial Revolution begin? The Industrial Revolution began in Great Britain in the late 1700s following the Agricultural Revolution and the early advancements in technology and machinery. The enclosure movement, crop rotation, and advanced agricultural technology increased agricultural yields, which led to increased population and forced small farmers to become tenant farmers or move to the cities. Agricultural Revolution 1. Prior to the Industrial Revolution, people lived in farming villages, grew their own food and made most of their own goods 2. Other necessary goods, such as cloth, were made in the Cottage Industry a. People worked in their own homes using their own tools and resources to make goods 3. Advances in technology, including crop rotation, increased the amount of crops 4. The Enclosure Movement created large farms a. Communal land was consolidated and sold to individuals and traditional rights given to the poor ended i. Peasants were no longer allowed to grow crops to feed their families on communal land ii. Peasants had to find other work to support their families b. Prior to the Enclosure Movement, farmers only controlled their land during growing season i. Once growing season ended, other people were able to mow meadows for hay or graze livestock c. Owners were able to grow a single crop, which increased crops and profits d. Owners were able to experiment and find new, better ways of growing crops 5. The number of people needed to work the land and produce food decreased 6. Small farmers moved to the cities a. Rural-to-Urban migration: movement of people from the countryside to the city b. This increased the available workforce in cities

5

Assignment 17: Describe how the Enclosure Movement helped England begin the Industrial Revolution.

Problem: The Enclosure Movement allowed communal land to be bought by a single owner.

Effects:

Causes:

Solution:

74



Outline Questions

26. Why did the Industrial Revolution begin in Great Britain? Great Britain had the factors of production needed for industrialization, including natural resources, rivers and harbors, experienced entrepreneurs, rising population, political stability, increasing world trade, and economic prosperity and progress. The Industrial Revolution began in England (1760) 1. England had the factors of production necessary to begin the factory system a. Capital: the British had accumulated money through trade i. Money was needed to build the factories and pay for the machinery, materials and workers b. Labor Force: from 1750-1850, the British population tripled i. Because of the Agricultural Revolution, there was more food ii. With more food, people had more children iii. Sanitation increased, limiting disease, causing the death rate to fall iv. There were enough workers available to run the factories and mine for coal (When coal burns, it turns into steam) c. Rural-to-urban migration had already occurred due to the Enclosure Movement d. Natural resources i. Raw cotton came from the British colonies overseas including the United States and India ii. Many landowners began raising sheep to provide wool iii. Coal and iron were available e. Transportation System: needed to move goods over large distances for trade i. Long coastline which provided harbors for ships ii. Navigable rivers (easy to travel) iii. Canals to link waterways iv. Network of roads v. Developed railroads f. Technology i. England developed the first water-powered textile mill ii. It was illegal for anyone who had worked in a textile mill to leave the country or to sell the plans for factory machines g. Markets i. The British had colonies around the world, which could only purchase goods from Great Britain

6

27. To where did the Industrial Revolution spread? Following its start in Great Britain, the Industrial Revolution spread to the United States and those countries of continental Europe in which factors of production were available such as Belgium and Germany. Later, in Japan, industrialization began as a response to growing imperialistic threats against the nation. The Industrial Revolution caused major economic, cultural, and political changes around the world. The Industrial Revolution Spread 1. By the late 1800s, the Industrial Revolution was in full swing in Germany, the United States, Japan and Russia a. Had natural resources, such as iron and steel, to run factories b. Had available land to grow crops to feed the growing workforce 2. Industrialization was slowed in continental Europe by the Napoleonic Wars 3. Belgium industrialized in 1799 4. Germany industrialized in 1835 a. Factories and railroads led to military power b. A focus on chemicals led to new weapons in World War I

5

75


5. France did not industrialize and remained reliant on agriculture 6. Some countries provided government aid to begin industrialization a. Believed that industrialization and modernization would help the country stay strong i. A wealthier population meant people were able to pay taxes ii. Tax money meant that the government was able to maintain a military for protection iii. The governments of Germany, Japan and the United States subsidized industry iv. In the United States, the government financed the building of railroads

28. How did the modernization of the textile industry change the way people worked? The Industrial Revolution was an economic revolution, and therefore economic changes were widespread and still continue to impact our world today. These economic changes led to cultural and political changes. Economic changes began with the invention of machines. New textile machines for spinning and weaving, chores that had previously been done by hand increased the production of cloth goods. The modernization of textile technology revolutionized industrialization. The flying shuttle advanced textile production by doubling the amount of weaving a worker could do in one day. This machine was soon joined by the more advanced spinning jenny, which allowed one spinner to spin eight threads at a time. At first operated by hand, these machines were soon powered by the water frame. In 1779, the spinning mule was invented as a combination of the spinning jenny and water frame. The mule produced a stronger product than its predecessors. In 1787, the water-powered power loom increased the speed of weaving yet again. The cotton gin significantly increased cotton production following its invention in 1793. As reliance on large, expensive machines increased, factories were built to house the machines, rather than the “cottage industries” of handwork previously done at home in earlier times. Due to the increasing demand for waterpower to drive machines, factories were built near rivers or streams. Therefore, jobs that had previously been done by individuals in the home were moved to factories. These factories were built in existing cities or established towns near water sources.

3

29. How did the development of the steam engine change where factories were built? After the development of the steam engine by James Watt, factories began being built away from water sources because the steam engine became the new power source for machines. Coal and iron were the main resources used to power and build these engines and machines, and later, in the second wave of the Industrial Revolution that began in the 1870s, electricity, chemicals, and steel were the main sources for industrial business. New technology made transportation and production faster The Steam Engine 1. James Watt invented the Steam Engine a. Replaced waterpower with steam power allowing factories to be built anywhere b. Prior to the steam engine, factories had to be built near a river, the currents of which would turn the factory’s watermill, which powered the factory c. Improved transportation; railroads and steamboats made it easier, quicker and more cost effective to move people and goods over long distances; this improved trade

3

30. How did transportation improve due to the steam engine? Transportation improved with the development of the steam engine as well. The steam engine was soon used to power steamboats and locomotives, leading to the building of canals and railways for trade and transportation. The railroad boom created new jobs for railroad workers and miners were needed to obtain coal to power the new engines. With less expensive means of trade and transport of goods, industries developed and trade over longer distances grew and travel for humans was easier.

2

76


Transportation Improved 1. Improved transportation; railroads and steamboats made it easier, quicker and more cost effective to move people and goods over long distances; this improved trade

31. How did division of labor and the development of interchangeable parts increase productivity? With the development of the factory system came the division of labor as individuals were assigned specific tasks, which led to increased worker productivity and increased output of manufactured goods. Through the development of interchangeable parts, where many identical parts where produced rather than the previous process of creating unique items by hand, it became possible to mass produce and repair many goods with the aid of machines and refine them by hand. Mass production allowed goods to be produced for a cheaper price, making them more accessible to an increasing portion of the population. Improved Technology Facilitated Assembly Line 1. Eli Whitney invented the Cotton Gin a. Cleaned cotton off seeds 50 times faster than a person 2. Eli Whitney invented Interchangeable parts (to make muskets); however, interchangeable parts had already been in use by clockmakers a. Machines could be repaired quickly; parts did not have to be hand-produced or custom-made to fit that one machine 3. Henry Bessemer created the Bessemer Process (turned iron into steel) a. Lowered steel prices and led to the Steel Age b. Steel was flexible and strong and could be used to build bridges, skyscrapers and large machines 4. Henry Ford invented the assembly line and division of labor a. Workers were assigned to a specialized task as the product moved on a conveyor belt from one station to the next

b. More product was produced at a lower cost

3

32. What were working conditions like during the Industrial Revolution? Workers spent long hours in the factories, often fourteen hours a day, six days a week. The working conditions were dangerous and often resulted in injury, but there was no recourse for such injuries. Individuals could earn more in factories than on farms, leading to a large rural-to-urban migration. Working conditions were unregulated 1. Long hours (14 hours a day, six days a week) 2. Dangerous 3. Low wages

2

33. How did rural-to urban migration change how people lived? Rural-to-urban migration led to many social changes. Unfortunately, the division of labor also made clear the division between the worker and owner classes. Many European cities doubled in population during this period of history. Because of the low pay for workers and because the living conditions in cities were unregulated, housing conditions were often very poor. The working class lived in crowded areas often without basic utilities such as running water. Conditions were often unsanitary due to these circumstances along with increased pollution from the factories. Crime increased due to poverty, however there was often inadequate police protection. The middle and upper classes, usually business owners or other professionals, typically moved to nicer homes in the suburbs, which was a tangible reflection of the growing class divisions. Living conditions in cities were unregulated 1. Poor housing conditions 2. Inadequate police protection 3. Unsanitary living conditions 4. The middle/upper classes moved to homes in the suburbs, reflecting a class division

3

77


Assignment 18: Create a chart comparing life before the Industrial Revolution and after the Industrial Revolution. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each time period must be represented by at least two characteristics. (Place an X in the column if the time period has that characteristic.)

Time Period Most people lived in the countryside and farmed

Most people lived in the city

Before the Industrial Revolution

X

After the Industrial Revolution

X


Outline Questions

34. How did capitalism impact living and working conditions? Because working conditions were so dangerous and because of the growing class divisions, further economic changes began along with political changes. Laissez-faire capitalism was the foundation of the Industrial Revolution, as this was the economic system in which all factors of production were privately owned and there was no government interference. But capitalism, based on laws of competition, supply and demand, and self-interest, also allowed for great disparity in wealth. Supporters of capitalism opposed the creation of minimum wage laws and better working conditions, believing that it would upset the free-market system and weaken the production of wealth. The working class was increasingly oppressed by the middle and upper classes. This led to rising support of socialism, because of the belief that such a system would provide for the greater welfare of the masses of working people. Laissez-Faire Capitalism 1. All factories in the United States were privately owned with no government interference 2. Capitalism, which is based on the laws of supply and demand and self-interest created a disparity in wealth a. Workers were paid low wages to increase the owners profits b. Opposed the minimum wage laws and better working conditions i. Believed providing these things would cut into profits 3. The working class was increasingly oppressed by the middle and upper classes

3

Assignment 19: Describe how capitalism impacted the Industrial Revolution in the United States.

Problem: Capitalism is based on the laws of supply and demand and self-interest. Owners wanted to increase their own profits without concern for workers.

Effects:

Causes:

Solution:

78



Outline Questions

35. What is socialism? Socialism at that time offered workers more protection than capitalism and it also promised that it would better distribute wealth according to need. Karl Marx and Friedrich Engels, writing in The Communist Manifesto, proposed a radical socialism, stating that society was dividing into warring classes. It was proposed that the proletariats, the “have-nots” or the workers, who were oppressed in their current conditions, would overthrow the bourgeoisie, the “haves”, or the owners, and create a “dictatorship of the proletariat.” Although this proletariat revolution did not occur during the Industrial Revolution, Marx provided the fuel for future reforms and revolutions. Socialism 1. Economic system in which the country’s farms, factories and businesses were owned and controlled by the people 2. Karl Marx wrote the Communist Manifesto in 1848 a. Described socialism b. Believed that society was divided into warring classes/all history was the history of class conflict c. Believed that capitalism gave rise to the proletariat (working class), which would rise up and overthrow the capitalists or bourgeoisie (owners) d. Offered workers more protection and equality e. Promoted equality and the end of poverty

3

Assignment 20: Create a chart comparing capitalism and socialism. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each economic system must be represented by at least two characteristics. (Place an X in the column if the economic system has that characteristic.)

Economic System

Practiced in the United States

Based on the writing of Karl Marx

Capitalism

X

Socialism X


Outline Questions

36. How do labor unions work? In addition to the rise of socialism, labor unions and reform laws came about in the 1800s as a means to correct the disparities between social classes. Unions negotiated for better working conditions, higher pay, and shorter hours, and they would strike if demands were not met. These unions were restricted at first, but over time achieved nominal success. In the 1830s, the British Parliament began regulating mine and factory conditions for women and children, bringing much needed reform. While individual gaps in wealth were problematic at this time, a global wealth gap also was occurring. As industrialized nations gained power over non-industrialized nations, these industrial powers began looking to exploit the weaker nations for resources and markets. Thus, imperialism was born out of the industrial era. Labor Unions and Reform Laws 1. The proletariat never rose up to overthrow the bourgeoisie 2. Workers joined together to form labor unions a. Negotiated for better working conditions, higher pay and shorter hours b. Strikes (all of the workers refuse to go to work, which shuts down the factory) were held if demands were not met 3. Laws were created to regulate child labor and working conditions and to create a minimum wage (the least amount any worker can be paid)

3

79


Standard 7-3.5: Analyze the ways that industrialization contributed to imperialism in India, Japan, China, and African regions, including the need for new markets and raw materials, the Open Door Policy, and the Berlin Conference of 1884.

Vocabulary


Imperialism control of a weak and undeveloped nation by a powerful nation, usually by military force

Industrialized or Developed Nation

a country that has established factories and the transportation, education and communication systems to support trade

Non-Industrialized or

Undeveloped Nation

a country lacking in economy, infrastructure, and industrial base; people in undeveloped nations have a lower standard of living due lack of education, low income and poverty

Social Darwinism the belief that the socially elite classes (those possessing wealth and power) were biologically superior to the lower classes; in the struggle for survival, the upper classes would win

Scramble for Africa

the rushed imperial conquest of Africa by the major European powers (1876-1914), beginning with Belgium King Leopold II who took over the Congo Basin for rubber

Berlin Conference a series of negotiations held in Berlin (1884-1885) between the major European nations to divide Africa into colonies

Open Door Policy belief that China should be open to all nations rather than just one or a few nations having control of the country

Sphere of Influence

one nation dominates another, often in economics where the weaker nation is only allowed to trade with the dominating country

Meiji Restoration return of the Japanese emperor to the throne after the fall of the Tokugawa Shogunate (1868-1912)

80



Outline Questions

37. What was the economic origin of imperialism? Industrialization was the primary economic origin of imperialism because a wealth gap was created between industrialized and non-industrialized nations. Industrialized nations sought raw materials from these less developed countries and new markets for finished products. Imperialism: control of a weak and underdeveloped nation by a powerful nation 1. Reasons for Imperialism (MAIN) a. M-Markets to sell manufactured goods to i. Improves the balance of trade ii. Most Imperialized territories were forced to trade only with the controlling country b. A-Acquire more natural resources i. Natural resources, such as coal, were needed to fuel factories ii. Natural resources, such as timber or rubber, were needed to produce goods in factories iii. Competition for resources grew, leading to many wars iv. Countries wanted to produce goods to have a favorable balance of trade c. I-Introduce Christianity i. Many European countries felt a moral imperative to save the souls of the natives in Africa, Asia and other regions who had never had the opportunity to read the Bible d. N-Nationalism increased i. Citizens wanted to increase the power of their country by creating empires ii. Empires provide more territory, a stronger economy and a stronger military

4

38. Who were the key imperial powers? Europe, the United States, and Japan were key imperial powers. Major Imperial Countries 1. Great Britain (the largest Empire in the history of the world) 2. France 3. Germany 4. Japan 5. The United States Characteristics of Imperial Countries 1. Strong economy a. Industrialized with a strong infrastructure b. Established trade relationships 2. Strong government a. Stable, without the threat of take-over b. Existing constitution that gave legitimacy to the rulers, established how the government would be set up, and gave the people rights 3. Strong military a. Well-trained, well-armored units b. Advanced weapons

3

39. What areas were sought after for natural resources and as markets for goods? Countries in Asia and Africa were the most sought after areas to colonize. Regions Colonized 1. Africa 2. Asia 3. Oceania

3

81


Characteristics of Regions Colonized 1. Plentiful natural resources a. Industrialized nations needed natural resources to manufacture goods 2. Poor economy a. Limited, if any, factories b. Limited, if any, trade relationships 3. Unorganized government a. Governments may have been long-established; however, the discontent of the people led to rebellions 4. No real military a. Lacked advanced weapons B. Latin American countries were not imperialized during this time a. Most Latin American countries had gained independence by 1830 b. The Monroe Doctrine and the Roosevelt Corollary protected Latin American countries from European interference

This is a map of

imperialism. Notice that

colonies are all over the

world. The most

important thing to notice

is that India, Australia and

Canada are under British

control and Africa is still

divided between many

European nations. Great

Britain and France control

the most land/colonies in

Africa. Also notice that

South Africa is controlled

by the Dutch.

82


Assignment 21: Describe how the need for natural resources led to the Age of Imperialism.

Problem: Industry requires natural resources to make goods to sell.

Effects:

Causes:

Solution:


Outline Questions

40. What forces supported the economic drives for imperialism? Supporting the economic drives for imperialism were political and social forces. The race for colonies created a competition among European powers. Nationalist sentiment was stirred, and each country also sought to hold the most competitive posts around the world. Additionally, the belief in Western superiority, driven by Social Darwinism, justified imperial conquests. Rudyard Kipling’s The White Man’s Burden became an anthem for imperialism, stating that it was the duty of the Western powers to take their superior culture to the lesser nations, despite the resistance they might encounter.

1

41. Why was India the “jewel of the crown” for the British Empire? In Asia, India became the “jewel of the crown” for Britain after the British East India Company set up trading posts along the Indian coast. After suppressing the Sepoy Rebellion, India officially became part of the British Empire and Britain began to exploit India for its raw materials while setting up markets there to sell British manufactured goods, hurting many Indian industries, such as the cloth industry, that could not compete with British industrialization. European Imperialism in India 1. Portuguese explorer Vasco de Gama reached India by an all water-route in 1498 a. Portugal dominated trade 2. During this time period, India was ruled by the Mughal Emperor 3. India’s natural resources included cotton, tea and opium 4. The British East India Company fought the Portuguese (1612) a. The British wanted spices from Indonesia (The East Indies), which was controlled by the Dutch b. They needed something to trade for the spices c. Upon defeating the Portuguese, the British East India Company was given the right to control trade and set up factories in India i. The British East India Company had their own military ii. Sepoys, native soldiers, were hired and trained by the company d. The British East India Company traded India’s cotton for spices e. India became known as “The Jewel in Britain’s Crown”

5

83


5. By 1850, The British East India Company had defeated the French and the Mughal Empire a. Set up indirect rule of India; The Raj (rule according to the Indian people) b. Controlled 60% of India 6. Positive Influence of British Rule a. Created schools b. Improved roads and built railroads c. Kept the peace between local leaders d. Gave native Indians government positions and hired them as Sepoy soldiers 7. Negative Influence of British Rule a. Forced Indians to work on plantations b. Only educated boys c. Brits involved with trade received high level government jobs d. Ignored local religious beliefs

42. How did Japan respond to being forced to open for trade? In Japan, the government reopened trade with the West after the United States threatened to attack the capital city of Edo or modern-day Tokyo. Commodore Matthew Perry of the U.S. Navy was sent with warships to the coast of Japan with a treaty that the Japanese government was forced to sign in order to avoid attack. As a result of this treaty, Japanese trade, closed since a return to isolationism that began in the 1600s, was reopened. Industrialized nations of Europe began using Japan as a market for their industrial goods as well. As a result of these aggressive actions, the Japanese government decided to industrialize quickly during the Meiji Restoration in order to avoid being imperialized and to begin its own imperialism. Japan Imperialized 1. Fearing foreign influence as it had occurred in India and China, the Japanese remained isolated 2. The Tokugawa Shogunate (military government) had ruled Japan since the 12

th

Century and wanted to remain isolated 3. The United States sent Commodore Mathew Perry to force Japan to open for trade (1853-1854) a. The Japanese did not have the advanced weapons the US had b. Signed the Treaty of Kanagawa, opening Japan for trade c. The Shogun was seen as weak for allowing foreigners to come ashore at will d. Japanese nationalists revolted and returned the Meiji emperor to the throne i. Meiji Restoration (1868-1912) The Industrial Revolution in Japan 1. The Meiji Dynasty encouraged industrialization a. Feared foreign influence or being taken over by a stronger country if Japan did not modernize i. Other Asian countries were being colonized at this time ii. Many Asian countries had begun to practice isolationism because they did not like the influence foreigners were having on their traditions, religious practices, and respect for government b. Subsidized industry i. Provided a national education system to create an educated workforce ii. Built roads, railroads and shipping lines to improve transportation iii. Built telegraph and telephone lines to improve communication iv. Built ten mines, five munitions plants and fifty-three consumer industries c. Japan became a world power and wanted to build an empire i. Japan lacked coal, which was needed to run factories, and other natural resources needed to produce goods

6

84


43. How was China divided during imperialism? China, like Japan, was forced to open itself to trade by industrial powers. As a result of losing the Opium Wars with Britain, the Chinese government was forced to sign a treaty allowing Britain to begin trading and setting up markets in China. Other European industrial nations, as well as the United States and later Japan also wanted access to China as a source of markets. After the Opium Wars, Britain and other European nations began carving China up into their own “spheres of influence” where they controlled special trading and economic rights within their designated area or section of China. The United States, wanting access to China as well, therefore created the Open Door Policy, stating that China should be open to all nations rather than just one or a few nations having control of the country. European Trade with China 1. Europeans had traded with China along the Silk Road for centuries a. Europeans wanted silk, spices and porcelain b. The Chinese believed the Europeans had very little of value to trade 2. The Chinese were concerned about foreign influence (practiced Isolationism) a. Forced out Portuguese missionaries in 1700s i. Converting to Christianity threatened Confucianism and the structure of Chinese society (reciprocal relationships based on respect shifted) b. The Qing Dynasty restricted trade with foreigners i. Only opened one port, the port in Canton, to foreign traders ii. Only traded silk and spices with foreigners iii. Only accepted silver as payment

3

44. What was the Scramble for Africa? In Africa, Europeans also began exploring and eventually taking over land to get more raw materials that were needed as a result of industrialization. This exploration and increasing interest led to a treaty whereby Belgium gained the Congo. Soon after Belgium claimed a section of Africa, other nations of Europe scrambled to do the same. The Berlin Conference of 1884-85 set forth the rules for the division of Africa. Fourteen European nations met, with no African representation, to divide the continent with little regard to ethnic or linguistic boundaries. With Europe’s advanced technology, primarily in weaponry and steamships, and the cultural disunity of Africa, the African nations were easily dominated. Only Liberia and Ethiopia were not imperialized by 1914. Despite the European agreement to peaceful division, conflicts still arose. In South Africa, for example, the Dutch, British, and Africans fought for land and resources. The Scramble for Africa (1876-1914) 1. European contact with Africa increased after the Portuguese set up trading posts in the early 1600s 2. With the decline of the slave trade, Europeans began to explore the interior of Africa a. David Livingstone was a Scottish missionary in Africa who wrote books and articles about Africa b. He lost contact with the world outside of Africa c. Reporter Henry Morton Stanley went in search of Livingstone d. His articles increased public interest in Africa e. At the same time, other European countries sent expeditions to the interior of Africa in search of natural resources 3. King Leopold II of Belgium established the Belgian Congo in the Congo Basin a. Natural resources had been located in the Congo i. Ivory ii. Diamonds iii. RUBBER 4. While Leopold originally wanted to end slavery, his control over the native people was cruel and inhumane 5. Once Leopold claimed the Congo for Belgium, other European nations rushed in

8

85


to claim land a. This is known as the Scramble for Africa 6. Europeans used Social Darwinism to justify imperialism a. Europeans believed that white, Christian Europeans were biologically superior to black Africans (and to Asians) who practiced religions other than Christianity b. Europeans felt it was their responsibility to share their culture, with an emphasis on religion, with the Africans c. Rudyard Kipling’s poem, “The White Man’s Burden,” represented Social Darwinism and was a call to the European nations to take their superior culture to the lesser nations, despite the resistance they may encounter 6. The Berlin Conference a. By the 1800s, European nations were fighting over territory in Africa b. Otto von Bismarck called a conference in Berlin to partition the land in Africa i. Fourteen European nations and the United States attended ii. No African representatives were included iii. Delegates agreed that no nation would claim African land without notifying other European nations and that land had to be effectively occupied before it could be claimed iv. Countries often ignored these agreements and conflicts between nations often arose 7. Most of Africa remained colonized until after World War II 8. Only two African countries remained independent a. Liberia (created by former slaves) i. Used trade and money to keep Europeans from making permanent settlements b. Ethiopia (led by Menelik II) i. Modernized quickly ii. Educated the population iii. Built a strong military

Assignment 22: Create a chart comparing the major regions that were imperialized (colonized/taken over). The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each major region must be represented by at least two characteristics. (Place an X in the column if the major region has that characteristic.)

Major Region

Did not have a strong, organized military

Had natural resources other countries wanted

Africa

X X

India X X

China

X X

86


Assignment 23: Create a chart comparing colonization during the Age of Exploration and colonization during the Age of Imperialism. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each Age must be represented by at least two characteristics. (Place an X in the column if the age has that characteristic.)

Age European countries competed for natural resources

Native populations sometimes treated unfairly

Age of Exploration

X X

Age of Imperialism

X X

Assignment 24: Predict what will happen when younger nations, such as Italy and Germany, want to improve their balance of trade.

Problem: New countries had become strong enough to compete with older European powers and needed natural resources to make products to trade.

Effects:

Causes:

Solution:

87


Standard 7-3.6: Explain reactions to imperialism that resulted from growing nationalism, including the Zulu Wars, the Sepoy Rebellion, the Opium Wars, the Boxer Rebellion, and the Meiji Restoration.

Vocabulary


Zulu Wars war in South Africa (1879) between Zulu tribes and British armed forces in which the British were ultimately successful

Sepoy Rebellion revolt of the Sepoy troops in British India (1857-1859) which resulted in the transfer of the governing of India from the British East India Company to the British government (Direct Rule)

Opium Wars war between Great Britain and China that began in 1839 as a conflict over the opium trade and ended in 1842 with the Chinese cession of Hong Kong to the British, the opening of five Chinese ports to foreign merchants, and the granting of other commercial and diplomatic privileges in the Treaty of Nanking.

Boxer a member of the Chinese nationalist group, the Society of Righteous and Harmonious Fists, who were ordinary villagers who reacted violently against the influence of foreign Christian missionaries and diplomats

Boxer Rebellion a Chinese uprising (1899-1901) against foreign influence in trade, politics and religion

Sino-Japanese War

1895 war between China and Japan over control of Korea in which Japan gained Korea, Taiwan and Manchuria

Russo-Japanese War

1904 war between Russia and Japan over control of Korea and Manchuria in which Japan defeated Russia and became a recognized world power

http://dictionary.reference.com/browse/conflict

http://dictionary.reference.com/browse/the

88



Outline Questions

45. What were the Zulu Wars? The Zulu Wars in South Africa pitted imperial competition for land in South Africa by industrial nations against nationalism. The Dutch, British, and African people all sought the land and resources of the country. In the early 1800s, Shaka Zulu of the Zulu Kingdom in South Africa created a centralized state. The Boers, Dutch settlers known as Afrikaners, began encroaching on lands of the Zulus. In a display of nationalism, Shaka Zulu led the South Africans in attacks against the Boers to protect his empire from Dutch control. His successors, however, were unable to continue his rule as the British exerted an increasing pressure in the area. In the 1880s, the Zulu War was fought against the British as the Zulus sought to retain independence, illustrating their growing nationalism. The Zulu nation, lacking the weaponry of the British, was defeated, and the Zulu nation became part of the British Empire. Zulu Wars 1. Shaka Zulu built a Zulu Empire in South Africa, using highly-skilled and highly- disciplined warriors 2. The Zulus were often in conflict with the Boers (Afrikaners)/Dutch settlers 3. The British wanted to unite black and white Africans 4. They began a war with the Zulus a. The British made a tactical error in the first Zulu War and lost to the Zulus in January of 1879 in the Battle of Isandhlwana b. The British regrouped, changed their battle strategy and defeated the Zulus by July 1879

3

46. What was the Sepoy Rebellion? The Sepoy Rebellion in India was a result of British imperialism there. The British East India Company dominated India after the decline of the Mughal Empire. To maintain control of British interests in India, the company hired Indian soldiers known as sepoys to protect their trading interests which were extensive at this time. India was the “jewel of the crown” in the British Empire, as it supplied raw materials to Britain’s industries and was viewed as a potential market for the finished products. As Britain increasingly exerted its influence over India, the Indians became more oppressed and discontented in their citizenship. While Britain did build railroads, modern communication systems, and schools in India, they also suppressed the local culture. In 1857, amid rumors that the new gun cartridges were greased with beef and pork fat (the cartridge ends had to be bitten off in order to be used), the Hindu and Muslim sepoys led a revolt known as the Sepoy Rebellion against the British. Following the uprising, which took a year to suppress, the British government took full control of India. The Sepoy Rebellion (1857) 1. Most Sepoys were either Hindu or Muslim 2. A rumor spread that the cartridges for the new Enfield rifles were greased with lard and beef fat a. Cows are sacred to Hindus and pigs are considered nasty by Muslims c. The use of these animal products went against their religious beliefs i. Actually made Hindus untouchable 3. The Sepoys mutinied 4. The forces of the British East India Company were outnumbered; however, they were able to end the rebellion within a year a. Those that had mutinied were bayoneted, sewn up inside dead cows or pigs or shot from cannons 5. Control of India was transferred from the British East India Company to the government of Great Britain a. India became known as British India b. Indian leaders were removed from government positions and India fell under direct rule

c. India remained a British colony until after World War II

4

89


47. What were the Opium Wars? The Opium Wars and Boxer Rebellion took place in China as a result of imperial interests there. China was self-sufficient in the late eighteenth and early nineteenth centuries and therefore was not interested in buying goods from industrial nations. Britain, determined to open trade with China, found a product that the Chinese citizens willingly bought - opium. China attempted to halt the opium trade, but to no avail. Their defeat in the Opium War signaled the beginning of the increase in foreign influence in China as the British forced the Chinese to sign a treaty allowing Britain to begin trade in China. At the same time, China was undergoing an internal rebellion, the Taiping Rebellion, in an attempt to establish a kingdom in which no one would live in poverty. This rebellion, combined with increasing Western influence, led to increased pressure on the imperial government to reform. The self-strengthening movement was of little success. The First Opium War 1. The British did not want to buy products from China in silver a. This depleted their wealth 2. They began to trade in opium a. Opium is a highly addictive drug grown in India b. Many Chinese became addicted i. Possibly the greatest period of human suffering in China’s history c. Couldn’t pay for all the opium they wanted d. China’s silver supply was drained e. Great Britain’s drug trade during this period is said to be even greater than any drug cartel active today 3. The Chinese government outlawed opium in 1836 4. The British bribed Chinese officials to continue the opium trade 5. The Chinese tried to blockade and turn back British merchant ships (1939) 6. The British responded by sending warships to China a. The Chinese were no match for British weapons and warfare tactics b. China was defeated (1842) 7. China signed the Treaty of Nanjing a. Forced to open more ports b. Pay Britain for the cost of the war (reparations) c. Gave Hong Kong to Britain until 1997 8. This led to a series of forced treaties known as the Unequal Treaties 9. Other countries wanted concessions as well a. Believed China weak and would give in to demands The Second Opium War 1. In the 1850s, the British wanted to renegotiate trade treaties with China a. Wanted all of China open for trade b. Did not want to pay tariffs on exports to China c. Wanted opium legalized 2. The Qing ruler refused to renegotiate 3. The Chinese captured a British ship, the Arrow, smuggling opium (1856) a. The Chinese removed the Chinese crew members b. When the British asked for them back, the Chinese refused 4. The British asked the French for help a. The French were willing to help because the Chinese had executed one of their missionaries and the bakers in Hong Kong had tried to poison the foreigners 5. At the same time, China was engaged in Civil War, the Taiping Rebellion a. Some Chinese Christians believed that the overthrow of China would help bring in the Kingdom of Heavenly Peace or “Taiping,” Great Peace (influence of foreign missionaries) b. Other nationalist Chinese wanted to rid China of all foreign influence c. Millions died

8

90


d. The Qing nationalist were able to put down the Taiping Rebellion, but China was left open to foreign influence 5. The British and French were able to defeat the Chinese a. The Chinese signed the Treaty of Tianjin i. Forced to open more ports ii. Created freedom of religion in China iii. Made opium trade legal iv. Allowed British to carry Chinese indentured servants to America *Indentured servants sold themselves into service for a certain number of Years

48. What was the Boxer Rebellion? Taking advantage of the internal struggles, Europe, Japan, and the U.S. increasingly gained economic spheres of influence in this region. In 1899, the United States declared equal trading rights with China with the Open Door Policy. As a reaction to the newly declared Open Door Policy and the Chinese government’s failure to respond to internal and external issues, the Righteous and Harmonious Fists, renamed by Europeans as the Boxers, a nationalistic organization which used martial arts to try to remove foreigners from Chinese soil, led the Boxer Rebellion in an effort to rid China of all foreign influence. The Boxers struck out, killing many foreigners and Chinese Christians, while also causing major damage to foreign-owned shops and businesses. The Boxers were defeated by an eight-nation alliance consisting of nations that had economic interests there. The Chinese government was forced to pay the nations involved for damages done by the Boxers in the rebellion, and the eight nations were allowed to maintain their spheres of influence. Although the rebellion was a failure, it did lead to an increasing sense of nationalism and need for reform in China. The Boxer Rebellion (1899-1901) 1. European countries competed to carve up China into “spheres of influence” a. Sphere of influence: one nation dominates another, often in economics where the weaker nation is only allowed to trade with the dominating country 2. In 1899, the US declared China open to all trade, “Open Door Policy” 3. Chinese nationalists, known as the Society of Righteous and Harmonious Fists, wanted to eliminate foreign influence a. Known as “Boxers” because of their fighting style b. Believed they could be invisible to their opponents 4. Boxers attacked all foreigners, anyone who cooperated with foreigners and Chinese Christians 5. France, Germany, the US and Britain, Russia and Japan sent troops to put down the rebellion a. Chinese were forced to give foreigners more land b. China became more westernized c. The dynasty’s power decreased i. Many Chinese believed the Empress surrendered to the British too easily ii. Nationalism increased, leading to another revolution in the 1950s iii. China developed a professional military trained in western and Japanese warfare techniques and discipline to prevent further defeat

5

91


Assignment 25: Describe how poor treatment of natives led to revolts in Imperialized regions

Problem: The British believed that they were superior to Africans and Asians (Social Darwinism).

Effects:

Causes:

Solution:


Outline Questions

49. What was the Sino-Japanese War? The Meiji Restoration in Japan was a response to Japan’s growing nationalism and desires to protect itself from imperial aggression it was witnessing. After being forced to open its ports to trade by the United States, the Japanese government decided to take progressive action in order to make its economy and military more like that of the Western powers. In 1868 the emperor of Japan took the title Meiji meaning “enlightened rule.” To respond to increasing imperial power in the region, the Meiji government decided to follow a Western model and even sent diplomats to study in Europe and the United States. These actions caused some negative reactions from conservatives in Japan, but the Meiji government continued its pursuits. Following these models, Japan was able to quickly industrialize and therefore began imperial conquests of its own. In 1894, Japan went to war with China in order to try to gain control of trade in Korea so that Japan could have access to raw materials and establish markets for their goods there. China had been in possession of Korea at the time. Japan was able to demonstrate to China and the world its new industrial might by quickly defeating China in the Sino-Japanese War. Japan gained control of Korea as a result. Japanese Imperialism 1. To get the necessary resources for industry, Japan began to take over other lands 2. Sino-Japanese War (China vs. Japan, 1895) a. Fought over Korea, which was controlled by China b. Japan won and annexed Korea, Taiwan and Manchuria

3

50. What was the Russo-Japanese War? Ten years later in 1904, Japan was once again able to show its power by quickly defeating Russia in the Russo-Japanese War. Russia wanted access to trade with Korea but Japan was still in control of Korea. As the Russians sent a naval fleet headed to Korea, the Japanese navy met them at sea and destroyed much of the Russian naval fleet. After a short period of fighting, the Russians surrendered in 1905, acknowledging Japan’s sole right to Korea. The Meiji Restoration therefore successfully made Japan an industrial nation and changed its status becoming a world power with imperial claims and ambitions that rivaled European nations and the United States. Russo-Japanese War (Russia vs. Japan, 1904-1905) a. Fought over Korea and Manchuria, which were controlled by Japan b. The Japanese retained control of Korea and Manchuria c. Japan recognized as a world power

2

92


Standard 7-3.7: Explain the causes and effects of the Spanish-American War as a reflection of American imperialist interests, including acquisitions, military occupations, and status as an emerging world power.

Vocabulary


Monroe Doctrine a statement of United States foreign policy expressing opposition to European control and influence in the western hemisphere

Western Hemisphere

the half of the Earth comprising North and South America and the surrounding waters

Spanish-American War

the war in 1898 between the United States and Spain resulting in Spain’s withdrawal from Cuba and its cession of Guam, the Philippines and Puerto Rico

Yellow Journalism irresponsible reporting that relies on sensationalism and exaggeration to attract readers

Roosevelt Corollary

an addition to the Monroe Doctrine in 1904 issued when the Dominican Republic stopped paying its debts and the United States feared that European powers would come to the Western Hemisphere to collect money owed but stay as an occupying force; stated that the United States might intervene in the affairs of a republic in the western hemisphere if it were threatened by seizure or intervention by a European country

93


Standard 7-3.7: Explain the causes and effects of the Spanish-American War as a reflection of American imperialist interests, including acquisitions, military occupations, and status as an emerging world power.

Outline Questions

51. What was the Monroe Doctrine? In 1823, President James Monroe issued the Monroe Doctrine, which stated that the Americas were off limits to further European colonization. American Isolationism 1. Americans were conflicted about whether or not the country should Imperialize a. Some Americans were opposed to colonizing because it limited the freedom of people in other countries i. America had been colonized by Great Britain and had to fight the American Revolution to gain independence and self-determination b. Some Americans were in favor of colonization i. America needed to be able to compete with other nations in order to remain stable and independent ii. If America did not create a favorable balance of trade and increase its wealth, other, more powerful nations might attack and colonize America iii. In order to compete America needed to gain more raw materials for industry and secure more markets for goods, both of which could be accomplished through obtaining colonies iv. America could maintain a stronger world presence by establishing military bases in colonies around the world 2. The United States maintained isolationist policies and did not make alliances with European countries throughout the 19

th Century

3. The Monroe Doctrine (1823) stated that America would not become involved in European issues overseas but would not allow further European colonization in the Western Hemisphere

4

52. What events took place in Cuba prior to the Spanish-American War? One of the strongest tests of the Monroe Doctrine came in the latter part of the century with Cuba’s fight for independence from Spain. Cuba declared its independence from Spain in 1868, and fought unsuccessfully for ten years to gain emancipation. During the 1890s, the United States gained economic interests in Cuba. In 1895, Jose Marti launched the second attempt for independence.

1

53. What led the US to declare war against Spain? The Spanish-American War was caused in 1898 when the United States assisted Cuba in their fight for independence, claiming the Monroe Doctrine as justification for involvement. The United States sent the USS Maine into Havana Harbor to protect its national interests. The explosion of the USS Maine, which the Americans attributed to a Spanish mine, led to the American declaration of war against Spain. This declaration of war delighted the American newspapers, which were scrambling for the most sensational and competitive headlines, a style known as “yellow journalism.” The Spanish-American War lasted four months, with the United States first attacking the Philippine Islands, another Spanish possession, resulting in a two-front or two ocean war. The Spanish-American War (1898) 1. Spain controlled the island of Cuba, which is 90 miles off the coast of Florida 2. Cubans had fought for independence from 1868-1878 and signed a treaty with Spain, which was never enforced 3. In the 1890s, Cubans began to fight again for independence i. Jose Marti began the revolution in January 1892 ii. He was killed in 1895 iii. American businesses bought up land in Cuba to grow sugar iv. At the same time, Spain began to relocate citizens to areas guarded by Spanish troops in order to prevent future revolt

4

94


4. The Spanish ambassador wrote a negative letter about US President McKinley, which was published in newspapers a. President McKinley was very angry 5. To show unhappiness with Spain’s control of Cuba and to show support for the Cuban Revolution, the United States sent the USS Maine to Havana Harbor a. The Maine exploded under mysterious circumstances b. US papers ran headlines stating that a Spanish mine had caused the explosion (Yellow Journalism: using sensational headlines to sell papers) 6. The United States declared war on Spain

54. What did the United States gain after winning the Spanish-American War? Following the war, the United States gained the Philippines, Guam, and Puerto Rico as territories. Rather than recognizing Cuban independence, the United States placed a military government in Cuba and exerted control over the country’s affairs, leading to resentment on the part of Cubans. Guantanamo Bay in Cuba was leased by the United States in order to establish a major naval base on the island. Filipinos did not receive independence either. The effect of the Spanish-American War was an increase in United States imperialistic desires. US Defeated Spain 1. Cuba gained independence, but became a protectorate of the United States (1934) 2. Spain obtained the Philippines, Puerto Rico and Guam to the United States (1952) 3. The Spanish Empire was nearly dissolved 4. The United States became a world power

2

55. What was the Roosevelt Corollary to the Monroe Doctrine? In 1904, President Roosevelt issued the Roosevelt Corollary to the Monroe Doctrine, declaring the United States as an international police power in the Western Hemisphere with justification to intervene in Latin America. In an expression of the growing political and economic power of the United States, President Roosevelt sent the United States Navy, known as the Great White Fleet, on a world tour. Soon thereafter, the United States intervened in the affairs of other nations, encouraging a Panamanian revolution against Colombia in exchange for the right to build the Panama Canal. The United States intervened increasingly in the affairs of Latin American countries, leading to an economic imperialism that established United States supremacy in the Western Hemisphere. President Roosevelt issued the Roosevelt Corollary (1904) when the Dominican Republic stopped paying its debts a. The United States feared that European powers would come to the Western Hemisphere to collect money owed but stayed as an occupying force b. This threatened US national security c. The Corollary not only warned European powers not to colonize in the western hemisphere, but also not to intervene in the financial and political affairs of countries in the Americas d. The United States would police the western hemisphere to prevent European intervention and would go to war with any country that threatened to seize a republic in the western hemisphere

3

95


Assignment 26: Create a chart comparing the major countries that imperialized. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each major country must be represented by at least two characteristics. (Place an X in the column if the major country has that characteristic.

Major Country

Had a strong military

Wanted more natural resources

Great Britain

X X

The United States

X X

Japan

X X

Assignment 26: Read the newspaper headlines and answer the questions.

a. What words in the headline make this

article an example of yellow journalism?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

b. Why was this headline worded this way?

What do you believe the purpose of the

article was?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

c. Rewrite the headline to remove aspects

of yellow journalism and present only fact?

____________________________________

____________________________________

____________________________________

____________________________________

d. Would this headline sell as many papers?

____________________________________

e. How does yellow journalism compare to

newspapers and magazines

today?_______________________________

____________________________________

96


97


Unit Five: Twentieth Century World Conflicts Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Enduring Understanding: The influence of both world wars and the worldwide Great Depression are still evident. To understand the effects these events had on the modern world, the student will: 7-4.1 Explain the causes and course of World War I, including militarism, alliances, imperialism, nationalism, the assassination of Archduke Franz Ferdinand, the impact of Russia’s withdrawal from, and the United States entry into the war.

Vocabulary


World War I War (1914-1919) between the Allies (Russia, Great Britain, France, Italy, the United States) and the Central Powers (Germany, Austria-Hungary and the Ottoman Empire) that ended with the signing of the Treaty of Versailles in 1919

Militarism belief that military strength is the source of a nation’s security; the policy of building up a nation’s military in preparation for war

Alliance a formal agreement between two or more nations to cooperate for a specific purpose; to aid and protect one another

Nationalism Strong feelings of pride and unity among the people of a nation; belief that a person’s greatest loyalty is to a shared culture rather than to a leader or border

Imperialism control of a weak and undeveloped nation by a powerful nation, usually by military force

Black Hand Secret Serbian society formed in 1911 and made up mainly of military officers who used terrorist tactics in an attempt to liberate Serbia from control by the Austria-Hungary and Ottoman Empires

Allied Powers major powers allied together to fight against the Central Powers in World War I; France, Great Britain, Italy and Russia (with the US joining later)

Central Powers major powers allied together to fight against the Allied Powers in World War I; Germany, Austria-Hungary and the Ottoman Empire

98


Trench Warfare system of warfare in which opposing armies attack and counterattack each other from trenches surrounded by barbed wire

Mechanization of War

to equip a military unit with machines or automatic devices, such as modern weapons and vehicles

Unrestricted Submarine

Warfare

occurs when submarines attack merchant and passenger ships without warning

Sussex Pledge promise given by the German Government to the United States Government (May 4, 1916) to give adequate warning before sinking merchant and passenger ships and to provide for the safety of the passengers

99


100


7-4.1 Explain the causes and course of World War I, including militarism, alliances, imperialism, nationalism, the assassination of Archduke Franz Ferdinand, the impact of Russia’s withdrawal from, and the United States entry into the war.

Outline Questions

1. What were the causes of World War I? The acronym MAIN (Militarism, secret Alliances, Imperialism, and Nationalism) is often used to state the causes of World War I. The driving force was nationalism. Not all nations had states; many were included in empires such as the Austro-Hungarian and Ottoman Empires. Many of these people wanted independence from these empires and the creation of their own states. Ethnic and ideological differences also led to conflict within these empires. Nationalism also spurred economic and political rivalries among states that led European nations to establish a complex system of military alliances. Russia, France, and England formed an alliance and Germany, Italy, and Austria-Hungary formed a competing alliance. Newly united countries, such as Germany and Italy, along with established empires, were anxious to establish colonies to gain wealth through the acquisition of natural resources and trade. Imperialism therefore served as another form of competition between nations in Europe. Militarism had been an ongoing process as imperial nations in Europe continued to build up bigger and more powerful armies and navies that allowed them to conquer lands around the world while also protecting their political and economic interests. With these militaries in place and the other underlying causes serving as primers, the scene was set for war. World War I: (1914-1919, ended with the signing of the Treaty of Versailles in 1919) 1. War between the Allied Powers and the Central Powers a. Allied Powers: France, Great Britain, Italy and Russia b. Central Powers: Germany, Austria-Hungary and Ottoman Empire Causes of World War I (MAIN) 1. M: Militarism: policy of building up strong military forces in preparation for war a. Countries increased defense spending i. Germany increased defense spending by 73% b. Countries increased the number of soldiers trained to fight c. Countries introduced new weapons (mechanization of war) 2. A: Alliances: agreement between nations to aid and protect one another a. Pre-WWI alliances: i. Triple Alliance: Germany, Austria-Hungary and Italy *Germany and Austria-Hungary shared a border, a similar culture and, in some places, the same language (German) * German unification had only occurred 20 years before and Germany was still very young, it was growing in strength * Austria-Hungary was declining *Both countries needed to increase their land in order to survive *They allied with each other so that they would not be threatened by the other’s success *Italy joined the alliance because it feared attack from its northern neighbors ii. Triple Entente: France, Great Britain and Russia *With Germany gaining power, France and Russia felt they needed to join together to deter war * Germany felt surrounded and threatened * France also had a friendly agreement (Entente Cordiale) with Great Britain b. If one country went to war, all member countries of the alliance went to war

10

101


3. I: Imperialism: when a strong country takes over a weak country politically and economically a. European countries disputed land ownership in Africa and Asia b. Germanic countries tried to take over Slavic countries c. Competition for natural resources and markets led to conflict 4. N: Nationalism: pride in or devotion to one’s country a. Pan-Germanism: Germany wanted to unify all German-speaking countries i. This would require taking over land that belonged to other countries or empires b. Pan-Slavism: Nationalists in the Balkans wanted to unite all Slavic people i. Many countries wanted the Balkans * Access to the Mediterranean Sea for trade * Buffer between countries/protection from possible invasion by enemies * Natural resources ii. Nationalist groups wanted to liberate Slavic countries under outside control, such as Bosnia, which was under the control of Austria-Hungary iii. Became the Powder Keg of Europe as Slavs fought for self-determination and Austria-Hungary, the Ottoman Empire and Russia claimed land c. Nationalism was on the rise across Europe i. Countries became more warlike ii. Politicians were enraged if someone insulted their country iii. Defeated people wanted self-determination

Assignment 1. Describe the causes of World War I.

Problem: Countries competed for control of land in order to obtain natural resources and markets for goods. This led to several factors that contributed to war.

Effects:

Causes:

Solution:

102


Outline Questions

2. What was the “spark” that started World War I? The igniting incident or “spark” of the “Great War” occurred in the “powder keg” of the Balkans with the assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian Empire, in Bosnia by a Serbian nationalist. The resulting confrontation between Austria-Hungary and Serbia quickly involved much of Europe in the ensuing conflict because of the entangling pre-war alliances. Nations honored their agreements to back one another in war, beginning with Russia joining in on the side of Serbia and then Germany entering in on the side of Austria-Hungary. Assassination: to kill someone suddenly and secretively a. Bosnia had been taken over by Austria-Hungary b. The Black Hand, a Serbian nationalist group, wanted Bosnia (common culture) to have self determination c. The heir to the Austria-Hungary throne, Archduke Franz Ferdinand, visited Bosnia d. Ferdinand was shot by a member of the Black Hand e. Austria-Hungary blamed Serbia and declared war f. Countries with alliances to either Austria-Hungary or Serbia were obliged to join World War I Began 1. Although Serbia agreed to almost all of Austria-Hungary’s demands in order to avoid war, Austria-Hungary attacked Serbia 2. Germany agreed to support Austria-Hungary however necessary 3. Russia began to prepare for war in support of Serbia due to an alliance 4. Because of Russia’s alliance with France, France prepared for war 5. Germany is geographically located between France and Russia 6. Germany developed the Schlieffen Plan to avoid having to fight a war on two two fronts a. Germany believed it could attack and quickly defeat France by going through Belgium, then attack Russia before Russia could fully mobilize b. Germany believed Belgium and Britain would remain neutral c. Belgium, however, fought back and Britain came to their aid due to their alliance d. Russia mobilized quickly, forcing Germany to fight on two fronts e. France “dug in” and would not give up ground

6

3. How did new technology and tactics change during World War I? New weapons and the development of trench warfare made the course of World War I different from previous wars and more deadly. The new technology of the Industrial Revolution led to the development of new weaponry, such as long range artillery, poisonous gases and gas masks, submarines, tanks, machine guns, airplanes, and flame throwers. Although both sides thought the war would be over quickly due to these new weapons and their massive militaries, by 1915 the war eventually bogged down into trench warfare and a costly stalemate. Trench Warfare 1. Both sides dug trenches protected by mines and barbed wire a. Soldiers had to go “over the top” into “No Man’s Land” (the area between the trenches to attack) b. Due to mechanization of war and lack of cover, soldiers were easily killed while attacking 2. The goal of trench warfare was to gain more land than the other side 3. Advantages: easy to make, easy to defend, cheap to build 4. Disadvantages: wet, cold, hard to get in and out of, dirty/unhygienic, rats, lack of space for dead bodies

5

103


Weapons of World War I 1. Ground weapons: rifles, pistols, machine guns, landmines, mortars, grenades, smokeless gunpowder, poisonous gas, artillery guns, armored vehicles, tanks 2. Naval weapons: dreadnoughts, submarines (German u-boat), artillery cannons, depth charges 3. Air weapons: reconnaissance planes, fighter planes, bombers, zeppelins (blimps) 4. The mechanization of war (mechanical weapons) caused more loss of life than any other war in history 5. Many civilians, including women and children, were killed due to bombing raids, the spread of poisonous gas and starvation

4. Where was World War I fought? There were three main fronts in the war: the Western Front, the Eastern Front, and the Italian Front. Most of the trench warfare took place on the Western Front in France. The majority of the fighting was between the French and British on one side and the Germans on the other. This led to an eventual stalemate on the Western front that lasted until 1917 as neither side could force the other into surrendering. On the Eastern front, the majority of the fighting was between the Germans and the Russians, with some involvement from Serbia and other nations trying to break free from imperial rule on the side of the Russians and Austria-Hungary, the Ottoman Empire, and Bulgaria on the side of Germany. On the Italian Front, Italy fought alongside the French against German and Austro-Hungarian troops against the very countries it had allied itself with prior to the war’s beginning. Russia withdrew from the war in 1917. This had a major impact on the war because Germany was then able to concentrate its focus on the western front with a stronger potential for victory. Frontline Fighting 1. Western Front: thousands of miles of trenches stretching from Switzerland to the English Channel (frontline of France) a: The Battle of Marne (race to the sea) b. The Battle of Ypres: 1

st use of chlorine gas by the Germans

c. The Battle of Somme: bloodiest battle in history with 20,000 dead and 54,000 wounded the first day 2. Eastern Front: fighting along the border of Germany and Russia a. Trench warfare led to a stalemate (a tie) i. Became a war of attrition: kill as many soldiers as possible until the other side no longer has enough soldiers to fight

5

5. Why did Russia withdraw from World War I? Prior to World War I, Russians began to express discontent over economic, political, and social issues. Russians were discontent over issues like high taxes, working conditions, and political rights. The devastation from World War I increased the discontent felt by the Russian people. Czar Nicholas II was unable to manage Russia’s ongoing difficulties and his authoritarianism weakened popular support for his power. As a result, in 1917 revolts of the working class led to the Bolshevik (Russian) revolution. Czar Nicholas II was overthrown and eventually he and his heirs were executed. The Bolsheviks, led by Lenin, withdrew from the eastern front and abandoned their allies in 1918, signing a separate peace treaty with Germany. As a result of the Russian withdrawal from the war, the British and French defenses on the western front became crucial in determining the outcome of the war and allies were sorely needed. Russia Signed a Peace Treaty with Germany 1. Russia backed their ally, the Serbians, at the start of WWI a. Not totally prepared for war b. Transportation system was weak, made it difficult to supply troops and win battles c. Russia was geographically separated from the other Allied Forces d. Though the Allies came to Russia’s defense, the Ottoman Empire blocked aid

6

104


2. The Russian people led a peaceful march to the palace of the czar, believing that the czar did not know about their harsh living conditions (1905) a. The czar was not at the palace b. The military opened fire on the demonstration c. Became known as “Bloody Sunday” d. The czar lost public support 3. Russian Revolution a. February Revolution (March 1917): Russian people revolted and the military opened fire i. Czar Nicholas attempted to disband the Duma (Russia’s legislative body) but was unsuccessful b. October Revolution (October 1917): Vladimir Lenin, head of the communist Bolsheviks who had been exiled from Russia, started a civil war i. Czar Nicholas was forced to abdicate the throne ii. At some point, the entire royal family was executed iii. 15 million people died in the Russian Revolution iv. With so much political upheaval and social problems, Russia signed the Treaty of Brest Litovsk with Germany and stopped participating in WWI c. Lenin renamed Russia the United Soviet Socialists Republic (USSR/Soviet Union) i. Created a communist state and abolished private property ii. New Economic Plan (NEP): peasants allowed to produce their own crops under government control

Assignment 2: Describe how Russia became the Soviet Union.

Problem: Russians had poor living and working conditions, including a shortage of food. Many Russians were tired of fighting World War I.

Effects:

Causes:

Solution:

105


Outline Questions

6. Why did the United States enter World War I? The entry of the United States into the war during the same year as Russia’s withdrawal had a major impact on the eventual Allied victory. The United States declared neutrality at the outbreak of the Great War. However, various factors challenged American neutrality and eventually led to the involvement of the United States in the war. The traditional trading partnership with Great Britain and the blockade of German ports by the British navy severely limited American trade with Germany. American businesses made loans to the Allies in order to continue trade. Public opinion was impacted by America’s traditional connection to the British. The German’s use of unrestricted submarine warfare affected public opinion against Germany and alienated President Wilson, who was incensed by the loss of innocent lives. The 1915 German U-boat’s sinking of the British passenger ship, the Lusitania, brought about sharp protests from President Wilson but did not bring the United States into the European war. Instead, Germany pledged to restrict their use of the submarine. Wilson campaigned for reelection in 1916 on the slogan that “He kept us out of war.” The interception and publication by the British of Germany’s Zimmerman Telegram to Mexico, which offered Mexico a deal to gain land in America in return for their attack on the United States, negatively impacted American public opinion towards Germany. The decision of Germany to resume unrestricted submarine warfare in the spring of 1917 led to the sinking of United States merchant ships. These events, along with Wilson’s desire to “make the world safe for democracy” prompted Wilson to ask Congress to declare war on Germany in April of 1917. The American Expeditionary Force affected the course of the war by deflecting the last push of the Germans on the western front in France, and the armistice of November 11, 1918 ended the fighting between the Allies and the Central Powers. The United States Entered World War I 1. President Woodrow Wilson declared that the United States would remain neutral (continued policy of isolationism) a. Wilson’s re-election campaign slogan: “He Kept Us Out of War” b. While the country did not officially take sides, many Americans did i. Immigrants supported the country of their birth ii. Many businesses and banks supported the Allies due to long-standing trade relationships 2. War Aid a. By 1917, the Allies owed US banks more than $2 billion b. The US also sent supplies, such as food, equipment and other supplies 3. February 1915 a. The British blockaded German ships transporting goods to support the war b. The Germans began using submarines (U-Boats/Unterseeboots) i. Germany announced that it would sink any ship sailing the waters around Britain without warning (unrestricted submarine warfare) 4. May 1915 a. A German U-boat fired on a British passenger ship, the Lusitania i. Almost 1,200 passengers were killed including 128 Americans ii. Though it was a passenger ship, the Lusitania was transporting US military supplies to Britain 5. March 1916 a. A German U-boat torpedoed a French passenger liner, the Sussex b. Though it didn’t sink, 50 people were killed and several Americans were injured c. Germany had believed the Sussex was a minelaying ship; it wasn’t

11

106


6. The Sussex Pledge a. US President Woodrow Wilson demanded an end to unrestricted submarine warfare b. Germany agreed that it would not sink merchant or passenger ships until the ship had been searched and it was determined that the ship had a military purpose c. Germany also agreed to provide for the safety of passengers and crew members prior to sinking merchant and passenger ships 7. January 1917 a. German foreign minister, Arthur Zimmerman, sent a telegram to Mexico stating that Germany would support Mexico, if Mexico attacked the US in an attempt to regain lost land (Texas, New Mexico and Arizona) b. The British intercepted the telegram and it was published in American papers c. US public opinion went strongly against Germany 8. February-March 1917 a. German submarines sank US merchant ships without warning, breaking the Sussex Pledge b. Germany did not believe the US was prepared to go to war and could not mobilize quickly 9. April 6, 1917 a. US President Woodrow Wilson asked Congress for a declaration of war on Germany b. Within months, waves of American troops landed in Europe c. American soldiers were ill-prepared, but believed they could win d. They did have early victories in Cantigny and Belleau Wood, France; however, troops were later divided up to support French troops in key locations i. This spread enthusiasm among European troops and gave them new energy e. The war began to turn against the Central Powers

Assignment 3: Describe how the United States entered World War I.

Problem: Germany did not believe the United States could mobilize fast enough to enter World War I and enlisted the help of Mexico to keep the United States out of World War I.

Effects:

Causes:

Solution:

107


7-4.2 Explain the outcomes of World War I, including the creation of President Woodrow Wilson’s Fourteen Points, the Treaty of Versailles, the shifts in national borders, and the League of Nations.

Vocabulary


Treaty of Versailles

1919 treaty that officially ended World War I; required Germany to give up land, reduce its military, and pay reparations

Fourteen Points United States President Woodrow Wilson’s plan for peace after World War I which would create the League of Nations, prevent secret alliances, disarm militaries, allow for self-determination and limit punishment of Germany

War Guilt Clause Germany forced to accept responsibility for starting the war

Reparations financial compensation paid by a defeated country to rebuild the victorious country

Self-Determination

self government; government of a region by its own people

League of Nations an international organization created in 1920 to promote world peace

7-4.2 Explain the outcomes of World War I, including the creation of President Woodrow Wilson’s Fourteen Points, the Treaty of Versailles, the shifts in national borders, and the League of Nations.

Outline Questions

7. What was the Treaty of Versailles? The Treaty of Versailles is the major peace treaty of World War I. The End of World War I A. November 11, 1918 at 11:00 am (the 11

th day of the 11

th month at the 11

th hour):

Germany accepted an armistice and the fighting ended B. The Big Four (Great Britain, Italy, France and the US) met at the Palace of Versailles to discuss the peace treaty

1

8. What were the Fourteen Points? President Wilson brought his proposals, known as the Fourteen Points, to the conference at Versailles to correct many of the problems that caused the Great War and to bring about lasting world peace. Wilson wanted the basis of the Treaty to address the causes of the war. His Fourteen Point Proposal contained many ideas directly intended to undo the MAIN causes. Some of these points included no military build-up, no secret alliances, and the right to self-determination. His fourteenth point included the idea of creating a League of Nations, an international organization designed to resolve disputes between nations and avoid future wars.

3

108


The Fourteen Points A. The US wanted to prevent future wars through President Wilson’s 14 Points 1. Create the League of Nations to maintain the world peace through negotiation 2. End secret alliances 3. Disarm militaries 4. Allow for self-determination 5. Limit punishment placed on Germany

Assignment 4: Read the following primary resource and respond to the questions.

…We entered this war because violations of right had occurred which touched us to the quick and made the life of our own peop le impossible unless they were corrected and the world secure once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The program of the world's peace, therefore, is our program; and that program, the only possible program, as we see it, is this:

I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view.

II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants.

III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance.

IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety.

V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined.

VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy.

VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired.

VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all.

IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality.

109


X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development.

XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into.

XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees.

XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant.

XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.

Woodrow Wilson, President of the United States Speech made to the Joint Session of Congress a. Who made this speech? ___________________________________________________________________________________

b. Why is it a primary resource? _______________________________________________________________________________

c. What does Wilson believe the United States wants as a result of the war? Provide Evidence from the speech. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

d. Choose one of Wilson’s Fourteen Points and explain how it would address (fix) one of the MAIN causes of World War I.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

110


Outline Questions

9. What were the differences between Wilson’s Fourteen Points and the Treaty of Versailles? Unfortunately, the positive proposals of Wilson and the punitive peace treaty that the Allies subsequently constructed were very different. While Wilson wanted to focus on addressing the causes of the war, the major European victors wanted to weaken Germany and maintain, or enhance, their standing in the world. The latter view prevailed and, with the exception of the League of Nations, dominated the Treaty’s provisions. In its final format, the Treaty of Versailles (1919) was structured to punish Germany and included, among its foremost features, the “War Guilt Clause” in which Germany accepted responsibility for starting the war; German reparations; military restrictions such as limiting the army to 100,000 soldiers, and no air force or submarines; demilitarization of the Rhineland; and German territorial losses (both internally such as Alsace-Lorraine and all overseas possessions). This emphasis on German retribution created a structural foundation which would contribute to economic and political instability in the years to come. Russia, among other nations, negotiated different treaties and was denied a seat at the Versailles negotiations. This lack of input undermined the cohesiveness of the victors and contributed to the inability of the Treaty to provide stability and prevent future wars. Treaty of Versailles A. The Big Four (Great Britain, Italy, France and the US) met at the Palace of Versailles to discuss the peace treaty 1. Russia was not invited because it had surrendered 2. Central Powers were not invited because they were defeated 3. Great Britain wanted more territory and for Germany to pay reparations 4. Italy wanted more territory in Europe and colonies overseas 5. France wanted Germany to give up territory, decrease the size of its military, and pay reparations 6. The US wanted to prevent future wars through President Wilson’s 14 Points a. Create the League of Nations to maintain the peace b. End secret alliances c. Disarm militaries d. Allow for self-determination e. Limit punishment placed on Germany

5

Assignment 5: Create a chart comparing the Treaty of Versailles to Woodrow Wilson’s 14 Points. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. At least two characteristics must be shared by the two. (Place an X in the column if it has that characteristic.)

Document Contained Harsh Punishment for Germany

Contained a provision for the League of Nations

Wilson’s 14 Points

X

Treaty of Versailles

X X

111


Outline Questions

10. What was the League of Nations? While seen as the crowning achievement of the Treaty of Versailles by many, the League of Nations proved to be ineffectual in achieving its goal of world peace. At its core, the League was very weak and unstructured and was not given the components necessary to bring about its lofty goal. For instance, not all major powers were members of the League. The United States chose not to join, while Germany and Russia were not allowed to join (Germany was finally allowed to join in 1926, but withdrew in 1933, while the Soviet Union finally joined in 1934). Japan and Italy, who were charter members, withdrew, in 1933 and 1937, respectively. The League had virtually no authority or influence with these nations thereby limiting its ability to influence international affairs. Another weakness involved the inability of the League to enforce its directives. The League had to rely upon moral persuasion, a tenuous tool at best. In theory, the League could wage war, but would have to use volunteer troops from member nations, an act that was not going to occur readily. A third weakness of the League was that it required unanimous consent for decisions, an almost impossible directive in most situations. Because of these and other weaknesses, the League never became the international forum for solving disputes among nations that it was intended to become. The League of Nations was created by the Treaty of Versailles as suggested by President Wilson in his 14 points 1. Did not have a military so it could not enforce rulings 2. Did not have a method of raising funds i. Countries could make voluntary donations; however, most countries were recovering from the war 3. Required a unanimous decision for rulings to pass 4. The United States did not join the League of Nations, so other countries withdrew

4

11. How did European boundaries change after World War I? Nationalism, one of the causes leading to World War I, was an issue that needed to be addressed as nations emerged from the conflict. In his Fourteen Points, Wilson proposed self-determination as one of the critical components to be used in determining international borders. This principle would be utilized selectively since it would not be applied to the victorious Allied Powers. The other major principle was to weaken those countries of Central and Eastern Europe that fought with the Central Powers. Significant territorial changes in Europe occurred as a result of World War I. The most significant changes included the breakup of the Austro-Hungarian and Ottoman Empires; German territorial losses, including all overseas colonies; the creation of Poland; and Russian territorial losses initially due to the Treaty of Brest-Litovsk, the separate peace negotiated between Germany and Russia in 1917, though the Soviets did regain some of this territory after the war.

2

112


Assignment 6: Interpret the map above as you respond to the questions. a. How did the map of Europe change after World War I? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Why was Europe split up this way? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ c. Was every country given self-determination? ____________________________________________________________________ d. Given these geographic changes, predict what will happen in the future. Give evidence to support your prediction. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

113


Standard 7-4.3: Explain the causes and effects of the worldwide depression that took place in the 1930s, including the effects of the economic crash of 1929.

Vocabulary


The Great Depression

worldwide economic collapse (1929) following the stock market crash, after which unemployment remained high and many businesses failed

Stock ownership of a company that represents a proportional share of the company’s assets and profits

Buying on Margin borrowing money to buy stock in the belief that the value of the stock will go up and can be sold at a profit prior to the loan being due; major cause of the stock market crash of 1929

Stock Market Crash

October 29th

to November 13th

, 1929, during which the stock market dropped violently, losing much of its value and contributing to the start of the Great Depression

The New Deal set of programs and policies designed to create economic recovery and social reform in the United States during the 1930s by President Franklin D. Roosevelt; marked the first time in American history when individuals received direct aid from the government

Retrenchment the act of reducing expenditures in order to improve financial stability, which was Great Britain’s response to the Great Depression

Totalitarianism a form of government in which the political authority controls all aspects of life

Nazi Party National Socialist German Workers’ Party; fascist political party in Germany that came to power during the Great Depression by promising economic prosperity; supported Hitler’s rise to power

114


Standard 7-4.3: Explain the causes and effects of the worldwide depression that took place in the 1930s, including the effects of the economic crash of 1929.

Outline Questions

12. What was the Great Depression? The depression of the 1930s, most commonly referred to as the Great Depression, was international in scope and not limited to the American experience. Due to the severe damages caused by World War I and the heavy monetary penalties imposed on Germany by the reparations included in the Treaty of Versailles, serious economic problems developed in Europe. Many European nations were faced with the expense of having to rebuild from the war, and although the Allied nations were using the reparations from Germany to help rebuild, the expenses due to the extreme damages of the war were high. Nations also faced the transition of soldiers returning from the war looking for work or replacing workers who held their jobs during wartime. Along with this transition, wartime spending had stretched many nations financially but had also kept employment high due to jobs created to maintain their militaries. Because of these factors, unemployment therefore rose in many nations after the war. The Great Depression (1930s) 1. World-wide economic downturn after World War I a. High unemployment b. High inflation c. Businesses failed d. Government gained more control of the economy and the regulation of business e. Government became more involved in the individual citizens’ lives f. Countries did not work together to solve the world-wide economic crisis g. As economies failed, nationalism grew as countries wanted to regain their former power and glory Causes of the Great Depression 1. Repairing homes, factories, roads and farmland damaged during war was expensive a. European countries used German reparations and borrowed money from the United States to

rebuild 2. Unemployment increased a. Soldiers returning from war could not find work and remained unemployed

b. Returning soldiers returned to work, which put those who had worked during the war out of work

i. Soldier now employed with job; previous employee now out of work c. Workers were no longer needed to produce weapons and other military needs because the

war ended lost jobs

5

13. Why did Germany face the greatest economic challenges after World War I? Germany faced the greatest economic challenges due to the high reparations and the loss of some of its prime industrial land and resources imposed by the Treaty of Versailles. While this seemed to support British and French goals for post-war aims articulated in the Treaty of Versailles in order to prohibit and prevent Germany from causing another worldwide war, German economic weakness actually hurt trade and production in Western Europe as well. In 1923, France further sabotaged Germany’s ability to become economically viable and thus pay owed reparations by seizing the Ruhr Valley, Germany’s main industrial region. Germany’s response was to begin printing money that had no economic support, thereby causing hyperinflation and the devaluing of money across the continent. Due to all of these financial difficulties and the necessity to rebuild, European nations were not buying and investing in foreign goods, including goods from the United States. The Treaty of Versailles Impacted Germany a. Germany was forced to pay $33 million in reparations i. A plan was created to help Germany make reasonable payments b. Germany lost valuable industrial land which limited its ability to produce goods and participate in trade in order to increase wealth

i. When the economy of one nation fails, it has a negative impact on all other nations

3

115


14. What happened in the United States during the 1920s? Despite economic problems in Europe, the economy of the United States experienced an artificial boom in the 1920s. American companies continued producing goods at the high volume they had achieved during wartime to which they were accustomed expecting beneficial trade to continue. American farmers, who had fed the Allied armies and the people of Europe throughout the war, no longer had the European market and were in depression throughout the 1920s. The wages of industrial workers remained low. For a while, many Americans were able to buy goods on the installment plan; but, by the end of the decade, American consumers were reaching the extent of their buying power. The 1920s seemed like a boom time because many Americans increasingly bought more stock in United States companies, hoping the good times would continue. These stocks were often bought on credit (margin) and the investments were risky as they relied on further business growth. This increase in buying stock on margin led to stock values rising quickly, making it appear as though money was there to be easily and quickly made enticing more investors into the risky stock market. When sales of goods slowed because European consumers could not buy and American consumers slowed their purchases, companies began experiencing a surplus of goods with an ever-shrinking customer market. As this surplus rapidly increased, investors began to sell their stock and stock prices began quickly declining in the late 1920s. Creditors began demanding payment for stocks bought on margin, yet investors had no real wealth to make repayments. Investors intensified the selling off of stocks at a high volume and withdrew their money from the banks to meet their financial obligations. All of these activities culminated in a Stock Market Crash. On October 29, 1929, known as Black Tuesday, the United States experienced the biggest loss in financial worth in the stock market. As a result of losses in the stock market and declining consumer demand, companies laid off workers and unemployment rose, furthering the problem of surplus goods because of shrinking demand. The cycle escalated as layoffs increased, sales decreased, and more people went to the banks to withdraw all of their money. These “runs on the banks” affected people nationwide. Even depositors who had not invested in the stock market had their savings wiped out in the panic to retrieve funds because the banks had loaned much of their capital and both the deposits and loans were not protected by bank insurance at the time. At the same time people were losing their savings, banks demanded full payment of their loans known as “calling in the loan” because no protections were in place to prevent this occurrence at that time, in order to reinstate their capital and prevent closure, causing citizens with mortgages or other loans to begin losing their homes or other collateral. Unemployment and homelessness continued to increase, banks and businesses closed, and the economic depression in the United States intensified the worldwide depression. The Stock Market Crash (1929) 1. After WWI, American industry and agriculture were doing well a. European countries had not yet rebuilt sufficiently to meet their own needs b. European countries bought food and other necessary materials from the US c. Jobs were available and wages were high for American workers d. Government did not regulate business or predict a future in which European countries were able to provide for themselves, decreasing the need for US goods, impacting US jobs 2. Americans began to invest in the stock market a. Many Americans brought stocks on margin (borrowing money to pay for stock in the hopes that the stock will go up in value and can be sold for a profit before the loan comes due) 3. European countries began to be able to provide for their own people a. US companies now had a surplus of products that Europeans were no longer buying b. US farmers now had a surplus of crops that Europeans were no longer buying i. Farmers had borrowed money to purchase machinery, such as tractors, to increase

production ii. Farmers did not have the money to repay loans iii. Farmers lost farms

10

116


Black Tuesday (October 29, 1929) and the Stock Market Crash 1. Within 24 hours of trading, 25% of the value of America’s biggest companies vanished as stock prices fell 2. Small brokerage firms closed when clients could not repay loans to buy stocks on margin 3. Banks that had loaned money to the brokerage firms and to clients who invested in the stock market closed as loans were not repaid a. Even people who had not borrowed money lost their savings when the banks closed 4. Nine months after the crash, the national unemployment rate tripled to 10 % of the nation’s 48 million available workers; by 1933, 25% were unemployed 5. At the same time, European countries had rebuilt enough to provide food and other items for themselves a. This contributed to unemployment in the US

15. How did the depression in the United States impact Europe? The United States emerged from the economic chaos of World War I and the early 1920s as a creditor of European nations and therefore the European economy was integrally linked to that of the United States. As previously mentioned, European nations were strapped financially as they were trying to rebuild and recover from the war. Many nations borrowed money from the United States. Germany especially relied on United States loans because it was also dealing with the high reparations imposed by the Treaty of Versailles. As the United States economy worsened in the late 1920s, United States investors began “calling in their loans” to European nations while discontinuing the practice of loaning money to Europeans. Without these loans, the economies of European nations began to suffer. Germany’s economy suffered the most as it depended on United States loans. European nations, like the United States, also depended on worldwide trade due to industrialization but, due to economic problems in the United States and in Europe, investments in markets in Africa, Asia, and South America decreased. As these investments decreased, the economies in nations of other continents began to suffer and by the early 1930s the worldwide depression had begun. US Depression Impacts the World 1. The United States loaned money to European nations to rebuild after WWI 2. As the Depression worsened in the US, US investors stopped loaning money to Europe and

called in loans a. European countries could not repay these loans. i. European economies began to fail ii. The economy of Germany, still hurting from reparations, was hit hard and began to fail

b. European countries stopped investing in and trading with colonies in Africa and Asia and young countries in South America

i. These economies relied on trade and began to fail

4

Assignment 7: Describe the causes of the worldwide Great Depression.

Problem: Many European countries had been devastated by war and owed the United States money which they had borrowed to pay for the war.

Effects:

Causes:

Solution:

117


Outline Questions

16. How did nations respond to the Worldwide Great Depression? The effects of this worldwide depression included varied economic responses by governments and enabled the rise of totalitarian governments in some nations. The reaction of most nations was to turn inward to a policy of isolationism by focusing on solving their own nations’ economic problems. In democratic nations, the governments worked to improve economic conditions through the passage of laws. In nations that turned to totalitarian leaders, these leaders used their power to begin imperializing to gain raw materials and markets to help stimulate the economy, which would eventually lead to World War II. Countries Do Not Coordinate to End Depression 1. Governments focused on the needs of their own country and citizens a. Isolationism begins 2. Democratic countries passed laws to improve economy 3. Totalitarian governments begin in other countries a. Imperialized to gain markets and natural resources i. Will lead to World War II

2

17. How did the United States and Great Britain respond to the Great Depression? The United States responded by overwhelmingly electing Franklin D. Roosevelt in the 1932 presidential election. Roosevelt proposed, and Congress approved, programs that together became known as the New Deal. These policies primarily focused on relief and reform in the form of public works programs to increase employment as well as regulations on the stock market, banks, and business and agricultural production. The New Deal greatly enhanced the national government’s role in the economy and in the lives of individuals. For the first time in American history, direct relief as provided by the government was a significant component of everyday life. Britain, on the other hand, enacted protectionist policies designed to protect the domestic industries and services from foreign competition such as dropping the gold standard and increased government ownership and/or management of key industries. Britain also raised taxes to loan money to new businesses in the hope of increasing employment. The United States Responds to the Great Depression 1. President Franklin D. Roosevelt started a program called The New Deal a. Provided food and housing b. Created jobs through public building and other projects c. Stimulated industry d. Attempted to prevent future depressions by regulating business and strengthening industry 2. Additional steps taken by the United States Government a. Regulated the stock market and banks b. Created social security and unemployment insurance c. First time in the history of the US that direct relief provided by the government to the individual became a part of everyday life 3. While government aid did help, the US was unable to pull out of the Great Depression until World War II required the production of weapons and other supplies to support the war effort

7

118


Great Britain Responds to the Great Depression 1. The Conservative Party took control of Great Britain and began retrenchment a. Limited spending in order to stabilize the economy b. Raised taxes c. Balanced the budget 2. Adopted Protectionist trade policies a. Promoted policies that protected British industries from foreign competition i. Passed high tariffs (taxes on goods imported from other countries) * Encouraged people to buy goods made in Great Britain because it made the goods imported from other countries more expensive b. Increased government ownership and management of key industries 3. Dropped the gold standard (all currency created was no longer backed by gold) 4. As the economy improved, the government backed loans to new businesses

18. How did Germany, Italy and Japan respond to the Great Depression? In Germany, the depression provided the opportunity for radical groups to participate in the political process, a standard reaction in almost all democratic governments, and saw the rise of the Nazi Party in Germany. Adolf Hitler was able to take advantage of economic anxiety, political discontent, and the parliamentary structure of the German government to become the German Chancellor in 1933. He utilized the economic conditions and the ensuing anxiety to eliminate political opponents, consolidate political power, and ultimately establish totalitarian control over the government. The German hatred of the Treaty of Versailles coupled with Hitler’s repeated renunciation of the Treaty greatly increased his popularity and advanced his political career. Similarly, the economic depression allowed Benito Mussolini to gain support in Italy and allowed for a military takeover of the government in Japan. The totalitarian governments of Germany, Italy, and Japan would use the economic depression to justify the takeover of other nations in order to help improve their own economies. (SEE NEXT UNIT)

2

Assignment 8: Create a chart comparing the response of Great Britain, the United States and Germany to the Great Depression. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each country must be represented by at least two characteristics. (Place an X in the column if the country has that characteristic.)

Country Did not cooperate with other countries

Created public jobs program

Great Britain

X

The United States

X X

Germany

X X

119


Standard 7-4.4: Compare the ideologies of socialism, communism, fascism, and Nazism and their influence on the rise of totalitarian governments after World War I in Italy, Germany, Japan, and the Soviet Union as a response to the worldwide depression.

Vocabulary


Socialism an economic system in which the means of making and distributing goods are owned by everyone in common

Communism an economic system in which the government controls the property and the means of production; the economy benefits everyone equally

Proletariat A term used to describe a lower social class; usually, the working class

Bolshevik Revolution

revolution that overthrew the Russian czar and placed the Bolsheviks in power (1917-1922)

Propaganda information, ideas or rumors (often false or misleading) intentionally spread to help or harm a person or group or influence public opinion

Fascism a political philosophy in which the government has control over all aspects of life; usually an oppressive government ruled by a dictator that punishes dissent

Weimar Republic German government that existed from 1919-1933

Censorship the suppression of ideas or images by the government in order to control access to information and public opinion

Command Economy

The government sets and controls prices on goods

120


Standard 7-4.4: Compare the ideologies of socialism, communism, fascism, and Nazism and their influence on the rise of totalitarian governments after World War I in Italy, Germany, Japan, and the Soviet Union as a response to the worldwide depression.

Outline Questions

19. Where did totalitarian governments exist after World War I? The problems that existed in Germany, Italy, Japan, and the Soviet Union after World War I led to the establishment of totalitarian governments in these countries. Germany, Italy, Japan and the Soviet Union became Totalitarian States 1. The people wanted strong leaders to raise them out of the Depression 2. Leaders appealed to nationalism by promising to restore their country’s power 3. Leaders wanted: a. Total control over the country b. A strong military c. A strong economy d. More land (and were willing to go to war for it, Imperialism) Characteristics of Totalitarian Governments i. Dictator: strong leader with total power ii. One legal political party: ruling party is the only political party allowed; no opposition iii. Strict government control of all aspects of life, including business, religion, the arts and

education iv. Use of propaganda, censorships and secret police to control the population v. Citizens have few, if any rights (no freedom of religion, speech or press)

3

20. What type of government was created in the Soviet Union? Socialism and communism were the main ideologies of the Soviet Union. The Soviet Union became a communist nation after the Bolshevik Revolution of 1917. The focus of communism is to empower the proletariat, or working classes, and decrease the wealth and power of industrial capitalists. In order for this to be accomplished, industry, production, and business must be controlled by the whole society and not a few competing individuals. Wealth would therefore be distributed equally to citizens. Competition and private property would be abolished, and collectivization, or owning property as a group, becomes the focus of the society. Land would be arranged in communes, shared by citizens. Communism also called for social changes such as the end of the need for religion and the establishment of a communal education. For these changes to take place, communism calls for the overthrow of democratic and capitalist societies by the working class and the institution of governments that oversee the establishment of collective ownership of business and property and the equal distribution of wealth. Socialism is based on the economic principles of communism and not on the ideas of violent revolution. The primary focus of socialists is creating an economic system where the working classes could share in the wealth generated by industry and society as a whole, represented by the government, and would therefore collectively own businesses and the means of production. Russian Revolution 1. The Russian people led a peaceful march to the palace of the czar, believing that the czar did not know about their harsh living conditions (1905) a. The czar was not at the palace b. The military opened fire on the demonstration c. Became known as “Bloody Sunday” d. The czar lost public support 2. Russian Revolution began a. February Revolution (March 1917): Russian people revolted and the military opened fire i. Czar Nicholas tried attempted to disband the Duma (Russia’s legislative body) but was unsuccessful

6

121


b. October Revolution (October 1917): Vladimir Lenin, head of the communist Bolsheviks who had been exiled from Russia, started a civil war i. Czar Nicholas was forced to abdicate the throne ii. At some point, the entire royal family was executed iii. 15 million people died in the Russian Revolution iv. With so much political upheaval and social problems, Russia signed the Treaty of Brest Litovsk with Germany and stopped participating in WWI c. Lenin renamed Russia the United Soviet Socialists Republic (USSR/Soviet Union) i. Created a communist state and abolished private property ii. New Economic Plan (NEP): peasants allowed to produce their own crops under government control

21. How did Joseph Stalin take control of the Soviet Union? Joseph Stalin used these ideologies to strengthen his totalitarian rule. Stalin became the leader of the Soviet Union in 1928 after having been the General Secretary of the Communist Party. After Lenin’s death in 1922, Stalin worked hard to win support from his fellow Communist Party members. He exiled Leon Trotsky, his biggest rival, in 1929; created a totalitarian state; and made the country an industrial power. He had a secret police monitor everything said and written; censored all sources of information; and used propaganda to maintain his power. During the Great Purge, Stalin even terrorized members of the Communist Party, whom he thought were a threat to his power. Stalin persecuted religious institutions, primarily the Russian Orthodox Church, and had religious leaders killed, forcing religious faith and practice to go underground. As a totalitarian leader, Stalin implemented a command economy, ordering several five-year plans, which focused on heavy industrialization. Industrial production increased dramatically, but there were shortages of light, consumer goods. Stalin also began a policy of Collectivization in the country. His government confiscated all farms and combined them into huge government-controlled farms to increase food production. Agricultural production increased by the late 1930s, but many wealthy peasants (kulaks) who protested collectivization, were killed. Stalin improved the economy and education in the Soviet Union; however, the people had no political rights. The Soviet Union Became a Totalitarian State 1. Joseph Stalin became leader of the Communist Party after Lenin’s death 2. Stalin’s goal was to create the perfect communist state and spread communism all over the world 3. Only one legal political party: Communist a. Strict government control of the economy b. Industrialized and modernized using the Five Year Plan i. Government control of factories and mines ii. Collectivized farms: privately-owned farms were combined into large, government-owned farms iii. Workers were given quotas (a specific amount of product to create) in order to increase production iv. Built hospitals, schools and railroads 4. Used secret police to eliminate opposition in the Great Purge 5. Used censorship and propaganda to control the population

5

22. What type of government did Germany and Italy create? Fascism became popular in Italy and Germany because people blamed the democratic governments in the two countries for the problems that existed after World War I and during the Great Depression and were consequently willing to try radical, political, and social experiments in the governing of their countries. Fascism was the political movement that emphasized an extreme form of nationalism and power to the state. Named for a Roman symbol of power, a bundle of rods tied with an axe called a fasces, Fascist governments denied people their individual liberties and were led by authoritarian leaders. The leaders of Fascist governments used various methods to create unity and spirit and consolidate their power. Such methods included special salutes, military steps and emblems; holding rallies and military parades for the public; and instituting elite military groups that utilized absolute power and terror tactics.

2

122


23. How did Mussolini gain power in Italy? Italy was very dissatisfied with the outcome of World War I in the Treaty of Versailles because the country was not rewarded a large amount of land. Italy’s democratic government was blamed for the inflation, unemployment, and economic problems that existed in the country after the war. Benito Mussolini was able to capitalize on the political and economic unrest in the country and gain power by founding the Fascist Party in 1919. He organized a group of supporters called the Black Shirts, based on the color of their uniforms, who started to attack communists and socialists. Mussolini promised to strengthen the economy and was soon able to gain the support of the middle class and industrialists by ending a general strike that paralyzed the country. He seized power in 1922 when his fellow Fascists marched to Rome and told King Emmanuel to make Mussolini the leader of the government. Mussolini was given the title of “Il Duce”, or The Leader. He set up a Fascist dictatorship and used a secret police and censorship to maintain his power. Once his power was established, Mussolini was able to begin increasing the size of the military. In an attempt to display that Italy was becoming an empire and show dissatisfaction with the Treaty of Versailles, Mussolini used his new military to invade Ethiopia in 1935 and again in 1937. Italy Became Totalitarian 1. Benito Mussolini became dictator of Italy by promising to: a. Make Italy a powerful nation and to create an Italian Empire, which appealed to nationalism i. Invaded Ethiopia and Albania (imperialism) ii. Italy was still a young country and wanted to compete with older, established European

nations b. Restore order i. Used a campaign of terror using the Black Shirts, a paramilitary group that attacked groups or individuals who opposed Mussolini c. Improve the Italian economy d. Support the Catholic Church 2. The Fascist Party became the only legal party in Italy a. Anti-communist b. Anti-socialist 3. Used censorship and propaganda to remain in control

5

24. How did Adolf Hitler gain power in Germany? Nazism, which was based on Fascism, began in Germany. Germany was devastated by World War I and furious with the provisions of the Treaty of Versailles, especially the war guilt cause. The high cost of war reparations and the loss of valuable territory coupled with the aftermath of war hastened the onset of the Great Depression which led to political dissatisfaction and the perfect opportunity for a demigod to step in by promising to restore former glory. Adolf Hitler helped to found a fascist group called the National Social German Workers or the Nazi Party. Like the Italian Fascists, the Nazis used mass rallies, special salutes, and special troops called the Brown Shirts and used the swastika as its symbol. Hitler and his group attempted to overthrow the Weimar Republic in 1923, but failed. Hitler was imprisoned, and wrote Mein Kampf, in which he discussed his goals for Germany. He claimed that the Germans, whom he called “Aryans”; were the “master race” and blamed others for Germany’s woes. His book discussed his hatred for the Hebrew people, and his desires to regain lost German lands and unite all German speaking people. The deepening of the Great Depression strengthened support for Hitler and the Nazi Party, which became the largest political party in 1932. Consequently, President Paul von Hindenburg appointed Hitler chancellor. Hitler then gained control of the new government and created a totalitarian state by establishing a secret police called the gestapo, outlawing all other political parties, imprisoning political opponents, utilizing censorship and propaganda, banning unions, and controlling the economy. Known as the Fuhrer, or leader, Hitler and his government focused on building factories and infrastructure and ignored the stipulations of the Treaty of Versailles, by beginning to militarize Germany. With this strengthened military, Hitler continued defying the Treaty of Versailles and began aggressive actions in Europe by moving troops into the Rhineland in 1936, taking over Austria in 1938, taking the Sudetenland in 1938, and finally claiming all of Czechoslovakia in 1939.

10

123


Germany Became Fascist 1. Germany treated harshly by the Treaty of Versailles a. Lost land to all the countries it invaded, including its colonies i. France was given two of Germany’s heavily industrialized areas b. Forced to sign the “War Guilt Clause,” which stated that Germany was responsible for starting WWI c. Had to reduce the size of the military i. only 100,000 soldiers ii. No U-boats or military aircraft d. Had to repay $33 million in war reparations e. Had to create a demilitarized zone between France and Germany (The Rhineland) 2. Germany was furious over the harsh conditions a. Kaiser Wilhelm II abdicated the throne b. Germany became the Weimer Republic 3. Borders Changed a. The Austria-Hungary Empire was broken apart i. Austria and Hungary became countries ii. Yugoslavia was created iii. Czechoslovakia was created out of portions of Austria-Hungary and Germany b. Albania was carved out of the Ottoman Empire c. Estonia, Latvia, Lithuania and Poland were created out of Russian land 4. Germans looked for a strong leader who would lead them out of the Depression a. The German people were willing to give up democracy in exchange for economic prosperity b. Adolf Hitler, who had served time in jail for a failed attempt to overthrow the government, became leader of the Nazi party i. His book, Mein Kempf, written in prison, explained his ideas for restoring German power * Anti-Semitism: Hatred of Jews (blamed the Jews for Germany’s decline) * Anti-communist * Believed in a master race * Encouraged extreme German nationalism

c. Became German Chancellor in 1933 i. Created a fascist government: a political philosophy in which the state has total control over all aspects of life; usually an oppressive government that punishes dissent * Allowed for private ownership of property * This appealed to the upper classes and business owners * Private ownership of property is the main difference between fascism and communism i. Created jobs through public projects ii. Ignored the Treaty of Versailles * Rebuilt the German military * Refused to pay reparations * Invaded Austria and Czechoslovakia d. Created a Totalitarian State i. Dictator: strong leader with total power ii. One legal political party: ruling party is the only political party allowed; no opposition iii. Strict government control of all aspects of life, including business, religion, the arts and

education iv. Use of propaganda, censorships and secret police to control the population v. Citizens have few, if any rights (no freedom of religion, speech or press)

124


25. What type of government was created in Japan? When the Great Depression occurred, Japan was a newly industrialized country still heavily dependent on its export earnings to finance its imports of essential raw materials and fuel. Already suffering from the introduction of artificial silk products, its luxury export sales plummeted during the Depression, causing distrust of the West and its markets. Further compounded by bad harvests in several regions, the Japanese economy reeled and military leaders touted expansionism in the East (Asia) as a solution to address problems of market, shortages of natural resources and farmland deficiencies simultaneously, while building on the nationalists feelings that had made the country a world power just prior to the turn of the century. Military leaders took control of the main operations of the government, leaving the Emperor as mainly a figurehead at the command of the military. The rise of a totalitarian state in Japan therefore took the form of military control. Under this military leadership, the Japanese acted on this policy of expansionism beginning in 1931 with the invasion of Manchuria. The League of Nations could only voice its disapproval of the invasion, and the Japanese responded by withdrawing from the League in 1933. Japan attacked China in 1937, which caused communist and noncommunist forces in China to unite to fight the foreigners. Japan Became a Totalitarian State 1. Emperor Hirohito became a figure head and Hideki Tojo became the military dictator 2. No political party 3. Tojo’s goal was to rid Japan of European and American influence i. Strengthen military ii. Build a Japanese Empire * To gain raw materials for industry iii. Invaded Manchuria (imperialism)

4

Assignment 9: Create a chart comparing the totalitarian governments in Germany, Italy, The Soviet Union and Japan. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each government must be represented by at least two characteristics. (Place an X in the column if the government has that characteristic.)

Totalitarian Government

Had a dictator Believed in Fascism

Germany

X X

Italy X X

The Soviet Union

X

Japan

X

Assignment 10: Describe the rise of dictators.

Problem: Germany, Italy, Japan and the Soviet Union had weak economies.

Effects:

Causes:

Solution:

125


Standard 7-4.5: Summarize the causes and course of World War II, including drives for empire, appeasement and isolationism, the invasion of Poland, the Battle of Britain, the invasion of the Soviet Union, the “Final Solution,” the Lend-Lease program, Pearl Harbor, Stalingrad, the campaigns in North Africa and the Mediterranean, the D-Day invasion, the island-hopping campaigns, and the bombing of Hiroshima and Nagasaki.

Vocabulary


World War II war fought from 1939 to 1945 in which the Allied Powers defeated the Axis Powers; began when Great Britain and France declared war on Germany after Germany invaded Poland

Holocaust the genocide of European Jews and others by Nazis prior to and during World War II

Anti-Semitism hatred of Jews

Genocide the deliberate and systematic extermination of a racial, political or cultural group

Nuremburg Laws German laws issued in 1935 which stripped Jews of their citizenship and civil rights

Allied Powers alliance between Great Britain, France, Soviet Union and the United States, along with other nations, that defeated the Axis Powers in World War II

Axis Powers alliance created prior to World War II between Italy, Germany and Japan, with other nations joining later, in order to create empires; were defeated by the Allied Powers in World War II

Appeasement giving in to the demands of potential enemies in order to maintain the peace and prevent war

Blitzkrieg “lightening war”; German tactic used in World War II based on speed and surprise

126


Non-Aggression Pact

a 10-year agreement signed in 1939 between the Soviet Union and Germany in which both countries promised not to attack each other; this would allow Germany to fight a one-front war

Neutrality Acts law passed by the United States Congress and signed into law by President Franklin D. Roosevelt in 1935 to keep the United States out of a possible European war by banning the sell of war materials to aggressive countries and banning American citizens from traveling on ships owned by aggressive countries

Cash and Carry goods sold for cash without delivery service; In 1939, the United States agreed to sell war materials to Allied Powers on a cash only basis with the purchasing country providing transportation

Lend-Lease 1941 act passed by the United States giving the president the power to sell, exchange or lend equipment to any country defending itself against the Axis Powers

Island Hopping military tactic used by the United States in the Pacific Theater of World War II in which US forces moved from island to island, taking over that island, until they were close enough to attack Japan

Atomic Bomb an explosive weapon of great destructive power that gets that power from the rapid release of nuclear energy

127


Standard 7-4.5: Summarize the causes and course of World War II, including drives for empire, appeasement and isolationism, the invasion of Poland, the Battle of Britain, the invasion of the Soviet Union, the “Final Solution,” the Lend-Lease program, Pearl Harbor, Stalingrad, the campaigns in North Africa and the Mediterranean, the D-Day invasion, the island-hopping campaigns, and the bombing of Hiroshima and Nagasaki.

Outline Questions

26. What was World War II? World War II: war fought from 1939-1945 between the Allied and the Axis Powers 1. Allied Powers: Great Britain, France, the Soviet Union, the United States and other countries 2. Axis Powers: Germany, Italy and Japan and other countries 3. Fought in two theaters (area of land, sea and air directly involved in war) a. European Theater: Portion of World War II fought in Europe b. Pacific Theater: Portion of World War II fought in the Pacific Ocean and Asia

2

27. What was the Holocaust? (Standard 7-4.6: Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trial)

The Holocaust was a systematic plan of persecution and elimination of Jews and others deemed “undesirable” that was coordinated by Hitler’s Nazi (National Socialist) Party of Germany prior to and during World War II. The prejudice that caused the Holocaust was based on anti-Semitism, which was part of the Nazi ideology. Religious and cultural differences coupled with suspicion and envy made the Hebrew people frequent scapegoats during times of crisis throughout the history of Europe. Increased movement by Jews into the mainstream of European life led to increased prejudice as Jews were often stereotypically seen as more intellectual and successful and less nationalistic than others. Hitler’s anti-Semitism could have stemmed from these or numerous other irrational prejudices, but its existence was used as a rallying point to unite the German people in their quest first for economic recovery and later for empire, Aryan glory, and world domination. Nazis claimed that the German people were a “master race” and used the word “Aryan” to describe them. Hitler claimed that all non-Aryan people were inferior, and he wanted to eliminate people he considered inferior, including those of Jewish ancestry, Poles, Russians, Communists, Gypsies, homosexuals and anyone considered physically or mentally deficient. Hitler and the Nazi Party passed the Nuremberg Laws in 1935, which denied German citizenship to Jews and prevented them from marrying non-Jews. Jews were also ordered to wear the Star of David so they could be immediately recognized in public. On November 9, 1938 known as Kristallnacht, or “Night of Broken Glass,” Nazi troops attacked Jewish businesses, synagogues, and homes and killed approximately one hundred Jews. Next, Jews were ordered to move into ghettos and lived in terrible conditions. The worst, however, was yet to come. Hitler’s “Final Solution” forced Jews across Europe into concentration camps, where many died en route in cattle cars, were exterminated in specially designed showers and crematoriums or through brutal experiments, or barely survived in work camps. Most camps were located in Germany and Poland. When prisoners arrived at the concentration camps, they were examined by SS doctors. The Nazi soldiers allowed the strong, mainly men, to live in order to serve as laborers while many of the women, elderly, young children, and the disabled were killed soon after arriving at the concentration camps. The genocide killed well over six million Jews, comprising two thirds of the European Jewish population. Estimates of the total number of fatalities range from eleven to seventeen million (See Standard 7-4.5).The Nuremberg Trials, conducted in 1945-1946, saw twenty-two Nazi leaders charged with “crimes against humanity” for these actions, illustrating to the world that such behavior was indefensible and unacceptable regardless of the circumstances and that each individual bears responsibility for his own actions. An International Military Tribunal, representing twenty-three countries, conducted the trials and ten of the Nazi leaders were hanged and their bodies were burned at a concentration camp.

12

128


The Holocaust: the mass murder of Jews in Nazi Germany (1935-1945) 1. As Germany was gearing up for war, it also fought a war of a different kind at home a. Genocide: the killing of an entire group of people based on race or culture 2. Jews were seen as more intellectual and successful and less nationalistic 3. Hitler used anti-Semitism (hatred of Jews) to unite Germans against a common enemy a. Blamed the Jews for defeat in WWI (one of the German signers of the Treaty of Versailles was Jewish) b. Blamed Jews for Germany’s failing economy (many Jews were involved in banking and Hitler accused Jews of conspiring against Germany) c. Wanted to create a “master race” (Aryans), which required the elimination of people seen as inferior or destructive to the nation 4. Germany passed the Nuremburg Laws (1935), which took away German citizenship for Jews a. Jews were forced to wear a yellow star to signify that they were Jewish (1941) b. Jews could not be doctors, lawyers or journalists c. Jews could not be educated by the state past the age of 14 d. Jews could not go to public parks, libraries or beaches e. Jews and Germans could not marry each other 5. Kristallnacht: Night of Broken Glass (November 9, 1938) a. State-sponsored, organized riot that terrorized the Jews b. Jewish homes, businesses and synagogues were destroyed c. 91 Jews were killed d. More than 25,000 Jews were arrested and sent to concentration camps 6. Ghettos: Enclosed neighborhood for the Jewish population so that German Christians would not be contaminated by interaction with Jews a. Ghettos were temporary; Hitler was seeking a permanent solution to the Jewish problem b. Starvation and disease killed hundreds of thousands of people in the ghettos c. Thousands were lined up and shot in the ghettos 7. Death Squads: Mobile killing units a. Death Squads hunted and killed Jews and other Nazi “undesirables” b. Victims were shot and buried in mass graves 8. The “Final Solution”: The systematic genocide of European Jews a. Jews were sent to concentration camps: prisons i. Healthy Jews worked under harsh conditions ii. Many Jews were exterminated in the “showers,” gas chambers * Zylon B (cyanide-based insecticide) and carbon monoxide b. Other “non-desirables” were also sent to concentration camps i. The mentally-ill ii. Homosexuals iii. Gypsies 9. Well-Known Concentration Camps a. Auschwitz: located in Poland (3 million died) b. Treblinka: located in Poland (870,000 died)

129


28. What caused World War II? The causes of World War II focus on the military aggression displayed by Germany, Italy, and Japan prior to the war, as well as the discontent caused by provisions in the Treaty of Versailles. All three countries wanted to establish empires, and little was done by the international community, consumed by their own economic woes, to stop them. Italy was very dissatisfied with the outcome of World War I in the Treaty of Versailles because the country was on the victorious side and was not rewarded with a large amount of land. Germany was devastated by World War I and furious with the provisions of the Treaty of Versailles, especially the war guilt clause. The high cost of war reparations and the loss of valuable territory coupled with the aftermath of war hastened the onset of the Great Depression, which led to political dissatisfaction and the perfect opportunity for Adolf Hitler’s rise to power. Italy and Germany began military aggression in their drives for empires, which soon led to a second world war. Mussolini attacked Ethiopia in 1935. Causes of World War II 1. Germany, Italy and Japan formed the Axis Alliance so that each country could build an empire (imperialism) a. Germany was still upset about the requirements of the Treaty of Versailles i. Forced to sign The War Guilt Clause (blame for World War I) ii. Forced to pay war reparations iii. Forced to reduce the military iv. Lost industrial land and colonies b. Italy was still upset that they had not received land promised for joining the Allies in World War I (Remember though, Italy was not successful in creating a third front) c. Japan was a small, island nation with few natural resources i. Wanted to industrialize and modernize to prevent being taken over as India and China had been ii. Needed to add territory (create an empire) to continue to grow 2. Under Adolf Hitler, Germany violated the Treaty of Versailles a. Re-armed Germany b. Stopped paying reparations c. Annexed Austria

5

130


Assignment 11: Complete the task below.

Map During WWII

Task #1 – Number the following countries: England, France, USSR, Germany, Poland, Italy,

Japan and China on the map. Then label the following bodies of water: Pacific Ocean, Atlantic

Ocean, Mediterranean Sea, English Channel,

Task #2 – Complete the Key. Choose 2 colors, one for Axis and one for Allied Powers. Color the

boxes on the key to show the alliances.

Number Name of Country Leader Alliance

1 England (UK, Great Britain) Winston Churchill 2 France Charles de Gaulle

3 USSR (Soviet Union) Joseph Stalin

4 Germany Adolph Hitler 5 Poland Ignacy Moscicki

6 Italy Benito Mussolini 7 Japan Hideki Tojo

8 China Chiang kai-Shek What Allied Power is not shown on this map?

What continents are shown on this map?

131


Assignment 12: Describe the causes of World War II.

Problem: Germany, Italy and Japan had a need for natural resources to use in factories and markets to sell goods.

Effects:

Causes:

Solution:

Outline Questions

29. How did the League of Nations respond to the military aggression of Italy and Germany? The League of Nations protested the attack but did nothing to stop the Italians. The League of Nations also failed in preventing Hitler from militarizing his country and then occupying the Rhineland. Germany, Italy, and Japan formed the Axis Alliance in 1936. Germany and Italy also sent troops and weapons to Spain to assist Francisco Franco in winning the Spanish Civil War in 1936. The League of Nations Protested Aggression 1. No real power/weak organization a. no military b. no way to collect dues/raise money c. had to have a unanimous decision to act d. countries either did not join or quit the League of Nations

2

30. How did the United States respond to military aggression in Europe? While these events were taking place in the 1930s, the United States chose a foreign policy of isolationism, passing a series of Neutrality Acts that prohibited the country from loaning money or selling weapons to countries at war, and thus, hopefully, preventing some of the issues that had led the United States into the Great War. The US Position on War 1. After World War I, the United States tried to avoid future wars by passing the Neutrality Acts (1935-1937) a. American businesses could not sell war materials to countries at war b. American citizens could not travel on ships registered to countries at war i. The government hoped to prevent being brought into war by unrestricted submarine warfare

2

31. How did Great Britain and France respond to military aggression in Europe? Great Britain and France falsely believed that a policy of appeasement would prevent another world war. This lack of a firm hand against aggression allowed Hitler to annex Austria in 1938, another violation of the Treaty of Versailles. Hitler then demanded the Sudetenland in western Czechoslovakia and during the Munich Conference of 1938, the British and French agreed to allow Hitler the Sudetenland in return for promises that his demands for additional territory would cease. The policy of appeasement was proven a failure in early 1939 when Hitler invaded Czechoslovakia and Italy invaded Albania soon after.

4

132


Germany signed the Munich Pact with Great Britain and France 1. Germany wanted to unify all German speaking people 2. The Sudetenland, a German-speaking part of Czechoslovakia, wanted to unite with Germany 3. Czechoslovakia did not want to give up this land i. Czechoslovakia prepared for war 4. The prime ministers of Great Britain and France went to Munich, Germany to negotiate a. Signed the Munich Pact i. Allowed Hitler to take over the Sudetenland ii. Hitler agreed not to invade other countries

iii. The Munich Pact is an example of appeasement, giving in to the demands of another country to avoid war

b. Germany annexed the Sudetenland (1938) i. Czechoslovakia did not resist c. Germany annexed all of Czechoslovakia (1939)

32. When did World War II begin? World War II began in September 1939 when Hitler invaded Poland and its British and French allies came to its defense, abandoning appeasement. Germany invaded Poland (September 1, 1939) 1. Because of earlier appeasement, Germany did not believe Great Britain and France would follow through on threats of war 2. Great Britain and France declared war on Germany (September 3, 1939)

1

33. How did Japan become involved in World War II? Japan also engaged in military aggression in its own drive for an empire. When the Great Depression occurred, Japan was a newly industrialized country still heavily dependent on its export earnings to finance its imports of essential raw materials and fuel. As the Japanese economy suffered, military leaders pushed for expansionism as a solution to address problems of markets and shortages of natural resources while building on the nationalists feelings that had made the country a world power just prior to the turn of the century. The Japanese first acted on this policy beginning in 1931 with the invasion of Manchuria. The League of Nations could only voice its disapproval of the invasion, and the Japanese responded by withdrawing from the League in 1933. Japan attacked China in 1937, which caused communist and noncommunist forces in China to unite to fight the foreigners and various countries of the world to respond sympathetically to the aggression with economic sanctions against Japan. Japan Enters World War II 1. As Germany fought World War II on in the European Theater, its ally, Japan, attempted to build an empire in the Pacific Theater a. Manchurian Incident (1931) i. Since Japan defeated the Soviet Union in the Russo-Japanese War, Japan controlled Manchuria ii. China, however, had no centralized government after the fall of the Qing Dynasty; nationalists and communists sought to unify the country iii. Japan did not want China unified iv. China owned the majority of one railway in Manchuria; Japan built another v. The Japanese attacked one of their own trains, claiming that the Chinese had attacked as an excuse for war

6

133


2. Japan began to take over other parts of China a. The 2

nd Sino-Japanese War (1937-1945 between China and Japan)

i. The Japanese used Total Warfare: “Kill all, burn all, destroy all” ii. Japanese used: * Zero: fast, maneuverable plane * Shinano: largest aircraft carrier * Kamikaze: older, less-skilled pilots ordered to go on suicide missions iii. By 1945, over 10 million Chinese killed and 60 million displaced

d. Japan made it to the Great Wall, focusing mostly on larger cities

34. What were the two theaters of fighting in World War II? World War II therefore had two theaters of fighting: Europe and Asia.

1

35. What type of warfare was used in the European theater? The Germans conducted a blitzkrieg or “lightening war” against Poland, and the Soviets (German allies due to the Soviet Non-Aggression Pact signed in 1939) attacked Poland from the west. Denmark and Norway soon fell to Germany, and France surrendered to the Germans in 1940. Hitler then focused on invading Great Britain. During the Battle of Britain (1940-1941), the German air force repeatedly bombed the country. The British, however, used radar to prepare for attacks and had technology that enabled them to decode German secret messages. The British, under the leadership of Prime Minister Winston Churchill, refused to surrender, and Hitler instead had to focus on attacking other areas in Europe. Fighting also occurred in North Africa and in the Balkans. The Germans wanted to control the Suez Canal in order to have access to the oil-rich Middle East. Yugoslavia and Greece fell to the Axis Powers in 1941. Hitler then betrayed his ally, the Soviet Union, and attacked that country in 1941. The Germans were unsuccessful in taking both Leningrad and Moscow and 500,000 Germans died during the invasion. Germany Advanced 1. Germany divided Poland with the Soviet Union as part of the Non-Aggression Pact 2. Hitler invaded and took over Denmark, the Netherlands and Belgium 3. Hitler attacked France in the Battle of France (May 10-June 14, 1940) a. France fell within six weeks and an armistice was signed (June 22, 1940) b. Germany occupied the majority of France c. A small portion of France became the Vichy Republic, which was a puppet government controlled by the Germans d. Many citizens were unhappy with this agreement; many soldiers fled to England e. Many groups began to fight the Nazis as the French Resistance or the French Underground Germany attacked Great Britain (June 1940-1941) 1. The Luftwaffe (German air force) launched massive air raids on Britain a. Blitzkrieg: “Lightening War”; swift attack using tanks and air support b. Winston Churchill, Prime Minister of Great Britain, refused to surrender c. The Royal Air Force was able to hold off the German invasion i. England is an island; more difficult to attack than contiguous land ii. British developed radar, which allowed them to track German planes and prepare for attack; limited the surprise necessary for Blitzkrieg iii. British developed a machine that could decode German secret messages iv. Hitler turned his attention to other countries

8

134


Germany Attacked the Soviet Union (1941) 1. Germany launched Operation Barbarossa (1941) to invade the Soviet Union, breaking the Non-Aggression Pact a. Barbarossa was a famous German Crusader b. Hitler believed Operation Barbarossa was a fascist crusade to end communism 2. Germany invaded the Soviet city of Leningrad a. Massive failure, 500,000 German soldiers were killed 3. The Soviet Union joined the Allied Powers 4. Germany invaded the Soviet city of Stalingrad a. Massive defeat b. Soviets pushed the Germans father west i. Soviets used a military tactic known as “scorched earth” * Destroyed everything so the enemy could not use it * Germans ran out of supplies in the cold Russian winter * Combined, both sides lost 30 million * Germany never took the Soviet Union

36. How did the United States support the Allies? Despite the passage of several Neutrality Acts between 1935 and 1937, President Franklin Roosevelt recognized the necessity of United States involvement in the war to prevent the defeat of the Allies and subsequent Nazi takeover of Europe. In 1939, Congress amended its isolationist policy of neutrality to allow the United States to sell weapons to the Allies that were paid for with cash, known as a cash and carry policy, transported on their own ships, once again seeking a solution different from that which drew the United States into World War I. This alternative, however, was not enough to help the Allies. In 1941 Congress stepped even further away from its professed neutrality when it passed the Lend-Lease Act. Lend-Lease allowed Roosevelt to lend or lease weapons and other supplies to countries that were important to the interests of the United States. The US government enacted the Cash and Carry Policy (1939) 1. The government and businesses could send weapons and supplies to the Allied Powers on a cash basis a. This would prevent the problem of other countries being in debt to the US at the end of the war and the possibility that countries would not be able to repay those debts 2. Goods had to be transported from the US to the other country by the country that was buying them a. This would prevent Axis Powers from sinking US merchant and passenger ships, which would eliminate one of the reasons the US was brought into WWI Congress passed the Lend-Lease Act (1941) 1. The government and businesses could lend weapons or supplies or could lease (let countries use them for a fee and then return them, like rent) weapons and supplies on credit to the Allied Powers a. The US government realized that the Allies needed support if they were going to win the war

6

135


37. Why did the United States enter World War II? Japan invaded French Indochina in 1941, prompting the United States to place an oil embargo on Japan to prevent further aggression. Japan then attacked Pearl Harbor on December 7, 1941, and Congress declared war on Japan the next day. The Japanese moved quickly throughout the Pacific taking over Guam, Wake Island, Hong Kong, the Philippines, the Dutch East Indies, and Burma. The tide began to turn in favor of the United States in 1942. The United States defeated Japan in the Battle of Coral Sea, saving Australia from a Japanese invasion. Next, the United States defeated Japan in the Battle of Midway, heavily damaging hundreds of Japanese planes and all of the aircraft carriers on the island. After the Battle of Midway, the United States began to engage in an “island-hopping” or “leapfrogging” strategy, thus bypassing islands heavily secured by Japan in favor of taking islands that were strategically located in the drive to reach the main islands of Japan yet easier to seize, thus saving countless American lives. A turning point occurred when the Japanese experienced a devastating loss at the Battle of Guadalcanal, the first offensive against Japan launched by combined Allied forces on land, sea, and air. Japan and the Pacific 1. Japan invaded French Indochina (Summer 1941) a. a French colony - (now modern-day Vietnam, Laos and Cambodia) 2. The United States remained neutral in World War II; however, the US placed an oil embargo on Japan a. Oil was not a natural resource in Japan b. Japan needed oil to fuel the war 3. Japan bombed Hong Kong (a British colony), bringing Great Britain into the war in the Pacific Theater (December 3, 1941) 4. Japan bombed US naval base, Pearl Harbor, bringing the US into the war a. Japan said it was responding to the US oil embargo b. The US declared war on Japan on December 8, 1941 Island Hopping and the Turning Point in the Pacific Theater 1. By mid-1942, Japan had taken Guam, Wake Island, Hong Kong, the Philippines, the Dutch East Indies and Burma 2. Battle of the Coral Sea: US was able to prevent Japan from invading Australia 3. Battle of Midway: US won the battle and began the strategy of “island hopping,” going island to island until they were close enough to attack Japan a. By this time, Japan had lost too many battleships and could not rebuild quickly enough to defend territory 4. Battle of Guadalcanal: the turning point in the Pacific Theater; combined Allied attack; a. the Japanese went on the run 5. Battles of Iwo Jima and Okinawa: Strategic US victories, followed by the destruction of the Shinano

5

Assignment 13: Describe why the United States entered World War II

Problem: The United States wanted to remain neutral and not become involved in European Wars. However, the United States also did not want their allies to be defeated.

Effects:

Causes:

Solution:

136


Outline Questions

38. How did fighting end in Europe? By the end of 1942, the tide was turning in favor of the Allies in the Mediterranean and along the Eastern Front. Allied forces, led by American General Dwight Eisenhower, defeated German General Rommel’s forces in North Africa. The Germans were also on the defensive, a turning point, after they were defeated by the Russians in the Battle of Stalingrad in February 1943. As the Soviets continued to push the Germans from the east, British and American forces invaded and conquered Sicily in 1943. Allied forces entered Rome in 1944, and Mussolini was killed in 1945 by his own countrymen. The Invasion of Normandy, called D-Day, to liberate German-controlled France and northern Europe began on June 6, 1944 and the Allied forces were able to liberate France by September. Hitler’s final attempt to achieve a victory against Allied forces was at the Battle of the Bulge. Despite breaking through American defenses, the Germans were ultimately pushed back and forced to retreat. Allied troops from both east and west moved into Germany, causing the Germans to surrender (VE Day) on May 7, 1945. Northern Africa and the Balkans 1. As the war was being fought in the Pacific Theater, the war continued to be fought in the European Theater 2. Italy attempted to take over the Suez Canal in Egypt but was defeated a. Germany joined the fight for the Suez Canal but could not win b. The Suez Canal was valuable in that it allowed access to the oil supply in the Middle East c. The Axis Powers conquered Yugoslavia and Greece (1941) d. US General Dwight D. Eisenhower forced German General Rommel to surrender in Northern Africa i. This was a huge defeat as Rommel was known for winning the Battle of France e. The Allies took over Sicily, Italy (1943) and liberated Rome, Italy (1944) i. The Italians blamed Mussolini for the losses in both North Africa and Italy and assassinated him D-Day Invasion (June 6, 1944) 1. US and British forces, led by General Eisenhower, stormed the beaches of Normandy to begin the liberation of France 2. Used as many troops and artillery/bombs as possible to drive the Germans back a. High death count on both sides 3. Resulted in an Allied victory and the slow push to get the Germans out of France began Battle of the Bulge (December 1944) 1. Last ditch effort by the Germans to retake France 2. Hitler hoped to split Allied forces in two and break the Allies supply line a. This would halt the Allies drive into Germany 3. With a surprise attack, the Germans were able to create a bulge in the Allies’ line 4. The German’s could not keep their tanks supplied with oil 5. The Allies pushed the Germans back Battle of Berlin (April-May 1945) 1. Attack launched by the Soviets from the East and joined by the rest of the Allied Powers from the west 2. German soldiers fled to the west to surrender to the other Allied forces instead of to the Soviets a. Did not want to surrender to communists b. Feared treatment by the Soviets after breaking the Non-Aggression Pact c. Hitler committed suicide

9

137


V-E Day (May 8, 1945) 1. Victory in Europe Day: the day the Allies announced the end to war in the European Theater 2. German troops had begun surrendering in Italy on April 29

th

i. This surrender was followed by various surrenders in other parts of the theater 3. Germany agreed to unconditional surrender on all fronts May 7 4. Because the surrender was unconditional, no treaties were signed

39. How did fighting end in the Pacific Theater? The United States then moved closer to defeating Japan by victories at Iwo Jima and Okinawa. Citing the need to hasten the war’s end and save lives that would be lost in an invasion of the island country, President Harry Truman ordered the dropping of an atomic bomb on Hiroshima on August 6, 1945 and over Nagasaki three days later. Six days after the dropping of the second atomic bomb, Japan announced its intention to surrender, formally doing so on September 2, 1945 (V-J Day). The Atomic Bomb: an explosive weapon of great destructive power that gets its power from the rapid release of nuclear energy 1. The United States began the Manhattan Project to design the atomic bomb a. The lab was moved to Los Alamos, New Mexico to build and test b. Two bombs were created, Fat Man and Little Boy 2. President Roosevelt died in office a. Vice President Truman became president of the United States 3. President Truman ordered the atomic bomb be dropped on Japan a. He believed lives would be saved by ending the war quickly 4. Two atomic bombs were dropped a. Little Boy was dropped on Hiroshima (August 6, 1945) b. Fat Man was dropped on Nagasaki (August 9, 1945) 5. Japan surrendered (August 14, 1945) V-J Day (September 2, 1945) 1. Victory in Japan Day: the day Japan signed the surrender document 2. Japan surrendered unconditionally; there were no treaties

4

Assignment 14: Create a chart comparing World War I to World War II. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, wars must be represented by at least two characteristics. (Place an X in the column if the war had that characteristic.)

War The US tried to remain neutral

The Atomic Bomb was dropped

World War I

X

World War II X X

Assignment 15: Create a chart comparing the European Theater to the Pacific Theater. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each theater must be represented by at least two characteristics. (Place an X in the column if the theater had that characteristic.)

World War II Theater

War began when Germany invaded Poland

War began when Japan invaded Manchuria

European Theater

X

Pacific Theater

X

138


Standard 7-4.6 Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region.

Vocabulary


Mandate or Mandatory

Territory

a commission from the League of Nations giving a member country the right to control a territory; much of the Ottoman Empire in the Middle East was divided into mandates after World War I (1920-1948)

Zionism a political movement for the

establishment of a Jewish homeland;

Zion is the historical name of the land

promised to the Hebrews/Jews in the

Bible and Torah

Palestine the former British mandatory territory including all of present-day Israel and Jordan; the area between the Jordan River and the Mediterranean Sea that was referred to in the Bible as the Promised Land

Israel former British-mandate of Palestine which became the homeland for the Jews after World War II

Balfour Declaration

(1917) statement that Great Britain would support the creation of a Jewish state in Palestine provided that the rights of “existing non-Jews” in Palestine were protected

Palestinian Liberation

Organization

political organization created in 1964 to fight for the rights of the former Arab residents of Palestine and their descendents

Human Rights basic rights and freedoms that all people are entitled to

Universal Declaration of Human Rights

declaration adopted by the United Nations General Assembly (1948); includes civil, political, social, economic and cultural rights

139


Standard 7-4.6 Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremberg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia (Middle East), the creation of the state of Israel, and the resultant conflicts in the region.

Outline Questions

40. What is Zionism? The Zionist movement gained strength in the late 1800s and early 1900s, with many Jews returning to Palestine and calling for a Jewish nation-state. The Balfour Declaration (1917), issued by the British, further increased the tension between the Jews and Palestinians because the British supported the creation of a Jewish state as long as the rights of the Palestinians were protected. With the defeat of the Ottoman Empire in World War I, Palestine became a British mandate. Support for a Jewish state/homeland (Zionism) increased after the depth of the Holocaust’s atrocities were revealed. The United Nations decided to divide Palestine into a Jewish state and a Palestinian state with Jerusalem as an international city. The Palestinians were very upset with the partition plan, since they made up the majority of the population. The country of Israel was founded in 1948 as a response to the Holocaust in addition to the Diaspora of the Hebrew people throughout history. The creation of the state of Israel led to the rise of nationalism and conflicts in the Middle East, beginning with an immediate attack by the Palestinians. Israel defeated the Palestinians and retained control of their land. The Israelis and the Palestinians fought brief wars over the disputed territory in 1956, 1967, and 1973. With its victory in the first war (1948-1949), the Israelis gained half of the land inhabited by the Palestinians. Egypt acquired the Gaza Strip, and Jordan took over the West Bank. The Middle East After World War I 1. The Ottoman Empire was divided and placed under the control of the League of Nations a. Many of the countries created out of the Ottoman Empire were oil-rich i. Many member countries of the League of Nations wanted to control oil ii. Countries with oil were not given self-determination iii. These countries became part of the Mandate System (a member country of the League of Nations was allowed to run the country) iv. Great Britain and France took control of most of the region 2. The British government controlled the Mandate of Palestine a. Palestine was the region referred to in the Bible as the Promised Land, which had been promised to the Hebrews/Jews by God b. Great Britain issued the Balfour Declaration (1917) i. Agreed to support the creation of a homeland for Jews in Palestine provided that the rights of “existing non-Jews” were protected ii. This was prior to the end of World War I; however, Great Britain believed it would receive Palestine as a mandate and wanted to win over Jewish support for the Allies during the war iii. Once Palestine did become a British mandate, Jews began to immigrate to Palestine iv. In 1917, there were 50,000 Jews living in Palestine; by 1947 there were 600,000 Jews living in Palestine v. The Balfour Declaration became the foundation for the creation of Israel The Middle East After World War II 1. Most countries in the Middle East gained independence a. France and Great Britain had spent a great deal on WWII and were having difficulty maintaining their colonies and mandates; no money 2. Nationalism was growing in the Middle East a. Pan-Arabism: the belief that Arabs should work together to obtain common goals b. Zionism: the strong desire to create a Jewish homeland in Palestine

10

140


3. The United Nations created Israel, a homeland for Jewish people (1948) a. Public support for a Jewish homeland grew after the Holocaust b. Part of Palestine remained Arab; part of Palestine became Israel c. Jerusalem became an international city d. Most of Western Europe and the United States supported the creation of Israel 4. Arabs (mostly Muslim) were angered by the existence of a Jewish state on “Muslim lands” a. Muslims also believe that God gave the land to them; to give it up would be a sin against God b. More than 700,000 Palestinians became homeless with the creation of Israel Palestinian-Israeli Conflict (1948-Present) 1. Began prior to the creation of Israel as Arabs feared becoming a minority in Palestine and Jewish groups fought for an independent Jewish state 2. Arab-Israeli War (1948): Egypt, Syria, Jordan, Lebanon and Iraq attacked Israel a. The United Nations negotiated at least two periods of truce b. Eventually, the Israelis were able to isolate the Egyptian army i. This resulted in a cease fire ii. Israel gained half of the land given to the Palestinians in the partition iii. 400,000 Palestinian Arabs fled Israel and were housed in refugee camps

41. What was the Suez Canal crisis of 1956? Arab nationalism was further evident in the Suez Crisis of 1956. Egyptian President Gamal Nasser sent troops to take the Suez Canal, which had been built by British investors using Egyptian labor. Nasser was upset that the British did not provide him with financial support in the construction of the Aswan Dam and wanted to rid Egypt of foreign influence. Great Britain wanted to retake the canal and convinced Israel to send in troops, while collaborating with the French to provide air support. Egypt was defeated, but the United States and the Soviet Union forced Great Britain, France, and Israel to give up the land they had captured and return the canal to Egypt. Suez Canal Crisis (1956)

1. British bought the rights to build the Suez Canal after Egypt and then France ran out of money to build it

a. Strategic location; allowed quick and easy access from Europe to Asian colonies through Mediterranean Sea

b. Whoever controlled the Suez Canal controlled supply of oil to Europe after oil discovered in Saudi Arabia and Middle East

2. Egyptian President Gamal Nasser angry about lack of funding for the Aswan dam from Great Britain; nationalized the canal in response

3. Great Britain wanted control of dam back a. Joined forces with Israel (we will talk about the creation of Israel and why they don’t get along

with Egypt in a later unit) b. British and French armies supported Israel c. Egypt sank 40 ships in the canal, blocking all passage d. Egypt defeated in 10 days e. Great Britain got control of the canal back 4. The US and Soviet Union forced them to return the canal and other land they had won

4

42. What is the Palestinian Liberation Organization? In 1964, the Palestinian Liberation Organization (PLO) came into existence in order to promote the creation of a Palestinian state. Yasir Arafat became its leader. Guerrilla groups soon began to gain power within the PLO and claimed that they had to use military force in order to create a Palestinian state.

1

141


43. What wars were fought against Israel? In 1967, Nasser and other Arab leaders prepared for war against Israel. Israel, however, made the first move and attacked Egypt, Jordan, Syria, and Iran, winning the Sinai Peninsula, the West Bank, Golan Heights, and Jerusalem in the Six Day War. The Yom Kippur War occurred in 1973 when the Arabs attacked Israel. A cease-fire was signed several weeks later. Palestinian-Israeli Conflict (1948-Present) 1. Began prior to the creation of Israel as Arabs feared becoming a minority in Palestine and Jewish groups fought for an independent Jewish state 2. Arab-Israeli War (1948): Egypt, Syria, Jordan, Lebanon and Iraq attacked Israel a. The United Nations negotiated at least two periods of truce b. Eventually, the Israelis were able to isolate the Egyptian army i. This resulted in a cease fire ii. Israel gained half of the land given to the Palestinians in the partition iii. 400,000 Palestinian Arabs fled Israel and were housed in refugee camps 3. The Palestinian Liberation Organization (PLO) was created in 1964 to fight for the rights of Palestinians a. Palestinians began to use guerrilla tactics to force Israel from their land 4. The Six Day War (1967) a. Egypt concentrated a large military force along the Sinai Peninsula and blockaded Israel’s Port of Eilat b. Egypt expelled United Nations troops stationed in Egypt (made them leave) c. This was seen as an act of war d. Israel launched a pre-emptive strike against Egypt’s air force, which destroyed most of Egypt’s air power e. Israel defeated Egyptian, Jordanian and Syrian forces f. Israel gained the Sinai Peninsula, the West Bank, Golan Heights and Jerusalem 5. Yom Kippur War (1973) a. Egypt and Syria launched a surprise attack on Israel on the holiest day of the Jewish year, backed by Soviet technology b. Egypt and Syria were initially successful c. The United States supplied Israel with weapons and intelligence gathered by spy planes i. The Israelis knew where the enemy was and how to coordinate an attack d. A cease-fire was declared with the Camp David Accords (signed in 1979) i. 12 days of negotiations between Israel and Egypt held at Camp David, a retreat for the president of the United States ii. Israel agreed to return the Sinai Peninsula to Egypt and agreed to negotiate possible Palestinian self-rule in the West Bank and Gaza Strip iii. Egypt agreed to recognize Israel as a country iii. President Anwar Sadat of Egypt was viewed as a traitor for participating in the peace talks and was assassinated (October 7, 1981) 6. Oil Crisis of the 1970s in the United States a. The Organization of Petroleum Exporting Countries (OPEC): a group of nations that control most of the world’s oil supply; mostly Arab countries b. In 1973, OPEC embargoed oil to the US and other western nations that supported Israel c. This resulted in higher oil prices around the world and in the United States d. OPEC hoped to pressure western countries to force Israel to return territory they had occupied since 1967 e. Once the embargo was lifted, OPEC realized the power it had across the world and kept oil prices high 7. The PLO launched the Intifada in 1987 a. Arabic word meaning “shaking off” b. Uprising of Palestinian Arabs involving protests and attacks on the Israeli army

10

142


8. The Oslo Peace Accords (1993) a. Agreement between Israel and the PLO i. Israel agreed to give Palestinians self-rule in the West Bank and Gaza Strip ii. Israeli Prime Minister Yitzhak Rabin was assassinated by a Jewish extremist who was angry that Rabin had given up territory to the Palestinians (1995) 9. The Arab-Israeli Conflict continues today

44. What peace agreements have been signed? The first major peace agreement in the region, the Camp David Accords, was signed by Egypt and Israel in 1979. Egypt recognized Israel as a country and received the Sinai Peninsula from Israel. Many Arabs, however, were upset with the peace agreement, and a group of Muslim radicals assassinated Egyptian president Anwar Sadat. Palestinians launched the intifada in 1987, which consisted of demonstrations and attacks against Israeli troops. In 1993, progress was made with the Oslo Peace Accords. Israel agreed to give the Palestinians self-rule in the West Bank and Gaza Strip, starting with Jericho. However, Israeli Prime Minister Yitzhak Rabin was assassinated by a Jewish extremist and a lasting peace in the area remains elusive to this day. See above Outline

2

45. What is the Universal Declaration of Human Rights? The 1948 Universal Declaration of Human Rights was also developed as a result of the major atrocities of World War II. The 1948 Universal Declaration of Human Rights set human rights standards for all nations, listing specific rights that every human should have. World organizations, such as Amnesty International, have worked to increase global awareness of human rights violations. Increasingly, issues of human rights are difficult to enforce. In a direct response to the Holocaust, the 1948 Universal Declaration of Human Rights defined genocide, yet it is troublesome for worldwide organizations to determine what role they can or should take in mediating in the affairs of a sovereign nation, even one that seems to be in violation of basic human rights. Human Rights: basic freedoms for all people regardless of race, religion or gender 1. The United Nations monitors human rights around the world 2. Many nations threaten human rights a. Imprisoning critics of the government b. Supporting terrorists c. Ignoring international laws 3. The Universal Declaration of Human Rights (1948) a. Established by UN i. Committee chaired by United States First Lady Eleanor Roosevelt ii. Established human rights standards for all nations iii. The Holocaust was the major event that led to the creation of the Universal Declaration of Human Rights

4

Assignment 16: Label Israel and Egypt on the map below.

143


Assignment 17: Read the following portions of the Universal Declaration of Human Rights and answer the following questions.

Preamble

….human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the

highest aspiration of the common people…

Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of

achievement for all peoples and all nations…

Article 1.

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should

act towards one another in a spirit of brotherhood.

Article 2.

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race,

color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.

Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or

territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of

sovereignty.

a. Who created the Universal Declaration of Human Rights: _____________________________________________________.

b. How do you know? _____________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

c. What freedoms should all human beings enjoy? ______________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

d. According to this document, is Social Darwinism a valid (true) theory or belief? _____________________________________

e. Give evidence from the document to support your answer to question d. __________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

f. The ideas contained in this document have their origins (beginning) in which time period that we have studied? ___________

________________________________________________________________________________________________________

g. Give evidence from the document to support your opinion. _____________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

_______________________________________________________________________________________________________

144


145


Unit 6: Post WWII and the Cold War Standard 7-5: The student will demonstrate an understanding of international developments during the Cold War era. Enduring Understanding: Events during the Cold War affected the world politically, socially, and economically. To understand the significance of the Cold War, the student will: 7-5.1 Compare the political and economic ideologies of the United States and the Soviet Union during the Cold War.

Vocabulary


Cold War a period of political conflict between two countries or power blocks including the use of propaganda, threats and economic sanctions short of actual military fighting, especially between the United States and the Soviet Union after World War II

Capitalism an economic system in which the means of production and distribution are privately owned; prices are determined by competition in the free market

Democracy granting people authority in the function of government; government by and for the people

Communism an economic system in which the government controls the property and the means of production; the economy benefits everyone equally

146


7-5.1 Compare the political and economic ideologies of the United States and the Soviet Union during the Cold War.

Outline Questions 1. How were the United States and the Soviet Union different politically and economically? The political and economic ideologies of the United States and the Soviet Union were in direct contrast and competition with one another, which led to the beginning and escalation of the Cold War. Politically, the United States had a limited government in the form of a representative democracy or constitutional government, while the Soviet Union had an unlimited government in the form of a communist state. Economically, the United States had a capitalist economy while the Soviet Union had a socialist economy. These political and economic ideologies are polar opposites, and they served as the source of tension that initiated the Cold War immediately at the end of World War II in 1945. Cold War: a period of political conflict and military tension between the United States and the Soviet Union after World War II 1. The United States and the Soviet Union emerged as the two world superpowers after World War II 2. The United States promoted capitalism and democracy a. Capitalism: the economic system in which the means of production and distribution are privately owned for the purpose of making a profit; price is determined by competition in the free market b. Democracy: a system of government in which the people hold the power through the right to vote on laws and for elected officials; government for and by the people; the people have rights 3. The Soviet Union promoted communism a. Communism: an economic and political system in which the means of production and distribution are controlled by the government; the economy benefits everyone equally; people have limited rights

4

2. At the end of WWII, who were the Big Three and what were their goals? Even before the war was officially over, tensions began to develop amongst the Big Three Allied leaders, (Franklin Roosevelt of the United States, Winston Churchill of Great Britain, and Joseph Stalin of the Soviet Union), as they began discussions on the post-war world. Roosevelt and Churchill, representing constitutional or limited governments, wanted lands freed from control of the Axis Powers to be granted self-rule with elections and the establishment of constitutional governments with capitalist systems; Stalin, however, wanted these lands to have the option of becoming communist with socialist systems. Stalin did promise that he would allow elections in the lands in Eastern Europe that the Soviet Union had freed and occupied during the war. After the war, he broke this promise and set up communist governments in these lands. The Big Three A. The United States (led by Franklin Delano Roosevelt) 1. Using a democratic form or government, wanted all countries that had been occupied by

AXIS powers to have: a. free elections b. self-determination c. constitutions (plan of government showing rights and responsibilities of the

government and the people) d. capitalist economic systems B. Great Britain (led by Winston Churchill) 1. Using a democratic form or government, wanted all countries that had been occupied by

Axis powers to have: a. free elections b. self-determination c. constitutions (plan of government showing rights and responsibilities of the

government and the people) d. capitalist economic systems

5

147


C. The Soviet Union/USSR (led by Joseph Stalin) 1. Using a communist form of government, wanted all countries that had been occupied by

Axis powers to have: a. communist governments b. communist or socialist economic systems 2. After WWII ended, set up communist governments in countries that the Soviet Union

occupied during the war

Assignment 1. Create a chart comparing the ideas of the Soviet Union and the United States during the Cold War. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each country must be represented by at least two characteristics. (Place an X in the column if the country has that characteristic.)

Country Believed in

democracy

Believed in

communism

The United

States

X

The Soviet

Union

X

Outline Questions 3. What happened to Germany after WWII? At the end of the war, competition over political and economic ideologies led to a complete split between the two sides when deciding what to do with Germany. Since the Soviets had invaded Germany from the east, the Soviet Union occupied a large section or “occupation zone” of eastern Germany at the end of the war. Great Britain, the United States, and France each occupied zones in the remainder of Germany as they had invaded from the west. After Germany surrendered, the two sides for the Cold War were set: those in support of democratic-style governments with capitalist economies and those in support of communist-style governments with socialist economies. Each side demanded its style be imposed on Germany and the United Nations conference on the matter [prearranged at Yalta] agreed on a division into two countries. By 1949 the American, British, and French occupation zones in the western part of Germany joined together to form the democratically governed nation of the Federal Republic of Germany, informally known as West Germany. Eastern Germany, the Russian sector, had a communist government and became the German Democratic Republic, commonly referred to as East Germany. Berlin, the former capital, was likewise partitioned, although it was located deep in East Germany. The competition between the two ideologies represented in the division of Germany became representative of the political and economic sides taken in the Cold War: capitalistic-democratic vs. socialist-communist. This ideological competition became the basis for the escalating tensions of the Cold War as countries lined up and rallied behind the superpower standard-bearers of each philosophy, the United States of America and the Soviet Union.

7

148


Division of Germany 1. After World War II, Germany was divided into four zones, each controlled by one

of the major Allied Powers (Great Britain, the United States, France and the Soviet Union)

a. Zones were supposed to be temporary, pending free elections b. Stalin refused to allow free elections, which would unite Germany i. A united Germany might attack the Soviet Union c. The British, French and US zones combined to form democratic West Germany d. The Soviet Zone became communist East Germany e. West Germany had a higher standard of living due to free market access to consumer

goods 2. Berlin, the capitol of Germany, was located in the Soviet Zone a. Berlin was divided into four zones, just as Germany had been b. West Berlin became part of democratic West Germany despite its location i. The US, Great Britain and France wanted to rebuild and make West Germany strong to prevent its declining economy from having a negative impact on international trade-a major cause of the Great Depression c. East Berlin became part of communist East Germany i. The Soviet Union wanted to make East Germany weak so that it could not attack the Soviet Union again (still mad that Germany had broken the Non- Aggression Pact)

Assignment 2: Describe why Germany was split into East and West Germany.

Problem: The Soviet Union was communist and did

not want Germany to become democratic or be strong

enough to attack the Soviet Union again.

Effects:

Causes:

Solution:

149


7-5.2 Summarize the impact of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, and the Warsaw Pact on the course of the Cold War.

Vocabulary


Containment a policy of preventing the expansion of communism to other countries by creating alliances or providing economic or military support to countries threatened by a communist take-over

Truman Doctrine

US President Harry Truman’s policy of providing economic and military aid to any country threatened by communism or totalitarian ideology (1947)

Marshall Plan a United States program (1948-1952) providing financial aid to Western European countries for reconstruction after World War II so that their economies would be strengthened and communist take-over would be prevented

Blockade of Berlin

period in 1948, in which the Soviet Union blockaded all land and rail routes into West Berlin in an attempt to create a unified East Germany by forcing the US, Great Britain and France to turn over control of West Berlin

Berlin Airlift effort by the United States, Great Britain and France to thwart the Blockade of Berlin by flying supplies to West Berlin

North Atlantic Treaty

Organization

NATO; established in 1949, an organization consisting of the United States, Canada, Great Britain and other European countries for the purpose of collective security (discourage attack by the Soviet Union)

Warsaw Pact a military alliance established in 1955 of Eastern European countries, including the Soviet Union, Bulgaria, Czechoslovakia, East Germany, Poland and Romania for the purpose of collective security (discourage attack by NATO)

150


7-5.2 Summarize the impact of the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization (NATO), the United Nations, and the Warsaw Pact on the course of the Cold War.

Outline Questions 4. Why did the United States begin the policy of containment? At the end of World War II, there were tensions that existed as a result of major differences in political and economic ideologies between the United States and other western nations and the Soviet Union. These tensions escalated into the competitions and struggles of the Cold War. At the end of the war, the Soviet Union wanted to spread communism, while the United States wanted to contain the spread of communism and promote democracy. Because the United States was justifiably concerned about the spread of communism throughout Eastern Europe, President Harry Truman instituted a foreign policy based on the containment of communism by giving economic assistance to countries so they would not become communist. Communism Spread 1. After World War II, the Soviet Union maintained a military presence in Eastern European countries they had helped to liberate from German control in WWII a. Stalin refused to allow free elections 2. These countries became “satellite countries” of the Soviet Union and included Poland, Hungary, Czechoslovakia, Yugoslavia, Romania, Bulgaria and Albania a. Provided a buffer zone which protected the Soviet Union from invasion 3. Satellite Countries became communist 4. The Iron Curtain: Cold War dividing line between communist Eastern Europe and democratic Western Europe a. Phrase created by Winston Churchill i. Believed Stalin was secretive and prevented the sharing of ideas and trade between communist and non-communist countries

3

5. What was the Truman Doctrine? The Truman Doctrine was the strategy used to return economic stability and success to Eastern Europe, thereby preventing communist supporters from offering communism as a viable economic alternative. An infusion of four hundred million United States dollars in assistance to countries in Europe proved to be very helpful. The United States Containment of Communism 1. The United States feared the spread of communism (The Red Scare) 2. The Soviets were slowly expanding into Eastern and Central Europe a. Countries bordering the Soviet Union had weak militaries and economies due to the war; easily taken over 3. President Truman issued the Truman Doctrine (1947) as Turkey and Greece were being threatened with communist take-over a. Policy of containment (stop the spread of communism) by providing military and financial aid to countries being threatened with communist take-over i. Specifically, at the time Truman addressed Congress, Turkey and Greece were being attacked ii. The United States spent over $400 million on Greece alone

2

6. What was the Marshall Plan? Countries in Western Europe also needed economic assistance after the war. The Marshall Plan provided the region with 12.5 billion dollars in reconstruction funds from Congress. Therefore, the Marshall Plan was instrumental in helping to revive Western Europe after World War II, while preventing the spread of communism in the area.

3

151


US Policy of Containment Continued 1. Secretary of State General George Marshall developed the Marshall Plan (European Recovery Plan) to help Europe recover and rebuild after World War II (1947) a. Marshall believed that economic support would bolster the economy of European countries destroyed by war b. Economically strong countries would be more difficult for the Soviet Union to take over than weak countries c. Marshall specifically wanted to aid West Germany, the democratic portion of Germany, so that it would not be vulnerable to Soviet take-over

e. The Marshall Plan provided $12.5 billion in aid to Western Europe to rebuild

7. What happened to Japan after World War II? Although the U.S. provided economic aid and military supervision to rebuild and democratize Japan after World War II, the program that accomplished the “Japanese Miracle” and created a strong U.S. ally in the same manner as the Truman Doctrine and the Marshall Plan, was not technically a part of either program. Japan After WWII A. US occupation of Japan (1945-1952) led by General Douglas MacArthur 1. Dismantled Japanese military a. Former military officers could not serve in important government positions 2. Created land reform that helped small farmers and punished rich land owners that had

pushed for imperialism 3. Broke up large Japanese businesses so that small businesses could compete in a capitalist

economy 4. Created a constitution a. Emperor became a figure-head b. Legislative body gained power c. Citizens gained rights

3

8. What was the United Nations? Because the League of Nations failed to prevent another world war, it was replaced in 1945 with the United Nations (UN). The purpose of the UN was the same as the League of Nations, which was to serve as an international organization to try to prevent future wars and settle conflicts globally. The UN did differ from the League in a few major ways, however. One major difference was that the UN would have the ability to use military force if necessary, and another major difference was that the United States joined the United Nations. The UN became instrumental in getting involved in some of the issues of the Cold War such as the division of Germany into two nations and the Korean Conflict. The United Nations Replaced the League of Nations (1945) 1. The United Nations improved on the League of Nations a. Member nations pay dues b. Member nations provide troops under United Nations directions c. Member nations must receive UN approval before declaring war d. Created to protect and uphold the peace, fairness and human rights

3

152


Assignment 3: Create a chart comparing the League of Nations to the United Nations. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each organization must be represented by at least two characteristics. (Place an X in the column if the organization has that characteristic.)

Organization

International

organization

created to

promote

peace

The United

States

joined

The League

of Nations

X

The United

Nations

X X

Outline Questions 9. What impact did the Cold War have on Berlin? The largest problem of the Cold War was its constant potential to instantaneously turn “hot” in a showdown between the two superpowers that had the great probability of using atomic or nuclear weapons with the capability of world-wide destruction. The first of these “showdowns” occurred in Berlin beginning in 1948. The partitioned German capital city became a political “hot spot” after the Soviets blocked access into West Berlin, the sector of the city occupied by Americans, British, and French, in order to drive Western influences from the city. The three Western Allies responded by airlifting supplies and food to the people of West Berlin for almost eleven months. The Soviets were then forced to lift the blockade. Berlin Experienced Conflict A. The Blockade of Berlin 1. The Soviet Union imposed a blockade on all land and rail routes into West Berlin (began June 24, 1948) a. The Soviet Union believed that the rebuilding of West Berlin was a direct attack on the Soviet Union 2. The 2,500,000 citizens of West Berlin became dependent on reserves for food and other necessary items a. The Soviets hoped to gain leverage by starving the people B. The Berlin Airlift (began July 1, 1948) 1. The US, Great Britain and France flew 5,000 tons of supplies a day to West Berlin 2. The Soviets eventually lifted the blockade

4

10. What military alliances were created after WWII? After the experience of the Berlin Blockade and the tension and success of the Berlin Airlift, the United States decided it needed to protect itself and other democratic nations. In 1949, the United States, Canada, and ten western European nations formed a military alliance called the North Atlantic Treaty Organization (NATO). The Soviet Union was threatened by the creation of NATO, and consequently built its own military alliance, the Warsaw Pact, which included Poland, East Germany, Czechoslovakia, Bulgaria, Romania, and Albania. Military Alliances Formed A. Although the United Nations had been formed in 1945 to maintain the peace, many countries found it necessary to join alliances to discourage other countries from attacking

3

153


B. The North Atlantic Treaty Organization/NATO (1949) 1. Military alliance of thirteen countries, including the United States, Canada and Great Britain, which promised to come to any member country’s aid should that country be attacked a. Because the Soviet Union hoped to spread communism and was taking over other countries, it was seen as a threat to the national security of democratic countries b. created in response to the Blockade of Berlin C. The Warsaw Pact (1955) 1. In response to the formation of NATO, the Soviet Union and other communist countries formed a military alliance, which promised to come to any member country’s aid should that country be attacked

Assignment 4. Create a chart comparing NATO and the Warsaw Pact. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each alliance must be represented by at least two characteristics. (Place an X in the column if the alliance has that characteristic.)

Pact Included

the United

States

Allied to

provide

military

protection

NATO

X X

Warsaw

Pact

X

154


7-5.3 Explain the spread of communism in Eastern Europe, Asia, Africa, and Latin America, including the ideas of the satellite state, containment, and the domino theory.

Vocabulary


Domino Theory US belief that, if one Asian country fell to communism, the rest of the region would become communist

Satellite Countries

Countries surrounding the USSR that had been occupied by Germany during WWII, which became communist countries during the Cold War

7-5.3 Explain the spread of communism in Eastern Europe, Asia, Africa, and Latin America, including the ideas of the satellite state, containment, and the domino theory.

Outline Questions 11. What are satellite nations? At the end of World War II, The Soviet Union wanted to spread communism, while the United States wanted to contain the spread of communism and promote democracy. Because the United States was justifiably concerned about the spread of communism throughout Eastern Europe, President Harry Truman instituted a foreign policy based on the containment of communism by giving economic assistance to countries so they would not become communist. Called the Truman Doctrine, the strategy was first utilized to return economic stability and success to the region, thereby preventing communist supporters from offering communism as a viable economic alternative. Meanwhile, the spread of communism continued in the nations of Eastern Europe that the Soviet Union had freed from German control at the end of World War II. The Soviet Union established communist governments and refused to grant elections in Yugoslavia, Romania, Bulgaria, Czechoslovakia, Poland, Albania, and Hungary. These nations became “satellite” nations of the Soviet Union as they were clustered around the Soviet Union and their political and economic policies orbited within Soviet influence and control. Truman’s policy of containment in Eastern Europe was therefore directed at making sure other nations did not become satellite states. Communism Spread 1. After World War II, the Soviet Union maintained a military presence in Eastern European countries they had helped to liberate from German control in WWII a. Stalin refused to allow free elections 2. These countries became “satellite countries” of the Soviet Union and included Poland, Hungary, Czechoslovakia, Yugoslavia, Romania, Bulgaria and Albania a. Provided a buffer zone which protected the Soviet Union from invasion 3. Satellite Countries became communist 4. The Iron Curtain: Cold War dividing line between communist Eastern Europe and democratic Western Europe a. Phrase created by Winston Churchill i. Believed Stalin was secretive and prevented the sharing of ideas and trade between communist and non-communist countries

6

155


12. How did the Soviet Union spread communism? The Soviet Union began trying to spread its influence of communism in Asia, Africa, and Latin America, often looking in areas where revolutions were already taking place or where revolution was very likely. As revolutionaries began looking for assistance, the Soviet Union would offer help in the form of economics and/or military support in return for cooperation in establishing communist governments in their nations. The Soviet Union also tried to spread communism through political means by sending representatives to nations in these regions to discuss and explain the benefits and successes of communism and would allow visiting delegates from interested nations to come to the Soviet Union to examine the successes of their political and economic system. Soviet Union Used Economic and Military Support to Spread Communism 1. Areas in Asia, Africa and Latin America had been under imperialism a. Wanted self-determination 2. The Soviet Union targeted countries involved in revolutions and civil wars a. Offered money and weapons to fight against imperial powers

3. The Soviet Union provided propaganda/education to demonstrate the benefits of communism

a. Sent diplomats to countries involved in civil war to help create communist governments b. Brought revolutionaries to the USSR to show how communism worked

3

13. How did China become communist? In Asia, China was the first big victory for the Soviet Union. The Chinese Civil War, which began during World War II, continued throughout the war. During the civil war, the noncommunist Nationalists and the Communists were forced to fight the Japanese together, however, both groups were also focused on vying for political power within China. The Communists, led by Mao Zedong (Mao Tse-tung), used guerilla warfare against the Japanese while the Nationalists, led by Chiang Kai-shek, had a large army and controlled most of southwestern China. After the Japanese surrendered, ending World War II, the Civil War in China between the Nationalists and Communists resumed (1946), ending three years later with a Communist victory. The Communists took over China in 1949, renaming it the Peoples Republic of China with Mao Zedong as its leader. Communism Spread to China A. During World War II, China was ruled by the Nationalist Party under Chiang Kai-shek B. At the same time, communism was becoming very popular with the peasants 1. Taught the peasants to read and increase crops using better farming techniques 2. Limited rent 3. Used guerrilla warfare to fight the Japanese C. Nationalists and Communists fought together against the Japanese during WWII D. After WWII, civil war between the Nationalists and Communists broke out 1. The United States supported the Nationalists 2. The Soviet Union supported the Communists 2. Civil war lasted three years E. The Communists took control of China (1949) 1. Created the People’s Republic of China 2. The United States did not recognize the communist government 3. The Nationalists fled to Taiwan F. Mao Zedong became the communist dictator of the People’s Republic of China G. Chairman Mao created the Great Leap Forward (1958) 1. Five-year economic plan to modernize China a. Focused on agriculture and industry b. People gave up their private property, including tools and livestock, and lived in communes

10

156


2. Privately-owned farms were seized and collectivized to form large, government run farms a. Workers had production quotas which had to be met and were increased every year b. Commune leaders who complained could be sent to jail c. 1959 and 1960 both had bad weather for growing crops and food production declined d. Food was rationed; between 1959-1962, 20 million Chinese died of starvation 3. Many peasants were taken from farms and forced to work in factories a. Those who refused received harsh treatment b. Workers in communes set up backyard furnaces to produce steel, which was very poor quality because the workers lacked equipment and knowledge c. This steel was used in Chinese factories, which then produced inferior goods d. Additionally, commune workers were taken away from working in the fields to produce steel; crop production declined H. Chairman Mao remained chairman of the Communist Party but no longer ruled the country I. Mao created the Cultural Revolution (1966-1976) to regain his power and create “pure

communist state” 1. Mao believed that communism in the Soviet Union was going in the wrong direction and feared that China would go the same way 2. Mao created the Red Guard a. Gangs of young people ordered by Chairman Mao to destroy “old ideas” b. Schools were closed so that students could participate in the Red Guard 3. The Red Guard attacked the leadership of the Communist Party and anyone who did not agree with Mao was purged (either killed or sent to a re-education camp) J. The Cultural Revolution ended with Mao’s death (1977) K. China remained Communist; however, the leaders of the Cultural Revolution were tried and received the death penalty 1. The main leader under Mao, Jiang Qing, committed suicide

14. How did the Cold War impact other countries in Asia? Communism also spread to Korea. In Korea, a situation similar to what happened in Germany occurred at the end of World War II. As a consequence of surrendering at the end of the war, Japan had to give up all of its colonies. Korea, being a Japanese colony since the Sino-Japanese and Russo-Japanese Wars in 1894-1895 and 1904-1905 respectively, therefore gained independence. In the continual competition over political and economic ideologies, the Soviet Union supported the development of communism in Korea while the United States supported the development of a democracy. The United States’ policy of involvement became known as the “domino theory.” The idea was that if one nation fell to communism, then others, like dominos, around the country would also become communist. The idea of containment spread from Europe to Asia as the United States tried to stop the spread of communism to avoid the domino effect. In order to avoid civil war in Korea over political and economic ideology Korea was divided into two parts, the Democratic People’s Republic of Korea (commonly referred to as North Korea) as a communist nation and the Republic of Korea (commonly referred to as South Korea) as a democratic nation. This would serve as the main cause of the Korean War. In Vietnam, the spread of communism caused similar scenarios. After World War II Vietnam sought to gain independence from the imperial rule of France. The Soviet Union again sent support to revolutionaries in Vietnam while the United States backed democratic leaders. This struggle would lead to the Vietnam War. Other nations in Asia such as Laos and Cambodia also were influenced by the spread of communism and therefore changed their political system following World War II. The United States fear of all Asian countries falling to communism like dominos did not occur.

6

157


US Takes Action to Prevent Domino Theory A. Japan ruled Korea after the Russo-Japanese War 1. When Japan surrendered at the end of WWII: a. Japanese troops on the Korean Peninsula north of the 38th Parallel surrendered to

the USSR b. Japanese troops on the Korean Peninsula south of the 38th Parallel surrendered to

the US c. Korea was divided at the 38th Parallel in the same way that Germany and Berlin

had been divided B. Vietnam was a French colony 1. Turned to the Soviet Union to provide money and weapons to fight the French 2. The United States provided supported to democratic leaders 3. The Vietnam war began C. Laos and Cambodia became communist; but, other Asian countries did not.

15. How did the Cold War impact Africa? In Africa, nations that had been under imperial rule since the 1800s saw World War II as justification for standing up to unfair governments and took this opportunity to begin demanding independence from their European rulers. During these revolutions, the Soviet Union again provided support to nations that would cooperate with establishing communist governments, and once again the United States would do the same in order to try to contain the spread of communism and help foster democratic governments. The Soviet Union gave military support to Angola and Mozambique as well as to the African National Congress in South Africa. The Soviet Union also offered educational scholarships to young Africans, especially in English and Portuguese colonies, in hopes of persuading the youth of Africa to adopt communist ideas. Other nations such as Guinea, Egypt, Congo, Uganda, Ethiopia, Benin, and Somalia also received Soviet military or diplomatic aid. The United States, as well as democratic nations of Europe, tried to prevent the spread of communism into these governments in Africa, continuing the idea of containment and preventing the domino effect, by providing military and economic aid. Communism Spread to Africa A. The Soviet Union began to talk about supporting African revolutions in the 1960s, but did not provide support until the late 1970s and early 1980s 1. Angola fought for independence from Portugal a. Portugal forced natives to work on cotton and coffee plantations b. Portugal sent poor Portuguese citizens to Africa to work on farms c. Portugal put down rebellions with large numbers of troops d. Portugal introduced reforms too late and guerilla groups created a civil war e. The government of Portugal was overthrown in Portugal (1974) and no longer wanted

colonies f. Control of Angola was not given to any one government g. The People's Movement for the Liberation of Angola (MPLA) took over, supported by

the USSR i. The MPLA was inspired more by Cuban rebels h. The US supported democratic groups i. The UN negotiated peace in 1994, but civil war continued 2. Mozambique fought for independence from Portugal a. The Front for the Liberation of Mozambique formed in 1962 b. Portugal pulled out of Mozambique as it had in Angola c. Mozambique became communist i. Businesses were taken over by the government ii. Private land was seized and cooperative farms were created d. Civil war lasted until democratic elections were held (1994)

6

158


16. How did the Cold War impact Latin America? In Latin America, Cuba was the first nation to establish a communist government under the leadership of Fidel Castro. Castro, with the aid of the Soviet Union, took over the government of Cuba in 1959. Tensions between the United States, the Soviet Union, and Cuba almost led to war in the 1960s with the Cuban Missile Crisis. Castro, with the aid of the Soviet Union, then began trying to spread communism in Latin America in the 1970s and 1980s and the United States tried to prevent this. For example, in El Salvador, troops supported by Castro and the Soviet Union fought troops backed by the United States. In Nicaragua, rebels known as Sandinistas overthrew the government and got aid from Castro and the Soviet Union. The United States then helped a group known as the “Contras,” from the Spanish word against, in their struggle against the Sandinistas. Communism Spread to Latin America A. Cuba 1. The Cuban Communist Party began in 1925 2. In 1952, former Cuban president Batista seized control of Cuba 3. In 1953, Fidel Castro attempted to overthrow Batista a. Castro was imprisoned, but was released in 1953 b. Upon his release, he went to Mexico where he reformed his forces 4. In 1959, Castro defeated Batista and formed a communist government

3

159


7-5.4 Analyze the political and technological competition between the Soviet Union and the United States for global influence, including the Korean Conflict, the Berlin Wall, the Vietnam War, the Cuban missile crisis, the “space race,” and the threat of nuclear annihilation.

Vocabulary


Arms Race a race between the United States and the Soviet Union to accumulate or develop weapons

Space Race competition between the United States and the Soviet Union to explore space

Iron Curtain Cold War dividing line between communist Eastern Europe and democratic Western Europe

Berlin Wall a guarded wall built in 1961 by the communist between East and West Berlin that closed off East German access to West Berlin

Korean War conflict between North Korea, aided by China, and South Korea, aided by mostly American United Nations troops that resulted in the barrier between North and South Korea remaining at the 38th Parallel (1950-1953)

38th Parallel line of latitude that separates North Korea from South Korea after WWII

Vietnam War a military conflict (1954-1975) between communist North Vietnam, supported by China and the Soviet Union, and non-communist South Vietnam, supported by the United States

17th Parallel line of latitude that separated North and South Vietnam

Cuban Missile Crisis

confrontation between the United States and the Soviet Union (1962) concerning the presence of Soviet missile sites in Cuba

160


7-5.4 Analyze the political and technological competition between the Soviet Union and the United States for global influence, including the Korean Conflict, the Berlin Wall, the Vietnam War, the Cuban missile crisis, the “space race,” and the threat of nuclear annihilation.

Outline Questions 17. What was the Korean Conflict? The Korean Conflict was a portion of the Cold War in which the ideological tensions became “hot” and fighting ensued, without troops from the Soviet Union and the United States ever actually fighting each other. After the Japanese were driven out of Korea as a result of their defeat in World War II, the peninsula was divided into two parts at the thirty-eighth parallel. Each part of the country was backed by different Cold War leadership: the northern region was communist and the southern region was democratic. The Korean War began in 1950 as North Korea invaded South Korea with the hope of uniting the peninsula under one communist regime. The United States, led by President Harry Truman, and the United Nations sent troops to support South Korea. The Soviets assisted the North Koreans by giving them money and weapons, and the Communist Chinese soon joined in sending troops to help North Korea, as well. The war quickly reached a costly impasse and the stalemate ended in 1953, when a cease-fire agreement was signed. Korea remained divided at the thirty-eighth parallel, which was made into a demilitarized zone. The Korean War (1950-1953) 1. Prior to World War II, Korea was controlled by Japan 2. During the Yalta Conference, it was decided that American and Soviet troops would occupy Korea a. Korea divided at the 38

th Parallel

b. The Soviets established the People’s Democratic Republic in North Korea i. North Korea was communist c. The United States set up the Republic of South Korea i. South Korea developed an authoritarian government supported by the US and the US pulled out of South Korea ii. The US believed that, if South Korea was attacked, the first line of defense should be the South Koreans; the US could assist if the South Koreans failed d. North Korea invaded South Korea i. Supported and supplied by the Soviet Union and China ii. Wanted to unify the two Koreas under one communist government 3. The United Nations sent in troops (mostly American) to protect South Korea and contain communism 4. The Chinese sent troops to support North Korea and fight the United Nations 5. Armistice was signed (1953) 6. The border between North and South Korea remained at the 38

th Parallel

a. Communism was contained

6

18. Why was the Berlin Wall constructed? The Soviet Union came to dominate Eastern Europe during the Cold War, splitting Europe into two regions: a democratic Western Europe and a communist Eastern Europe. Prime Minister Winston Churchill aptly coined the phrase “Behind the iron curtain” to describe the area of the continent under communist control. The difference in living conditions between East and West Berlin, East and West Germany and Eastern and Western Europe was marked, due to the lack of many consumer goods, and subsequently led to a much lower standard of living in the communist sectors. This inequity between East and West caused many defections from the East to the West, especially in Berlin. Consequently, the Berlin Wall was built in 1961 by the Communists in East Berlin in order to prevent people from going to West Berlin. The Berlin Wall symbolized the iron curtain that separated the democratic West from the communist East.

3

161


The Berlin Wall A. The Berlin Wall (1961) 1. Wall built across Berlin by the communists, closing off East German access to West Berlin 2. The Soviets were embarrassed that hundreds of thousands of East Berlin residents were fleeing to West Berlin every month 3. The Wall became a symbol of a division between communism and capitalism

19. What was the Vietnam War? The Vietnam War was another “hot” extension of the Cold War. The French wanted to reassert their control over Indochina after World War II ended, however, the Vietnamese nationalist movement, led by communist leader Ho Chi Minh, was very strong. The United States gave the French money and weapons to fight the Communists because the superpower was afraid that if one Asian country fell to communism, the rest of the region would also become communist. This idea, known as the domino theory, became the basis of United States foreign policy (7-5.3). However, Ho Chi Minh and his nationalist Communist forces were able to defeat the French in 1954 and achieve independence. After the French were defeated, Vietnam was split into two regions at the seventeenth parallel: the northern part became communist under the leadership of Ho Chi Minh, and the southern part was established as non-communist and led by Ngo Dinh Diem. The Diem regime was corrupt. Ho Chi Minh, who was very popular in the north, invaded the south in order to unify Vietnam under communist rule. Focused on preventing a communist takeover, the United States, began sending weapons and advisors to South Vietnam in the 1950s. In the mid-1960s under President Lyndon Johnson, American troops were sent to help the South Vietnamese. Not only did the Americans fight the North Vietnamese, they also fought against the Vietcong, who were communists in South Vietnam. The Communists were very successful in their use of guerilla warfare against the United States. The South Vietnamese government did not have the support of the people, and the United States could not achieve a victory. The United States withdrew, and the Communists took over South Vietnam and unified the country under communist rule in 1975. The Vietnam War (1954-1975) A. After World War II, the French wanted to regain Indochina as a colony 1. Indochina had been taken over by the Japanese B. The Vietnamese Nationalists, led by Ho Chi Minh, wanted self-determination 1. Vietnamese Nationalists were communist C. The United States supported the French effort to regain Indochina 1. Provided the French with money and weapons 2. Domino Theory: US fear that if one Asian country fell to communism, they all would fall D. The French were defeated (1954) 1. North and South Vietnam were temporarily divided at the 17

th Parallel (1955)

2. National elections to unify the country were scheduled to be held in 1956 E. The US believed the communists were given too much power and that a national election would go in favor of the communists 1. The US set up a new government in South Vietnam and refused to allow a national election to unify North and South Vietnam 2. The government of South Vietnam was oppressive and not very popular with the people a. People could be held in jail if they were suspected of being communist or did not support the government b. The US government was split on how democratic the South Vietnamese government actually was but continued to support it F. The Viet Cong, communist guerrillas, tried to take over South Vietnam 1. Supported by North Vietnam, China and the Soviet Union G. The US sent money, weapons and advisors to South Vietnam

9

162


H. The US began sending troops to Vietnam (1964) 1. 1.5 million Vietnamese and 58,000 Americans died 2. Americans were divided in support of the war 3. Anti-war protests forced the US to pull out of the war I. The US withdrew its last troops in 1973 J. Communists took over South Vietnam (1975) K. North and South Vietnam became a unified communist country L. The US failed to contain communism; however, only a few countries in the region became communist

20. What was the Cuban Missile Crisis? The Cuban Missile Crisis (1962) was another significant Cold War event with the potential of evolving into a nuclear showdown. Fidel Castro became the communist leader of Cuba in 1959. When an American spy plane flew over Cuba and took pictures of Soviet missiles being assembled on the island, President John F. Kennedy feared the Soviets would use them to attack the United States. Kennedy decided to implement a naval blockade around Cuba and told the Soviets that they would have to remove the missiles. After almost two weeks of intense maneuvering and negotiations at the United Nations and between the United States and the Soviet Union, while the world fearfully anticipated nuclear annihilation, both sides made concessions. The Soviet missiles were removed from Cuba and a direct military confrontation was avoided. In return, the United States removed nuclear missiles from Turkey seen as a threat by the Soviet Union. Communism Spread to Cuba A. Communist leader Fidel Castro took control of Cuba (1959) B. Castro made a trade agreement with the Soviet Union 1. The United States ended trade with Cuba C. Cuba nationalized (took over) American-owned companies in Cuba D. The United States supported anti-communist rebels in a failed attempt to overthrow Castro at the Bay of Pigs E. Cuba asked the Soviet Union for weapons to defend Cuba against Americans (1961) F. American spy planes located a nuclear missile base being built in Cuba (1962) 1. This is known as the Cuban Missile Crisis G. Cuba is only 90 miles away from the United States 1. Missiles could easily reach major US cities, including Washington, DC H. US President John F. Kennedy demanded that the Soviets remove the missiles I. The US set up a blockade of Cuba and would not let Soviet ships carrying missiles pass J. Nikita Khrushchev, the Soviet leader, agreed to dismantle the base and remove all missiles if the United States agreed not to invade Cuba 1. The US also secretly agreed to dismantle a similar US base in Turkey K. The Soviet ships carrying the missiles turned around and the base was dismantled 1. The Soviets “blinked”

6

163


Assignment 5. Create a chart comparing the Korean War, the Vietnam War and the Cuban Missile Crisis. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. Additionally, each conflict must be represented by at least two characteristics. (Place an X in the column if the conflict has that characteristic.)

Conflict Nationalists

wanted to

unify the

country

The Soviet

Union

provided

weapons

Korean War

X X

Vietnam

War

X X

Cuban

Missile

Crisis

X

Outline Questions

21. What were the Space Race and the Arms Race?

The United States and the Soviet Union also competed for global power through their space and arms races. With the formation of NATO and the Warsaw Pact, both countries strengthened their militaries, increased their armaments, and focused on the buildup of nuclear weapons. Both countries developed hydrogen bombs in the 1950s. The Soviets were the first to launch a satellite (Sputnik) into space in 1957. In response to the Soviet lead, the United States strengthened its math and science educational programs and created the National Aeronautics and Space Administration (NASA), soon launching its own satellite into space. The Americans were the first to land on the moon in 1969. Both the space and arms races continued to escalate until the Cold War’s end in 1989. The Arms Race A. Immediately after WWII, the US had nuclear weapons and the USSR did not B. The USSR soon developed nuclear capabilities C. Both nations feared nuclear annihilation: total destruction by nuclear weapons 1. Nuclear war would be “MAD”: mutually-assured destruction D. US President Ronald Reagan challenged the USSR to an arms race 1. The US militarized (built up supplies of weapons and increased troops) 2. The Soviet Union could not keep up financially The Space Race A. The US and the USSR both wanted to control space 1. For military purposes B. The Soviets were the first to put a man-made satellite (Sputnik) into orbit and to put a man in space C. The Americans were the first to put a man on the moon

4

164


7-5.5 Analyze the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including the growth of resistance movements in Eastern Europe, the policies of Mikhail Gorbachev and Ronald Reagan, and the failures of communist economic systems.

Vocabulary


Perestroika the policy of economic and government reform in the Soviet Union instituted by Mikhail Gorbachev in the 1980s

Glasnost the policy of permitting open discussion of political and social issues in the Soviet Union instituted by Mikhail Gorbachev in the 1980s

7-5.5 Analyze the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including the growth of resistance movements in Eastern Europe, the policies of Mikhail Gorbachev and Ronald Reagan, and the failures of communist economic systems.

Outline Questions 22. What changes took place in Eastern Europe in the 1980s and 1990s? In Eastern Europe, the growth of resistance movements led to the trend of communist governments falling out of power in the late 1980s and early 1990s. In these nations, the desire for political rights led many citizens of these nations to begin protesting against their governments. The economic systems of many of these nations were ineffective as production, income, and standard of living levels continued to decline. As citizens of these nations witnessed the political freedoms and comparatively better economic success of democratic governments in Europe, these protests intensified and defections from these nations increased. In Poland, the labor union Solidarity opposed communist rule and demanded government recognition of their group. Led by Lech Walesa, Solidarity gained popularity through strikes and sit-ins as the government continued to struggle with economic issues. When free elections were held in April 1989, Lech Walesa was elected president. In Hungary, citizens began fleeing to Western Europe in 1989 after cutting a hole in a fence that separated communist Hungary from the democratic West. As the hole continued to get larger, more and more citizens of Hungary and other communist nations including East Germany defected. As resistance movements and protests increased in Hungary, the communist party was overthrown in October 1989. In East Germany, demands for reforms and protest increased along with the demand for political and economic rights. In November 1989, the Berlin Wall began to be torn down, removing a symbol of division between communism and capitalism. After the collapse of the Wall, West and East Germany were reunited into one democratic Germany. As the dividing line between East Berlin and West Berlin, the collapse of the Wall in November 1989 reflected the changes happening throughout the Communist East in the late 1980s and early 1990s. The Soviet Union was the primary Communist nation throughout the Cold War. Changes in Eastern Europe were connected to the economic collapse of the Soviet Union due to its inability to bear the continued expense of stopping resistance movements as well as additional challenges. The continued Cold War expenses of supporting the spread of communism and the space and arms races led the Soviet Union to serious economic problems. The decreasing levels of production, income, and standards of living within the Soviet Union made the failures of the communist economic system more apparent. Citizens within the Soviet Union began demanding changes and also wanted more political rights. Following Mikhail Gorbachev’s election as leader in 1982, the Soviet Union moved away from its totalitarian style.

16

165


Gorbachev encouraged economic and social reforms, including perestroika (economic restructuring) that allowed for more decision-making and private ownership of businesses and glasnost (a policy of openness) that allowed for more public participation and greater individual rights. Gorbachev also began working with United States President Ronald Reagan, symbolizing a decline in tensions of the Cold War. Reagan began his term as president in a defensive and hostile manner towards the Soviet Union so the Cold War sentiments remained high. In 1983 Reagan referred to the Soviet Union as “the evil empire.” The Strategic Defense Initiative (SDI) was proposed by Reagan that same year. SDI continued the Cold War trend of competition and animosity between the superpowers. The program was designed to use ground and space systems to protect the United States from a possible nuclear attack. In 1985, Reagan met Gorbachev in person and their relationship began to change for the better. In 1987, Gorbachev and Reagan signed a treaty to begin reducing their numbers of nuclear weapons in an effort to end the arms race and to show greater cooperation between the two nations. That same year Gorbachev introduced a policy called democratization, which was the process of creating a government elected by the people. The granting of greater freedom to those within Soviet borders led various nationalist groups to call for independence which, in turn, led to rising ethnic tensions. In March 1990, Lithuania declared independence from the Soviet Union. Gorbachev ordered an economic blockade of the country in an attempt to force it to rejoin the Union, but he eventually had to use force in early 1991 when the blockade proved ineffective. These challenges led to the official end of the Soviet Union in December of 1991. Failures of Communism A. Most communist countries were struggling economically by the 1980s 1. Due, in large part, to the Soviets trying to keep up with the Arms Race 2. These countries faced extreme poverty and food shortages 3. The communist governments were corrupt, harsh and gave people very few freedoms B. Reform in the Soviet Union (1985-1991) 1. Mikhail Gorbachev: Soviet leader who began reforms 2. Perestroika: restructuring of the Soviet economy a. Allowed some private-ownership of property and businesses and allowed for owners to determine what to do with profits 3. Glasnost: openness of government and freedom of speech a. Allowed people to openly criticize or disagree with the government 4. Democratization: process of creating government elected by the people 4. Self-determination: allowed the people in the satellite nations of Eastern Europe to choose their own government without interference from the Soviet military C. Did not, however, support ethnic groups leaving the Soviet Union to form their own countries 1. Lithuania declared independence (1991) 2. Gorbachev ordered an economic blockade but ended up having to use the military D. Problems in Lithuania and economic problems caused the Soviets to elect a new leader, Boris Yeltsin E. Gorbachev was still president of the Soviet Union; Yeltsin was the first directly elected president of the Russian Federation F. Eastern European satellite countries began to declare independence G. Gorbachev resigned, ending the Soviet Union (December 25, 1991) H. All 15 Soviet republics joined together to form the Commonwealth of Independent States

166


US Participation in Ending the Cold War A. Ronald Reagan became president (1981-1989) 1. Challenged the Soviet Union to an Arms Race (1983) a. Called the Soviet Union the "evil empire" b. Proposed the Strategic Defense Initiative (SDI) i. Called "Star Wars" ii. Would use ground and space systems to protect the US from nuclear attack iii. Never completed; would have escalated tension between the US and the USSR

and may have broken earlier international weapons agreement B. Reagan and Gorbachev met in 1985 1. No major political or military agreements were made 2. Agreements were made to share cultural programs and scientific knowledge 3. Reagan and Gorbachev found common ground and the Cold War began to decline a. Major improvements between nations did not occur until plans for SDI ended C. Reagan and Gorbachev sign the Intermediate-Range Nuclear Forces Treaty (INF) (1987)

1. The US and the USSR agreed to destroy ground-launched ballistic and cruise missiles with a range of 500 to 5,500 kilometers

Changes in Europe A. Anti-communist revolutions began in Eastern Europe (1989) B. The Fall of the Berlin Wall (1989) C. In Poland, the Solidarity Union opposed communist rule 1. Lech Walesa was elected president (1989) 2. A former communist was elected president (1995) 3. Poland joined NATO (1999) D. In Hungary, the Communist Party was overthrown (1984) 1. Former communists regained control (1994) a. A socialist and democratic coalition formed to rule 2. Hungary joined NATO (1999) E. Germany reunified under a democratic government (1990) F. The Soviet Union split into 15 republics, with Russia being the largest 1. Formed the Commonwealth of Independent States (1991) Assignment 6. Create a timeline showing the major events that led to the fall of the Soviet Union. __________________________________________________________________________________________________ Re-read sections on the fall of the Soviet Union. Do you see any trends? Summarize what happened. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

167


Standard 7-6: The student will demonstrate an understanding of the significant political, economic, geographic, scientific, technological, and cultural changes as well as the advancements that have taken place throughout the world from the fall of the Berlin Wall in 1989 to the present day. Enduring Understanding: Since the fall of the Soviet Union in 1991, the world’s attention no longer focuses on the tension between superpowers. Although problems rooted in the Middle East have captured the world’s attention more consistently than the majority of current issues, other concerns have moved to the forefront as well. To understand the modern world, the student will: 7-6.1 Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU).

Vocabulary

Term Definition Explain it to a Friend Draw It European Union an economic and political union

established in 1993 including the members of the European Economic Community, and Central and Eastern Europe to promote security and trade

North American Free Trade Agreement

NAFTA; an agreement between the United States, Canada and Mexico to encourage free-trade between the three North American countries (1994)

7-6.1 Summarize the political and social impact of the collapse/dissolution of the Soviet Union and subsequent changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and Slovakia; the breakup of Yugoslavia; the reunification of Germany; and the birth of the European Union (EU).

Outline Questions 23. What was the official end of the Soviet Union? In December of 1991, the Soviet Union officially collapsed and was dissolved. The process intensified in June 1991, frustrated by the economic difficulties and lack of political rights, the people of the USSR turned to Boris Yeltsin as the first directly elected president of the Russian Federation. Gorbachev remained president of the Soviet Union at this time. In August 1991, conservative communists unsuccessfully attempted to overthrow Gorbachev’s government and remove him from power. However, following this unsuccessful coup, the Soviet party lost power. All fifteen Soviet republics declared independence, and these fifteen agreed to form the Commonwealth of Independent States (CIS) as a loose federation of former Soviet states. The formation of the CIS was the official end of the Soviet Union and Gorbachev resigned as president of the Soviet Union on December 25, 1991. As president, Yeltsin adopted a plan known as “shock therapy” which was an abrupt and immediate shift to free market (capitalism) economics. By 1993, the plan led to outrageous inflation rates and hardship. Yeltsin faced further difficulties as Chechnya fought to gain independence from Russia, having declared independence in 1991. A cease-fire was declared in 1996, but war continued even as Vladimir Putin took over as Russian president in 1999. The Soviet Union Ended A. Problems in Lithuania and economic problems caused the Soviets to elect a new leader, Boris Yeltsin B. Gorbachev was still president of the Soviet Union; Yeltsin was the first directly elected president of the Russian Federation C. Eastern European satellite countries began to declare independence D. Gorbachev resigned, ending the Soviet Union (December 25, 1991)

5

168


E. All 15 Soviet republics joined together to form the Commonwealth of Independent States F. Yeltsin introduced Shock Therapy: an abrupt shift to free-market economy a. Created inflation and poverty G. Chechnya gained independence H. Vladimir Putin became president (December 25, 1999) Assignment 7. Describe how the Soviet Union fell apart.

Problem: The Soviet Union had extreme poverty in the

1980s.

Effects:

Causes:

Solution:

Outline Questions 24. What happened to Czechoslovakia? In Czechoslovakia, the collapse of communism due to economic and political problems led to its eventual split into two nations: the Czech Republic and Slovakia in 1993. Like other communist nations in Eastern Europe, Czechoslovakia faced challenges and demands for reform from its citizens due to a lack of economic success and frustration over lack of political rights under the communist regime. Czechoslovakia was a two-state federation made up of Czechs and Slovaks, and following World War II, the country became a communist nation as a result of Soviet influence and pressure. In this two-state federation, political problems arose due to the lack of cooperation and agreement between these two states. This issue of shared powers was suppressed under the communist rule from 1968 to 1989, but when communist rule collapsed, the political problems immediately surfaced. The political differences between the Czechs and Slovaks appeared in the first democratic elections in 1990. The separation in political agendas became more apparent after the 1992 elections. Along with the lack of compatibility between the two states politically, Czech and Slovak nationalism became stronger and more evident once a democratic system was put in place. In order to address the increasing divisions, the government peacefully negotiated the dissolution of the federation. In 1993, the federation was dissolved, and the nations of the Czech Republic and Slovakia were established. Czechoslovakia Split into Czech Republic and Slovakia (1993) A. Czechoslovakia had been created out of land that had been part of Austria-Hungary(1918) 1. Was a democracy until 1938 2. Was highly industrialized 3. A large percentage of German speakers lived in the Sudetenland of Czechoslovakia a. Believed the Czech-dominated government discriminated against them b. Believed they would be better under Hitler B. In an act of appeasement, Great Britain and France agreed to allow Hitler to take the Sudetenland in the Munich Pact 1. Hitler took all of Czechoslovakia

7

169


C. After WWII, free elections were held in Czechoslovakia 1. Communists won 38% of the legislative body 2. Several important political figures were either murdered or committed suicide in

protest of the Communist Government 3. Czechoslovakia had an economic recession, forcing protests and encouraging change 4. Czechoslovakia ended its alliance with the Soviet Union/Warsaw Pact (1968) D. Warsaw Pact countries invaded Czechoslovakia 1. Re-instated Soviet-style communism 2. Disagreed with perestroika and glasnost E. In 1989, the Communist Party was expelled from Czechoslovakia after the fall of the

Soviet Union 1. Bloodless revolution known as the Velvet Revolution F. Czechoslovakia split into the Czech-Republic and Slovakia

1. Based on the traditional borders that existed before Austria-Hungary and Germany imperialized

25. What happened in Yugoslavia? In Yugoslavia, political differences, economic concerns, and nationalism led to the breakup of Yugoslavia. The breakup of Yugoslavia, however, was not accomplished peacefully. Politically, Yugoslavia had a federal system with six republics: Serbia, Croatia, Slovenia, Bosnia-Herzegovina, Macedonia, and Montenegro. In 1945, Yugoslavia fell under communist rule and President Marshal Tito’s government was able to continually suppress democratic reforms and the desire for individual rights that arose from political factions within the republics. With Tito’s death in 1980, the stability of the communist government decreased, and challenges from the different republics began to increase. Economically, the republics, like other communist nations in Eastern Europe, sought reforms due to the lack of prosperity. Finally, nationalism amongst the different republics began to grow stronger. Inspired by the communist revolutions of 1989 in places such as Poland and Hungary, the differing nationalist groups within Yugoslavia began increasing protests and demands for change. In 1990, the Yugolsav Communist Party split along ethnic lines and throughout that year political reforms such as instituting elections were introduced in some republics such as Slovenia and Croatia. These reforms were often met with violent attacks from police and military support from the communist regime. Violence increased throughout the 1990s as republics began demanding independence. Slovenia was the first republic to successfully secede from Yugoslavia. Croatia, Bosnia-Herzegovina, and Macedonia followed. In Serbia and Montenegro, “ethnic cleansing” led to mass atrocities as local militias within the republics came into conflict with nationalist ethnic minorities. One example of this ethnic cleansing occurred under the Serbian leadership of Slobodan Milosevic. After the arrest of Milosevic in 2001, Serbia and Montenegro were recognized by the United Nations once again, and in 2003 they were organized as a two-state federation. In 2006, Serbia and Montenegro split into two independent nations. Ethnic violence also occurred in the former Serbian province of Kosovo as Albanians and Serbs fought for the land. Yugoslavia was Created A. After WWI, the Treaty of Versailles created the Kingdom of Serbs, Croats and Slovenes 1. In 1929, the king changed the name to Yugoslavia, land of southern Slavs a. Although the government was controlled by Serbs b. Anti-Serbian movement evolved due to harsh treatment and bad leadership B. Germany invaded Yugoslavia during WWII 1. Croats were fascist and were given their own "puppet" state under Hitler 2. Other ethnic groups fought against Hitler and each other C. After WWII, Yugoslavia became communist under Tito (1945) D. By the 1990s, nationalism had replaced communism as the unifying force in the Balkans E. Slovenia and Croatia broke away from Yugoslavia (1992)

7

170


F. Bosnia broke away from Yugoslavia 1. Serbs in Bosnia wanted to remain with Yugoslavia a. Civil war broke out b. Ethnic cleansing against Bosnian Muslims began c. The Army was mostly Muslim and was also fighting Bosnian Croats d. UN Peacekeepers were sent in but could not prevent the war G. The Dayton Agreement was signed in 1995, creating two different countries 1. Serbia and Croatia H. Slobodan Milosevic agreed to protect Serbian interests in Kosovo; Created communist

government 1. Albanians in Kosovo are discriminated against a. Laws were created that put Albanians out of work and limited their rights b. The Albanians voted to create a separate country; elected a pacifist president

2. War broke out a. Serbs escalated violence against Albanians b. Peace talks fail c. NATO military forces got involved 3. UN brokered peace deal and UN peace keeping forces were brought in 4. Slobodan Milosevic charged with war crimes

26. What happened in Germany? In East Germany, like other communist nations in Europe, discontent arose over lack of economic prosperity and political rights. Demands and protests intensified in the 1980s, and the revolutions in 1989 in Poland and Hungary served as models of change. In November 1989, the Berlin Wall was torn down, removing a symbol of division between communism and capitalism. After the collapse of the Wall, West and East Germany were reunited into one democratic Germany. Independence and, to a greater degree, reunification were difficult to achieve nationalistically, governmentally, and economically.

1

27. What is the European Union? The birth of the European Union (EU) was based on the former European Economic Community (EEC) that had developed during the Cold War. The EEC, officially created in 1957, sought to strengthen the economies of democratic nations in Europe by allowing for beneficial trade by lowering trade restrictions and increasing trade opportunities. The main idea was to create a “single market” within member states that would get rid of traditional barriers such as tariffs. The EU officially replaced the EEC in 1993 and continued this history of economic cooperation, but began trying to make this union of nations even closer. One step in this direction was with the creation of a single monetary unit, the Euro. Another step in strengthening this union was focusing on non-economic issues such as democratic practices, foreign policy, and common defense policy. With the collapse of communism in the late 1980s and early 1990s, the EU was able to begin expanding beyond its traditional ties to Western Europe. Many former communist nations in Eastern Europe have since joined the EU. Currently there are twenty-seven member states of the EU. The same sort of economic philosophy occurred in the Americas in 1994 with the inception of the North American Free Trade Association (NAFTA). This trade agreement created the world’s largest free trade area among Canada, Mexico, and the United States, marking another step towards true global interdependence and a global economy. Creation of Trade Agreements and Organizations A. Globalization increased worldwide competition for trade and made worldwide trade easier B. All countries want a favorable balance of trade (more exports than imports)

5

171


C. To create a favorable balance of trade, countries create trade agreements 1. European Union (EU): economic agreement between European countries to promote trade and strengthen the economies of its members a. Replaced the European Economic Community (1992) b. Reduced trade barriers between member countries c. Developed a common currency, the Euro 2. North American Free Trade Agreement (NAFTA): agreement between the US, Canada and Mexico to promote free-trade among the member nations and to remove trade restrictions (1994) a. Some Americans criticize NAFTA for increasing imports more than exports 3. World Trade Organization (WTO): international organization that arranges trade agreements and settles trade disputes (1995)

172


7-6.2 Compare features of nationalist and independence movements in different regions in the post–World War II period, including Mohandas Gandhi’s role in the non-violence movement for India’s independence, the emergence of nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa.

Vocabulary

Term Definition Explain it to a Friend Draw It Indian National

Congress Indian political party, founded in 1885, to propose political and social reforms for India under British rule; began a non-violent movement for self-determination and independence in India (1920) under Gandhi

Civil Disobedience

refusal to obey a law or follow a policy believed to be unjust accompanied by a willingness to suffer the consequences

Boycott protest against a policy or law which involves refusing to buy, use or deal with certain products, services, organizations or governments

Muslim League political organization in India representing the rights of the minority Muslims in a primarily Hindu culture; founded in 1906, proposed a separate Muslim nation in 1930

Pakistan Islamic Republic of Pakistan partitioned out of India to be a Muslim country when India gained independence from Great Britain (1947)

Bangladesh formerly East Pakistan; gained independence from Pakistan after civil war

Pan-Africanism general term for various movements in Africa that seek to unify Africa and end colonialism

African Union international organization established in 2002 to promote democracy in Africa and to improve African economic, political and social conditions

African National Congress

South African political party established in 1912 as a nonviolent civil rights group that turned to guerrilla tactics when the organization was banned in 1960; vehicle of mass resistance to apartheid

173


7-6.2 Compare features of nationalist and independence movements in different regions in the post–World War II period, including Mohandas Gandhi’s role in the non-violence movement for India’s independence, the emergence of nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa.

Outline Questions 28. How did India gain independence? Following World War II, nationalist movements in Asian and African countries intensified and independence was achieved in many nations. In Asia, the nationalist movement in India actually gained strength after the First World War and had its roots in the Sepoy Rebellion. Although India would not gain its independence until after the Second World War, it served as a model and inspiration for many other nations in Asia and Africa following World War II. After World War I, the conflict between the Hindus and Muslims created an obstacle to independence from the British. The Indian National Congress consisted of mainly Hindus, while the Muslims had their own organization called the Muslim League. The Muslims feared that the Hindus would dominate the new government whenever independence was achieved. As the leader of the independence movement, Mohandas Gandhi focused on using civil disobedience, or nonviolence. He called for boycotts of British goods and encouraged Indians to make their own clothing rather than buying clothing from the British. The British forced the Indians to buy salt from them exclusively, so Gandhi organized the Salt March, in which the Indians collected saltwater from the sea in order to make their own salt. Gandhi also protested British rule by fasting. Gandhi’s nonviolent methods were very effective, as the boycotts hurt the British economically. In 1935, the British gave the Indians self-rule and after World War II ended, the British were ready to give India its independence. The colony was expensive to run and the British had to recover economically after the war. The British worried about the animosity between the Hindus and Muslims. As a result, the British decided to divide the Indian subcontinent into two states. India was created for the Hindus and Pakistan was established for the Muslims. The British gave the two nations independence in 1947, and millions of Hindus and Muslims moved to their new countries. During the migration, violence occurred between the two groups and approximately one million people were killed. The two countries also fought over the region of Kashmir after independence was granted. India controlled the region, but most of its residents were Muslims. The United Nations eventually enforced a cease-fire between the two countries, gave Pakistan one third of Kashmir, and gave India control of the rest of the region. India and Pakistan continue to disagree over ownership of Kashmir. The country of Pakistan also had strife from within. The country’s government was located in West Pakistan, and the people of East Pakistan felt ignored by West Pakistan. East Pakistan declared independence in 1971 and called itself Bangladesh. A civil war then ensued between Pakistan and Bangladesh. Assisted by India, Bangladesh prevailed. Countries in Southeast Asia also achieved independence after World War II. The Philippines became independent from the United States, as did the British colonies of Sri Lanka, Burma, Malaysia, and Singapore. Indonesia was granted its independence from the Dutch. India Gained Independence (1947) A. India had been colonized since the 1700s B. At the time that it gained independence, India was under the control of Great Britain 1. At the end of WWII, Great Britain had been weakened by the cost of the war and struggled to maintain its colonies around the world C. India was predominantly Hindu

11

174


D. The Indian National Congress (INC) led the independence movement in India 1. Gandhi was the leader of the INC 2. Gandhi believed in non-violence a. Boycotted British goods b. Organized workers’ strikes c. Encouraged civil disobedience i. Great Britain said that Indians could only buy salt from the British government ii. Great Britain placed a tax on salt iii. Most Indians worked outside on farms and needed salt to maintain their metabolism in the extreme heat iv. Gandhi led a march to the sea to collect salt in defiance of the law v. It took Gandhi and his followers 23 days to walk the 240 miles vi. Gandhi and his followers were arrested E. Great Britain granted India independence (1947) 1. The Muslim League represented the minority Muslim population 2. Muslims had supported the British efforts in WWII 3. Muslims wanted a separate country 4. Though Gandhi dreamed of a unified India for all Indians, East and West Pakistan were partitioned out of India to create the Muslim country of Pakistan 5. Violence broke out as Hindus and Muslims migrated to their new countries a. Nearly 1 million Indians were killed F. Pakistan Faced Civil War 1. India lay between West Pakistan and East Pakistan 2. The capitol of Pakistan was in West Pakistan 3. East Pakistan felt it had no say in government 4. Civil war broke out 5. East Pakistan declared its independence in 1971 and became Bangladesh

29. How were the independence movements in Africa and Asia similar and different? There were many similarities and differences between the independence movements in Africa and Asia. In Africa, like in Asia, nationalist movements gained momentum after World War II. Many African colonies wanted to free themselves from European rule and African leaders emerged to lead the independence movements. Ghana was the first African country to receive independence in 1957. Kwame Nkrumah led his people to independence by organizing boycotts and strikes just as Ghandi had done in India. Other nations, however, had to use force in order to gain independence. Algerian independence from the French was violently won. Algerians organized themselves into the Algerian National Liberation Front and fought against hundreds of thousands of French troops who were sent to suppress the nationalists. Algeria prevailed and won independence in 1962. In Kenya, many British settlers were opposed to giving Kenya its independence. Jomo Kenyatta, who was the primary nationalist leader, claimed he had no connection to the Mau Mau, Kenyans who used guerilla warfare tactics to fight the British settlers. The British imprisoned Kenyatta for his lack of criticism of the actions of the Mau Mau. Kenya received independence in 1963, and Kenyatta became its first president. Angola fought to free itself of Portuguese rule. The Congo, on the other hand, is an example of an African country that experienced civil war and social unrest after receiving independence. As had been the practice under imperialism, colonial rule had exploited the colonies’ resources, and the Africans had not been trained to run their own political institutions. Rival ethnicities would not cooperate, and civil war erupted, allowing a dictatorship to be established, which brought instability to the region.

11

175


In South Africa, a major difference is that independence had actually been granted prior to both world wars, but the issue of apartheid remained as a legacy of European rule. South Africa was granted its independence from the British in 1910. In order to maintain power, the minority white population in South Africa, descendants of Europeans, created a social and political system that shut out the black majority. South Africa’s black majority was constitutionally denied rights beginning in the mid-1930s. In 1948, apartheid, the legal segregation of whites and blacks, was instituted. In 1959, homelands for black South Africans were created, forcing the majority of the people to live on selected inferior land. Groups formed in opposition to the policy, such as the African National Congress (ANC), but such groups were deemed illegal. Those who spoke out in opposition of apartheid were imprisoned, such as ANC leader Nelson Mandela, while others, such as Stephen Biko, were killed. In 1989, a new president, F.W. DeKlerk was elected. DeKlerk legalized the ANC and released Mandela from prison. Soon after, the South African parliament repealed apartheid laws. In 1994, the first universal elections were held, during which Mandela was elected president, a position he held until 1999. Independence in Africa A. 1957, Ghana became first African nation to gain independence 1. Led by Kwame Nkrumah a. Copied Ghandi's nonviolent measures b. Ultimately had to use violence to win c. Wanted Pan-Africanism B. 1962, Algerian Liberation Front fought thousands of French troops using guerilla warfare C. 1963, Kenya gained independence 1. Led by Jomo Kenyatta 2. Mau Mau, guerilla group, used violence D. 1974, Angola gained independence 1. The Angola National Liberation Front used violence E. 1960, Congo gained independence 1. Leaders not trained to run country 2. Civil war broke out between ethnic groups and between alumni groups from schools 3. The UN sent in peacekeeping forces F. The African Union works to spread democracy and capitalism in African countries. Apartheid in South Africa A. South Africa gained independence (1910) 1. Later became a republic, then rejoined the British Empire and left the Empire again because of its policy of apartheid B. Apartheid (“apartness”): a policy of segregation and political and economic discrimination

against non-European groups in the Republic of South Africa 1. Began in 1652 with the first white settlement in South Africa C. When Afrikaner Nationalists came into power (1948), the social custom of apartheid became law 1. Different races were assigned to different neighborhoods and business sections in urban areas 2. The white minority owned 80% of the land 3. Blacks and whites were segregated in public and at school 4. Black participation in government was limited a. All black Africans were assigned to a “tribal” organization, and made a citizen “homeland” on inferior land b. This took away any claim to South African citizenship D. The government suppressed any opposition movement 1. The African National Congress was established to oppose apartheid using nonviolent civil disobedience 2. When the ANC was banned, it turned to guerrilla tactics 3. Nelson Mandela, the leader of the ANC, was imprisoned E. The United States and Great Britain placed economic sanctions on South Africa to protest apartheid

176


F. In the early 1990s, South African President F. W. DeKlerk began to dismantle apartheid 1. Mandela was released from prison 2. The South African parliament repealed apartheid laws 3. The constitution was rewritten and universal free elections were held (1994) 4. Nelson Mandela was elected president

Assignment 8: Describe why many African and Asian countries gained independence after World War II.

Problem: Great Britain, Portugal and France held colonies

around the world. However, after WWII, France and Great

Britain weakened.

Effects:

Causes:

Solution:

Assignment 9. Create a chart comparing independence movements in India and Africa. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. At least two characteristics must be shared by the each movement. (Place an X in the column if the movement has that characteristic.)

Independence

Movement

Involved

religious

differences

Created the

countries of

India, Pakistan

and Bangladesh

India

X X

African

Countries

. Assignment 10. Describe how apartheid in South Africa fell.

Problem: The minority white population in South Africa

discriminated against non-Europeans.

Effects:

Causes:

Solution:

177


7-6.3 Explain the ongoing conflicts in the Middle East, including the Persian Gulf War, the terrorist attack on September 11, 2001, and the wars in Iraq and Afghanistan.

Vocabulary


Operation

Desert Storm

a war waged by a U.N.-authorized

Coalition force from 34 nations led

by the United States against Iraq in

response to Iraq's invasion and

annexation of Kuwait.

Al-Qaeda a global militant Islamist

organization founded by Osama bin

Laden designated as a terrorist

organization

Pentagon A five-sided building near Washington, D.C., containing the U.S. Department of Defense and the offices of the U.S. Armed Forces.

War on Terrorism

an ongoing international military campaign led by the United States of America and the United Kingdom with the support of other NATO and non-NATO countries.

Taliban militia group that ruled large parts of Afghanistan from September 1996 onwards.

Transitional Government

an emergency or interim government set up when a political void has been created by the collapse of a very large government.

Weapons of Mass

Destruction (WMD)

a weapon that can kill and bring significant harm to a large number of humans and/or cause great damage to man-made structures

Coalition a pact or treaty among individuals or groups, during which they cooperate in joint action, each in their own self-interest, joining forces together for a common cause.

178


7-6.3 Explain the ongoing conflicts in the Middle East, including the Persian Gulf War, the terrorist attack on September 11, 2001, and the wars in Iraq and Afghanistan.

Outline Questions 30. What modern conflicts occurred between the Middle East and the United States? Modern conflicts in the Middle East began with the conflicts that arose at the end of World War II with the creation of Israel. Religious differences and the issues of territorial homelands are also complicated by the fact that the region owns and controls the greatest supply of fossil fuels (oil) in the world and the United States is the nation most dependent on this energy source. The UN has tried to help solve many of these conflicts. The Persian Gulf War began as a result of Iraq’s invasion of Kuwait. On August 2nd, 1990, Iraq invaded its oil-rich neighbor of Kuwait. Saddam Hussein, dictator of Iraq, ordered the invasion based on the claims that Kuwait was rightfully Iraq’s territory and that Kuwait’s overproduction of oil was hurting the Iraqi economy. The United Nations (UN) responded by demanding that Hussein remove troops from Kuwait. Many nations of the United Nations began trade embargoes against Iraq. A coalition of forces from the thirty-two member nations of the UN, led by the United States, took further action. On August 7th, the United States sent troops to Saudi Arabia to protect its oil fields from a possible Iraqi invasion. In November, the UN set a deadline of January 15, 1991 for Hussein to remove all troops from Kuwait. When Hussein refused to meet this deadline, coalition troops began Operation Desert Storm. Under the leadership of the United States, coalition troops entered Kuwait and Iraq and began attacking Iraqi troops and military installations with an assault of air raids followed by ground support. Hussein launched missiles at Israel and Saudi Arabia in an attempt to disrupt coalition attempts. Despite Hussein’s efforts, the coalition forces were able to surround Iraqi forces quickly. With most of the Iraqi troops either surrendering or fleeing, United States President George H.W. Bush declared a cease-fire on February 28th. Although Kuwait regained its freedom, destruction from Iraqi troops in Kuwait was extensive due to orders from Hussein to set Kuwait’s oil fields on fire as they retreated. Iraq also suffered from major destruction. Saddam Hussein was allowed to stay in power in Iraq. I. The Persian Gulf War

1. Aug. 2, 1990-Iraq invaded Kuwait, because Saddam Hussein, dictator of Iraq, said that Kuwait was rightfully Iraqi territory

2. UN demanded Hussein withdraw troops from Kuwait. Many nations began trade embargoes against Iraq

3. A coalition of nations, led by the US, took further action 4. Aug 7, 1990-US sends troops to Saudi Arabia 5. UN gave Hussein the deadline of Jan. 15, 1991 to get out of Kuwait 6. Hussein does not meet the deadline, so coalition forces begin Operation Desert Storm 7. Led by the US, coalition troops entered Kuwait and Iraq and attacked Iraqi troops 8. Hussein launched missiles at Israel and Saudi Arabia 9. Coalition forces quickly surrounded Iraqi forces 10. Feb. 28, 1991-President George H. W. Bush declared a cease-fire 11. Kuwait regained its freedom, but it was badly damaged as well as Iraq during the

fighting l. Saddam Hussein remained in power.

9

31. What terrorist attacks have occurred in the United States since the year 2000? September 11, 2001 (9-11), the United States was attacked by terrorists. Members of a terrorist organization called Al Qaeda planned and coordinated these attacks. Al Qaeda leaders, such as Osama Bin Laden developed this worldwide terrorist organization in response to conflicts and developments in the Middle East. Members of Al Qaeda support only Muslim-based practices in the Middle East and demand the removal of all Western ideas and influence from the Middle East. Therefore, in their terrorist attacks, Al Qaeda focused on non-Muslim nations that had supported Israel or had intervened in other affairs in the Middle East.

15

179


Attacks occurred in places such as India, Britain, Spain, and Japan. Because of its involvement in affairs in the Middle East, the United States also became a target of Al Qaeda. On the morning of September 11, 2001, Al Qaeda terrorists who were living in the United States boarded four planes departing from Boston, Massachusetts. Once in the air, the terrorists took control of the planes using knives to force their way into the cockpits. After killing the pilots, the terrorists, who had training in air navigation while in the United States, took control and began flying the planes. The first two planes were flown to New York City. There, at 8:46 a.m., the first plane was intentionally flown into the North Tower of the World Trade Center. All five hijackers and all passengers on board were killed. At 9:03 a.m., the second plane was flown into the South Tower. Again, all five hijackers and passengers were killed. Those within the buildings who were not killed upon impact immediately, they began trying to exit the 110 story buildings and emergency personnel from the New York City police and fire departments began entering the buildings to rescue survivors. However, the explosions of the planes acted like bombs, and the impacts as well as the resulting flames soon caused the buildings to collapse. Although there were some survivors from the buildings, the casualties were still tremendous. Over two thousand civilians died along with hundreds of rescue workers. The area around the towers was also heavily damaged from the debris of the collapsing buildings. President George W. Bush proclaimed the area “Ground Zero.” Also hijacked by five Al Qaeda terrorists, a third plane flew to Washington, DC, where, at 9:37 a.m. the plane was flown into the Pentagon. The building was heavily damaged, and one hundred twenty-five workers inside the Pentagon were killed. Four Al Queda terrorists hijacked a fourth plane (United Flight 93) but, unlike the other three planes, the terrorists did not achieve their overall goal of flying the plane into a building or heavily populated area. Through cell phone communication while traveling on United Flight 93, passengers had become aware of what had transpired with the other three previously-hijacked planes. Passengers quickly formulated a plan to foil the hijackers by regaining control of the plane. In the struggle that ensued, control of the plane was lost and the plane crashed in an empty field in Shanksville, Pennsylvania. The hijackers and all passengers on board were killed, yet no other damages or casualties resulted. Although the intended destination of this flight cannot be unequivocally confirmed, the trained hijacking pilot had redirected the plane towards the East Coast and, based on the trajectory of the new route prior to the crash, the target is generally presumed to also be a strategic site in Washington, DC. In response to the 9-11 attacks, President Bush declared a global “war on terrorism.” Bush announced that terrorist organizations within any nation in the world would be hunted by the United States government and that the United States government expected cooperation from nations in this hunt. As Al Qaeda was identified by the CIA as the main cause of the 9-11 attacks, leaders and members of Al Qaeda became the first target. In Afghanistan, the government was controlled by a militaristic group called the Taliban. The Taliban supported Al Qaeda members. Osama Bin Laden, the leader, was supposedly in hiding in Afghanistan during the 9-11 attacks. The United States demanded that the Afghan government turn over or assist in the capture of Al Qaeda members within its nation; but the Taliban refused. President Bush therefore ordered the invasion of Afganistan to begin searching for Al Qaeda terrorists. The Taliban government was taken out of power by the United States, and the process of setting up a democratic government began. A transitional government was set up with Hamid Karzai as the American appointed president. Presidential and parliamentary elections were held in 2004. In response to these changes and American efforts, terrorist attacks from Taliban and Al Qaeda supporters against on American troops and the new government have continued. As part of the “war on terrorism,” the Bush administration began investigations into terrorist connections in Iraq.

180


The Bush administration, along with British support, claimed Iraq’s leader, Saddham Hussein, possessed “weapons of mass destruction” (WMDs) and feared he might supply terrorists with such weapons. Hussein had used chemical and biological weapons against Iran in the Iran-Iraq War of 1980-1981 as well as against Kurds who were living in Iraq in the 1980s. Chemical and biological weapons had also been discovered and destroyed in Iraq following the Perisan Gulf War in 1991. The United States therefore asked for assistance from the United Nations in regard to this issue. In response, the United Nations sent a team to investigate these claims in November, 2002 and, after completing the weapons inspections in March 2003, the UN presented its findings. The UN inspection team had found no evidence of WMDs in Iraq. The United States then asked the UN for a use of force against Iraq despite the lack of evidence of WMDs, but the UN denied this request. Because it considered Hussein a possible source of support/supplies to terrorists and thus a threat, the Bush Administration decided to employ a use of force to solve the problem and invaded Iraq on March 20, 2003. The United States military, supported by British troops as well as those from a few other nations, took control of Baghdad and Saddham Hussein went into hiding. The United States government directed the occupation of Iraq, and fighting between United States troops and supporters of Hussein continued throughout the nation. Hussein was captured on December 13, 2003. An American-led transitional government was put in place similar to that in Afghanistan and elections were held in January, 2005 with the goal of writing a constitution for Iraq. Hussein was tried for the murder of Iraqi Shi’ites and he was found guilty and hanged on December 30, 2006. Despite Hussein’s capture and execution, fighting continued as Iraqis who desired the removal of American troops/ intervention attacked American troops in addition to troops, police, and members of the new Iraqi government. During the occupation, a United States led team continued the search for WMDs, but was also unable to find any evidence of their existence. Fighting continued in Iraq until the process of removing all American troops began under the Obama administration in December 2011. II. The United States’ War on Terrorism

1. Sept. 11, 2001-US was attacked by terrorists 2. Attacks were carried out by a terrorist group called Al-Qaeda and its leader Osama Bin

Laden 3. Al-Qaeda only supports Muslim based ideas and therefore focused on attacking non-

Muslim nations that have interfered in the Middle East 4. Attacks occurred in places like India, Britain, Spain and Japan 5. Sept 11, 2001-terrorists took control of four planes leaving Boston, Mass.

a. 8:46 am-1st

plane hit the North Tower of World Trade Center, NY b. 9:03 am-2

nd plane hit the South Tower of the World Trade Center, NY

c. 9:37 am-3rd

plane crashed into the Pentagon in Washington, DC d. US Flight 93 heading to Washington, DC was retaken by passengers and crashed in

a field in Shanksville, PA 6. The explosions from the planes crashing and the fires caused by explosions caused

both towers of the World Trade Center to collapse, killing over 2,000 civilians and 100s of rescue workers

7. In response to the attacks on 9-11, President Bush declared a global “War on Terrorism”

8. Al-Qaeda and its leaders became the first targets in the war. a. Afghanistan was controlled by the military group called the Taliban, which

supported Al-Qaeda 9. The US demanded the Afghan government (the Taliban) turn over Al-Qaeda leaders.

a. They refused 10. President Bush ordered the invasion of Afghanistan 11. The Taliban was removed from power and a transitional government was set up by

the US with Hamid Karzai as president a. In 2004, presidential elections were held in Afghanistan

181


12. The US then turned to Iraq to investigate any Iraqi connections to terrorism Bush believed Saddam Hussein had “weapons of mass destruction” (WMD) and feared that these weapons might be used by terrorists

13. Iraq had used chemical and biological weapons in the past against Iran and the Kurds 14. March 2003-UN found no weapons of mass destruction in Iraq 15. March 20, 2003-the US attacked Iraq because they believed Iraq could still support

terrorist groups 16. The US took control of Baghdad

a. Dec. 13, 2003-Saddam Hussein was captured. b. Dec. 30, 2006-Hussein was executed after being found guilty of murdering Iraqi

Shi’ites 17. Jan. 2005-Free elections were held in Iraq 18. Dec. 2011-Fighting continued in Iraq until American troops were removed by the

Obama administration Assignment 11. Create a chart comparing Pearl Harbor and 9/11. The first two things to compare are provided for you. However, you need to come up with at least four or more characteristics to compare. At least two characteristics must be shared by the each movement. (Place an X in the column if the movement has that characteristic.)

Event Attack carried

out by a

terrorist group

Occurred on

American Soil

Pearl Harbor

X

Attack in

New York-

September

11, 2001

X X

Assignment 12. Remembering September 11th and the War on Terror. Imagine you are writing a letter to your grandchild about how September 11 impacted your generation. What would you tell future generations about your feelings at this time? Describe your feelings about September 11, the war on terrorism, and the national mood a year after the tragedies. __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

182


7-6.4 Compare the social, economic, and political opportunities for women in various nations and societies around

the world, including those in developing and industrialized nations and within societies dominated by religions.

Vocabulary


Human Rights basic rights and freedoms that all people are entitled to

Women’s Suffrage

women’s right to vote

Feminist

Movement

the movement aimed at equal rights for women

7-6.4 Compare the social, economic, and political opportunities for women in various nations and societies around the world, including those in developing and industrialized nations and within societies dominated by religions.

Outline Questions 32. When did women begin to gain rights?

Women throughout the world have gained social, economic, and political rights from the beginning of the twentieth century to the present day. Women played a significant role during World War I by working in factories and making war materials while men were fighting in the war. Because of their importance on the home front, the women’s suffrage movement became stronger and finally achieved a measure of success.

1

33. Where did women gain rights? After World War I, many countries around the world, including the United States and

Great Britain, gave women the right to vote. Turkey, led by Mustafa Kemal, gave women the right to vote and allowed them to hold political office.

By the 1920s, more women in democratic and industrialized nations were entering new professions, such as journalism and medicine. Women were more active during World War II, serving on the home front as well as in war in medical and military capacities. This trend, however, was reversed with the end of the war when the troops returned home in the 1950s. Communist counties such as China and the Soviet Union also provided women more equality. Both countries encouraged women to work outside of the home. The Chinese Communist Party also outlawed the practice of footbinding.

In the 1960s, the feminist movement gained strength, especially in the United States, and women began to demand equality and make inroads in the American workforce. Likewise, these social/political inroads continued to grow on a worldwide basis throughout the 1970s to the present. Women, including Indira Gandhi from India, Corazon Aquino from the Philippines, Daw Aung San Suu Kyi from Myanmar, Benazir Bhutto, from Pakistan, and Margaret Thatcher from Great Britain have held top political positions in their countries.

5

183


Women’s Suffrage (women’s right to vote) A. Women began to gain rights in the 20

th Century in developed countries due

to their work in factories on the home front during World War I B. Women were slow to receive rights 1. Lack of education and voting rights 2. Lack of status in societies dominated by particular religions a. Particularly those ruled by strict Islamic governments such as Iran, Saudi Arabia and Afghanistan C. By the 1920s, more women in industrialized countries entered new professions 1. Medicine and journalism became popular women’s jobs 2. Women were often paid lower wages than men for the same job D. By the 1960s, the feminist movement gained strength in the US and worldwide 1. Gained equal access to jobs 2. Gained equal pay

34. Where do women still face discrimination? Even though women have been given more social, economic, and political opportunities, they still face discrimination in employment and salaries. Women in Arab and Muslim lands and in many developing nations around the world have been denied education and have been victims of abuse. The United Nations has sponsored many conferences that focus on women’s rights and these issues have illuminated issues of human rights worldwide.

2

Assignment 13. Describe how women received equal rights.

Problem: Women worked in factories on the home front

during World War I and World War II but were not given

equal pay or equal rights.

Effects:

Causes:

Solution:

184


7-6.5 Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet.

Vocabulary


Sputnik First satellite launched by the Soviets in 1957 that set off the race for space between the Soviet Union and the United States during the Cold War.

International Space Station

(ISS)

Joint venture launched by sixteen nations to create a working laboratory for experimentation in space.

Internet The connection of computer networks around the world.

7-6.5 Explain the significance and impact of the information, technological, and communications revolutions, including the role of television, satellites, computers, and the Internet.

Outline Questions 35. What advances in technology were made during the Cold War Era?

Advances in science and technology became especially intense during the Cold War era. In the race for space, the Soviets launched Sputnik in 1957. This was followed by the initiation of a United States space program and an increased interest in science and math education that culminated in the first United States lunar landing in 1969. Following these two milestones in space exploration, the United States and the Soviet Union both launched shuttle missions to accomplish various technological and scientific tasks. The International Space Station (ISS) was a joint venture launched in 1998 by sixteen nations to create a working laboratory for experimentation in space.

Other advances occurred in the area of information, technology, and communication in the twentieth century. Beginning in the 1950s, the television became the primary source by which people throughout the world gain access to up-to-date news and global events. This access has fostered greater empathy and understanding in the general public for events in the United States, such as the Civil Rights Movement, and allowed global events such as the Vietnam or Iraqi Wars to become a part of everyday life. Since the launching of the first satellites, these instruments have been used to increase worldwide communication. Events can be broadcast worldwide, linking countries and people around the world. Satellites today can be used for radios, TV access, and other aspects of pop culture.

Computers, once bulky, room-sized machines that were difficult to use, are now as small as the palm of one’s hand and do the work once done by several other machines. Computers are used by millions of people around the world to run assembly lines, power modern appliances, and assist in business operations. The Internet further connected businesses and individuals. The Internet is the connection of computer networks around the world, rising in usage beginning in 1995. The Internet allows information to be transferred between individuals over long distances. This is significant because people can now work from home and easily send information to remote locations. Cell phones now offer access to the Internet, further enhancing remote access.

4

185


36. What are the major technological advances in the twentieth century? 1. Race for Space

a. Soviets launch Sputnik in 1957 b. U.S. begin a space program; increase in science/math education

i. U.S. land on the moon in 1969 c. International Space Station (ISS)

i. Joint venture launched in 1998 to create working laboratory for experimentation in space

2. Other technological advances a. Television

i. Became primary source by which people gain up-to-date news/global events

ii. Increased worldwide communication b. Radio c. Computers

i. Were once bulky and difficult to use ii. Have become widely used around the world for many reasons

d. Internet i. Connection of computer networks around the world

ii. Allows for information to be transferred between individuals over long distances

iii. Cell phones now have internet access 3. The combination of technology has created an interdependent global economy,

dependent on modern technology

4

Assignment 14. Read the following Document and answer the questions below.

1. After reading the document, what do you think

Redstone is?

____________________________________________

____________________________________________

2. What is this document in reference to?

____________________________________________

____________________________________________

3. Why do you think this document was written?

____________________________________________

____________________________________________

4. Why do you think this document was classified?

____________________________________________

____________________________________________

186


7-6.6 Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization, including global influences on the environment and the efforts by citizens and governments to protect the natural environment.

Vocabulary


Urbanization the movement of population from

rural to urban areas

Population Growth

increase in the number of people who inhabit a territory or state.

Industrialization the process by which a society or

country transforms itself from an

agricultural society to one based

on the manufacturing of goods

and services

Famine extreme scarcity of food: a

shortage

Green Revolution a large increase in crop production

in developing countries achieved

by the use of fertilizers, pesticides,

and high-yield crop varieties.

Hydrocarbon a compound of hydrogen and

carbon, such as any of those that

are the chief components of

petroleum and natural gas.

Greenhouse Effect

the warming of the Earth’s

atmosphere that is caused by

pollution; occurs when the warmth

from the sun is trapped in the

Earth’s atmosphere by a layer of

gases and water vapor

Chlorofluocarbons (CFCs)

gas that is believed to cause

damage to the ozone layer in the

Earth’s atmosphere; once found in

common products such as aerosols

187


Kyoto Protocol international agreement to reduce

the emission of harmful gases

Global Warming an increase in the Earth’s

atmospheric and oceanic

temperatures due to an increase in

the greenhouse effect caused by

pollution

7-6.6 Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization, including global influences on the environment and the efforts by citizens and governments to protect the natural environment.

Outline Questions 37. What is Population Growth?

The environment has been harmed by population growth, urbanization and industrialization.

Population growth and urbanization have led to an increase in land development, which has

harmed or eliminated many animal and plant habitats. The Green Revolution that began in the

1960s was an attempt to increase food production worldwide through the increased use of

fertilizers, pesticides, and the new strains of crops. The result was higher yields of crops and

lower rates of famine. Increases in agriculture also resulted in an increase in population. A

downside to this Green Revolution, however, was the chemicals released into the environment

and increased soil erosion.

1. Population growth has been harmed by population growth, urbanization and

industrialization The Green Revolution that began in the 1960’s was an attempt to

increase food production worldwide through the increased use of fertilizers, pesticides

and new strains of crops

a. Results of the Green Revolution

i. Downside – the release of chemicals into the environment and the increased

soil erosion

ii. An increase in population

iii. Higher yields of crops and lower rates of famine

2. Increase in population leads to increased urbanization and industrialization

a. According to the United Nations’ World Urbanization Prospects in 1950, it was

estimated that approximately 732 million people in the world lived in urban areas

b. In 2005, this number was estimated to have quadrupled to 3.2 billion

3

38. What is the Global impact of Population Growth?

1. Population growth has led to an increase in land development, which has harmed or

eliminated many animal and plant habitats.

2. Increased use of natural resources to run cars and factories, grow food and

heat and cool homes creates scarcity and damages the environment

1

188


39. What is Urbanization?

With the increase in population came increased urbanization and industrialization.

According to the United Nations’ World urbanization Prospects in 1950, it was estimated that

approximately 732 million people in the world lived in urban areas. In 2005, this number was

estimated to have quadrupled to 3.2 billion. Urbanization often results in problems of

increased waste, localized pollution and increased warming in cities compared to rural areas.

As previously mentioned, some land development and farming techniques have led to

increased release of chemicals and soil erosion. The change in the use of the land has also

changed wildlife habitats, endangering various species around the world. Urbanization and

industrialization play a role in these changes in that cities and businesses require more land and

agriculture. Urbanization and industrialization have increased the demand for earth’s natural

resources and led to changes in the use of the earth’s resources, often resulting in pollution and

environmental issues. Hydrocarbon emissions from automobiles and carbon dioxide emissions

from the burning of fossil fuels such as coal and oil for energy have caused air and water

pollution, acid rain, damage to the ozone layer, and increased the greenhouse effect. The

continued burning of coal and oil has released carbon dioxide into the atmosphere, leading to

air pollution and acid rain. The earth’s ozone layer, which protects inhabitants against the sun’s

ultraviolet rays, has been damaged by the release of chloroflourocarbons (CFC). Continued loss

of ozone could result in increased levels of skin cancer and damage to plant and animal species.

Efforts have been made by groups worldwide to curb the emissions of CFCs both by large

manufacturers and by small producers. In 1992, many nations of the world signed the Kyoto

Protocol, designed to reduce greenhouse gases emitted by each country. Additionally, with

increased publicity in recent years, public knowledge about global warming is increasing.

1. Urbanization: movement of people from the countryside to the city

a. often results in problems of increased waste, localized pollution, and increased

warming in the cities compared to rural areas

b. some land development and farming techniques have led to increased release of

chemicals and soil erosion

4

40. What is Industrialization and what impact does it have globally?

1. Industrialization: the change from a farming-based economy to a manufacturing-based

economy

a. Urbanization occurs

b. More businesses require more land and more agriculture

c. The use of cars/buses/trains to get to work increases the use of natural resources

and causes increased pollution

d. Factories use natural resources to run machines to create goods

e. Factories release gases and other forms of pollution into the air and water

2. Global Warming: an increase in the Earth’s atmospheric and oceanic

temperatures due to an increase in the Greenhouse Effect caused by pollution

a. Hydrocarbon emissions from cars and carbon dioxide emissions from burning fossil

fuels such as coal and oil for energy have caused air and water pollution, acid rain,

damage to the ozone layer and increased the greenhouse effect.

b. Carbon dioxide creates a blanket of gas that traps heat and causes the

climate to grow warmer

4

189


3. Damage to the Ozone Layer

a. Ozone Layer: a gas “shield” that protects the Earth from harmful ultraviolet (UV)

lights which damages the eyes and skin

b. Chlorofluorocarbons (CFCs): chemicals in aerosol hairsprays and other

household items that destroy the ozone layer

c. Pollution from factories and cars also damages the ozone layer

d. Efforts have been made by groups worldwide to curb the emissions of CFCs both by

large manufacturers and by small producers

e. If we lose the Ozone it could result in increased levels of skin cancer and damage to

plant and animal species.

41. What efforts are being taken to end global warming?

Around the world, citizens and governments have become more involved in trying to

protect the natural environment. On the local level, many communities and schools undertake

recycling programs in an effort to reduce waste. Increasingly, some citizens are purchasing

products made of recycled materials, opting or reusable bags at grocery stores, using more

energy efficient light bulbs, and unplugging electrical appliances in an effort to make a small

impact. Other changes such as hybrid and electric cars that use less oil and energy efficient

appliances that require less power are increasingly being developed and used. The research

and development of alternative sources of energy continues to increase worldwide as well.

Many alternative and renewable energy sources such as solar and wind are being increasingly

used to provide power for homes and businesses. Nuclear energy, a nonrenewable energy

source, is also widely used as a power source.

1. Environmental groups try to persuade people to protect the Earth through

recycling programs, conservation efforts and reduction of gas emissions

2. Governments pass laws regulating levels of pollution from factories and

and cars

a. 1992 - Kyoto Protocol: international agreement to reduce the emission of harmful

gases; legally binding; under the United Nations framework

3. Local level a. communities and schools undertake recycling programs to reduce waster b. some citizens are purchasing products made of recycled materials, opting for

reusable bags at grocery stores, using more energy efficient light bulbs, and unplugging electrical appliances in an effort to make a small impact.

c. Hybrid cards and electric cars that use less oil and energy efficient appliances that require less power are being developed and used

d. Worldwide i. Research and development of alternative sources of energy continues to

increase ii. Alternative and renewable energy sources such as solar and wind are being

increasing used to provide power for homes and businesses. iii. Nuclear energy, a nonrenewable energy source, is also widely used as a power

source.

5

190


Assignment 15. Describe how population growth has impacted the environment.

Problem: The population increased due to the Green

Revolution, which increased food production by using

fertilizer, pesticides and new crops. More people

required the use of more resources.

Effects:

Causes:

Solution:

Assignment 16. Write a summary explaining why you think it is best that we take care of our planet today? What problems do we face today? What impact will we face if we do not fix the problems now? What ideas do you have to fix the problem of global warming, population growth or urbanization? __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

191


4th Nine Weeks Writing Activity – DBQ

Analyzing Primary Sources

Question: Who was primarily responsible for the Cold War: The United States or the Soviet Union?

What is a DBQ?? DBQ stands for Document Based Question. When you complete a DBQ, you are reading excerpts from

a primary source document and analyzing what you read.

PART A: (Each question worth 5 points for a total of 50 points. This will Be a Test Grade.)

REMEMBER: A PRIMARY SOURCE IS FIRST-HAND INFORMATION FROM A PERSON WHO EXPERIENCED AN EVENT. EXAMPLES

INCLUDE A DIARY, JOURNAL, AUTOBIOGRAPHY, LETTER, OR INTERVIEW.

Read the following primary documents and answer the questions WELL in order to truly analyze these documents to

help you answer the document-based question. You must use complete sentences.

Who was primarily responsible for the Cold War: The United States or the Soviet Union?

Read each excerpt carefully and answer the questions that follow.

Timeline of the Early Cold War

1945: February 4-11 - Yalta Conference

1945: August 6 - United States first used atomic bomb in war

1945: August 8 - Russia enters war against Japan

1945: August 14 - Japanese surrender End of World War II

1946: March - Winston Churchill delivers "Iron Curtain" Speech

1947: March - Truman announces Truman Doctrine

1947: June - Marshall Plan is announced

1948: February - Communist takeover in Czechoslovakia

1948: June 24 - Berlin Blockade begins

1949: July - NATO treaty ratified

1949: May 12 - Berlin Blockade ends

1949: September - Mao Zedong, a Communist, takes control of China

1949: September - Soviets explode first atomic bomb

1955: May – Warsaw Pact

192


Document A: The Iron Curtain Speech

It is my duty, however, to place before you certain facts about the present position in Europe. From Stettin in the Baltic

to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the

ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia;

all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in

one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control

from Moscow.

In a great number of countries, far from the Russian frontiers and throughout the world, Communist fifth columns are

established and work in complete unity and absolute obedience to the directions they receive from the Communist

center.

I do not believe that Soviet Russia desires war. What they desire is the fruits of war and the indefinite expansion of their

power and doctrines. But what we have to consider here today while time remains, is the permanent prevention of war

and the establishment of conditions of freedom and democracy as rapidly as possible in all countries.

Iron Curtain Speech

1. Sourcing: Who was Winston Churchill? Why would Americans trust what he has to say about the Soviet Union?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Close reading: What does Churchill claim that the Soviet Union wanted?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

193


Document B: The Truman Doctrine

The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their

will. The Government of the United States has made frequent protests against coercion and intimidation in violation of

the Yalta agreement in Poland, Rumania, and Bulgaria.

At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is

too often not a free one. One way of life is based upon the will of the majority, and is distinguished by free institutions,

representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and

freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the

majority. It relies upon terror and oppression, a controlled press and radio, fixed elections, and the suppression of

personal freedoms.

I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation

by armed minorities or by outside pressures.

I believe that our help should be primarily through economic and financial aid which is essential to economic stability

and orderly political processes.

The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may

endanger the peace of the world. And we shall surely endanger the welfare of this nation.

Great responsibilities have been placed upon us by the swift movement of events.

Truman Doctrine

1. Close reading: Why did Truman believe Greece needed American aid in 1947?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Context: What country is Truman referring to in the first paragraph?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Close reading: Does Truman present American policy as offensive or defensive? What words or phrases does Truman

use to present policy this way?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

194


Document C: Novikov Telegram

The foreign policy of the United States, which reflects the imperialist tendencies of American monopolistic capital, is

characterized in the postwar period by a striving for world supremacy. This is the real meaning of the many statements

by President Truman and other representatives of American ruling circles; that the United States has the right to lead

the world. All the forces of American diplomacy -- the army, the air force, the navy, industry, and science -- are enlisted

in the service of this foreign policy. For this purpose broad plans for expansion have been developed and are being

implemented through diplomacy and the establishment of a system of naval and air bases stretching far beyond the

boundaries of the United States, through the arms race, and through the creation of ever newer types of

weapons. …during the Second World War…[American leaders] calculated that the United States of America, if it could

avoid direct participation in the war, would enter it only at the last minute, when it could easily affect the outcome of

the war, completely ensuring its interests.

In this regard, it was thought that the main competitors of the United States would be crushed or greatly weakened in

the war, and the United States by virtue of this circumstance would assume the role of the most powerful factor in

resolving the fundamental questions of the postwar world.

Novikov Telegram

1. Sourcing: Who was Nicholas Novikov? When did he write this telegram? (You will need to look this up.)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Close reading: How does Novikov describe the United States? What evidence does he use to support his description?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Context: What does Novikov claim the United States planned during the Second World War?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Record your first hypothesis: Who was primarily responsible for the Cold War - The United States or the Soviet

Union?

195


Document D: Henry Wallace

I have been increasingly disturbed about the trend of international affairs since the end of the war.

How do American actions appear to other nations? I mean actions [like] the Bikini tests of the atomic bomb and

continued production of bombs, the plan to arm Latin America with our weapons, and the effort to secure air bases

spread over half the globe from which the other half of the globe can be bombed. I cannot but feel that these actions

must make it look to the rest of the world as if we were only paying lip service to peace at the conference table.

These facts rather make it appear either (1) that we are preparing ourselves to win the war which we regard as

inevitable or (2) that we are trying to build up a predominance [largest amount] of force to intimidate the rest of

mankind.

Our interest in establishing democracy in Eastern Europe, where democracy by and large has never existed, seems to

[the Soviets] an attempt to reestablish the encirclement of unfriendly neighbors which might serve as a springboard of

still another effort to destroy [them].

Henry Wallace Letter

1. Sourcing: Who was Henry Wallace? When did he write this letter?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Close Reading: What is Wallace’s main argument?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Corroboration: How does Wallace’s description of American foreign policy compare to Truman’s and Novikov’s?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

196


PART B: (50 points of your total grade) It should be written on the following page.

Now, use information from the primary source documents you analyzed above to answer this document based

question in a well written paper:

Who was primarily responsible for the Cold War: The United States or the Soviet Union?

RUBRIC

DBQ paper:

_____/5 points Well developed topic sentence, restate the question

_____/15 points 2 or 3 quotes from your primary source(s)

_____/10 points quotes thoroughly explained…Why or how does the quote prove your point?

_____/5 points Cite your source(s) within your sentences! (see examples below-include author and source)

_____/5 points Closing Sentence (to wrap up your point)

Conventions:

_____/5 points no conventional errors (spelling, grammar, etc…)

no first or second person pronouns (“I”/”you”/”we” etc…)

_____/5 points consistent verb tense (usually past tense)

no contractions! no abbreviations! (formal writing)

________TOTAL

You should cite your source within your sentences, NOT in parentheses after the sentence.

Below are examples of how this can be done…

“In an Iron Curtain Speech by Winston Churchill, he stated that…..

“According to the Truman Doctrine …”

“In the Novikov Telegram excerpt, he described the Foreign policy of the US as….”

“The United States goals during the Cold War were obvious in a letter by Henry Wallace when he said…”

197


__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

198


__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

the material in this document is copyrighted. please ... · european exploration and ideas . 7 ......

Documents