10.1                                                                                                                                  Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

Moral and ethical principles in ancient Greek and Roman philosophy, Judaism and Christianity relate to the development of Western Political thought because these ideas shaped democracy which is the rule of the West. The ancient Romans and Greeks experimented with democracy. Roman political thinkers taught that political power comes from the consent of the people. The Roman statesman Cicero contributed the idea of a universal law of reason that is binding on all people and governments everywhere. He suggested that people have natural rights which every state must respect.  During the Middle Ages Christianity was the main religion. Christianity taught that everyone is equal before God. This teaching promoted the democratic ideal of brotherhood among people. Christianity also introduced the idea that Christians are citizens of two kingdoms--the Kingdom of God and the kingdom of the world. As like today we have separation of state and religion.

1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

The similarities and differences in Judeo-Christian and Greco-Roman are that  in both the Judeo-Christian religion and the Greco-Roman religion a lot of the focus is on the individual The Judeo-Christians were much more westernized and their religion  affected the western civilization more than Greco-Roman did. The Judeo-Christians put a lot of emphasis on civil rights and liberties, also they have helped in gaining freedoms for women. Many religions do not believe that a woman has many strengths or should be able to care for herself but the Judeo-Christians helped to reaffirm this thought. In result women gained many civil liberties that they deserved. Also, both religions emphasis on morality because they knew that without morals a government is corrupt. They realized the importance of people with good morals and how it affects their country and culture. The Greco-Romans were the first country to use a direct democracy.Which has shaped the West because that is the type of Government that we use today in the US. Also, both of these religions believed in reason and the separation of church and state. Democracy is influenced by Christians and their 10 commandments while the Romans were influenced by the 12 tables.  The United States system of government is directly tied to theories, philosophies, and old ruling ways of Rome. . They have helped to develop the Western Culture and how people in the West view life as a whole.

2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

Democracy is the western political idea that has come out of the great philosophers like Plato and Aristotle who, in their books, set the views for the west and what they believe in. They are included in their books their political views on the laws of the rule and the illegitimacy of tyranny.

 

3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.

The influence that the U.S. Constitution has on political systems on the contemporary world is that United States constitution has been taken and altered in other political governments. For example our constitution was taken by the French and altered to fit their rules after the French revolution.  The constitution’s influence on other various political systems around the world is unbelievable.

10.2      Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

All revolutions have one thing in common which is change. Every time a revolution arises it is because there is a need for change, no matter what kind. Depending on the different situations this change can be anything from independence to economic to political. The Glorious Revolution of England is known as the bloodless Revolution. It is considered ‘Glorious’ because there was no bloodshed. The Glorious revolution was a struggle over power and religion. When James II came to the throne he desired to be a total ruler and reestablish to roman-catholic religion in England. The people did not want this and so they started a revolution to stop the King. In the end the people won and gained many liberties.
             The French Revolution was a fight over political and social inequality. The nobles and clergy had many more rights and an easier life than the peasants did. In 1789 Louis XVI called the Estates General to solve financial difficulties and the bourgeoisie formed the national assembly to make a constitution. After the fall of Bastille, the French Revolution started. This revolution included bloodshed but eventually the feudal system was wiped out and France was on its way towards democracy.
            The American Revolution was less of a revolution and more of a war of independence. Before the American Revolution the British controlled the 13 colonies and they used a policy of mercantilism. They had many unjust laws and rules over the colonies. For example the Stamp act and the Townshend act were unjust laws that made it harder for the people to send and receive goods. These acts angered the American colonists and pushed them to act out in the Boston Massacre. After the American Revolution, America finally won their freedom and went on to become one of the strongest financial and political countries.

 

1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).

 

John Locke was an English philosopher. His writings have influenced political science and philosophy. Locke's book Two Treatises of Government strongly influenced Thomas Jefferson in the writing of the Declaration of Independence. 

Charles-Louis Montesquieu was a French philosopher. His major work, The Spirit of the Laws influenced the writing of many constitutions, including the Constitution of the United States. 

Thomas Jefferson is best remembered as a great President and as the author of the Declaration of Independence. He also won lasting fame as a diplomat, a political thinker, and a founder of the Democratic Party.

James Madison, the fourth President of the United States, is often called the “Father of the Constitution”.  He played a leading role in the Constitutional Convention of 1787, where he helped design the checks and balances that operate among Congress, the President, and the Supreme Court. He also helped create the U.S. federal system, which divides power between the central government and the states.

All of these people made an effect on our world with their philosophies and views on life. Most of them helped to put together different declarations and other things that won rights for people for generations to come.

2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

The Magna Carta, also known as The Charter, had many goals. The first goal was that   it made the church “free”. Another part referred to towns, trade, and merchants and royal behavior. The final clauses provided a form of security for the king's adherence to the charter. A different part of the Magna Carta that has been used in other such documents says "no free man shall be . . . imprisoned or disseised  . . . except by the lawful judgment of his peers or by the law of the land."

The Bill of Rights stated that certain acts of James II were illegal and therefore prohibited that Englishmen possessed certain unbreakable civil and political rights. James had to forfeited the throne by abdication. This bill made it so no ruler could ever have too much power.

The Declaration of Independence the most important of all American historical documents. It is essentially a partisan document, a justification of the American Revolution presented to the world. Its exceptional combination of general principles and abstract theories of government with a detailed listing of specific grievances and injustices has given it enduring power as one of the great political documents of the West. After stating its purpose, the opening assert the fundamental American ideal of government, based on the theory of natural rights, which had been held by, among others, John Locke, Emerich de Vattel, and Jean Jacques Rousseau. The basic principle of the Declaration was that "all men are born free and equal in rights", which were specified as the rights of liberty, private property, the inviolability of the person, and resistance to oppression. All citizens were equal before the law and were to have the right to participate in legislation directly or indirectly and no one was to be arrested without a judicial order. Freedom of religion and freedom of speech were safeguarded within the bounds of "public order" and "law." The document reflected the interests of the commoners who wrote it. The Declaration stated property was given the status of an inviolable right, which could be taken by the state only if an indemnity were given. It also said offices and position were opened to the middle class. The French Declaration is very similar to the Declaration of Independence and the US Bill of Rights is very similar to the British Bill.

3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

The American Revolution was less of a revolution and truly a war of independence. Before the American Revolution the British controlled the 13 colonies and they used a policy of mercantilism. They had many unfair laws and rules over the colonies such as the Stamp act and the Townshend act. These angered the American colonists and pushed them to act out in the Boston Massacre. After the American Revolution America finally won their freedom and went on to become one of the greatest countries. It was unique because most other revolutions may result in changes that lead towards democracy but America won total independence and started democracy.
           There was a major spread of democracy all throughout the world after the American Revolution. During the 1800's, democracy developed steadily. Many countries followed the American and British examples. Such democratic institutions as elections and legislatures became common. Where kings still ruled, they lost much of their power and performed mainly ceremonial duties. 

 

4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

When Napoleon came to power France was not in the greatest state but Napoleon was a great leader and he brought a lot to France. Napoleon was an amazing leader in war and he helped to gain huge amount of land for France. He conquered many lands in France’s name and thus gave the French people a sense of pride in their country. All of France’s growing power, military strength, and growing economy gave even more reason for France to be a great country. This Napoleonic Empire was an amazing time and so the people had a huge sense of nationalism. The people were proud to be French and they showed it.

            

Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

The Congress of Vienna was a meeting held to discuss issues from 25 years of war between France and the rest of Europe.  A lot of the decisions and changes made weakened France and gave back the power and land that Napoleon had helped them win. The Congress also tried to limit the power of France by surrounding their borders with powerful countries. All of these occurrences caused the French people’s nationalism to deteriorate. They lost their sense of pride because all that they had won had been so quickly taken away.  

 

10.4  Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

 

In England the industrial revolution was a crucial development period and the beginning of the use of steam for power. This was made possible by the steam engine of James Watt. The cotton textile was the key industry early in this period. The presence of large quantities of coal and iron proved a decisive factor in Britain's rapid industrial growth. Canals and roads were built, and the advent of the railroad and steamship widened the market for manufactured goods. New periods of development came with electricity and the gasoline engine, but by 1850 the revolution was accomplished, with industry having become a dominant factor in British life. The Industrial Revolution helped to make Britain a leader manufacturer and economic ruler.

In France the revolution did not make the rapid progress that it did in Britain, but after 1830 it developed steadily. The railroad and improved transportation preceded the introduction of the revolution into Germany, which is conventionally said to have accompanied the formation of the Zollverein; industrial Germany was created after 1850.

Germany- The railroad and improved transportation preceded the introduction of the revolution into Germany, which is conventionally said to have accompanied the formation of the Zollverein; industrial Germany was created after 1850.

In Japan the  Europeans introduced the revolution to Asia at about the turn of the century, but only Japan eventually grew into an industrial giant.

The United States made some contributions to the early revolution, notably the cotton gin of Eli Whitney. But the transformation of the United States into an industrial nation took place largely after the Civil War and on the British model. The textile mills of New England had long been in existence, but the boom period of industrial organization was from 1860 to 1890.

 

1. Analyze why England was the first country to industrialize.

The country had large deposits of coal and iron, the two natural resources on which early industrialization largely depended. Other industrial raw materials came from Great Britain's colonies. By the mid-1700's, the country had become the world's leading colonial power. Great Britain's colonies not only provided raw materials, but also provided markets for manufactured products. These colonial markets helped stimulate the textile and iron industries, which were probably the two most important industries during the Industrial Revolution.

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).

When inventions such as the the cotton gin, steam engine,  better steel, new medicines, and electricity are created major social, economic, and cultural changes are bound to occur. The invention of the steam engine and the use of steam for power came about by the work of James Watt. Watt's later improvements made possible the wide application of steam engines, contributing much to the growth of modern industry. The cotton gin, invented by Eli Whitney, helped to bring about many economic changes because the cotton gin provided a fast, economical way to separate the cotton seeds from the fibers. Whitney's cotton gin made cotton growing profitable and quickly helped the United States become the world's leading cotton grower. Also during this time their were many advancements made in chemistry and medicine that have greatly benefited humanity. All of theses new advancements in every area proved to help make our world what it is today.

3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.

During the Industrial Revolution there was a large era where people moved from rural life to urban life in search of a new job and life. Because of the advancement of the industrial revolution there were more opportunities for the people in factories and other areas. City populations increased greatly during the Industrial Revolution for two main reasons. First, the population of the world was increasing faster than ever before. Second, improvements in agricultural methods had reduced the need for farm workers. These workers flocked to the cities and took jobs in factories.During this time, many cities in Europe and North America changed greatly. These communities, or industrial cities, became centers of large-scale manufacturing. The manufacturing boom resulted chiefly from the invention of steam engines and new machines

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.

Opposition to unions increased during the late 1800's. Employers exchanged lists of workers suspected of union membership. This was to prevent such workers from getting jobs. Factory owners hired strikebreakers and armed guards to crush strikes. Sometimes, the state or federal government sent troops to end a labor dispute. Many states passed laws to restrict union activity. The Sherman Antitrust Act of 1890, which was designed to prohibit trusts that hindered trade, was used mostly against labor. Union leaders were found guilty of violating that law by interfering with commerce. On this basis, judges issued court orders called injunctions forbidding strikes.

Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. In an industrial economy there is a form of economic called laissez faire economics. In this form of economy the government is not supposed to interfere with the competitive market. In this economy the people run their businesses, set their prices, and compete for the business of the customers. In this for of an industrial economy natural resources, entrepreneurship, labor, and capital are all very important aspects. Natural resources are resources occurring in nature that can be used to create wealth. They are things such as oil, coal, water, and land. When a country has natural resources then their economy prospers. Entrepreneurship is when a person organizes, operates, and assumes the risk for a business venture. This is also an important part of this economy because this is a way for a person to learn a trade and become great at it. I believe this is the best for of an economy and all of things are very important aspects of laissez faire economics

5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

The expansion of capitalism occurred during the mid-1700, when a group of French economists known as physiocrats urged governments to stop interfering in foreign trade. Adam Smith also had a major impact by his view that a nation could increase its wealth most rapidly by allowing free trade. He believed that people who followed their economic best interests would automatically act in the economic best interest of society. In the 1800's, some European thinkers reacted against the uneven distribution of wealth in society. These people sought a cure for the evils in society through a communal society, or utopia, that would allow some private ownership, but not inherited wealth. Socialism proposes to fulfill its aims by placing the major means of production in the hands of the people, either directly or through the government. Ownership may be by national or local government or by cooperatives. Many socialists favor a mixed economy--government ownership of basic industries and private ownership of many other businesses. The private businesses, however, would be regulated by the government.

7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.

Romanticism can be seen as a dismissal of the precepts of order, calm, harmony, balance, idealization, and rationality that typified Classicism in general and late 18th-century Neoclassicism in particular. It was also to some extent a reaction against the Enlightenment and against 18th-century rationalism and physical materialism in general. Romanticism emphasized the individual, the subjective, the irrational, the imaginative, the personal, the spontaneous, the emotional, the visionary, and the transcendental. Blake is now regarded as one of the earliest and greatest figures of Romanticism. William Wordsworth was a major English Romantic poet and poet laureate of England. His Lyrical Ballads helped launch the English Romantic movement. Dickens novels were usually short stories, suitable for a two-hour entertainment, excluded some of his larger and deeper effects—notably, his social criticism and analysis—and his later novels were underrepresented. By the middle of the 18th century, Classicism was being attacked from two directions. The authoritative equation of Classicism and beauty was challenged by longings for the sublime, so that romantic fantasies, suggestive allusions, and bizarre inventions came to be more highly valued than classicist clarity and dignity.

10.4                                                                                                             Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

 

In the era of New Imperialism the world went through many changes. During this imperialistic era it was very ‘popular’ to go and take control of lesser or weaker countries. During this time the stronger countries such as the Unites States and Britain both gained enormous amounts of land and power.

1. Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).

Imperialism has often been considered morally  to blame and the term is frequently employed in international propaganda to denounce and discredit an opponent's foreign policy. Industrial economies wanted new markets, cheap labor, more natural resources, and the thought that they had to educate this lesser countries. Although there are sharp differences of opinion over the reasons for, and the significance of, the “new imperialism,” there is little dispute that at least two developments in the late 19th and in the beginning of the 20th century signify a new departure: notable speedup in colonial acquisitions,and an increase in the number of colonial powers. This is the theory that persons, groups, and races are subject to the same laws of natural selection as Charles Darwin had perceived in plants and animals in nature. According to the theory, which was popular in the late 19th and early 20th centuries, the weak were diminished and their cultures delimited, while the strong grew in power and in cultural influence over the weak.

2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.

France and England were the two largest colonial powers with England ruled indirectly while France ruling directly. This intensification of the drive for colonies reflected much more than a new wave of overseas activities by traditional colonial powers, including Russia. The new imperialism was distinguished particularly by the emergence of additional nations seeking slices of the colonial pie: Germany, the United States, Belgium, Italy, and, for the first time, an Asian power, Japan. Indeed, this very multiplication of colonial powers, occurring in a relatively short period, accelerated the tempo of colonial growth. Unoccupied space that could potentially be colonized was limited. Therefore, the more nations there were seeking additional colonies at about the same time, the greater was the premium on speed.

 

3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.

Colonized were scrutinized and created rebel attacks because the colonizers tried to make them change. Because it always involves the use of power, whether military force or some subtler form, imperialism has often been considered morally reprehensible and the term is frequently employed in international propaganda to denounce and discredit an opponent's foreign policy?

4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.

For Sun Yat-sen dealing with the young intellectuals was a new challenge.  He was a hitherto  who had concentrated on mobilizing the uncultured secret-society members. He had also to work out some theoretical planks, though he was not a first-class political philosopher. The result of his response was the Three Principles of the People—nationalism, democracy, and socialism—the prototype of which came to take shape by 1903. He expounded his philosophy in America and Europe during his travels there in 1903–05, returning to Japan in the summer of 1905. The activists in Tokyo joined him to establish a new organization called the United League; under Sun's leadership, the intellectuals increased their importance. Chinese wanted to be closed off from the west because they did not like what the west did but were forced too as a last plan otherwise they would not have lasted.

10.5      Students analyze the causes and course of the First World War.

One of the main reasons that the First World War started was because of a bunch of built up tension from mistrust and different alliances came up to the surface. Although this played a big part in it the main cause of World War I was the issues between Serbia and Austria-Hungary. After problems that could have easily been resolved built of anger just finally let loose.

1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war."

The Austrians were enraged by the situation between them and the Serbs. After the assassination of Archduke Francis Ferdinand they sent out an ultimatum. After the Serbs did not agree to the terms they declared war. Germany got involved in the war because of obligations and alliances they were in prior to the war. Austria-Hungary declared war against Russia on August 5. Serbia declared war against Germany on August 6. Montenegro declared war against Austria-Hungary on August 7 and against Germany on August 12.  France and Great Britain declared war against Austria-Hungary on August 10 and on August 12. Japan declared war against Germany on August 23. Austria-Hungary declared war against Japan on August 25 and against Belgium on August 28.

2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

The Battle of Marge and the Battle of Verdun were both very significant battles that marked important turning point in the war. Also, during this time there were many geographic changes such as in the western and eastern fronts. Some of the causes for these geographic changes were land war and trench warfare.

3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

In World War I Russian armies suffered disastrous losses in campaign after campaign against German armies. The war made revolution inevitable in two ways: it showed Russia was no longer a military match for the nations of central and Western Europe, and it hopelessly disrupted the economy. Wilson's most passionate desire, aside from avoiding belligerency, was to bring an end to the war through his personal mediation. The British refused to cooperate, and the president, more than ever eager to avoid a final confrontation with Germany on the submarine issue, decided to press forward with independent mediation. He was by this time also angered by the intensification of British blockade practices and convinced that both sides were fighting for world domination and spoils. On Dec. 18, 1916, Wilson asked the belligerents to state the terms upon which they would be willing to make peace. Soon afterward, in secret, high-level negotiations, he appealed to Britain and Germany to hold an early peace conference under his leadership.
 

4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.

The casualties suffered by the participants in World War I dwarfed those of previous wars: some 8,500,000 soldiers died as a result of wounds and/or disease. The greatest number of casualties and wounds were inflicted by artillery, followed by small arms, and then by poison gas. The bayonet, which was relied on by the prewar French Army as the decisive weapon, actually produced few casualties. War was increasingly mechanized from 1914 and produced casualties even when nothing important was happening. On even a quiet day on the Western Front, many hundreds of Allied and German soldiers died. The heaviest loss of life for a single day occurred on July 1, 1916, during the Battle of the Somme, when the British Army suffered 57,470 casualties.

5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.

The greatest single disaster in the history of the Armenians came with the outbreak of World War I. In 1915 the Young Turk government resolved to deport the whole Armenian population of about 1,750,000 to Syria and Mesopotamia. It regarded the Turkish Armenians—despite pledges of loyalty by many—as a dangerous foreign element bent on conspiring with the pro-Christian tsarist enemy to upset the Ottoman campaign in the east. In what would later be known as the “first genocide” of the 20th century, hundreds of thousands of Armenians were driven from their homes, massacred, or marched until they died. The death toll of Armenians in Turkey has been estimated at between 600,000 and 1,500,000 in the years from 1915 to 1923. Tens of thousands emigrated to Russia, Lebanon, Syria, France, and the United States, and the western part of the historical homeland of the Armenian people was emptied of Armenians.

 

 

10.6       

Students analyze the effects of the First World War.

The effects of the First World War were that because of modern, mechanized war the result was total war or the channeling of a nation’s entire resources into a war effort. Both sides set up systems to recruit, arm, transport and supply armies that numbered in the millions and most nations imposed a draft.  The governments raised taxes and borrowed huge amounts of money to pay the costs of war. Governments also introduced other economic controls such as setting prices and forbidding strikes.

 

1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.

 

2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

After the First World War, there was little political stability in Europe. In eastern Europe, the new states, Poland, Czechoslovakia, Yugoslavia, Latvia, Estonia, Lithuania and Finland were always threatened by the rapid increase in national strength of ommunist Russia. In central Europe, the Germans always longed for a revision of the Treaty of Versailles. They would give full support to a government which advocated a strong foreign policy. In southem Europe, the Italians also harboured ill-feeling towards the Versailles Settlement because the Big Three failed to realize the territorial ambitions of Italy as were promised in the Treaty of London of 1915. There were only two states in Europe which hoped to preserve the Versailles Settlement. They were Britain and France. As both Britain and France were gravely weakened by the war, it is doubtfu1 that they would be willing to make a costly war against any aggressors who were determined to revise the Versailles Settlement

3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.  

 Europe avoided major wars in the 100 years before World War I began. Although tiny wars broke out, they did not involve many countries. But during the 1800's, a force swept across the continent that helped bring about the Great War. The force was nationalism--the belief that loyalty to a person's nation and its political and economic goals comes before any other public loyalty. That exaggerated form of patriotism increased the possibility of war because a nation's goals inevitably came into conflict with the goals of one or more other nations. In addition, nationalistic pride caused nations to magnify small disputes into major issues. A minor complaint could thus quickly lead to the threat of war.

4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway).

Pablo Picasso was the leading figure in the art of the 1900's. Although best known for his paintings, Picasso also produced sculptures, drawings, prints, and ceramics. He was highly imaginative and unique, borrowing from historical examples and creating new styles. Picasso not only created enduring works of art but also expanded our definition of what art could be. His art was very influential among artists of his time A totalitarian government is ruled by one political party headed by, in most cases, a dictator. The party sets certain economic and social goals for the state, and it outlaws any activity that could interfere with the achievement of these goals. Most totalitarian governments prohibit such groups as labor unions and trade associations. Religious practices are forbidden unless they promote the policies of the state.

as well as among later artists. Picasso's first original style has been called the Blue Period. The paintings of this period evoke feelings of sadness and alienation through the depiction of forlorn people in shades of blue. The Old Guitarist is a painting from the Blue Period. Gertrude Stein was an American author who introduced a unique style of writing. In her writing style, Stein repeated basic words. Her style is exemplified by her statement, "Rose is a rose is a rose is a rose." Stein felt that such repetition of words helped communicate the feelings that they expressed, as well as depicting the natural behavior of a mind in motion. Stein believed that punctuation and difficult words distracted the reader from these feelings, and so she used little punctuation and simple words. In her fiction, she placed more importance on revealing the feelings of the characters than on telling a story. Ernest Hemingway was one of the most famous and influential American writers of the 1900's. He received the Nobel Prize for literature in 1954. He won a Pulitzer Prize for his novel The Old Man and the Sea. Hemingway used a plain, forceful prose style characterized by simple sentences and few adjectives or adverbs. He wrote crisp, accurate dialogue and exact descriptions of places and things. His style has been widely imitated.

10.7      Students analyze the rise of totalitarian governments after World War I.

 

After World War I many countries had become undermined and were living with out many necessary supplies. In this time of need, and many different leaders and parties saw their opportunity to enter the government and they seize it. It is easy for these total leaders to take control of the people because they would rather be controlled and have food then be free and have nothing.

1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).

The war made revolution inevitable in two ways: it showed Russia was no longer a military match for the nations of central and Western Europe, and it hopelessly disrupted the economy. Between March and October the Provisional Government was reorganized four times. The first government was composed entirely of liberal ministers. None of them, however, was able to cope adequately with the major problems afflicting the country: peasant land seizures, nationalist independence movements in non-Russian areas, and the collapse of army morale at the front. Lenin's decision to establish soviet power derived from his belief that the proletarian revolution must smash the existing state machinery and introduces a “dictatorship of the proletariat”; that is, direct rule by the armed workers and peasants which would eventually “wither away” into a non-coercive, classless, stateless, Communist society.

2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).

Dzhugashvili’s first big political promotion came in February 1912, when Lenin, now in emigration, co-opted him to serve on the first Central Committee of the Bolshevik Party, which had finally broken with the other Social Democrats. In the following year, Dzhugashvili published, at Lenin's behest, an important article on Marxism and the national question. By now he had adopted the name Stalin, deriving from Russian stal; he also briefly edited the newly founded Bolshevik newspaper Pravda before undergoing his longest period of exile: in Siberia from July 1913 to March 1917

3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

In the elections of 1932, the Nazis emerged as the strongest party in Germany. On Jan. 30, 1933, Hitler became chancellor. He quickly moved toward dictatorship, outlawing civil liberties and all political parties except the Nazi Party. The Nazis took over the press, the radio, and the school system. In time, they established a totalitarian state (. They organized a powerful secret police force called the Gestapo and set up concentration camps for anyone suspected of opposing Nazism. Jews and members of other minority groups were also imprisoned in these camps, where the Germans either killed them or used them for forced labor. 

Italy was a Fascist state and this just another form of totalitarianism. Fascism is a form of government headed, in most cases, by a dictator. It involves total government control of political, economic, cultural, religious, and social activities. Fascism resembles Communism. But unlike Communism, which calls for the government to own all industry, fascism allows industry to remain in private ownership, though under government control. Other important features of fascism include extreme patriotism, warlike policies, and persecution of minorities.  By 1921, seven years of war, revolution, civil war, famine, and invasion had exhausted Russia. Millions of people had died. Agricultural and industrial production had fallen disastrously. About 1 1/2 million Russians, many of them skilled and educated, had left the country. The people's discontent broke out in new peasant uprisings, in workers' strikes, and in a sailors' revolt at the Kronstadt naval base near Petrograd. Bolshevik leaders had to compromise to protect their revolution. 

10.8      Students analyze the causes and consequences of World War II.

 

There were many causes of World War II. One of these causes was built up tensions between many countries. Also the issues of Hitler and his goal of genocide sparked huge issues and many countries came to aide against this cause. Also anti-communism was an issue. Besides this many alliances had gone awry and this sparked more confusion. Also, some alliances had forced countries to help their ally in war.

1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.

Hitler kept tight power over foreign affairs, formulating himself both the strategy and the strategy calculated to achieve his goals. The immediate objective was to reestablish Germany's position in world affairs; by this Hitler meant ending the humiliations attending the Treaty of Versailles, such as the demilitarized Rhineland and the limitations on German armaments. No such domination or expansion was possible without war, of course, and Hitler did not shrink from its implications

Fascist foreign policy became more expansionist as time went on. In particular, Mussolini aimed at acquiring territory in Africa and in the Mediterranean, which he termed “mare nostrum” (“our sea”). Even in 1923, in his first year in office, he briefly invaded the Greek island of Corfu to avenge the murder of four Italian nationals forming part of an international boundary delegation. During the next decade he played the European statesman, and in 1924 he reached an agreement with Yugoslavia that gave Fiume to Italy. After the conclusion of the war, Japanese leaders gained a free hand in Korea. Korean opposition to Japanese “reforms” was no longer tolerated. Ito Hirobumi, sent to Korea as resident general, forced through treaties that gave Korea little more than protectorate status and ordered the abdication of the Korean king. Ito's assassination in 1909 led to Korea's annexation by Japan the following year. Korean liberties and resistance were crushed. By 1912, when the Meiji emperor died, Japan had not only achieved equality with the West but also had become the strongest imperialist power in East Asia. All of these countries were determined to gain more land and power and they would do anything to accomplish that. They were also very cold-hearted in how they did it. They did not care about the people that lived where they were invading and one example of this can be seen in the Rape of Nanking. This was an incident where Nanking was invaded and many women were raped and killed. They were horrible to this entire city and it was an incident with horrendous acts that will never be forgotten.

2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.

An example of conciliation is when Hitler would sign documents and have no intention of fulfilling out what he signed such as treaties.  An example of isolationism is how Hitler fully isolated the Jewish people and started to destroy them.  Some domestic distractions were economy and other civil issues. 

3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.

The Battle of Stalingrad marked a turning point in World War II. It halted Germany's eastward advance. About 300,000 German troops were killed or captured. An enormous number of Soviet soldiers also died. World War II had become a global conflict by the end of 1941. Fighting spread to Africa, the Balkan Peninsula of southeastern Europe, and the Soviet Union. The Axis and the Allies also battled each other at sea. In December 1941, the United States entered the war. Churchill, Roosevelt, and Stalin, the leaders of the three major Allied powers, were known during World War II as the Big Three. The Big Three and their military advisers planned the strategy that defeated the Axis. Churchill and Roosevelt conferred frequently on overall strategy. Stalin directed the Soviet war effort but rarely consulted his allies. At the Yalta Conference, Stalin pledged to permit free elections in Poland and other countries in Eastern Europe after the war. He later broke that pledge. Roosevelt died in April 1945, two months after the Yalta Conference.

4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).

At the age of 66, Winston Churchill became prime minister of Great Britain. He wrote later: "I felt as if I were walking with destiny, and that all my past life had been but a preparation for this hour and for this trial."

By the time Roosevelt took his third presidential oath of office, the United States was preparing to give Great Britain all aid short of war. In the summer of 1940, Britain gave the United States 99-year leases on several naval bases in the Atlantic. The British navy received 50 old American destroyers in return. The United States adopted its first peacetime selective service, or draft, law in September. Hirohito became emperor of Japan on Dec. 25, 1926, following the death of his father. His reign was designated Showa, or “Enlightened Peace.” The Japanese constitution invested him with supreme authority, but in practice he merely ratified the policies that were formulated by his ministers and advisers. Many historians have asserted that Hirohito had grave misgivings about war with the United States and was opposed to Japan's alliance with Germany and Italy but that he was powerless to resist the militarists who dominated the armed forces and the government.

Hitler's armies overran Poland in just a few weeks. In the spring of 1940, they easily conquered Denmark, Norway, the Netherlands, Belgium, Luxembourg, and France. Benito Mussolini, Italy's dictator, declared war on France and Britain on June 10, 1940, when the defeat of France seemed certain. On June 22, 1940, France signed an armistice with Germany. In 1919, Mussolini founded the Fasci di Combattimento. This movement appealed to war veterans with a program that supported government ownership of national resources and that put the interests of Italy above all others. In 1921, he transformed the Fasci into the National Fascist Party, adopting a more conservative program to gain the support of property-owning Italians. The United States entered the war in December 1941, after Japan attacked the U.S. naval base at Pearl Harbor, Hawaii. Marshall brought Eisenhower to Washington, D.C., to serve in the Army's war plans division. Eisenhower was promoted to major general in March 1942. In June 1942, he was named commanding general of U.S. forces in the European Theater of Operations. He had been advanced over numerous eligible senior officers.

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.

Even before the Nazis came to power in Germany in 1933, they had made no secret of their anti-Semitism. In Mein Kampf, Hitler further developed the idea of the Jews as an evil race struggling for world domination. Nazi anti-Semitism was rooted in religious anti-Semitism and enhanced by political anti-Semitism. To this the Nazis added a further dimension: racial anti-Semitism. The Nazis portrayed Jews as a race and not a religious group. Religious anti-Semitism could be resolved by conversion, political anti-Semitism by expulsion. Ultimately, the logic of Nazi racial anti-Semitism led to annihilation. On January 20, 1942, Reinhard Heydrich convened the Wannsee Conference at a lakeside villa in a Berlin suburb to organize the “final solution to the Jewish question.” They believed this “final solution” was to send all Jews, and some others, to extermination camps. In these extermination camps horrendous act of cruelty were used on these Jews. They brutally tortured the people, made them do useless tasks, and eventually killed most of them.

6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.

The data on World War II casualties are imprecise. Only for the United States and the British Commonwealth can official figures showing killed, wounded, prisoners or missing for the armed forces be cited with any degree of assurance. For most other nations, only estimates of varying reliability exist. Statistical accounting broke down in both Allied and Axis nations when whole armies were surrendered or dispersed. Guerrilla warfare, changes in international boundaries, and mass shifts in population vastly complicated postwar efforts to arrive at accurate figures even for the total dead from all causes. However inexact many of the figures, their main import is clear. The heaviest proportionate human losses occurred in eastern Europe where Poland lost perhaps 20 percent of its prewar population, Yugoslavia and the Soviet Union around 10 percent. German losses, of which the greater proportion occurred on the Eastern Front, were only slightly less severe. The nations of western Europe, however great their suffering from occupation, escaped with manpower losses that were hardly comparable with those of World War I. In East Asia, the victims of famine and pestilence in China are to be numbered in the millions, in addition to other millions of both soldiers and civilians who perished in battle and bombardment.

10.9          Students analyze the international developments in the post-World World War II world.

The Post World War II World held a lot of new developments. One of the major ones was the development of the nuclear weapons. The new information on nuclear weapons and the realization of just what they could do was a huge deal. Also many of the major powers saw the need to get other countries on their side and so there was an on going battle to ally with others. Also during this time America was just beginning to become more of a world power.

1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.

The war caused people to become conscious of what was going on economically and militarily. The development of nuclear weapons was a huge awareness because of the mass repercussions that could come with it. When the meeting began, the Soviet Union held the strongest European military position. Soviet armies occupied much of Eastern Europe, and they were preparing to enter Berlin, Germany. The agenda at the Yalta Conference included the major problems in a postwar Europe. After the war, critics said Roosevelt had "sold out" Eastern Europe and had given too much to the Soviet Union. But most modern scholars believe the conference produced a traditional and balanced settlement. They argue that the Soviet Union held the superior military and political position in Eastern Europe and yet made the greatest concessions at the conference. By early 1939, only months before the start of World War II, physicists in the United States had become aware of the potential military applications of nuclear energy. They became concerned Nazi Germany might develop a nuclear weapon. In August 1939, the German-born physicist Albert Einstein helped alert U.S. President Franklin D. Roosevelt to the potential military applications of nuclear fission. World War II began on Sept. 1, 1939. The United States entered the war in December 1941. In 1942, the U.S. government set up the Manhattan Project to design and build a fission bomb. The international instability that resulted from World War II provided opportunities for Communist gains in many countries. In 1939, the Soviet Union and Germany signed a nonaggression pact, an agreement in which they promised not to attack each other. A secret provision of the pact declared that certain areas in Europe would be divided between the two countries. In 1939 and 1940, the Soviet Union took over the Baltic countries of Latvia, Lithuania, and Estonia, and parts of Poland, Finland, and Romania. All of this territory became part of the Communist Soviet Union. 

 

 

2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.

In March 1947, President Truman stated that the United States would help any free nation resist Communist aggression. Congress granted his request for $400 million for aid to Greece and Turkey. With this aid, both Greece and Turkey successfully resisted Communism. The new American policy became known as the Truman Doctrine. Aimed at Soviet expansion in Europe, the Truman Doctrine developed into the Containment Policy. The Containment Policy was designed to contain (hold back) the expansion of Communism throughout the world. The United States feared Communist expansion in that area. Both the U.S.S.R. and the West sought Egypt's support by offering aid for its development plans. Each side offered to help build the Aswan High Dam. After Egypt courted Communist aid for the dam and bought Communist arms, the United States and Great Britain canceled offers to help with the project. President Gamal Abdel Nasser of Egypt struck back by seizing the Suez Canal from international control. He said Egypt would use profits from operating the canal to build the dam "without pressure from any nation." But he did accept Soviet aid. The United States had sent civilian and military advisers to help the South Vietnamese in the 1950's. In early 1965, the U.S. began sending ground combat troops to Vietnam and began bombing North Vietnam. American participation in the war continued until 1973. At the same time, China and the Soviet Union sent arms and supplies to North Vietnam and the Viet Cong. All the time these countries needed help and although they were receiving it, it was for the wrong reason. They were being aided just so we could make an influence in their country and sway them to come to our side.

 

 

3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.

Soon after World War II, the Cold War developed between the Soviet Union and its former allies. The Communists gained control over one nation after another in Eastern Europe. Truman realized that the United States would have to lead in the fight for freedom, spending as much as necessary to strengthen its war-torn allies. In 1946, Congress approved a $3,750,000,000 loan to Great Britain. Then, on March 12, 1947, Truman announced a doctrine of international resistance to Communist aggression. The Truman Doctrine guaranteed American aid to free nations resisting Communist propaganda or sabotage. Marshall Plan encouraged European nations to work together for economic recovery after World War II. In June 1947, the United States agreed to administer aid to Europe if the countries would meet to decide what they needed. The official name of the plan was the European Recovery Program. It is called the Marshall Plan because Secretary of State George C. Marshall first suggested it. 

In March 1947, President Truman declared that the United States would help any free nation resist Communist aggression. Congress granted his request for $400 million for aid to Greece and Turkey. With this aid, both Greece and Turkey successfully resisted Communism. The new American policy became known as the Truman Doctrine. Aimed at Soviet expansion in Europe, the Truman Doctrine developed into the Containment Policy. The Containment Policy was designed to contain the expansion of Communism throughout the world. 

4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).

In 1946, the United States sent General George C. Marshall to China to attempt to arrange a political settlement between the Nationalists and the Communists. However, neither the Nationalists nor the Communists believed that they could achieve their goals by coming to terms with the other side. In mid-1946, full-scale fighting began. The Communists joined forces with Sun Yat-sen's Kuomintang in the effort to unite China. But distrust between the Communists soon led to warfare between the two groups. Mao and other Communist leaders led small bands to Jiangxi province in 1928. By 1931, that province had become Chiang's chief target. He began a series of "extermination campaigns" that nearly wiped out the Communists. In 1934, Mao led the Communists to Shaanxi province, in what is called the Long March. The 6,000-mile (9,700-kilometer) march lasted over a year and welded the survivors into a tightly-knit group under Mao's leadership.  In 1966, Mao Zedong gave his support to the radicals in the Communist Party. Mao thus began what he called the Cultural Revolution. The radicals accused many top party and government officials of failing to follow Communist principles and removed them from their positions. Students and other young people formed semimilitary organizations called the Red Guards. They demonstrated in the major cities against those whom they called counterrevolutionaries and anti-Maoists. The universities were closed from 1966 to 1970. Radicals seized control of many provincial and city governments. Violence frequently broke out as competing radical groups struggled for power.

5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.

Polish Communists assumed of treachery to the U.S.S.R. were removed from power. They included Wladyslaw Gomulka, who, as first secretary, held the most powerful post in Poland and was removed from his post in 1948 and imprisoned in 1951. In 1952, Poland adopted a constitution patterned after that of the U.S.S.R. The government took control of industries.  After the 1956 revolution, the Soviet Union kept Hungary under tight control. Janos Kadar was the new head of the Communist Party, and was the prime minister from 1956 to 1958 and from 1961 to 1965. In Hungary the Communist leaders made the Communist Party the country's only legal political party, and they banned all opposition parties. In 1949, the Communists gave Hungary a constitution patterned on the Constitution of the Soviet Union. Czechoslovakia's Communist leaders copied the Soviet model of political organization and economic development. The Communist Party became the only powerful political party. The government managed all aspects of the economy. Farmers were forced to join either state farms or collectives. The government owned and operated state farms. On collective farms, farm workers jointly owned the farm equipment and property. 

6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.

 In the mid-1800's, Eastern European Jews began to develop a desire to live in the Holy Land. By 1880, about 24,000 Jews were living in Palestine, which was controlled by the Ottoman Empire. In the late 1800's, oppression of Jews in Eastern Europe triggered the Zionist movement and eventually led to a mass emigration of Jews to Palestine. By 1914, there were about 85,000 Jews in Palestine, out of a total population of about 700,000. After the Holocaust the Jewish people did not truly have any home and so they wanted their own ‘homeland’. This need for a new homeland led to the new problem between the Jews and the Palestinians. This everlasting battle between the Jews and Palestinians is about who truly owns the land called Palestine. They both feel it is divinely or lawfully theirs and the problem is about who is right.

7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

People were discontented with the command economy because it was a violation of their human rights. Under a command economy the government basically told the people they either would produce for them or die. They had no say in anything and this caused a lot of problem with the people. The collapse of the Soviet Union was basically caused by farmers being taken away from their jobs to be made into soldiers.  This really hurt the economy because there were not as many goods being produced.  As a cause of this people started to separate from the Soviet Union forming satellite states. 

8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.

The United Nations was established on Oct. 24, 1945, shortly after World War II. As the war drew to an end, the nations that opposed Germany, Italy, and Japan decided that such a war must never happen again. Representatives of these nations met in San Francisco in April 1945 and worked out a plan for an organization to help keep world peace. This plan was described in a document called the Charter of the United Nations. In June 1945, 50 nations signed it. They were the first UN members. Since then, over 100 other nations have joined. Warsaw Pact was a treaty that held most Eastern European nations in a military command under tight Soviet control. They claimed they signed the treaty as a response to the creation of the North Atlantic Treaty Organization (NATO), a defense alliance formed by the United States and its European allies. Southeast Asia Treaty Organization (SEATO) was an alliance of eight nations that signed the Southeast Asia Collective Defense Treaty in Manila, the Philippines, on Sept. 8, 1954. The treaty was initiated by the United States after Communist forces defeated France in Indochina. The US claimed that the alliance was needed to prevent the expansion of Communist influence in Southeast Asia. Under the terms of the treaty, member states agreed to help defend one another--as well as other designated nations--against military aggression. This aggression included threats both from other nations and from forces within member nations. NATO was set up largely to discourage an attack by the Soviet Union on the non-Communist nations of Western Europe. NATO also was established to keep the peace among former enemies in Western Europe. In World War II, for example, Italy and Germany had fought most of the other countries that later became NATO members. Organization of American States (OAS) is an association of 35 American countries. The OAS seeks to provide for collective self-defense, regional cooperation, and the peaceful settlement of controversies. The OAS charter sets forth the group's guiding principles. These principles include a belief in the value of international law, social justice, economic cooperation, and the equality of all people. In addition, the OAS charter states that an act of aggression against one American nation is regarded as an act of aggression against all the nations in the OAS. 

 

During the early 1900's, organized groups in some African colonies had already begun to demand self-government. But not until after World War II (1939-1945) did the demands for independence become a powerful mass movement. The South African government's apartheid policies of discrimination and segregation enraged black African nations and drew criticism from most other countries. Beginning in the 1970's, the South African government gradually ended the social segregation and legal aspects of apartheid. But blacks remained politically excluded and were not even allowed to vote. In April 1994, however, South Africa held elections in which blacks were allowed to vote. In the elections, blacks gained control of the government. Occurrences like this also happened in India when they were led by Britain. Fortunately Mahatma Gandhi helped to resolve this issue.

 

10.10   Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

 The 1950's and 1960's were years of radical change in the Middle East. A new generation led by young army officers took over the governments of many Arab states. They overthrew leaders who had cooperated with Great Britain and France. They hoped to bring about a political unification of the Arab world and to remove any European influence. Gamal Abdel Nasser, the leader of Egypt, became the symbol of these hopes. In 1956, Nasser seized the Suez Canal in Egypt from its British and French owners. In response to Nasser's action, Britain, France, and Israel invaded Egypt. Pressure from the United States, the Soviet Union, and other nations forced the invaders to withdraw. Also in the Middle East the US recently took over the country of Iraq. We took out their horrible leader (Saddam Hussein) and then have been continuously working at setting up a democracy for them. We have not only been setting it up but teaching them how to run it on their own. We have been there a long time but will hopefully be out of their soon. In Africa we have also had many nation-building or ‘imperialistic’ movements. Many Africans resisted colonial rule from the beginning.

1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.

There are cultural and economic factors that are creating conflict in the world.

2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

Abbos is the new leader of the NCLL is upset because of there lands are being taken away from them. Islam and Juedo- Christianity are at odds with one another. This is creating a lot of stress and pressure with the world.

3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.

The USA, Canada and Mexico made an economic alliance. It was beaus of the euro. Many American workers are upset because they feel the jobs are going to go to Mexico or Canada. Higher cheap labor and more profit.

10.11                                                                                                         Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).

We live in a global economy were the economies over link. We live in a world where the economy moves exponentially. We have global communication era where all of these new technologies control the masses. There is a technological divide between the third world and the first world and the third world is in major debt. The divide between the two worlds is causing conflict. For example terrorism has become a major problem because of this divide.