Mr. Haskell
E-core History
April 22 2004
World History, Culture, and Geography: The Modern World
Students in grade ten study major turning points that shaped the modern world, from the late eighteenth century through the present, including the cause and course of the two world wars. They trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues, especially as they pertain to international relations. They extrapolate from the American experience that democratic ideals are often achieved at a high price, remain vulnerable, and are not practiced everywhere in the world. Students develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.
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. The principles in ancient Greek and Roman Philosophy are in some ways different. For instance it has a view of western influences and has power, but on the other side they are not so safe by obtaining western political thought.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Judeo-Christianity is mainly a western located religion where women have a choice and much is open for say and the people have a say in all government. Yet in Greco-Roman beliefs women are trained to stay in one area and never branch out into other beliefs or workplaces.
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.
In a republic tyranny is normal but in politics many people discuss one problem and the people have a voice.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
This says that most of the world wants a politically free world and some don�t. Democracy for some people is there only beliefs
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. Glorious Revolution-it weakens the king�s power and gives more power to parliament, American Revolution-first revolution to get away from a monarch French Revolution-it was inspired by the American Declaration of Independence.
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, Sim�n Bol�var, Thomas Jefferson, James Madison).
They all believe that they all people have common sense and can make sensible decisions. They also believe in that social contract meaning the government has an obligation to the people, and the people have an obligation to the government as long as the government is treating the people right. John Madison was deeply impacted by the fathers of reason.
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).
These are all human rights, they all give life, liberty, and the pursuit of happiness. This is for all people. These all took power away from the monarch and gave power to the people.
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
Places such as Britain and France no longer have kings or queens that control anything. They have spread the idea of democracy throughout civilization in most areas.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic Empire.
Napoleon led the French revolution and he gains power of France however he gains power and creates a monarchy. Since the peasant were revolting because they were getting no food napoleon had no trouble in gaining power when all he had to say was that he would feed them.
5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Napoleon went by the notion that if you control the military then you control the country. Since Napoleon became drunk with power then he became a totalitarian leader.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. The effects of Industrialization made new technology. The new technology let people explore other parts of the country other than staying at their home their whole life. Another effect was that the factories made it easier to make products with less money and time.
1. Analyze why England was the first country to industrialize.
England had all the resources and all the man power to build factories and workplaces for machines and workers.
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).
Much of the technology changed the way people worked such as the steel plow and the cotton gin and also the steam engine allowed many people to get to the places that they wanted to go in a short amount of time.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
In the industrial revolution many of the people flocked to cities leaving behind their farms and country side homes for better high paying jobs. Cities all around Europe began to explode with people and seeing people on the street was not abnormal because since eah city was over crowed homes were scarce and many jobs were taken so that put many people out of luck and onto the streets.
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.
Labor unions were set up and these workers were made to work up to 20 hours and the guild tradition was made to control whether these people lost or kept their jobs.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Entrepreneurs needed natural resources to make money and capital was money that was reinvested to build up money in a savings account.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Capitalism is a form of social Darwinism which said only the strong survive but the weak fall. Utopianism states heaven on earth. Social democracy is like democratic propaganda and it is the idea of spread ideas throughout the world. Socialism is where everyone gets the same. Communism is where the people work and the communist leaders get all the profit.
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 was created to put everything in a better light and make everything look better. Social criticism is stating the light and the dark side of everything. The move away from Classicism was where men and women could be born poor but if they worked hard and put in their all they could die a fairly wealthy person.
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. There was a huge thirst for natural resources and expansion. Back then to be taken seriously you had to have a lot of colonies. The global change is going to take place because of imperialism. After Industrial revolution they wanted expansion and natural resources.
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).
As industrial economies rose in many different countries these countries wanted to expand their manufacturing abilities and they wanted to access natural resources. Social Darwinism is the belief that people will take over other people because they can and they want all of their valuable goods.
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 Britain were both the leading imperial leaders. France believed in direct rule and Britain believed in indirect rule.
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.
The colonizers basically took over the colonized and the colonized people had everything they believed in ripped away from them. Before any of the colonizers came there was tribal warfare and when the European rule came they brought stability.
4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
The Chinese wanted to close themselves off from the west. However the Chinese finally do adopt western ideas just in order to survive. Yet it was very hard for these countries to adopt the western idea
10.5 Students analyze the causes and course of the First World War. At the beginning of the First World War, most people thought it would not last that long, and they never would have thought of what had happened. The women started getting more rights because they took the men�s jobs that were off fighting in the war. However, many supplies that were made had to go to the men fighting instead of the rest of the people in the country.
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."
There were many tangled alliances, and they all thought that the war would end very quickly. Nationalism began to take control of every countries population. All they are competing for is wealth. Propaganda makes each side demonize the other one.
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).
Much of the land played a part in warfare strategy by increasing or decreasing easy mobility throughout the battlefield. Climate can determine whether the soldiers get rain for water or die of heat exhaustion.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
Russian left the war because of the Russian revolution, Lenin promised them that. The Russians did defeat the Germans because of the U.S. entry to the war.
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.
People were sending themselves into battle hoping for freedom and instead they sacrificed their lives for nothing.
5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
The ottomans committed extreme genocide against the Armenian people. Thousands of Armenian people died at the hands of the ottomans. Genocide also occurred with the jews where the Nazis tried to kill them all off.
10.6 Students analyze the effects of the First World War. The First World War blamed a lot of things on Germany, and it effected the boundaries of place is Europe. A lot of countries were left in poverty or was in a huge foreign debt because of all the damages that were done and needed to be fixed.
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.
Germany was punished in the Versaille treaty. Wilsons 14 points for peace was meant to create the League of Nations that would stop war.
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.
The war caused economic debts is Europe for a long period of time. Also growth of nationalism grew in many colonies. The Russian Revolution occurs because of WWI. Germany loses all of their overseas colonies.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Whimar republic, the people hated it because they felt like it was forced on them. Then the global depression hits and they lose all hope and they become starving and basically desperate which opens them up easily for a totalitarian leader.
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).
Some artists after WWI turned to dreams to get their art from such as Salvador Dali who created the piece �The Persistence of Memory.� The art that was created described the confusion and horror that WWI brought to everyone. Also work like Pablo Picasso who created �The Lost Generation� talked about how man has lost one generation of people due to a war that was started by man.
10.7 Students analyze the rise of totalitarian governments after World War I. Stalin turned the Soviet Union into totalitarianism where a one-party dictatorship tries to regulate every part of the people�s lives.
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).
Lenin took on Marxist ideas, which were that the working class would suddenly and overthrow the capital.
2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
Stalin restricted a lot of the people�s human�s rights to keep them unaware and not have any weapons to protect themselves so that way he could gain more power. The economy was not good so the people were forced to vote on the person who would give them food and shelter.
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.
Costs of totalitarian regimes are people are suffering and have to obey all the rules the government tells them. The rise of it gives a lot of power to the Fascists or Communists but then revolts end up happening.
10.8 Students analyze the causes and consequences of World War II. The Causes of the WWII is bad economies and people were starving. The only solution they would come to is to follow anyone that promises food.
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.
All of these countries were driven by totalitarian leaders, making a lot of takeovers by the government their people losing all control. One way they were able to do this was by having a very bad economy or depression setting in; like Stalin and Hitler did to their own people.
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.
The roles of isolation is to keep the country influenced by itself and not have any new or modern countries try to influence its people. The roles of appeasement were to try and settle differences and make treaties to compromise and keep the peace.
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.
Axis powers seem more concentrated in the middle and landlocked with the Allied powers surrounding them. It would be easier for the Allied powers to get resources and sail along the seas, where the Axis don�t really have any place to go. Some strategic procedures would be to attack them from all sides, and close the ports to them so they have no way out.
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).
Winston Churchill was the leader of Britain and worked with two leaders for the Allied Forces. Hitler, Mussolini and Hirohito were the leaders of Italy, Germany and Japan. Allies wanted to defend their land and the Axis wanted to like take over the world and rule in fascism. Stalin was the leader of Russia and used a poor military which caused a lot of deaths by the Germans.
5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
The Nazi policy was to get rid of any person that was of Jewish religion. The Holocaust was made to try and exterminate all Jews by taking away all their freedoms and putting them in concentration camps where they would starve and eventually die.
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 human costs of war would be the loss of many lives, the destruction of so many areas that takes tons of money to fix, making the economies go into the ground and depression start. The military would lose a lot of weapons and army people making them weak or disordered.
10.9 Students analyze the international developments in the post-World World War II world. During Post WWII, Britain, France and the US were the superpowers. They ruled the Paris Peace Conference and people feared the spread of Communism.
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 Effects of WWII caused the democracy to seem less desirable than totalitarianism. Also unemployment became a huge deal. The Nazis gained control in Germans while starting genocide against the Jews.
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
The Iron Curtain became the symbol for the Cold War. The growing threat of Communism started to become a real idea.
3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
The Truman Doctrine made clear that Americans would resist soviet expansion in Europe, or anywhere else in the world. Marshall plan funneled food and economic systems to Europe. The importance of it was it decreased the risk of Communist takeover in these areas.
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).
Mao Tse-tung was a communist philosopher who believed in the ideas of Karl Marx; since the people were in a civil war, his communist ideas were appealing to the public. The Chinese Civil war was about the people being split into groups since each side was just as poor as the other and Japanese saw it as a way to take over some areas and influence them.
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.
Poland, Hungry, and Chekslavakia had an all time low of economic wealth. Because of this, it made riots in 1956 leading to the Polish government cracked down in solidarity.
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.
Totalitarian leaders grew while encouraging such extreme nationalism as suicide bombing and propaganda to go against any other nations. The Holocaust was going on, but all the other nations wouldn�t help and just sort of watched Hitler take over. The effects of where Israel is influenced a lot of western styles and they felt as if the west was trying to take over their lands.
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.
Corrupt or unconfident officials became dismissed. The rapid change that was going on by Mikhail Gorbachev brought economic turmoil. Factories closed, unemployment grew, and the Baltic republics of Estonia, Latvia, and Lithuania had all gained independence which was not good for the Soviet Union.
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 Warsaw Pact was a Soviet Union military alliance that was established in 1955. In the pact there was the USSR and it put seven satellite states in Eastern Europe. The main purpose was to keep soviets satellites in order. They were racing the United Nations to get into space first.
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. Many regions or countries are influenced by other countries to build up their nations and try to make them stronger and more efficient. The Middle East is influenced by the west and how they build their economies and have things run, while Mexico and Latin America try to build their nation�s cultures, military and economies.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
Many of the challenges in the regions are Cold War tensions, and lacked experience in self-government. There were also complications between the Muslims and Hindus. Latin America and Mexico has an uneven distribution of wealth.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
In Asia, there were wars such as the Korean wars. Other Wars in the Russia was the Cold War however it affected many other regions. Natural features of the Middle East are the mountainous regions, China there are a lot of natural boundaries like the great wall, mountains, and many rivers.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
In Latin America and Mexico there are now free trade agreements. There were political conflicts between political countries and attempted to create influences between them.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). As time went on the general public began to gain more and more access to the modern government and began to access once confidential things by the use of technology. These helped a lot in making life easier for the people in the countries and it gave more technology for countries to have in wars.