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.

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

Both Judeo-Christian and Greco-Romans believed in good morals. They both tried to follow the laws of both the nation and of the gods. Also, they had democratic beliefs. (Athenians were the first to imply direct democracy). They believed that all people are equal and have the right to choose their leaders. The Christians’ laws were the 10 commandments, and the Romans had to follow the 12 tables.

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.

There were many Western political ideas that encouraged the rest of the world. The Ideas were led by Plato, who emphasized the importance of reason. In the Republic Plato described his ideal state. In the Republic, he condemned Athenian democracy. He strongly felt the state should regulate every aspect of the citizen. On top of all this, he divided the society into workers, soldiers, and philosophers all under a philosopher king would have ultimate authority, so he basically put them under a monarchy. That’s what he thought was the best way to go about this

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

The U.S constitution has changed many countries around the world. The United States constitution was a great work that inspired many to change globally. The rest of the world has witnessed the success of the constitiution, and they want to change their government to mock us. Because of the United States Constitution, many countries around the world have changed their government to match the democracy that we run in the U.S.

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.

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).

All these philosophers were basically looking for the same resolutions. They were all looking for peace and equality in their countries. Each was trying to make his country better, and more fair by providing it with equal rights, and a better social society. Each put in their two cents, and made their famous quotes. The men are known as the fathers of philosophy

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 is a complex list of feudal rights of a country, that is made by the king. Basically, it protects privileges of the people and church. The declaration of independence grants people life, liberty, and the pursuit of happiness. The Declaration of the Rights of Man and the Citizen is a document basically stating all the rights of the French man, and it tries to make every citizen equal, giving them equal power.

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

The American revolution set an example to other nations to not be suppressed by bad rules and other nations that just over tax and suppress the people. After the American Revolution, other nations were inspired and it spread around, and the new thing was to have a revolution; then came the French Revolution. It just told other nations to stand up for themselves.

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

This ideology by the French is a revolution against the monarchy. No stability is brought after the revolution, Robespierre becomes another despot. As Napoleon rises, he becomes drunk on his own power, his aphrodisiac. He uses nationalism and women in power. So basically the French Revolution did absolutely nothing for France.

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.

Europe was put under a monarchy power as a cause of the Congress of Vienna. However later people realized that it was a trick and that Napoleon was only selfish and power hungry, but he did have the idea of giving the people a tiny bit of power. He said it was alright for the people to have some power, as long as they asked him. Eventually it all went towards democracy, because the monarchy was still corrupted.

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

Analyze why England was the first country to industrialize.

England had large supplies of coal and iron to power steam engines and build machines, canals for water power, large population to work in the factories, new technology resulting from the Scientific Revolution. It was easier for them to industrialized because of large investments to fund with the use of capital, a large number of entrepreneurs, and a stable government that supported economic growth.

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).

The engine, patented in 1769, greatly increased the economy of the Newcomen machine by avoiding the loss of steam that occurred in alternate heating and cooling of the engine cylinder. It was more powerful, more reliable and used only about a third as much coal as its predecessor. You could travel making it possible to import and export the country with ease.

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

Because of the famous Industrial Revolution that had occurred, factories came of age. The people who were rural farmers in the country side moved to urban cities to work in the factories, making cities populations rise rapidly. The death rate fell with improved technology, and therefore the population increased. Crop surplus helped those that lived in the city. The Revolution provided many more jobs to people, because the factories required more workers.

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.

Work and labor had guilds that were in a situation that you could only work if you were in this type of union and workers were given the choice to work 20 hours of known at all there were no worker laws. Immigration was used as a cheap form of labor especially y in the United States were you basically see profiteers of slave labor.

Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.

Throughout history, there has been heavy trading between countries. That trading calls for connections among natural resources between countries. Most countries that are pretty powerful want an industrial economy and an abundance of natural resources. Natural Resources yield Urbanization, and successful Entrepreneurship led to good commerce, which also yielded urbanization labor, Capital.

Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

When capitalism didn’t work, like in the United States, that was when the other countries would turn to socialism and communism, just to try and switch up the flow on them to try something new. Also, With out government intervention companies flourish, but they also yield monopolies. Capitalism, free market and laisefaire the government had no control making it possible to become monopoly. Social democracy spread the idea and theme and the communism got everything

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.

As the technology and sciences of the world changed so did the literature. Instead of writing about past events or political theory men started to write and read for the fun of it. They started writing novels of adventures and romance, which were very appealing to human senses. These types of writings were an instant success and since then people have been writing like this. Charles Dickens wrote good critical analysis' of the Industrialization. Classesism is dead, social mobility is the new case. Romanticism is an exaggeration.

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.

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 industry rapidly grew, the demand for resources and trade from other nations with goods increased also, this increase resulted in imperialism. The colonies then became full territories under that nation’s control. Social Darwinism stated that if one was powerful enough to over take another, then it should. Missionaries sought to conquer land in the name of their religion.

 

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.

England imperialized China, India, Northern and Southern Africa, basically every continent. France controlled areas in Africa. Germany controlled Central Africa and some of the East. Italy controlled some of North Africa. Japan controlled most of China. The Netherlands controlled… Russia controlled most of the North Mediterranean as well as Northern China i.e. Mongolia. Spain controlled parts of Africa and a small section of the East. Portugal controlled sections of southern Africa.

 

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.

Many colonizers believed they were spreading the blessing of western civilization to other people or that European races were superior and destruction of weaker races was natures was of improving humanity. Some people from the west thought that imperialism took rights from other people. The colonized people were angry and wanted independence eventually revolted.

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.

During the independence struggles, Foreign political philosophies undermined the traditional governmental system, nationalism became the strongest activating force, and civil wars and Japanese invasion tore the vast country and retarded its modernization. Although the revolution ushered in a republic, China wasn’t prepared for democracy. A three-way settlement ended the revolution-abdication by the dynasty. This placed at the head of state an autocrat by temperament and training, and the revolutionaries had only a minority position in the new national governments.

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

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 British felt threatened by Germany's economic growth. The Germans were making more factories and out producing the old economic strong hold, Britain. Imperialism divided the European nations and in the early 1099s the competition for colonies brought France and Germany to the prink of war. Before the war the arms race began and all the great powers started building up their armies.

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 war was fought on both an Eastern and a Western Front. The Battle of Verdun caused over half a million casualties on both side and the Battle of Somme killed over a million soldiers but neither side gained an advantage from these battles. WWI was a land war fought using trenches.

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

The Russian Revolution pulled Russia out of the war and allowed Germany to concentrate all of its forces on the Western Front. The entry of the United States created a moral boost for the Allied troops and gave financial aid to the Allies , who were deeply in-debt from total war. This gave the Allies the advantage that allowed them to win the war.

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 war was a cause for many civilian casualties. People were killed without thought, Colonial people were chosen as warriors for imperialistic countries, fighting for something they didn't necessarily believe in, being forced to work for low pay with poor living conditions.

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

The Ottomans committed genocide against the Armenian people. Thousands of Armenian people died. Genocide was also comitted with the Jews where the Nazis tried to kill all of them. The Ottoman’s killed millions of Armenians, mass genocide. Jews killing Turks (Christians).

10.6 Students analyze the effects of the First World War.

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

The Treaty of Versailles ended WWI. They made the allies pay reparations, and they took their army, and all their territory. They didn’t accept the new government, so Woodrow Wilson put out a plan that he thought would make them happy. The plan had to create an everlasting peace. The US couldn’t partake because there was no public support, US saw Europe as a problem. Because of the isolationist economy, facism in Europe erupted.

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.

All of the nations were deeply in debt after WWI so the Allies forced Germany to pay over $30 billion dollars in war reparations. The Treaty of Versailles returned several territories to France. The treaty also took hundreds of square miles of German territory and all of Germany’s overseas colonies. Several nations, including Lithuania, Latvia, Estonia, Poland, Czechoslovakia, Austria, Hungary, and Serbia, were created from Germany, Austria, and Russia. France and Britain gained mandates in Africa and the Middle East. Japan got Germany’s territories in China.

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

Economic unrest made radical political ideas seem likely. Republics were never really accepted, the depression, etc people wanted an easier answer to the situation. Thus the first totalitarian that feeds you will gain your support, nationalistic movements.

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).

The World War 1 gave way to new forms of art, and new styles. It made painters come up with new styles of painting and architecture. Some forms were called dada, surrealism, and cubism, which was created by the master, Picasso. Architecture came to match a building’s purpose or it also did by blending the new forms of science with the new and improved technology.

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

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 Russian revolution was officially in two parts. In the first part, they overthrew the imperial government. In second they placed the Bolsheviks in power. For the two years Lenin was in power he used his communist government this caused the people to believe that communism was a good thing the consequences were that they thought Stalin would also be a good leader for Russia.

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).

At the time Stalin was coming to power the economy was very low and he promised them a steady economy and food on the table. The political policy at the time was just changed from a monarchy to at revolutionary government to a communist government he promised them a stead communist government. He bought of many members of government and killed many people to get to power. Stalin had the people on lock, if they ever said anything to provoce him, or his actions, they would be hung on the spot.

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

Nazism can be explained by its root word, Nazi. It was led by Hitler, during his years

of reign and terror. Nazism restricted personal freedom, and they wanted to expand

Germany’s borders. It also opposed democracy, glorified Jewish people, Slavs, and

Aryans. Nazism promised economic help, political power, and national glory to a

German people deeply affected by the Great Depression. Millions of people died as a

result of Nazism. Nazism is remembered as one of the worst forms of hate, because of

Adolf Hitler.

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

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.

During World War 2, when Hitler was crazy and taking over, Germany wanted to conquer all of Europe in order to gain more power and improve their economy. The Japanese wanted to conquer China to get more power and because they believed that it would improve their economy. Germany killed the Jews in the lands it conquered. Hitler formed a treaty with Stalin so he would not have to fight Russia but invaded Russia when he thought Germany was powerful enough to conquer it.

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

Europe and the US were disgraced by things like movies and television while many people in the countries that were against us did not have that. The term isolationism is when a country’s plates underneath them move and then they move away from the continent and they’re on their own. It can also mean, that they don’t have enough money to trade and sell with other countries so they’re on their own.

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 Allies were lead by Germany, and consisted of Denmark, Belgium, Poland, Lexumburg, and some other countries. Great Britain and France hoped that the Soviet Union would help defend Poland, but Hitler signed a peace treaty before he invaded so the Soviets couldn’t help out. So then Hitler started World War 2. In 1939, Soviet forces invaded Poland from the east side. Great Britain and France declared war on Germany on September 3, 1939. on June 14, 1940.

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).

Churchill led Britain, FDR the Americans, Hirohito Japan, Hitler Germany, Mussolini Italy, Stalin Russia. Macarthur oversaw the instilment of democracy in Japan. Eisenhower was in chief command of the Allied forces and later became president.

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’s were very crazy people. Led by Adolf Hitler, they believed that if you weren’t German you should be killed. They especially hated on Jews, and as the Holocast started, it ended up killing about 6 million Jews alone. Hitler and his army were so powerful during World War one, that other nations were scared. Capitalism, free market and laisefaire the government had no control making it possible to become monopoly. Social democracy spread the idea and theme and the communism got everything

 

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 Chinese death numbers from World War 2 were estimated at 1.3 million military and 10 million civilians. It is not clear in net records if these estimates of multi-million Chinese civilian deaths include those of the earlier 1930's Japanese aggression. To discuss just one aspect of WWII in China, after Doolittle's bombing raids on Tokyo, the Japanese invaded the area of China that the bombers landed in, they occupied 20,000 square miles, and slaughtered every man, woman, and child some 250,000 civilians were killed in this one action.

 

10.9 Students analyze the international developments in the post-World World War

II world.

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 economic and military power shifted because of the World War. The three main Allied leaders, led by Woodrow Wilson, held a meeting at the soviet to plan the whole shape and structure of the post war in Europe. German Authority ended, and the soviets became the big guns in Eastern Europe. Economically in Germany and Japan, the war crimes trials exposed the savagery of the axis regimes, and militarist ideologies that had led to the war. The allies tried to address those issues when they occupied Germany and Japan. The United States felt that strengthening democracy would ensure tolerance, peace, and economic growth.

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 damage, and overall image of the Cold War began to change in the 1960's. The East side and the West side stayed as a united bloc. Communist China challenged Soviet leadership. During this time also, the Russians and the Americans were fighting an ideological war. We tried to spread democratic ideas in Egypt. Among the nations of the Western bloc, France harshly criticized many U.S. policies and demanded independent leadership in Europe. West Germany also acted independently of U.S. policies.

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 and the Marshall plan were two very important documents in history. First, the Doctrine guaranteed American aid to free nations resisting Communist attack. Then on the other hand, the Marshall Plan encouraged European nations to work for economic recovery after World War II. The official name of the plan was the European Recovery Program. Secretary of State George C. Marshall first suggested it, which is why it is called the Marshall Plan.

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).

The U.S.S.R. gained increasing influence over the Polish government. .Polish Communists suspected of disloyalty to the U.S.S.R. were removed from power. They included Wladyslaw Gomulka, who, as first secretary, held the most powerful post in Poland. He was removed from his post in 1948 and imprisoned in 1951. In 1952, Poland adopted a constitution patterned after that of the U.S.S.R. The government took control of industries and forced farmers to give up their land and work on collective farms. As part of an antireligion campaign, the Communists imprisoned Stefan Cardinal Wyszyski, head of the Roman Catholic Church in Poland.
During the 1950's, many Poles began to express discontent with government policies and resentment of domination by the U.S.S.R.

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.

Nationalism in the Middle East developed from the people begging for freedom from other ruling countries. The Holocaust affected the world opinion, because it was used to give Jews an opportunity to rule and govern their own country after all of the suffering they had suffered as a result of WWII. If hitler hadn’t treated the Jew’s as he did, the world would be much different.

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.

The Holocaust further expressed the need for a Jewish Homeland. Enter Israel, the Jew homeland which drove out the Arabs. This instigated a battle that has not stopped to this day. Powerful popular movements in many regions of the Soviet Union had long demanded greater freedom from the central government

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.

The reasons for the collapse of the Soviet Union were because there were threats to unity. Soviet control over Eastern Europe ended in 1989. Regions of the Soviet Union wanted greater freedom from the central government. By the end of 1990, all 15 republics had declared that laws passed by their legislatures took precedence over laws passed by the central government.

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

The United Nations has two main goals: peace and human dignity. If fighting between two or more countries breaks out anywhere, the UN may be asked to try to stop it. After the fighting stops, the UN may help work out ways to keep it from starting again. But the UN tries above all to deal with problems and disputes before they lead to fighting. It seeks the causes of war and tries to find ways to eliminate them. Southeast Asia Treaty Organization (SEATO) was an alliance of eight nations that signed the Southeast Asia Collective Defense Treaty in Manila, the Philippines, on Sept. 8, 1954. The members were Australia, Britain, France, New Zealand, Pakistan, the Philippines, Thailand, and the United States. Pakistan withdrew in 1972. SEATO was dissolved in 1977. North Atlantic Treaty Organization (NATO) is a military alliance consisting of the United States, Canada, and 14 other Western countries.

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.

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

In the Middle East, the fifties were years of radical change. 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.

 

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

Recent History of the Regions, people of Indian decent are still in Latin America and are a large part of the population. Many languages spoken, however Spanish is dominant. There are many problems in Latin America as it tried to modernize.

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

Rebellions against the current government by use of terrorism do not serve the cause of individual freedom and democracy because rather than protest the democratic, nonviolent way the people have resorted to violence and death. This killing only kills the probability of instilling a democratic government.

 

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

The U.S. and other nations depend on one another for many vital goods and services, through world trade. A nation gains by trading with one another because the resources of the world are not distributed evenly throughout. Despite the advantages of world trade, nations have tried to limit imports and produce many of their own goods and services. Television, like many other inventions, originated from the research and thinking of many people. Other modern technological communications include inventions of the telephones, fax machines, satellites, and videotape recorders, even newspapers are an important part of communication. The computer was an invention that changed the world completely. It made life much easier, through communication, education, and entertainment.