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 established in these ancient cities were the basis for western political views. The first Democracy was establish in Athens during the reign of Pericles, without the steps that Ancient Greek made in government today�s governments would not be where they are today.
1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
Judeo-Christian law, and faith is based off of the Ten Commandments, including laws against murder, theft, and bearing false witness, and all three of these were punishable by death in the Greco-roman Empire. Early Greeks and Romans were known for their polytheistic views, while Christians are monotheistic. The Romans worshiped statues as if the gods were the statue, but Christians only use statues as reminders.
Evolution of democracy had the benefit of cultures before them including the first democracy of Athens. The American jurist prudence system is tied directly to the Roman Republic. When democracy first started it was not a complete system and had many flaws, it has evolved into a system of checks and balances. The basic idea of equality of man comes from Athens, were all male citizens were given equal say in the government. This idea has also evolved into equality for women in the western world.
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.
Western Political ideas of the rule of law and illegitimacy of tyranny were based from Plato�s republic and Aristotle�s Politics. Both of these philosophers believed that the most intelligent people should rule, instead of the strongest military leader. The idea of Socratic Seminar allows all people to debate and discuss different issues, instead of having the most educated people make all the decisions. Unlike Plato and Aristotle, modern democracy allows equal opportunity for all, even those who are not intelligent or even educated.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
The constitutions of Britain and France are based off the American constitution, and contain many of the same principles. The French were influenced by the American�s revolt against the British crown; this encouraged them to overthrow their monarchy system.
10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
The Glorious Revolution, the American Revolution, and the French revolution were all revolutions that took place due to unhappiness in the lower class.
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).
The ideas of these philosophers influenced such documents as the bill of rights and the declaration of the rights of man. Human rights, democracy, common sense, social contract, Jefferson followed the examples of the fathers of the enlightenment. There is a shift away from faith towards 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).
The principles of these documents are all equality, liberty, choice, life, and happiness. Weakened the power of kings across Western Europe and gave more power to the people. They protect the rights of man, they insist that everyone has the right to persue happiness, and property. The French declaration impacted the American Revolution. All of these documents were a shift away from monarchy.
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 character of American revolution was unique because it was the first working democracy, it set the stage for the French revolution. The American revolution spread the thought of democracy throughout Europe.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
During the French Revolution, the people wanted a democracy because the monarchy was oblivious to the fact that they were starving. The violent rebellion, however, weakened the country so far that Napoleon�s quest to turn France into a world power was welcomed by the people. Napoleon convinced the people that he was bringing them liberty.
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.
Nationalism spread across Europe because Napoleon was a glorious nationalist, their military was the best and France was proud. When napoleon was removed Nationalism spread throughout Europe. Metternich said they needs to return to the monarchy, conservative.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
The Industrial Revolution brought about a new time that changed the way that people lived and worked. It brought new technology that would change the world forever. Populations grew, cities rose, and factories began to pollute the atmosphere and oceans. New transportation made it possible to explore and more food made population grow.
1. Analyze why England was the first country to industrialize.
England was the first country to industrialize because they had the most natural resources because there imperialized throughout the world. They had a strong economy, and it was central in Europe. They had a large population
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 new technology was invented such as machines, factories came into the picture, and people moved into cities (urbanization) in order to get work. People had never lived so close together before. The Steam Engine, revised by James Watt, allowed people to travel to new places they had never been before and visit family members they never got to see before, and allowed for faster trade. The cotton gin made it possible to mass produce clothing and other cotton goods.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
With the industrial revolution, people moved into cities, and with more resources populations grew because there was more food and clothing available. Population in cities grew so quickly that cities were constantly expanding their walls. There wasn�t enough housing for all of the immigrants
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.
The industrial revolution created a need for workers and manual laborers, which set up the slave trade because wealthy Europeans did not want to do the hard work by themselves and capitalism dictated that they find the cheapest labor possible, which came in the form of African slaves. Because so many immigrants moved to industrialized countries such as England, the culture became more diverse, and many of these immigrants took the difficult, low-paying jobs in the factories allowing white Europeans to take management positions and setting the scene for racism in the workplace. Because of the dangers inherent in this type of work, and the horrible conditions in the factories, work unions were organized to protect the interests of the laborers and people were not allowed to work unless they were part of a union.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
Natural resources give the money and the raw materials for new technologies and businesses that allow entrepreneurs to become rich. The labor is done by the poor, uneducated majority while the capital goes to the smaller percentage of wealthy factory owners.
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Capitalism was a form of social Darwinism. It caused utopianism beliefs along with socialism and communism because capitalism allowed the weak to starve and humanists wanted a form of government that would take care of everyone.
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.
The industrial revolution was a dark time, living standards went down and the cities were dirty and unkempt. Romanticism was made to make this time look better and to lead the people to believe that they lived in a great time. Literature was used to describe the cities and people and to make the monarchs look better. Poets, writers, and painters were not allowed to depict the times as they were, if they did then they were killed and their works destroyed. Classicism said that your class could not change your standing in society and you were stuck poor or rich, but during this time a middle class was made and people were given social mobility.
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.
Global changes will take place as a result of industrialization, there is a new thirst for cheap labor and resources. Countries want to expand so they can be taken seriously.
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).
Industrialized countries needed to imperialize to gain resources and larger markets by taking over the trade of other countries. Industrialized countries had more power and felt that they had to culture and educate lower countries- Social Darwinism. They wanted new markets to sell their stuff to, they didn�t have to pay taxes.
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.
England: the Americas, India, Africa, Australia, Netherlands, Ireland
Russia: Soviet block countries
Spain: South America, Africa
Portugal: Africa
France: Africa, North America
Germany: Africa, parts of Europe
Japan: China
Italy:
France and Britain were the leading imperialists Britain had indirect rule while France had direct. The 19th century was the British century; they had colonies all over the world.
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.
Colonizers believed that they were spreading western ideas and saving the souls of the heathens. Colonized countries believed that the foreign invaders were tyrants.
Colonizers wanted to help people by changing their religions and beliefs; there was less tribal wars after the British laid down their influence. Colonizers wanted to give them technology, but also take away all of their resources.
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, they believed they were barbarians. The Chinese finally end up adopting Western ideas as a means of survival. Euro-centrism takes over.
10.5 Students analyze the causes and course of the First World War.
WWI started when Francis Ferdinand was assassinated by Serbian Radicals, Hungary became angered and attacked. This caused WWI because everyone had allies and it became a giant war.
1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war."
Although it is uncertain how World War I actually began, the �explosive� that was World War I had been long in the stockpiling, the �spark� was the assassination of Archduke Franz Ferdinand. Ferdinand�s death was at the hands of the Black Hand, which lef to a mechanical series of events that culminated in World War I. Austria-Hungary�s reaction to the death of their heir tragic. They opted to take the opportunity to crush the nationalist movement within the Serbians and reinforce Austria-Hungary�sinfluence in the Balkans. They soon declared war on Serbia in late July 28, 1914. Russia, bound by a treaty to Serbia, viewed the Russian acts as an act of war against Austria-Hungary, and declared war on Russia on August 1 the same year. France, who was bound by treaty to Russia, responded by announcing war against Germany and Austria-Hungary on August 3.
Germany soon invaded neutral Belgium so as to reach Paris by the shortest possible route. Britain was allied to France also by treaty, which placed a �moral obligation� upon her to defend France. Britain declared war on Germany on August 4. The United States President Woodrow Wilson declared neutrality on the same day Britain declared war, which lasted until 1917 when they were forced into the war. Japan declared war on Germany on August 23, 1914 � honoring a military agreement with Britain. Italy was allied to both Germany and Austria-Hungary and only temporarily avoided entering the conflict and soon entered the event of a �defensive� war. May 1915, Italy finally joined the combat by siding with the Allies. Each of the nations which participated in World War One from 1914-18 used propaganda posters not only as a means of justifying involvement to their own common people, but also as a means of acquiring men, money and resources to sustain the military campaign. Each of these aspects contributed to the civilian population in support of total war, which is the total engagement of a nation�s economic, social, cultural, and political captain in the war.
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).
There are numerous turning points which definitely had an impact on this war. First and foremost, the onset of the war in 1914. In 1915, there was a stalemate on the Western Front and the central powers later had more success. A year later the Titanic Struggles at Verdun and the Somme created more complexity into the situation. In 1917, Allies faced failures along the Aisne and Passchendaele. One offensive and defeat occurred all in one year. As the war continued, the sea became more important. It was declared that the waters around the British Isles a German U-Boat. Topographical errors caused Germany�s grand strategy for quickly winning the war against France along the western and eastern fronts to prolong into several years.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
There were two revolutions, the first of which, in February, overthrew the imperial government and the second of which, in October, placed the Bolsheviks in power. By 1917 the bond between the tsar and most of the Russian people had been broken. The Russian Empire's many ethnic minorities grew increasingly restive under Russian domination. But it was the government's inefficient prosecution of World War I that finally destroyed the old regime. 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.
The U.S. Navy, fully prepared at the outset, provided the ships that helped the British overcome the submarine threat by the autumn of 1917. The U.S. Army, some 4,000,000 men strong, was raised mainly by conscription under the Selective Service Act of 1917; the American Expeditionary Force of more than 1,200,000 men under General Pershing reached France by September 1918, and this huge infusion of manpower tipped the balance on the Western Front and helped to end the war in November 1918, a year earlier than military planners had anticipated. According to Mr. Haskell, we would all be speaking German right now if the United States had not entered 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.
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.
They were many human rights violations that occurred during the First World War. There were many weapons used that violated the human rights, and there was nothing done to the countries that used them during the war.
The Ottoman government's actions against Armenian citizens, were considered human rights violations, and by many genocide. The Armenian genocide was considered the first genocide of the twentieth century. The Armenians were a Christian minority in a large Muslim state. Despite witnesses and their accounts of what happened, the Turkish government continues to deny that any of it happened, and that the mass murders were never committed.
10.6 Students analyze the effects of the First World War.
WWI had drastic affects on all of the European countries that were involved, but mostly on Germany. Germany received all of the blame for the war, although they did not start the war. Germany was an ally to Hungary who started the war, Germany was blamed and they suffered greatly long after the war, their anger toward other European countries was still prevalent during WWII.
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 State�s rejection of the League of Nations on world politics.
The world leaders made many decisions after World War 1 that greatly affected all of the countries that were involved. The Treaty of Versailles was one of the many decisions that the leaders made after the war, and it greatly affected Germany. Not only had Germany already suffered mass casualties during the war, and they already had their own reparations that they had to take care of, however the other world leaders felt it necessary to make the Germans pay all of the world reparations. They Germans ended up having to pay over 40 billion, billion with a b, dollars in reparations, which at the time was unheard of.
Woodrow Wilson was the President of the United States during the war. He made is 14 points, and in this the aim was to make peace, between all of the countries. These points all were aimed to help make the world more peaceful, and they had benefits for all countries. The points included things such as disarmament, and countries gaining or losing land. In the points, Poland became an independent state, and France regained Alsace- Lourraine.
2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
World War 1 had a great effect on all of the people involved and on everyone who saw what was going on. The war was at the time the greatest war that the world had seen, and it was known as the Great War. It was a struggle between Europe's great powers, and they were all aligned into two different alliances. The alliances caused rifts between the European countries and they also were affected by the rise in nationalism in the European countries.
There were many shifts in the borders after World War 1. Some of the European countries lost territories. One of the shifts in the borders is when Poland became and independent state, so the borders had to be changed to make room for Poland to be independent. Another change was when France regained land, the French border had to be made bigger.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Many countries went bankrupt and they lost everything. Because of this loss of everything, it was easier for totalitarians to take over. They appealed to the people only a little and the people loved them. During the 1800's, nationalism took hold among people who shared a common language, history, or culture. Such people began to view themselves as members of a national group, or nation. Nationalism led to the creation of two new powers--Italy and Germany--through the uniting of many small states. War had a major role in achieving national unification in Italy and Germany.
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).
All of these artists are deeply impacted by WWI. They lost their loved ones. They lost their childhood, and it was greatly reflected in their literature.
10.7 Students analyze the rise of totalitarian governments after World War I.
After WWI the people in all of the depressed countries started to look for a new leader to free them from the oppression that was placed on them by more powerful countries. Russia and Germany were given the largest punishments and they dropped into a state of poverty. People looked to Totalitarian rulers that promised them a way out of war and food.
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 Russian�s had two revolutions, the first of which, in February, overthrew the imperial government and the second of which, in October, placed the Bolsheviks in power. Lenin, who had gone underground in July after he had been accused as a �German agent� by Kerensky's government, now decided that the time was ripe to seize power. The party must immediately begin preparations for an armed uprising to depose the Provisional Government and transfer state power to the soviets, now headed by a Bolshevik majority.
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 February of 1912, when Lenin co-opted him to serve on the first Central Committee of the Bolshevik Party, which had finally broken with the other Social Democrats. Dzhugashvili published, at Lenin�s order, an important article on Marxism and the national question. By now he had adopted the name Stalin. Under Lenin�s influence, Stalin soon switched to the more militant policy of armed seizure of power by the cult of the deceased leader, Lenin. Stalin used the show trial of leading Communists as a means for expanding the Great Purges. In August 1936, Xinoviev and Kamenev were paraded in court to repeat fabricated confessions, sentenced to death, and shot; two more major trials followed. Such were the main publicly acknowledged persecutions that empowered Stalin to tame the Soviet Communist Party and the Soviet elite as a whole. He not only �liquidated� veteran semi-independent Bolsheviks but also many party bosses, military leaders, industrial managers,
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
Nazism, a fascist movement, controlled Germany from 1933 to 1945 under Adolf Hitler. Nazism tightly restricted personal freedom, sought to expand of Germany�s borders, opposed democracy, glorified the Aryans, and Jews, Slavs, and other minority groups were inferior. Nazism promised economic help, political power, and national glory to a German people deeply affected by the Great Depression. Millions of people died as a result of Nazism.
Fascism is a form of government headed by a dictator involving total government control of political, economic, cultural, religious, and social activities. Fascism allows industry to remain in privated ownership (unlike Communism), though under government control. Other important features of fascism include extreme patriotism, warlike policies, and persecution of minorities (things are similar, of course, in America during wartime).
10.8 Students analyze the causes and consequences of World War II.
The cause of WWII was the oppression and depression felt in Germany after the first WWI they were angry for having to pay for the war although they did not start it. Hitler was placed in power because he promised the people bread and shelter. The people of Germany were drawn to him, because they were starving.
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.
The Japanese military leaders and Ultra-nationalists felt that Japan should have an
empire equal to those of the western powers. When the League of Nations condemned the aggression, Japan withdrew from the organization. In 1937, Japanese armies overran much of eastern china, leading to atrocities such as the rape of Nanking. Italy, led by Mussolini, increased their empire by using modern military against outdated weapons of lesser countries. Hitler like Mussolini built up in modern military to pursue his imperialistic ambitions. This and sending troops into the Rhineland were both
violations of the Versailles treaty. He even went as far as to announce a nonaggression pact with his great enemy Joseph Stalin head of the Soviet Union, in the Nazi soviet pact of 1939
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.
Before the outbreak at Would War 2 the United States and England were like pushovers. Even Though we were constantly witnessing the wrong of Hitler we kept appeasing him. Because oh this Hitler was able to grow to power. Also because of prior domestic distractions Europe staid isolated from the problem for many years.Some of the domestic problems that Europe encountered were the Russian Revolutions. This caused Europe the delay in acting towards the war and staying isolated.
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.
Allies- Great Britain, United States, France, USSR.
Axis- Germany, Italy, Japan.
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, and Dwight Eisenhower).
Some of the political, diplomatic, and military leaders during the war were: Winston Church hill, Franklin Delano Roosevelt, Emperor Hirohito, Adolph Hitler, Benito Mussolini, Joseph Stalin, Douglas Macarthur, and Dwight Eisenhower. These men through determination, persistence, and perseverance caused the outcome of the war today. Roosevelt was a key contender in the turning of the war. Adolph Hitler was another great man of the war. He made the Allies guess for standings against him. And Joseph Stalin, a great leader help keep Russia intact.
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.
Hitler believed in the superiority of the German, or Aryan �race� and thought that Germany had the right to conquer the inferior slaves to the east. Also the Jews in their own surrounding countries. This became the Nazi�s policy of pursuing racial purity. Hitler�s �Final Solution� consisted of just that. The strategic elimination of that part of the inferior race. This ideology led to what we call the holocaust. The brutal annihilation of the Jews in concentration camps.
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.
World War 2 claimed many victims. Germany having the most casualties. The human costs of the war were devastating. The cost to keep the Allies from becoming Neutral was millions. It took more money for the Germans though, having to keep their country together. An estimated 5 billion dollars went into this war from Japan alone. Because of the war Germany lost the majority of their tanks and other military devises. Other countries like Britain also gained land from this as well.
10.9 Students analyze the international developments in the post-World World War II world.
Before WWII started, the post- world war international developments were stifling. Germany was angry at Europe for their treatment of them after WWI, they were blamed for all of the first WW and made to make compensations for the rest of the countries involved, and made to pay large fees. Also Germany was in a state of Depression due to these fines, unable to support themselves they looked to a new leader named Adolf Hitler who promised them warmth and food.
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 economic and military power shifted because of the war. The three main Allied leaders met at the soviet of Yalta in February of 1945 to plan the whole shape and structure of the post war in Europe. The German Authority ended, and the soviets because the big guns in Eastern Europe, this began after 1945. 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.
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.
On June 6th, 1944, a combined force of American, British, and Canadian troops landed on the beaches of Normandy. The Allied invasion was a turning point in the war against Germany. From a tactical view, Canada's role was limited; strategically, it was pivotal. Canada's infantry and armored regiments were thrown against Germany's elite troops and tank divisions. The price they paid was enormous. This volume describes the tragedies that befell many of Canada's troops. It provides startling information about atrocities inflicted on both sides, the horrific conditions faced by the soldiers, the disastrous errors in judgement, and the bravery of men compelled to fight and die for their country. It happened over 50 years ago, but aspects of the campaign are still'scrutinized by military analysts.
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.
Despite deep-seated mistrust and hostility between the Soviet Union and the Western democracies, Nazi Germany's invasion of the Soviet Union in June 1941 created an instant alliance between the Soviets and the two greatest powers in what the Soviet leaders had long called the "imperialist camp": Britain and the United States. Three months after the invasion, the United States extended assistance to the Soviet Union through its Lend-Lease Act of March 1941. Before September 1941, trade between the United States and the Soviet Union had been conducted primarily through the Soviet Buying Commission in the United States. Lend-Lease was the most visible sign of wartime cooperation between the United States and the Soviet Union. About $11 billion in war material was sent to the Soviet Union under that program. Additional assistance came from U.S. Russian War Relief (a private, nonprofit organization) and the Red Cross. About seventy percent of the aid reached the Soviet Union via the Persian Gulf through Iran; the remainder went across the Pacific to Vladivostok and across the North Atlantic to Murmansk. Lend- Lease to the Soviet Union officially ended in September 1945. Joseph Stalin never revealed to his own people the full contributions of Lend-Lease to their country's survival, but he referred to the program at the 1945 Yalta Conference saying, "Lend-Lease is one of Franklin Roosevelt's most remarkable and vital achievements in the formation of the anti-Hitler alliance."
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).
Churchill- leader of Britain, Roosevelt- leader of U.S., Hirohito- leader of Japan, Hitler- leader of Germany, Mussolini- leader of Italy, Stalin- leader of Russia, MacArthur- U.S. army leader. Chamberlain set out on two missions to meet with Hitler: One at Berchtesgaden and another at Godesberg. Chamberlain's background was in business and he felt as though Hitler could be handled like any other negotiation. The key to success was to determine his opponents bottom line; and, if possible, give it to him. Once Hitler is satiated, he will cease to be a problem. When Hitler revealed that the Sudentenland was his final territorial request, Chamberlain came to believe it was a small, if unseemly, price to pay for the prevention of a continental war. It never occurred to Chamberlain, as was feared by Churchill, that Hitler was lying. He asked for the bottom line and got it. What Churchill would have taken with an enormous grain of salt, Chamberlain gladly swallowed without issue. By the time the four powers (Britain, France, Italy, and Germany) met at Munich, Czechoslovakia's fate was already sealed. The Munich Conference was about how to give Hitler his prize rather than whether or not he deserved it.
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.
First, Jews were identified with political subversion and Communism in particular. As outlined earlier, this sentiment was by no means a Nazi invention, and had been written about in public by Winston Churchill and a host of others including Henry Ford in America; the political subversion of which Jews were accused ranged from the fantastic (the Protocols of Zion) to the promotion of pornography, racial mixing, degenerate art ("modern art") and other issues identified as problematic by the Nazis. Secondly, the Nazis associated Jews with super capitalism and economic exploitation. This descended directly from the traditional and pre-Christian objections to Jews. Hitlerian anti-Jewishness also accentuated the links between Jewish super capitalists and Communism, personified by the financing of the 1917 Russian Revolution by the American Jewish banker Jacob Schiff; and Thirdly, the Nazis associated Christianity with Jews, arguing that this religion was the product of Middle Eastern thought and not native Europe. The Nazis did not however dare to attack Christianity openly, rather leaving it alone to wither by itself, something that has to a large degree started to become reality by the end of the 20th century. Nonetheless, if the private comments of Hitler himself on Christianity are read, it can be seen that Hitler clearly identified Christianity with Jews.
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.
The statistics on World War II casualties are inexact. 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. Civilian deaths from land battles, aerial bombardment, political and racial executions, war-induced disease and famine, and the sinking of ships probably exceeded battle casualties. These civilian deaths are even more difficult to determine, yet they must be counted in any comparative evaluation of national losses. There are no reliable figures for the casualties of the Soviet Union and China, the two countries in which casualties were undoubtedly greatest. Mainly for this reason, estimates of total dead in World War II vary anywhere from 35,000,000 to 60,000,000�a statistical difference of no small import. Few have ventured even to try to calculate the total number of persons who were wounded or permanently disabled.
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.
Soviet Union fell apart because they ran out of money.
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.
Warsaw Pact was the eastern European NATO.
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.
All of these nations have begun some kind of nation building to reestablish their country and to regain balance. Not many of these countries are headed toward democracy, but some such as Africa and India have made small steps toward a free government.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
The conference at Yalta in the Crimea (February 4-11, 1945) brought together the Big Three Allied leaders again. With victory close at hand, Stalin, Churchill and Roosevelt discussed Europe's postwar reorganization. High on their agenda was organizing the occupation of Germany. Britain suggested France as one of the occupiers, a move Stalin resisted but eventually accepted. The Soviets reaffirmed their intention to fight Japan and in return expected to receive occupation areas in the East. The Allies also agreed to install a representative government in Poland. Yalta has long been a subject of controversy because of what some historians consider undue concessions to the Soviet Union.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
The Western democracies and the Soviet Union discussed the progress of World War II and the nature of the postwar settlement at conferences in Tehran (1943), Yalta (February 1945), and Potsdam (July-August 1945). After the war, disputes between the Soviet Union and the Western democracies, particularly over the Soviet takeover of East European states, led Winston Churchill to warn in 1946 that an "iron curtain" was descending through the middle of Europe. For his part, Joseph Stalin deepened the estrangement between the United States and the Soviet Union when he asserted in 1946 that World War II was an unavoidable and inevitable consequence of "capitalist imperialism" and implied that such a war might reoccur. The Cold War was a period of East-West competition, tension, and conflict short of full-scale war, characterized by mutual perceptions of hostile intention between military-political alliances or blocs.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
Aside from the demoralizing effect on the world at large and the possibilities of disturbances arising as a result of the desperation of the people concerned, the consequences to the economy of the United States should be apparent to all. It is logical that the United States should do whatever it is able to do to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. Our policy is directed not against any country or doctrine but against hunger, poverty, desperation, and chaos. Its purpose should be the revival of a working economy in the world so as to permit the emergence of political and social conditions in which free institutions can exist. Such assistance, I am convinced, must not be on a piecemeal basis as various crises develop. Any assistance that this Government may render in the future should provide a cure rather than a mere palliative. Any government that is willing to assist in the task of recovery will find full cooperation, I am sure, on the part of the United States Government. Any government which maneuvers to block the recovery of other countries cannot expect help from us. Furthermore, governments, political parties, or groups which seek to perpetuate human misery in order to profit therefrom politically or otherwise will encounter the opposition of the United States.
10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
The U.S. and other nations depend on one another for many vital goods and services, through world trade and dinance. Economists look for ways to increase international trade and try to help poor countries improve their economic condition. Nations can gain by trading with one another because the resources of the world are not distributed evenly throughout. Despite the advantages of world trade, nations have tried to limit imports and produce many of their own goods and services. Many nations fear that specializing in a few supplies of essential goods and services might be cut off (a reason why we saw gas prices raising before the war started).
The technological development of modern communication was a huge improvement over previous technology. It has changed the lives of the world and changed who we are and who we become. Television, like many other inventions, originated from the research and thinking of many people. Other modern technological communications include inventions of the compact disc player, telephones, fax machines, satellites, and videotape recorders, Even newspapers are an important part of communication.