Mr. Haskell
World History
28 April 2005
History Standards 2005
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.
Both Judeo-Christians and Greco-Romans have good morals and they both believe in the laws of gods as well as laws of the nations. They wanted democratic government yet they each had their old method of laws. The Jews have the 10 Commandments and the Romans have their gods. Bo The philosophers of this time, Plato and Aristotle were both suspicious of democracy and wanted meritocracy. The Greeks had a government of direct democracy, while the Romans had indirect democracy. The development of western political thought grew which placed precedence on individual rights rather that a whole group.
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 had good morals and believed in laws of gods and of nations. They wanted to have democratic governments. The Jew�s form of church ruling was in the Ten Commandments and they believe in the Deity. The Greco-Romans had many different types of gods. The Greek�s government was a direct democracy, while the Romans was indirect.
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.
Plato and Aristotle were both suspicious of democracy. They wanted to have a meritocracy, which is a form of government that would issue bright rulers to rule over the people. Plato believed in the idea of reason. Aristotle followed these views, as Aristotle was a student of Plato�s. Aristotle thought that monarchy or aristocracy would be a good idea and he objected the Athenian democracy. In Plato�s book The Republic, he described an ideal state. He thought the state should regulate every aspect of the citizens� lives to provide for their best interests. Aristotle thought the best government would be ruled by a single strong and virtuous leader.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.
The U.S Constitution has held a great influence on the modern political systems around the world. There are five main parts that the Constitution discusses which are: executive, legislature, judiciary, military, and the church. These factors have different strengths and weaknesses in different countries. For example, in England the Church has the greatest influence on there people where as the military aspect does not. But on the other hand, places such as Iraq seem to be purely mechanical with little church influence. The US constitution has spread ideas of democracy to countries all over the world. These countries such as Iraq, Japan, Germany, and others saw the benefits of democracy. They recently have looked toward the US� western liberal democracy because it gave the idea of freedom without mayhem either. The people of these countries also thought that it would be a good idea because people want to be franchised and want a voice.
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 Glories Revolution of England, the American Revolution, and the French Revolution all led to people wanting freedom, equality, and individual rights. Philosophers in all of these countries promoted the ideas of having a Constitution, religious liberty, and correct legislation. The American Revolution had a little different spirit about it than the other two because it was mainly a fight for freedom, on their own soil, and for their own causes. One of the differences between the American Revolution and the French Revolution was that the American Revolution produced a Constitution that lasted. This Constitution promoted liberty and freedom and its ideals have spread across the globe today.
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).
Locke believed that we should find the truth rather than go along believing what authoritative people thought was right. His ideas had a big influence in the Glorious Revolution that took place in England that had to do with the overthrow of James II of England. James Madison, a.k.a. the father of the Constitution, is a philosopher that had a lot of ideas which influenced the United States. James Madison as well as his many significant contributions to the nation's history, such as his defense of religious liberty; his role as architect and principal defender of the Constitution of the United States; his introduction of the legislation that produced the Bill of Rights
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).
With the Declaration of Independence, which was written later, it was mainly to state that all men are created equal before God and country. Many thought that people should all have the same natural and born rights and privileges, yet other obligations were needed to meet each individual�s needs. The Declaration of the Rights of Man was given to allow all men to be equal before the government. But, in fact women did not receive many of the equality rights such as voting, becoming a leader of an organization, etc. So, after all, every document had a specified focus that was given for the time and place in the there and now so all were different according to the needs during that time. The Magna Carta helped to shape the English Bill of Rights, which later led to the American Bill of Rights, which in turn led to the Declaration of Independence of our nation�s Federal Constitution. Another way we can focus on it is by Going from the Glorious Revolution all the way to the American Revolution. The Declaration of the Rights of Man was made in correlation with both of these because it basically restated the basic rights that all mankind should share together. In conclusion, although these documents are alike or different in many ways, they can often be linked to one another to form and shape that British, American, and other nations that we have learned to love today.
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
The American Revolution was a quite informal revolution. The British side of the war was in uniform and highly structured, while the American�s continentals were not. The Americans had few military resources and little money that could be spent and food and clothing for the soldiers or money to pay its soldiers. Despite these setbacks, the US also had some advantages. They were fighting with a cause, this was independence and liberty. They also fought on home soil, which made it a bigger deal to win the revolution. With the French Fleet the Americans were able to Defeat Britain and sign the Treaty of Paris. The United State�s independence was recognized for the first time. With this the Americans created their own constitution. This created the most liberal government of its day and many nations looked to the United States as an ideal democratic nation. European and Latin countries looked to America as a symbol of freedom. The Constitution has been copied and adapted all over the world today.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic Empire.
The Church and high-ranking officials originally ruled France. This was called a constitutional monarchy. Many people didn�t like this and made uprisings and rebellious acts against the government. France responded by reforming the law. The Declaration of the Rights of Man was set up, which is similar to the Declaration of Independence that was set forth in the United States. Later, Napoleon came to power around the 1790s. He favored the Jacobins and republic rule. He set up the Napoleonic Code, which had many ideals that he wanted portrayed by his nation. His governmental ideals in strengthening the government were: order, security, efficiency rather than liberty, equality, and fraternity.
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.
Under the rule of Napoleon, Imperialism spread, nations were conquered, and areas were annexed to France. All of these occurrences built up France�s pride and nationalism. Napoleon made his country and other nations feel superior and almighty by continuously conquering other peoples. Napoleon either was greatly successful, or he would suffer a huge defeat. The Congress of Vienna was set up to restore stability and order to Europe after 25 years of war. It promoted legitimacy and restored hereditary monarchies that Napoleon had unseated. The Concert of Europe was a peacekeeping organization made to maintain balance and suppress uprisings caused by the French Revolution and Napoleon Bonaparte.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
The Industrial Revolution brought about many technological and scientific advancements that promoted new inventions to be made and industrial cities to rise. England was the first nation to industrialize due to its natural resources and population boom to supply factories with workers. The different inventions and technological advancements such as the steam engine, cotton gin, and preserving steel greatly helped in the building of factories and production of goods. England, France, Germany, Japan, and the United States were all leaders in the Industrial Revolution. This change in the nations caused urbanization and slave labor in many countries. Overall the Industrial Revolution has led to many technologies and advancements that we enjoy today.
1. Analyze why England was the first country to industrialize.
Britain was the world�s industrial giant. Britain led the way across the globe for the most advanced technologically and industrially. One reason for this was due to their large number of natural resources such as coal and iron. These resources were vital to the production of industrial cities. The coal and iron were used to build up factories and machines as well as steam engines to transport goods. All of these factories and industrial cities needed people to work them. This is where the population boom comes into play. Britain�s population largely grew in size due to advancements in medicine, etc. These people were added to the workforce of people willing to work in factories.
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).
The Industrial Revolution brought along with it many new and advanced technologies for its time; this helped in transportation as well as production of many goods. James Watt improved the steam engine to use coal instead of waterpower. These engines provided power and led to faster factory output and early assembly lines. Eli Whitney�s invention was the cotton gin. This helped in producing clothing and textiles quickly and efficiently. Eli also invented interchangeable parts, which could be used in machines so they could be easily replaced. Henry Bessemer found a way of keeping steel from weakening. He had a method of mixing cold air to remove the impurities in the air, which damaged the steel; this steel was used after in a variety of ways. There were also scientific advancements in medicine that helped people steer away from disease and this created a population boom, and a healthier generation.
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
The Industrial Revolution led the way to many improvements and technologies. The population grew due to advancements in medicine because the people in these industrial cities were better able to fight off diseases. By having a healthier population, fewer people died and mothers had stronger babies. This created a large population growth during the time of the Industrial Revolution. All of these people began to move from rural to urban areas due to industrialization. Many were drawn to cities because of the promise of work because there was the threat of unemployment during the Industrial Revolution. People also wanted to migrate to cities because of entertainment, educational opportunities, and sports that were available in the cities. This attracted citizens of all classes, which made the cities grow during the Industrial Revolution.
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.
City life during the Industrial Revolution was especially harsh and hard for the poor or unemployed. The conditions were mainly harsh in factories and mines. The people working in these places often had low wages, long hours, unsafe conditions, and the threat of unemployment. Workers tried to end this by forming small mutual-aid groups and organized unions. Due to the growth of industrialized cities, they would participate e in slave trade in order to have cheap labor to work their factories and mines in harsh conditions. This immigration of people causes d the citizens of the country to be out of jobs. Many countries that industrialized had to form labor unions. For example, in the late 1800�s the US organized the labor union. This was made to defend their interests for better wages, hours, and working conditions.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
An industrial economy is made up of several parts. One vital aspect is natural resources such as coal and iron. These resources are what kept new businesses running. Coal would help with transportation and fuel to run some heavy machinery, and iron was used to make many manufactured goods as well as the machines needed to process these goods. Without these resources industrialization would be practically impossible. Another key aspect is entrepreneurship. By having entrepreneurs that wanted to start their own businesses and factories, cities sprang up with many jobs to offer. These jobs needed people to fill them, which is where labor comes into play. Nearly no factory could manage without the labor of factory workers. By producing and getting out their products, factories made capital with was money gained by the business.
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 the idea of Adam Smith during the Industrial Revolution. Capitalism created a large gap between the rich and the poor. To end poverty and injustice, a new social system was formed, and this was called Socialism. Under this, people would own and operate the means of production as a whole rather than private individuals. Utopians went even farther with the idea of sharing and tried to make self-sufficient communities where all work was shared and property was owned in common. Communists also came about in hopes to end social classes. The Russian Revolution of 1917 set up a communist-inspired government and the Marxist ideas spread to other parts of the globe.
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.
From about 170-1850, Romanticism spread among western nations shaping literature and art. The romanticism views countered the Enlightenment emphasis on reason. The writers, composers, and artists used strong figures and colors to excite strong emotions from their observers.
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.
The industrial Revolution led to these countries wanting to rise and expand among other nations. To expand their countries, these nations claimed colonies and enforced their ideas. By doing so it made their ideals seem superior to others. This raised many moral issues among the people because of the fact that these Imperialist nations were basically forcing their ways on totally different cultures in places such as Africa and Latin America. The Imperialist nations such as France and Britain had a strong nationality sense. The fact that the citizens felt tat they were superior made them believe that they had the job to rid the world of other cultures and peoples.
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).
The Industrial Revolution created a want in European and western nations for natural resources to expand their markets around the globe. Colonies offered a valuable outlet for Europe�s rapidly expanding population. The political motives fed off of the economic changes. The new transportation machines from the Industrial Revolution such as the steam-powered ships and naval vessels carried the new natural resources to expand. Western leaders claimed colonies used for national security. By doing so these countries claiming colonies seemed to have a higher status and reputation for ruling a global empire. Missionaries and others thought that they needed to spread the blessings of the western lands. Their spread of ideas included medicine, law, and Christian ideas. The nationalism build up while these nations were in the era of New Imperialism was great and lead to people believing in social Darwinism which is the idea of racial superiority. This became some nations excuse for conquering and destroying smaller nations and colonies: they were �improving� the human species. Imperialism appealed to all classes in Europe, yet there were some people who thought that colonialism was a tool of the rich.
2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
France and England were the leading imperial nations. The French used direct rule, which was sending officials from France to administer in their colonies. The British used local rulers as their agents in governing their colonies and encourages the children to get an education in Britain. Germany and some other nations went into Africa and eventually dominated millions.
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 had strong nationalistic feelings about their nation and thought of the Social Darwinism belief. They told the people that they were bettering the human race by colonizing and destroying other nations. Missionaries, doctors, and colonial officials viewed imperialism as a chance to spread medicine, law, and Christian religion. Those who were colonized thought that what these imperialistic countries were doing was immoral and that colonization was a tool of the rich. They felt that they were being suppressed and imposed on by ruling of another country. Many people who were nonwesterners or those who were in conquered lands came o accept the belief that western ideas and peoples were superior, and the western nations took away the conquered people sense of confidence in their own cultures.
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.
Sun Yatsen is also known as the Chinese leader SunYixian. He was a very influential man, yet he could not help keep China in order for too long. He spoke of China highly and said that it was one of the greatest nations due to its large population and old culture. He wanted to reform China�s government and economy after the Qing dynasty had failed to produce a respectable government. His ideas left China in despair. Mao Zedong�s influence then moved into the center of China and communism spread. The ideology and religion were used to drive the Chinese away from their tradition and roots.
10.5 Students analyze the causes and course of the First World War.
Nationalism was a strong diving force for many nations going to war. Each nation such as Germany and France wanted to be the best and the superior to others. After the war started, the Allies and Central Powers were the two main sides to the war. The war made a huge dent in the nations involved in the war. Many were left in national debt. When the US entered the war they provided a strong support financially as well as a boost in morale for the French troops. Soon after the war ended and the Allies had won the war. The aftermath was devastating. Millions were dead, lands destroyed, and economies were left crushed all over the world.
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."
Nationalism was a strong force that drove both France and Germany into the Great War. The French were mad because the Germans were occupying two of their provinces: Alsace and Lorraine. They wanted revenge towards the Germans and to gain their provinces back. The main start of the war was after the archduke of Austria-Hungary was assassinated by some people in Serbia. Due to this, the Austrians ended up pushing Serbia to war with the backing of Germany, its ally. Serbia tried to gain help from Russia so Russia began to prepare its military forces for war. Russia then turned to France for extra support and France stepped in as a chance to get revenge on the Germans. Due to the French joining the war, Germany declared war of France and so the battle began. Two different groups were formed: The Allies, and the Central Powers. The United States joined forces with the Allies after Germany bombed American merchant and passenger ships. Other nations joined in the war in the Arms Race, which was a race of gaining military power and ammunition. The countries that entered the war needed moral and financial support, so they turned to their citizens. The nations used propaganda to show how their nation was superior and this built up nationalism. The citizens then channeled the nation�s entire resources into the war effort.
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).
WWI started just shortly after the archduke of Austria was assassinated in Serbia. The Austrians wanted to punish the Serbs and wanted to enforce their terms with violence because the Serbs refused to obey some parts of their rules. Germany, a long-time ally with Austria, backed Austria against the Serbs. The Serbs called on the Russians who in turn turned to the French for support. Eventually Germany and France were battling it out. The United States joined in with France soon after the Lusitanian sinkings that the Germans committed. The war consisted of the Central Powers and the Allies. These two groups battles it out for a long time until conditions got too harsh and expense was too much. The war finally ended and peace conferences were set up to prevent future wars such as this one.
3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
The battle lines were growing weary and the Great War seemed as though it was never going to end, then the US comes into the scene. The United States joined forces with the Allies after Germany bombed American merchant and passenger ships for no good reason. The US gave the moral and financial support that France and other Allies needed to pull through the war. The Americans proved to be good in war and gave the Allied troops a morale boost.
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.
World War I left a huge mark on nations and people all over the world. The human and material costs of the war reached such high levels that mostly all countries involved in the war were left in national debt. One of the most devastating economies was that of Russia. The human costs were huge; more that 8.5 million souls were lost and many more were left in poor condition. Famine spread due to a shortage of food and financial stability. Many people from European colonies fought in the war with them and hoped that peace would come and there would be an end to imperial rule.
5. Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
Turkish nationalism grew a lot in the 1890s. Tension developed between the Ottomans and the minority nationalities in their communities. Nationalism made the tension between the groups even worse and the minorities wanted their own states. The Ottomans, in turn, leashed out a brutal genocide of the Armenians. The Turks distrusted the Christian Armenians and blamed them for the supporting of Russian plots against the Ottoman Empire. The survivors fled and about a million Armenians were killed within 25 years of disputes.
10.6 Students analyze the effects of the First World War.
The First World War had many negative effects on all of the nations involved in the war. Not only were the economies devastated, but also nations all over the world were stirred up in anger and needed to find a turn for peace. A peace conference was formed to protect counties rights as well as negotiate through problems. The League of Nations was set up to negotiate through problems rather that to have nations driven towards war.
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 Treaty of Versailles wads a document, which basically stated that Germany was the cause of the war and that they would have to pay large war reparations. This was not a very fair treaty because the Germans were forced to sign. Most countries however, were trying to find peaceful resolutions. After World War I many countries tried to turn towards peace rather than violence as a resolution to feuds and conflicts. Many national leaders would try to make suggested plans to implement to promote peace. One of these people was Woodrow Wilson. He came up with the Fourteen Points to resolve the Great War and wars to come. He wanted to have and end to secret treaties, freedom of the seas, free trade, and reduction of weapons. He also had the idea of a general association of nations to promote peace in the future. Peace Conferences were established to make a lasting priest. The Paris Peace conference was made and later led to the League of Nations. The League consisted of 40 different nations, which agreed to negotiate disputes rather than go to 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.
World War I led to several treaties and peace associations. The Paris Peace Conference was established as well as the League of Nations to bring about unity, and the Treaty of Versailles was formed between France and Germany in 1919. The economy across the globe entered a huge decline and economic devastations were present in many countries. Many factories, homes, businesses and church buildings shifted to rubble as the days went on. Rebuilding these would take a large amount of money in addition to the already large national war debts that swept the globe. The United States and Japan emerged as the important powers. New nations were made in Eastern Europe such as the Baltic states of Lithuania, Latvia, and Estonia. New republics were established and a system of mandates was established.
3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
Many people, especially young men, entering into the war thought of it as honorable and a glorified thing to do for their nations. Most of these were young men who thought that war was just a big adventure and that it was exciting to be involved in so much action. They also wanted to prove themselves honorable and wanted to be respected. By going to war these young men realized that war was not as cut out to be as the propaganda and others described it to be. After the war they were looking for the honor they thought that they deserved. Totalitarian rulers following the war filled this void by telling them that they were superior to others.
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).
The Great War had a major influence on the way that people began the write, paint, and think in the Western World. These writers thought of the war as the moral breakdown of western civilization. Hemmingway was a popular American novelist who would write of people who lacked deep convictions. Picasso created a new style of painting called Cubism and reformed the way that people look at art today. These artists would explore the dimensions of color, line and shape to discover a whole new art form that swept through the Western world.
10.7 Students analyze the rise of totalitarian governments after World War I.
Due to the devastation left after the war, people were hungry for a stable and new way of government to have some output to turn to. Their answer was through totalitarian government. The leaders who instilled this would introduce it when the country was weak. In a totalitarian government, the leaders would lead and rule through every aspect of their citizens� lives. As Germany, Italy, and the Soviet Union began to grow and expand, so did their totalitarian regimes. The governments began to have more and more control on their citizens.
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 Revolution of 1917 set up a communist-inspired government and later, Russian socialists adopted Marxist ideas to their own ends. The causes of the Russian Revolution were WWI because it fired a national pride in Russians and armies dashed to battle and this quickly strained Russian resources. Another reason was because of the unrest in the nation because the government was weak and ineffectual. Lenin used a system known as �dictatorship of the proletariat,� and he called these people the Bolsheviks. He thought that only revolution could bring about the needed changes in Russia.
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 turned the Soviet Union into a totalitarian state in which he wanted to regulate every aspect of the lives o its citizen�s lives. Stalin�s got rid of political rivals and had the government control over industry and agriculture. He used the secret police to enforce his ideas to his people. He eventually only let the press print good things about his ideas. He even had atheism the official policy of the state, other religious groups became persecuted. Overall Stalin ruled over all aspects of the Soviets lives and he was constantly violating the human rights of his nation�s citizens.
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.
As Germany, Italy, and the Soviet Union began to grow and expand, so did their totalitarian regimes. The governments began to have more and more control on their citizens. This continued until finally they controlled every aspect of their lives. The Communists replaced religion with their own ideology. They had their own texts and shrines such as the tomb of Lenin. The Fascists on the other side, grew in the German state. They began a strong and aggressive party and their ideals spread throughout Germany, Italy and the Soviet Union.
10.8 Students analyze the causes and consequences of World War II.
Causes of WWII were due to nations wanting to expand their nations. Germany, Italy, and Japan all had drives to gain more land and goods for their empires. Germany had strong nationality, which drove their nation into WWII. Hitler for one part, wanted to make his nation superior by invading other lands, introducing a totalitarian government, and even extermination of the European Jews. Many nations outside the war decided not to get involved and to let the Germans be. When the dealings of the German people were exposed, the League of Nations did get involved, as well as the US.
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.
Italy was driven towards gaining a larger empire by conquering Ethiopia. Their strong and modern military weapons basically crushed Ethiopia�s military means, although the Ethiopians did put up a good fight. The Japanese unltranationalists thought that Japan should have an empire that equaled the western nations. They seized Manchuria in 1931 and this success strengthened the militarists. The German people wanted to be a superior nation above all others and wanted to expand their nation. To do this, the Stalin-Hitler Pact was made in 1939 so that the Soviet Union would be out of the way for Germany to invade Poland.
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.
Appeasement is giving in to the demands of an aggressor in order to keep the peace. Western democracies didn�t like the actions that Hitler was making but took no real action against it. France wanted British support for a move against Hitler, but they did not want to get involved and some Britains believed that Hitler�s moves were justified. The United States passed some neutrality acts: one foreboding the sale of arms to any nation at war, and the other to outlaw loans to warring nations. These decisions were mainly to stay out of the war not to prevent such a conflict. A Rome-Berlin-Tokyo axis was formed which meant that these three nations would fight Soviet communism yet not interfere with one another�s plans for expansion. So basically many parts of Europe and the United States had already signed and passed treaties, which made them neutral, and they didn�t get involved in WWII.
3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
The war began with Hitler�s brewing plans to make a German superior race and build up their nationalism so the people would support him in his actions. In the beginning Hitler had Austria annexed to Germany and the Nazi propaganda began and spread like wildfire. The Czechs surrendered Sudentenland to Germany and Hitler insured the people he was done expanding. In 1939 Hitler and Stalin issued a nonaggression pact between the Soviet Union and Germany. This pact gave Hitler a free path to claiming Poland for his own. The Axis powers were Germany, Italy, and Japan; the Allied forces were Britain, France, Soviet Union, China, the US, and 45 other nations. The Axis triumphed over Denmark, Norway, the Netherlands, and France surrendered. Britain soon stood alone and the Battle of Britain began. Germany attacks several more nations, which seem to be helpless so the US began to intervene. Germany then attacked the US at Pearl Harbor.
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).
Almost every nation involved in WWII had an influential leader. The first obvious leader would be Adolf Hitler of Germany. This was the man that pushed for the whole WWII to start. He ideal goals were to expand Germany, make Germans superior to all other people, strengthen nationalism, build up Germans economy, and exterminate the Jewish population. Many countries objected to this and their leaders reflected this attitude. Churchill was a British politician who had long warned about the threat Nazi�s had to people around the world. Roosevelt found ways around the passed Neutrality acts to provide aid to Britain during the war. Roosevelt and Churchill met secretly to work out a plan of stopping the war. Stalin and the Soviet Union were at peace with Germany in the beginning and then moved to the Ally side. MacArther was a commanding general for the US. Roosevelt, Churchill and Stalin were the Big Three who agreed to finish the war in Europe. Eisenhower visited concentration camps and was stunned to see the evidence of the Nazi brutality.
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 all started with Hitler�s amazing, yet wrong, public speeches and propaganda. He built up the Germans� pride in themselves and their nation. This nationalism proved to make the German race and other Europeans feel superior to other races such as the Jews. Nazi�s began to force Jews to live in ghettos and prepare for the final solution, which was genocide and deliberate destruction of all European Jews. Hitler had death camps built and Nazis shipped Jews from all over Europe to the camps. All possessions were taken, families were separated, and old, young, and sick were targeted for immediate killing. Eventually six million Jews died either of death, disease, gas chambers, the furnace, or by other horrible means.
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.
Losses across the globe were significant in statistics. The war had killed 75 million people worldwide. The Soviet Union suffered the worst casualties, which totaled over 22 million dead. The Nazi�s were ruthless and many people died at the Nazi�s will. The Auschwitz general Rudolf Hoess admitted that he supervised killings of two and a half million people not counting people that died of disease or starvation. Many countries in fact did not intervene in the war because they didn�t even fully realize what the Nazi�s were doing or understand the big picture.
10.9 Students analyze the international developments in the post-World World War II world.
Following WWII, countries were left with devastation, yet still strong nationalism. This led to many uprisings and rebellions against governments to move towers liberal and free rights government. There were uprisings in Poland, Hungary, and Czechoslovakia fought for freedom from Soviet control. The Soviet fought their disputes, yet eventually there was Soviet downfall. China had several reforms to rebuild their economies with the Great Leap Forward and the Chinese Cultural Revolution, both of which ended in downfall. The nations involved in the WWII also wanted to have a strong influence in colonies and weaker nations to spread their ideals.
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 Yalta Pact took place in Yalta, which is where the Big Three held one of their meetings. The Big Three consisted to Allied leaders who were Stalin, Roosevelt, and Churchill. They tried to organize a plan that would make a shape and structure for after-war Europe. Roosevelt and Churchill felt that Stalin should be left in charge of controlling the governments in Eastern Europe after the war had come to an end. There were many shifts in economics, many new governments were being formed, and nations all over the globe were trying to rebuild and recuperate after the Second World War had concluded. The Yalta Pact was just one step in making the aftermath of the war go as smoothly as possible.
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 US and Soviet Union competed for influence in developing nations by offering things to the nations. Such offerings were economic and military aid to help in times of need. The head power wanted their countries ideals and ideology to be accepted in other countries. The new nations favored socialism because old leaders were usually capitalist. Vietnam was a hot spot for conflict where nations wanted to gain outside influence. Colonies and influence was almost forced on Egypt as Soviet and other European influences tried to have their way in Egypt as well as Chile during the Cold War. The Cold War occurred partially due to the want for imperialism and larger empires. Nations that entered the war were power-hungry and wanted to be and even greater superpower.
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 proclaimed that the US would resist Soviet expansion in Europe or other places throughout the world. It helped countries such as Greece and Turkey withstand the threat of communism. The Truman Doctrine ideals were of containment, which was limiting communism to the areas that were already under the Soviet control. The capitalist world wanted to isolate the Soviet Union was the opinion of some people. The Marshall Plan was made to strengthen democratic governments. This was important because after the devastation left after the war, land were open to new ideas such as communism. The US gave food and economic assistance to Europe to help countries rebuild their nation.
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, or Mao Zedong, was a communist leader in China and led his country through many reforms. He launched the Great Leap Forward, which was an effort to increase farm and industrial output. He created communes, which had production quotas. This turned into a failure and these industries made poor and useless goods. So, China then turned to more moderate policies and entered the Cultural Revolution. This goal was to rid China of nonrevolutionary tendencies and he urged young Chinese people to experience revolution as he at his time had. The Red Guards were formed and they were Chinese people that didn�t like counterrevolutionaries. Many schools closed, jobs were lost, and many people were killed when targeted for the problem. The Tiananmen Square Massacre occurred due to students, workers, and others who wanted a democratic movement protested for freedom. The demonstrators were killed, arrested, and wounded by government troops and tanks.
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.
In 1956 Khrushchev, the Soviet leader shocked the communists when he said that Stalin was abusing the power he was given. He didn�t change the Soviet goals but he did free political prisoners and he eased censorship. He wanted a peaceful coexistence with Western nations. Dubcek of Czechoslovakia suggested many liberal reforms to call fro socialism and the Soviets responded with force. Warsaw Pact troops overran Czechoslovakia�s socialist ideals and soon restored it to a communist dictatorship. Poland wanted to have greater freedom within the Soviet bloc. The Polish government opposed to the regime of Communist persecution of the Roman Catholic Church and made some reforms.
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.
Nationalism developed with the national pride and thought in having a superior race, which the Germans had. The Middle eat was affected because the Cold War rivalries commanded oil resources and strategic waterways. The US helped Israel, while the Soviet Union helped support the Arabs. After each Arab-Israeli war, the US and Soviet Union would regain their allies with new modern technologies and big expensive weapons. After the Holocaust, I believe that nations felt sorry for the Jews and felt that is was necessary for a Jewish state to protect them. Different nations supported this decision.
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.
Following the Cold War, the Soviet Union entered a decline. Their influence in other nations began to weaken, as people looked towards democratic governments and freedom ideals those other nations posses. Their command economy was weak because Gobachev wanted to reform the government and its failures as well as the economy, but when he took control the government just went out of control. Rapid change in the Soviet Union brought economic turmoil, shortages grew, and prices greatly increased. Many people lost hobs and this hopeful change in the Soviet ended up doing more destruction than actual help. Another problem was when the Soviet satellites started objecting Soviet rule and wanting freedom and democracy in their nations instead.
8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
The United Nations used many different methods to help rebuild after the Cold War. In 1995, the Warsaw Pact was set up by Khrushchev to defend the communist bloc against NATO and was used to suppress dissent within Eastern Europe. NATO was formed by the US and other western democracies and resisted Soviet power. SEATO stands for Southeast Asia Treaty Organization which was established in 1954 oppose Communist gains in Southeast Asia. The OAS a group of nations that work along side with the United Nations to promote peace, justice, harmony and to promote economic development and to defend the rule and defensive integrity of the participant nations.
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.
Countries all around the world such as the Middle East, China, and Mexico have all had different times of struggling and dispute about government. Many nations are moving towards a democratic and individual freedom government to protect the rights and needs of their citizens. Most nations are trying to move towards democracy, yet some countries believe that the economy should come firs before a change in the government. There are economic difficulties as well; some nations have turned to a socialist economy. Most of these nations, however, seem to be moving closer and closer to becoming similar to the United States.
1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
Countries around the world such as the Middle East, China, and Mexico have all had different times of struggling. In the Middle East there are many conflicts between the Israeli�s and the Arabs and have been for sometime. This is both a religious and cultural problem that has led to bombings and mass murder between the groups. Another place that conflict is going on is in China. China has faced many challenges as well. It has faced problems with Communism and other things. Mexico has had many dealings with government relations as such. Many countries similar to Mexico have strived for independence for many years and this is a battle that is still being fought today.
2. Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
Latin American nations have tried to be able to sustain economic growth recently. It has also been able to get rid of a lot of poverty as well as social inequality. The theme of Marxism, military rule, and the Roman Catholic Church are strong influences that continue to influence the nation today. In Africa, the nations received a one-party rule but haven�t experienced a multi-party democracy. African nations use socialist and other mixed economies. Many African ideals, values and traditions have been dispersed and spread by modernization as well as urbanization in Africa.
3. Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
Many nations are moving towards a democratic and individual freedom government to protect the rights and needs of their citizens. Most nations are trying to move towards democracy, yet some countries believe that the economy should come firs before a change in the government. Africa seems to be partial; they only have a one-party rule but are moving closer towards obtaining the government they want. Africans would want the government of the people by having the multiparty democracy. Japan and china introduced democratic reforms following World War II. China did gain economic success, yet by doing so they sacrificed individual political freedoms.
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 modern world is full of many advancements and technologies that have developed for many centuries to become what we have today. Our communications are the best they have ever been, being able to use the internet, telephone, fax, aim, etc. The media today is astounding as well. We can learn and understand how something works just by turning on the tv, or get in touch with a friend across the world just by picking up the phone. Countries all over the world are able to communicate with one another at the touch of a button. All in all, the technologies that we have and enjoy today are very astounding and make it easier for nations and peoples to communitcate all over the globe today.