Kevin Beadle

Mr. Haskell

World History

27 April 2006

History-Social Science Content Standards

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 moral and ethical principles in ancient Greek and Roman philosophy were mostly based on democracy and a republic. The Greeks started developed a democratic type of government. It was a direct democracy in which the people make the decisions on day-to-day affairs. The Romans also had a type of democracy. Their type was an indirect democracy in which elected representatives make the decisions. The Ten Commandments were laws that Jews believed in which God gave them through Moses. Some examples are “You shall not murder” or “You shall not steal.”  Christianity used the Old Testament which divided into the categories of law, history, poetry, and prophecy. These have all helped in the development of Western political thought by setting laws and ideas which some are still being used today.

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

            There were some similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual. Judeo-Christian used the 10 Commandments as their source of laws; they believed that there is only one god. They also thought that one should follow their laws throughout their life. Greco-Romans were a republic in which they used a democratic type of government. Part of their law was for the people to take part in the government. They were polytheistic in which they believed more than one god. They also believed that one should participate in their government and also develop much knowledge. Like the Judeo-Christians, The Greco-Romans had laws that an individual should follow and also a belief in unity.

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.

            The development of the Western political ideas of the rule of law and illegitimacy of tyranny began with Plato and Aristotle’s ideas. Plato had the idea of the republic for a state and felt that the state should control every part of its citizens’ lives. Plato wanted the society to be divided into three classes. These classes are workers to produce the needs for life, soldiers to defend the state, and philosophers to rule. Aristotle made his own ideas about politics. He found the good and the bad about each type of government. Aristotle was in favor of having a strong leader to rule. As a result of their ideas, there came reforms such as the Magna Carta which gave limited power to a monarch.

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

            The influence of the U.S. Constitution on political systems in the contemporary world has been done in different ways. The U.S. Constitution has made a more unified and characterized government by setting up a Supreme Court and setting laws for citizens to follow. From the time it took effect in 1789, it has served as a model for constitutions in many other nations such as Iraq. While the U.S. is reconstructing Iraq’s environment, they have set up a voting system in which the people are electing their leader and what laws should be passed. 

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 the Magna Carta were to limit the power of the king. The English Bill of Rights was “An Act Declaring the Rights and Liberties of the Subject and Settling the Succession of the Crown” which is one of the basic documents of the constitutional law. The American Declaration of Independence was a document that made the thirteen colonies independent from Great Britain. The French Declaration of the Rights of Man and the Citizen were documents of the French Revolution which defined a set of individual rights and collective rights of the people. The U.S. Bill of Rights stated the first 10 amendments of the U.S. Constitution.

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 of England, the American Revolution, and the French Revolution were all something that changed each countries way of government. The Glorious Revolution of England had James II of England to be overthrown in 1968. This ended absolute monarchy and since 1968 the United Kingdom is governed from a constitutional monarchy. The American Revolution gave the political separation of the thirteen colonies from the British Empire and the development of the United States. The American Revolution also influenced some European politicians that later took part in the French Revolution. The French Revolution had democracy and republicanism replace constitutional monarchy. This was the turning point for Europe from the change of absolutism to citizenry. 

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

            John Locke believed that people have a natural right to life, liberty, and property and they have the right to change a government. Montesquieu thought that the posers of government should be separated into executive, legislative, and judicial branches. This was to prevent any group to gain too much power. Rousseau thought that people were basically good but are corrupted by society. His idea of a society is that people would make and obey the laws. Bolivar helped liberate northern South America from Spain. Jefferson wrote the Declaration of Independence which reflected the ideas of John Locke. James Madison is referred to the “Father of the Constitution.” He protested that the constitution document was the work of many and not by one, and he also shaped the Bill of Rights. Each of these philosophers helped form  England, the United States, France, and Latin America by each giving their own beliefs and ideas.

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 led to the creation of America. It separated the thirteen colonies from Great Britain. It spread to other parts of the world by influencing many other countries such as France that later had the French Revolution which replaced absolute monarchy to republicanism. The American Revolution also influence South America which wars that are referred to Bolivar’s War. Simón Bolívar was their leader who eventually who later made many of the South American states independent. The continuing significance to other nations is the idea that the American Revolution has given which was the fight for independence.

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

            The rebellions against absolute monarchy resulted to the French Revolution. It changed the government by forming a constitutional monarchy which created The Declaration of the Rights of Man and of the Citizen. More reforms developed later such as women gained some rights after demands were made and also the de-Christianization of France which banned many religious festivals and replacing them with secular celebrations. Napoleon became emperor of France after he gained enough power. The most lasting reforms for Napoleon’s was the Napoleonic Code which stated the Enlightenment principle such as the equality of all citizens before the law, religious toleration and it also made many of the new women’s rights lost.

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 with Napoleon by his support in trying to govern his country and also the support of his accomplishments from the battlefield. This support had spread across Europe and later was repressed from the Congress of Vienna. The goal of The Congress was to establish a balance of power and to protect the system of monarchy. The decisions that were made lasted for the next hundred years in Europe. The Concert of Europe helped protect the new order by including all of the major European stated and each leader pledged to maintain the balance of power and to suppress any uprisings inspired by the ideas of the French Revolution.

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

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

            England was the first country to industrialize because they had found a way to produce and manufacture goods much quicker. They had to industrialize because they had needed to produce many goods that were not at their reach. Another reason why England was the first country to industrialize is because they had the resources such as natural gas, agricultural substances, machinery, and perfect conditions.

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).

            Scientific and technological changes have changed new forms of energy because it brought about massive social, economic, and cultural changes. The steam engine leads to commercial transportation. There were many advances such as the steel plow which Eli Whitney had invented. This created an agricultural revolution. Farmers had the ability to create agricultural products a lot quicker than they did before. Other advances were medics. These greatly influenced the way people live today. People are getting less sick and they are able to live longer.

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

            The growth of population in the Industrial Revolution is increasing. The population of Europe shot up from 120 to 190 million. The birthrate over ruled the death rate because the agricultural revolution reduced the risk of famine because women ate better therefore they were healthier and had stronger babies. Other diseases faded away. Increased food production improved people's diet and health, which in turn contributed to rapid population growth. Better farming methods meant that fewer people were needed to farm. As a result, unemployed farmers formed a large new labor force. Medical advancements, small towns where natural resources were good made people want to move their, urbanization, now..they need surplus of crops to sell.

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.

            Work and labor had guilds that were in a situation that you could only work if you were in this type of union and workers were given the choice to work 20 hours of known at all there were no worker laws.  Immigration was used as a cheap form of labor especially y in the United States were you basically see profiteers of slave labor. The new machines of the Industrial Revolution made manual labor a thing of the past, for example the cotton gin did the work of ten workers in a shorter time and more efficiently. Since work was no longer needed, the slave trade died out. Immigration was rapidly increasing during this time also. Mining and manufacturing was tough labor, long shifts in dangerous conditions made and undesirable workplace when compared to that of today. Labor division, something like an assembly line, was also common. The work was very monotonous and fastidious. Workers soon wanted shorter hours, higher pay, etc. Enter workers unions. Unions were organizations of those who worked a similar trade, IE coal miners union. The union’s purpose was to win rights for the worker and earn him a fair salary and benefits.

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

            Most countries that are pretty powerful want a good industrial economy and an abundance of natural resources. Natural Resources yield Urbanization, and successful Entrepreneurship led to good commerce, which also yielded urbanization labor, Capital: profit you re-invest to grow your business. Without coal, for example, steam engines could not be powered in the factories and thus no product was being manufactured. Entrepreneurship was perhaps more important, without those willing to risk lots of money in investments, industry could never have thrived as greatly as it did. Perhaps more important than all was labor. Labor was needed to run the machines etc so without workers there would be nothing. Trade from a growing overseas empire helped the British economy prosper; the business class had capital to invest in enterprises such as mines, railroads, and factories.

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

            Capitalism, free market and laisefaire the government had no control making it possible to become monopoly. Social democracy spread the idea and theme and the communism got everything. When capitalism didn't work countries turn to socialism and communism.  With out government intervention companies flourish, but they also yield monopolies. Capitalism quickly emerged as a dominant economic pattern, but not everyone was seeing the wealth. Business owners flourished while the workers made minimum wage for hard manual labor. This dissatisfaction came the emergence of utopianism, in which everyone worked for the good of a small community and received equal benefits, pay, education for their children, etc. Social democracy. Communism was discussed by Karl Marx, in which he stated the proletariat, or working class, would overthrow the business class and instate a classless communist society.

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.

            As the technology and sciences of the world changed so did the literature. Instead of writing about past events or political theory men started to write and read for the fun of it. They started writing novels of adventures and romance, which were very appealing to human senses. These types of writings were an instant success and since then people have been writing like this. Charles Dickens wrote good critical analysis' of the Industrialization. Classesism  is dead, social mobility is the new case. Romanticism is an exaggeration. Romanticism was the most common form of art during the time, its purpose was to stir strong emotions using new verse forms, bold colors, and the swelling sounds of an orchestra. Critiques of political figures were rising in popularity. Classicism was being moved away from because with the new revolution, people wanted other aspects of life to change as well.

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.

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).

            They want to expand. They had they ability to become a bigger country so they looked at the third world countries and educated them. Social darwism is used saying that they were taking over because they wanted cheaper laor and better markets. They did it because they said they could. As industry rapidly grew, the demand for overseas resources and trade grew, from this rose imperialism. The new colonies soon came under the control of the nation whose sphere of influence dictated their rule. The colonies then became full territories under that nation’s control. Social Darwinism stated that if one was powerful enough to over take another, then it should. Missionaries sought to conquer land in the name of their religion.

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.

            These nations attempted to colonize in Africa and Asia. The Africans did not want to be colonized by the Europeans. They Europeans went into Third World Countries, or what were considered that then, and used the colonies for resources, labor, etc. England imperialized China, India, Northern and Southern Africa, basically every continent. France controlled areas in Africa. Germany controlled Central Africa and some of the East. Italy controlled some of North Africa. Japan controlled most of China. The Netherlands controlled… Russia controlled most of the North Mediterranean as well as Northern China i.e. Mongolia. Spain controlled parts of Africa and a small section of the East. Portugal controlled sections of southern Africa. The US controlled… All are vying for colonies to establish themselves as super powers.

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.

            Imperialism was good for the colonizers, as they had complete and total rule over the economy of they place they were colonizing. They felt that they were superior and rationalized exploiting them and using their national resources. For the colonized, they lost control of they're societies due to people coming over and taking control of their economy and government. Some of the natives, however, enjoyed the new technologies being shown to them. The long term responses: fear in the Middle East, Africa, and Asia. The colonizers felt that they were doing the undeveloped nation a favor by bringing it under control of a wealthier nation. In the long run they felt they could make the influenced nation a full territory. The colonized people felt that their way of life was being taken away from them. In the long run they felt that their indigenous ways would die out, literally from disease etc, all together as a result of colonial rule. Euro: profit, Natives: nature.

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 first half of the 20th century saw the gradual disintegration of the old order in China and the turbulent preparation for a new society. Foreign political philosophies undermined the traditional governmental system, nationalism became the strongest activating force, and civil wars and Japanese invasion tore the vast country and retarded its modernization. Although the revolution ushered in a republic, China had virtually no preparation for democracy. A three-way settlement ended the revolution-abdication by the dynasty; relinquishment of the provisional presidency by Sun Yat-sen in favour of Yüan Shih-k'ai, regarded as the indispensable man to restore unity; and Yüan's promise to establish a republican government. This placed at the head of state an autocrat by temperament and training, and the revolutionaries had only a minority position in the new national governments.

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

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

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

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).

            World War I was what we call a total war. In a total war, all of a nations resources go into the war effort. Governments drafted men to fight the war. They raised taxes to pay the costs of fighting. They rationed, or limited the supply of goods, so that they could supply the military. They used the press to publish propaganda that made the enemy look bad. Propaganda is the spreading of ideas to promote a cause or damage an oppossing cause.  Geographic factors: mountains, lakes, rivers, desert, all contributed to harsh conditions during WWI. Battle was fought in trenches on two fronts, east and west. Land war.  It was very bloody, cruel, and vile. A major battle was the Battle of Verdun in which the Germans tried to overwhelm the French at Verdun resulting in half a million casualties. Geographic factors such as water ways gave routes for transportations of supplies. Mountains served as barriers between nations and battles were often fought on flat land that was entrenched.

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

            By 1917, Europe had seen too much death and ruin. In Russia, low morale, or spirits, led to revolution. Early in 1918, the new leader signed a treaty with Germany that took Russia out of the war. Russia's withdrawl was good news for the Central Powers. However, there was good news for the allies too. The United States was no longer neutral. In April 1917, the United States declared war on Germany. With new soldiers and supplies from the United States, the Allies gained control. The other Central Powers had given up, and the Germans stood alone. they asked for an end to the fighting. On November 11, 1918, an armistice, or agreement to end fighting, was declared. The Great War was over.

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 was truly a world war with participants drawn from five continents and military actions spread around the globe.  There were some specific outcomes and impacts for Africans as a result of WWI.  These include the fact that military conscription (draft) of numerous African colonial subjects into European armies   generated great amounts of anger.  But the war had more concrete consequences.   Africans who fought alongside European whites found out that these "masters" were ordinary people, not supermen.  Furthermore Africans expected to be rewarded for their service to their colonial masters with social and constitutional changes as well as economic concessions in ways that would improve their living conditions at home.  The educated elites followed up on President Woodrow Wilson's (United States) call to reorganize governments on the basis of national self-determination. The term means that people should be independent and live within political boundaries that corresponded to where they lived.

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

            The greatest single disaster in the history of the Armenians came with the outbreak of World War I. In 1915 the Young Turk government resolved to deport the whole Armenian population of about 1,750,000 to Syria and Mesopotamia. It regarded the Turkish Armenians-despite pledges of loyalty by many-as a dangerous foreign element bent on conspiring with the pro-Christian tsarist enemy to upset the Ottoman campaign in the east. In what would later be known as the "first genocide" of the 20th century, hundreds of thousands of Armenians were driven from their homes, massacred, or marched until they died. The death toll of Armenians in Turkey has been estimated at between 600,000 and 1,500,000 in the years from 1915 to 1923. Tens of thousands emigrated to Russia, Lebanon, Syria, France, and the United States, and the western part of the historical homeland of the Armenian people was emptied of Armenians. Turkish government never admitted to the genocide.

10.6 Students analyze the effects of the First World 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 States's rejection of the League of Nations on world politics.

            The Treaty of Versailles was bitterly criticized by the Germans, who complained that it had been "dictated" to them, that it violated the spirit of the Fourteen Points, and that it demanded intolerable sacrifices that would wreck their economy. In the years after it was ratified the Treaty of Versailles was revised and altered, mostly in Germany's favour. Numerous concessions were made to Germany before the rise of Adolf Hitler, and by 1938 only the territorial settlement articles remained. 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 ended WWI, made the Germans pay reparations, couldn’t have an army, seized their territories, didn’t accept the new puppet government. Wilson had a plan to create an everlasting peace, the League of Nations: organization that prevents international conflicts. The US couldn’t partake because there was no public support, US saw Europe as a problem IE no world economy, worry about America. The isolationist economy gave rise to fascism in Europe.

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. As a result of WWI foreign trade greatly increased and thus the economy. Germany was forced to pay huge war reparations. Several countries lost their lands to make colonies and thus the borders of Europe and the Middle East greatly changed: colonial leaders thought that fighting would lead to the end of imperial rule. The numerous treaties set up mandates in former German and Ottoman lands. The Baltic States emerged. The Central Powers lost much of their land and from Africa to the Middle East the colonized people felt betrayed that they had not received land of self determination as a result of fighting in the war.

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

            The rise of nationalism. Europe avoided major wars in the 100 years before World War I began. Although small wars broke out, they did not involve many countries. But during the 1800's, a force swept across the continent that helped bring about the Great War. The force was nationalism--the belief that loyalty to a person's nation and its political and economic goals comes before any other public loyalty. That exaggerated form of patriotism increased the possibility of war because a nation's goals inevitably came into conflict with the goals of one or more other nations. Economic unrest made radical political ideas seem likely. Republics were never really accepted, the depression, etc people wanted an easier answer to the situation. Thus the first totalitarian that feeds you will gain your support, nationalistic movements.

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).

            Later career. After World War I (1914-1918), Picasso moved from cubism to a style derived from classical art, characterized by huge and stately figures. By the late 1920's, he had turned to a flat, cubist-related style. In these works, he concentrated mainly on two themes: the artist and model, and the bullfight. The masterpiece of this period is Guernica (1937). This mural painting expresses the terror of the bombing of the town of Guernica during the Spanish Civil War (1936-1939). WWI made painters try new and interesting styles of painting and architecture such as cubism, dada, and surrealism. These were beyond human reasoning and shifted into the core of dreams. Architecture came to match a buildings purpose or by blending science with technology. Picasso was one of the founders of cubism.

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

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 people of Russia were tired of putting up with the Czars stuff this caused them to revolt. For the two years Lenin was in power he used his communist government this caused the people to believe that communism was a good thing the consequences were that they thought Stalin would also be a good leader for Russia. 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).

            At the time Stalin was coming to power the economy was very low and he promised them a steady economy and food on the table. The political policy at the time was just changed from a monarchy to at revolutionary government to a communist government he promised them a stead communist government. He bought of many members of government and killed many people to get to power. If you ever spoke against him you would be killed. Dzhugashvili’s first big political promotion came February of 1912, when Lenin co-opted hium 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.

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.

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.

            This was an agreement that they would leave each other alone. The rape of Nan king was when the Japanese went into china and abused the Chinese like the Nazis to the Jews. This was rape and murder and an attempt to destroy their race. These are all totalitarian regimes that are trying to collect and build empires. 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 nonagression 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.

            Europe and the US were disgraced by things like movies and television while many people in the countries that were against us did not have that 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 of 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.

            Germany, Poland, Denmark, Luxembourg, the Netherlands, Belgium, Norway, and France were all the Allied and Axis powers.  Great Britain and France hoped that the Soviet Union would help defend Poland.  Hitler and Stalin stunned the world by becoming allies.  On September 1, 1939, Germany invaded Poland and began WWII.  In 1939, Soviet forces invaded Poland from the east side.  Great Britain and France declared war on Germany on September 3, 1939.  In April 1940, German forces invaded Norway.  They conquered Denmark on the west.  Norway fell to the Germans in June 1940.  The conquest of Norway secured Germany's shipments of iron ore.  Norway also provided bases for German submarines and aircraft.  Belgium, Luxemburg, and the Netherlands all hoped to remain neutral after World War II began but requested Allied help when Germany launched a "blitzkrieg" against them.  German troops entered Paris on June 14, 1940.  The French government had already fled the capital.

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).

            The political leaders during WWII varied in characteristics.  Churchill was a combination of soldier, writer, artist, and statesman. During WWII, Roosevelt and Winston Churchill, Great Britains prime minister, personally determined Allied military and naval strategy in the West.  They gave priority to Germany's defeat and, in view of Hitler's claim that Germany was never defeated, only betrayed, in the first war, insisted on unconditional surrender." Churchill led Britain, FDR the Americans, Hirohito Japan, Hitler Germany, Mussolini Italy, Stalin Russia. Macarthur oversaw the instilment of democracy in Japan. Eisenhower was in chief command of the Allied forces and later became president.

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 Nazis wanted to create a racially elite society.  So in order to do this, Himmler Hitler's companion, decided to get rid of all the racially impure people.  Jews, and other different people that weren't Aryan, got put in separate areas and eventually got deported. The final solution was to exterminate all Jews and any one else that was different. However the Jews were considered the main scapegoat, and were exterminated in mass killings and some Jews often died of fatigue. 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 as well as the Jews in their own surrounding countries. This became the Nazi’s policy of pursuing racial purity. Hitler’s “Final Solution” consisted the strategic elimination of that part of the inferior race. This ideology led to what we call the holocaust or 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.

            WWII Chinese deaths are estimated at 1.3 million military and 10 million civilians. It is not clear in net records if these estimates of multi-million Chinese civilian deaths include those of the earlier 1930's Japanese aggression. To discuss just one aspect of WWII in China, after Doolittle's bombing raids on Tokyo, the Japanese invaded the area of China that the bombers landed in, they occupied 20,000 square miles, and slaughtered every man, woman, and child some 250,000 civilians were killed in this one action. Human costs are estimated as millions for each side. Europe had to rebuild an entire infrastructure which cost them millions. Loans were given to Japan to rebuild by the US. China lost many troops. The most casualties were that of the Germans, followed by the Russians.

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

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.

            Yalta Conference was one of the most important meetings of key Allied leaders during World War II (1939-1945). These leaders were President Franklin D. Roosevelt of the United States, Prime Minister Winston Churchill of Britain, and Premier Joseph Stalin of the Soviet Union. Their countries became known as the "Big Three." The conference took place at Yalta, a famous Black Sea resort in the Crimea, from Feb. 4 to 11, 1945. Through the years, decisions made there regarding divisions in Europe have stirred bitter debates. 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.

            The nature of the Cold War began to change in the 1960's. Neither the East nor the West remained a monolith (united bloc). Communist China challenged Soviet leadership. China accused the Soviet Union of betraying Communism and being secretly allied with the United States. Some Communist countries followed China's leadership, and others remained loyal to the U.S.S.R. Among the nations of the Western bloc, France harshly criticized many U.S. policies and demanded independent leadership in Europe. West Germany also acted independently of U.S. policies. It searched for new economic and political relationships with other European countries, including East Germany.

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 guaranteed American aid to free nations resisting Communist propaganda or sabotage. The Marshall Plan encouraged European nations to work together for economic recovery after World War II (1939-1945). In June 1947, the United States agreed to administer aid to Europe if the countries would meet to decide what they needed. The official name of the plan was the European Recovery Program. It is called the Marshall Plan because Secretary of State George C. Marshall first suggested it. The Containment Policy. In the fall of 1946, Greek Communists revolted against the Greek government. Great Britain had been giving military and economic aid to Greece. But the British told the United States they could no longer give enough help to the Greeks. The British also warned that they could not help Turkey resist Communist pressure.

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

            In a little more than four years after Japan's surrender, the CCP and the People's Liberation Army (PLA) conquered mainland China, and, on Oct. 1, 1949, the People's Republic of China was established, with its capital at Peking. The factors that brought this about were many and complex and subject to widely varying interpretation, but the basic fact was a Communist military triumph growing out of a profound and popularly based revolution. The process may be perceived in three phases: (1) from August 1945 to the end of 1946, the Nationalists and Communists raced to take over Japanese-held territories, built up their forces, and fought many limited engagements while still conducting negotiations for a peaceful settlement; (2) during 1947 and the first half of 1948, after initial Nationalist success, the strategic balance turned in favour of the Communists; (3) the Communists won smashing victories in the later part of 1948 and 1949.

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.

            During the late 1940's, the U.S.S.R. gained increasing influence over the Polish government. In 1949, a U.S.S.R. military officer, Konstantin Rokossovsky, was made Poland's defense minister. Polish Communists suspected of disloyalty to the U.S.S.R. were removed from power. They included Wladyslaw Gomulka, who, as first secretary, held the most powerful post in Poland. He was removed from his post in 1948 and imprisoned in 1951. In 1952, Poland adopted a constitution patterned after that of the U.S.S.R. The government took control of industries and forced farmers to give up their land and work on collective farms. As part of an antireligion campaign, the Communists imprisoned Stefan Cardinal Wyszyski, head of the Roman Catholic Church in Poland. During the 1950's, many Poles began to express discontent with government policies and resentment of domination by the U.S.S.R.

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 in the Middle East was a result of wanting freedom from other ruling countries.  These countries such as Britain promised their smaller counterparts freedom if they helped to fight in the war.  However, Britain didn't keep its promise so people felt the urge to rebel and cause a nationalistic movement.  The Holocaust wanted to give Jews an opportunity to rule and govern their own country after all of the suffering they had suffered as a result of WWII. Following the Ottoman defeat in World War I, the League of Nations made Palestine a mandated territory of Britain. According to the  bmandate, Britain was to help Palestinian Jews build a national home. Many Zionists viewed the mandate as support for increased Jewish immigration to Palestine. But the British, fearful of the hostility of the large Arab population, proposed limits on Jewish immigration. These limitations, however, were not enforced.

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.

            Threats to unity. Soviet control over Eastern Europe ended in 1989. Popular support for reform unseated most of the Communist parties that had controlled Eastern European countries.  Powerful popular movements in many regions of the Soviet Union had long demanded greater freedom from the central government. Such movements began to gain strength during the late 1980's, particularly in the Baltic republics of Estonia, Latvia, and Lithuania. In 1990, Lithuania declared independence, and Estonia and Latvia called for a gradual separation from the Soviet Union. By the end of 1990, all 15 republics had declared that laws passed by their legislatures took precedence over laws passed by the central government.

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

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.

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 1950's and 1960's were years of radical change in the Middle East. A new generation led by young army officers took over the governments of many Arab states. They overthrew leaders who had cooperated with Great Britain and France. They hoped to bring about a political unification of the Arab world and to remove any European influence. Gamal Abdel Nasser, the leader of Egypt, became the symbol of these hopes. In 1956, Nasser seized the Suez Canal in Egypt from its British and French owners. In response to Nasser's action, Britain, France, and Israel invaded Egypt. Pressure from the United States, the Soviet Union, and other nations forced the invaders to withdraw.

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

            A revolution occurred in Iran in 1979. Muslim religious leader Ayatollah Ruhollah Khomeini and his followers took control of the government. Khomeini declared Iran to be an Islamic republic. From 1980 until 1988, Iran and Iraq fought a war over territorial disputes and other disagreements .The Arab-Israeli conflict flared up again at the end of 1987. Arabs in the Gaza Strip and the West Bank began demonstrating against Israel's occupation. Violence erupted between Israeli troops and the demonstrators. In August 1990, Iraq invaded Kuwait. The United States and other nations sent military forces to Saudi Arabia to defend that country against a possible Iraqi invasion. These nations and Saudi Arabia formed an allied military coalition. In January 1991, war broke out between Iraq and these nations. In February, the allied coalition defeated Iraq and forced its troops to leave Kuwait.

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

            In the Middle East regions there is more democracy than what would normally be if a dictator was still in power.  However with the Middle East and Saddam Hussein being dead and/or gone people are gaining more freedom and given more opportunities to speak their mind and how they feel.  In Africa people are given more basic rights and are given a chance to be free and vote which was a major step. In Mexico regions people were greatly influenced by the US and it's decisions to go and do things democratically.  People liked having and opportunity to do things for themselves and wanted at least something like a republic or other form of government which gave them some power. 

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.