Lesson 1 Objectives Students will be able to Explain the goals of the course Describe the expectations established by the instructor Explain the course methodology that will be used throughout the semester ID: 633425
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Slide1
World History
Unit I: Beginning to the Early Modern WorldSlide2
Lesson 1 Objectives
Students will be able to:
Explain the goals of the course;
Describe the expectations established by the instructor;
Explain the course methodology that will be used throughout the semester
;
Describe how scientists, archaeologists, anthropologists, and scholars study the prehistoric past;
Explain the differences between early human groups;
Describe life for early humans during the Paleolithic Age;
Describe human changes that took place during the Neolithic Revolution;
Explain where and why civilizations developed as a result of the Neolithic Revolution; and
Describe the six characteristics of civilizations.Slide3
Evidence of the Past
How do we learn about prehistoric early humans?
Prehistory
- time before writing.
Archaeology
- study of past societies through analysis of artifacts, or objects
that people left behind.
Artifacts include tools, weapons, art, and even buildings.
Anthropology
- study of human life and culture.
Culture includes what people wear, how they organize their society, and what they value.
Anthropologists also study artifacts and human fossils (rocklike remains of biological organisms).
Scientific method
- used by archaeologists
&
anthropologists to carry out their work. They excavate, methodically dig up, and examine fossils and artifacts in order to learn about ancient peoples and how they lived.
Dating artifacts and fossils:
0 to 50,000 years old-
radiocarbon dating
(carbon C-14 levels are measured, which gradually dissipate over time).
0
to 200,000 years old-
thermoluminescence
(which measures the light given off by electrons trapped in the soil surrounding fossils and artifacts).
0 to millions of years old-
DNA analysis
if DNA (deoxyribonucleic acid) is present.Slide4
Early Humans
Hominids
: humanlike creatures that walked upright.
Earliest hominids- Africa 4 million years ago.
Australopithecus
“southern apes,” common ancestor of several types of early humans lived about 3.5 million years ago. In 1974,
“Lucy”
discovered in Ethiopia- no tools,
small brain, but walked on two feet
.
Homo
habilis
“handy human,” lived 2.5 million to 1.6 million years ago, had a larger brain, and
used tools.
Homo erectus
“upright human,”
lived 1.8 million to 100,000 years ago, walked on two legs, arms and legs in
modern human proportions
.
F
ound in Asia, indicating that Homo erectus was
first hominid to leave Africa
.
Homo sapiens
“wise human,” about 200,000 years ago
. More
developed brains and mastered fire
. Two types of early humans came from
Homo sapiens
:
Neanderthals
: 100,000 B.C. to 30,000 B.C. in Europe and Turkey, used
stone tools, made animal skin clothes, and buried their dead
.
Homo sapiens sapiens
: first in Africa 200,000 years ago and began migrating out of Africa 100,000 years ago,
replacing earlier hominids
(“out-of-Africa” theory). By 30,000 B.C. replaced Neanderthals (probably out of conflicts).
Homo sapiens sapiens
spread all over the globe. Though it took thousands of years,
today all humans belong to this subgroup.Slide5
Paleolithic Age
Paleolithic Age
(“Stone Age”)
- early period of human history (
2,500,000 B.C. to 10,000 B.C.
) in which
humans used basic tools
.
Characteristics of the Paleolithic Age:
Nomadic hunting & gathering
(hunting animals, fishing, and gathering nuts, berries, wild grains, & plants);
Stone tools
(axes, spear heads, bows and arrows, fish hooks, harpoons, scraping and cutting tools, & needles);
Men hunted and women gathered
edibles and stayed near the camp with children;
Caves or simple structures
with wooden poles and animal hides; and
500,000 years ago
-
used fire
(friction fires and later wood drills) for heat, light, safety, and cooking.
Early humans
survived the
Ice Age
(100,000 B.C. to 8000 B.C.) using fires and protective shelters.
Early Human
Cave Art
:
Art was a communication tool.
Discoveries
: 1879 Altamira,
Spain;
1940
Lascaux, France; and 1994 Chauvet, France.
Most cave paintings relate to animals- religious rituals to bring good luck in hunting.Slide6
Quick Check
Groups A & C: Make a list of the physical & anatomical changes early humans experienced over time.
Groups B & D: Make a list of the key characteristics and behaviors of early humans in the Paleolithic Age that distinguished them from humans in other ages.Slide7
Neolithic Age
N
eolithic Age
-
end of the last Ice Age around 8000 B.C. to 4000 B.C.
in which humans underwent a revolution (the Neolithic Revolution)-
shifting from hunting and gathering to systematic
agriculture
.
Systematic agriculture-
keeping of animals and growing of food on a regular basis
.
Domestication of animals- adapting animals for human use (source of meat, milk, and wool).
Sedentary
lifestyle- because of a consistent source of food
humans settled down instead of remaining nomadic.
Agricultural societies developed around the world in the Neolithic Age.
8000 B.C. to 5000 B.C.-
Southwest Asia
6000 B.C.-
Nile Valley
of Egypt;
6000 B.C.-
Central Africa
;
7000 B.C. to 5000 B.C.-
India
;
5000 B.C.-
Southeast Asia
and
Southern China
;
6000 B.C.-
Northern China
; and
7000 B.C. to 5000 B.C.-
Mesoamerica (present-day Mexico and Central America)
people grew beans, squash, and maize (corn) (the “three sisters”).
Neolithic Farming Villages with
s
pecialization of labor.
Not everyone needed to produce food.
Artisans (skilled workers who made goods to trade) bartered or exchanged goods with neighboring villages.Slide8
Effects of the Neolithic Revolution
Settlements
:
Villages and towns with protective walls and storehouses
for food and goods.
Surplus goods encouraged trade and artisans developed
specialized tools
.
Gender roles:
Men
were dominant and worked outside of the home,
farming, herding, and protecting
the community.
Women
cared for children and wove cloth
near the home
.
Metal
: discovered around 4000 B.C.- some rocks contain metal
and when heated to high temperatures it turns to
liquid and can be molded.
Bronze Age & Iron Age
:
Bronze Age
3000 B.C. to 1200 B.C.-
bronze into tools
;
Iron Age
after 1000 B.C.-
iron into tools
.
Increased
wealth led to the development of great cities
in the river valleys of Egypt, China, India, and Mesopotamia.
Civilization Emerges:
Cultures
(ways of life) became more complex and civilizations developed
.
Civilizations
are complex cultures
with the
6 basic characteristics
:
(1) Cities
;
(2) Government
;
(3) Religion
;
(4) Social Structure
;
(5) Writing
and;
(6) Art
.Slide9
Quick Check
Groups 1
&
3:
Make a list of the
ways that human behavior changed
in the
Neolithic
Age that distinguished them
from earlier ages.
Groups 2 & 4: Make a list of the areas where civilizations developed during the Neolithic Revolution
.
Explain why.Slide10
Problem 1. Civilization
“Civilization,” National Geographic (January 21, 2011).
https://www.nationalgeographic.org/encyclopedia/civilization
/
What
are the key characteristics of civilizations?
What
conditions allowed for civilizations to develop?
What
are some of the reasons why civilizations have failed? Give one example to illustrate your point.Slide11
Lesson 2 Objectives
Students will be able to:
Explain the geography of Ancient Mesopotamia and Ancient Egypt and why the civilizations existed where they did;
Describe life in Ancient Mesopotamia and Ancient Egypt;
Describe the three kingdoms of Ancient Egypt;
Explain what happened to Egypt after the fall of the “new kingdom”;
Describe the rise to power of the “new” civilizations of the Indo-Europeans, the Phoenicians, Israelites, Assyrians, and Persians;
Describe the social life and the achievements of the “new” civilizations;
Explain the rise to power of the Indus Civilization and its achievements;
Explain how the Aryans influenced the Indus Civilization;
Explain the basic beliefs of the Hindu religion and the teachings of Buddhism;
Describe life and the major achievements of the Shang, Zhou, Qin, and Han Dynasties in China; and
Explain the basic principles of Confucianism, Daoism, and Legalism.Slide12
Mesopotamia
Mesopotamia
- birthplace of civilization, located between the
Tigris
and
Euphrates
River Valleys at the eastern end of the Fertile Crescent (the fertile arc from the Mediterranean Sea to the Persian Gulf).
L
ittle rain
but
soil was fertile due to
silt
from the periodic flooding the rivers.
Sumerian Civilization:
Religion-
polytheistic
-
over 300 gods
.
Sumerian
City-States
- walled cities like Eridu, Ur, and
Uruk
.
Political Rulers-
theocracy (government ruled by religious) priests and priestesses;
in Sumer also Kings.
Economy-
farming
but trade and industry existed in Sumer but trade and industry also developed. The invention of wheels in 3,000 B.C. made transportation easier.
Social Structure-
nobles, commoners (90% farmers), and slaves
. It was a patriarchal (male-dominated) society.
Writing- around 3000 B.C.- developed a
cuneiform
system of writing
(reed stylus made wedge-shaped impressions on clay tablets). Select young boys were trained to be scribes (became leaders).
Technology-
wagon wheel, potter’s wheel, sundial, metal works
, and advances in
math, astronomy,
&
geometry
.
Other Empires in Ancient Mesopotamia: Akkad & Babylon (Hammurabi’s Code: “an eye for an eye.”)Slide13
Egypt
Egyptian
Civilization- along the
Nile River
(world’s longest river)
; annual flooding (“miracle”) left
silt that fertilized the river valley
.
Religion-
polytheistic with a number of gods associated with heavenly bodies and natural forces
.
The sun god “
Re
”
was the most important.
Osiris
became a symbol of the afterlife
.
Mummification
preserved the physical body
.
Political-
absolute king was called a
pharaoh
and was
divine
.
Egypt’s three periods:
(1) Old Kingdom- King Menes united Upper and Lower Egypt into one kingdom (2700 B.C. to 2200 B.C.) of prosperity and splendor. This is when they built the
pyramids
(largest
at Giza)
. They also created the
Great
Sphinx
(body of a lion with a human head) at Giza.
(2) Middle Kingdom-
p
eriod of
expansion and strength with fortresses to protect the frontier
(2055B.C. to 1650 B.C.) In 1650 B.C. the Hyksos from western Asia conquered Egypt.
(3) New Kingdom-
massive
wealth
came to Egypt and pharaohs built many temples
. (1550 B.C. to 1070 B.C.)
Pharaoh Akhenaten- worship of the sun disk god “Aten.”
A
fter his death, the boy Pharaoh Tutankhamen, restored the old gods.
Pharaoh Ramses II- conquered new lands.
After 1070 B.C. Egypt was ruled by various other groups for a thousand years
: Libyans, Nubians, Persians, & Macedonians (led by Alexander the Great).
First century B.C.
-
Egypt ended up a province of
Rome
.Slide14
Life in Ancient Egypt
Life in Ancient Egypt was highly structured.
Social structure-
small upper class
(
pharaoh and nobles),
large lower class of peasants
and a small
middle class.
Egyptian goods
- well-built and beautiful stone dishes, wooden furniture, painted boxes, gold, silver, and copper tools and containers, paper and rope made of papyrus, and linen clothing.
Arranged
monogamous marriages (girls around 12 and boys at 14)
.
A
man could take another wife if his first was childless.
Gender roles-
husband was the
master
but wives were respected
(in charge of the household and education but restricted from many public offices).
Writing-
hieroglyphics
(“priest-carvings” or “sacred writings”), often found on temple walls and in tombs.
Hieratic script
- used for
business, record keeping, and the general needs
of daily life. Early writing- in
stone
but later writing on
rolls of
papyrus
.
Discipline- the Egyptians were
strict
with their children and discipline included beatings.
Art- artists and sculptors were expected to follow particular formulas in style.
Science- advances in
mathematics, anatomy, medicine
, embalming the dead, and 365-day calendar. Slide15
Quick Check
Groups A & C: Make a list of the similarities between the Mesopotamian civilization and the Ancient Egyptian civilization.
Groups B & D: Make a list of the differences between the Mesopotamian civilization and the Ancient Egyptian civilization.Slide16
New Civilizations
Indo-Europeans
:
nomadic group
from the steppe region in Southwest Asia
- in 2000 B.C. spread
into Europe, India, Asia.
Phoenicians
:
Area near Palestine
that developed a trade empire:
purple dye, glass, lumber, and ships
and were
expert sailors
.
Created a 22 letter alphabet that was
adopted by the Greeks, Romans, and us.
Israelites
:
Minor group
-
religion influenced
Christianity and Islam
.
H
istory found in the
Torah
.
Descendants of patriarch
Abraham
and their ancestors migrated from Mesopotamia to Canaan and life based on
grazing of animals.
Led out of slavery by
Moses
,
Israelites moved to Canaan and King David came to power
, making
Jerusalem
the capital
. His son,
King Solomon,
known for his wisdom
,
expanded trade and built a
temple in Jerusalem
.
Judaism-
monotheistic
religion (one God) and based on the
Ten Commandments
and God’s covenant to protect the Jews. Jews would not accept the gods of neighbors
,
creating early feelings of hostility towards them.
Assyrians
:
E
mpire in Mesopotamia, Iran, Asia Minor, Syria, Israel, and Egypt by 700 B.C.
known for its communication system (series of posts with horse riders)
.
Persians
:
In 539 B.C. the Babylonian king Nebuchadnezzar fell to the Persian Empire. The Persians were a
nomadic Indo-European group that eventually settled in Iran
and stretched from Asia Minor to India.
Monotheistic Persian religion was called
Zoroastrianism
, considered the “true religion”
&
based on Prophet Zoroaster.Slide17
Indus Civilization
Indus Civilization
- 3000 B.C. to 1500 B.C. civilization in
Indus River Valley
with people called Dravidians.
Two important cities- Harappa and Mohenjo Daro
, each with 35,000 people and buildings of mud bricks, courtyards,
&
sewage systems.
Political rulers- rajas (princes) were considered divine
and wielded absolute power
Economy-
farming
with irrigation systems on the Ganges River, but trade
was also important.
Aryans
(
Indo-European warrior nomadic group) changed
the Indus people and
introduced
Sanskrit writing
.
Socially-
extended families (dominated by
e
ldest male) lived together
.
Arranged marriages
and girls’ parents paid dowries to husbands. Men took second wives if the first was childless. Upon the death of their husbands, women were expected to throw themselves onto a large fire and burn alive along with his corpse in the ritual of suttee.
Social class structure-
four
V
arnas
(social groups)
from highest to lowest: (1)
Brahmins
(priests)
, (2)
Kshatriyas (warriors)
, (3)
Vaisyas (merchant or farmer
commoners), and (4)
Sundras
(peasants
or servants).
Religions of India-
Hinduism
- originating with the Aryans, Hindus believed in a single force of reality in the universe, called
Brahman
. People would try to know this ultimate reality and merge with it upon death
. Yoga and meditation were used so people could try to unite with Brahman. Hinduism came to have a
number of human-like gods:
Brahma
(creator), Vishnu (preserver), and
Shiva
(destroyer). Believed in
reincarnation
(rebirth in a different form)
and
karma
(force generated based on a person’s actions in life determined how they would be reborn).
Buddhism
-
founded by Siddhartha Gautama (known as “
Buddha
” or “Enlightened One”
), who came from the Himalayan foothills (Nepal). Buddhism- people
struggle to lead a simple lives and find wisdom in order to achieve
nirvana
(ultimate reality)
based on deeds in life. Many consider Buddhism a philosophy- Buddha was not to be worshipped.Slide18
Quick Check
Groups 1 & 3: List the most notable achievement for each of the following civilizations.
1. Phoenician
2. Israelite
3. Assyrian
4. Persian
5. Indus
Groups 2 & 4: List the similarities between Hinduism and Buddhism. Explain whether or not the two are compatible
.Slide19
Ancient China
Ancient Chinese Civilization- along the Yellow and Yangtze Rivers
under the Xia Dynasty from 2000 B.C. to 1750 B.C. and later the Shang Dynasty from 1750 B.C. to 1045 B.C.
Shang Dynasty
- 1750 B.C.
farming
civilization, obsessed with war
, and known
for
mastery
of
bronze
casting
.
P
owerful kings, aristocracy,
huge city walls for protection, royal palaces, and elaborate tombs
. Majority were farming
peasants.
Priests interpreted “oracle bone” cracks. They believed in an afterlife and engaged in “ancestor worship.”
Zhou Dynasty
- conquered the Shang Dynasty in 1045 B.C. and ruled until 256 B.C. but continued many of the practices of the Shang Dynasty.
The Zhou Dynasty claimed it had the
“Mandate of Heaven,”
that
nature was kept in order through the king
. The king, in turn, had
to be kind to his people
and rule according to the “
proper way” called the
Dao
.
A
famine or earthquake, for example, gave the people the “right of revolution.”
After 800-years- Zhou Dynasty ended after a bloody civil war and period of “warring states” (iron weapons & crossbows).
S
ystem
similar to European
feudalism
in land ownership, use, and protection. The
family (led by elder male) was sacred
.
Achievements:
irrigation, steel plows, silk trade
, and written Chinese
language (
pictograph
where symbols represented words).
Confucianism
- Confucius, known as the first teacher, was a political and
ethica
l
philosopher (not spiritual) who recorded his sayings in the
Analects
.
Confucius said there was
order in the universe when humans acted in harmony with the universe and one another
. People were expected to work hard, improve life, practice the “way,” and subordinate their own desires for the good of the family and community.
Daoism
- system of ideas based on the
teachings of Laozi (the “Old Master”).
The basic ideas were straightforward but the best way to follow the will of
Heaven is through inaction, not interfering with the natural order.
Legalism
-
philosophy that humans were
evil
by nature and needed a strong
ruler
,
harsh laws, and punishments.Slide20
Rise and Fall of Chinese Empires
Qin Dynasty
-
under Qin Shihuangdi
China was united until his death in 210 B.C., and civil war resumed.
Qin set a
single monetary system, legalism, a system of roads, a series of canals, and a great army
that expanded China.
His burial
tomb included a vast
terra-cotta army
of more than 6,000 soldiers
.
Great Wall of China
- concerned with raiding nomads, Qin Dynasty built the original segments of Great Wall of China for defense.
Anyone who opposed the regime was executed
and it censored speech, had harsh taxes, and forced labor.
Politically- was divided into
three parts: civil, military, &
censorate
(inspectors who oversaw government).
Han Dynasty
- in 202 B.C. Liu Pang (peasant origins) took control of China.
Han emperor abolished the Qin Dynasty’s harsh policies and legalism and instead
adopted Confucian principles
.
P
opulation increased to 60-million and government jobs were given based on merit. Han emperors expanded China.
L
ife was not easy for peasant farmers, who had little land and completed one month per year of forced labor.
Technology- improvements in
textile manufacturing, water and windmills for grinding grain, and iron casting
. Iron casting led to the development of
steel. Paper
was developed and
ships with rudders
led to increased trade.
Eventually peasants rebelled against wealthy nobles who demanded peasant labor. By 220 A.D. the empire was destroyed and the next dynasty would not rise for more than 400-years.Slide21
Quick Check
Groups
A
&
B:
List the most notable achievement for each of the following
Chinese Dynasties. Then explain which was the most successful dynasty and why.
1.
Shang
2.
Zhou
3.
Qin
4.
Han
Groups
C
&
D: List the differences between the following philosophical beliefs and ideas. Then explain which made the most sense given the Chinese values of discipline, obedience, and family and why.
1. Confucianism
2. Daoism
3. LegalismSlide22
Problem 2. Creation Stories
“Enûma elish,” Babylonian Creation Story.
Book
of
Genesis, Israelite Creation Story.
What
similarities exist between the Babylonian and Israelite creation stories?
What
differences exist between the Babylonian and Israelite creation stories?Slide23
Lesson 3 Objectives
Students will be able to:
Explain how the Minoan and Mycenaean civilizations influenced the development of Greek culture;
Describe what the
polis
was and its importance to Greek life;
Explain why independent city-states and rivalry developed in the Greek world;
Describe the relationship between Athens and Sparta;
Describe the violent history between the Greeks and Persians;
Explain the evolution of participation in government by Greek men;
List the key Greek historians, playwrights, philosophers, and scientists and their major achievements; and
Describe the Macedonian invasion and expansion of Greek culture under Alexander the Great.Slide24
Minoan & Mycenaean Civilizations
Greek Geography
:
A
mountainous
peninsula
&
6,000
islands
-Greeks became
seafarers who fiercely defended their city-states
.
Minoans
- centered on Crete, the Minoan Civilization flourished from 2700 B.C. to 1450 B.C.
Although not a Greek civilization, the Minoans
influenced the Greeks through traded and buildings
.
1450 B.C. some scholars believe a
tidal wave
caused a volcanic eruption on the Island of Thera destroying the Minoans
. Other scholars argue that Mycenaeans invaded Crete and destroyed the Minoans.
Mycenaeans
- civilization from
mainland Greece
that flourished from 1600 B.C. to 1100 B.C.
Mycenaean Greeks were
Indo-European warriors that established powerful monarchies, built fortresses
, and gigantic stone
walls.
The most
famous
mythical battle in Greek history put the
Mycenaean Greeks under
Agamemnon
against the Trojans during the
Trojan War
(written
by
Homer
in his
Iliad)
.
The Mycenaean Greeks maintained a loose
alliance of independent states but frequently fought wars against neighbors
. They also had vast
trade networks all over the
Mediterranean
world.
1100 B.C. to 750 B.C. was a Dark Age
(
few written records) but Mycenaeans spread around the Mediterranean.
A
dopted the Phoenician alphabet and
Homer
wrote his
epic poems
(long poems telling the story of a great hero
), the
Iliad
and the
Odyssey
,
based on stories passed down from generation to generation.Slide25
Ancient Greek City-States
By 750 B.C., the
polis
(city-state or local community) became the central focus of Greek life
.
G
overnment provided a place to
protect during an attack
called an
acropolis
.
Below was a place to gather, called an
agora
.
City-states varied but the
polis
gave a
united identity
&
shared common goals.
3 groups of people- citizens with political rights (adult males), citizens without political rights (women and children), and non-citizens (agricultural laborers, slaves, and resident aliens).
City-state
rivalries developed
. Greeks
colonized the Mediterranean world
between 750 B.C. and 550 B.C.: Italy, France, Spain, and North Africa,
Thrace
on the Black Sea,
Hellespont, Bosporus, and
Byzantium
(later
Constantinople
).
The Greeks spread cultural, political ideas, trade, and a wealthy merchant class formed.
Tyrants
(wealthy merchants)
gained power from aristocrats. Once in power the tyrants kept power with hired soldiers. They helped the poor with public works projects and built markets, temples,
&
walls.
Sparta & Athens
:
Sparta
- rigid and strict conquering civilization
that enslaved the captured (helots).
Spartan men remained in the military until age 60
. Because men were away a lot, women gained a degree of independence. Sparta was a strict military state run by 2 kings and an elected council of 28 citizens.
Athens
- civilization on the mainland ruled by a king with upper class aristocrats
.
After civil war, Athens developed a democratic government in the form of a council of 500 that supervised foreign affairs, oversaw the treasury, and proposed laws.Slide26
Quick Check
Groups 1 & 3: Brainstorm and list the reasons why the Ancient Greeks placed such a strong influence on rivalry such as: Mycenaean Greeks v. Troy and Athens v. Sparta. Can we trust the works of Homer as historical sources?
Groups 2 & 4: Brainstorm and list the ways that the Greek concept of the
polis
is still relevant in the world today
.Slide27
Classical Greece
In 490 B.C., the
Athenians and Persians began fighting a series of wars
.
Persians landed in
Marathon
(26 miles from Athens) and the
Greeks won the battle. A runner named Pheidippides ran the 26-miles to Athens to announce the Athenian victory over Persia and then died
.
Xerxes
vowed revenge
and led a massive Persian invasion force of 180,000 troops and thousands of warships.
Athenians, Spartans, and other Greeks united to defeat the Persian invaders
.
Greeks formed an alliance known as the
Delian League
and pushed back Persians from Greek lands.
Athenian Empire expanded under Pericles
, in what historians call
Classical Athenian
or Classical Greek History
. Athens- center of Greek culture and made great strides in
art, architecture, & philosophy
.
Under Pericles,
direct
democracy
(participation by every male)
, an assembly that
met every 10-days on the east side of the
Acropolis
to pass all
laws
, elected public officials
.
System of
ostracism
to protect against ambition
. A petition of 6,000 led to
banishment for 10-years
.
E
conomy based on
farming and trade
.
Grapes and olives
were exported.
Women could take part in religious festivals but were otherwise excluded from public life.
Great
Peloponnesian War
- Athens vs. Sparta. Defeat of Athens
ended the Classical Greek period.Slide28
Important Greeks
Twelve important gods who lived at
Mt. Olympus
; including:
Zeus
(chief god); Athena (goddess of wisdom);
Apollo
(
god of the sun and poetry);
Ares
(
god of war);
Aphrodite
(
goddess of love); and
Poseidon
(
god of the seas) (
Hades
was the god of the underworld).
Rituals, festivals, and
oracles
(
interpreted to guide decisions)
(like the
Oracle at Delphi
).
Greek Drama- outdoor theaters to view
Greek Comedies
(puns and satire) and
Greek Tragedies
dealt with universal themes
(good v. evil, rights, divine,
&
humans).
Euripides
&
Sophocles
were Greek playwrights
(Sophocles-
Oedipus Rex
).
Greek Historians-
Herodotus
is the “
father of history.
”
Thucydides
is the “
greatest historian of the ancient world
.”
P
hilosophy
refers to the organized system of thought and often concerned the nature and the universe
.
Pythagoras
believed the universe could be found in numbers
&
music.
Sophists
were traveling teachers who sold services
to young men.
Socrates
was critical of the Sophists,
believed education was in
questioning and reason
(Socratic Method),
& urged moral lives.
Plato (Socrates’ student)
, focused on the question “how do we know
what is real and what isn’t?
Distrusted masses and favored a republic.
Aristotle (Plato’s student)
believed that
happiness came from living virtuous lives
(virtue was the mid-point of extremes); he pushed for
“moderation in all things”
and believed people learned through observation and classification.
In 338 B.C.
Macedonian king Philip II conquered Greece. After his assassination, his son
Alexander the Great
(20) took over
. Alexander
united the Greeks and Macedonians in an attack of the Persian Empire
,
winning back Syria, Palestine, Egypt,
and the rest of Persia. He then went east into Pakistan and India. Finally, Alexander returned
home, where he died at age 32
in 323 B.C.
Greek Scientists-
Euclid
-
plane geometry and
Archimedes
- geometry of spheres and cylinders and established value of pi.
F
our Hellenistic (Greek-like) kingdoms resulted in Macedonia, Syria, Pergamum, and Egypt. All were later conquered by Rome.Slide29
Quick Check
Group A: List the reasons why other groups, such as the Macedonians, might have wanted to be like the Greeks. What values did others admire about the Greeks?
Group B: Explain the Greek system of democracy (who did it include?) and ostracism (how did it work?). Should the U.S. have a system of ostracism and how could it work?
Group C: List as many Greek gods as you can and what they controlled. Then decide which three were probably the most important to the Greeks and why.
Group D: List the main beliefs of the following and explain which made the most important contribution to Greek civilization. Whose beliefs made the most important contribution to life today, what were they, and why were they so important?
1. Socrates
2. Plato
3. AristotleSlide30
Problem 3. Greek Contributions
Research the important contributions that the Greeks made to modern Western Civilization. Come to an agreement within your group as to the top 3 contributions and why they were so important. Finally, you will present your top 3 contributions to the class.Slide31
Lesson 4 Objectives
Students will be able to:
Describe the founding of Rome and the establishment of the Roman Monarchy;
Explain how Rome changed from a Monarchy to a Republic;
Explain what a republic is and how citizens vote and elect representatives in republican-style governments;
Describe the achievements made by the Roman Republic;
Explain how Rome expanded and how expansion was both good and bad for Rome;
Explain how class conflicts and civil war divided Rome and led to the establishment of an imperial government;
Explain how Julius Caesar gained power and how he was assassinated;
Explain how Augustus Caesar changed Rome to an Empire and how life changed for Romans as a result;
Describe life in Rome and its achievements made in terms of culture, education, art, architecture, and literature;
Describe the role of Christianity in Rome and how it eventually gained acceptance;
Explain the problems faced by the Western Roman Empire and the reasons for its collapse; and
List and explain the ten reasons for the fall of Rome and how those reasons were interrelated.Slide32
Rise of Rome
From 1500 B.C. to 1000 B.C., an
Indo-European group called the
Latins
, moved onto the Italian peninsula.
Herders and farmers
, and
olive and grape farmers
who spread an alphabet, art, and culture through sculpture, architecture, and literature.
In
650 B.C. the
Etruscans
(from Etruria) founded Rome
and made the most significant contribution to Roman culture.
Romulus and Remus
, two brothers were abandoned by an evil uncle in the Tiber River. A
she-wolf found them, nursed them, and raised them
. In 753 B.C., Romulus founded and became king of Rome (monarchy).
Business and trade
, due to geography and access to the Mediterranean Sea. By the 6th Century B.C.,
all trade routes converged in Rome
.
In 509 B.C. the
Romans overthrew the last Etruscan king and established a
republic
(people vote for
representatives
in government).
Under the
Roman Republican Constitution:
Executive
-
2
consuls
(also known as praetors), one civil and one military (1-year terms)
,
elected by
a group
of
aristocrats
and
wealthy.
Legislative
(
law-makers)-
Senate
, made
up of wealthy aristocrats (
Senators served for life), which advised and approved actions of Consuls.
In
times of crisis, a
dictator c
ould
hold absolute power for a term of
6-months.
Class Conflict Divided Rome:
Patricians
– the hereditary aristocrats and wealthy
classes
. The
common
people were known as the
plebeians
.
In the early
Fifth Century
, tensions became so bad that the plebeians threatened to break away from Rome and form a rival
settlement.
To save Rome, the
patricians granted
plebeians
some
rights
.
In 471 B.C., they could
elect
tribunes
within the Council of the Plebs.
By 287 B.C. tribunes could
veto measures they thought were
unfair. Nevertheless, wealthy Romans continued to control Rome.
Roman Code Law
- 450 B.C., the
Twelve Tables
set out important
statutes
(or laws)
. Rome developed a complex system of law with principles like:
innocent until proven guilty, defending oneself
in court, and
a
judge weighing the evidence
.
Roman Republic expanded to encompass most
lands adjacent (next to) the Mediterranean Sea
. After a series of three Punic Wars with Carthage, Rome even gained land in Northern Africa
and controlled Greece, Macedonia, and Pergamum. Slide33
From Republic to Empire
E
xpansion
brought
wealth but it
was unequally
distributed
. The constitution failed with so much territory.
Problems
with conquered
lands:
New
land
went
to the wealthy
who
organized enormous
sheep and cattle herding plantations called
latifundia
.
The
owners of
latifundia
enjoyed great economies of scale, used slave labor, and drove others out of
business.
B
rothers Tiberius and Gaius Gracchus used the Council of the Plebs to redistribute land to the poor. Many wealthy Senators were furious and both brothers were soon assassinated.
C
ivil
w
ar seemed likely.
Two generals, Gaius Marius
(favored reform)
and Lucius Cornelius
Sulla
(sided with rich),
tried to save Rome.
Marius became consul, created a new army recruitment system, and put power in the hands of generals but
Marius died and Sulla
took
over. Sulla
did not address Rome’s most serious social
problems
and engaged in a reign of terror, killing all political opponents. He then eliminated assemblies and put all power in the hands of the Senate.
50-years of
c
ivil war ensued.
Crassus
(richest man in Rome),
Pompey
(general who conquered Hispania), and
Julius Caesar
(general who conquered Gaul). In
the 50s B.C.,
Caesar
led an army that conquered
Gaul making
him very popular.
In 49 B.C.,
after Crassus
died in battle, the Senate favored Pompey because they feared Caesar’s
popularity.
Nevertheless,
Caesar
marched his army across the Rubicon River into to Rome and soon after he named himself
dictator for
life
. A civil war broke out and Caesar won.
Julius Caesar stepped into the
chaos and began the process of changing the
Republic into a centralized
government.Slide34
Julius & Augustus Caesar
Caesar was the nephew of Marius and he favored social
reform.
He centralized all
military and political functions
under
his
control; confiscated
property from the wealthy and gave it to veterans of his army and other
supporters;
launched large scale building projects
to provide employment for the
poor; and
extended Roman citizenship to
conquered people.
His
reforms alienated
the rich
who
called
him
a tyrant and
assassinated
him in
44 B.C
.
(on the Ides of March).
It
was too late to
save the republic;
civil war
raged
and Octavian
became the new leader of Rome.
After the death of Caesar, Octavian (the protégé
,
heir, and grandnephew of Julius Caesar) and Marc Antony fought for power. Marc Antony allied himself with Cleopatra VII of Egypt but lost at the Battle of Actium to Octavian in 31 B.C.
In
27 B.C., the Senate
gave
Octavian the title “
Augustus
”
(suggesting
a
semi-divine
nature). He
ruled unopposed for 45 years in “a monarchy disguised as a
republic.” He
accumulated
vast power, reorganized the military, created a new standing army, and stabilized the land
after years of civil
war.
The
Empire rose and Augustus
Caesar became the
first
Emperor
of
Rome
. Augusts maintained a standing army of
28 legions
(5,000 male citizens each) and auxiliary forces of 130,000 (subject people could be auxiliary forces).
After Augustus, the Roman Empire continued to grow
and
surrounded the Mediterranean
Sea
. Romans
called the Mediterranean
mare nostrum
(“
our sea
”)
. Roman
soldiers,
diplomats,
and merchants
spread and
trade flourished
.
E
mperors
named their successors. The next four came from his family: Tiberius, Caligula, Claudius,
&
Nero.
After Nero a Civil War broke out. The next five emperors were considered “
good emperors” and ruled during the
Pax Romana
(“
Roman Peace”
): Nerva, Trajan, Hadrian, Antonius Pius, and Marcus Aurelius.Slide35
Quick Check
Group 1: List the origins of the following:
1. The Latins
2.
T
he Etruscans
3. The Roman monarchy
Group 2: Describe what a republic is and then write out the makeup of the executive and legislative branches under the Roman Republic.
Group 3: List the major disagreements that existed between the plebeians and patricians and the goals of each group in Rome.
Group 4: List the accomplishments of Julius Caesar and describe how he took power in Rome.Slide36
Roman Culture & Society
Art & Architecture- Roman artists aimed for slightly
more realistic statues
.
T
hey used
Greek
architectural forms
such as colonnades,
arches, vaults, and domes
. They
use massive amounts of
concrete
and improved
engineering
of roads, bridges,
&
aqueducts.
Literature-
Virgil wrote the epic poem, the
Aeneid
,
Horace
was the most famous poet, and
Livy
wrote
The Early History of Rome
in 142-volumes.
Family- headed by
paterfamilias (dominant male),
each son and his wife lived with his father.
Gender- father (or someone he appointed) taught boys to read, write, morals, law, and military training by the age of 16 (adulthood). Women always needed a male “guardian.” Fathers arranged marriages for daughters (between ages of 12-14). Men typically married when older.
Slavery-
Romans heavily relied on
slavery
. Slaves farmed, attended to the house, and did almost any job.
Living Conditions-
City of Rome
was the center of life with
temples, markets, baths, theaters, government buildings, amphitheaters.
It was
busy, crowded, loud, and dirty
. The rich lived well and the poor lived in inadequate, small, and uncomfortable apartments.
Roman Religion-
festivals were held honoring the many Roman gods and goddesses
(including Jupiter, Juno, Minerva, and Mars). Romans thought
success required the favor of gods
but
tolerated other
religions
.
Rise of Christianity-
Greco-Roman religions were incompatible with basic principles of
Christianity
, which favored peace
. Also, Christians
refused to worship the other Roman gods
; this was considered this treason and punishable by death (many found themselves in the gladiatorial arenas). By the Third Century, Christianity began to grow in popularity because: 1. it offered salvation; 2. it was similar to other religions; and 3. followers belonged to a community
and spiritually was equal for all.
In 313, Emperor
Constantine
converted to Christianity
and issued the Edict of Milan, which officially tolerated Christianity.
In 380, Emperor
Theodosius the Great, Christianity was made the official religion
of the Roman Empire. Slide37
Fall of Rome
Reasons for the Fall of Rome
:
1. Rome grew
too large to
manage
(its borders were hard to hold);
2. Increasing
invasions by
barbarians
(consistent invasions by Sassanid, Persians, and Germanic tribes);
3.
Lack
of a unified
Roman
Army
(because of the size, Rome had to begin hiring barbarians who were not reliable or loyal);
4.
Financial crisis
(with little money to pay soldiers, it paid
soldiers in
land
,
which chipped away at Roman territory
);
5. Ineffective
and
corrupt
emperors
(from 235-284 there were 22 different emperors);
6. Moral
and cultural decay (
people lost the love of being Roman
and being civilized
);
7.
Disease
(killed many and caused a shortage of workers, food, trade, and money);
8.
Class
conflicts
(rich versus
poor were constant as a result of the structure of Roman society);
9.
Rise
of
Christianity
(the concept of peace and brotherly love was incompatible with war); and
10.
Division
of the Empire into
East and
West
(Diocletian officially split the empire to try and save it but instead it weakened. The East, centered at Constantinople (previously named Byzantium) remained strong while the
W
est declined and eventually fell).
Barbarian Invasions:
As the Western Roman Empire grew weaker, it faced an increased barbarian migrations, invasions, and
pillagings
.
Huns
- came from Asia (led by Attila);
Visigoths
- originally came from Germany as allies, revolted in 378 A.D. at Adrianople (wanted to be civilized but didn’t know how);
Vandals
- came from southern Spain and Africa and in 455 A.D. sacked Rome
.
Finally, in
476 A.D.
, the
last Roman emperor (a boy emperor)
Romulus Augustulus
was sent into exile by the Germanic army commander
Odoacer
(who named himself king). The Western Roman Empire finally fell. The Eastern Empire continued on as strong for approximately 1,000 more years. The West soon fell into the Dark Ages.Slide38
Quick Check
Groups A & C: List the reasons for the fall of the Western Roman Empire. Which were the three most important causes for the fall of Rome? How were they related to one another?
Group B: List the artistic, cultural, and architectural achievements made by the Roman Empire. Which were the three most important achievements and why?
Group D: List the barbarian groups that invaded Rome and where they originated. Describe how the Western Roman Empire finally fell in 476 A.D.Slide39
Problem
4
. Roman Contributions
Research the important contributions that the Romans made to modern Western Civilization. Come to an agreement within your group as to the top 3 contributions and why they were so important. Finally, you will present your top 3 contributions to the class.Slide40
Lesson 5 Objectives
Students will be able to:
Describe how dangerous life was in Europe after the fall of the Western Roman Empire in 476;
Define the “Middle Ages” and explain how historians divide the Middle Ages;
Explain why many people consider the Early Middle Ages to be the “Dark Ages”;
Explain how the Merovingian Dynasty rose to power and then fell;
Explain how the Carolingian Dynasty united with the Church and gained power;
Explain the idea of “divine right of kings” and why that was important in the Middle Ages;
Explain how Charlemagne and the Church worked together to maintain power;
Explain how the Holy Roman Empire was neither holy nor Roman;
Explain why feudalism was needed and why it was a useful relationship between lords and peasants during the Middle Ages;
Demonstrate a mastery of the feudal relationship that dominated Europe during the Middle Ages; and
Describe the importance and functions of the Medieval Church.Slide41
Early Middle ages
As the
Western Roman Empire
fell
in
476, the
Eastern Roman Empire
survived
until it
was taken over by Ottoman Turks (Muslims) in
1453
. Western Europe descended into the
Middle
Ages
-
time between
the fall of the
Western
Roman Empire and the fall of the
Eastern
Roman Empire (
476-1453)
.
The Middle Ages are
divided
into three periods:
Early Middle Ages
476-1000;
High Middle Ages
1000-1347; and
Late Middle Ages
1347-1492.
Early Middle
Ages-
(
476-1000) also called
the
“
Dark Ages
”
(darkness
(barbarians) overwhelmed the
light
(
Romans).
I
nfluence
of barbarians increased as
Roman Emperors granted barbarian mercenaries land within the Roman Empire in return for military service.
It
chipped away at
Rome and
these barbarians eventually took over
.
Waves
of
barbarians migrated
into areas given up by the
Romans
-
categorized
by language and little else:
Celtic Tribes: Gauls,
Britons;
Germanic Tribes: Goths, Franks, Vandals,
Saxons; and
Slavic
Tribes: Buglers,
Wends.
Merovingian Dynasty
:
Merovingian
Dynasty
originally
a barbarian
group
in Gaul
ruled for 300
years as
the
first
dynasty after
the fall of
Rome
.
481 A.D.-
Merovingian Dynasty united
Frankish tribes
after
Clovis I converted
to
Christianity,
winning
support
of the
Church.
Clovis enforced
Salic
Law, assigning
a specific financial
value, or
wergild
,
to everyone and
everything
. The ordeal was used to determine guilt (cause harm to a person but it was presumed that an innocent person would not actually be harmed).
The Merovingian's
built
many monasteries, churches, and palaces and they spread Christianity throughout
Europe.
Eventually
dynasty
declined as kings relaxed
power
to become figureheads
and aristocrats gained power.Slide42
Carolingian Dynasty & Charlemagne
Carolingian Dynasty
:
In the
Eighth Century
the
aristocrat,
Charles “the Hammer” Martel
(who defeated the Muslim Moors at the Battle of Tours, France in 732),
rose to power in the Frankish
kingdom.
Charles
confiscated land given to the Church and
began Church reforms to restore spirituality
to
priests. His
son,
Pepin the
Short,
continued
Church reforms,
and eventually
removed
the last Merovingian
king.
What resulted was the
Carolingian
Dynasty
, which
vowed
to protect the papacy (Pope) and establish the Pope
and his
bishops as
“the
makers of
kings” or “the
divine right of kings
” (that kings get their power directly from God, making rebellion against a king a crime against God).
When Pepin died in 768, his son
Charles the Great, or
Charlemagne
, took over and reigned from 768 to 814
.
Charlemagne:
Charlemagne
was a
military general who restored the exiled Pope Leo III
as the head of the
Church.
In return, on
Christmas Day in
the year 800,
Pope Leo placed a crown on Charlemagne’s head and named him the “
Emperor of the
Romans
,”
which secured the relationship between
kings
and the
papacy.
Charlemagne became emperor of the
Holy Roman Empire
, a dynasty that lasted more than 700 years
as a
loose
alliance
of Christian states
in modern Germany, Poland &
Hungary.
Charlemagne
imposed
order
through
the Church
and state
,
ordered
the standardization of Latin
, reformed the clergy, and established a
new form of
handwriting. Ironically, Charlemagne was probably illiterate.
After Charlemagne’s death Europe became politically unstable; fighting and wars were a constant danger. In the end, a system called
feudalism
was developed as a new social and political order.Slide43
Quick Check
Groups 1 & 3: Brainstorm and list the characteristics of life during the Early Middle Ages during the Merovingian and Carolingian Dynasties. Did the rise of Charlemagne restore the Western Roman Empire?
Groups 2 & 4: List the ways that Clovis I and Charlemagne gained power. Was there separation of church and state during the Early Middle Ages? Explain.Slide44
Feudalism
Rise of Feudalism:
Middle Ages were dangerous and war
was a constant
concern
due to invasions
for land, food, and
power.
After Charlemagne, the Carolingians
failed to provide
effective means of defending
against
the
Magyars
(in Central Europe),
Muslims
(in
S
outhern Europe),
Vikings
(in Britain and Northern Europe), etc.
Feudalism
was
an agreement between
lords
and
peasants
(called “
serfs
”) whereby
lords
gave the serfs
protection
in times of
danger
and land to
farm.
In exchange,
serfs gave lords
labor
and
a portion of
crops
.
Serfs were not
slaves,
but once they entered into the feudal contract, they were
tied to the
land
.
If another lord inherited the
manor
, he would also inherit all of the serfs
and had to
honor the previous lord’s
obligations.
Feudalism varied from place to place: there
really was no
single
“feudal
system.”
Feudalism-
political and economic system in which lords and vassals provided each other with certain
obligations
. It
worked because
of
mutual
obligations and cooperation
between serfs &
nobles.
Result of Feudalism:
Lords- a
hereditary
class of
nobles
who
lived
off of the agricultural
surplus
that they received from
serfs. Only
by
selling
the surplus could
lords get
the
resources
needed for control
military
, political, and legal
affairs.
Serfs- class
of free peasants who sought protection from a
lord
.
S
erfs
had the right to work certain
lands, they
had to perform labor services and pay rents in kind or a
(portion
of their
harvest) to the lord.
Male serfs typically worked three days a week for their lord, with extra services during planting and harvesting
times; and
Female serfs churned butter, spun thread, and sewed clothes for their lord and his
family.
Lords ran
self-sufficient
manors
-
administering
the
government
,
police force,
and
courts.Slide45
Medieval Church
Role of the Church in Medieval Europe:
Middle Ages were a time of
increased
religiosity
in Europe
. With disease, warfare, and poverty for most people,
heaven
was the ultimate reward for the difficulties suffered during this lifetime
.
Church developed a system of organizing territory into
parishes overseen by
priests
. Parishes were grouped together into
diocese overseen by
bishops
.
The Church got its power from the belief that
Jesus gave the “
keys to the kingdom of heaven
” to his chief disciple,
Peter
, who established the Church
as the first
pope
, or head of the Catholic Church
.
Monastic Life:
A
monk
is a man who separates himself from society to dedicate his life to God. The practice of living like a monk
i
s known as
monasticism
.
Monks followed strict rules established by
Benedict of Nursia (St.
Benedict
)
which divided a monk’s day between prayer (at least seven times
a
day) and physical labor; idleness
i
s the “enemy of the soul.”
Each
monastery
(place where many monks live together in a communal life) was led by an
abbot
.
Monks copied books, ran schools and libraries, taught peasants skills, and served as missionaries (spreading Christianity).
Females could become nuns
and lived in
convents
headed by an abbess.Slide46
Quick Check
Groups A & C: Graphically show the hierarchy of the feudal system. Then list what serfs gave to lords under the feudal contract and list what lords gave to the serfs under the feudal contract.
Groups B & D: Graphically show the hierarchy of the Catholic Church during the Middle Ages. Then brainstorm and list the types duties of the clergy during the Middle Ages.Slide47
Problem
5
. Benedictine Rules
Benedictine Rules, Chapter 5, “On Obedience” & Chapter 6, “On Silence
.”
http
://
www.osb.org/rb/text/rbejms3.html#5
What
does the selection say about being obedient?
What
does the selection say about silence?
Would
you be able to lead a life according to these principles
?Slide48
Lesson 6
Objectives
Students will be able to:
Explain why castles were constructed in the Middle Ages and explain their purposes;
Describe the key architectural components of castles and explain how to sack a castle;
Describe the achievements of Justinian in the Eastern Roman Empire;
Explain what the Byzantine Empire was, where it was located, and what life was like in Constantinople;
Describe some of the achievements of the High Middle Ages;
Explain who knights were, what the Code of Chivalry was, and what rules knights were supposed to live by;
Explain the Pope’s attempts to curb mischief by bored knights;
Explain the causes of the Crusades and the Pope’s goals;
Summarize the achievements and failures of the Crusades; and
Explain the long lasting results from the Crusades and contact with the Middle East to European society.Slide49
Castles & Knights
Castles
were defensive
fortresses
that protected the inhabitants of an area during times of attack.
Often only wealthy nobles (lords and knights) had the means to construct such large structures. They were also
vassals
of the king and obligated to administer their
fief
, or lands that the king (chief feudal lord) had granted them. Lords, in turn, owed protection and loyalty to the king when called upon.
Castles were made up of:
Defensive curtain walls
(inner curtain wall and outer curtain wall);
F
ortified entryways with
drawbridges, moats, gatehouses, portcullises, heavy doors with draw bars
;
Defensive positions like
arrow loops (or slits), murder holes, machicolations,
merlons
(top of wall)
towers, and turrets
; and
I
nnermost stronghold of the castle-
keep
. The great hall was often located within the keep and was the last line of defense.
Knights
: trained fighters
who were often part of the aristocracy and owned castles.
Church
officials originally proposed a
chivalric code to curb fighting
within Christendom.
12th
Century,
dubbings included
placing a
sword
on
an altar and pledging
to serve God, feudal lord, and the king.
Code of Chivalry
evolved and knights adopted
higher ethical standards, refined manners, &
leadership.
C
hivalric code- knights were to follow
the
ideals
of
order, piety, and
Christian
faith
rather than
wealth
and power
.
Knights were required to
put women on pedestals
and to treat them with dignity and respect.
During inactivity
knights kept busy, avoided mischief,
proved bravery, and combat skills in
tournaments
.
Aristocratic Women:
Most women were under the control of their fathers until marriage and then their husbands after they married.
Aristocratic women
, however, often had
great responsibilities in managing the officials, servants, food, supplies, and finances of a manor while their husbands were away
.
Eleanor of Aquitaine
is one example of a remarkable aristocratic woman.Slide50
Problem
6
. Song of Roland
Song of Roland can be found at:
https://
sourcebooks.fordham.edu/basis/roland-ohag.asp
Which
were the three most important aspects of chivalry listed above? Explain why they were the most important for knights.
Why
would using a poem or song have been necessary and helpful during the Middle Ages in order to communicate important rules?Slide51
Byzantine Empire
In 527,
Justinian
became emperor of the Eastern Roman Empire in Constantinople (took Theodora as his wife)
and wanted to
reestablish the old Roman Empire as a
Mediterranean Lake
. By 552 he achieved his goal but shortly after his death in 565 the
reconquered land was lost.
Justinian’s Contribution:
Reformed legal system
and established Justinian’s Code under
The Body of Civil Law
;
Constantinople
became a great city of over 100,000
with a rich culture of art, architecture, and education; it also became the
trading center of the world
at the crossroads of Europe, Asia, the Middle East, and Africa.
Built an enormous
palace complex, hundreds of churches, the
Hippodrome
, public works projects like roads, bridges, walls, baths, law courts, schools, and underground reservoirs
; and
Built the magnificent
Hagia Sophia
-
The Church of the Holy Wisdom
.
In 1054 a
schism
divided the Christian Church into (1) a Catholic Church centered in
Rome
(headed by the
Pope
) and (2) an Orthodox Church in
Constantinople
(headed by a
Patriarch
).
Byzantine Empire
was much smaller in scale
;
it consisted of just
Greece
,
Turkey, & Egypt
.
At the same time, the
Islamic faith grew in strength
and conquered Syria, Palestine, and Jerusalem. It soon posed a serious threat to the rest of the Byzantine Empire.Slide52
High Middle Ages
England in the High Middle Ages:
In the 9th Century
Alfred the Great united most of England
under one monarchy.
1066 William of Normandy invaded England, defeated King Herold at the
Battle of Hastings
, and became king.
King’s power
expanded under King Henry II
but was drastically limited when nobles forced
King John to sign the
Magna Carta
at Runnymede in 1215, limiting the monarchy and giving rise to
Parliament
under the reign of Edward I
. Nobles and Church Lords made up the House of Lords and knights and prominent townspeople (2 per town) made up the House of Commons.
France in the High Middle Ages:
In 987 when the last of the Carolingian kings died, the west Frankish nobles made
Hugh Capet their king, establishing the
Capetian Dynasty
in France
. In reality, the Capetians had little power outside of Paris.
Capetian power
increased under Philip II Augustus
(1180-1223)- took control of Normandy, Maine, Anjou, and Aquitaine.
1302 the
Estates General
(French Parliament) met for the first time
, bringing together the Three Estates of French society
(First Estate- Clergy; Second Estate- Nobles; and Third Estate- wealthy townspeople (bourgeois)
).
Holy Roman Empire in the High Middle Ages:
Eastern Frankish kings ruled the
Holy Roman Empire
since Charlemagne, but the alliance
weakened until Otto I took control. Otto vowed to protect the Pope
and
in 962, became the second king to take the title of Emperor of the Romans.
Unfortunately, German kings (Frederick I, Frederick II, etc.)
made the repeated mistake of trying to bring Italy into the empire
, which
weakened the Holy Roman Empire
to the point that it no longer controlled Italy or Germany. Instead, hundreds of independent states existed as a loose alliance of states.Slide53
Problem
7
. Magna Carta
King John, Magna Carta (1215).
http://
www.ushistory.org/documents/magnacarta.htm
Who
are the parties to this agreement?
How
would you characterize the long list contained in the document?
Why
is the Magna Carta an important document?Slide54
Trouble With Knights
New ideas
&
cultural improvements of
the High Middle Ages:
Guilds
and c
ommunes in the trades
;
Towns,
cities
, &
manors;
New
philosophers, scholars, and writers;
Universities
and improvements in
monastic life furthered
education
;
New techniques in art
and
architecture;
Courtly
entertainment
;
BUT- it was still the Middle Ages and things would get much darker!!!
In the High Middle Ages, lords
and knights had little loyalty to one another and began competing more fiercely for land, power, influence, and control.
Knights
roamed Europe looking for adventure and to prove their honor
, but in many cases,
they were the cause of violence.
The Pope responded to help control the knights:
Peace of God
: papal decree in
989-
prohibited stealing church property, assaulting clerics, peasants, and women by threat of excommunication
.
Truce of God
: papal decree in
1027- outlawed
all fighting from Thursday to Monday morning, on important feast days, and on religious days
(only fighting that is pleasing to God should be allowed
).
The Crusades
: in
1095,
Pope Urban II
called the
Christian
knights of Europe
to
fight
the First Crusade against Muslims for control over the
Holy Land
(Jerusalem
).Slide55
Call for Crusades
Crusades:
series of holy wars between
Christian Crusaders
&
Muslims
for control of the Holy Land (Jerusalem).
Causes of the Crusades
:
Byzantine emperor asked the West for help
in fighting against the Muslims to regain the Holy Land;
Adventure
;
Intense
religiosity
; and
F
or
European expansion
in opposition to recent
Muslim
advances into
Christian
territories.
In 1095, Pope
Urban
II’s Crusade had the following goals:
Drive the
Turks from
the Eastern Roman Empire
;
Obligate
the Eastern Roman Empire
(they would then owe the
west one);
Heal
the s
chism
on Rome's
terms; and
C
apture
the
Holy
Land
from the Muslims.
First
Crusade
1097-1098:
Crusaders achieved
all major
objectives
in the
Holy
Land. It was a military
victory for the
Christians. The Turkish
Muslim threat was reduced, but not
eliminated.
Unfortunately, all initial
gains in land
were lost through diplomatic bargaining.
The Second Crusade,
1147-1148:
A total military failure
for the Crusaders and discredited them
as a military
threat. It was a military
victory for the
Muslims.
The Third Crusade,
1189-1191:
Well-known in literature (Robin
Hood), this Crusade involved
Richard I of England, Phillip II of France, Frederick I of the Holy Roman
Empire. Saladin was the leader
on Muslim
side. Frederick died and after the French returned home,
Richard I negotiated free access for Christians in the Holy Land.Slide56
Holy Wars
Fourth Crusade,
1199-1204:
Western
and Greek relations were strained and each disliked the other.
Crusaders
marched into and
sacked
Constantinople in 1204
. This Crusade was really Western Christians against Eastern Christians.
Any the
chance to heal the Great Schism was lost forever and in 1453, when the Eastern Roman empire was
attacked
by Turks, they preferred surrender than to ask Rome for
help.
Fifth Crusade,
1218-1219:
Crusaders
captured
Damietta and swapped it for
Jerusalem
. As a result, for
a short time the Christians held the Holy
Land,
but then lost it again.
Sixth
Crusade,
1229:
Frederick II of Germany negotiated a
treaty that gave the Crusaders Jerusalem
, all the other holy
cities,
and a ten year
truce. He
was criticized for negotiating rather than
fighting.
Seventh
Crusade,
1248-1254:
Led by Louis IX of
France, it was nearly
an exact repeat of the Fifth Crusade.
Damietta was won but swapped for
Jerusalem
.
Eighth Crusade, 1270
Led by Louis IX of
France, Louis
’ brother, Charles of Anjou, king of Sicily, had his own plans and brought the expedition to Tunisia, where
Louis
mysteriously died
.
The
last Crusader cities on the mainland of Palestine fell in
1291.
The Crusades died out due to
lack of interest
,
rising European economic prosperity and
trade
, and
repeated military failures.
Effects of the Crusades:
Fatal weakening
of the
Byzantine
Empire;
Increases
in
culture
,
banking, and
Mediterranean
trade
;
New technology, education, and
knowledge
introduced
into Europe;
H
eavy
stone masonry, construction of
castles,
stone
churches,
siege
technology, tunneling,
and sapping of castles
improved; and
Wakening
of
the nobility
and a
rise
in the
merchant
class.
All of the enrichment flowed
primarily from East to
West; Europe
had little to give in
return- then 1347 changed everything!Slide57
Quick Check
Groups 1 & 3: List the achievements of the Crusades. What positives resulted from contact with people in the East?
Groups 2 & 4: List the failures of the Crusades. Why did the Crusades die out?Slide58
Lesson 7
Objectives
Students will be able to:
Explain how life in the High Middle Ages improved and people moved back to the cities;
Describe the high point of religion in the High Middle Ages;
Explain how France, England, and Spain developed strong centralized monarchies in the Late Middle Ages;
Explain the scientific causes of Black Death and how it spread;
Explain how people of Europe responded to the Black Death;
Explain how Black Death ended the High Middle Ages;
Hypothesize how Black Death could have weakened the Medieval Church; and
Explain the long lasting results of the Black Death and explain how it actually helped to pull Europe out of the Middle Ages.Slide59
Life in the High Middle Ages
Agricultural Innovations:
Carruca
- a heavy wheeled plow
with an iron plowshare;
f
ield rotation; & crop rotation
(3-field rotation) increased food yields.
Hanseatic League
- trade organization of over 100 cities
in Northern Europe for mutual trade.
Annual trade fairs
and festivals.
Shift towards a
money-economy
, banking, and commercial capitalism.
Old Roman cities were once again populated
and city life flourished. New towns & cities developed near castles and offered freedoms, liberties, and self-governments.
Cities became
centers for manufacturing a wide range of goods
(cloth, metals, shoes, and leather) and trade guild (business associations) formed, which regulated the methods of production and fixed the price of goods.
Apprentices
(starting at age 10). After 5-7 years
journeymen
worked for masters. The most experienced were
masters
.
Religion
became a dominant force
across Europe by the High Middle Ages:
M
ajor
celebrations
(Christmas, Easter, & Pentecost) and many feast days
(celebrations for the saints like St. Mary, Sunday mass, baptisms, marriages, and funerals
) throughout the year.
Sacraments
- the only ways to receive God’s grace
. Church was critical from birth until death.
Saints and relics were worshipped
for their powers and connections with God. Pilgrimages to Jerusalem or the Spanish town of Santiago de Compostela (the site of the tomb of the apostle James) or to other shrines became popular.
Reforms of Pope Gregory VII- pope’s power extended over the entire Christian world
including the political leaders and that clergy should only be appointed by the Church and not political leaders (this caused conflict between Pope Gregory VII and Henry IV of Germany known as the Investiture Controversy).
New Religious Orders (Monasteries and Convents) Formed:
Cistercians
(very strict),
Franciscans
(founded by St. Francis of Assisi), and
Dominicans
(founded by St. Dominic de Guzmán).
Inquisition
- Church court to try
heretics
(those who failed to follow Church doctrine).Slide60
Late Middle Ages
Architecture
:
large churches, basilicas, and cathedrals
were built.
Romanesque
(imitating Roman architecture)-
thick walls, columns, and barrel vaulting to support heavy stone ceilings (High Middle Ages)
Gothic
Architecture- ribbed vaulting, pointed arches, and flying buttresses
allowed for taller buildings
and many windows.
Universities
:
First university in
Bologna, Italy
.
Later- University of
Paris
and
Oxford
University in England
. By 1500, Europe had 80 universities.
Liberal arts
: grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy.
Oral exam after 4-6 years.
Vernacular
Language
:
By the 12th Century Latin was being replaced by the vernacular (
language spoken by local people
) in literature, in courts, and in the cities.
Examples include
troubadour
poetry or
chanson de geste
(
heroic epic
).
The most famous heroic epic was the
Song of Roland
.
In 1347,
Black Death
swept Europe, killing
35%-50%
of the population
and marking the end of the High Middle Ages. Spread of Black Death:
Caffa
on the Black Sea
(Mongol siege of Caffa in 1346);
Medina, Sicily
in October 1347 (boat brought in by the harbormaster);
All of the
Mediterranean coast
of Europe and Africa by the end of 1348;
Each year until 1351, it spread in waves to the north.
P
eople
lost faith in God when the Church failed to protect them
. The good priests helped the suffering and died themselves. The bad priests fled to the hills and the bad priests had to restart the Church again.
F
eudalism ended and
serfs paid money instead of a portion of their crops
for land.
Divisions in the weakened Catholic Church led to the
Dual Papacy
, when from 1378 to 1417 there
were two popes. An Italian pope ruled from
Rome
and a French pope ruled from
Avignon
.
The
Hundred Years War
(1337-1453): war between England and France
that started over a land dispute (Gascony in southern France).
The
New Monarchies
(reestablishment of strong centralized monarchies in the Late Middle Ages):
France- King Louis XI
(1461-1483) who added Anjou, Maine, and Provence to France’s centralized kingdom;
England- Henry Tudor
emerged victorious after the War of the Roses in 1485 and received the support of nobles and the middle class forging a strong central monarchy in England;
Spain- In 1469, Queen Isabella of Castile married King Ferdinand of Aragon
. By 1492, they removed the Jews and Moors from Spain and created a strong central monarchy and Catholicism for the entire kingdom.Slide61
Problem
8
. Black Death
Black Death Reading.
How
as Black Death transmitted?
Essentially
what was the difference between Bubonic and Pneumonic Plague?
How
could someone avoid getting Black Death? Explain your theories.Slide62
The Black Death
1347 - 1351Slide63
The CulpritsSlide64
The Famine of 1315-1317
By 1300 Europeans were farming almost all the land they could cultivate.
A population crisis developed.
Climate changes in Europe produced three years of crop failures between 1315-17 because of excessive rain.
As many as 15% of the peasants in some English villages died.
One consequence of
starvation & poverty
was susceptibility to
disease.Slide65
1347: Plague Reaches Constantinople!Slide66
The Symptoms
Buboes (Bubonic Plague)
Septicemic Plague
almost 100% mortality rate.Slide67
From the
Toggenburg Bible
, 1411Slide68
Lancing a BuboSlide69
Medieval Art & the PlagueSlide70
Medieval Art & the Plague
Bring out your dead!Slide71
Medieval Art & the Plague
An obsession
with
death
.Slide72
Boccaccio in
The Decameron
The victims ate lunch with their friends and dinner with their ancestors.Slide73
The
Danse MacabreSlide74Slide75
Attempts to Stop the Plague
A Doctor’s Robe
“Leeching”Slide76
Attempts to Stop the Plague
Flagellant:
Self-inflicted “penance” for our sins!Slide77
Attempts to Stop the Plague
Pogroms
against Jews
“Jew” hat
“Golden Circle” obligatory badgeSlide78
Death Triumphant !:
A Major Artistic ThemeSlide79
A Little Macabre Ditty
“A sickly season,” the merchant said,
“The town I left was filled with dead,
and everywhere these queer red flies
crawled upon the corpses’ eyes,
eating them away.”
“Fair make you sick,” the merchant said,
“They crawled upon the wine and bread.
Pale priests with oil and books,
bulging eyes and crazy looks,
dropping like the flies.”Slide80
A Little Macabre Ditty (2)
“I had to laugh,” the merchant said,
“The doctors purged, and dosed, and bled;
“And proved through solemn disputation
“The cause lay in some constellation.
“Then they began to die.”
“First they sneezed,” the merchant said,
“And then they turned the brightest red,
Begged for water, then fell back.
With bulging eyes and face turned black,
they waited for the flies.”Slide81
A Little Macabre Ditty (3)
“I came away,” the merchant said,
“You can’t do business with the dead.
“So I’ve come here to ply my trade.
“You’ll find this to be a fine brocade…”
And then he sneezed……….!Slide82
The Mortality Rate
35%
- 50%
25,000,000 dead !!!Slide83
Lesson 8
Objectives
Students will be able to:
Explain how the Crusades and Black Death actually helped Europe emerge from the Middle Ages and enter a period of rebirth and revival known as the Renaissance;
Describe the origin of the Renaissance and the important achievements made in society during it;
Explain Machiavelli’s political philosophy for Renaissance princes and contrast that to Castiglione’s philosophy;
Explain the importance of medieval towns and cities and explain how their inhabitants were freer than serfs;
Describe humanism and how it changed Europe in the Renaissance;
Explain the importance of the printing press in spreading knowledge and information in the world; and
Describe the changes in art that occurred as a result of new ways of thinking that took place during the Renaissance as well as the major artists.Slide84
Renaissance
Renaissance
- a period of European history between 1350-1550 that began in Italy and spread to the rest of Europe. The word
renaissance
means rebirth
- it was a rebirth of the
ancient Greek and Roman
worlds.
1.
Secular
Movement
-
worldly
view where people enjoyed
wealth and material things
. People were
less obsessed over religion
and more concerned with earthly life.
2.
Age of
Recovery
- from Black Death, instability of the Middle Ages, and the decline of the Church. With ruins all around them, people wanted to bring back the
glories of Greek and Roman civilizations
.
3.
Individualism
- the Renaissance emphasized the
importance of the individual
.
Renaissance began in the
Italian city-states of Milan, Venice, and Florence
, which had prospered from increasing trade (
trading centers
for Middle Eastern goods after the Crusades).
Milan-1447 Francesco Sforza overthrew the Visconti family and built a strong state with an efficient tax system.
Venice- became a republic with an elected leader called the doge and operated as a wealthy trading state.
Florence
- most important trading city of Tuscany
led by the wealthy
aristocratic Medici family
.
Italian Wars- the wealth of the Italian states soon attracted outsiders who wanted their riches.
French King Charles III attacked and occupied Naples in 1494.
Mercenaries of the Spanish King Charles I arrived in Rome to help the Italians but unfortunately they had not been paid and resorted to pillaging, looting, and vandalism to get even. They sacked Rome in 1527.Slide85
Renaissance Society
Niccolò Machiavelli
- Renaissance political thinker who believed leaders should do anything necessary to gain power and keep it by absolute rule
. He collected his ideas and gave
advice
to leaders in the
book,
The Prince
.
“
M
en…are
ungrateful, fickle, liars, and deceivers, they shun danger and are greedy for
profit.”
It is
better for a ruler to be feared than to be
loved.
A ruler should be quick and decisive in
decision-making.
A ruler should
keep power by any means
necessary
.
The
ends justify the
means
.
Be good when
possible
and evil when
necessary
.
Baldassare
Castiglione
wrote the ideal characteristics of a Renaissance noble in his book,
The Book of
Courtier
.
Noble
must have
character, grace, and
talent
.
Noble
must be a
warrior but also be educated and interested in the Classical
arts
.
Noble
had to follow a
certain standard of conduct
.
Middle Ages- society was divided among the nobility, clergy, and peasants and townspeople. While Renaissance kept the general structure of society, several changes occurred:
Nobility- while not as wealthy
, most nobles kept their titles, lands, and continued their political influence (2% of the population).
Peasants- peasants still consisted of the vast majority of society (85%-90%) but serfdom and manors continued to decrease and most peasants were free to move from place to place.
Townspeople
- lived in urban settings and consisted of
three groups: patricians
(wealthy leaders of the towns),
burghers
(shop keepers, artisans, guild masters, and guild members), and
workers
(40% of the urban population) who lived in urban poverty.
Marriage:
Marriages were arranged
and usually served economic purposes.
A
dowry
(money or a valuable gift) was often required in order for a man to agree to marry a woman.
A
father/husband had absolute authority
in the family but the woman managed the household and children.
Children remained under the control of their fathers until the he formally freed them before a judge (early teens and late twenties). Slide86
Quick Check
Groups A & C: Brainstorm and list the types of advice given to the leaders of Renaissance Europe by the following political philosophers:
1.
Niccolò
Machiavelli
2.
Baldassare
Castiglione
Groups B & D:
L
ist the characteristics of the Renaissance. How did life in the Renaissance differ from life in the Middle Ages?Slide87
Renaissance Humanism
Humanism
- intellectual movement
during the Renaissance based on the
works of Ancient Greece and Rome (Humanities: grammar, rhetoric, poetry, moral philosophy, and history)
.
Petrarch
- looked to forgotten Roman manuscripts in monasteries throughout Europe and pushed for the use of Classical Latin. Petrarch and other humanists believed that intellectual life should be one of solitude. Often secretaries to princes, humanists rejected family life
but were involved in civic life (helping government).
Humanists, scholars, lawyers, and theologians (those who study religion) turned to the Classical Latin language, but most people spoke vernacular languages (
languages commonly spoken
by public).
Examples include Dante Alighieri (
Divine Comedy
), Geoffrey Chaucer
(The Canterbury Tales
), and Christine de Pizan
(The Book of the City of Ladies
)
.
Printing Press- in 1455, Johannes Gutenberg
printed the first mass produced book, a
Bible
, with his
moveable-type
printing press
. With the rise of literacy during the Renaissance and the faster production of books with the printing press,
knowledge
and
information
spread
rapidly.
Probably one of the most important inventions of all time.
For the first time, common people could read the Bible on their own and began to question Church authority.Slide88
Renaissance Education & Art
Secular
Education
:
I
nfluenced by humanism, education in the Renaissance took a secular (
less religious
) turn.
Taught
liberal studies
in order to attain “virtue and wisdom” (history, moral philosophy, rhetoric, grammar, logic, poetry, mathematics, astronomy, physical education, and music). Goal was to create a complete citizen.
Renaissance Art: hoped to imitate
nature
and have viewers see the
reality
in their subjects. It focused on the human being and the beauty of the human body.
Frescos
- painting done of fresh, wet plaster with water-based paints (gives depth and the image comes alive).
Sculpture
- realistic, free-standing figures (ex.
Donatello
’s sculpture of St. George).
Architecture
- looked back to classical Rome with columns, rounded arches, and meant to make people feel comfortable within structure (unlike Gothic structures).
High Renaissance
Painters
:
Leonardo da Vinci
: (realistic painting, dissection of human body to know humans better, and perfection of nature and individual).
Michelangelo
: (painter, sculptor, and architect; he focused on perfect human proportions and reflected divine beauty).
Rafael
: (painter; he sought a world of balance, harmony, and order).
Northern Artistic Renaissance: interested in portraying the world realistically and focused on illustrating books and wooden panels for altarpieces (Flanders, Belgium, Luxembourg, Netherlands). Slide89
Quick Check
Groups 1 & 3: List the characteristics of Renaissance Humanism and list the different academic disciplines found within the Humanities and Liberal Arts. How did the Renaissance artists exhibit elements of Humanism in their works?
Groups 2 & 4: Brainstorm, list, and then rank the top five technological inventions of all times. Explain why you chose the inventions you chose. Why was the printing press such an important invention in 1455?Slide90
Lesson 9
Objectives
Students will be able to:
Explain why certain religious reformers were interested in changing the Catholic Church in the 1400s;
Explain the causes of the Protestant Reformation;
Describe the achievements of Martin Luther and his role in the Protestant Reformation;
Describe the roles of Heinrich Zwingli, John Calvin, and the Anabaptists in the Protestant Reformation;
Explain how and why Henry VIII made England a Protestant nation; and
Describe the steps taken by the Catholic Church in the Counter-Reformation.Slide91
Protestant Reformation
Christian Humanism
(Northern Renaissance Humanism): a movement that began in the second half of the 1400s to
reform the Catholic Church
.
Humanists believed people who
read the Bible
would be
inwardly religious
and change the Church and society.
Desiderius Erasmus
- Christian humanist who saw religion as “the philosophy of Christ” and thought that
Christianity should show people how to live good lives on a daily basis
. He published his criticisms of the Church in
The Praise of Folly
in 1509.
Failure of the Renaissance Popes
:
Several popes were
more concerned with Italian politics than spiritual
matters (“warrior-pope” Julius, II).
Many parish
priests were ignorant
of spiritual duties and often used their
positions to gain wealth
or further their other careers.
People were interested in gaining salvation (heaven after death) and priests began actively releasing part of a person’s sins through indulgences (official pardon of some sins) through the veneration of religious relics. The
Church also sold indulgences
.
Martin Luther
:
Luther was a
monk and professor
at the University of Wittenberg, in modern-day Germany who taught the Bible.
“
Justification
by
F
aith
A
lone”- Luther came to believe that people are saved through faith in God and not necessarily through good deeds
, which he concluded from reading the Bible directly. The
Bible should be the only source
of religious truth.
Most of all Luther was
upset by the sale of indulgences.
One monk, Johann Tetzel, sold indulgences and repeated the slogan: “As soon as the coin in the coffer [money box] rings, the soul from purgatory springs.”
95 Theses
: on October 31, 1517 Luther posted his issues with the Church and topics to discuss
in an open forum on the door of the
Castle Church in Wittenberg
. The pope did not take him seriously.
In 1520, Luther called the princes of Germany to break with the Church and form a reformed German church.Slide92
A Break with the Church
In 1521 Luther was Excommunicated:
The
Church
excommunicated
(kicked him out of the Church)
because of his criticisms:
The
Sacraments destroyed the real meaning of the Gospel
(he would only keep baptism and communion);
The
clergy should be allowed to marry
; and
P
eople could achieve
salvation by faith alone
.
Edict of Worms
: Holy Roman Emperor
Charles V kicked Luther out of the Empire and his works burned.
Lutheranism
:
Over 300 rulers within the Holy Roman Empire eventually supported Luther
and his beliefs. Lutheranism was the
new religion
that formed from Luther’s beliefs. However, Luther also became dependent upon political leaders in order to promote his church.
The new church
services
that replaced the Catholic Mass included:
Bible readings, preaching the word of God, and songs
. He also permitted the marriage of clergy and even married a former nun.
Reformation was a disruption to religious
leaders and also political leaders
.
The Holy Roman Empire erupted in war and princes who supported Luther were able to defend themselves against the emperor’s forces. There was a division of Christianity in Germany through the
Peace of Augsburg
. The
leaders
of German states could then
choose
whether their official religion would be
Catholicism or Lutheranism
and they would still have equal rights within the Holy Roman Empire.Slide93
Division of Protestantism
Ulrich Zwingli
:
Zwingli was a Catholic priest in
Zürich, Switzerland
who further reformed the church. He
abolished religious relics and images
; and
removed all decoration
from churches.
Zwingli replaced the Catholic Mass with Scripture reading, prayer, and sermons.
War broke out between Catholics and Protestants and
Zwingli was kille
d and dismembered on the battlefield.
John Calvin
:
Calvin was a Frenchman who fled to Switzerland after he converted to Protestantism. In 1536, he published
Institutes of the Christian Religion
.
Calvin’s beliefs were
similar to Luther
’s in many ways
except Calvin believed in the idea of
predestination
. Predestination- God knew who would be
saved (the elect)
and who would be sent to
hell (the reprobate)
as soon as they were born. Nobody could know their status for sure but most saw it as
a
duty to spread God’s word and lead moral lives to convince themselves and others that they were predestined for salvation.
Calvinism started in Geneva but quickly spread
to France, Netherlands, Scotland, and
E
astern
&
C
entral Europe.
Anabaptists
:
A
radical group
of Protestants that pushed for complete
separation of church and state
.
The true Christian Church was a voluntary
community of adult believers,
baptized as adults, and underwent a spiritual rebirth.
Anabaptists could not take political office and were
pacifists
(the Bible said, “Thou shalt not kill.”)
Because of their strong beliefs Catholics and Protestants in Europe persecuted Anabaptists.Slide94
Quick Check
Groups A & C: List the problems that the Protestant reformers had with the Catholic Church. Which was the most significant problem and why?
Groups B & D: List the different religious beliefs and practices of the following Protestant reformers:
1. Ulrich Zwingli
2. John Calvin
3. AnabaptistsSlide95
Protestantism in England
In 1534, King
Henry VIII
of
England
broke away from the Catholic Church when the Pope refused to grant him a
divorce
from his wife,
Catherine of Aragon
.
Henry wanted to divorce Catherine because she was too old to have children and
they did not have a male
heir
to take the throne upon Henry’s death.
Henry
VIII started his own church, the
Church of England
(or
Anglican
Church)
that was identical to the Catholic Church except for two things: (1) the
king would be in
charge
, &
(2)
divorce
was
allowed
.
Henry went through a total of
6
wives before his son Edward VI was born:
Catherine of Aragon (divorced);
Anne Boleyn (beheaded);
Jane Seymour (died);
Anne of Cleves (divorced);
Catherine Howard (beheaded); and
Catherine Parr (survived and was widowed; she gave birth to a son, Edward
who reigned for 6 years after Henry’s
death until he died at age 16 of tuberculosis).
After Henry’s death Protestants in England changed the Church of England to make it less Catholic-like. Clergy could now marry and the church services were more Protestant.
Bloody Mary
- Henry’s daughter Mary took the throne in
1553 and made England Catholic
again. She had 300 Protestants burned at the stake as heretics and earned the nickname “Bloody Mary.” After Mary’s death in
1558
, her half-sister
Elizabeth
became queen and
made England Protestant
once again.Slide96
Counter-Reformation
After the Reformation:
Women largely remained subservient to men in all organized Christian religions.
Jews continued to be persecuted and
Anti-Semitism
(negative beliefs and actions against Jews) continued.
Catholic Reformation or the
Counter-Reformation
:
Jesuits
:
Spanish nobleman Ignatius of Loyola founded the
Society of Jesus
also known as the
Jesuits
. The Jesuits were a new
religious order of monks who took vows of absolute loyalty to the Pope and used education to spread Catholicism
.
Reform of the Papacy:
The Catholic Church attempted to weed out the corruption. Pope Paul III appointed a
Reform Commission in 1537
.
Council of Trent
:
In 1545 a group of Catholic Church leaders met on and off in the City of Trent (Germany-Italy border) for 18 years.
Council of Trent
reaffirmed traditional Catholic teachings
in opposition to Protestantism:
Faith and good works were needed for salvation
;
The existence of purgatory and indulgences
were upheld but there was a
new ban on the selling of indulgences
;
All seven Sacraments
were considered important; and
Celibacy of priests
was upheld.Slide97
Quick Check
Groups 1 & 3: List the ways that the Catholic Church responded to the Protestant Reformation. Was the Protestant Reformation successful in changing the practices of the Catholic Church? Explain.
Groups 2 & 4: List the major problems that Henry VIII had with the Catholic Church and his response. How did Henry’s problems with the Church change England?Slide98
Problem
9
. Martin Luther
Martin Luther, “Ninety-Five Theses,” Wittenberg (October 31, 1517).
http://
www.luther.de/en/95thesen.html
What
was the most drastic problem with the Church that Luther pointed out?
Was
Luther just a disgruntled employee or did he have a point?Slide99
Lesson 10 Objectives
Students will be able to:
Explain how the Crusades and Renaissance led to the Age of Exploration;
Describe the Portuguese efforts to establish trade in Africa and to discover an oceanic trade route to Asia around the tip of Africa;
Describe the Spanish efforts in finding a western oceanic trade route to Asia;
Describe Columbus’s four voyages to the “New” World;
Explain how the
Conquistadors
were able to defeat great native empires in the “New” World such as the Aztec and Incan Empires;
Compare the
Reconquista
to the conquest of the Americas; and
Define and describe the Columbian Exchange and explain how it changed the world on both sides of the Atlantic.Slide100
Portuguese Exploration
Prince Henry the Navigator:
In 1419,
Prince Henry
founded a school of
navigation
and exploration
and sponsored several expeditions along the western coast of Africa.
New Maritime Technology:
Navigation tools:
compass
,
astrolabe
, and
quadrant
.
Caravel
: sturdier ship with a stern rudder, three masts
, and a combination of square and triangular
lateen sails
.
African Trade:
By the mid-1400s, the Portuguese wanted to trade for
African gold, ivory, and slaves
.
Asian Trade Routes:
By the late-1400s, the
Portuguese wanted to find a
direct trade route
to Asia by
rounding
the tip of Africa
.
In 1488,
Bartolomeu Dias
rounded the tip of Africa
but returned home after facing a mutiny attempt, severe storms, and a lack of supplies (he renamed the tip of Africa, the Cape of Good Hope).
In 1498,
Vasco da Gama
became the first European to successfully reach Asia by sea
. Da Gama rounded the tip of Africa, reached Mozambique, and with Chinese traders and an Arab pilot, sailed across the Indian Ocean to reach Calicut, India.
In 1500,
Pedro Álvares Cabral
led 13 merchant ships along da Gama’s route but went
so far west that he landed on the eastern point of modern-day Brazil and claimed the land for Portugal. Cabral completed the voyage to Asia
and set up peaceful trade relations in India. He also established the Portuguese land claim to Brazil.Slide101
Spanish Exploration & Columbus
Western Trade Route:
With the Portuguese discovery of western islands (Madeira, Azores, and Cape Verde Islands) the
Spanish hoped that other
islands
might lie further to the
west
and that eventually the islands would lead to
China
.
King Ferdinand and Queen Isabella finally agreed to sponsor
Christopher Columbus’s
voyage westward in
1492
.
Columbus was a mariner from Genoa but trained by the Portuguese.
A Catholic (and sailing for the Catholic Monarchs), Columbus
wanted to convert the Chinese to Christianity
and to recruit the Chinese and their wealth in
another Crusade against the Muslims
.
Columbus was influenced by Viking stories of lands to the west discovered during the 9
th
and 10
th
centuries called Vinland, reaching modern-day Newfoundland around the year 1000 A.D.
Columbus (like all other mariners and the educated)
knew the world was round
, unfortunately, he
underestimated the size of the Earth
.
Columbus’s First Voyage:
3 ships (
Niña
,
Pinta
, &
Santa Maria
) & 90 men
;
Set sail August 3, 1492;
Reached land (present-day Bahamas) on October 12, 1492 and
named the first island San Salvador
(33 day voyage from the Canaries);
Columbus landed, gave thanks to God, and
claimed the land for
Spain
;
He also explored the coasts of Cuba and Hispaniola
; and
L
eft 38 men at La Navidad on Hispaniola to form a settlement while he returned to Spain to deliver the good news and bring 10 natives back.
Columbus justified claiming land occupied by other people because they were not
Christians
and he claimed that they should be converted (legally he would not have been able to claim land owned by other Christians).
Division of the “New” World:
In
1493, the Pope
d
ivided the new world
between the
Portuguese and Spanish
and established the
Line of Demarcation
.
In the
1494 Treaty of
Tordesillas
, Portugal and Spain slightly
changed the division
, which ended up giving Portugal part of eastern Brazil.Slide102
Columbus’s Later Expeditions
In
1493, Columbus
made a
s
econd
voyage
to the “New” World
(
exploration, colonization of La Isabella, & search for gold- 17
ships & 1,000 men
).
(Modern Names)
Dominica, Guadeloupe, Montserrat, Antigua, St. Martin, St. Croix, the Virgin Islands, Puerto Rico, Hispaniola
(where he found that the settlers
had
been killed),
Cuba, and
Jamaica
. Then he returned to
Spain.
In
1498, Columbus
made a
t
hird
voyage
to the “New” World
(exploration of Portuguese claims- 6 ships
).
(Modern Names)
Trinidad, Venezuela, Margarita Island, Tobago, Grenada,
Hispaniola
. Then he returned to Spain in chains.
Columbus returned
to Spain
in
chains
and was charged with
mismanagement
(acquitted
by the king).
In
1502, Columbus
made a
f
ourth (and final
)
voyage
to the “New World”
(
exploration for a westward passage to Asia
- 4 ships
).
(Modern Names)
Martinique, Honduras, Nicaragua, Costa Rica,
Panama.
Columbus heard of a
strait to the “
other ocean
”
and sailed up the Río Belén in Panama but it was a trap and Columbus’s crew was
attacked by natives
.
Most of Columbus’s men died in the
native
attacks and his
ships were damaged
. Columbus
and
a small group of Spaniards fled, hit a
storm
,
and
were marooned
in
Jamaica for
over a year
. Finally, one of his men, Diego Mendez, rowed a canoe to Hispaniola.
A
rescue ship finally picked up the sickly Columbus, who returned
to
Spain in 1504.
Columbus
died in 1506 believing he had reached
Asia
. He never realized that he stumbled upon a new continent.Slide103
Quick Check
Groups A & C: What were the goals of Portuguese exploration? List the achievements of the following:
1.
Bartolomeu
Dias
2. Vasco da Gama
3. Pedro
Álvares
Cabral
Groups B & D: What were the goals of Spanish exploration? List the achievements and failures of Christopher Columbus. Was Columbus a hero or villain? Should we celebrate him today?Slide104
Other Spanish Expeditions
Others heard about Columbus’s discoveries and wanted to explore. The
reasons for exploration
were “
the three G’s
”:
Gold
- to obtain wealth;
Glory
- for national glory and fame; and
God
- to spread Christianity.
John Cabot
- sailing for England, reached Newfoundland
in 1497. He set up
England’s land claim
in North America.
Amerigo Vespucci
- exploring for Portugal between 1499-1502 and later Spain,
announced that the land was not part of Asia, but rather a new continent
, inhabited by new people; the
Americas
were named after him
.
Vasco Núñez de Balboa
- exploring for Spain, became the
first to cross the Isthmus of Panama and see the Pacific
Ocean in 1513.
Ferdinand Magellan
- sailing for Spain, became the
first to
circumnavigate
the globe
between 1519-1522 (
well his crew did
, since he was killed by natives in the Philippines during the Battle of Mactan in 1521).
Juan Ponce de León
- exploring for Spain,
conquered Puerto Rico
.
I
n 1513, he
searched for the mythical “Fountain of Youth” in modern-day Florida
and the Southeastern U. S.
Juan Rodriguez Cabrillo
- exploring for Spain,
explored the Pacific
coast all the way
to present-day Oregon
in the 1530s and 1540s.
Álvar Núñez Cabeza de Vaca
,
Hernando de Soto
, and
Francisco Vásquez de Coronado
-
each explored for Spain,
looking for the fabled “
Seven Cities of Gold
,”
and explored the Gulf region and modern-day Southwestern U.S. Slide105
Spanish Empire in the Americas
Aztecs
:
In 1519,
Spanish
c
onquistadors
(conquerors), led by
Hernán Cortés
learned about the Aztec capital of
Tenochtitlán
and gold
.
Cortés gained native allies,
kidnapped the Aztec emperor
Montezuma
, and demanded gold
.
Eventually
Cortés and his 200,000 native allies defeated Montezuma
and gained vast supplies of Aztec gold.
The Aztec gold and silver only encouraged more conquistadors to attempt similar conquests.
Inca
:
In the 1530s Spanish
conquistadors under
Francisco Pizarro
defeated the Incan Empire in the Peruvian Andes using a similar model to Cortés
. He arrived during a civil conflict for the throne between Atahualpa and his brother Huáscar. He then
kidnapped
Atahualpa
at Cajamarca
, paralyzing the Inca. While in captivity Pizarro
demanded large quantities of gold
. Once 24 tons of Incan gold were supplied, the Spanish
assassinated Atahualpa
.
Spanish Justification:
The Spanish argued that they were there to
convert
natives to Christianity. Upon arriving in an area they read the
requiermiento
. Any native
resistance
thereafter was grounds to justify war, plunder, and the confiscation of property
&
land.
This was a
mirror image
to the argument made during the
Reconquista
over the Muslims
in Iberia.
Spanish Advantages
: Guns, Germs, and Steel (Jared Diamond book).
Weapons
(steel-edged swords, pikes, crossbows, & guns);
Horses and War Dogs
(
B
ull Mastiffs);
Native Allies
; and
Disease
(smallpox, diphtheria, bubonic plague, & cholera).
With the devastation of indigenous populations, Spanish needed a new laborers to work their mines and plantations.Slide106
Quick Check
Groups 1 & 3: List the steps the Spanish typically took in conquering Native American groups.
How did the Spanish justify plundering and making war against Native American groups?
Groups 2 & 4: List the one key achievement for each of the following and identify which of the three G’s each explorer was likely driven by:
1. John Cabot
2. Amerigo Vespucci
3. Vasco
Núñez
de
Balboa
4. Ferdinand Magellan
5. Juan
Ponce de
León
6. Juan
Rodriguez Cabrillo
7.
Álvar
Núñez
Cabeza
de
Vaca
8. Hernando
de
Soto
9. Francisco
Vásquez
de CoronadoSlide107
Columbian Exchange
Columbian Exchange- widespread exchange of
plants
,
animals
,
diseases
, peoples, and ideas between the Americas and the “Old” World.
Introduced into the
“Old” World
from the Americas:
Plants:
corn
,
potato
,
tomato
, sweet potato, pepper,
cacao
,
avocado, cashew, cotton, cranberries, peanut, pineapple, pumpkin, quinoa, strawberry, sunflower, tobacco, vanilla, zucchini…
Animals: guinea pig, alpaca, llama, & turkey…
Disease: STDs like syphilis…
Introduced into the
Americas
from the Old World:
Plants: sugar cane, coffee, banana, orange, grapes, apple, peach, pear
, mango, watermelon, asparagus, carrot, broccoli, cabbage, cauliflower, spinach, kale, eggplant, garlic, onion, pea, rice, barley, rye, oats, millet, wheat, turnip..
Animals:
horses
, donkeys, mules,
pigs
,
cattle
,
sheep
, goats,
chickens
…
Disease
:
measles
, chicken pox,
smallpox
, diphtheria, influenza, leprosy, malaria, yellow fever,
bubonic plague,
typhoid, typhus, cholera, whooping cough…
New animals roamed the American landscape, rooted up native fields and destroyed crops.
New crops introduced into Europe enriched and improved their diets and overall health
.
European population growth
from 80-million in 1492 to 180-million by 1800.
New
diseases
introduced into the Americas from the “Old” World devastated the native populations.
In 1492
, native populations were estimated to have been about
90 million
people
.
By 1650
, native populations were
under 20 million
people, mostly due to exposure to disease for which they had no immunity.
Maritime trade and migration opened the Atlantic as a superhighway of exchange of goods, people, and ideas.Slide108
Spanish Empire
Spanish Empire
:
Spain, the Philippines, South America
(except for Brazil),
Central America, Southern North America
, and several Caribbean Islands.
Spanish
galleons
transported large quantities of
gold and silver
from the “New” World back to Spain.
It was a well-planned, urban empire with great cities such as México City, Quito, and Lima.
Cities and towns were set out in a grid pattern
with a great central
plaza
. The highest social classes lived closest to the central
plaza
.
Each town included: churches, hospitals, monasteries, government buildings, and schools.
Governing the Empire:
Encomiendas
, or large tracts of land and the natives who lived on the land
, were granted to
entice Spanish settlers to the Americas
. This essentially amounted to native slave labor and drew 225,000 Spanish settlers in the 16
th
century.
Three Types of Spanish Settlements:
(1)
Pueblos
- towns with central marketplaces.
(2)
Misiones
- religious settlements for conversion and education.
(3)
Presidios
- forts (often established near
misiones
).
The Spanish Empire was divided into
two Viceroyalties
. Each was ruled by the Council of the Indies, a Viceroy, and an Archbishop:
Nueva España
(New Spain)- in México City
(México, Central America,
S
outheastern North America, and the Caribbean); and
Perú
- in Lima
(all of
South America
except for Brazil).
The Spanish developed a complex
s
ystem of
racial
h
ierarchy
(
s
ocial
c
aste
s
ystem
(
castas
)
):
Peninsulares
(Spanish born in Spain);
Criollos
(Spanish born in New Spain to Spanish parents);
Mestizos
(
b
orn to mixed Spanish and Native American parents);
Indios
(Native Americans); and
Esclavos
(Slaves).Slide109
Problem 10. Aztecs
An Aztec Account of the Conquest of
Mexico.
https
://
sourcebooks.fordham.edu/mod/aztecs1.asp
Describe
the encounter between Cortes and Montezuma.
Describe
the massacre in the main temple.
What
were the cultural confusions between the Spanish and Aztecs in the meeting and the massacre? Explain.Slide110
Lesson 11 Objectives
Students will be able to:
Explain how disagreements over religion became intense in Europe and led leaders to attempt to gain converts and oppose competing religious beliefs;
Explain how religious differences led nations to fight wars against one another;
Describe the social issues that existed in Europe in the 1600s;
Describe the English Revolution and explain how the English gradually gained political rights and freedoms;
Explain how the Glorious Revolution resulted in a constitutional monarchy in England and explain the features of a constitutional monarchy;
Explain why many believed that absolutist monarchs were needed in order to maintain order and stability;
Describe Mannerism and the Baroque Style in Art;
Explain the golden age of literature including the work of William Shakespeare and Cervantes; and
Describe the changes in political thought made by political philosophers such as Hobbes and Locke.Slide111
Wars of Religion
Catholicism
&
Calvinism
became militant by 1560 in winning converts and opposing the other.
Catholic King Philip- reigned in Milan, Sicily, Naples, the Netherlands, Spain
, and its “New” World Empire. Spain saw itself as the nation chosen by God
to save Catholicism
.
The
Netherlands
(which included Belgium) resisted
Philip’s attempt to crush Calvinism there but eventually the Northern provinces broke away and formed the United Provinces of the Netherlands.
Elizabeth I
of England transformed
England
into the
leader of the Protestant nations
of Europe. After her sister Mary’s death, Elizabeth repealed all laws favoring Catholicism but she was a moderate Protestant.
In
1588 Philip sent the mighty
Spanish Armada
(fleet of warships) of 130 warships to invade England
. The
English defeated the Spanish Armada
, which hit a terrible storm in its retreat off of Scotland and dozens of ships sank.
O
nly 67 ships returned. The defeat marked a
turning point of power
from Spain to England.
French Wars of Religion
:
The French Wars of Religion occurred from 1562 to 1598 and were religious civil wars pitting ultra-Catholics against Huguenots (French Calvinists) (nobles were split but only 7% of the people were Huguenots). In 1589,
Huguenot Henry IV became King of France
and
converted to Catholicism
to be accepted. 1598, he issued the
Edict of Nantes
, making
Catholicism
the official religion
but giving
religious freedom to
Huguenots
.Slide112
Social Crisis, War, & Revolution
Economic & Social Problems:
1550-1650 Europe faced
inflation
and population decrease
(from war, plague, and famine), which led to social tensions.
Wars against
witchcraft
occurred
(
Catholic and Protestant). More than 100,000 were charged with witchcraft in Europe in the 1500s
&
1600s.
Thirty Years’ War
:
Beginning in 1618, war raged in
Holy Roman Empire
, which pitted the Catholic emperor against Protestant nobles in Bohemia.
T
he war became political and all major powers in Europe except England fought.
The Peace of
Westphalia
resulted in 300 independent states
, each with the power to
determine its own
religion
, replacing the Holy Roman Empire.
English Revolution
:
Elizabeth I (a Tudor), died in 1603 and her cousin,
James I
(a Stuart) took the throne. James was succeeded by his son
Charles I
; both believed in the
divine right of kings (that kings were chosen to rule by God)
and both opposed the Puritans.
Petition of Right
- 1628 Parliament
limited the king’s power to tax, imprison without cause, quarter troops, and institute martial law.
In 1642, Civil War raged when Charles refused to honor
the new principles. Parliamentary forces (Roundheads) under
Oliver Cromwell defeated the Royalist forces
(Cavaliers)
and executed Charles in 1649
. Cromwell eliminated the monarchy and Parliament and
ruled
as “
Lord Protector
of England, Ireland, and Scotland as a military dictator until his death in 1658.
The Restoration
- in 1660, the monarchy was restored and
Charles II was named king
, but Parliament maintained a great deal of power.
When Charles II died without an heir, James II became king. James was a devout Catholic and named Catholics to important positions.
Glorious Revolution
:
To stop England from becoming Catholic, a group of English
nobles invited the Dutch leader, William of Orange to invade England
. William was married to James II’s daughter Mary.
In 1688 William landed in England and began his march towards London.
James II fled to France
. With almost no bloodshed in the Glorious Revolution,
Parliament offered
William and Mary
the throne
and
England remained Protestant
. William and Mary
accepted the English Bill of Rights- and the limited
constitutional monarchy
. Over the next century
Parliament
, would have
true authority in England
.Slide113
Quick Check
Groups A & C: List the results of the following wars of religion that were fought after the Protestant Reformation:
1. Spain vs. Netherlands
2. Spain vs. England
3. French Catholics vs. French Huguenots
4. Thirty Years War
Groups B & D: List the events that led England to become a Constitutional Monarchy from Elizabeth I through the Glorious Revolution.Slide114
Absolutism
Absolutism
- a system in which the
ruler holds total power and kings receive their powers from God
. These leaders made laws, collected taxes, administered justice, and controlled officials and foreign policy.
France
:
Louis XIV
became king in 1643 at the age of 4 (Cardinal Mazarin, controlled the government until his death in1661). In 1661, Louis
announced his complete control and became the “
Sun King
”
(the source of light for all his people).
Louis established his
court at Versailles
, which served three purposes: (1.) the king’s home, (2.) the location of chief political offices, and (3.) it was the place where people came to seek favors or offices for themselves.
Louis took
control over taxes, foreign policy, and religion
(making Catholicism the official religion). He also
increased the military
to a size befitting a “Sun King” and to ensure the Bourbon dynasty dominated Europe.
Prussia
:
Frederick William the Great Elector emerged as the leader and established a strong military to protect Prussia. His
son, Frederick I became
k
ing
in 1701.
Austria
:
The Hapsburgs lost the German Empire but created a
new Austrian Empire
instead (in present-day Austria, Czech Republic, Hungary, Transylvania, Croatia, and Slavonia).
Russia
:
Ivan IV (known as “
Ivan the Terrible
”) became the first “
czar
” (Caesar) of Russia and crushed the power of the boyars (Russian nobility). Ivan was ruthless
and even stabbed his own son to death over an argument.
When Ivan died a “Time of Troubles” resulted until the Parliament named Michael Romanov as the new czar in 1613.
The
Romanov
dynasty ruled until 1917
. The best Romanov czar was
Peter the Great
who westernized Russia
and made it a great military nation by his death in 1725.Slide115
European Culture
Mannerism
:
Art movement
in Italy in the 1520s and 1530s, which ended the artistic Renaissance- used
elongated figures to show suffering, heightened emotions, and religious ecstasy
. The movement was influenced by religious upheavals, tensions, and the Reformation. The most famous painter was “
El Greco
.”
Baroque
Period
:
Art movement that replaced Mannerism
around 1600 and included
richly detailed
buildings at Catholic courts in Madrid, Prague, Vienna, and Brussels. It tried to
bring together the classical ideals of Renaissance art and the 16th Century religious revival
.
Dramatic effects
were used to
arouse
emotions
. The most famous architect- Gian Lorenzo
Bernini
(St. Peter’s Basilica).
Golden Age of
Literature
:
In Elizabethan England, theater and drama were enjoyed by all (even the lower classes).
William Shakespeare
was best known for writing
tragedies, comedies, and sonnets
, but he was also an actor and shareholder in performance troupes.
In Spain,
Miguel de
Cervantes
(
Don Quixote
)
tried to imitate the dual nature of Spanish society (the visionaries (Don Quixote) and the realists (Sancho
Panza
)).
Political Thought:
Thomas Hobbes
(
Leviathan)
: before society was organized human life was “solitary, poor, nasty, brutish, and short.”
To save people from destruction they made a social contract and agreed to form a state
. People turned to
absolute leaders
.
John Locke
(
Two Treatises of Government
): argued
against absolute rule of one person
. Before states were organized people lived in a
state of equality and freedom, not war. In the state of nature, people had certain universal
natural laws
that they were born with (life, liberty, and property). Problems existed
in the state of nature, causing people to
turn to social contracts and government
but the people had the
right to rebel against a repressive or dysfunctional government
.Slide116
Quick Check
Groups 1 & 3: List the characteristics of Constitutional Monarchy. How was life like for the average person within a Constitutional Monarchy?
Groups 2 & 4: List the characteristics of Absolutism. How was life like for the average person with an Absolutist leader?Slide117
Problem 11. Witch Hunts
University of Pennsylvania. Dept. of History: Translations and Reprints from the Original Sources of European History, University of Pennsylvania Press. Vol III: 4, pp, 7-10 (Papal Bull), 10-13 (Hammer).
https://
sourcebooks.fordham.edu/source/witches1.html
Why
were Europeans interested in finding witches in the 1500s and 1600s?
How
tools were used to identify witches?
What
would happen to a person accused of being a witch?Slide118
END OF UNIT Lesson 12-13 Objectives
Lesson 12: Review- Students will review and refine their understandings of the unit content objectives.
Lesson 13: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide119
World History
Unit II: Revolution & Enlightenment in the Early Modern WorldSlide120
Lesson 14 Objectives
Students will be able to:
Explain how scientists in the Middle Ages simply studied and accepted the work of the ancients in the field of science and technology;
Explain how scientists during the Scientific Revolution no longer simply accepted the work of the ancients but turned to observation and experimentation for new advances in science and technology;
Describe the advances in mathematics and science that were made during the Scientific Revolution, the key theorists, and their discoveries;
Describe the progression of discoveries made with regards to astronomy and how the Church reacted to them;
Describe the advances in medicine and chemistry as well as the contributions made by women;
Explain Rationalism and the theories of Descartes; and
Explain how Francis Bacon introduced the Scientific Method and describe the Scientific Method.Slide121
Causes of the Scientific Revolution
Causes of the
Scientific Revolution
:
Medieval scientists
, known as “natural philosophers,”
relied on ancient authorities
(like Aristotle) for their scientific knowledge.
Renaissance
reading of
Greek
&
Latin sources
revealed that
not all ancients agreed
with Aristotle or the “accepted” authorities.
New technical problems
- exploration and long-distance ocean travel, required accurate measurements and new observations.
The invention of new instruments
like the telescope
and microscope opened up new worlds of science.
The printing press
greatly expanded scientific knowledge and information throughout the world more quickly.
Advances in math
also greatly advanced science:
François Viète (France) used letters to represent unknowns (as in algebra) and laid the foundation for trigonometry;
Simon Stevin (Flanders) introduced the decimal system; and
John Napier (Scotland) invented a table of logarithms.
Renaissance mathematicians like
Nicolaus Copernicus, Johannes Kepler, Galileo Galilei, and Isaac Newton expanded upon the knowledge of the ancients, proposed, and defended new theories.
Discoveries in
Astronomy
:
Ptolemaic Universe
of Middle Ages (
geocentric
- Earth at the center
and all other bodies rotating around it) was questioned.
In 1543,
Nicolaus Copernicus
(Poland) published
On the Revolutions of Heavenly Spheres
(
heliocentric
- sun was at the center
and all other bodies rotated around it; and that the
earth rotated on its axis
).
Johannes Kepler
(Germany) agree but argued the
planetary orbits were
elliptical
(egg-shaped) not circular
-
Kepler’s First Law.
Galileo Galilei
(Italy) with his telescope Galileo argued that what was seen were
planets, not just orbs of light
.
Isaac Newton
(England) wrote
Principles of Natural Philosophy,
in which, he described his three laws of motion that govern planetary bodies. Most significantly, his law of
gravity
explained all motion in the universe.
Slide122
A Break from Medieval Science
Medieval Astronomy
:
Universe:
Earth-centered
;
Stars and Planets: pure
orbs of light; move in perfect circles
;
Motion: all motion was caused by a
prime mover (God)
; and
Method of Investigation: observation of natural events.
Scientific Revolution
:
Universe:
Sun-centered
;
Stars and Planets: made of
material substance; move in elliptical orbits
;
Motion:
gravity governs motion
of objects on Earth and of planetary bodies; and
Method of Investigation: observation of natural events and
experimentation to test possible explanations
.
Advances in Medicine
:
Medieval medicine
centered on the teachings of the ancient
Greek physician Galen
(100s A.D.) but Galen
relied on animal dissections
and was often wrong.
In the Scientific Revolution,
Andreas Vesalius and William Harvey
dissected
humans
at the University of Padua to get a better sense of the human body.
Advances in Chemistry
:
Robert Boyle (properties of gases) and Antoine Lavoisier (system of naming chemicals).Slide123
Quick Check
Groups A & C: List the major scientific breakthroughs made during the Scientific Revolution. Which was the most important and why?
Groups B & D: List the understandings of astronomy during the Middle Ages. List the understandings of astronomy during the Scientific Revolution. Why would the Catholic Church see the new discoveries in astronomy as a threat?Slide124
Philosophy & reason
Women’s Contributions:
Margaret Cavendish
(England)- female
philosopher
who argued against man as the master of nature.
Maria Winkelmann
(Germany)- female
astronomer
worked with husband and discovered a comet.
Philosopher
René Descartes
(France):
“I think, therefore I am.”
“The mind cannot be doubted but the body and material world can, the two must be radically different.”
Matter
was something totally
detached from the mind
and
could be investigated by reason.
Rationalism
-
theory that reason is the chief source of knowledge.
Scientific Method
: a systematic procedure for collecting and analyzing evidence.
Invented by the English philosopher
Francis Bacon
.
Bacon believed that scientists should learn by using
inductive reasoning
.
From observing nature, scientists produced
hypotheses
(theories)
and then used carefully designed
experiments
to test
the hypotheses, which
led to accurate general principles
.
Much of Bacon’s motivation was to use science to “conquer nature in action.” In other words, humans could dominate nature and the science and technology that accompanied it.Slide125
Problem 12. Trial of Galileo
The Trial of Galileo: An Account, Douglas O. Linder.
http://
www.famous-trials.com/galileotrial/1014-home
Which
of Galileo’s beliefs came into conflict with the Church?
What
was Galileo’s response to the allegations against him?
What
ended up happening to Galileo during and after the Inquisitorial proceedings?Slide126
Lesson 15 Objectives
Students will be able to:
Explain the causes of the Enlightenment and who the
philosophes
were;
Describe the governmental changes called for by Montesquieu;
Explain Voltaire’s position on religious tolerance and describe Diderot’s contributions to the Enlightenment;
Explain Adam Smith’s economic theories and Beccaria’s theories on crime and punishment;
Explain Rousseau’s theories related to social contracts;
Describe Mary Wollstonecraft’s contributions to women’s rights;
Explain the role of literacy rates and the printing press in spreading knowledge and information in the Enlightenment; and
Describe John Wesley’s experience and the new Methodist Church.Slide127
Path to the Enlightenment
Enlightenment
: 18th century intellectual and philosophical movement that applied the scientific method and
reason
to gain an understanding of the whole world.
John Locke
- people are molded by
experience
; if environments were changed and people were
exposed to the right influences
, then people could be changed and develop a new and
better society
.
Isaac Newton
- believed that if
natural laws could be uncovered
through systematic investigation for the
physical world, so too could
natural laws
be uncovered for
governing human society
, leading to an ideal society.
Ideas of the
Philosophes
:
Intellectuals the Enlightenment were known as
philosophes
. Most were writers, professors, journalists, economists, and social reformers.
Reason
(an appeal to facts) and rational criticism was applied to everything, including religion and politics.
Charles-Louis de Secondat, Baron de
Montesquieu
:
French noble who wrote
The Spirit of the Laws
in 1748 as a study of government. He
tried to find the
natural laws
that govern social and political relationships of human beings.
3
ideal types of governments: (1) republics (small states); (2) despotism (large states);
&
(3) monarchies (mid-size states).
Governments should be broken up into
branches
based on their functions through a
separation of powers
that could then be limited and could
control each other through a system of
checks and balances
. His ideas were worked into the U.S. Constitution.
François-Marie Arouet, or simply
Voltaire
:
Middle-class Frenchman who urged for
religious toleration
and in 1763 wrote
Treatise on Toleration
.
D
eist (
deism
- religious philosophy based on reason and natural law).
God
made the world, set it into motion, and then let it operate
without his interference according to natural laws.
Denis
Diderot
:
Diderot was a writer who wrote a
28-volume
encyclopedia
or a collection of enlightenment knowledge
. Many of his articles attacked religious intolerance and pushed for social, legal, and political reforms.Slide128
New Social Sciences
Economics
:
French economists argued for
free enterprise with as little government interference as possible
. They argued for a
laissez-faire
policy
, or to let (people) do (what they want) in terms of economics.
Adam Smith wrote
The Wealth of Nations
in 1776 and argued for
laissez-faire
governmental policies. He believed that the government only served three purposes: (1) protect society from invasion; (2) defend citizens from injustice; and (3) to complete public works projects necessary for trade.
The Wealth of Nations
argued for
free capitalism
, which would improve the economy.
Criminal Justice
:
Cesare Beccaria
wrote
On Crimes and Punishments
in 1764, arguing that
corporeal and capital punishments did not deter
others from committing crimes.
Social Contract Theory
:
Jean-Jacques
Rousseau
argued that
people adopted laws and government in order to preserve their private property
. He argued in his 1762 work,
The Social Contract
, that through a social contract an entire
society agrees to be governed by its general will
. Since everyone is part of society, all people must abide by the social contract. Liberty, is achieved by following what is best for the “general will.”
Rousseau valued reason and emotions in developing the human mind
and argued that education should foster a child’s natural instincts. He also argued that women should be educated in their roles as wives and mothers by learning obedience and nurturing skills.Slide129
Spread of Ideas
Women’s Rights
:
For centuries intellectuals argued that nature made women inferior to men.
Mary Wollstonecraft
, who wrote
A Vindication of the Rights of Women
, argued that the
Enlightenment stood for the ideal of reason in all human beings, not just men
. Since
women have reason, they are deserving of the same rights
as men in education, economics, and political life.
Growth of Enlightenment:
Ideas spread rapidly
to the educated due to the
printing press
and the growth of the
literate
population
.
New books often targeted the newly literate middle-class (including women and artisans).
Newspapers and magazines
for the general public spread ideas.
F
irst daily newspaper printed in London in 1702.
Salons
, elegant drawing rooms of the
wealthy urban houses, were places that invited guests could debate and discuss new ideas and
philosophes
. These gatherings helped to spread Enlightenment ideas.
Religion:
Most Europeans during the Enlightenment were Christians
and sought a deeper devotion to God.
Methodist Church
-
John Wesley
, an Anglican minister, had an experience of God’s grace and went on a mission to
spread “glad tidings” to the English people about
salvation
. He preached in open fields, in halls, and cottages. His sermons caused people to have conversion moments and appealed to lower and middle-classes in England. After Wesley’s death,
Methodism became a new Protestant religion.Slide130
Quick Check
Groups 1 & 3: List the beliefs held by the following Enlightenment
philosophes
and why did beliefs spread so easily throughout Europe and North America.
1. John Locke
2. Montesquieu
3. Voltaire
4. Rousseau
Groups 2 & 4: List the beliefs of the following Social Reformers and why their beliefs spread so easily throughout Europe and North America
1. Adam Smith
2. Cesare Beccaria
3. Mary Wollstonecraft
4. John WesleySlide131
Problem 13. Women’s Rights
Vindication of the Rights of Women, Mary Wollstonecraft (1792).
https://
sourcebooks.fordham.edu/mod/MW-VIND.asp
Why
did Wollstonecraft write her book?
Did
Wollstonecraft convince you that Women’s Rights had a place within the Enlightenment?Slide132
Lesson 16 Objectives
Students will be able to:
Summarize the Enlightenment’s political beliefs and how they impacted European governments;
Explain the concept of Enlightened Absolutism and why it was believed to be necessary;
Assess the impact of Enlightened Absolutism in places such as Prussia, Austria, and Russia;
Describe the War of Austrian Succession and why it turned into a major European conflict;
Explain the results of the Seven Years War in Europe, India, and North America;
Describe the new Baroque and Rococo styles in art and architecture; and
List the important musical composes in the Baroque and Classical genres.Slide133
Enlightenment & Absolutism
Enlightenment
p
olitical beliefs
influenced European politics:
Equality
before the law;
Freedom of
religious worship
;
Freedom of
speech
;
Freedom of
press
; and
Right to
assemble, hold property, and pursue happiness
.
Declaration of Independence
: “We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.”
To preserve natural rights, most
philosophes
believed that people needed
enlightened rulers
who would
obey the laws and enforce them fairly for all subjects
. Most thought only strong monarchs could do so.
Enlightened Absolutism
: a type of government whereby rulers tried to
govern by Enlightenment principles while maintaining their royal powers
. Many leaders of Europe looked willing to make Enlightenment changes in their countries but
political reforms were limited
, and when they were enacted, many failed.
Prussia
: Frederick William I made Prussia a strong nation based on a strong military. Subjects were devoted to the king and the values of obedience, honor, and service. Frederick II (Frederick the Great) was well-educated and cultured but maintained serfdom and a rigid social structure. He avoided Enlightenment reforms beyond freedom of speech, press, religion, and no torture.
Austria
: In 1740, Maria Theresa took the throne and attempted to centralize and strengthen her diverse empire. Although she worked to improve lives for the serfs, she did not commit to Enlightenment reforms. Her son Joseph II abolished serfdom and the death penalty. He made everyone equal under the law and allowed for religious toleration
but alienated nobles, Church, and serfs.
Russia
: From 1762-1796 Catherine the Great ruled. She invited Diderot to Russia and seemed interested in reforms but could not bring herself to make any major reforms to society. She continued Russian feudalism and her policies favored the nobility.Slide134
Quick Check
Groups A & C: List the rights and liberties of the individual expressed during the Enlightenment. How were those made a reality in the United States?
Groups B & D: What was enlightened absolutism and explain whether it worked or failed in the following:
1. Prussia
2. Austria
3. RussiaSlide135
Seven Years War
War of
Austrian
Succession
(1740-1748):
In 1740,
Charles VI died without a male heir. His daughter Maria Theresa took the throne
.
In the confusion,
Frederick II of Prussia invaded Austrian
Silesia
and
France sided with Prussia
against mutual enemy Austria.
Austria allied itself with Great Britain
.
In 1748, the Treaty of Aix-la-Chappelle returned all land to its former nation except Silesia.
Following the war Maria Theresa worked diplomatically to break up the French and Prussian alliance.
Diplomacy
changed alliances
. Two new rivalries replaced the long-standing rivalry between France and Austria. The new rivalries were Britain v. France and Austria v. Prussia.
Seven Years War in Europe-
in 1756
France, Austria, and Russia now fought a war against Britain and Prussia
.
Russia withdrew when Peter III became czar out of admiration for Frederick the Great of Prussia. The result was a stalemate.
W
ar ended in 1763 and
all land was once again returned
to prior nations except Austria finally recognized Prussian control of Silesia.
Seven Years War in India
:
I
n India it was a war between France and Great Britain.
Britain won because it were more persistent
and the French withdrew.
Seven Years War in North America
:
I
n North America it was also a
war between France and Great Britain over
colonies
. France used its sparsely populated empire in North America for trade (fur, leather, fish, and lumber). Great Britain established thirteen prosperous and more populated colonies.
M
ainly in the
Ohio River Valley and near Quebec
and the French (and native allies) won several key battles at first but the British defeated the French fleet and won key battles on the Plains of Abraham (outside of Quebec), Montreal, the Great Lakes,
&
Ohio.
Treaty of Paris ended the war and the French gave up Canada and the lands to the east of the Mississippi River
. France’s ally Spain lost Florida but took control of France’s Louisiana Territory.Slide136
Enlightenment & The Arts
Architecture & Art:
Grand royal palaces inspired by
Versailles
but modeled after the Italian
baroque-style were built it Austria and Sweden
(architect Balthasar Neumann).
New artistic style called
rococo
developed by 1730s emphasizing
grace, charm, and gentle action
. The highly secular style made use of
delicate designs colored in gold with graceful curves
. It spoke to the pursuit of pleasure, happiness, and love.
Baroque Musical Style
:
Johann Sebastian
Bach
(Germany)
Mass in B Minor
.
George Frideric
Handel
(Germany but spent most time in England)
Messiah
.
Classical Musical Style
:
Franz Joseph
Haydn
(Hungary but spent time in England)
The Creation;
and
The Seasons
.
Wolfgang Amadeus
Mozart
(Austria)
Gave his first harpsichord concert at age 6 and wrote his first opera at age 12;
The Marriage of Figaro
;
The magic Flute
; and
Don Giovanni
.
Literature: realistic social themes rather than heroic deeds and supernatural.
Novels- popular with middle-class.Slide137
Problem 14. Music
Compare Bach’s
Mass in B Minor
to either Mozart’s
The Marriage of Figaro,
or
The Magic Flute
.
Bach:
https://
www.youtube.com/watch?v=lnrHhYSGzd4
Mozart,
The Marriage of Figaro
:
https://
www.youtube.com/watch?v=ikQNFqVkNNc
Mozart,
The Magic Flute
:
https://
www.youtube.com/watch?v=s2Gedb05J5M
Compare
the tempo.
Compare
the mood.
What
did you envision while listening to each?
How
did each make you feel while listening?
Which
was more pleasing to hear? Why?Slide138
Lesson 17 Objectives
Students will be able to:
Explain how the United Kingdom of Great Britain came into existence;
Describe how the growth of trade and prosperity led to British colonization around the world;
Explain how British taxation after the Seven Years War led to the American Revolution;
Explain the outcome of the American Revolution;
Describe the fears of the American Founding Fathers and their creation of the Articles of Confederation;
Explain the failure of the Articles of Confederation and creation of a new Constitution based on Enlightenment principles; and
Explain the Enlightenment principles found in the American Bill of Rights.Slide139
Great Britain & The American Revolution
United Kingdom of Great Britain
:
N
ation formed in 1707 with the
unification of England & Scotland
(people were the
British
);
Power in government shared between the
monarch
and
Parliament
. King chose ministers
but Parliament made laws, levied taxes, and passed a budget.
Hanoverian Dynasty
-
1714 when the
Stuart Queen Anne died without an heir
. Her nearest relatives from the
German state of Hannover took power. George I
did not even speak English and since George I and II did not know the British system well, the ministers dealt directly with Parliament. 1721-1742 Prime Minister Robert Walpole led a peaceful foreign policy.
The growing
middle class favored expansion of trade and a British world empire
. Prime Minister William Pitt the Elder acquired Canada and India through the
Seven Years War
.
The Thirteen American Colonies were well-populated and prosperous trading colonies of more than 1 million people by 1750.
The American Revolution:
After the Seven Years War the British began
taxing
its Colonies
to help pay down its war debt and to pay for a standing army to defend the Colonies. In 1765 Parliament passed the Stamp Act but it was soon repealed due to violent protest. One crisis followed another in the Colonies, eventually leading to the American Revolution.
April 19, 1775 the
shot heard ‘round the world
in Lexington
, Massachusetts occurred. Soon after the Second Continental Congress established an
army and made George Washington the commander-in-chief
.
On July 4, 1776, the American Colonies approved the
Declaration of Independence
, largely written by
Thomas Jefferson
.
American Allies were critical to their war effort. After the Battle of Saratoga the
French not only supplied money and weapons to the Patriots, but it also sent its navy and a large land force
to help the Americans against the British.
The
Spanish and Dutch also supported the Patriots
. The British now faced European foes as well as American foes.
In 1781, General Charles
Cornwallis surrendered to the French and Americans at Yorktown
, essentially ending the war and the Treaty of Paris officially
recognized the
independence
of the United States of America
as a new nation.Slide140
New American Government
Fears of the Founding Fathers
:
Feared a
strong centralized government
so they ratified a constitution known as the
Articles of Confederation
, which created a weak central government but it
was far too weak and failed
.
In 1787, delegates from the states met in Philadelphia at the
Constitutional Convention
to revise the Articles of Confederation but ended up drafting a
new constitution
.
U.S. Constitution:
Federal system with a
national and state governments that shared powers (
Federalism
)
;
The national government was
separated into three
branches
: legislative (makes the laws); executive (enforces the laws); and judicial (interprets the laws)
, all based on the theories of
Montesquieu
.
Each branch had the
power to
check or restrain
the acts of the other branches
, also based on Montesquieu.
The
Legislative
branch was further divided into two branches: the
Senate and House of Representatives
.
The
Executive
branch was headed by a
President
who served a 4-year term.
The
Judicial
branch was led by the
Supreme Court
and other lower federal courts.
Bill of Rights (The First 10 Amendments)
:
12 Amendments were proposed but only 10 were ratified to make up the American Bill of Rights.
The Bill of Rights guaranteed
freedom of religion, speech, press, petition, assembly
. They gave the right to
bear arms and protected against unreasonable searches and seizures
. They guaranteed the right to
trial by jury, due process of the law, and the protection of property rights
.
Many of the rights in the Bill of Rights
came from the
natural laws
proposed by
John Locke
.
Many people in Europe saw the American Revolution as a
proof that Enlightenment principles
were possible.Slide141
Quick Check
Groups 1 & 3: List the Enlightenment principles, expressed in the Declaration of Independence, that inspired the American Revolution.
Groups 2 & 4: List the Enlightenment principles, incorporated into the new American republic.Slide142
Problem 15. Declaration of Independence
Preamble of the Declaration of Independence of the United States of America, July 4, 1776.
https://
www.archives.gov/founding-docs/declaration-transcript
Identify
all Enlightenment principles that you can in the Preamble of the Declaration of Independence of the United States. Identify the Enlightenment philosophe associated with each principle that you listed.Slide143
Problem 16. Bill of Rights
Amendments 1-10 of the Constitution of the United States of America, March 4, 1789 (Ratified December 15, 1791).
http://
hrlibrary.umn.edu/education/all_amendments_usconst.htm
Identify
all Enlightenment principles that you can in the Bill of Rights of the United States. Identify the Enlightenment philosophe associated with each principle that you listed.Slide144
Activity Lesson 18-19 Objectives
Students will be able to:
D
emonstrate
understanding of the unit objectives through a Talk Show Project based either on the Renaissance, Reformation, Scientific Revolution, or Enlightenment.Slide145
Lesson 20 Objectives
Students will be able to:
Explain France’s Three Estates;
Describe the causes of discontent among the
Bourgeoisie
in the late 1700s;
Explain the actions taken by the Estates General when Louis XVI called it in 1789;
Explain the causes and effects of the storming of the Bastille;
Explain the rights given to citizens in the Declaration of the Rights of Man; and
Describe the events that led to the end of the “
Ancien Régime
.”Slide146
France’s Three Estates
First Estate-
clergy
;
0.5% of society and owned
10% of the land
. Did not have to pay the
taille
(France’s chief tax
).
Cardinals, Bishops, and Abbots were from noble families, whereas common priests were poor commoners.
Second Estate-
nobles
;
1.3% of society and owned
25-30% of the land
. Did not have to pay the
taille
.
Often held leading positions in the government, military, law courts, and Catholic Church.
Third Estate-
anyone else
(from the poorest peasant to the wealthiest merchant)
.
98.2% of society and owned 60% of the land.
Third Estate was divided into subgroups based on occupation, level of education, and wealth.
80% of the Third Estate were peasants
and owned 35% of the land in France but nearly half had no land at all.
20% of the Third Estate were the
Bourgeoisie
(Middle-Class merchants, bankers, industrialists, and professionals)
and owned 25% of the land in France.
Discontent of the
Bourgeoisie
:
Many were
dissatisfied with the privileges held by the nobles
. Many tried to level the playing field with the nobles. About 6,500 received new titles of nobility and joined the Second Estate during the 1700s.
Many held
Enlightenment ideas
and were upset with privileges and social ordering.
Financial crisis
-
bad harvests in 1787-1788, slowdown in manufacturing,
rising price of food, and unemployment
hurt the economy and people. Despite this, the king spent money on war, the American Revolution, and luxuries.Slide147
1789 Estates General
France’s National Assembly, the
Estates-General
, had not met since 1614 but the
financial crisis required
King Louis XVI
to call a meeting
, which was held in Versailles on May 5, 1789.
First and Second Estate had 300 representatives. The
Third Estate
had 600 representatives, most of whom
wanted to set up a constitutional government and abolish tax exemptions for the nobles and clergy
.
Traditionally each estate had one vote but the Third Estate demanded that each member should vote.
June 17, 1789-
Third Estate announced it was now the
National Assembly
and would draft a constitution.
June 20, 1789-
doors were locked
. They moved to a
nearby indoor tennis court
and vowed to keep working until they had a new constitution. This became known as the Tennis Court Oath.
King Louis XVI threatened to use force against the Third Estate.
July 14, 1789 about
900 people stormed the
Bastille
(French prison and armory) looking for ammunition. After 4-hours of fighting the rebels succeeded; they released the 7 prisoners inside and cut off the warden’s head. They did not find any guns or ammunition inside so they instead demolished the building.
When the king heard about the fall of the Bastille he realized that a revolution loomed and had no power.
Peasants, fearful the revolution would be crushed by foreign troops, stormed into noble homes and
destroyed records of their feudal obligations
in what became known as the “
Great Fear
.”Slide148
Quick Check
Groups A & C: List the people who made up the three French Estates and their feelings towards King Louis XVI.
Groups B & D: List the events that led to the storming of the Bastille. Why was the storming of the Bastille so important in French history?Slide149
End of the Old Regime
August 4, 1789 the National Assembly
abolished all legal privileges of the nobles and clergy
.
Declaration of the Rights of Man and the Citizen
:
August 26, 1789 the National Assembly passed the Declaration of the Rights of Man based on the English Bill of Rights of 1789, the American Declaration of Independence, and American Constitution.
The document provided for the
natural rights
of man to “liberty, property, security, and resistance to oppression.”
It declared that
all men were free and equal before the law. Freedom of speech and press
were affirmed. It also announced that
public office should be based on merit
and not privilege and
abolished taxation exemptions
.
King Gives In
:
August 5, 1789 the king saw armies of women marching towards Versailles with broomsticks, pitchforks, and guns.
After meeting with the starving women, King Louis XVI accepted the decrees and moved his family back
to Paris
with wagonloads of flour.
Catholic Church:
Rebels wanted
Catholic Church land
as part of its reform. National Assembly seized Church land and
sold it in order to raise money
.
Civil Constitution of the Clergy was passed- now priests were elected by the people and paid by the state.
New
Constitution of 1791
:
Established a
limited monarchy
. There was still a king but the Legislative Assembly made the laws and all men over 25 who paid a certain amount of taxes were “
active citizens
”
and could vote
; all others were “
passive citizens
” and had rights but could not vote.
All clergy, government officials, and judges were elected
and only local governments could tax.
“
Ancien Régime
” Ends:
1791 the king and his family tried to flee
France in disguise but were captured.
Fearing that Austria would intervene, the French declared war on Austria.
1792 food demonstrations
occurred in Paris and a mob resulted,
calling itself a “
commune
” (or city council of the people), and attacked the royal palace and National Assembly.
Called
“
sans-culottes
” (
without breeches
),
t
he
commune wanted more radical reforms
. The revolution now became violent.Slide150
Problem 17. Declaration of the Rights of Man
Declaration of the Rights of Man, August 26, 1789.
http://
avalon.law.yale.edu/18th_century/rightsof.asp
What
are the similarities between the Declaration of the Rights of Man and the Enlightenment ideas found in the U.S. Declaration of Independence and the U.S. Constitution?
What
are the differences between the Declaration of the Rights of Man and the Enlightenment ideas found in the U.S. Declaration of Independence and the U.S. Constitution?Slide151
Lesson 21 Objectives
Students will be able to:
Explain the immediate causes that pushed the French Revolution towards increased violence and radicalization;
Describe the First Republic and the threats of invasion made by the other nations of Europe;
Describe the execution of Louis XVI and Marie Antoinette;
Explain why France needed a Committee of Public Safety and describe its Reign of Terror policies;
Describe the violence experienced throughout Paris and France during the Reign of Terror;
Explain how France built a 1-million man people’s army; and
Describe the Directory government and the issues it faced.Slide152
Radicalism
1792 France:
With food shortages, military setbacks, and royalist conspiracies King Louis XVI’s reign was coming to an end.
New Minister of Justice,
Georges Danton, led the
sans-culottes
to attack the palace
and the king went to the Legislative Assembly for help. That failed as well due to rumors that nobles were conspiring to defeat the revolution.
In September, violence left thousands dead. The
people chose a new leader for the revolution, Jean-Paul Marat.
First Republic
:
September, 1792 a new constitution was drafted and the
National Convention
made up entirely of the Third Estate (professionals, lawyers, and property owners) continued to rule France.
September 21, 1792 the National Convention
abolished the
monarchy
and instituted the
French Republic
.
The fate of the king was debated.
The Girondins
-
conservative deputies
who mostly lived outside of Paris, feared the mobs, and wanted to keep the king alive.
The Mountain
-
radical deputy group
that included many of the Jacobin Club, wanted to execute the king.
The Plain
-
neutral deputies
that did not belong to either group and were in the majority.
The Mountains won and on January 21, 1793
King Louis XVI and Marie Antoinette were executed by
guillotine
.
Threat of Invasion:
Fearful that the revolution would spread
Austria, Prussia, Spain, Portugal, Britain, and the Dutch Republic readied for war
against France to crush the revolution.
In response, the French gave broad powers to the radical
Committee of Public Safety
, led briefly by Georges Danton and then by
Maximilien Robespierre
. Slide153
Reign of Terror
Reign of Terror
- new policies of the Committee of Public Safety to defend France from domestic threats
.
Revolutionary Courts
- established to try traitors and counterrevolutionaries. 40,000 were executed, most by guillotine.
Revolutionary Armies
were set up to bring rebellious cities under control of the National Convention.
De-Christianized society
- looting church property, removing “Saint” from street names, encouraging priests to marry, and a new calendar with September 22, 1792 as the first day. Nevertheless most people remained Catholic.
Blood from guillotines ran along the streets
. The commander of the revolutionary army proudly announced: “The road is strewn with corpses. Women, priests, monks, children, all have been put to death. I have spared nobody.” Executions included:
Clergy- 8%
Nobles- 10%
Third Estate- 82%
Committee of Public Safety said the
bloodshed was temporary
and the true
“Republic of Virtue” would follow
.
Republic of Virtue
- democratic-republic of good citizens
.
People now called themselves
citoyen
(men) and
citoyenne
(women) instead of
monsieur
and
madame
.
Laws- required
p
rimary school
education
and set
prices
on essential goods like food and clothing.
Women played key roles in the revolution, yet they had no official power.Slide154
A Nation in Arms
The Committee of Public Safety
instituted a
levee en masse
(mass uprising), and called upon French men and women to prepare for war
.
By September 1794 there were
1-million
soldiers in the French army
.
People’s Army pushed back foreign invaders and conquered Austrian Netherlands
(
west Belgium
&
Luxembourg).
By the summer of 1794 the French
defeated international foes
and there was
no longer a need for Reign of Terror
.
Robespierre continued the Reign of Terror to arrest and execute any enemies of the revolution
.
Deputies in the National Convention
guillotined Robespierre
on July 28, 1794
and the Reign ended.
The Directory
:
The Constitution of 1795 set up a two house legislature:
Lower House- the
Council
(500) wrote law proposals; and
Upper House- the
Council of Elders
(250) accepted or rejected the proposed laws.
The
executive was a 5-member committee called “The Directory.”
P
roperty owners or renters of land worth a certain amount
were allowed to vote (only 30,000 qualified).
The Directory government lasted form1795-1799 and became known for corruption.
Facing conservative and radical enemies the Directory relied on the army to stay in power.
In 1799, the military general,
Napoleon Bonaparte
toppled the Directory in a
coup d'état
(government overthrow).Slide155
Quick Check
Group 1: List the events that led to the execution of Louis XVI.
Group 2: List the actions taken by the Committee of Public Safety during the Reign of Terror.
Group 3: List and describe the branches of government of the new French Republic under the Constitution of 1795.
Group 4: Brainstorm and list the reasons why the French Revolution become so violent in France and why it spread abroad.Slide156
Problem 18. Citizens
Maximilien Robespierre Speech, October 1789.
“The Injustices of the Laws and Favor of Men at the Expense of Women,” by Etta Palm d’Aelders, December 1790.
What
are the similarities between the two points of view?
What
are the differences between the two points of view?Slide157
Lesson 22 Objectives
Students will be able to:
Explain how Napoleon ended the French Revolution;
Explain Napoleon’s vision for a French Empire and explain his goals and how he accomplished French expansion;
Defend of Reject Napoleon as a preserver of the French Revolution;
Explain Napoleon’s military failures that led to his fall; and
Describe Napoleon’s final defeat.Slide158
Napoleon Bonaparte
Background
of
Napoleon Bonaparte
:
Born in 1769 on Corsica to a middle-class Italian family of minor nobility;
He went to military school and was commissioned as a Lieutenant in the French army;
By 24 he was a Captain and popular with his troops;
During the
French Revolution he rose to Brigadier General
and in 1796 he was commander of the French army in Italy, won a series of key battles, and took possession of parts of northern Italy for France; and
Napoleon also seized parts of British Egypt but it was later lost when the British defeated the French navy.
In 1799,
Napoleon led the
coup d'état
that overthrew the Directory government
.
Although on paper Napoleon set up a republic, he was actually a
dictator and was called the “first consul.”
In 1802, Napoleon was made
consul for life
. In 1804, he
crowned himself
Emperor Napoleon I
.
Napoleon’s France:
Peace with the Church
;
Napoleon was not religious but wanted peace with the Church since most French were Catholic but he did not return seized Church lands.
Code Laws
;
Before the Revolution, France had many different law systems. Napoleon established a uniform system of Civil Code or
Napoleonic Code
. The statutes
preserved revolutionary ideals like equality, religious toleration, economic freedom, and abolition of feudalism
.
Strong Central Government
(promotions based on merit and not birth);
Preservation of the Revolution
(or at least he claimed to). In reality
l
iberty was replaced by despotism
.Slide159
Napoleon’s Empire & His Fall
War with Britain, Austria, Russia, Sweden, and Prussia:
Napoleon’s army defeated the Austrian, Prussian, and Russian armies
and turned to expansion of his empire (that he hoped would last centuries).
Napoleon’s Empire grew and he now became leader of (1) the French Empire (enlarged French nation), (2) dependent states (kingdoms where he placed relatives on the throne), and (3) allied states (countries defeated by Napoleon). Within his empire, Napoleon hoped to spread the liberal reforms of the French Revolution.
(1) Napoleon’s First Mistake: The Continental System:
Napoleon’s Failure to conquer
Britain
(because of its strong navy) and defeat at Trafalgar in 1805 ended his desire to invade Great Britain.
Instead, he focused on a naval blockade to prevent British goods from being traded in Europe called
The Continental System.
It failed because people in Europe resent Napoleon’s attempt to control them.
(2) Napoleon’s Second Mistake: The Peninsular War:
Napoleon controlled Spain but wanted Portugal
too. 1808-1814 Napoleon lost many men on the Iberian peninsula and never defeated Portugal;
(3) Napoleon’s Third Mistake: The Invasion of
Russia
in 1812
:
Russians failed to do battle and retreated further into Russia, burning their own villages and fields along the way to prevent Napoleon’s troops from finding food (scorched earth policy).
When Napoleon’s arrived at
Moscow, the city was on fire and there was no food
. He decided to abandon Russia in the
“
Great Retreat
.”
Many men starved and froze to death in the Russian winter.
Of the
600,000
men
in his Grand Army,
fewer than
40,000
made it to Poland
in January 1813.
A sense of
nationalism
(the sense of unique
identity of a people based on a common language, religion, and national symbols
) also hurt Napoleon and
conquered people united to overthrow
the
invaders
.
The defeat of Napoleon in Russia caused a
series of uprisings against France across Europe
. Napoleon was sent into
exile on the Island of Elba
and the invading forces restored Louis XVI’s brother Louis XVIII to the throne of France.
Napoleon’s Return:
Napoleon
snuck back into Paris
on March 20, 1815. He convinced his troops to rejoin him, shouting “Vive l’Empereur!”
Raising a new army, Napoleon met a combined British and Prussian army
under the Duke of Wellington on June 18, 1815 at the
Battle of Waterloo
in Belgium
. Following his
defeat Napoleon went into exile on the Island of St. Helena
where he remained until his death in 1821.Slide160
Quick Check
Groups A & C: List the achievements of Napoleon Bonaparte. Explain how he gained power.
Groups B & D: List the three mistakes of Napoleon Bonaparte. Explain why each was so significant and why he lost power.Slide161
Problem 19. Coup D'état
Napoleon Bonaparte, Coup D'état, September 10, 1799.
http://www.columbia.edu/~
iw6/docs/nap_coup.html
How
does Napoleon describe his coup d’état?
How
does Napoleon make himself look in his description? Explain.Slide162
DBQ Lesson 23-24 Objectives
Students will be able to:
Use primary sources to write an essay
on the French Revolution.
Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.Slide163
END OF UNIT Lesson 25-26 Objectives
Lesson 25: Review- Students will review and refine their understandings of the unit content objectives.
Lesson 26: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide164
World History
Unit III: Industrialization & NationalismSlide165
Lesson 27 Objectives
Students will be able to:
Explain why the Industrial Revolution began in Britain;
Describe the changes made in the production of cotton cloth from the “Cottage System” to the “Factory System”;
Explain the reasons for the growth of factories;
Explain the importance of the Railroad in Industrialization and Urbanization;
Explain the social changes and how life changed for many people as a result of the Industrial Revolution;
Describe the spread of the Industrial Revolution; and
Describe the development of the new Industrial Middle Class and the Industrial Working Class.Slide166
Industrial Revolution in Great Britain
Great Britain’s Industrial Revolution of the 1780s occurred for several reasons:
1.
Agrarian Revolution
changed agricultural practices.
F
ood supplies increased
(more were fed at lower prices) and income could be spent on manufactured goods;
2.
Population increased and poor moved into towns and cities
, providing a
ready
labor class
for factories;
3. Britain had
capital
(money) to invest
in new machines and entrepreneurs (businessmen) looked for new ways to make a profit based on supply and demand;
4. Britain had
plenty of natural
resources
(rivers, iron ore, and coal)
; and
5. Britain had a large
colonial empire
to sell finished products
.
Cotton Production:
Cottage Industry
- making cotton cloth was a two-step (and labor-intensive) process that took place within a woman’s home:
1.
Spinners
made cotton threat from raw cotton; and
2.
Weavers
wove cotton thread into cloth on hand looms.
Factory System
- inventions changed cotton production- now workers traveled to the machines at
factories
:
1. “
Flying Shuttle
” made weaving more efficient;
2. 1764, James Hargreaves invented the “
Spinning Jenny
” to make spinning cotton into thread more efficient; and
3. 1787, Edmund Cartwright invented the “
Water-Powered Loom
” to make weaving even more efficient.Slide167
Growth of Factories
Steam
Power
:
In 1782,
James Watt
(Scottish engineer) invented engines that could drive machinery using steam power
fired by coal
so factories no longer had to be
located near rivers
.
British cotton
goods became its most valuable product and was sold all over the world:
1760- 2.5 million pounds; 1787- 22 million pounds; and 1840- 366 million pounds.
Coal & Iron
:
Steam power required coal so England’s coal production greatly expanded.
Britain also contained large deposits of iron ore and in the 1780s Henry Cort developed the process of puddling (using coke to burn away impurities in crude iron), which improved high quality iron. 1852, Britain produced more iron than rest of the world combined.
New Factories
:
Factory owners
wanted machines to run constantly
to maximize profits. Workers began
working in
shifts
using
regular hours and repetitive tasks
. Discipline in factories was strict and workers were easily replaceable.
Railroads
:
British railroads developed in early 1800s as a
faster way to move raw materials and finished goods
.
In 1804, Richard Trevithick built the first steam locomotive (only went 5 mph);
In 1813, George Stephenson invented a locomotive with wheels that ran on top of the tracks, improving speed.
In 1829, the Stockton & Darlington Company chose the locomotive, the
Rocket
, to connect the manufacturing town of Manchester to the port town of Liverpool (16 mph); and
By 1880 trains traveled at a speed of 50 mph.Slide168
Quick Check
Groups 1 & 3: List the reasons the Industrial Revolution occurred in Britain in the 1780s and the significance of each.
Groups 2 & 4: Identify the importance of each of the following in the Industrial Revolution:
1. Iron
2. Coal
3. Steam
4
. RailroadsSlide169
Social Changes & Growth
Before the Industrial Revolution
, most people:
W
orked on
farms and in homes
;
Lived in
rural
areas; and
Families
produced things from start to finish
.
After the Industrial Revolution
began, many people:
Bought
manufactured goods
instead of making them at home;
Worked in factories
instead of at home;
Moved from rural areas to
urban areas
, causing population growth, overcrowding, and filth in cities;
Completed
one repetitive task in the process
of production;
Worked
long hours under harsh working conditions
; and
Experienced employment
inequality
(women & children).
Growth of
railroads
rippled through Britain, improved the economy, and led to industrial expansion:
Less expensive transportation led to lower priced goods
;
Lower priced goods allowed
people to buy more products
;
The sale of more products
led to more factories
and more machines;
With more profits, owners expanded, bought new machines, hired more workers,
& made more money.Slide170
Industrialization
Spread of the
Industrial Revolution
:
Europe-
Belgium, France, and the German states
.
North America
- between 1800-1860 the U.S. population exploded (5-million to 30-million), cities developed, the nation industrialized
,
infrastructure (roads, canals, and railroads) improved, and there was a ready labor force
(
women and children from farms migrated to cities).
Urban Growth:
Populations
in Europe grew
from 140-million in 1750 to 266-million in 1850 due mainly to
lower death rates (better nutrition, fewer diseases, and fewer wars)
. Due to increased food,
people were better nourished
and more resistant to illness.
Poverty and Famine (Irish potato famine) led to urban migration as well as migration to America.
Migration from Rural to Urban
locations where factory jobs became available also led to population shifts.
By 1850 London had 2.5 million; 9 cities had 100,000 or more;18 cities had 50,000-100,000; and over 50% lived in towns or cities.
Industrial
Capitalism
- economic system based on industrial production and trade, led to
Industrial Middle Class
.
The bourgeois
(middle class town-dwellers)- often lawyers, teachers, doctors, merchants, officials, artisans, and intellectuals.
Industrial Working Class
- those who worked for low wages in the factories and dangerous conditions, from 12-16 hours per day, 6 days per week (coal mines &
c
otton mills).
Early
Socialism
- economic system where the government owns and controls business and attempts to equitably distribute wealth
.
Karl Marx called them utopians and said their theories were just dreams.Slide171
Quick Check
Groups A & C: List the status of each of the following before the Industrial Revolution and after the Industrial Revolution:
1. Where people lived
2. Where people worked
3. Who completed each step in production
4. What the steps in production involved
Groups B & D: Brainstorm and list the reason why people moved to cities during and after the Industrial Revolution? Why do you suppose people would want to work long hours for low pay in filthy and dangerous factories as opposed to farming?Slide172
Problem 20. population Control
Marjie Boyd, “Thomas Malthus’ Essay on Population,” 2003.
http://
www.victorianweb.org/economics/essay.html
What
does Malthus argue is the cause of society’s problems?
Explain
Malthus’s solution to the problem and the complications that he anticipates.Slide173
Problem 21. Lives of Workers
Betty Harris, Testimony Before the Royal Commission on British Coal Mines, 1842
Friedrich Engels,
The Condition of the Working Class in England in 1844
, 1844.
Describe
the lives of England’s workers in the early 1800s.
If
you were an adviser to the British government in 1845, what changes would you have recommended?Slide174
Lesson 28 Objectives
Students will be able to:
Explain how conservatism prevailed after the French Revolution;
Describe the goals and actions of the Congress of Vienna to divide up Europe and re-establish the old order throughout the continent;
Explain the principles of liberalism that began to spread throughout Europe in the 1840s;
Explain the rise of nationalism across Europe and the challenges that it posed for existing leaders;
Describe the revolutions that occurred throughout Europe in the name of liberalism and nationalism; and
Explain the conservative result for the revolts across Europe.Slide175
Conservatism versus Liberalism
Conservatism-
Congress of Vienna
(peace meeting in Europe following the French Revolution)- goal of the alliance of
Great Britain, Austria, Prussia, and Russia
was to
restore the ruling families of Europe
, to promote
peace and stability
, and limit the impact of the French Revolution.
Re-arranged territories
in Europe to keep any one country from dominating.
A
ttempted to
limit
the forces of change inspired by the
French Revolution
.
P
romoted
conservatism
(social stability)
,
obedience to political authority
, and the power of religion to keep order in society.
A
greed to
meet in conferences going forward
(the meetings were later named the “
Concert of Europe
”).
Principle of
Intervention
- the great powers agreed
to send armies into countries
where
revolutions broke out in order to restore legitimate monarchs
to their thrones.
Although Britain disagreed, the other parties used this principle to restore order in Italy and Spain.
Liberalism
- political philosophy that
people should be as free as possible from government restraint and should enjoy certain civil liberties
(basic rights of all people) that should be guaranteed in a Bill of Rights.
Rights of
equality before the law and freedom of assembly, speech, and press
.
Religious toleration, separation of church and state, the right to peacefully protest
the government, that a representative assembly should make the laws, and that a government’s power comes from the rule of law and from the citizens who vote.
L
iberals did
not believe in democracy
and feared mob rule. They preferred to give the
vote only to property-holding men
.
Constitutionalism
- government based on a written constitution
with guidelines for leaders to follow.Slide176
Quick Check
Groups 1 & 3: Who were “liberals” in the mid-1800s. List the political beliefs of liberals.
Groups 2 & 4: Who were “conservatives” in the mid-1800s. List the political beliefs of conservatives. Slide177
Other Forces of Change
Nationalism
:
People began to
identify themselves as a nation defined by a distinctive language, common institutions, and customs
. In the past, they identified by region but now united as nations.
After the French Revolution people believed
each nationality should have its own national government
.
German-speaking people called for a
unified German nation
instead of hundreds of individual principalities and states.
Subjugated regions wanted to break free
and form their own nations (Hungarians wanted freedom from Austria).
Conservatives feared nationalism’s potential to destroy existing power structures but found it hard to stop it.
Revolutionary outbursts based on Liberalism & Nationalism:
France
: Bourbon monarch Charles X was replaced by King Louis Philippe;
Belgium
: broke away from the Netherlands and created his own independent state;
Poland
: attempted to break away from Russia in the name of nationalism but failed; and
Italy
: attempted to break away from Austria in the name of nationalism but failed.Slide178
Liberal Revolutions of 1848
Second French Revolution
:
E
conomic issues and the desire of the middle class to vote caused revolution and the
overthrow of King Louis Philippe in 1848
.
The
provisional
(temporary) government called for France to be a
republic
(where people elect their representatives) and for universal male suffrage (voting by all men).
It also started
workshops for the unemployed,
emptying the treasury and leading to 4-days of war between workers and the army.
On November 4, 1848, France’s new constitution was ratified and the
Second Republic
was born
: one house legislature, universal male suffrage, president (with 4-year term).
Louis Napoleon was overwhelmingly elected (nephew of Napoleon Bonaparte)
.
German States:
In 1848 the
Frankfurt Assembly
proposed a constitution to unite the 38 independent German states
recognized by the Congress of Vienna (German Confederation).
Constitution: called for a
Parliament (elected by universal male suffrage) and a hereditary emperor ruling as a limited monarch
but German unification did not get the support it needed and
failed
.
Revolutions in Central Europe (Austrian Empire):
The
Austrian Empire
, led by the German-speaking Hapsburgs (Germans were only ¼ of the population), was a collection of different peoples (Germans, Czechs, Hungarians, Slovaks, Romanians, Slovenes, Poles, Croats, Serbians, Ukrainians, and Italians).
Revolutions in Vienna, Prague, and Hungary
were crushed in 1848 by the Austrian army, aided by the Russian army.
Italian States
:
Italy was a
collection of 9 states
, many ruled by foreign powers. In 1848-1849 the Austrian army put down revolutions in Lombardy and Venetia and the
old order was re-established in all of Italy despite the liberal revolts
that called for Italian unification.Slide179
Quick Check
Groups A & C: Brainstorm and list the reasons why nationalism was such an important movement throughout history.
Groups B & D: List the results of the liberal revolutions of 1848 in the following places:
1. France
2. Germany
3. Austrian Empire
4. ItalySlide180
Lesson 29 Objectives
Students will be able to:
How the outcome of the Crimean War shifted the balance of power in Europe and led to unification movements in German and Italian lands controlled by the Austrian Empire;
Explain how Italy and Germany unified during the mid-1800s;
Connect politics in Europe to politics in the U.S. during the early 1800s;
Describe how Britain became more liberal in the early 1800s and avoided revolution when much of Europe fought wars over individual liberties;
Describe how France, Austria, and Russia became more authoritarian in the mid-1800s;
Explain the role of Romanticism in society, art, literature, and music;
Explain the new focus on science in the age after the Industrial Revolution; and
Explain the role of Realism in society, art, and literature.Slide181
National Unification Movements
Crimean War
:
Ottoman Empire
(centered in Turkey)
controlled most of the
Balkan
Peninsula
. By 1800, the Ottoman Empire was in decline.
Russia
needed a warm-water port
and always wanted land in the Balkans. It set its
sights on the Crimea so it could sail through the Dardanelles
(straits between Black and Mediterranean Seas) and become a major power in the Mediterranean.
In
1853, Russia invaded the Turkish states of
Moldavia and Walachia
. In response, the Ottoman Empire, Great Britain, and France, fearing Russian gains, declared war against Russia starting the Crimean War.
H
eavy losses occurred on both sides and
Russia was willing to give up Moldovia and Walachia for peace
.
Because
Austria
refused to support Russia
in the war, it resulted in the destruction of the Concert of Europe. Austria and Russia
were now enemies
.
Without any allies in Europe, Austria faced the loss of Italian and German lands to unification.
Italian Unification:
With the help of France, the
Kingdom of Piedmont
(northern Italy) fought a war and won independence from Austria.
Other Italian states began to overthrow their governments
and joined Piedmont, creating a
unified Italian nation
.
In southern Italy,
Giuseppe
Garibaldi
raised an army (Red Shirts)
. Garibaldi
overthrew
the governments in
Sicily and Naples and marched northward
.
Garibaldi
turned all of his conquests over to Piedmont
. On March 17, 1861 a new
state of Italy
was proclaimed under
King Victor Emmanuel II
. Only Venetia and Rome remained outside of Italian control.
Italians soon
gained
Venetia
as a result of the Austro-Prussian War of 1866 (Italians allied themselves with Prussia).
In 1870 the
French troops withdrew from
Rome
during the Franco-Prussian War and Rome was annexed
by Italy on September 20, 1870, becoming the capital of the Italian state.Slide182
German Unification & Nationalism in The U.S.
Otto von Bismarck
:
Germans turned
to the militaristic state of
Prussia in the cause for German unification
.
Prime Minister Otto von Bismarck of Prussia declared war against Austria in 1864 and quickly defeated it.
Franco-Prussian War
:
Bismarck
united the German provinces north of the Main River
as Prussian allies and soon added most of the German provinces in the
south
. Prussia and France next disputed who should take the Spanish throne, leading to the Franco-Prussian War.
At Sedan a huge French army and Napoleon III were captured. Paris fell to the Prussians on January 28, 1871.
Peace Treaty-
France paid 5-billion Francs and gave up the provinces of Alsace and Lorraine
.
German Unification (the Second Empire):
January 18, 1871 the
German Confederation held a meeting in the
Hall of Mirrors
at Versailles
; German princes, generals, and nobles all met with Bismarck. They
named William I of Prussia “
Kaiser
” (emperor) of the
Second German Empire
(first- Holy Roman Empire) and Germany became Europe’s most powerful country.
United States
:
Two political parties formed and challenged one another for control in the government.
Federalists
supported strong central government and
Republicans
wanted the states to maintain more power than the national government
.
In 1812, Republicans gained control and pushed to fight a war against Britain, the
War of 1812
.
In 1860, the Civil War was fought between the slaveholding South and the free North. When Abraham Lincoln was elected president in 1860, the southern states voted to secede (break away) and formed the Confederate States of America. A bloody
Civil War raged from 1861-1865 and slavery was forever abolished
.
T
he former slaves were freed, made citizens, and given the right to vote. Slide183
Quick Check
Groups 1 & 3: List the events that led to Italian Unification. How did the Crimean War “pave the path” to Italian Unification?
Groups 2 & 4 List the events that led to German Unification. How did the Crimean War “pave the path” to German Unification?Slide184
Nationalism & Reform
Great Britain (grew more liberal)
:
1832
Parliament expanded
suffrage
to more male voters
in the industrial middle class, which
avoided a revolution in 1848
.
Economy continued to grow
from industrialization and trade- even the working classes shared in the prosperity.
Queen Victoria’s reign
(
the
Victorian Age
)
(1837-1901)
reflected feelings of national pride.
France (grew more authoritarian)
:
1852
Napoleon III
became Emperor, vowing a
Second Empire
.
R
uled as an authoritarian-
controlled the army, police, and state. He limited liberties; only he could declare war or introduce laws
F
irst 5-years-
expanded economy, built railroads, harbors, roads, canals
,
& modernized Paris (streets, sewers, gas lights, parks).
After the
defeat in the
Franco-Prussian War
, the Second Empire fell
.
Austrian Empire (grew more authoritarian)
:
Containing
so many ethnicities and cultures
was a challenge. After crushing independence movements 1848-1849 the Hapsburgs restored centralized authoritarian rule.
After
Austria’s loss to Prussia in 1867 the Hungarians were given a degree of power
. The
Compromise of 1867
created the
dual monarchy
of Austria-Hungary
. Holding them together was
one monarch Francis Joseph
- one army, foreign policy,
&
finances.
Russia (grew more authoritarian)
:
The
czar used soldiers, secret police, repression, and censorship to prevent revolution
in the mid-1800s.
1861
Czar Alexander II abolished
serfdom
and freed the serfs. Peasants could now buy land though, it wasn’t good land.
Land Reform failed
, as did other attempted reforms, and people were not happy.
R
adicals assassinated Czar Alexander II in 1881.
Czar Alexander III turned back to repression
, although he did build a Trans-Siberian Railroad to unite Russia.Slide185
Quick Check
Groups A, B, C, & D: Why do you suppose France, Austria, and Russia became more authoritarian at the same time as other nations were becoming more liberal in terms of rights and freedoms for the individual?Slide186
Problem 22. Italian & German Unification
Speech of Vittorio Emanuele I, King of Italy, 1861.
https://
sourcebooks.fordham.edu/mod/1861italianunif.asp
Imperial Proclamation of Germany, January 18, 1871.
https://
sourcebooks.fordham.edu/mod/germanunification.asp
Summarize
each document’s main point.
Is
there any evidence of nationalism within either speech?Slide187
Romanticism
Romanticism was a reaction to the Enlightenment’s focus on reason. It was a
new artistic movement that focused on
individualism, emotion, feelings,
&
imagination
as the sources of knowing
.
Romantics
rebelled against industrialization as soul-less
and wanted to look back to previous ages.
Neo-Gothic architecture
aimed to bring back medieval styles- large castles and cathedrals.
A
rt- focused on
artists’ inner feelings, imagination, emotion, and warmth
and abandoned classical reason (French artist Eugène Delacroix).
M
usic-
Ludwig van
Beethoven
(
bridge between classical and romantic music)
(Beethoven’s
Third Symphony
). Beethoven wrote music that reflected
his feelings
; he said, “I must write, for what weighs on my heart, I must express.”
Literature
-
combined
medieval
themes and
nationalism
(Walter Scott’s
Ivanhoe
).
Gothic literature was also born (Mary Shelley’s
Frankenstein
in Britain and Edgar Allen Poe in the U.S.). They explored
dreams, nightmares, and altered states
of consciousness.
Romantic poetry-
direct expression of the soul
and incorporated nature and a criticism of science.
R
omantic writers feared industrialization would hurt people’s connection to the inner-self and nature.Slide188
Science & Realism
Science-
r
esearch
became important.
Industrial Revolution
improved the lives of everyone
and
s
ociety became increasingly secular (less religious).
T
ruth was now found in science and not religion.
Louis Pasteur
(France): new
germ theory
of disease.
Dmitry Mendeleyev
(Russia): new
classification of elements
based on atomic weights.
Michael Faraday
(Great Britain): new generator and foundation for
electric current
.
Charles Darwin
(Great Britain): organic
evolution
- that each species evolved over a long period of time from simpler forms of life to the present. Some species survived and others did not through a process called
natural selection
(“
survival of the fittest
”). He also argued that humans evolved from animals. Many argued that this took the creation of man away from God and was incompatible with Christianity.
Realism:
Realism
was the belief that the world should be viewed realistically
.
Realism in literature
rejected romanticism
. Wrote about
ordinary characters from life
and not romantic heroes in exotic settings.
W
rote to
criticize evils of society
, especially Industrial Age (Gustave Flaubert’s
Madame Bovary
and
Charles Dickens’s
O
liver Twist and David Copperfield
).
Realism in art showed
everyday life of ordinary people
and the world of nature through photography.Slide189
Problem 23. Frankenstein
Mary Wollstonecraft Shelley, Preface to Frankenstein, 1831.
https://
www.rc.umd.edu/editions/frankenstein/1831v1/intro
How
did Mary Shelley get her idea or inspiration for Frankenstein?
How
was Frankenstein an example of romantic literature?Slide190
Lesson 30 Objectives
Students will be able to:
Explain the differences between the First and Second Industrial Revolutions;
Describe the new products and inventors in the Second Industrial Revolution;
Explain who was able to benefit from the new products;
Describe life for the working classes during the Second Industrial Revolution and the reform movements that hoped to make life better for workers;
Explain urbanization and the creation of new social classes in Europe as a result of industrialization;
Describe the women’s rights movements and patterns of employment and family life in the 1800s;
Explain how education improved and why governments supported public education after the Second Industrial Revolution; and
Describe the role of leisure for the middle and working classes at the turn of the twentieth century.Slide191
Second Industrial Revolution
Two Industrial Revolutions
:
1st: textiles, railroads, iron,
&
coal; 2nd: steel, chemicals, electricity,
&
petroleum
.
New Products:
Steel
-
Bessemer Process
:
Henry Bessemer’s new process for making steel efficiently and cheaply. Steel was now used to make lighter, stronger, and faster engines and machines, railways, ships, weapons, and tall buildings.
Electricity
- valuable new form of energy that flowed in currents through wires which connected homes and factories.
Thomas Edison in the U.S. and Joseph Swan in Great Britain created the lightbulb
. Edison and J.P. Morgan teamed up in 1878 to create Edison Electric Light Co.
1876
-
Alexander Graham Bell
invented the
telephone
. 1901-
Guglielmo Marconi sent the first radio waves across the Atlantic
.
1880s
electric streetcars and subways
were found across Europe and the U.S.
Internal-combustion engines
allowed for oil and gasoline fueled power- gave rise to new ocean liners, automobiles, and planes.
1903
-
Orville and Wilbur Wright
made the first
airplane
flight at Kitty Hawk, N.C.. It lasted 59-seconds and went 852-feet.
1803-1901 cars were handmade.
1908
-
Henry Ford
began
mass producing
the
Model T
; by 1916, factories produced 735,000/year.
New Patterns:
Middle
c
lass families in U.S. and Europe could
afford to purchase more
manufactured consumer products
because wages were higher,
prices were lower
from mass production on the
assembly line, and lower transportation costs
.
Consumers bought new products in department stores and mail order catalogues.
Europe was Divided:
H
igher standard of living: Great Britain, Belgium, France, Netherlands, western Austro-Hungarian Empire, and northern Italy.
Agricultural areas without higher standards of living: southern Italy, Austro-Hungarian Empire, Spain, Portugal, Balkans,
&
Russia.
Because of the Ocean Liner and Railroad there was a
true global economy
.Slide192
Working Class
Workers lived in
crowded, filthy slums and worked long hours in dangerous factories, for low wages.
Social Reformers:
Many
worked within the system to make legal changes for workers-
fewer hours, better benefits,
&
safer conditions.
Others wanted to abolish capitalism
and create a
socialist system
(government owned and ran businesses, not individuals).
1848, two Germans,
Karl Marx and Friedrich Engels, wrote the
Communist Manifesto
,
appalled by the horrible conditions in factories. Marx argued world history was a “
history of class struggles
” between oppressor (haves) and oppressed (have nots).
Bourgeoisie
- middle class oppressors (haves); and
Proletariat
- working class oppressed (have nots).
Marx predicted
the proletariat would
eventually have a revolution and overthrow the bourgeoisie
and institute a dictatorship to organize production and create a class-less society (stay tuned for the 1917 Bolshevik Revolution in Russia).
Pure Marxists versus Revisionists:
Pure Marxists
believed socialism could only succeed after violent revolutions
;
Revisionists
believed that workers could achieve reform working within democratic systems
.
Trade Unions:
Labor unions looking to improve wages, hours, and working condition
for workers through collective bargaining (united voice).
At first laws prohibited strikes and supported employers but over time strikes were legalized and workers gained employment rights. Slide193
Quick Check
Groups A & C: List the major inventions of the Second Industrial Revolution including the inventions of the following:
1. Henry Bessemer
2. Thomas Edison
3. Alexander Graham Bell
4.
Guglielmo
Marconi
5. Orville & Wilbur Wright
6. Henry Ford
Groups B & D: List the challenges faced by the working class in the Second Industrial Revolution.
Is Karl Marx correct
that the
history of the
world is really just
a “history of class struggles” between oppressor (haves) and oppressed (have nots
), where the
rich always seemed to control the
poor? Explain.Slide194
Urban Improvements
Growth of Urban Populations:
19th Century- vast
migrations from rural areas to urban
areas in order to find work in
urban factories
.
By 1890- urban populations increased to: 60% in Great Britain, 25% in France, 30% in Prussia, and 10% in Russia.
1800-1900 the population of London increased from 960,000 to 6,500,000.
I
mprovements in
public health
and
sanitation
:
Cities created boards of health; city medical officers and building inspectors inspected for public health hazards, clean water pipes, and sewage removal systems.
New Social Classes:
New Elite
:
top 5% of the upper middle class
(bankers, industrialists, and merchants) joined with the
upper class landed aristocracy
- controlled 30%-40% of the wealth and became the leaders in the military and government.
Diverse Middle Classes
:
A
comfortable middle class-
lawyers, doctors, managers, engineers, architects, accountants, and scientists.
A
lower middle class-
shopkeepers, traders, and prosperous farmers.
A
lower class-
traveling salespeople, bookkeepers, telephone operators, department store clerks, and secretaries.
All of the middle classes believed hard work could improve one’s standing and wanted to accumulate goods.
Working Classes
:
80% of society-
land-holding peasants, farm laborers, sharecroppers, domestic servants, and factory laborers.
Because of the low cost of consumer goods, even the working classes were able to buy new manufactured products.Slide195
Rights of Women
New Job Opportunities:
New
jobs
opened up to
women
in factories and retail shops as clerks, typists, and secretaries
.
Government jobs for women included
secretaries, telephone operators, teachers, and jobs in health and social services
.
Marriage & Family:
Many continued to believe that a woman’s role was at home caring for the family while the man worked outside of the home as the key wage earner. However, women began to have fewer children in the 1800s.
Most working class women had to work
to earn wages for the family, though they were less than their husband’s wages. They often relied on older children or relatives for child care and education.
Childhood for working class children ended by age 9 or 10, when they became apprentices or worked odd jobs.
By 1900 working class male wages had increased, allowing many working class women to remain at home.
Women’s Rights:
Feminism
(
women’s rights
) started in the Enlightenment. 1830s many in Europe and the U.S. argued for the right of women to own property, divorce, receive education, and work in male-dominated occupations.
Many became
nurses
:
Amalie Sieveking (Germany), Florence Nightingale (Britain), and Clara Barton (U.S.).
1840s or 1850s women
called for equal citizenship, political rights, and suffrage (right to vote).
British Women’s Movement was founded in 1903 by Emmeline Pankhurst.
It took
World War I
before male-dominated governments allowed women’s suffrage.Slide196
Education & Leisure
Public Education:
1870-1914 many western governments supported
public education
for boys and girls ages 6-12
.
1900 employers demanded
workers with a basic education
in
railroads, post offices, schools, and hospitals
.
Expansion of the vote required educated voters
.
P
ublic schools also
spread
patriotism
&
nationalism.
Teacher-training schools for women were set up to train teachers. Women could also be paid less than men.
Increase in Literacy:
1900 most adults in Western Europe could read
. In places that did not support public education, literacy remained low (Serbia and Russia had only 20% literacy rates).
With increases in literacy, mass media and
newspapers
became important.
London Evening News
in 1881 and
London Daily Mail
in 1896 sold millions of copies each day.
New Forms of Leisure:
Leisure
what
you did for fun after work
. New work schedules caused leisure time to be scheduled as well.
Leisure was now more passive (not as participatory). Often people had to pay for leisure activities.
Amusement parks, dance halls, and sports
all became ways for people to spend leisure time.Slide197
Quick Check
Groups 1 & 3: List the improvements that society experienced as a result of the Second Industrial Revolution. Did the benefits outweigh the negatives?
Groups 2 & 4: List the improvements in women’s rights that occurred in the late 1800s. What were the shortcomings?Slide198
Problem 24. Communist Manifesto
Karl Marx & Friedrich Engels,
The Communist Manifesto
, 1848.
https://
www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm
What
is the problem with the bourgeoisie according to the passage?
Are
the authors correct in their description of class conflict? Explain.Slide199
Lesson 31 Objectives
Students will be able to:
Explain movements in modern art, architecture, music, and literature that took place from 1870-1914;
Explain the advances in science around the turn of the twentieth century;
Explain how Social Darwinism fueled racism, anti-Semitism, and radical nationalist beliefs;
Explain the political changes that took place in western European governments;
Explain how some central and eastern European nations became more authoritarian; and
Describe how new national rivalries were formed leading up to World War I.Slide200
Modern Arts
Modernism
- a artistic movement 1870-1914 that
rebelled against traditional styles
.
Literature
:
Naturalists
- wrote about
social problems like urban slums, alcohol, and women’s rights
.
Symbolists
- believed the external
world was a collection of symbols reflecting the reality of the human mind
.
Painting: instead of representing reality, modern artists turned to new forms of art:
Impressionism
- went into
nature
to paint nature directly (Claude Monet
&
Pierre-
Auguste
Renoir).
Postimpressionism
- used
color and structure to express mood and emotion
(Paul Cezanne
&
Vincent van Gogh).
Photography
- new form of realism.
Modern Art
- created new meaning in individual consciousness in painting and sculpting (Pablo Picasso and his Cubism, which used geometric designs).
Abstract Painting
- art should speak to the soul- using lines and colors and avoiding reality.
Architecture
-
a new movement called
functionalism
was adopted (that
buildings should be functional
-
purposes for which they were built). Skyscrapers using steel, concrete, and elevators).
Music- expressive sounds and bold rhythms
(Igor Stravinsky).Slide201
Science & Extreme Nationalism
Science:
Nature is orderly
and therefore by studying nature
using science, people could understand the physical world
and reality.
Marie Curie
-
atoms
were not just hard material bodies, but
small active worlds
with differing numbers of electrons.
1905 Albert Einstein published
theory of relativity
, stating that
space and time are relative to the observer
- led to Atomic Age.
Sigmund Freud
proposed theories of
psychology and began interpreting people’s dreams
through
psychoanalysis
(diving into a person’s memories and retracing their repressed thoughts in order to begin to heal the patient of mental illness).
Social Darwinism & Racism:
Social Darwinism
- theory used by western nations to justify their dominance; based on Charles
Darwin’s theory of natural selection, “the survival of the fittest,” and applied to modern human societies
- the
strong in society advanced and the weak declined
- no obligation for the fortunate to take care of the less fortunate.
Extreme nationalists argued that strong nations survived and weak nations fell and therefore war was healthy.
In Germany
Houston Stewart
Chamberlain
believed that the ancestors of modern-day Germanic peoples, the
Aryans
were a “superior” group
. He argued that the Jews were out to destroy the Aryans and must be stopped.
Anti-Semitism
:
Hostility towards and discrimination against
Jews
was around since medieval times (blamed as murderers of Jesus).
F
orced to wear distinctive clothing and live in ghettos, away from Christians.
Persecutions and pogroms
(organized massacres) were widespread (especially in Russia). To avoid violence, many Jews migrated to the U.S. or Palestine (Zionism was the nationalist movement for a Jewish homeland in Palestine). Slide202
Quick Check
Groups A, B, C, & D: How could Social Darwinism be used to support racist beliefs?Slide203
Political Democracy in Western Europe
Major
changes in governments
in Western Europe at the end of the nineteenth century:
1. Universal
male suffrage
;
2. Ministerial Responsibility-
Prime Ministers
were
responsible to a popularly elected legislature
and not a king;
3.
Political parties
formed.
Great Britain
:
Two-party
parliamentary democracy
(dominant party chooses the Prime Minister);
Reform laws in 1867 and 1884
expanded
the number of
adult male voters
; and
Two political parties formed:
Liberals
and later the Labour Party (supported by working class) and
Conservatives
.
France
:
1875
Third Republic
-
established a republican constitution though it didn’t develop a great parliamentary system.
President and two house legislature
(Senate was conservative and elected by high-ranking officials and a Chamber of Deputies)
Premier (Prime Minister)
led the government and was responsible to the popularly elected Chamber of Deputies.
Italy
:
Though it was a united country many in the south were
poor and constantly disagreed with the wealthy
and industrialized north. The government also experienced issues with corruption.
1912
universal male suffrage
was adopted but conflict continued.Slide204
Central & Eastern Europe
Central and Eastern Europe was less industrialized
, less educated, and more conservative.
Germany
:
Two-house
legislature (
Reichstag
) with a
Chancellor
(Prime Minister) was elected based on universal male suffrage
but government ministers were responsible to the emperor and not the legislature.
Emperor controlled the military, foreign policy, and government
.
1888-1918 Germany became the strongest in Europe in military power and industrialization.
To oppose calls for democracy, conservatives supported a
foreign policy of expansion
to increase profits.
Austro-Hungarian Empire
:
After setting up the
dual monarchy
, Austria established a
parliamentary system (on paper) but all power remained with the emperor, Francis Joseph
.
The
diverse groups
in the Parliament pushed for independence- Francis Joseph ignore the Parliament.
Russia
:
1849
Czar Nicholas II
ruled by absolute power
. 1900 Russia became an industrialized nation with its steel production, which generated large working class and socialist parties.
1905 a
peaceful demonstration of workers went to the
Winter Palace
in St. Petersburg and
troops opened fire
, killing hundreds in what became known as “Bloody Sunday.”
Reluctantly Nicholas established the Duma (legislature) and granted civil liberties. He rarely respected either.Slide205
U.S. & New European Rivalries
The
United States after the Civil War
:
Although the
Civil War saved the U.S.
and the 13
th
, 14
th
, and 15
th
Amendments incorporated the
freed
slaves
into the American system,
white supremacists in the South continued to restrict
their rights.
From 1860 to 1914 the U.S.
agricultural economy changed to an
industrial economy
.
Industrialization led to
urbanization
.
1900 the U.S. was the
richest nation in the world
but its top 9% owned 71% of the wealth.
U.S. began to expand: Samoan Islands, Hawaii, Puerto Rico, Guam, Philippines (after Spanish-American War).
Defensive Alliances in Europe
:
Otto von Bismarck
organized a defensive alliance against France
that included
Germany, Austria-Hungary, and Italy
.
Bismarck also tried to remain peaceful with Great Britain and formed an independent alliance with Russia. In
1890, the emperor William II fired Bismarck and dropped his Russian alliance
.
1907
Russia, France, and Great Britain formed an alliance
known as the
Triple Entente
.
Balkan Crisis
:
Ottoman Empire crumbled
and new Balkan provinces gained freedom.
Both Russia and Austria-Hungary
hoped to add territory from the
Balkans
.
Greece, Serbia, Romania, and Montenegro became independent.
Bulgaria was semi-independent and protected by Russia.
Bosnia and Herzegovina were annexed by Austria-Hungary
, which became known as the
Bosnian Crisis
.
Following the annexation, the
Russians planned to protect Serbians
as their fellow Slavs. As Serbia planned to go to war against Austria to build a united Serbian nation, Germany threatened war against Russia unless it recognized the annexation.
Russia backed down but vowed revenge
. Several small wars occurred over the next few years in the Balkans.
All nations were on edge and determined not to back down. They also called upon allies to honor alliances if war were ever to result.Slide206
Quick Check
Groups 1 & 3: List the political changes that took place in Western Europe at the end of the 19th century.
Groups 2 & 4: List the two major alliances that divided Europe in the late 19th century. How did nationalism and new alliances create a dangerous situation for war in Europe? Explain.Slide207
Problem 25. Social Darwinism
Herbert Spencer: "Progress: Its Law and Causes,"
The Westminster Review
, Vol 67 (April 1857), pp 445-447, 451, 454-456,
464-65.
https
://
sourcebooks.fordham.edu/mod/spencer-darwin.asp
What
is Spencer’s main point?
What
are the problems with his argument?Slide208
DBQ Lesson 32-33 Objectives
Students will be able to:
Use primary sources to write an essay
on the Industrial Revolution.
Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.Slide209
Lesson 34 Objectives
Students will be able to:
Explain the causes European Imperialism in Africa and Southeast Asia;
Explain the difference between direct and indirect rule;
Explain the effects of European Imperialism in Africa and Southeast Asia; and
Explain the causes and effects of British Imperialism in India.Slide210
Causes & Effects of Imperialism
Imperialism
:
Imperialism is the
extension of a nation’s power over other lands
.
1800s Europe saw
Africa and Asia as possible
colonies
for
raw materials
and
to sell manufactured goods
.
Imperialism was fueled by intense rivalries and
tied to Social Darwinism and Racism
, both argued that some people are superior to others.
Europeans also believed they had a
duty to Christianize and “civilize”- “
white man’s burden
.”
Direct Versus Indirect Rule:
Direct
Rule- where Europeans replaced local leaders
.
Indirect
Rule- where local leaders continued to govern under the direction of European officials
(cheaper and less culturally disruptive).
Effects of Imperialism:
Some n
ations
ruled by indirect rule (British
) and kept
certain
groups
in
power
.
O
ther
nations ruled by direct rule (French) and tried to
change cultures
to European ways.
In either case,
Europeans
expressed
their
superiority
through racism and segregation
.
Many educated
natives
hated colonial rule and began to
assert their own nationalities
and began independence movements to end foreign rule
.Slide211
Imperialism in Southeast Asia & Africa
Southeast Asia
:
1800
-
only two areas of
S
outheast Asia were under European control: Spanish Philippines and Dutch East Indies. 1900
-
virtually the entire area was colonized.
Britain
: Singapore (1819) and Burma (modern-day Myanmar) (1824).
France
: Vietnam (1887), Cambodia (1887), and Laos (1893).
U.S.
: Philippines (1898- after the Spanish-American War).
Thailand remained the only independent state
in the region.
1900
nearly all of Africa was
colonized. Great
Britain, France, Germany, Belgium, Italy, Spain, and Portugal had divided
it up. New products became important: peanuts, wood, hides, and palm oil. Imperialism
in
Africa
:
Great
Britain
: Gold Coast, Nigeria, Egypt (after the Suez
Canal),
Sudan & British East Africa
(after
the Berlin Conference).
France
: French West Africa (very large area of western Africa), Algeria, Tunisia, & Morocco.
Germany
: Togo, Cameroon, German Southwest Africa, & German East Africa
(after
the Berlin Conference).
Italy
: Libya
(failed
to conquer Ethiopia).
Belgium
: Belgian Congo (after the exploration of central Africa by the Englishman David Livingstone, and later Henry
Stanley).
Portugal
: Mozambique
.
By 1914,
only Liberia
(slave colony established by the U.S.)
and Ethiopia remained free states
.
Southern
Africa- Dutch
settlers, the Boers
(or Afrikaners) in the area around Cape
Town in 1700s.
During the
Napoleonic Wars, Britain
seized
from the Dutch.
Boer Republics
: many Dutch left British controlled land and settled further north after battles with Zulu and other native African groups. The lands became known as the Orange Free State and Transvaal (South African Republic).
Boer War
: war between Britain and the Boers from 1899 to 1902.
It
ended in a British victory and the creation of
the Union
of South Africa
(combined the Boer Republics and the old Cape Colony). N
ew
state
was
self-governing
but within
the British Empire. To appease the Boers, only whites were given the vote
.Slide212
Imperialism in India
British Control of India:
British took power in India in the 1600s with Sir Thomas Roe
. Mogul rulers grew weaker and the British stronger.
1757-1858 the
East India Company
was actively involved in India’s political and military affairs
. It hired its own British soldiers, built forts, and hired Indian soldiers, known as
sepoys
to protect company interests.
1857 an Indian revolt called the
Sepoy Mutiny
occurred after a rumor that the gun cartridges were greased with pig and cow fat (cow was sacred to the Hindus and pig was taboo to Muslims). The soldiers refused to use the cartridges the British humiliated and imprisoned them. Indians weren’t organized and Britain ended the rebellion.
1858 the British crown directly ruled India
through a viceroy (governor) and in 1876 Queen Victoria became the Empress of India. Despite the Indian loss, the rebellion sparked Indian nationalism.
Benefits of British rule- order and stability to a badly divided India and schools to train rich Indian children (top 5%). Infrastructure and railroads were also built.
British became rich at the expense of Indian workers.
British manufactured goods destroyed local industries and led to unemployment and poverty. Growing cotton instead of food led to starvation.
Indian Nationalists
- in 1885 a small group of Indians met in Bombay at the Indian National Congress but disagreements between Hindus and Muslims divided Indians until
Mohandas “Mahatma”
Gandhi
and his nonviolent resistance movement
united them in 1915, forcing the British to help the poor and later grant India its independence.Slide213
Quick Check
Group A: List the reasons why Europe established colonies in Africa & Asia in the 1800s?
Group B: List the results of European imperialism in Africa & Asia for the people of those regions.
Group C: Did Europeans have any good intentions through their imperialistic policies? Explain.
Group D: Create a timeline of imperialism for British controlled India. What challenges did the British face in India?Slide214
Problem 26. Imperialism
J.A. Hobson, Imperialism, 1902.
https://
sourcebooks.fordham.edu/mod/1902hobson.asp
What
did Hobson say about nationalism?
What
did Hobson say about imperialism?
Does
Hobson take a Eurocentric approach? Explain.Slide215
Lesson 35 Objectives
Students will be able to:
Explain how the Latin America nations gained their independence from Spain (and Brazil from Portugal);
Describe the roles played by key revolutionaries in South America like
José de San Martín (of Argentina) and Simón Bolívar (of Venezuela
);
Explain the impact of the Monroe Doctrine and Roosevelt Corollary;
Describe U.S. “dollar diplomacy” and how the U.S. directed the development of Latin America;
Explain why wealthy caudillos took power in many Latin American nations, leading to dictatorship; and
Describe American involvement and interventionism in Latin America.Slide216
Revolutions in Latin America
Criollos
(Creoles) in Latin America resented
control of trade and government by the
P
eninsulares
. When
Napoleon
overthrew the Portuguese and Spanish monarchies
(1807
&
1808, respectively) during the Peninsular War, the Spanish and Portuguese Empires were
vulnerable
.
1807-1825 a series of revolts
led most of Latin America to become independent:
French,
St. Domingue
fell in a slave revolt led by
Toussaint
L
’Ouverture
in 1804 to become Haiti (first independent state in Latin America);
Mexico
declared independence in 1821 after priest
Miguel Hidalgo
inspired a combined native and mestizo rebellion against the Spanish;
José de San Martín (of Argentina) and Simón Bolívar (of Venezuela) soon became known as the
Liberators of South America
for leading revolutions throughout the continent.
Bolívar liberated
Venezuela, Columbia, and Ecuador
. By 1819, all three were independent of Spanish rule.
San Martín liberated
Argentina
in 1810 and
Chile
in 1818. He then moved onto Lima Peru, joined forces with Bolívar, and defeated the Spanish in 1824.
E
nd of 1824-
Bolivia, Paraguay, and Uruguay
were also independent.
1822
-
Portuguese prince of Brazil declared Brazil’s independence
from Portugal under his rule.
1823
-
the
Central American states
were independent;1838- they divided their territories into the republics of
Guatemala, El Salvador, Honduras, Costa Rica, and Nicaragua
.Slide217
Nation Building in Latin America
Monroe Doctrine
:
1820s Europe wanted to using troops to restore Spanish control in Latin America.
British and U.S. disagreed and wanted to trade with the new Latin American nations.
Acting without the British- President James Monroe issued the
Monroe Doctrine
in 1823, which said that the Americas were off limits for any further European colonization efforts and warned against future European intervention in the Americas
.
Challenges
to new Latin American Nations:
Loss of people, property, and livestock
from the wars of independence.
Border disputes
.
Thick jungles and mountains
were challenging for road and railroad building, communication, transportation, and national unity.
Caudillos:
R
epublics were established but soon
strong leaders known as
caudillos
gained power and ruled as
military dictators
.
Antonio López de Santa Anna in Mexico
- called himself “Napoleon of the West,” misused state funds, stopped reforms, and caused chaos. He also lost Texas and later half of Mexico’s national territory to the U.S.
Economically
- new Latin American nations were
dominated by U.S. investors
:
Britain dominated trade in Latin America for most of the 1800s.
U.S. practiced “
dollar diplomacy
” where it loaned and invested in Latin American nations and thereby extended its influence.
F
oreign investors
wanted to improve infrastructure and production of
export goods
(wheat, tobacco, wool, sugar, coffee, and hides).
Latin American then
imported finished products
limiting industrial development
and causing dependence on Western nations.
Land was unevenly divided
. Rich grew richer from massive cash crop plantations
but the poor didn’t have farm land.Slide218
Change in Latin America
U.S. in Latin America:
In the 1800s the
U.S. began to intervene in the politics and affairs of Latin American nations
.
1898 the
Spanish-American War
led the U.S. to control Cuba and Puerto Rico.
1903 President Theodore Roosevelt supported Panama in its separation from Columbia. In exchange the U.S. was given a 10-mile strip through the nation on which to build the
Panama Canal
(which opened in 1914).
U.S. sent troops to protect American interests in Cuba, Mexico, Guatemala, Honduras, Nicaragua (1912-1933), Panama, Columbia, Haiti (1915-1934), and Dominican Republic
.
Roosevelt Corollary
:
In 1904, President Theodore Roosevelt expanded on the Monroe Doctrine, stating the
U.S. could intervene in any Latin American nation guilty of “chronic misconduct.”
It then took control of debt collection in the Dominican Republic. The U.S. gained the reputation as the “big bully” to the north.
Revolution in Mexico:
From
1877-1911 Porfirio Díaz ruled Mexico
with the support of the wealthy, the army, foreign investors, and the Catholic Church. About 1,000 families owned all of the land in Mexico and 95% owned no land at all.
In
1911, liberal landowner Francisco Madero forced Díaz from power
but then his revolutionary forces were out of control.
Pancho Villa’s armed bandits swept the north
.
Emiliano Zapata led the poor masses of landless peasants
to seize and redistribute the large estates and land of the rich.
In 1917 a new Constitution set up a presidency, land reform policies, limited foreign investments, and attempted to help workers.
1900 Latin America was economically dependent
on western nations but
slowly industrialized
.Slide219
Quick Check
Group 1: List the territories that gained their freedom as a result of the following people:
1. Toussaint
L’Ouverture
2. Miguel Hidalgo
3. José
de San
Martín
4
.
Simón
Bolívar
Group 2: Identify the following U.S. policies in Latin America.
1. Monroe Doctrine
2. Dollar Diplomacy
3. Roosevelt Corollary
Group 3: List the key events in the Mexican Revolution and the overthrow
of Porfirio
Díaz
.
Group 4: Was the U.S. really a big bully in Latin America? Did the U.S. have any good intentions through its imperialistic policies in Latin America? Explain.Slide220
Problem 27. Jamaican Letter
Simón Bolívar,
Letter from Jamaica, 1815.
https://library.brown.edu/create/modernlatinamerica/chapters/chapter-2-the-colonial-foundations/primary-documents-with-accompanying-discussion-questions/document-2-simon-bolivar-letter-from-jamaica-september-6-1815
/
What
is Bolívar’s main point?
What
does he suggest that Spain should do?Slide221
Activity Lesson 36-37 Objectives
Students will be able to:
Design a board game that will simulate European imperialism and the division of the globe into empires by the following European nations Britain, France, Germany, Italy, Portugal, Spain, and Belgium. The game must clearly demonstrate the goals of imperialism and must provision for power for each of the European nations based on historical power held for imperialism during the 1800s to early 1900s.Slide222
END OF UNIT Lesson 38-39 Objectives
Lesson 39: Review- Students will review and refine their understandings of the unit content objectives.
Lesson 40: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide223
World History
Unit IV: World WarsSlide224
Lesson 40 Objectives
Students will be able to:
Describe how tensions in Europe were heightened at the start of the 1900s;
Explain why nations were militarizing;
Explain the role of alliances in Europe in 1900;
Describe the “powder keg” that was the Balkan Peninsula;
Explain how the assassination of the Archduke of Austria sparked war;
Explain how the war grew to become a “World War”;
Explain the role that trench warfare played in the stalemate on the Western front and describe the invasions and other strategies used on the Eastern Front;
Explain how new allies and new weapons changed the war; and
Describe the impact of a total war on the nations involved in World War I.Slide225
Competition in Europe
By 1900,
rivalries
in Europe over imperialist expansion, trade, and nationalism led to tension
.
Nationalism create new nations but several ethnicities still remained under the control of others.
Examples include: Slavic minorities in Austro-Hungarian Empire, the Irish in the British Empire, and the Poles in the Russian Empire. Many dreamed of their own nation states.
Two loose alliances formed:
Triple Alliance
(1882): Germany, Austria-Hungary, and Italy.
Triple Entente
(1907): France, Great Britain, and Russia.
Several crises challenged these alliances. 1908-1913
c
onflicts in the Balkans
left many
eager for revenge
.
Socialism
: by 1900 many nations saw socialist worker strikes that attempted to bring about changes.
Militarism
: by 1900 industrialization, new methods of shipbuilding, and products like iron, steel, and chemicals helped
nations prepare in case of war
. They also built large armies and navies.
Many nations enacted
conscription
(military draft) laws.
Militaries doubled in size
from 1890 to 1914.
Plans
were drafted for
quick mobilization of troops and supplies
in case of war.Slide226
Crisis in the Balkans
Serbia:
1914,
Serbia
(supported by Russia) was determined to
create a large, independent Slavic state
and break away from Austria-Hungary
. Austria-Hungary was determined to prevent this.
June 28, 1914
heir to the Hapsburg throne,
Archduke Francis (Franz) Ferdinand
,
visited Sarajevo, Bosnia.
Serbian terrorist group, the Black Hand
, wanted Bosnia to break free and become part of a Serbian kingdom. Members hid among the crowd as the Archduke’s car drove through the city.
Francis Ferdinand wanted to change Austria into a triple monarchy that would include a Slavic kingdom.
Assassination: As Francis Ferdinand’s car approached, 19-year old
Black Hand member and Bosnian-Serb,
Gavrilo Princip
, held out his gun and fired, killing the Archduke and his wife Sophia
.
Austria-Hungary’s Response to the Assassination:
Austria was fearful of a Russian response. After it
solidified its German alliance
with
Emperor William II’s
blank check
, promising Germany’s full support,
Austria declared war and attacked Serbia
on July 28, 1914.
Russian Czar Nicholas II mobilized his army
(assembled troops and supplies for war). In response,
Austria and Germany declared war on Russia
.
Germany unleashed its
Schlieffen Plan
(named after General Alfred von Schlieffen), calling for a
small part of the army to contain Russia
while the majority invaded Russia’s ally France.
Only after defeating France would Germany focus on defeating Russia
.
Germany declared war on France
on August 3, 1914 and
Great Britain declared war on Germany
on August 4, 1914 (when Germany violated Belgium’s neutrality).
All major powers of Europe were at war by August 4, 1914. Slide227
Quick Check
Group A: Identify the goals of Serbian Nationalists and the Black Hand.
Group B: Was the situation in the Balkans a powder keg? Is this good analogy? Explain.
Group C: What steps towards militarization occurred prior to World War I?
Group D: Describe the events following the assassination of Archduke Francis Ferdinand.Slide228
Start of the War
Government Propaganda:
Propaganda
(ideas spread to influence public opinion) stirred national hatreds
before the war. Most nation’s
genuinely believed that their cause was just
. Most also thought war would be over in
just a few weeks,
or at least by Christmas.
Western Front
:
According to the Schlieffen Plan, the German army marched through Belgium to France
. The march was
stopped short of Paris at the
First Battle of Marne
(
September 6-10, 1914). It was a
stalemate
as
both sides dug massive
trenches
protected by
barbed wire fences
.
Trench Warfare
: soon
two great trenches
stretched form the
English Channel to the Swiss border
, which held for nearly
4-years of fighting
.
Eastern Front
:
Russia invaded Germany early in the war but was decisively stopped
.
The Russian invasion of Serbia and Galicia, however, was successful
.
In May 1915,
Italy betrayed the Triple Alliance, attacking Austria
and joining the alliance of France, Great Britain, and Russia (now called the “
Allied Powers
” or the “
Allies
”).
By 1915, a
combined German-Austrian
army pushed Russia out of Serbia, Galicia, and
deep into Russia severely crippling Russia
in the war. It also eliminated Serbia from the war.Slide229
Great Slaughter & New Allies
New Weapons & Tactics in the Trenches:
Machine guns
and heavy artillery
now protected the massive trenches occupied by France and Germany.
Occasionally
offensive
attacks were called
. After an
artillery barrage, troops with affixed bayonets charged towards opposing trenches
. Because they ran across unprotected fields, machine guns mowed down attackers and offensives were rarely successful.
The war turned into a
war of attrition
(wearing the other side down)
.
Airplanes
appeared in war for the first time by 1915. Germans also used massive
zeppelins (giant airships)
to bomb London and eastern England (more fear than damage).
P
rotected by armor and using caterpillar tracks,
tanks
also appeared for the first time in battle in 1916.
Stalemate & New Allies:
Because of the
stalemate on the Western front
, both sides
looked to add new allies
:
Central Powers
(Germany, Austria-Hungary, and the Ottoman Empire)
n
ew ally:
Bulgaria
.
Allied Powers
(Russia, Great Britain, and France) new
a
llies:
Italy
(with the promise of some of Austria’s land);
India, Australia, New Zealand
(British controlled territories);
Arabia
(after the urging of Lawrence of Arabia to overthrow Ottoman overlords);
Japan
(which seized German-held islands in the Pacific); and
United States
.Slide230
Quick Check
Group 1 & 3: List the goals of
the Schlieffen
Plan on the Eastern and Western Fronts.
Group 2 & 4: List the new weapons and tactics used during World War II and their consequences.Slide231
Impact of a Total War
United States:
T
ried to remain neutral but was eventually drawn into the war.
Germany and Great Britain’s naval war resulted in each establishing a blockade of the other.
German submarines sank any British ship
including passenger liners like the
R
MS Lusitania
on May 7, 1915 (which resulted in over 100 American deaths).
U.S. protested, Germany stopped its
unrestricted submarine warfare
,
but resumed it in January 1917.
U.S. entered the war in April 1917
, giving the Allied powers a major boost in morale and a new source of money and war goods.
Total War
: a war that involves a complete mobilization of resources and people, afflicting the lives of all citizens
in the warring countries, even those remote from the battlefield.
War lasted much longer
than anticipated.
More men and supplies
were needed and governments instituted
drafts
;
Capitalist economies were put on hold
and all industries focused on the war effort. Governments set price, wage, and rent controls; rationed food and supplies; and controlled imports and exports;
T
ransportation systems and industries critical to the war were taken over by governments
; and
Most of all, governments
manipulated public opinion
. Authoritarian regimes used force and even democratic nations stopped internal dissent for the war.
Protests were outlawed; newspapers were censored; and governments used patriotic recruiting posters and propaganda.
New Roles for Women:
Because so many men fought,
women
were called upon to take over male jobs
.
After the war women returned to the home
but the experience of working help strengthen the women’s movement including suffrage.Slide232
Quick Check
Groups A & C: List the different ways that a total war impacts society.
Groups B & D: Brainstorm and list the arguments that you think the women’s rights movement made in support of their cause after World War I?Slide233
Problem 28. Christmas Truce of 1914
http://www.christmastruce.co.uk/christmas-truce-general-overview/
What
did the Christmas truce show about human nature?
What
did the truce suggest about the war?Slide234
Problem 29. “Suicide in the Trenches”
Siegfried Sassoon, “Suicide in the
Trenches,”
Cambridge Magazine,
1918.
https
://www.eecs.harvard.edu/~keith/poems/suicide.html
What
does the poem suggest about trench warfare?
In
what ways did the boy’s life change as a result of World War I?
Why
do you think the author refers to the civilians as “smug-faced crowds”?Slide235
Lesson 41 Objectives
Students will be able to:
Explain Russia’s failures in World War I and its unpreparedness during the war;
Explain the hardships facing Russia prior to the March Revolution;
Describe the events of the March Revolution, the abdication of the czar, the rule of the provisional government;
Describe the rise of soviets throughout Russia and the Bolshevik Party;
Explain the role played by Lenin in the Bolshevik Revolution;
Describe how the Bolshevik’s seized power of Russia and how the Party became the Communist Party;
Explain how Lenin removed Russia from World War I; and
Describe the Civil War in Russia that resulted from the rise to power of the Bolsheviks.Slide236
Background to the Russian Revolution
Russia was unprepared for World War I’s total war
:
Czar Nicholas II personally led the military despite lack of ability and training;
Russian
industry
was not prepared to produce the weapons and supplies needed; and
Military training, transportation, and communication
were not adequate.
By 1917 the Russian
will to fight was gone
(2-million dead and 4-6 million wounded soldiers).
Russian people lost confidence in Czar Nicholas and his wife Alexandra:
While
Czar Nicholas
was off at war
,
Alexandra gained confidence in Grigory
Rasputin
(who helped her hemophiliac son) and consulted him on every major decision. The
people finally assassinated Rasputin
and knew that the czar also had to go.
March Revolution
:
In March the Russian government began
bread rationing
. People worked 12-hour days then stood in line for hours for bread;
W
orking-class women
were fed up with high prices for bread and led a
series of strikes
in
Petrograd
(St. Petersburg).
March 8, 1917,
10,000 women marched
in protest demanding “Peace and Bread!” By March 10 the strike included
most workers
and shut down all of the factories.
Czar Nicholas ordered his troops to disperse the crowds and to shoot if necessary but his
troops refused and joined the protest.
Czar Nicholas stepped down on March 15, 1917
. A
provisional government
under Aleksandr Kerensky took over.
He remained determined to continue fighting World War I to preserve Russia’s honor.
At the same time
soviets
sprang up all over Russia (councils of workers and soldiers)
demanding change.Slide237
Bolshevik Revolution
Bolsheviks
:
The Bolsheviks began as a
small, violent branch of the
Marxist
party
led by Vladimir Ilyich Ulyanov
(
V. I. Lenin
). They were dedicated to change in Russia through violent revolution.
Lenin believed that only a violent revolution could destroy the capitalist system
.
With the provisional government, Lenin saw an opportunity for the Bolsheviks to seize power.
In April 1917, the
Germans sent Lenin to Russia in a sealed train car, hoping he would cause disorder…he did
.
Lenin’s
Bolsheviks gained control of many soviets
throughout Russia and promised to end the war,
redistribute land
,
take control of factories
, and to
replace the provisional government with the soviets
.
Slogans spread quickly: “Peace, Land, Bread,” Worker Control of Production,” and “All Power to the Soviets.”
Bolsheviks Seize Power:
November 6, 1917
, Bolsheviks
stormed the
Winter Palace
(seat of the provisional government) and the
provisional government collapsed
with little bloodshed. Lenin declared all power turned over to the
All-Russian Congress of Soviets
.
Secretly, Lenin passed real power to a small committee and
renamed the Bolsheviks the
Communist
Party.Slide238
Quick Check
Groups 1 & 3: List and describe the political beliefs of the Bolsheviks.
Groups 2 & 4: How were the Bolsheviks opportunists; in other words, how did they take advantage of the situation?Slide239
Communism in Russia
World War I:
March 3, 1918 Lenin signed the
Treaty of Brest-Litovsk
with Germany, pulling Russia out of World War I and giving up eastern Poland, Ukraine, Finland, Latvia, Lithuania, and Estonia.
He thought communism would spread across Europe so the loss of the territory was irrelevant.
Russian Civil War:
Civil War soon broke out in Russia.
A
nyone opposed to the Communists (those loyal to the Czar, liberals, and anti-Leninist socialists), were known as the
White Army
. The Allies also sent thousands of troops to aid the White Army.
Red Army
(Communists)
fought against the White Army and on
July 16, 1918 Czar Nicholas II, his wife, and five children were murdered
(
bodies were burned in a mine shaft in the Ural Mountains).
By 1920, the Red Army gained control of Ukraine, Georgia, Russian Armenia, Azerbaijan.
Communist Victory:
Led by
Leon Trotsky, the commissar of war, the Red Army was a well-disciplined fighting force
. Anyone who was
disloyal or deserted was executed on the spot
.
Communists also had a single purpose- to establish a unified socialist order. The Whites had varying beliefs and objectives and were not unified in terms of purpose.
War communism
- government controlled banks, industries, grain, and supplies aided the Red Army’s war effort.
The Red Army’s
secret police, the
Cheka
, began a reign of
Red Terror
and destroyed all opponents
.
Russian patriotism was strongly aroused by the presence of foreign forces on Russian soil. This favored the Communists.
1921 the Communists controlled
Russia, turning it into a
centralized single-party state.Slide240
Quick Check
Groups
A
& C: Was a violent revolution truly necessary for communism to succeed? How did the Bolsheviks use terror to hold power?
Groups B
&
D:
Create a timeline of the events of the Russian
Revolution.Slide241
Problem 30. Lenin
V. I. Lenin, “The Tasks of the Proletariat in
O
ur Revolution,”
A New Type of State Emerging From Our Revolution,
1917.
https://
www.marxists.org/archive/lenin/works/1917/tasks/ch07.htm#v24zz99h-067-GUESS
How
is the Russian government going to be different from other governments according to Lenin?
What
will happen to the police according to Lenin?
Is
Lenin’s argument convincing? Explain.Slide242
Activity Lesson 42-43 Objectives
Students will be able to:
Demonstrate an
understanding of
the events surrounding the Russian Revolution by creating a newspaper cover page on the Russia Revolution containing the newspaper’s title and date (1917), headlines, images, and a minimum of three news stories about the Russian Revolution.Slide243
Lesson 44 Objectives
Students will be able to:
Explain Germany’s offensive military gamble on the western front;
Explain the events that led to the end of the war and the role played by the Americans;
Describe the goals of the Big Three nations as they negotiated peace;
Describe Wilson’s Fourteen Points and the goals of his League of Nations;
Explain the compromises made by the Big Three in the Paris Peace Talks;
Describe the Treaty of Versailles and what it meant for Germany;
Explain the impact that the Treaty of Versailles had on Europe and the new territorial borders that were drawn as a result; and
Hypothesize as to the weaknesses of the Treaty and its consequences in Europe.Slide244
Last Year of World War I
1917- Allies faced stalemate on the western front, failed offensives, and the withdrawal of Russia from but the entry of the U.S. gave a psychological boost.
German Offensive
:
Germany launched a
massive offensive to break the stalemate in the west
. Running low on provisions, soldiers, and morale,
Germany put all of its efforts
into the offensive, which was a
significant military gamble
.
The Great
O
ffensive started in March 1918 and by April
German troops were 50 miles from Paris
.
The offensive was
stopped short at the
Second Battle of the Marne
on July 18, 1918 by French, Moroccan, and American troops.
August 8, 1918 the
Germans lost the
Second Battle of the Somme
and 1-million American troops joined the
Allies pushing into Germany
.
T
he German director of military operations
Erich Ludendorff
admitted the gamble had failed and the
war was lost
.
Conflict in Germany:
Allies were unwilling to make peace with the German emperor so he abdicated and fled Germany.
Two days later Germany
announced the creation of a democratic republic and signed an armistice
.
December 1918 Communists tried to seize power in Germany but the new Social Democrats crushed the revolt and murdered the German Communist leaders Rosa Luxemburg and Karl Liebknecht.
After a second Communist revolt also failed in Munich, the Germans developed a deep fear of communism.
Austria-Hungary also fell apart and new independent republics resulted in Austria, Hungary, Czechoslovakia and a large monarchical state called Yugoslavia.Slide245
Paris Peace Negotiations
In January 1919 peace negotiations began in Paris.
U.S. President
Woodrow Wilson
outlined his ideas for peace in his “
Fourteen Points
”
to the U.S. Congress:
Reduce military
forces and weapons to a point “consistent with domestic safety”;
Self-determination
, allowing each people to have their own nation;
World War I was a war against “absolutism and militarism.” To ensure liberty,
democratic nations were needed
; and
The
League of Nations
was needed to guarantee “political independence and territorial integrity.”
Paris Peace Conference:
Pre-war agreements over land
soon surfaced and often went against self-determination.
National interests also complicated the peace talks.
British Prime Minister David
Lloyd George
promised the British people that the Germans would pay
for the war.
French Premier Georges
Clémenceau
wanted to ensure French security against future German invasions
, wanted Germany
stripped of all weapons
, vast German
reparations
(repayments) to cover the cost of the war; and a
separate
Rhineland
as a buffer between Germany and France.
The “
Big Three
” (
U.S., Great Britain, and France
) made most of the important decisions in the peace settlement. Italy was one of the “Big Four” but played a minor role in negotiations.
Germany and Russia did not attend
.Slide246
Quick Check
Groups 1 & 3: List and describe the events leading to the end of World War I. Was Germany impatient or was the final offensive necessary? Explain.
Groups 2 & 4: List the peace agreement goals for each of the following:
1. Woodrow Wilson and the United States
2. David Lloyd George and Great Britain
3
. Georges
Clémenceau
and FranceSlide247
Treaty of Versailles
Differences Among the Big Three:
Wilson wanted to create a League of Nations (an international peacekeeping organization) to prevent future wars.
Clemenceau and Lloyd George wanted to punish Germany.
Compromise:
Wilson’s League of Nations was accepted
but, in exchange, Wilson accepted
certain land arrangements
that he personally opposed.
Clemenceau gave up its demand for a separate Rhineland
in exchange for a defensive alliance with Great Britain and the U.S.
The
Treaty of Versailles
was actually 5 treaties
, one with each losing nation: Germany, Austria, Hungary, Bulgaria, and Turkey.
Terms of the Treaty
“
War Guilt Clause
”-
Germany and Austria
were forced to admit
responsibility
for starting the war;
Reparations
-
Germany was forced to pay
reparations for all damages the Allies sustained as a result of the war;
Germany’s army was limited to 100,000
, its
navy
was significantly
reduced
, and its
air force was eliminated
.
Territorial changes:
Alsace & Lorraine
(taken by Germany in 1871) were returned to France;
Sections of eastern Germany were made into a new
Polish state
; and
Areas along the
Rhine River became a demilitarized zone
(no weapons or fortifications) to prevent advances into France.Slide248
Legacy of World War I
Redrawing of the Map (mostly out of German, Russian, and Austro-Hungarian lands):
New Nations formed: Finland, Latvia, Lithuania, Estonia, Poland, Czechoslovakia, Austria, and Hungary
.
Romania gained more land
; and
Serbia became the center of the new
state of Yugoslavia (combined Serbs, Croats, and Slovenes).
Self-Determination
:
Theoretically
each nationality was to be given its own land and nation
, but in several instances diverse people were combined together.
M
any served as barriers against Germany and Communist Russia:
Poland, Czechoslovakia, Yugoslavia, and Romania.
Almost every eastern European nation was left with ethnic minorities
:
Germans in Poland;
Hungarians, Germans, and Poles in Czechoslovakia;
Hungarians in Romania; and
Serbs, Croats, Slovenes, Macedonians, and Albanians in Yugoslavia.
Ottoman Empire was broken up into several Arab states
controlled by western nations, officially called “
mandates
” (
temporary control of a territory as a mandate on behalf of the League of Nations
):
Syria
controlled by France; and
Iraq and Palestine
controlled by Great Britain.
Liberal society crumbled by the destruction caused by the war and 10-million deaths. World War I was a total war. Governments gained power and people’s liberties were restricted in the name of national security. After the war, strong central authority was a way of life and new problems resulted.Slide249
Quick Check
Groups A & C: List the provisions of the Treaty of Versailles. Was it a fair agreement? Explain.
Groups B & D: List the new nations created after World War I. Despite the goal of self-determination, why do you suppose each nationality was not given its own territory and nation?Slide250
Problem 31. Fourteen Points
Woodrow Wilson, “Fourteen Points Speech,” January 8, 1918.
http://
avalon.law.yale.edu/20th_century/wilson14.asp
Which
of Wilson’s Fourteen Points involved the re-drawing of borders or the creation of new nations?
Which
point suggested the creation of a League of Nations?
What
were the three most significant points made by Wilson? Explain.Slide251
Simulation Lesson 45 Objectives
Students will be able to:
Explain the causes of World War I through a classroom simulation game on the causes of the war.Slide252
Activity Lesson 46 Objectives
Students will be able to:
Demonstrate an understanding
of the unit objectives through a
map activity, in which students will make two maps next to one another, comparing the territorial boundaries of Eurasia before World War I (1914) and after World War I (1922). On each map (or on the side with a line connecting to the state), students will indicate the type of government and the leader’s name of each state as of the respective date.Slide253
Lesson 47 Objectives
Students will be able to:
Explain the failures of the League of Nations and the Treaty of Versailles;
Describe how economic considerations in Germany and inflation prevented Germans from making reparations;
Explain the temporary period of peace and prosperity experienced in Europe from 1924-1929;
Explain how the Great Depression impacted Europe; and
Describe how the western democratic nations attempted to recover from the Great Depression and led some towards radical governments in order to bring about quick changes in society.Slide254
A Brief Peace
League of Nations
:
U.S. Senate refused to ratify the Treaty of Versailles
and
the
U.S. did not join the League of Nations
; most Americans wanted to avoid involvement in European affairs; and
Without the U.S., the League of Nations was weak
.
Reparations
:
France demanded Germany make reparations. In April
1921 Germany owed 132-billion marks
($33-billion today), which it was to pay
2.5-billion marks per year
.
Germany paid in 1921
, but claimed it could
not make any more payments
due to financial crisis. As a result, France sent troops into the Ruhr River Valley (Germany’s chief industrial and mining center). In response, German mine and factory workers went on strike.
Inflation:
To
meet its debts and pay workers the German government simply printed more paper currency- leading to inflation
. By 1923 the German mark was worthless.
Dawes-Plan
- 1924 a new reparation plan was drafted, which reduced the reparation amount and based annual payments on Germany’s ability to pay. It also began with a $200-million loan
which opened up Europe for significant American investment.
A
brief period of European economic prosperity
occurred between 1924-1929.
A Brief Peace
:
In 1925, a new spirit of cooperation was born between France and Germany through the
Treaty of Locarno
;
In 1926,
Germany joined the League of Nations
; and
In 1928, the
Kellogg-Briand Pact
was
signed by 63 nations
to “renounce war as an instrument of national policy.”Slide255
Great Depression
Causes of the
Great Depression
:
1.
Series of downturns in the economies of individual nations from 1925-1929
and a significant drop in the prices for many goods, especially agricultural goods; and
2. The
U.S. stock market crashed in October 1929
(Europe’s prosperity was tied to U.S. and
U.S. investors pulled funds out of Europe
- making European banks weaker).
Impact of the Great Depression:
Banks failed, trade decreased, industrial production declined, and unemployment rose rapidly
.
1932 (worst year) 1 in 4 British workers and 30% of German workers were unemployed.
Many saw Marxism as a solution
and Communism was popular among the workers and intellectuals.
Great Depression
led people to follow political leaders who offered simple solutions in return for dictatorial power
.
Democratic Governments in Europe:
Following World War I, most European nations had parliamentary systems and individual liberties but it was a difficult process
.Slide256
Democratic States In Crisis
Germany
:
Weimar Republic
replaced Germany’s emperor
but inflation, social issues, and economic devastation resulted from the Great Depression.
Eventually
extremism took hold
in the midst of rampant
social fears, unemployment, and poverty
.
France
:
Rebuilding from the war
during the Great Depression turned into political chaos.
In 1936
leftist parties (Communists, Socialists, and Radicals) joined to create the
Popular Front
government
.
Allowed workers unions (collective bargaining), 40-hour workweeks, 2-weeks of vacation, and minimum wage (
French New Deal
).
Great Britain
:
Wartime industries laid off workers after the war (coal, steel, textiles) but the economy was strong. 1929 the Great Depression hit.
The
Labour Party failed to heal Britain and the
Conservative Party
took control
of the government.
British economist
John Maynard Keynes
argued that unemployment came from a decline in demand and not overproduction
. He argued that governments
could increase demand by creating jobs through deficit spending
(going into debt). The
British ignored Keynes and instead followed the
Austrian School
of economics that argued for laissez-faire and free markets
. It didn’t work.
United States
:
The U.S. was
hardest hit by the Great Depression
and it impacted all segments of society. By 1933, unemployment was 12-million.
Franklin Delano Roosevelt
(FDR)
won the presidency in 1932 by and argued the government had to intervene to save capitalism.
New Deal
:
a series
of federal programs, public work projects, and financial reforms and regulations, enacted in the United States during the 1930s in response to the Great Depression.
The
programs included support for
farmers
,
unemployed
,
youth
, and
elderly
, as well as
new
constraints and safeguards on the banking
and
changes to the monetary system
.
New Deal did not solve unemployment;
only World War II
and the war industry brought U.S.
workers back to work
.Slide257
Quick Check
Group 1: Was the League of Nations a success or a failure? Explain.
Group 2: Was the demand that Germany pay reparations a success or a failure? Explain.
Group 3: List the causes of the Great Depression. Were there international causes? If so, what?
Group 4: List the results of the Great Depression. Why did it spread to the rest of the world?Slide258
Problem 32. Fireside Chats
Franklin Delano Roosevelt,
“
Fireside Chats,” 1933-1938 (various selections).
http://
havefunwithhistory.com/movies/chats.html
Was
radio an effective means of communication in the 1930s? Is it the best way for a president to communicate with his people today?
What
was the underlying message of FDR in his Fireside Chats?
What
were the solutions to the Great Depression discussed by FDR in his Fireside Chats?Slide259
Simulation Lesson 48 Objectives
Students will be able to:
Describe the terms and consequences of the Treaty of Versailles in the aftermath of World War I.Slide260
Lesson 49 Objectives
Students will be able to:
Describe the modern totalitarian state and its typical features;
Explain what fascism was and why it took hold in some European nations following World War I;
Explain the rise to power of Benito Mussolini;
Describe the measures taken by Mussolini to create a fascist dictatorship in Italy;
Describe the New Economic Policies of the U.S.S.R. that replaced war communism;
Explain how Lenin created the U.S.S.R. and how communism there was established;
Describe the rise to power of Joseph Stalin, his 5-year plans, and his goal to industrialize Russia;
Explain the repression used by Stalin to eliminate opponents through purges;
Describe the authoritarian changes that replaced liberalism in Eastern Europe following World War I; and
Explain how Francisco Franco came to power through the Spanish Civil War and established a dictatorship in Spain.Slide261
Rise of Mussolini In Italy
Modern Totalitarian State:
By 1939, only France and Great Britain remained democratic while Italy, Germany, and Russia turned totalitarian.
Modern Totalitarian State
- led by a single leader and party, the government aimed to control the political, economic, social, intellectual, and cultural lives of its people
.
M
ass propaganda
and high-speed modern
communications
.
Leaders rejected limited government and individual freedoms. People were expected to help achieve state’s goals.
Fascism in Italy:
Post-World War I problems included:
Great Depression, inflation, strikes, and fears of a Communism
.
Benito Mussolini
(originally a Socialist) established a
Fascist state in Italy
.
Fascism
- political philosophy that glorifies the state above individuals, & sets up a strong dictatorship
.
Italians hated Communism and were angry at Treaty of Versailles. Mussolini played on emotions & nationalism to gain power.
After threats of violence, King Victor Emmanuel III made Mussolini Prime Minister, he establish a Fascist Dictatorship, and ruled as “
Il Duce
” (
the leader
).
Mussolini made the Prime Minister head of the government; allowed him to make
laws by decree
;
limited the mass media
;
used propaganda
to mold and influence people. He gave
significant power to the police, started the secret police force (OVRA),
jailed political opponents
,
outlawed all other political parties; and established organizations to promote the ideals of
fascism and control the people
.
Mussolini- not like other fascists and kept many traditions, values, and institutions (role of women, Church, king).Slide262
U.S.S.R. Under Stalin
After the Russian Civil War, war communism ended but people were still starving. Some hoarded food.
1921, Lenin implemented the
New Economic Policy
or “NEP
,” which was a
modified version of the old capitalist system
.
Peasants could
sell produce
openly;
businesses
with less than 20 employees could be
privately owned
; but
h
eavy industry, banking, and mines remained under government control.
Although the
NEP saved the nation from collapse
,
Lenin saw it as only a
temporary retreat from Communism
.
Union of Soviet Socialist Republics
(U.S.S.R. or Soviet Union)
:
1922, Lenin officially created the U.S.S.R. and in
1924, Lenin died.
S
truggle for control
ensued in
the
Politburo
.
Rise of
Joseph Stalin
:
Held the most important political job,
General Secretary
(
appointed regional, district, and local officials
). Stalin used his
job to take complete control of the party and became dictator
.
1928 Stalin ended the NEP and established his first
Five-Year Plan
. He hoped to transform Russia from an agricultural to an
industrial society
. It focused on steel, military equipment, heavy machinery, and oil production.
I
ndustrialization
harmed peasants
. Families lived in miserable housing conditions, with reduced wages, and had limited food supplies.
Government
propaganda
stressed the need to sacrifice for the
good of the socialist state
.
Collectivization
-
system in which private farms were eliminated and the
government owned and controlled all farms
.
P
easants
resisted by hoarding crops
and slaughtering livestock, which led to widespread famine.
Stalin’s only concession was that each farm worker could have his own tiny garden plot to farm for himself.
Purges
- Stalin sent to Siberian labor camps, eliminated, or executed the old Bolsheviks, any political opponents, army officers, diplomats, union officials, intellectuals, and ordinary citizens.Slide263
Quick Check
Group A: List the reasons for the rise of Benito Mussolini to power in Italy. Why did fascism appeal to Italians in the 1930s?
Group B: List the actions taken by Benito Mussolini once he took power. Why were people willing to accept the restriction of their rights?
Group C: List the reasons for the rise of Joseph Stalin to power in the Soviet Union? Why did communism appeal to Russians in the 1920s and 1930s?
Group D: List the actions taken by Joseph Stalin once he took power. Why were people willing to accept the restriction of their rights?Slide264
Authoritarian States in the West
Western Authoritarian States- to preserve the existing social order but often used police powers to do so.
Eastern Europe
:
Authoritarian regimes
replaced the post-World War I
p
arliamentary systems in
Austria, Poland, Yugoslavia, Romania, Bulgaria, and Hungary
.
Democracy failed due to little past experience with democracy and populations that were illiterate, rural, agricultural; and had ethnic conflicts.
The wealthy and powerful landowners
feared land reform, communist revolts, and ethnic conflict
and looked towards authoritarian regimes to maintain the old system.
Only Czechoslovakia was able to maintain its political democracy.
Spain
:
Shortly after the new government (Spain’s Second Republic) was established in 1931 it fell apart.
General Francisco Franco led the army
in a coup d’état in 1936 as Spain began a bloody
Civil War
.
Hitler and Mussolini helped Franco
in the war with arms, money, and soldiers
and tested new weapons and planes.
Republican army had 40,000 foreign volunteers and Soviet tanks, trucks, planes, and military advisers.
The Civil War ended when Franco’s forces
captured Madrid in 1939. He then established a dictatorship
that favored large landowners, businesspeople, and the Catholic clergy.
Because he didn’t control every aspect of life, Franco established an authoritarian government and not a totalitarian dictatorship.Slide265
Problem 33. Spanish Civil War
Spanish Civil War, “Prelude to Tragedy (1-2/6).”
https://
www.youtube.com/watch?v=81RhewkQbOk
Describe
the end of the Spanish monarchy and the establishment of the republic?
How
did nationalism impact Catalonia? Why did Catalonian freedoms cause conflict in Spain?
What
was the anarchist movement, who belonged to it, and why did it cause violence in Spain?
How
did fascism in Italy and Germany on the one hand and the fear over communism on the other hand impact Spain?
How
did the Spanish Civil War ignite and why?
What
role did General Francisco Franco play in the changes that occurred in Spain?Slide266
Simulation Lesson 50 Objectives
Students will be able to:
Explain the causes of World War II through a classroom simulation game on the rise of Adolf Hitler.Slide267
Lesson 51 Objectives
Students will be able to:
Describe Adolf Hitler’s background;
Describe how unemployment, the Great Depression, and the failure of the Treaty of Versailles all impacted Germany;
Explain how and why Nazism rose in Germany and how it legally gained power in government;
Describe how racism and devotion to “Aryan” domination of Germany spread across the nation;
Describe the role of fanaticism, propaganda, rallies, and fear all contributed to the rise of the Nazi Party; and
Explain why Nazi ideals became widely accepted in Germany and how nationalism played a role in spreading Nazi beliefs.Slide268
Adolf Hitler
Background of
Adolf Hitler
:
B
orn in Austria
on April 20, 1889
and was a
failure as a student and artist
in Vienna.
Soldier in the German Army during World War I
and served on the western front for 4-years.
After the war, he stayed in Germany and
joined the German Workers’ Party
(conservative nationalist party) in Munich. By 1921, he rose to
head of the party and renamed it the National Socialist German Workers’ Party (NSDAP or
Nazi
for short)
.
By 1923, Nazi Party had 55,000 members and 15,000 in the
party militia
(
Brown Shirts
or Storm Troops
).
In 1923, Hitler
led an armed uprising in Munich called the “
Beer Hall Putsch
,”
which was quickly put down and Hitler was
sent to prison
. In prison, he wrote a
book called
Mein Kampf
, or
My Struggle
.
Mein
Kampf
linked
extreme German nationalism, strong
anti-Semitism
(hatred of Jews), and anti-Communism
together by a
Social Darwinian theory of struggle
. It argued superior people should lead the masses.
Rise of Nazism:
As his release, Hitler focused on gaining
power through legal means
within the Weimar Republic.
By 1929, the Nazis were a national political party
and by
1932, the Nazis
had 800,000 members and were the
largest political party in the
Reichstag
(German Parliament).
The
Great Depression, unemployment, and economic difficulties made Nazism very popular among the suffering population
. Hitler promised a new Germany and appealed to
nationalism
and
militarism
.
Most influential people in Germany, industrial leaders, large landowners, military officers, and politicians turned to Hitler for leadership. In
1933, President Hindenburg finally allowed Hitler to become chancellor
and to form a new government.Slide269
Third Reich
Nazi Government:
March 23,
1933, the Reichstag passed the
Enabling Act
, allowing the government to ignore the Constitution for 4-years
to
deal with Germany’s national problems
. The law
gave Hitler dictatorial power
to bypass the legislature and president.
Nazis quickly purged the government of democratic elements, dissolved trade unions, and
outlawed any political party
other than the Nazis.
They also began to
purge Germany of its Jews (blamed for Germany’s economic problems)
and established
concentration camps
(prison camps) to house Jews and anyone else who opposed
the Nazis.
By 1933, Hitler created a totalitarian state. When Hindenburg died in
1934, office of president was abolished. Hitler was sole ruler of Germany
. Germans took
oaths of loyalty to their
Führer
(“leader”).
Aryans:
Nazis believed
Germans, as descendants of the
Aryan
peoples who dominated Rome, were a “
superior race
”
destined to rule Europe and perhaps the world
according to Social Darwinism.
Believing that Germany had already seen two German empires, or
Reichs
(Holy Roman Empire and the German Empire of 1871-1918, Hitler’s goal was to create a
Third Reich
- the Empire of Nazi Germany
. Slide270
Quick Check
Group 1: Create a timeline of the key events and background in the life of Adolf Hitler up to 1932.
Group 2: List the reasons why the Nazis were able to gain control of the Reichstag in 1932.
Group 3: Create a timeline of the key political events that allowed Adolf Hitler to become
dictator
and Führer of Germany by 1934.
Group 4: List the problems Germany faced in the 1920s & 1930s that made many Germans willing to blame the Jews for Germany’s problems
.Slide271
Totalitarianism in Germany
State of Terror:
Nazis used a militant guard squadron, the
Schutzstaffel
(
“
SS
”), to maintain order
. Directed by
Heinrich
Himmler
, the SS dominated the secret and regular police. SS used: (1)
terror
(repression & murder); and (2)
Nazi beliefs about the Aryan race
.
Economics:
Hitler used
public works projects
, construction, and a massive rearmament program to
end unemployment
.
1932- 5-million unemployed; 1934- 2.5-million unemployed; 1937 500,000 unemployed in Germany. This
made Hitler popular.
Rallies
:
Nazis used
mass demonstrations
and rallies to encourage enthusiasm and excitement for the Nazi party
and its programs.
Nazis also
controlled institutions
like churches, schools, universities, youth and professional groups to
promote Nazi ideals
.
Women:
Nazi women were honored as the bearers of new Aryans
and were encouraged to raise as many wholesome Nazi children as possible.
Women were restricted from jobs in industry, teaching, medicine, & law;
but allowed to work as nurses, or social workers.
Anti-Semitism:
Nazis passed
Anti-Jewish boycotts and laws
to carry their ideals into practice.
The
1935 Nuremberg Laws
defined who was a Jew
(at least one Jewish grandparent),
excluded Jews from German citizenship
, stripped Jews of civil
rights, forbade intermarriage
between Jews and German citizens. Eventually, Jews were
required to wear distinctive yellow
Stars of David
and carry identification cards.
November 9,
1938 violence erupted and 7,000 Jewish businesses
, homes, and synagogues burned during
Kristallnacht
(night of shattered glass). 100 Jews were killed and 30,000 Jewish men were
rounded up, and sent to concentration camps
. Jews were
encouraged to “emigrate from Germany.”
The fortunate ones did so.Slide272
Propaganda, Leisure, & Culture
Mass Communication
Improvements (1900s):
Radio broadcasting
infrastructure and the mass production of radios;
Motion pictures
became more frequent after World War I (
Birth of a Nation
(1915));
Flyers, newspapers, and magazine
.
Political
Propaganda
:
Adolf Hitler used mass communications to
spread Nazi ideals
and
Nazi propaganda minister,
Joseph Goebbels
also used film to indoctrinate the people
using documentary films to spread Nazi beliefs.
Consumer Goods:
With the assembly line, mass production of goods, and the availability of credit, people
could buy more goods
;
With the
8-hour workday, people had far more leisure time
by 1900;
With
transportation improvements (train, bus, plane, and cars)
people engaged in
leisure activities
like travel, vacationing, sporting events, amusement parks, concerts, movies, and other forms of entertainment more frequently.
Art, Literature, & Science After World War I:
Art-
photomontage
(combination of photos) and a new phase of
abstract art
emphasizing the fascination with the absurd and unconscious mind
giving rise to surrealism (fantasies, dreams, and nightmares).
Literature
- an interest in the unconscious and “
stream of consciousness
” to show writers’ inner-thoughts took hold.
Age of Physics- headed by
Albert Einstein
, scientists became interested in splitting atoms
(which were made up of sub-atomic particles). The unpredictability of splitting atoms into sub-atomic particles gave rise to the uncertainty principle.Slide273
Quick Check
Group A: List the economic, propagandistic, and nationalistic reasons why many Germans supported the Nazis under Adolf Hitler.
Group B: List the Anti-Semitic measures that the Nazis put into action once they gained power in Germany.
Group C: List the ways by which the Nazis spread propaganda and nationalism.
Group D: List the improvements in art, literature, leisure, and science that took place in Western Europe and the U.S. by the 1930s.Slide274
Problem 34. Triumph of the Will
Leni Riefenstahl (Director of Film), Nazi Propaganda Ministry,
Triumph of the Will
, 1934.
https://
www.youtube.com/watch?v=RlDMTVVExmQ
https
://
www.youtube.com/watch?v=jJ1Qm1Z_D7w
What
is the message of the movie?
How
did the movie appeal to the German people?
How
could a movie like this persuade people to Nazi beliefs? Which beliefs were they?Slide275
Lesson 52 Objectives
Students will be able to:
Explain the rise to power of the Nazis and Adolf Hitler after viewing a documentary video on the topic;
Explain how such an individual could rise to power in a advanced western democratic republic;
Explain how emotions and difficult economic times influence human behavior; and
Hypothesize under what circumstances could a person like Adolf Hitler rise to power today. Slide276
Activity Lesson 53 Objectives
Students will be able to:
Explain how the Nazis used Propaganda to influence the German people;
Explain the techniques used to sway public opinion in favor of Nazi ideology; and
Connect to the question of whether or not propaganda remains relevant in contemporary society. Slide277
Lesson 54 Objectives
Students will be able to:
Explain the reasons for the fall of the Ottoman Empire and the rise of new nations in Eastern Europe and the Middle East;
Describe the mandate system of control instituted by the League of Nations and administered by France and Great Britain in the Middle East;
Explain the reasons for the rise of Arab nationalism;
Describe the Zionist movement and the conflict that resulted in Palestine;
Describe the role of nationalism in Africa and India following World War I;
Explain how communism threatened to expand into Asia following World War I;
Describe Japan’s industrial system and issues and actions to gain raw materials and markets for its products;
Explain how and why Japan turned into a modern military nation after World War I;
Explain how the Communist and Nationalist Alliance in China pushed out imperialists;
Describe the war between Chiang Kai-Shek and the Nationalists against Mao Zedong and the Communists;
Describe the political turmoil that occurred in China in the early 1900s;
Describe the role that the U.S. played in Latin America in the 1800s and 1900s;
Explain FDR’s Good Neighbor policy;
Explain how and why the Great Depression devastated Latin America and led to authoritarian and military dictatorships across the region;
Explain how the Radicals and later Fascists took control of the government of Argentina in the early-mid 1900s;
Describe the authoritarian dictatorship established by Vargas in Brazil after the Great Depression; and
Explain how the PRI dominated politics in Mexico for nearly 100 years
.Slide278
Nationalism in the Middle East
Ottoman Empire fell after World War I (ally of Germany during the war) and several
nations gained independence
:
Greece
- 1832 after war against the Ottomans from 1821-1832;
Kingdom of
Saudi Arabia
- the British adventurer
T.E. Lawrence (“
Lawrence of Arabia
”) and the British army helped Arabian nationalists
against the Ottomans, then in 1932
Arab national
Ibn Sa’ud
took control
of what became known as Saudi Arabia;
Turkish Republic
- 1923 after a Turkish reform group under
Colonel Mustafa Kemal (“
Atatürk
”
or “father Turk”) seized control of the land to drive the invading Greeks out and the last sultan fled. Atatürk managed to
westernize Turkey’s economy, language, education, and customs; he industrialized
the nation; and he
minimized the role of Islam
and secularized Turkey’s government;
Iran
- 1935
Reza Shah Pahlavi
of the Persian nationalist movement overthrew the government
and attempted to modernize the Iranian government, military, and economic system but he did not try to minimize Islam or secularize Iran;
Armenian Genocide
-
Ottomans
accused ethnic Armenians (Christians) of siding with Russia and then
deported and killed the group in an act of genocide
(
deliberate mass murder of an entire group
). By 1918, 1.5-million Armenians were massacred.
Arab Nationalism:
Efforts to unite all Arab people into a single Arab nation failed. Following World War I,
Great Britain and France ruled a number of
mandate
territories under the
League of Nations
. The problem was that borders and divisions were created by Europeans:
Great Britain- Iraq and Palestine
(including Transjordan); and
France- Syria and Lebanon
.
Palestine:
80% Arab and 20% Jewish, and faced constant conflict from Arab and Jewish nationalism;
Since 1890s-
Zionist Movement
called for the creation of a Jewish homeland in Palestine
(the site of ancient Israel);
Balfour Declaration
- hoping to win support of the Jews in World War I, the
British
issued the Balfour Declaration
supporting the establishment of the Zionist state
. Many Jews emigrated to Palestine after facing anti-Semitism throughout Europe.Slide279
Nationalism in Africa & India
Result of World War I in Africa:
Despite African participation in fighting the war,
African colonies remained subject to European rule
;
Germany colonies were now ruled by Great Britain and France as mandates; and
A
new generation of educated Africans wanted to bring liberty, equality, modernization, and liberation of Africa
.
N
ationalist protests erupted in: Nigeria; Kenya; Libya; Senegal, etc. and
pushed for reforms
and later
independence
.
However, African nations did not begin to gain independence until after World War II.
Revolution in Asia after 1917 Bolshevik Revolution
:
In 1919 Lenin
spread the communism through the
Communist International
. Agents were
trained in Moscow
and then returned to their home nations to
start Marxist parties
.
In most Asia societies, Communist parties of the 1930s failed (with the exception of Vietnam under Ho Chi Minh and in China).
Independence Movement in India
:
Mohandas “Mahatma” (Great Soul) Gandhi
started his policy of civil disobedience (like the “Salt March”) and non-violent protests for Indian independence
even before World War I.
1919, Great
Britain granted some reforms
like the “Government of India Act,” increasing the role of Indians in governing
&
voting.
1930s the Indian Reform Movement had two parts: (1) religious, traditional, Indian, and non-violent movement under Gandhi, and (2) the secular, modern, and western movement under Nehru.
1930s the Muslims in India broke from the Hindus and created a
Muslim state in Pakistan
(“the land of the pure”).Slide280
Quick Check
Group 1 & 3: Describe how each of the following gained its independence from the Ottoman Empire and the key individuals for each:
1. Greece
2. Saudi Arabia
3. Turkey
4. Iran
Group 2 & 4: Describe how each of the following protested in the hopes of overthrowing imperial powers or creating independent nations following World War I:
1. Africa
2. Asia
3. India
4. JewsSlide281
Problem 35. Gandhi
Mohandas K. Gandhi,
On Nonviolent Resistance
, 1925
.
http://
vgrossen.tripod.com/americareads/id10.html
Video:
https://www.youtube.com/watch?v=eXzOaOJrKw8
What
is the main point of Gandhi’s speech?
Was
Gandhi a push over? Explain.
What
can we learn from Gandhi? Would his suggestions work in the U.S. today?Slide282
Militarist Japan
Japan developed along a Western model
but it led to
massive industrial corporations called
Zaibatsu
.
The large corporations
led to the concentration of wealth
in the hands of the rich.
Economic crisis:
inflation, food riots
and shortages, and the Great Depression impacted workers and farmers
.
Return to
Traditional Japanese Values
.
Economic problems- return to traditional values in Japan and a rejection of western ideas, education, and politics and people wanted
Japan to dominate Asia and meet its own needs
.
Japanese Business:
Before World War I, Japan struggled finding raw materials and also markets for its finished products so it simply
seized territories
(Taiwan, Korea, Southern Manchuria) but this concerned the U.S. and the west.
U.S. led a meeting of Pacific nations to peace, which was not popular in Japan
and it still needed raw materials.
Rise of Militarism:
1920s a militant group within the ruling party gained control
.
A
ngry about military cuts and a turn towards a Western-style of government Extremist parties like the Black Dragon Society formed within the military.
One extreme
party conquered all of Manchuria without government permission
in 1931. Soon the government was
dominated by the military
.
Under
Emperor Hirohito, Japan was
militarized
and instituted a draft in 1938. Western elements were purged and
expansion
became popular. Soon the entire empire was prepared for war.Slide283
Revolutionary China
Chinese
Nationalist-Communist Alliance
:
1921 the Chinese Communist Party and the Nationalist Party united to drive out warlords and imperialist powers from China with a revolutionary army. By 1926 they controlled all of China south of the Yangtze River.
1927
General
Chiang Kai-Shek
, the leader of the Nationalist Party
turned on the Communists in the Shanghai-Massacre and the alliance ended.
1928 Chiang Kai-Shek founded a new Chinese Republic at Nanjing and
worked to unite China
. He saw Japan as a threat but he believed the Communists were a more serious threat.
Communists Re-Group:
Some Communists remained in hiding in Shanghai but others fled to the mountains and looked to the leadership of
Communist organizer
Mao Zedong
.
The
Communists formed the People’s Liberation Army and fought by using guerilla tactics and sabotage
.
After the Nationalist Army breached the Communist camp the
Communists began a year-long journey to northern China called “
The Long March
.
”
O
nly 9,000 of the 90,000 reached the destination.
A New China:
Chiang Kai-Shek
ruled a China that consisted of 80% agricultural peasants. He attempted to
westernize and industrialize
in the cities
meshed with Confucian values
of hard work, obedience, and integrity. He also attempted to minimize excessive individualism and material greed of Western capitalism.
Despite set backs, China improved in terms of
roads, railroads, education, factories, and banking
.
H
is
government was also repressive
,
suppressing all opposition, censoring free expression, and failing to redistribute wealth.Slide284
Quick Check
Groups A & C: Explain Japan’s path towards militarism in the 1920s and 1930s.
Group B & D: Describe the goals of the Nationalists and Communists in China. What made the Chinese more likely to turn to Communism rather than to side with the Nationalists?Slide285
Nationalism in Latin America
Role of the U.S. in Latin America:
1920s U.S. replaced Great Britain as Latin American
investor
and directly controlled production facilities and ran companies.
Central American nations were independent republics but
remained dependent on the U.S. for exports
(ex. United Fruit Company).
Latin American nationalists grew to resent the U.S.
as an imperialist power that often supported ruthless dictators.
Although
F.D.R. announced the
Good Neighbor Policy
(restricting military force in Latin America)
, it continued to occur for years.
T
he
Great Depression
devastated demand for Latin American goods and
exports declined
(coffee, sugar, metals, meat).
Authoritarian Rule:
Very small elites (church officials, military officers, and large landowners) took control and ruled each country
.
The Great Depression and bad economic times led to the rise of military dictators across the region.
1916 in
Argentina, Hipólito Irigoyen
rose to power as leader of the Radical Party and became president. The Radicals feared the Worker’s Party, which began to grow violent. 1930, the military overthrew Irigoyen and put large landowners back in control. However, during World War II
fascism
took hold. Another military coup occurred and
Juan Perón
was elected president.
1929, the Great Depression devastated the coffee industry in Brazil. A military coup overthrew the government and made
Getúlio Vargas
(a wealthy rancher) the president. Vargas
ruled Brazil from 1930-1945
after making himself
dictator
in 1937 and establishing an authoritarian state with fascist-like features but he also stimulated industry.
After the Mexican Revolution
, one party dominated the government, known as the
Institutional Revolutionary Party (PRI)
. From 1934-1940, President Lázaro Cárdenas attempted to redistribute 44-million acres of Mexican lands to peasants. He also confiscated large oil fields from foreign investors, making the U.S. and Britain furious but the Mexican people very happy.Slide286
Quick Check
Groups 1 & 3: In what ways did the governments that emerged in Latin America resemble the governments emerging in Europe at the same time?
Groups 2 & 4: Explain how the Great Depression impacted Latin America. What were the long-term results of their close economic ties with the U.S.?Slide287
Problem 36. Mexico
Diego Rivera, History of Mexico, National Palace Mexico City, 1935.
https://
delange.org/PresPalace2/PresPalace2.htm
What
can you recognize from Mexican history in Rivera’s mural?
Is
there any nationalism in Rivera’s work? Explain.Slide288
Lesson 55 Objectives
Students will be able to:
Explain the steps taken by Adolf Hitler and the Nazis in creating a unified German Empire in Europe;
Explain the steps taken by Hitler to invade neighboring nations in Europe;
Describe the Allied policy of appeasement towards Hitler and his expansion;
Describe the Non-Aggression Pact between Hitler and Stalin and Hitler’s ultimate objective to invade the Soviet Union despite his promises;
Describe the new ally gained by Hitler in Mussolini and the puppet governments he created in Eastern Europe; and
Explain Japan’s path to war by invading Manchuria and China.Slide289
Hitler Violates the Treaty of Versailles
Hitler’s Violations of the Treaty of
Versailles
Started in March 1935:
He created a new
Air
F
orce
; and
He instituted a
military draft
that would increase Germany’s army
from 100,000 to 550,000 troops
.
Allied Response:
France, Great Britain, and Italy
condemned Germany’s actions and warned it
to avoid further aggressive steps;
However, the
Great Depression’s economic problems prevented them from reacting further
.
Hitler’s Occupation of the
Rhineland
:
In March
1936 Hitler sent troops into the Rhineland
(
demilitarized zone
according to the Treaty).
Under the Treaty,
France could have used force
but it wouldn’t act without British support. The
B
ritish openly believed that Germany had a right to use the Rhineland since it was part of Germany.
Great Britain began a policy of
appeasement
towards Germany (
promoting peace by accepting reasonable demands
and actions made by other nations).
Hitler’s New Allies
:
October 1935, Hitler allied with
Benito Mussolini of Italy
(dreamed of a new Roman Empire and invaded Ethiopia).
1936 both Hitler and Mussolini sent troops to Spain to
help General
Francisco Franco
in the
Spanish Civil War
.
October 1936, Hitler and Mussolini recognized their common interests and signed the
Rome-Berlin Axis Alliance
.
November 1936,
Germany and Japan signed the Anti-Comintern Pact
, which united them against Communism.Slide290
Hitler Begins to Expand
Anschluss
-
Union With Austria
:
By threatening to invade Austria, Hitler convinced the Austrian chancellor to put
Austrian Nazis in change of the government
and they invited Nazi troops to come to Austria to “help” maintain law and order.
March 13, 1938 Hitler officially annexed Austria
to Germany.
Czechoslovakia
:
September 15, 1938, Hitler
demanded the
Sudetenland
(area of
northwest Czechoslovakia
inhabited mostly by Germans).
At the
Munich Conference
, Britain, France, Italy, and Germany attended and representatives gave in to almost all of Hitler’s demands
. The conference was the high point of
western appeasement of Hitler
.
British Prime Minister
Neville Chamberlain believed Hitler’s promises
of peace and no further demands.
Hitler was convinced that the western powers would not fight. He was also convinced that he could do no wrong.
Invasion of
Bohemia & Moravia
:
March
1939 Hitler invaded Bohemia & Moravia
in western Czechoslovakia.
S
tate of
Slovakia
became a puppet state controlled by Nazi
Germany.
Only after Hitler’s invasion of Czechoslovakia and his
demand for the transfer of the Polish port of
Danzig
did France and Great Britain react. They
agreed to help Poland in the event of an invasion
and began negotiations with the Soviet Union’s dictator, Joseph Stalin, for a military alliance to contain Hitler.
Hitler and Stalin:
Fearing that France and Great Britain would ally themselves with the Soviet Union, On August 23, 1939,
Hitler and Stalin signed the
Nazi-Soviet Nonaggression Pact
.
Hitler secretly never intended to keep his pact with the Soviets. The Pact stated: (1.)
t
wo nations agreed
not to attack one another
; and (2.) Hitler promised
Stalin control of eastern Poland and Baltic States
.
September 1, 1939 Hitler invaded
Poland
. Two days later, Britain and France
declared war on Germany
.Slide291
Quick Check
Groups A & C: Why do you believe European leaders preferred to appease Hitler and his demands than to stand up to him? Is appeasement part of human nature?
Groups B & D: In order, list the territories that Hitler took over or installed a puppet governments following its re-occupation of the demilitarized Rhineland in 1936. Why didn’t anyone stop him?Slide292
Japanese Path to War
Mukden
Incident
:
September 18, 1931,
Japanese soldiers dressed as Chinese, blew up a section of the Manchurian Railway
near Mukden (Japanese controlled land) to
blame the incident on the Chinese
and justify taking the Chinese territory of Manchuria.
September 1932,
Manchuria fell to Japan,
was renamed Manchukuo, and the last Chinese emperor Henry Pu Yi put on the throne.
League of Nations condemned the seizure and
Japan withdrew from the League
, continuing to expand into Mongolia and China.
War with China:
Chiang Kai-Shek, more concerned with Communism, followed a policy of Japanese appeasement
. He then allowed Japan to govern parts of northern China to avoid war.
As Japan moved southward towards major Chinese cities
,
Japanese and Chinese forces clashed.
“
Rape of Nanjing
”
- the Japanese soon took control of the Chinese capital of Nanjing,
destroyed the city, and massacred 100,000
civilians and prisoners of war.
Although clearly defeated, the
Chinese continued to resist
for the rest of the
Second Sino-Japanese War
.
New Asian Order
:
Japan hoped China, Manchuria, and Japan could come together to create a “New Order” of modernization, industrialization, and prosperity
. It wanted to control Russian Siberia for its natural resources but it needed help from Hitler. The Nazi-Soviet
N
onaggression
P
act eliminated the possibility so looked to China and South Asia for its natural resource needs.
Japanese Attacks:
1940 Japan wanted the resources from French Indochina
. The U.S. objected and threatened economic sanctions (economic and trade restrictions) and to stop trading oil and scrap iron that Japan badly needed.
Japan decided to launch a surprise attack on the U.S. Pacific Islands and European colonies in Southeast Asia. Slide293
Quick Check
Groups 1 & 3: Describe Japan’s road to war against China. Why do you believe Chiang Kai-Shek preferred to appease the Japanese rather than to stand up to it?
Groups 2 & 4: Describe Japan’s plan for a New Asian Order. Did Japan really believe that it would help other Asian nations?Slide294
Problem 37.
Mein Kampf
Adolf Hitler,
Mein Kampf
, 1925.
http://www.jewishvirtuallibrary.org/excerpts-from-mein-kampf
What
were Hitler’s main points?
Is
racism obvious in his work or could it be argued that Hitler was just nationalistic?
Why
do you suppose people in Germany voted for Hitler?Slide295
Simulation Lesson 56 Objectives
Students will be able to:
Explain the Nazi-Soviet pact through a class simulation game on the alliance.Slide296
Lesson 57 Objectives
Students will be able to:
Describe Hitler’s early victories in World War II;
Describe Hitler’s bombing and plans of attacking Great Britain;
Explain why Hitler’s invasion of the Soviet Union failed;
Explain the Japanese war strategies and its decision to invade Pearl Harbor;
Explain how the entry of the U.S. into World War II was a turning point in the war;
Describe how the war in Europe changed in late 1942 and early 1943;
Explain how the Allies defeated Germany in North Africa and Italy;
Explain the Allied invasion of Normandy and the successful land campaign in Europe thereafter;
Describe the end game for the Nazis in Germany;
Describe how the U.S. engaged in island hopping in the Pacific and slowly regained the islands that the Japanese controlled;
Explain the dilemma Truman faced concerning a land invasion of Japan or use of the atomic bomb on Japanese cities; and
Describe the end game for the Japanese.Slide297
Hitler’s Early Victories
Poland:
Hitler used his
blitzkrieg
(“lightening war”)
method to quickly defeat Poland.
The
blitzkrieg
used
armored columns called panzer divisions
(each with 300 tanks, troops, and supplies) which were
supported by airplanes
.
September 28, 1939, Germany and the Soviet Union
divided Poland
.
Denmark & Norway:
April 9,
1940 Hitler continued his
blitzkrieg
against Denmark and Norway
.
Netherlands, Belgium, & France:
May,
1940 the Nazis pushed through
Luxembourg
and the
Ardennes Forest
and moved into
Belgium
and then south into France
avoiding the French
Maginot Line
, which was the
French defensive position along the border with Germany
that included a series of concrete and steel fortifications armed with heavy artillery.
The Nazi advance
split the Allied army, which was stuck on the beaches of Dunkirk
. Only with the help of the Royal Navy and civilian boats did 338,000 soldiers (mostly British) narrowly escape.
June 22, 1940
France and Germany signed an armistice. Three-fifths of France came under German control and the authoritarian
Vichy government
controlled the remainder of
France, led by Marshal Henri
Pétain
.
Franklin D. Roosevelt denounced
the aggression but the U.S. followed a
policy of isolationism
. Congress even passed a series of neutrality acts in the 1930s to keep the U.S. out of war.Slide298
Nazi Attacks in Britain & The Soviet Union
Battle of Britain
:
Hitler realized that he could only defeat Britain if he controlled it by air first so
in August 1940, the
German Air Force, the
Luftwaffe
, began bombing
British air and naval bases, harbors, communication centers, and war industries.
September 1940, in order to break British morale, the
Luftwaffe
began massive
bombing campaigns over British cities
.
Originally Hitler’s bombings hurt the British military response, but as he shifted to target the cities it gave the British air force a chance to rebound. By the end of September, the
British crippled the
Luftwaffe
and Hitler abandoned the hope of invading Britain
.
Invasion of the Soviet Union
:
Hitler believed that Great Britain only remained in the war because of its ally, the Soviet Union. He also
believed the Soviet Union had a weak army
and could easily be beaten.
Hitler
seized
Greece
and
Yugoslavia
in April 1941
(after Mussolini failed in 1940).
June 22, 1941 Hitler
invaded
Russia
, hoping to defeat it before winter
. The massive 1,800 mile invasion line moved quickly and captured 2-million Russia soldiers.
By November
three separate Nazi groups were in action
:
1) sweeping through Ukraine, 2) besieging Leningrad, and 3) 25-miles outside the capital of Moscow.
However,
without
winter
uniforms or gear, German armies were stopped in December
1941 and the Soviets began a fierce counterattack.Slide299
Quick Check
Group A: List and describe Hitler’s early victories in World War II.
Group B: Describe what Hitler’s
blitzkrieg
was and why it was so successful.
Group C: Describe Hitler’s defeat in Great Britain. What was a bigger failure for Hitler, Great Britain or the Soviet Union? Explain.
Group D: Describe Hitler’s defeat in the Soviet Union. What was a bigger failure for Hitler, Great Britain or the Soviet Union? Explain.Slide300
Japan At War
Pearl Harbor
:
December 7, 1941 Japanese aircraft launched a surprise attack at the U.S. Pacific fleet
at
Pearl Harbor, Hawaii
. The attack killed 3,500 Americans, destroyed 350 planes, and damaged or sank 18 ships.
Japanese
Prime Minister Tojo
believed that the attack would
weaken the American spirit and force it to accept Japanese control of the Pacific
. He also thought the Americans were soft and unwilling to fight back.
Pacific Islands:
T
he Japanese also attacked the
Philippines, British colony of Malaya
,
Dutch East Indies
,
and Bataan Peninsula in the Philippines
, where they led Filipino and American soldiers on a
60-mile forced march called the
Bataan Death March
, and thousands died.
By
s
pring of 1942, Japan controlled almost all of Southeast Asia and the western Pacific.
Japan announced a “
New Community
” called the “
Greater East Asia Co-Prosperity Sphere
.” and its plan to liberate the area from western colonial rule.
American Response:
T
he attack at Pearl Harbor unified the American people. The
U.S. joined the war against Japan. Two days later Hitler declared war against the U.S.Slide301
Allies Advance
Axis Confidence 1941-1942: on the battlefield it still appeared Hitler could win the war in Europe.
Japan succeeded in Southeast Asia and the Pacific.
German Afrika Korps, led by General
Erwin Rommel
,
pushed through
Egypt
and took
Northern Africa
.
Spring of 1942, the German offensive in the Soviet Union led to the
capture of the Crimea
.
But, by Fall of 1942 the war began to turn away from the Germans.
Grand Alliance:
Entry of the U.S. into the war was a turning point
.
The three major Allies, Great Britain, United States, and Soviet Union agreed to focus on military victory and put political differences on hold for the duration of the war.
Allies
agreed to fight until Germany, Italy, and Japan surrendered unconditionally
. This united the Allies.
The Tide Turns:
In
North Africa, British forces finally stopped Rommel’s advance at El Alamein
and the Nazis retreated back across the desert. With the help of the U.S., the German and Italian troops in North Africa surrendered in May 1943.
In the Soviet Union, Hitler’s generals wanted to focus on the Caucasus and oil fields. Hitler wanted the industrial city of
Stalingrad
. The Soviets surrounded Hitler’s best division, cut off its supplies, and in February 1943 the
Germans surrendered at Stalingrad
.
Asian Theater:
May 1942 the
U.S. saved Australia
from Japanese invasion. June 4, 1942 the
U.S. destroyed 4 Japanese aircraft carriers at the
Battle of Midway
. The U.S. now had a two-part strategy in the Pacific: (1)
General
Douglas MacArthur
would retake the Philippines
; and (2) one by one, American troops would
regain
many (but not all) of the
Pacific islands
in what became known as the “
island hopping
” campaign.Slide302
End of the War In Europe
Italy: After defeating the Axis Powers in Tunisia in May 1943, the
Allies began their invasion of Italy
.
King Victor Emmanuel III had
Mussolini arrested
only to be freed
and made a German
puppet
in northern Italy by the Nazis
.
June 4, 1944 the
Allies
finally
defeated the German defenders of Italy
.
Normandy
:
Since 1943 the Allies planned
an invasion of France from across the English Channel
. They tricked the Germans into believing the invasion would take place near Calais, France but on
June 6, 1944 (D-Day),
the invasion
took place at
Normandy
.
U.S. troops
led by General Dwight D. Eisenhower
led the invasion of the beaches of Normandy in history’s greatest naval invasion.
The Germans fortified the area and invading troops had to deal with
underwater mines, barbed wire, and machine gun fire from fortifications
overlooking the beach.
Within
2-months the Allies landed 2-million men and 500,000 vehicles
at Normandy and then headed inland to retake France.
August 1944 the
Allies liberated Paris
. But in December the
Germans counterattacked at Antwerp
in what became known as the “
Battle of the Bulge
” for the bulge the Germans made in the Allied line. Nevertheless, after heavy losses, the
Allied lines held
.
Germany:
January 1945, the Allies crossed the Rhine River
and advanced into southern
Germany
.
Soviets
moved westward and recaptured the
Latvia, Lithuania, Estonia, Poland, Ukraine
in the north and
Hungary, Romania, and Bulgaria
in the south.
January 1945, Allied armies
linked up with the Soviets
in northern Germany and began to encircle and close in on the remaining German forces.
January 1945,
Adolf Hitler moved into a
bunker
under the City of Berlin. Blaming the Jews to the end, Hitler allegedly
committed suicide
on April 30, 1945 (two days after Mussolini was assassinated in Italy.
May 7, 1945, Germany surrendered
. The war in Europe was over on
May 8,
1945, Victory in Europe Day (
V-Day
or V-E
Day)
and the Allies formally accepted Germany’s unconditional surrender.Slide303
Quick Check
Group 1: What was the turning point in World War II in Europe? Explain.
Group 2: What was the turning point in World War II in Asia? Explain.
Group 3: Describe Japan’s war objectives in Asia and the U.S. plan to stop them.
Group 4: Describe the Normandy invasion and the Allied encirclement of Berlin to end the war in Europe.Slide304
End of the War Against Japan
The U.S. island hopping campaign continued. In 1945, the
U.S. captured Japanese islands of Iwo Jima and Okinawa
, allowing it to draw closer to the main islands of Japan.
Despite heavy casualties
Japan vowed to fight to the last man
.
President Harry Truman
(took over when F.D.R. died in
A
pril 1945) had a difficult decision to make- use the newly developed
atomic bomb
or keep fighting and losing men through a
land invasion of Japan
. All estimates indicated a high death toll would result from a land invasion of Japan.
Atomic Bombs:
Truman decided to use the atomic bomb to bring about a Japanese surrender.
August 6, 1945
the U.S. dropped an
atomic bomb (“Little Boy”) on
Hiroshima
.
August 9, 1945
it dropped an
atomic bomb (“Fat Man”) on
Nagasaki
.
The U.S. vowed to drop another bomb every few days until Japan surrendered, though it only had two available bombs (nobody knew that).
The bombs leveled the Japanese cities and thousands of people were literally vaporized in the blasts. Thousands more suffered from radiation poisoning and eventually died.
On
April 14, 1945, Emperor Hirohito accepted the Allied demands for an unconditional surrender (Victory Over Japan Day or
V-J Day
).
World War II finally ended.
17-million died in battle and between 20 to 40-million civilians died
.Slide305
Quick Check
Groups A & C: Was the U.S. justified in dropping the atomic bombs on Japanese cities in order to end the war? Explain.
Groups B & D: If you were Truman, would you have ordered the atomic bombs dropped? Why or why not?Slide306
Problem 38. Japan
Franklin D. Roosevelt to Emperor Hirohito, December 6, 1941.
Department of State Bulletin, Vol. V, No. 129, December 13,
1941.
http
://avalon.law.yale.edu/wwii/p2.asp
On
the day before the Japanese surprise attack on Pearl Harbor how were the relations between the U.S. and Japan?
Was
the attack on Pearl Harbor a mistake for the Japanese?
Might
Hitler have succeeded in the war if the U.S. did not get drawn in?
Explain.Slide307
Problem 39. Day of Infamy
Franklin D. Roosevelt, Speech to the Congress, December 8, 1941.
http://time.com/4593483/pearl-harbor-franklin-roosevelt-infamy-speech-attack
/
What
did F.D.R. mean when he said that December 7, 1941 would be a “day that would live on in infamy”?
What
was the tone of F.D.R.’s message?
How
do you think average Americans responded following F.D.R.’s address?Slide308
Lesson 58 Objectives
Students will be able to:
Describe German and Japanese occupations and their goals in occupied territories;
Explain Hitler’s German resettlement plans in Europe and how he cleared room for German settlers;
Describe the German and Japanese use of slave labor during World War II;
Explain Hitler’s racial goals and the use of the
Einsatzgruppen
to carry out those goals;
Explain the evolution of the extermination of Jews in the “Final Solution”;
Describe the difference between concentration camps and death camps and explain how the Nazis carried out their genocide at death camps (mainly in occupied Poland);
Explain how lucky Jews were able to escape the Holocaust; and
Explain the Japanese “New Order” in occupied territories.Slide309
New Order in Europe
Nazi Controlled Territories
:
Directly
Annexed
Territory (made into German provinces); or
Territory
Governed by Germany with
Collaborators
(locals).
Resettlement in the East:
Part of Hitler’s plan was to
take control of the East
(Poland, Czechoslovakia, Serbia, Croatia, Slovenia, Ukraine, & Russia) which was populated with “inferior” Slavic peoples. The goal was then to
repopulate the territory with ethnic Germans
. Therefore, one of his first objectives was to conquer Poland. Resettlement was to be
headed by the leader of the SS,
Heinrich Himmler
.
First phase took place in
Poland. 1-million Poles were moved to southern Poland
to make room for German families. By 1942, 2-million Germans were resettled in Poland.
Second phase was to resettle
German peasants
in the Soviet Union and force ethnic
Poles, Ukrainians, and Russians to become a slaves
for them. He didn’t care that many would die as slaves or from starvation.
Slave Labor
in Germany:
By 1944, more than
20% of the German workforce
were slaves brought in from occupied territories.
Germany’s slave labor program
caused conflict in occupied lands
and caused political opposition to Nazi occupation, which otherwise might have helped the Nazis.Slide310
Holocaust
Race:
To Hitler, the
Aryan
people were the creators
of human cultural development.
Jews were parasites or diseases that needed to be exterminated
. He blamed the Jews for Germany’s economic problems and for Germany’s defeat in World War I.
The answer to Germany’s “Jewish Problem” was
genocide
(physical extermination) of the Jewish people
or “
Final Solution
.”
Holocaust
was the mass slaughter of European Jews
(
Shoah
in Hebrew, meaning total destruction).
Einsatzgruppen
:
Reinhard Heydrich
, of the SS had the task of
administering the Final Solution
.
After taking Poland, Heydrich created a secret strike force, called the
Einsatzgruppen
, to carry out the Final Solution.
Einsatzgruppen
originally used men from the
SS and military police
to carry out the Final Solution. Later, they routinely turned to the
regular police, local police, and special divisions of soldiers from occupied territories
(Ukraine, Latvia, Lithuania, Poland, Czechoslovakia) to carry out the murder of Jews. Psychologically, the task was difficult.
Evolution of Genocide:
First they
rounded up Polish Jews and resettled
them in walled-off
ghettos
in several Polish cities (in
cramped, unsanitary, and deplorable conditions
and were fed very little);
Second in June 1941, the
Einsatzgruppen
set up
mobile killing units
.
Exhaust was piped into the backs of vans
, in order to asphyxiate the occupants. They were then buried in mass graves;
Third the mobile killing squads followed the army’s advance
but asphyxiation was too inefficient. They forced Jews to
dig large ditches and executed them by
firing squad
.
The psychological effects of this were terrible.
Fourth special training taught more efficient methods that required
fewer bullets, was less personal, and less gruesome
.
Despite killing 1-million Jews by these methods it was not efficient enough for the Nazis
who finally opted for
death camps
in 1942.Slide311
Quick Check
Groups 1 & 3: In order, list how the Nazis changed their killing methods over time. Describe the evolution in killing.
Brainstorm and identify why the Nazis would have continued to execute Jews even after they knew that the war was lost.
Groups 2 & 4: List Hitler’s resettlement plans and the reasons for the different aspects of his plan.Slide312
Death Camps
Jews in occupied sympathetic territories to the Nazis were rounded up, packed like cattle into freight
trains, and shipped to six death camps or extermination centers in Poland
:
Auschwitz-Birkenau
(1,100,000) near Kraków;
Treblinka
(800,000-900,000) near Warsaw;
Belzec
(600,000);
Sobidor
(200,000);
Chelmno
(200,000); and
Majdanek
(130,000).
30%
at Auschwitz were
screened and sent to forced labor camps
. Although it was the best chance at survival, most starved or worked to death.
70%
at Auschwitz were sent to
gas chambers
disguised as showers upon arrival, which were sealed and gas was administered (hydrogen cyanide, carbon dioxide, or carbon monoxide) to asphyxiate those inside. The dead bodies were originally buried by Jewish forced laborers
but later
cremated in large ovens
with large chimneys that often released ashes covering area.
The first to die were the Polish Jews but eventually, Jews from all over Europe (France, Belgium, and Holland) were rounded up and transported by rail to death camps.
Ironically,
Mussolini protected the Italian Jews
from extermination. Several others also refused:
Finland, Albania, and Denmark
.
By 1939 Jewish
refugees
survived by fleeing: 95,000 to the
U.S.
, 60,000 to
Palestine
, 40,000 to
Great Britain
, 75,000 to
Central & South America
(Argentina, Brazil, Chile, and Bolivia) and 18,000 to Japanese-controlled
Shanghai, China
.
Even as the Nazis knew the war was lost, they continued to exterminate as many Jews as they could.
By the end of the war
90% of the Jews of Germany, Poland, Latvia, Lithuania, and Estonia were dead and over 2/3 of all of the Jews in Europe were dead.
In total, over
6-million
Jews died
during the
Holocaust
(at least 3-million died in death camps).
The Nazis were also responsible for the death by shooting, starvation, or overwork of another
10-million non-Jews
including 40% of Europe’s 1-million
Gypsies
.Slide313
Resistance
Resistance: many Jews attempted to
resist
the Nazis. Friends, strangers, and even government officials tried to
smuggle Jews to safety
.
Others:
Refused to believe the death camps existed
since German atrocities were exaggerated during World War I.
Pretended not to notice
what was happening.
Others, known as “
collaborators
,” actually helped the Nazis hunt down Jews.
Allies:
Aware of the concentration camps and death camps but
focused on ending the war
as top priority.
After the war, those who liberated the camps realized the extent of the horror and inhumanity of the Holocaust.
Children:
Because they were not able to work,
Jewish children and their mothers were often the first ones selected for death
. At the time of selection, children tried to look grown up in order to be selected for work.
About
1.2 million Jewish children died
in the Holocaust.Slide314
Quick Check
Groups A & C: Why didn’t more Jews fight back against the Nazis and resist?
Groups B & D: Why didn’t non-Jews step up and help the Jews once they realized what the Nazis were doing?Slide315
New Order in Asia
Occupied Japanese Territories:
Japan’s conquered territories supplied it with raw materials like tin, oil, and rubber
.
It also used the areas as
markets to sell its finished manufactured products
.
In return, the areas were to be included in the
Greater East Asia Co-Prosperity Sphere
.
Japan promised to establish local governments but in reality the
Japanese military governed
occupied lands.
Japan
recruited men
into its military and
used the raw materials
as part of its war machine.
Sentiments Change:
At first many people in Japanese occupied territories believed that Japan was there to help their economies.
They soon realized
Japan was simply using them
and disregarded their local customs.
Like the Germans, the Japanese used prisoners of war and local people for
forced slave labor
.
Asian nationals did not want colonial powers to return but they were not thrilled about Japan either.
Some turned against the Japanese and others did nothing
. Still others attempted to play the two forces against one another.
In Indonesia people pretended to support the Japanese while the secretly sabotaged the Japanese administration.Slide316
Problem 40. Final Solution
Wannsee Protocol, January 20, 1942 (Berlin).
https://
fcit.usf.edu/holocaust/resource/document/DocWanns.htm
What
is the general plan for those who are considered Jews according to the meeting minutes?
Who
will receive exemptions according to the meeting?
Will
some countries be treated differently than others? Explain.Slide317
Lesson 59 Objectives
Students will be able to:
Describe the impact of the war on Soviet, American, German, and Japanese societies;
Explain the impact of bombings on cities and the death of civilians during the war; and
Explain the results of
peace conferences during and after the war and the start of the Cold War.Slide318
Soviet & American Home Fronts
Soviet Union
:
World War II was known as the
Great Patriotic War
but the initial Soviet defeats led
many to die of starvation
.
As the Germans advanced, the
Soviets
dismantled factories
and moved them further eastward
.
Soviet factories produced 78,000 tanks and 98,000 artillery pieces. In 1943,
55% of the Soviet national income went towards war materials
.
Soviets faced severe
shortages in food and housing
.
Women and children worked
in industries, mines, and railroads.
United States
:
The U.S. was
not fighting on its own territory
and became the main arsenal of the Allies-
producing much of the military supplies
. By 1943, the U.S. produced
96,000 planes and 2,000 ships per year
.
Military
industrial jobs created boomtowns
but they faced housing, food, and schooling shortages.
Those in the
military moved for their jobs
, as did the wives of military men. Southern
African Americans also moved
in large numbers to the North and West looking for industrial work. This led to racial tensions.
1-million African Americans joined the military and served in segregated units
110,000 people of Asian ancestry
(65% born in the U.S. and many U.S. citizens) were confined to
internment camps
along the west coast according to
Executive Order 9066
.Slide319
Quick Check
Group 1: List the ways in which war impacted the home front (good and bad) in the U.S.
Groups 2 & 4: List the ways in which war impacted the home front (good and bad) in the Soviet Union.
Group 3: How did U.S. internment camps for people of Asian ancestry differ from German concentration camps?Slide320
German & Japanese Home Fronts
Germany
:
Many Germans were not enthusiastic about war in 1939. Many voted for Hitler for his economics.
Hitler kept production of
everyday consumer goods steady
(and did not significantly increase production of armaments) in the first couple of years so that Germans would continue to support the Nazi Party. This may have cost him the war. Instead, he
relied on
Blitzkrieg
for quick victories and supplies of raw materials
.
After the defeats in Russia and the entry of the U.S., Germany
tripled its armament production
.
By 1944 total war mobilization occurred but it was too late to save Germany from defeat.
As the war progressed and
most men were called into military service
,
women
were increasingly called upon to work in
industry, agriculture, and commerce to support the war
effort.
Japan
:
The Japanese economy was already
in war mode from 4-years of war with
China
and the government created a
planning board
to control prices, wages, labor, and resources.
Traditions of obedience and hierarchy
were used to encourage citizens to
sacrifice
for the national cause.
Kamikaze
pilots
went on suicide missions,
crashing into enemy targets
.
Prime Minister Hideki
Tojo
and traditionalists opposed
employment of women
but female employment increased during the war in
textiles and farming
(in which women worked already).
To meet employment shortages, the Japanese brought in
Korean and Chinese
slave laborers
.Slide321
Bombing of Cities
Bombing:
B
y World War II
many believed bombing civilians and cities would hurt enemy morale
.
Great Britain:
A
utumn of 1940 Germany began large-scale
bombing of London
(called the blitz) and made nightly bombings.
Thousands of civilians died and enormous damage resulted. The Germans intended to harm British morale but the opposite resulted and many became
even more devoted to fighting the Germans
.
Germany:
British
bombing of German cities began in 1942
hoping to harm civilian morale.
T
he bombings of civilians and German cities only
solidified the German resolve
. It also did not significantly destroy German industry.
Overall,
millions of buildings in Germany were destroyed and
500,000
civilians died in Allied bombings
.
The one success in Allied bombings was in destroying German transportation and communication infrastructure.
Japan:
At the end of the war the Japanese air force was almost destroyed so its cities were vulnerable to air attacks.
U.S.
B-29 Super-Fortresses
destroyed most of Japan’s industry and ¼ of its dwellings
.
Japan ordered
all men aged 13-60 into the
People’s Volunteer Corps
but the
atomic bombings
of Hiroshima and Nagasaki
ended the war in August 1945
.
Hiroshima- city of 350,000 saw 190,000 dead from the atomic bombing (many instantly).
The atomic bombings opened up the “
Atomic Age
” in which the
U.S. and U.S.S.R. began an arm’s race that lasted 40-years
.Slide322
Peace & A new War
Cold War
- ideological conflict between the U.S. and the U.S.S.R. that dominated world affairs until the end of the 1980s.
Tehran
Conference
: Big three leaders Roosevelt (U.S.), Churchill (Great Britain), and Stalin (U.S.S.R.) met in Tehran, Iran in 1943 to discuss the end of the war. They decided on a
final assault on Germany
. They also agreed that the
U.S.S.R would liberate Eastern Europe
and the
British and Americans would liberate the west
. They would
then
divide
postwar Germany
.
Yalta
Conference
: Big three met again in February 1945 at Yalta in southern Russia.
Stalin wanted to create Eastern Europe as a buffer
against western aggression.
F.D.R. favored self-determination
of all nations (to choose democratic or communist through free elections).
Nothing decisive was decided on Eastern Europe
.
All three powers agreed to
establish a
United Nations
.
T
he Big Three would
divide Germany into four zones
after the war: U.S., Great Britain, France,
&
U.S.S.R.
Stalin agreed to allow free elections in Poland but not the rest of Eastern Europe.
Potsdam
Conference
: July 1945, F.D.R.’s successor Truman demanded free elections in Eastern Europe, which Stalin denied.
Short of an invasion Eastern Europe
would fall under the U.S.S.R.’s control
. All of the Big Three agreed to
hold
war crimes
trials against Nazi officials in Nuremburg
.
A New Struggle:
U.S.S.R. and U.S. saw each other as a threat
. The U.S.S.R. saw the U.S. as a nation devoted to capitalist expansion and the U.S. saw the U.S.S.R. as a nation devoted to the expansion of Communism.
British Prime Minister, Winston
Churchill, declared that “
an iron curtain [had] descended across the continent
.”
The world was once again bitterly divided.Slide323
Quick Check
Group A: How do you suppose the U.S. and the U.S.S.R. were able to work together in carrying out the war despite their political differences?
Group B: How did political differences and the efforts to influence the types of governments in other nations lead to conflict after World War II?
Group C: Did the atomic bomb have anything to do with the conflict between the U.S. and the U.S.S.R.? Explain.
Group D: Did the conferences held between the U.S., U.S.S.R., and Great Britain foreshadow conflict in the years following World War II? Explain.Slide324
Problem 41. Rosie the Riveter
http://www.artchive.com/artchive/r/rockwell/rockwell_rosie.jpg
http
://
archive.ccm.edu/rosie/images/WeCanDoItPoster%5B1%5D.jpg
Describe
the two versions of Rosie the Riveter.
Is
one more favorable than the other?
Is
Rosie portrayed favorably? Explain.Slide325
Activity Lesson 60 Objectives
Students will be able to:
Research and explain the atrocities of the Holocaust through creation of an historically accurate poster dedicated to the stories and memories of two victims of the Holocaust in Europe.Slide326
DBQ Lesson 61 Objectives
Students will be able to:
Use primary sources to write an essay
on World War II.
Clearly integrate evidence from the primary sources in writing a cohesive and well-constructed essay on the topic.Slide327
END OF UNIT Lesson 62-63 Objectives
Lesson 62: Review- Students will review and refine their understandings of the unit content objectives.
Lesson 63: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide328
Research Lesson 64-70 Objectives
Students will be able to:
Complete
steps in the required U.S. History I Research Assignment, demonstrating their mastery of the skills in each of the steps necessary to find, evaluate, and use historical information in writing a cohesive and convincing historical essay.Slide329
World History
Unit
V
: Cold War & Contemporary WorldSlide330
Lesson 71 Objectives
Students will be able to:
Describe post-World War II Europe and explain how the U.S. and U.S.S.R rivalry turned into the Cold War;
Explain why the U.S.S.R. was unwilling to allow free elections in Eastern Europe and describe the U.S.’s Marshall Plan to rebuild war-torn Europe in its own image;
Explain the U.S. policy of containment of communism;
Explain how the division of Germany into East and West was accomplished as well as the conflicts that resulted from the division of Berlin, deep in the Soviet Zone of Eastern Germany;
Describe the new NATO and Warsaw Pact Alliances, their members, and their purposes; and
Describe the conflicts that occurred as part of the Cold War in Korea, Cuba, and Vietnam.Slide331
Start of the Cold War
Post World War II Politics:
After World War II
attention shifted
to the power
struggle between
communism
and
democracy
in nations without governments.
The U.S. and Great Britain feared the spread of communism and the Soviet Union feared the spread of capitalism.
For security reasons, the
U.S.S.R. refused to give up land in
Eastern Europe
after World War II.
The U.S. was unwilling to give up the power it now wielded throughout the world.
In 1949, the
U.S. and its European allies
formed
the North Atlantic Treaty Organization (
NATO
)
.
In 1955, the
U.S.S.R. and its European allies
formed an
alliance called the
Warsaw Pact
.
Conflict in
Eastern Europe
:
U.S. and Great Britain
believed that newly liberated Eastern European nations should determine their own styles of government through
free elections
.
Stalin
feared that these nations would form anti-Soviet governments and
kept the Soviet army in the region
.
In
Greece
, Civil War erupted in 1946
between the Communist People’s Liberation Army against British supported anti-Communist forces. When Britain withdrew to deal with its own economic problems,
U.S. President Truman
sent $400 million in
financial aid for
anti-Communist
forces in Greece and Turkey
.
Truman Doctrine
- “It must be the
policy of the United States to support free peoples who are resisting attempted subjugation
by armed minorities
or by outside pressures.
”
Originally his request for financial assistance was for Greece and Turkey. He also intended to
give aid to other countries threatened by the spread of Communism.
The U.S. feared the spread of Communism throughout Europe if it did not help Greece and Turkey.Slide332
Quick Check
Groups 1 & 3: Explain why the U.S. was so eager to provide assistance to nations like Greece and Turkey after World War II
.
Groups 2 & 4: Explain why Eastern Europe was so critical to both the U.S. and U.S.S.R. after World War II.Slide333
Containment & A Divided Germany
Marshall Plan
:
Secretary of State George C. Marshall and the
U.S. planned to provide
$13 billion
to rebuild war-torn Europe
.
U.S.S.R. and its dependent
Eastern European Satellite
S
tates refused to participate
in the Marshall Plan
believing it was just an attempt by the U.S. to buy the support of other countries in their fight against the spread of communism.
U.S.S.R. established a similar plan that failed for lack of funding
called the
Council for Mutual Economic Assistance
(
COMECON
).
1947 the
U.S. began its Policy of
Containment
- to keep communism within its existing boundaries
and prevent further Soviet aggressive moves.
Division of Germany:
After World War II,
Germany
was divided into 4 zones: U.S., Great Britain, France,
&
U.S.S.R
.
Berlin
(deep within the Soviet Zone) was also
divided into 4 Zones
.
The U.S., Great Britain, and France
met several times
to unite their zones and create a
unified West Germany and also to unite their Berlin zones
. The
U.S.S.R. opposed the unification and began a
blockade
of West Berlin
on June 24, 1948 to prevent transportation, communication, and food from reaching 2.5 million inhabitants of West Berlin.
The
U.S. and British solution was the
Berlin Airlift
, which dropped supplies and food to the people of West Berlin by airplane. The program lasted 10-months and dropped 2.3 million tons of supplies. To avoid war, the Soviets lifted the blockade in May 1949.
1949- U.S., Great Britain, and France united to create the Federal Republic of Germany (West Germany)
.
One month later
U.S.S.R. established the German Democratic Republic (East Germany)
.
1949
-
Mao Zedong and the Communists controlled China. 1949
-
U.S.S.R. exploded its first atomic bomb.Slide334
Spread of the Cold War
Arms Race & Alliances:
By 1950 U.S. and U.S.S.R. were in the midst of an
arms race
, where both sides built up their armies, weapons, and nuclear programs
(both sides hoped this would prevent war).
NATO Alliance
- formal military alliance where all nations agreed to provide
mutual aid if another was attacked
. It included:
U.S., Great Britain, Belgium, Luxembourg, France, Netherlands, Great Britain, Italy, Denmark, Norway, Portugal, Iceland, West Germany, Turkey, & Greece
.
Warsaw Pact
- formal military alliance also provided that all nations agreed to provide
mutual aid in the event of attack
. It included:
U.S.S.R., Albania, Bulgaria, Czechoslovakia, East Germany, Hungary, Poland,
&
Romania
.
Europe was once again divided in half between two great alliances.
Korean War
:
War broke out in 1950 when communist
North Korea attempted to invade democratic South Korea
. The
U.S. sent troops
in to support the South.
The invasion confirmed American fears over the spread of communism and the U.S. solidified additional military alliances around the world.
New Alliances:
Southeast Asia Treaty Organization
: U.S., Great Britain, France, Pakistan, Thailand, Philippines, Australia, and New Zealand.
Central Treaty Organization
: U.S., Great Britain, Turkey, Iraq, Iran, and Pakistan.Slide335
Quick Check
Group A: Explain whether or not the division of Berlin and the construction of the Berlin Wall was symbolic of the Cold War.
Group B: Explain the roles of the NATO alliance and Warsaw Pact alliance played in the Cold War.
Group C: Describe the U.S. Marshall Plan and the Soviet COMECON Plan and why they were critical during the Cold War.
Group D: Describe how the division of Berlin into East and West almost led to war and what the U.S. did in response.Slide336
A World Divided
By
1950
:
U.S. had alliances with 42 nations
and informal agreements with several others;
U.S. and U.S.S.R. were in the
midst of a
nuclear
arms race
, developed
hydrogen
bombs
, and had
intercontinental ballistic missiles (
IBCMs
)
capable of sending bombs anywhere.
Both sides built up their arsenal of
nuclear weapons
. If one side attacked, it was certain that
retaliation would result
.
Both sides were also in a space race- hoping to send a man to the moon. In 1957, the
Soviets launched the first human-made space satellite
to orbit the Earth called
Sputnik
. The U.S. feared that the Soviets had a far superior science program and efforts were made to improve the American program.
Berlin Wall
:
In 1955 the new leader of the U.S.S.R. was Nikita Khrushchev.
Khrushchev saw West Berlin as an island of prosperity within poverty stricken East Germany
and many East Germans tried to flee to West Berlin.
1961 the Soviets ordered the
construction of the
Berlin Wall
, a massive barrier, guarded by barbed wire, floodlights, machine-gun towers, minefields, and vicious dog patrols, to keep refugees from leaving the East.Slide337
Cuban Missile Crisis & Vietnam
Cuba- 1959- Fidel Castro
overthrew Cuban dictator
Fulgencio
Batista
and set up
a
Soviet-type dictatorship
in Cuba.
President John F. Kennedy (“J.F.K.”) couldn’t openly oppose the communist regime or it could lead to nuclear war against the U.S.S.R.
J.F.K. approved a CIA plan to send exiled Cuban fighters to invade Cuba at the
Bay of Pigs
,
hoping to cause a revolt against Castro. April 16, 1961 the Bay of Pigs invasion failed; 114 invaders died and the rest surrendered.
In response and to counter U.S. missiles in Turkey aimed at U.S.S.R., the
U.S.S.R. sent nuclear missiles to
Cuba
, to aim at U.S.
1962- the U.S. blockaded Cuba and J.F.K. began negotiations with Khrushchev to avoid nuclear war-
Cuban Missile Crisis
.
Nuclear war was narrowly avoided as Khrushchev agreed to turn his fleet around if the U,S. promised not to invade Cuba
. J.F.K. quickly agreed. Years later it was confirmed that nuclear war would have resulted if the U.S. ever again tried to invade Cuba.
Vietnam
&
Domino Theory
:
1964, large numbers of U.S. troops deployed by President Lyndon B. Johnson (“L.B.J.”) arrived in
Vietnam to
keep the communist North Vietnam from invading the democratic South Vietnam
.
The U.S. believed in the
domino theory
, that if the communists succeeded in South Vietnam then all of the other Asian nations would eventually fall, one-by-one, like dominos
to the communists.
Despite superior equipment and firepower the
U.S. failed to defeat the North Vietnamese
and strong
anti-war protests
raged.
L.B.J.’s successor,
Richard M. Nixon
, finally pulled the U.S. troops out of Vietnam in 1973.
The domino theory never occurred and a split formed between U.S.S.R. and China, and a new era of American-Soviet relations began.Slide338
Quick Check
Group 1: List the areas of competition between the U.S. and U.S.S.R. during the Cold War.
Group 2: List the reasons why the U.S.S.R. likely decided to build the Berlin Wall.
Group 3: Create a list of key decisions made by the U.S. and U.S.S.R. over the Cuban Missile Crisis.
Group 4: Explain the domino theory and why the U.S. cared about the spread of communism in places like South Korea and South Vietnam.Slide339
Problem 42. Cold War
Winston Churchill, Speech at Westminster College, March 5, 1946.
https://www.winstonchurchill.org/resources/speeches/1946-1963-elder-statesman/the-sinews-of-peace/
What
is the main point of the speech?
What
challenges face the world according to the speech?
What
is Churchill’s advice to the British and Americans?Slide340
Lesson 72 Objectives
Students will be able to:
Explain life in the U.S.S.R. after World War II under Joseph Stalin;
Explain how Stalin ruled the Soviet Union with an iron fist;
Explain the Soviet Union under Khrushchev and the challenges he faced;
Describe Soviet rule in Eastern Europe and how the U.S.S.R. stopped protests and revolutions in the 1960s and 1970s;
Describe the economic and rebuilding progress of the nations of Western Europe after World War II;
Describe the economic success and challenges facing the U.S. after World War II;
Explain FDR’s New Deal in the U.S. and the focus on
c
ivil
r
ights;
Describe the racial tensions facing the U.S. in the 1960s and 1970s and the Civil Rights Movement;
Describe the conflicts that the U.S. had in Korea and Vietnam over the spread of communism and explain the domino theory; and
Describe the political unrest that resulted from the Vietnam War.Slide341
Post-War U.S.S.R.
Post-War U.S.S.R.:
Stalin ordered the U.S.S.R. to
industrialize
following World War II. The nation exported goods but little was given to the Soviet workers. The people also suffered from a
lack of consumer goods
being produced and a shortage in housing.
U.S.S.R. turned to the
Command System
where the government made all decisions
on what/how much to produce
&
for whom.
Nevertheless, U.S.S.R.’s industrialization was remarkable in several areas:
factories, power plants, canals, heavy industry (machines, factory equipment, and mines), and science
.
Joseph Stalin
:
T
he undisputed master and dictator of the U.S.S.R., who
didn’t even trust other Communist Party leaders
.
W
aged an
anti-intellectual campaign
against scientists and writers unless their work supported the state’s needs.
Purged (deported to Siberia)
anyone who didn’t follow his orders or who
disagreed
with his policies.
Nikita Khrushchev
:
When Stalin died in 1953, the purges stopped and new leader, Nikita Khrushchev, began
de-Stalinization
to end his worst policies. Khrushchev
condemned Stalin for “administrative violence, mass repression, and terror,”
loosened artistic and literary restrictions,
emphasized consumer goods, and de-emphasized heavy industry.
Khrushchev made three mistakes which led to his removal
in 1964: (1) forced
production of corn
east of the Ural Mountains ended in failure, (2) an
increase in military spending and decrease in heavy industry hurt the economy
; and (3) the decision to send
missiles to Cuba
caused international tension and the threat of nuclear war.Slide342
Communism in Eastern Europe
Soviet Control of Eastern Europe:
After World War II,
U.S.S.R. kept troops in Eastern Europe except for Greece, Albania, and Yugoslavia.
1945-1947
Soviet
-controlled
communist
governments
took hold in:
East Germany, Bulgaria, Romania, Poland, and Hungary.
1948 they seized control of
Czechoslovakia
, which previously had a democratic tradition.
Albania’s
Stalinist-type regime grew more and
more independent of the U.S.S.R.
In
Yugoslavia, Josip Broz
(known as “
Tito
”)
led the Communist Resistance
M
ovement after World War II. Instead of becoming a puppet of Stalin, Tito established an
independent communist state in Yugoslavia
and it
never became a Soviet satellite state
.
1948-1953, Eastern European
satellite states
developed
5-year plans and followed Stalin’s model
focusing on
heavy industry
rather than consumer goods, collectivized agriculture, and repressive
secret police
and military forces.
Revolts Against Communism:
1950s-1960s Soviet Union made it clear that
Eastern Europe was to remain under the control of the U.S.S.R.
Wladyslaw Gomulka and the Polish Reform Movement announced the
Polish
would follow their own socialist path but remain loyal to the Warsaw Pact.
Imre Nagy, the leader of Hungary, declared
Hungary
would have free elections but Khrushchev blocked its independence
and the
Soviet army invaded
Budapest and arrested Nagy.
In
Czechoslovakia
a writer’s rebellion
led to the rise of Alexander Dubcek to power, who announced a
series of reforms in 1968
(
freedom of speech, press, and travel) and promised a gradual democratization. August 1968 the
Soviet army invaded and crushed the reform movement.Slide343
Quick Check
Groups A & C: How do you suppose the “Cold War” got its name? Is it a good name to describe the relationship between the U.S. and U.S.S.R.?
Groups B & D: List the major differences between Stalin and Khrushchev.Slide344
Western Europe After the War
With the Marshall Plan,
Western Europe recovered rapidly
from World War II and the 1950s and 1960s saw tremendous economic growth and prosperity.
France
:
War hero
Charles de Gaulle
established France’s Fourth Republic (which failed) and then the
Fifth Republic
in 1958
.
De Gaulle was elected president and
France became prosperous as
an
industrial producer
of cars and weapons.
West Germany
:
Konrad Adenauer
became Chancellor
and worked with the western nations to regain respect for Germany in the world.
West Germany’s
economy drastically improved
after World War II in what became known as the “
economic miracle
” (led by Finance Minister Ludwig Erhard). Unemployment dropped to 0.4% by 1965 and Germany had to import workers to fill job openings.
Great Britain
:
T
he
Labour Party’s
Clement Attlee
became the new Prime Minister
, and began the process of transforming
Great Britain into a
welfare state
(government provides citizens with services and a minimum standard of living)
but Britain had to dismantle its world empire and overseas colonies.
European Economic Community
(EEC):
formed in 1957 by France, West Germany, Belgium, Netherlands, Luxembourg, and Italy, it established a
free-trade area without tariffs or import charges
on member countries. There would be a
tariff on non-member country imports
.
In 1973, Great Britain, Ireland, and Denmark joined the EEC.Slide345
United States After the War
FDR’s “
New Deal
”
brought changes to American society:
It
increased
in the role and power of the
federal government, labor unions, the
welfare state
, and a new concern for the
treatment of minorities
(especially African Americans).
A shortage of consumer goods during the war created a
demand after the war
and the
economy prospered
.
W
ages increased
and U.S. entered an age of
mass consumerism
(purchasing of consumer items)
.
1950s
also began a series of
Cold War fears
:
President Truman
warned that Communists were everywhere
and that Americans had to be vigilant. This resulted in
paranoia and investigations under Senator Joseph
McCarthy
leading to the “
Red Scare
.”
1960s Civil Rights
:
President
John F. Kennedy
took office in 1961 at the age of 43 but was
assassinated on November 22, 1963 by
Lee Harvey Oswald
. Vice President Lyndon B. Johnson took over.
LBJ expanded upon FDR’s welfare state
under the New Deal. In 1964-1965, LBJ pushed a number of reforms as part of his “
Great Society
” such as
health care for the elderly, aid to the poor, and college financial assistance
.
LBJ’s other important reforms were in
Civil Rights
. The Civil Rights Movement aimed to provide
equal rights for African Americans
.
1954 case of
Brown v. Board of Education
, the Supreme Court
outlawed segregation in public schools
.
August 1963
Rev. Martin Luther King, Jr.
(“M.L.K.”) led a march in Washington
as part of the movement and urged people to adopt Gandhi’s civil disobedience approach for reform.
Civil Rights Act of 1964
-
end segregation and discrimination
on the basis of “
race, color, religion, or national origin
” in the
workplace and in public places
. He also made it easier for black to vote
-
Voting Rights Act of 1965
.Slide346
Racial Tensions & Changing Values
Racial Tensions in the U.S.:
Race Riots
broke out in 1965 in Los Angeles
(34 died and 1,000 buildings were destroyed).
In
1968, M.L.K. was assassinated
and
riots broke out
in over 100 American cities, leading to
white backlash
(whites became less sympathetic to the cause of racial equality).
Anti-War Protests over Vietnam
in the U.S.:
Anti-War protests became common across America in opposition to the Vietnam War and drafts, especially on college campuses.
In 1970, four students at
Kent State University
were killed in a protest by Ohio National Guardsmen.
In
1968, Richard Nixon was elected president
with the promise of
restoring “law and order”
and
ending the Vietnam War
.
A New Social Structure in the Western World:
Expansion of the Middle Class
beyond just professionals, lawyers, bankers, doctors, teachers, and businesspeople to include managers and technicians hired by large companies and government agencies.
Agriculture declined
drastically and more people continued to move to urban locations in Europe and the U.S.
A
consumer society
developed and people became preoccupied with the widespread buying of goods.
Credit helped the consumer
buy large appliances on credit (refrigerators, washing machines, televisions, & cars).
Women’s Rights:
Most women in the western world could vote but after World War II many returned back to the home
. The result was the “
baby boom
” in the late 1940s and 1950s. By the
end of the 1950s women, once again, began to work
outside of the home but for less money than men.
Women’s Liberation Movement
, led by Simone de Beauvoir
-
1949, she published,
The Second Sex
.Slide347
Quick Check
Groups 1 & 3: Were the students who protested against Vietnam unpatriotic? Explain. Why were they so opposed to the war?
Groups 2 & 4:
W
hy did the U.S. and Western European nations move towards welfare states following World War II?Slide348
Problem 43. Purges
From History of the Communist Party of the Soviet Union (Bolsheviks): Short Course (Moscow, 1948), pp.324-327,329.
https://sourcebooks.fordham.edu/Halsall/mod/1936purges.asp
How
did the Russians explain the purges that took place?
Did
their explanations justify the purging of political opponents? Explain.Slide349
Lesson 73 Objectives
Students will be able to:
Describe the rule of Brezhnev in the Soviet Union;
Explain how the U.S. and U.S.S.R. entered into a period of détente and several treaties relaxed military tensions between the two superpowers;
Explain how the Soviet invasion of Afghanistan ended the détente;
Explain how Mikhail Gorbachev reformed and weakened the Soviet Union;
Describe how the lack of funding and military control over the Soviet Satellite States in Eastern Europe led to their gradual independence in the late 1980s and early 1990s;
Explain how the Soviet Union eventually fell in 1991;
Describe Russia’s transition to a capitalist system following the fall of the Soviet Union; and
Explain how the breakup of Yugoslavia resulted in the creation of several independent nations in Eastern Europe.Slide350
Soviet Union Under Brezhnev
In 1964
Leonid
Brezhnev
replaced Khrushchev
:
N
ot interested in reform in Eastern Europe
and introduced the
Brezhnev Doctrine
-
the Soviet Union’s right to intervene if communism was threatened
in another communist state.
Détente
- or a relaxation of tension
and improved relations between the
U.S.S.R.
&
U.S.
also occurred. The nations signed
several treaties
including the
Strategic Arms Limitation Treaties
(SALT I & SALT II) and the
Anti-Ballistic Missile Treaty
.
While opponents were still suppressed, U.S.S.R. began allowing some western culture (music, dress, and art).
Two issues
weakened the U.S.S.R.
: (1)
government was too large and inefficient
, and (2)
farmers resisted collective farming
and favored farming private plots of land.
By the 1970s, the leaders of the U.S.S.R. were corrupt and living in luxury. Brezhnev made no changes.
Soviet Invasion of Afghanistan:
1979, U.S.S.R. invaded
Afghanistan
in order to
restore a pro-Soviet government
there. The U.S. responded by boycotting the 1980 Olympics in Moscow and put an embargo on grain sold to the U.S.S.R.
When
Ronald Regan
became president of the U.S. he
called the Soviet Union, an “evil empire,”
began building up the U.S. armed forces, and gave
aid to Afghan rebel
forces.Slide351
Fall of the Soviet Union
1985, a reformer
within the Communist Party,
Mikhail Gorbachev
became leader of the U.S.S.R.
:
A
rgued for
restructuring within the Soviet Union, or
perestroika
and a hybrid economic system that allowed
some private businesses
while still maintaining government control of key industries.
Politically Gorbachev
called for
glasnost
, or openness
, in discussing the state’s strengths and weaknesses.1988, a
new elected parliament
was established, the
Congress of People’s Deputies
. He also established a president to oversee the nation instead of the leader of the Communist Party.
Gorbachev became the U.S.S.R.’s only president
.
The End of Communism in Eastern Europe:
In 1987 the U.S. and U.S.S.R. signed the
Intermediate Range INF Treaty
in order to
slow down the nuclear arms race
and devote more money to the economy and domestic problems.
Gorbachev stopped giving aid Eastern Europe
and a series of movements
overthrew their communist governments in 1989
.
October 3,
1990 the
Berlin Wall
was taken down
and Germany was unified.
Fall of the Soviet Union:
The
Soviet Union included 15 separate republics, 92 different ethnic groups, and 112 different languages
. Nationalist movements quickly developed as Gorbachev released the iron grip.
1989 & 1990 nationalists called for independence
in Georgia, Latvia, Lithuania, Estonia, Moldova, Uzbekistan, and Azerbaijan.
1991 Gorbachev signed the Union Treaty, granting greater powers to the republics while still trying to keep the U.S.S.R. together.
Communist Party worried that it would lose its privileges and attempted a
coup
and arrested Gorbachev in August 1991 to prevent the breakup of the U.S.S.R.
Russian Republic President Boris Yeltsin and other Russians resisted.
1991 the leaders of Russia, Ukraine, and Belarus announced that the Soviet Union had “
ceased to exist
.”Slide352
Quick Check
Group A: List the ways that Brezhnev made the U.S.S.R. stronger.
Group B: List the ways that Brezhnev made the U.S.S.R. weaker.
Group C: List the ways that Gorbachev reformed the U.S.S.R. Was Gorbachev responsible for the fall of the Soviet Union?
Group D: Create a timeline for the downfall of communism in Eastern Europe.Slide353
New Russia
December 25, 1991 Gorbachev resigned and turned over
his responsibilities as commander in chief to the new
president of Russia,
Boris Yeltsin
.
Boris Yeltsin:
Worked to create a free market economy
in Russia.
F
aced the
attempted secession of
Chechnya
(province in southern Russia)
that wanted to become independent. Yeltsin used
brutal force to crush
the independence movement.
Vladimir Putin
:
At the end of 1999, Yeltsin resigned and former KGB officer, Vladimir Putin, was elected
president in 2000
.
2001 Putin launched a
series of reforms
to improve the Russian economy but foreign investors remained skeptical about Russia, which continued to harm its progress towards a capitalist economy.
Since 2001, Russia’s economy has
improved greatly due to export of gas and oil.
Trans-Siberian Oil Pipeline
made Asia and the former Soviet
states reliant on Russia for energy
,
making Russia powerful once again.
Chechnya
and
Terrorism
are Russia’s two major challenges
today. Terrorists from Chechnya have attacked Russia and killed hundreds of Russian civilians on several occasions since 2002. Chechnya remains of place of violence and terrorism to this day and a hotspot of Islamic fundamentalists.
Other problems: alcoholism, crime, decline of the traditional family, and fighting in Chechnya and Georgia.Slide354
Revolutions in Eastern Europe
Poland
:
1980- Lech Walesa formed the Solidarity national trade union that had the support of the workers and Roman Catholic Church (under Pope John Paul II (the first Polish pope)). Walesa was soon arrested.
1988- Poland held free parliamentary elections ending
45-years
of communist rule
and in 1990
Walesa was elected president
.
S
ince 1990 Poland has slowly been transitioning into a capitalist society by combining modernization and tradition.
Czechoslovakia
:
1968- the Soviets crushed and repressed the Czech Reform Movement.
1988-1989-
mass demonstrations
took place in Prague
and throughout the country, the
communist government collapsed
, and
Václav Havel was elected president
.
Old ethnic tensions and fighting between the Czechs and Slovaks soon turned to conflict
and resulted in two new nations: the
Czech Republic
(with Havel as president) and
Slovakia
(with Michal Kovác as president).
The Czech Republic has one of the most stable and prosperous economies in post-communist Eastern Europe.
Romania
:
1989- secret police under the
iron grip of
Nicolae Ceausescu
murdered thousands of peaceful demonstrators
. Eventually the
army would not carry out his repressive orders and Ceausescu
and his wife were
arrested and executed
.
Recently the country has shown signs of economic growth and the rise of the middle class.
Germany
:
1989- mass demonstrations were held in East Germany. In a miscommunication, on
November 9, 1989 East German border guards
opened their gates
. When they did, thousands of East Germans fled into West Germany to reunite with loved ones.
The
Berlin Wall
was then dismantled
and Germany reunited on October 3, 1990 as
Helmut Kohl became Chancellor
.Slide355
Quick Check
Groups 1 & 3: Brainstorm and identify the reasons why former communist nations might have had difficulties in adopting free market capitalism after the fall of communism. Explain.
Groups 2 & 4: List the challenges facing Russia since the fall of the Soviet Union.Slide356
Yugoslavia
Communist Yugoslavia:
Yugoslavia had a communist government but was never a Soviet Satellite State
.
1990- the Communist Party collapsed
. Serbian leader
Slobodan Miloševic
believed that borders needed to be redrawn to create a
Greater Serbian state. This failed
.
June 1991-
Slovenia and Croatia declared independence
. Yugoslav troops marched into Croatia and recaptured one-third of Croatia’s territory.
Serbs next attacked Bosnia-Herzegovina
and acquired 70% of its land.
Ethnic Cleansing:
Serbs followed a policy of
ethnic cleansing
against the Bosnian Muslims
, killing or forcibly removing them.
NATO responded
with air attacks and Serbs agreed to a peace treaty forming two states: Serbian Republic
&
Croatian Federation.
Kosovo:
1998 fighting erupted in Kosovo
a province within Yugoslavia
after Slobodan
Miloševic stripped Kosovo of its autonomy (right to self-rule). Ethnic Albanians there formed an army and
Miloševic
tried to crush the rebellion by
ethnic cleansing and massacring
ethnic Albanians
.
The U.S. and
NATO intervened
to end the fighting in 2000.
Miloševic
died while on trial
for his role in the massacre of Kosovo civilians.
Yugoslavia ceased to exist in 2004
and resulted in 7 independent nations:
Slovenia, Croatia, Bosnia-Herzegovina, Montenegro, Serbia, Macedonia, & Kosovo
.Slide357
Problem 44. Berlin Wall
“Speech by President Ronald Reagan at the Brandenburg Gate, West Berlin, 'Remarks on
East-West Relations
',” June 12, 1987, History and Public Policy Program Digital Archive, Ronald Reagan
Library, Speeches.
http
://
digitalarchive.wilsoncenter.org/document/134316
How
did Reagan describe the West (the U.S., Western Europe, and West Berlin)?
How
did Reagan describe communism?
What
demands did Reagan make on Gorbachev?Slide358
Lesson 74 Objectives
Students will be able to:
Describe the political and economic changes that took place in Western Europe and the U.S. following the Cold War;
Explain the role of the European Union and unity in Europe in the late twentieth century and twenty-first century;
Describe the political and economic changes that took place in the U.S. and Canada following the Cold War;
Describe the recent trends in culture in Europe, the U.S., and Canada including science, art, trends in families, the role of women, religion, popular culture, and immigration; and
Describe the nationalist movements that existed at the end of the twentieth century in Europe.Slide359
Europe Following the Cold War
Economics: 1950s-1970s Western Europe had nearly 100% employment but faced a downturn in the 1970s-1980s.
1990s-
European Economic Community
(EC)
united the economics of Europe creating the world’s largest trading bloc. 1994 the EC became the
European Union
(EU)
. The
EU, which established the
Euro
(common currency) in 1999
.
France:
1981 Socialists gained power
and enacted
laws to help workers
.
2000s France’s economic decline continued and conservatives gained 80% of the seats in the National Assembly. In May
2017,
Emmanuel Macron
, a 39-year old
Social Liberal, became president of France
.
Germany:
1970s Social Democrats replaced the Socialists in power and in 1980s
the Christian Democratic Union Party under Helmut Kohl made West Germany more conservative
.
1990, reunification made Germany a leading power in Europe with 79-million people but
reunification created economic issues.
2005,
Angela Merkel
, leader of the Christian Democrats (Center-Right)
became the first female chancellor.
Recently,
poor
refugees
and immigrants
flooded into Germany from other nations
causing
many to call for tighter
border controls and immigration restrictions.
Great Britain:
1960s and 1970s power in Great Britain bounced
back and forth between the Conservative Party and the Labour Party
. Both parties had to deal with fighting between Catholics and Protestants in Northern Ireland.
Margaret Thatcher, of the Conservative Party, became the nation’s first female Prime Minister in 1979. She attempted to limit Britain’s social welfare state and her economic policies were known as Thatcherism.
2010, the Conservative Party regained control in Parliament and David Cameron became Prime Minister and in
2016
Theresa May
, of the Conservative
Party, replaced him.Slide360
U.S. & Canada Following the Cold War
U.S. Under Nixon, Ford, & Carter:
U.S. elected Republican
Richard Nixon in 1969
.
After his re-election, Nixon
resigned due to his role in the
Watergate Scandal
(his campaign men installed listening devices in hotel rooms of the Democrats).
Vice President
Gerald Ford took over in 1974
but lost a bid for re-election in
1976 to Democrat Jimmy Carter
. By 1980 Jimmy Carter faced two major problems (1) high inflation, and (2) a decline in average earnings. When Carter was
unable to deal with the
Iran hostage crisis
(Iran held 52 American hostages), he lost his chances for reelection to
Ronald Reagan
.
U.S. Under Reagan, Bush, Clinton, & Bush (son):
Reagan Revolution
: new set of economic policies that
cut back on the American welfare state
and decreased government spending and taxes. He also built up the armed forces, causing high budget deficits (government spends more than it collects).
George H. W. Bush
was elected president in 1988 but his failure to dea
l
with the deficit allowed
moderate Democrat Bill Clinton
to win in 1992. During his second term,
Clinton was
impeached
by the House for lying under oath, but was acquitted by Senate.
George W. Bush
won the presidency in 2000 but faced a crisis on
September 11, 2001
, when four commercial jets were hijacked. Two were flown into NYC’s
World Trade Center
towers
; one was flown into the
Pentagon
; and one crashed in a
field in Pennsylvania
. Close to
3,000 people died
that day. Bush then spent his whole presidency dealing with terrorism, wars in
Iraq
&
Afghanistan
, and destroying
Osama bin Laden
(mastermind of the 9-11 attacks) and
Al-Qaeda
training camps.
Canada
:
In the 1960s the Liberals came to power and
Pierre Trudeau
became Prime Minister in 1968.
Quebec
narrowly voted down secession
in 1995 and remained Canadian to the chagrin of French-Canadians.
In
2015, Justin Trudeau
of the
Liberal
Party became Prime Minister (
son of Pierre Trudeau
).Slide361
Quick Check
Groups A & C: List the political and economic similarities between Europe and the U.S. following World War II.
Groups
B
&
D:
List the political and economic
differences
between Europe and the U.S. following World War II.Slide362
Changes in Western Culture
Science & Technology:
1960s
Space Race
(
Soviet Union launched
Sputnik
, President Kennedy predicted that U.S. would
land on the moon
by the end of the decade; it did in
1969
;
1960s & 1970s
e
nvironmental concerns
caused many to care for the environment and the ecological balance;
2000s debates over
genetically enhanced foods (
GMOs
)
and
global warming
intensified.
Families & Women:
Currently fewer people are get married and having children. Divorce rates continue to increase. The results are lower birthrates and an older population.
Women now attend colleges and pursue careers (more women in U.S. currently attend college than men).
1960s & 1970s
women’s movement focused on ending “gender stereotyping,” pushing for equal pay (
Equal Pay Act of 1963
), controlling their bodies and birth choices (
Roe v. Wade
)
,
and gender parity in some nations, like Norway and Denmark (women must make up a certain number of the political candidates).
Art:
N.Y.C. has
dominated world art since World War II
.
By 1980s
postmodernism
(a revival of traditional elements with a modern twist) pushed into new areas of
film, performance, pop culture, and sculpture
. Today the use of
digital technology
has revolutionized art.Slide363
Religion, Nationalism, & Identity
Popular Culture
:
Music, fashion, television, sports, movies, and video games
are all part of today’s popular culture (
entertainment created for profit and for a mass audience
). The U.S. continues to influence the rest of the world in these areas.
As
m
odern popular culture has become so globalized, some nations worry that mass entertainment weakens their own languages and cultures
and
fear cultural imperialism
(
w
estern control of culture
).
Religion:
Christianity has dominated Western spiritual life since the Middle Ages
. However, since the end of World War II, new immigrants to Europe and the U.S. brought diverse religions, especially the
Islamic faith
. Some worry that non-Christian immigrants will threaten traditional cultures.
In the U.S., various
Protestant religions have translated into a conservative political force
, especially in the South and West.
Many
minority ethnic and religious groups in Europe wish to preserve their own cultures or nations
:
Brittany
- Celtic region of France;
Scotland & Wales
: Celtic regions of the United Kingdom;
Alsace & Lorraine
: German region within France;
Belgium
: the French-speaking Walloons in the south and the Dutch-speaking Flemish in the north;
Catalonia
: a separate “nation” within Spain that has its own identity and speaks the Catalan language;
Friesland
: a region within the Netherlands that speaks a language similar to English;
Basque
: region in the Spanish and French Pyrenees that demands independence and has used terrorist means of protest (bombings);
Northern Ireland
: violence between Protestants & Catholics escalated in 1972 on “Bloody Sunday.” The IRA (Irish Republican Army) has used violence and terror to reunite Northern Ireland with the Republic of Ireland. Violence has recently diminished.Slide364
Quick Check
Groups 1 & 3: List and describe the key the changes in art, science, religion, and popular culture since the 1960s.
Groups 2 & 4: List the pros and cons of the idea that all ethnic minority groups deserve their independence or their own nations?Slide365
Problem 45. Catalonia
Declaration of Independence of Catalonia from Spain, October 27, 2017.
https://weegingerdug.wordpress.com/2017/10/27/the-catalan-declaration-of-independence-in-english
/
Why
has Catalonia declared independence from Spain?
What
are its goals?
Does
it have a right to declare independence from Spain?Slide366
Lesson 75 Objectives
Students will be able to:
Explain how nations in Africa gained their independence in the 1950s and 1960s;
Describe the challenges facing African peoples today;
Describe the events of the Arab Spring;
Explain how apartheid came to an end in South Africa and the differences between western urban life and traditional rural life in Africa;
Explain the conflicts between Jews and Muslims in Palestinian Conflict, the Suez War; the Arab-Israeli War; and with the PLO;
Describe the goals of Islamic fundamentalists and the role of religion in Iran;
Describe the terrorist attacks on 9-11 and the wars that followed in Iraq and Afghanistan;
Explain how terrorism has changed the world and continues to be a threat today.Slide367
Independence in Africa
Self-Determination:
1950s and 1960s most African nations achieved
independence
after the United Nations Charter held that colonial peoples should have the right to self-determination.
1956 Morocco and Tunisia (France).
1957 Gold Coast (Great Britain) became Ghana.
1960 Belgian Congo
(
Belgium) and became Zaire (now Democratic Republic of the Congo).
1960 Nigeria (Great Britain).
1962 Algeria (France).
1962 Uganda (Great Britain).
1963 Kenya (Great Britain).
1966 Botswana (Great Britain).
1975 Mozambique & Angola
(
Portugal).
South Africa
:
In 1912, blacks began organizing against white rule. The
Afrikaners (white descendants of Dutch) strengthened laws separating whites and blacks in a system of racial segregation called
apartheid
.
White troops opened fire on peaceful protesters and in
1962 arrested the black leader
Nelson Mandela
.
Politically and economically diverse most of the new nations were led by wealthy individuals who studied in Europe or the U.S. and understood western civilization. Many tried to westernize Africa.
T
he dream of some for a Pan-African Community, similar to the European Union, has not yet occurred. In 2002, however, the
African Union
became a 53-nation organization
that currently promotes
democracy and economic growth
.Slide368
Challenges in Africa
Export Driven Economies:
Most African economies depend on the
export of a single cash crop
.
Most African countries depend on
imported technology, manufactured goods, and
foreign investors
.
Population increases have led to
poverty, starvation, and death
.
Urbanization:
By 2007,
39% of Africans lived in cities
. Many replaced rural lands for urban slums. Poverty remains a major challenge.
Pollution, lack of sanitation, struggling transportation systems, lack of plumbing, clean water, and electricity
are just a few of the challenges Africans continue to face. On the other hand, the
rich live large
.
Diseases & HIV/AIDS:
Africa is the hardest hit area. The U.S. has spent approximately $5 billion/year to assist fight AIDS in Africa.
In some areas, more than
25% of the population has
HIV/AIDS
. What is needed is prevention education.
Political Challenges:
Independence failed to bring democracy
to most of Africa. Since 1957, nearly 100 leaders have been violently overthrown,
militaries, and dictators
have governed the majority of nations.
War, ethnic conflict, and a lack of law and order
continue today.
Example: in 1962
Rwanda
& Burundi
each became independent nations with mixed
Hutu
and
Tutsi
populations. In 1994, a brutal civil war raged and the
Hutu military engaged in a
genocide
of the Tutsis, killing at least 500,000
.
Example: Ethnic tension led to a violent civil war in the
Darfur
region of western Sudan
. Arab militias attacked African tribal groups.
Entire villages were burned
, 200,000 people died, and more than
2-million fled
.Slide369
new Hopes in Africa
End of Dictatorships in Ethiopia, Liberia, Somalia.
“
Arab Spring
”:
R
evolutionary waves
started in Tunisia in December 2010 and spread to Libya, Egypt, Yemen, Syria, and Bahrain in the spring of 2011
. Violent power struggles resulted and the hopes that these revolutions would bring about democracy were crushed by counter-revolutionary forces by the end of 2012.
End of
Apartheid
in South Africa:
After 26-years in prison, the people of
South Africa elected Nelson Mandela as president
in 1994. Nobel Peace Prize winner (1984)
Bishop Desmond Tutu and President F.W. de Klerk helped free Mandela, end apartheid, dismantle race-based laws
, and hold free elections for the first time in South Africa.
Impact of Western Colonialism in Cities but Traditionalism in Rural Areas:
Westernization
is found primarily in African cities
(which are like cities anywhere else). ¾ of the population still live
outside of the cities
where modern influence has less impact. Most live
traditional lives
.
Women have gained rights in some areas (vote, political participation, and employment) but no in others.
Art was influenced by the west
but some governments now dictate that artists must depict traditional life.Slide370
Quick Check
Groups A & C: List the issues currently facing African society and brainstorm several solutions for these problem.
Groups B & D: Is the combination of industrialization and urbanization the right formula for African economic success? Explain.Slide371
Mideast Crisis
Palestine:
B
etween the World Wars many
Jews immigrated to the Palestine Mandate
, their historic and religious homeland where
80% of the population was Muslim
and tensions intensified.
Zionists
pushed for recognition after World War II and the
U.N. declared there should be two states
in Palestine (
Jewish & Muslim
).
Jews declared the independent
State of Israel
on May 14, 1948. As a result, several
Arab nations invaded Israel
. The invasion
failed
but the Arab nations refused to acknowledge the State of Israel.
Muslim refugees fled
. To date, no Muslim Palestinian state has been created.
Suez War
:
Gamal Abdel
Nasser
, took power in Egypt in the 1950s and seized the Suez Canal in 1956
.
British, French,
&
Israelis attacked Egypt
in the Suez War of 1956. The U.S. and U.S.S.R. supported Nasser. Eventually
the Egyptians won
.
Nasser
promoted
Pan-Arabism
(Arab unity in the Middle East)
. For a short time a United Arab Republic united most of the Middle East and Nasser was the president. Eventually, Syria withdrew.
Arab-Israeli Dispute
:
1967 Arab and Israeli tensions intensified. Fearing attack
Israel launched airstrikes against its Arab neighbors
on June 5, 1967.
During the
Six-Day War
, Israel tripled its territory and
encompassed an additional 1-million Arabs
(mostly in the West Bank).
October 6, 1973 (
Yom Kippur
) Egypt and
Syria launched a surprise attack against Israel
, demanding the return of their lands.
Israel was on the defensive on the first day but then surged into Egypt. A U.N. cease-fire ended the war but not the land dispute.
1977 Jimmy Carter brokered an agreement
between Egypt and Israel called the
Camp David Accords
(signed in 1979) and Israel agreed to withdraw from the Sinai Peninsula and stop fighting with Egypt
but most Arabs continue not to recognize Israel.
OPEC
(Organization of the Petroleum Exporting Countries)
- formed in 1960 to
increase the worldwide price of oil
.Slide372
Ongoing Crisis
PLO
: Palestinian Liberation Organization
formed in 1964:
PLO
pushed for an Arab state in Palestine
. Under
Yasir Arafat
, it also
began to launch terrorist attacks in Israel
.
1980s Palestinian Arabs began an
intifada
(uprising) in Israeli territories
.
1993 the
Oslo Peace Accords
granted
the PLO a semi-independent area; in exchange, the PLO recognized Israel
.
1994 Jordan and Israel signed a peace treaty recognizing Israel.
Little changed. Many Israelis did not give up land and many Arabs still refused to accept Israel.
Suicide bombings and a second
intifada
occurred in 2000
.
2003 Israeli cabinet accepted the principle of a Palestinian state
. 2005, under Mahmoud Abbas, Israel
withdrew from Gaza
.
2006, members of Hamas (Palestinian Resistance Movement) took control in the Palestinian Parliament. The Palestinian State then took control of Gaza. In response, Abbas dissolved the Palestinian Parliament.
The dispute continues and has expanded to the Lebanese radical Islamic group Hezbollah in 2006.
Iran
:
Shah Mohammed Reza Pahlavi
& oil made Iran wealthy
but it refused to accept
western ideals or materialism
.
The
religious leader
Ayatollah
Ruhollah Khomeini began pushing for an infusion of the Muslim faith
into everyday Iranian society as a way to improve Iran. An
anti-American and anti-materialistic
approach took hold and in 1979 the
Shah’s government collapsed
. The result was a new Islamic Republic in Iran.
Supporters of the Shah were executed and Iran implemented Islamic law.
2005- President Ahmadinejad
advanced Iran’s nuclear program
in defiance of the U.S. The conflict continues to characterize the relationship between Iran and the U.S. today.Slide373
Conflict in the Middle East
Iraq
:
Shina Muslims in Iran have often fought with Sunni Muslims in Iraq. The two have also fought over territory.
1980
Saddam Hussein
launched a brutal war against Iran
that ended in 1988 without resolving anything.
Hussein used children to clear minefields, chemical weapons, and engaged in
ethnic cleansing against Muslim
Kurds
in Iraq.
1990 Hussein invaded oil-rich Kuwait
starting the
Gulf War
. The U.S. quickly led international forces to free Kuwait but Hussein remained.
Afghanistan:
1979 the Afghan president invited a Soviet invasion of Afghanistan and the U.S. supported the Anti-Communist Islamic forces, the mujahedeen.
1996 the religiously-conservative
Taliban
seized control
and provided a
haven for
Osama bin Laden
, founder of the
al-Qaeda
.
9-11
:
Bin Laden’s largest mission was the
terrorist attack against the U.S. on September 11, 2001
.
After the attack, the
U.S. went to war against the Taliban in Afghanistan
and created a new government in December 2001.
May 2,
2011 U.S. Navy Seals killed Osama bin Laden in
Operation Neptune Spear
.
2002
George W. Bush launched
attacks against Iraq to remove Saddam Hussein
and
prevent the use of weapons of mass destruction
.
2003 U.S. quickly defeated Iraq and
captured Hussein
(who was hiding in a hole).
No weapons of mass destruction were found
.
The rebuilding of Iraq was difficult as
foreign terrorists and Islamic militants constantly attacked U.S. forces
. In addition the three Islamic groups (Shina, Sunni, and Kurd) descended into civil war. The government is far from stable to this day.
Islamic Fundamentalism
:
Several Islamic groups have surfaced to
oppose Western influence
. In addition, they
oppose Western values, cultures, materialism, greed, and immorality
. They emphasize traditional Islamic beliefs, customs, and gender roles.Slide374
Quick Check
Groups 1, 2, 3, & 4: Should there be an independent Muslim state in Palestine? Why or why not?
Groups 1, 2, 3, & 4: How can the U.S. and European nations deal with Islamic fundamentalists who disagree with everything that they stand for?Slide375
Problem 46. Apartheid
Nelson Mandela, Speech to UN Special Committee Against Apartheid, June 22, 1990.
http://
www.anc.org.za/content/speech-nelson-mandela-special-meeting-un-special-committee-against-apartheid
What
is Mandela’s main point?
Where
is South Africa in the process of eliminating apartheid?
What
obstacles remain to abolishing apartheid?Slide376
Problem 47. Terrorism
How Different and Dangerous is Terrorism Today, Robin Wright, the New Yorker, June 5, 2017.
https://www.newyorker.com/news/news-desk/how-different-and-dangerous-is-terrorism-today
How
has terrorism evolved since the 1920s? What were its phases?
What
does terrorism today like? How does it impact everyone’s lives?Slide377
Lesson 76 Objectives
Students will be able to:
Explain how communication, transportation, and science have transformed the world in today’s global community;
Explain how environmental concerns and poverty remain issues to face in today’s global society;
Explain the importance of the Universal Declaration of Human Rights and its impact on the world; and
Explain how terrorism continues to impact the world today.Slide378
Technological Revolution
Communication:
People are
connected online
with the
Internet
and endless information
is available with a few clicks.
Satellites and smart phones
allow instant communication and information from virtually anywhere on Earth.
Computers- today
computers are integral to nearly every facet of life
.
Alan Turing
used a computer to crack enemy codes during World War II;
1948
IBM
invented the first computer with stored memory;
1971 the
microprocessor
was invented,
paving the way for the personal computer that would be used in schools, businesses, and homes by the 1990s;
1972
Internet & e-mail were introduced to the public
.
Space:
1969
Neil Armstrong
&
Buzz Aldrin
landed on moon
. Since then
probes, satellites,
&
space exploration
increased understanding of the universe;
Hubble Space Telescope
-
375-miles above Earth, provides observations of our solar system and distant galaxies;
NASA and the International Space Station
;
2018
James Webb Space Telescope
-
a
t a cost of $9-billion, it enables scientists to see distant events and objects in the universe.
Weapons of Mass Destruction
:
n
uclear, biological, and chemical weapons
continue to pose a risk in the hands of enemies.
Health Care
: people now live longer, healthier, and more productive lives
.
DNA Research, medicine, and implanted mechanical heart valves.
Clones, genetic engineering, and stem cell research all pose bioethical dilemmas.
Green Revolution
in Agriculture
: new strains of food have resulted from
genetically engineered (GE) foods with greater yields
. Some want it to help cure hunger & others
worry about the health impact
.Slide379
Quick Check
Groups: A & C: List the ways
that the computer has changed the world
.
Groups B & D: List examples of how life would be different without computer technology.Slide380
Environmental Crisis & Poverty
Environmental Concerns
:
Pesticide
and chemical
use impacts the ecology (relationship between living things and the environment) and the humans who consume treated foods.
Deforestation
(
clearing of forests
) at a rate faster than it can regenerate, the rapid destruction of
tropical rainforests
, and
desertification
(semiarid lands into deserts)
by overgrazing destruction of vegetation.
Chemical Wastes
released into the environment in the form of gases (aerosol cans, refrigerators, air conditioners)
destroy the ozone layer
in the upper atmosphere that protects the Earth from the sun’s UV rays;
Acid rains
result from the mixture of factory sulfur gases, car exhaust, and moisture in the air;
Greenhouse effect
results in the warmer temperature on Earth, the melting of the polar ice caps, rising sea levels, and violent weather due to the buildup of carbon dioxide in the atmosphere.
Major ecological disasters:
1984 Chernobyl Nuclear accident, the 1989 oil spill of the
Exxon Valdez,
and the 2010 Deepwater Horizon Oil Spill in the Gulf of Mexico.
Solutions include: reduce, reuse, recycle, water conservation, and development of sustainable energy.
Poverty
:
One problem with the global economy is the
growing gap between the rich countries
(U.S., Germany, Canada, & Japan)
and poor countries
(in Africa, Asia, & Latin America).
The rich countries have superior technology, education, and well organized industrial and agricultural systems. Yet 1-billion people in developing countries live on less than $1 per day. 18-million people per year die of poverty-related issues and 10-million die of hunger-related issues.
Civil war, ethnic, and religious
c
onflict
in the developing world are also significant issues.Slide381
Worldwide Challenges & terrorism
UN Universal Declaration of Human Rights
(December 10, 1948):
“
All human beings are born free and equal in dignity and rights
…Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status…Everyone has the right to life, liberty, and security of person…Everyone has the right to freedom of movement…Everyone has the right to freedom of opinion and expression.”
Dictators, repressive governments, and hateful regimes still exist
.
Many democratic governments failed and were replaced by military dictators in Asia, Africa,
&
Latin America.
Though the gap that separates men and women has become narrower in the world, many countries still maintain traditional values with regards to women in terms of education, property rights, and employment.
Terrorism
:
Some terrorists are
militant nationalists
who want independent states, others are
state-sponsored terrorists
(North Korea, Iraq, and Syria), and others are
religious fundamentalists
.
War on Terrorism- started after the September 11, 2001 attacks-
law-abiding citizens have sacrificed some of our legal rights for the protection of the country
under laws such as the
U.S. Patriot Act
(secret searches, wiretapping, e-mail tracking, etc.) and with the U.S. Department of
Homeland Security.
Islamic Fundamentalists
(Islamic militants who promote their own vision of pure Islamic society and an end to
W
estern influence):
Clash between Western and Islamic cultures
(and religious intolerance);
Poverty & Ignorance
(where poor resent the wealthy) and Western oil investments (enrichment of the West at the expense of Middle East);
Israeli-Palestinian Conflict
.Slide382
Quick Check
Groups 1, 2, 3, & 4: List the world’s five most significant challenges for your generation to solve. How would you solve them?Slide383
Problem 48. Human Rights
Human Rights Law, United Nations Website.
http://
www.ohchr.org/en/professionalinterest/Pages/InternationalLaw.aspx
How
are human rights protected at the national level and internationally?
What
do you suppose are the consequences for a nation that violates human rights today?Slide384
Lesson 77 Objectives
Students will be able to:
Describe what the United Nations is and its structure and goals;
Explain the current population trends and migration issues facing the Western world;
Define globalization and describe how the world is an interdependent place;
Explain how the world is economically interdependent; and
Explain how we can make a difference in the world in which we live.Slide385
United Nations & Population Trends
United Nations
after World War II
was organized to promote (1)
international peace
&
security
, and (2)
human dignity
.
Made up of representatives of the member nations, the U.N. has the power to discuss and recommend action on important international issues.
Security Council
advises the General Assembly
and passes resolutions that require the U.N. to act. It consists of 15 members (5
permanent members
and
10 chosen
from the General Assembly
for limited terms). The
five permanent members
of the Security Council are:
(1) U.S., (2) Russia, (3) Great Britain, (4) France, & (5) China
.
Each permanent member can
veto
an action so stalemates are common.
Legislative- General Assembly
;
Executive- U.N. Secretariat
led by the Secretary-General; and
Judicial- World Court
.
U.N. has
peacekeeping forces
(military forces) from neutral member states that settle conflicts
and
supervises the International Atomic Energy Agency (IAEA)
to safeguard
against
nuclear
proliferation
(spread of nuclear weapon production technology).
Population Trends:
The
current world population is
7.6-billion
people.
I
t is estimated to reach
9.7-billion
in 2050
and
11.2-billion
in 2100
. This is nearly a 35% increase.
Almost all population growth is from developing nations
.
Western Europe’s population is actually decreasing. By 2050, the
U.S. will be the only wealthy nation with a growing population
.
Because of better health care, the age expectancy is increasing, and therefore, the elderly population is growing.
Cities, infrastructure,
&
environmental controls in developing nations are insufficient to support growing populations
.
Global Migrants: refugees and illegal immigrants from developing countries
(often poor and fleeing from political conflicts, persecution, or in search of better economic circumstances) currently pose a serious problem in Europe and North America and will continue to be a controversial political issues into the foreseeable future.Slide386
Globalization
Globalization
is the process by which people and nations have become interdependent economically, politically, and socially
.
Global Economy:
World Bank
- organization that provides grants, loans, and advice for economic development for developing countries. Its goal is a “world free of poverty.”
International Monetary Fund (IMF)
- organization to oversee the global financial system by watching exchange rates and offers assistance to developing nations.
Multinational Corporations
- private companies that have divisions in more than two countries and tie the economies of the nations of the world together in a global economy.
General Agreement on Trade & Tariffs (GATT) led to the
World Trade Organization (WTO)
- arranges trade agreements, settles trade disputes, and deals with the rules of trade among nations.
Trading Blocs
- European Union (EU), North American Free Trade Agreement (NAFTA), & Asia Pacific Economic Cooperation (APEC).
Transnational Organizations
:
Non-Governmental Organizations (NGO) (professional, business, foundations, and cooperative organizations) and individuals at the grassroots (own community) level can each work to solve the world’s problems like: the environment, gender inequality, child labor, poverty, human rights, and maintaining peace.
“We are all creators of history. The choices we make in our everyday lives will affect the future of world civilizations.”
“If you cannot feed a hundred people, feed one.” Mother Theresa
“We can change the world and make it a better place. It is in our hands to make a difference.”Slide387
Quick Check
Groups A, B, C, & D: List the ways that you will help make the world a better place.Slide388
Problem 49. Globalization
Pascal Lamy, Secretary General of the WTO, “Harnessing Global Diversity,” June 14 2011.
https://
www.globalpolicy.org/globalization/defining-globalization/50338-lamy-underlines-need-for-unity-in-our-global-diversity.html?itemid=id#642
When
did globalization first change the world?
What
does globalization mean today?
How
can globalization today succeed according to the author?Slide389
Problem 50. Anyway
Mother Teresa, “Anyway,” adapted from Kent Keith’s Paradoxical Commandments, 1968.
http://
www.kentmkeith.com/mother_teresa.html
What
does Mother Teresa’s advice mean to you?
Is
it good advice? Explain your thoughts.Slide390
END OF UNIT Lesson 78-79 Objectives
Lesson 78: Review- Students will review and refine their understandings of the unit content objectives.
Lesson 79: Unit Test- Students will demonstrate understanding of the unit objectives through a unit test.Slide391
Lesson 80-81 Objectives
Lesson 80: Final Exam Review- Students will review the course content objectives in preparation for the course Final Examination.
Lesson 81: Final Exam- Students will demonstrate their understanding of the course content objectives through performance on the course Final
Examination
.