Class NotesWorld History

Unit I: Beginning to the Early Modern World

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.

Evidence of the Past How do we learn about prehistoric early humans?

____________________ - time before writing. ____________________ - study of past societies through analysis of artifacts,

or objects that people left behind. Artifacts include tools, weapons, art, and even buildings.

____________________ - 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- ____________________________ (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.

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Early Humans ___________________ : humanlike creatures that walked upright. Earliest hominids-

Africa 4 million years ago. ____________________ “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.

____________________ “handy human,” lived 2.5 million to 1.6 million years ago, had a larger brain, and used tools.

____________________ “upright human,” lived 1.8 million to 100,000 years ago, walked on two legs, arms and legs in modern human proportions. Found in Asia, indicating that Homo erectus was first hominid to leave Africa.

____________________ “wise human,” about 200,000 years ago. More developed brains and mastered fire. Two types of early humans came from Homo sapiens:

____________________ : 100,000 B.C. to 30,000 B.C. in Europe and Turkey, used stone tools, made animal skin clothes, and buried their dead.

_____________________________ : 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.

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:

________________________&____________________ (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 ____________________ (100,000 B.C. to 8000 B.C.) using

fires and protective shelters. Early Human ____________________:

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.

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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.

Neolithic 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 ________________________.

Systematic agriculture- keeping of animals and growing of food- regular basis. Domestication of animals- adapting animals for human use (meat, milk, & wool). ____________________ 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 _______________________________. Not everyone

needed to produce food. Artisans (skilled workers who made goods to trade) bartered or exchanged goods with neighboring villages.

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.

____________________ : 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: ____________________ 3000 B.C. to 1200 B.C.- bronze into tools; ____________________ 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: ____________________ (ways of life) became more complex and civilizations

developed.

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____________________ are complex cultures with the 6 basic characteristics: (1) Cities; (2) Government; (3) Religion; (4) Social Structure; (5) Writing and; (6) Art.

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.

Problem 1. Civilization“Civilization,” National Geographic (January 21, 2011). https://www.nationalgeographic.org/encyclopedia/civilization /

1. What are the key characteristics of civilizations?2. What conditions allowed for civilizations to develop?3. What are some of the reasons why civilizations have failed? Give one example to illustrate your point.

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.

Mesopotamia ____________________ - birthplace of civilization, located between the

____________________ and ____________________ River Valleys at the eastern end of the Fertile Crescent (the fertile arc from the Mediterranean Sea to the Persian Gulf). Little rain but soil was fertile due to _______________ from the periodic flooding the rivers.

Sumerian Civilization: Religion- polytheistic- over 300 gods. ____________________ City-States- walled cities like Eridu, Ur, and Uruk. Political Rulers- theocracy (government ruled by religious) priests and

priestesses; in Sumer also Kings. Economy- _____________________ 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.

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Social Structure- nobles, commoners (90% farmers), and slaves. It was a patriarchal (male-dominated) society.

Writing- around 3000 B.C.- developed a _____________________ 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.”)

Egypt ____________________ Civilization- along the ______________________________

(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 “__________” was the most important. _____________________ became a symbol of the afterlife.

____________________ preserved the physical body. Political- absolute king was called a ____________________ 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 ____________________ (largest at Giza). They also created the Great ____________________ (body of a lion with a human head) at Giza.

(2) Middle Kingdom- period 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 ____________________ came to Egypt and pharaohs built many temples. (1550 B.C. to 1070 B.C.)

Pharaoh Akhenaten- worship of the sun disk god “Aten.” After 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 _____________________.

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.

____________________ monogamous marriages (girls around 12 and boys at 14). A man could take another wife if his first was childless.

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Gender roles- husband was the ___________________ but wives were respected (in charge of the household and education but restricted from many public offices).

Writing- ____________________ (“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 ____________________.

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.

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.

New Civilizations ________________________ : _________________________ from the steppe region

in Southwest Asia- in 2000 B.C. spread into Europe, India, Asia. ____________________ :

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.

____________________ : Minor group- religion influenced Christianity and Islam. History found in the

____________________. Descendants of patriarch ____________________ and their ancestors migrated from Mesopotamia to Canaan and life based on grazing of animals.

Led out of slavery by ____________________, Israelites moved to Canaan and King David came to power, making ____________________ the capital. His son, King Solomon, known for his wisdom, expanded trade and built a temple in Jerusalem.

Judaism- ____________________ religion (one God) and based on the ________________________ and God’s covenant to protect the Jews. Jews would not accept the gods of neighbors, creating early feelings of hostility towards them.

____________________ : Empire in Mesopotamia, Iran, Asia Minor, Syria, Israel, and Egypt by 700 B.C.

known for its communication system (series of posts with horse riders). ____________________ :

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

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and stretched from Asia Minor to India. Monotheistic Persian religion was called _________________________, considered the “true religion” & based on Prophet Zoroaster.

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- ____________________ with irrigation systems on the Ganges

River, but trade was also important. Aryans (Indo-European warrior nomadic group) changed the Indus people

and introduced __________________________. Socially- extended families (dominated by eldest 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 ____________________ (social groups) from highest to lowest: (1) ____________________ (priests), (2) Kshatriyas (warriors), (3) Vaisyas (merchant or farmer commoners), and (4) _____________________ (peasants or servants).

Religions of India- ______________________ - originating with the Aryans, Hindus believed in a

single force of reality in the universe, called ____________________. 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: __________________ (creator), Vishnu (preserver), and ___________________ (destroyer). Believed in _________________ (rebirth in a different form) and ________________ (force generated based on a person’s actions in life determined how they would be reborn).

____________________ - founded by Siddhartha Gautama (known as “____________________” 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 _____________________ (ultimate reality) based on deeds in life. Many consider Buddhism a philosophy- Buddha was not to be worshipped.

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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.

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.

_____________________ - 1750 B.C. _____________________ civilization, obsessed with war, and known for mastery of bronze casting.

Powerful 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.”

__________________________ - 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 ______________. 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).

System similar to European ____________________ in land ownership, use, and protection. The family (led by elder male) was sacred.

Achievements: irrigation, steel plows, silk trade, and written Chinese language (___________________ where symbols represented words).

_____________________ - Confucius, known as the first teacher, was a political and ethical philosopher (not spiritual) who recorded his sayings in the _______________. 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.

____________________ - 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.

____________________ - philosophy that humans were ___________________ by nature and needed a strong _____________________, harsh laws, and punishments.

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Rise & Fall of Chinese Empires ____________________ - 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 _________________________ of more than

6,000 soldiers. _________________________________ - 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, & _________________

(inspectors who oversaw government). __________________________ - 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. Population increased to 60-million and government jobs were given based on

merit. Han emperors expanded China. Life 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.

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. Legalism

Problem 2. Creation Stories“Enûma elish,” Babylonian Creation Story.Book of Genesis, Israelite Creation Story.

1. What similarities exist between the Babylonian and Israelite creation stories?2. What differences exist between the Babylonian and Israelite creation stories?

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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.

Minoan & Mycenaean Civilizations Greek Geography:

A mountainous ____________________ & __________ islands-Greeks became seafarers who fiercely defended their city-states.

___________________ - 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 _______________________ caused a volcanic eruption on the Island of Thera destroying the Minoans. Other scholars argue that Mycenaeans invaded Crete and destroyed the Minoans.

__________________________ - 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 _________________________ against the Trojans during the _____________________ (written by _____________________ 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 _____________________ world.

1100 B.C. to 750 B.C. was a Dark Age (few written records) but Mycenaeans spread around the Mediterranean.

Adopted the Phoenician alphabet and Homer wrote his _________________________ (long poems telling the story of a great hero), the Iliad and the Odyssey, based on stories passed down from generation to generation.

Ancient Greek City-States By 750 B.C., the ________________ (city-state or local community) became the

central focus of Greek life. Government provided a place to protect during an attack called an

____________________. Below was a place to gather, called an

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____________________. 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 _____________________ (later _____________________). The Greeks spread cultural, political ideas, trade, and a wealthy merchant class formed.

_____________________ (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: _____________________ - 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.

______________________ - 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.

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.

Classical Greece In 490 B.C., the Athenians and Persians began fighting a series of wars.

Persians landed in ____________________ (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.

____________________ 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 __________________________ and pushed back Persians from Greek lands.

Athenian Empire expanded under Pericles, in what historians call __________________________________ or Classical Greek History. Athens- center of Greek culture and made great strides in art, architecture, & philosophy.

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Under Pericles, direct ____________________ (participation by every male), an assembly that met every 10-days on the east side of the ____________________ to pass all _______________, elected public officials.

System of ____________________ to protect against ambition. A petition of 6,000 led to banishment for 10-years.

Economy 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 _________________________- Athens vs. Sparta. Defeat of Athens ended the

Classical Greek period.

Important Greeks Twelve important gods who lived at ___________________; including:

___________________ (chief god); Athena (goddess of wisdom); ___________________ (god of the sun and poetry); ____________________ (god of war); _____________________ (goddess of love); and ___________________ (god of the seas) (____________________ was the god of the underworld).

Rituals, festivals, and oracles (interpreted to guide decisions) (like the _________________________________).

Greek Drama- outdoor theaters to view _________________________ (puns and satire) and ________________________ dealt with universal themes (good v. evil, rights, divine, & humans). ____________________ & ___________________ were Greek playwrights (Sophocles- Oedipus Rex).

Greek Historians- ____________________ is the “father of history.” Thucydides is the “greatest historian of the ancient world.”

____________________ refers to the organized system of thought and often concerned the nature and the universe.

____________________ believed the universe could be found in numbers & music. ____________________ were traveling teachers who sold services to young men.

____________________ was critical of the ____________________, believed education was in __________________________________ (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 _____________________________ (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.

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Four Hellenistic (Greek-like) kingdoms resulted in Macedonia, Syria, Pergamum, and Egypt. All were later conquered by Rome.

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. Aristotle

Problem 3. Greek ContributionsResearch 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.

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.

Rise of Rome From 1500 B.C. to 1000 B.C., an Indo-European group called the ________________,

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 ____________________ (from Etruria) founded Rome and made the

most significant contribution to Roman culture.

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_______________________________ , 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 _________________ (people vote for ____________________ in government).

Under the Roman Republican Constitution: Executive- 2 _______________ (also known as praetors), one civil and one

military (1-year terms), elected by a group of aristocrats and wealthy. Legislative (law-makers)- _______________, made up of wealthy aristocrats

(Senators served for life), which advised and approved actions of Consuls. In times of crisis, a dictator could hold absolute power for a term of 6-months.

Class Conflict Divided Rome: ____________________ – the hereditary aristocrats and wealthy classes. The

common people were known as the _____________________. 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 ____________________ 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 ____________________ set out important ____________________ (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.

From Republic to Empire Expansion 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.

Brothers 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. Civil war 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

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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 civil war ensued. _____________________ (richest man in Rome), ____________________

(general who conquered Hispania), and ________________________ (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 _______________________________. 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.

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 “___________________” (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 ____________________ of Rome. Augusts maintained a standing army of _________________________ (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 _________________________ (“____________________”). Roman soldiers, diplomats, and merchants spread and trade flourished.

Emperors named their successors. The next four came from his family: Tiberius, Caligula, Claudius, & Nero.

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After Nero a Civil War broke out. The next five emperors were considered “good emperors” and ruled during the ________________________ (“Roman Peace”): Nerva, Trajan, Hadrian, Antonius Pius, and Marcus Aurelius.

Quick Check Group 1: List the origins of the following:

1. The Latins 2. The 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.

Roman Culture & Society Art & Architecture- Roman artists aimed for slightly more realistic statues. They used

__________________ architectural forms such as colonnades, arches, vaults, and domes. They use massive amounts of ________________ and improved ______________________ of roads, bridges, & aqueducts.

Literature- Virgil wrote the epic poem, the ___________________, Horace was the most famous poet, and ____________ 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 ____________________. 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 ___________________.

Rise of Christianity- Greco-Roman religions were incompatible with basic principles of _____________________, 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 ________________________ 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.

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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 _____________________ (consistent invasions by

Sassanid, Persians, and Germanic tribes); 3. Lack of a unified _______________________ (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

___________________, 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 _____________________ (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 West 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 _____________________, the last Roman emperor (a boy emperor) ________________________ was sent into exile by the Germanic army commander ____________________ (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.

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.

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Problem 4. Roman ContributionResearch 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.

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.

Early Middle Ages As the Western Roman Empire fell in 476, the __________________________________

survived until it was taken over by Ottoman Turks (Muslims) in 1453. Western Europe descended into the _________________________-time between the fall of the _____________________ Roman Empire and the fall of the ___________________ 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 “___________________” (darkness (barbarians) overwhelmed the light (Romans).

Influence 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 originally a barbarian group in Gaul ruled for 300 years as

the _______________ dynasty after the fall of Rome. 481 A.D.- Merovingian Dynasty united Frankish tribes after Clovis I

converted to ________________________, winning support of the Church. Clovis enforced Salic Law, assigning a specific financial value, or

_____________________, to everyone and everything. The ordeal was used to 18

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.

Carolingian Dynasty & Charlemagne __________________________________ :

In the Eighth Century the aristocrat, ___________________________________ (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 _________________________, which vowed to protect the papacy (Pope) and establish the Pope and his bishops as “the makers of kings” or “the _____________________________” (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 ____________________, 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 “____________________________,” which secured the relationship between kings and the papacy.

Charlemagne became emperor of the ___________________________________, a dynasty that lasted more than 700 years as a loose ___________________ 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 ___________________ was developed as a new social and political order.

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.

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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 Southern Europe), Vikings (in Britain and Northern Europe), etc.

_____________________ was an agreement between _____________________ and _____________________ (called “_______________”) whereby lords gave the serfs ____________________ in times of danger and land to farm. In exchange, serfs gave lords _______________ and a portion of _____________.

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 ___________________ class of ___________________ who lived off

of the agricultural ___________________ 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. Serfs 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 __________________- administering the government, police force, and courts.

Medieval Church Role of the Church in Medieval Europe:

Middle Ages were a time of increased _____________________ in Europe. With disease, warfare, and poverty for most people, __________________ was the ultimate reward for the difficulties suffered during this lifetime.

Church developed a system of organizing territory into parishes overseen by ___________________. Parishes were grouped together into diocese overseen by ___________________.

The Church got its power from the belief that Jesus gave the “_________________________________” to his chief disciple, ____________________, who established the Church as the first ____________________, or head of the Catholic Church.

Monastic Life:

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A ______________ is a man who separates himself from society to dedicate his life to God. The practice of living like a monk is known as ____________________.

Monks followed strict rules established by Benedict of Nursia (St. ____________________) which divided a monk’s day between prayer (at least seven times a day) and physical labor; idleness is the “enemy of the soul.”

Each ____________________ (place where many monks live together in a communal life) was led by an _______________.

Monks copied books, ran schools and libraries, taught peasants skills, and served as missionaries (spreading Christianity).

Females could become nuns and lived in _____________ headed by an abbess.

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.

Problem 5. Benedictine RulesBenedictine Rules, Chapter 5, “On Obedience” & Chapter 6, “On Silence.” http :// www.osb.org/rb/text/rbejms3.html#5

1. What does the selection say about being obedient?2. What does the selection say about silence?3. Would you be able to lead a life according to these principles?

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, the Code of Chivalry, 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 & Europe.

Castles & Knights ____________________ were defensive ___________________ 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 ___________________ of the king and obligated to administer their __________________, 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:21

Defensive curtain walls (inner curtain wall and outer curtain wall); Fortified 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 Innermost stronghold of the castle- __________________. The great

hall was often located within the keep and was the last line of defense. ___________________ : 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. _______________________________ evolved and knights adopted higher

ethical standards, refined manners, & leadership. Chivalric 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 ___________________. 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.

Problem 6. Song of RolandSong of Roland can be found at: https:// sourcebooks.fordham.edu/basis/roland-ohag.asp

1. Which were the three most important aspects of chivalry listed above? Explain why they were the most important for knights.

2. Why would using a poem or song have been necessary and helpful during the Middle Ages in order to communicate important rules?

Byzantine Empire In 527, __________________ became emperor of the Eastern Roman Empire in

Constantinople (took Theodora as his wife) and wanted to reestablish the old Roman Empire as a _______________________________. 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;

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________________________ 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 __________________________, public works projects like roads, bridges, walls, baths, law courts, schools, and underground reservoirs; and

Built the magnificent _______________________________- The Church of the Holy Wisdom.

In 1054 a ______________ divided the Christian Church into (1) a Catholic Church centered in ______________ (headed by the ______________) and (2) an Orthodox Church in _______________________ (headed by a ___________________).

___________________________________ 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.

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 ______________________________, and became king.

King’s power expanded under King Henry II but was drastically limited when nobles forced King John to sign the ______________________ at Runnymede in 1215, limiting the monarchy and giving rise to __________________ 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 ______________________ 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 ________________________ (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

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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.

Problem 7. Magna CartaKing John, Magna Carta (1215). http:// www.ushistory.org/documents/magnacarta.htm

1. Who are the parties to this agreement?2. How would you characterize the long list contained in the document?3. Why is the Magna Carta an important document?

Trouble With Knights New ideas & cultural improvements of the High Middle Ages:

_________________ and communes in the trades; Towns, cities, & manors; New philosophers, scholars, and writers; Universities and improvements in monastic life furthered _________________; 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. __________________ 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: _________________________ : papal decree in 989- prohibited stealing

church property, assaulting clerics, peasants, and women by threat of excommunication.

_________________________ : 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).

_________________________ : in 1095, Pope Urban II called the Christian knights of Europe to fight the First Crusade against Muslims for control over the ________________________ (Jerusalem).

Call for Crusades Crusades: series of holy wars between _________________________ &

____________________ 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 For 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);

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Heal the schism on Rome's terms; and Capture 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.

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 died.

The last Crusader cities on the mainland of Palestine fell in 1291. The Crusades died out due to __________________, rising European economic

prosperity and _____________________, and _____________________________. Effects of the Crusades:

Fatal weakening of the Byzantine Empire; Increases in ____________________, banking, and Mediterranean

____________________; New technology, education, and ___________________ introduced into Europe;

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Heavy 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!

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?

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.

Life in the High Middle Ages Agricultural Innovations:

Carruca- a heavy wheeled plow with an iron plowshare; field rotation; & crop rotation (3-field rotation) increased food yields.

________________________ - trade organization of over 100 cities in N. Europe for mutual trade.

Annual trade fairs and festivals. Shift towards a _____________________, 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.

__________________ (starting at age 10). After 5-7 years ________________ worked for masters. The most experienced were ____________________.

________________ became a dominant force across Europe by the High Middle Ages: Major _________________ (Christmas, Easter, & Pentecost) and many feast

days (celebrations for the saints like St. Mary, Sunday mass, baptisms, marriages, and funerals) throughout the year.

__________________ - the only ways to receive God’s grace. Church was critical from birth until death.

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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: ___________________ (very strict), ___________________ (founded by St. Francis of Assisi), and _____________________ (founded by St. Dominic de Guzmán).

Inquisition - Church court to try heretics (failed to follow Church doctrine).

Late Middle Ages Architecture: large churches, basilicas, and cathedrals were built.

___________________ (imitating Roman architecture)- thick walls, columns, and barrel vaulting to support heavy stone ceilings (High Middle Ages)

___________________ Architecture- ribbed vaulting, pointed arches, and flying buttresses allowed for taller buildings and many windows.

____________________ : First university in _________________________. Later- University of

______________ and ______________ University in England. By 1500, Europe had 80 universities.

________________________ : grammar, rhetoric, logic, arithmetic, geometry, music, and astronomy. Oral exam after 4-6 years.

___________________ 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 ____________________ poetry or chanson de geste

(____________________). The most famous heroic epic was the Song of Roland. In 1347, ___________________ swept Europe, killing ___________________ 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.

People 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.

Feudalism ended and serfs paid money instead of a portion of their crops for land. Divisions in the weakened Catholic Church led to the ___________________, when

from 1378 to 1417 there were two popes. An Italian pope ruled from ______________ and a French pope ruled from ______________.

The __________________________ (1337-1453): war between England and France that started over a land dispute (Gascony in southern France).

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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.

Problem 8. Black DeathBlack Death Reading.

1. How as Black Death transmitted?2. Essentially what was the difference between Bubonic and Pneumonic Plague?3. How could someone avoid getting Black Death? Explain your theories.

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.

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. ___________________ 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 ___________________- 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. __________________- 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.

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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.

Renaissance Society ________________________ - 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.

“Men…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.

________________________ 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.

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Children remained under the control of their fathers until the he formally freed them before a judge (early teens and late twenties).

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: List the characteristics of the Renaissance. How did life in the Renaissance differ from life in the Middle Ages?

Renaissance 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 ________________________. With the rise of literacy during the Renaissance and the faster production of books with the printing press, ____________________ and ____________________ 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.

Renaissance Education & Art _____________________ Education:

Influenced 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 ________________ and have viewers see the ___________________ 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 St. George).

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Architecture- looked back to classical Rome with columns, rounded arches, and meant to make people feel comfortable within structure (unlike Gothic structures).

______________________________ 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).

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?

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.

Protestant Reformation ____________________________________ (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. 1509 published his criticisms in The Praise of Folly.

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 and the sale of indulgences.

_____________________________ : Luther was a monk and professor at the University of Wittenberg, in modern-

day Germany who taught the Bible. “______________________ by Faith Alone”- Luther came to believe that

people are saved through faith in God and not necessarily through good 31

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.”

_______________________ : 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.

A Break With the Church In 1521 Luther was Excommunicated:

The Church ________________________ (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 People could achieve salvation by faith alone.

_________________________ : Holy Roman Emperor Charles V kicked Luther out of the Empire and his works burned.

_________________________ : 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 ______________________________. 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.

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Division of Protestantism ________________________ :

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 killed and

dismembered on the battlefield. ________________________ :

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- 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 Eastern & Central Europe.

_____________________________ : 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.

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. Anabaptists

Protestantism in England In 1534, King ____________________ of England broke away from the Catholic

Church when the Pope refused to grant him a ___________________ from his wife, ________________________. Henry wanted to divorce Catherine because she was too old to have children and they did not have a male _______________ to take the throne upon Henry’s death. Henry VIII started his own church, the _____________________ (or ___________________ 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 _____ wives before his son Edward VI was born:

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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.

________________________ - 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.

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 ______________________________:

____________________ : 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. __________________________ :

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.

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?

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Problem 9. Martin LutherMartin Luther, “Ninety-Five Theses,” Wittenberg (October 31, 1517). http:// www.luther.de/en/95thesen.html

1. What was the most drastic problem with the Church that Luther pointed out?2. Was Luther just a disgruntled employee or did he have a point?

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.

Portuguese Exploration Prince Henry the Navigator:

In 1419, _________________________ founded a school of ________________ and exploration and sponsored several expeditions along the western coast of Africa.

New Maritime Technology: Navigation tools: ____________________, __________________, and

___________________. ___________________ : 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

_________________________to Asia by _________________ the tip of Africa. In 1488, _________________________ 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, _________________________ 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, ______________________________ 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.

Spanish Exploration & Columbus35

Western Trade Route: With the Portuguese discovery of western islands (Madeira, Azores, and Cape

Verde Islands) the Spanish hoped that other ___________________ might lie further to the _______________ and that eventually the islands would lead to __________________.

King Ferdinand and Queen Isabella finally agreed to sponsor _______________________________ voyage westward in _______________.

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 9th and 10th 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 (______________, ______________, & ________________) & 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 ____________; He also explored the coasts of Cuba and Hispaniola; and Left 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

___________________ 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 divided the new world between the Portuguese and Spanish

and established the ________________________. In the 1494 Treaty of ________________________, Portugal and Spain slightly

changed the division, which ended up giving Portugal part of eastern Brazil.

Columbus’s Later Expeditions In 1493, Columbus made a _______________ 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 ______________ 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.

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Columbus returned to Spain in ______________ and was charged with _____________________________ (acquitted by the king).

In 1502, Columbus made a fourth (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 “___________________” 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 _______________. He never realized that he stumbled upon a new continent.

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?

Other Spanish Expeditions Others heard about Columbus’s discoveries and wanted to explore. The reasons for

exploration were “the three G’s”: ______________ - to obtain wealth; ______________ - for national glory and fame; and ______________ - to spread Christianity.

_________________________ - sailing for England, reached Newfoundland in 1497. He set up England’s land claim in North America.

_________________________ - 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 ____________________ were named after him.

______________________________ - exploring for Spain, became the first to cross the Isthmus of Panama and see the Pacific Ocean in 1513.

______________________________ - sailing for Spain, became the first to ___________________ 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).

______________________________ - exploring for Spain, conquered Puerto Rico. In 1513, he searched for the mythical “Fountain of Youth” in modern-day Florida and the Southeastern U. S.

______________________________ - exploring for Spain, explored the Pacific coast all the way to present-day Oregon in the 1530s and 1540s.

______________________________ , ______________________________, and ______________________________- each explored for Spain, looking for the fabled

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“________________________________,” and explored the Gulf region and modern-day Southwestern U.S.

Spanish Empire in the Americas _____________________ :

In 1519, Spanish ____________________ (conquerors), led by _________________ learned about the Aztec capital of Tenochtitlán and gold.

Cortés gained native allies, kidnapped the Aztec emperor _________________, 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.

____________________ : In the 1530s Spanish conquistadors under _________________________

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 ____________________ 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 __________________ natives to

Christianity. Upon arriving in an area they read the ____________________. Any native ___________________ 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). ___________________ (steel-edged swords, pikes, crossbows, & guns); Horses and War Dogs (Bull Mastiffs); ___________________ ; and ___________________ (smallpox, diphtheria, bubonic plague, & cholera).

With the devastation of indigenous populations, Spanish needed a new laborers to work their mines and plantations.

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

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7. Álvar Núñez Cabeza de Vaca 8. Hernando de Soto 9. Francisco Vásquez de Coronado

Columbian Exchange Columbian Exchange- widespread exchange of ________________, ______________,

_________________, peoples, and ideas between the Americas and the “Old” World. Introduced into the _______________________ from the Americas:

Plants: ______________, ______________, _______________, sweet potato, pepper, ______________, 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 __________________ 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: ______________, donkeys, mules, ______________, _____________, _____________, goats, ______________…

Disease: ______________, chicken pox, __________________, 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 ___________________ introduced into the Americas from the “Old” World

devastated the native populations. In 1492, native populations were estimated to have been about

__________________________ people. By 1650, native populations were __________________________ 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.

Spanish Empire Spanish Empire:

Spain, the Philippines, South America (except for Brazil), Central America, Southern North America, and several Caribbean Islands.

Spanish __________________ transported large quantities of _____________________________ 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.

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Each town included: churches, hospitals, monasteries, government buildings, and schools.

Governing the Empire: __________________________ , 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 16th century.

Three Types of Spanish Settlements: (1) __________________- towns with central marketplaces. (2) __________________- religious settlements for conversion and education. (3) __________________- 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: _____________________ (New Spain)- in México City (México, Central America, Southeastern North America, and the Caribbean); and _____________- in Lima (all of South America except for Brazil).

The Spanish developed a complex system of racial hierarchy (social _______________ (castas)):

__________________ (Spanish born in Spain); __________________ (Spanish born in New Spain to Spanish parents); __________________ (born to mixed Spanish and Native American parents); __________________ (Native Americans); and Esclavos (Slaves).

Problem 10. AztecsAn Aztec Account of the Conquest of Mexico. https :// sourcebooks.fordham.edu/mod/aztecs1.asp

1. Describe the encounter between Cortes and Montezuma.2. Describe the massacre in the main temple.3. What were the cultural confusions between the Spanish and Aztecs in the meeting and the massacre?

Explain.

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.

Wars of Religion40

__________________ & _________________ 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 ______________________ (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 ______________________ (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. Only 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 ___________________, making ___________________ the official religion but giving religious freedom to ___________________.

Social Crisis, War, & Revolution Economic & Social Problems:

1550-1650 Europe faced ___________________ and population decrease (from war, plague, and famine), which led to social tensions.

Wars against ____________________ 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. The war became political and all major powers in Europe except England fought. The Peace of ____________________ resulted in 300 independent states, each with the power to determine its own ____________________, 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.

_________________________ - 1628 Parliament limited the king’s power to tax, imprison without cause, quarter troops, and institute martial law.

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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 _____________________ of England, Ireland, and Scotland as a military dictator until his death in 1658.

_________________________ - 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.

____________________________ : 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 ______________________________ the throne and England remained Protestant. William and Mary accepted the English Bill of Rights- and the limited _______________________________. Over the next century ____________________, would have true authority in England.

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.

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: ____________________ 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 “____________________” (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:

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Frederick William the Great Elector emerged as the leader and established a strong military to protect Prussia. His son, Frederick I became king 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 “______________________________”) became the first

“_______________” (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 _____________________ dynasty ruled until 1917. The best Romanov czar was _________________________ who westernized Russia and made it a great military nation by his death in 1725.

European Culture ____________________ :

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.”

____________________ 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 __________________. 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). ________________________ was best known for writing tragedies, comedies, and sonnets, but he was also an actor and shareholder in performance troupes.

In Spain, Miguel de ______________________ (Don Quixote) tried to imitate the dual nature of Spanish society (the visionaries (Don Quixote) and the realists (Sancho Panza)).

Political Thought: __________________________ (Leviathan): before society was organized

human life was “solitary, poor, nasty, brutish, and short.” To save people from destruction they made social contracts and agreed to form a state & turned to absolute leaders.

________________________ (Two Treatises of Government): argued against absolute rule of one person. Before states were organized people lived in a state

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of equality and freedom, not war. In the state of nature, people had certain universal ________________________ 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 government.

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?

Problem 11. Witch HuntsUniversity 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

1. Why were Europeans interested in finding witches in the 1500s and 1600s?2. How tools were used to identify witches?3. What would happen to a person accused of being a witch?

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.

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Unit II: Revolution & Enlightenment in the Early Modern World

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.

Causes of the Scientific Revolution Causes of the ______________________________:

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 ___________________: _________________________ of Middle Ages (_________________________-

Earth at the center and all other bodies rotating around it) was questioned. In 1543, ____________________________ (Poland) published On the

Revolutions of Heavenly Spheres (_______________________- sun was at the

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center and all other bodies rotated around it; and that the earth rotated on its axis).

_______________________ (Germany) agree but argued the planetary orbits were ___________________ (egg-shaped) not circular- Kepler’s First Law.

_______________________ (Italy) with his telescope Galileo argued that what was seen were planets, not just orbs of light.

_______________________ (England) wrote Principles of Natural Philosophy, in which, he described his three laws of motion that govern planetary bodies. Most significantly, his law of __________ explained all motion in the universe.

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 _________ 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).

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?

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 ______________________ (France): “I think, therefore I am.”

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“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.

_____________________ - theory that reason is the chief source of knowledge. __________________ : a systematic procedure for collecting and analyzing evidence.

Invented by the English philosopher ______________________________. Bacon believed that scientists should learn by using inductive reasoning. From observing nature, scientists produced ________________ (theories) and

then used carefully designed _____________________ 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.

Problem 12. Trial of GalileoThe Trial of Galileo: An Account, Douglas O. Linder. http:// www.famous-trials.com/galileotrial/1014-home

1. Which of Galileo’s beliefs came into conflict with the Church?2. What was Galileo’s response to the allegations against him?3. What ended up happening to Galileo during and after the Inquisitorial proceedings?

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.

Path to the Enlightenment ____________________________ : 18th century intellectual and philosophical

movement that applied the scientific method and ____________________ to gain an understanding of the whole world.

________________________ - people are molded by _____________________; 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 ______________________ be uncovered for _________________________________________________________, leading to an ideal society.

Ideas of the Philosophes:

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Intellectuals the Enlightenment were known as _________________________. Most were writers, professors, journalists, economists, and social reformers.

______________________ (an appeal to facts) and rational criticism was applied to everything, including religion and politics.

Charles-Louis de Secondat, Baron de _____________________________: French noble who wrote The Spirit of the Laws in 1748 as a study of government.

He tried to find the _________________________ 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 ___________________ based on their functions through a ________________________________ that could then be limited and could control each other through a system of _____________________ and ____________________. His ideas were worked into the U.S. Constitution.

François-Marie Arouet, or simply _________________________: Middle-class Frenchman who urged for _________________________________

and in 1763 wrote Treatise on Toleration. Deist (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 was a writer who wrote a 28-volume _____________________ or a

collection of enlightenment knowledge. Many of his articles attacked religious intolerance and pushed for social, legal, and political reforms.

New Social Sciences Economics:

French economists argued for free enterprise with as little government interference as possible. They argued for a ____________________________ policy, or to let (people) do (what they want) in terms of economics.

Adam Smith wrote _______________________________________ 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 _____________________________ 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

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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.

Spread of Ideas Women’s Rights:

For centuries intellectuals argued that nature made women inferior to men. _______________________________ , 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 __________________________

and the growth of the ______________________ population. New books often targeted the newly literate middle-class (including women and

artisans). Newspapers and magazines for the general public spread ideas. First daily

newspaper printed in London in 1702. ______________________ , elegant drawing rooms of the wealthy urban

houses, were places that invited guests could debate and discuss new ideas and ____________________. These gatherings helped to spread Enlightenment ideas.

Religion: Most Europeans during the Enlightenment were Christians and sought a

deeper devotion to God. ___________________________ - 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 ____________________. 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.

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

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3. Mary Wollstonecraft 4. John Wesley

Problem 13. Women’s RightsVindication of the Rights of Women, Mary Wollstonecraft (1792). https:// sourcebooks.fordham.edu/mod/MW- VIND.asp

1. Why did Wollstonecraft write her book?2. Did Wollstonecraft convince you that Women’s Rights had a place within the Enlightenment?

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.

Enlightenment & Absolutism Enlightenment political beliefs influenced European politics:

___________________ 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.

________________________________________ : 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 ________________________________________________________________, 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.

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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. She continued Russian feudalism and her policies for the nobility.

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. Russia

Seven Years War War of _______________________ 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 ________________ 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. __________________________ 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. War 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: In 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:

In North America it was also a war between France and Great Britain over _____________________________. 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.

Mainly 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.

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Enlightenment & The Arts Architecture & Art:

Grand royal palaces inspired by _________________________ but modeled after the Italian baroque-style were built it Austria and Sweden (architect Balthasar Neumann).

New artistic style called __________________ 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.

___________________________________________ : Johann Sebastian Bach (Germany)

Mass in B Minor. George Frideric Handel (Germany but spent most time in England)

Messiah. ___________________________________________ :

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.

Problem 14. MusicCompare 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

1. Compare the tempo.2. Compare the mood.3. What did you envision while listening to each?4. How did each make you feel while listening?5. Which was more pleasing to hear? Why?

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.

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Great Britain & The American Revolution _________________________________________________________ :

Nation formed in 1707 with the unification of England & Scotland (people were the British);

Power in government shared between the ________________________ and ______________________________. 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 ____________________ 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 _____________________________________ 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 ______________________________________________________, 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 ________________________________ of the United States of America as a new nation.

New American Government Fears of the Founding Fathers:

Feared a strong centralized government so they ratified a constitution known as the _________________________________________________, which created a weak central government but it was far too weak and failed.

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In 1787, delegates from the states met in Philadelphia at the __________________________________________________ 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

(____________________________); The national government was separated into three _______________________:

legislative (makes the laws); executive (enforces the laws); and judicial (interprets the laws), all based on the theories of _________________________.

Each branch had the power to ________________________________ 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 ________________________________ proposed by _____________________.

Many people in Europe saw the American Revolution as a proof that Enlightenment principles were possible.

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.

Problem 15. Declaration of IndependencePreamble of the Declaration of Independence of the United States of America, July 4, 1776.https:// www.archives.gov/founding-docs/declaration-transcript

1. 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.

Problem 16. Bill of RightsAmendments 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

1. 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.

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Activity Lesson 18-19 Objectives Students will be able to:

Demonstrate understanding of the unit objectives through a Talk Show Project based either on the Renaissance, Reformation, Scientific Revolution, or Enlightenment.

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.”

France’s Three Estates First Estate- _____________________________;

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- ___________________________; 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- ____________________________ (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 __________________________________: 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 order. 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.

1789 Estates General France’s National Assembly, the ___________________________________, had not

met since 1614 but the financial crisis required ________________________________ to call a meeting, which was held in Versailles on May 5, 1789.

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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 _______________________________________ 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 _____________________________

(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 “___________________________________.”

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?

End of the Old Regime August 4, 1789 the National Assembly abolished all legal privileges of the nobles and

clergy. _______________________________________________________________________ :

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 ______________________________ 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:

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Rebels wanted ____________________________________ 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 __________________________________. 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

“_____________________________” (or city council of the people), and attacked the royal palace and National Assembly.

Called “____________________________” (without breeches), the commune wanted more radical reforms. The revolution now became violent.

Problem 17 Declaration of the Rights of ManDeclaration of the Rights of Man, August 26, 1789.http:// avalon.law.yale.edu/18th_century/rightsof.asp

1. 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 Constitution?

2. 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 Constitution?

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.

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.

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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 ____________________

____________________________ made up entirely of the Third Estate (professionals, lawyers, and property owners) continued to rule France.

September 21, 1792 the National Convention abolished the _________________ and instituted the ________________________________________.

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 ______________________________. 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 ___________________________________________, led briefly by Georges Danton and then by Maximilien Robespierre.

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. _____________________________________ - democratic-republic of good citizens.

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People now called themselves citoyen (men) and citoyenne (women) instead of monsieur and madame.

Laws- required primary 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.

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 ______________________ 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 Constitution of 1795 set up a two house legislature:

Lower House- the ___________________ (500) wrote law proposals; and Upper House- the ________________________________________ (250)

accepted or rejected the proposed laws. The executive was a 5-member committee called “The Directory.” Property 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, __________________________________________

toppled the Directory in a ______________________ (government overthrow).

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.

Problem 18. CitizensMaximilien 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.

1. What are the similarities between the two points of view?2. What are the differences between the two points of view?

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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.

Napoleon Bonaparte Background of _________________________________________:

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 _________________________________ 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 _____________________________________________.

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 ____________________________________. 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 liberty was

replaced by despotism.

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).

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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 ______________________ (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 ________________________ 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 “_____________________________.” Many men starved and froze to death in the Russian winter. Of the ___________ men in his Grand Army, fewer than ______________ made it to Poland in January 1813.

A sense of __________________________________ (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 ____________________of_________________________ in Belgium. Following his defeat Napoleon went into exile on the Island of St. Helena where he remained until his death in 1821.

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.

Problem 19. Coup D’étatNapoleon Bonaparte, Coup D'état, September 10, 1799.http://www.columbia.edu/~ iw6/docs/nap_coup.html

1. How does Napoleon describe his coup d’état?2. How does Napoleon make himself look in his description? Explain.

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.

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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.

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Unit III: Industrialization & Nationalism

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.

Industrial Revolution in Great Britain Great Britain’s Industrial Revolution of the 1780s occurred for several reasons:

1. Agrarian Revolution changed agricultural practices. ___________________________________________________(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 _____________________________ for factories;

3. Britain had ______________________ (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 ___________________________ (rivers, iron ore, and coal); and

5. Britain had a large ___________________________ to sell finished products. Cotton Production:

____________________________________ - 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.

____________________________________ - inventions changed cotton production- now workers traveled to the machines at ______________________:

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.

Growth of Factories _____________________ Power:

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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 _____________________ using regular hours and repetitive tasks. Discipline in factories was strict and workers were easily replaceable.

______________________________ : 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.

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. Railroads

Social Changes & Growth ____________________________________________________________ , most people:

Worked on farms and in homes; Lived in rural areas; and Families produced things from start to finish.

______________________________________________________ began, many people: Bought manufactured goods instead of making them at home; Worked in factories instead of at home;

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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 __________________ improved the economy, and led to industrial expansion: _________________________________________________________________ ; 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.

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: ______________________________ 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 _____________________________- 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 & cotton mills).

Early _____________________________- 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.

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

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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?

Problem 20. Population ControlsMarjie Boyd, “Thomas Malthus’ Essay on Population,” 2003.http:// www.victorianweb.org/economics/essay.html

1. What does Malthus argue is the cause of society’s problems?2. Explain Malthus’s solution to the problem and the complications that he anticipates.

Problem 21 Lives of WorkersBetty Harris, Testimony Before the Royal Commission on British Coal Mines, 1842Friedrich Engels, The Condition of the Working Class in England in 1844, 1844.

1. Describe the lives of England’s workers in the early 1800s.2. If you were an adviser to the British government in 1845, what changes would you have recommended?

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.

Conservatism Versus Liberalism Conservatism- _____________________________________ (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. Attempted to limit the forces of change inspired by the French Revolution. Promoted ____________________________ (social stability), obedience to

political authority, and the power of religion to keep order in society. Agreed to meet in conferences going forward (the meetings were later named

the “___________________________________________________”). Principle of _______________________________- 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.

__________________________________________ - 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.

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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.

Liberals did not believe in democracy and feared mob rule. They preferred to give the vote only to property-holding men.

_____________________________________ - government based on a written constitution with guidelines for leaders to follow.

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.

Other Forces of Change ____________________________ :

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.

Liberal Revolutions of 1848 Second French Revolution:

Economic issues and the desire of the middle class to vote caused revolution and the overthrow of King Louis Philippe in 1848.

The ______________________________ (temporary) government called for France to be a _______________________ (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.

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On November 4, 1848, France’s new constitution was ratified and the ______________________________________ 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 _______________________________ 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 _________________________.

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.

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. Italy

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 Austria;

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, & Russia became more authoritarian in the 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.

National Unification Movements Crimean War:

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________________________________________ (centered in Turkey) controlled most of the _____________________ Peninsula. By 1800, the Ottoman Empire was in decline.

______________________________ 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 ____________________________________________. In response, the Ottoman Empire, Great Britain, and France, fearing Russian gains, declared war against Russia starting the Crimean War.

Heavy losses occurred on both sides and Russia was willing to give up Moldovia and Walachia for peace. Because _____________________ 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 ___________________________________________

(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 __________________________ 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 ________________________________. Only Venetia and Rome remained outside of Italian control.

Italians soon gained _____________________ as a result of the Austro-Prussian War of 1866 (Italians allied themselves with Prussia).

In 1870 the French troops withdrew from _______________________ during the Franco-Prussian War and Rome was annexed by Italy on September 20, 1870, becoming the capital of the Italian state.

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.

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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

___________________________________________ at Versailles; German princes, generals, and nobles all met with Bismarck. They named William I of Prussia “___________________” (emperor) of the ___________________________________________________ (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. ____________________________ supported strong central government and ______________________________ 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. The former slaves were freed, made citizens, and given the right to vote.

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?

Nationalism & Reform Great Britain (grew more liberal):

1832 Parliament expanded ______________________________ 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 ______________________________) (1837-1901) reflected feelings of national pride.

France (grew more authoritarian): 1852 Napoleon III became Emperor, vowing a Second Empire. Ruled as an authoritarian- controlled the army, police, and state. He limited

liberties; only he could declare war or introduce laws First 5-years- expanded economy, built railroads, harbors, roads, canals, &

modernized Paris (streets, sewers, gas lights, parks). After the defeat in the _________________________________, the Second

Empire fell.70

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 _______________________________________ created the _____________________________ 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 _________________________ 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.

Radicals assassinated Czar Alexander II in 1881. Czar Alexander III turned back to repression, although he did build a Trans-

Siberian Railroad to unite Russia.

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?

Problem 22. Italian & German UnificationSpeech 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

1. Summarize each document’s main point.2. Is there any evidence of nationalism within either speech?

Romanticism Romanticism was a reaction to the Enlightenment’s focus on reason. It was a new

artistic movement that focused on ___________________________________________________________________________________________ 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.

Art- focused on artists’ inner feelings, imagination, emotion, and warmth and abandoned classical reason (French artist Eugène Delacroix).

Music- Ludwig van ________________________ (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 ____________________ themes and ______________________ (Walter Scott’s Ivanhoe).

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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.

Romantic writers feared industrialization would hurt people’s connection to the inner-self and nature.

Science & Realism Science- __________________________ became important. Industrial Revolution

improved the lives of everyone and society became increasingly secular (less religious). Truth 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 ____________________________- 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 __________________________________________ (“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: ____________________________ 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. Wrote to criticize evils of society, especially Industrial Age (Gustave Flaubert’s Madame Bovary and Charles Dickens’s Oliver Twist and David Copperfield).

Realism in art showed _______________________________________________ and the world of nature through photography.

Problem 23. FrankensteinMary Wollstonecraft Shelley, Preface to Frankenstein, 1831.https:// www.rc.umd.edu/editions/frankenstein/1831v1/intro

1. How did Mary Shelley get her idea or inspiration for Frankenstein?2. How was Frankenstein an example of romantic literature?

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;

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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 leisure for the middle and working classes at the turn of the century.

Second Industrial Revolution Two Industrial Revolutions: 1st: textiles, railroads, iron, & coal; 2nd: steel,

chemicals, electricity, & petroleum. New Products:

Steel- _______________________________________: 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 ___________________________. 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 _________________________

flight at Kitty Hawk, N.C.. It lasted 59-seconds and went 852-feet. 1803-1901 cars were handmade. 1908- Henry Ford began __________________

____________________ the ___________________; by 1916, factories produced 735,000/year.

New Patterns: Middle class families in U.S. and Europe could afford to purchase more

_________________________________________ because wages were higher, prices were lower from mass production on the assembly line & lower transportation costs.

Consumers bought new products in department stores and mail order catalogues. Europe was Divided:

Higher 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 ____________________________.

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.

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Others wanted to abolish capitalism and create a ________________________ (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 “______________________________________” 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: ______________________________ believed socialism could only succeed

after violent revolutions; ______________________________ 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.

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.

Urban Improvement 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. Improvements in ___________________________ and _________________________:

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:

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___________________________ : 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.

___________________________________________ : 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. ___________________________________________ :

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.

Rights of Women New Job Opportunities:

New _________________ opened up to ______________________ 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: ___________________________ (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 _________________: 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.

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It took ____________________________ before male-dominated governments allowed women’s suffrage.

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Education & Leisure Public Education:

1870-1914 many western governments supported _________________________ for boys and girls ages 6-12.

1900 employers demanded workers with a basic education in railroads, post offices, schools, and hospitals.

_________________________________________________________________ . Public schools also spread ______________________________ & 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 _______________________________ became important. London Evening News in 1881 and London Daily Mail in 1896 sold millions of copies each day.

New Forms of 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.

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?

Problem 24. Communist ManifestoKarl Marx & Friedrich Engels, The Communist Manifesto, 1848.https:// www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm

1. What is the problem with the bourgeoisie according to the passage?2. Are the authors correct in their description of class conflict? Explain.

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.

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Modern Arts __________________________ - a artistic movement 1870-1914 that rebelled against

traditional styles. Literature:

________________________ - wrote about social problems like urban slums, alcohol, and women’s rights.

________________________ - 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: ________________________ - went into nature to paint nature directly (Claude

Monet & Pierre-Auguste Renoir). ________________________ - used color and structure to express mood and

emotion (Paul Cezanne & Vincent van Gogh). ________________________ - new form of realism. ________________________ - created new meaning in individual consciousness

in painting and sculpting (Pablo Picasso and his Cubism, which used geometric designs).

_________________________ - art should speak to the soul- using lines and colors and avoiding reality.

Architecture- a new movement called _____________________________ 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).

Science & Extreme Nationalism Science:

Nature is orderly and therefore by studying nature using science, people could understand the physical world and reality.

__________________________ - atoms were not just hard material bodies, but small active worlds with differing numbers of electrons.

1905 Albert Einstein published ________________________________, stating that space and time are relative to the observer- led to Atomic Age.

__________________________________________ 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: __________________________________________ - 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.

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In Germany Houston Stewart ______________________________ believed that the ancestors of modern-day Germanic peoples, the _________________ 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 _________________ was around

since medieval times (blamed as murderers of Jesus). Forced 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).

Quick Check Groups A, B, C, & D: How could Social Darwinism be used to support racist beliefs?

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- _____________________________________ 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.

Central & Eastern Europe Central and Eastern Europe was less industrialized, less educated, and more

conservative.

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Germany: Two-house legislature (__________________________________) with a

_________________________________ (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 ________________________________, 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 _______________________________ 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 ___________________________________ 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.

U.S. & New European Rivalries The United States after the Civil War:

Although the Civil War saved the U.S. and the 13th, 14th, and 15th Amendments incorporated the freed _______________________ 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 ____________________________________. Industrialization led to ____________________________________.

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: _______________________________________ 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.

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1907 Russia, France, and Great Britain formed an alliance known as the __________________________________.

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 ______________________________________________. 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.

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.

Problem 25. Social DarwinismHerbert 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

1. What is Spencer’s main point?2. What are the problems with his argument?

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.

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.

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 ___________________________

for ___________________________________ and to sell manufactured goods.

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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”- “_____________________________________________________.”

Direct Versus Indirect Rule: _________________________ Rule- where Europeans replaced local leaders. _________________________ Rule- where local leaders continued to govern

under the direction of European officials (cheaper and less culturally disruptive).

Effects of Imperialism: Some nations ruled by indirect rule (British) and kept certain groups in power. Other nations ruled by direct rule (French) and tried to change cultures to

European ways. In either case, Europeans expressed their ______________________________

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.

Imperialism in Southeast Asia & Africa ________________________________________ :

1800- only two areas of Southeast 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 ________________________________:

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.

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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).

____________________________________ : 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). New state was self-governing but within the British Empire. To appease the Boers, only whites were given the vote.

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 _____________________________________________________ was actively involved in India’s political and military affairs. It hired its own British soldiers, built forts, and hired Indian soldiers, known as _______________ to protect company interests.

1857 an Indian revolt called the ______________________________________ 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” ______________________ and his nonviolent resistance movement united them in 1915, forcing the British to help the poor and later grant India its independence.

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?

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Problem 26. ImperialismJ.A. Hobson, Imperialism, 1902.https:// sourcebooks.fordham.edu/mod/1902hobson.asp

1. What did Hobson say about nationalism?2. What did Hobson say about imperialism?3. Does Hobson take a Eurocentric approach? Explain.

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.

Revolutions in Latin America Criollos (Creoles) in Latin America resented control of trade and government by the

Peninsulares. When _______________________________ 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 _______________________________________________ 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.

End 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 _____________________________________________________ were

independent;1838- they divided their territories into the republics of Guatemala, El Salvador, Honduras, Costa Rica, and Nicaragua.

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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

____________________________________________ 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:

Republics were established but soon strong leaders known as _______________ gained power and ruled as __________________________________________.

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 “___________________________________” where it loaned

and invested in Latin American nations and thereby extended its influence. Foreign 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.

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 ______________________________________________ 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 ______________________________ (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.

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________________________________________________ : 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.

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.

Problem 27. Jamaican LetterSimón 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 /

1. What is Bolívar’s main point?2. What does he suggest that Spain should do?

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.

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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.

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Unit IV: World WarsLesson 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.

Competition in European By 1900, _________________________________ 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: _________________________ (1882): Germany, Austria-Hungary, and Italy. _____________________________ (1907): France, Great Britain, and Russia.

Several crises challenged these alliances. 1908-1913 conflicts in the Balkans left many eager for revenge.

____________________________________ : by 1900 many nations saw socialist worker strikes that attempted to bring about changes.

____________________________________ : 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.

Crisis in the Balkans Serbia:

1914, ____________________________ (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, __________________________________________________________, 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.

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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, ____________________________________, 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 ________________________, 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 ______________________________ (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.

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.

Start of the War Government 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.

_____________________________________ : According to the Schlieffen Plan, the German army marched through

Belgium to France. The march was stopped short of Paris at the _______________________________________ (September 6-10, 1914). It was a stalemate as both sides dug massive ________________________ protected by __________________________________.

__________________________________ : soon two great trenches stretched form the English Channel to the Swiss border, which held for nearly 4-years of fighting.

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__________________________________________ : 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 “________________________________” or the “_______________________”).

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.

Great Slaughter & New Allies New Weapons & Tactics in the Trenches:

_______________________________________ and heavy artillery now protected the massive trenches occupied by France and Germany.

Occasionally _______________________________ 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 ________________________________ (wearing the other side down).

______________________________ 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).

Protected by armor and using caterpillar tracks, _______________________ 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) new ally:

Bulgaria. Allied Powers (Russia, Great Britain, and France) new allies:

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.

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.

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Impact of a Total War United States:

Tried 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 _________________________________ 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.

____________________________________ : 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;

Transportation 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, ____________________ 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.

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?

Problem 28. Christmas Truce of 1914http://www.christmastruce.co.uk/christmas-truce-general-overview/

1. What did the Christmas truce show about human nature?2. What did the truce suggest about the war?

Problem 29. “Suicide in the Trenches”Siegfried Sassoon, “Suicide in the Trenches,” Cambridge Magazine, 1918.https ://www.eecs.harvard.edu/~keith/poems/suicide.html

1. What does the poem suggest about trench warfare?2. In what ways did the boy’s life change as a result of World War I?3. Why do you think the author refers to the civilians as “smug-faced crowds”?

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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.

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 ____________________________ was off at war, Alexandra gained

confidence in Grigory _______________________ (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.

___________________________________________ : In March the Russian government began bread rationing. People worked 12-

hour days then stood in line for hours for bread; Working-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 _______________________________________ under Aleksandr Kerensky took over. He remained determined to continue fighting World War I to preserve Russia’s honor.

At the same time ___________________________ sprang up all over Russia (councils of workers and soldiers) demanding change.

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Bolshevik Revolution ___________________________________ :

The Bolsheviks began as a small, violent branch of the ____________________ party led by Vladimir Ilyich Ulyanov (____________________________). 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, ________________________________, 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 _____________________________

(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 ______________________________ Party.

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?

Communism in Russia World War I:

March 3, 1918 Lenin signed the _______________________________________ 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. Anyone opposed to the Communists (those

loyal to the Czar, liberals, and anti-Leninist socialists), were known as the ____________________________________. The Allies also sent thousands of troops to aid the White 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.

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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 _____________________, began a reign of ______________________________ 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.

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.

Problem 30. LeninV. I. Lenin, “The Tasks of the Proletariat in Our 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

1. How is the Russian government going to be different from other governments according to Lenin?2. What will happen to the police according to Lenin?3. Is Lenin’s argument convincing? Explain.

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.

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.

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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 Offensive started in March 1918 and by April German troops were 50 miles from Paris.

The offensive was stopped short at the _________________________________________________ on July 18, 1918 by French, Moroccan, and American troops.

August 8, 1918 the Germans lost the ______________________________________________________ and 1-million American troops joined the Allies pushing into Germany. The 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.

Paris Peace Negotiations In January 1919 peace negotiations began in Paris.

U.S. President _________________________________ outlined his ideas for peace in his “__________________________________” 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 _________________________________ promised the British people that the Germans would pay for the war.

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French Premier Georges ____________________________ wanted to ensure French security against future German invasions, wanted Germany stripped of all weapons, vast German ____________________ (repayments) to cover the cost of the war; and a separate __________________________ as a buffer between Germany and France.

The “____________________________” (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.

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 France

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 __________________________________ was actually 5 treaties, one with each losing nation: Germany, Austria, Hungary, Bulgaria, and Turkey.

Terms of the Treaty “_____________________________________”- Germany and Austria were

forced to admit responsibility for starting the war; ______________________________________ - 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.

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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). _______________________________________________ :

Theoretically each nationality was to be given its own land and nation, but in several instances diverse people were combined together. Many 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 “____________________________” (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.

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?

Problem 31. Fourteen PointsWoodrow Wilson, “Fourteen Points Speech,” January 8, 1918.http:// avalon.law.yale.edu/20th_century/wilson14.asp

1. Which of Wilson’s Fourteen Points involved the re-drawing of borders or the creation of new nations?2. Which point suggested the creation of a League of Nations?3. What were the three most significant points made by Wilson? Explain.

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.

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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.

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.

A Brief Peace _________________________________________ :

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.

_____________________________________ - 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 ____________________________________________;

In 1926, Germany joined the League of Nations; and In 1928, the ____________________________________________ was signed

by 63 nations to “renounce war as an instrument of national policy.”

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Great Depression Causes of the ______________________________________________:

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.

Democratic States in Crisis Germany:

_____________________________ 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 ___________________________________ 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 _________________________ took control of the government.

British economist ___________________________________________________ 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 ______________________________________ of economics that argued for laissez-faire and free markets. It didn’t work.

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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. ____________________________________________ (FDR) won the presidency

in 1932 by and argued the government had to intervene to save capitalism. __________________________________ : 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.

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?

Problem 32. Fireside ChatsFranklin Delano Roosevelt, “Fireside Chats,” 1933-1938 (various selections).http:// havefunwithhistory.com/movies/chats.html

1. Was radio an effective means of communication in the 1930s? Is it the best way for a president to communicate with his people today?

2. What was the underlying message of FDR in his Fireside Chats?3. What were the solutions to the Great Depression discussed by FDR in his Fireside Chats?

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.

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 & how Lenin

created communism in the U.S.S.R.; 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.

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Rise of Mussolini in Italy Modern Totalitarian State:

By 1939, only France and Great Britain remained democratic while Italy, Germany, and Russia turned totalitarian.

___________________________________________ - led by a single leader and party, the government aimed to control the political, economic, social, intellectual, and cultural lives of its people.

Mass 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.

_______________________________________________ (originally a Socialist) established a Fascist state in Italy.

____________________________ - 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 “__________________” (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).

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 _____________________________________ 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 heavy 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.

_______________________________________________________________ (U.S.S.R. or Soviet Union):

1922, Lenin officially created the U.S.S.R. and in 1924, Lenin died. Struggle for control ensued in the ____________________________.

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Rise of ______________________________________: 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 ____________________________________. He hoped to transform Russia from an agricultural to an industrial society. It focused on steel, military equipment, heavy machinery, and oil production.

Industrialization 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.

______________________________________ - system in which private farms were eliminated and the government owned and controlled all farms.

Peasants 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.

________________________ - Stalin sent to Siberian labor camps, eliminated, or executed the old Bolsheviks, any political opponents, army officers, diplomats, union officials, intellectuals, and ordinary citizens.

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?

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 parliamentary 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.

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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.

Problem 33. Spanish Civil WarSpanish Civil War, “Prelude to Tragedy (1-2/6).”https:// www.youtube.com/watch?v=81RhewkQbOk

1. Describe the end of the Spanish monarchy and the establishment of the republic?2. How did nationalism impact Catalonia? Why did Catalonian freedoms cause conflict in Spain?3. What was the anarchist movement, who belonged to it, and why did it cause violence in Spain?4. How did fascism in Italy and Germany on the one hand and the fear over communism on the other hand

impact Spain?5. How did the Spanish Civil War ignite and why?6. What role did General Francisco Franco play in the changes that occurred in Spain?

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.

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.

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Adolf Hitler Background of _____________________________________:

Born 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 _______________________ 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 “________________________________________,” which was quickly put down and Hitler was sent to prison. In prison, he wrote a book called _________________________, or My Struggle.

Mein Kampf linked extreme German nationalism, strong ___________________________________ (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 _______________________________ (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 ______________________________ and _________________________________.

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.

Third Reich Nazi Government:

March 23, 1933, the Reichstag passed the ______________________________, 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

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____________________________________________________ (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 _____________________ (“leader”).

Aryans: Nazis believed Germans, as descendants of the ___________________ 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 ______________________________________- the Empire of Nazi Germany.

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.

Totalitarianism in Germany State of Terror:

Nazis used a militant guard squadron, the Schutzstaffel (“______”), to maintain order. Directed by Heinrich __________________________, 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 ______________________________________ defined who was a Jew (at

least one Jewish grandparent), excluded Jews from German citizenship,

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stripped Jews of civil rights, forbade intermarriage between Jews and German citizens. Eventually, Jews were required to wear distinctive yellow _____________________________________ and carry identification cards.

November 9, 1938 violence erupted and 7,000 Jewish businesses, homes, and synagogues burned during _____________________________________ (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.

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 ______________________________________: Adolf Hitler used mass communications to spread Nazi ideals and Nazi

propaganda minister, ______________________________________ 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 _____________

_______________ 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 _______________________________, 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.

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.

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Problem 34. Triumph of the WillLeni 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

1. What is the message of the movie?2. How did the movie appeal to the German people?3. How could a movie like this persuade people to Nazi beliefs? Which beliefs were they?

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.

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.

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.

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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

(“_______________________________________”) and the British army helped Arabian nationalists against the Ottomans, then in 1932 Arab national ______________________ took control of what became known as Saudi Arabia;

Turkish Republic- 1923 after a Turkish reform group under Colonel Mustafa Kemal (“_____________________” 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;

____________________________________ - 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 ______________________ 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- ______________________________________ called for the

creation of a Jewish homeland in Palestine (the site of ancient Israel); _____________________________________________ - 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.

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.

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Nationalist 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 ______________________

________________________________. 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: __________________________________________________________________

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”).

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. Jews

Problem 35. GandhiMohandas K. Gandhi, On Nonviolent Resistance, 1925.http:// vgrossen.tripod.com/americareads/id10.html Video: https://www.youtube.com/watch?v=eXzOaOJrKw8

1. What is the main point of Gandhi’s speech?2. Was Gandhi a push over? Explain.3. What can we learn from Gandhi? Would his suggestions work in the U.S. today?

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Militarist Japan Japan developed along a Western model but it led to massive industrial corporations

called ________________________________. 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. Angry 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 _______________________ and instituted a draft in 1938. Western elements were purged and _____________________________ became popular. Soon the entire empire was prepared for war.

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 ________________________, 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 ___________________________________.

The Communists formed the People’s Liberation Army and fought by using guerilla tactics and sabotage.

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After the Nationalist Army breached the Communist camp the Communists began a year-long journey to northern China called “_______________________.” Only 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.

His government was also repressive, suppressing all opposition, censoring free expression, and failing to redistribute wealth.

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?

Nationalism in Latin America Role of the U.S. in Latin America:

1920s U.S. replaced Great Britain as Latin American ____________________ 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 ________________________ (restricting military force in Latin America), it continued to occur for years.

The _____________________________ 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.

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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.

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.?

Problem 36. MexicoDiego Rivera, History of Mexico, National Palace Mexico City, 1935.https:// delange.org/PresPalace2/PresPalace2.htm

1. What can you recognize from Mexican history in Rivera’s mural?2. Is there any nationalism in Rivera’s work? Explain.

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.

Hitler Violates the Treaty of Versailles Hitler’s Violations of the Treaty of _______________________ Started in March 1935:

He created a new Air Force; 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

(____________________________________according to the Treaty). Under the Treaty, France could have used force but it wouldn’t act without

British support. The British openly believed that Germany had a right to use the Rhineland since it was part of Germany.

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Great Britain began a policy of __________________________ towards Germany (promoting peace by accepting reasonable demands and actions made by other nations).

Hitler’s New Allies: October 1935, Hitler allied with _______________________________________

(dreamed of a new Roman Empire and invaded Ethiopia). 1936 both Hitler and Mussolini sent troops to Spain to help General

___________________________ in the ________________________________. 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.

Hitler Begins to Expand _____________________________ - 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. _____________________________ :

September 15, 1938, Hitler demanded the ___________________________ (area of northwest Czechoslovakia inhabited mostly by Germans).

At the _____________________________, 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 _________________________________________: March 1939 Hitler invaded Bohemia & Moravia in western Czechoslovakia. State of _________________________ 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 _______________ 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 ________________________________________________________________. Hitler secretly never intended to keep his pact with the Soviets. The Pact stated: (1.) two nations agreed not to attack one another; and (2.) Hitler promised Stalin control of eastern Poland and Baltic States.

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September 1, 1939 Hitler invaded _________________________. Two days later, Britain and France declared war on Germany.

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?

Japanese Path to War ______________________________ 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.

“_______________________________”- 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.

___________________________________ : 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 Nonaggression Pact 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.

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Quick Check Group: 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?

Problem 37. Mein KampfAdolf Hitler, Mein Kampf, 1925.http://www.jewishvirtuallibrary.org/excerpts-from-mein-kampf

1. What were Hitler’s main points?2. Is racism obvious in his work or could it be argued that Hitler was just nationalistic?3. Why do you suppose people in Germany voted for Hitler?

Simulation Lesson 56 Objectives Students will be able to:

Explain the Nazi-Soviet pact through a class simulation game on the alliance.

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.

Hitler’s Early Victories Poland:

Hitler used his ________________________ (“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 ___________________________ and the ____________________________________ and moved into _______________ and then south into France avoiding the French __________________________,

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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 ___________________.

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.

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 _________________, 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 _____________________ and ___________________________ in April 1941 (after Mussolini failed in 1940).

June 22, 1941 Hitler invaded ________________________, 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 __________________ uniforms or gear, German armies were stopped in December 1941 and the Soviets began a fierce counterattack.

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.

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Japan at War Pearl Harbor:

December 7, 1941 Japanese aircraft launched a surprise attack at the U.S. Pacific fleet at ________________________________________. 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: The 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 ____________________________________________, and thousands died.

By spring of 1942, Japan controlled almost all of Southeast Asia and the western Pacific.

Japan announced a “____________________” called the “Greater East Asia Co-Prosperity Sphere.” and its plan to liberate the area from western colonial rule.

American Response: The 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.

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 ________________________________,

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 _____________________________. The Soviets surrounded Hitler’s best division, cut off its supplies, and in February 1943 the Germans surrendered at Stalingrad.

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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 _______________________. The U.S. now had a two-part strategy in the Pacific: (1) General ____________________________________ 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 “________________________” campaign.

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 _____________________ 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 _________________________________________, the invasion took place at _______________________________.

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 “____________________________________” 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 ___________________ 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 (_________________ or V-E Day) and the Allies formally accepted Germany’s unconditional surrender.

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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.

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. ________________________________________ (took over when F.D.R. died in

April 1945) had a difficult decision to make- use the newly developed ___________________________ or keep fighting and losing men through a _____________________________________________. 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

________________________________. August 9, 1945 it dropped an atomic bomb (“Fat Man”) on

________________________________ . 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 ______________________).

World War II finally ended. 17-million died in battle and between 20 to 40-million civilians died.

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?

Problem 38. JapanFranklin 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

1. On the day before the Japanese surprise attack on Pearl Harbor how were the relations between the U.S. and Japan?

2. Was the attack on Pearl Harbor a mistake for the Japanese?3. Might Hitler have succeeded in the war if the U.S. did not get drawn in? Explain.

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Problem 39. Day of InfamyFranklin D. Roosevelt, Speech to the Congress, December 8, 1941.http://time.com/4593483/pearl-harbor-franklin-roosevelt-infamy-speech-attack /

1. What did F.D.R. mean when he said that December 7, 1941 would be a “day that would live on in infamy”?2. What was the tone of F.D.R.’s message?3. How do you think average Americans responded following F.D.R.’s address?

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.

New Order in Europe Nazi Controlled Territories:

Directly _______________________ Territory (made into German provinces); or Territory Governed by Germany with __________________________ (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, __________________________________________.

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.

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Holocaust Race:

To Hitler, the ________________ 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 ______________________ (physical extermination) of the Jewish people or “______________________.”

____________________________ was the mass slaughter of European Jews (Shoah in Hebrew, meaning total destruction).

__________________________________ : 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

____________________ in several Polish cities (in cramped, unsanitary, and deplorable conditions and were fed very little);

Second in June 1941, the Einsatzgruppen set up _________________________. 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 ___________________________. 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 ______________________________ in 1942.

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.

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:

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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 _____________________________ 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 _________________________ 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 ___________________________ including 40% of Europe’s 1-million Gypsies.

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 “_________________________,” 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.

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About 1.2 million Jewish children died in the Holocaust.

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?

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 ____________________________

_______________________________________. 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.

Problem 40. Final SolutionWannsee Protocol, January 20, 1942 (Berlin).https:// fcit.usf.edu/holocaust/resource/document/DocWanns.htm

1. What is the general plan for those who are considered Jews according to the meeting minutes?2. Who will receive exemptions according to the meeting?3. Will some countries be treated differently than others? Explain.

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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.

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 __________________________________ 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 _________________________________ along the west coast according to ______________________________________.

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?

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 _____________________________ for quick victories and supplies of raw materials.

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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

_________________________ 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. __________________________ 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 _______________________________________ slave laborers.

Bombing of Cities Bombing:

By World War II many believed bombing civilians and cities would hurt enemy morale.

Great Britain: Autumn 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. The 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 ___________________ 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. _____________________________ destroyed most of Japan’s industry

and ¼ of its dwellings.

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Japan ordered all men aged 13-60 into the _____________________________ 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 “_________________________” in which the U.S. and U.S.S.R. began an arm’s race that lasted 40-years.

Peace & A New War __________________________ - ideological conflict between the U.S. and the

U.S.S.R. that dominated world affairs until the end of the 1980s. __________________________ 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 __________________________ postwar Germany.

__________________________ 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 __________________________________. The 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.

__________________________ 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 _________________________ 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 “________________________________________________________________________________.” The world was once again bitterly divided.

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.

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Problem 41. Rosie the Riveterhttp://www.artchive.com/artchive/r/rockwell/rockwell_rosie.jpghttp :// archive.ccm.edu/rosie/images/WeCanDoItPoster%5B1%5D.jpg

1. Describe the two versions of Rosie the Riveter.2. Is one more favorable than the other?3. Is Rosie portrayed favorably? Explain.

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.

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.

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.

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.

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Unit V: Cold War & Contemporary WorldLesson 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.

Start of the Cold War Post World War II Politics:

After World War II attention shifted to the power struggle between __________________________ and ________________________ 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 __________________________________________ 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 (____________________).

In 1955, the U.S.S.R. and its European allies formed an alliance called the ____________________________.

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 ____________________, 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 ___________________________ forces in Greece and Turkey.

_________________________________ - “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.

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The U.S. feared the spread of Communism throughout Europe if it did not help Greece and Turkey.

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.

Containment & A Divided Germany _____________________________ :

Secretary of State George C. Marshall and the U.S. planned to provide _________________________ to rebuild war-torn Europe.

U.S.S.R. and its dependent Eastern European Satellite States 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 (____________________________).

1947 the U.S. began its Policy of __________________________- to keep communism within its existing boundaries and prevent further Soviet aggressive moves.

Division of Germany: After World War II, ___________________ was divided into 4 zones: U.S.,

Great Britain, France, & U.S.S.R. ________________________ (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 _____________________ 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 _________________________________, 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.

Spread of the Cold War Arms Race & Alliances:

By 1950 U.S. and U.S.S.R. were in the midst of an ________________________, where both sides built up their armies, weapons, and nuclear programs (both sides hoped this would prevent war).

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_______________________________ - 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.

_______________________________ - 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. _____________________________ :

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: ________________________________________ : U.S., Great Britain, France,

Pakistan, Thailand, Philippines, Australia, and New Zealand. ________________________________________ : U.S., Great Britain, Turkey,

Iraq, Iran, and Pakistan.

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.

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 _______________________ arms race,

developed _____________________________ bombs, and had intercontinental ballistic missiles (___________________) 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 ___________________. 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.

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1961 the Soviets ordered the construction of the _________________________, a massive barrier, guarded by barbed wire, floodlights, machine-gun towers, minefields, and vicious dog patrols, to keep refugees from leaving the East.

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 ______________________, 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 ___________________, to aim at U.S.

1962- the U.S. blockaded Cuba and J.F.K. began negotiations with Khrushchev to avoid nuclear war- __________________________________________________.

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 U.S. invaded Cuba.

____________________________ & ________________________________________: 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 ________________________________, 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.

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.

Problem 42. Cold WarWinston Churchill, Speech at Westminster College, March 5, 1946.https://www.winstonchurchill.org/resources/speeches/1946-1963-elder-statesman/the-sinews-of-peace/

1. What is the main point of the speech?2. What challenges face the world according to the speech?3. What is Churchill’s advice to the British and Americans?

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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 civil rights; 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.

Post-War U.S.S.R. Post-War U.S.S.R.:

Stalin ordered the U.S.S.R. to ______________________________ 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 shortage in housing.

U.S.S.R. turned to the ________________________________ 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.

_______________________________ : The undisputed master and dictator of the U.S.S.R., who didn’t even trust other

Communist Party leaders. Waged 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. _______________________________ :

When Stalin died in 1953, the purges stopped and new leader, Nikita Khrushchev, began ___________________________ 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.

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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 ________________________-controlled _______________________ 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 “_______________”) led the Communist Resistance Movement 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

_________________________ would follow their own socialist path but remain loyal to the Warsaw Pact.

Imre Nagy, the leader of Hungary, declared ________________________ would have free elections but Khrushchev blocked its independence and the Soviet army invaded Budapest and arrested Nagy.

In _______________________________ 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.

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.

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 _________________________________ established France’s Fourth Republic (which failed) and then the ___________________________ in 1958.

De Gaulle was elected president and France became prosperous as an industrial producer of cars and weapons.

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West Germany: ________________________________ 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 “___________________________” (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: The Labour Party’s ____________________________ became the new Prime

Minister, and began the process of transforming Great Britain into a _________________________________________ (government provides citizens with services and a minimum standard of living) but Britain had to dismantle its world empire and overseas colonies.

__________________________________________ (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.

United States After the War FDR’s “___________________________” brought changes to American society:

It increased in the role and power of the federal government, labor unions, the _____________________________, 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.

Wages increased and U.S. entered an age of _____________________________ (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 ___________________________________ leading to the “____________________________.”

1960s Civil Rights: President John F. Kennedy took office in 1961 at the age of 43 but was

assassinated on November 22, 1963 by ________________________________. 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 “__________________________” such as health care for the elderly, aid to the poor, and college financial assistance.

LBJ’s other important reforms were in ______________________________. The Civil Rights Movement aimed to provide equal rights for African Americans.

1954 case of ___________________________________________________, the Supreme Court outlawed segregation in public schools.

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August 1963 _______________________________________________________ (“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.

Racial Tensions & Changing Values Racial Tensions in the U.S.:

_____________________________ 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 ____________________________ (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 _______________________________ 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 “_________________________” 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.

___________________________________________________ , led by Simone de Beauvoir- 1949, she published, The Second Sex.

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: Why did the U.S. and Western European nations move towards welfare states following World War II?

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Problem 43. PurgesFrom 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

1. How did the Russians explain the purges that took place?2. Did their explanations justify the purging of political opponents? Explain.

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.

Soviet Union Under Brezhnev In 1964 Leonid ______________________________ replaced Khrushchev:

Not interested in reform in Eastern Europe and introduced the ____________________________________________- the Soviet Union’s right to intervene if communism was threatened in another communist state.

_____________________________ - 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 ______________________________ 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.

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Fall of the Soviet Union 1985, a reformer within the Communist Party, _________________________________

became leader of the U.S.S.R.: Argued for restructuring within the Soviet Union, or _____________________

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 __________________________________________________. 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 ___________________________________ 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 _______________________ 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 “______________________________________________________.”

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.

New Russia December 25, 1991 Gorbachev resigned and turned over his responsibilities as

commander in chief to the new president of Russia, ____________________________. Boris Yeltsin:

Worked to create a free market economy in Russia.137

Faced the attempted secession of __________________________ (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. ______________________________________ made Asia and the former Soviet states reliant on Russia for energy, making Russia powerful once again.

_________________________ and _________________________ 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.

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 ___________________ of communist rule and in 1990 Walesa was elected president. Since 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- ___________________________________ 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 ________________________________

murdered thousands of peaceful demonstrators. Eventually the army would not carry out his repressive orders and Ceausescu and his wife were arrested and executed.

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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 __________________________________ was then dismantled and Germany reunited on October 3, 1990 as Helmut Kohl became Chancellor.

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.

Yugoslavia Communist Yugoslavia:

Yugoslavia had a communist government but was never a Soviet Satellite. 1990- the Communist Party collapsed. Serbian leader

__________________________________________ 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 ____________________________________________ 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 ___________________________________________.

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.

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

1. How did Reagan describe the West (the U.S., Western Europe, and West Berlin)?2. How did Reagan describe communism?3. What demands did Reagan make on Gorbachev?

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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.

Europe Following the Cold War Economics: 1950s-1970s Western Europe had nearly 100% employment but faced a

downturn in the 1970s-1980s. 1990s- _____________________________________ (EC) united the economics of

Europe creating the world’s largest trading bloc. 1994 the EC became the ________________________________________ (EU). The EU, which established the _______________ (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, ________________________________________________, 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, ________________________________, 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 __________________________, of the Conservative Party, replaced him.

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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 ________________________________________ (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 held 52 American hostages), he lost his chances for reelection to Ronald Reagan.

U.S. Under Reagan, Bush, Clinton, & Bush (son): ________________________________________ : 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 deal with the deficit allowed moderate Democrat Bill Clinton to win in 1992. During his second term, Clinton was _________________________ 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 ________________________________________, when four commercial jets were hijacked. Two were flown into NYC’s ______________________________ towers; one was flown into the __________________________; and one crashed in a ________________________________________________. Close to 3,000 people died that day. Bush then spent his whole presidency dealing with terrorism, wars in ________________ & ____________________________, and destroying ___________________________________ (mastermind of the 9-11 attacks) and ____________________________ training camps.

Canada: In the 1960s the Liberals came to power and Pierre Trudeau became Prime

Minister in 1968. __________________________ 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).

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.

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Changes in Western Culture Science & Technology:

1960s ______________________________ (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 environmental concerns caused many to care for the environment and the ecological balance;

2000s debates over genetically enhanced foods (______________________) and ________________________________________ 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 (_____________________________________________), controlling their bodies and birth choices (____________________________), 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 _______________________________ (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.

Religion, Nationalism, & Identity ________________________________________ :

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 modern popular culture has become so globalized, some nations worry that mass entertainment weakens their own languages and cultures and fear cultural imperialism (western 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;

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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.

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?

Problem 45. CataloniaDeclaration of Independence of Catalonia from Spain, October 27, 2017.https://weegingerdug.wordpress.com/2017/10/27/the-catalan-declaration-of-independence-in-english /

1. Why has Catalonia declared independence from Spain?2. What are its goals?3. Does it have a right to declare independence from Spain?

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.

Independence in Africa Self-Determination: 1950s and 1960s most African nations achieved

__________________________________ 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).

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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 _____________________________.

White troops opened fire on peaceful protesters and in 1962 arrested the black leader ______________________________________.

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.

The dream of some for a Pan-African Community, similar to the European Union, has not yet occurred. In 2002, however, the ________________________________ became a 53-nation organization that currently promotes democracy and economic growth.

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 ______________________.

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 ________________________ & Burundi each became independent nations with mixed _______________ and ____________________ populations. In 1994, a brutal civil war raged and the Hutu military engaged in a __________________________________ of the Tutsis, killing at least 500,000.

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Example: Ethnic tension led to a violent civil war in the ____________________ region of western Sudan. Arab militias attacked African tribal groups. Entire villages were burned, 200,000 people died, and more than 2-million fled.

New Hopes in Africa End of Dictatorships in Ethiopia, Liberia, Somalia. “_________________________________”:

Revolutionary 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 _________________________ 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: ___________________________________ 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.

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.

Mideast Crisis Palestine:

Between 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.

___________________________ 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 __________________________________ 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.

_________________________________ : Gamal Abdel _________________________, took power in Egypt in the 1950s

and seized the Suez Canal in 1956.

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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 __________________________________ (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 ________________________________, Israel tripled its territory and

encompassed an additional 1-million Arabs (mostly in the West Bank). October 6, 1973 (_______________________________) 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 ___________________________________(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.

_____________________________ (Organization of the Petroleum Exporting Countries)- formed in 1960 to increase the worldwide price of oil.

Ongoing Crisis ______________________ : Palestinian Liberation Organization formed in 1964:

PLO pushed for an Arab state in Palestine. Under _______________________, it also began to launch terrorist attacks in Israel.

1980s Palestinian Arabs began an __________________________ (uprising) in Israeli territories.

1993 the __________________________________ 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 ___________________________ 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

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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.

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 __________________________________ 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 __________________________ in Iraq.

1990 Hussein invaded oil-rich Kuwait starting the _______________________. 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 _____________________ seized control and

provided a haven for _________________________, founder of the ____________________________.

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 _________________

_________________________________. 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.

________________________________________ : 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.

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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?

Problem 46. ApartheidNelson 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

1. What is Mandela’s main point?2. Where is South Africa in the process of eliminating apartheid?3. What obstacles remain to abolishing apartheid?

Problem 47. TerrorismHow 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

1. How has terrorism evolved since the 1920s? What were its phases?2. What does terrorism today like? How does it impact everyone’s lives?

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.

Technological Revolution Communication: People are connected online with the ___________________________

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. ___________________________ used a computer to crack enemy codes during

World War II; 1948 ________________ invented the first computer with stored memory; 1971 the ________________________________ 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 _____________________________ & _____________________________ landed on moon. Since then probes, satellites, & space exploration increased understanding of the universe;

_______________________________________ - 375-miles above Earth, provides observations of our solar system and distant galaxies;

NASA and the International Space Station;

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2018 ____________________________________________- at a cost of $9-billion, it enables scientists to see distant events and objects in the universe.

____________________________________________ : nuclear, biological, and chemical weapons continue to pose a risk in the hands of enemies.

__________________________________ : 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.

__________________________________ 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.

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.

Environment Crisis & Poverty Environmental Concerns:

______________________________ and chemical use impacts the ecology (relationship between living things and the environment) and the humans who consume treated foods.

______________________________ (clearing of forests) at a rate faster than it can regenerate, the rapid destruction of tropical rainforests, and ______________________________ (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.

_________________________________ : 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

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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 conflict in the developing world are also significant issues.

Worldwide Challenges & Terrorism ______________________________________________ (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.

__________________________________ : 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 militants who promote their own vision of pure Islamic society and an end to Western 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.

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?

Problem 48. Human RightsHuman Rights Law, United Nations Website.http:// www.ohchr.org/en/professionalinterest/Pages/InternationalLaw.aspx

1. How are human rights protected at the national level and internationally?2. What do you suppose are the consequences for a nation that violates human rights today?

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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.

United Nations & Population Trends ____________________________________ after World War II was organized to

promote (1) _______________________________________________________ and (2) ________________________________.

Made up of representatives of the member nations, the U.N. has the power to discuss and recommend action on important international issues.

_______________________________ advises the General Assembly and passes resolutions that require the U.N. to act. It consists of 15 members (5 ____________________________________ and _________________________ 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 ______________ 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 ___________________ proliferation (spread of nuclear weapon production technology).

Population Trends: The current world population is ____________________ people. It is estimated

to reach _____________________ in 2050 and _____________________ 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.

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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 assisting 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).

__________________________________________ : 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.”

Quick Check Groups A, B, C, & D: List the ways that you will help make the world a better place.

Problem 49. GlobalizationPascal 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

1. When did globalization first change the world?2. What does globalization mean today?3. How can globalization today succeed according to the author?

Problem 50. AnywayMother Teresa, “Anyway,” adapted from Kent Keith’s Paradoxical Commandments, 1968. http:// www.kentmkeith.com/mother_teresa.html

1. What does Mother Teresa’s advice mean to you?2. Is it good advice? Explain your thoughts.

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.

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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.

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