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10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

The moral and ethical principles in ancient Greek and Roman philosophy all start from the beginning with Aristotle, without Aristotle then Western political thought would have never had a democracy put in place in the form of checks and balance. Without ethical principles by Judaism and Christianity then Western Political though would have been a mess most likely discriminating many types of people.

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

Judeo-Christianity has spread democratic ideas in the form of a reformation even to women, while Islam, Hinduism, and Buddhism have not and still live under a form of tyranny, especially to women. Judeo Christianity helped women become more of an equl by giving them civil rights. Judeo- Christianity had more of an influence on the Western world because they were more westernized while Greco- Roman had influence but not nearly as much as Judeo- Christianity. Judeo-Christianity’s Ten Commandments have influenced democracy and is what Judeo- Christians live by while Greco- Romans live by the twelve tables.

 

2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politic:

Plato emphasized the importance of reason. Thought rational thought people could discover unchanging ethical values, recognize perfect beauty, and learn how to organize and ideal society. In the Republic Plato described his ideal state: He condemned Athenian democracy, he felt the state should regulate every aspect of the citizen, he divided the society into workers, soldiers, and philosophers all under a philosopher king would have ultimate authority. The flaw being most power can lead to corruption to make decisions in your best interest rather than that of the people. Plato’s student, Aristotle analyzed all kinds of government, he was suspicious of democracy which could lead to mob rule, and he also favored a single virtuous leader. He also thought good conduct meant following the golden mean, a moderate course between extremes of too much or too little power. The west of today however supports democracy and despises tyranny, the opposite of Plato and Aristotle’s thoughts.

 

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

The signing of the US Constitution has greatly influenced the contemporary world. With the signing, a new reformed form of government was created, democracy. All founding fathers knew of intelligence factor, but common sense is always there. Democracy has proved to be the most economic and socially benefiting form of government, free of tyranny and total control. This pursuit of a better life has inspired other nations for rebellions of their own to overthrow a tyrannical leader and instate a new democratic form of government similar to that of the US. The rule of law can be found from the Roman system of “innocent until proven guilty” – somewhat similar in principle. The ideological war of democracy: liberal democracy winning over communism because of the idea that you can make decisions.

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.

The Glorious Revolution of England is different from the American Revolution and the French Revolution because there was no bloodshed, it was strictly a battle of minds. All of these revolutions are different in the goals that the people were trying to pursue. The people of the Glorious Revolution wanted more liberty while the American Revolution was for independence and finally the French Revolution was for social and political equality.

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

Baron de Montesquieu had many ideas that we still follow today, he stated that the government should be separated into the executive, legislative, and judicial branches to prevent any one group from gaining to much power. John Locke proposed that people have a natural right to life, liberty, and property. Rulers have a responsibility to protect those rights. People have the right to change a government that fails to do so. Rousseau noted that people are basically good but become corrupted by society. In an ideal society, people would make the laws and would obey willingly. They are all into human rights, they believe the power should be in the hands of the people and not a monarchy.

 

2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791):

The Magna Carta asserted that the nobles had certain rights and that over time the rights of the nobles would be granted to the citizens. Second it stated that the monarchy must obey the law. The English Bill of Rights ensured the superiority of Parliament over the monarchy. The US Declaration of Independence declared that England had violated the rights of its colonial citizens and that the people had a right to abolish the unjust British rule, clearly stating the ideas of Locke. The French document was very similar to that of the US, it stated that all men are equal before the law and had equal opportunity to hold government power. The US Bill of Rights recognized the basic rights that the government must protect. (Power of the people, not just a person)

 

3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations:

The American Revolution was unique in the way that it was a group of small colonies up against the most powerful and wealthy nation of the time, their victory showed other nations that uprise and success was possible. Not only that, but it was the first revolution of its kind. News spread rapidly and others in the world began thinking of rising up themselves, especially France who got inspiration to revolt. It is significant to other nations because it set a kind of background to nations who were unhappy with their current rule and wanted to rebel and instate a new form of government.

 

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

The French revolution ideology is a revolution against the monarch. No bread: “Let them eat cake.” Case of indifference and ignorance to the people. Thus the revolution, Napoleon fights in the revolution, he’s an every man. No stability is brought after the revolution, Robespierre becomes another despot. As Napoleon rises, he becomes drunk on his own power, his aphrodisiac. He uses nationalism and women in power.

 

5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848:

Napoleons soldiers loved him because he would fight along with them. The Congress of Vienna: Metternich suggested the old conservative way because Napoleon proved that a normal citizen could not hold power, go back to monarchy, he is a prince and wants the old way. Europe won’t tolerate this, political revolution sweeps Europe and the monarchies wont work out in the end.

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

The effect on Britain was that it became industrialized with using steam power for their source of power thanks to James Watt. The revolution helped Britain become and economic power. In France the thing that really improved was the railroad systems while in Germany it was the same story with transportation becoming bigger. Japan became technologically  powerful as a result of the industrial revolution and the United became industrialized after the Civil War using Britain’s blueprints.

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

Large supplies of coal and iron to power steam engines and build machines, canals for water power, large population to work in the factories, new technology resulting from the Scientific Revolution, large investments to fund with the use of capital, a large number of entrepreneurs, and a stable government that supported economic growth.

 

2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison):

James Watt’s improved steam engine, Whitney’s cotton gin, Bessemer’s railroad cars, Pasteur’s improved medical sanitation, and Edison’s harnessing of electricity brought about social change because it changed the every day life of the people, who moved from farming to industry in the factories. Economically these made work faster, thus more goods were produced, and inventions like the steam engine and railroad made transporting these goods easier. Culturally, people had a better quality of life.

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

With the dawn of the Industrial Revolution, factories came of age. The people who were rural farmers in the country side moved to urban cities to work in the factories, making cities populations rise rapidly. The death rate fell with improved technology, and therefore the population increased. Crop surplus helped those that lived in the city. Cities got “messy” from the increase that they were not prepared for.

 

4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement:

The new machines of the Industrial Revolution made manual labor a thing of the past, for example the cotton gin did the work of ten workers in a shorter time and more efficiently. Since work was no longer needed, the slave trade died out. Immigration was rapidly increasing during this time also. Mining and manufacturing was tough labor, long shifts in dangerous conditions made and undesirable workplace when compared to that of today. Labor division, something like an assembly line, was also common. The work was very monotonous and fastidious. Workers soon wanted shorter hours, higher pay, etc. Enter workers unions. Unions were organizations of those who worked a similar trade, IE coal miners union. The union’s purpose was to win rights for the worker and earn him a fair salary and benefits.

 

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

Natural resources played an important role in the revolution. Without coal, for example, steam engines could not be powered in the factories and thus no product was being manufactured. Entrepreneurship was perhaps more important, without those willing to risk lots of money in investments, industry could never have thrived as greatly as it did. Perhaps more important than all was labor. Labor was needed to run the machines etc so without workers there would be nothing. Trade from a growing overseas empire helped the British economy prosper; the business class had capital to invest in enterprises such as mines, railroads, and factories.

 

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

Capitalism quickly emerged as a dominant economic pattern, but not everyone was seeing the wealth. Business owners flourished while the workers made minimum wage for hard manual labor. This dissatisfaction became the emergence of utopianism, in which everyone worked for the good of a small community and received equal benefits, pay, education for their children, etc. Social democracy. Communism was discussed by Karl Marx, in which he stated the proletariat, or working class, would overthrow the business class and instate a classless communist society.

 

7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe:

Romanticism was the most common form of art during the time, its purpose was to stir strong emotions using new verse forms, bold colors, and the swelling sounds of an orchestra. Critiques of political figures were rising in popularity. Classicism was being moved away from because with the new revolution, people wanted other aspects of life to change as well.

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

 

1. Describe the rise of industrial economies and their link to imperialism and colonialism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology):

As industry rapidly grew, the demand for overseas resources and trade grew, from this rose imperialism. The new colonies soon came under the control of the nation whose sphere of influence dictated their rule. The colonies then became full territories under that nation’s control. Social Darwinism stated that if one was powerful enough to over take another, then it should. Missionaries sought to conquer land in the name of their religion.

 

2. Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States:

England imperialized China, India, Northern and Southern Africa, basically every continent. France controlled areas in Africa. Germany controlled Central Africa and some of the East. Italy controlled some of North Africa. Japan controlled most of China. The Netherlands controlled… Russia controlled most of the North Mediterranean as well as Northern China i.e. Mongolia. Spain controlled parts of Africa and a small section of the East. Portugal controlled sections of southern Africa. The US controlled… All are vying for colonies to establish themselves as super powers.

 

3. Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule:

The colonizers felt that they were doing the undeveloped nation a favor by bringing it under control of a wealthier nation. In the long run they felt they could make the influenced nation a full territory. The colonized people felt that their way of life was being taken away from them. In the long run they felt that their indigenous ways would die out, literally from disease etc, all together as a result of colonial rule. Euro: profit, Natives: nature.

 

4. Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion:

The independence struggles that followed the age of imperialism had bitter results. Nations that were colonized by western nations grew tired of their rule and rebelled against them. This occurred in most, if not all, of the western European controlled lands. Sun Yat-sen was a revolutionary leader against the dying Qing dynasty. He used the ideologies of Confucianism to set up a new Chinese republic. Religion and ideology played a major part in other nation’s uprisings as well.

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

The main cause for World War I is the Austria- Hungary and Serbia conflict but also the alliances breaking apart and forming was also a main cause for the war. The course taken was tension built and finally was let out ultimately killing millions of lives.

 

1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of "total war”: WWI is an effect of imperialism. Nationalism is used, these people bad, us uber better.

 

2. Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, and climate):

Battle was fought in trenches on two fronts, east and west. Land war.  It was very bloody, cruel, and vile. A major battle was the Battle of Verdun in which the Germans tried to overwhelm the French at Verdun resulting in half a million casualties. Geographic factors such as water ways gave routes for transportations of supplies. Mountains served as barriers between nations and battles were often fought on flat land that was entrenched.

 

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

 

The Russian Revolution resulted in Lenin becoming leader, as promised he pulled Russia from the war. The United States entered the war because of German submarine warfare, cultural ties to allied nations, and the Zimmerman not which was intercepted by the British. It asked Mexico to attack the US from the south. The US entering the war gave the Allies a morale boost as well as financial aid, mainly on the western front.

 

4. Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort: Military life was extremely harsh:

 

The war was the worst in history. 8.5 died brutal deaths etc that would shape warfare as we know it. Famine and injuries killed or injured many others. A deadly strand of the flu killed 20 million people in 1918. Colonial peoples in Africa and the Middle East proved advantageous in the fight against the Axis-allied Ottoman Empire. These colonies sought self determination, which was not granted as expected.

 

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

A big case of human rights violation and genocide was in 1915 when the Ottoman government deported around 1,750,000 Armenians to the countries of Syria and Mesopotamia. During the years of 1915 to 1923 it was estimated that around a half a million to a million and a half were killed by the Ottoman empire while thousands fled the country in hope of a better life.

10.6 Students analyze the effects of the First World War.

The effects of the First World War were that millions of people died from many countries and that alliances were made by countries and enemies were also made for the future. The lasting effects would be carried on by the survivors who would dwell on lost loved ones and seeing people die.

 

1. Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United State’s rejection of the League of Nations on world politics:

The Treaty of Versailles ended WWI, made the Germans pay reparations, couldn’t have an army, seized their territories, didn’t accept the new puppet government. Wilson had a plan to create an everlasting peace, the League of Nations: organization that prevents international conflicts. The US couldn’t partake because there was no public support, US saw Europe as a problem IE no world economy, worry about America. The isolationist economy gave rise to fascism in Europe.

 

2. Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East: As a result of WWI foreign trade greatly increased and thus the economy. Germany was forced to pay huge war reparations. Several countries lost their lands to make colonies and thus the borders of Europe and the Middle East greatly changed:

colonial leaders thought that fighting would lead to the end of imperial rule. The numerous treaties set up mandates in former German and Ottoman lands. The Baltic States emerged. The Central Powers lost much of their land and from Africa to the Middle East the colonized people felt betrayed that they had not received land of self determination as a result of fighting in the war.

 

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

Economic unrest made radical political ideas seem likely. Republics were never really accepted, the depression, etc people wanted an easier answer to the situation. Thus the first totalitarian that feeds you will gain your support, nationalistic movements.

 

4. Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the "lost generation" of Gertrude Stein, Ernest Hemingway):

WWI made painters try new and interesting styles of painting and architecture such as cubism, dada, and surrealism. These were beyond human reasoning and shifted into the core of dreams. Architecture came to match a buildings purpose or by blending science with technology. Picasso was one of the founders of cubism.

 

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

Countries that were weakened during the war opened the door for a leader who had total control over the government or totalitarian governments.  The people of the weakened countries had very little to call their own and life was bad but under this new leader who gave them food and other things it was hard for them to resist.

 

1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag):

The Russian’s had two revolutions, the first of which, in February, overthrew the imperial government and the second of which, in October, placed the Bolsheviks in power. Lenin, who had gone underground in July after he had been accused as a “German agent” by Kerensky's government, now decided that the time was ripe to seize power. The party must immediately begin preparations for an armed uprising to depose the Provisional Government and transfer state power to the soviets, now headed by a Bolshevik majority.

 

2. Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine):

Dzhugashvili’s first big political promotion came February of 1912, when Lenin co-opted hium to serve on the first Central Committee of the Bolshevik Party, which had finally broken with the other Social Democrats. Dzhugashvili published, at Lenin’s order, an important article on Marxism and the national question. By now he had adopted the name Stalin. Under Lenin’s influence, Stalin soon switched to the more militant policy of armed seizure of power by the cult of the deceased leader, Lenin. Stalin used the show trial of leading Communists as a means for expanding the Great Purges. In August 1936, Xinoviev and Kamenev were paraded in court to repeat fabricated confessions, sentenced to death, and shot; two more major trials followed. Such were the main publicly acknowledged persecutions that empowered Stalin to tame the Soviet Communist Party and the Soviet elite as a whole. He not only “liquidated” veteran semi-independent Bolsheviks by also many party bosses, military leaders, industrial managers.

 

3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits:

Nazism, a fascist movement, controlled Germany from 1933 to 1945 under Adolf Hitler. Nazism tightly restricted personal freedom, sought to expand of Germany’s borders, opposed democracy, glorified the Aryans, and Jews, Slavs, and other minority groups were inferior. Nazism promised economic help, political power, and national glory to a German people deeply affected by the Great Depression. Millions of people died as a result of Nazism. Fascism is a form of government headed by a dictator involving total government control of political, economic, cultural, religious, and social activities. Fascism allows industry to remain in private ownership (unlike Communism), though under government control. Other important features of fascism include extreme patriotism, warlike policies, and persecution of minorities (things are similar, of course, in America during wartime).

10.8 Students analyze the causes and consequences of World War II.

Hitler and his ongoing genocide was a key cause of World War II while anti-communism was also a factor. Another cause was that alliances became shady and countries were confused which didn’t start it, but led to more fighting. The consequences were that Hitler and Germany were taken down and many people were killed because of the war.

 

1. Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939:

Stalin-Hitler Pact: The Japanese military leaders and Ultra-nationalists felt that Japan should have an empire equal to those of the western powers. When the League of Nations condemned the aggression, Japan withdrew from the organization. In 1937, Japanese armies overran much of eastern china, leading to atrocities such as the rape of Nanking. Italy, led by Mussolini, increased their empire by using modern military against outdated weapons of lesser countries. Hitler like Mussolini built up in modern military to pursue his imperialistic ambitions. This, and sending troops into the Rhineland were both

violations of the Versailles treaty. He even went as far as to announce a nonagression pact with his great enemy Joseph Stalin head of the Soviet Union, in the nazi soviet pact of 1939

 

2. Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II:

Before the outbreak at Would War 2 the United States and England were like pushovers. Even Though we were constantly witnessing the wrong of Hitler we kept

appeasing him. Because of this Hitler was able to grow to power. Also because of prior domestic distractions Europe staid isolated from the problem for many years.

Some of the domestic problems that Europe encountered were the Russian Revolutions. This caused Europe the delay in acting towards the war and staying isolated.

3. Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors: Allies- Great Britain, United States, France, USSR.

Axis- Germany, Italy, Japan. Major turning points included D-day in which the Allies invaded France. Market Garden was a win for the Axis as they drove the Allied advance in Holland back.

4. Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, and Dwight Eisenhower):

Churchill led Britain, FDR the Americans, Hirohito Japan, Hitler Germany, Mussolini Italy, Stalin Russia. Macarthur oversaw the instilment of democracy in Japan. Eisenhower was in chief command of the Allied forces and later became president.

 

5. Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians:

Hitler believed in the superiority of the German, or Aryan “race” and thought that Germany had the right to conquer the inferior slaves to the east as well as the Jews in their own surrounding countries. This became the Nazi’s policy of pursuing racial purity. Hitler’s “Final Solution” consisted the strategic elimination of that part of the inferior race. This ideology led to what we call the holocaust or the brutal annihilation of the Jews in concentration camps.

 

6. Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan:

Human costs are estimated as millions for each side. Europe had to rebuild an entire infrastructure which cost them millions. Loans were given to Japan to rebuild by the US. China lost many troops. The most casualties were that of the Germans, followed by the Russians.

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

The United States was becoming a world power while other countries wanted to become allies with each other so that if another war sparked they could have other countries having their back. Nuclear weapons became a big thing after the war also.

1. Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan:

The economic and military power shifted because of the war. The three main Allied leaders met at the soviet of Yalta in February of 1945 to plan the whole shape and structure of the post war in Europe. The German Authority ended, and the soviets because the big guns in Eastern Europe, this began after 1945. Economically in Germany and Japan, the war crimes trials exposed the savagery of the axis regimes, and militarist ideologies that had led to the war. The allies tried to address those issues when they occupied Germany and Japan. The United States felt that strengthening democracy would ensure tolerance, peace, and economic growth.

 

2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile:

Vietnam was a battle of democracy and communism. The Russians and the Americans were fighting an ideological war. We tried to spread democratic ideas in Egypt. In the Congo, a series of dictatorships slowed the development of democracy. In Chile, democracy didn’t do so hot because of an economy that could support the needs of the people.

 

3. Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa:

The Truman doctrine stated that the US would provide aid for those who supported democracy. They would also do nothing of the sort for communist nations. This created much tension in areas like SE Asia which led to two wars. The Cuban missile Crisis was a strategic move to keep Soviet missiles away from Cuba, only 90 miles from the US.

 

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

The Chinese civil war was a battle between the nationalists and the communists. They fought for communism and democracy which led to war. As a result uprisings such as Tiananmen Square became world news and the Chinese government crushed the democratic rally, led by US students who had tasted democracy.

 

5. Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control:

Uprisings from indirect Soviet control were held roughly after US doctrines stated their disapproval of communist nations. These nations realized that under a communist party they would receive no help from the US and perhaps some of its Allies.

 

6. Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs:

In the mid-1800's, Eastern European Jews began to develop a desire to live in the Holy Land. By 1880, about 24,000 Jews were living in Palestine, which was controlled by the Ottoman Empire. In the late 1800's, oppression of Jews in Eastern Europe triggered the Zionist movement and eventually led to a mass emigration of Jews to Palestine. By 1914, there were about 85,000 Jews in Palestine, out of a total population of about 700,000. After the Holocaust the Jewish people did not truly have any home and so they wanted their own ‘homeland’. This need for a new homeland led to the new problem between the Jews and the Palestinians. This everlasting battle between the Jews and Palestinians is about who truly owns the land called Palestine. They both feel it is divinely or lawfully theirs and the problem is about who is right.

 

7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics:

In a very broad summary, the Soviet Union ran out of money. The command economy had failed and Stalin’s extreme military devotion put all the money into the military and not the people. They became dissatisfied and wanted a new form of government. The satellites also saw their demands rise and the same thing happened.

 

8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States:

The Warsaw Pact was a unionship of 8 communist nations in Eastern Europe. SEATO was an alliance of nations to provide defense and economic cooperation in Southeast Asia and the South Pacific area. NATO is a regional defense alliance created by the North Atlantic Treaty. The last is an agreement of nations in the western hemisphere for defense and protection.

 

10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.

For Africa during the years of 1939-1945 which was after World War II did a strive for independence get heard by the government officials. In South Africa there had been apartheid until 1994 when blacks were allowed to vote in the election. In the Middle East the nation building can be traced back just a couple of months ago when Saddam Hussein was captured and now they are trying to put a democracy in place .

1. Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved:

In the Middle East governments are not stable and the lives of the people are very grim. In Africa, revolts and poor living conditions make life unbearable. In Latin America medical care is low but is rising at this time. In China the struggle for control over Hong Kong is a major issue as well as western democratic thinking. All of these conditions make a steady, nation improving government hard to instate.

 

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

In China the struggle for Hong Kong has become a major world issue, as well as the population surge. New laws have been put in effect such as the 2 child law. In Mexico and Latin America terrorism and rebellions against the current government are quite common as well as the war on drug importing to the US and other nations. In Africa AIDS is the most severe problem, it effects millions and millions of people.

 

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

Rebellions against the current government by use of terrorism do not serve the cause of individual freedom and democracy because rather than protest the democratic, nonviolent way the people have resorted to violence and death. Oddly this killing only kills the probability of instilling a democratic government.

10.11 Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, and computers).

The U.S. and other nations depend on one another for many vital goods and services, through world trade and finance. Economists look for ways to increase international trade and try to help poor countries improve their economic condition. Nations can gain by trading with one another because the resources of the world are not distributed evenly throughout. Despite the advantages of world trade, nations have tried to limit imports and produce many of their own goods and services. Many nations fear that specializing in a few supplies of essential goods and services might be cut off. The technological development of modern communication was a huge improvement over previous technology. It has changed the lives of the world and changed who we are and who we become. Television, like many other inventions, originated from the research and thinking of many people. Other modern technological communications include inventions of the telephones, fax machines, satellites, and videotape recorders, even newspapers are an important part of communication.  

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Mr. Haskels History