Transcript THE GREAT WAR: UNIT I

THE GREAT WAR: UNIT I
NATIONALISM AND IMPERIALISM
1870-1914
UNIT I: LESSON #2
I. Big Ideas we need to know from the world of 1870 to 1914.
A. It is a world where the powerful nations of Western Europe and the United
States believe in control. Soon other groups of people begin to unite and compete
with the established powers (Nationalism.)
B. It is a world where races of industrialized people compete to be the smartest
with the latest technology. They believe in the justification of their own power
(“Social Darwinism;” the “White Man’s Burden;” and “Manifest Destiny.”)
C. It is a world of empires and colonies, each competing and trying to be the
strongest among hostile neighbors (Imperialism.)
D. This technological competition between empires leads to an arms race of
military technology that leads these nations toward conflict (Militarism.)
E. All people not belonging to one of these western nations (the disenfranchised
and colonized) countries are becoming aware of their situation and the hypocrisy
of it.
UNIT I: LESSON #2
II. Nationalism: The Creation of Germany and Italy
and the upset of the Balance of Power.
A. By 1870 the national state had become the
focus of people’s loyalties and the arena for
political activity.
B. The Five Major European countries, England,
France, Germany, Austria-Hungary and Russia all
strove toward external power. Not all strove for
internal equality and individual liberty.
UNIT I: LESSON #2
II. Nationalism: The Creation of Germany and Italy
and the upset of the Balance of Power. (Cont’d)
C. England, France, Austria Hungary the Ottoman
Empire and Russia had existed for some time.
D. Germany had not existed as a country until 18701871, nor Italy. They had only the idea of a country.
Nationalism was the movement that united them.
UNIT I: LESSON #2
II. Nationalism: The Creation of Germany and Italy and the upset
of the Balance of Power. (Cont’d)
E. Led by Chancellor Otto von Bismarck, Prussia led the unification
of Germany, and fought a series of wars with other German states
as allies:
1. The War with Denmark 1864
2. The War against Austria 1866
3. They organized the Northern German Confederation
minus Austria and the southern catholic states.
4. France sees them as a threat and goes to war (The
Franco-Prussian War.) Bismarck uses this to unite all states but
Austria in 1870.
5. France loses territory, money and honor to the
Germans, who take over Paris.
UNIT I: LESSON #2
II. Nationalism: The Creation of Germany and Italy and the upset
of the Balance of Power. (Cont’d)
6. The Germans declare Unity on January 18, 1871 at
Versailles in Paris. The ultimate slap down to the French.
THE
UNIFICATION
OF
GERMANY
1864-1871
UNIT I: LESSON #2
II. Nationalism: The Creation of Germany and Italy and the
upset of the Balance of Power. (Cont’d)
F. Italian Unification was similar in some ways. The opposing
force who did not want them unified was Austria-Hungary.
G. King Victor Emmanuel II of Piedmont and his prime
minister the Count Di Cavour led the unification in the
North during the 1850’s.
H. March 1861: Giuseppe Garibaldi created an army an
united the southern half of Italy and then turned it over to
the King of Piedmont.
I. 1866: Venetia is taken from the Austrians.
J. 1870: The Italians kick the French out of Vatican City and
united it with Italy. Rome became the capital of Italy.
THE UNIFICATION OF
ITALY
UNIT I: LESSON #2
III. Nationalism: “So What?”
A. With the creation of Germany and Italy, the balance
of power in Europe is disturbed.
B. With the creation of Germany and Italy, there will
be a paranoia that they may continue to grab bits of
other people’s territory
C. Germany and Italy feel they must build up a military
quickly for legitimacy and to hold off attacks by
neighbors.
D. Threats exist where they did not exist before in the
form of secret alliances and treaties.
UNIT I: LESSON #3
IV. Imperialism: The Race for Colonies and the
Need to “Keep Up with the Neighbors.”
A. Why would a country want or need an
empire?
1.
2.
3.
4.
5.
Economic Expansion
Foreign Markets for Goods
Continuous Inexpensive Resources
Influence and power in other parts of the world
The chance to “grow” your culture in other
places.
UNIT I: LESSON #3
IV. Imperialism: The Race for Colonies and the
Need to “Keep Up with the Neighbors.”
B. After 1870 a race for imperial colonies began
around the world when it was clear that
Germany and Italy were on the lookout for
places no one else had taken yet.
C. This led to other countries also moving for
colonies and challenging European powers for
control of weaker colonies.
UNIT I: LESSON #3
IV. Imperialism: The Race for Colonies and the Need
to “Keep Up with the Neighbors.”
D. Countries which had up to this point not strayed
too far from their own shores suddenly feel the
need to get something before its gone.
1. The United States
2. Japan
E. Established empires now began to panic and
build up naval and military forces to protect their
holdings and influence power in other parts of the
world.
UNIT I: LESSON #3
IV. Imperialism: The Race for Colonies and the Need to “Keep Up with
the Neighbors.”
F. Up until the 1870’s Colonization had been focused on the Western
Hemisphere and Asia.
G. With improvements in disease control and technology, Africa was
now open for colonization.
H. Crises arose as Imperial powers pushed and shoved boundaries
toward one another.
1. 1898 Britain and France come close to war over the Fashoda
Crisis.
2. The Boer War had German backed Boers fighting for
freedom against the British.
3. 1911 Germany sends a gunboat to Morocco to challenge
French control.
4. 1899 The Split up of Samoa by the United States Germany
and England.
UNIT I: LESSON #3
UNIT I: LESSON #4
V. Colonialism: Who Owned What and Why?
A. The domination of an area and its people.
B. Fueled by “Nationalism” and the idea that
one race is superior to another and therefore
ought to control it and “improve” it.
C. This spawned concepts like “Social
Darwinism,” and “Manifest Destiny,” most
importantly, Rudyard Kiplings’ “White Man’s
Burden.”
V. Colonialism: Who Owned What and Why?
Take up the White Man's burden, Send forth the best ye breed
Go bind your sons to exile, to serve your captives' need;
To wait in heavy harness, On fluttered folk and wild-Your new-caught, sullen peoples, Half-devil and half-child.
Take up the White Man's burden, In patience to abide,
To veil the threat of terror And check the show of pride;
By open speech and simple, An hundred times made plain
To seek another's profit, And work another's gain.
Take up the White Man's burden, The savage wars of peace-Fill full the mouth of Famine And bid the sickness cease;
And when your goal is nearest The end for others sought,
Watch sloth and heathen Folly Bring all your hopes to nought.
Take up the White Man's burden, No tawdry rule of kings,
But toil of serf and sweeper, The tale of common things.
The ports ye shall not enter, The roads ye shall not tread,
Go mark[14] them with your living, And mark them with your
dead.
Take up the White Man's burden And reap his old reward:
The blame of those ye better, The hate of those ye guard-The cry of hosts ye humour (Ah, slowly!) toward the light:-"Why brought he us from bondage, Our loved Egyptian night?"
Take up the White Man's burden, Ye dare not stoop to less-Nor call too loud on Freedom To cloke your weariness;
By all ye cry or whisper, By all ye leave or do,
The silent, sullen peoples Shall weigh your gods and you.
Take up the White Man's burden, Have done with childish days-The lightly proferred laurel, The easy, ungrudged praise.
Comes now, to search your manhood, through all the thankless
years
Cold, edged with dear-bought wisdom, The judgment of your
peers!
UNIT I: LESSON #4
UNIT I: LESSON #4
V. Colonialism: Who Owned What and Why?
D. Before 1870 70 percent of the globe was owned by a
western European power. By 1914 the percentage was up to
85 percent.
E. Modern weapons and transportation allowed a relatively
small number of Europeans to maintain control over mass
populations of natives.
F. Throughout this period, there were continuous uprisings
among people wanting to be free.
G. The Colonial response was often to educate native children
in Europe and return them to assist in governing the colony.
This plan backfires when they learn about democracy and
freedom and wonder why they don’t have it.
UNIT I: LESSON #4
V. Colonialism: Who Owned What and Why?
H. Revolts were not limited to empires with external colonies.
I. Uprisings of ethnic groups within the Austro-Hungarian and Ottoman
empire also occurred.
J. Proximity to the mother ethnic or cultural group often ended with a
different outcome since groups were not so different from the ethnic
group in charge.
1. Greece frees itself from the Ottoman Turks.
2. Other Balkan countries work toward freedom.
3. Hungarians gain relative autonomy within the Austrian Empire.
K. As cultural and religious concerns about “civilizing” external groups
continue up to 1914, thousands of educated native folk begin to
understand the situation they find themselves in. Nationalistic groups
begin to form in many areas of many empires.
UNIT I: LESSON #4
UNIT I: LESSON #5
V. Industrialization in the Victorian Age:
A. Prestige
UNIT I: LESSON #6
VI. The Naval Arms Race:
A. The need to protect the colonies.
UNIT I: LESSON #7
VII. The Buildup of Military Technology:
A. Military rivalry
UNIT I: LESSON #8
VIII. Smaller Conflicts up to 1914:
A. The Boer War 1900-1901
B. The Russo-Japanese War 1904-1905
C. The Fashoda Crisis
UNIT I: SUMMATIVE